FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name__Kennedy Oser___________________________________________Lesson
Number____3________________
SubjectArea___Science___________________________________________GradeLevel___1st_____________
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Date_5/11/2015______________________________ Start time__12:00_
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End time_ 1:30

Cooperating Teachers
Signature______________________________________________________________________
Topic/Concept/Skill:

Learning nature and the life cycle of butterflies

Related Standard:

1.3.2 Observe organisms closely over a period of time in different habitats such as terrariums,
Aquariums, lawns and trees. Draw and write about observations.

Background:

Using prior knowledge from classroom instruction and work done in class to help the students further grasp the
life cycle of butterflies

Main Objective of Instruction:

In order to know the life cycle of a butterfly, TSWBAT fully understand each stage in the life cycle after they
have gone through each station and watched the life cycle of a butterfly video. Following the station with the
video, they will be asked questions to review what they had watched. They will do these in groups and be able
to give feedback to the other students on what they had learned. The other stations will be for the students to
apply what they had just learned about butterflies.
Teacher Materials/Resources:

I pad, notecards with questions, butterfly worksheet, dot-to-dot coloring worksheet, and blank lined paper for
short story.
Student Materials:

Coloring pencils or crayons and a pencil to take to each station

Anticipatory Set (Introductory Approach):

Before centers, the students will be at lunch. When they return to the class, I will be dressed as a big and
beautiful butterfly. I am going to have a headband on that has antennas on them, and I will have two big colorful
wings that I have made previously. I will also have on brown pants and a brown shirt with this outfit. After all of
the students have entered the classroom and have looked at my costume, I will be telling them that today we are
going to learn about butterflies.

Instructional Procedures (Whole Group):

1. I will have the students sit quietly at their desks and I will go around with numbers in a hat. The students
will be drawing numbers out of the hat to decide which groups they will be in for centers. I have 20
students in my class, so there will be 4 groups of 5 and each group will be assigned to start at a certain
center (2 minutes).
2. After each student has picked out a number, I will have them come to the front of the classroom and sit
in their assigned group.
3. After the groups have sat and are quiet, I will then ask tell them that we will be learning about the life
cycle of butterflies today!
4. To start, I will go through each center and thoroughly explain exactly what they will be doing at each of
these (10 minutes).
5. At center number 1, the students will be watching a video called, The Life Cycle of a Butterfly!- Ms.
Morgan (visual and naturalistic). I will explain to them that the video will already be set up on the I
Pad and all they need to do is have one person push play. When they push play, they will watch the
video closely. When the video is finished, there will be a pile of notecards lying next to the I Pad. These
notecards will have questions about the video and they will talk amongst the group and discuss the
answers (application) (interpersonal) (10 minutes) https://www.youtube.com/watch?v=tWCINrcEmw
6. At center number 2, I will explain to the students that they will be doing a cut and paste worksheet. They
will cut out the 4 words and place them in the correct order of the butterfly life cycle. After they have cut
out the words and placed them in the appropriate place, they will be asked to color the paper neatly (10
minutes).
7. At center number 3, I will explain to the students that they will be doing a dot-to-dot coloring worksheet
of a butterfly. This center is shorter, but I will tell them that I will be checking to make sure they
followed the numbers correctly and made it neat. When they finished the dots, they will be allowed to
color the butterfly (10 minutes).
8. At center number 4, I will be explaining to them the writing portion of these centers. For this, the
students will be given lined paper and asked to write a short story. At the center, I will provide a sheet
with 5 words on it. These 5 words will need to be used in their story that they are writing. It will not be
complete unless these 5 words are used (logical) (10 minutes).
9. After I have went through explaining each center, I will assign each group a place to start. Group 1 will
be at center 1, group 2 will be at center 2, group 3 will be at center 3, and group 4 will be at center 4.
Each center will be in a certain place around the room and they will be labeled and the students will
know where to go (2 minutes).
10.
When the groups know what station they are going to, I will also tell them that each station will
be ten minutes each. The timer will go off and they will know that it is time to rotate and go to the next
station.
11.
When they have completed all 4 stations, they will all come back to their desks and get ready for
recess.

Provisions for Individual and/or Group Differences:

Student with an IEP: I have a student with ADHD in my classroom, so during the time of learning centers I
will have the teacher aid in my classroom. I will have the aid take the student through each center and work
with him or her through each one. This will help the student be able to focus on the centers and be able to get
them done.
Student with an ENL: I have a Hispanic student in my classroom that does not speak much English, so I will
pair him or her up with one of my stronger students and have them work together on this lesson.

Closure:

To conclude this lesson and after all the students have returned to their seats, I will ask them who wants to share
the store they wrote. They will all be checked, but I will be giving them a chance to share to the class. In order
to go to recess, they will need to have all five words that I assigned in their story. That will be their ticket to
leave and go to recess.

Evaluation of Learning:

When the students return from recess, I will ask them to pull out a sheet of paper. I will ask them three questions
about what they learned during centers today. The first question is, what does an adult butterfly lay?
The second question is, what hatches from the egg? The third and final question will be, what happens after
the adult butterfly forms a chrysalis? They will write the answers and then hand in the sheet to me.

Independent Practice:

For homework that evening, I will be sending home a sheet of paper that has 4 squares that they will be cutting
out. They will be cutting these out, putting them in order, and making a small booklet out of them. Once they
have made the booklet, they will be drawing the appropriate picture to go under each one. They can color if they
wish. For any struggling students, they will not be asked to draw pictures. They only have to draw if they want
to.
For a student with an IEP: If this student comes in the next day without this completed, I will give them
additional time and let them work with a student that already has it complete.