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Annotated Lesson Plan

Student Name

Institutional Affiliation

Professor Name

Course Name & Code

Date of Submission
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Annotated Lesson Plan

Topic: Lifecycles in different animals

Subject: Science

Grade: 2nd Grade

Date: 4th, April, 2021

Goals and Objectives

Goal: students will be able to understand and define the sequence of the stages

of life cycle in a wide range of animal groups.

Objectives: When the lesson is ended, the children will be able to:

Use prior knowledge, brainstorming, visuals and native language to define the

term life cycle

Understand the relationships in life cycles in different animals.

Put mouse, butterfly, human and frog in their appropriate of order of

development (individually, small group, and whole class)

Create a prediction of their looks at adult stage

Accommodations for SDAIE/ELL

A grade appropriate modified speech

Build on the knowledge and understanding of what the students already have

Provision of clear standards and guidelines

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Cultural Affirmations by asking the children to translate some of the terms into

their native language

Explanation of new vocabulary

Use of manipulatives, realia and visuals to make the information easily

understandable

Effective utilization of reading, writing, speaking and listening.

Basic vocabulary

Froglet, Tadpole, life cycle, Pupa, larva

Materials and Tools

Technologies:

Crayons, construction paper, and pencils.

Document camera

Butterfly, mouse and frog’s life cycle videos.

Handouts:

Homework handout

Frogs lifecycle stages handout

Visuals:

Mouse life cycle poster

Butterfly life cycle poster

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Frog life cycle poster

Individual stage pictures for the frog, butterfly and mouse life cycle

Adult and child figurines

Caterpillar and butterfly stuffed animals

Sample assignment

Procedures

Introduction (5 minutes)

Let the children join you in the study environment. Show them the caterpillar and

butterfly stuffed animals. Then, ask them some questions about the animals such as:

- The identity of the animals

- If they know the name of the animals in other languages or in their

vernacular

- Ask them to identify any similarities and differences among the

animals

Disclose the adult and child figurines and repeat the questions above.

Introduce the goal of the study at this stage. Inform them that today, they are

going to learn about different lifecycles in different organisms/animals. Inform them

also that they you are going to define the term lifecycle such that everyone knows what it

is. Then inform them that they you are going to use the animals they just interacted with

to show how lifecycle occurs in different animals. Lastly, tell them that you are going to
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ask some questions at the end of the lesson and that whoever gets them right there will

be a present.

Introduce the new words in writing and pronounce each of them with absolute

clarity. After pronouncing the words for like three to four times, make the children

pronounce the words repeatedly. Then construct several sentences using the words so

that the students understand what contexts they can use them.

Put the students in groups and tell them that for the study, they are going to

become different stages of life cycle in frog. Inform them that you are going to discuss

how different life cycles take place in different animals. After this, tell them to head back

to their seats so that you commence the studies.

Teacher Presentation (10 – 12 minutes)

Give the definition of the term life cycle

Ask the students to what they think life cycle means

After several attempts, disclose the written definition on the board

At this stage, show the students the posters about the life cycles in a frog,

butterfly and mouse

- Make sure to go through each of organisms drawn in the posters

and define any vocabularies that might appear in the posters

Tell the students that the life cycle is made up of different stages

Ask the students if they are aware of any stages involved in the lifecycle of any of

the three animals

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After several guesses

- Show them stages pictures and explain to them that a frog and a

butterfly starts as eggs unlike a mouse

- Ask them about any animals that they know begins with an egg

Class activities (35 – 40 minutes)

Tell the students that they are going to watch a video clip on how the life cycle

sages occurs in butterfly, frog and in a mouse.

Play the clips, pausing at each stage and asking the students to note down and say

the changes they have observed.

After they have watched the video clips, tell them to discuss among themselves

the life cycle stages in butterfly. (Tips for discussion: the changes that occurred in the

stages, why they think that the changes were necessary)

CHECKPOINT:

This point is meant to check the understanding of the students by asking some

questions.

Some of the questions are:

What differences they noted in the life cycles stages for the three animals

Which animal had the shortest life cycles

Let the define the term life cycle

Make them sit in groups and give them the sample assignment to discuss.
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Move around while evaluating how they handle the questions in the assignment.

After they are done, ask them to return to their own seats.

Homework (3 – 5 minutes)

Give each of them a homework handout

Tell them to use animals they find in their environment to fill the handout

Inform them that they can consult with their parents at home

Closure (5 – 7 minutes)

In closing, let us review…

What does the term life cycle mean?

Do all organisms have similar lifecycles?

Conduct a quick review of the posters.

Tell them that the next day you shall try to understand the contrast and

comparison among the stages in the life cycles they have just evaluated

Tell them to remember to do their homework.