EdTPA Indirect Instruction Lesson Plan Template

Life Cycle: Chickens vs. Frogs

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Central Focus/Big Idea: Life Cycle of simple growth vs complete metamorphosis.
Subject of this lesson: Learning the difference between chickens and frogs.
Grade Level: 1st and 2nd
NC Essential Standard(s): 2.L.1.2. Compare life cycles of different animals such as, but not
limited to, mealworms, ladybugs, crickets, guppies or frogs.
Next Generation Science Standard(s): 3-LS1-1. Develop models to describe that organisms
have unique and diverse life cycles but all have in common birth, growth, reproduction, and
death.
21st Century Skills: Critical Thinking and Problem Solving: Use Systems Thinking- Analyzing
how parts of a whole interact with each other to produce overall outcomes in complex systems.
Communication and Collaboration: Collaborate With Others- Assume shared responsibility for
collaborative work, and value the individual contributions made by each team member.
Academic Language Demand

Language Function: Students will compare and contrast the difference between chickens
and frogs.

Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary: Egg, Tadpole, Froglet, Frog, Incubation, Chick, Chicken,

Metamorphosis.

Instructional Objective: In this lesson, students will learn about the metamorphosis life
cycle of two animals. The students will understand that all animals have a life cycle, and
will understand that the details of life cycles vary from one organism to another. They
will observe the changes that occur during the growth and development of chickens and
frogs. The student will work as groups to sequence the stages of life of selected animals. I
will be using posters as visual illustrations for the life cycles of the animals. Students will
also compare and contrast the difference between chickens and frogs. I will measure
students growth by their participation in class discussions and in their group work.

Prior Knowledge (student): Students should already have knowledge of some of the differences
and similarities between the two groups. They should also know how to compare and contrast
things, as well as the basics of putting things in order.
Content Knowledge (teacher): The teacher should already have looked over the posters, and
know what order the animal sequence cards go in.
Accommodations for special needs (individual and/or small group): I will make sure that all
materials are safe to use and allow one student to get up and move when he needs.
Materials and Technology requirements:
Per Table Group:

Pre-cut sequence cards

Total Estimated Time: 30 minutes

Source of lesson: Life cycle Posters
Safety considerations: to ensure the safety of the students and to be time efficient, I will have
already cut out the sequence cards for the three animals that will be used.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage: I will begin the lesson by asking the students what they know about frogs and chickens.
I will then ask the students what they think Metamorphosis means, and what it has to do with the
animals listed above. Then I will ask the students what they think Mammal means and who/ what
does that refer to.

What is Metamorphosis?
What do they know about Frogs and Chickens?
What is a Mammal and who could be it?

Explore: The students will be asked to use their prior knowledge of comparing and contrasting
to do so to the two groups. I will ask the students what two groups are going to compare and

contrast, and write the names on the board. We will spend about 5 minutes having a class discuss
on what the differences and similarities are for these two groups.

What is comparing and contrasting?

What are the two groups we are dealing with?
What are the differences and similarities?

Explanation: I will then show the students the posters of the animal life cycles and we will go
over each step of the cycles. I will keep the posters up for the students to be able to look at and
refer back to for the small activity next. I will have the students take turns listing each stage of
the frog and chicken life cycle in order.

How many steps are in a metamorphosis life cycle?

What order should the students be in for the cycle to be correct?
Can the students work as tables to put an animal life cycle in order without the posters?

Elaborate: I will have the students work as tables to put an animal life cycle in order. The
students will have to rely on each other and work together to figure out the sequences, since they
will not have the posters to refer to. This is a great opportunity for the students to learn teamwork
and the importance of paying attention. Each table will be given sequence cards for either a frog
or chicken. I will circulate around the room helping the students when needed.

What are good strategies to working as a table?

What can you do if some dont agree on a choice?
What is one way you can check our answer?

Evaluate:
Summative Evaluation: I will measure students learning by their overall participation throughout
the lesson and their interaction with the table work at the end. If time permits, I will have each
student write down one thing they learned from the lesson and turn it in.
Formative Evaluation: The questions that are asked throughout the entire lesson will be used as
for this part of the evaluation.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________