(Each day is one forty-minute period.)

Day 1 Introduction of Butterflies: (5 minutes) Show pictures (maybe samples) of different species of butterflies. Show a picture of a Monarch (Danaus plexippus) and Viceroy (Limenitis archippus). Have students notice the similarities. Ask students how they can tell which is which. Ask students, "What do you know about butterflies? Where can you find butterflies?" (20 minutes) Discuss basics of the butterfly life cycle. (15 minutes) Pass out and discuss the Lepidopterists’ Society Statement of the Committee on Collecting Policy. Students will write in their science journals about the things they learned or already know about butterflies, as well as anything they want to know about butterflies.

Day 2 Butterfly Observation: (15 minutes) Show students pictures of butterflies that will most likely be seen outside in the school yard. Use field guide pictures, drawn illustrations, and Internet resources to show the commonly seen butterflies in particular and the different visual representations among reference materials. (25 minutes) Go outside as a class and find the butterflies in their natural habitat. Students should also be aware of the plants the butterflies are landing on (flowers, grasses, plants, trees). They do not have to know the scientific name, but should be able to recognize if a Monarch lands on the same kind of plant. For this lesson, the teacher will identify butterfly species for the class. This activity is an observation activity for the students, so they can learn how to recognize and distinguish butterfly species and their behavior. The teacher will discuss how to catch a butterfly, and the importance of catch and release (Refer to the Lepidopterists’ Society Statement of the Committee on Collecting Policy).

Day 3 Classroom Observation in Groups: (20 minutes) In small groups students will observe butterflies in their natural habitats and attempt to identify them. (20 minutes) Bring students together as a whole group to discuss: Is there some place where more butterflies are found? What species of butterfly did you notice the most? Is there any other information we need to know in order to determine what butterflies are attracted to? (maybe plant names)

Day 4 In-Class Group Work: Students will continue to work in the small groups they worked with for the previous activity. (20 minutes) Classroom discussion. Ask students: "How could you show your classmates the data you found about the butterflies in our school yard? Would one day of observation be sufficient? Why might we need this kind of information?" Ask students leading questions to get them to create some type of date table or method of gathering data. (20 minutes) Have students work in groups to create a data table. If students have difficulty coming up with a table, show the included example. The example data sheet was used for a population diversity study. Students will have to adapt the data table to fit their needs. Ask students what should be changed on that data table to make it more relevant to their activity.

Day 5 Group Observation with Data Tables: Have students try out their new data tables. Students will observe and gather data using the new data tables. Entire class will come together and discuss the success of their new data tables and compare data. (20 minutes) Ask students, "What did you see? Why might we be doing this? Is it possible to attract certain species of butterflies? If so, how? If not, why not?" Have students write in their journal how they could attract a particular butterfly species.

Days 6-10 Data Collection: Students will collect data, discuss their findings, and write in their journal what they are finding. If there is anything exciting, encourage students to share and discuss with classmates. Entire class period will be devoted to data collection and organization.