ECED Lesson Plan Format

Your Name: Lesson Title: Age Group: three to five The Wolverine Team Grow As We Go Category/Subject Area: Science Time: one hour

Indiana Foundations Write the correct number in the box next to the foundation designation and copy the foundation in box below the list. English Language Arts Math Social Emotional Physical Dev. Personal Care x Science Social Studies Fine Arts

Behavioral Objective(s): The children comprehend that all living things grow and change during their lifetimes. Every plant and animals begins life, matures, and dies in a series of stage called a life cycle. In this discussion the children will use words like; adult, juvenile, life cycle, larva, pupa, chrysalis, tadpole, metamorphosis, nymph.

Materials/Necessary Preparation:

Life cycle of the butterfly, frog, bird, fish, turtle, squirrel, and lady bug, As We Grow cards, markers, colored pencil, crayons, The Frog Song, crackers, coffee filters, grapes, carrots, Dixie cups, cream cheese, food gloves, raisins

Anticipating and Planning for Challenges:

SC.1.49 Sort and match by If the children do not like the snack I will ask them to try it first. If the children do not like the I will tell them they do not have to eat it. more than one attribute Activity Procedure/Concept Exploration: Blooms Taxonomy Knowledge x Comprehension Application Analysis Synthesis x Evaluation I would ask the children whether they can think of any animals besides people that change as they grow. Has anyone ever watch a pet grow from a baby into an adult? In what ways do these animals change as they grow? Then I would use the set of Grow As We Go cards and show the pictures (in order) of the animal life cycles. Then I would ask the children to point out ways, that the animals change as they grow. As we grow through these life cycles I will introduce the name of these stages shown on each card. Each child will get a Grow As We Go card. I would invite the children to walk amongst each other and find their matches. After they have found their matches have the group tell each other if they are adults or babies. Repeat at least three times to allow the children to become familiar with more than one animal. Once the children go through this process, ask them which one they like the most? Give each child a piece of paper, crayons, colored pencils, markers. Ask them to draw a picture of one of the life cycles. When they are done drawing, have them to share their drawings. When they are done with the drawing, have them push their drawing out of the way to get ready for the catapillar snack. Each child will get a coffee filter with eight crackers on them, Then I will take some grapes, raisins, carrots, and cream cheese and put each item in a Dixie cup. Then I will take each item and explain what I want them to do with each of them. Once they are done with their snack I will teach them the frog song. I will put the frog song on a poster board so everyone can see how it goes. The children can sing the song and see how the frog grow into an adult. Explain how this activity is DAP citing two sources: 2012 Growing Up Wild. Sixth Edition by the council for Environmental Education Bennett, T (2012). Foundations to the Indiana Academic Standards for Yong Children from Birth to Age five, Indianapolis, Indiana: Chicago, Illinois Learning Styles/Domains This activity is DAP because it is interesting for the child to see the scientific changes in life. It is also interesting for them to see an egg grow into an adult. The activity is x Visual/Spatial also within the range of a three to five year old physical and cognitive learning. When

the kids go outside they may realize that any insect might change into something different or bigger. Auditory x x Kinesthetic Creative Naturalist Cognitive Physical Emotional x Social Closure/Transitions: Teaching Strategies: (List) After this lesson I would like for the children to have an ideal about the cycles of life. I Look directly at the class am going to end the presentation with a song. while you guide them through the activity. Assessment: I would explain to the children what true and false mean. Then I would ask the children three questions about the song. I would ask them to answer it true or false. Inquiry/Open-ended questions: (List at least 3) Can you tell me about the picture you are drawing? Can you tell me one of the life cycles of an insect? How many of my friends would like for me to bring some insects to class?

Have the children interact while they find what group Extensions/ Modifications: (Offer at least one way you could either extend or modify they belong to. this activity.) Have the children to use their imagination and draw I could extend this lesson in so many ways. I could use a seed so they kids can a picture of an insect or watch how it can turn into a plant. I also could have an ocean project so they can animal.

see how animals changes in the water.