Untitled Document 1

Weebly 2.
0 Tools for Communication and Collaboration

Lesson Idea Name: Life Cycle Learning
Grade Level/Content Area: 2nd Grade- Science
Content Standard Addressed: S2L1. Obtain, evaluate, and communicate

information about the life cycles of different living organisms.
1. Ask questions to determine the sequence of the life cycle of common animals in
your area: a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an
amphibian such as a frog, and an insect such as a butterfly.
2. Plan and carry out an investigation of the life cycle of a plant by growing a plant
from a seed and by recording changes over a period of time.
3. Construct an explanation of an animal’s role in dispersing seeds or in the

pollination of plants.
4. Develop models to illustrate the unique and diverse life cycles of organisms other
than humans
ISTE Technology Standard What would you like students to
Addressed: know and be able to do by the end of
Empowered Learner: Students leverage this lesson:
technology to take an active role in I would like students to know how to
choosing, achieving, and demonstrating interact with the lesson plan to better
understand and effectively communicate
competency in their learning goals,
the life cycle of different organisms.
informed by the learning sciences.
Empowered Learner- 1.3.d. Students

build knowledge by actively exploring
real-world issues and problems,
developing ideas and theories and
pursuing answers and solutions.
Creative Communication- 1.6.d:

Students publish or present content that
customizes the message and medium for
their intended audiences.
What is the student learning goal(s) for this lesson idea?

Students will be able to accurately answer questions presented to them in the
lesson plan about life cycles. Then they will be able to create their own questions to
deepen the learning of their peers.
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐

Evaluating ☐ Creating
How do you plan to implement this lesson and integrate the technology? Check all
that apply: (
☐ Teacher-led: There is no student voice and choice in the activities. Students

are guided by teacher direction and expectations. Learning activities are
assigned to the student and mostly practice based.
☐ Student-Led: Students are given voice and choice in the activities. They may
select the topic of learning and/or determine the tool they will use to meet the
learning goal. The teacher facilitates the learning as the students direct their
own learning processes.
☐ Problem-based and/or Publishable: Students are solving problems and

completing projects to demonstrate their learning. Additionally, the projects
can be shared outside of the classroom. (Note: This objective could be
reached by displaying the project on the school’s morning newscast, posting
the project to the classroom blog, presenting it to another class, or publishing
via an outside source.)
Lesson idea implementation:

Students will start off my listening to the teacher present the lesson plan.
Throughout the lesson plan each student will have an electronic device open that
has the slideshow opened up on it. AS the lesson plan progress students will be
given questions that they must answer sometimes as an individual and sometimes
as a group. This allows the students to focus more on the lesson being presented
because they know that they will have to answer a question soon. At the end of the
lesson after students have answered all questions, they will begin making quizzes
for each other. They will ask questions about what we just learned and after making
there quiz, they will find a partner and swap with them. This helps on multiple
levels, first, it allows the student to think deeper into the lesson to come up with
questions. It also helps the student by proving them with new and insightful
questions from your partner. I have always been told that the best way to learn is to
teach so I would like to take that approach with my students.
Managing student learning:
The way I will manage student learning is by going through the original slide show
as a class. This app allows me to see how many students are answering so I will be
able to see if one of my students in my class Is not participating. I will also be able
to go and reflect on the scores after the lesson to see if the students were paying
attention. I will use metacognition checks throughout my learning to see if my kids
are paying attention. The questions that I have strewn out in my presentation is an
example of this. Giving kids the answer before asking them the question and then
having them remember is a great way of seeing is they are paying attention. This
will allow them to be active learners because they know that their involvement is
vital to the lesson. Paying attention and remembering what was said are skills that
are needed in order to accurately complete this lesson.
Universal Design for Learning (UDL):

It supports the engagement aspect of the UDL framework. By providing kids with a
new and interactive type of learning it is a great way to keep them engaged in what
you are teaching about. Also, allowing them to work as a group and as an individual
allows them to collaborate and refine their opinion with their peers.
Reflective Practice:
I think this helps students because it provides them an alternative outlet to learn.
Typically, we see so many teachers using the same lecture approach. This style of
teaching while not wrong only caters to a “one size fits all student”. Having varied
approaches allows students of all kinds to be engaged in the lesson. I look forward
to seeing how the student come up with their own questions for this assignment. I
think this is a great way to get them acquainted with “quizziz” and also allows them
to think deeper about the lesson in order to come up with their own questions.

Untitled Document 1

Uploaded by

Copyright:

Available Formats

Untitled Document 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Untitled Document 1

Uploaded by

Copyright:

Available Formats

Weebly 2.

0 Tools for Communication and Collaboration

Content Standard Addressed: S2L1. Obtain, evaluate, and communicate

3. Construct an explanation of an animal’s role in dispersing seeds or in the

Empowered Learner- 1.3.d. Students

Creative Communication- 1.6.d:

What is the student learning goal(s) for this lesson idea?

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐

☐ Teacher-led: There is no student voice and choice in the activities. Students

☐ Problem-based and/or Publishable: Students are solving problems and

Lesson idea implementation:

Universal Design for Learning (UDL):

You might also like