Grade Level: 1st
Subject Areas: Technology Integration, Language Arts, & Fine Arts
Total Duration of Lesson: About 45 minutes
Title of Lesson
The Very Hungry Caterpillar
Primary Learning Outcomes (PLO)
The primary learning outcomes to be achieved with this lesson include:
A. With teacher guidance, student will be able to use the mouse while operating the computer
B. With teacher guidance, student will be able to develop a picture using a drawing program on the computer.
Related ISTE/NETS-S Standards
A. Grade: 1st
Technology Integration
Strand: Basic Skills
Standard 1(a): promote, support, and model creative and innovative thinking and inventiveness.
B. Grade: 1st
Fine Arts
Strand: Visual Arts
Standard 2(c): customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
Related GPSS Standards and Performance Indicators
A. Grade: 1st
Technology Integration
Strand: Basic Skills
Standard 1.C.1.1 Identify and describe the story elements of plot, setting, and characters, including the story’s beginning, middle, and ending.
Related GPSS Standards and Performance Indicators
B. Grade: 1st
Fine Arts
Strand: Basic Skills
Standard 1.A.1.17 Classify grade-appropriate categories of words (e.g., concrete collections like animals and foods).
Materials and Equipment
1. Book: Carle, Eric. (1997). The Very Hungry Caterpillar. New York: Philomel Books
2. Computer with Internet connection
3. Computer drawing program
4. Printer
5. Disks (one for each student’s picture)
6. Pencil and paper (to make notes for lesson plan assessment and reflections)
7. Modification of lesson developed by Dr. Diane L. Judd
URL: http://www.valdosta.edu/~djudd/paintlesson.html
Technology Connection
Technologies that will be used in this lesson include: computer with Internet connection, printer, computer drawing program, and website of Paint Picture & Story. Students will use computers to view examples of pictures developed with a paint program. Students will use a computer drawing program to draw a picture related to the story. Copy of my Paint website included with this lesson plan.
Website Title: The Poky Little Puppy and URL: http://www.valdosta.edu/~kaeverspaint.html
Procedures
Step One: Introduction
Have a small group of students go to a computer. Tell students that today you are going to read a special book to them and they will get to draw a picture on the computer. Explain that the book you are going to read is about a little worm, and how he grows to become very beautiful. After reading the book, The Very Hungry Caterpillar, have students draw a picture on the computer using a drawing program about the part of the book that they liked best.
Introduction questions: (Four or more)
1. Have you ever read or seen a caterpillar?
2. Where might you be able to see or find a caterpillar?
3. What might a caterpillar eat to help it grow?
4. Do you know what special animal a caterpillar becomes?
Relate lesson to students' lives today and/or future: The Very Hungry Caterpillar is a wonderful book to teach students about caterpillars, where butterflies come from, and the life cycle of a butterfly. Tell the students to watch for a pattern in what the caterpillar eats (he eats one more thing each day). Also allow the students to guess on what day the caterpillar will eat next and how much it will eat. Ask the students what other animals might be similar to a caterpillar and what group they belong to (insects).
Have students go to your Paint picture website and explain that you have made a picture on the computer as an example of one of your favorite books, The Poky Little Puppy by Janette Sebring Lowrey. (Have students sit at the computer where they can control the mouse and computer. Assist students, if needed, to scroll up and down on Paint picture Web page.) Briefly share your Paint picture and explain why this book is one of your favorite books. Show students your posted work on http://www.slideshare.com or http://www.blogger.com. Have students post their paint picture or work on one of these multi-media sites.
Estimated Time:
About 10 minutes
Step Two: Teaching the Primary Learning Outcomes
Explain to the students that you have selected a special book, The Very Hungry Caterpillar by Eric Carle, that you are going to read to them. After reading the book to the students, then have students draw a picture using a drawing program on the computer of their favorite part of the story. Teacher will use oral reading strategies, such as picture walk, to introduce the book to students.
Check for understanding before going on: Teacher will discuss story and ask questions while reading to students.
(List four or more questions to ask students while reading the book.)
1. How much do you think the caterpillar will eat the next day?
2. Why do you think the caterpillar is so hungry?
3. What would you eat if you were a very hungry caterpillar?
4. What do you think will happen when the caterpillar leaves his cocoon?
Provide practice and feedback related to the primary learning outcomes: Teacher will ask at least two critical thinking questions:
1. What was your favorite part of this story? Why?
2. Where do you think the beautiful butterfly flew after it left the cocoon?
Guided Practice: Assist students to open the drawing program and demonstrate how to use some of the drawing tools. Allow students to have some exploration time with the drawing program and teacher will assist when needed.
Independent Practice: Students will draw a picture of their favorite part of the book, The Very Hungry Caterpillar, using a computer drawing program and upload to one of the multi-media sites such as: http://www.slideshare.com or http://www.blogger.com. During this drawing process teacher will observe students using the computer and give assistance when needed. If possible print two copies of each student’s paint picture (one for student and one for your technology notebook). Also save students’ pictures on disks [File--->Save As--->File name (give name with no spaces)--->Save as type (jpg or gif)--->Save in (A:)]. If possible save students' pictures on computers, just in case something happens to the pictures on the disks.
Estimated Time:
About 25 minutes
Step Three: Closure
Have students discuss their pictures and explain how they made their pictures in the drawing program to you, and if possible to their teacher and peers. Have students discuss some of the interesting facts about the ocean that they found in the story. Ask students if they were going to draw another picture in the drawing program, what would they draw? Explain to students that most computers have drawing programs and maybe they could draw another picture at home or school. Teacher will review how to find the drawing program on most computers: Start --> Programs --> Accessories --> Paint
Tell students that you are going to put their picture on the Internet and they will be able to go on the Internet and share their pictures with friends and family. (If possible teacher should take brief notes during the lesson and concluding discussions for the lesson plan's assessment and reflections to be added later.)
Estimated Time:
About 10 minutes
Assessment the Primary Learning Outcomes
A. Technology Integration
Student will be assessed through observation while using the mouse to control the computer and using the drawing program.
Satisfactory: Student is able to control the computer and use the mouse to view the Paint Web page and explore the drawing program.
Unsatisfactory: Student is not able to control the computer or use the mouse when viewing the Paint Web page and exploring the drawing program.
B. Fine Arts
Student will be assessed by the development of a picture using the drawing program.
Satisfactory: Student is able to develop a picture through the use of the drawing program.
Unsatisfactory: Student is not able to develop a picture through the use of the drawing program.
Accommodation
Links for Accommodations for Special Students
1. Select one of your students that need special attention. Describe the student in your class with special needs. (Do not use the student's real name. You could refer to the student as "the special student.") I have found one of my students to be very energetic and seem to have trouble focusing on the lesson while the teacher is speaking. This special student has not been diagnosed with AD/HD medically, but seems to show characteristics of a child with this diagnosis.
2. List the specific URL address of one Internet resource website, where you found information to assist you to work with your special needs student. Information for assisting special students: Links for Accommodations for Special Students or you can do a search. Attention Deficit/Hyperactivity Disorder
3. Explain what you would add to this lesson plan to accommodate your special student? In to assure this student would be able to follow this lesson easily I would be sure to do this lesson one on one with the child to be sure the student is paying attention. I would also ask this special student to help read the story so they are involved in the learning process. I will also try to keep directions simple so the student listens to everything I have to tell.
Reflections
1. Describe and give examples of how you used instructional strategies and the use of technology to encourage students' development of critical thinking, problem solving, and performance skills during this technology integrated lesson.
I asked the students questions throughout the story about what they thought would happen next and what was going on with the current page. I also encouraged the students to come up with several ideas of what they could draw for the picture before explaining to them how the paint program worked. After this I showed the how the paint program worked, answered any questions, and then asked what they planned to draw about what they just read.
2. Describe and give examples that illustrate how the students achieved each assessment of your lesson. Give the achievement level (satisfactory or unsatisfactory) for each assessment for each of your students. (List specific examples (as evidence) that illustrate how your students did for each part of the lesson's assessment.)
A. Technology Integration:
Student One: Satisfactory, the student did not show any difficult using the mouse. I only needed to help remind what tools did what on the paint picture.
Student Two: Satisfactory, the student had no problems using the mouse and remembered most of the tools for the paint picture, I only had to remind him of a few.
B. Fine Arts:
Student One: Satisfactory, the student drew a picture successfully using the program.
Student Two: Satisfactory, the student was able to successfully draw a picture using the program.
3. Describe what you would change or do differently if you taught this lesson again. (Give specific examples)
I thought the lesson was a success and would not change any of the steps I used during the lesson. I was very pleased with the outcome of this lesson.
Paint Pictures by Elementary Students
| Book Title & Author for Paint Project | The Very Hungry Caterpillar |
| Cover of Book |
|
| Critical Thinking Questions from Paint Lesson | 1. What was your favorite part of this story? Why? |
| Answers & Comments to the Critical Thinking Questions by Students | 1. I liked when it turned into a butterfly because it was pretty. 2. It flew in the air to find its family. |
| Picture from the Paint Lesson |
|
| Description of Picture & Comments by Student about their Picture | On the top are clouds, the pink spot with green legs is the caterpillar, on the left the orange drawing with a little blue is a strawberry, the large blue, green, pink, and lavender drawing next to the strawberry is the butterfly, the blue design by the butterfly is a muffin, in the bottom left of the page the blue drawing with green inside and a pink line is cake, next to the cake, the green drawing with brown inside, is a slice of pie, the yellow circle with spots inside is the sun, and the lavender with pink inside drawing is a diamond. |
| Answers & Comments to the Critical Thinking Questions by Students | 1. My favorite thing was when he ate all that food. 2. He flew to find more food to eat because he was hungry again. |
| Picture from the Paint Lesson |
|
| Description of Picture & Comments by Student about their Picture | This is the caterpillar from the book. |
http://www.youtube.com/watch?v=-qoYPLtqqVk#
References:
Carle, E. (n.d.). The Very Hungry Caterpillar by: Eric Carle. Retrieved April 15, 2009, from You Tube: http//www.youtube.com/watch?v=HpISHA8Fs4w&feature=related
Continelli, M.C. (2008). The Hungry Caterpillar by: Eric Carle. Retrieved April 15, 2009, from Welcome to the Official Eric Carle Website: http://www.swlauriersb.b.qc.ca/english/edservices/pedreources/webquest/caterpillar/caterpillar.htm
DLTK’s Growing Together. (1998-2009). Retrieved April 15, 2009, from The Very Hungry Caterpillar: http://www.dltk-teach.com/books/hungrycaterpillar/index.htm
