I.
OVERVIEW OF THE LESSON
A.
April
20, 2011
B.
60
minutes
C.
Ms.
Caldas
D.
Grade
1: Science – Life Cycle
of a Butterfly
II.
BIG IDEA
All
living things are made of parts
that have specific functions.
III.
ESSENTIAL QUESTIONS
1.
How
do the structures and functions of living things allow them to meet
their needs?
IV.
PENNSYLVANIA STATE
STANDARDS
3.1.3. A3: Illustrate how plants and
animals go through predictable life cycles that include birth, growth,
development, reproduction, and death.
V.
GENERAL OBJECTIVES
The
students will be able to understand the different characteristics and
the life
cycle of a butterfly.
VI.
BEHAVIORAL OBJECTIVES
The
students will create a flip book of the life cycle of the butterfly
using the
information provided for them from the text.
VII.
INSTRUCTIONAL MATERIALS
A.
18 flip books
B.
Caterpillar to a
Butterfly by: Camilla de la
Bedoyere
C.
Pencils
D.
Crayons
VIII.
VOCABULARY
1.
Create
2.
Life Cycle
3.
Comprehend
IX.
INSTRUCTIONAL PROCEDURES
A.
INTRODUCTION
The
teacher will introduce the book to the students and inform them that
they will
be learning about the life cycle of a butterfly.
B.
MOTIVATION
The
teacher will inform the students that they will be creating their very
own flip
book. She will tell them they will be able to draw pictures of what
they
learned from the book.
C.
DEVELOPMENT
·
The
students and teacher will meet at the easel.
·
The
teacher will read the book aloud to the students.
·
The
teacher will then review the parts of the life cycle on the wipe
board and ask the students if they have any questions.
·
The
teacher will then show he example of the flip book to the students
and explain to them what they are supposed to do with it.
·
The
students will return to their seats to work on their flip book.
·
If
time permits, the students will come back and share their drawings of
the life cycle of the butterfly.
D.
STRATEGIES
FOR DIVERSE
LEARNERS
This activity will be a lot of fun for all
students. I believe it is important for the students to learn what is
going on
around them not only in society but in nature as well. The students
will have a
visual of the life cycle through the flip book example and also from
pictures in
the book. This will be very helpful for the visual learners. The
students with
ADHD will also enjoy this lesson because they are able to move up and
about out
of their seats.
E.
SUMMARY
AND CLOSURE
After the students have created their flip
books we
will one more time review the life cycle of the butterfly and the
students will
share something new they learned.
X.
ASSESSMENT
A.
FORMATIVE
The teacher will be able to understand if
the
students comprehend the lesson by reviewing their flip books and
listening to
discussion.
XI.
SUGGESTED INSTRUCTIONAL
STRATEGIES
W: The students will know
where they are headed because I will inform them they will be creating
a flip
book relating to the information learned from the story. They
understand that
they will be evaluated by discussion and their flip books.
H: I will hook the students
by informing them that they will be creating their own flip books and
will be
able to draw and color their pictures.
E: I will discuss how not
only butterflies but all animals are important to us. I will have them
connect
a personal experience they had with animals or with something in nature.
R: The students will revise,
reflect, revisit and rethink the information learned in the text while
they are
creating their flip books.
E: The students will express
their understanding through discussion and through questions asked from
the
material.
T: The teacher will walk
around the room to help the students that are in need. The teacher
might write
or spell a word for a specific student just so nothing is too hard for
them.
O: The lesson will be teacher
guided during the read aloud but after the read aloud the students will
be
creating their flip books independently.