Wilson EDUC 353 Name: Alyssa Garraffo Date: 12/4/13 Target Grade Level: 3rd Grade Curriculum Topic:

Science

UbD Lesson Plan Template Stage 1: Desired Results

Established Goals: 3LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. (NGSS Standards) Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. (NYSCC Standards) Understandings: Students will understand .. (Students before this lesson will have already learned the difference between living and non living things.) That not every organism develops the same throughout their lifetime. An organism is a living thing. A lifecycle describes the stages and changes that an organism undergoes throughout its development until adulthood. Butterflies undergo four stages in its lifecycle: Egg/Larva, Caterpillar, Pupa, and Butterfly. Development describes the way in which an organism grows throughout its lifetime. Essential Question(s):

If all organisms are living things, why do they develop differently? How is the lifecycle of a butterfly similar or different to that of humans? What stage of a butterflys lifecycle do you think is the most important? Why? Why is it important to study the lifecycle of a butterfly?

Students will know. That butterflies do not take the shape of butterflies at birth.

Students will be able to.. Compare and contrast the differences of

All organisms experience birth, growth, reproduction, and death. It is important to observe the lifecycles of organisms so that we have a better understanding of the world around us. The four different stages of a butterflys lifecycle: Egg/Larva, Caterpillar, Pupa, and Butterfly. Vocabulary specific to this lesson: Organism: a living thing, such as a butterfly Lifecycle: The stages and changes that an organism undergoes throughout its development until adulthood Egg/Larva: Butterflies lay their eggs on leaves. This is the first stage in the lifecycle of a butterfly. Caterpillar: a worm like insect. This is the second stage in the lifecycle. Pupa: a silky case that protects the insect during its development. This is the third stage of the lifecycle. Butterfly: the last stage in the lifecycle. This is also known as the adult form of a butterfly.

lifecycles between butterflies and humans. Identify through description and images the four different stages of a butterflys lifecycle. Describe their scientific observations by taking notes while watching a TeacherTube video. Draw conclusions about the lifecycle of a butterfly by constructing scientific journal entries about the lifecycle and development of butterflies. Utilize charts and graphic organizers to display their understanding of the material.

Stage 2: Assessment Evidence

Performance Tasks: Students will be able to activate their prior knowledge and work collaboratively as a class to complete the KWL chart on butterflies. The pen will be shared between the teacher and the students to fill in the chart. Struggling students will have the ability to speak first so that all students will have the ability to succeed. Students will undergo a turn and talk procedure to discuss what they already know about butterflies and what makes them unique. The students will work in collaborative groups to become experts on the stages of the lifecycle of a butterfly. A student in each group will present the material to the class. Students will participate in a grand discussion about the material presented in the TeacherTube Other Evidence: The students will complete charts in the science notebooks individually about the material (stages of a butterflys development) presented in the TeacherTube video. The students will then individually complete journal entries and Venn diagrams into their science notebooks that describe the changes a butterfly undergoes throughout its development.

video and the group project. The teacher will be available for students throughout the lesson to help guide their learning in the right direction, as well.

Students will then individually complete exit slips to monitor their understanding on an intrapersonal level.

Stage 3: Learning Plan

Learning Activities: The teacher will call the students over to the carpeted area with their science investigation notebooks and a pencil, one table at a time. The teacher will activate the students prior knowledge by presenting the book, The Very Hungry Caterpillar by Eric Carle, to the class. The teacher will present a KWL chart to the students. S/he will ask the students, What do you already know about butterflies? What makes them unique? Students will turn and talk with their partner to discuss their knowledge. The pen will then be shared with the teacher and the students to complete the K portion of the KWL chart. Since some students may not be familiar with Eric Carles book, the teacher will then tab specific pages of the book that show the development and lifecycle of the butterfly. The class will undergo a picture walk. The teacher will then ask the students, Now that you have seen these images, what are some questions that you want to know about butterflies? The pen will again be shared with the teacher and students to fill in the W portion of the KWL chart. W To integrate technology into the lesson, the teacher will turn the students attention to a TeacherTube video that combines text and realworld pictures to demonstrate the lifecycle of a butterfly. The students will be informed that a butterfly undergoes 4 stages of development, called a lifecycle. The students will draw in their notebooks four boxes that are labeled, Egg/Larva, Caterpillar, Pupa, and Caterpillar. The teacher will ask the students, How does a scientist investigate, observe, and record the

growth of a butterfly? After the class has come up with a solution, the students will be informed to act as a scientist and write down their observations while watching the video. Students that struggle with literacy can benefit from the visual representations in the video and can copy these images in their notebooks. The video progresses as a slow pace, which will make note taking a practical procedure for the students. H Once the video concludes, the teacher will send the students back to their tables. The student tables will be broken up into four groups, The Larvae, the Caterpillars, the Pupae, and the Butterflies. The students in each group will share and document their findings on a 12x12 piece of oak tag. Once the students feel that they have become experts of their stage in the life cycle, a student from each table will present their work in the order of the lifecycle. The oak tags will be connected with arrows in the order of the lifecycle and will be displayed on the wall for later reference. E The students attention will be redirected to the teacher and the class will undergo a grand discussion on the material. The teacher will make sure that her students understand that organisms have unique and diverse lifestyles, but all experience birth, growth, reproduction, and death. R Once the teacher feels that all of the students have an understanding of this concept, s/he will cement their knowledge by mentally splitting the students into three differentiated groups. The students will work individually to complete a scientist journal writing piece that asks the students to act as a scientist and write about the life cycle of a butterfly. The students will then demonstrate how the growth of humans and butterflies are similar and different in the completion of a Venn diagram. The independent learners will complete a journal entry with a small prompt and a Venn diagram. The instructional learners will be provided with a journal prompt, a labeled Venn diagram, and a word box that will aid students in their

description of the cycle. The frustrational learners will be provided with a journal prompt, a labeled Venn Diagram, a word box, and images that will ensure understanding of the newly introduced academic vocabulary. ELL learners will also be given access to an online translation service or bilingual dictionary. The students will be given a rubric before the assignment so that they will be aware of what is expected of them while they are constructing their writing pieces. This is helpful for students to monitor their learning and for teachers to accurately assess the students understanding of the material. However, specific learning needs of the students will be kept in mind. E,T After the students have completed their individual writing pieces, the teacher will redirect the students to the KWL chart. The students will help the teacher fill in the L column by describing what they have learned as a result of the lesson. The students will then copy the chart into their notebooks and will be given butterfly shaped exit slip. The students will be asked to write down any questions they still might have or any areas of confusion. They will also be asked to answer the question, Why do you believe that organisms undergo different lifecycles? E The teacher will collect the exit slips and will transition into the next area of instruction. E,O Gardners Mutliple Intelligences are referenced multiple times throughout this lesson. Auditory learners will be able to listen to the TeacherTube video, class presentations, grand discussion, and turn and talk activity. Visual learners will benefit from the KWL chart, the picture walk, the video, the group activity oak tag chart, and the Venn diagram. Interpersonal students will enjoy the turn and talk activity, the grand discussion, the presentations, and the collaborative group work. Intrapersonal students will benefit from the individual writing activities and the exit slip. Naturalist learners will enjoy the relevance of the butterfly in nature. ELL learners will also be able to utilize images and online translation services and dictionaries to supplement their

learning experience. This lesson is catered to the needs of a diverse group of students. T

Resources
Independent writing worksheets (Attached) KWL Chart (Attached) Butterfly Shaped Exit Slip (Attached) The Very Hungry Caterpillar by Eric Carle Access to TeacherTube (link below) Science notebooks Oaktag with oaktag arrows

http://www.teachertube.com/viewVideo.php?video_id=122918

Works Cited
Carle, E. (1987). The Very Hungry Caterpillar. [New York]: Philomel Books. New York State Education Department. (2012). Common Core Learning Standards: C&I: P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved October 7, 2013, from http://www.p12.nysed.gov/ciai/common_core_st andards/ Nextgenscience.org (2013). The Next Generation Science Standards | Next Generation Science Standards. [online] Retrieved from: http://www.nextgenscience.org/next-generationscience-standards [Accessed: 6 Dec 2013].

Rubistar.4teachers.org (2009) RubiStar Home. [online] Available at: http://rubistar.4teachers.org/ [Accessed: 8 Oct 2013].

Teachertube.com (2013). TeacherTube - Teach the World. [online] Retrieved from: http://www.teachertube.com [Accessed: 6 Dec 2013]. Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition (Expanded 2nd.). Alexandria, VA: Prentice Hall

Writing Rubric: Topic 4 Sentences Sentences are complete, wellconstructed and of varied structure. Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out that the journal entries were about the lifestyles in each landscape. Content Accuracy The journal entry contains at least 5 accurate facts about the lifestyles in each landscape. Writer makes no errors in capitalization and punctuation.

3 All sentences are complete and wellconstructed (no fragments, no run-ons). Ideas were expressed in a pretty clear manner, but the organization could have been better.

2 Most sentences are complete and wellconstructed. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out that the journal entries were about the lifestyles in each landscape. The journal entry contains 1-2 accurate facts about the lifestyles in each landscape. Writer makes 3-4 errors in capitalization and punctuation.

1 Many sentence fragments or run-on sentences. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out that the journal entries were about the lifestyles in each landscape. The journal entry contains no accurate facts about the lifestyles in each landscape. Writer makes more than 4 errors in capitalization and punctuation.

The journal entry contains 3-4 accurate facts about the lifestyles in each landscape. Writer makes 1-2 errors in capitalization and punctuation.

Capitalization and Punctuation

(Rubistar, 2009) *The use of this rubric is for students and teachers to have a foundation for the completion and grading of student work. Teachers will take into consideration the students individual abilities when referencing this rubric for grading. Content covered in the lesson must be present in the writing piece, and is addressed in the row labeled, Content Accuracy in the rubric. The writing procedure primarily assesses the students understanding of the social studies material and pays attention to other important ideals of literacy covered in second grade, as well.

Independent Group Journal Entry Worksheet Name:_______________________ Directions: Its your turn to be a scientist! This is your science journal entry. Write in your journal what you have observed and learned about the life cycle of a butterfly! After you have written your entry, complete the Venn diagram that compares and contrasts the growth of butterflies and humans. Have fun, scientist! Date:___________________ Dear Science Journal, Today, I observed the lifecycle of a butterfly! This is what I learned: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________. Until next time, (your name)____________________________

Now, compare and contrast the growth of humans and butterflies! Humans Butterfly

Instructional Group Writing Activity Name:__________________________________ Directions: Its your turn to be a scientist! This is your science journal entry. Write in your journal what you have observed and learned about the life cycle of a butterfly! After you have written your entry, complete the Venn diagram that compares and contrasts the growth of butterflies and humans. Use the word bank below to help you write. Have fun, scientist! Word Bank Egg Pupa Legs Wings Leaves Adult Caterpillar Butterfly Larva Date:___________________ Dear Science Journal, Today, I observed the lifecycle of a butterfly! This is what I learned: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________. Until next time, (your name)____________________________

Now, compare and contrast the growth of humans and butterflies! Use the word bank to help you. Humans Butterfly

Frustrational Group Writing Activity Name:____________________________________ Directions: Its your turn to be a scientist! This is your science journal entry. Write in your journal what you have observed and learned about the life cycle of a butterfly! After you have written your entry, complete the Venn diagram that compares and contrasts the growth of butterflies and humans. Use the word bank and pictures below to help you write. Have fun, scientist! Word Bank Egg Pupa Legs Wings Leaves Adult Caterpillar Butterfly Larva

Date:___________________ Dear Science Journal, Today, I observed the lifecycle of a butterfly! This is what I learned: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________. Until next time, (your name)____________________________

Now, compare and contrast the growth of humans and butterflies! Use the word bank and pictures to help you. Humans Butterfly

Butterfly Shaped Exit Slip

KWL Chart