Brandman University
ECED 399
Early Childhood Lesson Plan #2
Name and Overview of the Activity
brief description of the activity or activities;
include theme, if appropriate
Target Age Range
the age or grade level of the children
Learning Foundations - List two to three (not
more) Foundations you are planning to
address in the activity. List the domain,
strand, sub-strand and foundation from the
Preschool Learning Foundations, Vol 1.
Write them like this example:
Domain Language and Literacy
Development
Strand Reading
Substrand 4.0 Comprehension and
Analysis of Age Appropriate Text
Foundation 4.1 (48 months)
Demonstrate knowledge of main
characters or events in a familiar
story (e.g., who, what, where)
through answering questions (e.g.,
recall and simpler inference),
retelling, reenacting, or creating
artwork).
Note: If the lesson is for K or above, please
use CCSS/CA Content Standards instead of
Learning Foundations
Overall theme: Insects that Fly – target
lesson: Butterflies. Preschoolers love
discovering details about butterflies. When
they encounter them in their everyday lives
they stop and investigate them. Learning
about the life cycle of a butterfly will expand
their existing knowledge on these incredible
insects.
3 - 4 years old
1.
Domain: Language and Literacy
Strand: Listening and Speaking
Substrand: 2.0 Vocabulary
Foundation: 2.1 (48 months) Understand
and use accepted words for objects, actions,
and attributes encountered frequently in
both real and symbolic contexts.
2.
Domain: Science
Strand: Life Sciences
Substrand: 1.0 Properties and
Characteristics of Living Things
Foundation: 1.1 (48 months) Identify
characteristics of a variety of animals and
plants, including appearance (inside and
outside) and behavior, and begin to
categorize them.
Objectives
Objectives– State at least two objectives in
terms of what the child will learn in
measurable terms.
For example,
The child will identify the characters in the
story.
The child will retell the story in sequence.
Materials Needed – a list of all materials
needed to do the activity, (and where to
obtain them if they are unusual.) Write this
in a bulleted or numbered list format.
Preparation/Set-up: Briefly describe what
materials will need to be ready, where and
how they will be set up.
1. The child will identify the four stages of a
butterfly life cycle when shown pictures.
(e.g. egg, caterpillar, chrysalis, butterfly)
2. The child will be able to place four
images of the life cycle of a butterfly in
order. (Egg, caterpillar, chrysalis, butterfly)
Materials List
1. The Crunching Munching Caterpillar book
2. Stuffed caterpillar and butterfly
3. Plastic Butterfly life cycle kit (egg,
caterpillar, chrysalis, butterfly)
4. 11x17 Butterfly life cycle diagram with
four blank squares to add small pictures.
5. Two sets of images of an egg, caterpillar,
chrysalis, butterfly. Pre-cut small square
pictures and print 8x11.
6. Whiteboard, glue stick
7. Alphabet flashcards or letters B, C & D
8. Plastic butterflies and life cycle kit,
magnifying glasses, nets, colorful trays
9. Life cycle activity sheet, crayons, child-
sized scissors, glue stick
10. Mystery bag to hold items
Preparation/Set Up
1. Secure and find The Crunching Munching
Caterpillar book by Sheridan Cain and Jack
Tickle
2. Create and print 11x17 butterfly life cycle
diagram.
3. Research and find 4 images. Print small
to fit in diagram squares, pre-cut, and make
a second set 8x11. 1) egg, 2) caterpillar, 3),
chrysalis, 4) butterfly.
4. Memorize song: “If You’re Happy and
You Know It”
5. Table activity: find plastic butterfly
assortment, magnifying glasses, nets, life
cycle items, trays
 6. Bring towel or small blanket to cover up
table activity
7. Bring glue stick
8. Find alphabet flashcards or magnetic
letter, B, C, and D
9. Research, create, prepare and print off
15 butterfly life cycle activity sheets
10. Make sure to have child-sized scissors
and crayons for completing activity sheet.
11. Create a mystery bag for select items to
have close by to pull from when doing the
lesson.

Lesson Procedures Anticipatory Set

This is a script. Anyone should be able to 1. Set storybook, diagram, glue stick, and
pick up your lesson plan and teach it exactly four small square, pre-cut images by the
how you would teach it. Be specific about whiteboard.
the questions you will ask, etc. 2. Place the four 8x11 images, life cycle kit,
flashcards or letters B, C, & D, stuffed
1. Anticipatory Set – how you will butterfly and caterpillar, life cycle kit items
introduce and engage the children in inside mystery bag to bring out one at a
the activity. time.
2. Step-by-step description of how to 3. Have song and verses memorized.
execute all the procedures that are 4. Pre-read story a few times, searching for
part of your activity, how to interact pages and images to pause, and expand
with the children during the activity, vocabulary or give extra description on with
and any instructions for ending the children.
activity. Be sure to include what the 5. Set up table activity: plastic butterflies,
teacher does and what the child trays, life cycle items, magnifying glasses,
does. and nets on separate table – cover up
3. Assessment: Describe in specific 6. Place activity sheets, scissors, crayons on
detail, how you will assess the a shelf for later one on one with children.
children’s progress towards your
stated objective. For example, while
retelling the story with puppets, the Step by Step Description
child will use the character names 1. Greet children with a smile, say, “Good
and retell the story in sequence. morning, it’s so nice to see your beautiful
faces!
2. Continue, “I’m going to sing a song!
Begin singing, “It’s Time to Start Our Day!”
Half way through stop and ask, “Who knows
how to shout horray?” Takes responses.
Explain: I want you to pump your arms up
and down and shout horray at the right time
in my song. Ready?” (Continue singing).
3. Say, “Those were great horrays! Okay
now, I want all of you to hold your hand up
like you are giving a high 5 in the sky!”
4. Say, “If you are ready, Give a 5 in the sky!
(demonstrate and children hold out hands).
Good! Hold it up, if you are ready you
should have eyes on teacher, ears open,
mouths closed, sitting on your bottoms, and
only raise hands to talk. Great job! You can
put your hands down. If you ever see me go
like this (demonstrate with a hand up and
finger to lip) remember to do the 5 in the
sky, eyes on me, ears open, no talking, criss-
cross applesauce on our bottoms, and only
raise a hand for turns.”
5 Continue to explain, “I have another song,
it’s called, “If You’re Happy and You Know
it.” Maybe some of you know it! When I
sing try to do the motions. Begin singing.
Use verses: 1. clap your hands, 2. stomp
your feet (while sitting), 3. pat your legs.
6. Say, “Great job! Ask: Is your face
showing you are happy? Usually you see
people smiling! Let’s all smile together, 1, 2,
3! Excellent!”
7. Explain, “I’m smiling because I have
another flying insect to share with you
today. Last time we talked about an insect
that started with the letter… (hold up a D
flash card, letter, or write it) Duh, duh,
duh… (wait for children) D! Do you
remember? Dragonfly! Good remembering!
Do you remember anything about the
dragonfly? Take responses.
8. Today, I have another insect but this one
starts with buh, buh, buh… (hold up a B
letter, or write it). Can you guess what
insect flies with wings that starts with B,
buh, buh?” Take responses. That’s right…B,
butterfly! (pull from bag the stuffed
butterfly) Isn’t beautiful!
9. There is one more, he’s inside my bag.
It’s also an insect, but it does not have wings
and it’s also related to the butterfly
somehow. It starts with C, cuh, cuh, cuh?
(hold up letter or write it) Hmmm. What do
you think it could be? Cuh, cuh, cuh, C,
caterpillar!” (have it peek up from the bag,
and then pull out the stuffed caterpillar) Can
everyone try and say caterpillar? (children
repeat) “Good! Did you know caterpillars
turn into butterflies? How do you think they
do that? Take responses. Well first, they
start as an egg, (pull from bag, show image),
then it hatches on a leaf. At this point they
are very tiny and very hungry, so they start
eating and eating. What do you think
caterpillars like to eat?” Take responses.
10. “I know they love to eat leaves, plants
and fruit. After a while they get very full
and need to take a very very long nap. (lean
your head on your hands) Before they do,
they hang upside down on a branch and
spin a chrysalis. Can you say chrysalis? After
a while it turns hard like this picture. (pull
from bag, show image). They sleep and
sleep and while they are sleeping…
something amazing happens. The caterpillar
begins to change. This is called
metamorphosis. That’s a big word! Let’s try
to say that together metamorphosis. Good.
After a long time, the caterpillar comes out
of its chrysalis.
11. When it emerges, it has turned into a
butterfly! (pull from bag, show image).
12. Explain again: “Let’s go over that again
in order. (Pull out diagram with four
squares and arrows). First, it starts as an
egg, it’s only the size of a piece of sand,
(show image and glue on diagram) second,
it’s a tiny caterpillar (show image and glue),
then it grows and grows and third, it gets
very sleepy, hangs upside down, and spins a
cocoon or chrysalis. (show image and glue)
Last, it turns into a butterfly and emerges
out of the chrysalis with beautiful wings!
(show image and glue).
13. Continue, “Now I am going to read you
a cute fun book about butterflies.
(Remember to read title and author’s
name.) Begin reading.
14. Say, “Great listening! Did you hear how
the caterpillar liked to sleep and dream
about flying?” Take responses.
15. Next say, “I have a surprise again at the
table. Remember the insects I brought? Did
you like them? Well this time I brought
something more. (Get the plastic life cycle
kit) I’m adding an egg, caterpillar, chysalsis,
and butterfly. (Lift up and show each). I’ll
put them over by the other insects for you
to examine closely. I also have one more
thing, nets! (hold one up). Have you ever
tried using a net? If you wanted to catch
insects, it helps to have a net like this! I
have a few for you to play as you catch your
insects and butterflies today.”
16. Say, “Let me see who is ready to go
exploring?” (hold finger to mouth) and
quietly whisper, “I’m only going to call out
names who are sitting criss cross
applesause… and quiet.” (Begin calling
names).

One-on-one activity:

1. Set up at a separate table: butterfly life

cycle activity sheet. Call one child up at a
time, have them identify and retell order.
Then have them practicing color and cutting
out the four images and glue into the blank
squares.

Assessment

Objective 1: While retelling the life cycle of

a butterfly, child will identify the four stages
of a butterfly life cycle when shown

Strategies for working with DLL
Refer to the Preschool English learners:
Principles and practices to support language,
literacy and learning (CDE, 2009) or other
scholarly sources for specific strategies.
Choose 2 different stages (e.g., home
language, and telegraphic/formulaic) and
one strategy for each.
For example,
Stage: Home Language Stage
Strategy: scaffold communication
Brief explanation: While reading the story,
use flannel board pieces to demonstrate
story
Modifications or Accommodations
Include at least one adaptation for a child
with exceptional needs. Include the child’s
identified need and the adaptation.
Instructional Support
Write two thought provoking, open-ended,
or scaffolding questions that the teacher
might ask or comments the teacher might
make to enhance, scaffold, and expand the
experience, or promote problem solving.
Literature – In order to practice integrating Cain, S., & Tickle, J. (2000). The crunching
literature into all areas of the room, choose munching caterpillar. Scholastic, Inc.
at least one children’s book to include in
your interest area or planning unit. Write the
book reference in APA format.
pictures. (e.g. egg, caterpillar, chrysalis,
butterfly)
Objective 2: When child is shown images of
the four stages of a butterfly life cycle, child
will be able to place in order. (1st egg, 2nd
caterpillar, 3rd chrysalis, 4th butterfly)
Stage: Observational and Listening
Strategy: Use Repetition (CDE, 2009, p. 55)
Brief explanation: While introducing insect
vocabulary, stop, have children repeat.
Stage: Telegraphic and formulaic Speech
Strategy: Scaffold Communication (CDE,
2009, p. 54)
Brief explanation: While discussing the life
cycle of a butterfly, I will provide 4 simple
images, point, and name correctly.
For a child who has learning disabilities they
need structure. As an adaption, I will plan
and communicate each transition clearly.
As an alternative, I will provide ample
materials for individual play.
1. Did you know caterpillars turn into
butterflies? How do you think they do that?
2. What do you think caterpillars like to
eat?
 Family Engagement – Give one or two
suggestions on how you would extend this
experience to the home.
Reflection:
After you teach the lesson, answer each of the following:
Overall, how do you think the
lesson went? Why?
Were the children engaged?
When were they most engaged?
Be sure to explain how you know
they were engaged or not
engaged.
What specifically went well?
Why?
For example, what strategies did
you use that seemed to be
effective. Be sure to explain why
you think this.
Suggest for families to find pictures of
butterflies and have their child draw their
favorite one, using this activity to build color
recognition, and discuss details. Have them
bring their art back to share in class.
Overall, I think the lesson went well. The children were
engaged and intrigued by all the items I brought. I
could tell because they were looking at me, not
squirming, smiling, asking questions, and participated
when I asked them too. They also were quiet when I
was explaining things and reading the book.
What specifically went well were the songs this time. I
took time to show the children the motions and gave an
explanation of what they were to do.
Also, I had a strategy to get the children’s attention. I
called it “5 in the Sky” I explained when I said, “ready” I
will hold my hand up. They were to do the same. It
meant, eyes on teacher, open their listening ears, quiet
mouths, sitting criss-cross applesauce, and raise hands
to answer.
Another strategy I felt what went well was using the
mystery bag. I first placed it off to the side, then I
pulled it up beside me when I began my lesson. I
explained I have some special items in there and would
show them when I was ready. I would purposefully
lead up to it to create suspense. Then, I would play by
lingering with my hand inside, moving and acting like I
was searching for something. This increased their
intrigue.
 Another strategy that went well this time was being
prepared with colorful materials and images. These
really supported my lesson. I worked to make sure I
emphasized what the life cycle meant for a butterfly.
At first, I discussed how butterflies start as an egg,
hatch and are just a tiny caterpillar, that is like a baby,
then I said for instance, they eat and grow and become
a bigger caterpillar, like them a child, when they finally
go to sleep, they awaken into a butterfly which is an
adult. I used a diagram next, and was quite specific to
really bring the order across, pointing, and then had
them repeat.
What would you do differently? One thing that I could improve or do differently, is
Why? lessen the time. I could take out the stuffed butterfly
For example, describe what did not and caterpillar next time. Also, I almost forgot to read
go well and why you believe it the book. I forgot that transition somehow, so I should
didn’t go well. Be sure to explain go over the lesson better.
why you think the changes you
would make would improve the
lesson.
Is there anything else you want to I could say after the lesson, and while I was conducting
share about the lesson? the one-on-one activity, I realized how slow it was
going for each child, so I added two more to the table. I
ended up working with 3 at a time, making a small
group activity station. I was glad for it and thought it
went pretty well.