Initiation/Set:

In the beginning of our unit on butterflies, prior knowledge was activated through the KWL strategy and discussions. Students have been exposed to materials such as puzzles, poems, trade books, songs, and observation of caterpillars to learn about the life cycle of the butterfly.

"Today each group will be reading an article about a different part of the life cycle of a butterfly. First, you will read the article silently and then, you will sketch-to-stretch your mind!" [My class is familiar with the sketch-to-stretch strategy. They are always excited to work cooperatively in a group, to draw, and, ultimately, to become teachers! If this is the first time using this strategy, tell the class all the exciting things they will be doing!] Explain to students that they should label as many parts as they can in their drawing and reread the passage to check for accuracy.

Procedures:

1. Students silently read passage and individually sketch a picture that represents their understanding of the key concepts, ideas, or facts.

2. Students use their pictures to teach the material to one another.

3. Students work in small groups to create a group picture that includes all of the key concepts and incorporates one specific contribution from each group member.

Closure:

"Tomorrow each group will have a chance to explain their drawing of the stages of the lifecycle to the class."
Students are asked to think about what they know about the lifecycle of the butterfly and to figure out which group would be explaining their drawing first. Although the students understand and may argue that because it is a cycle we could start any place, I would expect students to be able to sequence the various stages.

Evaluation:

Groups use their group picture to explain the material to classmates. The group sketches are posted in the room. Students will be asked to write about the information they have learned. Students are randomly selected to read what they have written during sharing circle.

Modifications:

To insure greater success with all students, I give the article to any of my LD students or students who have difficulty reading the night before. In my experience, many of my LD students have great success with this strategy because of their ability to create a picture to represent their understanding, rather than writing about what they have read.

*The Association for Supervision and Curriculum Development
"Dimensions of Learning" Model created the Sketch-To-Stretch strategy.
I have adapted to fit my butterfly unit with second graders.
However, this strategy could be used with a wide range of students for many different purposes!
Just s-t-r-e-t-c-h your mind!

Examples of Articles:
(Each group would receive one paragraph to read and sketch)

The black and orange female Monarch butterfly laid an egg on a leaf. The egg is a pale yellow. The egg is the size of the period at the end of this sentence.

A tiny caterpillar or larva hatched from the egg. You can see his many legs. Sometimes the caterpillar eats the eggshell.

The caterpillar eats leaves and grows bigger. He molts or splits his skin because he gets too big for his skin. He now has black, yellow, and white stripes. You can see his antennae.

After shedding his skin several times, the caterpillar attaches itself to a tree branch by making a silk button. The caterpillar makes the chrysalis from silk thread that comes from their bodies. This chrysalis is hanging from a branch.

Changes are taking place inside the chrysalis. The caterpillar is becoming a butterfly. The chrysalis is starting to become transparent.

When the time is right, the butterfly comes out of the chrysalis. He cannot fly right away because his wings are wet and damp. He will start to unfold and pump them to help make them dry.