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Invent an Insect:
Content Standard(s):
Colorado Life Science Standard: Life Science Students know and understand the characteristics and
structure of living things, the processes of life, and how living things interact with each other and their
CCSS.ELA-LITERACY.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
CCSS.ELA-LITERACY.SL.1.6
Produce complete sentences when appropriate to task and situation
Hubbell, we must first unpack the standard(s) to How do environmental factors affect living organisms?
I can explain what insects need to survive allow it to successfully survive in its environment?
environment).
CCSS.ELA-LITERACY.SL.1.4:
attributes.
CCSS.ELA-LITERACY.SL.1.5:
I can draw and label what an insect looks like and its
body parts.
CCSS.ELA-LITERACY.SL.1.6:
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mark (.!?).
The authors of The 12 Touchstones of Good Teaching acknowledge that setting clear expectations
helps students understand specifically what they must do to improve their performance (Goodwin & Hubbell,
2013, p. 40). For this reason, a rubric (figure 1), which outlines student expectations according to the standard
was used to measure current student understanding and to serve as a self-assessment and goal setting tool. The
rubric clearly outlines what students need to do to perform at proficiency, enabling them to access a detailed
performance breakdown that also serves as a visual support in which to establish and monitor their learning
goals.
Figure 1
Students completed a self-assessment using the rubric, and reflecting on their performance using the
rubric as a guide. Goals are highlighted on the rubric in blue, to serve as a visual reminder/motivator. Student
As performance and learning goals are shown in Figure 1. Her goals included:
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I can correctly identify many characteristics that help an insect survive with mostly appropriate
conventions.
These two personal learning goals were selected following a conference with Student A, in which she
first completed a self-assessment using the rubric as a guide. We read each element together, beginning with
what proficiency would look like until a score was selected. Her scores matched mine, with the exception of
drawing and labeling an insects life cycle. When I went over my scores for her, we discussed why I had given
her a 3 (her life cycle was unique to a particular insect, but she only labeled the pupa stage as cocoon), and
what she could do to move to a more advanced level. I found that having the rubric as a visual support was
extremely beneficial to students in a primary age-range. It helped focus them on specific goals to grow towards
proficiency.
In order to best support students in achieving mastery of the life science standard, roving
conversations and conferences will be used to monitor and support students towards achieving their
goals. These interactions are, as Goodwin and Hubbell (2013) stress, critical to student academic
success (p. 79). By including students in the monitoring/tracking process of their personal learning
goals, the article Individual Learning Goals and Targets (2017) states that students motivation to
improve and master a task increases and their self-esteem remains strong, even in the case of failure
(para 1).
Additionally, progress towards mastery of their personalized learning goals will be monitored
through an electronic copy of the project rubric, which both the teacher and students can access. Initial
goals have been highlighted in blue, and growth towards their goal(s) will be discussed during student
conferences, at which time the goal might remain the same. If the goal has been reached, it will be
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marked in a different color (green) indicating it was met during the course of the project, and a new goal
can be selected. After the completion of the project, students will be reassessed (and will complete a
new self-assessment) using the rubric. Scores can then be compared and a new color will be used to
mark each goal that was completed (purple). This provides a visual timeline of student progress towards
goals, a visual model of growth, and will serve as the final evaluation tool.
Rules: Goodwin and Hubbell (2013), state that to ensure students internalize expectations for their
behavior, you should involve students in establishing ground rules and agreeing upon how they wish to
interact with one another (p. 108). With this belief in mind, a set of five agreed upon rules will be
generated together prior to the first days lesson. The following rules are generalized rules that I will
guide students towards, in order to ensure that they do not get too complicated and remain positive
Procedures: The following procedures will be explicitly explained, taught, and practiced in order to
ensure that student learning remains focused and lessons are efficient (Goodwin & Hubbell, 2013, p. 134).
1. Come in and take your seat on the carpet (sitting with body basics: legs crossed, arms in lap, eyes on
2. Transitions (e.g. movement from whole group to independent work) will be tight and announced
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through a clean-up song. The song is approximately two minutes long, and students are expected to be
cleaned up and on task at the songs end (Goodwin & Hubbell, 2013, p. 112).
3. Students will have a specified learning buddy for think-pair-share, and structured so that one partner
asks the question, the other partner answers, partners clarify/comment as needed and then switch roles.
4. Attention-getters: Give me 5 and an agreed upon call-back (e.g. Teacher: Chicka, chicka;
current understandings and serve as a platform for setting personal learning goals. This particular formative
assessment enables educators to identify any gaps, trends, etc. in understandings, as well as craft instructional
activities that build off of student strengths and acknowledge and address their weaknesses (Carnegie Mellon
Analysis:
A more traditional assessment was chosen due to the time frame in which this lesson will be taught
(summer) and not coinciding with the first grade unit of study.
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3.5
2.5
2 Student A
Student B
1.5
Student C
1
0.5
0
Name & Needs Life Cycle Interaction with
Appearance Environment
After conducting the pre-assessment and student conferences, I determined that the areas in which all
students needed the most work were: labeling all seven body parts and describing an insects interaction with
its environment. While there were other areas with lower scores, I looked at overall trends in the data. Overall,
Student A has the most background knowledge regarding insects and their defining features. Student B shows a
need for growth in identifying the needs of living things as well as the life cycle of an insect. This particular
student appeared hesitant during the pre-assessment, and repeatedly looked around to try and gauge how her
peers were progressing. Student C showed the most needs, demonstrating only a basic understanding of insects.
This tells me that I will need to have some instructional supports in place for Student C to achieve proficiency.
Since she scored a one in all four categories, my initial goal will be to move her to a level two (or fair using the
rubric). Once we have reached that level, we will move on to the next, and so onthis represents the so-called
Goldilocks zone/zone of proximal development where students work at a level that is just right for them
(Goodwin & Hubbell, 2013, p. 36). I think these students are more likely to experience success, because of
having the expectations and levels of mastery made transparent for them.
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Assignment Directions: Students are going to be given the task of inventing an insect that includes all of its
defining features & attributes. (Ex. A dollar insect that lives in a wallet and eats coins.)
Rubric:
Rubrics provide a means for teachers to make performance expectations clear, as well as allow
students and teachers to monitor progress towards proficiency. Additionally, rubrics help students better assess
themselves, become more receptive to feedback, and feel more motivated to learn (Goodwin & Hubbell, 2013,
p. 34). The rubric in Figure 1 was framed around the student outcomes identified from the unpacked content
Explain what insects need to survive and where they live (interaction with their environment).
Describe insects by their characteristics (i.e. identify the body parts/what makes it an insect, what they
look like).
Compare/contrast insects and their life cycle, describing how they are the same or different from each
other.
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Lesson(s) Outline: Goodwin and Hubbell (2013) stress the importance of educators understanding why were
doing what were doing and having a purpose for everything we do in the classroom (p. 142). Based on several
studies, Goodwin and Hubbell identified six essentials for encouraging the development of deep knowledge.
These Six Essential Cs for Learning (curiosity, connection, coherence, concentration, coaching and context)
as described on pages 142-144 are identified in purple. Additionally, each portion of the lesson(s) has been
broken down into discrete chunks of time in order to promote and sustain student engagement by ensuring
that students are able to focus on the lesson and remain on task for the entire class period (National Center on
1. Pre assessment (15-20 minutes): Students will draw and label what current understandings they have
about insects using the pre assessment activity sheet.
2. Score the pre assessment as a student self-assessment followed by a teacher score (5 minutes).
3. Goal setting meeting/conversation using the rubric as a guide. Have students select 1-2 goals. (10-15
minutes)
Activate student background knowledge: What are some of the grossest, coolest,
creepiest insects? What else do you know about insects? (curiosity & connection)
Connect to real-world relevancy: There are so many insects in the world. Probably even
species we have not discovered yet. Entomologists study insects. The next few days, you
get to pretend you are an entomologist, who has just discovered a new type of insect!
Just like scientists do, you will need to chart/record your findings, study all aspects of the
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insect and document for others to learn about. Let me show you what I mean!
Demonstration: Model how to complete steps one and two (name and appearance with
correctly labeled body parts) using a pencil insect as example. Have students help out
with how to draw it and where to label each body part. (Include an embedded mini
lesson if needed using text or video and insect body part song.) (coaching)
Turn-and Talk: Have students turn and brainstorm ideas for their own discovered
Regroup and chart student responses (guide with suggestions as needed if unreasonable
Have students head to their tables with their selected insect to complete the first two
2. Rove and encourage discussions about insect selections and location of appropriate body parts
how do you know where the ______ goes? What is this (point) part called? How do you know
you have all of the body parts? (10-15 minutes) (concentration, context & coaching)
4. Have students turn and talk to show their partner(s) their insect and use our science talk to
describe what it looks like (appropriate body parts and attributes such as color, texture, etc.)
5. Call on several students to come up and share their insect discovery with the class (3-5 minutes)
Review yesterdays work and review learning target/essential question. (curiosity, context,
Demonstrate how to complete the insect needs and habitat portions of the activity. Think
aloud to explain reasoning (Include a 3-5 minute mini lesson if needed by reading and
discussing text. Optional if additional support is needed: take students outside to observe
Turn and talk: What are the things that your insect will need in order to survive? Where will it
live? Why? (monitor and question to guide students as needed) (concentration & coaching)
2. Send students off to complete task and rove, questioning and providing feedback (15-20
3. Regroup and have students share first with a partner, then call on several students to share out
DAY/SESSION 3- Life Cycle: (repeat with same lesson flow and pacing as previous days- 40
minutes)
What if _____?
DAY/SESSION 4- Writing portion of activity: Why will your insect be able to thrive in its
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environment? (repeat with same lesson flow and pacing as previous days- approx. 40 minutes)
1. During todays demo, emphasize the use of complete sentences that begin with a capital letter
and end with a period. Have students brainstorm classroom supports (using the writing wall,
word, wall, their writing offices, the science wall, etc.). Note: Since this lesson occurs outside of
context)
1. Introduce learning target and goal for the day: Its time to share our insect discoveries with
each other. You will teach your friends all about your new insect. Then your friends can share
something they really liked about your insect, as well as ask any questions they might have.
Im wondering ___?
Why _______?
2. Demonstrate how to present/teach, emphasizing how to use a speaking voice and hold the book
3. Break students into preassigned groups of 2-3 students (this is a group of three students, so step
1 will be skipped).
4. Have students take turns presenting and teaching each other about the insect they discovered.
***Ongoing- meetings to discuss progress towards goal(s) and provide focused feedback to support
Final re-assessment of learning (approx. 20 minutes): Students will complete the self-assessment
portion of the rubric again (5 minutes), and have a conference with the teacher to see how their score
and the teacher score compare, as well as to discuss whether they were successful with meeting their
The following feedback strategies will be used to deliver feedback in a way that thats clear and
Conferencing daily (during independent work time) using rubric to provide focused feedback (after pre-
Student feedback in the form of two stars and a wish at the projects conclusion, supported with
sentence structures.
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References
Carnegie Mellon University (n.d.). Assessing prior knowledge. Retrieved June 25, 2017, from
https://www.cmu.edu/teaching/designteach/teach/priorknowledge.html
Colorado academic standards: First grade science [PDF]. (2009, December 10). Denver: CDE.
Retrieved from https://www.cde.state.co.us/sites/default/files/
documents/coscience/documents/science_1st_grade.pdf
Common Core State Standards Initiative. (2012). English language arts standards. Retrieved
from http://www.corestandards.org/ELA-Literacy
Goodwin, B & Hubbell, E. (2013). The twelve touchstones of good teaching. Alexandria, VA:
ASCD
Individual learning goals and targets. (2017). Retrieved July 09, 2017, from
http://www.education.vic.gov.au/school/teachers/support/Pages/goals.aspx