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Lesson Title: Mealworms

Teacher: Mrs. Heidi Gordon


Subject: Science Grade Level: 2nd
Time Required: 80 minutes
Topic: Mealworms

Essential Question: What are the characteristics of mealworms and what do


they need to survive.

Prerequisites (Prior knowledge)


Life cycle of butterflies, journal writing

Stage 1 – Desired Results

Content Area Standard(s) (include complete standard, not just standard #)

SLC 5: Standard 5
A) Students will identify and explain events in cycles and the next likely
occurrences. B) Students will create charts and graphs to show patterns over
time and predict the next likely occurrence

Intended Learning Outcome (Should define what students will know and be able to do and at what
level of mastery they should be able to do it.)

Students will know… Student will be able to…

How to identify characteristics of the Identify the mealworm as a insect


mealworm Identify what color mealworms are.
How to build the mealworm habitat: Identify that mealworms like to be in the
oatmeal, slice of potatoes for light.
adequate moisture Identify that mealworms like to eat grain,
Build the mealworm habitat: potatoes, apples.
oatmeal, slice of potatoes for Keep mealworms alive.
adequate moisture Know how many legs mealworms have?
Know what mealworms need to Write good observation in their journals
survive(shelter, food, water, air ) post journals

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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Stage 2 – Assessment Evidence
Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments
Pre-test: Fill-in multiple choice or multiple choice

Post-test: Fill-in multiple choice or multiple choice

(Performance Assessments: )

During instruction
During discussions & questions
Journal entries

(Other Assessments: Peer, Self)

Talking buddies

(Assessment Adaptations)

1. Multiple Choice Test


2. Aid individuals as needed
3. Allow peer help for those whose are struggling
4. Extended time to answer questions

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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Stage 3 – Learning Plan
Learning Activities
Instructional Strategies/Learning Activities:

demonstration, discussion, small groups, Observations, Hands-on exploration, thinking buddies

Introducing the lesson:


(capturing students’ attention, activating students’ prior knowledge).

Bring out the mealworms and ask questions to get their interest without
given them any answers. Question that will lead into class discussion and
reading of The Very Hungry Caterpillar by Eric Carle is do you know that the
mealworm is a cousin to the butterfly?

Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….) Student activity (The student is doing…)
1. Go over expectations during lesson 1. Go to carpet w/ friend & taking buddy
2. Introduction to lesson explaining the purpose 2. Listen to directions and expectations
of the lesson: Reviewing the monarch butterfly 3. Listen to The Very Hungary Caterpillar
by reading The Very Hungary Caterpillar 4. Think about why the mealworm and butterfly
3. Read aloud-The Very Hungary Caterpillar are cousins
4. At the end of the lesson review the stages of 5. With thinking buddies observe own
the butterflies life cycle mealworms in groups of 2-3
5. Introduce the mealworm as the cousin to the 6. Answer these questions: 1.What does a
butterfly: Lets think about why they might be mealworm look like? 2. What does it do? 3.
cousins: we will talk about it next time How many legs doe sit have? 4. Does it move
6. Introduction of the mealworms each student quickly or slowly? Can the mealworm climb up
will have their own mealworms to observe the sides of the dish?
7. Ask students to think about and answer these 7. Students will use Petri dish labeled with
questions: 1.What does a mealworm look like? students names, Magnifying glasses & probes
2. What does it do? 3. How many legs doe sit to observe / examine mealworms
have? 4. Does it move quickly or slowly? Can 8. Answer the question: what mealworms need to
the mealworm climb up the sides of the dish? survive (shelter, food, water, air ) with thinking
8. As a class I will ask what did the butterfly need buddies, then whole group
to survive? Ask what does the mealworms 9. Answer the questions: what do mealworms
need to survive (shelter, food, water, air ) need? What do living things need? with thing
9. Go over living & nonliving and ask “what do buddies, then whole group
mealworms need? What do living things need? 10. Students will write their answers and
10. Will review criteria for journal writing observations in journals
11. Go back to the purpose of the lesson 11. Review with class the purpose of the lesson

Adaptations to the Instructional Sequence to Differentiate:


Picture cards, thinking buddies, Aid individuals as needed, Allow peer help for those whose are
struggling, extended time to answer questions
Discussion and Assessment of Learning:
During observations, class discussions, fill-in or multiple choice Test

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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Closure: Review the purpose of the lesson

Extensions for early finishers: Help other students with editing journal entries and discussing
observations, & help edit journal entries

Alternate strategies for struggling students or those who learn differently:


Printed step-by-step picture cards on:
1. How to write a journal entry
2. What makes a good observation
3. What to do when I have tried my best but “I’m stuck” and need to ask for help

Procedures:
(already established procedures to be used and procedures to be taught for this lesson)
Already established procedures: How to write journal responses online, how to
write a good observation, What makes a good observation, how to use a
magnifying glass, probes & Petri dish

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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Lesson Development Resources
Technology Tools and Materials:
(classroom set-up, preparations, resources, etc.)

The Very Hungry Caterpillar by Eric Carle


From Mealworm to Beetle: Following the Life Cycle by Laura Purdie Salas,
Jeff Yesh
Mealworm larva
Petri dish labeled with students names
Oatmeal
Magnifying glasses
probe

(Parent/Community Resources)

School website

(Contact Information)

Email, phone numbers

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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