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Brooke Astor Professor Moroney

EDU 527 7/25/17

2nd Grade Topic: Life Cycles Science

INSTRUCTIONAL OBJECTIVE

After viewing a teacher-created personification presentation of a life cycle and collabora-

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-CCLS / +NYS STANDARDS AND INDICATORS

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

cycle of their choice.

4.1a: Plants and animals have life cycles. These may include beginning of a life, develop into an

adult, reproduce as an adult, and eventually death.

Indicator: This will be evident when students work with their classmates as well as teacher to re-

search and learn about a life cycle of their choice.


ISTE NETS for Students Standard(s):

1.d: Empowered Learner

Indicator: This will be evident when students utilize the internet to complete their research.

4.b: Innovative Designer

Indicator: This will be evident when students use their creativity to create their presentations.

INSTRUCTIONAL RESOURCES

- SMART Board

- iPad (Hello Crayon and ChatterPix Kids applications)

- iPad or computer for research

- Kiddle website

- Writing utensils

- Paper

MOTIVATION (Engaging the Learners)

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-

tences describing the life cycle, and one closing sentence.

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

what is expected of the students.

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

from the board to guide their writing.

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-

ished their writing and presentations as well.

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

will be evident when students complete their research lists.

INDEPENDENT PRACTICE

Following the lesson on life cycles, students will draw a picture using Google Draw of the pro-

cess of the life cycle that theyve researched.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention

The students, under direct intervention of the teacher, will be have a mini lesson reminding them

of the steps to writing a paragraph.

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

life cycle in the correct order.

REFERENCES

Animal Life Cycles. (n.d.). Retrieved July 26, 2017, from


http://www.kidzone.ws/animals/lifecycle.htm

ISTE Standards FORSTUDENTS. (n.d.). Retrieved July 26, 2017, from


https://www.iste.org/standards/standards/for-students

New York. (n.d.). Retrieved July 26, 2017, from


https://www.ixl.com/standards/new-york/science/grade-
3?documentId=2020000276&subsetId=2020000371
Chatterpix Kids Presentation Rubric

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