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lesson-plan-3-life-cycle-of-the-butterfly-revised

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									                                               LESSON PLAN

Name: Fadia Rubi Lancaster               Date: 08 – 25 – 10           Age/Grade Level: 7 / Second grade

Subject: Science                       # of Students: 21             # of IEP Students: 0

Major Content: Biological Science                                    Unit Title: Life Cycle of the butterfly

ACTIONS –
My students have previously brainstormed ideas for their short story about “The Hungry Caterpillar”.
They will listen to the story.

Lesson Objectives –
The students will be able to identify the four different stages of the butterfly.
The students will observe the changes that occur during the life cycle of the butterfly.
The students will be able to explain and share the stages of a butterfly’s life.

Connections –
SC-EP-3.4.1
 Students will describe the basic needs of organisms.
Organisms have basic needs. For example, animals need air, water, and food; plants need air, water,
nutrients, and light. Organisms can survive only in environments in which their needs can be met.

SC-EP-3.4.4
 Students will compare a variety of plant and animal life cycles to understand patterns of the growth,
development, reproduction, and death of an organism.

In this lesson, the students will be identifying and describing the life cycle of the butterfly in their habitat
within interactive group setting. This is an interactive hands-on, inquiry based activity. The students, if
not comfortable at first, will learn to adapt within this environment until they can adequately contribute
and enjoy the learning process. If not, there will be times for student reflection on the lessons and I will
evaluate the work of the group.

Context –
The major focus of this unit is to be able to observe, explain and compare the stages of the life
cycle of the butterfly. The students will be identifying and describing the life cycle of the
butterfly in their habitat within interactive group setting. In an interactive hands on, inquiry
based curriculum. The students, if not comfortable at first, will learn to adapt within this
environment until they can adequately contribute and enjoy the learning process. If not, there
will be times for student discussion on the lessons and I will evaluate the work of the group. In
this lesson, we will read observing, explaining, and comparing the stages of the life cycle of the
butterfly. Students will be asked to “wonder” about the information presented and ask questions
to help them understand.

Resources –

       The Very Hungry Caterpillar by Eric Carle
       Colored pencils (handful per table)
       Notebook
        Pencil
        Digital camera
        Marker
        Computer
        Real caterpillar

Procedures –
Engage
    1.   Set expectations. (CHAMP)
    2.   Introduce the reading selection The Very Hungry Caterpillar by Eric Carle.
    3.   With the class, review some of the prior facts discussed about the life and stages of a butterfly.
    4.   Reinforce prior knowledge of fiction and non-fiction reading selections about butterflies.
    5.   Pose a few high orders of thinking questions for the students, such as:
             a. Where did you come from?
             b. Can you describe the stages of your life?
             c. How are the stages of your life similar to the stages of a butterfly?

Explore
    6. Compare and contrast the stages of the butterfly to the stages of a human. Explain that a butterfly
       develops through four main stages: egg, caterpillar, cocoon and adult butterfly, while the human
       develops through main stages: baby, child, teenager and adult.

Explain
    7. The teacher will explain independent activity and provide model.
    8. Invite the students back to their seats.
    9. The students will cut and paste on order the stages of the butterfly, also write a paragraph of each
       stage.

Elaborate
    10. Upon completion of the hands-on activity, the students will be re-directed back to the carpet.
        Teacher will ask various students to share their interpretations of the butterfly life cycle
        paragraph. The student will explain the different stages.
    11. The students will be asked, as a hands-on activity, to complete their own interpretation of the life
        cycle of a butterfly.

Evaluate
    12. Short Term: The students will be able to identifying and creating a sentence of each stage of the
        cycle of the butterfly. Various students will share their own interpretation of the life cycle of a
        butterfly.

         Long Term: The students will be asked to talk about the various stages of the life cycle of the
         butterfly, while comparing them to the life cycle stages of a human.

DIFFERENTIATED INSTRUCTION:
     In Class: Students, who complete the activity quickly, will complete a short story on butterfly,
     about where their butterfly will go after it completes the life cycle (Bright Butterflies).
     I will pull a small group for students who are having difficulty with this activity. I will evaluate
     where the problem is and reteach if necessary.
IMPACT –
Reflection/Analysis of Teaching and Learning –
This lesson was very successful because it was hands-on. Four of my students worked on their short story.
My students saw a real caterpillar that one of my parents brought to my classroom to explore in real life,
the life cycle of the butterfly. They were excited and it made the lesson come alive!
Wow! I can’t wait to see the faces of my students when they see the caterpillar change!
                                              LESSON PLAN

Name: Fadia Rubi Lancaster              Date: 08 – 25 – 10          Age/Grade Level: 7 / Second grade

Subject: Science/Art                    # of Students: 21            # of IEP Students: 0

Major Content: Biological Science                              Unit Title: Life Cycle of the Butterfly

ACTIONS –
The students have previously read “The Very Hungry Caterpillar” by Eric Carle

Lesson Objectives –
The students will be able to design their own butterfly life cycle plates.
The students will be able to explain and share the stages of a butterfly’s life.
The students will be able to place in the correct sequence the different growth stages of a butterfly.

Connections –
SC-EP-4.7.1
 Students will describe the relationships existing between organisms and their environments.

SC-EP-3.4.4
Students will describe a variety of plant and animal life cycles to understand patterns of the growth,
development, reproduction and death of an organism.

In this lesson, the students will be designing their own stages of the butterfly using pasta in their habitat
within interactive group setting. In an interactive hands on, inquiry based curriculum. After finishing this
activity the students will explain and share about the butterfly, if not comfortable at first, will learn to
adapt within this environment until they can adequately contribute and enjoy the learning process.

Context –
The major focus of this unit is to be able to design their own life cycle of the butterfly with pasta
and place in correct order.

Resources –

       The Very Hungry Caterpillar by Eric Carle
       Paper plates (one per student)
       Colored pencils (handful per table)
       Ziploc bags (one per student)
       Glue
       Digital camera
       Marker
       Various forms of pasta (prepared in Ziploc bags by the teacher)
            o pastina (egg)
            o curly colored pasta (caterpillar or larva)
            o shell pasta (cocoon or pupa)
            o bow-tie pasta (adult butterfly)
Procedures –

Engage
   01. Set expectations. (CHAMP)
   02. Introduce the reading selection The Very Hungry Caterpillar by Eric Carle.
   03. With the class, review some of the prior knowledge discussed about the life and stages of a
   butterfly.

Explore
   04. The outcome of this lesson is that students will be able to explain each stages of the
       butterfly.
   05. Explain independent activity and provide model.
   06. Invite the students back to their seats.
   07. Distribute a paper plate to each of the students.
   08. Invite the students to take a colored pencil and make four equal parts.

Explain
    09. The teacher will explain the instruction of building the plate with the four stages of the
butterfly.
    10. Have students to color the pasta when they receive it.

Elaborate
   11. Distribute a small Ziploc bag to each student. The Ziploc bag will contain four different types of
       pasta. Each piece of pasta will symbolize the various stages of the life of a butterfly.
   12. Direct the students in placing the appropriate pieces of pasta in the correct life stage of the
       butterfly.
   13. Instruct about cleanup process.
   14. Review the outcome for today’s lesson.

Evaluate
Use the following three-point rubric to evaluate students' work during this lesson.

      Three points: Students were highly engaged in class discussions; were able to
       demonstrate a clear understanding of the term "life cycle of the butterfly" and give
       correct examples of different life cycle.
      Two points: Students participated in class discussions; were able to demonstrate a
       basic understanding of the term "life cycle of the butterfly" and give mostly correct
       examples of different life cycles.
      One point: Students participated minimally in class discussions; were unable to
       demonstrate a basic understanding of the term "life cycle of the butterfly" and could
       not give examples of different life cycles.

DIFFERENTIATED INSTRUCTION:
     In Class: Students, who complete the activity quickly, will continue to work on their short story
     on butterfly paper, about where their butterfly will go after it completes the life cycle (Bright
     Butterflies).
        I will pull a small group for students who are having difficulty with this activity. I will evaluate
        where the problem is and reteach if necessary.


IMPACT –
Reflection/Analysis of Teaching and Learning –
I did not use this lesson this year. I plan to use it next year if time is available.

								
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