Name Catherine Biggerstaff

Class Thursday: 11-1:45

Date 2/27/17

Indirect Instruction Lesson Plan Template

Animal Life Cycle!

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Central Focus/Big Idea: Animal life cycles and how different animals stages compare to one
another in a life cycle.

Subject of this lesson: Comparing the life cycles of different animals.

Grade Level: Second Grade.

NC Essential Standard(s): 2.L.1Understandanimallifecycles.

2.L.1.1Summarizethelifecycleofanimals:BirthDevelopingintoanadultReproducing
Aginganddeath2.L.1.2Comparelifecyclesofdifferentanimalssuchas,butnotlimitedto,
mealworms,ladybugs,crickets,guppiesorfrogs.

21st Century Skills: Critical Thinking and Problem Solving: Students will take materials from
the engage section and apply it to the explore and elaborate section. The elaborate section and
assessing the responses of questions throughout the lesson will show if students comprehend and
understand the lesson.

Academic Language Demand

Language Function: Students should be able to analyze and interpret which pictures
should go into each of the stages of the animals life cycle.

Analyze Argue Categorize Compare/contras Describe Explain

t
Interpret Predict Question Retell Summarize

Scientific Vocabulary: Life cycle, stages, mealworms, tadpole, butterfly, frog, changes.

Instructional Objective: Students will independently do a worksheet on the life cycle of a

butterfly. To meet the objective students will need to earn 8/10 points.

Prior Knowledge (student): The students should be familiar with life cycles and how humans
and or organisms go through the cycle and change occurs.

Content Knowledge (teacher): The teacher needs to understand all aspects of the animal life
cycle and be able to explain each stage to the students.
Accommodations for special needs (individual and/or small group): Students with a physical
handicap can be given a partner or work with me if needed. Students with learning disabilities
will be checked on more, to see that they are paying attention and working with other students. If
needed they will be placed in a more structured area with other students that will provide
support. ESL students will be given separate worksheets that have both languages on them.

Materials and Technology requirements:

Picture of the frog life cycle

Blank computer paper
Markers
Crayons
Scissors
Butterfly worksheet copies
4 cut out picture of the 4 stages of the mealworm life cycle
Mealwormsthese can be bought at a local pet store (PetSmart)

Total Estimated Time: 40 minutes

Source of lesson: Website

Safety considerations: Monitor students as they observe the mealworm.

 Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage: The teacher will begin by showing the life cycle of a frog on the board for the students.
The teacher will go through each part of the life cyclethis includes:BirthDevelopinginto
anadultReproducingAginganddeath.Theteacherwillshowhowthefrogchangesduring
eachofthesestages.Theteacherwillaskquestionsduringtheengagementsuchas:Whichisthe
laststagethefroggoesinto?Doesthefroggothroughallofthesestagesordoesitskipafew?
Doestheorderofthestagesmatter?

Explore: Students will now be asked to independently for 15 minutes create their own animal
life cycle of a mealworm. On the board the teacher will place 4 pictures that are in the mealworm
life cycle, but they will be out of order. The students will use a piece of blank computer paper to
draw their mealworm life cycle. The students will look at the four pictures displayed and have to
choose which one to draw in the first stage, second stage, third stage and fourth stage. Encourage
them by saying what do you think when you see this picture? What can we learn from this
picture about the mealworm? How does the mealworm life cycle differ from the frog life cycle?

Explanation: During this time the teacher will pull the class back together as a whole and meet
at the front of the room. The teacher will ask the students questions such as: How did you know
what picture went into the first stage? How did you know what pictures to put in the other
stages? How does the stages of a mealworm vary? Can a stage be skipped? Can a mealworm die
before going through all 4 stages? How long do you think a mealworm goes through each stage
of the life cycle? Following all of the questions, the teacher will bring out a box of live
mealworms for the students to see, touch, hold, and feel. The students will be able to observe and
make their own observations about a mealworm and what stage it is in at that moment.

Elaborate: Students will receive a worksheet on the life cycle of a butterfly. The worksheet will
have four different boxes labeled stages 1 through 4 and 4 different pictures to cut out and paste
into the boxes according to which stage the picture shows. The teacher will ask some questions
to get the students thinking such as: How is the butterfly life cycle different from the others we
have looked at? What is similar? How do you know which stage comes first? Are you able to
identify the stages easily?

Evaluate:
Formative: Questions asked during the lesson and making sure the students who
had confusion or difficulty had support through the teacher walking around, and also asking
questions to see students understanding.

Summative: Have students turn in their worksheet after completion to see how
well the understood what we went over today. 10 total possible points. 2 points per each of the
four stages for correct picture and 2 points for effort. To achieve mastery students will need to
score 8 out of 10 total points (80%).

Assessment Results of all objectives/skills:

Reflection on lesson: Overall, the lesson went great. The students really did well with life cycles
and knowing the way they worked. Having live mealworms for the students to play with was a
huge success!

CT signature/confirmation: _________________________________ Date: ________________