Students will view a PBS NOVA video to better understand the unique migration of the North American monarch butterfly. This lesson is intended to introduce some information about the migration which will be followed by more scholarly works and websites on day 2. This lesson has been sectioned into chapters for those who will need to use two periods to view the video. Here is an overview of what students will learn today.
Ask students to draw the life cycle of the monarch butterfly. (Note: For many students this will be a review as they will have learned it in elementary school.)
Have several students share their life cycles and allow students to correct their life cycles as necessary. Using this link, have students check their life cycle.
Using the Frayer method, have students define migration.
Students will view the NOVA special: The Incredible Journey of Butterflies in its entirety. After each chapter in the video, have students consider the following questions and record their answers of their viewing guide or students can complete a fillable transcript and simply discuss the questions below.
First, students will view Chapter 1, A Butterfly is Born, (0:00-8:30) from The Incredible Journey of Butterflies.
Have students consider the following questions:
Next, students should view Chapter 2, The Most Special Generation, (8:31-14:30).
Have students consider the following questions:
Next, students should view Chapter 3, The Journey South, (14:31-21:30).
Have students consider the following questions:
After students watch Chapter 4, Living in Mexico (21:31-27:30). Have students consider the following questions:
After students watch Chapter 5, Monarch Watch (27:31-28:50). Have students consider the following questions: What is the purpose of Monarch Watch?
After students watch Chapter 6, Problems for the Monarchs (28:51-35:03). Have students consider the following questions:
After students watch Chapter 7, The Journey through Texas (35:04-41:20) Have students consider the following questions:
After students watch Chapter 8, Arrival in Mexico (41:21-49:14). Have students consider the following questions:
Ask students to revisit their notes and highlight strategies that monarchs use to ensure the survival of the species by working together as a group.
In their lab notebooks, have students create a two column chart with the headings survival strategy and importance. Guide students through the completion of this chart by asking them to think of instances in the film where being in a large group was beneficial for the butterflies.