Life Cycle


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  • Life Cycle

    1. 1. Comparing and Contrasting<br />Life Cycles<br />Jill Pope, Melissa LaForce, Barb Bartel, Stacy Ziemer<br />
    2. 2. Introduction<br />Second Grade Students will buildknowledge about the life cycles of the butterfly and frog. Students will compare and contrast the life cycles in a variety of activities. Students will have the opportunity to utilizeresources to read and study the life cycles which include the egg, tadpole, etc. Students will create visual and written products to demonstrate their findings. <br />
    3. 3. <ul><li>Through guided practice and the use of a KWL chart; students will understand the </li></ul>critical vocabulary words and understand the concept of the growth and life cycles.<br /><ul><li>After reading the book, Chickens Aren’t the Only Ones, by Ruth Heller, </li></ul>students will demonstrate their understanding of the similarities and differences <br />between the life cycles of the frog and butterfly by creating a pictograph time line of the<br /> life cycles.<br /><ul><li>After reading the book, Butterfly and Frog, by Robert Leiver and Vivian Young, </li></ul>students will use a Venn Diagram to demonstrate their understanding of the concepts <br />of growth from an egg to adulthood and understand that the butterfly and frog share<br /> ONLY the egg stage and metamorphosis.<br /> objectives<br />S.S.S.: SC. 2.L.16.In.A- Observe and recognize the major life cycles of plants and animals. <br />
    4. 4. Lesson Outline<br />Day 1<br /> The teacher will use a KWL Chart and discuss with the students how people and animals grow and change. The teacher should direct the discussion so that the students talk about how they were once babies and how they eventually be adults. The discussion should also lead into how the butterfly and frog also are small and metamorphosize into an adult. The teacher will write on the KWL chart during the discussion. The teacher should also asses the students’ prior knowledge by of the life cycle and the butterfly by handing out the anticipation guide and asking students to complete the handout. (guide is attached) For students who are not familiar with the life cycles, allow those students time to access the library to check out and read related books. As part of the unit, students will also need to know the critical vocabulary words for the unit test. The teachers will handout a list of vocabulary terms and the definitions and go over the handout. <br />
    5. 5. Day 2<br /> The teacher will read the book “Chickens Aren’t the Only Ones”, by Ruth Heller. During the reading of the book, the teachers will discuss the similarities and differences of the butterfly and frog. Remind the students that frogs are amphibians and butterflies are insects. Also, remember to point to the ELL’s the terms insect and amphibians and point to the corresponding animal. The teacher will then display the charts of the life cycle for the both the butterfly and the frog and again discuss the similarities and differences between the frog and the butterfly. The teacher will also discuss each life cycle in detail pointing out the critical vocabulary terms. The teachers will then pass out construction paper and colored pencils and instruct the students to create their own time line of the cycles. After the completion of the life cycle time lines, the teacher will bring the students “back in” for a whole group discussion about their pictures to reinforce critical vocabulary terms and the similarities and differences. <br />
    6. 6. Day 3<br />The teacher will read the book, Butterfly and Frog, by Robert Leiver and Vivian Young. The teacher will also go over the life cycle of the frog and butterfly. The teacher should direct the discussion to make sure the students are brainstorming about the similarities and differences. The teacher will then introduce the Venn diagram and tell the students they will be making their own. The teacher should give clear and specific instructions about how the Venn diagram should be filled out. (The middle of the Venn diagram should be what the butterfly and frog have in common.) The teacher should also emphasize the word metamorphosis and remind the students that the frog and butterfly share metamorphosis. The teacher will hand out blank Venn diagrams and instruct the students to complete their own diagram. Allow time for additional questions/concerns.<br />
    7. 7. Day 4<br />This day should be a closure to the unit. The teacher will read any additional books, answer any additional questions, and allow time for discussion. It is suggested that the teacher read one additional book such as, From Caterpillar to Butterfly, by Dr. Gerald Legg to review the life cycles. The teacher will review the vocabulary words. The teacher will also review the Venn diagram and its content. Students should be able to compare and contrast the life cycles during the discussion.<br />
    8. 8. Unit assessment<br />
    9. 9. Matching<br />
    10. 10. Matching Con’t<br />
    11. 11. Short Answer<br /><ul><li>A butterfly is an insect a frog is a____________________.
    12. 12. Use two or more complete sentences, explain the differences in the life cycle of the frog
    13. 13. and butterfly.
    14. 14. Using two or more complete sentence, explain the similarities in the life cycle of the frog
    15. 15. and butterfly.
    16. 16. Creatively answer in complete sentences: What would happen if the life cycle of the
    17. 17. butterfly or frog occurred in reverse?
    18. 18. Frogs and butterflies lay_____________.</li></li></ul><li>The matching and short answer questions will be one running document. The test will be organized into a packet with a cover page. <br />Thanks for your time!<br />