Teacher Candidate: Samuel Fulmer Lesson # 2 Subject/Grade: Science/ 3rd Date and Time of Lesson: 10/17/13 1:30-2:20pm Learning

Objective: A. Students will be able to identify the five parts of the life cycle in the correct order. a. b. c. d. e. Birth Growth Adulthood Reproduction Death

B. Students will be able to correctly order the life cycle of a frog. a. b. c. Egg Tadpole Adult Frog

C. Students will be able to correctly order the life cycle of a butterfly. a. b. c. d. Egg Larva (Caterpillar) Pupa (Cocoon) Adult Butterfly

Alignment with Standards: Standard 3-2.1: o Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to their habitats. EEDA Standard o Frogs by Gail Gibbons mentions that a person who studies frogs is called a Herpetologist. It will be mentioned that a Herpetologist is a type of biologist, which is someone who studies the science of life and living organisms. SSCA Element o Students will be allowed to get up to dance and sing during The Butterfly Song. They will need to understand their personal space, and not hit or run into other students. Cross Curricular o Students have already learned about putting things in order. (Mathematics) If it is apparent that one or more students do not see why these things must be done in a particular order, it can be noted that they may need more practice in these types of activities. Developmental Appropriateness or Cross-curricular connections: In second grade, students had an overview of various animal life cycles. (2-2.5) This lesson will build upon this knowledge by going into more depth about the various stages in the cycles. Students will also begin to see why these cycles are variant, depending on the habitat the animals live in. One of the activities, The Butterfly Song, is a rap song. I chose this one because the students have another rap song they listen to for an English lesson and I noticed all of them were engaged, and asked to hear it again

when it was done. Children at this age love learning through song, so this should help them remember the content. It will also allow them the chance to get up and move.

Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Pre: Morning Work Assessment During: Participation in the discussion of the parts of the life cycle that all living things share. Post: Life cycle quiz Pre: Morning Work Assessment During: Students will be gauged for understanding and comprehension during the read aloud of Frogs. Participation in adding the parts of the frog life cycle to the chart. Post: Completing the frog life cycle flip book as well as the life cycle quiz. Use of Formative Assessment If it is found during the pre-assessment that a majority of the students are familiar with the life cycle of frogs and butterflies, less time will be sent focusing on this, and more time focusing on how these animals interact in their habitat. If during the postassessment, it is apparent that students do not see why the stages of the life cycle must go in a particular order, more lessons geared towards ordering and sequencing will be implemented.

Students will be able to identify the five parts of the life cycle in the correct order.

Students will be able to correctly order the life cycle of a frog.

Students will be able to correctly order the life cycle of a butterfly.

Pre: Morning Work Assessment During: By the end of The Butterfly Song students should be able to sing the verse about the stages of the butterfly fluently. Participation in adding the parts of the butterfly lifecycle to the chart. Post: Life cycle quiz.

Accommodations: All instruction will be whole group. This will account for the varying level of ability. All students will be able to be engaged in the same activity, as it is teacher led. The read aloud is slightly above most of the students reading ability which will allow for comprehension with some challenge. Early finishers will be able to color in, and add more detail to their Frog Life Cycle Flip Book. If some students seem to be having more trouble than others in remembering the specific names and order of the life cycle for their science notebook, the teacher will help these individual students by asking them leading questions such as, o Do you remember what the first motion we did in the Butterfly Song was? o What were all the little parts that made up the Frog Spawn in the pond at the begging of the book? Materials: Frogs by Gail Gibbons Butterfly Song by Have Fun Teaching Smartboard (for You Tube video) Easel with large paper Marker Science notebooks Pencils Crayons/Colored Pencils Procedures: 1) Call students to the rug and review what a life cycle is. (5 minutes) a. Write the different parts of the life cycle that all life forms share. i. Birth ii. Growth iii. Adulthood iv. Reproduction v. Death 2) So, now that we know all the different parts of the life cycle that all animals have, were going to talk about the different stages in a couple of different animals. a. Sing The Butterfly Song (3:47 min. Allow 7 minutes to explain motions and calm down after song) i. Butterfly Song Lyrics: The first stage of a butterfly is the egg (Put hands together in the shape of an egg) The second stage is the caterpillar, larva (Make a caterpillar with their fingers across their hand) The third stage is the chrysalis, pupa (Wrap arms around body and spin around) The fourth stage is a beautiful butterfly (Flap arms like wings) A butterfly has three main body parts They have a head, a thorax, and an abdomen A proboscis that drinks food from a straw Six legs, four wings, two antenna

Butterflies drink water and nectar Eating leaves when theyre growing as a caterpillar Spiders, ants, wasps are the predators Why? Because they like the taste of butterfly The life span of a butterfly is one month If its flying at night its probably a moth Butterflies see ultraviolet light There are Swallowtails, Brushfooted, Skippers and Whites Butterflies drink water and nectar Eating leaves when theyre growing as a caterpillar Spiders, ants, wasps are the predators Why? Because they like the taste of butterfly A butterfly is a cold-blooded insect They can fly if their temperature is 86 A butterfly has bones on the outside Exoskeleton of the butterfly 3) Add the parts of the butterfly lifecycle next to the list of parts all animals go through, and compare. (35 min) a. What part of the life cycle is the larva (caterpillar) in? (Growth) 4) Read Frogs by Gail Gibbons (15 min) a. Probing Questions i. Why do you think the egg spawn is in a wet area? What would happen if the frogs laid their eggs on land? ii. Have you ever heard of an embryo before? 1. Embryos are the begging of all plant and animal life. (With a few exceptions) 2. Embryos, in most animals are in the eggs, outside the mother. 3. Mammals embryos develop inside their mother until they are born. iii. Tadpoles have gills. What types of other animals have gills? 1. Gills are how animals that live in the water breathe. 2. How do people breathe? Lungs. Do you think the tadpoles will have lungs when they become frogs? iv. What do you think the bulge at the base of the tadpole tail will become? v. What are some other types of amphibians? Animals that live in the water and on land? vi. Why do you think frogs have webbed feet? Can you think of anything that people put on their feet when they swim that helps them swim better, like a frog? vii. Does anyone know what it is called when an animal looks like their surroundings, and blends in so that their predator cannot see them? Camouflage. viii. Do you know of any other animals that hibernate? Animals hibernate for different reasons. Frogs hibernate because they are cold blooded; bears hibernate because their food supply dwindles. 1. Some animals do similar things; what they do is dependent on their habitat. a. The natural environment where an animal lives.

5) Add the parts of the frog life cycle next to the butterfly and all animals life cycle chart; compare contrast. (3-5 min) a. How do frogs and butterflies change in their appearance over time? b. Do people look that much different from their parents when they are born? c. What about dogs, cats, giraffes, etc 6) Students will write in their science notebooks the life cycles of frog and butterflies. a. Teacher assistance will be given if students need help remembering the names of the stages, but students should be able to fill in the parts in the correct order. 7) Students will complete the Frog Life Cycle Flip Book as time allows. (varied)

Activity Analysis: 1) The Butterfly Song This activity supports the lesson objectives by presenting the stages of the butterfly life cycle through song. The song stems from the students interest in music, specifically rap style songs. I noticed that during a previous song that sounded similar, all the students were engaged and wanted to hear the song again after it was done. I really think the students will relate well to the song. Technology will be used during this activity by pulling up the song on You Tube and playing it through the Smartboard speakers.

2) Frogs by Gail Gibbons The book will address the learning objectives by focusing on the life cycle of the frog. o It will also go further to explain how the frog interacts with and is adapted for its environment. I.e.; Eggs being laid in the water, camouflage helping frogs hide from their predators The reading of the book will be done in an interactive read aloud format. This is to allow for all the students to follow along and be engaged in the content. The reading ability of the group varies greatly, so expecting all the students to read the text by themselves would be unrealistic. The reading level of the text is slightly above a majority of the classes reading ability, so it makes for a good read aloud. They will identify and be able to read most of the words on their own, but will also be challenged by hearing words that are above their reading level. Technology will not be used during this activity, to keep the focus on the text. The information could be presented through a Smartboard activity, but this may be distracting for such a large group. By reading the book aloud, the teacher will be able to ensure all the students are following along and ask questions based on observations to keep them engaged.

References: Gibbons, G. (1993). Frogs. US. Library of Congress Cataloging-in-Publication Data. Have Fun Teaching (2012, December, 5). Butterfly Song [Video file]. Retrieved from http://www.youtube.com/watch?v=E5tXk1hclwQ