Lesson Title: Learning the Butterfly Life Cycle
Grade Level/Context: 1st-2nd/ 1st through 2nd grade
Subject: Science
Time Frame: 60 minutes
Learning Goals
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Learning Goals |
How will they be met? What will you assess? |
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Integrated Learning Objective |
Lesson Level Learning Objective/Goal: Students will understand that there are 4 main stages to a butterfly life cycle. Students will be able to describe each stage on their own. Students' vocabulary will improve as they will learn new words and depict the definitions of each. Such words as: Caterpillar, Larva, Pupa, Cocoon, metamorphosis. |
a. This is an educational, elementary-based science lesson that uses several technology resources and tools to teach students the four stages of the Butterfly Life Cycle and learning the concept of metamorphosis b. This lesson is a good collaboration tool because it will help my students understand the butterfly cycle through the use of technology and also integrate the scientific concept of a life cycle and define metamorphosis. c. The technology used in this lesson will allow the students to interact with one another and with the teacher by playing a game, working together in small groups, discussions |
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Content Specific Goals & Associated Standards |
Content Standard(s):
K-ESS2-2- construct an argument supported by evidence of how plants and animals (including humans) can change the environment to meet their needs. PK.S.2 Make observations of the physical and natural world. Clarification Statement: Observations should focus on what things look, feel, hear, or smell like, how they might operate or function, and similarities and differences among things inside classroom PK.S.3 Notice and describe similarities and differences among plants, animals, and objects. Clarification Statement: Similarities and differences might include grouping like plants, animals, or objects based on observations |
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Technology-based Goals & ISTE Standards |
ISTE Standard(s): Creativity and Innovation: · Use models and simulations to explore complex systems and issues. Research and Information Fluency: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks |
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Other Goals |
Defining concepts, life-cycle and metamorphosis, stages, aligning terms |
Materials Needed for the Lesson (tech & non-tech)
Materials Needed:
A. internet access
B. projector and white board or SmartBoard
C. e-book: “The Very Hungry Caterpillar'' by Eric Carl:
D. Tablets (enough for students to share in small groups)
E. ChromeBooks (or type of laptop/computer) (several for each student to use or take turns
F. Youtube: “butterfly song” educational video
G. Optional eval assessment: quizlet/ or a worksheet regarding butterfly life cycles, students will match the proper phases
Technology resources:
· Tablet/ Chromebook
· E-book “The very hungry Caterpillar”
· Educational Simulation Game:
· Optional assessment eval tool: quizlet-
Lesson Title: ______________________Author: _____Gabriela Nunez __________
Adapted from Kolb (2017) Triple E Lesson Planning Template
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LESSON OVERVIEW
Share how the activities in the lesson will help to meet the learning goals. How will technology play a role in meeting the learning goals? (1-2 paragraph summary)
I will use this lesson plan to teach my students about the four stages of a butterfly’s life cycle. This lesson is a good collaboration tool because it will help my students understand the butterfly cycle through the use of technology. The use of technology tools that I will implement into the lesson would be a chromebook or tablet, e-book, interactive student simulation game, and educational Youtube videos. Students will be able to understand the concept of a butterfly life cycle, and also be able to identify the stages on their own.
Students would have prior knowledge of what an insect is, what a cycle is, conceptual knowledge how a cycle works. This is very important as these are helpful concepts that create and define the understanding more in depth for the learner. This lesson could be later expanded where students can learn the importance of butterflies, colors and patterns of butterflies, how pollination helps sustain the earth, students can also have a fun assignment where they color their very own butterfly pattern.
TRIPLE E FRAMEWORK CONSIDERATIONS
Share which technology tools you plan to integrate into the lesson that will be USED BY STUDENTS during or following the lesson. Describe how each tool will help to meet your learning goals. In addition, share the instructional practices you plan to develop in conjunction with the tool to optimize learning.
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Name of Tool |
Tool 1: |
Tool 2: |
Tool 3: |
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Learning goal(s) met by using the tool. |
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How will the tool be used? Teams, pairs, individual, or other? |
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Tool Integration for ENGAGEMENT in the Learning* |
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Include score in right column (0=No; 1=Somewhat; 2=Yes) and score total for ENGAGEMENT |
More time on learning; less distraction |
More time on learning; less distraction |
More time on learning; less distraction |
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Motivates students to begin learning |
Motivates students to begin learning |
Motivates students to begin learning |
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Supports shift in behavior to active social learning |
Supports shift in behavior to active social learning |
Supports shift in behavior to active social learning |
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SCORE |
SCORE |
SCORE |
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**Teaching Moves to support ENGAGEMENT |
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Tool Integration for ENHANCEMENT of the Learning Goals* |
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Include score in right column (0=No; 1=Somewhat; 2=Yes) and score total for ENHANCEMENT |
More sophisticated understanding of the learning goals |
More sophisticated understanding of the learning goals |
More sophisticated understanding of the learning goals |
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Scaffolds, differentiates, or personalizes learning |
Scaffolds, differentiates, or personalizes learning |
Scaffolds, differentiates, or personalizes learning |
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Supports student demonstration of understanding in new ways, not possible before |
Supports student demonstration of understanding in new ways, not possible before |
Supports student demonstration of understanding in new ways, not possible before |
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SCORE |
SCORE |
SCORE |
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**Teaching moves to support ENHANCEMENT |
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Tool Integration to EXTEND the Learning Goals* |
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Include score in right column (0=No; 1=Somewhat; 2=Yes) and score total for EXTENSION |
Supports learning outside of the typical school day |
Supports learning outside of the typical school day |
Supports learning outside of the typical school day |
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Bridges school learning & everyday life (authentic experiences) |
Bridges school learning & everyday life (authentic experiences) |
Bridges school learning & everyday life (authentic experiences) |
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Builds authentic life/soft skills |
Builds authentic life/soft skills |
Builds authentic life/soft skills |
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SCORE |
SCORE |
SCORE |
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**Teaching moves to support EXTENSION |
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LESSON SET UP. How will I prepare for each piece of technology being integrated in this lesson? |
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Setting up Accounts |
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Differentiating |
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Personalizing |
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Creating models or mentor |
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ASSESSMENT: How will you assess the activities happening through the tool? |
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Monitoring/Observations |
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Formative & Informal assessments |
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Summative assessment |
ASSESSMENT DISCUSSION (Formative and Summative Assessment): How will you assess student learning during the lesson and at its conclusion? Remember your lesson level learning objective should address content and ISTE standards.
Feedback from lesson participants – how will you collect feedback?
PROCEDURES: What is the minute-to-minute activity that will be happening in the lesson? Describe what the teacher is going to do and say, as well as what the students are going to do. Follow the 5E format for developing your lesson content.
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Time stamp and General Description |
What are the students going to do? |
What is the teacher going to say and do? |
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ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE |
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*Resources from Kolb(2017) to support the Triple E Framework
(Chapter 7)
(Chapter 9)
**Instructional Support Strategies
