Individual Lesson Plan: Life Cycle of a Butterfly Essay

IntroductionIn this lesson, 2nd label school-age childs allow for pieceicipate in a word form on the deportment steering wheel of a scarceterfly. Students go forth learn standards-aligned science concepts and also benefit from cross-curricular instruction, through the incorporation of reading, writing, and work force-on activities. These modalities get bug out be utilise to help scholarly persons come across the concept of the brio rhythm method and make real- livelihood connections to the human life pedal. The lesson go out last for approximately xlv minutes. The lesson impart be taught within a small suburban school of approximately 650 students, ranging from kindergarten to 5th grade.The school shortly is receiving Title 1 funds, with 70% of its students on free or cut breakfast and lunch. The school is currently in good standing and has met AYP for the past(a) two years. There are a total of 20 students in the class, which displays the following demograp hics 50% Caucasian, 20% African-American, 20% Hispanic and 10% Asian. The class distribution includes 12 boys and 8 girls, and a total of 5 ELLs. deuce students have an active IEP, and five students have been identified as gift and talented. The talking to level of the students is classified as the elementary or modal(a) level of side spoken language proficiency.Description of LessonLesson Butterfly Life trollTime AllotmentThis lesson go away be taught in one forty-five minute class period.Content ObjectivesBy the completion of this lesson students go out becoming two objectives. Students will be sufficient to identify the four life cycle stages of a butterfly. Also, all students will be able to distinguish the stages of the butterfly life cycle in order.Language ObjectivesThe second grade students will also meet two language objectives by the decease of this lesson. Students will identify the Greek root of certain vocabulary row. Students will also define the term compo und words.State StandardsThe student will investigate and come across that plants and animals undergo a series of groovy changes as they mature and grow. (Grade two content science standards, 2007).Key verbiageIn this lesson students will become familiar with a variety of secern vocabulary words to include the following Oval egg, caterpillar, larva, metamorphosis, chrysalis, pupa, imago, forewing, wingtip, hindwing, margin, abdomen, thorax, proboscis, antennae, and wing base.MaterialsStudents will use several materials in order to complete this lesson, which are listed as the following paper adhesive friction, small plastic representations of butterfly stages to put in paper bag, KWL graphic organizer, computer stations with internet access for ESL students, clay, utensils to mold into clay, Greek root/compound word identification assessment sheet, life cycle stage and body part labeling assessment sheet.SIOP FeaturesThis lesson will implement the following SIOP features-SIOP Features-PreparationScaffoldingGrouping Options-___ Adaptation of Content_X_ ModelingX Whole Class-_X_ Links to Background___ guide practice___ humiliated Group -_X_Links to Past Learning___ Independent PracticeX Partners-___ Strategies Incorporated_X_ Comprehensible Input___ Independent --This lesson begins by muster on information students have recently learned in foregoing lessons about phases and textures as well as student background knowledge about butterflies, the focus of this lesson. Before the students arrive in the schoolroom, the teacher will place small plastic representations of butterflies in a paper bag a total of 4 models representing the four life stages of butterflies will be placed in the bag. When the students arrive, the teacher should begin with the following exercise, which is knowing to scram student interest and highlight key vocabulary words in a kid-friendly manner in order to increase comprehensible input.The instructor should close the bag and shake it, after which students should take turns putting their hands in the bag to feel the models. The teacher should ask the students to describe the shape and texture of what they feel, offering the options of square, oval, triangular, rod-shaped, collected, rough, and fuzzy, for lesson. The teacher should remind the students of the definitions of these words and ask the students to sound off what they are feeling in the bag, writing all the guesses on the board.in one case all students have had a turn, the instructor will reveal the models and explain that they represent the different life stages of a butterfly, emphasizing how the organism takes on different forms and textures depending on the stage it is in. The instructor will then run the students in a 3-minute whole class discussion about their experience with butterflies, after which he should present the content and language objectives for this lesson.Lesson FocusThe teacher will present a KWL graphic organizer on t he gaberdine board, explain that it will be used to help understand the belles-lettres on butterflies that they will soon read, and then model how it should be completed, employ the teachers own background knowledge about butterflies. The audition graphic organizer should remain on the board to be used as a reference while students complete their own sheets.Guided PracticeThe teacher will lead the class to the computer lab, KWL charts in hand, and pair students in heterogeneous strong language/low language couples before instructing them to log onto the www.kidsbutterfly.org website. The instructor should walk around the room, observing student progress and giving extra help to pairs with ELLs who might be struggling to gain understanding from the website or completing the KWL chart. ELL students who seem to be having great difficulty reading should be figuren how to read the literature in their native language if it is one of the options.After the reading, students will return to the classroom where the teacher will lead a grand discussion on the vocabulary words that students encountered, giving a mini-lesson on compound words when reviewing the terms wingtip, hindwing, and forewing and a mini-lesson on words with Greek roots and their root definitions when reviewing the terms metamorphosis and chrysalis. For the purpose of engaging ELL students whose native language is Latin-based, the teacher should explain how many English cognates, alternatives to more colloquial terms, are very similar to the counterparts in the ELLs first language, giving the example of the word calculate as opposed to the term figure out.Independent PracticeThe teacher will explain that the class will now do individual projects involving the creation of butterfly models. The teacher should show completed clay models of the four stages of a butterfly life cycle and then point, using new clay and carving utensils, how to create a butterfly in its final stage so students understand the want size and extent of detail. The instructor should then post pictures of the butterfly stages on a readily visible board and distribute the materials to students (clay and carving utensils). The teacher will then walk through the room, aiding students as necessary in the creation of their models.Review/AssessmentAfter creating the models, the students will be assessed to turn back if they have achieved the content and language objectives. Individually, the students will complete a two-fold choice test assessing their ability to identify compound words and the definition of metamorphosis and chrysalis as well as a sheet on which the student will be required to label the life cycle stages and the body parts of a butterfly. Students should spend no more than 10 minutes on both assessments, but ESLs will be given an extra five minutes to complete them. Students will cope with a percentage score on both assessments and must clear at least an 85% on either test to demonstrate mastery of the material.ConclusionAt the conclusion of this lesson, students will be able to identify the various stages of the life cycles of a butterfly. Students will also understand that all living things have a life cycle, and specific attributes of the life cycle stages vary from one species to the next.This lesson utilizes not only content-based instruction but also sheltered instruction, which helps to promote English language proficiency, in part by rendering the information being presented more readily comprehensible. It is designed to educate English language learners, as well as the widely distributed student population.According to Echevarria, Vogt, and Short (2008), ELLs must pull together their acclivitous knowledge of the English language with the content knowledge they are examine in order to complete the academic task (p. 6). Throughout the lesson, students will learn science concepts and also benefit from cross-curricular instruction through the incorporation of reading and writing into the lesson.As an extension activity, students will take a field trip to the Museum of Science, where they will be able to see the similarities and differences mingled with various species life cycles, including egg development, plant growth, and metamorphosis. Students will then participate in a post-test life cycle activity, to reinforce learned concepts, and shell out any gaps in comprehension.ReferencesCommon Wealth of Virginia Board of Education. (n.d.). English standards of learning. Retrieved from http//www.doe.virginia.gov/ test/sol/standards_docs/english/stdsk-8/stds_english2.pdf Commonwealth of Virginia Board of Education. (2003). Science standards of learning political platform framework . Retrieved from http//www.doe.virginia.gov/testing/sol/frameworks/science_framewks/framework_science2.pdf Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners The SIOP model (3rd ed.). Boston, MA Allyn and Bacon. T he Childrens Butterfly Site. (n.d.). Retrieved from http//www.kidsbutterfly.org/