BUTTER

FLY LAB

AMAZING BODIES, AMAZING BUTTERFLIES

Teacher’s Guide 1st Grade Science Unit

EarthsBirthday.org1 800 698 4438

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BUTTERFLY LAB

Earth’s Birthday Project cultivates hope for the future by inspiring wonder, learning & care of the natural world in children, teachers & parents.

Since 1989, more than 15 million children have delighted in raising butterf lies, learning about the natural world & supporting conservation. Our work empowers students to initiate environmentally responsible actions in school & at home.

Acknowledgements

Butterfly Lab as developed through support from PNM, Los Alamos National Bank and Los Alamos National Laboratory Foundation and Carolina Biological. Earth’s Birthday Project is grateful for the insights and advice of Judy Chaddick, science teacher emeritus of the Espanola Valley Schools, who helped make these science units easy, educational and fun.

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BUTTERFLY LABContents

Overview, Calendar and Standards 4-6

Caring for Caterpillars, Caring for the Earth 7

Pre/Post Assessment 8-10

What We Know About Butterfly Anatomy 11

Songs about Butterflies 12-13

Butterfly Anatomy Word Wall 14-28

Caterpillar Body Parts Handout 29

Comparing Insect Anatomy Activity 30-34

Butterfly Body Parts Handout & Quiz 35-37

Build a Butterfly Model 38

What Does Each Body Part Do? 39-45

Post Assessment 46

Celebrate the Earth! 47

Climate Change & Butterflies 48-51

Feedback 52

This hands-on lab for 1st grade science builds experiences and skills for observing caterpillars closely and learning the anatomy of caterpillars, butterflies and other insects.

The lab includes Pre and Post Assessments with 8 activities for learning and integration. Based on your students’ skills, use the Butterfly Lab in the ways that you think are best. Please see the Calendar below as a suggested sequence.

Teacher’s Guide

Day 1Pre Assessment

Day 2What We Know About Butterfly Anatomy

Day 3Butterfly SongsLive caterpillars probably arrive.

Day 6Butterfly Word Wall

Day 8Caterpillar Body Parts

Day 9 Day 10Comparing Insect Body Parts

Day 7

Day 13 Day 14Butterfly Body Parts

Day 15 Day 16Build a Butterfly Model

Day 17

Day 4

Day 11

Day 18

Day 5

Day 12

Day 19 Day 20What Does Each Body Part Do?

Day 21 Day 22Post Assessment

Day 23Climate Change & Butterflies

Day 24Celebrate the Earth!

OverviewBUTTERFLY LAB

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OverviewBUTTERFLY LAB

The lab is a whole unit, but please select the activities that are best for your classroom. Or adapt an activity in a way that works for your students. Whatever activities you choose, delight in the wonder of nature with your students!

Before the Caterpillars ArriveIf your students have not experienced the wonder of caterpillars changing into butterflies, you may want to wait on some of these activities to keep it a surprise.

Do the Pre Assessment with your students. Discuss what it means to be a good friend to the Earth and all her creatures. Make copies of all the handouts in advance.

Have your students share what they know about butterflies with What We Know About Butterfly Anatomy. Have some fun learning songs about butterfly body parts.

The Caterpillars Are HereThe live caterpillars will arrive on a Thursday or Friday. They come with care instructions, a butterfly house & life cycle poster.

Begin building your science vocabulary using the Word Wall. When the caterpillars have grown a little bit, compare the Caterpillar Body Parts Handout with the living catepillars. Learn more about all insects with the Comparing Insect Anatomy activity.

When they all become chrysalises, transfer them into the butterfly house.

Butterflies EmergeWhen the butterflies emerge from the chrysalises, the students can observe them for a few days. Learn even more about Butterfly Body Parts and the Build a Buttefly Model activity. Sing the songs to have fun and get the wiggles out as often as you like.

Observing the butterflies, your class can also study What Does Each Body Part Do? Remember to do a Post Assessment with your students. Have a discussion with your students with the Climate Change & Butterflies guidelines from our partners, Climate Science Alliance.

To sustain the butterflies while you are observing them, feed them with a sugar water wick or with cut fruit like oranges and melons. More information is in the Care Instructions.

If a butterfly emerges incompletely or is deformed, there is—sadly—nothing you can do to help. Explain to the children that this happens sometimes. Place it in a bush to be eaten by another animal. Remember: caterpillars and butterflies are important parts of your local food web.

Release and CelebratePlan a day of celebration when you release the butterflies! You can sing songs to thank the butterflies for all that you have learned about them.

• Outside temperature should reach at least 55°F during the day.• Open your butterfly house and allow a butterfly to crawl onto a hand.• The butterfly will borrow heat from your body to warm itself up to 68°F, so that it can fly away. Be gentle and patient.

Discuss with the children what it means to care for the Earth and all her creatures.

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BUTTERFLY LABStandards Rubric: 1st Grade

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BUTTERFLY LABCaring for Caterpillars, Caring for the Earth

Young children understand what it means to be a good friend. Talk with them about being a good friend. Write their suggestions on the board. How do you treat good friends? Can caterpillars and other animals be our friends? Is the Earth that gives us so much - air, water, food, beauty - our friend? How might they like to be treated? What can we do to help them?

Caring for living things in the classroom is a wonderful opportunity to learn:

• all living things have needs• what are the needs of other living things• how to help with the needs of others

1 - All living things have needs.Every child understands their own need for food, shelter and care. And every living thing also has needs. We are all connected.

2 - What are the needs of other living things.Caring for living things teaches your students that we all have unique needs. Not everyone’s needs are the same. What is good for a child might not be good for a plant. The care of a seedling is different than the care of an insect.

3 - How to help with the needs of others.Students want to interact and be involved with the living things around them. Checking to see if plants need water or if the caterpillars are becoming chrysalises builds a child’s confidence and understanding. They learn about responding to what is needed and offering to help.

Teaching Students How to Care for CaterpillarsObserving caterpillars in your classroom is a great way to teach children about the pollinators that we depend on for food. Day by day, they observe how the caterpillars grow and change. They can see them eating their food. This is practical experience in understanding the needs of others and learning how to help.

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BUTTERFLY LABPre/Post Assessment

Overview The activities begin with an individual assessment to effectively establish a baseline of students’ understanding, help you decide what to emphasize and what needs to be adapted for your classroom. A pre-assessment provides a way to evaluate the children’s growth at the end of the unit.

Materials • Assessment Record (each sheet holds 15 names)• handout for each student• pencils/markers

Adapt the assessment, based on your students skill level.

1 Pass out the handouts and have them put their name and date on it.

2 Using a laptop or color print-out with a small group, or projected on the white board for the entire class, show the handout and focus the students’ attention on the parts of a caterpillar.

• Tell the students that they will be identifying the parts of a caterpillar by drawing a line from each word to the correct part on the illustration.

• Use the first word that you point out as a demonstration - LEGS.• Point to the word LEGS and say it out loud. Ask the students to look at the

caterpillar and identify the LEGS. Point out the LEGS under the abdomen and then draw a line from the word to that body part.

• Next point out and say the word ABDOMEN. Ask the students to identify the ABDOMEN on their handout and draw a line to that part.

• Repeat with the words - HEAD and MOUTH.

3 On the handout, focus attention on the parts of a butterfly.

• Point to ANTENNA and say it out loud. Ask the students to find the ANTENNA and then draw a line from the word to that part.

• Repeat with the words - COMPOUND EYE, PROBOSCIS, THORAX, WING, LEG, ABDOMEN.

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Ability to identify the parts of a caterpillar

Student Name Pre Post

Observing the Features of Living Things

Pre Post

BUTTERFLY LABAssessment Record

Observing the Features of Living Things

Ability to identify the parts of a butterfly

Date ___________________________ AssessmentBUTTERFLY LAB

COMPOUND EYE

ANTENNA

PROBOSCIS

WINGS

LEGS

ABDOMEN

Name ___________________________

THORAX

Body Parts of a Caterpillar

Body Parts of a Butterfly

HEADLEGS

ABDOMEN MOUTH

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Overview Children discuss What We Know about Butterfly Bodies. The teacher records information for display, including space to record What We’ve Learned during the unit.

What We Know Diagram of the 8 body parts on the right

Time30 minutes

Materialsnewsprint, markers, post-it notes, bulletin board, blank sheets of paper

Step OneExplain to students that you’ll be observing caterpillars and butterflies in your classroom and learning all about them. Tell them that this activity is an opportunity to share what they already know about the body parts of butterflies.

Ask the class to tell you - one at a time - a body part of the butterfly. On the whiteboard, draw the body part and write the label on a post-it note with the student’s name. Be creative and use a variety of colors, different colors for different parts, to help the students see each one clearly. On blank sheets of paper, have the students draw each part and if they can, label each part.

The finished diagram should include these 8 body parts - head, thorax, abdomen, 2 antennae, 2 compound eyes, proboscis, 4 wings and 6 legs.

Prompt or instruct the students about any of the 8 body parts that they do not know.

Step TwoTalk about the body parts. What do they do? How do they help the butterfly survive?

Your students may know many things about butterflies like - I see butterflies visiting flowers, butterflies can fly high, I saw a butterfly last summer. Write these down on post-it notes and line them up beside the diagram of the butterfly body parts.

Following the discussion, transfer the drawing and post-it note labels onto newsprint or a bulletin board.

Step ThreeExplain that as the class makes observations and learns new facts, write these on post-it notes and add to the diagram as What We Learned.

What We Know about Butterfly BodiesBUTTERFLY LAB

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BUTTERFLY LAB

Sing to the tune of “Head and Shoulders, Knees and Toes”

This song is a quick way to get your students moving and having fun. Be sure to touch your head, touch your chest and your belly while you sing. Make up your own movements for 6 legs, 4 wings and 2 antennae. Once your class knows the words and gestures, don’t forget to speed up!

Head and thoraxAbdomen, Abdomen

Head and thoraxAbdomen, Abdomen

Six legs, four wings and two antenna

Head and thoraxAbdomen, Abdomen

Head and Thorax, Abdomen, Abdomen

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BUTTERFLY LAB

Call and response to the tune of “Alouette,” also known as “Ravioli”

Butterflies, yes.I like butterflies.Butterflies, yes.They’re the bugs for me.

Do I see one butterfly? Yes, I see one butterfly.One butterfly. One butterfly.

Ohhhhhhhh!Butterflies, yes.I like butterfli-ies.Butterflies, yes.They’re the bugs for me.

Do I see two antennae? Yes, I see two antennae.Two antenna. Two antenna.One butterfly. One butterfly.

Ohhhhhhhh!CHORUS

Do I see three body parts? Yes, I see three body parts.Three body parts. Three body parts.Two antenna. Two antenna.One butterfly. One butterfly.

Ohhhhhhhh!CHORUS

Butterflies, Yes, I Like Butterflies

Do I see four pretty wings? Yes, I see four pretty wings.Four pretty wings. Four pretty wings.Three body parts. Three body parts.Two antenna. Two antennae.One butterfly. One butterfly.

Ohhhhhhhh!CHORUS

Do I see five caterpillars? Yes, I see five caterpillars.Five caterpillars. Five caterpillars.Four pretty wings. Four pretty wings.Three body parts. Three body parts.Two antenna. Two antenna.One butterfly. One butterfly.

Ohhhhhhhh!CHORUS

Do I see six skinny legs? Yes, I see six skinny legs.Six skinny legs. Six skinny legs.Five caterpillars. Five caterpillars.Four pretty wings. Four pretty wings.Three body parts. Three body parts.Two antenna. Two antenna.One butterfly. One butterfly.

Ohhhhhhhh!CHORUS

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BUTTERFLY LABWord Wall: Butterfly Anatomy

The Word Wall is a set of words that are all related to caterpillars, butterflies and their body parts.

Here are ideas for using the Word Wall:

• Tracing - have your students trace the letters of each word with a finger. The students can say the letter out loud or silently. Pronounce the whole word at the end.

• Act It Out - as you go through the words, act out the meaning with your hands or your whole body. Especially good for kinesthetic learners.

• Relate to Caterpillars & Butterflies - as your caterpillars grow and transform, encourage the children to use these vocabulary words to describe what they see.

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abdomen

antenna

17

butterfly

chrysalis

crawling

caterpillar

compound eyes

head

front legs

mid legs

back legs

proboscis

thorax

front wings

back wings

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Larva—the second stage of metamorphosis, another term for caterpillar

Head—the head includes a brain, a mouth, 2 antenna and 12 eyes called ocelli

Thorax—the thorax is the midsection where the legs are attached

Abdomen—the abdomen contains the heart, digestive system and other organs

True Legs—all insects have 6 true legs with tiny claws attached to the thorax

Pro-legs—located on the abdomen, pro-legs help the caterpillar move and climb

Mouth parts—on front of the head, a caterpillar has mouth parts to tear leaves and grind for food

Simple eyes—a caterpillar has 12 simple eyes, 6 on each side of its head, that show light and dark

BUTTERFLY LABCaterpillar Body Parts

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BUTTERFLY LABIs It an Insect or Not an Insect?

ObjectiveAs the students begin to understand the basic parts of a butterfly’s body, it is useful for them to also understand that specific body parts help identify what is an insect.

Step OneProject the following 2 images on the whiteboard for the class or print them out. Both images have an image of a butterfly and another insect. Point to the illustration of the butterfly and ask the students to identify it. Then ask them to count specific body parts on the butterfly and write the numbers on the board.

Common insect body parts:• 4 wings• 6 legs• 2 antenna• 1 head• 1 thorax• 1 abdomen

Then point to the honeybee and ask the students to count the same body parts. Write the numbers on the board. Ask the students to compare the numbers of each body part. All the numbers are the same.

Step TwoDo the same thing with the second image of 2 insects. Point out and have the students count each body part on the butterfly and on the grasshopper. Write the answers on the board and compare the numbers for the 2 butterflies, the honeybee and the grasshopper. Although these animals look different, they share the same number of important body parts and are in the same category known as insects. Point out that in a side view of an insect, all 4 wings and 6 legs may not be visible.

Explain that the majority of insects have wings, but a few do not. For example, ants are definitely insects, but they only have wings at a young stage of growth. Also, beetles are insects and it looks like they do not have wings. However, their wings are folded underneath a hard shell that covers the back.

Step ThreePrint out the worksheet for each student. Tell the students that they will be reviewing the body parts of insects. They will circle the pictures of insects and cross out the pictures that are not insects on the worksheet. The students will need to count the body parts of each picture, just like you did together as a class.

butterfly

honeybee

butterfly

grasshopper

Circle the the things that are insects. Mark an X through the things that are not insects.

BUTTERFLY LABIs It an Insect or Not an Insect? Date __________________________

Name __________________________

Circle the the things that are insects. Mark an X through the things that are not insects.

BUTTERFLY LABKEY: Is It an Insect or Not an Insect?

spider dragonfly

ant

butterfly

honeybee

centipede

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Abdomen—the hind part of the butterfly includes the stomach, heart and other

organs

Antennae—on the butterfly’s head, used to taste the air and help with balance

Compound eyes—thousands of tiny lenses help the butterfly see in all directions

Head—the head includes the proboscis, 2 antennae and 2 compound eyes

Leg—the butterfly has 6 legs, in 3 pairs, attached to its thorax

Proboscis—the butterfly tongue, which works like a drinking straw

Thorax—the midsection of the butterfly with 3 pairs of legs & 2 pairs of wings

Wings—2 pairs of wings on the thorax allow the butterfly to fly

BUTTERFLY LABButterfly Body Parts

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Can you match the words on this page to the correct body parts on the butterfly? All you have to do is write the correct letter inside each circle.

A wings B antennae C head D thorax E abdomen F leg G compound eye H proboscis

Date __________________________

Name __________________________ BUTTERFLY LABButterfly Body Parts

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Can you match the words on this page to the correct body parts on the butterfly? All you have to do is write the correct letter inside each circle.

B

A wings B antennae C head D thorax E abdomen F leg G compound eye H proboscis

C

D

F

E

A

G

H

BUTTERFLY LABKEY: Butterfly Body Parts

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ObjectivesStudents will practice team workBuild models to demonstrate their learning and for presention to the class

MaterialsConstruction paper, tag board, glue, staples, pipe cleaners, old magazines, boxes, cardboard for construction

DirectionsIn groups of 2-3, the students will build an large-scale model of a butterfly. The models should be 1-1.5 feet across and may be built with a variety of materials. The finished models will be displayed on desks and tables as if the models are part of an Butterfly Museum.

1. In advance using library books or websites, select 8-10 butterfly species for a variety of colors and wing shapes. Print out or make copies of good photographs of each species. Record the common name and where they are found on paper slips. You can also find butterfly photographs at EarthsBirthday.org/NM. Divide the students into small groups of 2-3 students. Tell the students that they will be building a Butterfly Museum.

As a class, look at the photographs of the different butterflies. Ask the students to look closely and discuss the different wing shapes and colors. If the butterflies are on flowers or plants, notice their differences too.

Have the groups draw the paper slips out of a hat. Or let each group select a butterfly that they want to model.

2. Try making a prototype from scrap paper. It’s a great way to figure out construction issues.

3. Build an enlarged, close up model of the butterfly on a cardboard base or box bottom.Glue the common name and location of the butterfly on the base.

4. Take a ‘tour’ of the museum. At each display, the small group can give a presentation of how they built their model and the materials they used.

Advanced: Have 1-2 groups with strong skills build a solution to a human problem by mimicking how butterfly body parts help them survive and meet their needs. For example, a butterfly’s exoskeleton could be like armor for a firefighter, or their compound eyes could help us see 360 degrees around.

BUTTERFLY LABBuild a Butterfly Model

BUTTERFLY LABWhat Does Each Body Part Do?

ObjectiveAs the students begin to understand the basic parts of a butterfly’s body, it is useful for them to also understand the ways that a butterfly’s body helps it to survive.

Step OneProject the following 5 statements/images on the whiteboard for the class. Read the statement out loud and pointing to the illustration or photograph, describe the important body parts and what they are doing. Ask the students if there are any words that they don’t understand. Ask them about the action in the statement. For example, why is the butterfly flying from flower to flower? Is it looking for something?

Step TwoPrint out the worksheet for each student. Tell the students that they will be reviewing the 5 statements about butterfly body parts. They will need scissors and glue to complete the worksheet. You can have the students work on their own or as a class, read each statement out loud one at a time and have instruct them to select the correct word, cut it out with their scissors and glue it in the box. Go on to the next statement together.

The four wings fly from

flower to flow

er.

The proboscis drinks nectar like a straw.

The compound eyes see danger

in all directions.

Six legs hold on to branches in the wind.

Two antennae sm

ell where food is.

Cut out the 5 words at the bottom. Read the 5 sentences and glue the correct body part in the blank.

BUTTERFLY LABWhat Does Each Body Part Do?

Name __________________________

Date __________________________

The four fly from flower to flower.

The drinks nectar like a straw.

The compound see danger

in all directions.

Six hold on to branches in the wind.

Two smell where food is.

wingslegs eyes

proboscis antennae

BUTTERFLY LABPost Assessment

Repeat the assessment with your students and compare the pre assessment and post assessment for each student on the rubric.

BUTTERFLY LABCelebrate the Earth!

Each school celebrates the Earth’s Birthday a little differently, bringing their own unique ideas and interests to the event. Get creative!

Many schools choose a day close to the end of the school year, when the weather’s warm, to celebrate by planting seeds, releasing butterflies and demonstrating ways to care for our home planet.

Your celebration is a special gift from the children to the Earth!

Here are some activities for your classrooms to share:• Sharing a song that students learned in the Butterfly Lab • Planting seeds in a school garden• Creating an art project from recycled materials• Releasing Painted Lady butterflies• Students can draw pictures of their favorite animal, flower or tree• Students reporting on ways to care for the earth like saving water,

feeding birds, growing vegetables and more

At the close of your celebration, please remember to take the Earth’s Birthday Pledge!

No job is too big,No action too small

For the care of the EarthIs the task of us all!

OverviewThis lesson introduces the concept of climate change and how it relates to plants and insects. This lesson builds off of the students’ knowledge from the Butterfly Lab by heightening their understanding of the needs of the plant and how those needs are impacted by the environment. Students will learn the meaning of climate change, and what they can do to help.

Use the script below to engage the students. Write their answers to your questions on the board.

What does a caterpillar need to survive?• Water (Rain)• Light (Sun)• Food (Plants)• Air• Soil

What other things might affect butterflies?• Weather (wind, rain, snow, heat)• Extreme Weather (drought, floods, hurricanes, tornadoes, fires)• Climate (long periods of high or low temperatures)• Plant Bloom Period • Pollution• Plant Pests• Disease

Reading ActivityRead stories about butterflies and other insects to the kids and brainstorm some challenges these animals may face due to climate change.

StorybooksBugs! Bugs! Bugs! by Bob BarnerMy Oh My a Butterfly by Dr. SeussWaiting for Wings by Louis EhlertThe Reason for a Flower by Ruth HellerFever on the Land by ABDO Publishing

Use a few pages from Fever on the Land to talk about the effect of climate change on butterflies, pollinators, and insects. http://abdopublishing.com/shop/show/157 - Page 24 (butterflies) - Page 26-27 (pollinators)- Page 8-9 (migration) - Page 18-19 (forest fires)

CLIMATE SCIENCEClimate Science & Butterflies

Has anyone heard of Climate Change? What is Climate Change?Climate change is a long-term change in the average weather patterns of the entire planet. To understand this, it is important to know the difference between climate and weather. Weather is local and temporary, it’s what happens at a particular time and place. Weather is rain, snow, wind, hurricanes, heat waves, etc. Climate is the big picture of weather. If an area like a desert has weather that is extremely hot with very little rain each year, it has a dry climate. If an area like a rainforest is warm and gets lots of rain, it has a tropical climate. We are seeing the average temperatures across the entire planet get higher and higher each year at a faster rate than we’ve ever seen before. The higher temperatures will change the climate all over the world, making dry areas dryer and wet areas wetter. We also expect climate change to cause more extreme weather events by changing the timing, frequency and duration of precipitation and unusual temperatures. This will affect the plants, animals, and humans living there.

What is causing Climate Change?Climate change is caused by humans burning fossil fuels. Humans burn fossil fuels when we use electricity, drive our cars, fly in planes, etc. When we do these things, we release tiny molecules of pollution into the air, called greenhouse gases. There are different types of greenhouse gases, but the most common greenhouse gas is carbon dioxide (Other greenhouse gases are methane, nitrous oxide, ozone, and water vapor). Over time, these tiny, invisible molecules build up and act as a blanket over the planet that traps heat. This heat trapping blanket will cause the Earth to have a fever that changes the average climate and weather of the planet.

How is climate change affecting plants? Imagine you are a flower and you lived your whole life on a snowy mountain. You would be used to living in a cold climate, right? Now imagine that the climate of your home has changed over time to be much, much hotter. How would you like that? Do you think that might affect your life as a flower? A hotter climate might mean less water available because there is less rain or because more water will evaporate out of the soil before the plants can use it.

Many humans, like us, are lucky enough to be able to cool off by going in the shade, changing our clothes, drinking lots of water, or going into an air conditioned room. But do you think a flower can just pull out its roots and walk somewhere else? No. Flowers and many other plants will struggle and have to adapt to dryer conditions to survive.

Climate change can also change the life cycle of a plant all together. If the Earth’s temperature is warming, flowers will bloom earlier in the year. A lot of flowers bloom in the spring time when there is less frost and warmer temperatures, but if the temperature is warmer earlier in the year the flowers will not bloom at the right time. If the life cycle of flowers is changed, it will throw other species out of their seasonal routine as well. Insects count on flowers to bloom at a certain time so they can gather nectar from the flowers, but if the flowers bloom earlier than usual, the insects might have to migrate somewhere else to find nectar.

CLIMATE SCIENCEClimate Science & Butterflies

What does this mean for caterpillars? Caterpillars eat the leaves from these plants. If the plants are not growing as well due to less water, they will have less food to eat.

What does that mean for butterflies? There is less food for butterflies, by the time they arrive to feed on nectar the flower will have already bloomed.

As we can see, climate change is a big factor that can impact plants and insects. We know that it’s important for us to care for our fellow humans, but it is also important for us to care for our friends, plants and animals. Can we brainstorm ideas to help save plants and animals from climate change?

Hang up the 10 Things I Can Do to Help Poster in Your Classroom

10 Things I Can Do To Help:1. Use Less Electricity2. Save Water3. Recycle4. Pick Up Trash5. Walk or Ride Your Bike6. Choose Reusable Bags and Water Bottles7. Eat Your Veggies8. Grow Plants for the Bees, Butterflies, and Birds9. Read More About Climate Change and Share What You Learn10. Start an Earth-Friendly Project with your Friends and Family

CLIMATE SCIENCEClimate Science & Butterflies

Climate Kids in Action!

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USE L

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READ MORE ABOUT CLIMATE CHANGE AND SHARE WHAT YOU LEARN

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START AN EARTH-FRIENDLY PROJECT WITH

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YOUR FRIENDS AND FAMILY

www.climatekids.org

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Please send your feedback to: Earth’s Birthday Project, PO Box 1536, Santa Fe, NM 87504-1536Email :: info@EarthsBirthday.org Fax :: 505-984-9176

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