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					Teacher's Guide


                                 Growing and Changing
                                             Lifecycles
                   Assessments   Question     Gather and Sort     Organize     Conclusion




        Scenario
                          Lifecycle Song

                          In September, we discussed how you grew up. First you were a
                          needed help with many things. Then, you changed. You grew ta
                          You learned how to walk, talk, and eat all by yourself. Now you c
                          things!

                          Animals also grow and change after they are born. Some anima
                          babies. Other animals start inside an egg. We will discuss the
                          animals as they grow from one life stage to another!

                          We are going to research how a butterfly, a frog, and a bird grow
                          will create a lifecycle chart and compare and contrast their lifec

                                                 How do butterflies grow and change?


                          Let’s visit some friends who want to know
                          how butterflies change and grow.
                                                                        Click on the pictur

   Task and Product             First you will use a website to review how a butterfly grow

                                 Then you will use a Lifecycle Chart to show everything
                                 how a butterfly grows.

                                Next, you will use a website to review how a frog grows.

                                 Then you will use a Lifecycle Chart to show how frogs
                          change.

                         Next, you will read a book to review how a bird grows.

                          Then you will use a Lifecycle Chart to show how birds

                         Finally, we will review our life cycle chart and compare lif
                          answering the questions.


 Assessments      Click on the checklist below to help you do your very best work

                                                  My Lifecycle Checklist

                                                        Back Home

   Question       Big Question:

                         How do the ways butterflies grow and change compare and
                                      the ways frogs and birds grow and change?

                  More Questions:

                         How do butterflies, frogs, and birds begin their lives?
                         What happens when they start to grow?
                         How do their bodies continue to change?
                         What different things can each animal do, at different stag

                     Back Home




Gather and Sort   Click on the butterfly below to visit a website to learn more abou
                  grow.
Gather and Sort   Click on the frog pond below to visit a website to learn more abo
                  grow. Back Home




Gather and Sort    We will read this text to learn more about how birds.
                   grow.
                                                       Back Home




   Organize       1. Use the Lifecycle Chart and the lifecycle pictures. Cut an
                  to show what you know about how butterflies grow.

                  2. Use the Lifecycle Chart and the lifecycle pictures. Cut an
                  to show what you know about how frogs grow.

                  3. Use the Lifecycle Chart and the lifecycle pictures. Cut an
                  show what you know about how about the birds grow.

                  Back Home



  Conclusion                                   Think Big Thoughts!

                        Why do animals have to grow and change?
                        How do the ways animals grow and change compare and
                         way people grow and change?

                                     Now share your lifecycle chart with a friend.

                                                     Back Home
Lifecycle Chart        Back to Task and Product




 Butterfly Lifecycle




 Frog Lifecycle




 Bird Lifecycle




Name:

Lifecycle Chart Pictures
Checklist: Lifecycles Back to
Task and Product



1. I wrote my name on my lifecycle
chart.


2. I learned about the lifecycle of the
butterfly from the website information.
  I completed my lifecycle chart for
the butterfly.


3. I learned about the lifecycle of the
frog from the website information.

  I completed my lifecycle chart for
the frog.




4. I learned about the lifecycle of the
bird from the book.

  I completed my lifecycle chart for
the bird.



Name:
Lifecycle Definition



                       "Life cycle"
                  A lifecycle is a series
                  of steps a living thing
                  goes through from its
                  beginning until it
                  grows up. A lifecycle
                  shows how a living
                  thing grows and
                  changes.

                  An example: When a baby
                  grows up and turns into a
                  kindergartener, and then into
                  an adult.

                  From: baby
                  kindergartener      adult



                                         This is a lifecycle!




                   Back Home


Teacher’s Guide
ISTC 541Final Project: Practical Teaching Experiences (Lesson Plan and
WebQuest)

Instructional Plan for Practical Teaching Experience

Name of Preservice Teacher Candidate(s)

Karen Maiden
Content Area

Science
Grade Level

Kindergarten
Title of Lesson

Comparing lifecycles
Objectives/Maryland Voluntary State Curriculum/ Content Standards and Performance
Indicators/ Specific Objectives for Grade PK-8 or Objectives/Core Learning Goal for
Grades 9-12

Standard 3.0 Life Science - The students will use scientific skills and processes to
explain the dynamic nature of living things, their interactions, and the results from the
interactions that occur over time.
C. Genetics
Indicator
       1. Observe, describe and compare the life cycles of different kinds of animals.
Objectives
    1. Identify and draw pictures that show what an animal looks like at each stage of its
       life cycle.
    2. Describe and compare the changes that occur in the life cycle.


Maryland Teacher Technology Standards and Performance Indicators
(http://www.mttsonline.org/)

Standard V: Integrating technology into the curriculum and instruction: Design, implement
and assess learning experiences that incorporate use of technology in the curriculum-related
instructional activity to support understanding, inquiry, problem-solving, communication or
collaboration.

Indicator: Use appropriate instructional strategies for integrating technology into instruction
AASL Standards

AASL Standard 2: Teaching and Learning. School library media candidates model and
promote collaborative planning with classroom teachers in order to teach concepts and
skills of information processes integrated with classroom content. They partner with
other education professionals to develop and deliver an integrated information skills
curriculum. Candidates design and implement instruction that engages the student’s
interests, passions, and needs which drive their learning.

INTASC Principles (copy and paste from the list below)

   1. The teacher understands the central concepts, tools of inquiry, and structures of
      the discipline(s) he/she teaches and can create learning experiences that make
      these aspects of subject matter meaningful for the students.

   2. The teacher understands how children learn and develop, and can provide
      learning opportunities that support their intellectual, social, and personal
      development.

   3. The teacher understands how students differ in their approaches to learning and
      creates instructional opportunities that are adapted to the diverse learner.

   4. The teacher understands and uses a variety of instructional strategies to encourage
      students' development of critical thinking, problem solving, and performance
      skills.

   5. The teacher uses an understanding of individual and group motivation and
      behavior to create a learning environment that encourages positive social
      interaction, active engagement in learning, and self-motivation.

   6. The teacher uses knowledge of effective verbal, nonverbal, and media
      communication techniques to foster active inquiry, collaboration, and supportive
      interaction in the classroom.

   7. The teacher plans instruction based upon knowledge of subject matter, students,
      the community, and curriculum goals.

   8. The teacher understands and uses formal and informal assessment strategies to
      evaluate and ensure the continuous intellectual, social, and physical development
      of the learner.

   9. The teacher is a reflective practitioner who continually evaluates the effects of
      his/her choices and actions on others (students, parents, and other professionals in
      the learning community) and who actively seeks out opportunities to grow
      professionally.
Teacher Preparation/ Equipment & Materials

      Computer with LCD screen
      Computer Lab on Day 2
      Book – From Egg to Robin by Susan Canizares and Betsey Chessen
      Copies of the lifecycle chart
      Copies of the lifecycle chart pictures
      Glue
      Scissors

Technology Integration (Specific description of how hardware, software and online
resources will be used.)

      Day One
          o The Lifecycle song icon is used to present the song.
          o The icon of children is used to play the movie.
          o The computer will be used to view the lifecycle chart, pictures, and the
             checklist.
      Day Two
          o The Lifecycle song icon is used to present the song.
          o The butterfly icon is used to gather information about the butterfly
             lifecycle.
          o The computer will be used to view the lifecycle chart, pictures, and the
             checklist.
      Day Three
          o The Lifecycle song icon is used to present the song.
          o The frog icon is used to gather information about the frog lifecycle.
          o The computer will be used to view the checklist.
      Day Four
          o The Lifecycle song icon is used to present the song.
          o The computer will be used to view the checklist.
      Day Five
          o The Lifecycle song icon is used to present the song.
          o The computer will be used to view the questions.




Instructional Procedures (This should be a very detailed description of the entire
activities)

This unit will be presented in five lessons. To assist with recalling information from the
prior lesson, an action song will be sung and a lifecycle chart will be reviewed.
Day One

     Introduce the Lifecycle unit with the action song. Click on the horn icon.
     Demonstrate the actions:
          o Egg – Put a fist in your hand.
          o Caterpillar – Have one finger “crawl” out on top of your hand. Have it
              move around on top of your hand.
          o Pupa – Put your finger back in your hand. Hold up your thumbs as if the
              “pupa is hanging from a tree branch. Shake your fists.
          o Butterfly – Open up your hands and pretend to flap them like wings.
     After singing the song, review the words of the song with the actions. Click on the
      song again with the students doing the actions.
     Review what the song was about through questioning. “What was the song
      about?” “Why do you think we sang the song?”
     Tell students we will view a movie to help us answer our questions.
     Click on the picture of children to view the movie.
     After the movie, repeat the questions asked.
     Ask the question “What is a lifecycle?” Get responses from the students. Click on
      the hot link to review the definition. Discuss lifecycles using the pictures shown
      in the definition. Discuss how lifecycles are repeating patterns. Have students
      discuss the lifecycle pattern in the definition. Ask if the students know any more
      lifecycle patterns.
     Read the scenario and task and product for the unit.
     Show the final product for the unit. Discuss the checklist to assess the final
      product.
     Tell student each class we will find information (“research”), about the lifecycle
      of each animal.
     Tell students on the last day of the unit, we will answer the big question. Read the
      big question for the unit.
     End the lesson by repeating that our goal for this unit is to discuss and compare
      lifecycles of animals. Show the definition again.
     Students many want to sing the song again.

Day Two

     Sing the action song by clicking on the horn icon.
     Have students review the goal of this unit. Have students define the word
      lifecycle.
     Tell students that today we will identify the lifecycle of a butterfly.
     Have students recall from the song the stages of a butterfly.
     Show students how to follow directions of clicking on the butterfly to go to the
      website for information.
     After viewing the information, discuss and compare the information in the song
      and the information from the website. Discuss each stage of the butterfly’s
      development.
     After the discussion, show the lifecycle chart and the pictures. Tell students they
      will cut out the pictures showing the lifecycle of a butterfly and place the pictures
      in sequence. Review the term “sequence”.
     Pass out the materials. Observe students as they work. Provide assistance where
      needed.
     When students are finished, place students in pairs, and have students describe the
      lifecycle to each other. Display the checklist on the screen. Have students check
      their work using the checklist.
     After sharing with each other, review the lifecycle as a class.
     End the lesson by reviewing the definition of a lifecycle.

Day Three

     Students will need to go to the Computer lab.
     Sing the action song by clicking on the horn icon.
     Have students review the goal of this unit. Have students define the word
      lifecycle.
     Tell students that today we will identify the lifecycle of a frog.
     Have students recall what they know about how a frog grows and changes.
     Tell students today they will use the Internet to find information of how a frog
      grows and changes. Tell students they will click on the frog to see information of
      a frog’s lifecycle.
     Discuss each stage of the frog’s life. Describe the pictures. Have students discuss
      what they see.
     After the discussion, show the lifecycle chart and the pictures. Tell students they
      will cut out the pictures showing the lifecycle of a frog and place the pictures in
      sequence. Review the term “sequence”.
     Pass out the materials. Observe students as they work. Provide assistance where
      needed.
     When students are finished, place students in pairs, and have students describe the
      lifecycle to each other. Have students display the checklist on the screen. Have
      students check their work using the checklist.
     After sharing with each other, review the lifecycle as a class.
     End the lesson by reviewing the definition of a lifecycle.

Day Four

     Sing the action song by clicking on the horn icon.
     Have students review the goal of this unit. Have students define the word
      lifecycle.
     Tell students that today we will identify the lifecycle of a bird.
     Have students recall what they know about how a bird grows and changes.
     Tell students today they will read a book to find information of how a bird grows
      and changes. Discuss each stage of the bird’s life. Describe the pictures. Have
      students discuss what they see.
      After the discussion, show the lifecycle chart and the pictures. Tell students they
       will cut out the pictures showing the lifecycle of a bird and place the pictures in
       sequence. Review the term “sequence”.
      Pass out the materials. Observe students as they work. Provide assistance where
       needed.
      When students are finished, place students in pairs, and have students describe the
       lifecycle to each other. Display the checklist on the screen. Have students check
       their work using the checklist.
      After sharing with each other, review the lifecycle as a class.
      End the lesson by reviewing the definition of a lifecycle.

Day Five

      Sing the action song.
      Have students review the goal of this unit. Have students define the word
       lifecycle.
      Tell students today we will answer the big question. Read the big question.
      Tell students we will get in pairs to review your lifecycle charts. Tell students
       while they are reviewing their charts, find answers for the big question and the
       additional questions.
      Return lifecycle charts to the students. Place students in pairs to review their
       charts.
      Discuss answers to the big question and the additional questions.
      Have students discuss the “Think Big Thoughts” questions.
      Ask students if they can identify any other lifecycles.
      Have students use their lifecycle charts to create new words for the action song to
       reflect the lifecycle changes for the frog or bird.
      End lesson by reviewing our goal and defining the term lifecycle.


Formative Assessment/ Plans for Differentiation (Describes how you will be assessing
the progression of the lesson as it is being delivered)

The teacher will observe and provide support where needed while students complete their
lifecycle chart.

The teacher will randomly ask students to orally explain what a lifecycle is and describe
the lifecycle of the animal completed that day.


Discussion Prompts for Critical and Creative Thinking (Questions that you will pose that
lead to critical thinking)

Questions are listed in the “Question” and “Conclusion” sections of this plan.
Summary and Lesson Closure (Describe how you will close and summarize the activities)

Closures are described for each day in the instructional procedures section.


Assessment Plan (Rubrics, quizzes, student produced work and other methods that will be
used to determine the degree to which the learning objectives were achieved)

The checklist will be used by students to check the completeness of their work.

The teachers will observe and offer assistance where needed.



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