Stetson University Department of Education Daily Lesson Plan

Name: Sydney Matthews Date: 3/10/2020 Time: 1:40 – 2:05

Lesson# 8
Big Idea/Topic: Plants and Animals Grade/ Subject: 2nd/SCIENCE
CPALMS/ Resource link: https://www.cpalms.org/Public/PreviewStandard/Preview/1623
Lesson Structure: Movements of Plant and Animal Life Cycles and Interactive Online Game + Technology Integration
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) Demonstrate the different stages of the life cycle of a plant and a butterfly through movement.
b) Analyze different stages in the life cycle of a butterfly, bird, and frog and place each stage in the correct order.
c) 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.  Sheppard’s Software Animal Life
 Egg: an oval or round thing from which a snake, frog, insect, etc., is Cycle Interactive Game
born http://www.sheppardsoftware.com/sci
 Metamorphosis: a major change in the form or structure of some enceforkids/life_cycle/index.htm
animals or insects that happens as the animal or insect becomes an  Desktop computers
adult  iPads
 Mammal: warm blooded animals that have hair or fur and feed  Caterpillars and Milkweed Plant in
their young milk classroom
 Reptiles: animals that have scales and are cold blooded
APA citation:
Sheppard Software. (n.d.). Sheppard Software's
Life Cycles. Retrieved March 31,
2020, from
http://www.sheppardsoftware.com/sci
enceforkids/life_cycle/index.htm

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Stetson University Department of Education Daily Lesson Plan

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/

Knowledge N/A
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 correctly playing the life cycle game. They will also demonstrate the life
cycles of plants and animals by doing the motions of the life cycles.

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:
 We’re going to look more at animal and plant life cycles
together. I want us to start looking at how they are .
similar.
B:
 Plants and animals are very different forms of life, but
both are alive and go through life cycles. I: Talk in a slow voice so they are able to
 For example, let’s look at the lima bean plants we follow along. Do motions with class.
planted, and the caterpillars were watching become A:
butterflies in the class.
 I want everyone to stand up. We’re going to do different
motions to go through the life cycles of a butterfly.

Teacher will do motions with class of going through the

different stages of a butterfly:
1) curl up like an egg
2) crawl like a caterpillar
3) be as still as a chrysalis
4) fly like a butterfly
5) curl up like an egg

 Now we’re going to do the different motions of a lime

bean plant.

Teacher will do motions with class of going through the

different stages of a lima bean plant:
1) Curl up like a seed
2) Sprout really small. Hold hands together in pyramid
overhead  going through soil
3) Grow a bit taller  spread legs wider to represent
roots and sprouts
4) Spread hands and legs wide to represent adult plant

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Stetson University Department of Education Daily Lesson Plan

5) Jazz hands to represent flowers releasing seeds

6) Wiggle hands and arms to represent spreading of
seeds
7) Curl up like a seed

Instructional Steps:

Tell:
 What you’re going to do today is use the iPads and
desktop computers to go to this website 
http://www.sheppardsoftware.com/scienceforkids/life_cy
cle/index.htm
 You will be working with partners if there are not enough
iPads.
 This is a website with a fun game to go through the
different life cycles of the butterfly, frog, and bird.
 You need to complete the life cycle of each animal. B:
 If you do not complete the life cycle right, it will tell you I: Write website on board for students to
and you need to redo it right. follow.
 When you have completed the life cycle correctly for A:
each animal, take a screenshot of the webpage so that I
may collect them.

(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 challenges you had putting the life cycle of 2 min. B:
each animal? Was there anything you learned that you’d like I: N/A
to share with the class? A:

Remind me of how is the life cycle of the butterfly similar to

the life cycle of a plant?

Procedural:
Put away the iPads and log off of the desktops. 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.
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Stetson University Department of Education Daily Lesson Plan

Participatory: Recognize that offspring can be matched with their parents,

such as a human baby with adult humans and a puppy with dogs. Student can use his microphone to connect to
the computer to hear it if necessary.
SC.2.N.1.1
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 online interactive game placing the right
order of the life cycle and screenshots of completion.

Objective 2: TSW verbally answer questions about the life cycle of animals
and do the motions of the different animal and life cycles.

Post Lesson Analysis

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

Based on what was done, I was able to see that the students were able to come out the of the technology lesson and correctly
place the three different life cycles (butterfly, frog, & bird) on the interactive game. They had one time where, based on
majority vote, the class got the specific spot in the life cycle wrong. I was happy they were able to see where they went wrong,
and they corrected it right away. I feel confident that they are ready for the review game tomorrow and will do well on the test
for animal life cycles. I also asked them the verbal questions at the end of the lesson during the closure and was happy with my
answers. I asked multiple students to describe how the plant life cycle is similar to the life cycle of a butterfly and got back
great results! I had students each tell me one thing similar between the two and saw how much they could come up with. They
gave me about five similarities in front of the class, but during this question almost every hand was raised. They are doing well,
and I expect them to do well on the upcoming test.

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

I loved teaching them the different movements for the life cycle of a plant and a butterfly! This class has an exceptionally high
amount of energy normally, and with five more students being added to the class they are loud, there is less room since there
are more desks, and they are excited to get to know their new classmates. I planned the lesson with the intention of getting their
bodies moving and out of their seats, sort of the same concept as adding in a brain break. I did the movements with them and
they were excited and energetic in doing so with me! I allowed them to get a little loud because it was still on topic, we are in a
portable away from others who would be disturbed, and I believe kids who are given the opportunity to express themselves and
be kids should be given that opportunity every time it comes up. What is important is that when I had them calm down and
return to their seats to listen, they could and did. I planned the lesson to have them work in partners on individual iPads to play
the interactive game and had no problem pulling it up on my personal computer and my CT’s computer. Unfortunately, the
iPads that were being used did not support the website and would not pull up. After spending a generous amount of time trying
to get the students to the website and figuring out that it wouldn’t work, plan two was put into place. The website was pulled up

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Stetson University Department of Education Daily Lesson Plan

on the overhead projector and it was completed as a class. I applaud my students and myself for not getting upset and working
with what we had. They showed resilience and flexibility; I am proud of them. They enjoyed the game and cheered when
answers were right! I love how excited they get when I teach.

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