Math and Science: Lesson Plan - Assignment Example

Math and Science Math and Science: Lesson Plan Concept The children will learn how to recognize the four phases comprising a butterfly life cycle that is from egg to butterfly. Thus, the learners will be able to acquire undeviating science experiences, like metamorphosis and changes within biology, though demonstrating knowledge of basic life science concepts. The aim is to demonstrate to the children how animals do transform as they grow (Saracho & Spodek, 2008). Academic Standard Georgia SKCS5: Core Standards Requires that learners should be able to communicate scientific objects, ideas and activities plainly. Learner should be able to draw pictures, which depict features of the animal being described, and write words to illustrate objects plus experiences (Georgia Performance Standards, 2012). Objectives Students will be able to comprehend the life cycle of butterflies, and draw matching pictures for every single page of the observation journal. Students will effectively discern all the four phases comprising a butterfly life cycle. Learners will be able to write not less than one descriptive sentence every day echoing their observations. Materials The text “The Life of a Butterfly”. Word Wall expressions and white papers. Live Caterpillars with suitable dwelling or Blown-out pictures of caterpillars. Pencils, markers or Crayons. Minute pasta representing an egg. Glue Observation Journal. Advanced Preparation Teacher should utilize the videos http://www.youtube.com/watch?v=1YVqHnw0W-Q and http://www.youtube.com/watch?v=7AUeM8MbaIk, so as to prepare the items for each stage. Secondly, teacher should read the text “The Life of a Butterfly” or “The Very Hungry Caterpillar", so as to come up with full picture showing the life cycles. Thirdly, compile story moment ideas, songs and butterfly craft schemes to share with the students. Procedure Motivational introduction This begins with reminding the children how they learned about family of insects, like fireflies. Ask them what makes them special, especially why glow at nighttime. However, today they are going to learn about another family of insects (bloom knowledge). They are going to learn about butterflies, and how they change from standard crawling bugs, then into bugs having wings. While explaining to them that butterflies are just insects which come in various shapes, sizes, or colors, ask them what color they have observed from butterflies. Display the full picture of butterfly life cycles on the white paper and give explanation that they are going to learn about the cycles, then draw and label the lifecycles. Then sing a couple of times, using the words egg, caterpillar, cocoon, and butterfly. In the meantime, illustrate the song by means of crafts you designed earlier. http://www.youtube.com/watch?v=ePVl57kS1ZY Activities Begin by reading the text “The Life of a Butterfly” while showing them the pictures. Re-read the book and permit them to interrelate with the text by guessing the terms left out deliberately so as to strengthen their knowledge of the four life cycles. Then review the conception of caterpillar changing into a butterfly, by telling the children that the caterpillar eats and then grows and mature. Then ask them what happens after that (blooms Knowledge) (Saracho & Spodek, 2008). Have students demonstrate the hatching of the egg before a caterpillar releases itself by curling up like a ball, before slowly emerging from the ball and broadening its wings (Gardner, Bodily plus Kinesthetic skill) (Saracho & Spodek, 2008). Explain various big words like metamorphosis, caterpillar, cocoon, and migration. Inform the learners that the words will be posted on chalkboard, and anyone of them should volunteer, while the rest should apply them in their writings. Show them the video http://www.youtube.com/watch?v=1YVqHnw0W-Q, then explain to them the butterfly stages as seen from the video (Gardner Visual plus Spatial skill). Ask them questions concerning the video, and to foretell where the butterfly will fly or live. You can pose a question like what the butterfly would feel if they had the chance of touching it, pose the words wet, squishy, or why the butterfly wings are becoming bigger (blooms, analysis) (Saracho & Spodek, 2008). Then bring out the classroom caterpillars so that the students can observe. Then give explanation that seeing means drawing pictures of what is seen, and that writing down idea concerning what is observed is important (blooms grasp) Afterwards make the students perform a quick practical work by observing their classmates clothes color, and their body position (Gardner application of Interpersonal skills, and blooms application). Explain to the students the space on the sheets will be for drawing what they have just observed, and the lines will be used for writing sentences regarding their observations (applying Gardner verbal plus linguistic skills) (Saracho & Spodek, 2008). Finally, display the butterflies in front of the classroom so that they can quietly observe, and then write plus draw (application of blooms analysis). However, the children will continue writing journals every day until the caterpillar changes into a butterfly. Evaluation After the children have drawn and colored their pictures display the pictures around the classroom and evaluate each one of them. Then consider whether the lesson engages the students’ attention, or is the entire lesson too long or too short for them to remember details. If not you can either bring the caterpillars out following discussion, rather than prior to? Then assess the number of journal entries they should perform. Extensions Creating of butterfly and then painting, before hanging from the ceiling. Give out worksheets containing butterflies which have been color-coded through addition problems. Map the local butterfly migration patterns. Children can write short stories concerning butterflies. Reference Georgia Performance Standards. (2012). Kindergarten Science Curriculum. Retrieved November 16, 2012, from https://www.georgiastandards.org/standards/GPS%20Support%20Docs/Kindergarten-Georgia-Performace-Standards.pdf Saracho, O. N., & Spodek, B. (2008). Contemporary Perspectives on Science and Technology in Early Childhood Education. IAP. Read More