1. Lesson Plan Information 1.

Lesson Plan Information

Subject/Course: Kindergarten Science (Mrs. Moreaus Class)
Name: Ms. Fenton
Grade Level: Junior and Senior Kindergarten Date: May 1, 2013 Time: 1 hour
Topic: Life Cycles Length of Period: 1 hour
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
2. Sort and classify groups of living and non-living things
3. Describe and/or represent, using their own observations, patterns and cycles in the natural world (e.g. respond
to the teachers questions; use concrete materials to show the life cycle of the frog)
Learning Skills (Where applicable):
-Fine motor skills (cutting and gluing shapes)
3. Content
What do I want the learners to know and/or be able to do? Today learners will:
-Understand what a life cycle is
-Be able to describe the life cycle of a person
-Be able to describe the life cycle of a frog
-Understand that a life cycle takes place in a habitat
-Understand that life cycles take place in living things and are non-ctional.
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
-If the paper-plate life cycle is completed in order, I will assume the student has grasped the concept of a life cycle
(assessment) and can be evaluated.
-If students participate during the lesson I will take note of their effort!
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience?
-Knowledge of living and non-living things
-Knowledge of different ages of people
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must
include where applicable accommodations and/or modications for learners identied as exceptional.)
-For individuals who struggle with ne motor skills or particularly young JKs, I will have the papers pre-cut for
them so they only have to glue their frogs to the paper.
-For students who struggle with attention, I will give them specic tasks during the lesson.
B. Learning Environment
-Carpeted area for the song/acting activity
-They will complete their activity at their tables/desks
C. Resources/Materials
-Paper plates
-Scissors and Glue
-Construction paper and frog cut-outs
Lesson Plan Template
1 Schulich School of Education Practice Teaching Handbook 2010-2011
Lesson Plan
Template
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge,
activities, procedures, compelling problem)
Hook:
-Start with a story involving a frog!
OR
-5 Speckled frogs song: http://www.youtube.com/watch?v=qmNHZQVhuFQ (With lyrics and visuals!)
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided
instruction).
-After reading the story or singing the song, introduce my friend Fred the Frog!
-Im just going to set Fred down for now because were going to learn about how he became a frog.
-First off, does anyone know what a life cycle is? If they dont know, refer to the denition on chart paper
-How do we become grandmas and grandpas?
-Pull out the human life cycle papers and have people come put them in order on the chart paper or in the middle of
the carpet so everyone can see.
-Once they sort the human life cycle:
-Do you think Fred was a baby like you and me when he was born? No!
-I have a habitat (home) of where Fred comes from! Frogs live in water.
**When you pull out the frog-home, tell them that I need them to be on their best behavior while I show them
because if we all talk and touch the plants, well have to see it afterward.
Are we all going to talk and touch the frog home now? NO!
-Walk them through the phases of a frog (after showing each, pass it around for the kids to see or assign one kid to
hold it up)
-Afterward, turn their attention to the SmartBoard as they watch the life cycle of a frog on video:
http://www.youtube.com/watch?v=7NhA9SHunKs
- Gather them back into a circle to introduce the activity.
- Be sure to give surrounding people who are having difculty paying attention roles in the lesson here
- Send them off to their seats by having Freddie the Frog choose whos sitting the nicest
Possible incentives for good behavior:
Freddie the Frog has TIIINY ears all the way back here and they hurt if we speak too loud, is everyone alright with
staying quiet for Freddie the Frog?
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
-Repeat questions such as So what is a life cycle again?
-See if they can put the life cycle of a frog in order before going back to their seats

Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
-Connect the concept of life cycles to a paper-plate diagram of the life cycle of the frog!
CONCLUSION: How will I conclude the lesson?
Have students come back to the carpet and present their life-cycles. IF THEY WANT!
Lesson Plan Template
2 Schulich School of Education Practice Teaching Handbook 2010-2011
Lesson Plan Template
3 Schulich School of Education Practice Teaching Handbook 2010-2011