Belle Creek Charter School

Instruction Plan for a Single Lesson Name__Kathrine Hale______ Grade Level___2nd__ Subject__Science_____ School__Belle Creek Charter School__ Date___1/19/2011__ 1. Briefly describe the students in this class, including those with special needs. The students in this class are varied in their learning levels and abilities. One student is autistic and needs extra one on one focus. 2. What are your goals for the lesson? What do you want the students to learn? My goals for this lesson are that students are able to put the life cycle of a frog in the proper order, and learn what happens in each stage of the frogs life cycle. 3. Why are these goals suitable for this group of students? These goals are suitable for this group of students because they are all learning about life cycles and are all capable of learning about the life cycle of a frog. 4. How do these goals support the schools curriculum, state frameworks, and content standards? These goals support the schools curriculum because the stages of a frog are part of the required core knowledge curriculum. This lesson fits within the Colorado state frameworks and content standards. This lessons standards are: Colorado Standard 3: 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 environment. 5. How do these goals relate to broader curriculum goals in the discipline as a whole or in other disciplines? This lesson is an introduction to the life sciences and biology. The knowledge learned will be built upon in further grades. 6. How do you plan to engage students in the content? What will you do? What will the students do? (Include time estimates.) I will first read a story about the Life Cycle of a Frog (5 minutes) Using the smart board we will have a lesson and on the life cycle of a frog (10 minutes) We will then discuss the parts of the life cycle of a frog and I will go over the worksheet/ assessment they will complete independently. (5 minutes) Students will go back to their seats and complete the worksheet/ assessment independently (10 minutes)

When students finish they will write about the life cycle of a frog in their Core Knowledge Journals. We will then finish with a review and closure (5 minutes) If time allows students may begin a life cycle of a frog craft project and finish during their free time later in the week. 7. What difficulties do students typically experience in this area, and how do you plan to anticipate these difficulties? I have a few students who may find it difficult to follow directions and place the stages of the life cycle in order. For these students I will have them sitting together so they may have help in talking the stages of the life cycle out so they may be able to put the stages of the life cycle in order. 8. What instructional materials or other resources, if any, will you use? Book Life Cycle of a Frog Smartboard Scissors Glue Life Cycle of a Frog Assessment worksheet Butcher Paper 9. How do you plan to assess student achievement of the goals? What procedures will you use? (Attach any tests or performance tasks, with accompanying scoring guides or rubrics.) Students will be assessed on the being able to place the life cycle of a frog in the correct order. A grade of 80% or higher on this assessment will be mastery of this lesson. 10. How do you plan to make use of the results of the assessment? As this is an introductory lesson the life cycle of a frog the results of this assessment will be used to let me know if more time needs to be taken on learning the life cycle of a frog.