Name/Team: Kindergarten: Lennox, Horton, …



Name/Team: Kindergarten:

Subject Language Arts/Science

Focus: Butterfly Life Cycle

Essential Question: How do caterpillars grow and change into butterflies?

Learning Goals: Students will understand the life cycle of a butterfly.

Scale:

|1- I do not understand. |2- I understand a little. |3- I understand. |4- I can teach it. |

|With prompts and support, the student can |Student will be able to sequence pictures of the|Student can draw and label the life cycle of a |Student is able to draw and label the life cycle|

|identify the different stages of the butterfly |life cycle of a butterfly. |butterfly |of a butterfly and write and about it. |

|life cycle (ex. Egg, caterpillar, pupa, and | | | |

|butterfly) | | | |

Lesson Segments Involving Routine Events

DQ1:

| | | | | |

|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|

| | | | |this specific element? |

|1.1 |Posted learning goals for teacher and |Oral and visual connection to the lesson. |Learning goal poster |Introduce the learning goal. |

| |students to refer to throughout the lesson. | | | |

|1.2 |Student shows thumbs to represent their level|Students are self- assessing to track individual |Scale poster |Review the scale |

| |of understanding. |progress. | | |

| | | | | |

| | | | | |

DQ6:

| | | | | |

|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|

| | | | |this specific element? |

|6.5 |Materials are prepared, and organized in an |The activity is an independent hands-on self-correcting|Different types of |There will be a model of this activity |

| |order to complete the hands on activity. |activity. |pasta, glue, markers and|to refer to in the center. |

| | | |paper plates. | |

Lesson Segments Addressing Content

DQ2:

| | | | | |

|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|

| | | | |this specific element? |

|2.13 |Orally Review the life cycle of a butterfly. |Students will gain a better understanding of the life | | |

| | |cycle. | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Lesson Segments Addressing Content

DQ3:

| | | | | |

|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|

| | | | |this specific element? |

| |Review the life cycle of a butterfly |What stage of the life cycle are our butterflies in |Live butterflies and |Have materials available and ready. |

|3.14 |referring to previously read book. |now? |book | |

| |Using pasta student will complete the life |Students will do an independent hands-on activity. |Pasta, plates, glue, |Sample for students to self check their |

|3.15 |cycle activity. | |and, markers. |work. |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Lesson Segments Enacted on the Spot

DQ5:

| | | | | |

|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|

| | | | |this specific element? |

| |With the culminating activity with pasta. |Students will act out the life cycle of a butterfly. |Pasta, plates, glue, |Sample for students to self check their |

| | | |and, markers. |work. |

|5.27 | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Lesson Segments Enacted on the Spot

DQ7:

| | | | | |

|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|

| | | | |this specific element? |

|7.35 | Students will use pasta appropriately. |Students will use the pasta safely. |pasta |Students will be told the pasta is not |

| | | | |for eating, it’s not cooked. |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Lesson Segments Enacted on the Spot

DQ8:

| | | | | |

|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|

| | | | |this specific element? |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Lesson Segments Enacted on the Spot

DQ9:

| | | | | |

|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|

| | | | |this specific element? |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download