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Animal Life Cycles

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Animal Life Cycles - Page Text Content

FC: The Life Cycles of Animals

1: Welcome to my Mixbook technology curriculum project! The following pages are examples of work that students might create and publish following the directions of my Animal Life Cycles lesson plan found at the end of this Mixbook. Technology is a powerful motivator for students. They can create projects that are aesthetically pleasing and that can be published to share with other students, family, and friends. In addition to being viewed on the Web, a Mixbook creation can be printed out as a hard copy book that can be used in the classroom, presented to the school library, or purchased by parents or guardians as a keepsake of their student's work. Katherine Penland

2: The butterfly lays tiny eggs that hatch into a caterpillar. | The caterpillar grows and makes a cocoon to go inside of. When the caterpillar comes out it is a new butterfly.

3: The adult frog lays tiny eggs that hatch into tadpoles. The tadpoles grow front and back legs, and develop into into a frog.

4: The chicken lays her eggs. The baby chick begins growing inside of the egg. | The baby chicken hatches from the egg. The chicken continues to grow until it reaches an adult.

5: The adult female dog gives birth to puppies. The puppies feed on milk from their mother's body until they are old enough to chew food. The puppies continue to grow, and reproduce with other adult dogs when they are grown.

6: The female trout lays her eggs in a nest in a stream or lake. The eggs hatch into baby trout, called alevins. The alevins grow to look more like a fish.

7: The trout continues to grow and develop through stages. The fish can not swim around and hunt for food. | Once the trout is old enough to mate, it swims up stream and lays its eggs.

8: Introduction To Lesson Plan: This lesson is to show students that all animals progress through life cycles of birth, growth and development, reproduction and death. Students will also be able to sequence the stages of the life cycles of animals by writing short descriptions of the stages. (GLE Science, Living Organisms, Strand 3 Characteristics and Interactions of Living Organisms, Concept B-Grade 2.) (GLE Communication Arts, Writing, Strand 2, Compose Well Developed Text Using Standard English Conventions, Concept E- Grade 2) (Performance Standards 1.4, 1.5, 1.8, 2.1, 2.2, 2.4, 3.1, 3.6, 4.5, 4.6)

9: MixBook Lesson Plan SECTION ONE Author: Katherine Penland Email Address: Kpenland@missouriwestern.edu Semester Created: Fall 2009 LESSON OVERVIEW Title: The Cycles of Life Brief Description: This lesson will allow students to identify the progression through stages of life cycles in animals. ESSENTIAL QUESTIONS/GENERALIZATIONS: The students understand that all animals go through stages of life; such as birth, growth and development, reproduction, and death. ENGAGING QUESTION/SCENARIO: I would begin by asking open ended questions; such as “What happens to a caterpillar after it comes out of its cocoon?” How have we changed from the time we were born?” Do all animals grow and develop as they progress?” This would allow the students to communicate their responses as a class, and the teacher could direct the students in thinking about new concepts and questions. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math _X_ Science ___ Reading _X_ Writing ___ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE ___ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 _X_ Grade 2 ___ Grade 3 ___ Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION GLE #1: The SWBAT recognize that all animals progress through life cycles of birth, growth and development, reproduction, and death. (GLE Science, Living Organisms, Strand 3 Characteristics and Interactions of Living Organisms, Concept B – Grade 2) (Performance Standards 1.4, 1.5, 1.8, 2.1, 2.2, 2.4, 3.1, 3.6, 4, 5, 4.6) GLE #2: The SWBAT sequence the stages in the life cycle of animals by writing a short description of each phase. (GLE Communication Arts, Writing, Strand 2 Compose Well Developed Text Using Standard English Conventions, Concept E-Grade 2) (Performance Standards 1.4, 1.5, 1.8, 2.1, 2.2, 2.4, 3.1, 3.6, 4, 5, 4.6) STUDENT ASSESSMENT Students will be assessed throughout this lesson in correct understanding of animal life cycles, and their stages. The teacher will assess students in their writing, photographs found, and the fluency of their slides throughout their Mixbook project. PERFORMANCE ASSESSMENT CRITERIA : The Cycles of Life COLLABORATION Other teachers will be involved in this lesson by allowing time for them to come into the classroom and observe the lesson. Special Education teachers will assist in helping the students, and those students with special needs. LESSON IMPLEMENTATION Length of Unit: This lesson will be completed within three 50 minute sessions provided in class. Prerequisite Skills: Students will know how to operate the computer, and use internet resources for accumulation of pictures and data on life cycle phases. ACCOMMODATION OPTION: Students will be allowed to work in groups or with a partner in completion of this assignment. Students will also be allowed time in class for completion and materials will be provided by the teacher. ELL/IEP Students: These students will be allowed to work in groups and will be paired by the teacher for proper understanding of the lesson. Time in class will be allowed to complete the assignment, and materials will be provided. Assistive Technology Needs: Students will be working in groups to complete the Mixbook lesson plan; this will allow extra help for students who struggle with individual work. MANAGEMENT/ORGANIZATION TIPS Students will be grouped into groups of three or four. Students will draw a species name out of a hat to ensure proper classroom management. The students will not be allowed to trade groups, and the work load will split up between each student fairly. The pictures on the internet will be a group effort, and the teacher must approve all pictures before they are placed into the Mixbook project. Students will be paired up to write descriptions on each animal species life cycle. MATERIALS AND RESOURCES REQUIRED FOR UNIT Computer Time Pencil/Paper Hat Species names in categories for students to draw Mixbook TECHNOLOGY Web-based resources Mixbook- www.mixbook.com UNIT PLAN FLOW CHART/TIMELINE Identify and explain the activities, materials, resources, technology integration strategies, collaboration, and timeline for your lesson. A clear and easy way to complete this section is to identify what you’ll be doing for each step of the process. Day 1: The teacher will begin the lesson asking the students open-ended questions about animal life and their phases. Some questions the teacher will use to engage the students are “Do all animals change from the time they are born to when they become an adult?” “What are some changes that animals go through to become an adult?” “How does a caterpillar change into becoming a butterfly?” The teacher will ask these questions to ensure class discussion, and direct the students for their own knowledge on the subject of animal life cycles. Day 2: Students will be broken up into groups of four. The teacher will allow all students to draw from a hat with a specific animal on each slip of paper. The student will be grouped based on which animal life cycle they draw. Those students with special needs will be grouped by the teacher. They will be handed a slip of paper with an animal life cycle on it, and the teacher will allow the other student’s to join their group. This will allow the students with disabilities to be part of the process of grouping the students. After the students have been grouped together, the teacher will explain what the objectives of the lesson are. The teacher will show the class an idea of how they will be making their mixbook, by showing the class a sample mixbook that has already been made by the teacher on a specific animal life cycle. Day 3: The students will be allowed time to brainstorm with their group about their specific animal life cycle. The animal life cycles will be a butterfly, dog, dragonfly, fish, and frog. This is designed for a classroom of 20 students, if needed more animal species may be added. The students will start researching their animal by using computer time in class. They will be researching how the animal is born, the stages of its growth and development, how the animal reproduces, and death of the animal. The students will take notes on each of these stages, and will start looking for pictures on these stages if enough time is allowed. Day 4: On the second day of this lesson the students will continue locating pictures of their animal through its stages of development. The students will start making their mixbook project. Each group will be assigned two half pages of the mixbook project. The group of four students will split up the work by deciding who will be locating and inserting pictures, and who will be typing the descriptions and research that each group has already written down. Day 5: The teacher will circulate the room to ensure that all students are making progress and completing the assignment. The teacher will also be asking questions about the group’s effort, and will be answering any questions the students have about the assignment. Day 6: The third day of this lesson will be based on accumulating all of the mixbook pages into one mixbook presentation. The class as a whole will complete 10 half pages of the mixbook project, including pictures and descriptions of the animal life cycles. Each group will present their two pages of the mixbook project to the rest of the classroom. The teacher will assess each group by their involvement and efforts, along with the completion of their pages. Day 7: The students will discuss as a class how all animals have a life cycle. They will relate what they have learned from this lesson and apply it to their own life by discussing as a class the stages of their pets, and any other animals they wish to talk about. They will learn that all animals go through stages of development, and those animals develop and reproduce in different ways.

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  • By: katherine p.
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  • Title: Animal Life Cycles
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