Project GLAD › download › Life_Cycles_Level_… · Web viewGraphic Organizer on Six Kingdoms of Living Things - Classification. World Map of Biomes. 10/2 Lecture, Primary language

Project GLADNorth Franklin School District, WA

LIFE CYCLES (2)IDEA PAGES

I. UNIT THEME - Life Cycles All living things go through distinct changes that are part of a life cycle. Each species changes forms and behaviors as it goes through its unique life cycle.

II. FOCUS AND MOTIVATION Inquiry charts Observation charts Scientist awards Picture File cards Realia Teacher made big book Chants

III. CLOSURE Process charts and learning Add to living walls Present expert information Letter home Portfolio Add student made sketches to pictorial input charts Share team explorations and personal explorations

IV. CONCEPTS Life Science

Understand characteristics of living organisms.Identify observable characteristics of living organismsObserve and describe characteristics of living organisms

Know that plants and animals need a place to live. Observe and show how organisms live in specific places

Describe how animals depend on plants or other animals for food. Describe how animals depend on plants or other animals for shelter.

Understand that an organism’s ability to survive is influenced by the organism’s behavior and the ecosystem in which it lives. W

Describe the characteristics of organisms that allow them to survive in an ecosystem. Describe the role of an organism in a food chain of an ecosystem Understand how to ask a question about objects, organisms, and events in the

environment. Wonder and ask questions about objects, organisms, and events based on observations of

the natural world.

Life Cycles Level 2 WANorth Franklin School District - Project G.L.A.D (10/07 JB)

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V. VOCABULARY

Life Cycles Level 2 WANorth Franklin School District - Project G.L.A.D (10/07 JB)

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annual broadleafthrives nutrients soil absorbphotosynthesismaturecycleclassifiedmammalsnurseinfancychildhoodadolescenceadulthoodnaturespeciesnaturalenvironmentsheltercommunitieshumanstechnological advancesstagesegghabitattadpolemembersdamp

gillsinsectshatchinggardenriverforestlife formsmoltscientistcold-bloodedslithercrawlkingdomsevolveadapthabitatsphylumfamilyclassprotectsslinkswarm-bloodedexoskeletonsegmentsstemsleavesabdomenantennaecaterpillar

compound eyeproboscisthoraxjointslarvapupadiurnalentomologistlepidopteristmetamorphosismigratemoltnocturnalfrogamphibianaquatichatchseedleavesflowerinfantchildadultelderlyzoologistbotanistherpetologistreptileschrysalislungs

VI. STANDARDS

Washington Sate Reading Standards 2nd Grade

1.1.4 Apply understanding of phonics.1.2.2 Apply vocabulary strategies in grade level text.1.3.1 Understand and apply new vocabulary.1.3.2 Understand and apply content/ academic vocabulary.1.4.1 Know common sight words appropriate to grade-level.1.4.2 Apply fluency to enhance comprehension.

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2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/ expository text and/or literary/narrative text.2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer.2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images.2.1.7 Apply comprehension monitoring strategies during and after reading: summarize informational/expository text and literary/narrative text.2.2.1 Know story sequence.2.2.2 Understand and apply features of printed and electronic text to locate and comprehend text.2.2.3 Understand story elements.2.2.4 Understand text organizational structures.2.3.1 Understand and analyze the relationship between and among literary/narrative text and informational/ expository text.2.3.2 Understand how to locate specific information.2.3.3 Understand literary/narrative devices.2.4.1 Understand how to draw simple conclusions and give a response to text.2.4.2 Understand that there are purposes for writing.2.4.3 Understand there are facts and opinions.3.1.1 Understand how to select and use appropriate resources.3.2.1 Understand information gained from reading to perform a specific task.3.2.2 Understand a variety of functional documents.3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.3.4.3 Understand a variety of literature representing different cultures and traditions.4.1.1 Understand how to monitor own reading progress.4.1.2 Understand how to set grade-level appropriate reading goals.

4.2.1 Understand that readers have favorite books.

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Washington State Writing Standards 2nd grade

1.1.1 Applies at least one strategy for generating ideas and planning writing.1.2.1 Produces a draft of multiple sentences or several paragraphs over time. 1.3.1 Revises text by adding and deleting words and phrases.1.4.1 Applies understanding of editing appropriate for grade level (see 3.3).1.5.1 Publishes own writing.2.1.1 Understands that writing changes for different audiences.2.2.1 Demonstrates understanding of different purposes for writing.2.3.1 Uses a variety of forms/genres.2.4.1 Knows important personal information.3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates.3.1.2 Organizes multiple sentences on one topic showing beginning, middle, and ending.3.2.1 Writes with voice.3.2.2 Uses a variety of words.3.2.3 Uses more than one sentence type and structure.3.3.1 Uses legible handwriting.3.3.2 Spells words appropriate for the grade level accurately, with challenging words spelled phonetically.3.3.3 Applies capitalization rules.3.3.4 Applies punctuation rules.3.3.5 Applies usage rules.3.3.6 Uses complete sentences in writing.3.3.7 Understands paragraph conventions.4.1.1 Understands criteria are used to select a preferred piece of writing.4.1.2 Uses specific criteria for analyzing down writing.4.2.1 Identifies specific goals for next piece of writing.

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ELD StandardsELD Listening/Speaking Standards – Grades K-5 Washington State

Beginning – Very limited understanding of English Learns to distinguish and produce English phonemes Uses words, gestures, and actions Practices repetitive social greetings Imitates verbalizations of others to communicate:

Basic needsParticipate in discussions and activitiesRespond to simple directions

Advanced Beginning - Uses words and/or phrases Uses appropriate social greetings Participates in social discussions on familiar topics and in academic discussions Develops correct word order in phrases Begins to use content-related vocabulary Retells simple stories and identifies the main points

Intermediate - Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement Tells a story, informs, explains, entertains, and participates in social and academic discussions Begins to use root words, affixes, and cognates to determine the meaning of new words

Advanced - Uses descriptive sentences with common grammatical forms with some errors Participates in academic and social discussions using appropriate ways of speaking based on audience

and subject matter Tells a story, informs, explains, entertains, and persuades Uses simple figurative language and idiomatic expressions in discussions Uses root words, affixes, and cognates to determine the meaning of new words

Transitional - Speaks clearly and comprehensibly using standard English grammatical forms with random errors Applies content-related vocabulary in a variety of contexts and situations Gives oral presentations

ELD Reading Standards – Grades 3-5 Washington StateBeginning –

Expresses self using words, drawings, gestures, and actions:Sequences simple textAnswers literal questionsMakes simple predictions

Aware of familiar sounds Recognizes and produces rhyming words containing familiar sounds Uses and comprehends highly contextualized vocabulary Follows simple written directions (e.g., color, cut, glue) Reads sight words Begins to understand concepts of print

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Advanced Beginning – Expresses self using words and/or phrases to identify:

CharactersSettingMain idea and detailsCompare and contrastCause and effect

Aware of familiar and unfamiliar sounds Employs word-meaning strategies Applies inflectional endings to words Increases sight-word and content-area vocabulary Distinguishes between genres Reads highly contextualized text composed of simple sentences Applies concepts of print

Intermediate – Expresses self using simple sentences Produces unfamiliar sounds Decodes word patterns Employs word-meaning strategies Begins to read familiar text fluently Increases vocabulary through reading across content areas Uses text features to:

Gain meaningMonitor for comprehensionDescribe images from textConnects text to prior knowledge

Distinguishes between: o Fiction/non-fictiono Fact/opiniono Fantasy/reality

Infers and makes generalizations from text Reads text at student’s reading level across content areas

Advanced – Expresses self using descriptive sentences

Identifies themeRecognizes literary devicesCompares and contrasts

Uses a variety of strategies to monitor comprehension Recognizes phonemes within multi-syllabic words Uses word parts to determine word meanings Reads with increasing fluency Independently confirms word meanings Uses a variety of resources for research Follows multi-step written directions Text increases in length and complexity

Transitional – Adjusts reading rate as needed Uses specialized vocabulary, uses multiple meaning words appropriately Analyzes literary elements Uses comprehension and questioning strategies, summarizes text, analyzes and applies persuasive

devices Explains cause and effect, citing evidence from text

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Develops research skills Follows increasingly complex written directions Comprehends grade level text

ELD Writing Standards – Grades K-5 Washington StateBeginning –

Draws, labels Writes familiar words and sight words Writes to name, describe, or complete a list Begins to use invented spelling, capital letters, participates in group editing Audience may be self, teacher, or known person Sequences pictures to assist with organization Uses graphic organizers to convey main ideas and details Participates in group writing process

Advanced Beginning – Writes unfamiliar words and phrases Begins to write based on a model or frame Demonstrates inconsistent use of:

CapitalsPunctuationCorrect spelling

Participates in group brainstorming Writes rough draft and revises

Intermediate – Writes simple sentences Demonstrates increasing control of:

CapitalsPunctuationCorrect spellingWord orderSubject/verb agreement

Develops own voice in writing Distinguishes between writing for different audiences and purposes Uses basic transitions Writes individually and in a group process Writes rough draft independently

Advanced – Uses descriptive sentences Writes for a variety of audiences and purposes Uses grade level conventions inconsistently Refines voice in writing Uses a topic sentence and supporting details Follows the five step writing process (with assistance in editing and revising)

Transitional – Uses specialized vocabulary across content areas Uses standard grammar and conventions with lapses characteristic of ELL students

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VII RESOURCES AND MATERIALS - Non FictionFrom Egg to Butterfly, David Drew, Celebration Press, 1997Where Butterflies Grow, Joanne Ryder, Dutton, 1989Sagebrush Homes, Washington State University Press, 1999Eyewitness Book of Animals, Colin McCarthyAbout Mammals: A Guide for Children, Sill & SillAbout Amphibians: A Guide for Children, Sill & SillClassifying Living Things: How Organisms Are Related, Scholastic Inc., Indianapolis, Marsh and Swamps, Gail GibbonsAll About Seeds, Susan Kuchalla, Troll Books, 1982Mammals At Your Finger Tips, Judy Mayer & Grace GoldbergInsects, Steve Parker, Dorling Kindersley Inc., 1992Zoobooks: Turtles, Mammals, Insects, etc.Discovery Kids Insects & Spiders, 1999National Geographic, Misc datesThe Life Cycle Of Butterflies, STC Science Manual, Smithsonian/The National Academies, 2002 Plants, Anita Garneri, Franklin Watts, 1992

RESOURCE MATERIALS - FICTIONThe Tiny Seed, Eric Carle, Scholastic Ine., 1987Tadpoles Promise, Jeanne Willis

RESOURCE MATERIALS - TECHNOLOGYGoogle Images, www.google.comHMR Prints, www.hmrprint.comDigital Library of Georgia, www.dlg.galileo.usg.eduwww.gencem.orgUC Davis, www.homepages.rootswed.comDiscover Channel www.discoverychannel.comEnchanted Learning, www.enchantedlearning.com

http://www.enchantedlearning.com/

http://www.discoverychannel.com/

http://www.homepages.rootswed.com/

http://www.gencem.org/

http://www.hmrprint.com/

http://www.google.com/


LIFE CYCLES (2)UNIT PLANNING PAGES

I. FOCUS AND MOTIVATION· Read aloud, variety of sources· Big book · Scientist Awards· Inquiry Chart· Cognitive Content Dictionary with signal words· Poetry and Chants· Observation Charts· Realia

II. INPUT· Pictorial input chart - Butterfly Life Cycle· Narrative Input - Tadpoles Promise; by Jeanne Willis· World Map of Biomes· Graphic Organizer - Six Kingdoms of Living Things· Read Aloud, variety of sources· 10-2 lecture with primary language

III. GUIDED ORAL PRACTICE· T-graph for social skills· Sentence Patterning Chart - Butterflies· Exploration Report· Process grid· Mind Map· Found Poetry· Picture File Cards· Poetry Chants· Science Explorations· Personal Interactions· Numbered Heads together

IV. READING AND WRITING

A. Total Class Modeling· Strip books· Found Poetry· Story Mapping with Narrative· Poetry Frames· Cooperative Strip Paragraph· Flip Chant· DRTA

B. Small Group Practice - Anything modeled by teacher· Flexible grouping for ELD reinforcement, Primary Language Reading

Instruction, Skills Reinforcement· Team Tasks· Story Mapping· Cooperative strip paragraph reading· Clunker and Links· ELD Group· Ear-to-ear reading· Focused reading· Expert groups

PLANNING PAGESPg. 2

C. Individual Activities - Portfolio· Learning Logs· Cognitive Content Dictionary- Focused reading w/ personal CCD· Interactive Journals· Poetry booklet· Reading/ writing choice time

D. Writer’s Workshop· Mini-Lesson· Plan, write, revise, edit publish· Conference· Author’s chair· Publishing

V. EXTENDED ACTIVITIES FOR INTEGRATION· Poetry and Chants· Add to walls· Butterfly life-cycle art project

VI. CLOSURE· Process all charts· Process inquiry charts· Student generated test· Big Books· Personal Exploration· Parent letter· Home/ School Connections· Group Presentations of Projects


Life Cycles (2)SAMPLE DAILY LESSON PLAN

DAY 1:FOCUS/ MOTIVATION

· Scientist Awards/3 Standards· Cognitive Content Dictionary with Signal Words· Observation Chart· Inquiry Chart· Big Book· Portfolios

INPUT· Graphic Organizer on Six Kingdoms of Living Things - Classification· World Map of Biomes

· 10/2 Lecture, Primary language groups· Learning Logs· ELD or L1 review

GUIDED ORAL PRACTICE· T-Graph for social skills· Specimen Observation, group and label· Exploration Report

FOCUS/ MOTIVATION· Poetry, Charts· Personal Interaction

INPUT· Pictorial Input: Butterfly Life Cycle

· 10/2 Lecture, primary language groups· Learning Log· ELD or L1 review

WRITERS WORKSHOP· Mini-lesson· Write· Author’s Chair

CLOSURE· Interactive Journal· Home/School Connection

DAY 2FOCUS/ MOTIVATION

· Cognitive Content Dictionary (CCD) with Signal Words· Process Home/ School Connection · Review Input Charts with Word Cards· Poetry - highlight, sketch, picture file cards· Read Aloud

INPUTNarrative : Tadpoles Promise; By Jeanne Willis

· Learning Logs· ELD Review

SAMPLE DAILY LESSON PLANPage 2

GUIDED ORAL PRACTICE - · Flexible Grouping

· Expert Groups· T-graph Processing· Team Tasks

READING /WRITING· Interactive Journal

WRITERS WORKSHOP· Mini-lesson· Write· Author’s chair

CLOSURE· Add to charts· Read Aloud: Butterfly Journey· Home/School Connection

DAY 3FOCUS/MOTIVATION

· Cognitive Content Dictionary (CCD) with Signal Word· Process Home/School Connection· Review Narrative with Word Cards and Conversation Bubbles· Strip Book - simile

GUIDED ORAL PRACTICE· Flexible Groups: Experts· Team Tasks· Sentence Patterning Chart

· Read, trade· Flip Chant

· Mind Map· Process Grid - Heads Together

READING/ WRITING· Co-op Strip Paragraph

· Respond, Revise, Edit· Writer’s Workshop

CLOSURE· Interactive Journal· Chant· Home/School Connection


· Cognitive Content Dictionary (CCD) with “Stumper” (student choice)· Process Home/School Connection· Review Narrative with Story Map· Poetry· Read Aloud

SAMPLE DAILY LESSON PLANPage 3

READING/WRITING· Team Writing Workshop · Writer’s Workshop

· Mini-lesson Choices for writing projects· Poem· Planning/ writing· primary language story

· Author’s Chair· Flexible Group Reading

· ELD Group Frame - narrative retell· Clunkers and Links (grade level and above)· Team Tasks

CLOSURE· Process Charts· Home/School Connection· Share Team Tasks


· Cognitive Content Dictionary (CCD) with “Stumpers” (Student Choice)· Process Home School Connection· Read Aloud: Frogs· Poetry/ songs

READING/ WRITING· Flex Group Reading

· Co-op Strip Paragraph (Struggling/emergent readers)

GUIDED ORAL PRACTICE· Team Action Plan· Multiple Intelligence

· Teams present expert information in song, illustration, etc. and add to living wall· Individual - Graphic Organizer

· Found PoetryREADING/WRITING

· Ear-to-Ear Reading· Listen & Sketch· Focused reading with personal Cognitive Content Dictionary. · DRTA

CLOSURE · Big Book - teams · watercolors · write · Process and Evaluate week · Journal Writing · Process Inquiry Chart · Framed Letter Home

THE IMPORTANT THING ABOUT LIFE CYCLESBig Book

By Lisa Flatau

Page 1The important thing about life cycles is that all living things are born, grow, and develop into adults that resemble their parents.

*All living things are organisms. *Most organisms are either plants or animals. *Plants are autotrophic and make their own food. *Animals must search or hunt for food.

The important thing about life cycles is that all living things are born, grow, and develop into adults that resemble their parents.


*Some animals are mammals. *All mammals are born alive (viviparous.) *They have fur or hair, drink their mother’s milk, and have a backbone.


Page 3 The important thing about life cycles is that all living things are born, grow, and develop into adults that resemble their parents.

*Reptiles are another type of animal. *Most reptiles lay eggs (oviparous), have dry skin and scales, and short stubby legs or no legs at all. *All reptiles are vertebrates.



*Insects are another type of animal. *Unlike the other animals, they do not have a backbone. *They have an exoskeleton. *They are oviparous with jointed legs. *Some, like the butterfly, go through metamorphosis.



*Amphibians are another type of animal. *All amphibians have moist skin, gills when they are young, and lungs as adults. *Like some insects, amphibians are oviparous and go through metamorphosis.


LIFE CYCLE POETRY

BOOK

Name_______

I Can SpellBy Debbie Rill

I can spell frogF-R-O-GI can spell egg.E-G-GI can spell pond.P-O-N-D

But I can’t spell metamorphosis.

I can spell bug.B-U-GI can spell plant.P-L-A-N-TI can spell molt.M-O-L-T


I can spell hop.H-O-PI can spell fly.F-L-YI can spell swim.S-W-I-M


YES I CAN! YES I CAN!M-E-T-A-M-O-R-P-H-O-S-I-S

Butterflies EverywhereBy Tricia Clary

Butterflies here, butterflies thereButterflies, butterflies everywhere!

Interesting butterflies metamorphosing,Fascinating butterflies flying,Brilliantly colored butterflies gliding,And amazing butterflies hatching.

Butterflies in a garden,Butterflies by the river,Butterflies in the forest,And butterflies all around us.

Butterflies here, butterflies there,Butterflies, butterflies everywhere!

Butterflies! Butterflies! Butterflies!

Hush Little ButterflyBy Debbie Rill & Lisa Flatau

Hush little butterfly don’t you cry Lay your eggs before you die.

You only live about 40 daysSo find a mallow plant & deposit your eggs.

Your eggs will hatch in about 4 daysThen they begin the caterpillar phase.

For the first 2 weeks they will grow and shedGetting ready for the change ahead.

When it’s time the caterpillars form into J’sThen metamorphosis into the chrysalis stage.

Hanging and wiggling for 7 to 10 daysThe chrysalis acts as a protective cage.

Out will emerge beautiful butterfliesThe life cycle right before your eyes.

PRETTY BUTTERFLYSung to the tune of “Up on the roof top”

By: Phyllis FergusonAdapted By: Tricia Clary

First comes the butterfly and lays the eggs.Out comes the caterpillar with many legs.

Oh, see the caterpillar spin and spin,A little chrysalis to sleep in,

Oh, oh, oh, look and see,

Oh, oh, oh, look and see,

Out of the chrysalis my, oh myOut comes a pretty butterfly.

YES Ma’amBy Tricia Clary & Lisa Flatau

Is this class amphibian?Is this class amphibian?

How do you know?How do you know?

Give me some examples?Give me some examples?

Is this class mammalia?Is this class mammalia?



Is this phylum arthropoda?Is this phylum arthropoda?



Is this kingdom plantae ?Is this kingdom plantae?



Yes ma’amYes ma’am

They are cold bloodedThe live on land and water

Frogs and toadsSalamander and newts


They have hair and warm bloodThe babies drink milkHumans and skunks

Elk and pigs


They have an exoskeletonThey have segmented bodies

Butterflies and beesAnts and crustaceans


They are autotrophicThey make their own food

Grass and broccoliFlowers and trees

Scientist BugalooBy T. Clary & L. Flatau

I’m a scientist and I’m here to sayI study a variety of things everyday.Sometimes animals, sometimes plants,Sometimes even little ants.

Botanist, Entomologist, Herpetologists too,Doing the scientist bugaloo.

A herpetologist studies reptiles and amphibians. This scientist deals with cold-blooded creatures.Animals that slither, hop crawl and walkMake for quite interesting learning talks.


We all study kingdoms of animals and plantsHow animals evolve and adapt to habitats.We study phylums, families and class,We even study the green in the grass.


An entomologist watch, studies and, protectsall different kinds of little insects.We study insects that slink crawl and flyWe study every insect, even butterflies


Name:___________________________________

Home/School ConnectionWhat are the life stages of the different members of your family?Sketch and write about it.

Parent Signature ________________________

Name:_____________________

Home/School ConnectionLook outside your home and describe or sketch something living and the things around it that help it live.

Parent Signature____________________

Name:____________________________

Home/School ConnectionHave somebody in your family tell you about a time when they had to get something to eat from their environment.

Parent Signature ________________________________

Name:_________________________________

Home/School ConnectionBrainstorm a list of all the living things that change. Sketch or write.

Parent Signature ____________________________

Nombre: ____________________

Conexión en Casa/Escuela

Cuales son las diferentes etapas de la vida de los miembros de tu familia?

Firma del Padre _________________________________

………………………………………………………………………………………………

Nombre: ___________________________________

Conexión en Casa/ Escuela

Mira afuera de tu casa y describe o haz una fotografía de algo vivo y las cosas alrededor que lo ayudan a vivir.

Firma del Padre ______________________________________

Nombre:_____________________


Pon a alguien de tu familia para que te digan de alguna vez cuando tuvieron que comer algo de su ambiente.

Firma del Padre________________________________________

………………………………………………………………………………………………

Nombre: ____________________________


Tome ideas y haga una lista de todas las cosas que viven y cambian.

Firma del Padre_______________________________________

Expert Group – Humans

Classification /DescriptionHumans are member of Phylum Chordata. They are classified as mammals because they give birth to live young and can nurse their young. They have highly developed speech which they use to communicate with others.

HabitatPeople do not usually live in the wild in nature as other animals. Human habitat is different than a natural habitat because people can make decisions about the environment and can often change it. Humans need water, food, and shelter. Humans often live together in communities. Humans have the ability to live almost anyplace in the world due to technological advances.

Food/DietHuman are consumers. They do not make their own food. Humans have a wide variety of choices as to what they eat. Some of their choices depend on where they live. Some humans eat only vegetables, others eat meat and vegetables.

Life CycleThe human life cycle has 4 stages. Infancy begins at birth and lasts until age two. The infant learns to walk and talk. The next stage is childhood, which last until the teenage years. The brain and bones grow rapidly during this time. Adolescence is the third stage. During this stage the human body matures. The last stage is adulthood. This is the longest stage, lasting between 65-90 years.

Special FactsHumans are the only species to build fire, clothe themselves, cook their own food and improve life through many technological inventions. There are over 6 billion humans living all over the world.

Expert Group - FrogsClassification/ DescriptionFrogs belong to phylum chordata and class amphibia. These animals are oviparous (lay eggs). They have slimy moist skin and are cold-blooded. Amphibian means “two lives“. Frogs go through metamorphosis. They live part of their lives in the water, breathing with gills and part of their lives on land, breathing with lungs.

HabitatDuring the tadpole stage, their life is spent entirely in the water. As frogs grow and mature their gills turn into lungs and they spend more time on land. Mature frogs live on land in damp places like, swamps, shady places and cool gardens. Frogs are found all over the world, except Antarctica.

Food/ DietAs tadpoles swim, they eat very small plants (algae) that stick to larger water plants. Tadpoles are vegetarians. They only eat plants. As frogs grow and change they become carnivores. They eat insects like butterflies, flies, beetles and worms. Frogs don’t hunt for food, they wait for it to come to them. Frogs swallow their food whole.

Life CycleFrogs have 4 stages in their life cycle. Frogs start their lives as an egg. Tadpoles hatch out of the eggs. As tadpole develop and grow they start looking more and more like frogs, developing legs while their tails shrink. The gills inside their bodies disappear and they grow lungs to breath. Now they are fully developed frogs.

Special FactsMost frogs can jump ten times their body length due to strong hind legs. Frogs have two sets of eyelids. One set is transparent. This allows their eyes to be protected, while still allowing them to see. Camouflage skin helps them hide from predators. When it is cold in the winter, frogs go into hibernation. They stay completely motionless.

Expert Groups -Mallow Plant Life Cycle

Classification / DescriptionThe common mallow plant is a summer annual broadleaf plant which belongs to kingdom Plantae. This plant can grow to over 60 cm tall. The plant has heart-shaped or rounded leaves and white or light pink star-shaped flowers. The round flattened button shape of the fruit gives this plant the nickname “Button weed.”

HabitatThe common mallow plant grows in fields, gardens and undeveloped areas across the United States. It is also common throughout Europe. This plant thrives best in soil which has been disturbed.

Food/DietThe mallow plant gets its nutrients from the sun and the soil. Water helps the plant absorb the nutrients from the soil. The mallow plant also gets nutrients from the sun in a process called photosynthesis.

Life CycleThe mallow plant has 3 stages in its life cycle. It reproduces from seeds, stored in the button fruit. The seed germinates in the soil, produces a seedling. When the seedling grows and matures, flowers make new seeds. The parent plant dies, returning seeds to the soil to begin the next generation. This cycle is complete within one year thus the name “annual”.

Special FactsAll parts of the mallow plant are edible. The leaves and young shoots are very nutritious. Also all parts of the plant have been used for medicine. The leaves and flowers are mainly used to help bruising, inflammation, and insect bites. As a tea they may help with lung, stomach and urinary problems. Indian once used the roots for toothbrushes.

Expert Groups –Western Pond Turtle

Classification / DescriptionThe western pond turtle belongs to phylum chordate and class reptilian. Their color can be brown or black on their carapace (upper shell). Their lower shell (the plastron) is black and yellow. They have dark heads and legs with yellow markings, but not stripes. The pond turtle ranges in size from 6-8 inches long and weigh from 1 to 2 pounds.

HabitatWestern pond turtles are found in Western Washington. They live in slow moving stream areas, marshes, ponds, lakes and canals with muddy bottoms. Pond turtles like to burrow under logs and old leaves.

Food/DietWestern pond turtles are carnivorous. They eat various insects, frogs, frog eggs, and fish. They are known as opportunistic feeders. They eat when the opportunity is there.

Life CycleThe western pond turtle has 3 stages in their life cycle. Female pond turtles deposits a clutch of 3-13 eggs. Hatchlings pond turtles are about 1 inch long when they hatch. Most baby pond turtles do not survive their first year. Western pond turtles have many enemies or predators. Their predators are birds, fish and the American bullfrog. If they survive their first year, the average life span of the western pond turtle is 50 years.

Special FactsWestern pond turtles are very interesting animals. They will only swallow their food when they are in the water. While they might put food in their mouths on land, they will not swallow until they are in the water. They are also extremely shy animals.

Life Cycle Process Grid

Classification/ Description Habitat Food/Diet Life Cycle Special Facts

Butterfly

Mallow Plant

Frog

Human

Turtle

Project GLAD › download › Life_Cycles_Level_… · Web viewGraphic Organizer on Six Kingdoms of Living Things - Classification. World Map of Biomes. 10/2 Lecture, Primary language

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