Name: Sydney Matthews Date: 3/6/2020 Time: 1:40 – 2:05

Lesson# 6
Big Idea/Topic: Plants and Animals Grade/ Subject: 2nd/SCIENCE
CPALMS/ Resource link: [Link]
Lesson Structure: Video Review of Life Cycles & Partner Project
Standards: (CCSS/NGSSS)

SC.2.L.16.1
Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

Embedded:
SC.2.N.1.1
Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and
generate appropriate explanations based on those explorations.

SC.2.N.1.2
Compare the observations made by different groups using the same tools.

SC.2.N.1.4
Explain how particular scientific investigations should yield similar conclusions when repeated.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

TSW...
a) Observe and describe major stages in the life cycle of a butterfly (egg, larva, pupa, adult).
a) Investigate the life cycles of other animals (e.g., cat, snake, hamster, spider, fish, kangaroo, salamander,
penguin, possum).
b) Observe and describe major stages in the life cycle of a bean plant (seed, seedling, mature plant).
c) Investigate the life cycle of other plants (e.g. marigolds, fern, pine tree, ivy).
d) Explain that, when repeated, life cycle investigations yield the same results.
e) Compare the life cycles of the butterfly to the bean (or other plants to other animals).

TSW…
a) Describe and explain different stages of the life cycle of butterflies, frogs, and dragonflies.
b) Demonstrate what they have learned about an animal’s life cycle by working with a partner to put the given
animal’s life cycle in order.
c) State the life cycle stage when animals reproduce.
d) List different ways a butterfly’s life cycle is like a plant’s life cycle.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

 Life Cycle: the series of stages through which a living Materials/Resources/Technology
thing passes from the beginning of its life until its death. A cycle is (include hyperlinks to videos & websites)
something that repeats
 Grow: to become larger; to increase in size, amount, etc.  Life Stages Cards – Pre-cut
 Egg: an oval or round thing from which a snake, frog,  Colored construction paper
insect, etc., is born  Black markers
 Larva: a very young form of an insect that looks like a  Scissors
worm  Glue
 Pupa: an insect that is in the stage of development  “Metamorphosis:
between larva and adult Change of Plans” Video
 Metamorphosis: a major change in the form or structure [Link]
of some animals or insects that happens as the animal or insect [Link]/resource/[Link]
becomes an adult [Link]/metamorphosis-
 Chrysalis: a moth or butterfly at the stage of growth when change-of-
 it is turning into an adult and is enclosed in a hard case plans/#.XmBjpKhKg2w
 Tadpole: a small creature that becomes an adult frog or  Caterpillars and Milkweed
toad, that has a rounded body and a long tail, and that lives in water Plant in classroom
 Insect: a small animal that has six legs and a body formed
of three parts and that may have wings
 Amphibians: an animal (such as a frog or toad) that can APA citation:
live both on land and in water WGBH Educational Foundation. (n.d.). Life
Cycles of Frogs, Dragonflies, and
Butterflies. Retrieved March 31, 2020,
from
[Link]
source/[Link].lp_lifecycle/li
fe-cycles-of-frogs-dragonflies-and-
butterflies/

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy [Link]
[Link] aphicorganizers/
l

Knowledge
TSW define the vocabulary and state what stages different animals go N/A
through.

Comprehension:
TSW describe and explain different details about the video showcasing the
life cycle of a butterfly, frog, and dragonfly.

Application
TSW demonstrate what they have learned about an animal’s life cycle by
working with a partner to put the given animal’s life cycle in order, as well
as number 1 – 5 where the life cycle begins until the end.

Lesson Portions: Pacing ESOL Support

 How will you introduce the lesson, assess or For each level EL at each instructional step.
activate prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What
steps will you follow? What are the students expected to
do?
 Highlight differentiated strategies.
 Underline higher order/high quality questions in
lesson.
Introduction/Building Background: (Link to Prior Knowledge)

Tell:
 Yesterday, we watched an awesome video about
the life cycle of a caterpillarbutterfly, 2 min.
nymphdragonfly, and tadpolefrog.
B:
 Today, we are going to re-watch the video, but
really listen this time. This is just like when we talk about I: Talk in a slow voice so they can follow
doing a second read of a book because new details will along.
stand out to you that you did not catch the first time. A:
 I need you to pay close attention because you are
going to be completing a project all about the life cycles
these animals go through.
 *Teacher plays video – “Metamorphosis: Change of Plans”* 5 min.

Instructional Steps:

Tell:
 In order to apply what you’ve learned
about the life cycle of a caterpillarbutterfly (which is an 2 min.
insect), as well as a nymphdragonfly (insect), and a
tadpolefrog (amphibian), you’re going to work in four
groups of three, and one group of four.
 Your objective is going to be to work
together to put in order the cards I am going to give you.
Just like the video, there is the butterfly, frog, and
dragonfly.

Assignment:
1) Gather materials: construction paper, glue, 3 min.
life cycle cards, black marker B:
2) Determine what animal you received I: Write assignment instructions on board.
3) Arrange the cards in a circle on the A:
construction paper in the order of the correct stages in the
life cycle
4) Glue the cards down and draw arrows in
the correct direction 10
min.
*Students complete project in groups*

When done:
 Students will discuss the similarities and
differences as whole group with class.

Ask:
1 min.
How long do the changes take?
(Butterfly: about a month)
(Frog: 12 – 16 weeks)
(Dragonfly: four years) 1 min.

When do the animals reproduce?

(as an adult)

(During this time, students will have the opportunity to watch tiny
caterpillars (larva) grow and change through their life cycle to
become a butterfly, and they get to experience the life cycle of
their own lima bean plants.)
Closures Pacing ESOL Support
Content:

How is the life cycle of a butterfly like the life cycle of a plant? 2 min. B:
I: N/A
A:
Procedural:
Turn in your life cycle projects. It is time to clean up and end the
day.

ESE Modifications CPLAMS Access Points ESE Accommodations

[Link] (content, product, process, environment)
(identify access point, if needed)

SC.2.L.16.1 Teacher will use cochlear implant microphone

Independent: Observe and recognize the major stages in the life cycles of to speak into when speaking to class.
plants and animals.
Supported: Observe and recognize the sequence of stages in the life cycles of Student will follow along with video using
common animals. subtitles and the microphone hanging on the
Participatory: Recognize that offspring can be matched with their parents, speaker.
such as a human baby with adult humans and a puppy with dogs.
Student will be paired up with friend who will
SC.2.N.1.1 guide him.
Independent: Ask questions and make observations about things in the
natural world.
Supported: Answer yes and no questions and make observations about
common objects and actions in the natural world.
Participatory: Request a change or help to solve a problem in the
environment.

SC.2.N.1.2
Independent: Identify information about objects based on observation
Supported: Identify characteristics of objects based on observation.
Participatory: Use senses to recognize objects.

SC.2.N.1.4
Independent: Recognize that the results of a scientific activity should be the
same when repeated
Supported: Recognize that science activities can be repeated.
Participatory: Recognize common objects in different environments.

Assessment of Student Learning: (congruent with instructional objectives)

Objective 1: Animal life cycle project showing the cycle of the animals
given to them.

Objective 2: TSW verbally answer questions about the life cycle of animals.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

I was able to see the students all partner up and do their own projects of putting an animal into the right stages of their life
cycle. I planned for them to re-watch the lifelike life cycle video of the animals from yesterday, but the video was freezing and
giving technical difficulties. It never loaded. The students were still able to successfully put animals in order just by memory. I
am glad that yesterday I was able to preview the video to them so that we could just talk about it. The questions were all
answered. They could tell me when the beginning of the life cycle is (egg), when animals reproduce (adult), and how the
butterfly life cycle is like a plant’s life cycle.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

I needed to be flexible in the beginning of the lesson because the life cycle video would not load. It would tease a few seconds,
but never went past that. Fortunately, the kids saw the same video yesterday. I was wanting to show it again, though, so that
they could refresh their memory and immediately be able to put those specific animals into the correct order for the life cycle
project. It worked fine, though, because we were able to verbally recount the video and each life cycle (butterfly, dragonfly,
frog). We went through each animal’s life cycle so that they could use the information themselves. I was proud of them. When
I had them pair up, they did so responsibly and quickly, and no one complained about what animal they got. I was able to walk
around and monitor their work. Each person was working diligently, and I saw how engaged they were. As they were finishing,
they wanted to see the caterpillars and look at their lima bean plants. Both the animals and plants are growing quickly, and the
students are so excited!