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ASSURE Model Instructional Plan

Life Processes
2nd Grade
Lesson length: Length of science period (50 mins) does not include certain
aspects of lesson
Analyze Learners

Total number of students: 24

Male students: 14
Female students: 10
Students with low learning skills: 4
ESL Student: 3
Hearing Impaired: 0
Visual/Spatial learners (approximately 1/2 of students)
Kinesthetic learners ( approximately 1/2 of students)
Verbal/linguistic learners (eight students )
Interpersonal learners (ten students )
Logical/Mathematical (three or four students)

State Objectives
SOL 2:4- The student will investigate and understand that plants and animals undergo a
series of orderly changes as they mature and grow.

A) Animal life cycles

B) Plant life cycles

Select Media, Materials, and Methods

1 Overhead whiteboard
1 Computer/laptop

Cage Handout #1 Water Camera
Butterfly egg Scissors Bowl
Crayons Soil Handout #2
Pencil Seeds Book

Small groups
Individual work
Class as one group

Utilize Media, Materials, and Methods

1 desktop computer with internet access Will be used to document the transformation of
butterfly- a video photo slide show of the egg ultimately turning into a butterfly
1 overhead projector used to display photographs of animal/plant transformations

Cage Use the cage to keep the butterflies in (until full development)
Butterfly egg Used to watch/observe as it grows into butterfly
Crayons Used to color the stages of metamorphism
Pencil Used to fill in both handout sheets (specifically labeling)
Hangout # 1- Students will work on this first assignment in small groups
Scissors Used to cut out the drawings of the butterflies
Soil- Used to plant seeds so students can learn plant processes
Seeds- Used to plant
Water- Used to nurture the flower
Bowl- Used to plant the flower
Handout #2- Students will label using this handout
Book- Hungry, Hungry Caterpillar will be used to introduce animal processes lesson
Camera- Photo/video documentary of plant/animal process changes will be worked on at
home and together in class

Small groups- students will break off into small groups and color the life stages of a butterfly
Individual work- the handouts with labeling will be done individually from an image
presented on the whiteboard
Class as a group- As a class we will read the book Hungry, Hungry Caterpillar by Eric
Require Learner Participation

Small groups- During this time students will get together in groups and illustrate the
different stages of the butterfly life cycle after having learned about them. Students are
allowed to discuss their thoughts and ideas as they create their drawings. If a student does
not feel comfortable drawing, they can speak to teacher about another artistic idea. This
activity is meant to be fun and exercise the students creative minds.

As a class- After the official life cycle lesson is over, the plant/butterfly will continue to
transform. Each day 3 minutes will be dedicated to observing the changes of the plant and
butterfly. As a class we we make observations, hypothesize what we believe will happen to
both, and read together. On the carpet, (of the day of the original lesson) we will read
Hungry, Hungry Caterpillar to give students an introduction to the lesson.

Individual work- There will be a required documentary illustration/photograph/video

(students choice) options will be broken up into three groups. Students as a final project will
be required to record on handout 1 the changes/ results of the butterfly and plant

Evaluate & Revise

Student Performance:
The students will be evaluated on multiple things. Firstly, their participation is essential. The
small groups will give the children the opportunity to collaborate with one another and to do
so rightly. The reading on the carpet exercises students listening comprehension.
Ultimately, the students will be strictly evaluated on their performances to observe the
changes made over the course of time within the plant and butterfly. This is why the
document to record the data is treated as the final exam. This SOL focuses on the life and
plant cycles, therefore, the observation of changes is crucial.
Instructor Performance:
The instructer is fully engaging with the students certain times throughout the lesson, and
other times is completely hands-off. The object of this particular science lesson is to get the
students critical thinking skills put to the test, and to be able to collaborate with each other.
The students will have discussions and record date. A good portion of this lesson the
teacher MUST be hands-off (while listening closely to student progression)
Media Performance:
The media that was used is able to give the students a clearly image of their lesson and to
record their date using a useful tool.