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EDU 220
This is a second grade class. I am teaching the Science subject with one gifted student.
II. Objective(s)
III. Procedures
nicely; rudely saying Its MINE! and taking materials away from others.
Class will discuss what the teacher would see and hear when the students are
sharing nicely and record with words or simple pictures using a T-chart.
Teacher will instruct students that at the end of the activity the teacher will be
calling upon some of them to tell the class how they shared the materials
nicely.
2. Have students group themselves into peer-selected groups of 4 and decide which
model they would like to construct. Have one member from their group gather materials
provided from the teacher. Instruct students to be ready to explain what characteristics of
their model make it a butterfly or moth, and where we would find this particular species.
3. When models are complete, have each group share them with the class explaining their
considerations of the characteristics and how they worked together, sharing the materials
If students finish early, have students work on a word search that lists specific parts of a
butterfly and moth. On the back of the word search is a picture of a moth and butterfly in
which students will match each word to each specific part. Students may work together.
Closure:
Review the lesson by having a class discussion with students about what they have
IV. Materials
- Glue, scissors, construction paper, pipe cleaners, markers, other materials to build
model etc.
- Place mats.
V. Grouping Structures
1. Teacher will announce predetermined groups of 4 and have the class rearrange to be
sitting in these groups. These predetermined groups consist of mixed readiness levels.
2. Teacher will ask one student from each group to gather supplies needed for the place
mat activity (paper, markers, unlabeled pictures of moths and butterflies). Have place mat
3. Students will analyze the pictures and on their own record characteristics of butterflies
and moths in their section of the place mat. Instructions are given verbally and modeled
by the teacher and a set of written instructions will be provided with the materials. The
first instruction is that the group cannot begin until at least 2 people in the group
4. Students will then share what they have recorded with their group and as a group
identifies the three most common findings and then record those in the middle square of
5. Instruct one student to cut out their middle square and hang it up on the board. The
teacher will then lead a group discussion identifying each groups findings and circling
with a red marker, the contrasting characteristics of the moth and butterfly.
Characteristics that will be emphasized include body size, color, antennae shape, position
VI. Modifications
- I have one who is gifted and shows interest in this subject, I will provide an opportunity
for this student to do a diorama, showing the different characteristics of moths and
butterflies. He can also undergo an independent study on species of insects and their
geographical location.
VII. Assessment
A checklist will be used to determine if each group was able to differentiate between
moths and butterflies throughout the class. The checklist will include marks for those
Butterflies fold their wings together when they rest, moths rest with their wings
spread out
Butterflies antennae are thin with a knob at each end, moths antennae are feathery
The teacher will have a checklist for each group in each activity and record the names
of group members at the top. These checklists will be used as a formative assessment
to judge whether the majority of the class can distinguish between moths and
The back of the checklist will provide a space for the teacher to record observations
and information about how the groups worked together to build the model. The
teacher can record their own observations as well as what the group shared with the