Lesson Plan Assignment

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1 Lesson Plan Assignment Lesson Overview Lesson Topic or Title Curriculum-Framing Questions/Problem What is the bigger picture? (essential question; this is optional for all classes Why do butterflies have life cycles? EXCEPT Creating a Technology-Rich Lesson) Questions that students should answer/problem they should solve Lesson Summary What are the stages of the butterfly life cycle? How does the life cycle of the butterfly help it survive as a species? How are butterflies vulnerable and protected during different phases of their life cycle? Third graders will research the life cycle of butterflies from direct observation, United Streaming resources, and digital and text resources. They will work collaboratively to write a picture book that explains the life cycle of a butterfly for a younger audience. They will use digital cameras to take pictures of butterflies at different stages in their life cycle that will be used as instructive illustrations in picture books they create for a younger audience. In this lesson, technology tools including digital cameras and Internet resources will be used to focus students natural curiosity about the world around them, specifically butterflies. Students own questions will drive the unit s direction. The lesson contains connections to other subjects including art, library, and the literary genres of biography and autobiography. The lesson s culminating writing activity will focus learners attention on the butterfly life cycle. Why do butterflies exist in different forms throughout their lifespan? What advantage does each stage give them for survival as a species? The rich, varied resources of the Internet will provide students experience in research, collaboration, and help them grow as critical thinkers and independent readers. Subject Area(s) Science Communication Arts Library Grade Level Third Student Objectives/Learning Outcomes FROM: INTEL TEACH TO THE FUTURE with support from Microsoft 2000 Intel Corporation. All Rights Reserved 1

2 Students will compare the four stages in the butterfly life cycle. Students will explain what hazards do butterflies present to other animals, especially humans. Compare these to the hazards humans cause monarchs. Students will provide evidence to explain why butterflies belong to the insect order. Students will predict what might happen if monarchs became extinct, and the possibility of that happening. Targeted State Frameworks/Content Standards/Benchmarks FROM: INTEL TEACH TO THE FUTURE with support from Microsoft 2000 Intel Corporation. All Rights Reserved 2

3 The unit aligns with the following Missouri Show Me Standards. ( Process Standards GOAL 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas. Students will demonstrate within and integrate across all content areas the ability to 1. Develop questions and ideas to initiate and refine research 2. Conduct research to answer questions and evaluate information and ideas 4. Use technological tools and other resources to locate, select and organize information 5. Comprehend and evaluate written, visual and oral presentations and works 7. Evaluate the accuracy of information and the reliability of its sources 8. Organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation GOAL 3: Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems. Students will demonstrate within and integrate across all content areas the ability to 5. Reason inductively from a set of specific facts and deductively from general premises GOAL 4: Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society. Students will demonstrate within and integrate across all content areas the ability to 6. Identify tasks that require a coordinated effort and work with others to complete those tasks Content Standards In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of 3. Characteristics and interactions of living organisms 4. Changes in ecosystems and interactions of organisms with their environments 8. Impact of science, technology and human activity on resources and the environment The learning activity also aligns to District science learning objectives for Grade 3 Life FROM: INTEL TEACH TO THE FUTURE with support from Microsoft 2000 Intel Corporation. All Rights Reserved 3

4 Science: Students will examine the rich diversity of living things. Iste NET Standards In addition, the unit aligns with the following NETS-Student standards. 1. Basic operations and concepts Students are proficient in the use of technology. 2. Social, ethical, and human issues Students practice responsible use of technology systems, information, and software. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 3. Technology productivity tools Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. 5. Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources. Procedures Day 1 Watch the nine-minute segment from TLC Elementary School: Our Natural World that is downloaded from United Streaming and burned on the CD. This will serve as an introduction to the lesson and activate students prior knowledge. Using the Question-Matrix (handout from oaainfo/workshop/questionmatrix.pdf) students will generate questions about the butterfly life cycle. These will form the basis for class discussion that will generate a K W-H chart. As a class fill in the K-W_H chart. Explain the project. In groups of two (the computer buddies they sit with) students will research questions about the life cycle of butterflies. They will use this research to write a picture book about butterflies that compares the stages of the butterfly life cycle. As part of their research, students will visit the Sachs Butterfly House where they will watch the movie, observe butterflies first-hand, and photograph different butterflies and stages of the butterfly life cycle. The photos students take will be used as illustrations for their picture books. Students will explore picture books during this week s library lesson. Students will work with the teacher to develop the rubric that will be used to assess the picture books. Distribute permission forms for the field trip, which are due back in two days. Day 2 & 3 Collect field trip permission forms. They are due on Day 3. Go over the questions generated about butterfly life cycles. Pairs of students will use the research organizer to record information they learn about the butterfly life cycle. Facilitate the groups as they work. FROM: INTEL TEACH TO THE FUTURE with support from Microsoft 2000 Intel Corporation. All Rights Reserved 4

5 Before beginning go over class protocol for research, sharing finds, and staying on task. Students will be share orally at the mid-point and the end of the lesson that should be used as feedback on how they are progressing. Address any difficulties with the research that apply to the majority during this time. The last ten minutes should be devoted to revisiting the K-W-H chart and adding a What I Learned on another Smartnotebook file. Call home to remind parents if field trip permission slips are not returned. Students have library on the third day of the unit and the librarian will focus the lesson on picture books. Cue students to think about what they want to include in their book during the library lesson. Day 4-5 By this time, most students will have some information about life cycles they will want to share. The teacher will explain the picture book and how it will focus on the life cycle of the butterfly, why each stage is important, and what happens during each stage. Using their completed Inspiration webs, students will write a rough draft on the computer using Microsoft Word. They will plan what photograph they will have to take to go along with their text. Go over the evaluation rubrics for the picture book again. Day 6 Field trip to the Sachs Butterfly House. Day 7-10 Students will download their photos to the computer and add them to the book pages. Students will finish rough drafts and schedule two editing conferences. One will be a peer conference with another pair of writers. After making necessary revisions, a teacher editing conference will be held. Students must sign up to schedule these conferences. Students will print each edited page of their book. During Days 7 10, the teacher will provide mini lessons as needed. These would be based on student needs as they work on their project and could include grammar concepts, geography, scientific classification, use of photos including downloading from the camera to he computer, or metric measures. In addition, if there were additional questions that students answered, there would be opportunities to share these with the entire class. Two days after the books are due, a combined library class will be held in the format of a book reading. The readers are the third grade authors and their audience is the first grade buddy class. At the end of the book reading, show both classes segments 6, 7, and 8 from the downloaded movie: Butterflies: Amazing Insects. Use the digital camera to record the readers and their buddy, which will be shown to the class as a slide show to reward students hard work and successful learning. Have students complete a self-reflection focusing on their work and learning and perceptions of the lesson. Approximate Time Needed Example: 1 class period for two weeks to be divided up between science and communication FROM: INTEL TEACH TO THE FUTURE with support from Microsoft 2000 Intel Corporation. All Rights Reserved 5

6 arts, plus two library lessons. The first library lessons will be about picture books, the second will be a joint lesson with the first graders as the third grade authors read their books to their first grade buddies. Prerequisite Skills Students in this third grade emints classroom share one computer for every two students. They are familiar with using the class website, accessing web sites, and software for word processing (Office) and presentations (PowerPoint.) Students can also create Inspiration webs and know how to copy and paste graphics while respecting copyright issues. The classroom is equipped with a SmartBoard and projector. Students knowledge of butterflies is less certain. To determine their knowledge base, the question matrix will be used along with a K and W chart. The Q-Matrix is a grid of 36 question starters that students will use to generate questions about butterflies and their life cycles. The teacher will remind students about thick and thin questions, with the goal being to develop thick questions. Thick questions require analysis, evaluation, or synthesis to answer. Student-developed questions will complete the What I Want to Know Part of the KWL chart. As the class generates the questions, if there is agreement on prior knowledge, the What I Know Part of the KWL chart will be filled in. Materials and Resources Required For the Lesson Technology Hardware Camera Computer(s) Digital Camera DVD Player Internet Connection Laser Disk Printer Projection System Scanner Television VCR Video Camera Video Conferencing Equip. Other: Technology Software Database/Spreadsheet Desktop Publishing Software Encyclopedia on CD-ROM Image Processing Internet Web Browser Multimedia Web Page Development Word Processing Other: Other Materials Library resources including examples of picture books and books about butterfly life cycles, paper and ink for printing, and book binders and binding machine. Digital cameras Supplies Book binders Book binding machine FROM: INTEL TEACH TO THE FUTURE with support from Microsoft 2000 Intel Corporation. All Rights Reserved 6

7 Reservations, bus reservations, field trip permission forms The Field Museum Butterflies at the Field Museum The Journey North Monarch Butterfly Mountain Prairie Information Node NBII Children s Butterfly Site Internet Resources Sophia M. Sachs Butterfly House and Education Center The University of Kansas Monarch Watch Life Cycle of a Butterfly Butterflies for Kids The Life Cycle of a Butterfly Others Field trip to the Sachs Butterfly House Scaffolding Provided by the Teacher Attached files: 1. Question Matrix (Question_ Matrix.pdf) 2. K-W-H Chart (KWH.doc) 3. Inspiration Organizer (data collection scaffold) Egg and Adult stage attached as examples, other two stages would be used. (Adult_Stage.pdf Egg_Stage.pdf) 4. Sample of student page (caterpillar.pdf) 5. Proposed rubric of book (actual rubric to be jointly developed) (rubric_butterfly.xls) 6. Checklist of daily progress/ work habits (checklist.pdf) Accommodations for Differentiated Instruction Page 7 of 11

8 Resource Student Gifted Student All students will work on this lesson with a partner and it is not anticipated there will be any additional modification needed, other than the normal resource room time indicated on each student s IEP. Technology is a great leveler, and the writing and spell checking capabilities of the word processor will provide the necessary tools for resource students to be successful with this lesson. If a teach finishes their picture book early, they will have the opportunity to compare specific species of butterflies to determine how the life cycle stages pertain to that specific species. Groups could also prepare a short multimedia presentation that addresses some of the questions found in the Journey North website. Assessment of Student Learning (formative and summative) Student Assessment The book evaluation rubric will be 75% of the grade for the unit. The evaluation rubric will contain categories that cover content: depth of explanation of each stage, migration, habitat and predators at each stage. Other categories will evaluate the photos, mechanics, peer editing, and the buddy lesson. The other 25% of the unit grade will be the Inspiration web and a daily checklist of progress. The teacher will maintain a project-based checklist for students. She will explain that she will be looking for certain things every day: everyone is on task, discussion is focused on monarchs or mechanics of the task, students are self-directed learners, and students figure out how to work with each other and solve disagreements with little teacher intervention. Both the third and first grade teacher will assess the book reading activity. Were both grades engaged? What did the first graders learn from the books? Did the third graders express pride in their work and abilities? Unit Evaluation (summative) The teacher will reflect on the objectives, time spent vs. depth of learning, and student assessments to refine the lesson. One modification might be to include photos for every other page, using the odd number pages for text, and incorporating full-page photos or illustrations only the even numbered pages. Bibliography Page 8 of 11

9 Resources The Question Matrix NETS Standards Project Based Checklists Show Me Standards United Streaming Videos TLC Elementary School: Our Natural World Butterflies: Amazing Insects Reflection The cameras will provide a record of student observations from their field trip to the Butterfly House. No picture book is a picture book without pictures. The camera will allow students to create the picture books more efficiently, as well as ensuring accuracy of the visual image. Students will use Kid Pix to create the egg stage of the life cycle, unless they can find a picture of butterfly eggs at the Butterfly House. This will allow the teacher to include ethical considerations of altering photographs into the lesson. The digital camera will also be used to record the author day in the library. Images will be compiled into a slide show and shown to the class. DOK Levels would be 3 and sometimes even 4 as they create their picture books and evaluate what to put in them. Grapplings Level is Transforming. This lesson could not be done without the technology. Page 9 of 11

10 Butterfly Life Cycles What I Know What I Need to Learn How Will I Learn This? Page 10 of 11

11 How Did I Work Today? There are five boxes below for each sentence. The 5 means you did the best possible job you could have done. The 1 means you did not do a good job. Place a in the box that best describes your work today. Name I was on task the entire class. I was agreeable to work with. I used the technology tools appropriately. I listened well to the teacher and my partner. I followed directions well. My goal for tomorrow is to: Page 11 of 11

12 Question Matrix Present I. Knowledge II. Comprehension Application 1. What Is? 2. Where/ When Is? 3. Which Is? 4. Who Is? 5. Why Is? 6. How Is? Past 7. What Did? 8. Where/ When Did? 9. Which Did? 10. Who Did? 11. Why Did? 12. How Did? Possibility Probability Predictability 13. What Can? 19. What Would? 25. What Will? 14. Where/ When Can? 20. Where/ When Would? 26. Where/ When Will? 15. Which Can? 21. Which Would? 27. Which Will? 16. Who Can? 22. Who Would? 28. Who Will? 17. Why Can? 23. Why Would? 29. Why Will? 18. How Can? 24. How Would? 30. How Will? Imagination 31. What Might? 32. Where/ When Might? 33. Which Might? 34. Who Might? 35. Why Might? 36. How Might? III. Synthesis & Analysis IV. Synthesis & Analysis From Dr. Chuck Wiederhold s book Cooperative Learning & Higher Level Thinking, available from Kagan Cooperative Learning Espada, Suite 303, San Juan Capistrano, CA Arth, M. A. Teacher questioning in the elementary mathematics classroom: Engaging students in an on-task dialogue. University of Wyoming. Retrieved from Dissertation Abstracts.

13 Names Description How does the Adult Stage affect other stages on the life cycle? The Adult What photo is needed for the book? What are the dangers to the butterfly during the adult stage? Does the adult stage pose a threat to any other plant or animal? Any additional information. Butterfly photo from Sachs Butterfly House

14 Eat, eat, eat goes the caterpillar. Eat, eat, and eat some more. Caterpillars are voracious eaters. That means they eat a lot. Some caterpillars can eat all the leaves off a tree.

15 Eat, caterpillar, eat while you can. Store up the food you need to live.

16 Names Description How does the Egg Stage affect other stages on the life cycle? The Egg What are the dangers to the butterfly during the egg stage? Does the egg stage pose a threat to any other plant or animal? Any additional information.