Standards-Based Instruction
| CULMINATING TASK/ASSIGNMENT What will individual students produce to demonstrate achievement of the standard(s)? | ASSESSMENT What criteria will be used to evaluate/score students work/performance of the culminating task? | INSTRUCTIONAL ACTIVITIES What learning activities will students be involved in to acquire knowledge and skills to achieve the standard? Consider alternative strategies and modification to promote equal access for all learners. | TIME How much (approximate) time will be required to complete each of the activities? | RESOURCES What materials, textbooks, supplies, documents, etc., will be required for and instructional activity? |
| Students will design a new planter box to attract butterflies based on their investigation.
Give me a list of supplies you need in order to create a butterfly garden. | Task to be scored: 4-Their list demonstrates an understanding of the needs of specific butterflies throughout their life cycle in their life cycle in relation to soil, plants, and energy source. 3-Their list demonstrates the 2 plants needed by specific butterflies. (nectar and larval) 2-Their list demonstrates that butterflies need a variety of plants. 1-Their list demonstrates the need for plants and the butterfly life cycle. | Garden exploration Planting Growing cycles Energy sources Weather connections Field data collection Butterfly and plant identification Scientific Process | on-going; 1 year | A garden which will attract a variety of butterflies with its diverse plants. |
| *Model developed, refined, and field-tested by Mentor teacher Standard-Based Task Force School District | 1996, Los Angeles Unified |
Butterflies In The City is a part of LAEP Learning Exchange.