CI513 Instruction and Technology Lesson Planning Guide
Name(s): Tina Dang Age/Grade Level: 4th grade
Subject Area(s): Literacy, Social Studies and Art Unit: Big In Numbers, Small In Size
Topic: Dragonflies Mating Process and Life Cycle Time Allotted:1 hour
Preparation:
Purpose/rationale for the lesson: This lesson will teach students to identify the mating patterns of dragonflies and their life cycle
What curriculum framing question or essential question is addressed in this lesson?
Essential Questions: How do we work together?
Unit Questions: Why do we need bugs? Why are bugs important to human? How do we affect bugs and how do bug affect us?
Content Questions: What patterns dragonflies make and how they mate? What are the changes dragonflies make during their life cycle?
What district, state or national curriculum standard(s) will you target in this lesson?
LITERACY
EL.04.WR.04 Choose the form of writing that best suits the intended purpose--personal letter,
letter to the editor, review, poem, report, or narrative.
EL.04.WR.12 Use words that describe, explain, or provide additional details and connections.
SOCIAL SCIENCES
SS.05.GE.01 Define basic geography vocabulary such as concepts of location, direction, distance,
scale, movement, and region using appropriate words and diagrams.
SS.05.GE.07.02 Describe how human activity can impact the environment.
ARTS
AR.05.CP.01 Use experiences, imagination, observations, essential elements and organizational
principles to achieve a desired effect when creating, presenting and/or performing works of art.
Prior Knowledge/Background Information: Teacher will draw a KWL chart on the board and ask students couples of questions about dragonfly to see how much knowledge students already have and what students want to learn. After the lesson, teacher can prefer back to the KWL chart and ask students to fill up the “L” column for what they have learned.
Learning Objectives for the lesson: What do you expect learners to know and/or accomplish as a result of participating in this lesson?How are you incorporating higher order thinking?
With basic knowledge about aquatic insect body parts and life cycles, students will be able to identify the changes in a dragonfly’s body at different life stages and explore the patterns of dragonflies make when they mate. Students will learn the movement patterns of how dragonflies move when they are mating. Students will develop social studies knowledge about individual identity (different wing patterns of dragonflies that they use to attract their mate) time and change (how long does it take for a dragonfly to grow up, find a mate, change their mates and how long the mating process takes), places (where do dragonflies put their eggs, where does the mating take place). Students will also develop understanding of dragonflies through art. Students will also use their literacy skills to compose their own poem about dragonfly (for higher order thinking)
Key Concept(s): What concepts (related to content and/or process) will students encounter as a result of this lesson?Students will understand how dragonflies mate and their life cycle.
Key Question(s): What questions/prompts will you build into your lesson plan to foster student engagement and higher order thinking?
Why does a dragonfly deep its tail into the water? Which dragon lives under the water?
As human, we are working in a community such as home, school, church, friendship, neighbor. How about insects? How do they work as a community? Do you think insects have their own community too?
Materials/Resources Needed:
Set of dragonflies’ pictures and various ways of mating
Dragonfly Life Cycle youtube video: http://www.youtube.com/watch?v=Ezq_JWd1Sd8
Bugs of the Underworld Video
Books: Insects and Bugs-Curious Kids Guides by Amanda O’Neill
Children’s First Library of Learning: Insect World
Insects: Biggest! Littlest! By Sandra Markle
Pond and River by Eyewitness books
What appropriate use of technology will this lesson employ for teacher? for students? (ex. presentation or publication): Power point slide show, DVD player
Procedures: Overview of the lesson and time estimate for each component. Include expanded descriptions of what the teacher and students are doing.
Hook or Anticipatory Set: Introduction - how will you ‘grab’ students’ attention and get them ‘set’ for learning? Teacher will show a power point slideshow with a lot of dragonflies’ photographs. Teacher will show students how beautiful dragonflies are and how big their wings are. Teacher will ask students questions such as “Which dragon lives under water?” “How comes a dragonfly live under water when they are young?” “What are they called when they are at that stage?” “How does a dragonfly add wings to their body?” “How do they mate?” “What shape do dragonflies make when they are mating?” “How do female dragonflies lay their eggs?”
Body of the lesson: Major items or activities in the order they will occur.
q Include key concepts and how they’re presented
Teacher will spend about 10 minutes for students discuss in group of 4 the set of questions (above). They will create a chart about what they know about dragonflies and present it to class.
Teacher will spend 5 minutes to review new vocabulary such as nymph, mask, larva, molts, metamorphosis…
Teacher will spend 10 minutes to introduce the mating process of the dragonflies with charted words to describe a short video (3 minutes) about the mating process of dragonflies. Then teacher will show the video. Teacher will emphasize on the mating word.
q Identify transitions from one activity to another
Teacher will hand out post it note and ask students to write their 5 senses: what they see, heard, and sounded
Teacher will ask students to stand up and make one dragonfly’s movement and demonstrate it to their partner.
q Include activities that develop higher order thinking
Student will spend 15 minutes to make their own poem about dragonfly by using color pencils, pictures from magazine to illustrate the poem. And they need write a reflection/make connection to other insects. They will work with their partner during this activity.
q Provide opportunities for students to communicate their learning through oral, written, and/or performance appropriate to the lesson.
Student will discuss with their peers about the topic. Making their own poem.
q Provide descriptions of appropriate technology used in your lesson.
Teacher will make a power point slide show with dragonfly’s life cycle pictures collection and mating pictures. Teacher will set up ahead the video and make it ready for her class.
q Include ways to monitor and assess student learning.
Teacher will spend 7 minutes to have students create a circle wheel, cut them into 4 parts and have students illustrate the dragonfly’s life cycle. Have students to mark water sign for the part that the dragonfly lives under water, and mark the sunny sign for the part that the dragonfly lives above water. What are the changes the dragonfly makes in their life cycle? Teacher will also check back with students: what have we learned today? What is the most interesting part that you remember in this lesson? Turn to your partner and share your circle wheel.
q Closure: How will you tie the lesson back to the lesson objective(s)?
Teacher will spend the rest of class (about 10 minutes) to answer questions and have students to correct their own work before they turn them in. Teacher will give students a post it note and have them write down 1 thing they learned today. Teacher will have students post it on the KWL chart. Teacher can also read some fun facts about dragonfly for students. How can a dragonfly affect to human?
Extensions/Differentiations: How will you adapt this lesson for students with cultural, linguistic, and cognitive differences?
Teacher will have students work in small group and with their partner during the lesson plan. Teacher also provides pictures and video so that ELL and special educational students can learn easily. Teacher can also make connection to students with cultural linguistic difference by sharing some stories about the symbol of dragonfly in different countries or folktales of the dragonfly. For example: in Vietnam, dragonfly is the symbol of weather forecasting. In Japan, dragonfly is a symbol of victory. Teacher can also ask students to share their knowledge about dragonfly. Teacher can also help students learn new vocabulary by making note card with picture on with side, and definition on the other side.
Attention to Literacy: How is literacy addressed in this lesson?
Students will be able to create their own dragonfly poem.
Assessment:
q Evaluation of student learning: How will you determine what progress the students have made toward accomplishing the learning objective(s)? How will higher order thinking be incorporated into your assessment of student learning? What criteria will you use?
Have students to connect the lesson about dragonfly life cycle and mating process to human world. How can such a small insect affect to human? Make students think of a larger picture beyond the dragonfly’s lesson.
q Reflecting on the teaching process: (To be completed after the lesson is developed and/or taught)
1. What worked well? What would you do differently to improve the lesson?
2. What went through your mind as you planned this lesson? What questions do you still have about the lesson?
I’m not going to present my lesson plan in this Summer camp
8/18/2009 Portland State University Graduate School of Education 5