Name(s): Mary Jefferson, Deidre Koziak, Amanda Berwanger, Ashley Mazen

Course: ET 620.601/602
Unit: Life Science Unit 1
Lesson: Life Cycles

DECIDE Template
Project #2

PLANNING:
● Identify standards and set instructional goals Commented [1]: Include ISTE standards here as well.
○ Next Generation Science Standards
■ K-LS1-1. Use observations to describe patterns of what plants and
animals (including humans) need to survive.
■ Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and progresses to
collecting, recording, and sharing observations.
Use observations (firsthand or from media) to describe patterns in the
natural world in order to answer scientific questions.
● Decide on a project
● Students will create a DS on the life cycle of an animal of their choice.
● Assess prerequisite skills:
● Kindergarten students use 1:1 devices daily. Students have experience with
storytelling on Wixie by recording on audio to match a picture. Wixie will be used
as a platform to record their digital story.
● Students have previously learned about the frog, butterfly and plant life cycles in
prior units.

● Determine assessment techniques:

● Students will create the success criteria with the teacher prior to the lesson. The
success criteria will include the following steps:
1. Choose a plant or animal
2. Research how it grows
3. Create a diagram that represents its life cycle in sequenced order
4. Narrate the life cycle
5. Publish your digital story

ORGANIZING:
● Examine grouping alternatives:
Students will work in mixed ability groups to create their DS. They will have a choice of
Powerpoint Mix, Wixi, or flip cams to create the story.
● Create cooperative groups Commented [2]: Any specific organization?
 Students will work equally to complete the narrations and animations.
● Schedule computer time: N/A

● Working in one-to-one laptop classroom:

Students will work in small groups during center time throughout the week in order to
create the project.

MANAGING:
● Brainstorming activities:
Partners will sit together in order to complete a concept map of different living things that Commented [3]: Do you have a copy of this?
could be used for the digital story. They will then conference with the teacher to choose
a final topic.
● Research activities:
Partners will use resources such as Pebblego, BrainPopJr, Teachertube, and books in
order to research the plant/animal of their choice and gather information needed to
complete their life cycle.

DESIGN Template
Project #2

Design Guidelines and Templates:

Students will choose the platform for their project, receive their assigned partner, and choose
which life cycle will be their focus. Students will review the success criteria with the teacher, and
each partner group will receive a personal copy to use as they conference with the teacher
throughout the completing of their project.

Conduct Formative Assessment:

Throughout the week we will observe and conference with groups as needed to review their
challenges/successes based on the success criteria. Students will fill in a graphic organizer with
the 4 most general stages of the life cycle they choose. These will be checked by the teacher
before the students begin creating their storyboards. Students will use the feedback from the
teacher in order to assess their progress on the success criteria.
DEVELOP Template
Project #2

Manage Media Production:

Students have access to their devices. They can choose
a quiet and comfortable spot in the classroom to work on their project.

Facilitate Multimedia Activities:

The teacher will circulate around the room during work time to assure that devices are being
used appropriately, and to answer any questions/concerns from the groups about the project or
tech issues.

Conduct Formative Assessment:

The teacher will use observation and conferencing throughout the project to assist the students
in how they are reaching the goals of the success criteria.
 Student
work example Commented [4]:

EVALUATE Template
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Provide Student Assessment:

The students projects will be evaluated based on the success criteria used during the formative
assessment:
Reflect on Activity and Revise for Future:
Students will complete a self and peer-evaluation form once their project is submitted. The form
will be Kindergarten friendly with use of smiley/sad faces to circle based on the following two
questions: Did you complete the same amount of work? Did you work cooperatively?

Reflection:

Students may run into problems with typing and spelling during research. Sharing the
workload and devices could also create an issue. Students can ask teach for assistance with
spelling during research. They can use books from the classroom that include life cycle
vocabulary terms to assist in their research. If students cannot work together, the teacher will
assign jobs for the project within the group. In the future, teachers could provide premade
templates with the pictures already included to eliminate typing and searching for images.