Block 1/A Lesson Plan

Teacher(s): Jordanne Cahill Grade Level: 3rd Date Taught: Nov. 8th

Lesson Title: Growing up a Monarch Subject: Science Approximate Time Length: 10 minutes

KCCR Standard 3.1.2 Life Science The student observes life cycles of different living things.

Lesson Objective (Blooms Students will explain the stages of the life cycle of a butterfly.
Level)

Essential Question What are the stages of a butterflys life cycle?

New & Familiar caterpillar: the larval stage of a butterfly or moth

Vocabulary chrysalis: the hard shell covering the pupa; shaped like an upside down teardrop
larva: the second stage of metamorphosis, during which an insect is wormlike
and has new wings
pupa: the third stage of metamorphosis; encased by a chrysalis
metamorphosis: a series of developmental stages often marked by body changes

Assessment/Criteria- Students will explain the life cycle by writing the stages out on an exit ticket
(What evidence will you
use to see how fully
students met your
objective?)
Materials Materials
Technology Notecards
Resources (include any Plates
links) Markers
Setting noodles
Worksheets
Exit tickets
Pencil
Technology
IPad
Video: https://www.youtube.com/watch?v=k4PgljcarTA

PowerPoint
Resources
video
Setting
In the classroom
 Est. Lesson Activities
Time Write out detailed lesson procedures. Be sure to include important questions you will ask
of Task during the lesson. Your plan should be detailed enough for another teacher to teach it
without having to ask you any questions. Numbering and/or bullets are encouraged.
What will you say? Name the strategies you What will students do? Must have a variety
will use. What questions will you ask? of engagement strategies.

Engage Beginning

4 Teacher will start out by asking the Students will brainstorm the stages or
minutes students to think about their life. Think changes of their life they go through and
about the stages you went through. make some connections of how other
Think about the stages you are going to insects and animals go through stages as
go through. When could you walk, when well but these are more different
could you ride a bike, when did you get changes (metamorphosis)
taller, think about after third grade. Are Students will share their thoughts with a
you going to be tall, are you going to partner
look the same? Students will watch the video
Next the teacher will ask her students do When students watch the movie, they
we go through stages of life? Do animals will be looking for the stages and vocab
and insects go through stages of life? that go along with each stage.
(1.5 min) How do you think they are Students can sing along with the video
different or alike?
Teacher will go over some of the
PowerPoint and what metamorphosis
means. (1 min)
Teacher will now introduce the movie
students will watch. Teacher will tell
them its over the stages of a butterflys
life. Teacher should inform students they
will hear new vocab so be listening for
the stages and new vocab words. Also
they can feel free to sing along and say
the words with the video. (1.5 min)
 5 After the video the teacher will instruct Students will stand up and pair a
Explain/Explore Middle minutes the students to stand up. Teacher will stage of the butterfly life cycle with
explain how they will pick an action an action (egg=sit on the floor,
move to pair with each stage starting caterpillar=crawl, larva=stand
with the first stage. teacher could give an straight, butterfly=flap arms)
example of an action to help get them Students will be work at their table
thinking. (2 mins) groups to glue down each noodle
Students will sit down and teacher will and color the stages. May have to
start off by going over the activity and label some vocab on their chart.
passing out supplies that are already Students are encouraged to use their
prepared for time sake (with more time group to help with activates
students can do their entire plate all on
their own)
Table groups:
1.) in this group the teacher will have a
plate divided into four sections with
the stages labeled on them.
Students will have to decide and
place what type of noodle
represents that stage of the
butterfly. They can also draw more
detail on the plate like leaves and
trees. (vocab will be up on the
screen) (2 mins)
If there is extra time: in table groups,
the teacher will have notecards with
a timeline of the life cycle. On them
there will be the stages written out,
students will then have to put them
in order on the timeline of when the
stages happen from start to finish.
Challenge activity (included if there is
free time): In this group students will
go over problems of a butterfly, they
will use critical thinking skills to solve
problems and write their answers on
a sheet. This can challenge students
and have use critical thinking.
Problems & solutions: see worksheet
at the bottom of lesson plan

Extend/Evaluate End
1 Teacher will instruct students to clean up
minute
Adaptations: What ELL
could YOU DO to adapt
to help students with
learning disabilities,
students with learning
exceptionalities, &/or
ELL students with this Attention
lesson? issues
Modalities: What
modalities did you
utilize in this lesson?
How?
Strategies: What
instructional strategies
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology
integration, etc.)
Students will work quietly on their exit
their things and put their plate away. tickets
Teacher will pass out exit tickers and
explain this is individual work. Exit
tickets will show the students
understanding of the stages of the life
cycle.
For ELL students I encourage group work. By using groups, table
partners, and there will be a video students will be exposed to many
language models to help them. ELL students could have a translator in
the classroom if they dont understand a certain word. By using groups,
they can build upon student contributions to increase learning and
collaborations.
Things to help students that have attention issues are mixing up the
lesson plan. This lesson plan has a variety of activities. The student will
get time to think about the material. Then the student will be up and
moving, they will also get a chance to talk to their classmates. By
incorporating many activates the students attention should not be
affective since we are not just sitting and lecturing.
Below For below and above average students, the teacher can utilize group
and/or activities. By giving challenging and simple activities can satisfy both
Above learners and keep them in their zone of proximity. Students will be
grade writing, drawing and using actions to help understand the content. This
level should reach all below and above students because one thing could be
more challenging and others are more direct and simple.
Visual: Visual supports will be the PowerPoint and also the activity with notecards
that the student will have to read and order the stages from.
Auditory: There will be a video for students to hear the stages of the butterflys life
cycle
Kinesthetic: In this lesson students will be up and pairing motions with the stages of
the butterfly to help remember the stages
Tactile: Students will get to do a hands on activity by using spaghetti noodles and
crafting a diagram of the life cycle
I utilized many strategies in this lesson. Starting with cooperative learning, students
work in groups and can utilize their partners help. We also as a class come up with
actions that fit the stages. Discussion is used in the beginning to get the students
thinking and brainstorming. This also can organize their thinking. Instructional
practices are used by using direct instruction.