LIFE CYCLESMs. Maloy’s 2nd grade class

Teachers

Students

Our Lives tell a story…

Butterfly Frog

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

one another like the shingles on your roof.

Butterfly

The story of a Butterfly

Stage 1:I start out as an

egg…Butterflies lay

their eggs on

leaves, stems, or

other objects

that are near

food.

Stage 2: I turn into a caterpillar…

When the eggs hatch, a

caterpillar is born. The

caterpillar eats a large amount

of food and grows rapidly.

Stage 3: I make a chrysalis…

The caterpillar attaches to a twig or leaf and forms a hard outer shell called a chrysalis.

Inside the chrysalis, the

caterpillar changes into a

butterfly.

Stage 4: I turn into a Butterfly…

A fully grown adult butterfly

emerges from the chrysalis.

An adult butterfly only

lives for a short time. They will

fly, mate and reproduce.

Click each stage to complete the life cycle of a Butterfly

Stage 3

Stage 2

Stage 1

Stage 4

Frog Frogs or amphibians

spend part of their lives under water,

and part 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.

The story of a Frog

Stage 1:I start out as an egg…

Frog eggs are laid in the water

Stage 2:I turn into a tadpole…

Tadpoles swim in the water and breathe using

gills.

Stage 3:I grow legs and turn into a

metamorph…

At 2-4 months, the almost mature

frog still has part of its tail, and

can now breathe air using lungs.

Stage 4: I grow into a frog

An Adult frog’s tail has

been reabsorbed by the body.

What does a frog eat?

Instructor Content

Arizona Science

Standards

NETS*T

Information Literacy

Standards

This is a supplemental activity that is aligned with content, technology, and

information literacy standards. ..

Tutorial Resources

End Tutorial

Begin Tutorial

Arizona Technology Standards

Arizona Science Standards

Concept 2: Life Cycles Life 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.

Arizona Technology Standards

Strand 1: Creativity and Innovation Concept 1: Knowledge and Ideas

Use technology to generate knowledge and new ideas. PO 1. Evaluate information to generate ideas. Strand 6: Technology Operations and Concepts Concept 1:

Understanding Recognize, 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: Application Select and use applications effectively and productively. PO 1. Understand keyboarding techniques when using the

keyboard to type letters, numbers and special key functions.

NETS*TEffective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; 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 that advance 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 contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified 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

Information Literacy StandardsStandard One

The 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 topicd) Defines or modifies the information need to achieve a manageable focuse) Identifies key concepts and terms that describe the information needf) Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information

2. 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 disseminatedb) Recognizes that knowledge can be organized into disciplines that influence the way information is accessedc) Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book

Tutorial Resources

EnchantedLearning.com

Butterfly life cycle pic: http://www.rupert.id.au/TJ853/index.php

Frog life cycle pic: http://www.ourclassweb.com/webquests_frogs_tasks.htm