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Student Teacher Second

04/20/2017 - 04/20/2017
Placement
Class View
Miss Draklellis
Butterfly Unit Day 2: All About Caterpillars Jigsaw Day
Standards
3.1.2.A3 Identify similarities and differences in the life cycles of plants and animals.

Students will be able to recognize and record the important information after reading different subtopics about
caterpillars
Lesson / Instruction
Implementation:
• Introduction
◦ Bring students to carpet
◦ Review the K + W of Butterfly KWL Chart (choral read)
▪ Ask students if, in previous lesson, we found answers to any of our questions
◦ Introduce concept for the day: becoming experts on caterpillars
▪ Explain: Groups of 3-4 will read a text about caterpillars, take notes on it, and become experts about
that topic. Each group will have a different topic (2 groups will have to read about and label the parts
of a butterfly, 2 will read about what caterpillars eat, and the last two groups will read about how
caterpillars protect themselves). Then, once everyone group has become an expert, I'm going to
break up your groups and put you into new groups, where there will be 1-2 experts from each topic,
and each expert will "teach" the other members of the learning group. So, because you'll be teaching
your friends, you'll need to take really good notes and make sure you learn all that you can about your
topic.
• Development
◦ Project division of expert and learning groups
▪ EXPERT
▪ GROUP 1 (Parts of a Caterpillar)
Thursday ▪ Nazeh, Claire, Imari
04/20/ ▪ GROUP 2 (Parts of a Caterpillar)
2017 ▪ Alexia, Stella, Lilly
▪ GROUP 3 (What do caterpillars eat)
▪ Christina, Kaylee, Chloe,
▪ GROUP 4 (what do caterpillars eat)
▪ Judy, Jason, Joey
▪ GROUP 5 (how do they defend themselves)
▪ Nathan, Nareh, Ava
▪ GROUP 6 (how do they defend themselves)
▪ Ella, Jacob, Ariz
▪ LEARNING
▪ GROUP A
▪ Nazeh, Stella, Christina, Jason, Nathan, Ariz
▪ GROUP B
▪ Claire, Lilly Judy, Kaylee, Nareh, Ella
▪ GROUP C
▪ Alexia, Imari Chloe, Joey, Jacob, Ava
◦ Review expectations for group work
◦ Send students off into predetermined locations for "expert" group time
▪ Give students 10 minutes
◦ Stop students in expert groups and explain expectations in learning groups
▪ Go down the list of topics, let the experts teach about their topics, while everyone else takes notes.
Don't be afraid to ask questions if you're confused or if you don't hear something! We're all helping
each other
◦ Break students off into "learning" groups
▪ Give 15-20 minutes
• Closure
◦ Bring students back to carpet
◦ Review "teacher expert" information

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Student Teacher Second
04/20/2017 - 04/20/2017
Placement
Class View
Miss Draklellis
▪ Ask students to fill in any information they don't have
◦ Send students back with exit ticket "1 fact from each topic you learned" and collect once finished
Differentiation / Accommodations
Differentiation:
• Visuals of jigsaw movement/topics about caterpillars posted/displayed at stations and on doc cam
• Students of varying levels group together in expert groups in order to support each other in initial learning
• Oral and visual direction
Instructional Strategies
s Jigsaw

Materials / Resources / Technology
• Jigsaw Groupings visual
• 6 copies of parts of a caterpillar
• 6 copies of what do caterpillars eat
• 6 copies of how do caterpillars defend themselves
• 22 copies of Caterpillar labeling + vocab
• 22 copies of what do caterpillars eat note chart
• 22 copies of how do caterpillars defend themselves
• Teacher copies of answers to all 3 subtopics
• Visuals of each subtopic
• Doc Cam
• Butterfly KWL Chart
Attachments
Caterpillarjigsawgroups.docx

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