LESSON+PLANS+Group+C

Lesson Plans

I-Chi Wang Group C Day 1

wings || (we do ) || Butterfly pop-up pavilion ( classroom size ) || Transform || It's my pleasure to have 26 lovly kids today. I am very impressed that their level is above my expectations. Thank you to everyone's positive feedback. It was very encouraging! I appreciate the advice for improvement, too. It's important for me to enhance my teaching ability. Thank you Ms. Ling & Mr. Jiang for supervising lunch with me. Good job Group C! I couldn't make it through today's teaching without your assistance. ||  ||
 * **Unit Title:** Butterfly ||  ||
 * **Grade Level:** Novice - mid to high || **Subject Focus:** Life Science ||  ||
 * **Lesson Focus:** Butterfly Lifecycle || **Time:** 9:00 am- 11:30 am, 12:15 pm - 2:00 pm ||  ||
 * # **Standards, Goals & Objectives** ||  ||
 * **Standard:** Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment
 * Standard:** Explain and illustrate with examples how living systems interact with the biotic and abiotic environment ||  ||
 * **Goals:** 1. Lifecycle of butterfly 2. Butterfly are insects 3. Butterfly use camouflage ||  ||
 * **Content Objectives:** *Students will understand butterfly is an insect
 * Students will be able to compare insect and non-insect
 * Students will understand butterfly lifecycle
 * Students will understand the function of camouflage || **Language Objectives:** *Students can define insect and non-insect
 * Students can name butterfly 's body parts
 * Students can orally explain 4 stages of butterfly lifecycle
 * Students can orally explain the function of camouflage
 * Students can write simple sentences by using different words that define butterfly activities ||  ||
 * **Cultural Connection:** * Chinese butterfly kite * Chinese butterfly song ||  ||
 * # **Assessments** ||  ||
 * **Formative Assessments:** Students can answer the questions of butterfly lifecycle and insect body parts || **Summative Assessment:** Write in a science journal ||  ||
 * **Interpersonal Tasks:** Students can pair share about the butterfly lifecycle and insect body parts ||  ||
 * **Interpretive Tasks:** Use power point to explain insect body parts and butterfly lifecycle ||  ||
 * **Presentational Tasks:** Students can use the words they learned to read, speak, and practice filming ||  ||
 * # **Planning for Instruction** ||  ||
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** || **Vocabulary:** ||
 * Sing a song to help students remember the body parts of an insect (I do, we do, you do) || CD || Head, thorax, abdomen, legs,
 * Find the correct words to match the pictures (we do) || Fly swatter || Egg, caterpillar, chrysalis, butterfly ||
 * Butterfly habitat observation
 * Recognize numbers (I do, we do, you do) || Markers, students || 1-10 ||
 * Recognize colors ( I do, we do, you do) || Butterfly coloring page || Red, yellow, blue ||
 * **Reflections:**

**Yewei Jiang**
9:00 am- 11:30 am; 12:15 pm - 2:00 pm ||  || **Standard:** Explain and illustrate with examples how living systems interact with the biotic and abiotic environment ||  || Students know what does mean “camouflage” and the function of Camouflage; Students know what’s the basic habit and locomotion of butterfly. || **Summative Assessment:** Class work ---review all the important knowledge that have been taught in these two days on the paper; Exit card---check and quiz. ||  || Chinese butterfly song(I do, you do)---find out at least 3 Chinese words about butterfly from the song. || Short video; Power point || Butterfly, fly, climb, caterpillar, wing…… || After teaching my class, I can now relax for tonight. Thank you for your kind encouragement and your constructive criticism. I will pay more attention to my flaws in the future and improve from there. Again, I really enjoyed my team. Thank you for all your support! Without you, I would not have been able to teach successfully today.
 * **Unit Title : Butterfly** ||  ||
 * **Grade Level: Novice-Mid Hi** || **Subject Focus: Life science** ||  ||
 * **Lesson Focus: Butterfly life cycle** || **Time:**
 * # **Standards, Goals & Objectives**
 * **Standard:** Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment
 * **Standard:** Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment
 * **Goals:** 1. Lifecycle of butterfly 2. Butterfly are insects 3. Butterfly use camouflage ||  ||
 * **Content Objectives:** *Students will understand butterfly is an insect*Students will be able to compare insect and non-insect*Students will understand butterfly lifecycle*Students will understand the functions of camouflage || **Language Objectives:** *Students can define insect and non-insect*Students can name butterfly 's body parts*Students can orally explain 4 stages of butterfly lifecycle*Students can orally explain the function of camouflage*Students can write simple sentences by using different words that define butterfly activities ||  ||
 * **Cultural Connection:** * Chinese butterfly kite * Chinese butterfly song; American and Chinese clothes. ||  ||
 * # **Assessments**
 * **Formative Assessments:** Students can answer the questions of butterfly lifecycle and insect body parts;
 * **Formative Assessments:** Students can answer the questions of butterfly lifecycle and insect body parts;
 * **Interpersonal Tasks:** Pair share why butterfly have Camouflage**.** ||  ||
 * **Interpretive Tasks:** use Power point Introduce and explain “camouflage”, review butterfly lifecycle and insect body parts. ||  ||
 * **Presentational Tasks:** Students can use the words they learned to read, speak, and practice filming ||  ||
 * # **Planning for Instruction**
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** || **Vocabulary:** ||
 * Learn a poem to help students remember the body parts of an insect (I do, we do, you do) ||  || Head, thorax, abdomen, legs,wings. ||
 * Looking for a hidden butterfly(we do). || Color pen, paper. || Bird, find, butterfly. ||
 * Characters and words hunting(we do) || Flash cards, swatter. || All basic and important words. ||
 * Camouflage video (I do);
 * Camouflage video (I do);
 * Exit card || paper ||  ||
 * **Reflections:** ||  ||

**Shuo Chen - Group C - Day 4**
*Students will understand butterfly is an insect *Students will be able to compare insect and non-insect*Students will understand butterfly lifecycle*Students will understand the function of camouflage |||| **Language Objectives:** *Students can define insect and non-insect *Students can name butterfly 's body parts*Students can orally explain 4 stages of butterfly lifecycle*Students can orally explain the function of camouflage*Students can write simple sentences by using different words that define butterfly activities || * Chinese butterfly kite * Chinese butterfly song * American and Chinese clothes * Chinese movie poster || 1. Students can answer the questions of butterfly lifecycle and insect body parts.2. Students know what’s the basic habit and locomotion of butterfly.3. Students can tell the story according to the picture. 4. Students know how to do posters |||| **Summative Assessment:** 1. Use the story book to tell a story 2. Use the power point to explain Chinese poster style || 1. Students can use the words and phrases they learned to read and reenact the story “The Hungry Caterpillar”. 2. Students can introduce the poster to their parents. || [] || Head, thorax, abdomen, legs, wings, || [] || Eggs, caterpillar, chrysalis, butterfly, fly, eat, climb, one – seven, Green, yellow, red ||  || The first day – the seventh day, fruit, hungry, full, change into || I am very glad that I finished my first class in my life successfully. During these three weeks I leared a lot of things from other teachers. Thank you everyone of my group C for giving me support. I can't remember this wonderful experience. ||
 * **Unit Title** : Butterfly ||
 * **Grade Level:** Novice – Mid to High |||| **Subject Focus****: **Life Science ||
 * **Lesson Focus:** <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Butterfly lifecycle |||| **Time**<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">: 9:00 am – 11:30 am, 12:15 pm– 2:00 pm ||
 * **I****. Standards, Goals & Objectives** ||
 * **Standard:** <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment
 * Standard:** <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Explain and illustrate with examples how living systems interact with the biotic and abiotic environment ||
 * **Goals:** <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.Lifecycle of butterfly 2.Butterfly is insect 3.Butterfly use camouflage ||
 * **Content Objectives:**
 * **Cultural Connection:**
 * **II****. Assessments** ||
 * **Formative Assessments:**
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Answer the question
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Design and make the movie poster
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Write their own story book ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**Interpersonal Tasks**:
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students can pair share about the butterfly lifecycle and body parts.
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students can make sentences with the words which the partner gives them ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Interpretive Tasks: **
 * **Presentational Tasks:**
 * **III****. Planning for Instruction** ||
 * **Activities (I DO, WE DO, YOU DO):** |||| **Materials:** || **Vocabulary:** ||
 * Review the song and the poem we learned on Monday and Tuesday (I do, we do, you do) |||| Video:
 * Describe butterfly’s lifecycle according to see a little film (we do) |||| Video:
 * Share Reading (I do, we do, you do) |||| PowerPoint a story
 * Matching vocabulary and make students’ own sentences (we do, you do) |||| Word cards, pictures, swatter || The first day – the seventh day, fruit, hungry, full, change into, caterpillar, butterfly, apple, orange, pear, plums, strawberry ||
 * Designing the Movie Poster (I do, we do) |||| Poster card, Markers, paper, scissors, tape, crayon, pencil || Butterfly lifecycle, date, price, location, reporter, scientist, photographer ||
 * **Reflections:**

Gu Xitao group C day 5 Butterfly || Novice - mid to high |||| **Subject Focus:** Life Science || Butterfly Lifecycle |||| **Time:** 9:00 am- 11:30 am || Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment **Standard:** Explain and illustrate with examples how living systems interact with the biotic and abiotic environment || 1. Lifecycle of butterfly 2. Butterflies are insects 3. Butterfly use camouflage || *Students will understand butterfly is an insect*Students will be able to compare insect and non-insect*Students will understand butterfly lifecycle*Students will understand the function of camouflage |||| **Language Objectives:** *Students can define insect and non-insect*Students can name butterfly 's body parts*Students can orally explain 4 stages of butterfly lifecycle*Students can orally explain the function of camouflage*Students can write simple sentences by using different words that define butterfly activities || * Chinese butterfly kite * Chinese butterfly song || Students can answer the questions of butterfly lifecycle and insect body parts;Students know what does mean “camouflage” and the function of Camouflage;Students know what’s the basic habit and locomotion of butterfly. |||| **Summative Assessment:** Class work ---review all the important knowledge that have been taught in these 4 days on the paper;Exit card---check and quiz. Making a story book. || review the sentence pattern in small group with their lifecycle pattern <span style="font-family: 宋体; font-size: 12px;">， Share Writing  || Review butterfly lifecycle and insect body parts. || Students can use the words they learned to read, speak, and practice filming Students can use the words and phrases they learned to make a story book. ||
 * **Unit Title**
 * **Grade Level:**
 * **Lesson Focus:**
 * **I****<span style="font-family: 宋体;">． Standards, Goals & Objectives** ||
 * **Standard:**
 * **Goals:**
 * **Content Objectives:**
 * **Cultural Connection:**
 * **II. Assessments** ||
 * **Formative Assessments:**
 * **Interpersonal Tasks:**
 * **Interpretive Tasks:**
 * **Presentational Tasks:**
 * **III. Planning for Instruction** ||
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** || **Vocabulary:** ||
 * Review the song and the poem we learned on Monday and Tuesday (I do) ||  || Head, thorax, abdomen, legs, wings ||
 * Bingo (we do) ||  || Head, thorax, abdomen, legs, wings, Egg, caterpillar, chrysalis, butterfly ||
 * Make a lifecycle of butterfly and students review the sentence pattern in small group and in pairs with their lifecycle pattern <span style="font-family: 宋体;">. (We do.) || Lifecycle cardsScissors pins || Egg, caterpillar, chrysalis, butterfly ||
 * Making a paper butterfly.<span style="font-family: 宋体;">（ you do<span style="font-family: 宋体;">） || Paper and markers || Red, yellow, blue ||
 * Making a little story book.(you do) || paper || Eggs, caterpillar, chrysalis, butterfly, fly, eat, climb, one – seven,Green, yellow, red ||
 * **Reflections:** ||

Butterfly Life Cycle || || Novice -low || ** Subject Focus: ** Life Science with Chinese language || || Review butterfly life cycle in Chinese language. Enhance and assess students understanding butterfly life cycle, the key words short phrases. || **Time:** 9:00 – 11:30 || ||
 * C-3b Shelley Xiao Day 5
 * Unit Title**
 * **Grade Level:**
 * **Lesson Focus:**
 * **I.** **Standards, Goals & Objectives** || **II.** ||
 * **Standard:** Analyze how various organisms grow, develop, and differentiated during their lifetimes based on interplay between genetics and their environment.

Explain and illustrate with examples how living systems interact with the biotic and a biotic environment. || || Students understand and able to explain in Chinese about the life cycle of a butterfly. || || Students able to recognize, describe the 4 stages of life cycle of butter fly – egg, chrysalis ** / ** pupa caterpillar and butterfly. || **Language Objectives:** Students can recognize, know the meanings of Chinese characters, short sentences that are related to butterfly and life science. Students also are able to pronounce the Chinese language they have learned from and through the week || || Students will learn and experience of butterfly life cycle through Chinese kids’ songs, games, stories and dances and other different class activates. || || Through classroom Q&As, activates to observe if students have learned and how well and how much they have learned. || **Summative Assessment:** There will be a very simple written assessment on Day 5 to assess the level of each student. || || Appraise students to learn when they do a good job (once in a while giving them small price. Encourage students to make corrections if they made mistake. Closely observe students to make sure they are learning. Introduce Chinese kids songs that are help students to learn Chinese. || || Using pictures, actual items to visualize the contents and key words to students. Using body language to interpret the 4 life cycle. Role play through the kids song. || || Students demonstrate listening, understanding, speaking (pronunciation), reading (Chinese words& basic sentences) and able to write Chinese(very simple Chinese characters). || ||
 * **Goals:**
 * **Content Objectives:**
 * **Cultural Connection:**
 * **III.** **Assessments** || **IV.** ||
 * **Formative Assessments:**
 * **Interpersonal Tasks:**
 * **Interpretive Tasks:**
 * **Presentational Tasks:**
 * **V.** **Planning for Instruction** || **VI.** ||
 * **Activities (I DO, WE DO, YOU DO):** || **Materials:** || **Vocabulary:** ||
 * Review what class has learned from beginning of the week – butterfly life cycle. Explain the assessment package. (I do) || Pictures, flash cards, songs || Butterfly, egg, caterpillar chrysalis. Numbers 1~10 and colors red, blue, yellow, green, orange. ||
 * Student repeats after teachers commend including the songs and games (Bingo) that will help students to memorize the key concept of butterfly and related Chinese words and short sentences. The format includes listening, reading and writing Chinese characters. (You do) || Assessment package || Same as above ||
 * Games with songs (two to three of them depend on time) and art work with paper folding of a flower with a butterfly. (We do) || Colored paper || Flower, butterfly. Red, green etc. ||
 * **Reflections:** || ||
 * **Reflections:** || ||
 * **Reflections:** || ||