Teacher Candidate: Kaylee Dillon Date: 3/24/2014

School: Rock Branch Elementary Grade: First

Subject: Science Lesson Title: Life Cycle of the Butterfly

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will:
Identify that most living things need water, food, light, and air
Describe changes in life cycle of living organisms
WV CSOs
SC.O.1.2.2 Identify that most living things need water, food, light and air.
SC.O.1.2.3 Describe changes in life cycle of living organisms

ACEI Standards
1.0 Development, Learning, and Motivation
3.1 Integrating and applying knowledge for instruction
3.4 Active engagement in learning
5.1 Professional growth, reflection, and evaluation

MANAGEMENT FRAMEWORK
Overall Time- 60 minutes
Time Frame- 10 minutes: introduction and starting KWHL chart
10 minutes: reading and brainstorming discussion
10 minutes: video and game
15 minutes: independent practice
10 minutes: closure activity
5 minutes: student complete KWHL chart
STRATEGIES
Teacher/student led discussion
Visual
Independent/group practice
Guided instruction
Sorting/Classifying

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Learning Differences
For students who are struggling to complete the
lesson, I will aid them by them read.
Sensory Differences
I will allow extra time and individualized
instruction for students with sensory
differences.
Attention Differences
I will construct the lesson with steps that will be
taken one at a time. The lesson will move quickly
from one activity to another to keep interest.
Behavioral Differences
I will give reinforcement during the lesson
regarding correct behavior and structure.
Motivational Differences
I will create the lesson using various motivational
strategies, reaching students with motivational
differences.
Ability Differences
I will design the lesson so that students with
ability differences are able to participate in the
activity. Limiting sentences to be written.
Physical Differences
I will adapt the lesson format for students with
physical differences by adjusting the lesson, so
they may participate.
Cultural Differences
I will use examples from real-world cultural
situations when creating the lesson.
Communication Differences
Through use of the visuals, I will aid students will
communication differences. I will assist students
with questions or unknown words throughout
the lesson.
Enrichment
I will allow students who have completed their
work to learn more about Butterflies on
Brainpop through the use of Ipads.
Multiple Intelligence
Verbal/Linguistic Naturalistic Spatial
Interpersonal Logical Mathematical Intrapersonal
Bodily/Kinesthetic Existential Musical



PROCEDURES
Introduction/ Lesson Set
Ask students if they have ever observed a butterfly outside. Direct students to
fill out KWHL chart. They will fill in what they know about caterpillars and
what they want to learn about them.
Body & Transitions
Change in Life Cycle: Introduce the life cycle of the butterfly by reading The
Very Hungry Caterpillar by Eric Carl.
o After reading, ask the students why does he have a stomach ache?
Have you ever seen a dog/cat eat grass? Why do you think they do
that? What did the caterpillar do that was important? Why was it
important? Guide students to say that he was trying to get stronger.
Brainstorm different things that animal and insects need to survive. Create a
graphic organizer. Ask students to give examples and record them on the
board.
Look back at the KWHL chart. Ask students how they could find out more
about caterpillars (H section). Ask, What did you learn about caterpillars? (L
section). Share the life cycle video.
After the video, review the stages by playing the Life Cycle game. Allow
students to help you place the stages in the correct order.
Butterfly Life Cycle Activity: Pass out student check lists; have them use the
check list while they are completing their work.
Use the rubrics to make sure that students complete their work properly.

Closure
As a closing activity, pull up the Monarch Butterfly Website:
http://www.learner.org/jnorth/tm/monarch/Resources.html
o First, show the Can you find the Monarchs Winter Home in Mexico?
on the smart board. Allows students to come up and find Mexico on
the map.
Finally, have them complete their KWHL chart and turn in.

ASSESSMENT
Diagnostic
Prior knowledge of Butterflies using KWHL chart and brainstorming
web
Formative Discussion after the video and game
Summative Butterfly Life Cycle Activity and KWHL Chart


MATERIALS
Life Cycle Video:
http://www.sheppardsoftware.com/scienceforkids/life_cycle/movie.htm
Online Life Cycle Review Game:
http://www.sheppardsoftware.com/scienceforkids/life_cycle/butterfly_lifecycl
e.htm
KWHL Chart
Butterfly Life Cycle Activity student check list
Butterfly Life Cycle Activity chart
Butterfly Life Cycle Activity Rubric
Glue Sticks
Scissors
Projector/ Smart Board

EXTENTED ACTIVITIES
If Student Finished
Early
Students can individually watch the Brainpop Jr Video on the ipads or
at the computer with head phones:
http://www.brainpopjr.com/science/animals/butterflies/preview.weml

If Lesson Finishes
Early
Watch Brainpop Jr Video as a class:
http://www.brainpopjr.com/science/animals/butterflies/preview.weml
If Technology Fails
Have printed material about the life cycle of the butterfly for students
to read.


POST-TEACHING
Reflections
For preparation and planning of this lesson, I made sure that all technology was
working that was needed. I also created it with Gardners Theory of Multiple Intelligences
in mind. The lesson did not finish early and there were only a few students who finished
their work early and got to get on the ipads. Throughout the lesson, the students used their
KWHL chart and wrote down things that they learned about the butterfly. The student
check list was also a big hit and helped them all to make sure that they were putting what
they were supposed to on the life cycle chart. The cooperating teacher really liked how I
used these. Below, I took the data from the rubrics that I used to score my students life
cycle charts.



Disaggregated Data
Student Classification Number of Students Out of 18
Exceeded Objectives 12
Met Most Objectives 4
Below Objectives 2


Student Classifications Percent of Students
Girls Exceeded Objectives 56%
Boys Exceeded Objectives 78%
Girls Met Objectives 22%
Boys Met Objectives 22%
Girls Below Objectives 22%
Boys Below Objectives 0%

Based on the data collected, the lesson on the butterflys life cycle was semi-
effective, but could defiantly be improved for future student learning. 67% of the students
exceeded the objectives for this lesson, meaning that they scored a perfect 100%. The
students, who missed a few points according to the rubric, mixed up the order of the life
cycle events or missed the description of the event. According to the disaggregated data,
the boys achieved higher than the girls. I believe that this was due to the fact that more
students who got pulled out for special education services in this particular group are girls.
There is also an ESL student in this class that is a girl.
If I were to reteach this lesson, I would first think about the students a little more
that were in the class. Am I making sure that their hierarchies of needs are met? I am not
sure that I met of all the needs of the student that is ESL. I would add more opportunities to
explain vocabulary to meet the needs of the ESL student. I would also use more formative
data in the lesson so that I could help students along the way who are struggling. Taking
things that I know about SIOP lesson planning now, I would take this lesson and compare it
to the SIOP matrix to create a better developed lesson. This will help to meet the needs of
the ESL student. By meeting those needs, it will also meet the needs of other students as
well.