LESSON 3

5E Learning Cycle Lesson Plan

Lesson Plan Title: Compare and Contrast Life Cycles

Student Teacher University Supervisor/

(Block B Student) Cooperating Teacher
Erin Lindgren James Alberto

Grade Level/Subject Unit Title

3rd Grade/Life Cycle Similarities and Diverse Life Cycles
Differences

Lesson Length (hours/days) Area(s) of Science (From NGSS/DCI’s) – Circle one

Date(s) 03/29/2019 Earth Space Science

In-Class Time Period 55-60 minutes Life Science

Physical Science
Out-of-Class Time None
(homework/collaboration)

NEXT GENERATION SCIENCE STANDARD(S)

Performance Expectation(s):
3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth,
growth, reproduction, and death.

Science and Engineering Practices: Disciplinary Core Idea(s): Crosscutting Concepts:

Developing and using models: LS1.B: Growth and Development of Patterns:
Develop models to describe Organisms: Patterns of change can be used to make
phenomena. Reproduction is essential to the predictions. (3-LS1-1)
continued existence of every kind of
organism. Plants and animals have
unique and diverse life cycles. (3-LS1-1)
Connections to CCSS Literacy in Science:
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse
on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

OBJECTIVES (Intended Learning Outcomes) please write as list.

Cognitive: Students will be able to analyze and compare the life cycles of a plant and a frog.

Psychomotor: Students will be able to play a game where they have to use their hands to move things around and
make connections.

Affective: Students will be able to identify how the human life cycle is similar to that of animals and plants.
ACCOMMODATIONS/MODIFICATIONS FOR DIVERSE LEARNERS (based off of Contextual Factors):
 Provided materials in ELL students native language, along with the English versions.
 Specific groups to help students are performing below grade level average.
 Allowing students with attention issues, or troubles with sitting still, to stand in the back of the class during the
longer whole class discussion.

MATERIALS Attach all materials, i.e., handouts, worksheets, etc., PREPARATION Describe any advance preparations for the lesson.
needed to teach this lesson.  Gather material that don’t need to made first
 From Tadpole to Frog book  Create vin diagram work sheet
 The Tiny Seed book  Print vin diagram worksheet
 Vin diagram worksheet  Find picture of stage of the plant, frog, and human life cycle.
 Matching game cards/pictures  Print and laminate pictures to make the cards for the
matching game
 Put pictures/cards in enough bundles so each group will
have one

Safety Rules:
There are no safety rules needed for this lesson.

5E LEARNING CYCLE PROCEDURES:

Engagement: In detail describe the initial Introductory Activity (e.g., open-ended problem, scenario,
demonstration, story, etc.). Include the Divergent (open-ended) Question to engage
individual student involvement in active scientific inquiry. Include appropriate classroom
procedures to initiate a positive learning environment.

1. Teacher will begin the class by reading two short books about the life cycles of frogs
and plants.
 From Tadpole to Frog by Holly Keller and Wendy Pfeffer
 The Tiny Seed by Eric Carle
 This is refresh the students minds about the two different life cycles they
have already learner about
2. As the teacher is reading through the two books, the students will gather on the
carpet in the front of the room.
3. Throughout the readings the teacher will stop when they get to a part that represents
a part of the life cycles. The teacher will have the students briefly identify the stage fo
the cycle the book is referring to, and then continue reading.

Related Web Site:

Exploration: Describe the introductory directions to initiate student-to-student interactions as active
participants in scientific inquiry, recognize ALL safety precautions, materials needed, and
reasoning for how students will be grouped (e.g., “Jigsaw,” “Think-Pair-Share,” etc.).
Describe how experiences during this phase will provide opportunity for students to
confront their prior knowledge.

1. Teacher will now split the students up into groups of 3 to 4.

 The reason for small groups is so the students can have a more deep
discussion.
2. In their groups the students will get 3 minutes to brainstorm and write down the
similarities they can think of between the plant life cycle and a frog life cycle.
 Things they could think of are that the eggs and seeds stages of the cycles are
similar because both eggs and seeds hold all the parts of the plant and frog.
3. After that, the groups will get another 3 minutes to brainstorm and write down any
differences they can think of between the two life cycles.
4. While the students are brainstorm the similarities and differences for those 6
minutes, the teacher will be walking around and providing scaffolding questions to
groups as needed to help get them to think of things the cycles have in common.
5. After all the groups have lists of similarities and differences, each students in all the
groups will be given a worksheet with a vin diagram on it.
 One large circle of the diagram will be labeled “plants” the other large circle of
the diagram will be labeled “frogs”. The overlap of the two large circle will be
labeled “both”.
6. Using their brainstorming lists, the groups will be given 6 to 8 mins to categorize their
thoughts, on the similarities and differences of the two life cycles, into the vin
diagram.
7. Teacher will tell the students they need to come up with at least 4 similarities to put in
the center and 3 difference to put on each opposite side.
 3 things only the plant life cycle does and 3 things only the frog life cycle does,
and 4 or more things that they both have.

Related Web Site:

Explanation: Include scientific explanations appropriate for the grade, social, and developmental
levels of the learner. Provide a Convergent (closed) Question Sequence to promote
concept formation/term introduction, and science content and/or process skills
explanation(s). Finally, describe how students will demonstrate cognitive construction of
concepts, which include making connections to exploratory activities.

1. After all the groups are done filling out their vin diagrams, the teacher will tell them
they are going to share what they came up with to the class.
2. Each group will stand up and share what they put as similarities and differences for
both life cycles.
 3. While groups are sharing, the other groups will be looking at their vin diagrams and
checking off items that they repeat (things the other groups are saying and they said
as well).
 When the next group goes to share they will only share what the previous
groups have not said yet.
4. Teacher will instruct the students that will have to listen very carefully to each of the
other groups while they are sharing so they can hear and check off their similar
answers.
5. After all groups have shared their ideas/vin diagrams, they will do a debrief about
what some of the main things the groups came up with.
 Teacher may also have to mention or talk about any major ideas that the
students did not think off.
 During this time the teacher will also point out the major life cycle components
that both of these things have in common; birth, growth, reproduction, and
death.

Related Web Site:

Elaboration: Describe a related Science Activity to provide opportunity for students to apply key
concepts to new/different situations. Students should show deeper understanding of
concepts, make decisions, and/or design [extended learning] experiments to further
engage in scientific inquiry that helps connect the science concept to their lives.

1. Teacher will split students up into new groups of 3 to 4.

2. Teacher will tell the students they are going to play a matching game where they will
have think about the life cycle of plants, frogs, AND their own (humans).
3. Each groups of students will given a bundle of cards with pictures of all three life
cycles stages on them.
4. The students will be given 10 minutes to organize/match the stages of the life cycles
together based on similarities.
 For example: the picture of the frog egg, flower seed, and baby in a moms
stomach will go together. Another example would be: the pictures of an adult
frog, fully grown plant, and adult human would all go together.
5. While the students are taking the 10 minutes to organize the cards in their groups, the
teacher will walk around and provide scaffolding when needed.
 If the teacher notices a group is stuck, they could simply ask the students to
describe the pictures to them.
 Through talking it out and describing the pictures out loud, the students may
be able to see connection they didn’t before.
6. After all the groups are done matching up all the cards, they will then be given a small
piece of paper (a half sheet).
7. On the piece of paper each student will individually answer the following question in 3
to 4 sentences:
 What basic common stages of life do all three of these things have in
common? (Frogs, plants, and humans)
 The answer the teacher is looking for is birth, growth, reproduction, and
maybe death.
 Related Web Site:

Evaluation: Describe two ways in which you will assess student understanding.
(Note: one should involve either “performance” or “authentic” assessment. Additionally,
you must create and submit either one assessment instrument or one rubric for each
lesson. You may not use the same assessment twice in your unit and you may not use a
simple worksheet/graphic organizer or an exit ticket as a form of assessment).

Assessment (1)
Student Learning Outcome
(Cognitive Learning
Objective):
Students will be able to
analyze and compare the life
cycles of plants and frogs.
Description: Describe Criteria: Describe criteria Level of Mastery: Set the level
the assessment used used to grade/score the of acceptable performance
to evaluate the assessment (include point using a measurable quantity.
student-learning values)
outcome(s).
The assessment for Student wrote down 3 items Level of mastery for this
this is the vin diagram under the plant side of the assessment would be a score
worksheet where they vin diagram – 3 pts of 9/10.
wrote down and Student wrote down 3 items
organized the under the frog side of the vin
similarities and diagram – 3 pts
differences between Student wrote down 4 or
frog and plant life more similarities in the
cycles. middle of the vin diagram – 4
pts

Assessment (2)
Student Learning Outcome
(Psychomotor or Affective
Learning Objective):
Students will be able to
identify how the human life
cycle is similar to that of
animals and plants.
Description: Discuss Criteria: Describe criteria Level of Mastery: Set the level
the assessment used used to grade/score the of acceptable performance
to evaluate the assessment (include point using a measurable quantity.
student-learning values)
outcome(s).
The assessment for Observation Criteria: Y – 1 Level of mastery for the
this will be the teacher pts, N – 0 pts assessment as a while for an
observing the Is the student participating in individual student would be a
matching game and the game? Y or N score of 10/11.
the answer to the Did the group the student
question on the half was in complete the game?
sheet of paper. Y or N
Question: what basic Did the group the student
stages of life do all was in match up all the cards
three of these things correctly? Y or N
have in common? Half-sheet answer:
Student answered the
question in 3 to 4 sentences
– 4 pts
Student answered birth,
growth, reproduction, and
death – 4 pts
 TEACHING MODELS and LEARNER ACTIVITIES:
Check all that apply.

Teaching Model(s) Activity Type(s)

X 5E X Individual
X Cooperative Learning X Small Group
X Direct Instruction X Whole Class
Presentation Outside of Class
Problem-Based Instruction Other
X Discussion

Attach RUBRICS/ASSESSMENT INSTRUMENTS:

Vin Diagram Criteria 4 3 2 1 0

Student wrote down 3 items on the X
plant side of the diagram
Student wrote down items on the X
frog side of the diagram
Student wrote down 4 or more items
in the middle of the diagram

Criteria Checklist YES NO

Did the student participate in the game?
Did the students group finish the game?
Did the students group match all the cards correctly?

Half-sheet Answer Criteria 4 3 2 1 0

Student answered the question in 3 to 4
sentences
Student answered birth, growth,
reproduction, and death