Week 7 - Science Lesson Plan

Candidate’s Name: Karrie Chan
Grade Level:  Grade 1
Title of the lesson:  Life Cycle of Butterfly
Length of the lesson: 45 minutes

Central focus of the lesson  
* Students will understand the life cycle of the butterfly and the metamorphosis process

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and
personal/cultural/community assets)
 * What is a butterfly?
* Where have you seen butterflies?
* What do they look like?

Common Core State Standards 
Science:
Standard 1 – Scientific Inquiry
S1.3 Develop relationships among observations to construct descriptions of objects and events and to
form their own tentative explanations of what they have observed
Standard 4 – The Living Environment
4.1: Describe the major stages in the life cycles of selected plants and animals. 
       e.  Each generation of animals goes through changes in form from young to adult.  This completed sequence of changes in form is called a life cycle.  Some insects change from egg to larva to pupa to adult
ELA:
Speaking and Listening:
Comprehension and Collaboration
2. Ask and answer questions about key details in a text read aloud or information presented orally or
through other media

Learning objectives
 * the life cycle of the butterfly
* recognize and able to sequence the different stages 

Formal and informal assessment (including type[s] of assessment and what is being assessed)
* Teacher observations based on students’ participation in classroom 
* Check to make sure students are organizing the life cycle stages in order.
* Activity sheets on life cycle of the butterfly

Instructional procedure: Instructional strategies and learning tasks (including what you and the
students will be doing) that support diverse student needs. Your design should be based on the
following:
* Ask students questions of what they know about butterfly and what they think the story book
The Very Hungry Caterpillar by Eric Clare is about
* Read the story The Very Hungry Caterpillar by Eric Clare
* After reading, explain to students that butterfly is a winged insect.  The butterfly starts as an
egg then hatches to be a caterpillar then it will turn into chrysalis.  After that,  it will
eventually grow into a butterfly
* Write the words on the board :  Butterfly, egg, caterpillar, chrysalis, butterfly, metamorphosis
* Have students pair up and re-read the story together.  Have them draw about what happens
in the beginning, middle and end of story.  
* Then have students work on the life cycle activity sheet

Instructional resources and materials used to engage students in learning.
* The Book: The Very Hungry Caterpillar by Eric Carle
* Butterfly Life cycle worksheet
* Coloring supplies
* Board
* Markers
* Pencils

Reflection
* Enrichment: Students who need a challenge can retell the life cycle of the butterfly in their
own words at the bottom of their drawing
* Support: with more books about butterfly life cycle.  Have students draw the pictures and
have partner to place in order of the stages 

Week 6: Assignment#2 Lesson Plan by answering AIM questions

Activity-based lesson adjusted to Common Core: ELA Reading Informational Text

Lesson topic: The Three Little Pigs

Grade level: Kindergarten

AIM questions:

1.       What learning objectives/main ideas do students need to know (maximum of 3)?

·        Identify key individuals, events, or ideas developed throughout the text

·        Determine word meaning

·        Retell details of the story based on the main subject

2.       What common core skills will be introduced or reinforced during the lesson?
·        ELA Reading Informational Text


3.       Which content area standards are addressed in this lesson?
·        CCSS.ELA-Literacy.RI.K.1
With prompting and support, ask and answer questions about key details in a text.
·        CCSS.ELA-Literacy.RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
·        CCSS.ELA-Literacy.RI.K.4
With prompting and support, ask and answer questions about unknown words in a text.


4.       What academic and content specific vocabulary is introduced in this lesson?
·        Science, Art and Drama


5.       What materials (e.g. Map, Song, and Activity Sheet) will I present to students?
·        Story book of “The Three Little Pigs” by Paul Galdone
·        3 pigs and a wolf puppets
·        Real straws, sticks and bricks
·        worksheets


6.       How will I open the lesson (motivation) and capture student interest?
·        Have students feel the real straw, sticks and bricks and discuss its texture, weight and studiness, etc.  Ask students if they can think of a story that includes these three types of materials to draw their interest and check their prior knowledge


7.       What additional individual/team/full class activities will I use to help students discover what they need to learn (suggest three)? If these are group activities, how will student groups be organized?
·        Group activity: Read aloud to the class and ask students about 5 W’s
·        Small group activity: reread the story with a partner then discuss the sequence of what happened first, second, third, next, etc.
·        Individual activity: worksheet of words that students are not familiar with from the book, students will write the meaning based on the word’s context


8.       How will I differentiate instruction with multiple entry points for diverse learners?
·        For ELL students, I will set them group activity instead of individual activities and give them more guidance in explaining the words meaning on those they are not familiar


9.       What H.O.T. (Higher Order Thinking) questions will I ask to engage students in analysis and discussion?
·        What are the 5W’s: Who, When, what, where, why in the story
·        What are the sequences of the story?


10.   How will I assess student mastery of the skills, concepts and content taught in this lesson?
·        By asking questions and listen to their answers
·        By observation of how they answer
·        Through activities to check their understanding


11.   How will I bring lesson to closure (summary questions)?
·        By asking students to draw picture based on the story they just read


12.   How will I reinforce and extend student learning?
·        Classroom application/follow up – describe the characteristics of each pig and wolf
·        Enrichment activities – draw a picture of the story based on what students just read


13.   What topics come next?
·        Tomorrow? – perform drama together
·        Day after? –  practice writing summary


14.   How do I evaluate this lesson?
·        Strengths – activities requires students high involvement.  Students show interest as they have prior knowledge on this story 
·        Weaknesses – this story may be too easy for students
·        Areas to work on – better time management
·        Things to change – if time allow, I want to let students to try build a wall with real straw, stick and brick as a group  then try blow it over for real experiment

Activity-based lesson adjusted to Common Core: ELA Writing

Lesson topic: The Three Little Pigs
Grade level: Kindergarten

AIM questions:

1.       What learning objectives/main ideas do students need to know (maximum of 3)?
·        Tell the events in the order in which they occurred, and provide a reaction to what happened in the story read
·        State opinion about the story


2.       What common core skills will be introduced or reinforced during the lesson?
·        ELA Writing


3.       Which content area standards are addressed in this lesson?
·        CCSS.ELA-Literacy.W.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
·        CCSS.ELA-Literacy.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.


4.       What academic and content specific vocabulary is introduced in this lesson?
·        Art


5.       What materials (e.g. Map, Song, and Activity Sheet) will I present to students?
·        Story book of “The Three Little Pigs” by Paul Galdone
·        3 pigs and a wolf puppets


6.       How will I open the lesson (motivation) and capture student interest?
·        Each student will create the book of their own


7.       What additional individual/team/full class activities will I use to help students discover what they need to learn (suggest three)? If these are group activities, how will student groups be organized?
·        Individual activity: Write down the 5 W’s about the story we just read.  In each box, student draw a picture illustration the who, what, where, when, and why of The Three Little Pigs
·        Individual activity: draw in the sequence of what happened first, second, third, next, etc. and write in one sentence of what happened in each picture and their feeling about this story
·        Small group activity: read aloud their own story book to his partner


8.       How will I differentiate instruction with multiple entry points for diverse learners?
·        For ELL students, instead of writing full sentence of what happened, they can write a word and short phrase to describe the action and student’s feeling


9.       What H.O.T. (Higher Order Thinking) questions will I ask to engage students in analysis and discussion?
·        What are the 5W’s: Who, When, what, where, why in the story
·        What are the sequences of the story?


10.   How will I assess student mastery of the skills, concepts and content taught in this lesson?
·        By observation of how they answer
·        Through activities to check their skills and knowledge


11.   How will I bring lesson to closure (summary questions)?
·        By asking students to write their feedback about this story


12.   How will I reinforce and extend student learning?
·        Classroom application/follow up – write down 5W’s and their opinion about this story
·        Enrichment activities – draw picture of what happened in sequence and write a sentence to describe


13.   What topics come next?
·        Tomorrow? – re-emphasizes the areas that students need improvement based on previous assessment


14.   How do I evaluate this lesson?
·        Strengths –Students show interest as they can create their own story book
·        Weaknesses – students at this age do not know writing much
·        Areas to work on – practice simple sentence structure (ex: who (noun) + action, verb + when/where/ what) instead of asking students to write a sentence on their own
·        Things to change – can also work on rhyme and repetitive words with students

Week 5 - Assignment #2 Backward Design Stage 3

Assignment #2.1: Backward design using Common Core State Standards in ELA-Reading.

 

Here's my narrated presentation on my stage 3 exercise plan:
Week 5 - Assignment#2.1 Stage 3 Narrated Presentation

 

Stage 1 – Desired Results
Established Goals: CCS Standards: Reading – Informational Texts RI 6.3 – Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes) RI 6.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings RI 6.6 – Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text RI 6.7 – Integrate information presented in different media or format (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue
Students will understand … ·         Key individuals, events, timing and ideas on the subject ·         Author’s point of view through reading ·         Author’s intended meaning of his/her words and phrase by analyzing  about the word’s context ·         The subject more in depth by integrating information from different media such as video, internet research, picture and text, etc.	Essential Questions: ·         Can you summarize the story with answers of What? Who? When? Where? How? ·         What are the true meaning of the words or phrases that author used in the book based on the text that comes before and after it? ·         What is author’s point of view and how can you tell? ·         What other sources of information or media we can obtain more information about the topic?
Students will know… ·         Anecdote is a brief story about an interesting event.  Author might use examples and anecdotes to introduce special ideas or events to let reader have better understand ·         Words can be used in different ways, for different meaning, depends on how author writes on the word’s context ·         The definition of Figurative meaning, Connotative meaning and Technical meaning	Students will be able to … ·         Analyze how key individuals, events, or ideas are developed throughout a text ·         Use variety of strategies to determine word meaning ·         Determine author’s point of view and able to explain how it is conveyed in an information text ·         Gather more information using  variety of media for a coherent understanding of the topic
Stage 2 – Determine Acceptable Evidence
Performance Tasks: Research about Martin Luther King select two key passages of his famous speech “I have a dream” to teach Grade 1 students a 10 minutes brief lesson about Martin Luther King and his point of view on his speech   Other Evidence: Skill check worksheet – students to identify word meaning and if they are Figurative meaning, connotative meaning or technical meaning   Self-Assessment and Reflection: ·         Self-assess the brief lesson ·         Reflect your thoughts after your research and study about Martin Luther King and his speech
Stage 3 – Plan Learning Experiences
1.       Have students to engage into a short 10 min. brief lesson about Martin Luther King to first grade students 2.       Understand who Martin Luther King is and his famous speech “I have a dream” 3.       Research from different media, integrate information and develop a coheret understanding  of his point of view on race discrimination 4.       Analyze the context and think of author’s meaning by reinterpret into your own words or phrases that first grade students can understand 5.       Prepare a 10 minutes brief lesson to introduce Martin Luther King and his speech of “I have a dream” in ways that first grade students will understand 6.       Self-assess by practicing the presentation  and refine their work before presenting to students

 

Assignment #2.2: Backward design using Common Core State Standards in ELA-Writing.

Here's my narrated presentation on my stage 3 exercise plan:

Week 5 - Assignment #2.2 - Stage 3

Stage 1 – Desired Results
Established Goals: CCS Standards: Writing W 6.2 – write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
Students will understand … ·         the contents, conventions, and other elements of the type of informational/ explanatory text for writing ·         the purpose of a classification or process analysis essay ·         organization and formatting aid in introducing a topic and in comprehension	Essential Questions:        What are informative text/ explanatory text?        How do we select relevant content ?        How are some strategies aids in organization and comprehension?
Students will know… ·         The definition and difference between information text structures and explanatory text structures ·         informational/explanatory text includes an introduction, organized information, a conclusion, and text structure features that enhance comprehension	Students will be able to … ·         Write informative/ explanatory text that convey ideas and concepts using relevant information that is carefully selected and organized ·         Determine the organizational structure that is most appropriate for the topic and purpose ·         Organize ideas, new information, and prior knowledge to clearly explain the topic ·         Analyze relevant content

Stage 2 – Determine Acceptable Evidence

Performance Tasks: -          Informational: Write a brief summary about Martin Luther King -          Explanatory: How does he express his through from his speech “I have a dream” -          Reflection: share prior experience and your point of view -          Combine all these info, organize it into essay with introduction and conclusion -          Self assessment     Other Evidence: Quiz: students to read some paragraphs to check if they are informative text or explanatory text and why    Self-Assessment and Reflection: ·         Self-assess the paragraphs prepared and how to organize them into an essay

Stage 3 – Plan Learning Experiences

1.       Informational: Write a brief summary about Martin Luther King 2.       Explanatory: Write a paragraph on how he express his point of view from his speech “I have a dream” by quoting some relevant quotes as supporting 3.       Reflection: write a paragraph and share prior experience and your point of view on discrimination 4.       Combine all these info, organize it into essay with introduction and conclusion 5.       Self-assess and revise