Lesson 5 of 5
Objective: Students will be able to identify characteristics of ladybugs by creating a book.
For the opening of this lesson, we watch a Youtube video called Ladybug, Ladybug. The song in this video introduces the insect we will be learning about. It also reinforces various body parts for my English Language Learners.
For this portion of the lesson, I use my SMART Board. If you have a SMART Board, the Ladybugs notebook file can easily be downloaded and opened. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. Click here to download. There is also a pdf of the slides so you can recreate this part of the lesson: Ladybugs PDF of Notebook Slides
I gather my students in front of the SMART Board. I have cards with each student's name on. These cards are used for selecting who will come up to the Smartboard.
I open the first slide (SMART Board Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.
I can identify characteristics of the ladybug.
I can tell a friend interesting facts about the ladybug.
We then move on to slide 2.
Slide 2: This is a ladybug.
Slide 3: Ladybugs are insects
- 6 legs
- pair of antennae
- 3 body parts
Slide 4: Ladybugs experience metamorphosis similar ?to a butterfly or moth.
Slide 5: Ladybugs help farmers by eating pests that ?destroy plants.
Slide 6: Many people mistake Asian Beetles for ladybugs. Asian Beetles are orange, not red. Asian Beetles have a mark above their wings that resembles a letter M. Ladybugs do not have this mark. (Asian Beetles are prolific in our area in the state of Minnesota. The students have seen them in massive quantities)
Slide 7: Ladybugs come in more colors than red! These ladybugs are found in other parts of the United States and the world!
There are over 300 kinds of ladybugs.
Ladybugs can lay up to 1000 eggs in a lifetime.
Ladybugs do not taste good to birds.
The spots on a ladybug fade as they get older.
Slide 9: Ladybugs are considered a sign of good luck in many countries. Next time you find a real ladybug, you might have good luck!
We then move back to our seats for Independent Practice.
I distribute the Ladybug book to the students and say to them, Now it is time for you to show me what you know about ladybugs. You are going to read the sentences on each page and use your sound-spelling to fill in the correct answer. Don't worry about the spelling, I just want you to sound it out. On the last page there are pictures of each stage in the ladybug life cycle. Tear this page off and cut the pictures out. You will use them on the last page.
I read the pages to the students, saying "blank" where they need to fill in a word. I then remind the students how their parents love for them to share what they have learned on different science topics. They can take the ladybug book home and read it or tell their parents the information that is in it.
The students begin working and I observe their work and assist with reading the sentences when needed. When they are done, they read their books to me see video and then they work on coloring the book until the entire class is finished and we move into our lesson closing.
To close the lesson, I have the students get with their Turn and Talk partners. Turn and Talk allows my students to practice their academic vocabulary and expand their understanding of English Syntax. This is important for all of my students, but especially for my English Language Learners.
I tell the students, I want each of you to take a turn sharing an interesting fact that you learned about ladybugs. Make sure both of you have the opportunity to talk. I give the students time to share. When it is obvious that everyone is done sharing, I invite different students to share what their PARTNER said. This encourages active listening on the students' part. I ask the partner if what was shared was correct. The students know that I will do this occasionally and it really promotes active listening.