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INSTRUCTIONAL OBJECTIVE
tively researching facts about a life cycle of their choice, students will create a life cycle presen-
tation of their own. They will create their presentation using the iPad apps Chatterpix Kids and
Hello Crayon. Students will demonstrate mastery of the objective by formulating a well written
paragraph; inclusive of an opening sentence, a minimum of 3 detail sentences, and a closing sen-
tence.
NYS Standard(s):
1.2a: Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die.
Indicator: This will be evident when students formulate their written paragraphs about the life
4.1a: Plants and animals have life cycles. These may include beginning of a life, develop into an
Indicator: This will be evident when students work with their classmates as well as teacher to re-
Indicator: This will be evident when students utilize the internet to complete their research.
Indicator: This will be evident when students use their creativity to create their presentations.
INSTRUCTIONAL RESOURCES
- SMART Board
- Kiddle website
- Writing utensils
- Paper
Students will be presented with a teacher-created life cycle presentation that appears as a talking
animal for the class. Students will listen to the teacher-created presentation and will be expected
to share what theyve heard. What did the presentation talk about? What are some type of facts
that you heard about in this presentation? What facts did you find interesting?
DEVELOPMENTAL PROCEDURES
1. The teacher will explain that students will be able to create this presentation on their own. The
teacher will briefly review what a life cycle is. What do you think a life cycle is? What do we al-
ready know about life cycles? Which types of organisms go through a life cycle?
2. Students will then have a choice of the type of life cycle that they would like to work on. They
can work independently, or with classmates that choose the same type of life cycle.
3. Students will be given a note taking sheet. They will work with the members of their group (or
independently) to create a list of the steps that the living organism goes through to complete their
life cycle.
4. Students will then be given a lined worksheet where they will produce their paragraph. This
should include an opening sentence about life cycles and their organism, three supporting sen-
What does your organism do first to complete its life cycle? Next? How does it reproduce?
5. Lastly, students will work with the teacher to draw out their organism on Hello Crayon, and
then will record themselves reading their paragraph to personify their drawing of their organism.
INSTRUCTIONAL STRATEGIES
Discussion
Indicator: This will be evident when students work within their groups to come up with their list
of facts.
Modeling
Indicator 1: This will be evident when the teacher shows the life cycle presentation, as this is
Indicator 2: This will be evident when the teacher appropriately models (using the prompts writ-
ten out on the SMART Board) how to write sentences on life cycle research facts.
ADAPTATIONS
The student with a learning disability will be provided an iPad to complete their research on.
Their text will be enlarged, and the student will also have the opportunity to have the text read
aloud to them.
DIFFERENTIATION OF INSTRUCTION
Struggling Students
Struggling students will be expected to write a modified paragraph. They will be able to use the
verbal help from the teacher, as well as the prompts displayed on the SMART Board.
Grade Level
The student(s) performing on grade level will be able to use the prompts given by the teacher
Advanced Students
Advanced students will have the opportunity to role play an example of what their life cycle
would look like to the class. They can work alone or in a group with other peers who have fin-
ASSESSMENT
Students will use writing strategies to create sentences showing that they understand how to both
research and formulate a full paragraph. Students will successfully complete a personified Chat-
terpix Kids presentation showing that they understand the life cycle pattern. Informal assessment
INDEPENDENT PRACTICE
Following the lesson on life cycles, students will draw a picture using Google Draw of the pro-
ENRICHMENT
The students, under direct intervention of the teacher, will be have a mini lesson reminding them
Academic Enrichment
Once the student has completed their research and presentation on life cycles, they will be able to
create a virtual reality diorama of the process using an app. The student will be sure to label the
REFERENCES