EELP
Subject and Grade Level: 2nd Grade Science
Content – Standard(s),
Enduring Understanding(s),
Objective(s) as Measurable
Student Outcomes.
L.OL.E.2 Life Cycles- Plants
and animals have life cycles.
Both plants and animals begin
life and develop into adults,
reproduce, and eventually die.
The details of this life cycle
are different for different
organisms.
Objective:
Understand the life cycles of
various types of living things
and find similarities between
different types of animals.
Teacher: Nicole Murley
Assessment – What evidence
will I accept today that will
inform me that the student
achieved or are achieving the
learning objective(s)?
Formative Assessment:
What is a life cycle?
What is going on in this picture
you drew?
What are some similarities you
see between the bird’s and the
butterfly’s life cycles?
Summative Assessment:
Students prepare a life cycle
drawing, and then explain the
life cycle verbally and with
captions.
Date:November 13, 2013
Instruction – What will I do to
actively involve students in
constructing knowledge and
understanding…
Introduction:
Read Seeds of the Milkweed, a story
written by second graders about the
life cycles of a milkweed plant and a
monarch butterfly.
Whole Group Discussion:
What is a life cycle?
What was the life cycle of the
milkweed in the story? What did it
need to grow?
What was the life cycle of the
monarch butterfly?
Modeling:
Present to the class a drawing of the
life cycle of a butterfly.
Individual/Small Group Activity:
Students select their favorite animal,
and then draw a life cycle of the
animal. They work with students at
their table and use their science
textbook for more help.
Closure:
Students explain their pictures
individually.
Reflection - How did this go? What will I do
differently next time I teach (this)?
Teacher:
The students demonstrated knowledge of life
cycles of various types of animals.
The students were able to explain their drawings
and answer the formative assessment questions.
The lesson lost its structure when the class started
working on their drawings; some students finished
more quickly than others. While all students
finished, other students were reading or engaged
in other activities, which is typical behavior for
the classroom.
In the future I will need to more carefully
construct the follow-up or conclusion to the
lesson.
Students:
Each student was able to creatively draw the life
cycle of their favorite animal.
Students were able to work with others to foster
collaborative learning and compare their life cycle
drawings.