University of West Alabama

COE
5E Lesson Plan
Teacher: Kayla Dunn
Date: 11/4/2016
Subject area/course/grade level: Science-3rd

Materials:
Students baby pictures, Who Is It? Recording Sheet, teacher-made Webquest,
iPad, copy paper for Webquest recording, Life Cycle Group Project Rubric,
Google Drawing software, Individual Project Rubric
Standards:
AL. 2015. SC. 3. 6.) Create representations to explain the unique and diverse life
cycles of organisms other than humans (e.g., flowering plants, frogs,
butterflies), including commonalities such as birth, growth, reproduction, and
death.
AL. 2009. T. 8.) Collect information from a variety of digital sources.
AL. 2009. T. 12.) Create a product using digital tools.
Objectives:
1.Students will be able to create representations of unique and diverse life cycles of organisms
other than humans with the digital tool YAKiT.
2.The students will individually create a Google drawing to demonstrate their understanding of
life cycles and how they are similar among all living organisms.

Differentiation Strategies:
The teacher will employ the use of peer assistance by strategically grouping the
students. For special needs students, the teacher will have the paraprofessional
float between students to provide additional support to the students throughout
the group and individual activities, helping them deliver information and clarify
students understanding. The students will be given extra time to complete
projects if needed.

ENGAGEMENT:

1.Prior to this lesson, the teacher will have students bring in baby pictures of
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themselves.
2.The teacher will tape the pictures up to the board labeled with a number, boys
on one side
and girls on the other. Then, the teacher will pass out Who Is It? recording
sheets to each
student.
3.The male students will record their guesses for the boys pictures, while the
female students
will record their guesses for the girls pictures. When the students have finished
recording
their guesses, the teacher will reveal which baby pictures belong to which
student.
4.The teacher will explain that just as humans all begin as babies, other
organisms follow a life
cycle pattern as well.
EXPLORATION:

1.The teacher will divide the students into groups: Frog Team, Pumpkin Team,
Ladybug Team,
and Chicken Team.
2.The teacher will explain that each group will use an iPad to research their
organism with the
teacher-made WebQuest. http://createwebquest.com/webquest/3rd-grade-lifecycle-study3.The students will work in their groups to research their organism
on the WebQuest. They will
answer their group questions on a blank piece of copy paper, and draw their
organisms life
cycle on the back side.
4.After completing the web quest and drawing, the students will use the
application YAKiT to
create a video of their organism discussing its own journey to becoming an
adult. This should
be told in first-person from viewpoint of the assigned organism. Here is a
student sample:
https://www.youtube.com/watch?v=M-slWBs2DsQ
5.The students will turn in their WebQuest papers, including their self-rating at
the top: 4Completed all tasks, 3-Completed two tasks, 2-Completed one task, 1Completed zero tasks.
This participation rating will factor into the teacher-made
Life Cycle Group Project Rubric. (The group project rubric is attached at the end
of the lesson plan.)
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EXPLANATION:

1.The following day, the teacher will begin the lesson by letting the student
groups share their
YAKiT videos with the class. The teacher will assess the group video to add to
the group
project rubric score.
2.While the students share their videos, the teacher will clear up any
misconceptions and teach
vocabulary words that may need clarification. Next, the teacher will begin the
elaboration
phase.
ELABORATION:

1.The teacher will display todays task: The students will create a Google
drawing to
demonstrate their understanding of life cycles and how they are similar among
all living
organisms. The teacher will explain that the next day, they will be sharing these
digital
projects with visitors.
2.The students will use their knowledge gained throughout the mini-unit on life
cycles to display
their understanding in a Google drawing on the iPad. They may use the web
quest to find
images and facts to add to their Google drawing. The students will be shown the
teachermade
Google Drawings Individual Project Rubric.
(Attached at the end of the lesson plan)
Below is a sample of a students Google drawing.

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3.The students will save their Google drawing to the iPad to share with visitors
the next day.
EVALUATION:

Prior to this last day of the mini-unit, the teacher will arrange for administrators,
other
students, lunchroom staff, parents, etc. to join the class for student
presentations of the
life cycle.
1.The visiting group should be no more than five to ten people to minimize
excessive
distraction.
2.The teacher will direct the students to take out their iPads, and pull up their
Google drawing
of life cycles from the previous day. The students may spread out around the
room.
3.The students will display their Google drawings and present them to the class
visitors as they
are approached. Through their presentation and Google drawing, the students
should
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demonstrate a thorough understanding of life cycles.

4.The teacher will walk around and assess students presentations and their
Google drawing for understanding of life cycles using the Google Drawings
Individual Assignment Rubric.
(Attached at the end of the lesson plan)

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