PBL Lesson Plan
PBL Lesson Plan
PBL Lesson Plan
Overall Goal:
By the end of this lesson the student will understand similarities and differences
between the butterfly and human life cycle. They will discuss what they know about the
steps in the human and butterfly life cycle. We want the first grade students become able
to know what stages of development all organisms share (birth, growth, reproduction,
and death). The studs will learn by the end of the lesson that organisms have unique and
diverse life cycles but have those four factors in common, as well as a general
understanding of their habitats.
Throughout the lesson, the students will find there are similarities that the different
organisms share by doing some activities about the human and butterfly life cycle to
become more familiar with the relationship between the human and butterfly life cycle.
By the end of the lesson, the students will assess in what they learned about the Develop
representations to describe that organisms have unique and diverse life cycles but all
have in common birth, growth, reproduction, and death. As well as represent the
relationship between the needs of human and butterfly and the places they live.
To start the lesson, we will show the students a slideshow that introduces them to the
idea of organisms having similar lifestyles. Find the link to the slideshow below and in
the artifact section. The slideshow will serve as a hook and grabber by asking the
students how butterflies and humans are similar. This is a funny discussion that
students most likely haven’t talked or thought about. The slideshow asks the students
“can a butterfly and a human be twins?”, which will get them thinking about life cycles
and what similarities and differences the two have and get them to feel more connected
with the driving question since they are then involved.
https://docs.google.com/presentation/d/1XMmfNvtYCkN9qM44MNqkz21Aw3iPrpC9g
Ag3SvcpgVU/edit?usp=sharing
Lesson Main:
First day:
On day one the lesson will follow the slideshow that is the hook. First, they will have a
discussion about how butterflies and humans are similar and different, followed by an
activity that helps them map the human life cycle (see below). The students will cut
around the dotted lines and then work to match the title of each stage in a humans life.
Have the students match the titles to the picture and glue them to their respective spaces
on the top of the page. After this activity, return to the slideshow and discuss what they
just learned from the human life cycle sequencing activity and start to introduce the
butterflies back into the conversation. Watch the two videos on human life cycles and
then the video on butterfly life cycles (found in the slideshow and in the artifact section).
Students may not be knowledgeable about the butterfly life cycle, so to spark the
conversation further read “The Very Hungry Caterpillar” by Eric Carle. Following the
reading, finish the slideshow that has a more scientific breakdown of the 4 main stages
in a butterfly life cycle.
Second day:
On the second day, the the teacher will review what they have learned in the first day.
Then, the students will do more activities about the human and butterfly life cycles to
assess their understanding and further their understanding of the topics they learned.
By the end of the lesson the students should have a good understanding of life cycles
and the commonalities one can find between different species, and be able to model
what they know. The students will participate in a cultivating activity of collaborating
together to prepare a project and presentation about the life cycle of a caterpillar to
butterfly.
Human/pasta activity
The students will be given a worksheet that looks like the one below
They will then cut out the stages and pictures and glue the pictures with the correct
names in the correct order. They will do this in groups of 2 or three to allow
collaboration. Once they are finished they will come to my desk and present the paper to
me. If it is all correct they will get a gold star and be able to move onto the caterpillar to
butterfly activity worksheet. If they are not all right, I will guide them to help get the
correct answer and make sure they see their mistake before moving on to the caterpillar
activity sheet. Once they finish the human cycle they will be given the worksheet for the
caterpillar like the one bellow:
https://docs.google.com/document/d/1BkBIO7Rl4_tDHTK5pypn-
KvXsoh78Uk2Irh684ULNMM/edit?usp=sharing
They will then cut out the pictures of the caterpillar to butterfly and glue them in the
correct order. They will again come to my desk and present this activity to me as will,
once I make sure they all understand both life cycles they will get another gold star and
will wait for all groups to be done for the next activity.
Teacher role: Instruct the students on the activity. Show the example and explain how
they can be creative in making their own but make it the same steps and shells. Also go
around and provide guidance to any group that need it. Keep the students on task and
listen closely to their presentations and discussion. Chime in when needed and provide
guidance.
Student role: Participate fully in the activity. Make their projects all authentic and be
creative. Listen and be engaged in discussions, do not laugh at others’ opinions and
input their own opinions.
Lesson Ending:
At the end of the lesson, the students will take in class activity as assessment to assess
their learning https://quizizz.com/admin/quiz/5adb53fabbc2fd001be1ee82 the teacher
will help the students read the question and in the prosses to start the quiz (the students
need Email adress and they need to go th (join.quizizz.com) then they will get code
number then thier name to become able to start the quiz activity. but the students
should answer the question from what they have learned about human and butterfly life
cycle.
After that, students will do individually activity like the one they did on (second day)
“make the right order for human and butterfly life cycle” the teacher move around to
find if the students need help.
Lastly, the students will have a discuss about what they have learned about human life
cycle vs butterfly life cycle .
Find the similarities of the two life cycles (birth, growth reproduction, and death)
Assessment Rubric:
Great Average Poor
Human and The students The students label The students label
butterfly Life accurately depict the the human and the human and
Cycle Activity human life cycle and butterfly life cycles butterfly life cycles
the butterfly life cycle, almost all correctly, half or less
labeling all the parts and only collaborate correctly, and lack
correctly, collaborating on some parts of collaboration
when needed with classmates
Discussion The students engage in The students engage The students are
a meaningful in a discussion that quiet most of the
discussion and all has some meaning, time and only
participate, feeding off only get off topic a answer questions
of each other’s ideas few times and only with few words
and being open to all feed off of each other answers, not much
other students’ sometimes, some feeding off of each
ideas/opinions. quiet pauses, some other and not
laughs and not all everyone respects
open to all other others’ opinions.
classmates’ opinions
Pasta Activity The student finish the The student finish the The student half
pasta activity to the pasta activity but finish, don’t finish,
best of their ability and have minor mistakes or finishes it but
correctly depict the and do not use all the none of it is correct
caterpillar to butterfly correct pasta shells,
life cycle with the right do not put as much and it is not creative
pasta shells and are effort in the activity. or authentic.
creative.
Assessment The students know all The student knows The student does
activity the steps of the life most of the steps of not know the steps
cycles of each specie the life cycles and of the life cycles and
listed. They have really inputs some does not input any
insightful input and insightful information, does
understand the information, not understand any
information they were understand some of of what was taught,
taught, passes the quiz the information that fails the quiz
with an A or B was taught, passes
the quiz with a D or C
Resources / Artifacts:
1. https://www.youtube.com/watch?v=egeDXHcNeNw (human life cycle)
2. https://www.youtube.com/watch?v=P8sAHQYvVf0 (Butterfly life life cycle).
3. Pasta activity
https://www.google.com/search?q=pasta+shell+caterpillar+life+cycle+activity&
rlz=1C1GGRV_enUS794US794&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi
XmajNx9PaAhVFtlMKHWH6BrMQ_AUICigB&biw=1920&bih=974#imgrc=_
-Karlie
4. https://docs.google.com/presentation/d/1XMmfNvtYCkN9qM44MNqkz21Aw3i
PrpC9gAg3SvcpgVU/edit?usp=sharing by Natalie Peele
5. https://quizizz.com/admin/quiz/5adb53fabbc2fd001be1ee82. (join.quizizz.com)
the page to activate the quiz. by Norah Alshammari
6. https://docs.google.com/document/d/1BkBIO7Rl4_tDHTK5pypn-
KvXsoh78Uk2Irh684ULNMM/edit?usp=sharing Butterfly life cycle worksheet
by Norah Alshammari
Differentiation:
Anticipated Difficulties:
We expect to encounter some difficulties throughout the lesson. Some problems that
may occur include students having a hard time grasping the order of the stages of life
and the similarities between species. Additionally, we think that combining the life
cycles of humans and butterflies may be confusing for some of the students, and we
need to make sure that we keep them separate and clearly distinguish them.