Lesson Title Animal life cycle

Level of Inquiry Exploration – direct inquiry

A brief description of Students will use the resources provided to put the
the lesson animal’s life cycle in order.

The Problem or Issue Animal’s life cycle

Essential Question What are the stages of the animal’s life cycle?

Guiding Questions What are the different groups of animals?

What animals lay eggs?
What animals give birth alive?
What happens to the humans before they come to life?
Learning Outcomes By the end of the lesson, students will be able to identify
(LOs) the animal’s life cycle.
By the end of the By the end of the lesson, students will be able to how
lesson students will be animals grow and change.
able to:

Hypothesis / -
prediction

The outcome or Create posters for a certain animal’s lifecycle and present
product of the it to the class.
students’ investigation

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 Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions What process skills will I Which literacy skills will I
These must also include: that I will ask students create experiences for students create experiences for
 Differentiated Activities during each ‘E’ ( & at to use at each ‘E’ students to use at each ‘E’
what level of Bloom’s is (name, how, and where) that students will use at
and
each of these questions?)? this stage?
 formative evaluation,
including what will (name, and say how and
students produce by the where)
end of this section.
Engagement
 Access prior - Students will choose - What did we learn - Predicting, the students - Listening/ speaking,
learning the topic they will in the previous will predict today’s they will listen to the
 Engage learn by choosing a lesson? lesson from their teacher and to their
students in paint splat on the - What are the previous knowledge. friends, and they will
new concept.
screen. different animal vote to choose the
 Elicit
- They will discuss the groups? paint splat.
curiosity
 Act as a
topic. - What do you think
bridge - Students will answer we will learn about
between past the teacher’s question today?
and present of previous lessons.
learning - Learn what the new
experiences learning outcome is
 Expose prior and what they will do
conceptions. in the lesson.
 Organise
students
thinking
towards the
LOs

2
 Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions What process skills will I Which literacy skills will I
These must also include: that I will ask students create experiences for students create experiences for
 Differentiated Activities during each ‘E’ ( & at to use at each ‘E’ students to use at each ‘E’
what level of Bloom’s is (name, how, and where) that students will use at
and
each of these questions?)? this stage?
 formative evaluation,
including what will (name, and say how and
students produce by the where)
end of this section.
Exploration

 According to the - What are the - Observing, when the - Listening, the
level of inquiry, different animals students will watch the students will listen to
students are given - They will watch the
that lay eggs? videos and the the videos and to the
opportunity to video and the different
- What are the PowerPoints to gain teacher, as well as to
design and/or PowerPoints of
different animals information about other students who
conduct a animal’s life cycles to
that give birth? animal’s life cycles. get up to answer or
preliminary collect information.
- what was the video - Inferring, the students ask questions.
investigation. The - Students will create
investigation talking about? will organize the life
posters.
allows learners to - What is the first cycle by inferring using
use their prior stage of an “animal” their previous
conceptualisations life cycle? knowledge and logic
to explore
questions and
possibilities
surrounding the
LOs, and to
generate new
thinking about
the LOs.

3
 Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions What process skills will I Which literacy skills will I
These must also include: that I will ask students create experiences for students create experiences for
 Differentiated Activities during each ‘E’ ( & at to use at each ‘E’ students to use at each ‘E’
what level of Bloom’s is (name, how, and where) that students will use at
and
each of these questions?)? this stage?
 formative evaluation,
including what will (name, and say how and
students produce by the where)
end of this section.
Explanation
- The students will
 Teachers provide - What is the frog’s - Inferring, the students - Listening/speaking,
explain the life cycle to
opportunities for life cycle? will organize the life some students will
learners to engage each other.
- What is the hen’s cycle by inferring using listen to the
in the conceptual - The students will
life cycle? their previous presentation while
probing and present their posters to
- What is the knowledge and logic. other present them to
development the whole class and
butterfly’s life cycle? - Communication, the the whole class.
needed to explain explain what animal
the science (or a - What is the bird’s students will
they have and what
focus area of it) life cycle? communicate their
are the stages of its
that supports the - What is the turtle’s results with the rest of
life.
exploration, and life cycle? the class.
its outcomes. -

4
 Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions What process skills will I Which literacy skills will I
These must also include: that I will ask students create experiences for students create experiences for
 Differentiated Activities during each ‘E’ ( & at to use at each ‘E’ students to use at each ‘E’
what level of Bloom’s is (name, how, and where) that students will use at
and
each of these questions?)? this stage?
 formative evaluation,
including what will (name, and say how and
students produce by the where)
end of this section.
Elaboration
 Teacher provides - Students will sit on the - What does life cycle - Communicating, the - Listening/speaking,
students with carpet and listen to mean? students will talk to the students will
experiences which their friends present - What does hatch each other and they will communicate with
help to deepen their posters. mean? ask each other each other.
and broaden
- Students will ask questions.
students’
questions and if there
conceptual skills
and knowledge is enough time they
around the LOs. will see more Life
The elaboration, cycles of other animals.
extension, and
application of the
LOs to real life
phenomena is
welcomed at this
stage

5
 Stage What Experiences
will students
participate in?
These must also include:
 Differentiated Activities
and
 formative evaluation,
including what will
students produce by the
end of this section.
Evaluation
(Summative)
- The students will use
 Evaluation with thumbs up and thumbs
the 5E learning down to gage their
cycle occurs at understanding level.
every other ‘E’ - The students will
formatively; and
answer different types
at the end of the
of questions.
lesson summative.
Questioning Map Process skills Literacy skills
What are some questions What process skills will I Which literacy skills will I
that I will ask students create experiences for students create experiences for
during each ‘E’ ( & at to use at each ‘E’ students to use at each ‘E’
what level of Bloom’s is (name, how, and where) that students will use at
each of these questions?)? this stage?
(name, and say how and
where)
- What does life cycle - Measuring, the students - Listening/speaking,
mean? will measure their to students will listen
- What does hatch understanding by to the teacher ask
mean? answering questions. questions, and they
- What is the frog’s will answer them.
life cycle?
- butterfly’s life cycle?
- What is the bird’s
life cycle?
- What are the
different animals
that lay eggs?
- What are the
different animals
that give birth?
- what was the video
talking about?
- What is the first
stage of an “animal”
life cycle?
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