3.2: Observe that differences within a species may give individuals an advantage in surviving and reproducing.

Transcription

1 Life Cycles Curriculum Map 1 Unit 1 Lesson # Essential Question Pretest/Lesson1 (Introduction) How do living things change and grow? Objectives complete a preassessment. 2.0 Students will define life cycle. 2.1 Students will predict how living things change and grow. Standard Science Core/Others w/in each lesson Key Idea Performance Indicator Classroom Activity Assessment 3.2: Observe that differences within a species may give individuals an advantage in surviving and 3.2b: All individuals have these variations, individuals of a species may have an advantage in surviving and Pre-Assessment Group discussion o How do living things change and grow? o What does life cycle mean? Read book Pre-Assessment Lesson 2 What do butterfly eggs look like? identify different types of butterfly eggs. create butterfly eggs out of clay. 1.2 Students will label the different eggs. Models over time 2: Models are simplified representations of objects, structures, or systems, used in analysis, explanation, or design. 3.2: Observe that differences within a species may give individuals an advantage in surviving and 3.2b: All individuals have these variations, individuals of a species may have an advantage in surviving and 2c: use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. Leaf Discussion Examine butterfly eggs Make butterfly egg model Student Response

2 Life Cycles Curriculum Map 2 Lesson 3 What do caterpillars eat? identify what caterpillars eat to become big and strong and turn into butterflies. 5: Organisms maintain a dynamic equilibrium that sustains life. 5.1: Describe basic life functions of common living specimens. 5.1a: Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die. Group Discussion o What do you know about caterpillars? o What do you think they eat? o Do they eat human food? Read Book Examples of caterpillar food Prepare butterfly kits Lesson 4 What are the stages of the life cycle of a butterfly? identify stages of the life cycle of a butterfly. demonstrate life cycle with bodies. 1.2 Students will create butterfly life cycle out of pasta. Models 4: The continuity of life is sustained 2: Models are simplified representations of objects, structures, or systems, used in analysis, explanation, or design. 4.1: Describe the major selected plants and animals. 4.1e: Each generation of animals goes changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult. 2c: use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. Read Book Demonstrate life cycle with body Create model from pasta Observation Homework

3 Life Cycles Curriculum Map 3 Lesson 5/6 (Two Days) What do butterflies look like and eat? Where do butterflies live? explore information about butterflies. create symmetrical butterflies. 1.2 Students will demonstrate how butterflies drink with a straw. 1.3 Students will locate where butterflies migrate to. 1.4 Students will label butterfly anatomy. Mathematical Analysis Information Systems 1: Abstraction and symbolic representation are used to communicate mathematically. 1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. 5: Organisms maintain a dynamic equilibrium that sustains life. M1.1: Use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to their immediate environment. M1.1c: Apply mathematical skills to describe the natural world. 1a: use computer technology, traditional paper-based resources, and interpersonal discussions to learn, do, and share science in the classroom. 5.1 Describe basic life functions of common living specimens. 5.1a: Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die. Stations Video Clip Butterfly Symmetry Eat like a Butterfly Butterfly Migration Butterfly Webquest Observation Student Response 5.2 Describe some survival behaviors of common living specimens. 5.2 d: Some animals, including humans, move from place to place to meet their needs. 5.2f: Some animal behaviors are influenced by environmental conditions. These behaviors may include: nest building, hibernating, hunting, migrating, and communicating.

4 Life Cycles Curriculum Map 4 Lesson 7 What did you learn? learn about butterflies. 1.1 Students observe a butterfly environment. 1.2 Students observe, compare, and describe the properties of butterflies. 4: The continuity of life is sustained 3.1: Describe how the structures of plants and animals complement the environment of the plant or animal. 3.1c: In order to survive in their environment, plants and animals must be adapted to that environment. animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration. Observation KWL Chart Note observations made on field trip 3.2: Observe that differences within a species may give individuals an advantage in surviving and 3.2b: All individuals have these variations, individuals of a species may have an advantage in surviving and 4.1: Describe the major selected plants and animals. 4.1e: Each generation of animals goes changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult.

5 Life Cycles Curriculum Map 5 Lesson 8 What did you learn on the field trip? What is a frog? discuss what they learned from the field trip. 2.0 Students will play a game to prepare for upcoming unit. 4: The continuity of life is sustained 3.1 Describe how the structures of plants and animals complement the environment of the plant or animal. 3.1c. In order to survive in their environment, plants and animals must be adapted to that environment. Review KWL chart Journal Entry Leap Frog 3.2 Observe that differences within a species may give individuals an advantage in surviving and 3.2b. All individuals have these variations, individuals of a species may have an advantage in surviving and 4.1: Describe the major selected plants and animals. 4.1e. Each generation of animals goes changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult.

6 Life Cycles Curriculum Map 6 Lesson 9 What is the difference between frogs and toads? compare and contrast frogs and toads 1.1: Students observe frog and toad skin. 1.2: Students create frog and toad eggs. 1.3: Students practice hopping like a frog and toad. 3.1: Describe how the structures of plants and animals complement the environment of the plant or animal. 3.1c: In order to survive in their environment, plants and animals must be adapted to that environment. animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration. Observe frog and toad skin. Create and observe frog and toad eggs. Hopping activity Observe Amphibians Read Book Complete Venn Diagram Observation Venn Diagram 1.4: Students observe amphibians. 1.5: Students create a Venn Diagram. Lesson 10 What are the stages of the frog life cycle? identify stages of the life cycle of a frog. demonstrate life cycle with bodies. 1.2 Students will create frog life cycle diagram. Models 4: The continuity of life is sustained 2: Models are simplified representations of objects, structures, or systems, used in analysis, explanation, or design. 4.1: Describe the major selected plants and animals. 4.1e: Each generation of animals goes changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult. 2c: use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. Video Clip Demonstrate life cycle with bodies Create model of frog life cycle Observation Homework

7 Life Cycles Curriculum Map 7 Lesson 11/12 (Two Days) Where do frogs live? What do frogs eat, and what sounds do they make? explore information about frogs. create origami frogs. 1.2 Students will demonstrate how frogs eat. 1.3 Students will match frog sounds. 1.4 Students will label frog anatomy. Information Systems 1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. 5: Organisms maintain a dynamic equilibrium that sustains life. 1a: use computer technology, traditional paper-based resources, and interpersonal discussions to learn, do, and share science in the classroom. 5.1 Describe basic life functions of common living specimens. 5.1a: Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die. 5.2 Describe some survival behaviors of common living specimens. 5.2 d: Some animals, including humans, move from place to place to meet their needs. Read Book Stations Identify frog calls Eat like a frog Origami Frog Frog Webquest Student Response Journal Entry 5.2f: Some animal behaviors are influenced by environmental conditions. These behaviors may include: nest building, hibernating, hunting, migrating, and communicating.

8 Life Cycles Curriculum Map 8 Lesson 13 What is the difference between a butterfly and frog life cycle? compare and contrast the life cycle of the frog and butterfly. 1.1 Students complete a Venn diagram. 4: The continuity of life is sustained 3.1: Describe how the structures of plants and animals complement the environment of the plant or animal. 3.1c: In order to survive in their environment, plants and animals must be adapted to that environment. animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration. Scavenger Hunt Venn Diagram Venn Diagram 4.1: Describe the major selected plants and animals. 4.1e: Each generation of animals goes changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult. 4.1f: All individuals have these variations, individuals of a species may have an advantage in surviving and

9 Life Cycles Curriculum Map 9 Lesson 14 What did you learn from this unit? review material learned from the unit. 3.1 Describe how the structures of plants and animals complement the environment of the plant or animal. Jeopardy Game Jeopardy Game participate in a Jeopardy game to recall information. 4: The continuity of life is sustained 5: Organisms maintain a dynamic equilibrium that sustains life. 3.1c In order to survive in their environment, plants and animals must be adapted to that environment. 3.2 Observe that differences within a species may give individuals an advantage in surviving and 3.2b All individuals have these variations, individuals of a species may have an advantage in surviving and 4.1 Describe the major selected plants and animals. 4.1e Each generation of animals goes changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult. 5.1a. Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die. 5.2 Describe some survival behaviors of common living specimens.

10 Life Cycles Curriculum Map 10 Lesson 15 Where will our animals go? complete postassessment. 2.0 Students will release animals over time 3.2: Observe that differences within a species may give individuals an advantage in surviving and Post-Assessment Observe/Predict Going Away Party Release Animals Summative Post-Assessment 3.2b: All individuals have these variations, individuals of a species may have an advantage in surviving and