Lesson+Plan+2

__**Lesson Plan 2 **__ **Students work collaboratively to produce a paragraph that represents** **the different stages of the life cycle of a butterfly.** ** National Geographic Documentary Video 'Growing Up Butterfly' - **See [|Video] resource. media type="custom" key="10679174" align="center"

In this lesson students are to watch a three minute documentary video about Butterfly Life Cycles. The class then collectively constructs the body of an explanation which summarises the different stages in the life cycle of a butterfly from the information in the video. The students work in groups with each group assigned to a particular stage. The lesson comprises of visual, verbal and written phases in activity**.** **Science and Technology - (Living Things) S2.3:** - Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment. **Science and Technology - (Using Technology) UTS2.9//://** <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;">- Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;"> <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;">**Science and Technology - (Investigating) INV S2.7:** - Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">**UNIT TITLE: Life Cycles** ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">**LESSON: 2/10** |||| <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">** Year 3 Stage 2 ** ||
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;">__**SCIENCE & TECHNOLOGY**__

<span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;">__**ENGLISH**__ <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;">** English - (Talking and Listening) TS2.1: ** <span style="color: black; display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;">- Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. <span style="color: black; display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;"> <span style="color: black; display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;">** English - (Talking and Listening) TS2.2: **

- Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;">** English - (Reading and Viewing) RS2.7: ** <span style="color: black; display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;">- Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. <span style="color: #000000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%;">**English - (Reading and Viewing) RS2.8:** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.

<span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;">**English - (Writing) WS2.9:** <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;">- Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features |||| <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;">**ASSESSMENT:** <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;"><span style="color: #300d0d; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">- Questioning students throughout lesson <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;"><span style="color: #300d0d; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">- Observe students' engagement in discussion and contribution to group discussions <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%; text-align: left;"><span style="color: #300d0d; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">- Listen to students' feedback for peers when editing paragraphs. || <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">Allowing students to link prior knowledge with new knowledge will ensure they create cognitive learning links that enable students to recognise features and access information quickly. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Providing students access to modelled factual text guides them to learn the literacy attributes and features needed when writing their own factual text in the future. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">**INV S2.7** **Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions** <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">** TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. **
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">**PART AND TIMING** || <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">**SUBJECT MATTER** |||| <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">**Teaching practice** || <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">**Resources/ Organisation** ||
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">**Introduction: 5-10 mins**
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">//observes, collects and records information of the stages from the video viewed//
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">//listens to sustained information reports on familiar and researched topic//

<span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Ask students to identify the different stages of the life cycle of a butterfly, which was learnt from previous lesson. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Write these stages on the SmartBoard and brainstorm different facts students know about each stages (description words about the different stages of the life cycle e.g. pupae/cocoon, caterpillar, transformation etc.) <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">* This can be listed or organised in a visual organiser such as a mind-map. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Save the document file of the brainstorms made. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Instruct students to get into groups of four and allocate a stage for each group (The Egg, The Larva or Caterpillar, The Pupa or Chrysalis, and The Adult Butterfly). The groups are asked to concentrate in listening and taking notes on post-it notes of facts about their allocated lifecycle stage whilst playing the video. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Play the 'Growing Up Butterfly' video from the National Geographic website. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Play the video again, however pause for discussion at vital points, particularly when technical language or descriptive words are used so that students are able to write these technically terms in their notes. || <span style="color: black; display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">__**Resources**__ <span style="color: black; display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- National Geographic website <span style="color: black; display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Postit Notes and pens <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- SmartBoard, projector, computer, speakers
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Living Things S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment. **
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">//identifies the different stages of the lifecycle of a butterfly//
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">//recalls some facts on the different stages learnt previously// |||| <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Discuss with students what they learnt in previous lesson so that they may go through the process of 'assimilation' and 'accommodation' (McInerney, 2010, pp.37-38), which consists of the integration of previously existed schemes with the newly registered information and experiences. Refer to <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">(Lesson Plan 1) **.**

<span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">__**Organisation**__ <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Students are seated in front of the board on the floor. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Students who have their hands up can answer. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Students are allocated into groups with mixed literacy abilities. || <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">By going through the activity step-by-step and giving examples, the teacher is able to guide students along whilst enabling them to use their own previous knowledge and ideas to further expand upon the activity. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;"> Discussion amongst students ensures individuals will gain multiple insights into information. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">**UTS2.9** **<span style="display: inline !important; text-align: left;">Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks. ** <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">//• manipulates the use of the SmartBoard and the video to gain information//
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">**Body: 45 mins**

<span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">**RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.** > <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">** WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. ** <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Ask students to write on the board (as a mind-map) some aspects of an explanation they heard throughout the video, including formal language, technical terms, and structure (statement of phenomena, explanation and conclusion). Discuss how they were used in the video. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Scaffold on the board some key sequencing text connectives and discuss why they should be used in explanations. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Move students back into groups and hand out a piece of A3 paper so that students are able to write a paragraph about their allocated stage, using the notes taken previously. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">* Encourage students to use the features of an explanation such as text connectives, technical language. Students are able to review the video if needed. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Teacher observes students in group work and assesses their input and contribution to work. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Students come back together as a whole class, and places their group paragraphs on the board in the right structure and order according to the stages. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;"> || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">**__Resources:__** <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Video <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Four pieces of A3 paper <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- SmartBoard
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">//recognises the structure and grammatical features of a factual text, explanation//
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">//recognises cohesive links in a text, e.g. text connectives.// <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">// understands and creates notes for relevant writing purposes // |||| <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Ask students what type of text format the video is using (explanation through narration). <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">**__Organisation:__** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">- Students are seated on the ground when the whole class comes together but when in groups students are allocated to different parts of the room. This is for noise control. || <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">Encouraging students to be able to edit their own work and the work of others will help students improve their level of understanding in grammar and punctuation.
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">**Conclusion: 5-10 mins**

<span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;"> || <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 17px; text-align: left;">** TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.** * //<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">communicates with peers and group members of the structure of the explanation //

<span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;"><span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px; text-align: left;">** WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. ** <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">* <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px; text-align: left;">// demonstrates self-editing and peer editing skills of the paragraphs // <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">**RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.** * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">// recognises the purpose of an explanation and describes the features of an explanation to achieve the purpose. // <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;"> |||| <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Encourage class discussion and peer editing as the body of the joint explanation is read as a class. <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">Questions such as: <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Is anything missing? <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- What else should be added in the future to make the explanation complete? (e.g. diagrams and pictures, title, statement of phenomena, conclusion, etc.) <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Ensure all paragraphs are kept for safe keeping so that it may be used for the final production of the video. || **__Resources:__**

<span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Finished paragraphs on A3 paper <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">**__Organisation:__** <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">- Students are seated in front of the board on the floor. ||
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">**Lesson Evaluation:**
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">Did students achieve the lesson outcomes? If not, what would need to be modified to enhance student learning?
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">Were students engaged in the learning throughout the process? Why/why not was this the case?
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">Did the students understand the relevance of the concepts explored? In what ways was this evident?
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">Were the concepts explored relevant for subsequent lessons? How?
 * <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">Were the works finished or was there not enough time? How could this be improved?
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">How effectively did students contribute to editing and creating final piece of work?
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">How were students motivated to achieve a finished piece of work? ||

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">