Presentation is loading. Please wait.

Presentation is loading. Please wait.

Butterfly Lifecycle Sequence UNIT PROJECT Christina O. Gadson 02372854 Integrated Methods II Mth/Sci Dr. Brownley, Mr. Mercer Fall 2010.

Similar presentations


Presentation on theme: "Butterfly Lifecycle Sequence UNIT PROJECT Christina O. Gadson 02372854 Integrated Methods II Mth/Sci Dr. Brownley, Mr. Mercer Fall 2010."— Presentation transcript:

1 Butterfly Lifecycle Sequence UNIT PROJECT Christina O. Gadson Integrated Methods II Mth/Sci Dr. Brownley, Mr. Mercer Fall 2010

2 Unit Plan Title: Butterfly Lifecycle Sequence Subject Area: Math/ Science Grade: K (16 students) Desired Outcome: Priority Standard(s): MATH: K.NSO-N.5. Identify positions of objects in sequences (e.g., first, second, etc.). K.PRA.1. Identify the attributes of objects as a foundation for sorting and classifying. SCIENCE: K.1.2. – Raise questions about the natural world and know that scientific inquiry can be used to seek answers to questions about it. K.5.1. – Know there are many different kinds of plants and animals. Essential Question: “ What is a sequence and how is reflected in a butterflies lifecycle? ” Unit Project: Butterfly Lifecycle Sequencing 3D Poster (See last page for details) Unit Test: Each specific lesson has a means of formal and informal assessment. The final Unit Project also serves as a major assessment component.

3 Remembering: can the student recall or remember the information? Throughout the unit students will demonstrate their ability to reproduce information. Example: Assessment through classroom discussions and work distributed. Understanding: can the student explain ideas or concepts? The teacher will use multiple assessment methods to ensure students understand. Ex. Exit Tickets to evaluate knowledge. Applying: can the student use the information in a new way? Students will demonstrate the application of new knowledge in different lessons. Ex. Sequencing with Birthday. Students apply the learned knowledge (sequencing) in a new way (sequence Birthdays). Analyzing: can the student distinguish between the different parts? Several lessons will require students to make an analysis of the information learned. Ex. Students will compare/contrast the pavilion and natural habitat of butterflies Evaluating: can the student justify a stand or decision? The teacher will provide multiple opportunities for students to demonstrate their evaluation skills. Ex. Students will make a true/false chart to distinguish between items in a caterpillar’s diet. Creating: can the student create new product or point of view? The student’s final project will require them to create a new product integrating the learning for the unit. Clustered Standards: Goals and/or Lesson – Students will be able to…

4 Lesson 1: What comes Next: Sequencing MATH - Sequencing Lesson 2: Number Sequencing Lesson 3: Birthday Sequencing Lesson 4: Story Sequencing Lesson 5: Field Day Sequencing SCIENCE - Butterfly Lifecycle Lesson 2: Habitat Lesson 3: Metamorphosis Lesson 4: Butterfly Anatomy Lesson 1:What does a caterpillar eat? Lesson 5: Smithsonian Field Trip

5 The math focus for this unit is Sequencing.

6 Lesson Plan Title: “Field Day Sequencing” Standard: K.NSO-N.5. Identify positions of objects in sequences (first, second etc.). Objective: By the end of the lesson students will be able to: Retrieve items and place them in sequential order. Use ordinal words to describe the sequencing position. Work in teams to complete a task. Materials: Comic Strip activity, paper, glue Sequence cards 8 orange cones 4 sets of laminated items to sequence for each group 4 bells, stopwatch Emergency backpack, camera

7 Warm-Up (ENGAGEMENT): (5-7 minutes) 1. The teacher will find a 5 part comic strip. 2. The teacher will make copies of the comic strip for each student. 3. Cut the frames of the cartoon apart before distributing to students. 4. Place the frames in baggies or envelopes to keep them together. 5. Give each student a baggie or envelope. 6. Students will reassemble the cartoon into its proper order, paste on paper, and label

8 Teacher Input / Introduction of New Material (ENGAGEMENT & EXPLORE): The teacher will introduce the activity for the day: Field Day Sequencing. The teacher will explain the rules and the process for the activity. The activity will require students to participate in a sequencing relay. Students will participate in up to four rounds of the game (depending on the amount of time each round takes to complete). The sequencing cards used for the activity will include 26 letters of the alphabet, numerals up to 20, months of the year, and the lifecycle of a caterpillar/butterfly.

9 Guided Practice (EXPLORE & EXPLAIN): The teacher will strategically place students into teams of 4. The teacher will hand out cards with sequencing pictures on them. These pictures will feature children performing everyday tasks. The groups will have tasks such as washing hands, brushing teeth, fixing a bed, and eating lunch; each task will include four sequencing cards. The students will have 10 minutes to find their group members - those that share the same picture cards, then to place themselves in sequential order. The teacher will check to be sure each group was standing in the correct sequencing order by allowing the students to present their cards. Afterward the teacher will announce that these are the groups for the day’s activity and that each member has a role. The first child in the sequence is the group leader (keeps team on task), the second child is the bell ringer, the third child is the picture taker (takes picture of the sequence when completed), and the fourth child is the sequence monitor (check each sequence to be sure it’s correct). The children will be asked to come up with group names.

10 Independent Practice (ELABORATE): FIELD DAY ACTIVITY: The teacher will set up cones (2 per group for 4 groups) about 10 yards away from each other outside in the grass area. Students will stand in their groups of 4 behind their beginning cone. Across from them will be their other cone and the laminated cards face down. On the "go" signal the first person will run (hop, jump, skip, etc) to their opposing cone and bring back one of the laminated cards. When the first person gets back, the second person goes and so on. As students come back with their card, they place it on the ground near their group. When all of the items have been retrieved, the group puts them in order. When the cards are placed in order, the students will ring their bell and the teacher will come to see if the cards are in the correct order. If the sequence is approved, the student will take a picture of their sequence and go over it as a group while they wait for their classmates to complete the activity.

11 Closure (EVALUATE): The class will discuss the activity for the day. They will reflect on the items that were sequenced and which groups were able to sequence them more quickly. The class will use positional terminology during the discussion (first, second, ect.). The students will receive an exit ticket which will require them to place the ordinal words (1 st -5 th ) in the correct order.

12 The science focus for this unit is Butterfly Lifecycle.

13 Lesson Plan Title: “What does a caterpillar eat?” Standard: K Investigate and compare physical properties of objects (color, size, shape, etc.). K Know there are many different kinds of plants and animals. Objective: By the end of the lesson students will be able to: Sequence and number items listed in a story based on recall. Categorize items based on a specific trait (caterpillar diet). Name items that are part of a caterpillars diet Describe attributes of items provided. Materials: Construction paper, art materials (pencils, crayons, scissors, etc.) Picture Sheet (Foods from the story), Caterpillar diet cards Book: The Very Hungry Caterpillar – Eric CarleThe Very Hungry Caterpillar Food items from the story, cards with numerals Butterfly Pavilion Kit

14 Warm-Up (ENGAGEMENT): (5-7 minutes) The teacher will invite the students to the carpet to read the story “The Very Hungry Caterpillar” by Eric Carle. During the story, the teacher will stop to ask the students questions about what is being read. The students will also be asked to make predictions about what may happen next in the story. The students will talk about the food items listed in the story and state whether they eat these food items themselves. After every couple of food items are added to the story, the teacher will ask students to recall the previous food items by counting down.

15 Teacher Input / Introduction of New Material (ENGAGEMENT & EXPLORE): The teacher will set up the science table with several food items that were featured in the story book, “The Very Hungry Caterpillar.” The teacher will invite students to discuss some of the noticeable attributes of the food (ex. Shape, color). The teacher will provide each student a card with a numeral (1- 16). The students will be asked to place the card down next to the corresponding food. For example, the caterpillar ate through an apple first; the student holding the numeral 1 will place their number card down near the apple. This process will continue until each student has placed their number card near a food item.

16 Guided Practice (EXPLORE & EXPLAIN): The teacher will provide a long piece of yarn, a hole punch, and patterns of the different foods (apple, pear, plum, strawberry, orange, piece of chocolate cake, ice cream cone, pickle, Swiss cheese, salami, lollipop, piece of cherry pie, sausage link, cupcake, watermelon) which appear in this story. Students will color, cut, and punch a hole in each food. Then they may sequence the story by putting the food on the string as they appear in the story.

17 Independent Practice (ELABORATE): A CATERPILLARS DIET: The teacher will distribute large white construction paper to the students. The students will fold the paper in half horizontally and write on either side: “TRUE” or “FALSE.” The teacher will ask the students to recall the food items that were in the story and used in the activities of the day. Next the students will need to decide which food items they believe a caterpillar would eat and place them in the “TRUE” section of their sheet. They will then place the remaining items that they do not believe the caterpillar would eat in the “FALSE” section of their paper. Students will be given art materials to draw the items and pencils to label the items. Students are also encouraged to draw any additional items they feel a caterpillar may or may not eat. *As an extension to the lesson, the teacher can hold up picture cards with each food item and have students raise their hand to indicate whether they felt this was or was not a part of the caterpillar’s diet. The teacher may decide to create a chart to record the data for each food item.

18 Closure (EVALUATE): The students will be given an opportunity to share their TRUE/FALSE charts with their classmates. After the students share, the teacher will use picture cards that show what a caterpillar really eats. The students will discuss the caterpillar’s diet and compare it to the diet shown in the story. Students will evaluate the differences and make predictions as to why the author may have chosen to use the food items in the story rather than items that a caterpillar may actually eat. When the discussion has concluded, the teacher will invite students to the science table again. The teacher will announce that the students will act as scientists for the next three weeks by monitoring the growth of a butterfly. The teacher will introduce the butterfly pavilion and as students to observe the first stage of the butterfly lifecycle – larvae.

19 Sequencing the Butterfly Lifecycle.” Students will create a 3D model on poster board about the lifecycle of a butterfly. The students will be challenged to be as creative as they can by using household and other materials to create their model. Each student will present. The model must include the following: A 3D model for each stage: Egg, Caterpillar/Larva, Chrysalis/Pupa, Butterfly (Examples: for egg use a large bean, for caterpillar use several painted cotton balls, etc.) Each stage must be labeled with (1) name of stage, (2) numeral to portray sequential order, (3) positional words (first, last, etc.), (4) ordinal words (first, second, etc.). The child must include information about the Butterflies habitat in their model (pictures, necessities, harmful agents). The butterfly model must include a labeled species, and diagram of the anatomy. The caterpillar model must include a photo or drawing of foods a caterpillar eats.

20 RUBRIC: 1234 Organization/ Structure Audience cannot understand presentation because there is no sequence of information. Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which audience can follow. ____ Content Knowledge Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with information and is able to answer only rudimentary questions. Student is at ease with content, but fails to elaborate. Student demonstrates full knowledge (more than required) with explanations and elaboration. ____ Visuals Student used no visuals. Student occasional used visuals that rarely support text and presentation. Visuals related to text and presentation. Student used visuals to reinforce screen text and presentation. ____ Creativity/ Originality Little creative energy used during this project; was bland, predictable, and lacked “zip” Added a few original touches to enhance the project but did not incorporate it throughout. Student was creative at times; thoughtfully and uniquely presented Student was extremely creative and presented with originality; used a unique approach that truly enhanced the project. ____ Delivery Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student's voice is clear. Student pronounces most words correctly. Student used a clear voice and correct, precise pronunciation of terms. ____ Total----> ____ CriteriaPoints RUBRIC


Download ppt "Butterfly Lifecycle Sequence UNIT PROJECT Christina O. Gadson 02372854 Integrated Methods II Mth/Sci Dr. Brownley, Mr. Mercer Fall 2010."

Similar presentations


Ads by Google