Caterpillar, Caterpillar How Do You Grow?
Picadome Elementary School
Early Primary (Kindergarten & 1st grade)
Developed by: Angela Johnson, Diane Littleton, Joan Ludwig-Bieber, Melissa Moore
Organizer
What can we learn from Eric Carle’s books?
Academic Expectations and Demonstrators
1.2 Students make sense of the variety of materials they read.
Respond to reading through a variety of forms (e.g., conversation, art, media, writing).
Use a variety of strategies (e.g., prior knowledge, predict, question, summarize) to construct meaning.
Relate reading experiences to life situations.
1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
Generate ideas that stimulate language expression (e.g., brainstorming, free writing, storytelling, reading).
Write for a variety of purposes (e.g., expressive, transactive, imaginative) and forms (e.g., journal entry, letter, poem/story) to a variety of audiences.
1.13 Students make sense of ideas and communicate ideas with the visual arts.
Use art media, tools, techniques, and processes.
Use drawing, painting, print making, modeling, and constructing to communicate ideas and feelings.
2.1 Students understand scientific ways of thinking.
Observe and classify organisms by characteristics.
Differences in life cycles – change over time.
Essential Questions
Culminating Activity
Students will work in small groups of three or four to create books based on the Eric Carle books studied. Topics may include tadpoles, guppies, people, moths, and plants. Media used may include Kid Pix, sound recordings, art pieces, sketches, digital camera, scanner, etc. Students will end up with a hard cover copy of their book, as well as, a web-based multimedia version and will present their creations to an audience of other students.
Rubric
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Criteria |
4 |
3 |
2 |
1 |
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Writing Mechanics |
Written pieces demonstrate correct capitalization, punctuation, spelling, and grammar. |
Written pieces demonstrate a good understanding of capitalization, punctuation, spelling, and grammar. |
Written pieces demonstrate a limited understanding of capitalization, punctuation, spelling, and grammar. |
Written pieces demonstrate a poor understanding of capitalization, punctuation, spelling, and grammar. |
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Comprehension |
Student’s writing conveys an extended understanding of science concepts learned. |
Student’s writing conveys a clear understanding of science concepts learned. |
Student’s writing conveys some understanding of science concepts learned. |
Student’s writing conveys little understanding of science concepts learned. |
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Science |
Students accurately represent different stages of the organism’s life cycle with great detail and/or extended knowledge. |
Students accurately represent all of the different stages of the organism’s life cycle. |
Students accurately represent most of the different stages of the organism’s life cycle. |
Students represent some of the different stages of the organism’s life cycle. |
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Arts |
Uses forms of media to make sense, communicate ideas and concepts in a creative way that demonstrates an extension of knowledge. |
Uses forms of media to make sense and communicate ideas and concepts within the story. |
Uses forms of media that may not make sense or communicate ideas and concepts within the story. |
Uses forms of media that does not make sense or does not communicate ideas and concepts within the story. |
Knowledge (Core Content)
Pre-Post Data Collection
Students will complete a 10 item pre- and post test assessment evaluating their prior and learned knowledge.
Skills and Processes
observe
predict
classify
sequence
write
evaluate
speak
problem-solve
work cooperatively
organize
illustrate
synthesize
Technology Standards
T3 Use or Present Information/Ethical and Real World Use
T3.2 Communicate responsibly and respectfully
T3.2.2 Use correct grammar, mechanics and spelling
T4 Access Information/Technological Skills
T4.4 Locate information using the Internet
T4.4.2 Access and navigate web sites
T4.4.5 Locate and use video and audio information
T4.4.6 Use electronic mail to contact appropriate sources and receive information
T4.5 Navigate within an operating system or software
T4.5.1 Identify and use pointers such as arrow, hand or I-beam
T4.5.2 Use mouse (double-click, right click drag, etc.)
T4.5.3 Open, close and use application
T4.5.4 Identify and use title, menu, toolbars
T5 Process Information/Technological Skills
T5.6 Enter and edit word processing information
T6 Use or Present Information/Technological Skills
T6.1.2 Develop a plan for the project
T6.2 Publish information on the Internet.
T6.5 Create a presentation or product using application software.
T6.5.1 Choose appropriate information for purpose and audience
T6.6 Use digital imaging and audio
T6.6.1 Use digital media for image input and output (camera, scanner, OCR, videodisc)
Instructional Activities
Timeline for Unit
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Mon |
Tues |
Wed |
Thurs |
Fri |
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April 8-12 Days 1-5
Read Aloud- |
Lab Open Intro Carle Pre-Test |
Kidspiration SB Review Living, Nonliving, Once |
Lab Open AM The Very Hungry Caterpillar
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Jenni Diane Lab- Moth & Butterfly Part and Life Cycle Differences -Intel Microscope |
Jenni Both classes Lab during Joan’s time- Guppy Life Cycle Websites? |
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April 15-19 Days 6-10 CATS Testing
Read Aloud- |
Jenni F-Angela Time-lapse video The Very Quiet Cricket – characteristics Lab Open |
The Very Busy Spider-characteristics |
Lab Open AM Intro book project. Classes Collaborate lab & classroom Animal Research The Tiny Seed |
Diane Lab-Kid Pix page Begin Rough Draft |
Joan Lab-Kid Pix page Finish Rough Draft |
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April 22-26 Days 11-15 CATS Testing
Read Aloud- |
Lab Open Diane Art Piece Update KWL Organism observations Work on Book |
Jenni F Open Response Work on Book |
Lab Open AM Joan Art Piece Work on Book |
Diane Lab Compiling Book |
Jenni F Joan Lab Compiling Book |
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April 29-May 3 Days 18-22 SRI-Star Test |
Lab Open Rehearsal Presentations to buddy class |
Presentations to older classes Post-Test |
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Lessons
Day 1-Lesson 1: Introduce Eric Carle
Objective: To introduce the unit organizer.
Description: KWL on Carle and then use the AverKey scan converter to introduce the author from his website.
Assessment: KWL
Day 1-Lesson 2: Pre-Test
Objective: To assess students’ prior knowledge.
Description: Students will complete a pre-test assessment evaluating their prior knowledge.
Day 2-Lesson 3: Review Living, Once Living, Organisms and Nonliving Objects
Objective: Students will differentiate between the two types of organisms and objects.
Description: Kidspiration activity with the whole group to categorize the various types using the SmartBoard.
Assessment: Paper and pencil task.
Day 3-Lesson 4: The Very Hungry Caterpillar by E. Carle
Objective: Students will learn the different stages and sequence of the butterfly life cycle.
Description: Introduce the life cycle of a butterfly.
Assessment: Correctly sequence the stages with a paper model.
Day 4-Lesson 5: Differences between moths and butterflies and their life cycles.
Objective: Students will compare and contrast the moth and butterfly and their cycles.
Description: Using the Intel Microscope, students will observe differences between the two organisms.
Assessment: Students will reconstruct a moth and a butterfly.
Day 5-Lesson 6: Guppy Life Cycle
Objective: Students will understand differences between life cycles of different organisms.
Description: Possibly use computer lab/SB and websites for info and activity. In addition, classroom aquarium will provide observation opportunities.
Day 6-Lesson 7: The Very Quiet Cricket
Objective: Students will learn the different stages, sequence of the cricket life cycle, and characteristics of insects.
Description: Read book and discuss.
Assessment: Label the parts of an insect.
Day 7-Lesson 8: The Very Busy Spider
Objective: Students will learn the different stages, sequence of the spider life cycle, and characteristics of arachnids.
Description: Read book and discuss.
Assessment: Label the parts of a spider.
Day 8-Lesson 9: Intro Book Project
Objective: Introduce students to the culminating project.
Description: Students will choose their organism and begin research. One teacher will take groups of students to the lab to do internet research and one teacher will stay in classroom to do research from books.
Assessment: Ongoing until final project complete.
Day 8-Lesson 10: The Tiny Seed
Objective: Students will learn the life cycle and parts of a plant.
Description: Read book and discuss. Relate past experiences and other books. Show QuickCam time-lapse video and pre-potted plants.
Assessment: Students will label the parts of a plant and/or sequence the life cycle.
Day 9 & 10-Lesson 11: Rough Draft Copy of the Culminating Book
Objective: Students will construct a complete page-by-page copy of their book.
Description: They will decide the text, drawings, and which media will be used for each page.
Assessment: Conferencing
Day 11-Lesson 12: Update KWL
Objective: Document what we have learned so far and record any new questions.
Description: Update KWL
Assessment: Informal observations
Day 11-Lesson 13: Organism Observations
Objective: To observe and record change over time in the growth and development of organisms.
Description: Students will observe plants, guppies, moths, etc. and record observation in a learning log.
Assessment: Written observations
Day 12-Lesson 14: Open Response
Objective: Students will communicate in writing/drawing the characteristics of an organism.
Description: The following question will be given to students to complete individually.
Choose one of the organisms we’ve studied and explain in writing or drawing the characteristics of that organism.
Day 11, 12, & 13-Lesson 15: Work on Book
Day 14 & 15-Lesson 16: Compiling Book
Objective: Students will complete their culminating project.
Description: Students will work in small groups to create books describing the characteristics and life cycle of one of the following: tadpoles, guppies, people, moths, and plants. Media used may include Kid Pix, sound recordings, art pieces, sketches, digital camera, scanner, etc.
Assessment: A hard cover copy of their book, as well as, a web-based multimedia version.
Day 16-Lesson 17: Presentation Rehearsal
Day 17-Lesson 18: Presentation
Objective: Students will communicate their learning through presentation skills.
Description: Each small group will present their multimedia book. They will include the members of the group, characteristics, and life cycle of their organism.
Assessment: Competency Assurance checklist, unit rubric
Day 17-Lesson 19: Post-Test
Objective: To assess students’ knowledge of concepts covered.
Description: Students will complete a post-test assessment evaluating acquired knowledge.
Critical Resources
Contents of the Culminating Books
Media Types Included in the Culminating Books