Josebe Dominguez

EDU 220

Assignment: Cooperative Lesson Plan

April 27, 2014

Cooperative Lesson Plan

I. Describe the Class

This is a second grade class. I am teaching the Science subject with one gifted student.

II. Objective(s)

- Students will describe characteristics of moths and butterflies.

- Students will work together to create a model of a moth or butterfly.

III. Procedures

1. Teacher will review the social objective- sharing nicely.

Teacher will model the objective by demonstrating ways of not sharing

nicely; rudely saying Its MINE! and taking materials away from others.

Class will discuss what the teacher would see and hear when the students are

sharing nicely and record with words or simple pictures using a T-chart.

Teacher will instruct students that at the end of the activity the teacher will be

calling upon some of them to tell the class how they shared the materials

nicely.
2. Have students group themselves into peer-selected groups of 4 and decide which

model they would like to construct. Have one member from their group gather materials

provided from the teacher. Instruct students to be ready to explain what characteristics of

their model make it a butterfly or moth, and where we would find this particular species.

3. When models are complete, have each group share them with the class explaining their

considerations of the characteristics and how they worked together, sharing the materials

to construct their model.

If students finish early, have students work on a word search that lists specific parts of a

butterfly and moth. On the back of the word search is a picture of a moth and butterfly in

which students will match each word to each specific part. Students may work together.

This activity will help solidify the material learned in class.

Closure:

Review the lesson by having a class discussion with students about what they have

learned today about butterflies and moths.

IV. Materials

- Unlabeled pictures of butterflies and moths

- Glue, scissors, construction paper, pipe cleaners, markers, other materials to build

model etc.

- Place mats.

V. Grouping Structures
1. Teacher will announce predetermined groups of 4 and have the class rearrange to be

sitting in these groups. These predetermined groups consist of mixed readiness levels.

2. Teacher will ask one student from each group to gather supplies needed for the place

mat activity (paper, markers, unlabeled pictures of moths and butterflies). Have place mat

prepared for students to fill in.

3. Students will analyze the pictures and on their own record characteristics of butterflies

and moths in their section of the place mat. Instructions are given verbally and modeled

by the teacher and a set of written instructions will be provided with the materials. The

first instruction is that the group cannot begin until at least 2 people in the group

understand the instructions.

4. Students will then share what they have recorded with their group and as a group

identifies the three most common findings and then record those in the middle square of

the place mat.

5. Instruct one student to cut out their middle square and hang it up on the board. The

teacher will then lead a group discussion identifying each groups findings and circling

with a red marker, the contrasting characteristics of the moth and butterfly.

Characteristics that will be emphasized include body size, color, antennae shape, position

of wings at resting state, and time of day of picture.

VI. Modifications

- I have one who is gifted and shows interest in this subject, I will provide an opportunity

for this student to do a diorama, showing the different characteristics of moths and
butterflies. He can also undergo an independent study on species of insects and their

geographical location.

VII. Assessment

A checklist will be used to determine if each group was able to differentiate between

moths and butterflies throughout the class. The checklist will include marks for those

who point out characteristics such as:

Butterflies fly by day, moths by night

Butterflies fold their wings together when they rest, moths rest with their wings

spread out

Butterflies antennae are thin with a knob at each end, moths antennae are feathery

Butterflies body usually not as thick as a moths

The teacher will have a checklist for each group in each activity and record the names

of group members at the top. These checklists will be used as a formative assessment

to judge whether the majority of the class can distinguish between moths and

butterflies and will be used to decide if the material needs to be re-taught.

The back of the checklist will provide a space for the teacher to record observations

and information about how the groups worked together to build the model. The

teacher can record their own observations as well as what the group shared with the

class about how they worked successfully or not.