Вы находитесь на странице: 1из 7


(Undergraduate Restricted Courses)

Title of Lesson: Sequencing with Life Cycles

Subject(s) Language Arts/Science Integration


Grade Level: 3rd

Skill: Identifying and creating


Behavioral Standards Students will create sequences given examples provided.

Students will identify transitional words. Students will create a life cycle sequence
based on a creature that they create.

Academic Standards 3.3R6-Students will describe the structure of a text (e.g.

description, compare/contrast, sequential, problem/solution, cause/ effect) with
guidance and support.

Peanut butter
Butter knife
Paper towels
Gummy Worms
Tootsie Rolls
Pepperidge Farm Golden Butter crackers
Dry Erase Board/ Butcher Paper




The teacher will begin the lesson by having students give instructions on how to
make a peanut butter and jelly sandwich. Once the students have told the teacher
how to make the sandwich, she will explain to them that by sequencing the
directions that they provided, she was able to make a sandwich. Then the teacher
will ask the students to think of something that has a sequence.


Exploration/Demonstration/Explanation of Concepts:

Academic VocabularySequence-a particular order in which related events, movements, or things follow
each other
First-coming before all others in time or order; earliest; 1s
Second-constituting number two in a sequence; coming after the first in time or
order; 2nd.
Then-after that; next; afterward
Finally-as the last in a series of related events or objects.
Egg- The eggs are usually laid in a protected location on or near the plants that the
soon-to-be caterpillar will eat.
Caterpillar- the larva of a butterfly or moth, having a segmented wormlike body with
three pairs of true legs and several pairs of leg-like appendages. Caterpillars may be
hairy, have warning coloration, or be colored to resemble their surroundings
Cocoon- a silky case spun by the larvae of many insects for protection in the pupal
Butterfly- an insect with two pairs of large wings that are covered with tiny scales,
usually brightly colored, and typically held erect when at rest. Butterflies fly by day,
have clubbed or dilated antennae, and usually feed on nectar
Students will use transitional words with equivalent meaning to the above words
during classroom discussion.

During a classroom discussion, students will state things that have a sequence.
Simultaneously, the teacher will fill out an anchor chart listing those things. Also,
students will be asked how they know that it is a sequence. Students will construct
a list of words to replace the transition words first next then and finally. This list will
be added to the anchor chart. The teacher will cue students to answer that question
by saying that it is a sequence because it uses key words that were discussed. The
teacher will then help students generate synonyms for the words first, second, next,
and finally. Also, the anchor chart will give the definition of sequencing.
Sequencing is putting things in order or the order that things happen. Students
will be told that the list that they created can be used interchangeably in different
sequences. Once the anchor chart is complete, the teacher will pose the question,
How does sequencing relate to the life cycle?

Guided Individual or Cooperative Involvement:

To help students answer the question How does sequencing relate to the life
cycle? the students will explore the stages of a butterflys life cycle. The teacher
will give each student a napkin, a handful of marshmallows, two gummy worms, two
tootsie rolls and two golden butter crackers. The students will draw a cross in the
middle of their paper and number each square (in the clockwise direction) one
through four. The teacher will go through the life cycle with the class. First the
egg (Students will take the marshmallow and put it in the first square of their
napkin.) Next is the larva stage. (Students will take the gummy worms and put
it in the second square of the napkin.) Then is the cocoon stage. In this stage.
(Students put the tootsie rolls on the third square of the napkin) Finally, the
butterfly. The butterfly. (Students put the butterfly cracker on the 4th square of
the napkin). The class will look at the different sequencing that took place during
the activity. The students will then be put into groups of three and told to create a
creature with Legos (It has to be a unique creature).The students will make a life
cycle for that creature. It has to have at least 4 stages and the student must draw
the four stages on a paper and explain each stage. When each group has finished,
they will be able to present.



To wrap up the lesson, each group will get to present the creature and life cycle that
they created. They will give a short summary of the animal they created and what
happens in each stage of the creatures life cycle. For more information and practice
students will be told to access http://www.roomrecess.com/pages/Sequencing.html


Formative Assessment:

Level List the questions you will use to guide your instruction
What is sequencing?

Explain the stages of your creatures life cycle.

What are other times that sequencing is used?

Analysis/Analyzing How is your creatures life cycle similar to the butterflys life
Why is it important to sequence information?
Synthesis/ CreatingCreate a creature that has at least four stages.

INSTRUCTIONAL STRATEGIES: How do you plan to teach this lesson?

What instructional strategies/methodologies will you use? (check all to be used)


Library/Internet Research

Cooperative Learning

Peer Editing

Class Discussion

Field Study

Problem Solving

Role Play (Simulation)



Inquiry/Guided Discovery x

Hands-On Activity




Oral History

Mock Trial

Guest Speaker

Field Trip

Computer Assisted Instruction

Guided Practice

Student Presentations

Group Activities

Independent Practice

Anchor Chart- While making an anchor chart, students are engaging in classroom
discussion. This will help guide students to answers. They can bounce ideas off of
one another and learn by listening to the things that their peers say.
Creature Creation- This hands on activity engages learners and makes them want to
participate in the activity that they are doing as part of the lesson.
Presentation- When the students present their work, they learn from one another.
Although this is at the end of the lesson, it is memorable to the students.
If the student is having trouble understanding the importance of sequencing
we could see what would happen if something was out of order. Ex: cooking
I could add a part where instead of me preparing the sandwich, I have
student do a task and then tell me what they did as I write it on the board. This will
engage the kinesthetic learner.

Learning Style

Check all to be used

visual X
tactile X



Visual- The introduction to the lesson shows the visual learner the sequence that is
happening. The anchor chart helps because it shows everything that is being talked
about. They also see the butterfly life cycle being demonstrated.
Tactile- The students get to touch and manipulate the pieces that represent the
butterfly life cycle. They also get to create a creature in their group.
Auditory- Classroom discussion happens throughout the lessonwhile the sandwich
is being assembled, filling out the anchor chart, and presenting the creatures life
cycles to the class.





Peer Evaluation
Essay Exam
Group Presentation X
Students will present their creature and orally share the
life cycle of the creature that they created.
Objective test
Concept Mapping
Scored Discussions
Oral Presentation


What are some misconceptions that might interfere with learning? How will you
address these misconceptions in order to build accurate conceptual understanding?
Include activities for those who finish early or for those who may need supplemental
activities (enrichment and/or re-teaching).
If students do not see the importance of sequencing it can cause the students to
become disengaged in the lesson. To fix this problem, I will use relatable scenarios
to keep kids interested. Another issue could be that the student fully understands
sequencing and is ready to move on to something more difficult. I could give the
student access to a computer and have them do activities from the website below.



1) Students were told to access http://www.roomrecess.com/pages/Sequencing.html

for more information and practice with sequencing
2) Students used their internet capable devices to look at other animal life cycles to
get an idea before creating their own.

%20cycle&rs=typed&0=butterfly|typed&1=life|typed&2=cycle|typed Explain how
or if your lesson incorporates technology and list