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\nLesson Planet Curated\n
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\nOur Hungry Planet: Food for a Growing Population\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nBugs for breakfast? The Flipside science unit module, “Our Hungry Planet: Food for a Growing Population,” introduces middle schoolers to issues related to food production and innovative solutions to world hunger. Scholars investigate the...\n
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\n\n15\nItems in Unit\n\n
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\n\"Our\n\n
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\nLesson Planet Curated\n
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\nOur Hungry Planet: Food for a Growing Population\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nBugs for breakfast? The Flipside science unit module, “Our Hungry Planet: Food for a Growing Population,” introduces middle schoolers to issues related to food production and innovative solutions to world hunger. Scholars investigate the...\n
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\n\nGet Free Access\n
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Lesson Plan
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\n\"Moth\n\n
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\nCurated OER\n
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\nMoth or Butterfly\n

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\n\nFor Teachers\n\nK - 1st\n
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\n \nStudents categorize butterflies and moths by identifying the unique characteristics of the two different species.  In this classifying lesson, students discuss their prior knowledge about these insects before categorizing the...\n
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PPT
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\n\"Butterfly\n\n
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\nRoland Park Country School\n
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\nButterfly or Moth?\n

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\n\nFor Students\n\n3rd - 6th\n
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\nWhat is the main difference between a moth and a butterfly? Butterflies have club-shaped antennae, while moths have a feather-like antennae. But what else differentiates these beautiful insects? The presentation in the resource...\n
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Interactive
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\n\"Natural\n\n
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\nCK-12 Foundation\n
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\nNatural Selection: Peppered Moths\n

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\n\nFor Students\n\n7th - 8th\n\nStandards\n
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\nCan human activity influence the colors of moths? The simulation explains how pollution changed the color of tree bark, which led to the survival of a different variation of moths. It also discusses the shift back as air quality improves.\n
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Instructional Video4:37
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\n\"Moths\n\n
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\nThe Brain Scoop\n
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\nMoths vs Butterflies\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nWhat's the difference between a chrysalis and a cocoon? A chrysalis comes from the butterfly's skin, while a cocoon comes from any nearby materials a moth uses. The Brain Scoop video explains the similarities and differences between...\n
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\n\"Games\n\n
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\nCurated OER\n
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\nGames on Echolocation\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nGet a little batty with life science! This fun simulation game replicates how bats use echolocation to hunt moths in their native Hawaiian habitat. After creating blind folds and discussing some basic principles of echolocation, students...\n
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\n\"Is\n\n
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\nAlabama Learning Exchange\n
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\nIs it a Moth or a Butterfly?\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders examine the similarities and differences between moths and butterflies. They participate in a virtual field trip using a designated web site. They design a computer based slideshow using the information they find on the...\n
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Instructional Video12:44
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\n\"Natural\n\n
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\nCrash Course\n
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\nNatural Selection\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nThe peppered moth is featured in a video about natural selection. The narrator tells the story of Darwin's theory and then moves on to the principles behind natural selection and the different ways it works. Concepts covered include...\n
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\n\"Natural\n\n
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\nARKive\n
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\nNatural Selection- the Peppered Moth\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nCan human activity cause animals to evolve? Your budding biologists will find out the answer to some of the big questions in natural selection with a peppered moth activity. They will watch a few short videos, look at pictures, and...\n
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\n\"Pollination\n\n
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\nCurated OER\n
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\nPollination of Flowers by Moths\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nTurn your classroom into a pollination station as your kids transform into moths or predators trying to survive and aiding in plant reproduction along the way. Using silent party blowers as proboscises, the moths will have two minutes to...\n
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\n\"Butterflies\n\n
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\nButterflies\n

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\n\nFor Teachers\n\n3rd\n
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\nButterflies and moths are the stars of this biology resource. In it, learners see how to distinguish a butterfly from a moth. They discover new vocabulary, perform an experiment, and do some coloring on pages that are embedded in the...\n
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\n\"And\n\n
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\nCurated OER\n
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\nAnd Then there Were Nun: Trees that could be endangered by the Nun Moth Invasion\n

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\nStudents read and article and become familiar with the danger to trees from the Nun Moth.  In this Nun Moth lesson, students work in groups to create visual images of vocabulary words. Students reflect on the article by assessing...\n
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\n\"Butterfly\n\n
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\nButterfly and Moth Internet Hunt\n

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\n\nFor Students\n\n3rd - 8th\n
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\nIn this butterflies and moths worksheet, students click on the links in the questions about butterflies and moths to find the answers to the questions and then come back and answer the questions. Students answer 14 questions total.\n
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\n\"Moths\n\n
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\nMoths and Butterflies crossword puzzle\n

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\n\nFor Students\n\n4th - 8th\n
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\nIn this moths and butterflies activity, students complete a crossword puzzle about moths and butterflies. Students complete 26 blanks in the crossword puzzle.\n
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\n\"Manduca\n\n
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\nUniversity of Minnesota\n
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\nManduca sexta Wax Model\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nCaterpillars' and moths' most obvious change is physical, but what happens to their nervous systems as they complete metamorphosis? Through a hands-on investigation, young scholars construct the nervous system of a caterpillar. They then...\n
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\n\"Butterfly\n\n
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\nCurated OER\n
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\nButterfly or Moth?\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nYoung scholars compare and contrast the characteristics of the butterfly and the moth. Through classification, students observe the subtle differences in the moth and the butterfly. Young scholars complete a worksheet classifying...\n
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\n\"Bat\n\n
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\nCurated OER\n
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\nBat and Moth\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents stand in a circle, with two in the center. The center students are the bat and moth. They are both blindfolded, and the bat must catch the moth. The bat shakes a can, and the moth must reply by shaking his/her can, also. After...\n
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\n\"Peppered\n\n
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\nCurated OER\n
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\nPeppered Moth Simulation Activity\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nStudents simulate peppered moth predators using SmartNotebook. For this life science lesson, students collect survival data and analyze results. They explain the importance of changes in species over time.\n
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PPT
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\n\"Small\n\n
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\nSmall Creatures in the Home\n

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\nI suppose there are a lot of different creatures that dwell in our homes. You and your class can learn about the various insects, bugs, and spiders that call our houses home. The house fly, furniture beetle, silver fish,...\n
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\n\"North\n\n
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\nNorth American Butterflies and Moths of Fields, Meadows, and Fencerows\n

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\n\nFor Students\n\n5th - 8th\n
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\nIn this North American butterflies and moths worksheet, learners click on the links in the questions about North American butterflies and moths of fields, meadows, and fencerows to find the answers to the questions and then come back and...\n
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\n\"Butterfly\n\n
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\nButterfly and Moth Internet Hunt part 2\n

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\n\nFor Students\n\n5th - 8th\n
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\nIn this butterfly and moth worksheet, students click on the links in the questions about butterflies and moths, find the answers to the questions, and go back and answer the questions. Students complete 19 questions total.\n
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Worksheet
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\n\"Homeschool\n\n
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\nCurated OER\n
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\nHomeschool Helper's: Butterfly vs. Moth\n

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\n\nFor Students\n\n3rd - 5th\n
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\nIn the butterfly vs moth worksheet, students read the sentence and write a B if it describes a butterfly and an M if it describes a moth. There are 7 questions to answer.\n
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\n\"Main\n\n
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\nCurated OER\n
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\nMain Idea and Supporting Details on Two Topics-Neeraj and Moths\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nLearners explore details, supporting details, and main idea statements.  In this details and ideas lesson, students view two video segments  and determine relevant details.  Learners identify the main ideas and defend them.\n
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