The Life Cycle of a Ladybug

UDL Lesson Plan Framework 

Title:  The Life Cycle of a Ladybug

Author:  Briana Beaton

Subject:  Reading/Writing and Science

Grade Level:  3rd grade

State Standard(s):  
W.2.3  Write informational/explanatory texts to examine a topic and convey ideas and information clearly.  

3.LS.1.1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.  

Lesson Goals:  
Students will construct a booklet over the life cycle of the ladybug with a 80% accuracy.  

Instructional Methods

Anticipatory Set

• The teacher will explain that today they will be combining reading and writing with a little bit of science. 
• The students will come to the classroom carpet for the whole group learning.  
• The teacher will introduce that the class will be covering the cycle of a ladybug.  
• The teacher will ask what the student already know about ladybugs by brainstorming on chart paper.  (Ask about where they live, how they live, what they eat, about the life cycle, etc.).
• The teacher will show/introduce the book that they will be reading, "A Ladybug's Life" by John Himmelman.  
• The teacher will take the students through a picture walk so that the students can try and see the different stages in the life cycle of a ladybug before they read about it.  
• The class will have a discussion about all of the things they saw in the book before they actually read it together.  
• Next, the teacher will read the book aloud for the students and point out the realistic pictures in the book so that the students can differentiate from each stage of the cycle.  
• When done reading, the teacher will make sure the students know each of the four cycles mentioned in the book (egg, larva, pupa, and adult ladybug).  

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.1  Provide or activate background knowledge Teacher will ask questions about what the students already know before he/she starts reading the book.  The class will also go through a picture walk before they begin reading.   1.1 Customize the display of information The teacher displays the "prior knowledge"  on chart paper before they get into the book and content to learn.   2.1  Define vocabulary and symbols  The teacher will make sure the students know what each of the words/stages mean and look like (egg, larva, pupa, and adult ladybug).	4.2  Provide varied ways to interact with materials The class will go through a picture walk first to get associated with the content in the book and then the teacher will read the book aloud.  Students are more likely to retain the knowledge if they are already somewhat familiar with the book ahead of time.	8.3  Foster collaboration and communication Students will communicate what they know about ladybugs, then look at the ladybug, and then listen about the ladybug.  They will collaborate and communicate what they know and what they have learned. 7.3  Reduce threats and distractions  Students are brought to the carpet area to reduce the distractions in the classroom.  Teachers usually have specific spots for the students on the classroom carpet area.  This will help the students further their learning and concentration.

Introduce and Model New Knowledge

• After the students have discussed the four stages of the life cycle the teacher will draw a big life cycle chart on chart paper.  
• The teacher will start with the first stage which is the egg (little yellow circles).  The teacher will draw some ladybug eggs and label it "EGG".  
• Then the teacher will draw an arrow to the second phase, which is the larva (long and skinny new born larva).  The teacher will draw a larva and then label it "LARVA".  
• The teacher will then move on to the third stage with an arrow, which is the pupa (almost shrimp looking).  The teacher will draw the pupa and label it "PUPA".  
• The same will be done for the last step.  The teacher will draw an arrow and make a ladybug (red with black dots) and label it "ADULT LADYBUG".  
• The teacher needs to make sure they draw an arrow from the adult ladybug back to the egg so that it is a full cycle.  He/she also needs to label the stages with numbers so that the students know where the cycle starts and then begins all over again.  
• The teacher chart will look somewhat like this but with numbers:

   

• The teacher will then show a video called "The Life Cycle of a Ladybug".
• The video covers the four stages of the ladybug a little bit of other good information to know about the ladybug.  

• After the teacher has made the class chart and the students have watched the informative video, the students will get with an assigned partner and make their own ladybug life cycle chart.  

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.3  Provide alternatives for visual information Students will visually see the teachers drawings and labels on the large chart paper.  The students will also be able to listen and see the ladybug's life cycle on the YouTube video.   1.2  Provide alternatives for auditory information The students will be able to hear the stages of the life cycle in a different outlook through the video.  This will provide a different auditory resource.	4.2  Provide varied ways to interact with materials Students help the teacher fill out his/her chart and then get to listen and interact in classroom discussion about the video.	9.1  Guide personal goal-setting and expectations When doing the chart together as a class the student should stress that the students will be doing this on their own soon so they need to be paying attention and looking at the four stages.

Guided Practice

• The teacher will give the students a chart template like this:  

                                               

• The students will start with the top box and draw and label the egg.  Then they will move on to the larva, pupa and the adult.  
• Each partner will draw two stages.  For example, one student will draw and label the egg and larva and the other will draw and label the pupa and adult ladybug.  
• When the chart is drawn, labeled, and colored the students will turn it in with both of their names on it.  This will be taken as a completion.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.3  Guide information processing The teacher demonstrated what the students will be doing in their groups.  The students just need to use the information and apply it to their chart.   3.4  Support memory and transfer The students will transfer what the teacher demonstrated in class onto their group chart.	5.3  Provide ways to scaffold practice and performance The students are practicing what information that will soon need for their booklets and their writings.  This group chart will help them work together toward one goal while covering material they will need later on.  It will enhance their performance on their writings.	8.2  Vary levels of challenge and support The students are challenged to make their own life cycle chart with a partner.  Although they are transferring class taught information into their own assignment, they each have a partner there for backup and support.

Independent Practice

• After the students have finished their partner chart, the students will come back to the classroom carpet and the teacher will explain to them what they will do next.  
• The students will be making a ladybug life cycle book.  The book templates will have already been made for the students so the students can move along with the title, labels, and illustrations of their books.  
• The students will be required to have a title for their book and label and draw the four stages in the correct order.    

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5  Illustrate key concepts non-linguistically The students will show their knowledge by making a booklet showing the different stages of the ladybug's life cycle.	4.2  Provide varied ways to interact with materials Earlier the students did a group project where they filled in a chart but in the independent practice the students will approach the life cycle in a different way but making their own booklet about it.	7.1  Increase individual choice and autonomy The students are free to come up with their own title for their book and they can draw their own pictures and label the stages with a little bit of individuality.

Wrap-up

• Students will finish up their life cycle booklets and clean up all of their coloring and writing supplies.  
• Then the students will come back to the classroom carpet for whole group instructions.
• They will go over the four stages one more time as a class before their assessment.    
• A student will come up and write or draw the first stage on the board, new student for the second stage and so on.  
• Make sure the students have a full grasp on the ladybug life cycle.  

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.2  Highlight critical features, big ideas, and relationships The teacher will cover the stages one more time with the students before they are to go back to their desks to do their assessment assignment.	6.2  Support planning and strategy development The students will have time to think about the construction of their paper and think about what information they want to include.	7.3  Reduce threats and distractions  The teacher will bring the students back to the carpet for whole group because it eliminates classroom distractions and gives the students a different setting than when they were at their desks working on their booklets.

Assessment

Formative (Informal - written)

• The teacher will walk around to each student and discuss the student's book with every single student.  The teacher will have a rubric with them to make sure the student has a title page and the four stages drawn and labeled.  
• The rubric is present below.  
• If the students get done with their booklets with time to spare the students will return to their seats and use this ladybug paper template to describe in their own words the life cycle they have been discussing (fill-in activity).  
• The students will be required to have an introductory sentence, the four stages, one interesting fact they learned about ladybugs, and a concluding sentence.  
• The template is present below.
  
  

  	0	1	2
  Title page is included on the front cover of the students booklet
  Egg stage is the first stage with a drawing and label
  Larva stage is the second stage with a drawing and label
  Pupa stage is the third stage with a drawing and label
  Adult ladybug stage is the fourth stage with a drawing and label

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4  Support memory and transfer The students will transfer the information that they have learned onto their booklets.	5.2  Provide appropriate tools for composition and problem solving The students have had many opportunities to see, listen and apply the ladybug's life cycle.  The students should be confident in being able to make their own booklet over the life cycle.	8.4  Increase mastery-oriented feedback The teacher will look and talk to the students about their booklets.  The teacher will give the students feedback covering their booklet and the information it covered.

Materials

• "A Ladybug's Life" book by John Himmelman
• Large chart paper and marker
• SmartBoard for YouTube video
• Life cycle handout
• Pencils
• Life cycle booklet
• Coloring utensils
• Ladybug written assignment sheet

Brain Network	UDL Principle
Recognition Networks “What”	I. Multiple Means of Representation ensures that the Recognition networks of students are supported      Specific UDL Accommodations (1.1 – 3.4) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for perception 1.1 Customize the display of information X Set 1.2 Provide alternatives for auditory information X Introduce 1.3 Provide alternatives for visual information X Introduce Provide options for language and symbols 2.1 Define vocabulary and symbols X Set 2.2 Clarify syntax and structure 2.3 Decode text and mathematical notation 2.4 Promote cross-linguistic understanding 2.5 Illustrate key concepts non-linguistically X Independent Provide options for comprehension 3.1 Provide or activate background knowledge X Set 3.2 Highlight critical features, big ideas, and relationships X Wrap-Up 3.3 Guide information processing X Guided 3.4 Support memory and transfer X Guided, Assessment
Strategic Networks “How”	II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported      Specific UDL Accommodations (4.1 – 6.4) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for physical actions 4.1 Provide varied ways to respond 4.2 Provide varied ways to interact with materials X Set, Introduce, Independent 4.3 Integrate assistive technologies Provide options for expressive skills and fluency 5.1 Allow choices of media for communication 5.2 Provide appropriate tools for composition and problem solving X Assessment 5.3 Provide ways to scaffold practice and performance X Guided Provide options for executive functions 6.1 Guide effective goal setting 6.2 Support planning and strategy development X Wrap-Up 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress
Affective Networks “Why”	III. Multiple Means of Engagement ensures that the Affective networks of students are supported      Specific UDL Accommodations (7.1 – 9.3) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for recruiting interest 7.1 Increase individual choice and autonomy X Independent 7.2 Enhance relevance, value, and authenticity 7.3 Reduce threats and distractions X Wrap-Up, Set Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives 8.2 Vary levels of challenge and support X Guided 8.3 Foster collaboration and communication X Set 8.4 Increase mastery-oriented feedback X Assessment Provide options for self-regulation 9.1 Guide personal goal-setting and expectations X Introduce 9.2 Scaffold coping skills and strategies 9.3 Develop self-assessment and reflection