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Objectives:
Students will be able to identify and recite, through pictures and words, the steps of life cycle
of a chicken/hen.
The students will demonstrate an understanding of how and why living systems function and
how they interact with the physical environment.
GLOs:
GLO #1 Self-directed Learner (The ability to be responsible for one's own learning)
GLO #2 Community Contributor (The understanding that it is essential for human beings to
work together)
GLO #3 Complex Thinker (The ability to demonstrate critical thinking and problem solving)
Assessments:
1. Students will be able to complete the worksheet by placing the pictures of the Life
Cycle of a Chicken/Hen in chronological order.
2. Students will be able to recite the correct chronological order of the Life Cycle of a
Chicken/Hen.
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Materials/Set-Up:
Reading Book: How an Egg Grows Into a Chicken by Tanya Kant
Life Cycle of a Chicken worksheet
Pencil and crayons
Elmo projector
Pen
The first part of the lesson will be done on the carpet area in front of the classroom. I will ask
the children to sit in three rows. For the second part of the lesson the students will return to
their seats to work independently.
Procedures:
a. Introduction: First, I will start with a class discussion by asking the students if they know
the life cycle of a chicken. I will show a picture of a chicken. I will allow a few minutes for
responses and discussion.
Questions I will be asking:
1. Do you know how a chicken came to be?
2. How does a chicken start his/her life?
b. Developmental: Next, I will read How an Egg Grows Into a Chicken by Tanya Kant. I will
read each page and will repeat each stage of the life cycle of a chicken. As I continue to read, I
will review the previous cycles in the life cycle of a chicken. I will continue this procedure
until I reach the final stage. When I am done reading the story, I will ask the following
questions: Who remembers.
1. What happens first?
2. What happens next?
3. What happens then?
4. What happens finally?
c. Concluding: Finally, I will give instructions about the class work. I will go over and show
an example of what the students are going to do; I will show them step by step.
Step #1 Color pictures
Step #2 Cut out pictures
Step #3 Place pictures in the correct order
Step #4 Raise your hand for the teacher to check. Make corrections as needed.
Step #5 Glue
When I am done I will turn off the Elmo and instruct students to go and work independently at
their desks.
Adaptations:
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
1. Show a YouTube video of the Life Cycle of a Chicken
2. Have large posters of each of the life cycle of a chicken.
3. Have a live chick or chicken for viewing.
4. Provide books about chickens in the library for students to read and look at.
Extensions:
1. Students will create their own Life Cycle of Chicken Booklet.
2. Show a video of the Life Cycle of a Chicken.
3. Write a short story about the Life Cycle of a chicken.
4. Have students write 4 or more sentences about what they learned about the Life Cycle
of a Chicken.
Management Considerations:
I will have certain students sit next to certain students due to special needs, behavioral needs,
and special learning abilities. Special needs student will sit with S & Ra. Behavioral needs and
special learning ability student #1 will sit with K and student #2 will sit with Re & Si.
Reflections:
The students were very engaged in the lesson; there were many good discussions and
questions. I liked how everyone was able to contribute by saying something about the topic.
Students were interested in the topic and were focused on all parts of the lesson.
I could improve the lesson by showing a short video on the life cycle of a chicken at the end. I
could have a large picture of a chicken posted in the classroom. I also could have books for the
children to view after doing the lesson or have them placed in the library. Varying the way I
can have students answer by having pair share is another possible way to improve the lesson.
During my discussion, I could ask more inquiry questions.
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Rubric for Life Cycle of a Chicken/Hen
Able to put in the 4 Able to put 2-3 pictures of Able to put 0-1 picture of
pictures of the Life Cycle the Life Cycle of a the Life Cycle of a
of the Chicken/Hen in Chicken/Hen in order. Chicken/Hen in order.
order. Able to recite 2-3 pictures Able to recite 0-1 picture in
Able to recite the 4 pictures in order. order.
in order.
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu