LP G2 LifeCycleLesson

Science: Life Cycle for Plants and Animals

ProjectInitiator

Jennifer Lusinski

Collaborators Jenny Depa

TechIntegrationist

Dan GIbson

LearningObjectives

Within collaborative groups, students will research the life cycle of anassigned plant or animal.

CommonCore

CCSS.ELA­Literacy.RI.2.5 Know and use various text features (e.g., captions,bold print, subheadings, glossaries, indexes, electronic menus, icons) to locatekey facts or information in a text efficiently.

CCSS.ELA­Literacy.W.2.2 Write informative/explanatory texts in which theyintroduce a topic, use facts and definitions to develop points, and provide aconcluding statement or section.

CCSS.ELA­Literacy.W.2.6 With guidance and support from adults, use a varietyof digital tools to produce and publish writing, including in collaboration withpeers.

CCSS.ELA­Literacy.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; recordscience observations).

StateStandards

2.3.1 Observe closely over a period of time and then record in picturesand words the changes in plants and animals throughout their lifecycles­including details of their body plan, structure and timing ofgrowth, reproduction and death.

2.3.2 Compare and contrast details of body plans and structures withinthe life cycles of plants and animals.

TechnologyPiece

Video and Internet with iPadScience JournalsVideo instruction on SMART Board (DE Science Techbook)

iMovie AppEdcanvas ­ storyboarding example

Project Idea:How can we, as scientist, create a movie to compare animal and plant life cycles? Afterreading two informational texts (e.g. Discovery Education and/or Grolier resources), write ascript within a storyboard template in which you describe your animal’s or plant’s life cycle.List facts for each stage of the life cycle to support your writing.

Lesson Sequence:Initial Instruction (attention, prior knowledge & goals) ­Week 1Day 1

1. “Know/Need to Know”2. Skill: Note­taking ­ Model how to collect research in an interactive read aloud

a. Read aloud: [insert non­fiction text]b. Demonstrate how to take notes throughout the life cyclec. Provide students with note­taking templated. Allow time independent practicee. Bring group back together and share model student notes

3. Content4. Getting Ideas down5. Research6. Storyboarding ­ Edcanvas with storyboarding resources available.

Instruction (present, guide, & perform) ­Week 2

1. Rehearsal ­ what they wrote2. Videotaping with iMovie app3. Editing (teachers)4. Publish and Share

Continuation (feedback, assess, & extend) ­Week 3

1. View completed video’s. Have a celebration and invite the parents to celebrate with us.2. Create a whole group Venn diagram comparing how plant and animal life cycles are the

same and different.3. Maybe the kids could even write a short expended response as your assessment to

know if they really understand all the standards.

SummativeAssessment

Life Cycle ScaleI will be assessing each student using the Life Cycle Rubric.

FinishedStudentExamples

Life Cycle Classroom Project TrailerLife Cycle of a ChickenLife Cycle of a FrogLife Cycle of an Apple TreeLife Cycle of a ButterflyLife Cycle of a Pumpkin

Reflection:I really enjoyed this Project Based Learning Unit. The studentswere very engaged in the process and wanted to dive deeper intotheir life cycle. The finished project was an iMovie that each groupmade and we had a celebration and invited the parents and theother classes to view our Group iMovie with us. The kids were veryexcited to share and proud of their finished project.

Future Changes:My future changes to this project will be to have smaller groupsand have more life cycles. There are other life cycles such asmammal, reptile and arachnid life cycles that would be fun toexplore.