Developmental Lesson Plan

Teacher Candidate: Cecelia Weiler Date: March 15th, 2021

Group Size: 20 students Allotted Time: 65 min Grade Level: 1

Subject or Topic: Lifecycle of a Plant

Common Core/PA Standard(s):

-Standard - 4.4.1.C: Describe the life cycles of different plants and animals in a terrestrial
habitat.

-Standard - 3.1.K.A3: Observe, compare, and describe stages of life cycles for plants and/or
animals.

Learning Targets/Objectives: The first grade students will be able to describe the lifecycle
of animals, specifically a butterfly.

Assessment Approaches: Evidence:

1. Participation in activity 1. Using met/not met
2. Worksheet 2. Observational
3. Choice Board Exit Slip 3. Grade Scale on completion
Assessment Scale:
1) Participation in activities and questions;
a) Checklist (if they answered questions or pointed at the body parts)
2) Choice Board Exit Slip
a) 1= Wrote an answer but did not complete exit slip
b) 2= Answered most questions or had repeat answers
c) 3= Answered all questions

Subject Matter/Content:
- Butterfly Lifecycle
Prerequisites:
Knowing only living things have a life cycle, and how to identify what living things are
(Lesson #1 in this unit). Also need to know what the parts of a plant is (as learned in lesson
#3). Students must know the lifecycle of a plant, identify the four stages and what happens in
them(Lesson #3).
- Living: something that is alive, something that can grow, move, reproduce, respire and
carry out various cellular activities.
- What are living things?
- Living things are something which is now or once was alive. In order for
something to be classified as living, it must grow and develop, use energy,
reproduce, be made of cells, respond to its environment, and adapt.
Key Vocabulary:
- Zoologists: A scientist who studies animal and animal life.
- Eggs: A circular or oval shaped object that contains a developing embryo.
- Butterflies: a nectar-feeding insect with two pairs of large, typically brightly colored wings
that are covered with microscopic scales. Butterflies are distinguished from moths by
having clubbed or dilated antennae, holding their wings erect when at rest, and being
active by day
- Lifecycle:the series of changes in the life of an organism including reproduction .
- Living: something that is alive, something that can grow, move, reproduce, respire and
carry out various cellular activities.
- Life: The aspect of existence that processes, acts, reacts, evaluates, and evolves
through growth
- Habitat: Summarises all of the resources that are present within one area that supports
the survival and reproduction of a living species.
- Terrestrial: Meaning it is found on land (Terrestrial Habitats are habitats mostly found
on land)
- Caterpillar: the larva of a butterfly or moth, having a segmented wormlike body with three
pairs of true legs.
Content/Facts:
- What are living things?
- Living things are something which is now or once was alive. In order for
something to be classified as living, it must grow and develop, use energy,
reproduce, be made of cells, respond to its environment, and adapt.
- How many stages is there in a life cycle of a butterfly?
- Butterflies go through 4 stages of their lifecycle, egg, caterpillar, chrysalis, and
butterflies.
- What is a zoologist?
- Someone who studies animals, this is a broad term for anyone who studies
animals, but if a zoologist specializes in an animal they have a more specific
name as well.
- What is a habitat?
- Summarises all of the resources that are present within one area that supports
the survival and reproduction of a living species.
- What does terrestrial mean?
- Meaning it is found on land (Terrestrial Habitats are habitats mostly found on
land)
- What is terrestrial Habitat?
- A terrestrial habitat is an area found on land that has a multitude of resources
and organisms that coexist and support the survival and reproduction of one
another.

Introduction/Activating/Launch Strategies:
The class will be introduced to this lesson by me asking the students to have their whiteboards
ready. I will ask them to write down their favorite animal, and then after everyone puts their
marker down to demonstrate they are done writing I will have them hold up their whiteboards
and look around to see everyone. I will look around the classroom as well and if a student has
butterflies written down I will say “I love butterflies too ___, I have a book all about them to
read today!”. If no one had a butterfly written down I will say “I brought a book in about one
of my favorite animals to share with everyone. Let's sit down on the carpet and we are going to
read it.” We are going to read “How does a Butterfly Grow?” by DK.
Development/Teaching Approaches:
When we finish reading the book I will have the students turn to face the white board. On the
white board we will have an Anchor Chart and there will be a blank butterfly picture already
drawn. I have 6 lines for the body parts of the butterfly to be written. I will ask the students if
they know the body parts of a butterfly and if they can name the correct part I will fill it in
with a sharpie. When we get to the body parts that cannot be named I will read out clues to
help identify what part is which.
- A butterfly has 6 legs.
- A butterfly has 4 wings that help them fly.
- Butterflies have 2 antennae.
- People have abdomens too, but we call them our “bellies” or “stomach”.
- The thorax is above the abdomen of a butterfly.
- Humans have a head too, without it we would be able to see, hear, smell, or think!
After each hint is said I will ask if anyone has an idea where the body part the clue was about
is, and if we finish all the hints and the students are unsure I will fill the chart in myself. We
will talk about ways to remember and use ourselves to compare to a butterfly by saying
- We both have a head, can we point at our heads?
- We both have an abdomen, where is ours?
- We have 2 legs, but they have how many? (6)
- Where are our legs, let's all shake our legs?
- If their thorax is located above their abdomen where would it be on us? (point to chest)
- So if we pretended to be a butterfly what would our chest be called? (our
thorax)
- Butterflies use their wings to get around, what do we use to do things? We use our
legs, but we also use our arms. Can everyone flap their arms, just like a butterfly would
with their arms?
When we review how we have similar body parts as butterflies we will sing a song about the
butterflies four stages and we will dance along. When the
video(https://www.youtube.com/watch?v=1EQeYA5Qbic ) is done playing I will ask
- What is this body part called? (and point to a part of the butterfly)
- What does it do?
- If we were a butterfly where is this body part at? (and have them all point at it)
- Can everyone flap their wings?
- Can everyone move their head from side to side?
The students will be calling out the answer or demonstrating using their bodies. When we
complete the book we are going to discuss how the butterfly went from a little egg and grew
into a big beautiful butterfly. I'm going to instruct the students back to their tables and they will
be instructed to have one group member go up and grab the papers for the entire table. I will
say that the student who is wearing the color blue is in charge of getting the papers (if noone
is wearing blue it can be purple, or they can pick a group member). We will be making a life
cycle foldable. This will have the four stages of a butterfly's life as we just read about the
lifecycle in the book on butterflies. The students will have five minutes to color in their butterfly
as well as then cutting it out of the paper and cutting down the dotted line in the center of the
butterfly. The student will then have the other piece of paper that was given to them, and we
will have a youtube video pulled up on the screen and we will watch the video and pause at
parts when they show and label the four stages. The students will draw an observation of the
image shown as well as write the label above their observation. We will then discuss the
stage, for the “first stage: egg” I will ask questions such as
- What other animals begin as an egg? (some examples include: chickens, frogs,
snakes, birds, ostrich, and platypus)
- Does anyone know what stage comes after the first stage?
- This also allows time for the students to ask questions about the eggs and the first
stage of the lifecycle of a butterfly.
We will continue listening to the video and watching, pausing at the next stage for
observations and them to label the stage. We will continue until we finish the video and our
foldables are created. When we have created our foldables we will discuss the lifecycle and
connect it to what we had read in the first book. We can make connections on when body
parts were formed in the stages and how many things a butterfly was before it became itself.
We can also create a moral lesson of finding the beauty in all things since something such as
a small plain egg could grow into something as beautiful as a butterfly. Now that we
completed this with the lifecycle of a butterfly I will have the students log into their
chromebooks or iPads and go to the link which will be posted in our google classroom and
they will watch the video(https://www.youtube.com/watch?v=_YCpfzl0B4M ) and fill in notes
on the lifecycle of a frog the way we did as a class. When the students are completed with
this activity they will submit the worksheet to me and we will discuss the Frog lifecycle as a
class. We will write down all of our findings onto a piece of paper and create an Anchor Chart
to keep hanging in our classroom.

Closure/Summarizing Strategies: When the discussion is finished the students will have a
choice board to choose from, the students will be able to select the board of their choice. When
they select their choice board it will send them to an informational website. When they finish
looking at the information, watching the video, or playing the game they will need to fill out
an exit slip on today's lesson. We can end class with a brief discussion on what new
information was found on the chice boards as well as any new facts we learned throughout the
day.

Accommodations/Differentiation:
Follow all IEPs
A student with ADHD
- Accommodations could include allowing them to stand during the lesson and teacher
modeling. You could also allow them to use different seating such as a yoga ball as a
chair. Use seating away from the door or windows to prevent them from having
distractions.

Materials/Resources:
- Information Source: https://ansp.org/exhibits/online-exhibits/butterflies/lifecycle/
- Book: https://www.amazon.com/How-Does-Butterfly-Grow-
 DK/dp/1465478671/ref=asc_df_1465478671/?tag=hyprod-
20&linkCode=df0&hvadid=312603973638&hvpos=&hvnetw=g&hvrand=9325500508
514521278&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocp
hy=9007421&hvtargid=pla-681908285955&psc=1
- Song about Stages of the Butterfly Lifecycle: https://www.youtube.com/watch?
v=1EQeYA5Qbic
- Butterfly Worksheet (will be done as an anchor chart in Modeling):
https://www.pinterest.com/pin/527273068857716461/
- Butterfly Poem: https://www.pinterest.com/pin/371898881705349702/
- Youtube Video about Frog life cycle: https://www.youtube.com/watch?
v=_YCpfzl0B4M
- Choice Board: https://docs.google.com/presentation/d/e/2PACX-
1vTHn1XOMdoJzkBW27qAFQJMCtwbwqBFHBmMihe1NgoDenCeaq425C9NLiym
b4GxLjb21WdCB_ch2vLs/pub?start=false&loop=false&delayms=3000
- Frog Life Cycle Worksheet:
https://docs.google.com/document/d/1sonyhpOLPyvw39KrchEXaPFgd0nKBFf2JcgtK
FrT5WA/edit?usp=sharing
- Exit Slip: https://forms.gle/4AqkpjmMHHnMVehK9
- Science Journal extra
pages :https://docs.google.com/document/d/1Tes729bu6G1tklxkhPmyrcK-
RoThtCpgMRNr5r6Z36Y/edit?usp=sharing

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts