Name: Gina Calbeto Date: April 5th, 2019 Time: 8:05-9 Lesson # 10

Big Idea/Topic Animal Life Cycle Grade/ Subject 4th Grade/Science

CPALMS/ Resource link https://www.cpalms.org/Public/PreviewStandard/Preview/1698
Lesson Structure: Independent Project (Culminating Activity) +ART+TECHNOLOGY
Standards: (CCSS/NGSSS/NGSS)

SC.4.L.16.4

Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete
and complete metamorphosis, and flowering and nonflowering seed-bearing plants.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

The students will create their own insect and describe its life cycle using information they have learned from this unit.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)

The students will…

Listen: to instructions for culminating project being given
Read: through their portfolio if they decide to go back and review before building their insect
Write: how their insect aligns with the rubric listed below/use handout
Speak: Students may choose to use a platform to create their insect which requires their voice.

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Materials/Resources/Technology
1. Head: Noun. Sturdy compartment that houses the brain, a mouth (include hyperlinks to videos & websites)
opening, mouthparts used for ingestion of food, and major sense
organs 1. Handout for complete and incomplete
2. Thorax: Noun. The part of an insect’s body between its head and listed below
its abdomen. 2. EL modified handout (Has the
3. Abdomen: Noun. The rear section of an insect’s body. sentence starters at the bottom)
4. Insect: Noun. A small animal with three pairs of legs; three main 3. QR code/instructions paper
parts to its body: the head, thorax, and abdomen; and usually wings, 4. Insect generator:
with either one or two pairs of wings. Insects have a hard outer 5. https://www.mrnussbaum.com/insectg
skeleton and do not have a backbone. enerator/
5. Incomplete Metamorphosis: Noun. Consists of three stages: egg, 6. Rubric listed below
nymph, adult. 7. Website where the idea was found:
6. Complete Metamorphosis: Noun. Consists of four stages: egg, https://www.calacademy.org/educator
larva, pupa, adult. s/lesson-plans/invent-an-insect
7. Egg: Noun. An oval or round object that contains a baby bird,
reptile, fish, or insect. It is produced by the females of these species
to protect their young as they develop.
8. Larva: Noun. An insect at the stage of development between an
egg and a pupa, when it looks like a worm.
9. Pupa: Noun. An insect in an inactive stage of development between
a larva and an adult.
10. Adult: Noun. A fully-grown person or animal.
11. Nymph: Noun. A young insect that has almost the same form as the
adult.
12. Molt: Verb. To lose old, fur, feathers, shell, or skin so that new
ones can grow.
 H.O.T.S. Graphic Organizer/Thinking Map:
Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/

How did you decide what insect body parts to give your insect? What are
their purposes?

If you chose to make an insect that goes through complete metamorphosis,

how does your insect change through four stages?

If you chose to create an insect that goes through incomplete metamorphosis,

how does the insect change through three stages?

Compare:
Compare your insect to that of another classmates, what are some similarities
and what are some differences? (Allow a minute of discussion)
Lesson Portions: Pacing ESOL Support
 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Underline higher order/high quality questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge) B: I will go to my EL individually and make
Background narrative for activity: sure he understands the activity instructions.
The students were a part of a team of scientists tasked with I: N/A
discovering a new type of insect. You have found your insect and A: N/A
you must now describe what type of life cycle this new-found 3 min
insect goes through.

The students will be….

Using all of what they have learned to design an insect and explain
what its life cycle would look like.

Instructional Steps: B: Provide sentence frame sheet for student to

use to explain his insect. OR have the student
(Allow time at either the beginning or the end of each lesson for 10 min meet after presentations with you to discuss the
students to write in their life cycle observation journal.) expectations of the project verbally.
I: N/A
Explain the expectations to students A: N/A
-Go through rubric with them.
-When going over expectations, make sure students know that any 5 min
explanation of the pieces of their insect should be written out to go
with it. (Students can use the sheet with sentence frames to go with
their insect. Encourage struggling students and EL to do so.)

Share modes of getting the project done if the students have not
seen them before.
-Model how to use one of the insect generators.

Tell students they may also hand draw if they prefer.

(Give work time for students to construct their insect and describe
all the pieces that go along with it.)
15 min
Tell students at the end of the work period, we will be sharing our
insects (Set timer on board for work time)

Enrichment
For students who finish before time is up, challenge the student to
think about the type of environment that the insect would live in
and share this extra piece when we share our insects.

Share out:
Allow time for students to share the required components of their
insect.

Ask:
Questions to ask the students in between their work:

How did you decide what insect body parts to give your insect?
What are their purposes?

If you chose to make an insect that goes through complete

metamorphosis, how does your insect change through four stages?

If you chose to create an insect that goes through incomplete

metamorphosis, how does the insect change through three stages?

Compare:
Compare your insect to that of another classmates, what are some
similarities and what are some differences? (Allow a minute of
discussion)

Closures Pacing ESOL Support

Content:
Since we understand all the important characteristics of incomplete
10 min
and complete metamorphosis, we are able to apply what we know
to make a new insect all on our own. By making your own insect,
you were able to show your understanding of either complete or
incomplete metamorphosis because, although your insect is made
up by you, the life cycle that you created for it still follows the
guidelines or rules of incomplete or complete metamorphosis.
B: The beginner EL would have the option of
explaining his insect’s life cycle verbally
instead of written and could do this one on one
with the teacher at a later point in the day
instead of in front of the class.
I: N/A
A: N/A

Procedural:
Pass your drawings and explanations of your insects up and put
away all electronics. Wait for Mrs. Long’s next instructions. 2 min

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)
Process: Students will meet with teacher in a
Independent small group to discuss understanding of the
rubric. Teacher will provide any clarification
SC.4.L.16.In.3: Identify similarities in the major stages in the life cycles of needed before sending students to get their
common Florida plants and animals. individual projects done.

Supported

SC.4.L.16.Su.3: Recognize the major stages in life cycles of common plants

and animals.

Participatory

SC.4.L.16.Pa.3: Match offspring of animals with parents.

Assessment of Student Learning: (congruent with instructional objectives)

Objective 1: Teacher will assess student learning with the rubric for the
design your own insect project. (Listed below)

Objective 2:

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

If I had another day to reteach, I would spend a little more time explaining the body parts that make an insect an insect. I
touched on this with the animal classification activity that I had the students do on the first day. This came up again when I
asked the students to describe three characteristics that make their animal an insect for this lesson. I had a visual where I
explained the three main body parts of the insect (the head, the thorax, and the abdomen). I explained that some bugs have
wings and/or stingers. I also mentioned the insect’s antennae. Overall, I feel like the presentation of this information could have
been better. (However, I am proud of the improvement I made with my ability to operate the document camera.) I feel like the
students had the most questions about how to fill out the characteristics section. So, this is what I would focus on when
reteaching. The following week, I let a few students adjust their insects after I reexplained what I expected from the students.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

I gave the students the option between using the Mr. Nussbaum application on the laptops to create their insects or hand-
drawing their insect. I think that this was a good attempt at differentiating the product for the students. Although, I did
experience a few snags when it came to implementation. I tried to model how to build an insect for the students and the website
was not fully functioning on my cooperating teacher’s laptop for some reason. I made sure to have prior knowledge of all the
technology that I would be using before the lesson and sent my cooperating teacher all the necessary links ahead of time, so I
am unsure why this happened. I did well improvising. I still went through the steps with my students the best that I could and
answered their questions about how to operate the technology as I went around the room. This is when I was able to clear up
any issues with directions for my ESE students as well. I could not pull them into a separate small group to go over the
directions as I had planned. I put instructions for how to send their finished bugs to my cooperating teacher’s email (this is what
they were used to from making their class book). Even so, some students still had trouble. As a result, I only got a few of the
insects that the students created electronically sent to me. I also took pictures of the ones that students had trouble sending.
I had a couple of boys in my class that were not on tasks and playing on websites that they were not instructed to. I took the
laptops away for those who were off task and calmly let the two boys know that they had lost their laptop privileges. They had
to draw from this point forward. This eliminated the distraction for the students who were on task. Although, one of the boys
did not work on his insect after the laptop was taken away. This is the portion of my behavioral management in this scenario
that I would need to improve upon: re-motivating a student that has gotten certain privileges taken away. This student knows all
the material. Despite this, he can be defiant about getting his work done at times. I believe that this is partially because he has
seen this behavior modeled by another peer in the classroom. Even though the student had to finish his project later in the day,
he passed the paper test with a 100%. So, I know that he is comfortable with the content and this was my chief concern.

The differentiation that I wrote for this lesson went well. I saw that one of the students finished early and was getting bored.
She started to turn to Mrs. Long to see what she could do next and I let her know that she could draw the environment that her
insect lives in and color her insect if she had time. She was excited about this. She ran back to her table and told them all,
“Guys, we get to draw the environment for our insect!” One complication that I didn’t anticipate was the possibility that, even
though the students had all these options to create their own original insect, students would build an insect that is already in
existence. I decided that this was fine if they could still tell me all the information that I outlined in the rubric (which they all
got a copy of). In addition, my EL did not receive a copy of the modified handout. They were prepared, but he grabbed a
regular one. So, when I saw him with this copy, I added sentence starters quickly.

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward improving your practice
within those Domains. Include a statement on how your efforts impacted, or not, students’ learning experiences.) Complete this
box after the 2nd social studies lesson, the 2nd math lesson, the 2 nd reading lesson, and one lesson within the science unit.

1. My goal is to create learning experiences that challenge all students.

Overall, I was happy with the progress that I made with this goal during this lesson. Students who finished early were
asked to draw the environment that their insect lives in. The students responded well to this piece of the lesson. I had a
whole table of students that were excited to come up with an environment for their bug to live in.

2. My goal is to respond to student misbehavior in a consistent, respectful, and effective manner and establish a clear
standard of conduct.
I think that I made progress with this goal during this lesson as well. I could have been clearer about the behavioral
expectations from the beginning. However, I had to take away two laptops during this lesson because the students on
them were off task and not on the websites that I asked them to get to. I remained calm during this exchange and
informed the students that they would need to draw because their actions resulted in the loss of computer privileges.

3. My goal is to create higher level questions that support discussions that challenge students at all different ability
levels.
I almost forgot to ask one of my HOTS questions during this lesson. Remembering to ask all my HOTS questions is
still something I struggle with. To make sure I covered them all during the unit, I would create small notecards for
myself. To help with this moving forward, I will also use Dr. Park’s suggestion to write an agenda for myself on the
whiteboard. I had a HOTS question that called for peer-to-peer interaction in this lesson. I have realized over the
course of the unit, that I tend to lack HOTS questions that call for peer-to-peer interaction out of the students. This is
not addressing part of my goal to create HOTS questions that support discussion. As a senior intern I will continue
expanding the type of HOTS questions I include in my lessons. Hopefully, this will help my students to have a larger
range of interactions about the content.