EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Destiny Burns PART I: PLANNING Life

Cycles Title of Lesson

Is this lesson original idea? If not, from what source did I borrow this lesson?

Date: March 19, 2014

Source Subject Area (s)

This is the lesson my cooperating teacher would have been teaching this week.

Science 2nd grade Grade Level

2-2.5. Illustrate the various life cycles of animals (including birth and stages of development).

Curriculum Standards
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background The teacher will read the story entitled, The Life Cycle of a Butterfly, as Information the hook of the lesson.The teacher will ask the students, When animals
go through change, what is it called?The teacher will place pictures of a beetles life cycle on the Lumens with the correct stage names and discuss with the students the life cycle. The teacher will give the students a worksheet on the life cycle of a butterfly and go through the life cycle step by step.Questions will be asked such as, What is it called when animals go through different stages or do animals change or remain the same when going from stage to stage?The students will complete a foldable on the life cycle of a butterfly showing the four stages and writing a sentence with an illustration about the stage.The teacher will conclude the lesson by discussing life cycles and how all animals go through a life cycle. The teacher will wrap up the lesson by instructing the students to go home and discuss with his or her parents what they learned about life cycles.The students will complete an assessment on animal life cycles.
What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

Lesson Objectives

The students will be able to illustrate various life cycles of animals with 80% accuracy.
How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept? How will I vary these objectives for students who are presently learning English?

Varying Objectives for Individuals Needs

For students who do not understand the material, the teacher will work with those students individually on animal life cycles. For students who have already mastered the concept, the teacher will give them more animal life cycles for practice or help some other students. For students who are presently learning English, the

teacher will send the material to the TESOL teacher to work with them or allow them to listen to the information on the computer.
Why is it important for the students to learn this content?

Statement of Purpose

It is important for students to learn this content to know about the life cycles of animals. They have to understand that all animals go through a life cycle. Animals have to go through stages for a complete life cycle.
What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?

Materials and Resources

The teacher will use the Lumens, www.discoveryeducation.com, and the story entitled, The Life Cycle of a Butterfly. The students will need pencils, science journals, foldable, a worksheet, and crayons.
What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities?

Anticipatory Set

The teacher will read the story entitled, The Life Cycle of a Butterfly, as the hook of the lesson.

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment

The teacher will ask the students, When animals go through change, what is it called?
What will I do to show students what is expected?

Teacher Modeling or Demonstration

The teacher will place pictures of a beetles life cycle on the Lumens with the correct stage names and discuss with the students the life cycle.
What will we do together as they learn how to succeed at the new task?

Guided Practice

The teacher will give the students a worksheet on the life cycle of a butterfly and go through the life cycle step by step.
What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

Checking for Understanding

Questions will be asked such as, What is it called when animals go through different stages or do animals change or remain the same when going from stage to stage?
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

The students will complete a foldable on the life cycle of a butterfly showing the four stages and writing a sentence with an illustration about the stage.
How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

Closure

The teacher will conclude the lesson by discussing life cycles and how all animals go through a life cycle. The teacher will wrap up the lesson by instructing the students to go home and discuss with his or her parents what they learned about life cycles.

What will students do to demonstrate what they have learned?

Assessment (attach to lesson plan) Extension Activities

The students will complete an assessment on animal life cycles.

What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

The students can research at home other animal life cycles. Colleagues or community agencies can improve student performance by visiting the classroom to discuss animal life cycles. A veterinarian could possibly come in to talk to the students about animal life cycles.
How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology

The teacher Lumens will be used in helping learn the concepts. The website, www.discoveryeducation.com, will be used to enhance the delivery of the concept.
How will you connect this lesson with other content areas across the curriculum? The Arts: The students can draw and color life cycles of different animals.

Connection Across the Curriculum

Health: The

students can discuss which things animals need in each stage of the life cycle to be healthy.
Physical Education: The

students can stand up to stretch in between the lesson with the teachers permission.
Math:The students can discuss the number of weeks each stage of the life cycle takes. Social Studies:The students can discuss how people can change in your community when

someone has a new baby or someone dies.

English Language Arts: The

students can choose an animal life cycle to write about.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

Strengths

The students were very engaged in this lesson and they enjoyed learning about life cycles. One strength is that the students brought books from the library pertaining to life cycles and I allowed them to read them to class. This made me feel good because they were excited to learn about life cycles.
Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

Weaknesses Suggestions for Improvement

This lesson went very well and I did not detect any weaknesses.
What would you change when teaching this lesson again?

When teaching this lesson again, I would make a project out of it. I would have the students to choose an animal and draw its life cycle with labels on a poster board.

Revised 6-2013
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A

MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIE