Lesson Title: Mealworms Teacher: Mrs. Heidi Gordon Subject: Science Time

Lesson Title: Mealworms Teacher: Mrs. Heidi Gordon Subject: Science Time Required: 80 minutes Topic: Mealworms

Grade Level: 2nd

Essential Question: What are the characteristics of mealworms and what do they need to survive.

Prerequisites (Prior knowledge) Life cycle of butterflies, journal writing Stage 1 – Desired Results Content Area Standard(s) (include complete standard, not just standard #) SLC 5: Standard 5 A) Students will identify and explain events in cycles and the next likely occurrences. B) Students will create charts and graphs to show patterns over time and predict the next likely occurrence Intended Learning Outcome (Should define what students will know and be able to do and at what level of mastery they should be able to do it.) Students will know…

Student will be able to…

How to identify characteristics of the mealworm How to build the mealworm habitat: oatmeal, slice of potatoes for adequate moisture Build the mealworm habitat: oatmeal, slice of potatoes for adequate moisture Know what mealworms need to survive(shelter, food, water, air )

Identify the mealworm as a insect Identify what color mealworms are. Identify that mealworms like to be in the light. Identify that mealworms like to eat grain, potatoes, apples. Keep mealworms alive. Know how many legs mealworms have? Write good observation in their journals post journals

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

1

Stage 2 – Assessment Evidence Students will demonstrate their learning/understanding in the following way(s):

Teacher-Created Assessments Pre-test: Fill-in multiple choice or multiple choice

Post-test: Fill-in multiple choice or multiple choice (Performance Assessments: ) During instruction During discussions & questions Journal entries (Other Assessments: Peer, Self) Talking buddies

(Assessment Adaptations) 1. 2. 3. 4.

Multiple Choice Test Aid individuals as needed Allow peer help for those whose are struggling Extended time to answer questions

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

2

Stage 3 – Learning Plan Learning Activities Instructional Strategies/Learning Activities: demonstration, discussion, small groups, Observations, Hands-on exploration, thinking buddies

Introducing the lesson: (capturing students’ attention, activating students’ prior knowledge).

Bring out the mealworms and ask questions to get their interest without given them any answers. Question that will lead into class discussion and reading of The Very Hungry Caterpillar by Eric Carle is do you know that the mealworm is a cousin to the butterfly? Instructional Sequence: (representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….)

Student activity (The student is doing…)

1. Go over expectations during lesson 2. Introduction to lesson explaining the purpose of the lesson: Reviewing the monarch butterfly by reading The Very Hungary Caterpillar 3. Read aloud-The Very Hungary Caterpillar 4. At the end of the lesson review the stages of the butterflies life cycle 5. Introduce the mealworm as the cousin to the butterfly: Lets think about why they might be cousins: we will talk about it next time 6. Introduction of the mealworms each student will have their own mealworms to observe 7. Ask students to think about and answer these questions: 1.What does a mealworm look like? 2. What does it do? 3. How many legs doe sit have? 4. Does it move quickly or slowly? Can the mealworm climb up the sides of the dish? 8. As a class I will ask what did the butterfly need to survive? Ask what does the mealworms need to survive (shelter, food, water, air ) 9. Go over living & nonliving and ask “what do mealworms need? What do living things need? 10. Will review criteria for journal writing 11. Go back to the purpose of the lesson

1. 2. 3. 4. 5. 6.

7.

8.

9.

10. 11.

Go to carpet w/ friend & taking buddy Listen to directions and expectations Listen to The Very Hungary Caterpillar Think about why the mealworm and butterfly are cousins With thinking buddies observe own mealworms in groups of 2-3 Answer these questions: 1.What does a mealworm look like? 2. What does it do? 3. How many legs doe sit have? 4. Does it move quickly or slowly? Can the mealworm climb up the sides of the dish? Students will use Petri dish labeled with students names, Magnifying glasses & probes to observe / examine mealworms Answer the question: what mealworms need to survive (shelter, food, water, air ) with thinking buddies, then whole group Answer the questions: what do mealworms need? What do living things need? with thing buddies, then whole group Students will write their answers and observations in journals Review with class the purpose of the lesson

Adaptations to the Instructional Sequence to Differentiate: Picture cards, thinking buddies, Aid individuals as needed, Allow peer help for those whose are struggling, extended time to answer questions Discussion and Assessment of Learning: During observations, class discussions, fill-in or multiple choice Test

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

3

Closure: Review the purpose of the lesson Extensions for early finishers: Help other students with editing journal entries and discussing observations, & help edit journal entries Alternate strategies for struggling students or those who learn differently:

Printed step-by-step picture cards on: 1. How to write a journal entry 2. What makes a good observation 3. What to do when I have tried my best but “I’m stuck” and need to ask for help Procedures: (already established procedures to be used and procedures to be taught for this lesson)

Already established procedures: How to write journal responses online, how to write a good observation, What makes a good observation, how to use a magnifying glass, probes & Petri dish

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

4

Lesson Development Resources Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)

The Very Hungry Caterpillar by Eric Carle From Mealworm to Beetle: Following the Life Cycle by Laura Purdie Salas, Jeff Yesh Mealworm larva Petri dish labeled with students names Oatmeal Magnifying glasses probe (Parent/Community Resources) School website (Contact Information) Email, phone numbers

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

5