LBS 405

LESSON PLAN TEMPLATE

5E Lesson Plan with Arts Integration

NAME: Crystal Wilson GRADE LEVEL: 2

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STANDARDS:

NGSS: 2-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in
common birth, growth, reproduction, and death.

2-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment

VAPA:2.4 (Creative Expression)

Improvise simple rhythmic and melodic accompaniments, using voice
and a variety of classroom instruments. (Exploration)
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GUIDING INQUIRY QUESTION:
Are life cycles a part of all living creatures worlds a pattern in nature?

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LEARNING OUTCOME/ OBJECTIVE(S): (no more than 2)
1. SWBAT make inferences with prior life cycle knowledge to predict the life cycle of the honey bee.

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EVALUATION (10min)
After the children had the opportunity to listen and absorb the new information about the honey bee, I asked
them to turn and talk to a partner. I wanted them to share with each other what they discovered was similar
between the honey bee life cycle and the life cycle of the ladybird beetle that we had explored the day before.

It was easy to hear the conversations and I overheard many children saying things like...."they both have four
stages" and "they each begin with an egg."

I was happy to hear that they had made these connections. This information was important to make sure they
were beginning to see the patterns in life cycles. Which again, brought in another Cross Cutting Concept of
patterns in nature. Being able to draw upon the relationships that all insects have many similar body parts
and even experience the same patterns within their life cycles will be a strong connection to helping the
children to understand that most of life is cyclical pattern. This will become a recurring theme in Second
Grade.

When conversations were finished, I asked the children to head back to their tables and get out their journals.
I had one last task for them to complete. I wanted them to sketch out their own personal understanding of
the life cycle of the honey bee. I wanted this for one specific reason, articulating the information was
important, but I needed to see how they saw the life cycle visually. The question I had in my mind was..."Did
they see the cycle as linear or circular?" This would be a formative assessment that would help to guide where
I would go with the last lessons on the life cycle of the butterfly.

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CURRICULUM CONNECTION (Identify how this lesson fits in the larger unit of instruction): This lesson is one
part of how all life cycles are apart of the living creatures world and a pattern in nature.
Other creatures used;butterfly & ladybug

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RESOURCES/MATERIALS:
❖ Bee pictures (representations and photographs)
❖ Completed Honey bee anchor chart
❖ Classroom instruments

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 ❖ Music player- Music track Flight of the Bumblebee
❖ Document camera

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ENGAGEMENT (10 minutes)
"Boys and girls, yesterday we learned about the life cycle of the ladybird beetle. I would like you to practice
making some inferences and use that information to make some predictions about another insect that is
pretty important in the insect world."

"I am going to bring each of your teams four picture cards. When you see them, you will realize right away
that they are something very familiar to you. I would appreciate if the team leaders would be in charge of the
pictures. Remember you job is to work as a team to decide what order you would like to put this in. You
should be able to make an inference from the lesson before to help you make these predictions."

I want the children to begin to see the Cross Cutting Connection of Patterns in this lesson. It is important to
have the children observe the patterns in the natural world of life cycles. This is why the repetition in the
ladybug, butterfly and honey bee life cycle lessons is so important.

I pass out the cards and hear comments such as...."These are representations. They aren't real pictures" and
"We learned about this in the ladybird lesson."

I watch as the children puzzle out the order of the picture cards. Most of the teams are able to put them in
order. At this point in the year, there are still groups of teams that struggle with communicating and sharing
their ideas nicely and respectfully. This can be a deterrent in reaching the goal of organizing learning when
respect is not at the forefront. I specifically had the children work in teams again to continue to push them to
work on this skill.

As the hum in the classroom begins to die down, I ring my bell and wait for all eyes to be on me. I begin asking
questions.....

What did you notice about the pictures?

Was it easier than the last time with the ladybugs?
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Can you explain why this was so much easier than the ladybug lesson? (I am looking for the students to say
that they used the information they remembered from the ladybug life cycle to put these pictures in the
correct order).
Most of my questions are simple recall questions. I simply want to activate their prior knowledge. So the
question do not need to be deep questions.

Grouping: Students are grouped into teams of 4 at each table. Each table has a team leader that was
chosen to help lead the group.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

Sentence frames are given to help lead students to connect our last lesson on inferences to this one.

Accommodations/Modifications for Students with Auditory Processing Disorder: Instructions are

repeated slowly. The student is asked to repeat back the instructions.

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EXPLORATION (15 minutes)
In the next phase of the lesson, I hand each team another set of pictures. These are actual photographs and
not illustrations. I want the children to make a distinction between the photographs and the illustrations. The
pictures are the same phases of the life cycle as the illustrations in the Engage section. However, this time
with a bit more detail in the photo, the children are able to put the organization of the life cycle in the correct
order quickly.

There is value in showing the differences between illustrations and real pictures. It helps the children to use
the Cross Cutting Concept of Scale and Proportion. Being able to distinguish between a real photograph and a
representational image is important because the scale of the object being observed may not be accurate. It
takes practice to recognize the differences.

This time my questions are deeper and I am looking for more understanding from the children.

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Can you tell me the difference between these pictures and the illustrations we used before?
Did you make any predictions before you began?
Were you able to compare the real pictures to the representational drawings?
Was it easy to distinguish between them?
I have team leaders from each team come and place their predictions of the life cycle on the document
camera and share with the class their teams thinking.

My goal is to have the children articulate how they organized the pictures and rationalize their thinking.
"Now that we have made our predictions and have a better idea of the phases of the life cycle of the bumble
bee I wonder, can you express the life cycle of a bumble bee through dance?"
Students will now use the space of the classroom to move using short phases of movement. The students are
also allowed to incorporate an instrument that they feel will enhance their movements.
The song flight of the bumble bee plays in the background. The students are not speaking just simply making
the moves to reflect the phases of the life cycle.
As the dance portion comes to an end, discuss how dance is a form of communication as well as an art form.

Grouping: Students are at the table with their same table group with the same table leader. As students
come back to the rug they are in no particular grouping.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

Sentence frames are provided to help get the conversation going. Vocabulary clarification is also given.

Accommodations/Modifications for Students with Auditory Processing Disorder: Instructions are

repeated. Student is asked to repeat back the instructions to check for understanding.
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EXPLANATION (20 minutes)

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After having time to explore and make predictions about the life cycle of the honey bee, I gather all the
children on the carpet close to the Smart Board. I have a chart paper ready to create a pictorial input chart.

I chose to have a sketch of a Honey Bee on my chart for this lesson. While I am sketching and adding all the
essential parts of the honey bee, I am explaining to the students why all the body parts of the honey bee are
so important. This allows me to focus on the Cross Cutting Concept of Systems and System Models. I want the
students to understand that they honey bee cannot function within the environment without all the parts of
it's body. Especially, because some of the body parts, such as the wax glands and the pollen baskets are critical
to allowing the bee to perform its job in nature.

During the sketching period of these two body parts, I am leading the conversation asking the children what
they believe would happen if the honey bee did not have either of these two body parts. My hope is that they
will be able to say, "the bee would survive, however, it would not be able to gather pollen or help in the
process to pollinate flowers."

It is helpful to describe the honey bee in terms of its body parts and their functions which will become
essentially important in the subsequent unit to follow; the Apple Unit.

During the lesson, each time I am beginning to outline a new part to the honey bee's body, the children are
sharing their ideas of what the part may be. Because we have learned about other insects, the children are
beginning to make their own inferences and connections. This is great because they are taking that prior
learning and beginning to predict what body parts the honey bee has based on their learning of other insects
body parts. Because most insects have similar body parts, they are correct on most of their predictions. 15
minutes)

Content Media: Smart Board

Student Communication Product (assessment): Create their own pictorial.

Grouping: For this part of the activity the children are all gathered on the rug.

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 Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency: Students
are allowed to sit close to the board. Elbow partners help with answering questions for better
understanding. Visual aids.

Accommodations/Modifications for Students with Auditory Processing Disorder: These students are
allowed to sit closer to the board/teacher. Instructions are repeated and check for understanding.
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ELABORATION (20 minutes)
1. In a new setting students will be able to apply previous knowledge and sophisticated understanding to make
inferences in other content knowledge areas.
2. Students will create a news story about the life cycle of the Bumble bee and why it is important that we help
preserve bee life.
3. They will compare their news stories to other students' news stories by engaging in small group discussion or
a gallery walk.
4. Students will write down any new learning from this scaffolding process.

Activities: Gallery walk, writing news article, and note taking.

Content Media: Student work samples

Extending/Application Questions for Whole/Small Group Discourse: The application question are
extended by elaborating on the life cycle of the bee and writing on the relevance of it's life to nature.

Student Communication Product (assessment): Student news letters and new information notes.

Grouping: Students will start to work independently. Pairing off into small groups to compare news letters.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Proficiency:

Sentence frames, repeat the instruction, and check for understanding.

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 Accommodations/Modifications for Students with Auditory Processing Disorder: A seat close to the
teacher, instructions repeated and check for understanding and other accommodations/modifications
outlined in the IEP.

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 LBS 405
INSTRUCTIONS
5E Lesson Plan with Arts Integration Assignment

PART 1: 5E LESSON PLAN (40 points)

Create an inquiry-based STEAM lesson for an elementary grade class using the 5E Lesson Plan model and a
written rationale for the design. The lesson must include:
● The integration of visual and performing arts (VAPA standard) and possibly other CCSS (use connection
boxes in NGSS)
● Description of specific instructional supports or accommodations for the following two target student
groups:
o Bilingual Learner at the Expanding Proficiency Level.
o Student with IEP identified with an Auditory Processing Disorder

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PART 2: VAPA INTEGRATION & COMMENTARY (5 points)

VAPA Integration and Commentary

I chose to integrate the creative expression vapa standard into the exploration part of my

lesson plan. When the students were asked to explore with pictures I feel like they were already

opening their mind to see past what was right in front of them. I intentionally asked questions that

made a connection to what we were going to be doing with the creative expression. “Were you able to

compare the real pictures to the representational drawings?” I wanted the children to see that

representations do not have to be exact to the real thing. The VAPA standard is to be able to

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Improvise simple rhythmic and melodic accompaniments, using voice and a variety of classroom

instruments. VAPA 2.4 Creative expression.

This standard helps to Build students' skills in collaboration and communication and in

navigating and understanding the diversity of the world needed for success in college and career.

This standard also Supports learning of other academic subjects. Many students take the elements of

dance and make a career out of it. It is an art form in which a dancer moves their body through space

and time with energy. This can be broken down with simple demonstration by the teacher or a student

volunteer, who can move as you explain Who? (the dancer) does what? (moves) where? (through

space) when? (and time) how? (with energy). Tell students that there are specific things to look for in

a dance.

Dancers:

● make patterns and shapes with the parts of their bodies.

● perform specific actions or movements (either non-locomotor, like stretching, bending,

shaking, or traveling (locomotor) movements, like sliding, skipping, crawling.)

● change how they occupy and where they are in space, though changes in direction, size,

levels, and their relationships to their environment or others.

● act in time, whether metered (in beats or pulses, along with musical tempos, etc), in clock-

time or in free-time, and in relationship to others (before, after, in unison, etc)

● use varying qualities and types of energy-- sharp, smooth, sudden, flowing, tight, light, etc

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PART 3: Lesson Plan Rationale Assignment* (25 points)

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Your rationale will be no less than 2 full page single-spaced pages (print back to back) addressing the
following:

a) Designing Learning Activities: I selected the learning activities in this lesson because they provided a
great understanding for the content as well as the standards. This lesson was also a fun way for the
students to gain knowledge through creative expression and critical thinking. Having the dance activity
allowed the students to use the elements of dance but to do so freely with instruments and music. The
pictorial allowed the students to use their artistic side to really express what the bumblebees look like
in their minds. The students have the opportunity to excel in whichever form of learning makes them
more comfortable, or even both.
b) Designing Instructional Strategies: Scaffolding in the lesson provides a support not only to the
students who are struggling but also the one who may just be off task. I am building on information
that the student already knows so this is what’s going to keep them engaged. Having prior knowledge
makes the children more interested in answering questions. This is not a teacher led discussion where
all of the ideas come from me. I use the ideas and knowledge of the students. Modeling is used to
decrease student error. A lot of students are visual learners and simply need an example of how it is
done. I use modeling to share expert thinking with the students as well as to make connections.
c) Academic Rigor: The creative expression vapa portion of the lesson provided learning activities that
engaged students in higher order thinking by applying representation of the bumblebee life cycle to
the elements of dance. The concept of communicating something without using words, only the
movement of the body and some instruments. Not only will this activity advance their understanding
of the elements of dance, the students will also get a deeper understanding of how to apply
representation in different ways.
d) Language Demands: When the lessons’ activities called for small group discussion I knew there had to
be accommodations and or modifications for my EL students. Because this lesson was big on
representation I did not want to let the language demands get in the way of students getting the bigger
picture. I provided sentence starters for discussion purposes however, the charts and pictures were
also there to help with vocabulary terms that they may have missed. The vocabulary used was
essential to getting the concept of the life cycle. in order for students to be engaged they were
encouraged in the sentence frames to use key vocabulary terms to describe the bumblebee life cycle.
This impacted my lesson plan in a way that made me prepare more for students that may need some
extra help with the vocabulary terms seeing that they are so essential to the understanding of the
lesson.
e) Organization of Student Work: Grouping students for this lesson was a little tough because it meant
having to choose a team leader. I am careful when having a leader because often times the leader
misses out on key information helping other students. However this proves beneficial to the students
that need the extra help within their small groups. The key thing is to not only check in with those that
usually struggle but also the team leaders who may miss something from time to time. The times at
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 which I felt like it was most important to have small group time was when we were getting down to the
core of the lesson. The key things that makes the standards stick in our minds. The other activities are
equally important but can sometimes be beneficial as a whole group to hear more ideas from more
students on the topic.
f) Student Assets and Needs: The activities that I planned in this lesson takes on incorporating cultural
relevance by the way I got personal with my students to understand that when teaching the elements
of dance some of them already knew some parts because they come from a family that dances. Also
from prior experiences I found it necessary to encourage the students to be curious scientists. Some of
the students have not ever seen a scientist that look like them rather it be gender or race so I felt like
that encouragement is important.Proving that socioeconomic background does not always put a limit
on how you can express your learning in different ways.
g) Socio-Emotional Development Considerations’: This lesson plan allows plenty of opportunity for the
students to collaborate and grow social and emotional skills. Working in these partnerships the
students are able to build trust and depend on one another for help. What small groups also do is
nurture a culture of kindness in the classroom. I want the classroom the have the feel of family and
togetherness.
h) Resources, Materials, Tools, and/or Educational Technology to Support Learning: In order for me to
keep the theme and incorporate my creative expression lesson and have everything tie together,
started to think how comparing the photographs to the illustrations will create a way to compare and
contrast as well as understand representation. understanding representation was important in
teaching how dancers use dance to communicate and often times represent different things. The
music and instruments added to the cultural aspect of the classroom where some children were
familiar with the dance moves as well as the instruments.

* The rationale is modeled on the CALTPA Performance Assessment that credential candidates will
compete during the credential program.

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