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Tori Klier

Mrs. Hickman’s Second Grade Class at Clymore Elementary


Presented: 10 April 2017 at 1:45pm
Approved: 5 April 2017

A. Flying Butterflies! Science Lesson

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students’ readiness, interests,
and/or learning preferences?
In science my students have studied weather, matter, and measurements. I have
worked with them on developing their observation skills and have found that they are a
very creative bunch and really enjoy when I include an art project into my lessons. These
art projects such as creating name bracelets as an activity for a reading comprehension
lesson plan and designing ancient Greek vases. Both projects allowed the students to
make connections to the lessons that made the material relatable. Students love to go
outside as well and have lessons there as we did for our lesson on evaporation and cloud
formation. I believe because the students love to go outside and respond really well to
lessons with an art component that this lesson will capture the interests of the students,
and the fact that the students have a strong background in observation skills and
understanding the seasons and weather that this lesson will be a great learning experience
for the students.
Why is this an appropriate activity for these students at this time?
This is an appropriate activity at this time because it is beginning to look and feel
like spring outside and soon butterflies will be everywhere. My CT is also in the process
of obtaining caterpillars for the class to observe how they turn into butterflies. This lesson
will occur around the same time that the caterpillars first arrive so the students will learn
about the life cycle of a butterfly before they see it and will act as an introduction to the
cycle. The students have also learned about weather and seasons and have been
developing their observation skills which may come in handy during this lesson.
How does this lesson fit in the curriculum sequence?
These lessons fits into the curriculum sequence by the students already having
participated in discussions about weather, seasons and have developed their observation
skills. They are now prepared to make connections and learn about the life cycle of a
butterfly. The students will be able to apply these skills as we discuss the life cycle stages
of a butterfly including talking about migration and how butterflies affect the
environment.
How does this lesson fit with what you know about child development?
This lesson fits with what I know about child development by the students
creating a study guide in which they can display and see every day as a reminder about
the stages of a butterfly. Students will also read, write, see and discuss the various stages
of the butterfly life cycle which allows a variety of learners to absorb the information and
the connection created through making the butterfly cycle wind sock will help students
retain the information.

C. LEARNING OBJECTIVES
Understand – what are the broad Know – what are the facts, rules, Do – what are the specific
generalizations the students specific data the students will thinking behaviors students will
should begin to develop? (These gain through this lesson? (These be able to do through this
are typically difficult to assess in “knows” must be assessed in lesson? (These will also be
one lesson.) your lesson.) assessed in your lesson.)
-Students will learn that every -Students will learn the names -Students will create a
organism goes through a series and vocabulary associated windsock which displays the
Tori Klier
Mrs. Hickman’s Second Grade Class at Clymore Elementary
Presented: 10 April 2017 at 1:45pm
Approved: 5 April 2017

of life changes. with the life cycle of a life cycle of a butterfly.


butterfly. -Students will be able to
-Students will know the order identify the life cycle stages
of the life cycle of a butterfly. of a butterfly.
--Students will be able to
define the stages of the life
cycle of a butterfly.

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved
your objectives? Remember – every objective must be assessed for every student!
Students will discuss and name the stages of the life cycle of the butterfly. They
will create a butterfly life cycle windsock in which the students will write down the
stages of the butterfly life cycle in order and then draw a picture of each stage. I will then
ask the children questions about the various stages of the butterfly life cycle as a review
game while they work on their windsock.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL


STANDARDS if required)
2.4 The student will investigate and understand that plants and animals
undergo a series of orderly changes as they mature and grow. Key
concepts include a) animal life cycles; and b) plant life cycles.

F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
- 88 Streamers
- Pictures of butterflies
- Pictures of butterfly eggs
- Pictures of caterpillars
- Pictures of pupa
- String
- Markers
- Crayons
- Colored pencils
- Scissors
- 24 pieces of Paper
- Print out of vocabulary words for word wall.
- “Charlie Caterpillar” by Dom Deluise
- “Caterpillar to Butterfly” National Geographic
- Quizzes: Challenge:
https://www.thatquiz.org/tq/previewtest?W/E/Q/E/56101338352
442
On level: http://www.proprofs.com/quiz-
school/story.php?title=Butterfly-Life-Cycle

Who will be responsible for securing each item?


Tori Klier
Mrs. Hickman’s Second Grade Class at Clymore Elementary
Presented: 10 April 2017 at 1:45pm
Approved: 5 April 2017

I will secure all the items such as the print outs, the streamers, and “Charlie
Caterpillar”, but all the rest of the materials are already located in the classroom.

G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
 Preparation of the learning environment (if required)
- I will get the book from the library and have any videos I will
use up on tabs on the computer.
- I will have the quiz pulled up on the computer.
- Papers and streamers will be precut.
- Markers and colored pencils will be place out on the reading
table for students to get up and use.
 Engage -Introduction of the lesson
- First, I will ask students to think of a time they saw a butterfly
and have them describe it to me.
- I will then tell the class that those butterflies they saw did not
always look like that. I will then ask the students if they know
where butterflies come from.
- After this, I will begin the lesson by introducing students to the
butterfly life cycle by reading either ‘Charlie Caterpillar”
- I will ask students to repeat vocabulary words and help define
them in their own words as we read the stories.
- After reading the story, I will ask them what kinds of vocabulary
words we heard and the transformations from caterpillar to
butterfly that we witnessed.
 Implementation of the lesson (specific procedures and directions for teacher and
students)
- After this introduction, I will begin to go through the book
“Caterpillar to Monarch”. Because the story is so long, I will just
skim through the book with the students to show them the
photographs and go over vocabulary and the basic stages of the
butterfly life cycle, also known as metamorphosis. Egg,
Caterpillar, pupa, and butterfly. I will also introduce students to
vocabulary and have the students create a word wall at the back
of the classroom with all the vocab words we find important in
this scientific reading.
- I will ask the students what the genre of this book is and how it
compares to the other book, and point out the differences
between Fiction and Non-Fiction books.
- This review of fiction and non-fiction books will include the fact
that Non-fiction books are true, they contain facts, do not have to
be read in consecutive order, often contain captions under
pictures, and contain photographs rather than illustrations
typically.
- After completing the word wall and discussing with the students
the difference between fiction and non-fiction books, I will
explain to the children what we are going to do to make the
windsock.
Tori Klier
Mrs. Hickman’s Second Grade Class at Clymore Elementary
Presented: 10 April 2017 at 1:45pm
Approved: 5 April 2017

- I will ask students to assist me with handing out supplies such as


the streamers and the construction paper to make the body.
- While students are doing this, I will be explaining to the students
that they are going to take their large piece of construction paper
and draw the stages of the butterfly life cycle in order.
- After this I will then say that we are going to write the names of
the stages of the cycle on each of the four streamers.
- After students have written the names of the four stages, I will
pass out copies of the book Caterpillar to Butterfly, so the
students can use it as reference when they draw the pictures of
each stage on the big piece of construction paper.
- Students will then number the drawings and the stages in order
one to four.
- For students who have difficulty writing or drawing the pictures,
I will have print outs that the students can cut and glue to create
their windsock.
 Closure
- As students begin to finish up their windsocks I will pull up the
quiz that I will have the students complete to help me see their
understanding.
- I will call students up one at a time to answer questions.
“(Student), Come on Down to answer this question” like a game
show host to keep students interested.
- Students can ask their friends for help by taking a poll, asking a
specific friend, or using eliminates two. The life lines similar to
those in who wants to be a millionaire. As each student comes
down I will explain that they have one life line each to answer
their question about the butterfly life cycle.
- I will read the questions aloud for the students.
- I will congratulate students on their learning about the butterfly
life cycle after the class has answered all the questions on the
quiz.
 Clean-up (if required)
- I will ask students to put away their supplies and to place their
windsocks on the back table until the students are dismissed to
go home.
- I will ask a student to collect the non-fiction books and to return
them to the shelf in the classroom.

H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with
varied learning styles and abilities, English language proficiency, health, physical ability,
etc. How will you extend and enrich the learning of students who finish early? How will
you support the learning of children struggling with your objectives?
The main differentiation I will have to complete with this lesson is for disruptive
behaviors, and motivating students to write. For the disruptive behaviors, I will walk
around the classroom to ensure that every student is on task while making their wind
sock, and will offer my help if it seems that some students are becoming distracted or not
Tori Klier
Mrs. Hickman’s Second Grade Class at Clymore Elementary
Presented: 10 April 2017 at 1:45pm
Approved: 5 April 2017

understanding the directions for how to assemble their windsock. For students who finish
early, I will ask them to help those around them as well as offer the opportunity for the
students. I will also ask the students questions about what we learned about butterflies as
a sort of review. This will help me to check for understanding as well. I think for
disruptive behaviors in the class, I will try to keep the students focused and listening to
the stories by asking many questions. If I see that the students are losing interest or
starting to get restless I can ask for a pause in the reading and have everyone do an
energizer such as the deflated balloon, or a step process dance (like the banana song, but
could make it about the butterfly life cycle) that should help to keep the students all
engaged, but if they begin to have trouble, I can always ask for their assistance passing
out papers, finding pictures etc. To help with students who are having trouble reaching
my objectives, I will have print outs of the vocabulary and the stages of the life cycle cut
out for the students who have trouble with time management and following directions.
This way the students only have to cut out materials and glue them down to the
windsock. It still gives students a visual to study the butterfly life cycle and remember the
stages.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.

I could forget the book in which case there are links to the read aloud on YouTube:
- From Caterpillar to Butterfly: https://www.youtube.com/watch?v=emd23BkmYbE
- Charlie Caterpillar: https://www.youtube.com/watch?v=C_m_bmrCUeM

The students could not listen during the read aloud in which case I will make sure to
engage the students as best as possible by asking them questions about the story.

Students may not want to make the windsock in which case I will ask them why, and if
there was anything else they would like to do to show me that they know the life cycle of
a butterfly.

I could not have the screen load to show the quizzes on the board, so I could just read the
questions and quiz the students verbally.
Tori Klier
Mrs. Hickman’s Second Grade Class at Clymore Elementary
Presented: 10 April 2017 at 1:45pm
Approved: 5 April 2017

Lesson Implementation Reflection


As soon as possible after teaching your lesson, think about the experience. Use the
questions/prompts below to guide your thinking. Be thorough in your reflection and use specific
examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and
explain why you made them.

The actual teaching of my lesson plan differed greatly from my plans as in the middle of
reading the non-fiction text, a fire alarm went off and the school had to be evacuated. This of
course took time from my lesson so that I was unable to complete the assessment of the students’
learning with the quizzes. The students did have time to create their windsocks and really enjoyed
doing so. Another way that my lesson differed from my plans was that I did not have time for the
assessment, the butterfly quiz, at the end of the lesson. This was mainly due to the fire drill and
the fact that the activity took longer than expected. The kids also began to get out of their seats a
lot at the beginning of the activity because they were anxious to get their windsocks staples, but I
handled this by asking the students to return to their desks and that I would be there in a minute to
assist them. The students were really taken away with the project and ended up really helping
each other out and talking about the different stages and their order. Some students even
discovered that if they stood in front of the air conditioning unit that their windsocks would blow
around, and were experimenting with the air as some of their classmates were finishing up their
windsocks. I allowed the students to play with the air conditioning because it kept them occupied
while I helped the students who were slower at completing the project and it allowed them to
experience the force of wind which they had studied earlier in science. I also brought up the point
that the windsocks were flying in the wind like butterflies do to get to warmer climates in the
winter. I made sure to mention that the butterflies migrate and many students connected this idea
to geese and birds.

II. Based on the assessment you created, what can you conclude about your impact on student
learning? Did they learn? Who learned? What did they learn? What evidence can you offer
that your conclusions are valid?

Unfortunately, due to time restraints, I did not have time to have the students complete
the gameshow-like quiz. I do know that the students did learn though. The students were able to
pick out vocabulary words to put on the board while we were reading the non-fiction text and
many of them volunteered to write the words on the board. I also heard how when the students
were creating their windsocks many of them were helping their neighbors make sure their stages
were in the correct order. I then explained to some of the students why the windsock was in a
circle, to represent that the cycle had no end but kept repeating, and some of the students began to
share that with their classmates who did not hear or understand. The fact that more than a few
students felt comfortable enough with the information about identifying the lifecycle stages of a
butterfly to teach their neighbors showed me that they understood and learned the lifecycle stages
and how the cycle worked. I made sure to listen to the students as they attempted to explain to
their fellow classmates in order to correct any misinformation or misconceptions, but heard none,
and was very proud of my class for helping each other and explaining the various stages to one
another. Some students at the end even pretended to go through metamorphosis and transform
from an egg to an adult butterfly and showed their moves off to me while I continued to staple
Tori Klier
Mrs. Hickman’s Second Grade Class at Clymore Elementary
Presented: 10 April 2017 at 1:45pm
Approved: 5 April 2017

other students’ windsocks. According to my observations, the students clearly understood and
learned to identify and define each stage of the butterfly lifecycle.

III. Describe at least one way you could incorporate developmentally appropriate practice in a
better or more thorough way if you were to teach this lesson again.

One way I could incorporate developmentally appropriate practice better in this lesson
would be to repeat the directions more clearly so all students understood how to make a
windsock. I was unprepared to learn how many students had not heard of a windsock before, so
I spent some time explaining to them what it was, when they may have benefited better from
seeing what an actual windsock is via YouTube or google images. I could explain the directions
more clearly by demonstrating my own model of how to make the windsock and then asking
various students to repeat the directions back to me such as: “When we first get to our seats
what are we going to do?” , and “What will we do after that?”. I think this would have helped
the students understand and remember the instructions better. I think overall the students really
enjoyed the lesson and found it was developmentally appropriate for them as we tied in
mathematic vocabulary they had been working on such as symmetry and various geometric
shapes, and English lesson concepts such as the difference between a fiction and a nonfiction
text.

IV. Based on the assessment data you collected, what would you do/teach next if you were the
classroom teacher?

Next time, if I were to teach this lesson again, I would make sure to allow more time for
the lesson to ensure I had time to assess if my students reached the learning objectives of the
lesson. I think the students would have benefited from taking the fun multiple choice quiz and
that would have given me concrete data that they understood and learned the information about
the butterfly lifecycle. If I were a typical teacher who would see my class again tomorrow for
science, I would just assess their learning then and be able to see how much information they
retained overnight. Unfortunately, I am only in the classroom once, maybe twice, a week. I
would also have the students move a little but more during the lesson such as having all the
students pretend to be butterflies and change from an egg and then act like they are going through
the larva and pupa stage, creating their chrysalis, and then becoming an adult butterfly. I would
also choose to extend this lesson into having the students write down observations about what
lifecycle stage the students believed their caterpillars were currently at after having them in the
classroom for a week (most are at the larva stage) and then make predictions about when they
will enter the next stage. This would help with their English lesson unit that they are currently
working on which included varying sentence structure and length, as well as using more precise
and educated vocabulary words.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced
about young children as learners?

What was reinforced about my understanding of young children as learners is that they
crave to be active. The students really wanted to move around much more than this lesson
planned for. Unfortunately, due to scheduling the lesson in order to be observed, the students
had their recess time rearranged, so at the time I was teaching the lesson, the students were
typically outside and very active, so thus their bodies craved to be especially active during this
Tori Klier
Mrs. Hickman’s Second Grade Class at Clymore Elementary
Presented: 10 April 2017 at 1:45pm
Approved: 5 April 2017

time. This also further reinforced the concept of sticking to a schedule in elementary school as
students become accustomed to routine and when the routine is disrupted, there can be
unfortunate consequences. I also learned that students all finish at different times so it is vitally
important to have set activities, rather than just help your neighbor, for the students who finish
the assignment quickly to complete in order to keep them occupied, engaged, and learning.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced
about teaching?

What planning and teaching this lesson has reinforced about teaching to me has been that
sometimes a teacher must go with the flow, and other times must be strict. When the fire alarm
went off, I was forced to go with the flow and work quickly to get the students out of the building
in an orderly manner. When we reentered the building though because of lost time, I had to
become a little more strict and conscious of time restraints since I wanted to get the lesson
moving again and back on track, so we could finish the lesson in time for the students to be
dismissed to the busses.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced
about yourself?

What this lesson reinforced about myself was that I love integrated lesson plans. I love to
see how a student’s eyes light up when they make a connection to what we learned in math, social
studies, or English because they see that what they are learning is relevant. I also learned that I
need to constantly work on my classroom management skills because while I do have a good
number of strategies to keep the attention of the class and refocus them, sometimes the class
requires more than what is in my arsenal. I believe it is very beneficial to introduce and talk about
classroom expectations with the class frequently as well as help them understand new call-back
chants and phrases such as: “Oh Class? Oh Yes?” and “Holy Moley! Guacamole!”.