S3+Hartford+Rhonda

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe- Two days of a Six Weeks Unit

=Facet 1= How is Scientific Inquiry used to find information about monarch butterflies? (**WHERE)** This lesson will connect what we think we know to what we have learned. (**WHY**) 2. What makes a creature an insect? I will show students a variety of plastic insects. As a group we will discuss the attributes of the insects. 3. Students will know what characteristics makes a living organism an insect. Students will be asked, What do you think you know about insects? Students' responses will be written on the Chart. I will then read, What is an Insect? By: Susan Canizares to the students. (**EQUIP**) Any new information will be added to the Chart. As a group, students will discuss as I chart the attributes that determines the characteristics of an insect( Explore). Students will review the characteristic of insects. Literature Connection: Are You a Butterfly?By Judy Allen Students, will discuss if a Monarch Butterfly is an insect. Through modeling, the students will learn the three body parts of an insect. Using the three body parts of an insect, students will identify through action each body part. (**EXPERIENCE**) Students will practice identifying the three parts then demonstrate for the class. (**REHEARSE**) Using a Kidspiration template on the Smart Board, students will sort pictures classifying them as insects and non insects.(Experience) Using a model of a Monarch Butterfly, Students will determine if it is an insect. Introducing a KWL Chart, students will respond to, What do I think I know about Monarch Butterflies? Responses will be written under the (K) on the chart. Next the students will be asked, What do you want to learn about Monarch Butterflies? Questions will be written under the (L). (**EXPERIENCE**) Resources: Worksheets: A Buggy Comparison and Which Ones are Insects Texts Sources: What is an Insect? By: Susan Canizares, Are You a Butterfly?By Judy Allen Technology 2- Smartboard, Kidspiration Template Materials: plastic creatures, model of a Monarch Butterfly Charts: What do we know about insects? KWL Chart for Monarch Butterflies 4. Students will determine/explain if the plastic bugs are insects by using the characteristic of an insect. How do we know if these bugs are insects. Students will classify insects and non insects on Smart board and worksheet, A Buggy Comparison.(**RETHINKING)** 5. Students will dictate/illustrate what they know about Monarch Butterflies on their KWL Chart. Students will complete by coloring ,Which Ones Are Insects? page 7(**EVALUATE**) 6. Aural: Students will respectfully listen to each other. Verbal: Students will state what they think they know/what they would like to learn of Monarch Butterflies. Physical: Students will role play the three body parts of an insects. Logical: Students will classify insects and non insects. Social: Students will complete, A Buggy Comparison, determine if plastic bugs are insects, and role play the three body parts. Solitary**: Each students will dictate or illustrate what they think they know/what they would like to learn about Monarch Butterflies. Students will determine which creatures are insects. 7. Students will be able to apply prior knowledge to new knowledge through Scientific Inquiry. Product: Students will complete two parts of a KWL-Chart. What do we know? What do we want to learn? Timeframe: Four days of a six week unit. || =Facet 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand scientific inquiry is used to acquire information.
 * //Students plan,conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.// (****WHAT)**
 * Visual: Students will view the KWL Chart, plastic insects, Kidspiration template and images, model of a Monarch Butterfly and fiction and nonfiction text.

What do simple investigations reveal about living organisms? **(WHERE**) This lesson provides students with a hands on approach to using and learning about scientific tools. (**WHY**) 9. What is an observation? What tools do we use to make an observation? In a group we will discuss two ways to make an observation-using our eyes and a magnifying glass. (hand lens) ( If I can find a computer that will take the software for our microscope) 10. Students will explore and discuss how a magnifying glass and miscroscope changes what they see. (**EXPLORE)** Rules will be set on how to handle the caterpillars. Using their magnifying glass, students will observe the caterpillars. (**EXPERIENCE)** The class will discuss the physical characteristics and describe the behavior of the caterpillars. Students responses will be written on a chart. In a group setting I will model how to record and illustrate my observation in my science journal. (**EQUIP)** Students will illustrate/record their observations in their science journal. (**EXPERIENCE**) Students that are not able to write a journal entry, will dictate to me. Resources: Science Journals, Chart paper, magnifying glasses, microscope and Monarch Caterpillars. 11. Students will share their journal entry with the class. **(RETHINKING)** In a group setting we will revisit our steps that were used to conduct our investigations of the Monarch Caterpillars. The steps will be written on a chart and I will add pictures to each step for non readers to access during each observation of the caterpillars. (**RETHINKING**) 12. Students will complete a journal entry that will be scored using a Lab Report: Observations rubric. Students will be able to orally explain the steps used when making a scientific observations on Monarch Caterpillars. (**EVALUATION**) 13 .**Visual: Students will observe caterpillars through the lens of a magnifying glass. Aural: Students will respectfully listen to each other as they share their science journals. Verbal: Students will state their observations in order for me to record them. Physical: Students will handle and observe the caterpillars. Logical: Students will state the physical characteristics and the behavior of the caterpillars. Social: Students will share their journal entries. Solitary**: Students will record/illustrate their observations. 14. Students will document the steps for simple investigations Product: Students will completed a journal entry. Students will create a  [|Glogster]poster on how to conduct a simple observation investigation. TimeFrame: One day of a six week unit. || =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will conduct simple investigations to provide answers to questions.
 * //Students plan,conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.//** (**WHAT**)

What are the principals of a life cycle? How can we use these principles to identify and represent the features of the life cycle of a Monarch Butterfly. (**WHERE**) This lesson will connect the principles of a life cycle to other living things? (**WHY**) //**Students apply the principles of systems,models,constancy and change, and scale in science and technology**.// (**WHAT**) 16. Did you know that we have a life cycle? Monarch Butterflies have a life cycle, too. Their life cycle is different from ours. As a group discuss our life cycle. (**HOOK**) 17. Students will learn the four stages in the life cycle of a Monarch Butterfly. The first stage: Egg- Using a model of an egg, students will observe/discuss the features. Literature connection: Butterfly Eggs By:Helen Frost. (**EXPLORE**) In a group setting we will discuss and chart characteristics of an egg. Students will complete the worksheet together, How Does A Butterfly Grow? (**EXPERIENCE**) In a group setting students will review the first stage. (**RETHINKING**) I will introduce how to represent a life cycle poster including title, and arrows. A student will draw a picture to represent the first stage then I will label it. Students will be asked, What do you think will be the second stage? After discussion, students will observe a model of a Monarch Caterpillar. A student will illustrate a caterpillar to our life cycle poster and I will label it. (**EQUIP**) Literature Connection: I'm a Caterpillar By: Jean Marzollo. Students will discuss while I scribe responses on what a caterpillar can/can not do. (**EXPLORE**) Students will fill in sentences to complete a story-What Caterpillars Can and Can Not Do.... Students that need support will dictate their information to me. Each student will illustrate their story. In a group setting we will practice reading our stories. Then with a buddy, students will read their stories. (**EXPERIENCE**) Students will review the first and second stage on life cycle poster. (**RETHINKING)** Literature Connection: Caterpillars By: Helen Frost. Using the Smart Board connect to the Journey North website. As a group view the slideshow, Let's find Monarchs. (**EXPLORE**) Students will participate in a class discuss and interact with the slideshow. Students will create a paper model of a Monarch Caterpillars using the pattern of green, white, and black. (**EXPERIENCE**) Students will review the first and second stage. (**RETHINKING)** I will pose the question, What happens next? I will show the students a model of a chrysalis. (**EQUIP**) In a group setting the students will discuss the characteristics of the chrysalis. A student will be asked to illustrate a chrysalis on our class life cycle poster. (**EXPLORE**) Literature Connection: Caterpillar to Butterfly By: Deborah Heiligman. I will write Metamorphosis on the board and ask students if they know what it means. As we discuss the meaning of Metamorphosis, I will explain that it means changes and reference to our life cycle poster. Students will complete the worksheet, What is metamorphosis? together. Then they will correctly color the illustrations. (**EXPERIENCE**) Students will review the first -third stages. (**RETHINKING)** I will connect the Smart Board to the website, Journey North. Students will view and discuss the slideshow, Into the Chrysalis. (**EXPERIENCE**) In a group setting, the students will predict the next stage in the life cycle. Students will view a model of an Adult Butterfly and discuss the characteristics. (**EQUIP**) A student will illustrate an adult butterfly. I will label the illustration. Literature Connection: Life Cycle of a Butterfly By: Jeff Bauer. I will use the Journey North website slideshow, How Does a Monarch Butterfly Get Out of the Chrysalis? Students will view/participate/discuss the slideshow. Using a template and pictures, students will cut/sort/glue correctly the complete life cycle of a Monarch Caterpillar.(**EVALUATE**) Students will observe the caterpillars and write a journal entry and illustrate a picture. I will follow the format from Lesson Two. Using A Story About Butterflies, students will write a sentence for each illustration that represents the life cycle. This will be sent how to be shared with their family. (**EVALUATE)** Students will interact/participate with the Smart Board presentation on on the Life cycle of a Monarch Butterfly.I will connect my computer to the Smart Board. Resources: Text:Butterfly Eggs By:Helen Frost, I'm a Caterpillar By: Jean Marzollo, Caterpillars By: Helen Frost, Caterpillar to Butterfly By: Deborah Heiligman,Life Cycle of a Butterfly By: Jeff Bauer Worksheets:How Does A Butterfly Grow?, What is metamorphosis?,Complete a life cycle. Technology 2- Journey North websites:Into the Chrysalis, Let's find Monarchs, How Does a Monarch Butterfly Get Out of the Chrysalis? Smart Board and Class Blog. Notebook- Life Cycles of a Monarch Butterfly. Materials: Models of the complete life cycle, story book-What Caterpillars can/cannot do, journal entry, A Story of the Life Cycle Inquiry: Any student's generate question that is answered through instructions, I will write the answer under the question. 18. Students will explain/draw/label the complete life cycle. What is a life cycle? What are the stages in the life cycle of a Monarch Butterfly? (**RETHINKING**) 19.**Visual: Students will view models, slideshows, and class life cycle poster. Aural: Students will respectfully listen to each other as we discuss information. Verbal: Students will participate in class discussions. Students will state their observations in order for me to record them. Physical: Students will interact with the Journey North websites. Logical: Students will define the concept of a life cycle and explain the complete life cycle. Social: Students will work together on the websites and completing the worksheets. Students will share their journal entries. Solitary**: Students will create a paper caterpillar, journal entry, sentences for two stories, and a life cycle 20. Using A Story About Butterflies, students will write a sentence for each illustration that represents the life cycle. This will be sent how to be shared with their family. (**EVALUATION**) 21. Students will explain/draw/label the life cycle of a Monarch Butterfly. Product: Complete life cycle, journal entry on the class Blog, story book to share at home/school Timeframe: Eight days out of a six week unit. || =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will apply principles of a life cycle system to Monarch Butterflies.

How can we use action and song to model the changes in the life cycle? (**WHERE)** This lesson will apply action to students' knowledge and understanding of the Life Cycle. **(WHY)** //**Students apply the principles of systems,models,constancy and change, and scale in science and technology**.// (**WHAT**) 23. Do you know the Caterpillar Song? This song has actions that will help us remember the life cycle of Monarch Butterflies. (**HOOK)** 24. Do you know the four stages in the live cycle? In a group setting we will review the life cycle. (**EQUIP)** 25. Using the Caterpillar song, students will learn the actions that represent each stages. (**EXPLORE)** Students will perform the actions as they recite the Caterpillar Song. (**Explore)** Students will practice the Caterpillar Song each morning during our morning meeting. (**REHEARSING)** Using the Smart board notebook lesson, students will interact with the Life Cycle site to reinforce their understanding. (**RETHINKING)** Resource: Caterpillar Song written on chart paper [|Life Cycle Smart Board lesson] 26.**Visual: Students will view chart, and the Smart Board lesson. Aural: Students will respectfully listen to each other as information is discussed. Verbal: Students will participate in class discussions. Students will choral read the Caterpillar Song. Physical: Students will interact with the life cycle website and perform the Caterpillar Song. Logical: Students will define the concept of a life cycle and explain the complete life cycle. Social: Students will work together on the website then sing the Caterpillar Song. Solitary: Students will add their copy of the Caterpillar Song to their poetry book**. 27. Students will perform and sing the Caterpillar Song for the teacher. **(EVALUATE)** 28. Students will role play the life cycle of Monarch Butterfly. Product: Oral presentation TimeFrame: Two day of a six week unit. || =Facet 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will role play the life cycle of a Monarch Butterfly.

How can we use our new learning to understand the life cycle, basic needs, and migration routes of Monarch Butterflies? (**WHERE)** This lesson will provide students with the understand that they can help Monarch Butterflies survive. **(WHY)** //(//**WHAT**//)// 31. Did you know that you can help Monarch Butterfly live longer? (**HOOK)** 32. What do we need to live? What do you think butterflies need? Students will brainstorm ideas and I will write responses on the chart. (**EQUIP)** 33.Using Ms. Park class' website, students will understand the threats that Monarch Butterflies face in order to survive and learn what they can do to help them. (**EXPLORE)** Students will brainstorm ideas for their posters and discuss how they can help the butterflies. The posters will be created on KID PIX.(**EXPERIENCE)** When students have finished their poster, they will share with a partner. **(REHEARSING)** Journal Entry: Students will make an observation of our caterpillars. Follow lesson 2. Resource: KID PIX [|Ms. Park's website] 34. **Visual: Students will view chart, and Ms. Park 's website. Aural: Students will respectfully listen to each other during the sharing of information and posters. Verbal: Students will participate in class discussions. Students will read information from the website. Physical: Students will interact with the website and create a poster on how to help the Monarchs. Logical: Students will understand that they can help the butterflies. Social: Students will share ideas for their poster and work together on the website. Solitary: Students will design a poster on how we can help Monarch Butterflies survive**. Product: Students will create a poster showing how we can help save the Monarch Butterflies. 35. Students will realize their role in the survival of living things. TimeFrame: Two Days of a six week lesson || =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will describe parts and wholes of living things, their basic needs, and the structures and processes that help them stay alive.
 * //Students will understand similarities and differences between humans and other organisms and the interconnections of interdependent webs.//**

This lesson will provide students with the knowledge and understanding that living organisms are alike and different. **(WHY)** (**WHAT)** || 37. Is a moth an insect? How can we prove It? How are a butterfly and a moth alike/ different? (**HOOK**) 38. What do you think you know about a moth? What do you know about Monarchs? Students will discuss information. Literature Connection: Butterflies and Moth. I will introduce a Venn Diagram and chart on the diagram how they alike/different. **(EQUIP)** 39. Using the the [|Venn Diagram website,] students will interact with the website through the use of the Smart Board. They will determine which characteristics describes a moth and/or a butterfly. (**EXPLORE)** 40. Students will add attributes to the class Venn Diagram on how moth and butterflies are alike/different. (**EXPERIENCE)** Students will review how butterflies and moth are alike or different using our class Venn Diagram. **(RETHINKING)** Resources: Butterfly and Moth Venn Diagram website 41.**Visual: Students will view the Venn Diagram website. Aural: Students will respectfully share information. Verbal: Students will participate in class discussions. Students will read information from the website. Physical: Students will interact with the website. Logical: Students will understand how butterflies and moths are alike and different. Social: Students will share ideas. Solitary: Students will dictate to me how butterflies and moths are alike and different**. Product: Students will dictate to me how Monarch Butterflies and moths are alike/or different for a district assessment. (**EVALUATE)** 42. While interviewing students, they will compare/contrast Monarch Butterflies with other living things. Timeframe:Two days out of a six week lesson.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand Life Cycles of living organisms are similar and different. ||  ||
 * How are moths and caterpillars alike and how are they different? (**WHERE**)
 * //Students will understand similarities and differences between humans and other organisms and the interconnections of interdependent webs.//**

2004 ASCD and Grant Wiggins and Jay McTighe