Grade Level: 2nd grade

Duration: 30 minutes

Education Standards Addressed:  

ELA.2.R.2.1 Explain how text contributes to the meaning of texts.

ELA.2.R.2.2 Identify the central idea and relevant details in a text.  

SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies

Students will explore the life cycle of an insect specimen.

Students will apply knowledge to reflect on and recount sequences of events.

Students will be able to ask and answer questions about the butterfly life cycle with 80% accuracy.

Students will understand the key terms and vocabulary for the topic.

Students will understand that:

●        Students will understand that butterflies go through life cycles.

●        Students will be able to recount all the foods the hungry caterpillar ate.

●        Repeat the sequence of events and the cycle of the butterfly.

Students will know: Key terms- Life cycle, Butterfly, cocoon, metamorphosis , egg, larva

●        What are the different parts of the butterfly life cycle? What happens at each stage?

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Students will be able to:

·       Describe the life cycle of a butterfly.

·       Compare the physical features of a caterpillar versus a butterfly.

·       Apply their knowledge of the life cycle of a butterfly when organizing the information in sequence order.

Goal:

·      Your task is to retell the story.

·      The goal is to be able to list the sequence of events of the life cycle of a butterfly.  I can report the results orally with drawings.

·      The obstacles to overcome are staying engaged throughout the lesson.

Role:

·      You are an observer.

·      You have been asked to learn a new skill in learning about the life cycle of a butterfly. .

·      Your job is to observe and apply my knowledge to build a new skill.

Audience:

·      Your client is your teacher.

·      The target audience are my peers.

·      You need to convince your peers and teacher that I can explain and share my knowledge of the new skill I have acquired.

Situation:

·      The challenge involves dealing with understanding how to sequence the events of the life cycle of a butterfly.

Product, Performance and Purpose:

●       

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Standards and Criteria for Success:

·      Your performance needs to reflect understanding, practice and ability to teach.

·      Your work will be judged by a completed K-W-L chart  and open class participation discussions where students orally present their findings after partner share.

Your product must meet the following standards:

●        ELA.2.R.2.1 Explain how text contributes to the meaning of texts.

●        ELA.2.R.2.2 Identify the central idea and relevant details in a text.

●        SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies

A successful result will allow me to move onto the next task by building on the skills I have just mastered.

●        Writing Prompt- Describe the life cycle of a butterfly in your own words. Use details from the text to support your writing.

●        Observation- Observe the life cycle of a butterfly. Questioning each stage of the life cycle.

●        Graphic Organizer – Fill in the graphic organizer labeling the parts of the butterfly life cycle corresponding to the sequence and image.

●        Quiz- What food did the caterpillar eat and on which day?

●        Post Self-Evaluation – Fill out the bar model rating from a 1-4 scale on how much you understand the concepts in the lesson after it’s been introduced.

●        Concept review game- interactive game about the butterfly life cycle and key terms.

Introduce Where and Essential Question

Remember to organize WHERETO

Students will understand the life cycle of a butterfly and the stages. Students will be able to retell the life cycle of a butterfly in the correct sequence.

I can hook students by introducing the story of The Very Hungry Caterpillar by Eric Carle and explaining to them that we will be learning about the life cycle of a butterfly.  Prior to using the K-W-L chart to assess students’ prior knowledge about butterflies the teacher will model the correct use of the chart columns and state their goal. Students will then replicate teacher direction.

Teacher will guide students through a slide presentation of important vocabulary terms, along with a picture and definition for each. Students will copy items into a journal. Teacher will read the book (The Very Hungry Caterpillar by Eric Carle) which introduces the butterfly life cycle. Open class discussion about the butterfly life cycle and its stages.

I will help guide them through answering their essential questions. What are the stages of the butterfly life cycle ? What different foods did the caterpillar eat? by using the graphic organizer K-W-L chart. We will discuss what they already knew, then discuss what they wanted to know.We will culminate in the K-W-L chart and discuss the “what I learned” portion. In comparing answers, I will incorporate the think-pair-share strategy.

Following EVALUATE, I will offer differentiated instruction to students who need it by utilizing guided questions in order to facilitate learning the life cycle of the butterfly.  Work one on one in order to direct them to the desired outcome. I can also utilize an iPad in order to promote learning through play while refining students’ sequence skills.. Using gradual release of responsibility: Introduce through hook, I do (with showing examples), We do (students work with teacher, Partner do (students collaborate with each other discuss their K-W-L chart), You do (students are completing assignments as teacher walks around using cruising clipboard to assess student’s learning and mastery).

Grade Level: Second Grade

Duration: 30 minutes

Education Standards Addressed: 

●        MA.2.DP.1.1 Collect, categorize and represent data using tally marks, tables, pictographs or bar graphs.

●        MA.2.NSO.1.3 Plot, order and compare whole numbers up to 1,000.

●        MA.K12.MTR.7.1: Apply mathematics to real-world contexts.

●        Students will understand how to separate different types of food.

●        Students will know how to compare numbers and understand the difference between even and odd numbers.

●        What different foods did the caterpillar eat?

●        Which food did the caterpillar eat the most of?

●        Which food did he eat the least?

●        Which food quantity total is even? Which is odd?

Students will be able to:

Describe: Students will identify even and odd numbers with 80% accuracy. Students will understand different graphing models can be used to describe quantities and represent data.

Compare: Students will be able to analyze and compare items represented in a graph. Students will use prior knowledge to help them when creating appropriate food groupings.

Apply: Students will be able to apply counting and number sense to find the sums of different items listed.

Goal:

·      Your task is to classify objects by their attribute (food).

·      The goal is to be able to collect information from the story of the foods the caterpillar ate and sort the foods into categories using a graph and compare them by counting the results and stating if the total number for each column on the graph is an even or odd number.  I can report the results orally or by a written number and utilize the graph bar.

·      The obstacles to overcome are staying engaged throughout the lesson.

Role:

·      You are an observer.

·      You have been asked to learn a new skill in sorting and classifying objects.

·      Your job is to observe and apply my knowledge to build a new skill.

Audience:

·      Your client is your teacher.

·      The target audience are my peers.

·      You need to convince your peers and teacher that I can explain and share my knowledge of the new skill I have acquired.

Situation:

·      The challenge involves dealing with understanding how to group foods into the appropriate group by their food type.

Product, Performance and Purpose:

·      You will create a graph in order to categorize each food into their respective group and depict your findings on the graph. You will determine if the number is even or odd.

·      You need to develop knowledge in separating objects according to their characteristics so that you can categorize them accordingly.

Standards and Criteria for Success:

·      Your performance needs to reflect understanding, practice and ability to teach.

·      Your work will be judged by a completed graph and open class participation discussions where students orally present their findings.

Your product must meet the following standards

●        MA.2.DP.1.1 Collect, categorize and represent data using tally marks, tables, pictographs or bar graphs.

●        MA.2.NSO.1.3 Plot, order and compare whole numbers up to 1,000.

●        MA.K12.MTR.7.1: Apply mathematics to real-world contexts.

A successful result will allow me to move onto the next task by building on the skills I have just mastered.

Pre and Post Self-Evaluation- Fill out the bar model rating from a 1-4 scale on how much you understand the concepts in the lesson before and after it’s been introduced.

Observation – Analyze the graphs and models to interpret data gathered from the story.

Bar Graph Activity – Using food grouping picture cards create a vertical bar graph using the appropriate food groupings for each category and count the sums for each section. Then describe whether the sum was even or odd for the category.

Caterpillar Color by Code – Solve the problems in the caterpillars body segments and color even and odd sections using the key.

Assessment – Students will accurately differentiate even and odd numbers. Analyze and interpret data from different graph models. Read story problems and choose the correct graph to represent the data.

Quiz – Match the math vocabulary words to the corresponding graphic representation.

Students will understand how to compare the likenesses and differences between objects in order to describe what makes each object different or alike. Students will be able to count the objects in each category in order to state the results and be able to note if it is more or less when comparing categories on a graph.

I can hook students by having them classify each other by the color of their eyes, clothing (who is wearing the shorts versus the pants versus skirts), and hair (hair color and length). Using themselves and their class peers will center their focus on the task of classifying.

Prior to retelling and graphing the foods from the story, The Very Hungry Caterpillar by Eric Carle, students will have the opportunity to engage in 2 minutes of open class discussion about their favorite foods.  Teacher will then model the correct use of materials (the graph sheet)  and explain the expectations for the lesson. Students will then graph the foods.

I will revise students’ understanding to make sure I do not have to reteach the lesson. I will steer students through self reflection via open ended questions during class discussion. At the beginning of the lesson, I will gauge prior knowledge. In order to accommodate different skill levels, I will offer differentiated help to students who need it by utilizing visual print outs of the foods in order to facilitate food classification. Also, work one on one in order to direct them to the desired outcome. I can also utilize an iPad in order to promote learning through play while refining students’ classifying skills.

Using gradual release of responsibility: Introduce through hook, I do (with showing examples), We do (students work with teacher , Partner do (students collaborate with each other discuss their graphs, You do (students are completing assignments as teacher walks around using cruising clipboard to assess student’s learning and mastery).