Stetson University Department of Education Daily Lesson Plan

Name: Sydney Matthews Date: 3/9/2020 Time: 1:40 – 2:05

Lesson# 7
Big Idea/Topic: Plants and Animals Grade/ Subject: 2nd/SCIENCE
CPALMS/ Resource link: https://www.cpalms.org/Public/PreviewStandard/Preview/1623
Lesson Structure: Individual Project of Animal Life Cycles = Performance Based Assessment
Standards: (CCSS/NGSSS)

SC.2.L.16.1
Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

Embedded:
SC.2.N.1.1
Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and
generate appropriate explanations based on those explorations.

SC.2.N.1.2
Compare the observations made by different groups using the same tools.

SC.2.N.1.4
Explain how particular scientific investigations should yield similar conclusions when repeated.

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

TSW...
a) Observe and describe major stages in the life cycle of a butterfly (egg, larva, pupa, adult).
b) Investigate the life cycles of other animals (e.g., cat, snake, hamster, spider, fish, kangaroo, salamander, penguin,
possum).
c) Observe and describe major stages in the life cycle of a bean plant (seed, seedling, mature plant).
d) Investigate the life cycle of other plants (e.g. marigolds, fern, pine tree, ivy).
e) Explain that, when repeated, life cycle investigations yield the same results.
f) Compare the life cycles of the butterfly to the bean (or other plants to other animals).

TSW…
a) Describe and explain different ways animals can be born and the life cycles they go through.
b) Apply what they have learned about the different animal’s life cycles and create two flow charts from animals of their
choosing.
c) State differences between animals who are born from eggs and animals who go through live births.
d) Describe similarities between the life cycle of a butterfly and a plant.

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

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

 Life Cycle: the series of stages through which a living thing passes Materials/Resources/Technology
from the beginning of its life until its death. A cycle is something (include hyperlinks to videos & websites)
that repeats
 Grow: to become larger; to increase in size, amount, etc.  Front White Board
 Egg: an oval or round thing from which a snake, frog, insect, etc., is  Expo Marker
born  Pencils
 Metamorphosis: a major change in the form or structure of some  Copy Paper (20)
animals or insects that happens as the animal or insect becomes an  Caterpillars and Milkweed Plant in
adult classroom
 Mammal: warm blooded animals that have hair or fur and feed
their young milk
 Reptiles: animals that have scales and are cold blooded
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/

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

Knowledge Eggs Live Births

TSW define the vocabulary and state what stages different animals go
through.

Comprehension:
TSW describe and explain different ways animals can be born and the life
cycles they go through.

Application
TSW demonstrate what they have learned about different animal life cycle’s
by choosing an animal from an egg and an animal from live births to draw
the flow chart of the life cycle.

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)

Tell:
 Today we’re going to focus more on animal life cycles.
 Last week, we were looking at some animals that go 2 min.
through a change, or metamorphosis, to become a new
B:
version on themselves and we focused on their life cycles.
I: Talk in a slow voice so they are able to
 Going through a change does not happen to every animal,
though. follow along. Make t-chart on white board with
 I want to focus on two more types of life cycles that pictures
animals have: some who are born in eggs, and some who A:
have live births.

*Teacher makes a t-chart on front white board writing:*

Eggs | Live Births

Ask:
 What are some animals that are born in eggs?
(chickens, snakes, birds, fish, alligators, turtles, penguins 5 min.
etc.)
 What are some animals that give live births? These are
the animals who are usually mammals.
(humans, dogs, cats, whales, cows, llamas, etc.)

(*Teacher will do example of a life cycle flow chart from both

the eggs (chickens) and the live births (Humans)*

Instructional Steps:

Tell:
 The project I want you to complete would be to make
your own flow chart for the animal life cycle. 3 min.
 You will need to make two different ones: one for the
eggs and one for the live births.
 You get to choose what animal you want to do for each
flow chart, as long as it falls under the correct
Rev. Spring 2019
Stetson University Department of Education Daily Lesson Plan

qualifications.
 I’m going to hand out a piece of copy paper. On one side,
make the flow chart with pictures off the animal born B:
from an egg. I: Write assignment instructions on board.
 On the other side of the paper, make a flow chart with Draw example of a flow chart.
pictures of the animal born from a live birth. A:

Teacher will CHAMP it out:

Conversation: Level One
Help: Raise your hand 1 min.
Activity: Independent Work
Movement: Stay in your seat
Participation: Reading and Writing

*Teacher hands out copy paper to each student* 1 min.

*Student will complete project. Teacher will walk around 10

observing and answering questions* min.

(During this time, students will have the opportunity to watch tiny
caterpillars (larva) grow and change through their life cycle to
become a butterfly, and they get to experience the life cycle of
their own lima bean plants)

Closures Pacing ESOL Support

Content:

What are some differences between animals who are born 2 min. B:
from eggs and animals who go through live births? I: N/A
A:
So far, we’ve had the opportunity to look at animal and plant
life cycles. How is the life cycle of the butterfly similar to the
life cycle of a plant?

Procedural:
1 min.
Turn in your life cycle flow charts. It’s time to clean up and end
the day.

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)

SC.2.L.16.1 Teacher will use cochlear implant microphone

Independent: Observe and recognize the major stages in the life cycles of to speak into when speaking to class.
plants and animals.
Supported: Observe and recognize the sequence of stages in the life cycles of Student will be paired up with friend who will
common animals. guide him.
Participatory: Recognize that offspring can be matched with their parents,
such as a human baby with adult humans and a puppy with dogs.

SC.2.N.1.1

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

Independent: Ask questions and make observations about things in the

natural world.
Supported: Answer yes and no questions and make observations about
common objects and actions in the natural world.
Participatory: Request a change or help to solve a problem in the
environment.

SC.2.N.1.2
Independent: Identify information about objects based on observation
Supported: Identify characteristics of objects based on observation.
Participatory: Use senses to recognize objects.

SC.2.N.1.4
Independent: Recognize that the results of a scientific activity should be the
same when repeated
Supported: Recognize that science activities can be repeated.
Participatory: Recognize common objects in different environments.

Assessment of Student Learning: (congruent with instructional objectives)

Objective 1: Animal life cycle flow charts showing the cycle of the animals
born from eggs and live births.

Objective 2: TSW verbally answer questions about the life cycle of animals.

Post Lesson Analysis

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

This lesson was successful because all of my students were able to walk away with the knowledge of the two different kinds of
animal life cycles that were being focused on: live births and being born from eggs. Based on the formative where they drew
two different life cycles for the animals of their choice with the requirement of doing one for each type of birth, I was able to
see how well they knew how a life cycle worked, their knowledge of different kinds of animals and how they are born, and see
them individually recreate life cycles without partner help, and through asking questions to them as I walked around. I saw
messy life cycles, but they were correctly done. I also saw well thought out life cycles that were done correctly, too. The ones
that needed some extra work I was able to address right off the back and fix the way they thought.

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

I taught this lesson well. The hook gathered their attention right away by asking about what kinds of animals went through
different births and giving them a student led whole group to decide of animals they would like to see be put on the t-chart. My
class likes animals and were excitedly engaged and ready to provide answers. I had to call their attention at the beginning of the
lesson and remind them of what being a good citizen looks like since they wanted to talk over their other classmates and
myself. This is appropriate because in social studies we are learning about what good citizenship looks like, including respect,
responsibility, honesty, etc. Once they were reminded of this and it was pointed out that the class wasn’t being very good
citizens to each other they regrouped quickly, and we were back to focusing solely on the lesson.
It is important to point out that today four new students were absorbed into our class permanently, and a fifth student was added
on the same day from Brevard County. Another teacher decided to leave the school and her class needed to be split between all
of second grade. All five students were well behaved and eager to learn and engage in the lesson. When I reminded the class of
good citizenship it was also a way to remind the new students of what is acceptable in the classroom, especially since the class
size grew and so did the volume.
Overall, I felt confident in the lesson. The whole group and independent work went wonderfully, and I was happy to see the
results.

Rev. Spring 2019