Lifecycle review

Theme/ Name of Lesson: Life cycle

Grade Level: 2

Duration of the Lesson:

Name of Instructor: Emma Engel

Materials Consulted:
 Learn Alberta Grade 2 POS
Resources for Instruction:

Connection to the Program of Studies:

GLO: GLO 2-10: Describe the general structure and life habits of small crawling and flying
animals; e.g., insects, spiders, worms, slugs; and apply this knowledge to interpret local species
that have been observed.
Introduction
Teacher will… Students will… Time
 Review the butterfly  Listen to the topics being
SLO: SLO 1: Recognize that there are many different kinds of small crawling and flying animals,
 Have students sit down at the front of discussed by the teacher
and identify a range of examples that are found locally.
the room in front of you on the floor  Participate in class discussions
 Parts of the butterfly  Raise hands if they have any
 Review the lifecycle of the butterfly questions or comments
 Egg
 Caterpillar
Lesson Objective (SMART): Students will…
 Understand the life cycle of a butterly.
 Pupa (chrysalis)
 Butterfly
 Explain the activity and show example
 Draw examples on the board
Formative Assessment (What will you look for to know students are engaged and learning? How
will you know if your outcome is being met?)
Essential Question for the Lesson:
 I will know students are engaged in learning based off of how well they pay attention in
 What are the four stages of the butterfly life cycle?
class and participate in class discussions.

Body (you may have a range of activities)

Teacher will… Students will… Time
Activity 1 create the life cycle:  Listen to the topics being
 Create the 4 stages of the life cycle discussed by the teacher
 Handout precut circle paper to the students  Participate in class discussions
 Have them fold it in half twice (taco, pizza)  Raise hands if they have any
 Have them write their name on the back questions or comments
 Handout green piece of paper  Draw out the life cycle
 Have students draw a leaf
 Draw example on the board
 Have students cut of the leaf and glue it to
their circle in the top left quadrant
 Handout rice to represent eggs
 Get them to glue rice onto the leaf
 Next stage handout pipe cleaners
 Have students bend them to represent a
caterpillar
 Show them how to bend it
 Draw an example
 Glue to the top right quadrant
 Handout pipe cleaner and a coffee filter
piece as the pupa
 Give examples
 Pull up example of a pupa they could copy
 Glue to the bottom right quadrant
 Handout paper for the body of the butterfly
 Decorate it
 Glue it down on the bottom left quadrant
 Handout tissue paper for wings
 Show them how to cut out the wings
 Glue wings onto the butterfly
 Tactile representation
 Using pipe cleaners, tissue paper etc.
 Reviews what they remember about the 4
stages
Formative Assessment (What will you look for to know students are engaged and learning? How
will you know if your outcome is being met?)
 I will know students are learning and my outcome is being met based on their engagement
in class and the quality answers they give.

Conclusion
Teacher will… Students will… Time
 Give a five-minute warning about  Listen to the topics being discussed
 how much time is left \have
students put away their drawings
 Review what we learned today
 Butterfly parts
 Lifecycle
 Names of the stages
by the teacher
 Participate in class discussions
 Raise hands if they have any
questions or comments

Formative Assessment/ Summative Assessment (What will you look for to know students are
engaged and learning? How will you know if your outcome is being met?)
 I will know students are learning and my outcome is being met based on their engagement
in class and the quality answers they give.

Reflection (How do I know that my learning objectives were met? What did the lesson do well? In
what ways would you improve the lesson in the future? How did you engage your learners?):
 I know my learning objectives were met because my students were able to name the four
stages of the butterfly and the significance of each stage.
 The lesson was good for all different learning types it had physical things for students to do
for kinesthetic learners, I gave verbal instruction for auditory learners, and I had an
example with words on it for both visual and reading and writing learners.
 In the future to the improve the lesson I will have materials laid out for students and have
others help me pass out things such as scissors so there is less down time for them.
 I engaged my learners by creating a lesson that had structure to it in terms of the objective
but also made sure they were able to be creative and make each of their wheels their own.