Duration: 20 minutes Teacher Candidate: Kassie Vaughn Subject/Grade: Science/ 3rd Grade Lesson # 2 Date and Time of Lesson:

Thursday, October 17th at 1:40 p.m.

Learning Objective: After exploring the life cycles of four different animals (chicken, frog, butterfly, and dragonfly), children will be able to successfully identify and compare the life cycles of a variety of animals. Alignment with Standards: South Carolina Science Standard o Standard 3-2.1: Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats. EEDA Standard o Section 59-17-135B: School districts must require their boards of trustees to develop a policy addressing the integration of character education into the regular school curriculum. SSCA Element o Section 59-63-140A: It is the policy of this state that harassment, intimidation, and bullying in our school, regardless of motivation, must not be tolerated. It is detrimental to the overall educational environment as well as the children affected by the harassment, intimidation, and bullying. Developmental Appropriateness: It is essential for students to know that every animal has a pattern of growth and development called a life cycle. Students have been introduced to the various stages in the life cycles of animals in 2nd grade (2-2.5). Therefore, my learning objective for this lesson is appropriate because children will not only be exposed to a variety of life cycles, but will also be lead to a conceptual understanding that all organisms change over time. It is critical for students to know the stages of growth that are part of the life cycles in a variety of animal types, and that these stages are not the same for all animals. In 6th grade (6-4), children will develop a more in-depth understanding of the structures of animals that allow them to grow, reproduce and survive. Assessment of the Objective: Lesson Objective
After exploring the life cycles of four different animals (chicken, frog, butterfly, and dragonfly), children will be able to successfully identify and compare the life cycles of a variety of animals.

Assessment of the Objective

Pre: In order to engage my students, I will pre-assess them by asking the children to compare the differences between the pictures of the animal babies and their parents. Children will further define the term life cycle. During: Within their table groups, children will explore the four Velcro diagrams I have created of the

Use of Formative Assessment

Pre: Questions regarding the assortment of pictures displayed on the Smart Board of animal babies and parents- will use to indicate students current background knowledge on the concept of different life cycles During: Correct assembling and explanation of the different life cycle sequences (on the Velcro

Duration: 20 minutes
different life cycles of a chicken, frog, butterfly, and dragonfly. They will work on studying, taking apart, and reassembling the correct stages of the various life cycles. After switching the diagrams among the groups three times, the students will describe the similarities and differences they observed between the assorted life cycles. When students have established that animals go through diverse life cycles in which they grow, reproduce, and survive, individuals will investigate and draw their predictions to the following challenge in their science notebooks: What does the life cycle of a grasshopper look like? Post: Students will be given a handout to complete, which focuses on the life cycles of different animals including a frog, rabbit, and butterfly. After collecting the handouts, I will assess the childrens finished work based on accuracy and neatness.

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diagrams)- will depict childrens ability to assemble the stages of various life cycles and their comprehension that not all of the stages are the same. Individual predictions about the life cycle of a grasshopper (located in science notebooks)- will indicate students knowledge of what type of animal a grasshopper is and what they believe its life cycle would consist of Post: Life cycle handout- will determine childrens understanding regarding the stages of the life cycles of different animals

Accommodations: Regarding my early finishers, students will be given the opportunity to play a game involving life cycles that I already have pulled up on two of the computers in the classroom. On the game, children will explore the life cycles of various insects, mammals, and amphibians. Pertaining to the children who finish late or do not finish at all, I will work with them during independent reading time the next day on completing their handouts. For my three IEP students and my one ESOL student, I will personally read the directions for the handout to each one of them individually, in order to make sure they truly comprehend what I expect for them to do or if they have any questions. Also, the Velcro diagrams I employ during my lesson will serve as visual confirmation for these four children. Concerning mainly my ESOL student, I will clearly state the objective and activities of the lesson at the beginning of my instruction to inform her of the topic we will be discussing and activities we will be doing. Materials: pictures of various animal babies and their parents; Smart Board; four Velcro diagrams depicting the life cycle stages of a chicken, frog, butterfly, and dragonfly; short Power Point; Animal Life Cycles sheets; students science notebooks; glue; pencils; life cycle handouts Procedures [this lesson will be conducted with half of the class, while the other half are working in various stations my cooperating teacher has set up; the groups will switch once I have finished with the first group of students]:

Duration: 20 minutes

Engagement (2 minutes): 1. Display the five different picture pairs of animal babies and their parents and have the children compare the differences between the correlations, while further discussing the idea of life cycles. a. What do notice about this animal baby and its parent? b. Do they look the same? Or different? c. Why do some babies look completely different from their parents? d. How would you describe the term life cycle? 2. Emphasize that adults reproduce only the same type of animal. For example, cats have kittens, not puppies. These 5 things are present in all animal life cycles: birth, growth, adulthood, reproduction, and death. However, each of the stages may appear different in the life cycles of various animals. Exploration (8 minutes): 1. Within their table groups, students will explore the four Velcro diagrams I have created of the different life cycles of a chicken, frog, butterfly, and dragonfly. (SSCA=> Before engaging in this activity, remind students of how to speak kindly to and treat others how they would like to be treated). They will work on studying, taking apart, and reassembling the correct stages of the various life cycles. Children will be guided to think about certain aspects such as: a. How many steps make up each life cycle? b. Are there any odd stages you observe that make the cycle different from the others? c. Compare the appearance of the animal baby (beginning stage) to the parent (final stage)? d. How would you describe the terms metamorphosis, incomplete metamorphosis, and complete metamorphosis that you see on several of the diagrams? Explanation (3 minutes): 1. After switching the diagrams among the groups three times, the students will come back together as a whole group to describe the similarities and differences they observed between the assorted life cycles. (EEDA => Before children begin explaining what they observed pertaining to the different life cycles, remind children of how to be active, respectful listeners while their classmates are speaking). 2. While the children are explaining their thoughts about the life cycles, I will quickly move along with them through the short, engaging Power Point, and emphasize the related vocabulary such as metamorphosis, incomplete metamorphosis, and complete metamorphosis. 3. Give students the Animal Life Cycle sheet for them to glue in their science notebooks as a future reference. 4. Stress the fact that some animals are born alive and some animals hatch from an egg. Some animals have all the parts at birth that adults have. Insects and amphibians have to undergo

Duration: 20 minutes types of metamorphosis to look like the adult. As a general rule, the more babies a species has at one time, the shorter the life span of the species. Elaboration (2 minutes): 1. When students have established that animals go through diverse life cycles in which they grow, reproduce, and survive, individuals will investigate and draw their predictions to the following challenge in their science notebooks: a. What does the life cycle of a grasshopper look like? Evaluation [Assessment] (5 minutes): 1. Students will be given a handout to complete, which focuses on the life cycles of different animals including a frog, rabbit, and butterfly. 2. After collecting the handouts, I will assess the childrens finished work based on accuracy and neatness.

Activity Analysis: Four Velcro diagrams depicting the life cycle stages of various animals o Through this hands-on activity, students will work in table groups on achieving the objective of my lesson, which was to successfully identify and compare the life cycles of a variety of animals. They will work on studying, taking apart, and reassembling the correct stages of the assorted life cycles. After switching the diagrams among the groups three times, the students will come back together as a whole group to describe the similarities and differences they observed between the various life cycles. o One of the main reasons I incorporated this activity stems from the arrangement of the students tables in different groups. This arrangement allows for children to easily work in groups and collaborate with each other to improve learning. Also, regarding the nine students in my class who are visual learners, this activity would be ideal for them as they can physically see the stages of different life cycles. o The only technology that will be implemented during this activity is the Smart Board, which I will be using. While the students are explaining their thoughts about the life cycles, I will quickly move along with them through the short, engaging Power Point, and emphasize the related vocabulary such as metamorphosis, incomplete metamorphosis, and complete metamorphosis. o During this activity, higher order thinking will be addressed as I guide children to think about certain aspects such as: i. How many steps make up each life cycle? ii. Are there any odd stages you observe that make the cycle different from the others? iii. Compare the appearance of the animal baby (beginning stage) to the parent (final stage)?

Duration: 20 minutes

5 iv. How would you describe the terms metamorphosis, incomplete metamorphosis, and complete metamorphosis that you see on several of the diagrams?

Students will further be instructed to come back together as a whole group to describe the similarities and differences they observed between the assorted life cycles. There is evidence for this lesson being research-based as I incorporated this activity based on the importance for students to know that every animal has a pattern of growth and development called a life cycle, and that the stages of those cycles are not the same for all organisms. Life Cycle handout o Through this assessment, children will work individually on completing a handout depicting the life cycles of different animals, as was stated in my objective. The handout focuses on the life cycles of three animals, including a frog, rabbit, and butterfly. o The reason I selected this activity for my assessment is because of the quick confirmation it would provide me with regarding the childrens understanding of the stages of different animals life cycles. For the new science teaching strategy we are trying, the students are to be quickly assessed while in whole-group instruction, in order for them to have ample time to spend in the different learning stations. o There is no technology used for the completion of the handout. The only necessary materials are the handouts and the students pencils. o During this activity, higher order thinking and performance will be addressed as students will have to individually utilize the information they have learned pertaining to the different aspects of life cycles in order to correctly complete the handout. o There is evidence for this lesson being research-based, because I integrated the handout as my final assessment of the childrens understanding, in order to make sure I had fully addressed the essential information students needed to know according to the South Carolina Science Standards. References: Definitions of the Safe School Climate Act in South Carolina (Section 59-63-140A) Schoenfeld, V. Animal Life Cycles. Purchased on October 12, 2013 from Teachers Pay Teachers website: http://www.teacherspayteachers.com/BuyerDashboard Sheppard Software. Life Cycle Games: Learn about 3 different animal life cycles!. Retrieved on October 13, 2013 from Sheppard Softwares website: http://www.sheppardsoftware.com/scienceforkids/life_cycle/games.htm South Carolina Education and Economic Development Act Guidelines (Section 59-17-135B) o

Duration: 20 minutes South Carolina Science Standards (Standard 3-2.1) Whitlock, C. Animal Life Cycle Activity Sheet. Purchased on October 12, 2013 from Teachers Pay Teachers website: http://www.teacherspayteachers.com/BuyerDashboard