Lesson Plan Template (ECED)

Candidate: Courtney Boggs Date and Time of Lesson: March 21, 2013 School: Merrywood Subject: Science L#:00186026 Grade Level: K5 Cooperating Teacher: Mrs. Simpson Lesson Title: Life Cycle of a butterfly

1. Curriculum Standards Addressed: K-2.5 Recognize that all organisms go through stages of growth and change called life cycles. EEDA: 2.4. Make simple choices SSCA: (1) a statement prohibiting harassment, intimidation, or bullying of a Student; 2. Cross Curricular Connections: cross curricular connected with art. 3. Instructions Objective(s) Criteria: By the end of the lesson students will recognize that a butterfly goes through stages of growth called life cycles and what those stages are. They will make simple choices by deciding what the life cycles are, and they will work cooperatively with the teacher and each other with no bullying or intimidation. 4. Assessment(s) of the objectives: Pre: On the previous day I will ask the students if they know what a life cycle of a butterfly is using a check list. During: The students will be questioned throughout the magazine. Post: The students completion and accuracy of their life cycle sequencing papers. 5. Materials/Resources: Nation Geographic: Fly With a Butterfly Magazine Paper Mache cocoon Butterfly Caterpillar Leaf with eggs Life Cycle sequencing papers 6. Prerequisites (Prior Knowledge): The students will need to be able to identify a caterpillar, and butterfly. 7. Procedures: 1. We will gather on the carpet and I will start the lesson off by showing them the Paper Mache cocoon that was pre made and having them turn to a partner and discuss what

they think that it could be. After about one minute of discussion I will have the students turn back to me and have them tell me their predictions on what they think the Paper Mache object is. I will then ask them what they can tell me about a caterpillar, and what they can tell me about a butterfly. I will give them a few minutes to discuss what they all they know. I will then explain to them that we are going to be reading a magazine about butterflies. I will tell to them that the reason we will be reading this is to learn what a life cycle is and what type of life cycle a butterfly goes through. 2. I will then tell the students to look at the magazine, and ask them what type of reading we will be doing in this magazine. Is it fiction or nonfiction? I will then begin to read the magazine, and will point out to the students that some of the words are bigger and bolder than some of the other words, and why they think thats like that. When they have gotten the concept that the words that are bolded are also labels on the pictures and those are the important words that we need to be learning about I will continue to read the entire magazine. 3. When we have finished reading the magazine I will then pull out the Paper Mache cocoon. I will ask the students if now, after reading the magazine, they know what the Paper Mache may be? Once they have told me what it is I will pull out the rest of the materials. (The butterfly, the caterpillar, and eggs on a leaf)I will tell the students that I want them to help me put the life cycle of the butterfly in sequence. I will then ask the students, what comes first? (The butterfly) I will then ask them, what does the butterfly do? (Lay eggs) Then what happens? (A caterpillar is born) What does the caterpillar do? (Make a chrysalis) Then last what does the caterpillar turn into? (A butterfly) I will have a students come up and hold each life cycle of the butterfly and act out the life cycle of the butterfly using the materials 4. After we have finished completing the life cycle as a group, I will tell the students that when we go to small groups we are going to be putting together our own life cycle of a butterfly. I will then model for the students how they will be doing it. They will get a white sheet of paper that has a picture of eggs on a leaf, a caterpillar, a chrysalis, and a butterfly. They will first color in the objects, and then they will cut them out. They will then get a sheet of construction paper that has four squares and they will be labeled 1-4. The students will then place the correct picture depending on the life cycle in each box. We will then go to small groups to complete the activity. 8. Accommodations: Early finishers will be given an extra sheet of paper and will be asked if they can draw their own life cycle of a butterfly, or maybe some other animal that they know, or think they may know the life cycle. And the teacher will wear a microphone for the student with hearing impairments. 9. References: National Geographic Young Explorer magazine