De Minnesota a Michoacán: La migración de las Mariposas Monarca
Lesson 04 ¿Quién tiene el mapa?

Submitted by Jennifer Christiansen


Students will:

  • Identify the location of Minnesota and Michoacán, México on a political and a physical map.
  • Identify potential migratory routes of monarchs.
  • Identify state and country borders along a possible migration route.
  • Demonstrate an understanding of the distance a monarch must travel on its migratory journey. Identify the needs and possible problems a monarch might have on its journey.


Language: Content Obligatory
Students will:

  • Use first person (singular and plural) preterit and imperfect verbs to describe trips (ir, vijar, tener, necesitar, quedarse, comer, comprar, ver, manejar, volar, estar, ser).
  • Demonstrate an understanding of vocabulary needed to understand political and physical maps (fronteras, norte, sur, oeste, este, países, estados, continentes, norteamércia, al lado, cercano, lejos, entre, hacía el __________, alrededor)
  • Use present tense verbs correctly to describe the needs of migrating monarchs. (necesitan, deben tener, es importante que, es necesario que, tienen que encontrar algodoncillo, ...)
  • Use expressions in the present tense to compare human travel and monarch migration. (Ambos los humanos y las monarcas necesitan . . . ,Son diferentes porque, Una diferencia entre los viajes de los seres humanos y la migración de las monarques es________., (no) pueden)
  • Use key vocabulary to identify the travel and migration needs of humans and monarchs (dinero, coches, aviones, casas, hoteles, maletas, ropa, carreterras, mapas, juegos, descanso, comida, un ambiente caluroso; soportar el frío, orientarse, seguir el camino, protección de los vientos, la lluvia, la nieve y tormentas; lugar de invernación, emigrar al norte, combustible, energía, salvar los bosques, destrucción de plantas y bosques, aplastado por coches y camiones, comida para pájaros, ratones y ranas, cansancio, néctar).

Language: Content Compatible
Students will:

  • Use phrases for expressing indirect speech. (Antes de viajar se necesita, Uno se necesita, ...).

Learning Strategies / Social and Skills Development:
Students will:

  • Work cooperatively in small groups to complete the assigned task.
  • Classify concepts into the appropriate areas while constructing a Venn diagram.
  • Use prior knowledge to recall details about trips they have taken.
  • Relate information about migration to previous knowledge about human travel.

Time Frame:

Four 50-minute periods

Materials Needed:

  • Cloze passage about a trip with first person preterit verbs eliminated
  • sentence strips
  • pocket chart
  • human/monarch travel and migration Venn diagram (see Attachments below)
  • blank outline maps of North America

Description of Assessment (Performance Project):

---Day 1---
The teacher gives students a blank cloze passage about a personal trip he or she has taken which has the preterit and imperfect verbs deleted. They listen to the teacher's story and fill in the missing words. Correct the passage as a group and have each student make a 2 column chart in order to categorize each verb as preterite or imperfect.

---Day 2---
Review the preterit and imperfect verbs from the cloze passage yesterday. Each student will tell a small group of 3 -4 about trip that they have taken, using first person verbs in both the preterite and imperfect. As each student listens to his group members tell their story, they will make a list of the verbs in both tenses that they hear. Each group will use a Venn diagram to compare the similarities and differences between human travel and monarch migration.

Students study a physical map of North America, and as a class locate their state and city and then Mexico and the monarch sanctuary region in Michoacán. Each student will receive a blank map of North America. They then will trace the path they would take from St. Paul to Mexico if they were a migrating monarch. Have the students look at a political map and work in groups to list the borders that they cross as they migrate. Point out that monarchs travel freely across borders and that they are resources that are shared by many people. Therefore everyone is responsible for their safe passage from one point to the other.

Students look at an actual migration map from the Journey North web site. As a class calculate the approximate mileage between St. Paul and Michoacán. Students will receive another blank map on which they will use the Journey North website to track the monarchs' progress on their way to Mexico. They will use another map in the spring to record their progress as they return from Mexico.

As a class, make a chart indicating what we as humans do that both harm and hurt monarchs while they are in their Minnesota habitat, while they are migrating and when they are in Mexico. Post-task: Students will then use the sentence starters (Ambos los humanos y las monarcas necesitan . . . , Son diferentes porque, Una diferencia entre los viajes de los seres humanos y la migración de las monarcas es________., (no) pueden ) which will be posted as well as given to each group to make comparison statements about human travel and monarch migration.


Students' Venn diagrams and maps

References and Resources:



NOTE: some attachments are in PDF form (get Acrobat Reader)

Human/monarch travel and migration Venn diagram