LESSON 3 - SCIENCE (3RD GRADE: LIFE CYCLE OF A BUTTERFLY)

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.