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For each box in this section, click on the 3 dots on the top left of the box and click edit. Input the information needed.

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Look at all of your resources together. Consider the following and answer below. You can answer each question separately or write a paragraph detailing your thoughts below.

1. How can I increase the students' cognitive thinking? (What resources are supporting student cognitive thinking and how? Could a resource be modified to support deeper student thinking related to your driver standard?)
2. Does the learning experience provide for any real-world experiences?
3. What is the hook to excite the learner?

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1. Choose the SF lesson from your CT Badge that you are using as a launching point for your curation in this section.
2. Upload important resources from the SF lesson or the website in general here separately.
3. Additional resources- find at least 1 additional resources to add to the collection. Hint: You could think about connections to other subject areas, tools to help students document their work, resources to differentiate, etc.
4. For each resource uploaded- write one to two sentences about you rationale for choosing the resource (including the SF lesson).

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Using the launch-release-return model, categorize activities using the resources you have within each phase. You can take parts from the SF lesson to meet your needs, but also need to enhance the lesson. The lesson focus should be on your driving standard that you chose in the pre-curation section from the original lesson plan.

In the release phase of the lesson, make sure students are mainly working on this standard. Begin thinking about how you will assess them? How will you know if they are mastering the standard? What will you use? What will you look for?

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Which of the standards listed in the SF lesson you chose is the most important? This is your Driver Standard. This is the focus standard for the lesson and the standard that you will be assessing.

Driver Standard:

CA CSS K-2. AP. 15 - Give attribution when using the ideas and creations of others while developing programs.

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1. By adding the sequencing activity, I am tying in Language Arts standards of recounting information. The Very Hungry Caterpillar read-aloud also bring in reading comprehension skills. In order to accomplish the main goal of my driver standard, the resources I have added and the ones given in the example are a good representation of the standard's call for creations of others.
2. Yes. The entire lesson is tied into food and nature (caterpillars and bees).
3. The hook to excite the learner here is that we are learning coding skills and language arts skills through a story that most children know and using manipulatives so that they do not get bored.

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https://docs.google.com/document/d/1SBOkRLQdI9kSrk2IL53RKByDRseDhCAIvIELsq3NYV8/edit

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[Red] Unit 2, Lesson 8 - The Very Hungry Bee-Bot

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1. What are students doing?
The students will be able to use information from others to debug a beebot.
The students will be able to identify and explain story sequencing.
2. What teacher moves are you making?
The teacher will be a guide, going from group to group as a facilitator of knowledge and a guide rather than a dictator.
3. How are you exciting students?
The students are familiar with the story of the Very Hungry Caterpillar. They also enjoy using manipulatives (see sequencing activity).
4. How do students know what they are doing?
The students will know what they are doing because the teacher will give them instructions. They will know they are correct in their programming when the beebot does as it has been told.
5. What resources are you using?
I am using the lesson plan guide for the beebot program and the read-aloud.

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https://docs.google.com/document/d/1OjLBFf25Mm76rfE39sRmFpn9ogPlTMo6unTj797Sceo/edit?usp=sharing

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[Red] Unit 2, Lesson 8 - (Resource) Multiple Solutions Recording Sheet

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Which of the standards listed in the SF lesson you chose are not going to be the focus? These are your passenger standards. Students are being exposed to them, but it is not the focus of your lesson. There is no requirement for assessing these standards.

Passenger Standards:

CA CSS K-2. AP. 14 - Develop plans that describe a program’s sequence of events, goals, and expected outcomes.

CA CSS K-2. CS. 1 - Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences.

CA CSS K-2. AP. 16 - Debug errors in an algorithm or program that includes sequences and simple loops.

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1. What are students doing?
The students are watching the read-aloud. They will work in groups to debug the Very Hungry Beebot. They will move on to the sequencing activity when finished.
2. What teacher moves are you making?
The teacher will walk around the room and ask provoking questions to struggling groups, encouraging collaboration between members within groups and group-to-group collaboration. The teacher will not simply give out answers.
3. What resources are you using?
I am using the lesson plan guide for the beebot program of the Very Hungry Caterpillar and a sequencing activity.
4. How are you exciting students?
The students are able to work together with hands-on programming and sequencing.
5. How do you know if students understand what they are doing?
I will be walking around the classroom to ensure that all groups are on task. I will be able to gauge understanding by evaluating their beebot's program.
6. How are you monitoring/assessing them as they work?
I am monitoring students by testing their beebot program when they are finished. I am also checking their answers in the sequencing activity.

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https://www.youtube.com/watch?v=75NQK-Sm1YY

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The Very Hungry Caterpillar - Official Animated Film | Made For Kids | Eric Carle Book

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1. What are students doing?
The students are discussing their findings in their table groups (which are different from the groups they have worked with for the release section).
2. What teacher moves are you making?
I am calling the students together to discuss as a whole group and go over the sequencing activity. I am calling a few volunteers to share their beebot programs.
3. What resources are you using?
I am referring back to the beebot lesson plan and the sequencing activity.
4. How do you know if students understand and are progressing within/mastering the standard?
I know that students understand if they are volunteering with applicable answers and paying attention to one another.

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https://www.schooltimesnippets.com/2016/03/the-very-hungry-caterpillar-sequencing-activity.html

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The Very Hungry Caterpillar by Eric Carle has been a favorite read aloud between all my littles. I would imagine it's a popular book in your home and/or classroom, too. The simple storyline makes it a great story to use to develop and strengthen literacy and language skills in young children. Keep reading to find out how we used our free hungry caterpillar printable to create a fun and creative way to re-tell the story with this The Very Hungry Caterpillar sequencing stick!

The Very Hungry Caterpillar Sequencing

Grab a copy of The Very Hungry Caterpillar and enjoy the book in a whole new way with our The Very Hungry Caterpillar Sequencing Activity. The sequencing activity will:

make the story come alive

encourage language skills

teach order of events (first, next, last)

enhance print awareness skills

increase vocabulary

.... did I mention, make reading more fun?

And if by chance you are not familiar with this story, get a hold of it now! It is a short, charming story following the transformation of a caterpillar to a butterfly, who loves to eat! I think on some level, we may all be able to relate!

Sequencing The Very Hungry Caterpillar

Re-tell the story with our The Very Hungry Caterpillar Sequencing Stick.

To prep the activity, you'll need:

Begin prepping your caterpillar story stick by painting a paint stir stick green.

Print and laminate the hungry caterpillar printable available at the end of this post.

Cut out each circle and the caterpillar head.

While the caterpillar story stick is drying, glue each laminated circle to a clothespin.

Once the paint has dried fully, glue the caterpillar head onto the story stick.

Now it looks like a very thin {and long} caterpillar!

The Very Hungry Caterpillar Sequencing Activity

Read The Very Hungry Caterpillar to your child.

Engage your child in what is happening in the story by having him/her say what the caterpillar ate each day as you turn the pages.

Ask him/her what might come next?

After reading, ask your child if the caterpillar ate one of their favorite and/or least favorite foods.

Has your child ever had a tummy ache because they ate too much/ the wrong kinds of food?

Once you have read through the book once.... or several times, have fun sequencing the story with the prepped story re-telling stick!

Show your child the caterpillar stick and the laminated circles. What is on each circle? With the addition of clothespins, your child will also strengthen their fine motor skills as they pinch to open and close each one to attach the circle to the sequencing stick.

Next, sequence the story by clipping the circles onto the caterpillar body.

What happened first? Next? Last? If the child needs help, refer back to the story to jog their memory. This sequencing activity is great for the preschool and Kindergarten crowd. Once all the circles have been added to the sequencing stick, have your child re-tell the story in their own words.

Alternatively, if you have younger children, you could also clip the story circles on as you read.

Enjoy this fun, hands-on The Very Hungry Caterpillar Sequencing Activity! And if you have another paint stick lying around, you might like this Race to 20 Math Game!

>> Download the Hungry Caterpillar Printable <<
for personal use only
please do not alter, copy, reproduce, sell, or host this sequencing printable

MORE ACTIVITIES You May Love:

CATERPILLAR THEME

BUTTERFLY THEME

"Celebrate the beauty of spring flowers, rain showers and sprouting gardens with these playful learning activities."

Get ready for fun and learning with preschool unit lesson plans for Spring. This thematic unit is packed with literature based activities that are easy to prepare and fun to implement.

Using several well-loved Children's Literature selections, your child will make connections in math, reading, fine motor skills, art, sensory play, and more! through hands-on SPRING theme activities!

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The Very Hungry Caterpillar Sequencing Printable

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This Very Hungry Caterpillar Sequencing activity is a fun and creative way to teach young children how to order events and re-tell a story!

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W- What will your students know and be able to do after this lesson? Why will your students care about this knowledge and skills?
After this lesson, my students will be able to attribute resources to those whom they came from. They will be able to develop plans and explain how programs function. They will be able to select and operate computing devices (beebots) and debug those programs. They will care about this knowledge because they will have a physical representation of their skills and will be able to learn programming through tangible toys.

H- How will the planned sequence of learning experiences help students to construct understandings and apply skills?
My students will be presented with a beebot to debug. They will be able to do a few literacy activities as well to tie into language arts concepts. They will be able to apply their skills to both the beebot and story sequencing activities.

E- What evidence of learning is created in your lesson and how will you evaluate their final product?
The evidence of learning is in their sequencing activity and their debugging of the beebot. I will evaluate their final product based on the progress of their beebot in relation to its intended purpose and through collecting their sequencing activity.

R- How does this lesson connect to real world experiences?
This lesson connects to real world experiences because it is about the very hungry caterpillar, which is a story about a caterpillar (which ties into science) that eats various things that my students also eat.

E- How are your students cognitively engaged in this lesson?
My students are cognitively engaged in this lesson because I am a facilitator rather than an authoritative figure. I will allow my students to learn through doing when they debug and code their beebots. I will also give them the sequencing activity, which is a craft rather than a worksheet.