KEERAN SCHOOL OF EDUCATION LESSON PLAN

Teacher: Marisa Caudill ID: 119205

School: Kentucky Christian Date of

University Observation:
Subject Reading District:
area:
Ages of 7-8 years old Type of
students: classroom
Grade level: 2nd # of IEP
# of 504
Total # of GSSP
number 20
of students: # of ELL
Title of The Magic School Bus and the Butterfly Bunch
Lesson
Plan:
Title of Unit: WebQuest

ACTIONS

Goals, Objectives, & Essential Questions

A. Broad Goal: Learning about Butterflies

B. Objectives:
1. Students will complete the questions given, using complete
sentences, detailed thought, and correct spelling, with 90% accuracy.

2. Students will research and label the parts on an insect on the

worksheet given with 90% accuracy.

3. Students will watch a “Butterfly” video and complete a Butterfly Life

Cycle mobile with given materials with 90% accuracy.

4. Students will create and write a story of changes within their lives
since birth using three examples and using complete sentences, with
85% accuracy.

5. Students will view and become familiar with two given maps and
complete the given map in their journal with 90% accuracy.

6. Students will learn about the monarch butterfly and complete the
given coloring sheet following the directions with 90% accuracy.
 C. Essential Questions:

1. What is required for answering the questions correctly and

completely?
2. What are the parts of an insect?
3. What is the Butterfly Life Cycle?
4. What are examples of changes in the students’ lives since birth?
5. Where is North America?
6. What does the Monarch Butterfly look like?

Student Assessment:

Objective Type of Description of Depth of Adaptations and/or

Number Assessment Assessment Knowledge Accommodations
1 formative Journal 1,2,3 none
Questions
2 formative Insect Labeling 1,2 none

3 formative Life Cycle 1,2,3 none

Mobile
4 formative Life Changes 1,2 none
Story
5 formative Map 1,2 none

6 formative Coloring Sheet 1,2 none

Connections

A. Primary Lesson Standards:

Kentucky Learner Goals & Academic Expectations:

1.1 Students use reference tools such as dictionaries, almanacs,

encyclopedias, and computer reference programs and research
tools.
1.2 Students make sense of the variety of materials they read.
1.3 Students make sense of the various things they observe.
1.4 Students make sense of the various messages to which they listen.
Program of Studies:

EL-P-DIU-U-4
Students will understand that different types of texts place different demands on
the reader. Understanding text features and structures, and characteristics
associated with different genres (including print and non-print) facilitate the
reader’s ability to make meaning of the text.

EL-P-IT-U-1
Students will understand that interpretations of text involve linking information
within and across parts of a text and determining importance of the information
presented.

EL-P-RRT-U-2
Students will understand that references from texts provide evidence of applying
ideas and making text-to-self, text-to-text, and text-to-world connections.

Core Content for Assessment:

RD-EP-2.0.7
Students will make inferences or draw conclusions based on what is read.
DOK 3

RD-EP-3.0.4
Students will identify main ideas or details that support them.
DOK 3

RD-EP-4.0.1
Students will connect information from a passage to students’ lives (text-to-self),
real world issues (text-to-world) or other texts (text-to-text - e.g., novel, short
story, song, film, website, etc.).

B. Other Disciplinary Standards:

Kentucky Learner Goals and Academic Expectations-

2.2 Students identify, analyze, and use patterns such as cycles and
trends to understand past and present events and predict possible future
events.
2.3 Students identify and analyze systems and the ways their
components work together or affect each other.
 4.3 Students individually demonstrate consistent, responsive and caring
behavior.

2.19 Students recognize and understand the relationship between

people and geography and apply their knowledge in real-life situations

Program of Studies-

T-P-SESI-U-1
Students will understand that responsible and ethical use of technology is
necessary to ensure safety

T-P-SESI-S-S2
Students will use safe behavior when using technology

SC-P-UD-U-2
Students will understand that plants and animals have features that help
them live in different environments

SS-P-G-U-1
Students will understand that the use of geographic tools (e.g., maps,
globes, charts, graphs) and mental maps help to locate places, recognize
patterns and identify geographic features

EL-P-WC-U-4
Students will understand that writing can be used to make meaning of
one’s own experience, as well as of other information/ ideas.

Core Content for Assessment-

SC-EP-3.4.3
Students will describe the basic structures and related functions of plants
and animals that contribute to growth, reproduction and survival.

Each plant or animal has observable structures that serve different

functions in growth, survival and reproduction. For example, humans have
distinct body structures for walking, holding, seeing and talking. These
observable structures should be explored to sort, classify, compare and
describe organisms.
DOK 2

SS-EP-4.1.1
Students will use geographic tools (e.g., maps, globes, mental maps,
charts, graphs) to locate and describe familiar places at home, school and
the community.
 WR-E-1.2.0
Idea Development/Support: Students will support main ideas and deepen
the audience’s understanding of purpose by
Developing logical, justified and suitable explanations
Providing relevant elaboration
Explaining related connections or reflections
Applying idea development strategies appropriate for the form
DOK 4

D. Statement Connecting the Standards to Your Objectives:

The above standards relate to my objectives in that there are activities within
the Webquest that directly connect reading with Science, Social Studies, and
Writing. Students are required to complete a mobile about the Life Cycle of a
Butterfly (Science), they are required to complete a writing assignment, and
they will complete a map activity (Social Studies).

Context
1. Unit
a. 5 Lessons over a period of 5 days
b.5 days/30-60 min per day depending on the activity.
2. Students
a. Students must be able to read and understand directions. Students
must also be able to use a computer and navigate the internet.
b.

Differentiation:
A. Accommodations:

Plan/Need Describe the type of plan for this student and the specific
Student needs that they need.
Identifier Accommodation Describe exactly how you are going to meet the needs of this
particular student.
Plan/Need

Accommodation
B. Individual Learning Styles:

Variations for: Description of Variation

Learn by viewing and completing the WebQuest. They
Visual Learners will also learn from the activities within the WebQuest as
well.

Learn by listening to the video incorporated into the

Auditory WebQuest.
Learners

Kinesthetic Learn by hands-on interaction of the WebQuest and the

Learners journal that goes along with the WebQuest.
 C. Multiple Learning Levels:

Procedure Step Bloom’s Taxonomy Depth of Knowledge

1 KN, CO 1

2 KN, CO, AP 1, 2, 3 (depending on the

activity)

Real-Life Connections: Text to Text connection. Students need to connect and

understand what they read. Text to Self connection. Students are required to
complete a writing assignment that connects themselves to the topic being
studied.

Resources
1.) The book- The Magic School Bus and the Butterfly Bunch
2.) Websites used within the WebQuest

Technology
1.) Computer
2.) PowerPoint Presentation
3.) Internet Access

Procedures
1. (15 min) Introduction to the WebQuest. (Day 1 only) Give out specific
directions, step by step, go through direction for each day, be sure to
include the directions for the journal as well. Explain to students how they
will be evaluated at the end of the 5 day period.
2. (30-60 min) Time will depend on the day because some activities take
longer than others. Students will be expected to quietly go to the
computer, complete the task/s for the day and quietly return to his/her
seat.

IMPACT – Prepared after the lesson is taught

Reflection/Analysis of Teaching and Learning

REFINEMENT - Prepared after the lesson is taught.

Lesson Extension/Follow-up