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| The Comparisons between Butterfly and Frog Life Cycles |
Life Cycles
Name: Meagan Wallace | Date: Sept, 2010 |
Curriculum Content: Science | Grade/Level: Third |
TN State Learning Accomplishments: http://www.state.tn.us/education/curriculum.shtml 0307.4.3 Differentiate among the stages in the life cycle of a butterfly, mealworm, frog, and plant. | |
NETS-S Performance Indicators: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm · 2a - interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. · 6b - select and use applications effectively and productively. | |
NETS-T Performance Indicators: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm · 1c - promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. · 2a - design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. · 2d - provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. | |
TN State Computer Technology Learning Accomplishments: http://www.state.tn.us/education/ci/computer/index.shtml · 3.1.1. Students will demonstrate an understanding of the nature and operation of · technology systems. · 3.1.2. Students will exhibit a proficiency in the use of technology. a. Demonstrate the proper sequence of steps to operate a computer. · 3.3.1. Students will use technology tools to enhance learning, increase productivity, and promote creativity. | |
Essential Question: What is the life cycle of a butterfly and a frog? | |
Concept Map Integration Plan: The class will create a concept map of the butterfly and frog life cycle using Bubbl.us as a means to organize and review material. Students can keep the concept map for a study tool. In addition, the instructor will use the same concept map in a paper form as an assessment tool at the end of the unit. | |
Brief description of the Instruction Plan: Students will watch a video about the life cycle of the monarch butterfly to set up the lesson. The teacher will discuss with the students how all living things go through life stages. The teacher will go over life cycles from the students’ book and break students into partners. The students are instructed to create a concept map of the butterfly and frog life cycles on the computers using Bubbl.us and their textbook as a resource. After 20 minutes, the teacher will call the class back together and create the same concept map with the students’ input. Once the correct concept map has been created, the teacher will provide copies for each student as a study tool. The teacher will later give this same blank concept map to students in a paper form as an assessment at the end of the unit. | |
Description of the ‘relative advantage’ of all technology being used in this lesson: The initial technology the class is exposed to is a YouTube video of a Monarch butterfly going through metamorphosis. This was used as the set for the lesson. The advantage of using an actual video to show this process is it brings the lesson to life and increases student interest. In addition, the class will collectively create a concept map using the Web 2.0 tool, Bubbl.us. This is a simple Web 2.0 tool that the students can use themselves. Bubbl.us allows the teacher or students to save their concept maps for later use, print them, and even embed them in the classroom blog. Without the use of a computer and Bubbl.us or another Web 2.0 to assist in creating a concept map, time, effort, and many pieces of paper would go to waste in the creation and editing process. | |
