ESU ELEMENTARY EDUCATION LESSON PLANNING …



ESU ELEMENTARY EDUCATION LESSON PLANNING FORMAT

NOTE: Not all lesson plans will include all the components listed below and the components will not always be in the order shown here. If a component is not included, a brief explanation should be inserted at the appropriate point in the plan where that component would normally fit. 

1. Context and Learning Environment for this Lesson: 

   Intern’s Name_________Chloe Blake________________  School__William Allen White_____________

  Host/Mentor Teacher___Brandi Maples_________________ Subject: ____Biology: Butterflies_______

  Grade Level(s): _Kindergarten___ Tentative Date to be Taught: __March 26, 2013__; Time:__9:40am__ 

1. The setting - Write a brief description of the group or class for whom this lesson is planned (number of children, gender, children with special needs, any special conditions that might influence how lesson is taught, etc.: 

Building:

Males/Females

Pie graph with 2 values.

Males, 144.00 out of 268.00, (53.73%).

Females, 124.00 out of 268.00, (46.27%).

Economically Disadvantaged Students

Pie graph with 2 values.

Econ. Disadvantaged, 233.00 out of 268.00, (86.94%).

Non-Econ. Disadvantaged, 35.00 out of 268.00, (13.06%).

Ethnicity

Pie graph with 4 values.

African American, 16.00 out of 268.00, (5.97%).

Hispanic, 131.00 out of 268.00, (48.88%).

Other, 29.00 out of 268.00, (10.82%).

White, 92.00 out of 268.00, (34.33%).

Series 1, Acad. Warn..

State 2012, 0.6.

State 2011, 0.5.

Dist. 2012, 0.3.

Dist. 2011, 0.6.

Bldg. 2012, 0.0.

Bldg. 2011, 0.0.

Series 2, Approaches Std..

State 2012, 6.0.

State 2011, 6.3.

Dist. 2012, 10.2.

Dist. 2011, 3.4.

Bldg. 2012, 15.4.

Bldg. 2011, 5.0.

Series 3, Meets Std..

State 2012, 32.8.

State 2011, 35.0.

Dist. 2012, 44.4.

Dist. 2011, 41.4.

Bldg. 2012, 41.0.

Bldg. 2011, 40.0.

Series 4, Exceeds Std..

State 2012, 37.3.

State 2011, 36.8.

Dist. 2012, 37.4.

Dist. 2011, 38.9.

Bldg. 2012, 35.9.

Bldg. 2011, 45.0.

Series 5, Exemplary.

State 2012, 18.2.

State 2011, 20.8.

Dist. 2012, 7.0.

Dist. 2011, 15.3.

Bldg. 2012, 5.1.

Bldg. 2011, 10.0.

     1.2. Materials needed for the lesson include . . . (List printed and physical materials you’ll use. . .)

Materials List:

• The Very Hungry Caterpillar by Eric Carle

• Wind up butterflies (which I will create)

• PowerPoint with life cycle

• Example Pasta Cycle

• Paper Plates

• Markers

• Egg: rice

• Caterpillar: spiral rotini

• Chrysalis: shell

• Butterfly: bowtie pasta

• Glue and Q-tips

• Example Baggy butterfly

• Plastic bag

• Shredded tissue paper

• Pipe Cleaners

• Life Cycle Puzzle

1. Lesson Goals, Outcomes, Objectives: - Describe what you expect students to achieve, including:

Lesson Goals/Big Ideas: Big Idea (Concept students will walk away from lesson with. Other evidence of ideas will apply as well due to Inquiry part of lesson).

     2.1. Instructional Objectives - In clear, concise ABCD format, list what students will know and/or be able to do by the end of the lesson – written in developmentally appropriate terms and coded in parentheses as cognitive, affective, and/or psychomotor and by Bloom level:

• The students will respond verbally during an interactive reading of The Very Hungry Caterpillar, each student will respond at least once for mastery. (Affective) Medium

• The students will practice saying the words: Egg, Caterpillar, Chrysalis, Butterfly, and Metamorphosis by repeating me, each word must be said aloud. (Cognitive) Low

• The students will create the life cycle of a butterfly on paper plates, using markers and pasta; the students must complete the 4 stages of the life cycle. (Psychomotor) High

• After instruction, the students will physically act out the life cycle of a butterfly in the hallway; the students must be an egg, a caterpillar, a chrysalis, and a butterfly for mastery. (Psychomotor) Low

• The students will make a butterfly choosing from various tissue papers, and putting them in a plastic baggy, then they will use a pipe cleaner for the body, the students must complete one butterfly. (Psychomotor) Low

• If time permits, the students will complete a butterfly lifecycle puzzle as a group. (Cognitive) Low

     2.2.  Relevant Local District Outcomes, State () and/or National Standards: 

• STANDARD 3: LIFE SCIENCE

LIFE SCIENCE – The student will begin to develop an understanding of biological concepts.

Benchmark 1: The student will develop an understanding of the characteristics of living things.

1. discusses that organisms live only in environments in which their needs can be met.

2. observes life cycles of different living things.

• STANDARD 1: SCIENCE AS INQUIRY

SCIENCE AS INQUIRY – The student will experience science as full inquiry. In the elementary grades, students begin to develop the physical and intellectual abilities of scientific inquiry.

Benchmark 1: The student will be involved in activities that develop skills necessary to conduct scientific inquiries.

4. asks and answers questions about objects, organisms, and events in his/her environment.

3. Assessment: How will you determine the extent to which students have achieved? 

    3.1. Assessment/Evaluation – I will know students have achieved the lesson objectives when they… : 

o I will know students have achieved the lesson objective when they answer my questions during our discussion during the interactive reading.

o I will know students have achieved the lesson objective when I hear the students repeat the words after me.

o I will know students have achieved the lesson objective when the students complete their plate of the life cycle.

o I will know students have achieved the lesson objective when they act out the life cycle of a butterfly.

o I will know students have achieved the lesson objective when the students create their plastic baggy butterfly.

o I will know students have achieved the lesson objective when they complete the puzzle.

    3.2 Strategies and tools/materials used to assess students will include: Blueprint design. List of terminology.

• Plate Life Cycle

• Word Repeating

o Egg

o Caterpillar

o Chrysalis

o Butterfly

o Metamorphosis

    3.3 Criteria for Mastery and/or Rubric for judging/scoring student success – list points needed (4 out of 5, etc.) or essential actions or products that must be part of their performance of each objective.

4. Adaptations: - Describe materials and/or strategies you’ll use to gear the lesson up and down to engage students with special needs, including . . . 

1. “Gearing down” for students who may struggle with the lesson, (e.g., ELL, etc.) might include:

• I will wear a microphone device for a hearing impaired student.

• I will pre-cut all of the tissue paper for the baggy butterflies, and I will twist the pipe cleaners for the students who can’t.

• I will have all of the noodles pre bagged for each student’s plate life cycle. 

• I am reading the story to the children and they are interacting.

2. “Gearing up” for higher achieving students who may need alternate challenges such as:

• The students can draw as much background on their plate as they want.

• The students can twist their own pipe cleaners for their baggy butterflies.

 5. Integration: - Explain your creative use of interdisciplinary learning experiences within or across subject areas:

• Literature is being integrated into the lesson, with the interactive reading of The Very Hungry Caterpillar.

• Art is also being incorporated, because I am having the kindergarten students create a life cycle instead of writing about it.

6. References/Resources Used: - List in formal APA bibliographical style; websites in URL format.

Carle, E., Rice, A., Peetoom, A., & Scholastic Inc. (1989). The very hungry caterpillar. Jefferson City, Mo: Scholastic.

Latimer, J., & Nolting, K. S. (2000). Peterson field guides for young naturalists: Butterflies. Boston: Houghton Mifflin Company.

Lerner, C. (2002). Butterflies in the Garden. Hong Kong: Harper Collins Publisher.

Parkes, Dr. B., & Savage, Dr. J. F. (2005). Animal life cycles: Teacher resource book. (pp. 37-48). Northborough, MA: Sundance Publishing.

Strain, A. (1995). How can you tell a butterfly from a moth?. In J. Myers (Ed.), Highlight's Book of Science Questions that Children Ask (p. 17). Honesdale, PA: Bell Books.

Whalley, P. (1988). Eyewitness books: Butterfly and moth. New York: Alfred A. Knopf, Inc.

 

     Plans Approved for Teaching (for those professors or mentor teachers requiring prior approval

  BEFORE you teach the lesson)

a. Host or Mentor Classroom Teacher ________________________________ Date: _________ 

b. University Professor _________________________________________  Date: __________ 

7.   Instructional Design  - Teaching Plan

  7.1. Introduction - Describe things you’ll do to get the lesson off to an engaging start, including):

a. Anticipatory Set - Describe the first attention-getting thing you will do or say to focus students’ anticipation for ‘what’s coming next!’: 

o To begin the lesson, I will read the book The Very Hungry Caterpillar by Eric Carle (noting that it is a chrysalis not a cocoon). Inside the book, I will have windup butterflies that will fly out as I turn the pages.

b. Communication of Objectives Write what you’ll do or say in age-appropriate “kid-speak” to preview for students what they will be doing, the purpose of the lesson, (e.g., Hold up a flashlight bulb and say, “Today, you’ll find ways to make this object light up!”), etc.: 

• Okay guys, today we will be reading The Very Hungry Caterpillar by Eric Carle, and we are going to discuss it as we read, so don’t be afraid to discuss the story with your shoulder partner.

• Let’s practice our new vocab words! I’ll say the word, and you repeat it: Egg, Caterpillar, Chrysalis, Butterfly, and Metamorphosis.

• Now we are going to make a life cycle of the butterfly on paper plates, I will give you the materials, but please do not touch them until I give you the directions.

• After we make our life cycles, we will go out into the hallway and act out the different stages that butterflies go through during metamorphosis

• We are going to make our own beautiful butterflies now! We will all grab 3 colors of tissue paper, put them in our baggy and then we will put a pipe cleaner on the bags for a body.

• To finish off our lesson, we will calm it down and do a puzzle as a group and discuss why the different pieces go where they do.

  *7.2. Input – Include any background information students may need to know so they can engage in the lesson: 

Science

Semantic Map:

Use this template to facilitate descriptive comprehension.

Moths and butterflies are very similar insects; in fact, they are in the same scientific order, Lepidoptera which means scaly wings. They are very similar, but they have some differences. Both butterflies and moths have antennae, but the butterfly’s antennae have enlarged clubs at the tip, where the moth’s antennae are feathery and hair-like. When butterflies are at rest, they hold their wings straight above their back, but moths hold their wings flat on the sides. Butterflies fly during the day and moths fly at night.

Strain, A. (1995). How can you tell a butterfly from a moth?. In J. Myers (Ed.), Highlight's Book of Science Questions that Children Ask (p. 17). Honesdale, PA: Bell Books.

Key description words: similar, different, and but

I would use this semantic map to check if students understood that butterflies and moths are in the same scientific order, Lepidoptera, but they do have many differences. This would also help the students organize their thoughts about what the differences are on paper.

Sequence Graphic Organizer:

Use this template to facilitate sequential comprehension:

Butterflies grow through a life cycle, they have stages in their lives and how they grow. Butterflies first start as an egg. Eggs are usually the size of the head of a pin, and they are usually laid on the leaves or stems of a plant that will provide food for the caterpillar after it hatches. When the eggs hatch, a caterpillar emerges, this is the larva stage of the life cycle. Caterpillars eat, and eat and eat, but in order to grow, it must shed its skin. This is called molting, and it usually happens four times during the caterpillar stage. Once the caterpillar is fully grown, it looks for a place to start its next stage. The caterpillar’s skin splits one last time, and the chrysalis begins to form. The chrysalis is sometimes called a pupa; it is a hard shell. This shell is where the caterpillar becomes a butterfly. After several weeks, the butterfly emerges. Its wings, are shriveled to start, but it begins to pump its wings with fluids, and after an hour it flies away.

Latimer, J., & Nolting, K. S. (2000). Peterson field guides for young naturalists: Butterflies. Boston: Houghton Mifflin Company.

Life cycle of butterfly

Key sequence words: first, next, then

I would use this sequence graphic organizer to check for understanding on whether the students understood the passage, and could find the life cycle amid the text. If the students could fill out this chart with the given information, I would know that they understand that there are 4 stages in the life cycle of a butterfly.

Compare and Contrast Venn Diagram:

Use this template to facilitate comprehension of compare and contrast:

Butterflies and moths both lay large numbers of eggs; the eggs are usually a flattened oval shape with a smooth surface. Moths and butterflies both have the larvae stage of caterpillars. Butterflies life cycle goes: egg, a larva called a caterpillar, a pupa called a chrysalis, and then the adult called a butterfly. Moths’ life cycle goes: egg, larvae called a caterpillar, a pupa called a cocoon made of silk, and then the adult called a moth. When they are adults, butterflies are usually very colorful, but moths tend to have earth tones.

Whalley, P. (1988). Eyewitness books: Butterfly and moth. New York: Alfred A. Knopf, Inc.

Key compare & contrast words: different, similar

I would use this Venn diagram with younger grades to review what the differences between the life cycles of butterflies and moths. I would like the students to realize that how they form is very similar, but one of the biggest differences are chrysalis vs. cocoons. I believe the students would enjoy if we could make life cycles of each and compare and contrast them like in this Venn diagram.

  *7.3. Modeling -Where appropriate, describe how you’ll show students some performance or product or demonstration you expect them to practice during the lesson. Include specific examples and explanation you’ll use: Using my teacher size whiteboard:

• I will model how I want the students to respond during the reading and I will ask questions throughout the reading.

• I will model how to say the various vocab words, and I will help the students orally sound them out.

• I will have an example lifecycle plate already made for the students, and I will show them what I want them to do.

• I will model how to do the various movements for the lifecycle on the ground and I will have the students mimic me.

• I will have an example baggy butterfly and will show the students how to pick the papers.

• We will do the puzzle as a group and discuss it.

 

  *7.4. Guided Practice - Describe what you’ll say and do to guide students to practice doing what your original objectives say you want them to achieve. Include specific examples and explanations you’ll use.

• As the teacher, if the students get confused or off task, I will guide them through the process of the interactive reading of The Very Hungry Caterpillar by Eric Carle.

• As the teacher, if the students get confused or off task, I will guide them through the process of paper plate lifecycle, by showing them my example and they will recreate it with my help.

NOTE: Insert at those points where they are most likely to occur additional examples of “teacher input” and/or “modeling” that you consider essential to students progress in achieving the lesson’s objectives.: 

 

  *7.5. Checks for Understanding – How will you quickly check each student’s progress? Give examples of the questions you’ll ask, the responses, performance or products you’ll be listening and watching for as each student exhibits evidence they have achieved each of the lesson’s objectives: 

I will check for understanding by asking questions such as:

• What did we learn from this book?

• What are the 4 stages of the lifecycle of the butterfly?

• Can you act out the 4 stages?

    7.6. Independent Practice/Assignment - Describe extensions or application of earlier activities students will DO on their own or in small groups – with your initial directions, perhaps more brief input and/or modeling (as needed), but followed by less guidance from you, -  may also include informal and/or written, formative checks for understanding, homework, projects, etc.: 

• The students will independently create a baggy butterfly with very little help from me, only directions, and help for students who cannot manipulate the pipe cleaner.

    7.7. Closure, Wrap-up - Explain how you’ll engage students in reflecting and summarizing what they have practiced and achieved during the lesson: 

• The puzzle will be a good review of the lesson, but the puzzle also contains interesting facts about butterflies so that it may hook the students into further study.  

 

NOTE: Edit your plan for correct spelling and grammar. Check your plan for clearly written, concise, logically sequenced activities.  Continue editing until you are confident a classmate or substitute teacher could teach the lesson based on your written plan. Your plan should be easily readable – even while teaching. 

 

*Lesson components with an asterisk (*) may be inserted repeatedly and/or blended with other lesson components on an as-needed basis. 

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Lepidoptera

Butterflies

Moths

At rest, they put their wings on their back.

Clubs at tips of antennae

[pic]

At rest, they put their wings by their sides

Antennae are feathery or hair-like

Egg

Larvae or Caterpillar

Pupa or Chrysalis

Adult or Butterfly

Butterflies

• The pupa is called a

Chrysalis, and it is formed

when the skin is shed

• Butterflies are

Colorful

Moths

• The pupa is called a cocoon, and it is mad of silk.

• Moths are usually dull in color.

SIMILARITIES:

• They go through life cycles with 4 separate stages.

• They lay large

numbers of eggs

• Egg, larvae, pupa

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