Lesson 2 - Science

RU Teacher Education Lesson Plan Format
Candidate Name:
Anna Jones
Date: 9/12/16
Grade Level:
Kindergarten
Lesson Title/Topic: Science - Butterfly Life Cycle
Standards:
Science:
K.6 - The student will investigate and understand the differences between
living organisms and nonliving objects. Key concepts include
o
a) all things can be classified as living or nonliving; and
b) living organisms have certain characteristics that distinguish them

from nonliving objects including growth, movement, response to the
environment, having offspring, and the need for food, air, and water.
K.7 - The student will investigate and understand basic needs and life
processes of plants and animals. Key concepts include
o c) plants and animals change as they grow, have varied life cycles,
and eventually die.
English:
K.7 - The student will develop an understanding of basic phonetic principles.
o b) Match consonant, short vowel, and initial consonant digraph sounds
to
appropriate letters.
o
Specific Observable Objective(s):
I
I
I
I
can
can
can
can
identify the difference between living and nonliving things.

identify ways that animals and insects change as they grow.
identify the lifecycle that caterpillars go through.
tell you the 4 steps of the life cycle of a butterfly.
Essential Vocabulary:
Butterfly: insect with a long thin body and large colorful wings that flies
during the day.
Life Cycle: stages of living things passing through life.
Chrysalis: the shell that a caterpillar makes to become a butterfly.
Eggs: where the butterfly starts its life.
** The vocabulary should be a review for the students, so I will ask a student to tell
me what each part of the life cycle is and compare it with my definition.
Assessment:
I will assess the students by observation when helping them glue the noodles
in order. After reading the book to the class. I will ask the class to repeat back to me
the four life cycle steps in order. Then we will repeat them as a class. I will ask the
children to put the life cycle steps in order using their noodles at their desks. Then, I
will walk around and assist them with glue the noodles down so I can observe and
see how well the students understood the book. As they are gluing the noodles
down to the leaves (already with the labels on them), I will say things such as,
Hmmm, which leaf says eggs? just to familiarize them with the vocabulary
words.
Student Considerations:
For students who are lacking in receptive language skills, I will be sure to be
clear when stating the steps of the life cycle process, as well as the steps I am
asking for the children to do for the lesson. I will also incorporate a movement
activity of the lifecycle so the children are able to view it in a different way. I can
also provide them the book to look at for hints, if needed. For a student with
vision impairments, I will be sure to give them seating closer to the front when
reading the book on the circle rug, as well as print the font on the leaves very large.
Instructional Resources, Materials, and Technology:
Green (pre-cut) leaves

Shell pasta (for the chrysalis)
Rigatoni pasta (for the caterpillar)
Bow pasta (for the butterflies)
Beads (for the eggs)
More paper pre-folded into four categories for the children to glue their leaves
on.
Glue
PROCEDURES:
Questions: In order for this lesson to be effective, I will need to ask a lot of
questions to refresh the childrens thoughts. The children will have already
learned the life cycle of the butterfly, but will need review and a different
(tangible) way to perceive it. While reading the book, I will ask questions such
as, What happens after the caterpillar eats a bunch of food? Why do you
think he ate so much food?
Learning Environment: After reading the book, I will have the children do a
movement activity just with their hands on the carpet before going back to
their seats. I will also have a sample (pre-made) of the foldable and I will go
over that before they go back to their seats. I will have the children sit at
their seats to glue the noodles down.
Personnel: I will ask Mrs. Young to go around the room with me and assess
the children making sure they have the noodles placed in the proper order,
and on the proper leaf.
Questions: Most of the children cannot read yet, so I will ask questions to try
and help them match the correct noodle to the correct leaf; Im thinking of a
word that starts with E, and makes the sound /eh/ Which leaf could that
be? Not necessarily to teach them to read the words entirely, but to start
teaching them to recognize word sounds.
The Beginning (a.k.a. Anticipatory Set): (7 minutes)
I will read a book to the children, Monarch Butterfly by Gail Gibbons to engage the
student. Once I finish reading the book, I will have the children use their hands to
act out the lifecycle.
Can you make a fist to represent the egg?
Can you crawl with your fingers like a caterpillar?
Wrap your hands up to make a chrysalis.
Now, fly like a butterfly!
I will do this two or three times so they are more likely to remember it. This will also
serve as a way for me to informally assess the students as they do the hand
motions on their own.
The Middle: (10 minutes)
The students will go to their seats and work on their foldable. They will have the
different shaped noodles at their seats and put them in order, then they will glue
them onto their foldable.
To maintain the students interest, I will be walking around from seat to

seat and asking questions about the life cycle and the order. If they need a
refresher, I will do the hand motions with them.
I will assume the role of a coach as I assist them put the noodles in the
correct order by doing the hand motions with them.
I will be presenting the information in multiple ways by reading the book,
as well as using the hand motions, and then making the foldable.
I will ask questions before, during, and after reading the book. As well as
ask the children questions to stimulate their thinking when they are
making their foldable.
The hand motions activity will serve as my formative assessment and the
foldable will serve as my summative assessment.
The End (a.k.a. Closing): (3 minutes)

I will ask the students to help me summarize the lesson and help me repeat the life
cycle one more time using their hand motions.

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RU Teacher Education Lesson Plan Format

a) all things can be classified as living or nonliving; and

b) living organisms have certain characteristics that distinguish them

Specific Observable Objective(s):

identify the difference between living and nonliving things.

Green (pre-cut) leaves

To maintain the students interest, I will be walking around from seat to

The End (a.k.a. Closing): (3 minutes)

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