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Standards
Number Title of Content Standard
S2L1 Students will investigate the life cycles of different living organisms.
a. Determine the sequence of the life cycle of common animals
in your area: a mammal such as a cat or dog or classroom
pet, a bird such as a chicken, an amphibian such as a frog,
and an insect such as a butterfly.
Knowledge: Skills:
Students will need to know: Students will need to do:
That living things have a life cycle. Be able to utilize a technology video
podcast in order to complete the
Within the life cycle there are different lesson.
stages of development.
Identify what they know, want to know,
Different animals, insects, and plants and learn from the lesson.
have different life cycles.
Complete the activities to study the
stages of the life cycle.
AUDIENCE
Second Grade
SITUATION
Students will listen to the video podcast and follow along with the narrator to complete
the tasks.
Other Evidence
(e.g., tests, quizzes, prompts, work samples, observations)
- Students will write in their journal a response to literature that uses inferential
thinking to begin thinking about butterflies.
- Students will create study cards that label the stages and use the correct
vocabulary words.
- A summative assessment in which students will label the stages of a butterfly’s
life cycle will be given at the close of the lesson.
Self-Assessment
Student Self-Assessment and Reflection
Students will complete a KWL chart as they progress through the lesson to identify what
they are learning.
Understanding by Design – Stage 3 – Instructional Strategies
WHERE IS IT GOING?
Students will be guided through a lesson using a video podcast that explains the stages of
a butterfly’s life cycle. They will learn the correct terminology and be able to identify the
stages.
Throughout the video the students will learn the vocabulary and complete activities that
help them apply the concepts.
TAILOR TO STUDENTS
This assignment appeals to students simply by using the technology. Because the narrator
reads directly from the pictures the slower learners are able to connect words to print.
Lesson Plans:
Assign students to listen to the podcast and work at their own pace. This can be
individually suited for a student to complete in their own schedule, or scheduled for them.
The podcast would need 2 science class periods to complete, but the pace is individual for
each student.
• Students will pause the podcast and complete the activities.
o Activity #1: Create a KWL chart. Use classroom journals to create a
KWL chart. If completing this as a class, discuss their prior
knowledge. If using it independently, have students show their journal
to get stamped for completion and teacher look over.
o Activity #2: Listen to story Waiting for Wings and write a response to
literature.
o Activity #4: Students will fill in and color study cards. These cards can
be used later as review prior to assessment or placed in class library to
play as a memory game.
o Activity #5: Review the handout that shows the stages of the life cycle.
Students can color this to extend the assignment and study this for the
summative assessment.
o Activity #6: After students have completed the podcast direct them to
revisit their KWL chart to complete it for information learned.
o Summative Assessment: Once students have reviewed the material
assign the summative assessment to draw and label the chart
correctly… Provide a word bank to differentiate instruction for Spec.
Ed. and ESOL students.
Video Podcast create by Sarah Wiggins: acknowledgements are made at end of video.