KEERAN SCHOOL OF EDUCATION LESSON PLAN

Teacher: ID: 184235

Gilmore, Karissa
School: Kentucky Christian Date of April 30, 2010
University Observation:
Subject Technology(Reading, District: Carter County
area: Science, Health)
Ages of 7-9 Type of Traditional, Integrated
students: classroom
Grade level: 2nd # of IEP 0
# of 504 0
Total # of GSSP 0
number 20
of students: # of ELL 0
Title of The Very Hungry Caterpillar WebQuest
Lesson
Plan:
Title of Unit: The Very Hungry Caterpillar

ACTIONS

Goals, Objectives, & Essential Questions

Broad Goal: Students will use online resources to complete a WebQuest on The
Very Hungry Caterpillar, incorporating technology use, reading, language arts,
science, and health.

Objectives:
1. Given cover of the book, students will make a prediction with proficiency.
2. Given the book, The Very Hungry Caterpillar, and a corresponding video,
students will be able to arrange the story in sequential order with 100% accuracy.
3. Given the book, The Very Hungry Caterpillar, students will be able to answer
questions about with story with 100% accuracy.
4. Given a website on the food pyramid, students will be able to answer
questions about the food groups with 100% accuracy.
5. Given information on the food groups and comprehension from the story,
students will be able to categorize different foods into the correct food groups
with 100% accuracy.
6. Given websites containing information on caterpillars and butterflies, students
will be able to match new vocabulary words to their correct definition with 100%
accuracy.
7. Given a website containing information about the lifecycle of a butterfly,
students will be able to name the stages of the lifecycle with 100% accuracy.
8. Given the WebQuest activity, students will be able to provide 4 things they
learned from the activity with proficiency.
Essential Questions:
1. What is your prediction based on the cover of the book?
2. In what order did the events in, The Very Hungry Caterpillar occur?
3. Can you recall and draw conclusion from the book?
4. What are the food groups and what kinds of foods go in each group?
5. Where do the foods that the caterpillar ate belong on the food pyramid?
6. What are the new words and their meanings that we learned about butterflies?
7. What are the stages in the lifecycle of a butterfly?
8. What are four things you learned from this WebQuest activity?

Student Assessment:

Objective Type of Description of Assessment Depth of Adaptations and/or

Number Assessment Knowledge Accommodations
1 Formative Students will make a 2 Assist students as
prediction about the book needed; give
by looking at the cover. guidance or extra
help as needed.
Students will complete Assist students as
2 Formative sequence chart in 1-2 needed; give
journal. I will check for guidance or extra
correct order. Students help as needed.
will try until events are in
sequential order. A
checklist will show
students who complete
assessment.
3 Formative Students will complete 2 -3 Assist students as
questions about the story needed; give
after reading The Very guidance or extra
Hungry Caterpillar. help as needed.

4 Formative Students will obtain 1-3

information from a Assist students as
website about the food needed; give
pyramid. Students will guidance or extra
then answer questions, help as needed.
applying information from
the website to the story.
5 Formative After given information on 2 Assist students as
the food pyramid from needed; give
website, students will guidance or extra
categorize foods from the help as needed.
story into correct food
groups.

6 Formative Given information from 2 Assist students as

 website, students will
match new vocabulary
words pertaining to the
story to their definition.
7 Formative Students will fill in
lifecycle of a butterfly
after reading information
from a website.
8 Formative Students will identify 4
things they learned after
completing the
WebQuest.
needed; give
guidance or extra
help as needed.
2 Assist students as
needed; give
guidance or extra
help as needed.
2 Assist students as
needed; give
guidance or extra
help as needed.

Connections

Kentucky Learner Goals & Academic Expectations:

Technology
1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias,
and computer reference programs and research tools such as interviews and
surveys to find the information they need to meet specific demands, explore
interests, or solve specific problems.
1.16 Students use computers and other kinds of technology to collect, organize,
and communicate information and ideas.
3.3 Students demonstrate the ability to be adaptable and flexible through
appropriate tasks or projects.
6.1 Students connect knowledge and experiences from different subject areas.
6.3 Students expand their understanding of existing knowledge by making
connections with new knowledge, skills and experiences.
Reading
1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias,
and computer reference programs and research tools.
1.2 Students make sense of the variety of materials they read.
1.4 Students make sense of the various messages to which they listen.
5.1 Students use critical thinking skills such as analyzing, prioritizing,
categorizing, evaluating, and comparing to solve a variety of problems in
real-life situations.

Science
2.2 Students identify, analyze, and use patterns such as cycles and trends to
understand past and present events and predict possible future events.
2.3 Students identify and analyze systems and the ways their components work
together or affect each other.
2.6 Students understand how living and nonliving things change over time and
the factors that influence the changes.
Practical Living(Health)
3.2 Students demonstrate the ability to maintain a healthy lifestyle.
 5.1 Students use critical thinking skills such as analyzing, prioritizing,
categorizing, evaluating, and comparing to solve a variety of problems in real-life
situations.
5.4 Students use a decision-making process to make informed decisions
among options.

Program of Studies:

Technology:
o T-P-ICP-U-1
 Students will understand that technology is used in all content areas to
support directed and independent learning.
o T-P-ICP-U-2
 Students will understand that appropriate terminology, computer
operations and applications assist in gaining confidence in the use of
technology.
o T-P-ICP-S-C2
 Students will participate in group projects and learning activities using
technology communications
o T-P-RIPSI-U-1
 Students will understand that technology assists in gathering, organizing
and evaluating information from a variety of sources to answer an
essential question.
o T-P-RIPSI-S-R1
 Students will use teacher-directed Internet sources as a resource for
information
o T-P-RIPSI-S-R2
 Students will use electronic resources to access and retrieve information
o T-P-RIPSI-S-IP1
 Students will gather technology information/data and use for problem
solving in all content areas
o T-P-RIPSI-S-I1
 Students will use technology for original creations/innovation in
classroom
Reading
o EL-P-FF-U-3
Students will understand that developing breadth of vocabulary improves reading
comprehension and involves applying knowledge of word meanings and word
relationships. The larger the reader’s vocabulary the easier it is to make sense of
text.
o EL-P-DIU-S-1
Students will use comprehension strategies (e.g., using prior knowledge,
predicting, generating clarifying and literal questions, constructing sensory
images, locating and using text features) while reading, listening to, or viewing
literary and informational texts
o EL-P-DIU-S-5
Students will identify unfamiliar words and specialized vocabulary
 o EL-P-DIU-S-6
Students will make inferences based on what is read; make and check predictions
o EL-P-DIU-S-8
Students will demonstrate understanding of structure and features of
informational passages/texts:
a.) locate key ideas, facts or details
e.) use information from texts to accomplish a specific task or to answer
questions
f.) use text features and visual information (e.g., pictures, maps, charts,
graphs, timelines, visual organizers) to understand text
o EL-P-IT-S-1
Students will use comprehension strategies while reading, listening to, or viewing
literary and informational texts (e.g., using prior knowledge, previewing text
selections, making predictions, generating questions, constructing sensory images,
using text features, making connections, determining importance of information)
o EL-P-IT-S-8
Students will record and organize ideas found within texts to show understanding
(e.g., charting, mapping)
o EL-P-IT-S-13
Students will evaluate information from multiple sources by determining
necessary information and interpreting findings
o EL-P-DCS-S-3
Students will identify the organizational pattern used (e.g., description, sequence,
cause/effect, compare/contrast) to understand the passage
Science
o SC-P-UD-U-2
Students will understand that plants and animals have features that help them live
in different environments.
o SC-P-UD-S-3
Students will investigate adaptations that enable animals and plants to grow,
reproduce and survive (e.g., movements, body coverings, method of
reproduction)
Practical Living (Health)
o PL-P-PW-U-1
Students will understand that individuals have a responsibility to maintain a
healthy lifestyle
o PL-P-N-U-1
Students will understand that proper nutrition is essential to growth and
development.
o PL-P-N-U-3
Students will understand that resources are available to assist in making
nutritional choices.
o PL-P-N-S-5
Students will identify the food groups and the recommended number of daily
servings to be eaten from each group
o PL-P-N-S-6
Students will apply the decision-making process in making healthful food choices
Core Content for Assessment:

Technology
According to 404 KAR 3:303, the Program of Studies outlines the minimum content
standards for all students across grade levels and content areas. Although this content is
not tested in the Commonwealth Accountability Testing System, it is required instruction
in order for the course to meet the guidelines of 404 KAR 3:303.

Reading
o RD-EP-2.0.5
Students will identify the correct sequence.
DOK 1
o RD-EP-2.0.4
Students will interpret specialized vocabulary (words and terms specific to understanding
the content).
DOK 2
o RD-EP-2.0.7
Students will make inferences or draw conclusions based on what is read.
DOK 3
o RD-EP-2.0.3
Students will locate key ideas or information in a passage.
DOK 1
o RD-EP-5.0.3
Students will apply knowledge of text features (e.g., pictures, lists, charts, graphs, tables
of contents, indexes, glossaries, captions, headings) to answer questions about a
passage.
DOK 2
o RD-EP-5.0.4
Students will identify the organizational pattern, used (e.g., sequence, cause and effect, or
comparison and contrast) to understand the passage.

Science
o SC-EP-3.4.3
Students will describe the basic structures and related functions of plants and animals
that contribute to growth, reproduction and survival.
Each plant or animal has observable structures that serve different functions in growth,
survival and reproduction. For example, humans have distinct body structures for walking,
holding, seeing and talking. These observable structures should be explored to sort,
classify, compare and describe organisms.
DOK 2
o SC-EP-3.4.4
Students will describe a variety of plant and animal life cycles to understand patterns of
the growth, development, reproduction and death of an organism.
Plants and animals have life cycles that include the beginning of life, growth and
development, reproduction and death. The details of a life cycle are different for different
organisms. Observations of different life cycles should be made in order to identify
patterns and recognize similarities and differences.
DOK 2

Practical Living (Health)

 o PL-EP-1.1.6
Students will describe how an individual’s behavior and choices of diet, exercise and rest
affect the body.
DOK 1
o PL-EP-1.2.2
Students will describe the overall purpose of the Dietary Guidelines for Americans.
DOK 1

National Standards:
No reference available

Other Disciplinary Standards:

T-P-RIPSI-U-1
Students will understand that technology assists in gathering, organizing and evaluating
information from a variety of sources to answer an essential question.
Context
1. The Unit
a. 1 of 1
b. Lesson will take approximately 1 week (5 days).
2. The students:
a. Students must be able to have basic reading and comprehension
skills.
b. The students will need to have basic knowledge of how to properly
operate a computer and have basic computer skills.

Differentiation:
Accommodations:
For students with learning disabilities or impairments, I will make
appropriate accommodations based on the specific students needs. For the
visually impaired student, I will sit in the front of the class for easy view, as well
as read aloud for them. For a learning disability, I will provide extra guidance and
instruction during lessons.

Individual Learning Styles:

The WebQuest contains learning styles for all students. For visual
learners, the WebQuest contains pictures, video, reading material, and lists. For
auditory learners, there is a video as well as sounds. For kinesthetic learners,
the WebQuest is interactive; therefore will benefit this type of learning style.

Multiple Learning Levels:

Procedure Step # Bloom’s Taxonomy Depth of Knowledge

1 Predict 2
2 Arrange, Recognize 1
3 Name, Infer 1,2
4 Name, Compare, Infer 2-3
 5 Categorize, Classify 2
6 Match, Distinguish 2
7 Indentify, Classify 2
8 Identify, Summarize, 2
Organize

Real-Life Connections:
This WebQuest incorporates a great deal of technology. By completing
the WebQuest, students are learning how to operate a computer, and interactive
document, as well as search the web to retrieve information. Technology is
crucial in today’s time, therefore this WebQuest helps to develop many skills.
The WebQuest also tells about the lifecycle of a butterfly, which is important for
children to understand how a caterpillar becomes a butterfly. The WebQuest
involves basic reading and comprehension, which are skills that are used on an
everyday basis. Sequencing is also addressed, which is important for many real-
life skills. The Health aspect of this WebQuest is based on real-life information.
Students learn good health habits as well as the food groups in the food pyramid.

Resources:
The Very Hungry Caterpillar by Eric Carle
Computers
Headphones
Access to Internet
Microsoft PowerPoint
Projector
Projector Screen
White Board

Bibliography:
Sources
• http://www.youtube.com/watch?v=-qoYPLtqqVk
• http://www.enchantedlearning.com/subjects/butterfly/lifecycle/Lar
va.shtml
• http://www.enchantedlearning.com/subjects/butterfly/activities/pri
ntouts/caterpillar printout.shtml
• http://www.tooter4kids.com/LifeCycle/vocabulary.htm
• http://www.tooter4kids.com/LifeCycle/Introduction.htm
• http://www.tooter4kids.com/LifeCycle/Stages.htm
• http://www.nutritionexplorations.org/kids/nutrition-pyramid.asp
• http://www.elmers.com/parents/project/egg-carton-caterpillar
• http://www.readwritethink.org/files/resources/interactives/wordwi
zard/
• http://www.dltk-teach.com/t.asp?b=m&t=http://www.dltk-
teach.com/books/hungrycaterpillar/csequencing.gif
• http://www.enchantedlearning.com/subjects/butterfly/label/lifecycl
e/label.shtml
 • http://www.education.ky.gov/KDE/

 
Images
• http://www.sptimes.com/News/082301/photos/flo-butterfly.jpg
• http://dclips.fundraw.com/zobo500dir/magnificator.jpg
• http://www.designforchildren.co.uk/wp-
content/uploads/hungrycaterpillar2.jpg
• http://www.babyccinokids.com/wp-
content/uploads/2009/10/egg-carton-caterpillars.jpg
 
Books
• Carle, Eric. The Very Hungry Caterpillar. New York, NY:
Philomel Books, 1987.

Technology:
A computer and projector will be used to display the PowerPoint from
Microsoft Office. Computers with access to the internet will need to be provided
in order for students to complete the WebQuest.

Procedures (Approximately 3-4 days)

Day 1
1. Before class, I will have all computers on with The Very Hungry Caterpillar
WebQuest open on each computer.
2. Approximately 5 minutes: I will explain to the students that they will work
through the WebQuest that is open on their computer screen. I will explain to
them that they will work through the WebQuest one step at a time.
3. Approximately 5 minutes: I will have each student begin working through the
WebQuest on their computer. They will read through the WebQuest and stop
after they see the word “Process” at the top of the screen.
4. Approximately 5 minutes: I will hand out journals to students and explain what
they will be using the journal for. I will tell each student to put his/her name on
the cover of the Journal.
5. Approximately 10 minutes: We will work through the first activity together. I
will tell students to begin working through WebQuest and turn to the second
page of the Journal. I will tell them to go to the first activity in the WebQuest,
and answer the first question on Page 2 of their Journal.
6. Approximately 10 minutes: After making the predictions, I will read the book,
The Very Hungry Caterpillar to students from the front of the room. During the
reading, I will do various things such as ask questions about the story, ask
students to repeat words, ask students to make predictions, etc.
7. Approximately 10 minutes: I will have students work through WebQuest until
they see the video screen. Students will click the link and watch the video.
8. Approximately 5 minutes: When the video is over, students will continue going
through the WebQuest and answer the next question on Page 2 of their
journal.
9. Approximately 20 minutes: Students will go to next activity in the WebQuest
and complete the sequence chart on Page 3 of their Journal, then hand in their
journals and sequence chart.
Day 2
1. Approximately 10 minutes: I would hand out journals and have students look
over my comments to their work. We would do a quick discussion about what
we did yesterday and what we will work on today.
2. Approximately 50 minutes: Students will continue to work through the
WebQuest. They are to complete Parts 3 and 4 and accommodating pages in
the journal (Pages 4-6). When finished, they will hand in journals.
Day 3
1. Approximately 10 minutes: I will hand out journals and have students look over
my comments to their work. We would do a quick discussion about what we
did yesterday and what we will work on today.
2. Approximately 30 minutes: Students will continue to work through the
WebQuest. They will complete Parts 5 and 6 along with Pages 7 and 8 in their
Journals.
3. Approximately 25 minutes: Students will reach Part 8 which is to make a craft.
They will read the instruction from the website given. I will give out supplies
and students will begin to make craft.
4. Approximately 15 minutes: Students will complete the last page of their journal
and then turn in their completed Journal. This will complete The Very Hungry
Caterpillar WebQuest.

IMPACT – Prepared after the lesson is taught.

Reflection/Analysis of Teaching and Learning

REFINEMENT - Prepared after the lesson is taught.

Lesson Extension/Follow-up