Revised_Life_Cycles_Inquiry_lesson by 8Fb959a

VIEWS: 9 PAGES: 8

									OVERARCHING ESSENTIAL QUESTION

How can interdisciplinary teaching increase student’s motivation for learning and their level of
engagement?
                                              Unit Cover Page

Unit Title: Life Cycles___________________________ Grade Level(s): 4

Subject/Topic Area(s): _Insects and animals

Key Words: egg, yolk, egg shell, Embryo, Chicken tadpole, frog, caterpillar, chrysalis,
butterfly

Designed By: Cluster Teachers                            Time Frame: 6 Weeks

School District: 09X                                        School: P.S. 230


Brief Summary of Unit (including curricular context and unit goals): This unit is being
developed to provide students with a real world understanding of the stages of development
of the butterfly, tadpole and chicken. Students will participate in a variety of inquiry-
based lessons and discovery learning activities and field trips. They will become familiar
with how the life cycles of insects and animals are similar and different. They will be given
the opportunity to explore these scientific concepts and ask questions, conduct research,
create models and organize information and share ideas and understanding of topics. We
will use an interdisciplinary approach to learning in which students will engage in cross-
curricular activities in science, math, art, technology, reading and writing.




Unit design status: completed Template pages - Stage 2

__ completed Blueprint for each performance task __ completed rubric(s)

__ directions to students & teachers    X materials & resources listed

X__ suggested accommodations             __ suggested extensions

Status: initial draft (date - __________) revised draft (date – February 18, 2010, 3-10-10,

__ peer reviewed __ content reviewed __ field tested __ validated __ anchored


                                   Stage 1: Identify Desired Results.

Students will identify, describe, and explain the different stages of development of
                                                                                              1
butterflies, tadpoles and chickens. Students will be able to compare the different stages of
development of insects and animals through hands on inquiry based learning activities.

What understandings are desired?
Students will understand that: Insects and animals go through similar stages of               U
development
How organisms change as they live
How animals have different life cycles
How some animals hatch from eggs
How mammals grow from babies to adults.




What essential questions will be considered?
Over arching question
How can interdisciplinary teaching increase student’s motivation for learning and their
level of engagement?

Guiding Questions
What is a life cycle?
Do different organisms have different life cycles?
How are the life cycles of butterflies, tadpoles, and chickens similar and how are they
different?
How could one animal have four different forms?
Why is a change in an organism’s life called a stage?
What key knowledge and skills will students acquire as a result of this unit?
Students will know:                      K Students will be able to:                          S
        That insects and animals have      Describe the life cycles of insects and
         a life cycle.                      animals; Make, record and illustrate
        Stages in an organisms life        observations. Construct models of
         are called a life cycle            insects and animals using kid K’Nex.
        That there are different stages    Compare and contrast information
         of development for insects         using a variety of instructional
         and animals.                       strategies, conduct research organize
                                            information and describe their
                                            understanding of life cycles




                                                                                          2
                               Stage 2: Determine acceptable evidence.

What evidence will show that students understand?
Performance Tasks* (Summary in G.R.A.S.P.S. form):                                          T
Students will be asked to describe the stages of development of the butterfly, tadpole and
chicken.
Students will create a booklet which illustrates the different stages of development of a
butterfly, tadpole or chicken.
Students will illustrate and label butterfly, tadpole and chicken diagrams.
Students will describe the similarities and differences in the stages of development of the
butterfly, tadpole and chicken.
Students will need to convince your classmates and family that they understand life cycles
by using the appropriate vocabulary to explain life cycles.



                   *Complete a Performance Task Blueprint for each task (next page).

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
                                                                                               oe
Students will keep logs and notebooks of their observations.
Students will be able to verbally describe illustrations and observations
Students will use a check list/rubric to assess their progress
Students will illustrate, label insect, and animal diagrams.
Students will be judged by their ability to illustrate and describe stages of development of
the butterfly, tadpole and chicken clearly.
Students will be able to write a narrative describing their lives as a butterfly, tadpole or
chicken.
Students will create posters, pie charts, bar graphs, word problems, songs and poems.

Student Self-Assessment and Reflection:
                                                                                            sa
Students will reflect on and assess their learning experiences and observations in their logs
and notebooks.
Students will assess their illustrations using a rubric.




                                                                                         3
                                     Assessment Task Blueprint
What understandings/goals will be assessed through this task?                                    G

Students will illustrate & describe their
understanding of the stages of development
and life cycle of the butterfly, tadpole and
chicken.



What criteria are implied in the standard(s)/understanding(s) regardless of the task specifics? What
qualities must student work demonstrate to signify that standards were met?
ELA Standard 1: Students will be able to           Students work must demonstrate a level of
listen, speak, read and write for information proficiency based on New York State
and understanding.                                 Standards.
MST Standard 6: Students will understand           Student work must demonstrate an
the relationships and common themes that           understanding of the common themes and
connect mathematics, science and                   interconnectedness of the stages of
technology and apply the themes to these           development of insects and animals.
and other areas of learning.
The Arts Standard 2: Knowing and using
arts materials and resources, students will
be knowledgeable about and make use of the
materials and resources available for
participation in the arts in various roles.

Through what authentic performance task will students demonstrate understanding?
Task Description: Students will illustrate the different stages of development of the T
butterfly, tadpole and chicken. They will create authentic models using Kid K’Nex. They
will describe their illustrations and models using appropriate language.



What student products/performances will provide evidence of desired understandings?
Diagrams, labels, authentic models,
presentations, narrative writing pieces,
reflections, and illustrations of learning
experiences and trips will reflect student’s
level of understanding.



By what criteria will student products/performances be evaluated?
Students products/performance will be
evaluated using a rubric/checklist




                                                                                             4
                          Stage 3: Plan learning experiences and instruction.
Consider the W.H.E.R.E.T.O. elements.                                             L
 1. What is a life cycle? Read Aloud Chickens Aren’t The Only Ones. Create a K-W-L to
     figure out what students know about butterflies, tadpoles and chickens
 2. How are the life cycles of butterflies tadpoles and chickens similar?

  3. How can we compare the life cycles of butterflies, tad poles and chickens? Use
     vocabulary readers and students notes, charts, and diagrams to share information
  4. Present Video on Demand All about Life Cycles.

  5. Introduce butterfly tadpole and chicken observation centers. Explain that most animals
      come from eggs. Students will work in cooperative groups to arrange sequence cards.
  6. Read aloud the Life Cycles of Butterfly, Frog and Chicken Review stages of development
      of the butterfly, tadpole and chicken using butterfly, tadpole and chicken charts and
      diagrams. Use life cycle diagram worksheet to assess understanding of different stages of
      development.
  7. Students work cooperatively in centers to sort and arrange butterfly, tadpole, and chicken
      sequence cards. Introduce key vocabulary and provide direct instruction on the stages of
      development of the butterfly, tadpole and chicken using workshop model
  8. Students will go on a discovery learning field trip to the Dana Discovery Center and the
      Museum of Natural History to see butterfly
  9. Explain that students will observe each specimen as it goes from egg to insect or animal.
      Students will explore models of insects and animals.
  10. Students will choose an insect or animal to observe. Students will work in cooperative
      groups to note observations in their logs/notebooks on an ongoing basis.
  11. Students will make and record observations. (Begin Projects)
  12. Students will make and record observations. (Begin Projects)
  13. Students will make and record observations. (Begin Projects)
  14. Students will make and record observations. (Begin Projects)
  15. Students will create/illustrate a life cycle booklet to share with peers, family and teachers
  16. Students will create interdisciplinary posters, charts, graphs, narratives, art projects and
      presentations describing life cycles.
  17. Students will compare the specimen they selected to another
  18. The unit will culminate with student self assessment and reflection and oral presentation
      of their booklets using checklist and rubric




                                                                                                5
         Stage 3: Plan learning experiences and instruction. (Consider the W.H.E.R.E.T.O. elements.)

Monday                     Tuesday                  Wednesday                Thursday                Friday
Payne/Garcia/Chima         Miller and Irizarry      Pacelle and Miller       Payne and Grant         Pacelle and Payne
What is a life cycle?      How are the life         How can we               Present Video on        Introduce butterfly
Read Aloud Chickens        cycles of butterflies    compare the life         Demand All about        tadpole and chicken
Aren’t The Only            tadpoles and             cycles of butterflies,   Life Cycles.            observation centers.
Ones. Create a K-W-        chickens similar?        tad poles and                                    Explain that most
L to figure out what                                chickens? Use                                    animals come from
students know about                                 vocabulary readers                               eggs. Students will
butterflies, tadpoles                               and students notes,                              work in cooperative
and chickens                                        charts, and diagrams                             groups to arrange
                                                    to share information                             sequence cards.
Read aloud the Life        Students work            Students will go on a    Explain that students   Students will choose
Cycles of Butterfly,       cooperatively in         discovery learning       will observe each       an insect or animal to
Frog and Chicken           centers to sort and      field trip to the Dana   specimen as it goes     observe. Students will
Review stages of           arrange butterfly,       Discovery Center         from egg to insect or   work in cooperative
development of the         tadpole, and chicken     and the Museum of        animal. Students        groups to note
butterfly, tadpole and     sequence cards.          Natural History to       will explore models     observations in their
chicken using              Introduce key            see butterfly            of insects and          logs/notebooks on an
butterfly, tadpole and     vocabulary and                                    animals.                ongoing basis.
chicken charts and         provide direct
diagrams. Use life         instruction on the
cycle diagram              stages of
worksheet to assess        development of the
understanding of           butterfly, tadpole and
different stages of        chicken using
development.               workshop model
Students will begin        Students will make       Students will make       Students will make      Students will make
Projects Word              and record               and record               and record              and record
Problems/bar &             observations.            observations.            observations.           observations.
pictographs on             Begin Projects           Begin Projects           Begin Projects          Begin Projects
Butterflies, tadpoles      Poster of Life Cycle     Multiple Intelligence    Students will           Students will write
and chicks, life           Clay Model of Each       Life Cycle Baseline      observe specimens in    from the perspective
expectancy, Survival       Animal, Painting and     Assessment               Observation Centers,    of a butterfly, tadpole
rates (percentage)         mask. create a mini                               and record              or chick. They will
S.W.B.A.T: Develop         play or dance                                     observations.           use the five senses to
multimedia                                                                                           describe surroundings.
presentations on life
cycle.
Students will              Students will create                               Students will          The unit will
create/illustrate a life   interdisciplinary                                 compare the             culminate with
cycle booklet to share     posters, charts,                                  specimen they           student self
with peers, family and     graphs, narratives,                               observed to one         assessment/ reflection
teachers                   art projects and                                  another.                and oral presentation
                           presentations                                                             of their booklets using
                           describing life                                                           checklist and rubric.
                           cycles.

                                                                                                         6
Inquiry Science Lesson (Unit- Science /Theme Life Cycles)

MST Standard 6: Students will understand the relationships and common themes that connect
mathematics, science and technology and apply the themes to these and other areas of learning.

Teacher objective
Students will become familiar with life cycles

Objective: How can we use a graphic organizer to describe what they know want to know and
learn about the life cycles of butterflies, tadpoles and chickens.

Teacher Materials
Chickens Aren’t The Only Ones.

Student Materials
KWL Charts, Pencils

New Words
Oology, egg, life cycle

Launch: Explain to students that over the next six weeks they are going to explore the stages of
development of the butterfly, tadpole and chicken. Explain that they will observe live specimens,
and record the stages in a learning/observation logs.
Motivation Explain to students that oology is the study of eggs. Many animals lay eggs in water,
on leaves, or in nests. These eggs have a covering that protects the developing creature. Turtles,
lizards, birds, fish, reptiles, dinosaurs, insects, and some mammals lay eggs. Inside of an egg
shell is a yolk, embryo, albumen (white), and membranes. The contents of the egg are used as
food for the developing embryo.

Connect: Explain to students that they are going to read a book that describes the similarities
between chickens and other egg laying animals and insects. They will listen to the story and note
the similarities.

Mini Lesson : Read aloud The book Chickens aren’t the only ones. Elicit from students what
similarities they found between the chicken and other egg laying animals, insects. Use K-W-L
chart to find out what students know want to know and learn.

Independent practice
Students will work cooperatively to describe what they know want to know and learn about egg
laying animals such as butterflies tadpoles and chicks using a K-W-L chart.

Share: Students will share their K-W-L charts.

Follow up/ Homework: Students will use various resources to research the life cycles of
butterflies, tadpoles and chickens.



                                                                                    7
                                      Rubric



3 Points                  2 Points                1 Points

 My life cycle booklet    My life cycle booklet   My life cycle booklet
includes colorful         includes some           does not have any
illustrations of all of   illustrations of my     illustrations of my
the stages of             insect or animal.       insect or animals.
development of my         There are no stage      There are no stage
insect or animal with     numbers                 numbers
the correct stage
number




                                                                  8

								
To top