Lesson Description
Teacher: Kenyada Fore
Grade Level: Kindergarten
Date: April 4, 2023
Brief Description of Activity:
Learning Standard:
Student Learning Objective:
Class Description and
Differentiation:
The teacher and students will gather scientific facts by using a video,
informational read aloud to learn about the life cycle of ladybugs. The
teacher and student’s swill create a Can, Have and Are chart about
ladybugs as a class. Students will create pictorial model the life cycle of a
ladybug with the teacher support to check for understanding.
Science
K.2.D Scientific investigation and reasoning. The student is expected to
record and organize data and observations using pictures, numbers, and
words.
K.10.B Organisms and environments: The student is expected to:
identify basic parts of plants and animals.
ELA Multiple genres: listening, speaking, reading, writing, and thinking
using multiple texts.
K.6.B Response skills: The student is expected to: provide and oral,
pictorial, or written response to text.
K.11.B Composition: The student is expected to: dictate or compose
informational text.
K.12.C Inquiry and research: The student is expected to: gather
information from a variety of sources with adult assistance.
Social Studies
K.13 Social Studies skills. The student applies critical-thinking skills to
organize and use information acquired from a variety of valid sources,
including technology.
K.14 Social Studies skills. The student communicates in oral and visual
forms.
I can identify the main topic of a text
I can retell key details of a text.
I can identify the sequence of the life cycle of a ladybug.
I can create the sequence of the life cycle of a ladybug
Students will be able to identify and pictorially create the life cycle of a
ladybug with 100% ability.
The demographic of this classroom is s total 25 students. There is 12
males and 13 females. There is one girl with autism that has and IEP and
one boy with Down syndrome that has an IEP.
 IEP-Language what is the function of a word, staying still.
IEP-Cannot understand student, student does not engage, student needs
assistance.
There are 6 English Language Learners in the class
Pre-assessment for this learning standard is understanding the life cycle
of other insects previously taught.

Advanced students will be able to move forward at their own pace.

Low Students will be confirming with the teacher throughout the
activity.
ELL Students will get help from teacher with sounding and writing words
as necessary.

Assessment Strategy: Student’s assessments will be formative. We will have a class discussion
to check for understanding while completing a Have, Can and Are chart
with the teacher. Students will create a life cycle of a ladybug with the
teacher support to check for understanding.

Instructional Resources: IB
How we Express Ourselves
Central Idea: Stories connect people and ideas through imagination,
information and enjoyment.
Lines of inquiry: Purposes of telling and hearing stories, elements of
story, how stories change over time and place
Key Concepts: Change, connection, perspective
Profiles: Open-minded, risk-taker

Materials, Equipment, and Video Ranger Zak-Facts about Ladybugs

Technology: Read Aloud Life Cycle of a Ladybug
Red Construction Paper (outer shell)
Wax Paper for wings (circle pre-cut)
24 copies of Ladybug for student to re-create the life cycle
Pencils
Crayons/Color Pencils/Markers
Scissor
Brads
Smart Board
Projector
Computer

Key Vocabulary: Information, life cycle, egg, larva, pupa, ladybug, mandibles

Opening: (6) We will continue to learn about life cycles by focusing on the life
 cycle of a ladybug. What are some parts or stages of other life cycles we
have learned about such as the ant, honeybee or butterfly? Students
should know the four stages of previous life cycles learned. If not, the
teacher will scaffold learning by asking questions such as What must the
ant, honeybee or butterfly lay first to begin the life cycle? And continue
until I get to the final or fourth stage of the life cycle. Then I will
introduce the video: Today we will learn some facts about ladybugs
from Ranger Zak, some facts we will already know, and other facts will
be new. Next, we will read a book about the life cycle of a ladybug. Then
we will talk about it as class. Here we go.
Teacher Modeling: 10) Complete a Read Aloud. During this read aloud I will establish this
book will teach us information about the life cycle of a ladybug. I will
reiterate how important it is for us to gather information by looking at
the story and following along with the pictures. Also, by carefully
listening for important information we may need later to fill out our
chart. And learning new information about the life cycle of a ladybug as
well as confirming or approving facts we already know about the
ladybug.
(5) The teacher will begin by writing an example in each section of the
chart about the ladybug. For example, in the Have section of the chart
the teacher will write ladybugs have oval shaped bodies. In the Are
section of the chart, the teacher will write ladybugs are really beetles. In
the Can section of the chart the teacher will write ladybugs can lay eggs.
And now I want help from the class to finish the chart. Let’s begin:
Guided Practice: (5) I will ask students to help me fill out the Have, Are and now chart as
a class with facts about the ladybug. Students will be called on to fill the
chart up with the facts viewed from previous teaching, the video and
the informational read aloud as well as any observations students have
had while in their garden at home on the playground or any other place.
Once the chart is complete the teacher will go over life cycle by
introducing the activity for the lesson. I will present a teacher created
life cycle of the ladybug as well as the outer example a ladybug.
Independent Practice: (24) The teacher will have students create the life cycle first using color
pencils, or crayons. We will talk about each stage as a class. Next the
students will be ready for cutting the oval shell of the butterfly and
create the wings that lie beneath. Students may work at their own pace
while the teacher observes and helps students that struggle. Next the
students will be ready for cutting the oval shell of the butterfly and
create the wings that lye beneath.
Closure: (5) The teacher will close the lesson by asking a question to the class
about the life cycle of a ladybug. Who can tell me the first stage of the
ladybug? This question will be continued until we get to the final stage. I
will know students have understood the concept when observing their
activity as well as observing their engagement during questioning.
What went well?

What could I improve?

Where do I go from here?

What to change for next time?