UDL Exchange: Lesson

http://udlexchange.cast.org/lesson/1723625?print=true

Spring- Bugs and Butterflies

DarShauna Ferrell
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Last Updated: March 23

Shared: Public

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DESCRIPTION
Students will learn about the spring season focusing more in detail on bugs and butterflies. Students will learn about the life cycle of a
butterfly during student activities at center time and small group instruction. This lesson will help students to be able to identify bugs
and butterflies, which relates to the class theme of spring. Students will review the five senses in this lesson and apply new knowledge.
During this lesson, the students will have the opportunity to review numbers, shapes, and colors, to help transition to the next grade
level.

PREREQUISITES
Students will need to know their colors, shapes, and numbers. The students will need to use prior knowledge learned from previous
lessons to be able to identify bugs discussed in the text The Very Hungry Caterpillar.

ESTIMATED TIME
2 hours

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PURPOSE:
GRADES:
CONTENT AREAS:
COMMON CORE:

Classroom Instruction, Small Group

Pre-K - K
Science, Math, English/Language Arts
English Language Arts
Mathematics

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INSTRUCTIONAL GOALS
Students will gain the knowledge on the life cycle of a butterfly. Students will learn about the different types of bugs. Students will
understand and be able to identify their colors, numbers, shapes, and letters as review of prior knowledge to learn new knowledge.

OBJECTIVES
Students will be able to identify the rhyme words and retell the events in a story.
Students will be able to identify the book title, author, and illustrator of The Very Hungry Caterpillar.
Students will be able to identify numbers, colors, shapes, and letters.
Students will be able to state the life cycle of a butterfly.

VARIABILITY
Being that there is a wide range of variability in my class, this lesson may have to be taken at a slower pace than usual. The process of
explaining the life cycle will have to be presented in two to three different ways to ensure that students comprehend the content. The
process will be presented to reach the auditory, kinesthetic, and tactile learners in my class.Being that there is a wide range of
variability in my class, this lesson may have to be taken at a slower pace than usual. The process of explaining the life cycle will have
to be presented in two to three different ways to ensure that students comprehend the content. The process will be presented to reach
the auditory, kinesthetic, and tactile learners in my class.

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I designed the instructional goal to target one of my students with Attention Deficit Hyper Disorder. My student is

a kinesthetic learner. He loves to be my helper and show other classmates how to do something, his prior
knowledge, and he stays engaged as long as he is the center of attention. When my target is working alone, he
has a hard time staying on task. He works well in a group of other students of his preference. As I worked through
this section, I realized this lesson will allow the learner to be hands on and be of assistance to avoid any behavior
interruptions from the lack of involving him in the lesson.

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UDL Exchange: Lesson

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FORMATIVE ASSESSMENTS
STUDENTS WILL BE ABLE TO IDENTIFY THE BOOK TITLE, AUTHOR, AND ILLUSTRATOR OF THE VERY HUNGRY
CATERPILLAR.
DURING THE LITERACY PORTION OF THE LESSON, MY TARGET STUDENT WILL HELP ME IN SELECTING
STUDENTS TO PARTICIPATE IN ANSWERING MY QUESTIONS. IMMEDIATELY AFTER THE STATING THE
NAME OF THE BOOK, MY TARGET STUDENT WILL ASK A STUDENT TO IDENTIFY THE TITLE OF THE
BOOK. ANOTHER STUDENT WILL BE SELECTED TO IDENTIFY THE AUTHOR AND ILLUSTRATOR OF THE
BOOK. AT THE END OF READING THE BOOK, I WILL THEN ASK MY TARGET STUDENT TO STATE THE
TITLE OF THE BOOK, AUTHOR, AND ILLUSTRATOR.
STUDENTS WILL BE ABLE TO IDENTIFY THE RHYME WORDS AND RETELL THE EVENTS IN A STORY.
WHILE READING THE BOOK, I WILL COLD CALL ON STUDENTS TO IDENTIFY THE RHYME WORDS OF
THE TEXT. IF STUDENTS STRUGGLE WITH IDENTIFYING SOME OF THE RHYME WORDS, I WILL IDENTIFY
THEM FOR THE STUDENTS AND THEN RE-READ THE STORY A SECOND TIME TO REVIEW THE RHYME
WORDS AGAIN IF TIME PERMITS. AT THE END OF THE STORY I WILL ASK THE STUDENTS TO RETELL
THE EVENTS BY GETTING INTO GROUPS AT THEIR ASSIGNED TABLES. I WILL HAVE TABLE 1 TO TELL
THE BEGINNING, TABLE 2 RETELLS THE MIDDLE OF THE STORY AND TABLE 3 WILL RETELL THE END OF
THE STORY. BEFORE THE STUDENTS PRESENT TO THE CLASS, THEY WILL WORK IN GROUPS TO
DISCUSS WHAT ACTUALLY HAPPENED IN THE STORY. I WILL WALK AROUND AND HELP STUDENTS AS
NEEDED BY USING SEQUENCE CARDS WITH THE ASSISTANCE OF A TEACHERS AIDE. MY TARGET
STUDENT WILL HELP WITH PUTTING THE SEQUENCE CARDS IN THE CORRECT ORDER ON THE BOARD
TO HELP ANOTHER STUDENT THAT HAS A LEARNING DISABILITY.
STUDENTS WILL BE ABLE TO IDENTIFY NUMBERS, COLORS, SHAPES, AND LETTERS.
WHILE AT THE SCIENCE CENTER THE STUDENTS WILL HAVE TO IDENTIFY HOW MANY BUGS ARE
PRESENT AND THE COLOR OF THE BUGS. THE STUDENTS WILL DESCRIBE THE DIFFERENT SHAPES OF
THE BUGS. IN THE SCIENCE CENTER IS AN ACTIVITY CALLED MATCH-A-BUG. THE STUDENTS WILL
HAVE A NUMBER OF BUGS IN FRONT OF THEM. THE STUDENT MUST MATCH EACH BUG WITH THE
PICTURE BUG ON THE BOARD. THE NAME OF THE BUG IS LISTED UNDER THE BUG, WHERE THE
STUDENTS MUST IDENTIFY THE LETTERS OF EACH BUG.
STUDENTS WILL BE ABLE TO STATE THE LIFE CYCLE OF A BUTTERFLY.
While in small group, the students will each have a turn to state the life cycle of a bu9ery using the sequence cards. Students will
need to state the step of each part of the cycle while using the sequence cards. I will assess the students during the ?me to see
which area needs to be revisited.

SUMMATIVE ASSESSMENTS
The target student will pass out a worksheet with the life cycle of the butterfly. The students will work on this activity individually.
When target student is done, I will allow him to collect the papers to keep him busy and avoid interrupting others.

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OPENING
Introduction- I will read the book The Very Hungry Caterpillar to review over vocabulary practice and to introduce the students to the
life cycle process.

DURING
Introduce New Knowledge-

As a way to prepare the students to learn new material, I will activate their prior knowledge by showing them the Match-A-Bug
board in which they are familiar with. I will explain to the students how over the past few months we have matched the different bugs
but we left out one important piece, (the butterfly). I will discuss the life cycle of a butterfly using the sequence cards to help the
students have a pictorial to associate with what I am discussing. I will allow my target student and other students to hold up each
sequence card to identify each step of the life cycle.

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Model New Skills and Knowledge-

I will have the target student to hold up a bug and the students will state what type of bug is being presented. I will cold call on
students to state the different shapes of the bugs during large group instruction.
Guided PracticeThe students will be separated into 3 groups. They will sit at their assigned table and work on retelling the events of the story and the
life cycle of the butterfly. The aide and I will walk around and help students as needed. Since this will consist of two parts, we will
divide the activities up into 10 minutes per activity.
Independent PracticeDuring this time, the students will sit at their assigned seats. The students will be given a worksheet to review the life cycle of the
butterfly and crayons to complete the review section of the colors. The students will work on the worksheet individually that will be
taken up by the target student.

CLOSING
Closing

I will ask the target student to pass out dry erase boards. The target student will state different shapes for each student to draw on his
or her board. When the student has drew the shape, he or she will need to hold up their board for the teacher to see the shape. The
target student will leave each shape that he has called on the board. At the end of all the shapes, the students will count how many
shapes are on the board. Then I will ask the students what did we learn about today. The students will then review the life cycle of the
butterfly using the sequence cards only if needed. I will ask the a student to put into their own words the life cycle of the butterfly
and what it reminds them of. I will make the relation to the life cycle of us as humans how we grow and transition to different levels.
This will also help to prepare us for the art lesson to review on the life cycle of a butterfly.

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Something I learned while thinking about methods and variability is to ensure to include my target student in most

of the activities. My objective was to keep him busy and to help him to still grasp the material being presented. I
believe that with this way of teaching, the target student will still learn the material in addition to helping another
student learn. I plan to engage my learners by using the different approaches to discussing the lesson and using
the target student as students are sometimes able to relate easier to their peers. I have provided many options to
make sure that all the learns have access to the lesson materials, goals, and objectives by using center time, small
group and large group instruction for presentation and review of the material. I have included the opportunity for
students to work in groups and to work alone to help to apply the information at the level they are most
comfortable. The students also will have the opportunity to put the learned material in their own words to
discussed what was learned. When I relate the life cycle of a butterfly to humans the students may be able to truly
understand the purpose of the lesson.

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MATERIALS AND SUPPLIES
Sequence Cards
Book: The Very Hungry Caterpillar
Dry Erase Boards
Erasers
Worksheets (The Life Cycle of a Butterfly)
Pointer (assitive technology for learner w/disability)

RESOURCES INCLUDED
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My target student and student with a learning disability will benefit from using the sequence cards. I will have to
remember to keep my target student involved during the reading of the text to make sure he stays on task. The
small group specifically planned for him, will help him and other students share information. They will also be able
to gain more knowledge from one another and show what they have learned.

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Richard Mann
Comments:
This is very good job of including the target student, with ample description given to note allowances. I feel the student will
both learn the lesson and also feel the sense of contribution. Though not labeled as such, I included the guided practice
section in the independent practice because of the limited teacher/aide involvement (hence the higher score on that line). I
am really at a loss for any grow on the lesson. Anything I would suggest would only be different subjectively. At first I
thought the target student might be perceived as the teachers favorite by the other students, but then I noted others being
included as well. Great job!
April 5

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