ED 345 Calvin College Lesson Planning Form

Teacher:
Joy Oh
(Animals and offspring)

Date:

Subject/ Topic/ Theme:

Science

I. Objectives
What is the main focus of this lesson?
First 3 stages of human life cycle
How does this lesson tie in to a unit plan? (If applicable.)
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.

older.

adult;

I can identify stages of the human life cycle.

SWBAT tell the major characteristics of stages of the human life cycle.
SWBAT identify traits that stay constant and things that change as a person matures/grows
L.OL.01.21 Describe the life cycle of animals including the following stages: egg, young,
egg, larva, pupa, adult.

II. Before you start

Prerequisite knowledge
and skills.

Formative: students description of the pictures and the stages of the

human life cycle
Summative: having students come up and describe how they have
changed or stayed the same during the life cycles

Assessment
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
students own pictures

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
own pictures

Options for Language/Symbols

writing on chart paper (stages of life cycle)

Options for Expression

students guess who the picture
belongs to
orally describe stages of LC

Options for Sustaining Effort &

Persistence

Options for Comprehension

Reading A-Z book

Options for Executive Function

Options for Self Regulation

guide to what students have to
say (steps) on chart paper

RECOGNITION
Multiple Means of Representation
Options for Perception
students pictures of themselves

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Chart paper
Poster paper
Students baby pictures/pictures of when they were younger (asked parents
to send them in)

Reading A-Z on life cycles

https://www.readinga-z.com/books/leveled-books/book/?id=687

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
5m
Motivation
(Opening/
Introducti
on/
Engageme
nt)
710m

15m

Developm
ent

N/A

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Start off by telling students that we have been bringing in pictures of when we were
babies or younger than right now. Let students know that we will be using our
pictures as a tool to help us learn about life cycles.
Tell students the target of the lesson: I can identify stages of the human life cycle.
Introduce to students that in order to help us understand what a life cycle is, we are
going to read a book. https://www.readinga-z.com/books/leveled-books/book/?
id=687
Use tools to highlight important things or things that students found to be
interesting.
Start at page 4 and go till about page 8.
Things that should be highlighted/talked about:
Life cycle: it is something that all living things (people or animals) go
through. It has different stages.
Point out pictures of when we were all in our moms belly (womb).
First stage of human life cycle: infant (write down on chart paper);
second: toddler (write down); third: child (write down); adolescence (instead
of using the word, use teenager)
When writing down the words, make it so its like a cycle
Discuss different characteristics of each life cycle.
infant: when you were born, couldnt do much by
ourselves
toddler: learning how to walk
childhood: the stage we are in now! Going to school,
learning to be independent
teenager: starting to become an adult (like Miss Oh and
Mrs. C)
Tell students that we call it a life cycle because it keeps going round
and round (when we are adults, we could have kids and they go through the
same cycle, starting off as an infantdont mention death in depth, but do
touch it.)
When done with reading the pages of the book, transition into baby pictures.
Start off by showing teachers baby picture. Ask students what stage
of the life cycle they think the person in the picture is on (infant) and why
(looks like she cant walk or talk yet)
Then show a picture of teacher as a toddler (students should pick up
that this is the teacher). Ask students what stage the teacher is on and why
(can walk)childhood (same kind of questions)adult (now)
Tell students that we are going to be playing a mini guessing game.
When the teacher shows a baby picture, students must give signals and tell
these things: 1) what stage we think the person in the picture is on and why;
2) who we think the person is
Then the student whom the picture belongs to must come up to the
front facing the class. Ask:
What stage is ____ on now? Why?

 What are some traits that stayed the same with _____
and what has changed?
How did you know the picture belonged to ______? What
were some things you used as hints or clues to help you figure it out?

5m

Closure

Review the stages of a humans life cycle

Ask students to say the name and characteristics of each stage

Your reflection on the lesson including ideas for improvement for next time:
Did not get to finish the lesson (I think it would be suitable for a 2-day lesson
maybe)
Elmo did not work, so I couldnt get to show students the PPT of teachers
pictures in different life cycle stage
Students loved the baby picture guessing game (asked if we could do more
tomorrow)
Did not get to death stage