Delia Armijo

Dr. Navarro
LBS 405
LESSON PLAN TEMPLATE
5E Lesson Plan with Arts Integration

GRADE LEVEL:Kindergarten
STANDARDS: (highlight the part of the NGSS this unit will focus on)(one for each standard)
NGSS: K-LS1-1. Use observations to describe patterns of what plants and animals (including
humans) need to survive.

VAPA:
- 4.2 Identify, talk about, sing, or play music written for specific purposes (e.g., work song,
lullaby).
- 1.1 Recognize and describe simple patterns found in the environment and works of art.

You can list other standards if you have them: CCSS ELA, CCSS Math,
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GUIDING INQUIRY QUESTION:
How did the caterpillar turn into a butterfly?
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LEARNING OUTCOME/ OBJECTIVE(S):

1. By the end of this lesson, students will be able to describe the life cycle of butterflies as
evidenced by a matching activity.

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EVALUATION (10-25 mins) Build from the learning outcome/objective

● How will students demonstrate that they have achieved the lesson objective at the end of
the lesson? (skills and knowledge)
● Filling out the activity sheet of the life cycle.

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CURRICULUM CONNECTION
 - Before the lesson teacher will give an example of a human life cycle, students will have
learned the life cycles of butterflies and the students will compare and contrast the future
from the human life cycle and a butterfly's life cycle.
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RESOURCES/MATERIALS:

● Worksheet
● Sketch Paper
● Colors
● Pencil

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ENGAGEMENT (5-10 minutes)

● Time lapse video without explanation -https://www.youtube.com/watch?

v=ocWgSgMGxOc
● Comparing to a human life cycle
● Students will ask themselves how butterflies lay eggs.
● Seat student near the teacher

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EXPLORATION (15-30 minutes)

Activities (list) Driving Questions

1. Stages out of order and have 1. What do you think is the first
students put life cycle in order step of the life cycle ?
2. Students will look at other 2. How did your matchings differ
groups to see their order from another table?

Accommodations/Modifications for Students who are Bilingual Learners-Expanding

Proficiency:
- Print in student desired language
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EXPLANATION (15-20 minutes per explain activity.

- Teacher will explain the cycle in steps of 4. Step 1,step 2 ,step 3 and step 4.
- More detailed video with the names of the cycle.
- https://www.youtube.com/watch?v=O1S8WzwLPlM
- Song : butterfly cycle life song
- https://www.youtube.com/watch?v=k4PgljcarTA
Accommodations/Modifications for Students who are Bilingual Learners-Expanding
Proficiency:Teachers will turn on subtitles and have students use their desired language.
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ELABORATION (15-20 minutes)

- Drawing activities that consist of students put the cycle in order.

- Paper and color cycle with on the board or screen
- Accommodation its on the board or screen
- Each student would work independently
- Students, why do you think Butterflies change throughout their life?
- What do butterflies eat?
- How long does a butterfly life cycle happen?

PART 1: 5E LESSON PLAN

The VAPA standard that I will be discussing in my lesson plan is Visual Arts 1.1 Recognize and
describe simple patterns found in the environment and works of art. This VAPA standard supports students
learning in many ways such as students will learn the whole cycle of a butterfly's life. First, I would ask my
student How did the caterpillar turn into a butterfly?. Students will learn by the end of this lesson, students will
be able to describe the life cycle of butterflies as evidenced by a matching activity. To build the learning
objective, students will fill out a given activity sheet of the life cycle. Before this lesson teacher will give
students a real life example that students will be able to understand and connect with. The example will be the
human life cycle from being in their mom stomach til death. Students will be able to compare and contrast from
a human life cycle and a butterfly life cycle. Teachers will prep for materials and videos before class. Teacher
will gather a worksheet for matching, sketch paper, colors and a pencil for every student in the classroom.
Students will then engage in a video without an explanation of the video. Some students may be curious and ask
questions such as how butterflies lay eggs and for students who need a modification or accommodation will be
seated near the teacher and able to list in their desired language with headphones. Next will be the exploration
section that consists of activities and driven questions. The exploration activities look like matching the cycle in
order. And look at other groups. The driven questions are before the activity aew what do you think the first
step is for the butterfly life cycle and how did your matching differ from another table. Teacher will then
explain in steps the cycle of a butterfly . two videos will be shown after. The first video is a more detailed video
of the cycle and the second video is a song of the butterfly cycle. The final step is for students to get involved
with drawing the cycle in the correct order. The cycle will stay on the board or screen for students with
accommodations and students will work independently.

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PART 2: VAPA INTEGRATION & COMMENTARY

The VAPA standard that I will be addressing in my lesson for are both Visual Arts 2.2 and
Music 4.2. The first standard visual arts 1.1 Recognize and describe simple patterns found in the
environment and works of art. Students will be given an activity sheet that they would have to
match. In the second standard music 4.2 Identify, talk about, sing, or play music written for
specific purposes (e.g., work song, lullaby) student will be listening to a song that talks about the
life cycle of the butterfly. Through visual arts students will see how the life cycle goes from
being an egg, caterpillar, crystals then a butterfly. Students collaborate by looking at other
cycles. Students' understanding is through all the activities and videos. Students would be able to
compare and contrast from human cycle and butterfly life cycle.

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PART 3: Lesson Plan Rationale Assignment*

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

A. Designing Learning Activities: Explain why you selected the learning activities in this
lesson and how they will increase engagement with and access to learning for the
students.
- The reason why I chose a student to do a matching worksheet is for the student to
be able to do the life cycle and connect the stages. By having the stage broken up
into pieces will allow students to know that transition and be more familiar with
what is happening. For example, in stage one the butterfly will lay an egg. The
egg will grow into a caterpillar. When the caterpillar grows big enough the
catipiler will then put itself into a chrysalis and grow into a butterfly. Students
will see that each match is a step and can't skip a step. The concept being learned
 and the student knowledge allows students to look at life and living things in
different perspectives. With this lesson student were given a example of a human
life cycle and will be able to connect it with the cycle of the butterfly.

B. Designing Instructional Strategies: Explain why you will use specific instructional
strategies and how they will support student engagement with and student access to
students (e.g. explaining, modeling, scaffolding, asking questions to guide a discussion,
providing instructions to guide an activity)
- The instructional strategies used throughout his lesson was through a life
example, video, song, and matching activity. To get students involved I will have
the class attention and ask students what is a human life cycle. Students will raise
their hands and a few will be chosen. Once picked, the student will answer. After
three students have gone I will explain the human life cycle into four stages. From
the stomach, baby, young person to older person. The goal for the designed
instruction strategies is to have the student understand .

C. Academic Rigor: Explain how the lesson plan provides learning activities that engage
students in higher order thinking and application of concepts or skills to purposefully
advance their understanding of specific content

- This lesson provides learning activities that engage students in higher order thinking in
many ways such as students understanding the human life cycle and comparing and
contrasting the human cycle to the butterfly life cycle. Students will be able to connect to
living things through a cycle and know that there are steps to being an adult or a butterfly.
Students will learn from their classmates by walking around other groups matching and
seeing if their order differs from theirs. When students walk about they make connections
on the stages and see how the steps have to go in order to become a butterfly. Students
will also be able to connect to living things to others.

D. Language Demands: Describe the language demands of the lesson and the ways you
planned for and addressed the academic language development needs of the students,
including English learners and Standard English learners. What language demands does
the lesson require in order for students to access and engage in the content? What
vocabulary is necessary? What is the difficulty level of the text or materials needed for
the lessons? How did this information shape your lesson plan?
- The language demands of the lesson and the ways I plan for the lesson to to address the
academic language development needs of the student are to give what the student needs to be
successful. For example English learners will get a copy of the activity in the language they
 desire and sit close to the teacher. When watching the video, students will be able to listen in
their desired language. Being able to provide students with the activity and video in desired
language will allow all students to be actively learning inside the classroom. Standard English
learners will be addressed as proper assistance. The assistance may look like teacher translation
and or pictures. To go over the steps in students desired language and in English. The goal is to
keep students motivated in the classroom. As the teacher is to make every single student feel
comfortable with their desired language and understand that the classroom is a team. The
language demands of the lesson required in order for students to access and engage in the content
is to one understand what is being said. The videos and groups will show students that the
activity wants the student to match the life cycle of the butterfly. The vocabulary used will be
explained to students in terms where they can understand. This information shaped my lesson
plan by knowing how the caterpillar turned into a butterfly by steps and by a song.
E. Organization of Student Work: Explain your rationale for grouping students in this
lesson-whole group, small groups, pairs, individual--and why you think this will support
their learning.
- My rationale for students working as individuals on a task is so that students can prepare their
personal ideas, views in response to a stage of the cycle. This will make sense for this kind of
thinking so students can give their own idea and be able to match correctly and know why.
Individual work may take the form of activities and not rely on others ideas. This will support
their learning because when working alone students only rely on their thoughts and memory.
This will also force students to make their own choices and push them to pay attention in class.
F. Student Assets and Needs: Explain how the lesson plan incorporates or builds on
students’ cultural and linguistic resources, socioeconomic backgrounds, funds of
knowledge, prior experiences, and interests.
G. The lesson plan builds on students' cultural and linguistic resources, prior experiences,
and interests in many ways. First student cultural and linguistic resources allow students
to connect it with them from when they were in their mother's stomach. Students will
know and understand the order can not be changed within the cycle. Students' interest
will be sparked further with wanting to know more about other life cycles.
H. Socio-Emotional Development Considerations: Explain how the lesson plan addresses
the socio-emotional development of your students.
- The lesson plan addresses the socio- emotional development of my students by working
alone and seeing how their answer differs from theirs. When seeing if their matching is
the same as their classmates student will be encouraged to work alone more and feel
confident in their own work, this will allow students to also see what their classmates
matched together and if the students don't look like their matching student will know
something should be fixed and fix the matching.
I. Resources, Materials, Tools, and/or Educational Technology to Support Learning:
Explain why you chose particular resources, materials, tools, and/or educational
technology to support student learning in this lesson.
- I choose to use a matching worksheet that I created so students will understand
and be able to describe the life cycle of the butterfly in order. By watching a
video, listening to a song and doing the activity of the matching worksheet student
has to know that cycle has all over and have to go in stages.