Subject: Science Lesson Title: Life Cycle of the Butterfly
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will: Identify that most living things need water, food, light, and air Describe changes in life cycle of living organisms WV CSOs SC.O.1.2.2 Identify that most living things need water, food, light and air. SC.O.1.2.3 Describe changes in life cycle of living organisms
ACEI Standards 1.0 Development, Learning, and Motivation 3.1 Integrating and applying knowledge for instruction 3.4 Active engagement in learning 5.1 Professional growth, reflection, and evaluation
MANAGEMENT FRAMEWORK Overall Time- 60 minutes Time Frame- 10 minutes: introduction and starting KWHL chart 10 minutes: reading and brainstorming discussion 10 minutes: video and game 15 minutes: independent practice 10 minutes: closure activity 5 minutes: student complete KWHL chart STRATEGIES Teacher/student led discussion Visual Independent/group practice Guided instruction Sorting/Classifying
Learning Differences For students who are struggling to complete the lesson, I will aid them by them read. Sensory Differences I will allow extra time and individualized instruction for students with sensory differences. Attention Differences I will construct the lesson with steps that will be taken one at a time. The lesson will move quickly from one activity to another to keep interest. Behavioral Differences I will give reinforcement during the lesson regarding correct behavior and structure. Motivational Differences I will create the lesson using various motivational strategies, reaching students with motivational differences. Ability Differences I will design the lesson so that students with ability differences are able to participate in the activity. Limiting sentences to be written. Physical Differences I will adapt the lesson format for students with physical differences by adjusting the lesson, so they may participate. Cultural Differences I will use examples from real-world cultural situations when creating the lesson. Communication Differences Through use of the visuals, I will aid students will communication differences. I will assist students with questions or unknown words throughout the lesson. Enrichment I will allow students who have completed their work to learn more about Butterflies on Brainpop through the use of Ipads. Multiple Intelligence Verbal/Linguistic Naturalistic Spatial Interpersonal Logical Mathematical Intrapersonal Bodily/Kinesthetic Existential Musical
PROCEDURES Introduction/ Lesson Set Ask students if they have ever observed a butterfly outside. Direct students to fill out KWHL chart. They will fill in what they know about caterpillars and what they want to learn about them. Body & Transitions Change in Life Cycle: Introduce the life cycle of the butterfly by reading The Very Hungry Caterpillar by Eric Carl. o After reading, ask the students why does he have a stomach ache? Have you ever seen a dog/cat eat grass? Why do you think they do that? What did the caterpillar do that was important? Why was it important? Guide students to say that he was trying to get stronger. Brainstorm different things that animal and insects need to survive. Create a graphic organizer. Ask students to give examples and record them on the board. Look back at the KWHL chart. Ask students how they could find out more about caterpillars (H section). Ask, What did you learn about caterpillars? (L section). Share the life cycle video. After the video, review the stages by playing the Life Cycle game. Allow students to help you place the stages in the correct order. Butterfly Life Cycle Activity: Pass out student check lists; have them use the check list while they are completing their work. Use the rubrics to make sure that students complete their work properly.
Closure As a closing activity, pull up the Monarch Butterfly Website: http://www.learner.org/jnorth/tm/monarch/Resources.html o First, show the Can you find the Monarchs Winter Home in Mexico? on the smart board. Allows students to come up and find Mexico on the map. Finally, have them complete their KWHL chart and turn in.
ASSESSMENT Diagnostic Prior knowledge of Butterflies using KWHL chart and brainstorming web Formative Discussion after the video and game Summative Butterfly Life Cycle Activity and KWHL Chart
MATERIALS Life Cycle Video: http://www.sheppardsoftware.com/scienceforkids/life_cycle/movie.htm Online Life Cycle Review Game: http://www.sheppardsoftware.com/scienceforkids/life_cycle/butterfly_lifecycl e.htm KWHL Chart Butterfly Life Cycle Activity student check list Butterfly Life Cycle Activity chart Butterfly Life Cycle Activity Rubric Glue Sticks Scissors Projector/ Smart Board
EXTENTED ACTIVITIES If Student Finished Early Students can individually watch the Brainpop Jr Video on the ipads or at the computer with head phones: http://www.brainpopjr.com/science/animals/butterflies/preview.weml
If Lesson Finishes Early Watch Brainpop Jr Video as a class: http://www.brainpopjr.com/science/animals/butterflies/preview.weml If Technology Fails Have printed material about the life cycle of the butterfly for students to read.
POST-TEACHING Reflections For preparation and planning of this lesson, I made sure that all technology was working that was needed. I also created it with Gardners Theory of Multiple Intelligences in mind. The lesson did not finish early and there were only a few students who finished their work early and got to get on the ipads. Throughout the lesson, the students used their KWHL chart and wrote down things that they learned about the butterfly. The student check list was also a big hit and helped them all to make sure that they were putting what they were supposed to on the life cycle chart. The cooperating teacher really liked how I used these. Below, I took the data from the rubrics that I used to score my students life cycle charts.
Disaggregated Data Student Classification Number of Students Out of 18 Exceeded Objectives 12 Met Most Objectives 4 Below Objectives 2
Student Classifications Percent of Students Girls Exceeded Objectives 56% Boys Exceeded Objectives 78% Girls Met Objectives 22% Boys Met Objectives 22% Girls Below Objectives 22% Boys Below Objectives 0%
Based on the data collected, the lesson on the butterflys life cycle was semi- effective, but could defiantly be improved for future student learning. 67% of the students exceeded the objectives for this lesson, meaning that they scored a perfect 100%. The students, who missed a few points according to the rubric, mixed up the order of the life cycle events or missed the description of the event. According to the disaggregated data, the boys achieved higher than the girls. I believe that this was due to the fact that more students who got pulled out for special education services in this particular group are girls. There is also an ESL student in this class that is a girl. If I were to reteach this lesson, I would first think about the students a little more that were in the class. Am I making sure that their hierarchies of needs are met? I am not sure that I met of all the needs of the student that is ESL. I would add more opportunities to explain vocabulary to meet the needs of the ESL student. I would also use more formative data in the lesson so that I could help students along the way who are struggling. Taking things that I know about SIOP lesson planning now, I would take this lesson and compare it to the SIOP matrix to create a better developed lesson. This will help to meet the needs of the ESL student. By meeting those needs, it will also meet the needs of other students as well.
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