Course EDU 521 Date: June 8, 2014 Grade: 3 Topic: The Butterfly Life Cycle Content Area: Science Lesson Objectives After reading From Caterpillar to Butterfly, and singing the Beautiful Butterfly song, students will research and gather information about the butterfly life cycle and present their findings using Glogster, appropriately classifying all four stages in chronological order: egg, caterpillar, chrysalis, and butterfly.
CCLS/ NYS / ISTE Standards & Indicators
English Language Arts, Reading Informational Text, Standard 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. This will be evident when reviewing the key details and main idea of From Caterpillar to Butterfly.
English Language Arts, Reading Informational Text, Standard 3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). This will be evident when students are asked to recall and describe the four stages of the butterfly life cycle in the appropriate sequence.
English Language Arts, Writing, Standard 3.7 Conduct short research projects that build knowledge about a topic. This will be evident when the students collaboratively research about their assigned stage of the life cycle.
English Language Arts-Literacy. Speaking and Listening, Standard 3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. This will be evident throughout the lesson, through use of Gardners Multiple Intelligences. There are a variety of learning techniques and grouping present within the lesson.
ISTE Standard 1: Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 2 This will be evident when the students create the Glogster about the life cycle of a butterfly, incorporating videos, information, pictures, and animations. ISTE Standard 2: Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. This will be evident when the students work collaboratively on their Glgoster and make it creative and resourceful. ISTE Standard 3: Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. This will be evident when the students create their Glogster based on the read aloud about the butterfly cycle. ISTE Standard 4: Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. This will be evident when the students individually create their own KWL charts using Kidspiration and plan their presentation about the life cycle. ISTE Standard 6: Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Individually, this will be evident when the students create a KWL chart using Kidspiration. Collaboratively, this will be evident during the creation of their Glogster using technology. Engaging the Learners After a class discussion to fill out a KWL chart, the teacher will then read, From Caterpillar to Butterfly, to further explain the four stages of the butterfly lifecycle, followed by introducing the Butterfly song to reinforce this concept. 3 Materials KWL Chart (Attached) Kidspiration From Caterpillar to Butterfly book, by Deborah Heiligman Beautiful Butterfly song Computers Glogsters Folder of Resources/Websites (Attached) Reference Books (Attached) Independent practice handout
Learning Strategies Group discussion; Literature; Listening for Information; Musical Incorporation; Computer Skills; Research; Technology; Glogster; Collaborative Learning; Research and References; Art Incorporation; Presentation and Oral Skills; Independent Practice Exceptionality For students who receive special education services, the teacher will provide all IEP mandates; depending on the IEP mandates and severity of the disability, students will be provided with appropriate assistive technology, such as voice-to-text application or alternative keyboards. In addition to assistive technology, there will be visual aids and a variety of teaching strategies, accommodating different learning styles. For students with hyperactivity, they will be given an opportunity to get out of their seats with a purpose and maintain focus on the task For students who are ELL learners, the teacher will supply related vocabulary words prior to the lesson and provide additional one-on-one attention when needed. There will be many visual aids and pictures utilized to assist in understanding. When divided into pre-determined heterogeneous groups, the ELL students will be paired with affluent English students who will help understand key concepts; in addition, the art 4 component of the lesson allows for students to draw, label, and describe their stage of the life cycle. Differentiation of Instruction Gardners Multiple Intelligences: The teacher understands that all students learn differently, possessing a variety of strengths and weaknesses. Therefore, the teacher utilizes Gardners Multiple Intelligences to reach several different learning styles during this lesson, specifically musical intelligence, spatial intelligence, bodily-kinesthetic intelligence, and naturalist intelligence. Blooms Taxonomy: The teacher understands all students learn at a different pace and will differentiate lesson instruction, expectations, and content. For example, the lower tier of students must remember the four stages of the butterfly lifecycle, the middle tier must understand this concept, and the highest tier must create and display the four stages of the life cycle. o The pre-assigned heterogeneous groups will enhance collaborative learning between all tiers of students. o Some students will be provided with adaptions for the independent practice handout; they will be offered cut/paste options and modified and simplified tasks. Other students will be given more challenging and extensive assignments to label, draw pictures, and complete full sentences about the life cycle. Developmental Procedures 1. KWL Chart: The class will participate in group discussion about previous knowledge of butterflies and their life cycle, as well as share what information they would like to learn about them. The class will individually fill out a KWL handout, using Kidspiration programming. (completing the K and W section during discussion); the teacher will also have a larger KWL chart on the board. 5 What do you already know about butterflies? Do you know the stages of the butterfly life cycle? Have you ever seen a caterpillar/cocoon? What do you want to learn during the butterfly unit?
2. Literature: The teacher will read aloud, From Caterpillar to Butterfly, to further exemplify the four stages of the butterfly life cycle and engage the students into the lesson. How did the butterfly transform throughout the story? How did the story start/end? How long did this life cycle take? How many stages can you identify from this book? Would you want to witness this in our classroom?
3. Musical Component: The teacher will distribute individual handouts of The Beautiful Butterfly song lyrics and teach the class the song. The class will then sing this song several times, to reinforce the butterfly life cycle. Can you create dance moves to this song to help memorize the words? What concept will this song help us remember? What are the four stages of the life cycle/What is the chronological order?
4. Collaborative Learning: The students will break into heterogeneous, pre- assigned groups; each group will choose an index card, portraying which stage of the butterfly life cycle they will be focusing on. The group must utilize the reference books and websites given by the teacher to research and gather information on their particular life cycle stage (see attached). What does this stage look like? What are some key vocabulary words that correspond to that particular stage? How long does this stage last for? What happens during this stage of the life cycle/ what is the purpose of this stage?
5. Art and Technology Component: After accumulating research, the groups must create a poster about their given stage of the life cycle, using Glogster; this poster must include a picture, key vocabulary, and a description. What picture corresponds to this stage? What are some key vocabulary words that can be associated with this stage? What picture can you draw that will appropriately depict this stage of the cycle? How would you describe this life cycle stage to your peers?
6 6. Presentation and Oral Skills: Each group must give a brief presentation, showcasing their Glogster. Every member of the group must participate in orally presenting their findings. They will present their Glogster to the class, displaying the different hyperlinks, videos, and clipart used. Stage, Picture, Description, Vocabulary
7. Collaborative Learning: The class must work together to chronologically arrange their posters into the appropriate order: egg, caterpillar, chrysalis, butterfly. These posters will be used for the students reference throughout the unit. What comes first/next/then/last? Are they in chronological order?
8. Independent Practice: After the completion of collaborative group work and presentations, the students will then be responsible to individually complete a handout, reinforcing and reviewing the four stages of the butterfly life cycle in chronological order. What can you recall from your peers presentations? What order do the stages belong? What pictures can I draw to describe each stage? What sentences can I use to describe the stages of the life cycle?
Assessment Individually, the students will successfully complete their independent practice worksheet at their seat, correctly labeling the four stages of the butterfly life cycle in chronological order. Independent Practice After the completion of collaborative group work and presentations, the students will then be responsible to individually complete a handout, reinforcing and reviewing the four stages of the butterfly life cycle in chronological order. General Education students are required to label the appropriate stages of the life cycle and draw a corresponding picture. Then, they must write a sentence about each stage, using first, then, next, and last. 7 There are adaptations and modifications for the independent practice handout, where students must cut and paste the words and pictures into each life cycle stage. Then, these students must order the given sentences about the life cycle, using first, then, next, and last.
After about 10-12 minutes, the teacher will review the answers with the class, giving the students an opportunity to check their answers and fix any errors. After discussing the answers, the teacher will collect these handouts for further review and return them the following daythat way students can use these sheets for their reference throughout the unit.
Follow-Up: Direct Teacher Intervention and Academic Enrichment Academic Intervention: For students who have difficulty understanding the stages of the butterfly life cycle, the teacher will provide more one-on-one attention. In addition, the teacher will provide them with a study guide and/or reference sheet with visual aids, corresponding vocabulary words, and definitions. The teacher will consistently review the prior days content throughout the unit plan and reassess each students progress throughout the unit activities. Academic Enrichment: For the students who complete this assignment with ease, they will have the opportunity to do an extra credit assignment in which they research a particular butterfly species and write two paragraphs. This writing sample can be presented to the class to inform other students about butterfly species, as well. In addition to the extra credit assignment, there will be a bin of butterfly activities, assignments, and tasks. These students can grab work from the bin and challenge themselves by completing these tasks. The students can also create their own assignment or task that they would like other students to attemptthey can add this into the butterfly bin, too.
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Teacher References AAAS. (2014). Butterfly 1: Observing the Life Cycle of a Butterfly. Science Netlinks. Retrieved from http://sciencenetlinks.com/lessons/butterfly-1-observing-the-life-cycle-of-a- butterfly/
Gordon, B. (2012). Hatching Butterflies with printable. Teaching Printable. Retrieved from http://www.123homeschool4me.com/2012/08/hatching-butterflies-with- free-printable.html
Life Cycles. (n.d). Butterfly Life Cycle Review. Retrieved from http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/science/hamshall/lif e_cycles/images/lifecycleflash.swf
(n.d), Caterpillars to Butterflies. Retrieved February 16, 2014, from http://iitc.tamu.edu/lessons/caterpillars.html (n.d). Butterfly Lesson Ideas. Pinterest. Retrieved February 18, 2014 from http://www.pinterest.com/kathym4868/butterfly-lesson-ideas/
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In regards to the collaborative learning component from the lesson, students are required to work in a group to gather information and research on a particular stage in the butterfly life cycle. These websites will be compiled, within a folder, available on the desktop of all computers in the classroom. The books will be in a designated bin and/or shelf available for student reference.