Running head: COOPERATIVE LEARNING LESSON PLAN

Cooperative Learning Lesson Plan

Tina Johnsen

EDU 220

Professor Hooks

March 5, 2017
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COOPERATIVE LEARNING LESSON PLAN

I. Describe the Class

Third grade science: 24 students, 3 LD, 2 gifted, 1 ELL

II. Subject/Skill:

Third grade science: Life Cycle of the Butterfly

III. Standards/Objective(s)

Nevada State Academic Content Standards for Science

For grade 3 - Inheritance and Variation of Traits: Life Cycles and Traits

3-LS1-1. Develop models to describe that organisms have unique and diverse life

cycles but all have in common birth, growth, reproduction, and death.

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have

traits inherited from parents and that variation of these traits exists in a group of

similar organisms.

RI.3.3 Describe the relationship between a series of historical events, scientific ideas

or concepts, or steps in technical procedures in a text, using language that pertains to

time, sequence, and cause/effect.

RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the

words in a text to demonstrate understanding of the text (e.g., where, when, why, and

how key events occur).

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

SL.3.4 Report on a topic or text, tell a story, or recount an experience with

appropriate facts and relevant, descriptive details, speaking clearly at an

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understandable pace. Found at

http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standar

ds/Science/

1. Student will identify and research the stages of the Life Cycle of a Butterfly.

2. In a cooperative group, students will create a poster that will describe each stage

with at least three details.

IV. Procedures

1. Review knowledge of a life cycle and of a butterfly, students should take notes in

journals

2. Explain the life cycle of the butterfly, show video and photos of life cycle

3. Review vocabulary related with life cycle of butterfly

4. Draw the life cycle in journals

5. Break into cooperative learning groups, assign each member number a stage. They

will now become the expert on that stage

6. Each stage goes to its own research area. The members of each group will research

online and using nonfiction books and printouts to find at least five details about that

stage of the life cycle

7. After researching, groups come back together to share their expert information

with the other group members

8. Groups work together to choose three details from each stage to include on a poster

for presentation.
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9. Using large sheets of butcher paper, crayons, markers, etc., students will create a

poster to illustrate the life cycle of a butterfly. They will include the three facts for

each stage.

10. Presentations will be done as a group for a group grade.

V. Materials

Computer, Elmo, Butterfly cycle video and photos, journals, pencils, non-fiction

books, preprinted information from the Internet, butcher paper, crayons, markers,

glue.

VI. Grouping Structures

24 Students: Individual desks for direct instruction, desks may be moved for group

work, computer research may be done on laptops in classroom or pod, posters can be

created on floor space or desks.

VII. Modifications

Direct instruction modifications for ELL and LD students will be preprinted life cycle

diagrams that they can cut and secure into journal allowing time for them to follow

along during instruction. Due to the group dynamic of this project, the gifted learner

will participate in activities as assigned. During research, the gifted learner could also

research the environmental conditions that will affect the butterflies life cycle and

add it to the groups oral presentation.

VIII. Assessment

During direct instruction, the teacher will monitor students progress of notes and

diagram of life cycle. During group research, teacher will assist in small group to

ensure clarity of facts gathered by the experts. During the poster creation, the
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teacher will visit each group to verify the facts being included for each stage. During

poster presentations, the teacher will record a grade based on criteria listed at onset of

the assignment.