ED 101 Educational Technology Lab - Spring 2010
Boston University – School of Education
LESSON PLAN
Requirement
Your Answer
Your Name
School (1 pt.)
Grade/Grades Observing
(1 pt.)
Supervising Teacher
(1 pt.)
Content Area(s)
(ex. Math/Social
Studies…) (1 pt.)
Setting (in class or in
computer lab) (1 pt.)
Title of web site (1 pt.)
Topic of Lesson (1 pt.)
Goals of the Lesson (5
pts.)
Victoria Cangiano
Alcott
First grade
Three Objectives (10 pts.)
Mrs. Curley
Science
In class, projected on Smart Board
Life Cycles
Life cycles of butterfly’s and frogs
-to view the similarities/differences in the life
cycle of a butterfly and frog
-to better understand the concept of a “life cycle”
-to name at least 50% of the different life cycle
stages for both animals
-to choose which stage belongs to which animal
-to be able to arrange the different stages in
sequential order (with the use of pictures)
Technology needed to
-Smart Board ( students work cooperatively as a
complete lesson
class)
(overhead projector, one
computer for each child?)
(3 pts.)
1st Technology standard
K-2: 1.9 e ee k-2: 1.9 Explain that the Internet links computers around the
(5 pts.)
world, allowing people to access information and
communicate
How your lesson will help
students meet this
standard (5 pts.)
-Before I introduce the students to the external
links (both text and pictures), I will lead a brief
conversation about what the world wide web is
(explain interconnectivity of the web at a gradeappropriate level) and ask them to brainstorm
some ways in which they have used the internet.
Then students can explore the resources that
further the content of the site
2nd Technology standard
K-2: 2.1 Foll k-2: 2.1follow classroom rules for the responsible use of
(5 pts.)
computers, peripheral devices, and resources.
How your lesson will help
meet this standard (5 pts.)
- Students will be sharing the Smart Board, they
will be enforcing responsible technology use
(using the pen correctly, not forcefully). Also
before introducing my website I will remind
students about proper behavior when using
technology. Each of the five tables can come up
with two or more examples to share with the class.
Describe how students are
grouped in the setting you
listed above (3 pts.)
-if the Smart Board is used, students will work
collectively as a class to review the site
-students may possibly take turns clicking around
and exploring the site by their assigned table ( i.e
“green table” can explore page about tadpoles)
-Smart Board
-handout (one for lifecycle of a butterfly, one for
lifecycle of a frog): will work in pairs to cut out
and put in correct chronological order
-scissors
-cooperating teacher ( Mrs. Curley)
Materials needed
(handouts, etc.) (2 pts.)
List any teaching help you
may have (classroom
teacher, parent, aide?)
(2 pts.)
Introduction of Lesson
(3 pts.)
Curriculum Framework
that your lesson will help
the students meet (5 pts.)
Lesson Procedure
(save assessment details
for next section) (10 pts.)
-the lesson will start off with me asking the
students to reflect on the different stages they have
seen their own caterpillars develop through.
Through that conversation, we are going to lead
into what a life cycle is in general and then shift to
the opening page of the website where we will
define a concrete definition.
Recognize that plants and animals have life cycles, and
that life cycles vary for different living things.
(characteristics of living things, part 3, pre-k- 2)
After the discussion I will open the website to the home page
where we will talk about the definition of a life cycle in
general. Before exploring the site I will also explain that
“the Internet links computers around the world and that
anyone can post to the WWW” which reinforces the
technology standards. Afterwards, each table will take turns
navigating first all the stages of a butterfly (each one will
have a different page) and then all of the stages of a frog (the
entire class will watch the navigation on the Smart Board).
At this time I can encourage the discussion proper etiquette.
How web site is used
during lesson (10 pts.)
At each page, we will reinforce the chronology of the stages
(what came before? Does anyone know what will come
afterwards?) and also defining characters of this stage that
makes it different/similar then the previous stage. After
reviewing both life cycles, we will discuss as a large group
similarities and differences between the two.
The website will be used as a way for the students to be
introduced to the different lifecycles of a butterfly and frog
(to cover content). When I present the site, students should
have had some experience with the development of a
butterfly because they should be receiving a shipment of
caterpillars to the classroom. This aspect of the site will
serve as a review. The site will also include videos of the
two life cycles to offer a visual depiction. I would also like
the students to better understand the definition of a life cycle
and be able to compare and contrast the different stages
through the use of an included online assessment. The
students will then use what they learned from the website to
complete the flashcard/handout worksheet described above.
Wrap Up of Lesson
(5 pts.)
After the students finish observing the site, I
would like to facilitate a short discussion about
what they saw. I would ask them recall questions
such as “who can take me one of the stages of a
frog” and “does this stage come before or after the
tadpole stage” ( to reinforce chronology of the
stages)
How will students be
assessed? (10 pts.)
Students will be assessed in two ways:
1) a multiple choice online quiz where students
will have to A) match a labeled picture of one of
the stages with either a frog or butterfly and B)
identify the name of the stage based off an image
that was previously associated with the definition
2) students will work in pairs on 2 worksheets (
one for frogs and one for caterpillars) that lists the
different stages ( with pictures). They will then
have to cut the stages out and put them in the
correct order
How will you know if
students have met the
objectives stated above?
(5 pts.)
-in discussion after finishing reviewing the site,
students will be asked to work with their tables (
four people to a table) to come up with the names
of the different stages. This assessment can be
taken one step further if a student is able to
successfully identify a characteristic of this stage.
-students have successfully put in order the stages
of a frog and butterfly ( hand out)
-students can correctly identify (about 80%
accuracy) which stage belongs to which animal-
part “A” of website assessment
Assessment
1) Both butterflies and frogs start as...
Eggs
Babies
Bugs
2) A caterpillar grows into a butterfly inside of a...
Shell
Chrysalis
Web
3) What does a tadpole use to swim?
A tail
A fin
It's arms
4) The right order of the life cycle of a butterfly is...
Egg, Caterpillar, Chrysalis, Butterfly
Caterpillar, Egg, Chrysalis, Butterfly
Egg, Chrysalis, Caterpillar, Butterfly
5) The right order of the life cycle of a frog is...
Tadpole, Egg, Metamorph, Frog
Egg, Tadpole, Metamorph, Frog
Egg, Metamorh, Tadpole, Frog
This one is tricky!
6) Frogs can live on land but tadpoles can't because...
Frogs are bigger
Frogs have lungs
Frogs have legs