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Animal Life Cycle Morgan Hymes PurposeThe purpose of this lesson is for students to explore the life cycle of a butterfly in order to understand the four different stages of life for the butterfly. The students will gain understanding that a butterfly is not born in the way that they would expect but rather a caterpillar. It is important that the students understand the four different stages and can identify what each stage is. Science 2.4 The student will investigate and understand that plants and animals undergo a series of orderly changes as they mature and grow. Key concepts includea) Animal life cycles; andb) Plant life cycles. ObjectivesThe students will be able to successfully complete the life cycle as a group on the computer game with a 80% accuracy. (4 out of 5) The students will be able to create a cycle of the butterfly on a paper plate with noodles to create a visualization of the cycle; they will be able to do this with 100% accuracy. ProcedureIntroductionBegin the lesson asking students if they have ever seen a butterfly. If they have not, show them a picture of what a butterfly looks like. If they have, ask them so describe it and if they have ever seen a baby butterfly. Watch the following video: the video is played, as the students if they can restate the cycles of the butterfly. With a little help from the teacher you should restate the cycle a few times with the students to help them remember what each stage is. Allow for students to ask any questions they may have about the life cycle of the butterfly. After having a discussion about the stages and video was played, bring up the following game and have students raise their hands to tell you which stage comes next. *(engagement) Game website: this game, do it multiple times allowing for all the students to get a chance to guess if they want to have a turn. Make sure that you ask questions as you go like: Why do you think that’s the next stage?What is the name of this stage?What might the butterfly do at this stage?How do you think it gets to this stage?What led you to this conclusion? DevelopmentBring all the students to the front carpet to explain the main activity that they will be doing.Make sure that all students are seated and paying attention prior to explaining the activity. Explain to the students that they are going to be creating their own butterfly cycle on a paper plate using noodles. Pass out the paper plates to all the students; instruct them to create four quadrants (have a plate ready to show the students what you are talking about, or do it as you go with the students). After they have their quadrants, label them with 1, 2, 3, and 4. Once they have completed these steps, pass out the noodles to the students:Cavatelli-eggsSpiral- caterpillar Shells- PupaBowtie- ButterflyOnce all the materials are out, allow students to look at the noodles and figure out which noodle goes with each stage. Give the students 5 minutes to explore the noodles and place them on the plate where they think it belongs. *(Exploration)Have a short discussion with the class and have the students volunteer their answers. It is important for the teacher to help students who are struggling but make sure that they are not receiving too much information to ensure that they are still learning the information. When they have figured out where each noodle goes, have the students decorate the quadrant based on the phase of the butterfly. Give the students about 15 minutes to complete this. Differentiation: For advanced learners: If students already has the concept down and quickly understands it, they can work students around them to help them if they are struggling with this concept. If they finish early, have them get out a piece of paper have them write their own story about the butterflies life and what it goes through. For struggling learners: The teacher should be walking around during the time that the students are working on their own. They should show support for the students who are not fully understand the expectations/lesson. They should use this time to ensure that the strugglers are helped. Summary: Gallery Walk: the students will get up and walk around to look at all the other students and see how they compared to the other students and what other represented their cycles/phases as. After this is completed, bring all the students back up to the carpet to talk about what they learned and recap everything that is covered. * (Explanation) Ask questions like:Can someone tell me what the phases are? (Or you could ask different students each phase) What happens during this phase? (Go through each one) Ask the phases randomly and ask the student to state the name and what is does. Once the discussion about the butterflies’ life cycle has come to a close, ask the students what other animals they can think of that has a cycle similar to this? *(Expansion) Collect all of the plates and place them around the room to show their work in the classroom. *(Evaluation)MaterialsComputerSpeakers24 platesMarkers Pasta: Cavatelli-eggsSpiral- caterpillar Shells- PupaBowtie- ButterflyGlue/tape SAFETY: students should not eat any of the noodles and should make sure they are not all over the floor. Students should also be careful when using the glue. Evaluation Part A: While the students are working on their cycle, the teacher should be walking around and observing how the students are working and take note of students who are struggling and what wasn’t made clear to them. When the cycles are turned in, the teacher will use the rubric to grade how each student did on the assignment. This is to check if the students fully understood what was being taught and if the objectives of this lesson have been reached. Evaluation Part B: Walking into this lesson I was really nervous because I have watched my teacher struggle through lessons with the students because of how easily they got off topic and walked around the room. I was more nervous about classroom management rather than teaching the actual lesson. I knew going into it that I was going to need be strict and once I started the lesson it felt like it came naturally. I made sure all students were quite and listening. They were all in their seats and were interested in what I was teaching. The transitions were fairly easy and the excitement they had towards the lesson kept me excited. My cooperating teacher helped me pass out supplies to the students so that made things easier. I gave each student the chance to answer a question and by the end of the lesson I could tell they felt accomplished and excited to talk about it more. As the lesson moved along I grew more and more confident with my teaching skills. The biggest thing I struggled with was transitioning it back to the teacher once I finished my lesson. I wasn’t sure how to give the class back to her so I just went up to her when the students were finishing up and said that’s all I have so you can take over from here. I was not sure if that’s how I was supposed to do it but I did not know what else to do. I was worried about the timing of the whole lesson as well. She told originally told me that I had 30 minutes and I was not sure how long the craft would take. I went over by about 15 minutes but my teacher was so entwined in my lesson that she was perfectly okay with it. It was great to know that my teacher was impressed and excited about my lesson just as much as the students and myself were. After my lesson I felt so proud. The students were able to complete the life cycle on the plate and they were all able to remember what the cycle was and could recite it with me. As I walked around I was able to help the students who were confused with where the noodles went and once that was cleared up they had full understanding of what the cycle was and caught up to the rest of the students in the class. I techniques I have learned in this class were easily put into place and it makes me even more excited to have my own classroom and do this with the students. Name: Criteria: Points PossiblePoints GivenPlate Includes: Name4 cycles2Pasta is placed in the correct quadrant with the correct order3Plates are decorated with the correct environment2 ................
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