Lesson 6. “Leap into Life”
Frog Life Cycle
Lesson Objective:
Students will have a deeper understanding of the frog cycle terms and stages. They will familiarize themselves with the frog life cycle vocabulary by creating definitions and constructing their own word search
Standards:
Ca Science Content Standards for 2nd Grade
Life Sciences
2. Plants and animals have predictable life cycles. As a basis for understanding this concept: a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
b. students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
Common Core State Standards
Reading
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Speaking and Listening
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
ISTE Technology Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
Resources:
· Growing Frogs by Vivian French and Alison Bartlett on Ebooks - http://dicerain.jimdo.com/2013/05/26/growing-frogs-read-and-wonder-ebook/
· iPad
o Notability application – https://itunes.apple.com/app/notability-take-notes-annotate/id360593530
o Make My Own Word Search application - (https://itunes.apple.com/us/app/make-my-own-word-search/id416025776?mt=8).
· Frog cycle diagram – You can download it from here: (http://www.enchantedlearning.com/subjects/amphibians/label/froglifecycle/label.shtml)
Anticipatory Set:
Play the audio book, Growing Frogs to the class.
Students will have a deeper understanding of the frog cycle terms and stages. They will familiarize themselves with the frog life cycle vocabulary by creating definitions and constructing their own word search
Standards:
Ca Science Content Standards for 2nd Grade
Life Sciences
2. Plants and animals have predictable life cycles. As a basis for understanding this concept: a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
b. students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
Common Core State Standards
Reading
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Speaking and Listening
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
ISTE Technology Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
Resources:
· Growing Frogs by Vivian French and Alison Bartlett on Ebooks - http://dicerain.jimdo.com/2013/05/26/growing-frogs-read-and-wonder-ebook/
· iPad
o Notability application – https://itunes.apple.com/app/notability-take-notes-annotate/id360593530
o Make My Own Word Search application - (https://itunes.apple.com/us/app/make-my-own-word-search/id416025776?mt=8).
· Frog cycle diagram – You can download it from here: (http://www.enchantedlearning.com/subjects/amphibians/label/froglifecycle/label.shtml)
Anticipatory Set:
Play the audio book, Growing Frogs to the class.
Pause the audio book after every life cycle stage and give the students time to make inferences of what the next life cycle stage will be.
Instruction:
Ask the students what stages of fro life did they observe in the book. Discuss with the students that all frogs start off as eggs that are laid in the water and then hatches into tadpoles. Eventually it will begin to sprout legs and absorb its tail, becoming a froglet and then an adult. The adult frog starts to breathe air and will ultimate lose its tail. After mating, the female lays eggs and the cycle begins again.
Guided Practice:
Have the students recall the key terms that they found from the story and make a vocabulary list on the board. Briefly review the definitions with them:
· Egg - Tiny frog eggs are laid in masses in the water by a female frog.
· Tadpole - This stage hatches from the egg. The tadpole spends its time swimming in the water, eating and growing. Tadpoles breathe using gills and have a tail.
· Tadpole with legs - In this stage the tadpole sprouts legs (and then arms), has a longer body, and has a more distinct head.
· Froglet - In this stage, the almost mature frog breathes with lungs and still has some of its tail.
· Adult - The adult frog breathes with lungs and has no tail (it has been absorbed by the body).
Next, have the students open up this Frog Cycle Diagram (http://www.enchantedlearning.com/subjects/amphibians/label/froglifecycle/label.shtml) into their Notability application on their iPads.
Instruction:
Ask the students what stages of fro life did they observe in the book. Discuss with the students that all frogs start off as eggs that are laid in the water and then hatches into tadpoles. Eventually it will begin to sprout legs and absorb its tail, becoming a froglet and then an adult. The adult frog starts to breathe air and will ultimate lose its tail. After mating, the female lays eggs and the cycle begins again.
Guided Practice:
Have the students recall the key terms that they found from the story and make a vocabulary list on the board. Briefly review the definitions with them:
· Egg - Tiny frog eggs are laid in masses in the water by a female frog.
· Tadpole - This stage hatches from the egg. The tadpole spends its time swimming in the water, eating and growing. Tadpoles breathe using gills and have a tail.
· Tadpole with legs - In this stage the tadpole sprouts legs (and then arms), has a longer body, and has a more distinct head.
· Froglet - In this stage, the almost mature frog breathes with lungs and still has some of its tail.
· Adult - The adult frog breathes with lungs and has no tail (it has been absorbed by the body).
Next, have the students open up this Frog Cycle Diagram (http://www.enchantedlearning.com/subjects/amphibians/label/froglifecycle/label.shtml) into their Notability application on their iPads.
Label the first stage with the students by annotating over the worksheet on the Notability application. Then give them a few minutes to complete the rest of the stages. Afterwards, review the correct answers with the whole class. Have the students email you the completed diagram.
Independent Practice:
Have the students create their own digital word search with the frog cycle vocabulary using the Make My Own Word Search app (https://itunes.apple.com/us/app/make-my-own-word-search/id416025776?mt=8). The key terms in the word search should include the following words:
· Frog
· Life Cycle
· Amphibians
· Egg
· Tadpole
· Tadpole With Legs
· Froglet
· Adult Frog
· Pond
After the students create their word list, they can choose a grid size and the direction of word placement as shown here:
Independent Practice:
Have the students create their own digital word search with the frog cycle vocabulary using the Make My Own Word Search app (https://itunes.apple.com/us/app/make-my-own-word-search/id416025776?mt=8). The key terms in the word search should include the following words:
· Frog
· Life Cycle
· Amphibians
· Egg
· Tadpole
· Tadpole With Legs
· Froglet
· Adult Frog
· Pond
After the students create their word list, they can choose a grid size and the direction of word placement as shown here:
Closure:
Once the students are done constructing their word search have them print it out and give it to a partner to complete. All final products of word search (puzzle page, hint page and answer sheet) will be submitted to the teacher.
Once the students are done constructing their word search have them print it out and give it to a partner to complete. All final products of word search (puzzle page, hint page and answer sheet) will be submitted to the teacher.
Lesson7. Waiting for Wings
Butterfly Life Cycle
Lesson Objective:
Students will demonstrate their knowledge of the butterfly life cycle by creating their own version of The Very Hungry Caterpillar story. They will include each stage of the butterfly in their stories to display their level of understanding.
Standards:
Ca Science Content Standards for 2nd Grade
Life Sciences
2. Plants and animals have predictable life cycles. As a basis for understanding this concept:
a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
Common Core State Standards
Reading
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Reading: Informational Text
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Common Core State Standards
Writing
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
ISTE Technology Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
Resources:
· Netbooks
· Internet access
· The Very Hungry Caterpillar by Eric Carle on ebooks - http://vasyavasyaboy2014.wordpress.com/2013/03/19/download-ebook-the-very-hungry-caterpillar-by-eric-carle-pdf-txt-epub-formats/
· Butterfly Prezi slideshow - (http://prezi.com/qtjnqb_iqwty/2nd-grade-science-the-life-cycle-of-a-butterfly/)
· iPad
o Notability application – (https://itunes.apple.com/app/notability-take-notes-annotate/id360593530)
o Story Kit application - (http://itunes.apple.com/us/app/storykit/id329374595?mt=8#).
· Butterfly cycle diagram - http://www.enchantedlearning.com/subjects/butterfly/label/lifecycle/label.shtml
Anticipatory Set:
Read The Very Hungry Caterpillar by Eric Carle through ebooks to the students.
Students will demonstrate their knowledge of the butterfly life cycle by creating their own version of The Very Hungry Caterpillar story. They will include each stage of the butterfly in their stories to display their level of understanding.
Standards:
Ca Science Content Standards for 2nd Grade
Life Sciences
2. Plants and animals have predictable life cycles. As a basis for understanding this concept:
a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
Common Core State Standards
Reading
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Reading: Informational Text
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Common Core State Standards
Writing
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
ISTE Technology Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
Resources:
· Netbooks
· Internet access
· The Very Hungry Caterpillar by Eric Carle on ebooks - http://vasyavasyaboy2014.wordpress.com/2013/03/19/download-ebook-the-very-hungry-caterpillar-by-eric-carle-pdf-txt-epub-formats/
· Butterfly Prezi slideshow - (http://prezi.com/qtjnqb_iqwty/2nd-grade-science-the-life-cycle-of-a-butterfly/)
· iPad
o Notability application – (https://itunes.apple.com/app/notability-take-notes-annotate/id360593530)
o Story Kit application - (http://itunes.apple.com/us/app/storykit/id329374595?mt=8#).
· Butterfly cycle diagram - http://www.enchantedlearning.com/subjects/butterfly/label/lifecycle/label.shtml
Anticipatory Set:
Read The Very Hungry Caterpillar by Eric Carle through ebooks to the students.
As you read through the book, ask the students if they can identify the different life cycle stages of the butterfly.
Instruction:
Using this Prezi slideshow (http://prezi.com/qtjnqb_iqwty/2nd-grade-science-the-life-cycle-of-a-butterfly/) as a guided presentation, discuss each stage of a butterfly with the students.
(Here is a snapshot of the butterfly’s first stage in the Prezi slideshow)
Instruction:
Using this Prezi slideshow (http://prezi.com/qtjnqb_iqwty/2nd-grade-science-the-life-cycle-of-a-butterfly/) as a guided presentation, discuss each stage of a butterfly with the students.
(Here is a snapshot of the butterfly’s first stage in the Prezi slideshow)
Use this transcript of the slideshow as reference talking points:
The Life Cycle of a Butterfly Stage :
1: Egg Stage: The female butterfly lays tiny eggs on a leaf.
2: Larva Stage- The egg hatches and becomes a caterpillar.
3: Pupa Stage- The caterpillar rests and becomes a butterfly.
4: Adult stage- Adults only live for a short time. They lay eggs and the cycle starts again. The caterpillar makes a chrysallis. The adult leaves the chrysallis and flys away to find a mate.
Guided Practice:
Have the students open up this butterfly cycle diagram into their Notability app on their iPads (http://www.enchantedlearning.com/subjects/butterfly/label/lifecycle/label.shtml)
The Life Cycle of a Butterfly Stage :
1: Egg Stage: The female butterfly lays tiny eggs on a leaf.
2: Larva Stage- The egg hatches and becomes a caterpillar.
3: Pupa Stage- The caterpillar rests and becomes a butterfly.
4: Adult stage- Adults only live for a short time. They lay eggs and the cycle starts again. The caterpillar makes a chrysallis. The adult leaves the chrysallis and flys away to find a mate.
Guided Practice:
Have the students open up this butterfly cycle diagram into their Notability app on their iPads (http://www.enchantedlearning.com/subjects/butterfly/label/lifecycle/label.shtml)
Label the first stage with the students by annotating over the worksheet on the Notability application on your iPad. Then give the students a few minutes complete the rest of the stages. Afterwards, review the correct answers with the whole class.
Independent Practice:
Have the students create their own version of The Very Hungry Caterpillar by using the Story Kit app on their individual iPad : (http://itunes.apple.com/us/app/storykit/id329374595?mt=8#). Their story should illustrate the different stages of a butterfly life cycle but will have their own narrative and twist to their story. They will need to describe each life cycle stage, include pictures and create dialogue for their characters. The final product will be submitted to the teacher.
Closure:
During silent reading time, the students will pass around their stories to be read and enjoyed by their peers.
Caterpillar Narrative Assessment:
Independent Practice:
Have the students create their own version of The Very Hungry Caterpillar by using the Story Kit app on their individual iPad : (http://itunes.apple.com/us/app/storykit/id329374595?mt=8#). Their story should illustrate the different stages of a butterfly life cycle but will have their own narrative and twist to their story. They will need to describe each life cycle stage, include pictures and create dialogue for their characters. The final product will be submitted to the teacher.
Closure:
During silent reading time, the students will pass around their stories to be read and enjoyed by their peers.
Caterpillar Narrative Assessment:
Day 8. Mission Possible
WebQuest Mission
Lesson Objective:
Students will demonstrate their knowledge of life cycles by stepping into the role of a butterfly, frog and a plant. They will investigate how they turned into their adult form by completing challenging tasks on a WebQuest.
Standards:
Ca Science Content Standards for 2nd Grade
Life Sciences
2. Plants and animals have predictable life cycles. As a basis for understanding thisconcept:
a.Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
b.Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
Common Core Standards
Speaking and Listening
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
ISTE Technology Standards
2.Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
Resources:
· Zunal WebQuest - (http://zunal.com/introduction.php?w=169315)
· Sheppard Software website: (http://www.sheppardsoftware.com/scienceforkids/life_cycle/index.htm)
· Class netbooks
· Projector
Anticipatory Set:
Write the word “plant” on the board and have the students brainstorm everything they know about it. Do the same for the words “frog” and “butterfly.” Then ask the students if they could be any living specie in this world what would they be and why?
Tell the students that in this lesson activity mission, they will pretend they are a frog, butterfly and plant and will investigate how they grew into their adult form.
Instruction:
Ask the students why they think it’s important that we learn about plants and animals. Discuss with them that all living species are significant in this world because we all depend on each other for survival.
Guided Practice:
Pull this website up on the projector screen: Zunal Webquest- Cycles of Life: (http://zunal.com/introduction.php?w=169315)
By the reading the introduction page to the students, you’ll be reinforcing their prior knowledge of life cycles as it reviews the general definition.
(Here is a snapshot of the Introduction page on Zunal)
Students will demonstrate their knowledge of life cycles by stepping into the role of a butterfly, frog and a plant. They will investigate how they turned into their adult form by completing challenging tasks on a WebQuest.
Standards:
Ca Science Content Standards for 2nd Grade
Life Sciences
2. Plants and animals have predictable life cycles. As a basis for understanding thisconcept:
a.Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
b.Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
Common Core Standards
Speaking and Listening
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
ISTE Technology Standards
2.Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
Resources:
· Zunal WebQuest - (http://zunal.com/introduction.php?w=169315)
· Sheppard Software website: (http://www.sheppardsoftware.com/scienceforkids/life_cycle/index.htm)
· Class netbooks
· Projector
Anticipatory Set:
Write the word “plant” on the board and have the students brainstorm everything they know about it. Do the same for the words “frog” and “butterfly.” Then ask the students if they could be any living specie in this world what would they be and why?
Tell the students that in this lesson activity mission, they will pretend they are a frog, butterfly and plant and will investigate how they grew into their adult form.
Instruction:
Ask the students why they think it’s important that we learn about plants and animals. Discuss with them that all living species are significant in this world because we all depend on each other for survival.
Guided Practice:
Pull this website up on the projector screen: Zunal Webquest- Cycles of Life: (http://zunal.com/introduction.php?w=169315)
By the reading the introduction page to the students, you’ll be reinforcing their prior knowledge of life cycles as it reviews the general definition.
(Here is a snapshot of the Introduction page on Zunal)
Tell the students that you will assign them a partner and together they will work towards completing the mission on this website. Read and explain everything on the “Task” page, as it will give the students specific instructions to complete their mission. Remind them that there are 4 different tasks to this mission activity:
1) Print
2) Watch
3) Label
4) Scrapbook
After briefly explaining the tasks and answering any of the student’s questions, assign each student to a partner. Each partner will print out and complete each task in the Webquest and will submit all three worksheets to the teacher.
Independent Practice:
Through the guided research from the Webquests, have the students work with their partner to complete the four tasks on the “process” page:
1) They’ll need to click on each specie and print each page out. They will then color the pictures on each diagram life cycle making sure to familiarize themselves with the vocabulary terms for each stage.
2) Students will then watch the videos and answer the provided questions.
3) Next, the students will print and label the different life cycle stages on the worksheets using the vocabulary terms they learned.
4) Lastly, they will create a life cycle scrapbook as their final project.
If the partners complete their mission on time, they may play the Life Cycle online games through the Sheppard Software website (http://www.sheppardsoftware.com/scienceforkids/life_cycle/index.htm) to reinforce and demonstrate their knowledge of the life cycles of a frog and a butterfly. Their scores will be submitted to the teacher.
Closure:
Congratulate the students for completing their mission. Tell the students that through this assignment, they were able to use the Internet as a resource tool to help investigate their life cycle paths as different species. By sharing with the class your research, they proved how life cycles could be different for various types of animals, insects and plants.
1) Print
2) Watch
3) Label
4) Scrapbook
After briefly explaining the tasks and answering any of the student’s questions, assign each student to a partner. Each partner will print out and complete each task in the Webquest and will submit all three worksheets to the teacher.
Independent Practice:
Through the guided research from the Webquests, have the students work with their partner to complete the four tasks on the “process” page:
1) They’ll need to click on each specie and print each page out. They will then color the pictures on each diagram life cycle making sure to familiarize themselves with the vocabulary terms for each stage.
2) Students will then watch the videos and answer the provided questions.
3) Next, the students will print and label the different life cycle stages on the worksheets using the vocabulary terms they learned.
4) Lastly, they will create a life cycle scrapbook as their final project.
If the partners complete their mission on time, they may play the Life Cycle online games through the Sheppard Software website (http://www.sheppardsoftware.com/scienceforkids/life_cycle/index.htm) to reinforce and demonstrate their knowledge of the life cycles of a frog and a butterfly. Their scores will be submitted to the teacher.
Closure:
Congratulate the students for completing their mission. Tell the students that through this assignment, they were able to use the Internet as a resource tool to help investigate their life cycle paths as different species. By sharing with the class your research, they proved how life cycles could be different for various types of animals, insects and plants.
Day 9. “Buggin’ Out”
Create your own bug
Lesson Objective:
Students will understand that not only does every bug and insect go through changes of development, they’re life also has a beginning and an end. With this knowledge, students will create their own unique bug that has at least 4 life cycle stages.
Standards:
Ca Science Content Standards for 2nd Grade
Life Sciences
2. Plants and animals have predictable life cycles. As a basis for understanding this concept:
a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
Common Core Standards
Writing
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Speaking and Listening
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
ISTE Technology Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.apply existing knowledge to generate new ideas, products, or processes.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
understand and use technology systems
Resources:
· Class iPads
o Bug builder application - (http://enapp.appvv.com/80778.html )
o Comic Creator application – (https://itunes.apple.com/app/comics-creator/id430194989?mt=8)
o Notability application - (https://itunes.apple.com/app/notability-take-notes-annotate/id360593530)
· Chicken cycle diagram- (http://www.challengerindy.org/Lessons/cycleweb/egg-chicken.jpg)
· Insect cycle diagram – (http://www.kidfish.bc.ca/images/insect_life_cycle.jpg)
· Projector
Anticipatory Set:
Display these two images side by side on the interactive whiteboard and ask the students what are some differences they see between the two life cycles.
Students will understand that not only does every bug and insect go through changes of development, they’re life also has a beginning and an end. With this knowledge, students will create their own unique bug that has at least 4 life cycle stages.
Standards:
Ca Science Content Standards for 2nd Grade
Life Sciences
2. Plants and animals have predictable life cycles. As a basis for understanding this concept:
a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
Common Core Standards
Writing
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Speaking and Listening
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
ISTE Technology Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.apply existing knowledge to generate new ideas, products, or processes.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
understand and use technology systems
Resources:
· Class iPads
o Bug builder application - (http://enapp.appvv.com/80778.html )
o Comic Creator application – (https://itunes.apple.com/app/comics-creator/id430194989?mt=8)
o Notability application - (https://itunes.apple.com/app/notability-take-notes-annotate/id360593530)
· Chicken cycle diagram- (http://www.challengerindy.org/Lessons/cycleweb/egg-chicken.jpg)
· Insect cycle diagram – (http://www.kidfish.bc.ca/images/insect_life_cycle.jpg)
· Projector
Anticipatory Set:
Display these two images side by side on the interactive whiteboard and ask the students what are some differences they see between the two life cycles.
The chicken life cycle image can be found at: http://www.challengerindy.org/Lessons/cycleweb/egg-chicken.jpg
The insect life cycle image can be found at:
http://www.kidfish.bc.ca/images/insect_life_cycle.jpg
Instruction:
Explain to the students that most animals including fish, mammals, reptiles and birds have very simple life cycles. These animals have three stages (focus their attention to the left image):
1. before birth
2. young
3. adult
Tell the students that insects like the one on the right, go through a Metamorphosis (a big change) that has four stages in their life cycle (focus their attention to the image on the right):
1. egg: unborn stage.
2. larva: young stage -- this is when most of the feeding is done.
(they usually look like worms)
3. pupa: inactive (no feeding) stage between larva and adult stages.
4. adult: final, breeding stage.
(they usually grow wings)
Guided Practice:
Using the knowledge and skills that they have learned about life cycles, tell the students that they will create their own unique insect. Review the 4 life cycle stages that an insect typically has. Ask the students to help you name the stages and write them on the board:
1) Egg
2) Larva
3) Pupa
4) Adult
Tell them that their unique insect must have all four stages and must have a unique name that correlates to the insect’s personality and character.
Independent Practice:
Explain to the students that they will create their bug using the Bug Builder application (http://enapp.appvv.com/80778.html ) on the iPad. Have the students first choose a shape for their bug then they can decorate it by drawing and coloring the shape. Once they have their bug’s basic structure, they can start building the bug by tapping it. Explain to the students that with every tap they make, the bug will continue to transform until it hatches and comes to life. As a result, the students would need to snapshot 3 different transformation stages of their bug before it hatches and then 1 snapshot picture of their bug when it comes to life.
(Below is an example of two different life cycle stages of created bug)
The insect life cycle image can be found at:
http://www.kidfish.bc.ca/images/insect_life_cycle.jpg
Instruction:
Explain to the students that most animals including fish, mammals, reptiles and birds have very simple life cycles. These animals have three stages (focus their attention to the left image):
1. before birth
2. young
3. adult
Tell the students that insects like the one on the right, go through a Metamorphosis (a big change) that has four stages in their life cycle (focus their attention to the image on the right):
1. egg: unborn stage.
2. larva: young stage -- this is when most of the feeding is done.
(they usually look like worms)
3. pupa: inactive (no feeding) stage between larva and adult stages.
4. adult: final, breeding stage.
(they usually grow wings)
Guided Practice:
Using the knowledge and skills that they have learned about life cycles, tell the students that they will create their own unique insect. Review the 4 life cycle stages that an insect typically has. Ask the students to help you name the stages and write them on the board:
1) Egg
2) Larva
3) Pupa
4) Adult
Tell them that their unique insect must have all four stages and must have a unique name that correlates to the insect’s personality and character.
Independent Practice:
Explain to the students that they will create their bug using the Bug Builder application (http://enapp.appvv.com/80778.html ) on the iPad. Have the students first choose a shape for their bug then they can decorate it by drawing and coloring the shape. Once they have their bug’s basic structure, they can start building the bug by tapping it. Explain to the students that with every tap they make, the bug will continue to transform until it hatches and comes to life. As a result, the students would need to snapshot 3 different transformation stages of their bug before it hatches and then 1 snapshot picture of their bug when it comes to life.
(Below is an example of two different life cycle stages of created bug)
Afterwards, tell the students that they will insert their pictures into the Comic Creator application (https://itunes.apple.com/app/comics-creator/id430194989?mt=8) to create a short comic book about their bug’s life cycle. Explain to the students that the comic must highlight all four cycle stages of their bug’s life.
By using the applications customizable templates, the students will include colorful pictures, details of each stage and creative speech bubbles in their comic book.
Closure:
Before submitting their work, students will partner up and evaluate each other’s comic strip. They will ensure their partner has at least four completed stages with concrete details. The evaluating partner will write about what they liked the most about their partner’s comic strip and make notes of what they could add or delete to make their comic strip better. They will turn in their feedback to their partner and the teacher.
Comic Strip Assessment:
Closure:
Before submitting their work, students will partner up and evaluate each other’s comic strip. They will ensure their partner has at least four completed stages with concrete details. The evaluating partner will write about what they liked the most about their partner’s comic strip and make notes of what they could add or delete to make their comic strip better. They will turn in their feedback to their partner and the teacher.
Comic Strip Assessment:
Day 10. “Lights, Camera, Action”
Group Skit
Lesson Objective:
Students will demonstrate their cumulative knowledge of life cycles by collaborating with others to construct and perform a group skit about the creatures that they created. Students will get a deeper understanding of a bug’s life cycle by playing the role of a specifc bug in the group skit.
Standards:
Common Core State Standards
Writing
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Speaking and Listening
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
Resources:
· Student’s bug comic strip (from previous lesson)
· A Bug’s Life movie trailer- http://video.disney.com/watch/a-bug-s-life-trailer-2-4be70e4643387b6a6e9faf04
· Class iPads
o Mindmeister application - (https://itunes.apple.com/us/app/id381073026?mt=8)
Anticipatory Set:
Show the student’s this following movie trailer- A Bug’s Life
http://video.disney.com/watch/a-bug-s-life-trailer-2-4be70e4643387b6a6e9faf04
After the movie clip, ask the student’s what would be life be like if bugs could really talk?
Instruction/practice
Divide the class into groups of 3-4 and give them some time to share their insect comic strips from the previous lesson. Explain to the students that they will work together and collaborate all their insect characters into one group skit about a main conflict that they create. Encourage them to use Mindmeister (https://itunes.apple.com/us/app/id381073026?mt=8) as a place to brainstorm and organize their skit. Each student in the group will have a different role and at least two lines in the skit. Tell them that you’ll give the group 30 minutes to create a 5 minute skit.
When the groups are ready to perform their skit, film each skit on your iPad and upload it to the class website: (http://honeysclassroomhive.weebly.com/)
Closure:
Each student will then watch their group’s skit and will write a reflection. Tell the students to address what they liked about their skit, what they could have improved on, what was the biggest challenge and what grade they think they deserve and why. They will then submit their reflections to the teacher.
Students will demonstrate their cumulative knowledge of life cycles by collaborating with others to construct and perform a group skit about the creatures that they created. Students will get a deeper understanding of a bug’s life cycle by playing the role of a specifc bug in the group skit.
Standards:
Common Core State Standards
Writing
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Speaking and Listening
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
Resources:
· Student’s bug comic strip (from previous lesson)
· A Bug’s Life movie trailer- http://video.disney.com/watch/a-bug-s-life-trailer-2-4be70e4643387b6a6e9faf04
· Class iPads
o Mindmeister application - (https://itunes.apple.com/us/app/id381073026?mt=8)
Anticipatory Set:
Show the student’s this following movie trailer- A Bug’s Life
http://video.disney.com/watch/a-bug-s-life-trailer-2-4be70e4643387b6a6e9faf04
After the movie clip, ask the student’s what would be life be like if bugs could really talk?
Instruction/practice
Divide the class into groups of 3-4 and give them some time to share their insect comic strips from the previous lesson. Explain to the students that they will work together and collaborate all their insect characters into one group skit about a main conflict that they create. Encourage them to use Mindmeister (https://itunes.apple.com/us/app/id381073026?mt=8) as a place to brainstorm and organize their skit. Each student in the group will have a different role and at least two lines in the skit. Tell them that you’ll give the group 30 minutes to create a 5 minute skit.
When the groups are ready to perform their skit, film each skit on your iPad and upload it to the class website: (http://honeysclassroomhive.weebly.com/)
Closure:
Each student will then watch their group’s skit and will write a reflection. Tell the students to address what they liked about their skit, what they could have improved on, what was the biggest challenge and what grade they think they deserve and why. They will then submit their reflections to the teacher.