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					                                              PSOE LESSON PLAN
                                            The Lifecycle of a Butterfly

Criteria for Competency: Standards are referenced and complete.
ELA1W1 The student begins to understand the principles of writing. The student

a. Writes texts of a length appropriate to address a topic and tell a story.

b. Describes an experience in writing.

j. Begins to use common rules of spelling.

k. Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather
information to write about a topic.

The student uses a variety of strategies to understand and gain meaning from grade-level text. The

a. Reads and listens to a variety of texts for information and pleasure.

b. Makes predictions using prior knowledge.

c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting,
characters, problems, events, resolution) of a read-aloud or independently read text.

d. Retells stories read independently or with a partner.

e. Distinguishes fact from fiction in a text.

S1CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism
        in science and will exhibit these traits in their own efforts to understand how the world

a. Raise questions about the world around them and be willing to seek answers to some of the questions
  by making careful observations and measurements and trying to figure things out.

S1L1. Students will investigate the characteristics and basic needs of plants and animals.

Criteria for Competency: Objectives are clearly stated and connected to the referenced standard(s).

Enduring Understanding (Central Focus)
Students will understand the stages a butterfly goes through to develop.
Essential Questions
    1. What are the four life stages of development of a caterpillar?

Students will:

      Identify the four different stages of a butterfly life cycle (from egg, caterpillar, pupa or cocoon, to a
       full-grown adult butterfly).
      Complete a flip chart on the lifecycle of a butterfly
      Students will learn the meaning of new vocabulary words
      Use a graphic organizer to demonstrate the lifecycle of a butterfly
      Research pertinent information on butterflies

Criteria for Competency: Materials are identified for student use that are developmentally appropriate and
address the essential content objective(s).
    pencils
    crayons
    markers
    construction paper
    glue
    Life Cycle Cards
    Pre-Assessment Quiz
    Post-Assessment Quiz
    Rubric
    Butterfly Subtraction Worksheet- http://prek-8.com/math/grade2/subtraction8.php
    Agenda
    Computers

Criteria for Competency: The lesson plan reflects evidence of pre-assessment and prior knowledge
activation that address the essential content objective(s).

The students will take a pre-assessment quiz prior to the lesson.

Begin the lesson by telling the students today they are going to learn about the lifecycle of a butterfly.
Display vocabulary words on a white board and ask the students to identify the meanings. Allow students to

      Egg - A butterfly starts its life as an egg.
      Larva - The larva (caterpillar) hatches from an egg and eats leaves or flowers almost constantly. The
        caterpillar molts (loses its old skin) many times as it grows.
       Pupa - It turns into a pupa (chrysalis); this is a resting stage.
       Adult - A beautiful, flying adult emerges. There is no growth during this stage. This adult will continue the
        cycle and reproduce.
       Metamorphosis- series of developmental stages often marked by body changes

After going over the vocabulary word, tell the students they are going to watch a video on the lifecycle of a butterfly.
Tell them to listen for the vocabulary words presented in the film.


Criteria for Competency: Instruction is organized and includes a continuous flow of activities while building on prior
knowledge and addressing the objective(s). The essential content is accurate, sequenced, and developmentally
appropriate. The instruction assists students in making connections between the essential content and their lives and

Explain that there are four stages that a caterpillar goes through to become a butterfly. These stages are called
metamorphosis, which means change. Show the students the four laminated pictures in order as you explain the life
cycle. The egg becomes a larva which is the caterpillar. The caterpillar then becomes a pupa and wraps itself in a
chrysalis where it grows into a butterfly. Tell students that sometimes a chrysalis can be found hanging from the
underside of a leaf. When it is ready to fly, the butterfly chews its way out. After drying its wings in the sun, the butterfly
flies away.

Next, tell the students that they going to pretend that they are butterflies.
They will use their bodies to demonstrate what metamorphosis looks like. First, tell them they will become an egg.
Have them sit on the floor, grasp their knees, and tuck their head under. Demonstrate the position. Next, tell the
students they will change into caterpillars by stretching out on the floor and wriggling. After that, they will stand very
still and cross their arms tightly across their chest to look like the cocoon. Finally, demonstrate how a butterfly gently
stretches its wings and begins to flutter. Allow the students to fly around the room as butterflies in the rain forest.


Criteria for Competency: The meaningful tasks offer at least two different choices or avenues for
accomplishing the essential content objective(s).

Divide the students in three groups. These groups will be based on academic ability from the pre-test

Blue Group:

Students will make a flip book entitled “The Metamorphosis of a Butterfly.” Students will cut out the four
life stages of a butterfly and glue the information on the flip book.

Red Group:

Students will use a butterfly graphic organizer to draw and label the four life stages of a butterfly.

Green Group:

Students will use the computer on the site Kida Britannica to find three important facts about the butterfly.
They will write these facts on lined paper.

1. Art: Students will paint a butterfly and the teacher will hang it from the ceiling for all to admire.
2. Math: Students will complete a butterfly subtraction sheet.
3. Geography: Students will map out the migration patterns of butterflies and identify the states or countries.
4. Language Arts: Students will write a short story about butterflies.

COMPETENCIES: Criteria for Competency: The post-assessment activity addresses most objective(s) while
providing tangible assessment.

Students will take a post assessment at the end of the lesson. The teacher will assess student’s academic ability
with a rubric.

Student Reflection: Students need to reflect as well as teachers. Reflection allows students to take ownership of
their learning and motivate students to work harder at their learning. Reflection also allows students to process
information and commits learning to their long term memory. Students will draw a ticket at random and be asked the
following questions which is known as a “ticket out the door” to self-reflect.

       What is first stage of a butterfly?
       Name one thing you learned today.
       What is the third stage of a butterfly?
       What does a caterpillar turn into?

8. Reflect on Student Progress: TBD

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