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Students learn how communities can collaborate to support both people and the environment, following a sequence of reading, vocabulary support, and text-dependent questions. Activities include independent reading, teacher read-aloud, discussion, evidence-based answers, and using text features such as photographs and captions to understand the butterfly life cycle and evaluate solutions for sustainable income.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":53,"@type":76,"position":81},"https://docshare.wps.com/document/lifestyle/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/home-grown-butterflies-lesson-unit-2-week-2-reading-and-discussion-plan/605443/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/home-grown-butterflies-lesson-unit-2-week-2-reading-and-discussion-plan/605443.png","ImageObject",300,407,{"name":92,"@type":93},"Taylor Morgan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/msword","2026-11-04","2026-10-16",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the people in Barra del Colorado make a living, and why is it changing?","Question",{"text":112,"@type":113},"They were fishermen, but overfishing and pollution caused the fish to disappear. With fewer fish, they can’t keep supporting the village the same way.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What solutions are suggested, and what consequences would each have?",{"text":117,"@type":113},"Cutting down and selling wood could bring money but would destroy the rainforest. Raising butterflies would protect the forest and let the villagers earn money by selling pupae.",{"name":119,"@type":110,"acceptedAnswer":120},"What effect does Brent Davies’ plan have on the community?",{"text":121,"@type":113},"By raising butterflies, students and villagers learn to save the rainforest and make money by selling butterfly pupae to zoos. 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Please do not read this to the students.  This is a description for teachers, about the big ideas and key understanding that students should take away after completing this task.\nBig Ideas and Key Understandings\nCommunities must work together to ensure survival of both people and environment.\nCommunities can collaborate with others in order to learn, grow, and profit.\nOther communities can also benefit from their success.\nSynopsis\nThis nonfiction piece tells about Barbara del Colorado, a village in Costa Rica.  People needed a way to make money.  A scientist suggested that they grow butterflies.  Zoos around the world would buy them.  School children grew plants that attracted butterflies.  The children then searched for caterpillars and put them in special boxes so they could feed them.  The caterpillars turned into pupae, the stage before they turn into butterflies.  Now the villagers sell about 250 pupae a month!  The money helps the school buy what it needs.\nRead entire main selection text, keeping in mind the Big Ideas and Key Understandings.\nRe-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary.\nDuring Teaching\nStudents read the entire main selection text independently.\nTeacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)\nStudents and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text.  A variety of methods can be used to structure the reading and discussion (i.e.:  whole class discussion, think-pair-share, independent written response, group work, etc.)\nText Dependent Questions\nText-dependent Questions\nEvidence-based Answers\nHow did the people in Barra del Colorado make a living? Why can't they now?  (Pg. 196)\nThe villagers were fishermen.  The villagers overfishing and pollution caused the fish to disappear, not enough fish to feed the village.\nWhat are some of the possible solutions and their consequences?  According to the text what would have happened if they used these solutions? (Pgs. 196-197)\nChop trees down and sell the wood.  They would have made money but would have destroyed the rainforest.\nRaise butterflies, which would save the forest.\nWho is Brent Davies?  Use the print and illustrations to help you. (Pg. 196)\nA scientist.  She works with children that speak Spanish and English.  She had an idea to raise butterflies, which would keep the forest alive.\nWhat are the benefits of Brent's idea? (Pg. 197)\nRaise money for the village\nProtect the rainforest-home of insects and save the butterflies\nDescribe Brent's plan using details from the text. (Pg. 197)\nShow villagers how to raise butterflies\nShows students how make a butterfly garden\nHope that adults will follow example and begin to raise money for their village as the students did for their school\nWhat effect would Brent Davies' plan have on the community of Barra del Colorado? (Pg. 197)\nBy raising the butterflies the students and villagers learn how to save the rainforest and make money by selling the butterfly pupae to zoos.\nIt also ensures the survival of the butterfly species.\nReread the first paragraph on page 198.  What is the life cycle of a butterfly?\nButterflies drink nectar from certain plants\nThey lay eggs on other plants\nThe eggs hatch\nThe caterpillars come out\nThe caterpillars eat and grow\nThey turn into pupae\nWhat do the villagers need to make this plan work?  (Pg. 198)\nA garden full of nectar plant","cbCainTgX8fT1H98","https://ap.wps.com/l/cbCainTgX8fT1H98","doc",84480,"English","# Unit 2 / Week 2\n## Big Ideas and Key Understandings\n## Synopsis\n## Before Teaching\n## During Teaching\n## Text Dependent Questions (Evidence-based Answers)","[{\"question\":\"How did the people in Barra del Colorado make a living, and why is it changing?\",\"answer\":\"They were fishermen, but overfishing and pollution caused the fish to disappear. With fewer fish, they can’t keep supporting the village the same way.\"},{\"question\":\"What solutions are suggested, and what consequences would each have?\",\"answer\":\"Cutting down and selling wood could bring money but would destroy the rainforest. Raising butterflies would protect the forest and let the villagers earn money by selling pupae.\"},{\"question\":\"What effect does Brent Davies’ plan have on the community?\",\"answer\":\"By raising butterflies, students and villagers learn to save the rainforest and make money by selling butterfly pupae to zoos. It also supports the survival of the butterfly species.\"}]","Home Grown Butterflies - Lesson - Unit 2 Week 2 - Reading and Discussion Plan | DOC",1792132319,15]