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Lessonplan

This document outlines a lesson plan to teach students about the life cycle of butterflies. The lesson includes reading a book about butterflies, creating diagrams of butterfly and plant life cycles, and doing activities with manipulatives to match pictures of life cycle stages. Students will work independently and in groups to label diagrams and demonstrate their understanding. The teacher will assess students based on their participation, involvement with materials, and signs of understanding different parts of the life cycle.

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54 views

Lessonplan

This document outlines a lesson plan to teach students about the life cycle of butterflies. The lesson includes reading a book about butterflies, creating diagrams of butterfly and plant life cycles, and doing activities with manipulatives to match pictures of life cycle stages. Students will work independently and in groups to label diagrams and demonstrate their understanding. The teacher will assess students based on their participation, involvement with materials, and signs of understanding different parts of the life cycle.

Uploaded by

api-597223623
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Topic Life Cycle of a Butterfly Modification (If Needed)

TEK Early Childhood Outcomes same


and Prekindergarten
Guidelines Alignment
VI.B.2. Child describes life
cycles of organisms
Instructional Objective Students will be able to describe Students should show signs of
the life cycles of different recognition and participation in
organisms activities
Essential Guiding Question(s) -can you name the life cycle -do you see ____
parts -can you point to____
-what things have life cycles -have you seen_____
-what is a life cycle -can you show me ____
-what are examples of a life
cycle
Learning Target I can describe the life cycle of I can recognize the different
different animals parts of a life cycle
I can participate in activities
Resources/Materials -book -Rice Grains: 3-4 per student
-large paper/post its -Pasta Noodles: each student
-writing utensils gets 1 bowtie, spiral and shell
-notebooks shaped
-assessment paper -Paper plate
-Pre-Cut leaves 2 per student, 1
paper flower per student, 1
branch per student
-Glue
-Scissors
-Marker
-big mack switch
-Book
-Assessment paper for
teacher/aide to fill out (1 per
student)
- picture cards of the 4 different
stages of a life cycle (egg,
caterpillar, chrysalis, butterfly)
- manipulative that matches
picture cards above
- white board
- expo markers

Anticipatory Set -Read the book about the Mostly the same, just focus
butterfly life cycle more on “Can you point to
-Ask questions/make comments _____” ‘’Which/where is the
to create connections examples _____”
include “Where is the butterfly”
“Can you point to the larva” “Do
you like butterflies” “Have you
seen a life cycle”
Instructional Delivery Method Outline a life cycle set up and Use the manipulatives to match
begin to create 2 different life the picture cards. Present 2
cycles (butterfly and plant) as cards with only one matching
your instructing remember to the manipulatives. Also use the
ask what this stage is and what big mack switch to help
is happening during said point associate words with pictures.
in life cycle
Guided Practice Create groups of 3-4 and on the Use the paper plate that is
big board do an outline of a outlined into four sections. Glue
cycle with 4 blank parts, on the the background things to the
student's desk have them copy plate as well as the pasta
this down and title it “bird” noodle to represent the life
from here allow the students to cycle of a butterfly
collaborate and fill in the
missing components of said life
cycle
Independent Practice In their notebooks have them Same as guided
create the diagram of a life
cycle of a frog complete with
captions and pictures
Closure Go over the basic parts to a life Review the picture cards with
cycle and what the purpose is the manipulatives while
(try to ask questions and allow annunciating the correct label
students to answer so they can foe assistance with recognition
create their own thoughts and
demonstrate and understanding
so they can remember this for
future reference)
Assessment Have a paper that has emojis on The teacher will observe the
them, have students pick an students and asses the
emoji and explain why they following criteria based on
chose it involvement/interaction with
materials, aides, and teacher
1a) Did the student attempt to
participate in the anticipatory
set? How?
1b) If yes, were there signs of
understanding? How?
2a) Did the student attempt to
participate in direct instruction?
How?
2b) If yes, were there signs of
understanding?
3a) Did the student attempt the
activity? How?
3b) If yes was it done with little
or a lot of assistance?
3c) Were there signs of
understanding? How?

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