LESSON+PLANS+Group+E

Lesson Plans

Han, Wei (Group E, Monday) Butterfly Life Cycle ||  || K-6(Novice mid-high) || **Subject Focus:** Life Science ||  || Butterfly Life Cycle || **Time:** Monday (9-11:30AM; 12:15-2PM) ||  ||
 * **Unit Title**
 * **Grade Level:**
 * **Lesson Focus:**
 * # **I.** **Standards, Goals & Objectives**
 * 1) **II.** ||   ||
 * **Standard:**
 * National Standards in Foreign Language Education**
 * Standard 1.2 Students understand and interpret written and spoken language on a variety of topics.
 * Standard 1.3 Students present information, concepts and idea to an audience of listeners or reads on a variety of topics.
 * Standard 3.1 Students reinforce and further knowledge of other disciplines through the foreign language.
 * Standard 5.1 Students use the language both within and beyond the school settings.

Life Science Standard 2 Students understand and illustrate 4 stages of butterfly life cycle ||  || Students will be able to illustrate the life cycle of a butterfly with the sample they made || **Language Objectives:** Chinese Love Story and Music （梁祝） Seven-piece Puzzle（ ChineseTraditional Puzzle Game） ||  || Activity observation & coaching; Short answer questions || **Summative Assessment:** Evaluation of the Butterfly life cycle note book ||  || Ask and answer questions in pairs and in groups ||  || Match work-sheet Listen to the story “the Very Hungry Caterpillar” and retell it ||  || Make a butterfly life cycle book ||  || 毛毛虫 蛹 蝴蝶 || (We DO) Read and recognize the pictures and words together. (You DO) Identify the correspondent pictures and words according what they hear. || Printed pictures and words Markers || 蛋 毛毛虫 蛹 蝴蝶 颜色词汇 || 蛋变成毛毛虫 虫变成蛹 虫变成蛹 蛹变成蝴蝶 蛹变成蝴蝶 蝴蝶生蛋 蝴蝶生蛋 || 毛毛虫 蛹 蝴蝶 <span style="font-family: 宋体;">变成 <span style="font-family: 宋体;">飞，爬 || (We DO) Read the cards and make sentences. (You DO) Identify the correspondent pictures and words according what they hear. || Pocket chart Index Cards || <span style="font-family: 宋体;">...会... <span style="font-family: 宋体;">...变成... <span style="font-family: 宋体;">这是... || (We DO) Teachers demonstrate how to use the body to form the each stage butterfly life cycle, and then students follow. (You DO) Draw lots to decide the role to play the 4 stages of butterfly life cycle and one student gives instructions. || Cards with different image drawn on it. (Microphone is the announcer, and egg, caterpillar, chrysalis, and butterfly are the four stages.) || <span style="font-family: 宋体;">蛋 <span style="font-family: 宋体;">毛毛虫 <span style="font-family: 宋体;">蛹 <span style="font-family: 宋体;">蝴蝶 <span style="font-family: 宋体;">生 <span style="font-family: 宋体;">吃 <span style="font-family: 宋体;">飞 <span style="font-family: 宋体;">变成 ...会... ...变成.. <span style="font-family: 宋体;">这是... ||
 * Standard:**
 * Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment
 * Explain and illustrate with examples how living systems interact with the biotic and abiotic environmen**t** ||  ||
 * **Goals:**
 * **Content Objectives:**
 * Students will be able to recognize butterfly life cycle vocabulary
 * Students will be able to listen to a story about butterfly life cycle and answer the connection questions ||  ||
 * **Cultural Connection:**
 * # **III.** **Assessments**
 * 1) **IV.** ||   ||
 * **Formative Assessments:**
 * **Interpersonal Tasks:**
 * **Interpretive Tasks:**
 * **Presentational Tasks:**
 * # **V.** **Planning for Instruction**
 * 1) **VI.** ||   ||
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** || **Vocabulary:** ||
 * (We Do) Matching game || Matching worksheet || <span style="font-family: 宋体;">蛋
 * (I DO) Stick pictures with words on the white board.
 * (We DO) Sing a song || Song paper || <span style="font-family: 宋体;">蛋变成毛毛虫
 * (We DO) Make a plastic clay image of butterfly life cycle || Plastic clay || <span style="font-family: 宋体;">蛋
 * (I DO) Give each student a double-sided card with image on one side and words on the other side.
 * (I DO) Explain 4 stages of butterfly life cycle.
 * **Reflections: Today is a productive day. As the first teacher in my group to teach the class, I did thorough preparations for the class. Even though students are at different levels, they all met the objectives set in the lesson plan. In the class they learned the Chinese song, Chinese Chant, Chinese characters about the four stages of butterfly life cycle as well as the sentence patterns. They did a awesome job and I feel really rewarded. Tired and exhausted as I am, I have a sense of achievement.** ||  ||

Shan Lou
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Unit Title **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Butterfly Life Cycle ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Grade Level: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> K-6(Novice mid-high) || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Subject Focus: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Life Science ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Lesson Focus: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Insect body parts(butterfly body parts) || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Time: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Tuesday (9:00—11:30PM) ||  ||
 * # **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">I. **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> **Standards, Goals & Objectives**
 * 1) **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">II. ** ||   ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Standard: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> **National Standards in Foreign Language Education**
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 1.2 Students understand and interpret written and spoken language on a variety of topics.
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 1.3 Students present information, concepts and idea to an audience of listeners or reads on a variety of topics.
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 3.1 Students reinforce and further knowledge of other disciplines through the foreign language.
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 5.1 Students use the language both within and beyond the school settings.

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> **Standard:**

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Life Science Standard 2 <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">students will be able to identify the characteristics of an insect and explain (by pointing and naming the body parts) why a butterfly is an insect. ||  ||
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Explain and illustrate with examples how living systems interact with the biotic and abiotic environmen**t** ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Goals: **
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Content Objectives: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Students will be able to illustrate the life cycle of a butterfly with the sample they made || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Language Objectives: **
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Students will be able to recognize butterfly life cycle vocabulary
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Students will be able to listen to a story about butterfly life cycle and answer the connection questions ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Cultural Connection: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Chinese Love Story and Music ||  ||
 * # **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">III. **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> **Assessments**
 * 1) **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">IV. ** ||   ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Formative Assessments: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Activity observation & coaching;

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Short answer questions || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Summative Assessment: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Evaluation of the Butterfly life cycle story book ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Interpersonal Tasks: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Ask and answer questions in pairs and in groups ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Interpretive Tasks: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Matching games

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> speak in long sentences to explain why a butterfly is an insect ||  || <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Make life cycle of butterfly story book ||  || <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Show them different types of insect. Such as bee, beetle and ant. || <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Big picture of Insect & butterfly & spider <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Flashcards of body parts. <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Power point || 昆虫，非昆虫 头，胸，腹 眼睛，嘴巴，触角，翅膀，腿 蝴蝶，蜜蜂，甲壳虫，蚂蚁 || <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Flashcards of body parts. || 昆虫，非昆虫 头，胸，腹 眼睛，嘴巴，触角，翅膀，腿 蝴蝶，蜜蜂，甲壳虫，蚂蚁 || <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Playing matching games. || <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Matching game pictures. || 蝴蝶是昆虫. 蝴蝶有头胸腹三部分组成. 昆虫有头胸腹三部分组成. 蝴蝶是昆虫，是因为昆虫有头胸腹三部分组成. 蜘蛛不是昆虫，因为蜘蛛只有头部和腹部. || 保护色 鸟 || 蝴蝶 鸟 ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Presentational Tasks: **
 * # **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">V. **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> **Planning for Instruction**
 * 1) **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">VI. ** ||   ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Activities (I DO, WE DO, YOU DO): ** || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Materials: ** || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Vocabulary: ** ||
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">(I Do) explain insect body parts and butterfly body parts.
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">(You Do) tell me how much you could understand & learned & remembered. || <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Big picture of Insect & butterfly & spider
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">(We Do) recognize all the pictures of body parts of insect & butterfly.
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Activities (I DO, WE DO, YOU DO): ** || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Materials: ** || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Vocabulary: ** ||
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">(I Do) Show them different pictures of different types of butterfly. Why there are so many beautiful butterflies in the whole worlds. || <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Power point || 蝴蝶
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">(You Do) watch power point and answer question. || <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Power point || 天敌
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">(We Do) Play games. ||  || 蝴蝶的美丽图案是为了自我保护 ||


 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Unit Title **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Butterfly Life Cycle ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Grade Level: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> K-6(Novice mid-high) || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Subject Focus: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Life Science ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Lesson Focus: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Butterfly Defenses || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Time: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Tuesday (12,15-2:00AM) ||  ||
 * # **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">I. **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> **Standards, Goals & Objectives**
 * 1) **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">II. ** ||   ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Standard: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> **National Standards in Foreign Language Education**
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 1.2 Students understand and interpret written and spoken language on a variety of topics.
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 1.3 Students present information, concepts and idea to an audience of listeners or reads on a variety of topics.
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 3.1 Students reinforce and further knowledge of other disciplines through the foreign language.
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 5.1 Students use the language both within and beyond the school settings.

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> **Standard:**

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Life Science Standard 2
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Explain and illustrate with examples how living systems interact with the biotic and abiotic environmen**t** ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Goals: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> students will be able to identify how a butterfly protect himself and why a butterfly need to protect himself. ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Content Objectives: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Students will be able to illustrate the life cycle of a butterfly with the sample they made || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Language Objectives: **
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Students will be able to recognize butterfly life cycle vocabulary
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Students will be able to listen to a story about butterfly life cycle and answer the connection questions ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Cultural Connection: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Chinese Love Story and Music ||  ||
 * # **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">III. **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> **Assessments**
 * 1) **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">IV. ** ||   ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Formative Assessments: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Activity observation & coaching;

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Short answer questions || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Summative Assessment: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Evaluation of the Butterfly life cycle story book ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Interpersonal Tasks: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Ask and answer questions in pairs and in groups ||  ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Interpretive Tasks: **

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> Matching games

<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> speak in long sentences to explain why a butterfly is an insect ||  || <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Make life cycle of butterfly story book ||  || 保护色 鸟 || 蝴蝶 鸟 ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Presentational Tasks: **
 * # **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">V. **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;"> **Planning for Instruction**
 * 1) **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">VI. ** ||   ||
 * **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Activities (I DO, WE DO, YOU DO): ** || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Materials: ** || **<span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Vocabulary: ** ||
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">(I Do) Show them different pictures of different types of butterfly. Why there are so many beautiful butterflies in the whole worlds. || <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Power point || 蝴蝶
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">(You Do) watch power point and answer question. || <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">Power point || 天敌
 * <span style="color: #7030a0; font-family: 'Times New Roman',serif; font-size: 10pt;">(We Do) Play games. ||  || 蝴蝶的美丽图案是为了自我保护 ||

Ning Wei Butterfly Life Cycle ||  || K-6(Novice mid-high) || **Subject Focus:** Life Science ||  || Butterfly Life Cycle || **Time:** Monday (9-11:30AM; 12:15-2PM) ||  ||
 * **Unit Title**
 * **Grade Level:**
 * **Lesson Focus:**
 * # **I.** **Standards, Goals & Objectives**
 * 1) **II.** ||   ||
 * **Standard:**
 * National Standards in Foreign Language Education**
 * Standard 1.2 Students understand and interpret written and spoken language on a variety of topics.
 * Standard 1.3 Students present information, concepts and idea to an audience of listeners or reads on a variety of topics.
 * Standard 3.1 Students reinforce and further knowledge of other disciplines through the foreign language.
 * Standard 5.1 Students use the language both within and beyond the school settings.

Life Science Standard 2 Students understand and illustrate 4 stages of butterfly life cycle ||  || Students will be able to illustrate the life cycle of a butterfly with the sample they made || **Language Objectives:** Chinese Love Story and Music <span style="font-family: 宋体;">（梁祝） Seven-piece Puzzle<span style="font-family: 宋体;">（ ChineseTraditional Puzzle Game<span style="font-family: 宋体;">） ||  || Activity observation & coaching; Short answer questions || **Summative Assessment:** Evaluation of the Butterfly life cycle note book ||  || Ask and answer questions in pairs and in groups ||  || Worksheets ||  || Finish their butterfly life cycle book and sing the songs they learn ||
 * Standard:**
 * Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment
 * Explain and illustrate with examples how living systems interact with the biotic and abiotic environmen**t** ||  ||
 * **Goals:**
 * **Content Objectives:**
 * Students will be able to recognize butterfly life cycle vocabulary
 * Students will be able to listen to a story about butterfly life cycle and answer the connection questions ||  ||
 * **Cultural Connection:**
 * # **III.** **Assessments**
 * 1) **IV.** ||   ||
 * **Formative Assessments:**
 * **Interpersonal Tasks:**
 * **Interpretive Tasks:**
 * **Presentational Task:**


 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** || **Vocabulary:** ||
 * I do: Teach a song about what the 4 different stages do || Copies of lyrics || 蝴蝶，蝴蝶，蝴蝶，

飞飞飞，飞飞飞，飞飞飞.

毛毛虫，毛毛虫，毛毛虫，

爬爬爬，爬爬爬，爬爬爬.

蛹蛹蛹蛹，

睡睡睡，睡睡睡，睡睡睡.

蛋蛋蛋蛋，

滚滚滚，滚滚滚，滚滚滚.

这就是蝴蝶的生命周期. || Fanghong Yu
 * We do: groups are going to practice the song together and have a competition || We will have prizes for the best group ||  ||
 * You do: students will make their own version of butterfly’s life cycle with play doo. || Playdoo || 蛋，毛毛虫，蛹，蝴蝶 ||
 * You do: finish up their books and make a draft for their posters. || Craft materials || 电影，海报 … ||
 * We do: Butterfly puzzle || puzzle ||  ||
 * **Reflections:** || ||
 * **Unit Title**
 * Butterfly Life Cycle** ||
 * **Grade Level:**
 * K-6** || **Subject Focus:**
 * Life Science** ||
 * **Lesson Focus:**
 * Butterfly Life Cycle** || **Time:** **9-11:30AM****;** **12:15-2PM** ||
 * # **Standards, Goals & Objectives** ||
 * **Standard:**
 * National Standards in Foreign Language Education:**
 * **Standard 1.2 Students understand and interpret written and spoken language on a variety of topics.**
 * **Standard 1.3 Students present information, concepts and idea to an audience of listeners or reads on a variety of topics.**
 * **Standard 3.1 Students reinforce and further knowledge of other disciplines through the foreign language.**
 * **Standard 5.1 Students use the language both within and beyond the school settings.**
 * Life Science Standard 2:**
 * Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment; Explain and illustrate with examples how living systems interact with the biotic and abiotic environment.** ||
 * **Goals: Review everything students learned in this week. Students will be able to understand and present the life cycle of butterfly, the body parts of butterfly; to differentiate insects from other non-insects.** ||
 * **Content Objectives:**
 * 1) **Students understand and can demonstrate the life cycle of a butterfly**
 * 2) **Students know the characteristics of insects**
 * 3) **Student can tell why butterflies are insects**
 * 4) **Student know how butterflies use camouflage** || **Language Objectives:**
 * 5) **Students know the vocabulary about the life cycle of a butterfly**
 * 6) **Students can discuss how butterflies use camouflage to protect themselves with the sentence patterns.**
 * 7) **Students can demonstrate their understanding on why butterflies are insects in Chinese.**
 * 8) **Students listen to the story of the “Very Hungry Butterfly” and can ask and answer the questions about the story in Chinese.** ||
 * **Cultural Connection: 1. Compare the national butterflies of** **China** **and American**
 * 2. Compare the image of butterflies in Chinese and American’s minds.** ||
 * # **Assessments** ||
 * **Formative Assessments:**


 * 1) **Bingo games**
 * 2) **Matching**
 * 3) **Fly Swatter**
 * 4) Work Sheet || **Summative Assessment:**


 * 1) **Oral test on the life cycle and parts of butterfly**
 * 2) **Written test on the key words by filling out the blanks and finishing making the book.** ||
 * **Interpersonal Tasks: Students work in groups to make the movie tickets---They will discuss with each other on different ideas.** ||
 * **Interpretive Tasks: Students can recognize the Chinese characters to play the games** ||
 * **Presentational Tasks: In the oral test, students will do a mini presentation about the life cycle of butterfly and the name of the parts of butterfly.** ||
 * # **Planning for Instruction** ||
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** ||
 * (We do and you do) Observe the butterfly pavilion about the four stages in the life cycle and keep the report. || Butterfly Pavilion and Observational Report ||
 * (we do and you do) Read aloud “The Very Hungry Caterpillar” with the teacher and within the goup. || The picture book of “The Very Hungry Caterpillar” (Chinese Version) ||
 * (We do and you do) Review the songs we learned previously by usingTPR || The lyrics of the songs ||
 * (You do) Compare the body parts of butterfly/insect with other bugs and human body parts || Pictures of insects and non-insects ||
 * (I do, we do and you do) Prepare movies tickets || Authentic Chinese movies tickets, pencils, papers ||
 * **Reflections:** ||