unit section 4 a-f content analysis...

Jump into Animal Life Cycles

Second Grade Science

Dana M. Feldner

1A: Name: Dana Feldner

Universal theme of unit: Animal Life Cycle Grade level: Second

Main content area: Science

Main content area standards and objectives:

2.L.1.1 Summarize the life cycle of animals:- Birth- Developing into an adult- Reproducing- Aging and death

2.L.1.2 Compare life cycles of different animals such as, but not limited to, mealworms, ladybugs, crickets, guppies, or frogs.

Corresponding Content areas:

ELA:

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Social Studies:

2.H.1.1- Use timelines to show sequencing of events.

Arts Education:

2.CR.1.2- Evaluate personal work, while in progress and at completion.

2.ML.1.3 - Execute extended rhythmic patterns using body, instruments, or voice.

Technology:

2.TT.1.2- Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).

2.TT.1.1- Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).

2.SE.1.1-Use technology hardware and software responsibly.

Healthful Living: PE

PE.2.PR.4.1- Explain the value of working cooperatively in-group settings.

PE.2.PR.4.2- Summarize the benefits of positive social interaction to make activities more enjoyable.

1B:

This unit will consist of five lesson plans that go through the life cycles of animals. The two content standards that are addressed throughout

the unit include: 2.L.1.1- Summarize the life cycle of animals: birth, developing into an adult, reproducing, aging and death and 2.L.1.2 - Compare

life cycles of different animals such as, but not limited to, mealworms, ladybugs, crickets, guppies, or frogs. The unit starts with having the children

understand that every living thing goes through a life cycle and that some life cycles may be the same or different. Lesson two will introduce the life

cycle of a butterfly. Given a paper plate, students will be able to place the butterfly life cycle stages in order, using various pastas, and explain each

stage with at least four sentences. The various pastas will represent a stage in the life cycle of a butterfly. Pastina pasta will represent the egg stage,

curly pasta will represent the caterpillar, shell pasta will represent the cocoon/chrysalis stage, and the bow-tie pasta will represent the butterfly. The

next lesson will introduce the life cycle of a mealworm. The life cycle of a mealworm will be compared to the life cycle of butterfly. The students

need to be able to find similarities and differences between the life cycle of a mealworm and the life cycle of a butterfly. Following the life cycle of a

mealworm, the students will be introduced to the life cycle of a frog. The students will understand that the frog is an amphibian and it has a different

life cycle than a butterfly and a mealworm, which are insects. During the frog lesson plan, the students will create a crossword puzzle. The students

must include clues about the differences and similarities between the frog life cycle and the butterfly and or mealworm life cycle. In addition,

students must include information about what they have learned from the frog life cycle. To incorporate all previous lessons taught, the last lesson of

the unit will compare and contrast the life cycle of the butterfly, the mealworm, and the frog.

1C:

The information that is taught before and after this unit is critical for students for students to understand. Earth systems, Structures, and

Processes would be taught before this unit and Evolution and Genetics would be taught after this unit. Evolution and genetics can be taught

separately or together with the Structures and Functions of Living Organisms with a total of a six-week unit. My particular unit will most likely take

one to two weeks. However, the entire unit would take three to four weeks. Life cycles are a foundational subject area that can be incorporated and

built upon in multiple content areas. It can be incorporated into social studies indirectly by realizing that every living organism goes through stages in

a life cycle and that is what makes the world go around and makes up the “circle of life” and directly through events have to happen in sequence

sometimes and you can use a timeline to help you map the sequence of events.

Animal life cycles will typically be taught at the end of the school year. It depends on the school system and the school’s pacing guide on

when the animal life cycle will be taught. I think that life cycles could be complex for kids, so it would be best to teach it at the end of the year so

students mature and develop more. Structures and Functions of Living Organisms, where life cycles fall under, is a category that is built upon the

previous information taught. The students need to understand the earth systems, structures, and processes before they can understand specific

structures and functions of living organisms in that earth system. Furthermore, after life cycles are taught students talk about evolution and genetics.

It is important that students have learned the life cycles of animals because they are going to identify ways in which plants and animals closely

resemble their parents. Everything that is taught needs to build off each other, so that it is easier for the students to grasp and understand. In addition,

many schools have life cycles towards the end of the year so that can have butterflies in the room and then send them into the “wild”.

1D:

This unit will be taught in a second grade science class. In discussing the developmental characteristics, within Piaget’s Stages of Cognitive

Development, of a “typical” seven-year-old student in second grade would be moving from the tail end of the preoperational stage to the beginning

parts of the concrete operational stage. The students would be moving away from an egocentric thought process and into a perspective taking thought

process (Starker, 2012). In the perspective taking thought process students are able to know what another person sees, feels, or knows (Starker,

2012). The academic characteristics of a “typical” seven-year-old student in the second grade, the child is in between focusing on one aspect of a

situation or problem when two or more aspects or dimensions are relevant and the ability to focus on two or more aspects or dimensions of a situation

or problem at one time (Starker, 2012). A typical student is able to solve concrete problems in a logical manner as well as understands reversibility

(Starker, 2012).

The student demographics in this classroom include twenty-four children (Ausband, 2013). There are two Hispanic children, one Indian child,

eleven African-American children, and ten Caucasian children (Ausband, 2013). Fifteen of those children receive free lunch, six receive reduced

lunch, and three pay for a full lunch (Ausband, 2013). Eight children are reading below grade level, five are reading above grade level, and eleven are

reading on grade level (Ausband, 2013). Most students are visual learners; however, there are some auditory and kinesthetic learners (Ausband,

2013). Two students are ESL students with their primary language being Spanish (Ausband, 2013). The two ESL students are limited in writing

English, but they are able to speak English fairly well (Ausband, 2013). Although one student is from India, he has lived in the United States for two

years, speaks English, and has an accent and speaks British English (Ausband, 2013). One child is diagnosed with ADHD but is controlled using

medication (Ausband, 2013). One child is autistic (Ausband, 2013). Lastly, one student has mild motor skill problems due to a medical condition

(Ausband, 2013).

This class represents a wide variety of students. Children go through many individual experiences that add to their knowledge and can help

them think at a higher level (Starker, 2012). There are many factors, present in this class, that would enhance or hinder the “typical” seven-year-olds

developmental and or academic level. The students that are receiving free lunch or reduced lunch would be considered coming from low

socioeconomic statuses. Children from low socioeconomic status households tend to develop academic skills more slowly compared to children from

higher socioeconomic statuses. This happens because the students in the low socioeconomic communities are less likely to receive the proper

education as well as the resources and academic support at home from their parents. If the students are not receiving the proper education than their

academic stages are most likely going to be delayed. As for cultural integration in the classroom, many teachers do not reach out to students in ways

that are culturally and linguistically responsive and appropriate. Individualism/Collectivism Framework can provide a significant barrier between

families and teachers (Ausband, 2013). If the teacher does not break through the barriers and accept the students culture then the student is not getting

the best instruction possible to fit their needs, which can hinder them academically, especially ESL students. The child diagnosed with having autism

has developmental delays in his or her thinking, language, behavior, and social skills. This particular child is very bright, so the developmental delays

associated with thinking is not to a severe marked degree. If the children are reading at a kindergarten level but are in a second grade classroom, the

children are going to have academic struggles compared to a typical second grader. The books that the class is reading together will have to be

modified to best fit the students needs.

1E:

Throughout this unit, technology was being used in multiple different lessons. Not only will the technology be used by the teacher but through

student use as well. The teacher uses technology to create, enhance, and present instruction. The Internet is used in almost every lesson by having the

students watch a video, listen to a book being read aloud, creating a crossword puzzle, etc. Using the Smart board is very motivating to students and

is an excellent way for the students to interact with the lesson. The Smart Board will be used to show videos, content, and creating a Venn diagram.

The document camera can be used when the teacher wants to enlarge an image so the whole class can see. For example, in lesson four, the teacher

will choose a students crossword puzzle to complete as a whole class. It would be very beneficial to put that crossword puzzle up on the document

camera so that every student can see the crossword puzzle, therefore making it easy for students to see and participate. Having student’s work on the

word processor is a simple yet valuable tool for students. With technology advancing so rapidly, students are going to need to knowledge and skills

of typing and being able to work with a computer. Typically, typing in a word document is easier for the students that have fine motor difficulties.

Furthermore, students that use a word document are more likely to be motivated to write more because typing is simple and easy.

The use of technology will enrich the students learning in this unit because it provides students visuals when learning new material. The use

of technology helps auditory and mostly visual learners. Using the Smart Board as an interactive activity enhance the student’s knowledge because

they get a chance to learn from the teacher as well as their peers. Sometimes students discover new ways to present information that is different from

the teacher. Students will learn from their peers because some of their peers will discover things they may not have discovered while working

individually. Being able to have the technology at the touch of a fingertip can broaden lessons and learning vastly. Technology gives teachers the

power to take lessons and dive deeper into material and incorporate the world and different cultures right in the classroom.

2A:

The overall needs of the class are that the instruction should be differentiated to best fit the needs of each individual students. The instruction

should benefit the child in such a way that the student can reach their highest potential and demonstrate mastery. Each classroom has varying levels,

of students and it is important the teacher differentiate instruction to meet these varying levels. For the different reading levels, the teacher will

provide a different book that the students can handle better. This can be done by providing the students with a different book on the same topic but by

matching the reading level of the book with the reading level of the student. This meets the student’s needs because the students will not get

frustrated trying to read a book that is too hard for them. The student’s that read at a higher level get frustrated because they can not understand the

content and the vocabulary words. This is a gateway for students’ losing motivation. By presenting the information in a book the student’s can read

and understand what content is being taught and will increase motivation and learning. For the students that are above grade level in reading, the

teacher will provide the students with a more challenging book appropriate for each reading level. This will fit the needs of those children because

the teacher is challenging each student and is not giving those students a chance to sit back and not be engaged in the lesson because it simply is too

easy for those students. For the visual learners, the teacher will provide points in the lesson where visual aids are present. Visual aids could be in the

form of images, pictures, colors, and maps to organize information and communicate with others. For the auditory learners, the teacher will provide

points in the lesson where students must listen and talk to one another to discuss, share ideas and learn the content. The teacher will provide the

kinesthetic learners with hands on tasks for the students to complete in each lesson. Each lesson plan should target all three styles of learning. In each

broken down part of the lesson plan, the teacher should be addressing at least two of the learning styles. For a specific example, in lesson plan #4,

The Velcro frog life cycle poster, during the explain part of the lesson, targets auditory and visual learners because the poster will be up on the board

and the students will be talking about each stage. The teacher will differentiate instruction to meet the nee ds of the two ESL students by including

their native language with the corresponding English word or phrase. The teacher can do this in each lesson so that the student not only understands

the word in their native language but the English word as well. The student with ADHD will be address if the medication does not seem to be

working. The student can wear a weighted vest or can use a weighted pen for a few examples. The student with ADHD will be extremely beneficial

to the indirect lesson plans since they are student directed and typically require students moving around to facilitate their own learning and discovery.

The child with autism will be addressed by the use of the individual interest, videos, partially working alone, and reading. The student thrives with

watching videos and reading, so the teacher will find content appropriate videos and books that match the students reading level.

The teacher will support each culture in the classroom. There are many cultures represented in this class that include: Hispanic, Indian,

African-American children, and Caucasian. The Hispanic culture will be represented in the unit with the introduction to the Monarch butterfly. The

Monarch butterfly migrates to Mexico to spend their winters in hibernation. The Indian culture will be representing through color. Butterflies are

extremely unique and are made up of many different colors. The teacher will talk about how the vibrant colors that represent the butterfly represent

the Indian culture. The African-American culture is very collectivist, so integrating group work is a great way to include the African-American

culture in the classroom and lesson. The Caucasian is very individualistic so during each lesson the student will be given a chance to do individual

work.

2B:

Students need to know the content in this unit because it builds the foundation for future learning so that when the student’s move through

grade levels they can build upon the foundation. Students need to understand that living things grow, go through changes, and eventually die. Life

cycles are important because that is why animals and humans reproduce. Life cycles connect to each student individually because each student is a

part of the human life cycle. Students can connect the life cycle of a butterfly to the life cycle of an insect. Students will also be learning that in

addition to animals, plants go through a life cycle of their own too. Plants and animals go through life cycles and if students can understand the life

cycle of a butterfly then they can compare their knowledge to other animals and plants. Having a deep understanding of life cycles will prepare

students for what is to come in many content areas and grade levels; for example, evolution and genetics.

Throughout this unit, global awareness and 21st century skills will be presented through a variety of strategies. In the explore section or guided

practice students work collaboratively in groups discovering and leading their own learning. Global awareness is integrated because the students will

be immersed in the classroom with students of different cultures and backgrounds and will have to learn to work collaboratively with students

different from themselves. The students will work with other students of different languages, cultures, backgrounds, religions, economic statuses, and

lifestyles. The students will also use the life cycle of a butterfly, mealworm, and frog to connect with their own life cycle and thus connect to the real

world. Global awareness is also connected through my lesson in the migration of the Monarch butterfly. The students will learn that the Monarch

butterfly migrates to Mexico. 21st century skills will also be integrated throughout the unit. Students will use creativity, innovation, critical thinking,

and problem solving skills. For example, in lesson two, students will have work in groups and complete an open and closed sort. The students will

need to discuss with their group and reach a consensus on how the group wants to sort the pictures. The students need to use 21st century skills and

work collaboratively in groups to find the best way to sort the pictures.

2C:

The formal philosophies, constructivism, and humanism align to my educational beliefs as a teacher. Constructivism relates to my beliefs in

the sense that the student actively constructs his or her own understandings of reality through acting upon and reflecting on real world experiences.

The student must not only learn information from the teacher but facilitate his or her own learning through discovery. When a new experiences or

event does not fit the students’ present knowing structures, a problem is raised which requires the students to actively find the solution to the

problem. As a teacher, I think it is important to facilitate environmental conditions and oversee experiences so that I support the students learning

themselves. I also feel that most students learn better through hands-on activities. As a humanistic educator, I believe that children should be pushed

to achieve their greatest potential. It is important to develop student’s that are open to change and continue learning that enhance personal growth

and development. The student has to learn to become self-motivated and self-directed. My job in the classroom would be to teach indirectly and

facilitate peer-interaction, discovery learning, and co-collaboration.

In this unit, these philosophies are integrated into every lesson. Most lessons in my unit are indirect lesson plans, which allow the students to

be their own facilitator and take charge of their learning through discovery. For example, in lesson plan four, students are discovering the life cycle of

a frog through the use of centers and different activities to fit the needs of all students. The students will need to find the necessary information about

each stage of the frog life cycle to complete a booklet. In all of my lessons, students will work in groups to enhance peer-interaction and co-

collaboration. In lesson plan two, students are collaborating throughout the entire lesson. The student’s specifically collaborate in the explore section

of lesson plan two. The student’s need to talk amongst their group to come to a conclusion of how they are going to sort the picture cards that they

are given that relates to the life cycle of a butterfly. The student’s will demonstrate to the teacher their ability to learn the content through discovery

through the elaborate section in lesson two. The student’s will have to work hands-on with various pasta shells to determine the stages of the butterfly

life cycle and then explain what happens in each stage.

Section 3 chart3a. Main Content Area Competency Goals and Objectives and their Alignment to Broad Goals.

2.L.1.1 Summarize the life cycle of animals:

- Birth

- Developing into an adult

- Reproducing

- Aging and death


3b. Broad Goals 1. Every animal goes through its own life cycle

2. We can determine the similarities and differences of an animal life cycle by comparing and contrasting to other animals.

3c. Relevant Goals 3d. Lesson Alignment

Lesson name Behavioral Objective Place an X under the goal that corresponds with the lesson.

Explain how one lesson aligns/flows to the next.

(How does each lesson build on the previous one? How are the lessons tied together? How does the learning progress from one lesson to another?)

1. Animal Life Cycles (Understand)

Given one picture of each stage of the chicken’s life cycle, students will be able to label, order, and explain each stage of the chicken’s life cycle in a timeline with at least four sentences and 100% accuracy.

X Students will understand that all living animals have a life cycle. The students will be exposed to the overall life cycle of animals from birth to death and that some life cycles may vary. Next, the students will be learning about the life cycle of a butterfly. The next lesson will be

2. Life Cycle of a Butterfly (Understand)

Given a paper plate, students will be able to place the butterfly life cycle stages in order, using various pastas, and explain each stage with at least four sentences.

X The students will be able to put each stage of the butterfly life cycle in order using pasta shells. The students will need to explain the life cycle of the butterfly. This lesson will be more specific by focusing on the butterfly life cycle as an insect. However, this lesson still ties with the previous lesson because the students will be comparing and contrasting the life cycle of a butterfly to the life cycle of a chicken.

3. Life Cycle of a Mealworm(Apply)

Given the StoryKit app on the iPad, students will write an informative story about the life cycle of a mealworm, including each stage of the life cycle, with at least two sentences per page.

X This lesson will introduce another insect. The students will have to extend their knowledge. The students will have to understand that although the butterfly and mealworm are insects they both go through different changes in each stage of their life cycle. The students will need to compare the life cycle of the mealworm to the life cycle of the butterfly or the chicken to connect the lessons and meet the objective.

4. Leap into the Life Cycle of a Frog (Understand)

Given a blank template, students will be able to make a crossword puzzle with at least ten relevant terms about a frog’s life cycle with 100% accuracy.

X This lesson will introduce an amphibian compared to the previous lessons of insects. The students must apply what they have learned in the previous lessons in order to provide clues in their crossword puzzle comparing and contrasting the life cycle of a frog to the life cycle of a mealworm and or butterfly. This comparison connects the previous lessons while introducing new content, which is the life cycle of a frog.

5. Comparing and Contrasting Animal Life Cycles (Analyze)

Given a worksheet, the students will compare or contrast how long a given life cycle span is to another animals given life cycle span in one sentence for each of four animal life cycles with 100% accuracy.

X The students will now have to take their previous knowledge about the life cycles of a chicken, butterfly, mealworm, and frog and compare them to each other. This lesson goes more in-depth on how long each life cycle takes to happen in each stage. The students will identify how long each life span is as well as comparing it to another animal’s life span.

4:

DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE

Lesson #: 1 Lesson Title: Which Came First?

Grade Level/Subject: 2nd Grade/ Science Topic: Animal Life Cycles

NCES/CCSS Standard and Objective (1) 2.L.1.1 Summarize the life cycle of animals:- Birth- Developing into an adult- Reproducing- Aging and death

2.ML.1.3 - Execute extended rhythmic patterns using body, instruments, or voice.

2.H.1.1 - Use timelines to show sequencing of events.Revised Bloom’s level of thinking/type of knowledge (1)

Understanding/conceptual

Behavioral Objective (4) Given one picture of each stage of the chicken’s life cycle, students will be able to label, order, and explain each stage of the chicken’s life cycle in a timeline with at least four sentences and 100% accuracy.

Objective Rationale (1) Students need to understand that animals and plants experience a repeating cycle of life. Students should understand that living things grow, go through changes, and eventually die. Life cycles are important because that is why animals and humans reproduce. Life cycles connect to each student individually because each student is a part of the human life cycle. Plants and animals go through life cycles and if students can understand the life cycle of a butterfly then they can compare their knowledge to other animals and plants. Having a deep understanding of life cycles will prepare students for what is to come in many content areas and grade levels; for example, evolution and genetics.

Prerequisite Knowledge and Skills (1) Work Cooperatively Use timelines to show sequencing of events Students should understand that plants and animals need air, water, light for plants, space,

food, and shelter that may be found in the environment.

Key Terms and Vocabulary (1) - Chick - Chicken- Cycle - Down- Egg - Feather hen- Incubation - Lay- Pullet - Hen- Rooster

Content and Strategies Instructional Strategies

Focus/Review (prepares students for the lesson) (2)

Ask students the question from folklore, “Which came first, the chicken or the egg?” Have a discussion for five minutes about what the students’ think. Ask students if they can name or describe living things that experience a cycle of life. Start to fill in a KWL chart. Have student write on a given sticky note what they know about a chicken already. On another given sticky note of a different color, have student write what they want to know about a chicken. The teacher will have the group leader collect the sticky notes and give them to the teacher. The teacher will then put the sticky notes up on the KWL chart on the board. The teacher will read the “K and W” section of the KWL chart to the students.

Discussion

Graphic Organizer (KWL Chart)

Objective as stated for students (helps students set their own goals for the lesson) (1)

“Today we will learn about animal life cycles and by the end of the lesson you will be able to order and explain the stages of a chicken’s life cycle.”

Teacher Input (provides the content to students in a teacher-directed manner) (3)

Read Chicks & Chickens by Gail Gibbons. Ask the students based on the title and the picture on the cover what they think the story is going to be about. After calling on three to four students, start reading the story. Stop every few pages and ask clarifying questions. For example, “What has happened so far in the story?” “What do you think is going to happen next?” “Where does this story take place?” “Do you think every living thing has the same life cycle?”

Think aloud during the book. For example, “So, what I know so far is that the life cycle of a chicken started out as an egg and then a chick hatched out of the egg. I know that because as soon as the chick gets strong enough, the chick uses its beak to break open the shell.”

When finished, ask the students if they saw some things that they already knew that they wrote on their sticky notes to help make connections between what they already know and new information. Make this connection deeper by asking them what they have learned so far. Ask the students if they have ever seen a chicken or a chick before in real life to help them make a connection between the text and world.

Start by telling the students that although every living thing has a life cycle, each life cycle may be different. Tell the students that they are going to learn about the life cycle of a chicken. Show the students the life cycle of a chicken on the Smart Board. A rooster is a male chicken and a

Explicit Teaching

Didactic Questions

hen is a female chicken. Tell the students that chicken eggs come in different colors like white, brown, blue, or bluish green and pink. The unique blue eggs come from the Araucana breed, from South America. Have a map handy on the internet, so you can show students where South America is in relation to where they are in the world. There will be big pre-made laminated life cycle posters. Each stage will be on a different pre-made laminated poster. For example, there will be a big egg on the top of the poster with lines underneath it so the teacher can write things about that stage.Egg: As soon as the egg is laid, a chick begins to grow inside. The baby chick eats the yolk, which is full of nutrition that helps it grow. The mother hen sits on the eggs to keep the eggs warm. Chick: When the chick is big and strong enough, it will use the little lump on its beak called an “egg tooth” to help break the shell and hatch. Chicks usually take about 21 days to grow big enough to hatch. Chicks are fuzzy and cute. They learn to eat by pecking at the ground and finding what is good for them. Sometimes they peck at their own feet before realizing that their feet are not food.Adult Chicken: Adult chicken being the life cycle all over again! Male chickens are called rooster and female chickens are called hens. Hens lay about 2 eggs a day and can live as long as 12 years.

Guided Practice (Scaffolded practice with the content; helps students make sense of the content provided in Teacher Input) (3)

The teacher will have the students create a life cycle wheel (materials included at the end of the lesson). The teacher will model writing about the first stage in the chicken’s life cycle. The teacher will use a document camera to show the students what she is doing. The teacher with the help of the students will come up with key points to put in the wheel for the first stage of the chicken’s life cycle, which is the egg. The teacher will say, “I want you to pick out the key points about each stage of the chicken’s life cycle and include it in that section in your wheel. I want to do the first one together. So, what are some key points that we have learned about the first stage of the chicken’s life cycle- the egg? (Some answers may include: the rooster must mate with the hen so she can lay a fertilized egg, the chicken begins to grow inside the egg, the chick eats the yolk to become stronger, and the eggs must be kept warm by the hen) The teacher will say, “Those are all great key points, I am going to write them down in my wheel.” If the students seem to not understand the information, the teacher will ask guiding questions. Questions such as the following would be good examples of guiding questions: “Can a chick hatch out of any egg, or does it have to be a specific type of egg?” “Does

Scaffolding

Graphic Organizer

the chick inside the egg eat anything to help it grow stronger?”

Once the teacher is finished scaffolding the first stage of the chicken’s life cycle, the teacher will let the students do the next stage of the life cycle. The teacher will tell the students after they are finished with the next stage of the life cycle; they are to wait before moving on to the third stage of the life cycle. While the students are waiting, they may design and color their wheel. After all students are done, the teacher will check to make sure the students have the correct information on the second stage of the chicken’s life cycle. The students will share in their groups what they each put for the second stage of the chicken’s life cycle. After a brief discussion, the students will share some of the things they put for their second stage of the chicken’s life cycle. The teacher will fill in her wheel with what the children are saying. If the children are not correct in an idea or finding, the teacher will address it. If there is nothing to address or correct, the students are free to complete the rest of their wheel by themselves.

Independent Practice (application activities to help students use and demonstrate what they have learned) (2)

The students will be given a picture of each stage of the chicken’s life cycle. The teacher will tell that students that they will have to put each stage of the life cycle in order on a timeline. The teacher will also tell that the students that they will also have to label and explain each stage of the life cycle with at least four sentences. The teacher will tell the students the criteria that they are being graded on. The students will need to write at least four sentences with their content being 100% accurate in each sentence. The students will need to talk about the birth, developing into an adult, reproducing, and aging and death in their sentences. The students may talk about these four things in terms of the life cycle stages. The students will need to correctly use a timeline to sequence the order of events. The students will also need to place each stage in the correct order in addition to labeling each stage. This activity will be the summative assessment. The teacher will be walking around the room monitoring and answering students’ questions. The teacher will promptly grade the assignment and provide a grade and feedback to the students.

Closure (provides a wrap-up for the lesson) (1)

The teacher will dress up as a little chick and sing “The Hen Dance”. The Hen Dance is an overview of the chicken’s life cycle and is a fun way to close the lesson. The children will now receive sticky notes to write one thing that they learned about the life cycle of a chicken. This will complete the K-W-L chart.

Evaluation (How will you assess students’ learning so that you can determine if they met the objective of the lesson?) (2)

Formative:

Check for understanding questions- The questions listed in focus and review, teacher input and guided practice check for student understanding about the material learned.

In guided practice- All students must have the correct information in stage one and stage

two of the chicken’s life cycle before moving on to independently complete stage three and four.

Summative

Given one picture of each stage of the chicken’s life cycle, students need to label and order each stage of the chicken’s life cycle using a timeline with 100% accuracy. The students will also need to explain each stage of the chicken’s life cycle with at least four accurate sentences.

Non Mastery (0) Partial Mastery (1) Mastery (2) Points Earned:

Student writes 0-1 accurate sentences about the life cycle of a chicken.

Student writes 2-3 accurate sentences about the life cycle of a chicken.

Student writes at least four accurate sentences about the life cycle of a chicken.

The student does not include a timeline.

N/A The student includes a timeline.

Student places 0-1 of the three stages of the chicken’s life cycle in the correct order.

Student places two of the three stages of the chicken’s life cycle in the correct order.

Student places three each of the three stages of the chicken’s life cycle in the correct order.

Total Points Earned:

Plans for Individual Differences (differentiations needed for students) (1)

Auditory learners: The story in the teacher input section will be read orallyKinesthetic learners: The students are creating a life cycle wheel in the guided practice and creating a timeline in the independent practice. Visual learners: The story in the teacher input section would be projected on the Smart Board so students can read along.Mild motor skill- Students can type the four sentences on the computer and or iPadAutism- Since the child likes reading; the student will learn the content through auditory books. If the student does not want to work with other children that particular day, the student does not have to engage with group discussion.ADHD- n/a if student is on medication. The student should be given breaks if necessary. The student should benefit from the guided practice and independent practice since it is hands-on. ESL- The teacher will use the translator to convert the English word into their native. In the life cycle wheel, the student will have both the Spanish and English word to reference to.

Materials used in the lesson; Resources used in developing the lesson (1)

Class set of pre-made life cycle wheels. Class set of pre-cut pictures of each stage of the chicken’s life cycle Pre-made laminated life cycle posters with each stage Bureau, F. (2013). Which came first?. Retrieved from

http://www.ncagintheclassroom.com/Portals/1/pdf/curricula/g2_lesson6.pdf Gibbons, G. (2005). Chicks & chickens. New York, NY: Holiday House. Farm Bureau. (Producer) (2010). The hen dance [Web]. Retrieved from

http://www.youtube.com/watch?v=1cIY484l3P4 (2013). Chicken Life Cycle Replica [Web Photo]. Retrieved from

http://www.moderngiftsny.com/products/chicken-life-cycle-replica21st Century Skills (must be in three lessons)

N/A

Global Awareness (must be in two lessons)

Learning and developing geographical awareness is represented in the teacher input. Chicken eggs come in different colors like white, brown, blue, or bluish green and pink. The unique blue eggs come from the Araucana breed, from South America. The teacher will discuss where South America is in relation to where the students are in the world.

Culturally Responsive Teaching (must be in three lessons)

Culturally responsive teaching is integrated in this lesson plan through the teacher. This is done by various teaching approaches to accommodate diverse learning styles and language proficiency. This is done by planning for individual differences. The teacher uses visual, auditory, and kinesthetic approaches in this lesson. The story in the teacher input acts as a visual and an auditory guide. The students will be creating a life cycle wheel in the guided practice as well as creating a timeline in the independent practice, which will serve as the kinesthetic approach. The teacher asks as a guide by scaffolding instruction specifically in the teacher input.

Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints, slides from SmartBoard programs, etc.) (2)

STRUCTURED DISCOVERY INSTRUCTION (INDIRECT INSTRUCTION)

Lesson #: 2 Lesson Title: Life Cycle of a Butterfly

Grade Level/Subject: 2nd grade/ Science Topic: Animal Life Cycles

NCES/CCSS Standard and Objective (1)





Revised Bloom’s level of thinking/type of knowledge (1)


Behavioral Objective (4) Given a paper plate, students will be able to place the butterfly life cycle stages in order, using various pastas, and explain each stage with at least four sentences.

Objective Rationale (1) Students should understand that living things grow, go through changes, and eventually die. Life cycles are important because that is why animals and humans reproduce. Life cycles connect to each student individually because each student is a part of the human life cycle. Students should know the life cycle of a butterfly because it demonstrates clear examples of the life cycle of an insect. Plants and animals go through life cycles and if students can understand the life cycle of a butterfly then they can compare their knowledge to other animals and plants. Having a deep understanding of life cycles will prepare students for what is to come in many content areas and grade levels; for example, evolution and genetics.

Prerequisite Knowledge and Skills (1)

All living things go through a life cycle Work Cooperatively Compare different types of animals Compare characteristics of living and non-living things including: structure, growth, changes,

movement, and basic needs. Students should understand that plants and animals need air, water, light for plants, space, food,

and shelter that may be found in the environment. That insects and amphibians have different life cycles

Key Terms and Vocabulary (1) Butterfly Caterpillar

Chrysalis/ Cocoon Eggs Migrate Life Cycle Insect

Content and Strategies

Instructional Strategies

Engage (prepares students for the lesson) (2)

Start by showing the class a read aloud video on “The Very Hungry Caterpillar”. The teacher should ask general observation questions.“Who is the story about?” “What happened first in the story?” etc.

Discussion

Presentation

Explore (Students get the content in this section of the lesson in a student-centered manner.) (3)

The students will get into their pre-determined groups and go into centers. There will be four different centers, each with a different activity. While the students are discovering the content, they will need to fill in a teacher made graphic organizer. In the first center, there will be a book on the life cycle of a butterfly. The teacher will put different levels of books in this center to match the different reading levels in the groups. The books include: A Monarch Butterfly’s Life by John Himmelman, The Butterfly by Anna Milbourne, and The Life of a Butterfly by Robin Bernard. The second center will consist of an iPad interactive app. Butterfly HD by Arun Ramamoorthy will be the iPad interactive app that teaches the students about the life cycle of a butterfly. The app is designed to let the children explore the life cycle of butterflies through a collection of slides, movies, and facts related to each stage of the butterfly (Ramamoorthy, 2012). The third station will be a video The students will now watch a video about the life cycle of a monarch butterfly. The video the students will watch is the Monarch butterfly life cycle by K. Hopper. For the last center, the students will go to an interactive website to learn about the butterfly life cycle.

Graphic Organizer

Discovery

Cooperative Learning

Explain (Students “debrief” what they have learned in Explore. This helps them to process the information and make meaning out of it for themselves.) (3)

The students will be sitting in groups at their tables. The students will complete a picture sort. The teacher will pass out a bag that contains eight precut laminated Butterfly Life Cycle stage cards to each pair. The eight precut laminated cards contain the different stages of the Butterfly Life Cycle on them:

Discussion

Concept Maps

1. Egg

2. Caterpillar

3. Chrysalis/ Cocoon

4. Butterfly

5. (Picture of an egg on a leaf)

6. (Picture of a caterpillar on a branch)

7. (Picture of a cocoon hanging off a branch)

8. (Picture of a butterfly)

Use these cards to do two different types of picture sorts: an open sort and a closed sort.

Open Sort: Make sure each pair of students has one bag of eight precut Butterfly Life Cycle stage cards. Tell the students to sort the cards any way they wish without your guidance.

Ask each pair to explain how they categorized the cards (Answer: students should come up with a variety of different answers, expect some students to pair the stages with the correct picture).

Closed Sort: Tell the students that now you want them to pair the stage card of the Butterfly Life Cycle with the correct picture card. Give the students several minutes to sort the cards.

Check for understanding: What are some of the ways that you sorted the cards? Why did you sort the cards in the way that you did?

After the closed sort is complete, the students will share how they sorted their cards.

The teacher will have a replica of the cards up on the board. The teacher will hang the word and the picture up in a sequenced line as the children say the order. The

teacher may ask:

- “In what sequence did the butterfly life cycle happen?”

-“What picture card do you think goes with the 'Egg' stage card?” (Possible Answer: picture of egg on a leaf)

- “Explain how the egg turns into a caterpillar?”

-“What picture card do you think goes with the 'Chrysalis' stage card?” (Possible Answer: picture of cocoon hanging off of branch)

- “What information led you to believe it was the Chrysalis stage?”

-“What picture card do you think goes with the 'Butterfly' stage card?” (Possible Answer: picture of butterfly)

-“What picture do you think goes with the 'Caterpillar' stage card?” (Possible Answer: picture of caterpillar on branch)

- “How is the caterpillar stage different than the chrysalis stage?”

-“Explain to me what metamorphosis is.”

-“How is the life cycle of a butterfly compare to the life cycle of an animal?” “What are the similarities and what are the differences?”

-“Do monarch butterflies migrate?” “What does the word migrate mean?” “If so, where do they go and why?” “What do you imagine it would feel like flying from the United States to Mexico?”

As the students tell the teacher about each stage, the teacher will write on the board under each picture the details of each stage, according to the students. At this time, the teacher can determine any additional information along with key vocabulary words to introduce if the children are leaving it out.

Elaborate (Provides an opportunity for students to be engaged in student-centered, inquiry-driven application activities that allow them to use higher order thinking skills.) (3)

(Lesson closing)

Summative: Give each student a paper plate, colored markers, pastina pasta, curly colored pasta, bow-tie pasta, shell pasta, and glue. Have each plate divided into four sections and numbered one through four already for the students. Tell the students that they will be using pastas to represent each stage of the butterfly life cycle and that they must put the pasta in the correct order. The students will have to figure out which shape pasta correlates which each stage. Tell the students that they must write at least four sentences explaining each stage of the life cycle of the butterfly. The students also must write one sentence about how the butterfly life cycle is different than the animal life cycle. The students will also be allowed to color the pasta in the appropriate colors. The only time students will be allowed to color the pasta with their choice of colors is the “bow-tie pasta” representing the butterfly. (Answer: Pastina- Egg, Curly – Caterpillar, Shell – Cocoon/Chrysalis, Bow-tie – Butterfly)

The students will share in groups their paper plates. The teacher will hang the paper plates up around the room so that student work is on display.

Evaluate (How will you assess students’ learning so that you can determine if they met the objective of the lesson?) (3)

Formative:

Observe students during group work and individual work to make sure they are on task and participating in discussions. Observe the students work to make sure they understand what objective of the lesson.

Closed Sort- checks for understanding of the video. The children will need to sort the pictures and match the words to the pictures. After watching the video, the students should be able to complete the closed sort with 100% accuracy.

Check for understanding questions- The questions listed in explore, explain, and elaborate check for student understanding about the material learned.

Teacher will go around the room answering student questions during explore and elaborate.

Summative

Given a paper plate, students will be able to place the butterfly life cycle stages in order, using various pastas, and explain each stage with at least 4 sentences. The students will have to figure out what pasta shape corresponds with each stage of the butterfly life cycle. The student will also complete one sentence comparing the life cycle of a butterfly to the life cycle of animals in general. The students will be assessed using the following criteria:


Student writes 0-1 accurate sentences about

Student writes 2-3 accurate sentences about

Student writes at least 4 accurate sentences about

the life cycle of a butterfly.



Student does not include one complete sentence comparing the life cycle of a butterfly to the life cycle of animals.

Student includes one complete sentence that is partially accurate when comparing the life cycle of a butterfly to the life cycle of animals.

Student includes one complete and accurate sentence comparing the life cycle of a butterfly to the life cycle of animals.

Student uses 0-1 kind of pasta to correctly represent each corresponding stage of the butterfly life cycle

Student uses 2-3 kinds of pasta to correctly represent each corresponding stage of the butterfly life cycle

Student uses all 4 kinds of pasta to correctly represent each corresponding stage of the butterfly life cycle

Student places 0-1 of the four stages of the butterfly life cycle in the correct order.

Student places 2-3 of the four stages of the butterfly life cycle in the correct order.

Student places each of the four stages of the butterfly life cycle in the correct order.



Auditory learners: The story in the engage section as well as the video in the explore section will be played through the Smart Board for the entire class to see and hear.Kinesthetic learners: The students are working with hands on pictures in the explore section as well as creating the paper plate craft in the elaborate section. Visual learners: The video is shown in the engage stage includes pictures and words, the picture sort (Explore) and teacher replica of the picture sort on the board (Explain) are used to connect words with the corresponding pictures.Mild motor skill- Students can type the four sentences on the computer and or iPadAutism- Since the child likes videos and reading, the student will learn the content through videos and auditory books. Both are presented in the lesson. If the student does not want to work with other children that particular day, the teacher will have an extra set of picture sort cards for the student to do individually. ADHD- n/a if student is on medication. The student should thrive in this type of student-directed instruction because of the hands-on learning and moving around.ESL- The teacher will use the translator to convert the English word into their native. In the picture sort, the student will have both the Spanish and English word to reference to.


Butterfly life cycle. (2013). Retrieved from

http://www.turtlediary.com/kindergarten-games/science-games/butterfly-life-cycle.html

Carle, E. (Writer) (1969). The very hungry caterpillar [Web]. Retrieved from http://www.barnesandnoble.com/u/online-storytime-books-toys/379003588/

Hopper, K. (Producer) (2010). Monarch butterfly life cycle [Web]. Retrieved from

http://www.youtube.com/watch?v=Ry4hqn0WD60

Wallace, M. (n.d.). life cycle of a butterfly pasta activity. Retrieved from

http://lessons.atozteacherstuff.com/332/life-cycle-of-a-butterfly-pasta-activity/

Ramamoorthy, A. (2012, May 25). Butterfly hd. Retrieved from

https://itunes.apple.com/us/app/butterfly-hd/id523544128?mt=8

(2010). Painted Lady Butterfly Life Cycle [Web Graphic]. Retrieved from

http://www.enchantedlearning.com/subjects/butterfly/books/paintedlady/fluent/cover.shtml

Google Translator

Four types of pasta (Pastina, Curly, Bow-tie, Shell) Precut and laminated set of picture sort cards (The number of sets vary depending on how many

groups are in the class room) Mrs. Horohoe, CT – information about butterfly life cycle and sorting picture idea in Explore.

21st Century Skills (must be in three lessons)

Learning and Innovation skills – Creativity and InnovationStudents are brainstorming, creating, evaluating, and analyzing their own ideas in the Explore section. The students have to work creatively with others to come up with a way to sort the pictures in the open sort. The students will act on those creative ideas to implement their innovations in the open sort part of the Explore section.


Learning and developing geographical awareness is represented through the monarch butterflies migration to Mexico, as seen in the video in the explore section and elaborated on by the students in the explain section of this lesson.


Student-centered instruction is used throughout this entire lesson. This lesson is student-centered because it is an indirect lesson format. During the explore part of the lesson it is entirely student-directed. The students are discovering content themselves and through collaboration with their peers. The students are also responsible

for learning the material and demonstrating to the teacher what they have learned, which they will show in the explore, explain, and elaborate sections. Students are expected to be the leads of instruction. During this student-centered instruction students discover, hypothesize, experiment, and share ideas and opinions with peers.


8 Butterfly Life Cycle Stage Cards

http://www.google.com/url?sa=i&source=images&cd=&cad=rja&docid=jWy9GZoSdQbeYM&tbnid=YJapFjtyJSvW2M:&ved=0CAgQjRwwAA&url=http://www.myfourthirds.com/document.php?id=12042&ei=b3dkUaXeINaj4AOahoHgAQ&psig=AFQjCNF61fY4hWtqZw-cc8jgc8_RI-3gHg&ust=1365625071588523

http://naturetales.blogspot.com/2008_08_01_archive.html

Caterpillar Eggs

Chrysalis Butterfly

Caterpillar(oruga)

Chrysalis(crisálida)

Eggs (huevos)

Butterfly(mariposa)


Lesson #: 3 Lesson Title: The Life Cycle of a Mealworm






2.SE.1.1- Use technology hardware and software responsibly.





Behavioral Objective (4) Given the StoryKit app on the iPad, students will write an informative story about the life cycle of a mealworm, including each stage of the life cycle, with at least two sentences per page.

Objective Rationale (1) Students should understand that living things grow, change, and eventually die. Life cycles are important because that is why animals and humans reproduce. Life cycles connect to each student because each student is a part of the human life cycle. Students should know the life cycle of a mealworm because it demonstrates clear examples of the life cycle of an insect. Plants and animals go through stages of life cycles and if students can understand the life cycle of a mealworm then they can compare their knowledge to other animals and plants. Having a deep understanding of life cycles will prepare students for what is to come in many content areas and grade levels; for example, second grade evolution and genetics.


All living things go through a life cycle Work Cooperatively Compare different types of animals

Compare characteristics of living and non-living things including: structure, growth, changes, movement, and basic needs.

Students should understand that plants and animals need air, water, light for plants, space, food, and shelter that may be found in the environment.

Students should know how to use technology appropriately and responsibly Students should know how to make a brief outline to organize ideas That insects and amphibians have different life cycles The life cycle of an animal The life cycle of a butterfly

Key Terms and Vocabulary (1) Life Cycle Egg Larva Pupa Beetle Metamorphosis




Read the book, Bug in a Rug by Jamie Gilson to spark interest for students. Introduce the front of the book to the students and have them discuss what they think the book is about. While the teacher is reading the story, the teacher will stop and share thoughts and feelings about the book. The teacher will stop and have the student’s wonder what is going to happen next. Have the students answer general questions about the book. The teacher may ask questions such as: “Who is the story about?” “What happened first in the story?” “Can you tell me what the story is about?” “Who are the main characters in the story?”

Visual Imaging

Discussion

Presentation

Explore (Students get the content in this section of the lesson in a student-centered manner.) (3)

The students will be in pre-determine groups by the teacher based on where they sit in class. The students will go around to four different centers. At each center, there will be mealworms in a plastic container. The teacher will introduce the mealworm to the students so they will see that it is harmless and fragile. The teacher will tell the students to keep their hands outside the plastic container and to not touch the

Discovery

Graphic Organizer

mealworms. At each of the four different centers, the meal worms will be grouped in the container based upon which stage of their life cycle they are in. At each center, there will be a label of the stage; for example, Larva. The students will be given an observation sheet, made by the teacher and a magnifying glass. The students must use the sheet to record what they see. The students must also pick one mealworm in each clear container to draw. The teacher will tell the students to look closely at the physical characteristics of the larvae stage. After going to each of the centers, the students will return to their groups. At this time, the students must talk with their group mates to determine which order they think the mealworm life cycle goes in, based on what they observed. The teacher will be moving around the room observing to make sure students are working cooperatively. The teacher will answer any questions that the student’s may have. The students will have 15 minutes in each station with a timer projected on the Smart Board so that the students know how much time is left. At the ten minute mark, the teacher will tell the students to start writing in their observation booklets. When the timer rings, the students will know to get up and move to the next station.


After talking in each individual group, the class will discuss as a whole what order the stage of the mealworm life cycle goes in. Once the whole class reaches a consensus, they must present it to the teacher. The teacher will have a blank document up on the smart board. The students will tell the teacher what the first stage of the mealworm life cycle is. (Answer: Egg) The teacher will choose students from each group to come and write a characteristic on the board that they observed in that stage. The teacher will do this for each stage of the mealworms life cycle. (Answer: Egg, larva, pupa, and adult (darkling beetle). After doing this for each stage of the mealworms life cycle, the teacher will prompt students with higher order thinking questions to check for


Discussion

adequate understanding. If the students did not come up with the correct order of the life cycle, the teacher tell the students to think back to the previous lessons about the chicken and the butterfly to help them. If the students did come up with the correct order of the life cycle, the teacher will prompt the students with questions to develop a deeper understanding of the life cycle of a mealworm. Some questions may include: “How did your group decide which order to put each stage of the mealworm in?” “Did you use information learned in our previous lessons to help you decide?” “Based on what we have learned, defend your answers in how you decided to order the mealworm life cycle stages.” “How can you distinguish between the larvae stage and the pupa stage?” “Did you notice if the mealworm was slimy or had an odor?” “Compare and contrast what you saw in the egg stage versus what you saw in the adult stage?”

The teacher will now ask the students to compare and contrast what they learned in the mealworm life cycle to what they learned previously: the butterfly and chicken life cycle. The teacher will write the answers on the Smart Board. The teacher will ask: “How was the life cycle of a mealworm similar to the life cycle of the butterfly?” “How was the life cycle of a mealworm similar to the life cycle of a chicken?” “Can you think of any environmental or outside causes that would cause the life cycle to not be completed?”

Elaborate (Provides an opportunity for students to be engaged in student-centered, inquiry-driven application activities that allow them to use higher order thinking skills.) (3)

Each student will be given an iPad. The students will be told the rules of the iPad: 1. The iPad should be on top of the desk at all times, 2. Do not eat or drink at your desk while using the iPad, 3. Be on task by only using the StoryKit app, 4. Remember to be nice and gentle to the iPad, 5. If you need help, raise your hand and wait for the teacher to come to you. Before opening the StoryKit app on the iPad, the teacher will tell the students to organize their thoughts before they begin writing. The students are to open the StoryKit App on the iPad and begin writing their informational story. The teacher will tell the students that they must have a separate page for each stage of the life cycle with at least two sentences per page. The teacher will tell the students that in their story, they must have the mealworm life cycle in the correct order. The teacher will also tell the student that on the last page, the students must compare and contrast the life cycle of a mealworm to either the life cycle of a butterfly or the life cycle of a chicken. The teacher will go around the room answering students’ questions.

(Lesson closing)The teacher will tell the students that five volunteers may come to the front of the room and share their story with the class. The teacher may highlight points from the story, specifically where the students compare and contrast the life cycle of a mealworm to the life cycle of a butterfly or a chicken.


Formative:

Observe students during group work and individual work to make sure they are on task and participating in discussions. Observe the students work to make sure they understand what objective of the lesson.

The observation books that the students are writing in during exploration. Check for understanding questions- The questions listed in explore, explain, and

elaborate check for student understanding about the material learned. Teacher will go around the room answering student questions during explore and

elaborate.

Summative

The students will be given the StoryKit app on the iPad. The students will write an informative story about the life cycle of a mealworm, including each stage of the life cycle, with at least two sentences per page. The teacher will tell the students that they must have a separate page for each stage of the life cycle with at least two sentences per page. The teacher will tell the students that in their story, they must have the mealworm life cycle in the correct order. The teacher will also tell the student that on the last page, the students must compare and contrast the life cycle of a mealworm to either the life cycle of a butterfly or the life cycle of a chicken.


Student writes at least three accurate sentences about the life cycle of a mealworm in the informative story.

Student writes at least five accurate sentences about the life cycle of a mealworm in the informative story.

Student writes at least eight accurate sentences about the life cycle of a mealworm in the informative story.

Student does not include a complete

Student includes at least one complete

Student includes at least two complete

and accurate sentence when comparing the life cycle of a mealworm to the life cycle of a chicken or a butterfly.

and accurate sentence when comparing the life cycle of a mealworm to the life cycle of a chicken or a butterfly.

and accurate sentences comparing the life cycle of a mealworm to the life cycle of a chicken or a butterfly.

Student places 0-1 of the four stages of the mealworms life cycle in the correct order.

Student places 2-3 of the four stages of the mealworms life cycle in the correct order.

Student places each of the four stages of the mealworms life cycle in the correct order.



Auditory learners: The observations will be discussed orally during the explain portion of the lesson. Kinesthetic learners: The students are working in centers, writing in their observation booklet, and creating a story on the iPad.Visual learners: The students can visually observe the mealworm in the plastic containers during the explore part of the lesson. The students can also refer to the document on the Smart Board during the explain portion of the lesson.Mild motor skill- Students can type their booklet on the computer and or iPad.Autism- Since the child likes reading; the student will learn the content through books. The student will be encouraged to participate in the centers. If the student does not want to participate in group work, the teacher will have an extra container with the mealworms in it so the child can observe them.Schaffer, D. (2003). Mealworms. Edina, MN: Capstone.ADHD- n/a if student is on medication. The student should thrive in this type of student-directed instruction because of the hands-on learning and moving around.ESL- During the explore stage; the label of each station will be in both English and Spanish.


50 mealworms, varying in the four different stages Four clear plastic containers Oatmeal mixture (Pre-made by the teacher) Google Translator Schaffer, D. (2003). Mealworms. Edina, MN: Capstone. Class set of iPads Gilson, J. (2003). Bug in a rug. Boston, Massachusetts: Houghton Mifflin Harcourt. Paul, S. (Designer). (2011, September 12). Living or Nonliving Experiment [Web

Graphic]. Retrieved from http://snippetsbysarah.blogspot.com/2011/09/living-or-nonliving.html


This 21st century skill learning and innovation with the subcategory communication and collaboration is addressed in the multiple sections of this lesson. Students are required to work and collaborate with other students in their group. The students must communicate and collaborate with their peers in centers during the explore portion of the lesson. The students also communicate their ideas and what they learned to each other to come up with the correct order of the life cycle. The students will then need to communicate to the teacher during the explain portion of the lesson. It provides the students a chance to share their thoughts and ideas to a group of peers, and enhance listening skills by hearing what the other students have to say.


N/A


Student-centered instruction is used throughout this entire lesson. This lesson is student-centered because it is an indirect lesson format. The indirect lesson format fosters the development of discovery through student learning. Through the explore part of the lesson, the students are the facilitators. The students will be observing mealworms in different stages of their life cycle. The students need go to each center and fill in their observation sheet based on what they are observing. The students are discovering content themselves and through collaboration with their peers. The students are also responsible for learning the material and demonstrating to the teacher what they have learned. They will demonstrate mastery in the explore, explain, and elaborate sections. The students will present the information to the teacher in the explain section by answering the teachers questions. The student will demonstrate mastery by writing a story on the “StoryKit” app on the iPad. Students are expected to be the leads of instruction. During this student-centered instruction students discover, hypothesize, experiment, and share ideas and opinions with peers.


Eggs(huevos)

Pupa(crisálida)

Beetle(escarabajo)

Larva(larva)

Do you see any legs? Can you see how many eyes the mealworm has? How long is the mealworm? What is the mealworm doing? Is the mealworm eating?

1. What stage of the life cycle is this mealworm in?

2. How is it similar or different from the last stage that you saw?

3. What did you notice about the mealworm?


Lesson #: 4 Lesson Title: Leap into the Life Cycle of a Frog

Grade Level/Subject: 2nd Grade/Science Topic: Animal Life Cycles






2.TT.1.1- Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).

2.SE.1.1- Use technology hardware and software responsibly.



Objective Rationale (1) Students should understand that living things grow, go through changes, and eventually die. Life cycles are important because that is why animals and humans reproduce. Life cycles connect to each student because each student is apart of the human life cycle. Having a deep understanding of life cycles will prepare students for what is to come in many content areas and grade levels; for example, evolution and genetics.


The student should be able to compare different types of the animals. Students should be able to compare characteristics of living and non-living things including: structure, growth, changes, movement, and basic needs. Students should understand that plants and animals need air, water, light for plants, space, food, and shelter that may be found in the environment. Students should be able to give examples of how the needs of different plants and animals can be met by their environments. Students should be able to identify what a frog and butterfly looks like. The students should know the life cycle of an animal as well as a butterfly. The students should also know that insects and amphibians have different life cycles. Students should know how to work cooperatively in groups.

The students should know how to complete a crossword puzzle

Key Terms and Vocabulary (1)

- Eggs/Spawn- Tadpole- Tadpole with legs- Froglet- Adult Frog- Metamorphosis- Life Cycle- Amphibian- Croaking




The teacher will hook the students with a mystery bag. The teacher will have a fake frog in the mystery bag. The teacher will go around the room and have the students explore with their hands inside the mystery bag. The students will be sitting in groups, so after everyone in the group finishes exploring the mystery bag, each group can talk about what they think is in the mystery bag. The teacher will stop the students and tell them to come up with their groups’ best guess. Each group will share their best guess with the rest of the class. After, the teacher will reveal the objects in the mystery bag and tell the student’s that they will be learning more about frogs today.

Discussion

Explore (Students get the content in this section of the lesson in a student-centere d manner.) (3)

The students will go into centers. Students will be in teacher made groups previously made by the teacher. The students will have a premade paper booklet designed by the teacher. Each page will be labeled with each stage of the frog’s life cycle in order. The teacher will direct the students before exploration that they will not go to the stages in order and they must match the page with the station before writing anything. Throughout each center, the students will fill in their booklet of the things they learned about each stage on

Discussion

Discovery


Graphic Organizers

each separate page. The students will discuss in their groups what they see in each station. The teacher will direct student to look on the last page of their booklet, which is entitled “Glossary”. The teacher will remind the students how to look for special words and that they might be bolded in a text, etc. The students will come across some definitions within each station. The students will write the word and definition in the glossary page of their booklet. The teacher will give students time to color and design the front page of their booklet; however, it must be related to a frog. After the students have designed their front page, they are ready to explore. The teacher will have different activities for each center. The teacher will have a timer projected on the board so students can see their time. The first center will include a video from National Geographic. The second center will include a book, Frogs by Gail Gibbons. The third center will include an interactive story on the iPad, Round: Franklin Frog by Nosy Crow. The fourth center will allow the students to use a computer to research Frog Facts on a kid friendly website. During this time, the teacher will walk around the centers asking students clarifying questions if some groups are off task or having a problem. Some questions may include, “Summarize what you have learned from this station so far.” “Have you found the order of the frog’s life cycle yet? If so, what are they?” “What information do you have to conclude you have the correct order of the frog’s life cycle?”


Next, the teacher will start with a blank Velcro frog life cycle poster (Hannon, 2004). The teacher will add each individual object as the students say. The teacher will tell students that she needs their expert knowledge of frog life cycles to help her complete the frog life cycle poster. The teacher will ask the students, “What is the first stage of the frog life cycle?” (Answer: A frog lays eggs) The teacher will then ask, “Can you summarize for me what happens in that stage? For example, where do the frogs lay the eggs?” The students may answer the eggs are laid in water and there are


Discussion

thousands of eggs laid at a time. The teacher will then add the eggs to the poster. The teacher will then ask, “What is the second stage of the life cycle?” (Answer: Eggs turn into tadpoles) The teacher will then ask a series of questions: “Explain how the eggs turn into tadpoles”, “What information did you use to come up with the conclusion that eggs turning into tadpoles is the next stage in the frogs life cycle?” etc. The teacher will then put the tadpole on the poster. The teacher will then ask, “I think that the adult frog is the next stage in the frog’s life cycle, do you agree with me?” (Answer: No, the tadpole with legs is the next stage in the frog’s life cycle) “Why do you say the tadpole with legs in next? What evidence can you use to convince me that the tadpole with legs is the next stage in the frog’s life cycle?” “What is the relationship between the tadpole and the tadpole with legs?” “How is the tadpole with legs stage different than the tadpole stage of the frog’s life cycle?” etc. Next, the teacher will ask, “What is the fourth stage of the frog life cycle?” (Answer: Froglet) The teacher will ask the students, “What is the purpose of this stage?” “What information would you use to support why you think this stage is next?” etc. The teacher will then put the Froglet on the poster. The teacher will ask the students, “What is last stage of the frog life cycle?” (Answer: Adult Frog) “How does this stage of the life cycle compare to the previous stage of the frog’s life cycle, the Froglet?” “Explain how the transition between Froglet and Adult Frog happens.” The adult frog will be placed as the last stage of the frog cycle on the poster.

The teacher will say, “In your groups, I would like you to take a few minutes and discuss how this is different from the animal life cycles that we learned about previously. You should be discussing the differences and similarities with the butterfly and mealworm life cycle” The students will share with the class what they believe the differences are.

Elaborate (Provides an Students will now have to apply what they learned to create a crossword puzzle. The teacher will

opportunity for students to be engaged in student-centered, inquiry-driven application activities that allow them to use higher order thinking skills.) (3)

(Lesson closing)

provide the students with a blank template for the crossword puzzle. The blank template will include two clues that the students can build on, that the teacher made. The teacher and students will go over the first two clues that the teacher made to make sure the students understand how to accurately use and make a crossword puzzle. The teacher will ask, “As a review, how do we figure out the answers for each crossword?” The teacher will explain to the students that they must provide clues that can help a person figure out the answers as well as an answer key. Furthermore, the teacher will explain to the students that they must include clues about the differences and similarities between the frog life cycle and the butterfly and or mealworm life cycle. The teacher will tell the students that they are making a crossword puzzle for another second grade class to complete. In addition, students must include information about what they have learned from the frog life cycle. The teacher should tell the students that they must have at least 10 relevant clues in their crossword puzzle. Ask if the students have any questions (Wait time at least 6 seconds). Start with your first clue for across: A butterfly is an insect while a frog is classified as this (Answer: Amphibian) The teacher will ask, “What information can you use to help you figure out what this answer is?” Next, the teach will move on to the first clue for down: The butterfly, mealworm, and frog life cycles all have this stage in common (Answer: Adult) The teacher will ask, “What information would you use to support your answer?” The students will use this as a template and build on it to compose a completed crossword puzzle for another second grade class to complete.

The teacher will then draw at random a crossword puzzle to complete as an entire class to close out the lesson. The teacher will do this by looking around the room for a crossword puzzle to choose that is 100% correct to present to the class. The students should be creating a crossword puzzle that is ready to be used, so the teacher will have to ask permission from the student to use the crossword puzzle as an example to the whole class. While the students are working individually, the teacher will go around the room to monitor and help with students. After each student is done, the class will complete the selected crossword puzzle together. The teacher at this time can provide input and go over key point and critical parts of the lesson that the students may have missed or do not fully understand.


Formative assessment:

- Graphic Organizer: Booklet used in explore- Explore: Teacher will go around to the students in the centers asking questions- Explain: Teacher will ask the students questions about what they learned in their stations to

make sure all content was learned- Elaborate: Teacher will clarify how to make a crossword and the teacher will go around the

room answering students’ questions.

For the summative assessment, the students will be completing a crossword puzzle individually during the elaborate part of the lesson. Individual mastery will occur if students accurately describe at least 10 key terms either comparing or contrasting the butterfly and or mealworm life cycle to the life cycle of a frog or key terms relating to the frog life cycle.

Checklist:

___ Use correct vocabulary to describe their clues

__ Compare and contrast the butterfly and or mealworm life cycle to the life cycle of a frog

___Uses at least 10 key terms/ clues

___100% accurate in the terms used

___ Provides an answer key


Auditory learners: The story in the engage section is being played through the Smart Board for the entire class to see and hear. Kinesthetic learners: The students are working with hands on pictures in the explore section. Visual learners: The video is shown in the engage stage, and pictures are used to connect words with the corresponding pictures.Mild motor skill- Students can type their booklet on the computer and or iPad (if provided)Autism- Since the child likes videos and reading, the student will learn the content through videos and auditory books. National Geographic Kids. (Producer) (2013). Amphibians: Tadpoles [Web]. Retrieved from http://video.nationalgeographic.com/video/kids/animals-pets-kids/amphibians-kids/frog-tadpole-kids/Gibbons, G. (Writer) (2012). Frogs by gail gibbons [Web]. Retrieved from http://www.youtube.com/watch?v=27wwLAaUw0YADHD- n/a if student is on medication. The student should thrive in this type of student-directed instruction because of the hands-on learning and moving around.ESL- frog worksheet will be in the native language. The student will use the translator to convert their native words into English words for the crossword puzzle. Entire lesson plan: http://nclrc.org/teaching_materials/materials_by_language/related_docs/FantasticFrogs.pdf


Mystery bag Fake Frog Frog booklets (class set) Crossword puzzle

Lifecycle poster with Velcro and markers.

Resources:

http://tools.atozteacherstuff.com/free-printable-crossword-puzzle-maker/

Source of lesson: Hannon, J. (2004, November 29). Frog lifecycle lesson plan . Retrieved from http://www2.gvsu.edu/hannonj/Frogs Life Cycle.htm

Amphibians: Tadpoles [Web]. Retrieved from http://video.nationalgeographic.com/video/kids/animals-pets-kids/amphibians-kids/frog-tadpole-kids/

Gibbons, G. (Writer) (2012). Frogs by gail gibbons [Web]. Retrieved from http://www.youtube.com/watch?v=27wwLAaUw0Y

Crow, N. (2013, September 18). Rounds: Franklin frog. Retrieved from https://itunes.apple.com/us/app/rounds-franklin-frog/id547240957?mt=8

Frog facts. (2013). Retrieved from http://www.kidzone.ws/lw/frogs/facts.htm

Byrd, M. (n.d.). Timer. Retrieved from http://exchange.smarttech.com/search.html?q=timer


This 21st century skill learning and innovation with the subcategory communication and collaboration is addressed in the multiple sections of this lesson. Students are required to work and collaborate with other students in their group. The students must communicate and collaborate with their peers in centers during the explore portion of the lesson. The students also communicate their ideas and what they learned to the teacher during the explain portion of the lesson. It gives the students exposure to sharing their thoughts and ideas to a group of peers, and listening skills by hearing what the other students have to say.


Global awareness is presented through learning from and working collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts. The students are working in groups, primarily in the explore portion of the section. The students are collaborating, taking lead of their learning, and learning leadership and collaboration skills. The students are working in groups, primarily in the explore portion of the section. The students are collaborating, taking lead of their learning, and learning leadership and collaboration skills.

http://www.kidzone.ws/lw/frogs/facts.htm

By: _________________________

Frog Life Cycle


Student-centered instruction is used throughout this entire lesson. This lesson is student-centered because it is an indirect lesson format. During the explore part of the lesson it is entirely student-directed. The students need to go through centers, filling in a given booklet about what they are learning through each center. The students are discovering content themselves and through collaboration with their peers. Students are expected to be the leads of instruction. During this student-centered instruction students discover, hypothesize, experiment, and share ideas and opinions with peers.

Add any instructional materials needed for the lesson (worksheets, assessments, PowerPoints, slides from SmartBoard programs, etc.) (2)

DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE

Lesson #: 5 Lesson Title: Comparing and Contrasting Animal Life Cycles


NCES/CCSS Standard and Objective (1) 2.L.1.2 Compare life cycles of different animals such as, but not limited to, mealworms, ladybugs, crickets, guppies, or frogs.

2.CR.1.2- Evaluate personal work, while in progress and at completion.



Behavioral Objective (4) Given a worksheet, the students will compare or contrast how long a given life cycle span is to another animals given life cycle span in one sentence for each of four animal life cycles with 100% accuracy.

Objective Rationale (1) Students need to understand that animals and plants experience a repeating cycle of life. Students should understand that living things grow, go through changes, and eventually die. Life cycles are important because that is why animals and humans reproduce. Life cycles connect to each student individually because each student is a part of the human life cycle. Plants and animals go through life cycles and if students can understand the life cycle of a butterfly then they can compare their knowledge to other animals and plants. Comparing and contrasting life cycles is important for students to understand. Students need to understand that although every living thing has a life cycle, the stages that those living things go through may be different when compared to another animal. Having a deep understanding of life cycles will prepare students for what is to come in many content areas and grade levels; for example, evolution and genetics.

Prerequisite Knowledge and Skills (1) How to complete a Venn Diagram All living things go through a life cycle Work Cooperatively Compare different types of animals Compare characteristics of living and non-living things including: structure, growth, changes,

movement, and basic needs. Students should understand that plants and animals need air, water, light for plants, space, food,

and shelter that may be found in the environment. That insects and amphibians have different life cycles The life cycle of an animal The life cycle of a butterfly The life cycle of a frog The life cycle of a mealworm

Key Terms and Vocabulary (1) Egg Larva Pupa Adult Tadpole Froglet Chick

Content and Strategies Instructional Strategies

Focus/Review (prepares students for the lesson) (2)

The teacher will have the pre-made posters/ Smart Board documents created in the previous lessons. The teacher will briefly read the descriptions listed under each poster to the students. The teacher will ask questions to activate prior knowledge from the students. For example, when reading the life cycle of a butterfly poster, the teacher will ask the students: “What happens in the first stage of the butterfly life cycle?” “What order do the stage of the butterfly life cycle go in?” The teacher will do this for the chicken, butterfly, mealworm, and frog life cycle. The teacher will also ask students if they remember any differences between any two life cycles that were previously discussed. The teacher and students will have a discussion briefly on the differences between the life cycles.

Discussion

Presentation

Objective as stated for students (helps students set their own goals for the lesson) (1)

“Today we will learn about the length of each life cycle and by the end of the lesson you will be able to compare and contrast all of the animal life cycles.”

Teacher Input (provides the content to students in a teacher-directed manner) (3)

The teacher will explain the length of the life cycle of each of the different animals. The teacher will have document on the Smart Board that is divided into four equal parts. In each square, there will be one animal. The teacher will start with the chicken. The teacher will tell the students while writing on the Smart Board, that for about 21 days the hen sits on her eggs and covers them with her feathers to keep them warm. The chick takes about five months to become a full grown adult. If the chick becomes a hen, which is a

Presentation

Graphic Organizer

female chicken, she will lay at least two eggs per day. When the hen lays her eggs, she begins a new life cycle. Chickens can live as long as 10-12 years and only have one full life cycle. Next, the teacher will tell the students while writing on the Smart Board about the life cycle of a butterfly. The teacher will tell the students that five days after the eggs are laid, a tiny worm will hatch from the egg. The tiny worm will eat and grow very fast into a caterpillar. The caterpillar takes about two weeks to become strong enough to enter the next stage of the life cycle. The caterpillar now will be in the cocoon for about two weeks. After the two weeks, the butterfly will break out of the cocoon and after a few hours will be ready to fly. The adult butterfly’s life cycle span is only about two to three weeks before they die. Next, the teacher will tell the students while writing on the Smart Board about the life cycle of a mealworm. The mealworm eggs take four to 13 days to hatch. When the mealworm enters the pupa stage, it typically takes two to four weeks. A white adult beetle will emerge from the pupa and soon turns brown and then almost black. The adult only lives for about five months. Next, the teacher will tell the students while writing on the Smart Board about the life cycle of a frog. The eggs will take about seven to nine days to hatch. For the next nine weeks the tadpole will develop. The tadpole will take anywhere from three to six weeks to become a froglet. The froglet will take three to six weeks to become an adult frog. The life cycle span of a frog is 10 to 12 years. The teacher will ask clarifying questions throughout the entire teacher input. Some questions may include: “How many weeks does it take for the tadpole to develop?” “Each animal life cycle stage starts with an egg, but do all of the different animals eggs hatch at the same time?” “Which animals life cycle span lasts for years and which animals life cycle span lasts for only a few months?”

Guided Practice (scaffolded practice with the content; helps students make sense of the content provided in Teacher Input) (3)

After presenting the information to the students, the students will have to complete a Venn Diagram. The teacher tell the students to choose two animals that they would like to compare and contrast. The teacher will leave the Smart Board document up as a reference for the students. The teacher will choose to compare and contrast a frog and a mealworm. The teacher will remind the students that the frog is an amphibian and a mealworm is an insect. The teacher will model one for the students. On the left side of the Venn Diagram, the teacher will have the frog labeled. On the right side of the Venn Diagram, the teacher will have the mealworm labeled. The teacher will tell the students that she is going to put that the life cycle span of a frog is up to 10 to 12 years. The teacher will tell the students that she is going to put that the life cycle span of a mealworm is only five months. In the similar

Graphic Organizer (Venn Diagram)


portion of the Venn Diagram, the teacher is going to tell the students that in both the frog and the mealworm life cycle, the egg only takes up a couple up to two weeks to hatch. The teacher will tell the students that they must work in partners, which are predetermined by the teacher from the start of the year. The teacher will tell the students that they must collaborate with their group of four and decide which animals they would like to compare. For example, if the students would like to compare the frog with the mealworm and the butterfly and the chicken, then one partner pair must compare the frog with the mealworm and the other partner pair must compare the butterfly and the chicken. The teacher will ask if the students have any questions (wait time of six seconds). After the students have come up with two similarities and two differences, they must raise their hand and wait patiently in their seat for the teacher to come over to them. After the teacher sees that they are on the right track, the teacher will tell them that they can go ahead and finish their Venn Diagram. When the students are finished, they can draw a picture of their two animals at the top of their Venn Diagram. After the students are finished, the teacher will instruct the partners to share with each other their Venn Diagrams. The teacher will be circulating around the room monitoring and answering student’s questions.

Independent Practice (application activities to help students use and demonstrate what they have learned) (2)

After completing the Venn Diagram, the students will be given a worksheet pre-made by the teacher. The students will need to identify the animal, the length of the life cycle, how many life cycles the given animal goes through, and compare or contrast it to one other animal. The teacher will tell the students to use what they learned in their Venn Diagram to fill out the form. The teacher will tell the students that they must tell how long the life cycle lasts with specific details in addition to correctly labeling how long the life cycle lasts with weeks, months, days, and or years. The teacher will also tell the students that they must identify how many life cycles the given animals goes through. The teacher will also tell the students that they must compare or contrast the given animal to another animal in the chart in one sentence. The student must compare or contrast the two animals in one accurate sentence. The teacher will tell the students that she expects them to see the work that she knows they are capable of. The teacher will be walking around the room to monitor the students and answering any student’s questions.

Closure (provides a wrap-up for the lesson) (1)

The teacher will have the chart on the Smart Board and the whole class will fill out the chart together. The teacher will take this time to elaborate on any of the life cycles.

Evaluation (How will you assess students’ learning so that you can determine if they

Formative:

met the objective of the lesson?) (2) General Observation- Observe students during group work and individual work to make sure they are on task and participating in discussions. Observe the students work to make sure they understand what objective of the lesson.

Check for understanding questions- The questions listed in focus and review, teacher input and guided practice check for student understanding about the material learned.

In guided practice- All students must have the correct information in their Venn Diagram before being able to complete the rest of the Venn Diagram.

Teacher will go around the room answering student questions during guided practice and independent practice.

Summative:

The teacher will tell the students that they must tell how long the life cycle lasts with specific details in addition to correctly labeling how long the life cycle lasts with weeks, months, days, and or years. The teacher will also tell the students that they must identify how many life cycles the given animals goes through. The teacher will also tell the students that they must compare or contrast the given animal to another animal in the chart in one sentence. The student must compare or contrast the two animals in one accurate sentence. The students will also receive a copy of the rubric and they will score themselves on what they think they should get. This will be the criticism of their work.


Student identifies 0-1 life cycle spans correctly in the worksheet.

Student identifies 2-3 life cycle spans correctly in the worksheet.

Student identifies all four of the life cycle spans correctly in the worksheet.

Student writes 0-1 complete and accurate sentences when comparing the life cycle spans of two animals.

Student writes 2-3 complete and accurate sentences when comparing the life cycle spans of two animals.

Student writes four complete and accurate sentences when comparing the life cycle spans of two animals.

Student identifies 0-1 life cycle spans a given animal has over the course of its lifetime correctly in the worksheet.

Student identifies 2-3 life cycle spans a given animal has over the course of its lifetime correctly in the worksheet.

Student identifies four life cycle spans a given animal has over the course of its lifetime correctly in the worksheet.



Auditory learners: The content will be presented orally.Kinesthetic learners: The students will be creating a Venn Diagram in the guided practice and filling in a worksheet in independent practice. Visual learners: The Smart Board document during the teacher input and guided practice will serve as a visual. The Venn Diagram during the guided practice will serve as a visual. The worksheet in the independent practice is also a visual.Mild motor skill- Students can type the worksheet on the computer and or iPadAutism- the student does not want to work with other children that particular day, the student does not have to engage with group discussion. The student may work alone.ADHD- n/a if student is on medication. The student should be given breaks if necessary. The student should benefit from the guided practice and independent practice since it is hands-on. ESL- The teacher will use the translator to convert the English word into their native language. When presenting the life cycles on the Smart Board, the animal life cycles will be in English and in Spanish.


Bureau, F. (n.d.). Sciences of life explorations. Retrieved from http://www.agclassroom.org/ny/resources/pdf/activities/meta.pdf

Theodore, M. (Producer). (2013). Venn Diagram [Web Graphic]. Retrieved from http://www.math-aids.com/Venn_Diagram/

Google translator Smart Board Slide for Smart Board with the four animal life cycles divided into four separate parts. Class set of worksheets (pre-copied) Class set of Venn Diagram worksheets (pre-copied)


This 21st century skill learning and innovation with the subcategory communication and collaboration is addressed in the multiple sections of this lesson. Students are required to communicate and collaborate with their partner. Specifically, the students must communicate and collaborate with their peers during guided practice. The students decide which animal they would like to compare and contrast in the Venn Diagram in guided practice. It gives the students exposure to sharing their

thoughts and ideas to a group of peers, and listening skills by hearing what the other students have to say. The students also communicate their ideas and what they learned to the teacher during the independent portion of the lesson.

Global Awareness (must be in two lessons) N/A


Communication of high expectations will be represented through this lesson plan. The teacher constantly expects the students to attain high standards in their work. The teacher tells the students exactly what the students need to do. The teacher does this by communicating clear expectations. In the independent practice, the teacher tells the students exactly what they need to do. The teacher already has an environment in which there is genuine respect for students and belief in their capability. The teacher encourages students to meet expectations for a particular task. The teacher will also do this by offering praise when standards or mastery is met.


Animal Length of life cycleHow many life cycles does this

animal go through in their lifetime?

Compare or Contrast (to one other animal)

Chicken

Butterfly

Mealworm

Frog

Section 5 Charts

5a. Integration Chart - Include NCES competency goal and objective numbers or Common Core standard and objective number

Subject/Lessons

Science Social Studies

Lang.Arts

Technology HealthyLiving

Vis/Art

Lesson/Title1: Animal Life Cycles

2.L.1.1 2.H.1.1 2.ML.1.3

Lesson/Title2: Life Cycle of a Butterfly

2.L.1.2 W.2.2 PE.2.PR.4.1

PE.2.PR.4.2

Lesson/Title3: Crossword to Animal Life Cycles

2.L.1.2 W.2.2 2.TT.1.2

2.SE.1.1

PE.2.PR.4.1

PE.2.PR.4.2

Lesson/Title4: Differences and Similarities of Animal Life Cycles

2.L.1.2 2.TT.1.2

2.TT.1.1

2.SE.1.1

PE.2.PR.4.1

PE.2.PR.4.2

Lesson/Title5: What

2.L.1.2 2.CR.1.2

would happen if..?

5B:Gardner’sIntelligences

VerbalLinguistic

Visual Spatial

MathLogical

Inter-personal MusicRhythm

Intra-personal BodyKinesthetic

Naturalist Existential

Learning Style

Auditory Visual Tactile

Lesson 1/ Title:

Which came first?

Teacher Input:

Listening to teacher explain the life cycles of animals orally and oral reading of a book.

Guided Practice:

Listening to oral discussion of the answers

Teacher Input:

The visual of the book.

Guided Practice:

The students will be creating a life cycle wheel.

Independent Practice:

Picture of each stage of the chicken’s life cycle.

Guided Practice:

Interacting with others, peer discussion, group learning


Creating a life cycle wheel.

All sections:

Relate to animals in the environment.

Lesson 2/Title:

The Life Cycle of a Butterfly

Engage:

Listening to a video/ book read aloud

Explore:

Engage:

Watching a video/ book read aloud

Explore:

Reading a

Explore and Explain


Elaborate:

Reflecting on learned material to complete the assessment of gluing the pasta on the paper plate in order to represent

Explore:

iPad interactive app.

Explain:

Picture and

All sections:

Relate to animals in the environment, specifically butterflies

Watching a video

Explain:


book, interactive app, interactive website

Explain:

Picture and word sort

Elaborate:

Visual of the paper plate butterfly life cycle

the four stage of the butterfly life cycle

word sort

Elaborate:

Using a paper plate and pasta to represent the life cycle of a butterfly in order.

Lesson 3/ Title:

The Life Cycle of a Mealworm

Engage:

Listening to the book read orally

Explain:


Engage:

Watching a book read aloud

Explore:

Observing the mealworms

Explain:

Visual aid (blank document on Smart Board)

Elaborate:

Creating a story on the

Explore and Explain


Explore

Centers: Observing the mealworms

Creating a story on the iPad.

All sections:

Relate to animals in the environment

iPad.

Lesson 4/Title:

Leap into the Life Cycle of a Frog

Explore:

Center of watching a video

Explain:

Listening to discussion of the answers

Explore:

Center of reading a book

Explain:

Velcro life cycle on the board

Explore and Explain


Engage:

The fake frog in the mystery bag

Elaborate:

Creating a crossword puzzle

Explore:

The students will go into centers and use the iPad to access and interactive story and go on a interactive website

All sections:


Lesson 5/Title:

Compare and Contrast

Teacher Input:

Listening to the teacher orally present information

Guided Practice:

Teacher Input:

Visual representation of the life cycles of the chicken, butterfly, mealworm, and frog

Guided Practice:



Reflecting on learned material to complete assessment.

Guided Practice:

Creating a Venn Diagram

All sections:


Listening to oral discussion of answers

Guided Practice:

Visual of the Venn-Diagram

6:

The type of pre and post assessment used in this unit is a combination of multiple-choice questions and matching. The pre and post

assessment will be the same. The three reasons for choosing this type of assessment include: different levels of thinking, the same alternatives are

being used since the animal life cycles can be very similar, and the ability level of second graders. Multiple-choice questions can be written at

varying levels to assess if a student is able to remember, understand, apply, analyze, evaluate, and create facts, concepts, and procedures (Waugh &

Gronlund, 2013). Understand, apply, and analyze are the levels of blooms taxonomy that was used in deciding what pre and post assessment would

be given. The students will be exposed to those three levels of blooms taxonomy in the unit, so the student’s need to be tested on the different levels

of thinking to accurately see if the student’s grasped the intended content. Since animal life cycles are very similar, the pre and post assessment will

contain a series of matching questions to help the problem of the same alternatives being used repeatedly. Both the matching and multiple-choice

questions provide diagnostic information and the scores are less influenced by guessing (Waugh & Gronlund, 2013). For the students, matching and

multiple-choice questions are highly structured, simple, and clear tasks are provided making it an acceptable test for second graders to take (Waugh

& Gronlund, 2013). The general content present in this assessment will be about the life cycles of a butterfly, mealworm, and a frog and how they are

all similar and different. The students should know that all living things go through life cycles, but some animals go through different stages in their

life cycle. Students should know the correct order of the stages in the butterfly, frog, and mealworm life cycle. The students will also need to know

how the stages of the butterfly, frog, and mealworm are different from each other.

7:

The overall unit-making process was beneficial. I liked the fact that we were given chances to have meetings with our teacher to discuss any

pertinent questions. I also like that we were given multiple checkpoints because it broke the unit down into smaller pieces. Everything that we did

from the beginning was built on with future parts. I completely changed what I was going to do from the lesson plan outline in the beginning. I wish

that I would of put more thought and detail into the lesson plan outline in the beginning. Overall, the process was long but manageable. I would of

liked to submit one more lesson plan for grading.

The area of strength for me while writing this unit was writing indirect lesson plans. Those lesson plans came easily to me since it aligned

with my philosophies as a teacher. As a teacher, I see hands-on activities, discovery, and student-centered instruction happening in my classroom

quite often. However, I do understand that there is a time and a place where direct instruction is needed. I found that I came up with more activities

for the guided practice and or the explore portion of the lesson than any other section. A common theme that I primarily focused on was having

centers in my unit in the exploration portion of the lesson. I think that although I had a common theme of centers, I did a great job with coming up

with different activities for the students to do within those centers. I also tried to incorporate as many different learning styles as I could in each

section of the lesson plan. I tried to always provide a visual while orally giving information so that the auditory and visual learners could excel. Since

most of my lesson plans were indirect, it facilitated various hands-on activities. This specifically catered to the kinesthetic learners in that they could

manipulate objects and create products based on what they learned. I think that the activity that really stood out to me in this unit was the lesson

about the life cycle of a butterfly. I think that I was creative and innovative in having the students figure out which pasta shell represented each stage

of the life cycle.

I did encounter many weaknesses in writing the unit. I think that my planning and executing needs some work. It took me a great deal of time

researching information and creating a lesson plan, which is attributed to my indecisiveness. I would start the lesson plan with an idea that I was

going to do and end the lesson plan with a new idea. I did have trouble writing direct lesson plans, which I believe is correlated to my educational

philosophies of being a constructivist. It was hard for me to be the sole facilitator of learning and presenting content. I ran into a great deal of trouble

while creating my last lesson plan. I was going to compare and contrast all of the life cycles that the student has learned about over the week through

a Venn Diagram. However, in that lesson plan, there would be no new content being learned. I had a great deal of trouble coming up with a lesson

plan that contained new information while still linking it back to what they previously learned. Another weakness for me was coming up with

behavioral objectives that were appropriate for second grade. It was hard for me to gauge how much a second grader could write. I do have

significant trouble in writing. I tend to have trouble with grammatical errors, more specifically commas. This has been linked to my learning

disability in writing. To help with this weakness, I have referred to the reminders about writing and citations document quite frequently. Even though

I have used this document as a guide and a reference, I still have trouble with grammatical errors.

Throughout this whole process, I have learned a great deal about myself as a future teacher. I have learned that before you can write a unit,

you truly need to know the content. Knowing the content is imperative as a teacher because the last thing that I want to do is tell my students wrong

information. Writing the unit has been extremely beneficial because it provides a glimpse of what being a real teacher is really about. When creating

a lesson plan, plans for individual differences are crucial. I feel that I have found many different ways to plan for individual differences in my

classroom that will transfer to real life situations. I have learned that recreating the wheel is not always the best way to go. I found a few of my lesson

plans online and came up with new creative activities to do. I also feel that I learned how to integrate global awareness, 21st century skills, and

culturally responsive teaching in my lesson plans. This was something new that has never been introduced before and I learned the best ways to

integrate those skills in my lesson plans. I also learned time management skills from writing this unit. I have always been a procrastinator and work

better under pressure while there is a deadline vastly approaching, but for the unit I had to be proactive. I had to set a clear outline for myself and

execute that outline.

While writing this unit, I did collaborate with my peers. I had several peers look over my unit and help me come up with ideas. I feel that

sometimes when you are talking to someone, some things that they say might spark an idea. I did talk to my clinical teacher about my unit; however,

she did not provide a great deal of support or ideas. I think that this unit was challenging and helped me become a better teacher. It forced me to think

creatively, critically, and quickly. Furthermore, I constantly had to criticize my own work. I was continuously editing my lessons and content to make

sure that I was challenging my students and providing clear examples, content, and activities to them. Overall, I think that I did very well and feel

that I put forth my greatest effort in constructing this unit.

References:

21st Century Skills:http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf

Ausband, L. (2013). Class description for unit.

Ausband, L. (2013). Cultural Diversity.

Common core state standards initiative. (2012). Retrieved from http://www.corestandards.org/Cultural Relevant: www.alliance.brown.edu/tdl/tl-strategies/crt-principles-prt.shtml

Global Awareness:http://global-awareness.wikispaces.com/Global+Awareness+and+the+Standards

Starker, Dr. (2012). Piaget's stages of cognitive development.

Waugh, K., & Gronlund, N. (2013). Assessment of student achievement. (10th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

unit section 4 a-f content analysis...

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