Very Hungry Caterpillar
|Activity name: Graph drawing. |Learning Domain: Cognitive | |Overview and purpose |Education Standards Addressed | |Developing a graph using data from butterfly cutouts. |Develop counting skills. | |Objectives: | | |Students to sort out colored butterflies and record the data on a | | |graph. | | |Content: |Materials Needed: | |Counting objects using a graph. |Book: The Very Hungry Caterpillar by Eric Carle. | | |Graph paper | | |crayons | |Vocabulary: |Other Resources: | |Graph, colors, numbers |Magazines |
|Procedure/s: |Evaluation/Summary: | |Take butterfly and dip in different colors |Students to sort butterflies by their color, arrange them in a graph | |Cut out the different colored butterflies |and count the number of pieces in each pile.
| |Arrange the cutouts in piles to represent a graph. | | |Remediation: | | |Students should write the days of the week using different colors. | | |Extension: |Additional Notes: | |Cut more pieces of the butterfly and arrange them in piles to form |Computer materials | |larger graphs. | | SCIENCE lesson plan Grade level: First Subject: Science Prepared By: ________________
|Activity name: Doing Experiment |Learning Domain: Cognitive | |Overview and purpose: |Education Standards Addressed | |Determine lifecycle of a butterfly.
|Experimentation. | |Objectives: | | |Students to illustrate developmental stages of a butterfly. | | |Content: |Materials Needed: | |Discuss the lifecycle of a butterfly. |Book: The Very Hungry Caterpillar by Eric Carle. | |Vocabulary: |Other Resources: | |Paper plate, glue, pasta |Magazines | | |Charlie the Caterpillar by Dom Deluise | |Procedure/s: |Evaluation/Summary: | |Show illustrations of different stages of a butterfly.
|Students to show different stages of a butterfly using pasta. | |Take a paper plate and divide it into four sections. | | |Place the numbered sections in a pasta paper.
| | |Observe the sections as they develop into a fully grown butterfly. | | |Remediation: | | |Students to observe and record outcomes of the experiment in their | | |books. | | |Extension: |Additional Notes: | |Use the pasta to place other numbered sections to determine the |Computer notes. | |lifecycle of a butterfly. | | SOCIAL STUDIES lesson plan.
Grade level: First Subject: Social Studies Prepared By: ________________ |Activity name: Discussing |Learning Domain: Cognitive | |Overview and purpose: |Education Standards Addressed | |Determine adaptation features of a butterfly in different countries. |Develop map and globe skills. | |Objectives: | | |Students to discuss how a butterfly would be if it went to another | | |country. | | |Content: |Materials Needed: | |Adaptation features of a butterfly. |Book: The Very Hungry Caterpillar by Eric Carle. | |Vocabulary: |Other Resources: | |Map.
|Charlie the Caterpillar by Dom Deluise | |Procedure/s: |Evaluation/Summary: | |Read the book and discuss features that favored survival of the |Students to think of other countries that the butterfly would fly. | |butterfly. | | |Think of other countries that the butterfly would fly. | | |Discuss features of other countries. | | |Remediation: | | |Students to discuss what the butterfly would feed on if it went to | | |other countries. | | |Extension: |Additional Notes: | |Teacher to use a map in illustrating other countries that the |Research materials | |butterfly would fly.
| | What math, science and social studies concepts were addressed in the template literature unit? The template literature addresses curriculum integration in different subjects. The literature book, “The Very Hungry Caterpillar” by Eric Carle incorporates aspects of math, social studies, and science lesson. This shows that one educational aspect is relevant to different study areas. The concepts discussed in the book depict curriculum integration measures that are used in learning process to ease teachers work, and broaden students’ ability (Jorm, Korten & Henderson, 2007).
Why is an integrated curriculum unit beneficial for teachers and students? The process of learning takes a systematic approach, which includes coverage of different subjects as per curriculum demands. The process of teaching in a school set up follows various subjects taught differently, though they are related. Integration of curriculum is a valuable element in ensuring that education is relevant and manageable in all areas of study. Learning entails organizing new ideas in reference to previous experiences through recalling.
Integration of curriculum will enable teachers who have specialized in different disciplines to share information. It helps teachers to cope with large number of students, and the diverse curriculum, which incorporates different aspects of learning to be achieved within a short period of time. Curriculum integration prepares students for future life because it provides for teaching of emerging issues and life skills. Through integration, education problems are tackled using multiple perspectives and from various sources enriching students with diverse knowledge that increases chances of success (Beane, 2005).
Why is it necessary to create inclusive and anti bias learning environments? Educational environments play a key role in opening student’s minds and their active participation in learning. Inclusive learning is an important factor that teachers should consider. This is promoted by the language of communication used by teachers, and the type of relationship that exists between the two. Anti-bias education fosters respect within cultures, community, and the world at large. Provision of inclusive and anti-bias learning will enable students to develop critical thinking and positive self-esteem.
This is because the educational environment ensures that there is respect for diversity. Teachers should ensure that the classroom environment is rich in possibilities. This atmosphere enables them to develop new ideas and perspectives about themselves and their culture. Involvement of learners in discussions will introduce them to different activities that will foster positive attitudes (Dei, 2001). How do behavioral and social cognitive theories explain the development of social skills?
Development of social skills is determined by ones social environment and the behavior adopted from different individuals. Social skills are learnt through interactions with individuals like family members, friends, and peers. Social skills are mostly learned through observation by watching what other people are doing. This influences the behavior adopted by learners because they will want to portray the same characteristics they saw in a person. In the process of learning, children in most cases would want to exhibit behaviors they copied from adults.
However, learning of social skills is depended on the type of environment the child grows. For instance, if a child is engaged in talks by their elders, they will get encouraged and develop positive attitude towards other people. This encourages the child to become creative and aggressive unlike others who may be reserved. What factors affect social development in learning environments? Social development especially in children is affected by the nature of the family, and the experiences of their early education.
Children learn social skills from elder people within their own environment. In learning situation, social development in children is influenced by various factors including the classroom environment, self-esteem, confidence, and self-perception. Although these issues contribute to social development in children, the magnitude of effect differs from one child to another. Learning environments should be friendly to children, and give them an opportunity to express themselves freely. Social development is facilitated through positive interactions with other individuals like peers, parents, and teachers.
Children need to be engaged in conversations about real life situations through teamwork and friendship. This will enable them to feel adequate, and will be encouraged to interact with other individuals. References Beane, J. A. (2005). Curriculum integration and the disciplines of knowledge. Phi Delta Kappan, 616-622. Dei, G. J. (2001). Rescuing Theory: Anti-Racism and Inclusive Education. Race, Gender & Class, 8(1), 139-61. Jorm, A. , Korten, A. & Henderson, S. (2007). The prevalence of dementia: a quantitative integration of the literature. Acta psychiatrica scandinavica, 76(5), 465-479.
