This document provides information for teaching a lesson on life cycles to second grade students. It begins with links to curation tools and notes that the lessons were adapted from the Georgia Department of Education. It then provides standards and objectives related to investigating life cycles of different organisms. Sample organisms include mammals, birds, amphibians, insects, plants, and fungi. It also addresses how seasonal changes affect trees and other plants. The document lists additional standards from the American Library Association and provides questions to guide student inquiry. It gives directions for lessons on different life cycles and assessing seasonal changes in trees. Rubrics and assessments are provided to evaluate student understanding.

1. Inquiry and Information Fluency Mini Lessons
Brenda Walker Alston

2. Curation Tools
http://www.netvibes.com/brenbren43#General
www.scoop.it/t/how-to-avoid-plagiarism-by-brenda-alston
http://pinterest.com/wifeteacher/mini-lessons/
The lessons for this assignment were taken from the Georgia Department of Education. I made revisions for the purpose of this assignment.

3. Life Cycles
Second Grade
Standards:
S2L1. Students will investigate the life cycles of different living organisms.
a. Determine the sequence of the life cycle of common animals in your area: a mammal
such as a cat or dog or classroom pet, a bird such
as a chicken, an amphibian such as a frog, and an insect such as a butterfly.
b. Relate seasonal changes to observations of how a tree changes throughout a school
year.
c. Investigate the life cycle of a plant by growing a plant from a seed and by recording
changes over a period of time.
d. Identify fungi (mushrooms) as living organisms.

4. ALA Standards
1.1 Skills
1.1.1 Follow an inquiry based process in
seeking knowledge in
curricular subjects,
and make the real world connection for
using this process in
own life.
1.1.2 Use prior and
background knowledge
as context for new
learning.
1.1.3 Develop and refine a
range of questions to
frame the search for
new understanding.
1.1.4 Find, evaluate, and
select appropriate
sources to answer
questions.
3.1.3 Use writing and
speaking skills to
communicate new
understandings
effectively.
3.1.4 Use technology and
other information
tools to organize and
display knowledge and
understanding in ways
that others can view,
use, and assess.

5. Essential Questions
How does a living thing go through a life cycle?
• How are life cycles different between organisms?
• How does a plant develop from a small seed?
• How do seasons affect the life cycles of living things?
• How are changes in day/night length related to seasonal changes in plants and animals?
Authenticity:
Where does this topic live in the world?
What will students find relevant about this topic?
Understanding:
What is worth knowing about this topic?
What do you want students to get better at through this task?
Performances:
Do students have the opportunity to choose the most appropriate way to communicate their findings/understanding?
Does the study create a knowledge-building environment where ideas are central and made public?, Does the study involve students
sharing and improving their own and each others ideas?
Assessment:
What will you collect and/or observe as evidence of student understanding?
Does this count as evidence of deep understanding of the key learning outcomes?
Digital Information Fluency
Locating Information Efficiently
Evaluating information Effectively
Bloom's Taxonomy: Knowledge, Comprehension,Analysis, Synthesis, and Evaluation

6. Essential Question: How do the seasons affect trees and other plants?
Hook & Attention Getter: If possible, have several woody tree buds available for your students to observe in the
classroom. You should harvest these in the winter or early spring, and they may be kept in zip-lock bags if you
wish to store them for the next school year. Distribute the buds to each student or small groups of students. Ask
them to record as many observations as possible without telling them what the object is. They should record what
they think it is and where they think it came from. After allowing about 10-15 minutes for recording observations,
hold a class discussion and reveal that these are buds from a tree, what kind of tree, and its location. (This will
prepare them for making observations outdoors.)
Description: Students should have the opportunity to observe firsthand the life cycle of a tree in its natural
location. Therefore you will need to locate a suitable tree on the school grounds. Have the students choose a
branch on a tree to observe in detail. They will record observations and sketch the branch during each of the four
seasons. They should also sketch/observe the entire tree as growth may make it difficult to locate the
exact same branch over a period of several months. If it is not possible to do this in the school yard, you may
need to take digital pictures of a tree at your home or a nearby park. Students may also use digital cameras to
record data about a tree in their yard or neighborhood. If your students keep a science journal for the school year,
this would be an ideal place to record the observations. They should also sketch the tree at various times
throughout the year. (Suggested times for this are August, November, February, and May. This will vary
depending on your location. If you are in the far northern or southernmost part of the State, adjust as needed.)
This needs to be a tree that is not an evergreen. The tree needs to shed its leaves in the fall and produce new
leaves in the spring in order to make the impact needed on student learning.
Students will use Google Presentation as their journal. This is an example of an enhanced lesson.

7. Digital Fluency Lesson
This is a mini lesson to be taught before students begin their culminating activity.
The teacher will follow the lessons on the following websites:
http://www.commonsensemedia.org/educators/lesson/my-creative-work-k-2
http://www.commonsensemedia.org/educators/lesson/follow-digital-trail-2-3
The teacher will use the website to introduce the students to internet safety and digital
footprints. At this time, I will introduce the terms plagiarism by showing the curated
lessons from www.scoop.it/t/how-to-avoid-plagiarism-by-brenda-alston and http://www.
netvibes.com/brenbren43#General. Students will determine if the curated lists are primary
or secondary sources.

8. Lesson on Digital Information Fluency
To prepare students for their Life Cycle projects, the teacher will conduct the following activity:
Students will use the curation tool, life cycle netvibe and determine if the information is accurate. Students will use the CRAP method of
questioning:
https://www.diigo.com/user/wiredinstructor/evaluation
Currency o How recent is the information?
o How recently has the website been updated?
o Is it current enough for your topic?
* Reliability o What kind of information is included in the resource?
o Is content of the resource primarily opinion? Is is balanced?
o Does the creator provide references or sources for data or quotations?
* Authority o Who is the creator or author?
o What are the credentials?
o Who is the published or sponsor?
o Are they reputable?
o What is the publisher’s interest (if any) in this information?
o Are there advertisements on the website?
* Purpose/Point of View o Is this fact or opinion?
o Is it biased?
o Is the creator/author trying to sell you something?

9. GRASPS
Goal: (a) Student teams will construct an environment that includes the four seasons on using Glogster. With the teachers help,
students will
create their own curation tools collecting information about life cycles. Students are allowed to select the plants and animals of their
choosing. Groups are to selects plants and animals found in the southeast and a region of their choice. At this time the teacher will
introduce the CRAP method for evaluating primary sources.
(b) Students will construct their glosters depicting the life cycle of their plants and animals depicting the appropriate seasons (for
example, resident adult animals would be found throughout the seasons, their young would be found in the spring and show growth
during the remaining seasons, whereas migratory birds would appear in spring, have offspring in summer, and leave in fall), plants
might be either perennial or annual and certain fungi might be on trees all year around, but others are seasonal) on their glosters.
(c) Each student should construct a “What I Have Learned About …” book using Storybook Weaver that accompanies the poster
and includes written descriptions (e.g. expository, poems, and/or songs) and sketches for each organism’s life cycle.
(d) Students will be able to relate seasonal changes in an environment showing and describing the life cycles of organisms.
Role: You will be a team of biologists at a natural history museum. Your task, as teams, is to take design a glogster poster showing
changes in seasons and the life cycles of plants, animals, and fungi found in an environment. And, each member of the team will
use her/his science journal notes to make a book (using Google Presentation) that accompanies their poster and includes written
descriptions (e.g. expository, poems, and/or songs) and sketches for each organism’s life cycle for museum visitors. Deeper
Learning
Audience: Visitors to your museum. The instructor will use Animoto to create a video.
Scenario: Remember to record things you learn about life cycles, seasons, and environments in your Science Journals.
Product: You will need to divide your class into teams. Using your science journal notes you should construct a team poster and a
personal
book for museum visitors to view, read, and learn. Invite visitors to your classroom/school for a tour of your classroom museum.
Extension: I have a friend who teaches second grade in Dubai. We will use Skype and construct a field trip representing the plants,
animals and seasons typical for this area. Her students will do the same. Children will compare seasons, plants and animals in both
areas.

10. Category
4
3
2
1
Point of View-Awareness
of Audience
Strong awareness of
audience in the design.
Some awareness of
audience in the design.
Some awareness of
audience in the design.
Students find its difficult to
explain how the vocabulary
applies
Limited awareness of the
needs and interests of the
target audience.
Images
Images create a distinct
Images create an
atmosphere or tone that
matches different parts of
the story.
atmosphere or tone that
matches some parts of the
story.
An attempt was made to
use images to create an
atmosphere/tone but it
needed work.
Little or no attempt to use
images to create an
appropriate
atmosphere/tone
Duration of Presentation
Length of presentation was
4 minutes.
Length of presentation was
3 minutes.
Length of presentation was
2 minutes.
Presentation was less than
2 minutes long or more that
4 minutes.
Point of View-Purpose
Establishes a purpose early
on and maintains a clear
focus throughout.
Establishes a purpose early
on and maintains focus for
most of the presentation.
There are few lapses in
focus, but the purpose is
fairly clear.
It is difficult to figure out
the purpose of the
presentation.
This is a sample rubric for this
assessment.

11. Social Studies- Second Grade
SS2H1 The student will read about and describe the lives of historical figures in
Georgia history.
a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi,
and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet);
Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership
and human rights).
b. Describe how everyday life of these historical figures is similar to and different from
everyday life in the present (food, clothing, homes, transportation, communication, recreation,
rights, and freedoms).
Essential Questions:
How does Jimmy Carter show compassion for others?
How have you shown compassion for others?
How did Jimmy Carter try to bring about peace between other countries?

12. ALA Standards
1.3 Responsibilities
1.3.1 Respect copyright/
intellectual property
rights of creators
and producers.
1.3.2 Seek divergent
perspectives during
information gathering
and assessment.
1.3.3 Follow ethical and legal
guidelines in gathering
and using information.
1.3.4 Contribute to the
exchange of ideas
within the learning
community.
1.3.5 Use information
technology responsibly
2.1 Skills
2.1.1 Continue an inquiry based research process
by applying critical thinking skills (analysis,
synthesis, evaluation,
organization) to
information and
knowledge in order
to construct new
understandings, draw
conclusions, and create
new knowledge.

13. Digital Information Fluency
Locating Information Efficiently
Evaluating information Effectively
Inquiry Principles
Authenticity:
What will students find relevant about this topic?
Deeper Understanding:
What is worth knowing about this topic?
Performance:
Does performance tasks provide opportunities for students to flexibly use and apply understanding, rather than
merely practice and repeat it?
Assessment:
Does this count as evidence of deep understanding of the key learning outcomes?
Technology:
Locate current information
Bloom's Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation

14. Lesson Plan: Time Line
Review the life events and contribution of Jimmy Carter.
Students will create a timeline using (Dipity.com) from the time Jimmy Carter
was born until today. The students will list at least 10 of the
following: accomplishments, jobs, and programs he has led or
joined. Students will then make a timeline of their own lives
for comparison. Students can use this link to help guide them
with their research on President Carter:
www.jimmycarter.info/studentresearch_11.html. Students
should share their timeline with a partner, and explain why
they selected the events that they did, and why those events
were important in the life of Jimmy Carter.
Using Dipity.com is an example of enhancement.

15. Using the Promethean Board display, www.thinglink.com/scene/410436081872273409 to give examples of
primary source document.
The class will go to the media center to locate primary sources on Jimmy Carter. With the Media Specialist's assistance and
the information presented below, we will help student decide if their information is credible. Students will also use the
curation tools After this activity, students will complete the culminating/assessment.
http://www.ithacalibrary.com/sp/subjects/guide.php?subject=thinking
1. Engage students with primary sources.
Draw on students’ prior knowledge of the topic.
Ask students to closely observe each primary source.
●
Who created this primary source?
●
When was it created?
●
Where does your eye go first?
Help students see key details.
●
What do you see that you did not expect?
●
What powerful words and ideas are expressed?
Encourage students to think about their personal response to the source.
●
What feelings and thoughts does the primary source trigger in you?
●
What questions does it raise?

16. 2. Promote student inquiry.
Encourage students to speculate about each source, its creator, and its context.
●
What was happening during this time period?
●
What was the creator’s purpose in making this primary source?
●
What does the creator do to get his or her point across?
●
What was this primary source’s audience?
●
What biases or stereotypes do you see?
Ask if this source agrees with other primary sources, or with what the students already know.
●
Ask students to test their assumptions about the past.
●
Ask students to find other primary or secondary sources that offer support or contradiction.
3. Assess how students apply critical thinking and analysis skills to primary sources.
●
Have students summarize what they have learned.
●
Ask for reasons and specific evidence to support their conclusions.
●
Help students identify questions for further investigation, and develop strategies for how they might answer them.

17. Summative Assessment
“Jimmy Carter and Me!”
~ A Biography and Georgia Studies Project
You are an historian. Your area of expertise is Georgia’s influential people—past and present. Your
task is to create a biography about one of Georgia’s most influential people: Jimmy Carter. After
completion, your work will be presented to other historians and guests, and put on display.
Your Biography
Your biography will have three chapters or parts. Below is an explanation of what each chapter or part should include.
Chapter 1: “Jimmy Carter and Me”
Include information about Carter’s life such as:
o Where he was born/where he grew up?
o What his childhood was like?
o What challenges did he and his family experience with scarcity and meeting their needs?
Compare your life TODAY with Jimmy Carter’s life when he was your age. Answer the
following questions.
o How has Georgia changed (transportation, communication, land, population, etc.)?
o How has Georgia stayed the same (transportation, communication, land, population,
etc.)?
o What are some of the SAME chores/games/activities Jimmy did as a kid that you do today?
o How is your life today DIFFERENT from Jimmy Carter’s childhood?

18. Chapter 2: “Jimmy Carter the Leader”
Explain how Jimmy Carter became Georgia’s governor and then President of the United States.
Talk about the roles, jobs, and responsibilities Jimmy Carter had when he was governor AND
when he was President. How were they alike and different?
Tell how Jimmy Carter has changed the world in a positive way through his leadership.
Chapter 3: “Jimmy Carter…Did you know?”
***This is where you really can be creative, so have fun!***
List ―fun factsǁ about Jimmy Carter
List interesting information about Georgia and how it relates to your life
Student Presentation (Deeper Learning)
You will present your work to other historians (classmates) and guests. Your work will also be put on
display. Please be sure to include pictures, artifacts, items, and other representations to bring your
biography to life! You may use a variety of resources including, but not limited to the library, the
Carter Center, the Internet, and other people (as an interview). You may choose any ONE of these
ways to present your work:
Newspaper: Make a newspaper biography with articles that talk about the required topics.
Time Capsule: Construct a time capsule biography with items and written descriptions related
to the required topics.
Video: Make a video biography using Animoto or Photostory that discusses required topics.
Students are acting as experts, therefore this assessment is extending their knowledge.
Other forms of assessments include pretest/posttest/student conferences and teacher observations.

19. Criteria
Not Yet
Needs
Improvement
Meets
Standards
Exceeds
Standards
Student’s product
explains Jimmy
Carter’s life, and how
scarcity affected his
family.
The student’s
explanation of Jimmy
Carter’s life is
incorrect and the
comparison of past and
present scarcity
problems is incorrect
The student identifies
where Jimmy Carter
was born and where
he grew up, explains
what his childhood
was like, and explains
the challenges that he
and his family
experienced with
scarcity, but is unable
to compare Jimmy’s
scarcity problem with
modern scarcity
problems.
The student identifies
where Jimmy Carter
was born and where he
grew up, explains what
his childhood was like,
and explains the
challenges that he and
his family experienced
with scarcity and
compares the scarcity
problem with modern
scarcity problems.
The student correctly
identifies and explains
Jimmy Carter’s life,
challenges with
scarcity, and
compares past and
modern scarcity
issues, and identifies
ways that both the
student and Jimmy
Carter overcame
adversity.
Student compares
his/her life today with
Jimmy Carter’s life.
The student accurately
compares two or fewer
of the following areas
with Jimmy Carter’s
life: transportation,
communication, land,
and population.
The student accurately
compares three of the
following areas with
Jimmy Carter’s life:
transportation,
communication, land,
and population
The student compares
modern transportation,
communication, land,
and population with
that of the past and
compares their life with
that of Jimmy Carter.
The student compares
modern times with
that of the past and
compares their life
with Jimmy Carter’s
life and identifies
several specific ways
that change has
affected President
Carter’s life and
choices.
Student’s product
discusses Jimmy
Carter’s leadership
roles as Governor and
President, and
discusses the
differences in those
two position
The student’s
explanation of Jimmy
Carter as Governor
and/or President is
incorrect, as is the
student’s explanation
of the differences
between those two
The student discusses
some part of how
Jimmy Carter became
Governor and
President, but doesn’t
compare and contrast
the roles of the
president and the
governor.
The student discusses
how Jimmy Carter
became Governor and
President by comparing
and contrasting the
roles of the president
and governor.
The student
correctly discusses
Jimmy Carter’s
roles as President
and Governor by
comparing and
contrasting those
roles, and discusses
examples of how he
changed the world
in a positive way
The student lists at
least five fun facts,
but not all of those
facts are connected to
the student’s life.
The student lists more
than five fun facts and
all of the information is
connected to the
student’s life.
The student lists
more than five fun
facts and connects
all of those facts to
his/her life.
positions
Student’s product
shares accurate facts
about Jimmy Carter
and connects those
facts to the student’s
life.
.
The student’s product
shares fewer than five
facts and the
information is not
connected to the
student’s life.

20. Science:Matter
Second Grade
S2P1. Students will investigate the properties of matter and changes that occur in objects.
a. Identify the three common states of matter as solid, liquid, or gas.
b. Investigate changes in objects by tearing, dissolving, melting, squeezing, etc
Essential Questions:
How can matter be changed?
• What are the properties of matter?
• How do we classify matter?
• How do we describe matter?
• How do changes affect matter?
• What are some of the ways matter can change?
• How can water be a solid, liquid, and a gas?
Authentic Questions:
Where does this topic live in the world?
What will students find relevant about this topic?
Understanding:
What is worth knowing about this topic?
What do you want students to get better at through this task?
Performances of Learning:
How might technology be used to capture student learning and make it visible within and beyond the classroom?
How might technology facilitate the sharing and improvement of student ideas?
Digital Information Fluency:
Locating Information Efficiently
What information am I looking for?
Evaluating Information-Effectively using Information ethically?
Bloom's Taxonomy- Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation

21. ALA Standards
1.1 Skills
1.1.1 Follow an inquiry based process in
seeking knowledge in
curricular subjects,
and make the real world connection for
using this process in
own life.
1.1.2 Use prior and
background knowledge
as context for new
learning.
1.1.3 Develop and refine a
range of questions to
frame the search for
new understanding.
1.1.4 Find, evaluate, and
select appropriate
sources to answer
3.1.4 Use technology and
other information
tools to organize and
display knowledge and
understanding in ways
that others can view,
use, and assess.

22. Science Lesson: MATTER (Inquiry)
Second Grade
S2P1. Students will investigate the properties of matter and changes that occur in objects.
a. Identify the three common states of matter as solid, liquid, or gas.
b. Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.
Essential Questions:
How can matter be changed?
• What are the properties of matter?
• How do we classify matter?
• How do we describe matter?
• How do changes affect matter?
• What are some of the ways matter can change?
• How can water be a solid, liquid, and a gas?
Discussion, Suggestions for use:
Have students answer the questions below in their journal, using words and/or pictures. Allow students to explain their answers
verbally.
1. How can we make water change from water to ice?
2. How can we make water change from ice to water?
3. Give two examples of where you would see water changing back and forth from one state to another?
4. Do you think the water would ever stop changing states? Why or why not?
Description: (Inquiry Lesson); Enhancement
Allow students to work in groups of two or three. Provide each group of students with a clear plastic cup containing pieces of ice.
Guide
groups through observations with the ice. Encourage students to record their observations in their science journal. Teacher guiding
questions:
“What is in the cup? Describe the ice. What does it look like? Feel like? What is the ice made of? How is ice made?”
Next, pour the ice into containers of different sizes and shapes. “How does the ice look now? Is it the same or different? Has the
shape of the
ice changed? Why do you think that is?” Have students record their observations in their science journal. Encourage students to
illustrate their
observations in their science journal.
Have students predict what will happen if we leave the ice out on the desk/table? Why? How do you know? How long might this
take?

23. Have students record their predictions in their journal. (Use the program www. Tikatok.com)
Place ice in clear cups on desks. Allow ice to naturally change state. While the change is occurring you may wish to read a read aloud
such as
Amazing Water by Melvin Berger, or I am Water by Jean Marzollo, or other water related titles from your media center. Stop and make
observations on the progress of the ice every 3-5 minutes.
When the ice has completely melted, allow students to draw “before and after” pictures of it in their journal. Ask guiding questions for
the
students to discuss in their groups. “What happened to the ice? Why? What’s in the cup? How is it like the ice? How is it different from
the
ice? Describe the water. What does it look like? Feel like?” Encourage students to record their observations in their journals.
Pour the water into containers of different sizes and shapes. Ask the same questions as before. Allow students to complete a Venn
diagram to
compare and contrast ice and water when poured into containers of different shapes and sizes. “Can you think of something else that will
take
the shape of the container?” Record a list of student generated responses on the board, chart, or in their journals.
Ask students, “Is there any what that we could change this water back into ice? How long might this take?” Solicit student responses.
Return
the water to the freezer. If possible, allow student to check the water at regular intervals.
Assessment
GRASPS (Deeper Learning); Use www.Toondoo.com to create a comic strip
Goal:Create a Superhero or heroine who is able to change matter using their superpowers
Role:Comic strip writer
Audience: Students who read comic books.
Scenario: Superheroes have special powers. The students will use their knowledge of how matter can be changed to create a superhero or
heroine with special powers such as freezing, squeezing, melting, tearing, dissolving, etc…
Use Superhero planning sheet.
Product: Students will create a comic strip showcasing the unique power of the superhero/heroine the students designed. Students will
include details of how the superpower is used to change three different types of matter.

24. Digital Information Fluency
Before students begin their superhero creations, they will use the internet to locate
information about the 3 states of matter. The teacher will review the questions below to
help students locate accurate information.
http://21cif.com/wsi/index.html
Is the author qualified to write on the subject?
Does the publisher stand behind the information that is published?
Is the information too old to trust?
Is the information biased or objective?
Do experts respect the information?
What clues do links provide?
Is the information accurate?
Does the evidence support an author's claim?
Display, the curation tool, http://pinterest.com/wifeteacher/mini-lessons/ and discuss
digital information fluency and higher order thinking and web 2.0 tools.

25. Authenticity
Beginning
The scope of the inquiry
study is determined
mainly by the mandated
curriculum.
Developing
Accomplished
Students’ interests and concerns
influence the scope of the inquiry
study
The inquiry study emanates from a
question, problem, issue or exploration
that is significant to the disciplines,
builds connections outside of the school
and is mapped to the mandated
curriculum. Students have significant
influence and input in determining the
scope of the study
Other adults outside the school are
intrigued by the assignments or
activities or tasks students are asked
to do and can find ways to contribute
to it.
An adult working within the discipline or
in the community might actually tackle
the question, problem or exploration
posed by the assignments or activities
The inquiry study
originates with and only
meets programs of study
expectations.
The inquiry study originates with the
program of studies but provides some
opportunities to extend beyond
curriculum expectations.
The inquiry study originates with an
issue, problem, question or exploration
that provides opportunities to create or
produce something that contributes to
knowledge
The assignments or
activities or tasks within
the study contain few
roles that reflect a single
perspective.
The assignments or activities or tasks
within the study contain some
separate roles that reflect few
perspectives
The assignments or activities or tasks
within the study require a complex array
of roles and diverse perspectives.
The assignments or
activities or tasks
students do within the
study would not likely be
tackled outside a school
setting
or tasks.

26. Visit this website for rubrics
http://galileo.org/wp-content/uploads/2012/10/rubric.pdf
Other assessments include: teacher/students conferences, observations, pretest/post tests