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Lesson Idea Name: Life Cycles of different animals

Grade Level/Content Area: 2nd grade science

Content Standard Addressed: S2L1. Obtain, evaluate, and communicate information about the life
cycles of different living organisms.

ISTE Technology Standard Addressed:  What would you like students to know and be
Example:
Empowered Learner – 1.1.a. Students articulate
and set personal learning goals, develop strategies
leveraging technology to achieve them and reflect
on the learning process itself to improve learning
outcomes.
able to do by the end of this lesson:
Ask questions to determine the sequence of the
life cycle of common animals in your area: mam-
mal such as a cat, dog or classroom pet, a bird
such as a chicken, an amphibian such as a frog,
and an insect such as a butterfly. Plan and carry
out an investigation of the life cycle of a plant by
growing a plant from a seed and by recording
changes over a period of time. Construct an expla-
nation of an animal’s role in dispersing seeds or in
the pollination of plants. Develop models to illus-
trate the unique and diverse life cycles of organ-
isms other than humans.

What is the student learning goal for this lesson idea? The students should listen to the audio pod-
cast for the flipped room assignment and pick an animal’s life cycle they want to discover.
Selected Instructional Software Tool: Anchor

Description of Software: Students and teachers can produce their own podcasts using the platform
known as Anchor podcasting. Through this application, Anchor allows users to upload and com-
plete recordings, previously recorded files, music, images, and podcast-related information.

URL(s) to support the lesson (if applicable): https://anchor.fm/janie-langan

Bloom’s Taxonomy Level(s):

☐ Remembering X Understanding ☐ Applying ☐ Analyzing X Evaluating X Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

X Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the student and mostly
practice based.

X Student-Led: Students are given voice and choice in the activities. They may select the topic of
learning and/or determine the tool they will use to meet the learning goal. The teacher facilitates
TFrazier, 2022
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the learning as the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom.
(Note: This objective could be reached by displaying the project on the school’s morning newscast,
posting the project to the classroom blog, presenting it to another class, or publishing it via an
outside source.)
Lesson idea implementation:
As a flipped classroom assignment the day before we begin talking about life cycles I will tell the
students to listen to the anchor podcast to get them started on the topic and ask them about an
animals life cycle they want to discover. The students goals are to read the book about the life cy-
cle of a butterfly to get an understanding and then choose an animal they would like to learn
about. I would utilize this technology by making it a flipped classroom assignment to have more
class time. To conclude the lesson as a class we will go through some animals that were chosen so
they gain greater understanding.

Managing student learning  This allows students to learn some before coming to class making their
learning go from passive to active. It allows student led initiative to learn and engage within the
topic.
Universal Design for Learning (UDL) Reflection: Be sure to mention one specific UDL principle you
are focused on in this lesson – Multiple Means of Engagement, Multiple Means of Representation,
or Multiple Means of Action & Expression. This lesson represents multiple means of engagement
and multiple means of action and expression. Giving the students a technology based assignment
using anchor engages them in something different than just lecture and they are able to pick any
animal they want to learn more about. This technology tool supports all students because it is very
easy to use and understand and there is a transcript of what the podcast says for anyone who
needs it. Using this tool enhances their learning and gives them a decision which also engages
them more.

Reflection: After designing this lesson idea, how do you feel the activities you created will impact stu-
dent learning? What part of the lesson do you look forward to implementing with students? Explain
why. I look forward to implementing flipped classroom assignments using anchor to really take ad-
vantage of all the class time we have together. I feel as if after creating this lesson this is a great way
for student to learn content and make it personable.

TFrazier, 2022
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TFrazier, 2022