Butterfly Life Cycle

Lesson Plan # 1 Name: Date: Grade: Duration: Subject: Demesha Lord December 9, 2013 Cycle 1 Year 3 30 45 minutes Handicraft

Integrated Subject: Science Standard(s): The student can use aspects of visual art purposefully in a piece of work (Standard 23 Domain D) The student can examine the creative manipulative possibilities of material and apply these in his/her own work. (Standard 24 Domain D) Target Behavior(s): Identify and use art element. (Target Behavior 4) Use a variety of techniques, tools and art media to create art work. (TB 5a) Demonstrate competence in the use of equipment and materials (TB. 5b) Materials: Strips of paper, butterfly cycle stage precut, glue, colors, scissors.

Instructional Consideration(s): We will sing the butterfly song first so they can be reminded of how to put the stages in order. Objectives: Student will accurately cut butterfly on the given line. Student will glue and place the butterfly in order accurately. Anticipatory Set: Teacher will start to sing the butterfly song. This will reinforce the correct stages of the butterfly cycle.

Modeling:

Teacher will put up the thematic unit (module) of the butterfly on the board. Teacher will show each step they have to do. Teacher will demonstrate how to cut out the butterfly and where it has to go.

Check for Understanding: Students will show the teacher where they have to cut by passing their finger along the line. Students will also put the butterfly cycle in order to show where and how they will glue them. Guided Practice: Teacher will distribute the accordion strips of paper. Some students will get strips with marks to show where they have to glue the cards. Independent practice: Students will cut out the butterfly and glue the stages in order on the correct space on the paper. When students are finished they will place their artifacts at the drying station. Closure: Students will sing the butterfly song to see if their steps are correctly glued. Reflection: The students were very excited of the handicraft activity. They all sat at their desk and completed the activity. The activity helped me assess if they knew the butterfly life cycle and they did. I worked with the weaker ones and asked them questions as I helped them stick the stages. They all cut the butterfly out. Only four students did not meet the objective with the pricking. They did not cut on the line provided. They all glued the stages in order. Some used a lot of glue but that was not my objective so I was very proud.

Lesson Plan # 2 Name: Date: Grade: Duration: Subject: Demesha Lord December 9, 2013 Cycle 1 Year 3 30 45 minutes Science

Integrated Subject: Language Standard(s): The student understands biological evolution and the diversity of life. (Std. # 6 Life Science) The student can explain the nature of scientific knowledge. (Basic Science and Technology Skill (STD # 14) Target Behavior(s): Identify the different ways in which animals reproduce. (TB. 7b) Prerequisite: Materials: Butterfly life cycle butterfly life cycle cards

Instructional Consideration(s): Some students have never seen a caterpillar or cocoon, so I have provided pictures for them. Objectives: Student will write at least four sentences accurately describing each stages of the butterfly. Anticipatory Set: Teacher will show students, the butterfly life cycle cards posted on the thematic unit. Modeling: Teacher will explain who each sentence should be written on the butterfly template.

Check for Understanding: Students will be asked if they know the name of the first stage of the butterfly cycle. Student will have to say the first stage is the ______ this will go on as all stages are discussed. Guided Practice: Teacher will draw the butterfly life cycle on the board as the students tell her what stage comes next. Independent Practice: Students will write and descried the stages of the butterfly cycle on the butterfly sheet provided. Closure: Students will share their writing assignment with the class. Students will share their finished work with the teacher and the other students.

Writing
Name: __________________________________ Date: ________________________________

Write one sentence to describe the life cycle of a butterfly.

Lesson Plan # 3 Name: Date: Grade: Duration: Subject: Demesha Lord December 9, 2013 Cycle 1 Year 3 30 45 minutes Language Arts

Integrated Subject: Science Standard(s): The student has an understanding of the phenomenon of language and of the manner in which communication can take place in different situations. (STD # 7 Linguistic) The students can apply listening and speaking strategies with different objects. (STD # 3Oral Linguistic Skill) Target Behavior(s): Demonstrate book awareness and understands book terms. Formulates and answer question. Listen in order to repeat and respond to oral stimuli and/or representations. Prerequisite: Materials: Butterfly life cycle The Hungry Caterpillar by Eric Carle, butterfly life cycle time lapse video, strips with questions. Instructional Consideration(s): This is the first time students will be hearing this story; therefore, students will not receive a lot of independent practice. Instead, students will participate in a class discussion and share own experiences if necessary.

Teacher will review and discuss with students the butterfly cycle so students can predict what stage will come next. Objective: Anticipatory Set: Modeling: Students should be able to predict what the story is about base on the title. Students will be asked what they expect of the story based on the title. Teacher will expressively read the story, while she prompts the students to make predictions during the story telling. Students will join in at a certain point when teacher cues them to. This will allow the teacher to assess students while reading. Check for Understanding: Teacher will monitor students answers during question and answer periods. Additionally, teacher will check if students are able to make accurate predictions. Guided Practice: After the story telling, students and teacher will have a discussion.

Independent Practice: Teacher will disseminate question strips to students. Students will have to answer and place them in the butterfly box. Closure: Students will watch a butterfly life cycle time lapse, watching how the butterfly unfolds in the different stages.

Teachers Pay Teachers. User name Demesha1979

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English Grammar Test Cycle 2 Year 2 Score: _______ / 30

Name: ___________________________________ Date: _______________________________ Group: ______ A. 1. 2. 3. 4. 5. Time: 1 Hour

Circle T if the answer is True. Circle F if the answer is False. (5 marks) A noun is the name of a person, place and thing. Some plural nouns are formed by adding s or es. Singular nouns name more than one person, place or thing. A common noun names any person, place or thing. All sentences dont begin with a capital letter. T T T T T F F F F F

B. Write the Singular or Plural form of each word. (5 Marks) Singular Plural 1. 2. 3. 4. 5. _____________________ church bike Baby _____________________ dogs ____________________ ____________________ ____________________ cars

C. Write the numbers from column A that go with the statement in Column B. (5 marks) Column A 1. Main idea stated in one sentence. Column B A. A fact _________

2. 3. 4. 5.

True information about something. Gives details of the main idea. What a person thinks and feels. A group of sentences about a main idea.

B. C. D. E.

An opinion A paragraph Topic sentence

_________ ________ ________

Supporting details ________

D. Read the following carefully. Then choose the correct answers. (5marks) 1. Circle the singular possessive noun form. a. doctors 2. b. doctors c. doctor d. doctors

Choose the group of words that are plural nouns. a. Ducks, hens, mouse c. shoulder, elbows, feets b. d. teachers, ladies, men berries, apples, orange

3.

Identify the plural possessive noun form. a. c. childrens childrens b. d. childrens childrenss

4.

Choose the correct statement. A pronoun takes the place of __________ a. a verb c. an adverb b. d. a noun an adjective

5.

Choose the correct statement. Subject pronouns replace __________ a. the subject c. the nouns b. d. the predicate the verb

E. Circle the correct answer. (5 marks) 1. Replace the nouns with a pronoun. Judy and Larry like to write poetry. a. we b. us b. d. your they

2. Choose the right possessive pronoun. Marks book contains some terrific stories. a. her b. his b. d. my I

3. Choose the statement that is correct. a. My friend and me are writing books of poetry. b. My friend and I are writing books of poetry. c. My friend and us are writing books of poetry. d. My friend and my are writing books of poetry.

4. Choose the object pronoun that should replace the underlined noun. Paul reads the books in one week. a. it c. they b. d. them all

6. Choose the correct plural form. All the _______ baked cookies for the bake sale. a. ladies c. ladys b. d. ladyes ladyes

F. The cheetah runs faster than any animal on earth. Adult cheetahs can run up to seventy miles per hour. No other animal can outrun a cheetah over short distances. A cheetahs thin body and long legs allow it to gain great speed. Cheetahs use this ability to chase after prey. Read the following sentences carefully. (6 marks) 1. Choose the Topic Sentence. a. Adult cheetahs can run up to seventy miles per hour. b. The cheetah runs faster than any animal on earth. c. No other animal can outrun a cheetah over short distances. d. Cheetahs use this ability to chase after prey.

2. Choose the sentence that best supports the topic sentence. a. Cheetahs have thin bodies. b. Cheetahs chase after prey. c. No other animal can outrun a cheetah. d. Adult cheetahs have long legs.

3. Choose the statement that does not belong in a paragraph about this topic. Topic Sentence: I love dogs.

a. My dog is my best friend. b. Dogs eat meat. c. My dog enjoys running and swimming with me. d. My dog sleeps in my bed.

G. Use the spaces provided to answer the following questions. (4 marks) 1. Explain why donkey is donkeys in the plural form and baby becomes babies in the plural form.

2. Explain when you will use the singular noun form or plursl noun form when writing a sentence.

END OF TEST

I will use technology on a daily bases in my classroom. Technology has various varieties that can be use to cater to the different learning styles in the classroom. Technology will be used in my center time activity where students will be allowed to use the computer to play educational games, on website such as starfall. Computers will be used in morning devotions to watch bible stories and teach children songs. When I am teaching a lesson I will allow students to watch video about the lesson on Youtube giving them a better understanding of the lesson. Students will also get to use the computer in the free time. DVD and TV will be used, where students will be allowed to watch movies. Cameras will be used to take student pictures on special celebrations (birthday, Christmas, St. Maartens Day, etc.) The radio will be used to play soothing music changing the atmosphere of the classroom when necessary.