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Lesson Plan 5

The lesson plan is for a kindergarten science class about the life cycle of butterflies. It involves reading the story "Waiting for Wings" three times during literacy and science periods. Students will learn vocabulary, discuss the story, act out the life cycle stages, and create a sequencing activity to demonstrate their understanding. The teacher will assess students on their knowledge of the butterfly life cycle stages and ability to sequence them correctly.

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132 views3 pages

Lesson Plan 5

The lesson plan is for a kindergarten science class about the life cycle of butterflies. It involves reading the story "Waiting for Wings" three times during literacy and science periods. Students will learn vocabulary, discuss the story, act out the life cycle stages, and create a sequencing activity to demonstrate their understanding. The teacher will assess students on their knowledge of the butterfly life cycle stages and ability to sequence them correctly.

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Lesson Plan 5: The Life Cycle of a Butterfly

Student Name: Shawna Shipe


I. General Information:
Grade Level: Kindergarten
Discipline: Science
Unit Topic: Life Cycles
Time Frame: 45 minutes during literacy (first reading), literacy center time (second
reading using electronic text), and a third reading later in the day during science
Text: Waiting for Wings by Lois Ehlert (picture book, big book, and audio CD). The
audio version may be purchased at: Waiting For Wings Audio Version Sold on Amazon
Other Materials: butterfly life cycle puppet, technology necessary to play story CD at
center time, Butterfly Life Cycle Movements (see downloadable file below lesson plan)
for movement activity, butterfly life cycle pictures with labels and sequencing strip for
each student: Butterfly Life Cycle Pictures and Sequencing Strip
II. Standards/Indicators
Life Science
3.C.1. Genetics: Observe, describe and compare the life cycles of different kinds of animals and plants.
3.C.1.a. Identify and draw pictures that show what an animal (egg to frog) and a plant (seed to tree)
looks like at each stage of its life cycle.
Reading Informational Text
RI2 With prompting and support, identify the main topic and retell key details of a text.
With prompting and support, listen to a wide variety of complex informational texts.
RI3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of
information in a text.
With prompting and support, demonstrate an understanding of sequential order
Writing
W2 Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts in which
they name what they are writing about and supply some information about the topic.
W2 With prompting and support, express orally or via developmentally appropriate writing several
sentences using the facts that are all related to the topic.

III. Lesson Objectives


1. Students will listen to a variety of complex informational texts throughout the unit. This
lesson includes the fifth text. (RI2)
2. Students will demonstrate knowledge of the sequence of a butterfly life cycle. (3.C.1.a,
RI3, W2)
3. Students use picture cards to identify what a butterfly looks like at each stage of its life
cycle and glue pictures in order during a sequencing activity. (3.C.1.a, RI3)

IV. Procedures:
IntroductionThe teacher will begin a close reading lesson by introducing children to a colorful
butterful puppet during the day's literacy block. The puppet will fly around to quickly
see each child. The teacher will explain that today students will learn about the life cycle
of a butterfly. There is some vocabulary in the story that students may not know. The
teacher may lead a short vocabulary activity using picture cards of the following words:
eggs, case, chrysalis, clinging, nectar, whiff, fragrant, perfume, and bloom. The teacher
will model the Hand Signals strategy (Vierstra, 2015) in order to assess student
knowledge of the vocabulary words. Students will show thumbs up if they know and can
use a word, thumbs sideways if they are unsure of the word, and thumbs down if they do
not know the word. This vocabulary activity may be used after the introduction, before
the second reading of the story, or not at all, depending on the needs of the students.
Teaching/Activities1. Introduce the big book Waiting for Wings by Lois Ehlert. Students will listen to
and read along with an audio version of the story at center time.
2. Read the story aloud with the goal of general comprehension and having students
figure out what the text says.
3. Students will go to literacy centers. One center will have the electronic version of
the text that students will listen to in order for students to have more exposure to
the text.
4. During science, students will hear the story for a third time. The teacher will ask
the following text-dependent questions and use the Think Pair Share strategy to
allow students to discuss answers with peers and share with the group:
Why are the butterfly eggs hidden from view?
What do you think "butterfly glue" is and how does it help the eggs?
How does the caterpillar make its case?
How does each case become torn?
What do you think the word "unfold" means?
Use sentence (context) clues to discuss what "nectar" might be.
What happens after the butterflies lay their eggs?
5. The teacher will review the stages of the life cycle using the butterfly life cycle
puppet and by teaching students the short movement activity Butterfly Life Cycle
Movements which is attached in the Materials section above.
6. Students will complete a writing activity in which labels for the stages of the
butterfly life cycle are provided. Students will be asked to glue the labels to a paper in
order, and draw a picture of each stage in the life cycle (egg, chrysalis, caterpillar,
butterfly).

Closure- The teacher will remind students that they read Waiting for Wings and learned
about the life cycle of the butterfly. Students will share completed sequencing papers
with the class as a whole group.
VI. Evaluation/Assessment:
Assessment of Objectives- The teacher will observe and record students' ability to demonstrate
listening skills during the lesson on an anecdotal note page or checklist. Students will be
assessed on their ability to demonstrate knowledge of the sequence of a butterfly life cycle
during the movement activity and by completion of a life cycle sequencing paper.
Sources:
Ehlert, L. (2001). Waiting for wings. San Diego, CA: Harcourt.
Robot Check. (2015). Retrieved April 15, 2015, from http://www.amazon.com/Ready-Kids-Life-CyclePuppet/dp/B003SZS2EU
Science Fun. (2015). Retrieved April 15, 2015, from https://www.pinterest.com/pin/385831893053076418/
Butterfly Life Cycle. (2015). Retrieved April 13, 2015, from
http://www.lakeshorelearning.com/general_content/free_resources/teachers_corner/lesson_plans/butterflyLifeC
ycle.jsp?utm_source=social_media&utm_medium=pinterest&utm_campaign=lessonplan
Vierstra, G. (2015, March 4). Formative Assessment Tools & Resources. Retrieved April 1, 2015, from
https://www.teachingchannel.org/blog/2015/03/04/formative-assessment-resources
Fisher, D., & Frey, N. (2014). Addressing CCSS Anchor Standard 10: Text Complexity, 91 (4). Retrieved from
http://www.literacyinlearningexchange.org/sites/default/files/la0914addressing.pdf
Shanahan, T. (2012, June 18). Shanahan on Literacy. Retrieved April 18, 2015, from
http://www.shanahanonliteracy.com/2012/06/what-is-close-reading.html

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