Morehead State University Lesson Plan

Name: Brooklyn Webb Date of Observation: Virtual Experience

Ages/Grades of Number of Number of Number of Gifted Number of ELL Students

Students in Class Students in Class Students in IEP Students
3rd Grade 20 2 2 N/A

Lesson Title: Comparing the Life Cycles of Frogs and Butterflies

Central Focus: What are you expecting the students to have learned after these lessons are taught?

Learning Targets:
I can identify the stages of the life cycle of a frog.
I can identify the stages of the life cycle of a butterfly.
I can compare the life cycles of butterflies and frogs to describe that organisms have unique life cycles, but have birth, growth,
reproduction, and death in common.

Directions: As you construct your lesson, use contextual knowledge to help guide your instructional planning
and assessment decisions. Think about what you have discovered through observing, working with students,
collaborating with your mentor/cooperating teacher, and other educational professionals in your school, as
well as what the pre-assessment data reveals about your students.

1. Context: Describe the students for which this lesson is designed (InTASC 1, KTS 1, CAEP 2)
Identify your students’ backgrounds, special needs, cultural differences, interests, language proficiencies, and prior knowledge.
Give examples of what you know about students’ interests, outside activities, etc., which would be incorporated into your lesson
plan.

I have two students with IEPs and no students that are considered ELL. One IEP student has been identified as having Attention
Deficit Hyperactivity Disorder (ADHD). The other IEP student has been identified as having a visual impairment. I have two
identified gifted students. The students I am teaching all seem to have a strong fascination with the outdoors. In particular,
students enjoy going out for recess and finding insects or spotting animals. Many of the students understand that these animals
undergo a process to become what they are when we meet them. However, I have noticed a few of the students do not have a firm
grasp on the specific details of how these animals and insects are born, grow, and reproduce. The students understand that each
living organism must begin life and progress, just as we do, but they cannot give exact details about how this is done.

2. Lesson Learning Objective: List the lesson learning objectives, connect each objective to the appropriate
state/curriculum/content area/national standards. (InTASC 4, InTASC 7, KTS 7, CAEP 2)

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles, but all have in common
birth, growth, reproduction, and death.

RI.3.3. Describe the relationship between individuals, a series of historical events, scientific ideas or concepts or steps
in technical procedures over the course of a text.

3. Pre-Assessment: Describe and include the pre-assessment(s), along with any other baseline data, that was used to
establish the students’ baseline knowledge and skills for this lesson. (InTASC 5, KTS 7, CAEP 2)

For the pre-assessment, I decided to use a pre-test to introduce the lesson. A pre-test will allow me to easily gather information on
what my students already know about life cycles and will help me in assessing their general knowledge of this concept. The pre-
test mainly focuses on a basic knowledge of life cycles, rather than trying to assess students’ knowledge on specific organisms’
life cycles. The types of questions students can expect consist of completing tasks such as circling the pictures of organisms that
undergo life cycles. Another example of a question on this pre-test is, “How would you describe the life cycle of a butterfly?”.
This question allows students to begin to remember or recall any information they previously have experienced in learning about
life cycles. To follow up, I may also ask students, “Do you think butterflies have a similar life cycle to frogs? If so, what is the
relationship between the two life cycles?”. Questions such as this involve higher levels of thinking and allow students to begin
analyzing life science. The pre-test will not count for or against the student, as its main purpose is to begin the student’s thinking
process on this subject and to help me in understanding where my students are at with this concept. The rubric being used
determines the raw score of the student’s performance, or the number of questions the student answers correctly on the pre-test.
The pre-test is included below as well as the rubric for this pre-test.

This lesson plan was developed during the pandemic and was not tested with students. Due to this, the pre-assessment could not
be administered to students and there is no report as to if students met, exceeded, or scored below the criteria.

4. Formative Assessment: Describe the formative assessment(s) to be used to measure student progress during and after
this lesson. (InTASC 6, KTS 6, CAEP 2)

Informal Assessment: Describe your informal assessments.

In class, students will begin by taking the pre-assessment. After this, students will watch a read aloud video on a book entitled,
“The Caterpillar and the Polliwog,” by Jack Kent. The story would serve as an introduction to the lesson, giving students a
chance to get ready to focus and be engaged in the classroom. The students would then watch clips from two Brainpop videos.
One Brainpop video talks about the life cycle of a butterfly, while the second one discusses the life cycle of frogs. I would have
students to pay close attention to these parts and remind them that they are welcome to jot down notes, ideas, or vocabulary that
they feel is important. Then, students would pair up with a partner to share their ideas and discuss what they have learned about
life cycles, as well as how the butterfly and the frog differ in their stages of the life cycle. This process would be implemented
through the Kagan strategy, Give-One, Get-One. Students will have a brief time after the videos to finish writing any information
they learned from the videos or story presented in the lesson within their give-one column. Student will then share with their
partners at their table, as they are sitting in groups of four, and should have at least three new ideas in their get-one column given
to them by their peers. This will be completed on a piece of notebook paper, allowing students to draw and title their own
columns. Once the students have discussed with a partner, we would come back together as a class to work on the smart board.
On the smart board, I would show students a Venn Diagram with one side representing the caterpillar and the other side
representing the polliwog. As a class, we would walk through both life cycles and identify the differences and similarities of both
processes. After completing a Venn Diagram, students would receive two graphic organizers to use to work with a partner and
determine the four main stages of each discussed organism’s life cycle. We would review and create a class version of these life
cycles to check for understanding and to ensure students exit the lesson with the right information.

Formal Assessment: Describe in a passage.

Once the lesson is completed and we have successfully filled out the Venn Diagram, I would pass around to students a blank
sheet of paper. I would verbally ask students to choose between the caterpillar or the polliwog. Once they have decided, students
would be asked to compose a diagram that shows the life cycle of either the caterpillar or the polliwog. By asking students to
compose the diagram, I am using the creating level of Bloom’s taxonomy. The creating level is addressed as students through
this lesson have not yet been shown a formal life cycle diagram. This means that students would need to think of a way to
compile the information and elements discussed within the lesson to create a diagram that they feel best shows the life cycle of
either organism we discussed. After students have completed their diagrams, they would be asked to write or draw on the back of
their diagram showing if they understood the lesson or if they did not. I would ask students to explain why they feel they did or
did not get the lesson and encourage students to ask any questions about the concept that they have. The formal assessment would
be graded for participation, as it would act as a way for me to gage student understanding and knowledge after the lesson.

5. Resources and Technology: Identify the resources and technology needed for the lesson. Explain how these resources
are used. (InTASC 3, 7 , KTS 3, CAEP 2)

1. https://www.youtube.com/watch?v=zsERGC2Udcs (The Caterpillar and the Polliwog by Jack Kent)

This story will be used after the pre-assessment to highlight that there are many life cycles that take place within nature.
This story will also highlight some of the key differences between the life cycles of a butterfly and frog, as these will be
the life cycles we look closest at.
2. https://www.youtube.com/watch?v=as1_MdEqi2g (Brainpop on Butterflies)
This video would be used in the classroom in order for students to gain a deeper understanding and learn more details
about the life cycle of a butterfly. Students would be asked to focus on the life cycle portion of the video, ranging from
2:09 to 4:10 in the video, but may also only watch this portion of the video as to spend more instructional time
discussing as a group.
3. https://www.youtube.com/watch?v=VGhndTKuOZg (Brainpop on Frogs)
This video would be used in the classroom in order for students to gain a deeper understanding and learn more details
about the life cycle of a frog. Students would be asked to focus on the life cycle portion for this video as well, ranging
from 3:35 to 4:22 in the video, but the class may only watch this portion of the video as to spend more time engaged and
in discussion.
 4. Graphic Organizer for Life Cycles
This will be passed out to students after watching the videos about life cycles. The students should receive two blank
organizers in which they can use to work in a group or with a partner to determine the steps of the life cycle of a
butterfly and a frog.

6. Lesson Procedures: Describe the sequence in which the differentiated strategies, activities, and/or assessments will be
used to engage your students, facilitate attainment of the lesson objective(s), and promote higher order thinking.
(InTASC 7, KTS 7, CAEP 2)

a. Identify instructional strategies

To get the students’ attention, I will use the attention-grabbing strategy of saying “3…2…1…” and expecting students to
respond with a clap. This will be repeated until I see all students clapping and stopping any outside conversations.
Transitional times for the lesson will be indicated with the use of voice levels. The objective for this lesson is for students to
begin to create an understanding of life cycles and recognize that life cycles can vary depending on the organism. To see
differences in life cycles, this lesson will focus on the life cycles of the butterfly and the frog. My expectation for the lesson
is that 90% of the class will come out of the lesson understanding that all organisms have life cycles, and that each life cycle
is unique and different.

The academic language introduced during the lesson is:

 Life Cycle
 Organism
 Caterpillar
 Butterfly
 Insect
 Polliwog
 Frog
 Amphibian
 Egg
 Cocoon
 Tadpole
 Chrysalis
 Froglet
 Pupa
 Metamorphosis
 Develop
 Larva
  Reproduction

Essential Questions:
1. What is a life cycle?
2. Do all living things have a life cycle they must complete?
3. What are the life cycle stages that all organisms share?
4. Do all organisms undergo the same life cycle process?
5. What are the differences between the life cycle of a butterfly and the life cycle of a frog?

Centers or stations will not be used for this lesson; however, students will complete work with a partner. Partners will be
assigned based on if the student is considered high, high medium, low medium, or low. I will try my best to partner together
students that would benefit and learn from working with one another. This lesson will also implement partner work through
the implementation of the Kagan strategy, Give-One, Get-One. In this strategy, students will brainstorm ideas to fill up their
give-one column, then share their ideas and “get one” idea from each student they sit with. Students sit in groups of four,
using the Forming Teams Kagan strategy, meaning they should have at least three ideas written in their get-one column.
Besides moving for partner work, students will generally stay at one desk for the duration of the lesson. For the formative
assessment I will aim to reach my goal of 90% understanding of the general ideas that all organisms have life cycles, and that
each life cycle is unique and different. In my self-assessment, I realize that I should use less videos when developing a
lesson. In using technology, I should choose technology that is interactive and provides students with a virtual hands-on
experience rather than just sitting and listening to a video.

b. Identify accommodations and modification (e.g. for IEP, Gifted, ELL, and other needs.)

ELL – There are no identified English Language Learner students in this class.

Intervention for ADHD IEP Student:

 Student can move to an independent desk or seating area to view the videos without distractions.
 Student can be paired with a partner they will stick with for the entire lesson.
 The student and their chosen partner can move to a private desk or seating arrangement that eliminates outside noise and
distractions.
 The student could have someone to read the pre-test to them in a quiet space to eliminate distractions.

Intervention for Visually Impaired IEP Student:

 Preferential seating for seeing the smart board.
 The student may have the pre-test read to them to eliminate straining to read instructions.
 I will be aware of the effective of the light from the smart board on this student and ensure the smart board isn’t too
bright.
 I will give detailed descriptions of the activities going on in class to reduce the student’s feeling of needing to strain to
read instructions.
 Student will sit with a partner at all times for assistance throughout lesson, if needed.

Enrichment for Gifted Students:

 I will purposefully pair, and seat, gifted and higher-level students with low level students to present them the challenge
of explaining the concept to their peers in a manner they will understand.
 For their formative assessment, I may have these students to compose a diagram of the life cycle of an organism that
was not discussed in class, presenting the challenge of applying their knowledge of life cycles to an organism different
from the butterfly or the frog.

7. What professionals, other than your cooperating teacher, did you engage in conversation to
prepare this instructional lesson? (InTASC 9, KTS 9, CAEP 2)
Due to the pandemic, I was limited on professionals that I was able to engage with in the making of this lesson. However, I did
engage with my MSU faculty, as well as I utilized professional websites such as Scholastic and Brainpop to help guide me in
developing my ideas.
 Source of Evidence: Post Observation Reflection

Name:______Brooklyn Webb_____________ Observation: _____Virtual Observation_____ Date:______N/A_________

(This source evidence must be completed within two days after each observed lesson.)

Directions: As you reflect on your lesson, use the assessment and contextual knowledge to help guide your
future instructional planning. Think about what you have discovered through observing and working with
your students, collaborating with your mentor/cooperating teacher, and other educational professionals in
your school, as well as what the assessment data reveals about your students and instructional skills.

1. Use the formative assessment data for each lesson objective/learning target to sort the students’ performances into
three categories (InTASC 6, KTS 6, CAEP 2):

Objective/ Learning Target 1 Number of Students

Below Criteria N/A

Meets Criteria N/A
Exceeds Criteria N/A

Attach a copy of the formative assessment with the criteria or rubric used to determine the students’ performances on
each of the lesson’s learning targets.

2. Based on the formative assessment data, how successful was the lesson? What commonalities did you identify from this
data? Did the students achieve the learning target(s)? What will you do for those students who did not achieve the
learning target criteria? For those students that exceeds the criteria? (InTASC 6, 2,InTASC 2, KTS 6, KTS 2, CAEP 2)

Due to the ongoing COVID-19 pandemic, I was not given the opportunity to teach my lesson. However, I have taken
considerable thought to how I would ensure students below, on, and above criteria were receiving the highest level of
understanding for this learning objective. I firmly believe students can best achieve a higher understand and knowledge from each
other. This means that later lessons furthering my students’ knowledge on life cycles could heavily involve the use of partner and
group collaboration. One specific way to utilize this belief within my classroom would be to place students into groups that
intermix different levels of students. For instance, groups of three may consist of a student that understands the concept on a
higher level paired with a student that achieves the learning target and a student that does not. Another idea for a group of three
could be having two students that have achieved the learning target working with a student that is struggling to achieve the
learning target. Students could work in these groups to create detailed life cycles of various organisms, to discuss and later share
one step of the life cycle process with the class, or to work on any project or discussions pertaining to the learning target. For
students that still struggle in learning from one another, I would make time within centers to meet with small groups of students
and complete further concept building assignments, discussion or activities with them. This could also apply to students that
exceed the criteria, as I could group these students together during small group center times and have them complete more
challenging assignments, discussions, or activities pertaining to the learning targets.
3. In addition to the student work, identify any other student work samples, evidence, or artifacts that assisted you in
making your determination regarding student achievement. (InTASC 2, 6 KTS 2, 6, CAEP 2)

To determine student achievement throughout this lesson, I will review my students’ work on their graphic organizers. In
reviewing what each student believed to be important steps in the life cycle processes of frogs and butterflies will help me in
determining their understanding of this topic. My observations and discussions during our making of a Venn Diagram will also
assist me in my determination of student achievement. As students give answers and discuss why they believe their responses are
differences or similarities, students will also be opened to asking questions, as well as I will ask questions to gauge their
understanding. Reviewing what was discussed in class will help me in determining how well students understood the lesson.
Lastly, comparing class time discussions and the students’ Venn Diagrams to their pre-assessments, taken at the beginning of the
lesson, will also help me in determining student achievement. This is because I will be able to directly see what students knew
about life cycles before my lesson and what they have learned and comprehended after my lesson.
4. To what extent did classroom procedures, student conduct, and/or physical space contribute to student learning or
hinder student learning? (InTASC 4, KTS 4, CAEP 2)

Physical space would heavily contribute to student learning, as well as could possibly hinder student learning, as smaller spaces
feel more cluttered and closed. If the physical space in a classroom is small, then students may feel confined, and the cluttering
feeling of the classroom may hinder students in completely experiencing and understanding the activity. A larger space for a
classroom helps students to feel that they are free to think and learn and will not feel that their ideas are cluttered. Student
conduct may also hinder student learning as students may act out if they do not get to be partnered with a friend or may not speak
to their partner out of anger or anxiety, which causes both students to be limited in what they learn as this activity is meant for
students to help one another learn.
5. Did you make adjustments to your plan? If so, how did you adjust the plan and why was the adjustment necessary?
(InTASC 3, KTS 3, CAEP 2)

I did not receive the opportunity this semester to teach this lesson, so I am unsure of the adjustments that may need to be made to
my lesson plans. However, I do believe there are adjustments to be made based on the group of students being worked with. For
instance, if your group of students easily progress through the lesson, then changes may need to be made to make the lesson more
difficult. One way this could be accomplished is by having students work individually on their graphic organizers instead of with
a partner or in a group. The lesson could be expanded as well to have students choose an organism they feel they know a lot
about and having them to individually create their chosen organism’s life cycle. For a group of students that may still be observed
struggling throughout the lesson, the graphic organizer activity could be adjusted to having students work with a partner or in
small groups to complete only one of the life cycles discussed in class. You could have students choose the life cycle they focus
on as to allow them to work with content they feel most comfortable with.
6. If you had the opportunity to teach this lesson again to the same group of students, what would you do differently?
(InTASC 6, KTS 6, CAEP 2)

One thing I would consider changing about this lesson, although I have not had the opportunity to teach it in the classroom,
would be student movement and quick breaks. This lesson is meant to be an introduction to the concept of life cycles, and the
lesson aims to teach may new concepts. This can be difficult to teach as students will only intake a certain amount of new content
before they lose energy and patience with the learning process. Students may also become bored and need a way of releasing
built up energy. This would lead me to adding breaks in the lesson where students quickly stretched or danced. I could
accomplish this by making up movements to show the different stages of the common stages of the life cycle that organisms
share, including birth, growth, and death. This could be used throughout the lesson to get students up and moving while
reinforcing the concept being taught. I may also notice students fidgeting or becoming bored or frustrated staying in one location
of the classroom for long periods. I could have students when working in partners or groups choose a new spot in the classroom
to work. I may also solve this problem by allowing students to choose sitting in the floor or sitting on the carpet in front of the
smart board when we are watching the videos provided in this lesson.

7. What do you see as the next step(s) in your professional growth for addressing the needs you have identified through
personal reflection? (InTASC 9, KTS 9, CAEP 2)

Differentiation of instruction would be a big step in my professional growth. This is because I know that all students will learn
best with different teaching strategies implemented. I need to learn about the different strategies that can be implemented into
science lessons and begin to include those within lessons related to this one. I could also work on time management, as I realize
this is a lot of content to be giving to students at one time. Potentially, I could break this information into multiple lessons
throughout a couple days rather than have students to learn all of this information in one lesson. Lastly, I can improve in my
asking higher-order questions abilities. Though I referenced Bloom’s taxonomy, I still did not reach the highest order of
questions, creating. I only asked my students one question that involved the highest level of thinking, with all other questions
relating more to the students’ ability to recall, remember, and understand. I also need to be sure I can think quickly on my feet in
 the situation that a problem would arise, and the lesson would need to be altered.

Rubric:

10-8 points – Awesome!

7-6 points – Good

5 points – We will work on it!

Level 4: Complete understanding of concept – 10-8 points

Level 3: Strong understanding of concept – 7-6 points

Level 2: Basic understanding of concept – 5 points

Level 1: Small (or no) understanding of concept – 4 or below points

*Each question would be counted as two points to make a total of 10. Points would not be halved for half correct
answers as those questions would be counted wrong.
 Life Cy c le s Pre -Te s t
1. Circle the pictures of things that have a life cycle.

2. How would you describe the life cycle of a butterfly?

3. Do you think butterflies have a similar life cycle to frogs? If yes, what is the
relationship between the two life cycles?

4. Do humans have a life cycle? Explain the stages of the human life cycle as
best as you can.

5. What characteristics do all life cycles have in common?