Question

For the first part, you will write three different effective learning objectives focusing on insects that will support the standard from your discussion. For the second part, you will search for an existing insect-based lesson plan on the internet. Identify the standards addressed in that lesson and re-write your own learning objectives for the lesson plan.

Things to remember about learning objectives:

Learning objectives are brief descriptions of specific things a learner completing the lesson will know or be able to do. They should be succinctly expressed using clear action verbs.

The text of effective instructional objectives includes three parts. These parts are best described in the work of training and human performance expert Robert Mager:

description of a performance - Question to ask when writing this part: What do I want students to be able to do? The performance must be observable so be specific (E.g., Don't simply state students will understand something. You can't observe that. Students will define in writing, sort insects into groups by order, etc.).

conditions - important conditions under which the performance is expected to occur Examples: Given a list of... (sort into stacks); when provided with standard tools... (construct a table); without using references... (know the state capitols) Questions to ask when writing this part: What are the important conditions or constraints under which I want them to perform? What the learner will be provided? What will the learner be denied? Are there special conditions which occur on the job or when performing?

criterion or standard - the quality or level of performance that will be considered acceptable. Examples: include measures of speed (in less than 30 minutes...), direction (according to manufacturers specifications...), accuracy (without error...) , quality (all cuts must be smooth to the touch). Question to ask when writing this part: How well must learners perform for me to be satisfied they've accomplished the objective?

Part 1 must include:

1.The grade level, the Big Idea/Supportive Idea, and Next Generation Sunshine State Standard (5 points).
2. Three effective learning objectives (see advice above) that focus on insects and support that standard (5 points a piece).

Part 2 includes:

1.A working link for the lesson plan (2 points).
2. The grade level, the Big Idea/Supportive Idea, and Next Generation Sunshine State Standard (3 points).
3. Three effective learning objectives that focus on insects and support that standard (5 points a piece).

Answer 1

The following answer is based on the Next generation sunshine state standards, for students of Grade 4.

Life Science

Grade: 4

Big idea: Heredity and reproduction

First Part

Learning objectives ( focussing on insects)

• To identify the stages in the life cycle of butterfly and understanding the morphogenesis displayed in insect life cycles
• Compare the difference in the structure of body parts of insects such as ants, ladybug, caterpillar, and butterfly.
• To answer the question, whether insects can be used as a source of food for humans and animals?

Second Part

Lesson plan

1. Insects, just like humans, undergo a variety of changes throughout their lifetime. It is important for students to understand this analogy. The butterfly is a good example to study the insect life cycle. In this lesson, the students will be able to identify the stages such as caterpillar, chrysalis, larva, pupa and metamorphosis. Students will have a hands-on experience of collecting caterpillars, making their habitat and observing the changes in the life cycle taking place. Also, making a graphical representation of the growth of the caterpillar and drawing the circle of life is recommended.
2. In the presence of a supervisor, the students can be shown the different body parts of various insects commonly found in the playground. They will also be introduced to dissection of insects which is necessary to study the structures of the body parts. A diagrammatic study of the body parts can be done, wherein the students will make a list of difference between the various insects studied and the unique body part found in each.
3. Students should be curious and give their opinion whether insects could be used as a source of food for animals and humans. They can be introduced to chefs who have the culinary expertise to create dishes made of edible insects. Thus, the students can evaluate the nutrient content in such insect-based food .