ED 345 Calvin College Lesson Planning Form

Teacher:
Science

Joy Oh

Date:

11/29/15

Subject/ Topic/ Theme:

I. Objectives
What is the main focus of this lesson?
Metamorphosis - butterflys life cycle
How does this lesson tie in to a unit plan? (If applicable.)
Unit on animals and offspring
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I can learn about metamorphosis of butterflies.
L.OL.01.21Describe the life cycle of animals including the following stages: egg,
young, adult; egg, larva, pupa, adult
L.HE.E.1 Observable Characteristics- Plants and animals share many, but not all,

characteristics of their parents.

II. Before you start
Prerequisite knowledge
and skills.

Most of them will know basic knowledge that a butterfly starts off as a
caterpillar.

Formative: observation, discussion

Summative: creating a metamorphosis with different stages

Assessment
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Book
Visuals

Options for Language/Symbols

Options for Comprehension

Multiple visuals to compare

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Interacting with the text and the
visuals in describing changes
Crafts (creating stages of the life
cycle by themselves)
Options for Expression
Creating representations of the
stage using materials
Describing their reasons behind
each representation

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Crafts using a variety of random
materials
Book, visuals

Options for Executive Function

Options for Self Regulation

Students may look back at the
visual diagram if they forget

Options for Sustaining Effort &

Persistence
Students may look back at the
visual diagram if they forget
Teacher asking students
(formative) if they have 4 stages,
what they are

The Very Hungry Caterpillar by Eric Carl

ground coffee, plastic/paper plates, paint, aluminum foil, coffee filters,
tissue, cups, strings, yarn, plastic gloves...

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
7m
Motivation
(Opening/
Introducti
on/
Engageme
nt)

10m

Developm
ent

The back table will consist of various materials (barrier free for students to
go get the materials)

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Ask students if they remember what were learning about in science this week.
Animals and their babies
Metamorphosis (the changes an animal goes through in its life cycle
Tell students today we are going to learn more about metamorphosis, but about a
different animal.
Is a butterfly born exactly as a butterfly?
Were going to see some changes a butterfly goes through in its life
cycle until it becomes a beautiful butterfly.
To help us learn more about that, were going to read a book.
Read The Very Hungry Caterpillar to students. Ask students some questions like:
What is the first stage of a butterfly? What is our character right now?
(caterpillar)
What is happening to the caterpillar?
Is it still a caterpillar?
When finished reading the book, ask students if there are some things we noticed
about the life cycle of a butterfly and what changes we saw (metamorphosis).
What is the first stage? What does a butterfly start off as?
(caterpillar)
Then, what changes happen? (Cocoonthe outside covering starts
forming)
As students are answering questions, show the butterfly life cycle
handout on the Elmo and encourage students to answer questions based on
what they see in this handout vs. the book
What are the 4 main stages of a butterfly?
eggcaterpillarchrysalisadult/butterfly (or egglarvapupaadult)
Introduce students to the activity for today (teacher models the whole thing first).
Each student will get a blank piece of paper. Then, they will fold it hotdog style and then in hamburger style. They will get 4 boxes after they
folded.
Label each box into a stage of a butterflys life cycle.
Then, they will go to the back table and look through some materials
and create a representation of the stage. For example, in the egg stage, I
could get tissue, crumple it up and glue it on. I could use aluminum foil to
represent the cocoon or chrysalis.
Encourage students to be creative (they may not ask teachers what
they should make)
Teacher guide students with paint (only 2 students at a time. Must use
gloves)
When they are finished, they may give it to a teacher and explain
what they created and why they used the materials they used to represent
that stage

1015m

5m

Closure
Pause students.
When they are finished, turn it into the turn-in basket. Then, they must clean up
their desks and the back table cleaner than they found it before.

Your reflection on the lesson including ideas for improvement for next time:
This lesson alone ended up taking 2 days to finish.
Forgot to bring paint the first day. Second day, I had a separate table just for
paint (washable) and only 3 students were allowed to be there at a time with a teacher
to help.
I think it was a good end to the unit before the assessment