LESSON PLANS FOR SHARED READING



LESSON PLANS FOR SCIENCE

Week: 04/16/12 – 04/20/12

1:20 – 2:15pm

| |INDICATORS |MATERIALS |PROCEDURES |ASSESSMENT |

|DAY | | | | |

|Monday |2-2.1 Recall the basic |class calendar/ |Engagement: |TO & Questioning |

| |needs of animals |smartboard |The focus of this lesson is how caterpillars grow and change. Ask students how they | |

| |(including air, water, | |have changed since they were in kindergarten. Can they wear the same shoes or |Activity Sheets 4 & 5|

| |food, and shelter) for |science notebooks |clothes that they wore then? What body changes do they notice? |for a daily grade |

| |energy, growth, and | |Remind students that food is related to growth. What would happen if they did not | |

| |protection. |Activity Sheets #4 and |receive proper nutrition? How can they relate this to the caterpillars and other | |

| | |#5 |animal life cycles? | |

| |2-2.4 Summarize the | | | |

| |interdependence between |class caterpillars |Exploration & Explanation: | |

| |animals and plants as |hand lenses |STC The Life Cycle of Butterflies, Lesson 5 - Students observe changes and compare | |

| |sources of food and | |themselves to caterpillars (# of eyes, legs, etc.). | |

| |shelter. |kit manual | | |

| | | |During this lesson, TSW watching closely for caterpillars to molt. 2-4 molts may | |

| |2-2.5 Illustrate the | |occur. Before a molt occurs, caterpillar stops eating and becomes very still. | |

| |various life cycles of | |Discarded skin looks black and is in a wrinkled wad. Even if caterpillar eats the | |

| |animals (including birth | |molted exoskeleton, students should be able to see a dark, shiny head capsule. | |

| |and the stages of | | | |

| |development). | |TSW complete Activity Sheet 4, My Caterpillar and Me. | |

| | | | | |

| | | |STC The Life Cycle of Butterflies, Lesson 6- Students observe and draw the silk | |

| | | |threads spun by a caterpillar | |

| | | | | |

| | | |TTW read the story on pg. 101 of kit manual – “The Chinese Legend and History of | |

| | | |Silk.” | |

| | | | | |

| | | | | |

| | | |Evaluation & Elaboration: | |

| | | |TSW complete Activity Sheet 5 – A Caterpillar and Its Silk. | |

|Wednesda|2-2.1 Recall the basic |Spotted Beetles: |Engagement: |TO & Questioning |

|y |needs of animals |Ladybugs in Your | | |

| |(including air, water, |Backyard |Create a K-W-L chart about ladybugs. Have students tell you what they know about |Activity Sheet 7 for |

| |food, and shelter) for | |ladybugs and what they want to know about ladybugs. |a daily grade |

| |energy, growth, and |class caterpillars | | |

| |protection. | |Read aloud Spotted Beetles: Ladybugs in Your Backyard by Nancy Loewen. As you read, | |

| | |hand lenses |fill in the learned portion of the K-W-L chart. | |

| |2-2.4 Summarize the | | | |

| |interdependence between |butterfly flight cage |Recall what students have already learned about butterflies and their life cycles. | |

| |animals and plants as | | | |

| |sources of food and |Activity Sheet 7 |Create a Venn diagram comparing and contrasting butterflies and ladybugs. | |

| |shelter. | | | |

| | |smartboard/class |Illustrate the life cycle of ladybugs in order. | |

| |2-2.5 Illustrate the |calendar | | |

| |various life cycles of | |Exploration and Explanation | |

| |animals (including birth | |STC The Life Cycle of Butterflies, Lesson 7- Students observe the J-shape that | |

| |and the stages of | |precedes the caterpillar’s metamorphosis into a chrysalis. | |

| |development). | |Prepare the butterfly flight cage for transferring the chrysalises that have dried | |

| | | |and hardened according to lesson 7. | |

| | | |TSW use hand lenses to observe the changing caterpillars. Ask them to notice the | |

| | | |size, level of activity, and whether or not they have spun a silk button on the lid | |

| | | |of the cup. Are they hanging in a J shape from the lid? | |

| | | |Draw a box around the date on your calendar to indicate when the first chrysalises | |

| | | |form.*** You will need this information later! | |

| | | | | |

| | | | | |

| | | |Evaluation and Elaboration | |

| | | |STC The Life Cycle of Butterflies, Lesson 8 - Observe and draw the chrysalis | |

| | | |Complete Activity Sheet 7 | |

|Thursday|2-2.1 Recall the basic |materials for butterfly|Engagement: |TO & Questioning |

| |needs of animals |life cycle wheel |Begin with a flow map. Have the students fill in what they know about the butterfly.| |

| |(including air, water, | | |check wheels for |

| |food, and shelter) for |Waiting for Wings by |The teacher will read aloud Waiting for Wings by Lois Elhert. |accuracy |

| |energy, growth, and |Lois Elhert. | | |

| |protection. | |After reading students will discuss the life cycle of the butterfly. At the end of |journal entry |

| | | |the story the author says, “They have eggs to lay.” What does the author mean? | |

| |2-2.4 Summarize the | | | |

| |interdependence between | |Complete the flow map. | |

| |animals and plants as | | | |

| |sources of food and | |Exploration & Explanation: | |

| |shelter. | |Life Cycle Activity: | |

| | | |Provide each student with the materials needed to create their life cycle wheel. As | |

| |2-2.5 Illustrate the | |students are creating the wheel, use the time to discuss and review each of the life | |

| |various life cycles of | |cycle stages. | |

| |animals (including birth | |Students can compare/contrast this life cycle to that of other animals. | |

| |and the stages of | | | |

| |development). | |Evaluation & Elaboration: | |

| | | |TSW respond in their science notebook by listing the stages of a butterfly’s life | |

| | | |cycle, and writing two or three observations they have noted for each. | |

Life Cycles of a Butterfly Essential Review

Big Ideas for this unit:

• Animals have basic needs in order to survive. Some of these needs provide for energy, growth, and protection of the animal.

• Animals cannot survive without plants and many plants depend on animals.

➢ Plants are sources of food for many animals and can provide shelter for other animals. For example, cows eat grass for food and some insects eat leaves; or for shelter, some trees serve as homes for small animals, such as squirrels, birds, or insects.

➢ Some animals can be a source of nutrients for plants. For example, animal waste (such as manure from cows and chickens, or guano from bats) can become fertilizer for plants.

➢ It is important for students to know that all animals go through a life cycle.

➢ Some animals hatch from eggs, while some animals give live birth.

• Can you recall the basic needs of animals?

• Can you summarize the interdependence between animals and plants as sources for food and shelter?

• What are the four stages of a butterfly’s life cycle? Can you illustrate the life cycle of a butterfly?

Essential Vocabulary and Concepts:

Energy

• Energy gives the animal the ability to move and grow.

• They get energy from the food they eat and the air they breathe.

Growth

• Growth means to get bigger.

• In order for an animal to grow it must have food and water.

Protection

• Protection is a special way an animal takes care of itself.

• Animals have different ways to protect themselves from being hurt or from changes in their environment; for example rain or a change in the temperature.

• Shelter is the basic need that provides this protection.

Life cycle

• The birth and stages of development organisms go through during their life span and ends with the organism dying.

• There are two ways that animals are born: live from the mother or hatched from eggs.

➢ Some examples of live births are humans, dogs, whales, or deer.

➢ Some examples of hatching from eggs are birds, fish, sea turtles, alligators, or butterflies.

• Once animals are born, their stages of development can be different.

➢ Some animals, for example chickens, are born looking like their parents, and continue to grow into adult chickens.

➢ Other animals, for example frogs and moths, are born looking different from their parents and go through different stages and change considerably at each stage.

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