Life cycles


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life cycle of a butterfly and frog interactive activity

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  • Fly pic 5 Frog fly pic 3 Burger pic 10 face pic 11Worm pic 7 jump pic 9Frog log pic 4 fish pic 6Snakepic 16 rat pic 17Frog flow 2 dragonfly pic 8
  • Life cycles

    1. 1. LIFE CYCLES Ms. Maloy’s 2nd grade class
    2. 2. Our Lives tell a story…
    3. 3. Butterflies have slender bodies, knobbed antennae, and four colorful wings. Their wings are made of hardened membrane, braced by veins. The wings are covered by tiny, single colored scales. These scales create intricate designs and patterns. They overlap oneanother like the shingles on your roof.
    4. 4. I turn into a caterpillar…
    5. 5. I make a chrysalis…
    6. 6. I turn into a Butterfly… A fully grown adult butterfly emerges fromthe chrysalis. An adult butterfly only lives for ashort time. They will fly, mate and reproduce.
    7. 7. Stage 1Stage 4 Stage 2 Stage 3
    8. 8. Frogs or amphibians spend part of theirlives under water, andpart on the land. They have long, powerful jumping legs and a very short backbone. Frogs catch insects with their long sticky tongues. They can also eat worms and small fish.
    9. 9. The story of a Frog
    10. 10. Stage 1: I start out as an egg…Frog eggs are laid in the water
    11. 11. Tadpoles swim in the water andbreathe using gills.
    12. 12. At 2-4 months, the almost mature frog still has part of its tail, and cannow breathe air using lungs.
    13. 13. An Adult frog’s tail has beenreabsorbed by the body.
    14. 14. Instructor ContentThis is a supplemental activity that is aligned with content, technology, and information literacy standards. .. Arizona Science Standards Begin Tutorial Arizona Technology Standards End Tutorial NETS*T Tutorial Resources Information Literacy Standards
    15. 15. Arizona Science StandardsConcept 2: Life CyclesLife Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.Understand the life cycles of plants and animals. PO 1. Describe the life cycles of various insects. PO 3. Compare the life cycles of various organisms.
    16. 16. Arizona Technology StandardsStrand 1: Creativity and Innovation Concept 1: Knowledge and IdeasUse technology to generate knowledge and new ideas.PO 1. Evaluate information to generate ideas.Strand 6: Technology Operations and Concepts Concept 1: UnderstandingRecognize, define and use technology term, processes, systems and applications.PO 1. Classify basic technology terms.PO 2. Apply knowledge of technology process terminology.PO 3. Identify and choose technology applications for a given activity/project.Concept 2: ApplicationSelect and use applications effectively and productively.PO 1. Understand keyboarding techniques when using the keyboard to type letters, numbers and special key functions.
    17. 17. NETS*TEffective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as theydesign, implement, and assess learning experiences to engage students and improve learning; enrich professionalpractice; and provide positive models forstudents, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences thatadvance studentlearning, creativity, and innovation in both face-to-face and virtual environments. Teachers:a. promote, support, and model creative and innovative thinking and inventivenessb. engage students in exploring real-world issues and solving authentic problems using digital tools and resourcesd. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtualenvironments2. Design and Develop Digital-Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporarytools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudesidentified in the NETS•S. Teachers:a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativityb. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and becomeactive participants in setting their own educational goals, managing their own learning, and assessing their own progressc. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities usingdigital tools and resourcesd. provide students with multiple and varied formative and summative assessments aligned with content and technologystandards and use resulting data to inform learning and teaching
    18. 18. Information Literacy StandardsStandard OneThe information literate student determines the nature and extent of theinformation needed.Performance Indicators:1. The information literate student defines and articulates the need for information. c) Explores general information sources to increase familiarity with the topic d) Defines or modifies the information need to achieve a manageable focus e) Identifies key concepts and terms that describe the information need f) Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information2. The information literate student identifies a variety of types and formats of potential sources for information.Outcomes Include: a) Knows how information is formally and informally produced, organized, and disseminated b) Recognizes that knowledge can be organized into disciplines that influence the way information is accessed c) Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book
    19. 19. Tutorial Butterfly life cycle pic: Frog life cycle pic: