Author:
Fenja
Subject:
Professional Learning
Material Type:
Activity/Lab, Lesson, Nearpod, Reading
Level:
Lower Elementary
Tags:
  • Lesson Plan
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Text/HTML

    Life Cycle

    Overview

    Learning Objectives: Students will understand the life cycle process while observing chickens hatching. They will use Keynote to present their findings.

    Summary

    Grade Level/Subject: 3rd Grade/Science

    Time frame: 1 week, 30 minutes a day

    Format (synchronous, asynchronous, face-to-face, virtual, etc.) All.

    Background for Teachers

    To teach this lesson, you will need an understanding of the new science curriculum. This site may help. https://www.seedstorylines.org/3-2

    Learning Objectives: Students will understand the life cycle process while observing chickens hatching.

    Utah Core Standard(s) Standard(s) 3.2.1: Develop and use models to describe changes that organisms go through during their life cycles. Emphasize that organisms have unique and diverse life cycles but follow a pattern of birth, growth, reproduction, and death. Examples of changes in life cycles could include how some plants and animals look different at different stages of life or how other plants and animals only appear to change size in their life. (LS1.B)

    Step 1 - Goals and Outcomes

    • 1: Empowered Learner. Students will feel empowered as they pick a personal learning goal, develop strategies to achieve that goal, work with others to understand the concepts, use technology to demonstrate their learning and present their findings in a fun and efficient way.
    • 2: Knowledge Constructor. Students will have to go through a variety of different articles and sources in order to locate the best information. They will have to evaluate the credibility and relevance to each resource. They will build real life skills by knowing how to quickly sift through different resources and find the most credible sources. This will lead them to be a computational thinker in their future education and in a job someday.
    • 3: Innovative Designer. Students will have to use a variety of different technologies to identify and solve their problems. Selecting the best digital tool for the job is something that is a lifelong skill. They will solve problems using new imaginative solutions that will help me in my old age!
    • 4: Creative Communicator. Students have to be able to communicate and express themselves to a variety of different people in a variety of different situations in their lives. This will help them practice using different formats and digital media in order to best accomplish that skill. Communicating complex ideas is hard for adults to do and through genius hour, can be taught at a very young age. Looking at their specific audience, they can find ways to present their ideas in a way that best represents what they learned.
    • 5: Students will use these skills to create a Keynote presentation about the life cycle.

     

    Step 3 - Instruction

    First students will complete two different nearpods as partners. One is about the life cycle of a butterfly and the other is about the life cycle of plants. Both of these nearpods involve critical thinking, collaboration questions, communication and creativity as they answer these questions. These nearpods were created by my district. There are slides towards the end where we talk as a class about the different life cycles.

    As a class there are a few different worksheets in interactive notebooks about the butterfly and plant life cycles. Then we will get caterpillars and seeds and watch both of those life cycles. Like I said, as we go, there are interactive worksheets.

    For the chicken life cycle, the idea is to first go through the life cycle concepts and work towards understanding heredity. That is another science standard. As the chicks are in their eggs, students will watch the youtube video to see what is happening inside the egg. https://www.youtube.com/watch?v=PedajVADLGw&t=5s

    Then we will go through the lesson for the interactive science notebook about life cycle. Then we will go through the parts of an egg powerpoint. This will happen as a full class with partner discussions as we go.

    When the eggs start to hatch we will have rotations daily. About five students will be in each group. Rotation 1: observe the chickens and write in notebook observations. Rotation 2: Nearpod Chicken life cycle with a small group discussion. Rotation 3: Research using World Book Online, Gale and Digital Science to put together a presentation in Keynote about life cycles.

     

    Step 4 - Assessments

    Looking at their Keynote assignment, they should have a button for each stage in the life cycle and should add their observations and research to each section. They should combine what we learned in class, in their nearpods, in their research, and in their observations to each stage.

    Students should be able to reflect on their learning about butterflies and plants in order to draw conclusions about their chickens. Their final project about the life cycle should show their understanding.