Butterflys - The Life Cycle of The Butterfly |
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PreK-K
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In this lesson, students will get direct science experience by demonstrating knowledge of basic
science concepts of physical science, life science, and earth and space science including and
understanding of concepts related to everyday life through characteristic properties of objects,
patterns and how they repeat, and cycles. Students will learn about the life cycle of a butterfly and successfully know the four stages (egg, caterpillar, cocoon, and butterfly) of the butterfly cycle. There are also art, math, language arts, and geography extensions that can be used with this lesson.
The Life Cycle of a Butterfly
Grade Level: K
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The Human Body and Movement |
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Grades 1-2
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The following health lessons helps students work to improve age-appropriate physical fitness, and demonstrate motor skills required for individual and team activities. Students will be able to create a visual representation of the human body and recognize the difference between the ways animals move compared to the ways humans move. Students will also learn about and participate in a circle dance and song to help develop knowledge of their body parts. This lesson integrated health with physical education, music, and art. This is a great lesson to integrate many subjects and keep the students active and learning.
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PreK-K
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Objectives:
Students will creatively complete a watercolor painting expressing themselves with music.
Materials:
Watercolor paper (masked off w/drafting tape)
Watercolor paints
Variety of music
Procedure:
Tell them that your going to play some music, and that they’ll paint to the rhythm of the music while the it’s playing, i.e. very fast brush work to fast beats, and slow movements to slow music etc. Students can use a variety of colors and just continue to paint to the beat of the music.
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PreK-K
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Concepts to be taught:
1. Counting from one to five.
2. Writing accurately the numbers one through five.
3. Reading the numbers one through five.
Objectives:
1. Students will be able to count from one to five orally.
2. Students will be able to accurately write the numbers one through five, without help.
3. Students will be able to read the numbers one through five.
Materials:
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History Social Science (Navajo Indians) |
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GRADES 3-5
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History-Social Science Standard 3:
3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
Sample Topic:
1. Describe national identities, religious beliefs, customs, and various folklore traditions.
Historical and Social Science Analysis Skills:
- Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.
- Students correctly apply terms related to time, including past, present, future, decade, century, and generation.
- Students differentiate between primary and secondary sources.
- Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.
- Students identify and interpret the multiple causes and effects of historical events.
- Students frame questions that can be answered by historical study and research.
- Students distinguish fact from opinion in historical narratives and stories.
Suggested Number of Class Periods:
Approximately 15 class periods
Significance of the Topic
Rationale:
The purpose of this unit is to introduce students to the national identities, religious beliefs, customs, and traditional practice of the Navajo Indians. The students will first read about the Navajo Indians in their Social Studies textbook. The chapter will emphasize where the Navajo Indians lived, what they were known for, and their customs and beliefs. The students will learn that the Navajo Indians were known for weaving and the opportunity to weave a section of their own blanket.
Focus Questions of this unit:
1.) What are some of the national identities of the Navajo Indians?
2.) What are the religious beliefs of the Navajo Indians?
3.) What are some of the traditional and customs of the Navajo Indians?
Connections:
Previously, the students studied the geography of the United States. The students learned about the landscape of the United States. The students learned about the prairies, mountains, and desert. The students will have the opportunity to explore the people who lived in the desert.
Framework:
This unit addresses the historical literacy strand of Historical Literacy, Cultural Literacy, Geographic Literacy, and National Identity.
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Lesson plans
