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PROJECT GLADLife Cycles of Plants and Animals (Level 2)

IDEA PAGES

I. UNIT THEME: Plants and animals have predictable life cycles that are different from each other. Organisms reproduce offspring that resemble their parents. Plants and animals provide many resources for human use. Humans can have devastating effects on plant & animal life cycles.

II. FOCUS/MOTIVATION Inquiry Chart: What do we know about life cycles? What do we want to know

about life cycles? Cognitive Content Dictionary Read aloud: big book and literature Poems and chants Picture File Cards Observation Charts Realia Super Scientist Awards Signal Words

III. CLOSURE Informational report on the life cycle of a plant or animal and the resources it

provides to humans. Life Cycle mobile Class social action plan Raise and Release ladybugs Plant a seedling at school Process all charts and learnings Group presentations of team tasks On-going assessment – learning logs Student//teacher made test Field trip

Life Cycles of Plants and Animals--Level 2 CA 1Jennifer Analla & Patricia Montes Pate - Project GLAD (8/08)

IV. CONCEPTS—California State Standards

Science Standards2.0 Plants and animals have predictable life cycles. As a basis for understanding this concept:

2.a. – Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and each other.2.b. – Students know the sequential stages of life cycles are different for different animals such as butterflies, frogs, and mice.2.c. – Students know many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment.2.d. – Students know there is variation among individuals of one kind within a population.2.e. – Students know light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants. 2.f. – Students know flowers and fruits are associated with reproduction in plants.

3.0 Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept:

3.e. -- Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use.

Social Science Standards2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others' lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

V. VOCABULARY

Life CycleSequentialStagesBotanistZoologistEntomologistInvertebrateVertebrateClassificationClassifyCharacteristicsInheritedPopulationVariationLivingNon-living

MammalInsectBirdFishAmphibianReptileCold-bloodedWarm-bloodedOviparousViviparousHeadThoraxAbdomenEggLarvaPupa

AdultMetamorphosisOffspringColonyWingsAntennaeHatchIncubateBlossomPollinateNutrientsFruitSeedlingSaplingSproutGerminate

Seed coatCaseProtectiveEmbryoLeathery ReproductionResourcesEndangeredThreatenedConservation


VI. ELA/ELD STANDARDS

Reading

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of a reading. They select and know how to translate letter patterns into spoken language using phonics, syllabication, and word parts, and apply this knowledge to achieve fluent oral and silent reading.

Vocabulary and Concept Development:

R1.10 Identifies Multiple-Meaning Words

Students identify simple multiple-meaning words

2.0 READING COMPREHENSION: students read and understand grade – level appropriate material. They draw upon a variety of comprehension strategies as needed, including generating and responding to essential questions, making predictions, and comparing information from several sources. They quality and complexity of the material to be read by students are illustrated in the California reading List. In addition to the regular school reading, by grade 4, students read one-half million words annually, including a good representation of narrative (i.e., classic and contemporary literature) and expository (e.g., magazines, newspapers, on-line information) text appropriate for each grade.

R2.2.3 The student will use pre-reading strategies such as drawing on prior knowledge, discussing, generating questions, making pre-reading predictions.

R2.5.1 The student will recall and recognize relevant details in a passage by responding to question that ask who, what, where, and when.

R2.5.3 The student will identify the stated topic or stated main ideas of a reading passage.

R2.7. The student will interpret information from diagrams, charts, and graphs

R3.4. Students identify rhythm, rhyme, and alliteration in poetry.

Writing

WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose and successfully uses the stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions).


Organization and Focus

W1.1.1 The student will develop a clear and consistent focus in written test by using a variety of organizational patterns.

W1.1.2 The student will use idea-generating strategies (e.g., conferencing, brainstorming, listing, clustering).

Revising and Evaluating Strategies

W1.4.2 The student will proofread and revise written text by examining and adjusting topic development (details, examples, reasons, facts).

W1.4.2 The student will use descriptive words when writing about people, places, things, and events.

Written and Oral English Conventions:

Students write and speak with a command of standard English conventions that are appropriate to each grade level

Sentence Structure

C1.1.1 The student will distinguish between complete and incomplete sentences.

C1.1.2 The student will use subjects and predicates to write complete, coherent sentences.

Grammar

C1.2 Students identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

C1.2.1 The students will identify and use subjects and verbs that agree in number.

Listening and Speaking

1. Students listen and respond critically to oral communication. They speak in a manner that guides and informs the listener’s understanding of key ideas, using appropriate phrasing, pitch, and modulation.

Comprehension

LS1.1.1 The student will identify the purpose for listening (e.g., enjoyment, gathering information, problem solving) and apply strategies for the purpose (e.g., attending respectfully and courteously, offering verbal and nonverbal feedback).

Life Cycles of Plants and Animals--Level 2 CAJennifer Analla & Patricia Montes Pate - Project GLAD (8/08)

LS1.3.1 The student will respond to a presentation (e.g., paraphrase information, tell an experience, recognize similarities and differences among own ideas and the ides presented).

LS1.5.1 The student will develop a consistent focus on a topic in oral communications by using a variety of organizational patterns.

English Language Development Standards

Pre-production Level 1

Listening: comprehend high-frequency words and basic phrases in immediate physical, concrete surroundings

Speaking: produce learned words and phrases, and use gestures to communicate basic needs

Reading: interact with frequently used English print in a limited fashion, and demonstrate initial English print awareness

Early Production levels 1 and 1 – 2

Listening: comprehend a sequence of information on familiar topics as presented through stories and face to face conversations

Speaking: produce basic statements and ask questions in direct informational exchanges on familiar and routine subjects

Reading: interact with a variety of familiar print as part of a group and recognize words and phrases from previously learned material.

Speech Emergence levels 2 and 2 – 3

Listening: comprehend information on familiar topics in contextualized settings

Speaking: produce sustained conversation with others on an expanding variety of general topics

Reading: interact independently with a variety of simplified print

Intermediate Levels 3 and 3 – 4

Listening: comprehend detailed information with fewer contextual cl8ses on unfamiliar subjects

Speaking produce, initiate and sustain spontaneous language interactions using circumlocution when necessary


Reading: interact with increasingly complex written material while relying on context and prior knowledge to obtain meaning from print.

Fluent Level 4 and 4 – 5’s

Listening: comprehend concrete and abstract topics, and recognize language subtleties in a varied of communicative settings

Speaking: produce, initiate, and sustain extended interactions tailored to specific purposes and audiences

Reading: read, with a limited number of comprehension difficulties, grade – level written material

VII. RESOURCES AND MATERIALS

Nonfiction:What is a Life Cycle? By Bobbie KalmanThe Life Cycle of a Tree by Bobbie Kalman & Kathryn SmithymanHow Do Apples Grow? By Betsy MaestroApple Tree by Barrie WattsApples: How They Grow by Bruce McMillanChickens Have Chicks by Lynn M. StoneChickens by Sara Swan MillerPlant Life by Theresa GreenawayBusy Buzzy Bee by Karen WallaceBees by Kevin J. HolmesThe Life Cycle of a Bee by Jill BaileyThe Life Cycle of a Flower by Molly Aloian & Bobbie KalmanCows Have Calves by Lynn M. StoneCows by Rachael BellCows by Sara Swan MillerEgg Story by Anca HaritonThe Ladybug by Sabrina CreweAnimal Families by Gene S. StuartThe Story of George Washington Carver by Eva MooreThe Life and Times of the Peanut by Charles MicucciA Weed is a Flower by AlikiInvestigating Your Backyard by Natalie LunisSeeds Get Around Newbridge Early Science ProgramBusy As a Bee Newbridge Early Science Program

Fiction:The Seasons of Arnold’s Apple Tree by Gail GibbonsSomeday a Tree by Eve BuntingThe Time Traveler’s Adventure: George Washington Carver by Joe Loesch


The Very Hungry Caterpillar by Eric CarleThe Grouchy Ladybug by Eric CarleSalmon Stream by Carol Reed-Jones

Poetry:Classification BugalooLife Cycles CadenceTreesGeorge Washington CarverThe Apple TreeThe Inheritance SongThe Reproduction Song

Online Resources:Google Advanced SearchMBGNeet.mobot.orghttp://thinkquest.orghttp://dsc.discovery.comhttp://en.wikipedia.orghttp://www.clover.okstate.edu/fourh/aitc/lessons/primary/babypnut.pdfhttp://www.kingdomplantae.net/http://www.promotega.org/ksu00008/http://ww.enchantedlearning.com

Community ResourcesOakland ZooSan Francisco ZooHappy Hollow Park and ZooPalo Alto Baylands Nature PreserveMonterey Bay AquariumEmma Prusch FarmHidden Villa


http://ww.enchantedlearning.com/

http://www.promotega.org/ksu00008/

http://www.kingdomplantae.net/

http://www.clover.okstate.edu/fourh/aitc/lessons/primary/babypnut.pdf

http://en.wikipedia.org/

http://thinkquest.org/

UNIT PLANNING PAGESI. FOCUS AND MOTIVATION

Inquiry Chart-What do we know about life cycles? What do we want to know about life cycles?

Big Book Observation Charts Realia Super Scientist Awards Golden Pen Award Scientist Notebook Bookmark Cognitive Content Dictionary/Signal Word

II. INPUT Graphic Organizer – Kingdoms of Living Things Pictorial Input – Peanut Plant Comparative Pictorial Input—Honeybee & Cow Narrative – George Washington Carver Poetry Big Book

III. GUIDED ORAL PRACTICE T-Graph for Social Skills/Team points Chants/Poetry Venn Diagram – honeybee vs. cow Sentence Patterning Chart (farmer in the dell): animals Picture File Cards – observe, classify, categorize, label Exploration Report – offspring Personal Interaction Mind Map Expert Groups Process Grid

IV. READING/WRITINGA. Total Class Modeling

Cooperative Strip Paragraph Story Map Found Poetry Poetry/chants Strip Book DRTA Poetry Frame

B. Small Group - Flexible Group Practice ELD Group Frame Cooperative Strip Paragraph – emergent readers/struggling readers Ear-to-Ear Reading


Focused Reading Clunkers and Links – At or above Skills ELD Preview/Review—oral Guided Reading/Flexible Grouping Expert Groups Team Tasks – anything modeled whole class

C. Individual – anything practiced in teams Learning logs Interactive Journals Reading/Writing Choice Focused Reading Found Poetry Silent Sustained Reading Listen and sketch Research Center Individual Tasks: anything practiced in teams

D. Reading/Writing Workshop Mini lesson Independent Write—free choice Conferencing Author’s Chair Publishing

V. EXTENDED ACTIVITES Team Task presentations Art Lesson Class big book Science Exploration—observing insects & plants growing Jeopardy with Process Grid Field Trip Drama

VI. CLOSURE Process all charts Student writing: expository, narrative, poetry Team Evaluation Team Feud Student/Teacher generated test Portfolios with rubric Mobile of life cycle of student choice Student informational reports on life cycles Class social action plan Home/School Connection


DEMONSTRATION SAMPLE DAILY LESSON PLANSDAY 1:

FOCUS & MOTIVATION Super Scientist Awards – 3 Personal Standards Cognitive Content Dictionary with signal word Observation Charts Inquiry Chart: What do we know about life cycles? What do we want to know about life

cycles? Big Book--I Just Thought You Might Like to Know Poetry Portfolios

INPUT Graphic Organizer – Kingdoms of Living Things

- Learning Log- ELD Review- 10/2 lecture with primary language

Poetry Pictorial Input – Peanut Plant

- Learning log- ELD Review- 10/2 lecture with primary language

Read-Aloud

GUIDED ORAL PRACTICE T-Graph for Social Skills & Team Points Picture File Cards: stimulate observing “in the field’ process skills (observing,

categorizing, comparing, ordering, inferring), group reporting Exploration Report Chants/Poetry

READING & WRITING Interactive Journals Learning Logs Writer’s Workshop

- Mini-lesson- Write- Author’s Chair

Read-Aloud

CLOSURE Reprocess Inquiry Chart Home/School Connection


DAY 2:

FOCUS & MOTIVATION Super Scientist Notebook – 3 Personal Standards Cognitive Content Dictionary/Signal word Read aloud – How Do Apples Grow? Review Pictorials with word cards Home/School Connection – Partner Share Chants/Poetry – highlight, sketch, add picture file cards

INPUT Comparative Pictorial Input—Honeybee vs. Cow

- Learning log- ELD Review- 10/2 lecture with primary language

Narrative Input – George Washington Carver Poetry Read-Aloud

GUIDED ORAL PRACTICE Process T-graph Flexible Groups

- Expert Groups- Team Tasks

Personal Interaction - How have you observed life cycles affected by humans? What would happen if a life cycle met continual interference?

Poetry

READING & WRITING Interactive Journals Reading/Writing Workshop Flexible Grouping – Guided Reading Poetry - Highlight

CLOSURE Review Charts Home/School Connection Plant seeds


DAY 3:

FOCUS & MOTIVATION Golden Pen Award – 3 Personal Standards Cognitive Content Dictionary/Signal Word Process Home/School Connection Realia Review Narrative--Word Cards & Conversation Bubbles Review Honeybee & Cow Comparative Pictorial--word cards

GUIDED ORAL PRACTICE Sentence Patterning Chart

- Reading Game- Trading Game- Flip Chant

Flexible Groups- Expert Groups—finish- Team Tasks- T-graph Oral Evaluation

Mind Map Process Grid

READING & WRITING Cooperative Strip Paragraph

- Respond, Revise, Edit Poetry Booklets Journals Listen & Sketch

CLOSURE Review charts Home/School Connection Process Inquiry Chart


DAY 4:

FOCUS & MOTIVATION Bookmark Award – 3 Personal Standards Cognitive Content Dictionary – Self-Selected Vocabulary Poetry Booklet – Ear-to-Ear Reading Process Home/School Connection Story Map of Narrative Realia Chart/Illustrate seed growth

GUIDED ORAL PRACTICE Poetry – highlight, sketch, add picture file cards DRTA

READING & WRITING Strip Book T-graph Flexible Grouping – Read from Coop Paragraph (emergent readers) Team Tasks Team Task Share

CLOSURE Found Poetry Home/School Connection Interactive Journals


DAY 5:

FOCUS & MOTIVATION Scientist Buttons – 3 Personal Standards Cognitive Content Dictionary/Signal word – Self-Selected Vocabulary Process Home/School Connection Poems Read-Aloud Poetry – highlight, sketch, add picture file cards

READING & WRITING Raders/Writers Workshop Listen and Sketch: Egg Story by Anca Hariton Flexible Groups

- Team Evaluation- ELD Group Frame- Clunkers and Links – At or above- Team Tasks- Team presentations

Ear-to Ear Reading Focused Reading with Personal Cognitive Content Dictionary

CLOSURE Read Aloud Student/Teacher Assessments Team Feud Plant a seedling at school (fundraise money throughout unit to purchase) Class Made Big Book—The important thing about life cycles is… Home/School Connection—Evaluation letter to parents; take home portfolio to share,

parent comments Process Inquiry Chart


I Just Thought You Might Like To Know!A Book About Life Cycles

By Leilani Camara and Michelle OhyeAdapted by Jennifer Analla and Patricia Montes Pate

Page 1I just thought you might like to know that a life cycle is something that repeats in the same order.

Some of the cycles you might already know are: Seasons of the year Tires on a bicycle A car going around the racetrack Birds flying south for the winter and returning in the spring Day and night, and The phases of the moon.

I just thought you might like to know that a life cycle is something that repeats in the same order.


All living things have a life cycle. The cycle has different stages. During its cycle, an organism grows and changes as it matures into an adult. The adult reproduces to start the cycle again. The purpose of this cycle is to continue from generation to generation, as well as to survive. I just thought you’d like to know.



If you are familiar with the life cycle of a butterfly, you’ll see the life cycle of other insects. If you know the life cycle of the wolf, you will know the life cycle of other mammals. If you know the life cycle of a plant, you will see the life cycle of a tree. And so you see, life goes on and on...



Some organisms go through metamorphosis or change from one form to another in distinct life phases. For example, the frog lays eggs and tadpoles emerge. The tadpole does not resemble its parent, but will transform into a frog during its life cycle. I just thought you might like to know that a life cycle is something that repeats in the same order.



Other living things do not go through metamorphosis and will resemble their parents when they are born. For example, a spider monkey, when born, looks like its parent, but only smaller.



Living things or organisms are always threatened in different phases of their life cycle. Sometimes threats are natural like an organism’s predators. Sometimes humans pose a threat to living things by polluting, using pesticides and destroying habitats.



Plants and animals are all connected to each other. Animals need plants and plants need animals to survive. No plant or animal lives alone.

I just thought you might like to know!


Narrative Input: “The Life of George Washington Carver”Adapted from A Weed is a Flower by Aliki(copyright permission to reprint by Jennifer Analla & Patricia Montes)

When George Washington Carver was born, he had many things against him. He was a sick, weak, little baby. His father had just died, and his mother was left alone to care for him and his older brother. But worst of all, he was a slave. It seemed like there was no hope for his life.

But, George Washington Carver turned out to be no ordinary child. He became a man who turned evil into good, despair into hope and hatred into love. He was a man who spent his whole life helping others. This is his story.

George Washington Carver was born in Missouri in 1864—more than a hundred years ago. It was a terrible time in our country. Back then, many people believed that black people should be slaves, just because of the color of their skin. And there were mean men who would often kidnap slaves from their owners and sell them to other people for money.

George’s family was owned by Moses and Susan Carver. One night, a band of these terrible men rode up to the farm and snatched George and his mother, Mary. They rode away into the night before anyone could stop them.

Moses Carver was very upset. He sent a man to look for Mary and George. In a few days, the man returned with a small bundle wrapped in his coat and tied to the back of his saddle. It was the baby, George. But, Mary was never found.


From then on, Moses and Susan cared for George and his older brother. George remained a small and sickly child and he was too weak to work on the farm. So, he stayed near the house with Mrs. Carver. She taught George to cook, sew, and tend the garden. As he grew, the Carvers noticed he was a unusual child. He wanted to know about everything around him and he asked all kinds of questions. “Where does the rain come from?” “How do flowers grow?” “Why do bees buzz?” He wondered about everything. And, he often asked questions the Carvers couldn’t answer.

As a child, George kept a garden where he spent hours each day caring for his plants. If they weren’t growing well, he found out why, and soon they were healthy and blooming. George looked after each plant as though it was the only one in his garden. Even though he was only seven years old, neighbors soon began to ask George’s advice about their plants. “George, I’m having trouble with my tomatoes. Can you help me?” or “My roses aren’t blooming this year. Do you have any tips?” George’s advice worked so well they nicknamed him “The Plant Doctor.”

As time went on, George wondered about more and more things. He loved learning and wanted to go to school very badly. By this time, the slaves had been freed, but still black children were not allowed to go to school with white children. The nearest school he could attend was in a small town far away. It would take over 2 hours for him to walk to school which would have been impossible. So when he was 10 years old, George made a very brave decision and he left his brother, his garden, and the Carver family and went off to go to school for the very first time in his life!


George spent the next 10 years going to different schools. Since he had no home or parents, he had to find people who would let him live with them. He worked for people to earn his keep. He scrubbed their floors, washed their clothes, and baked their bread. And whatever George did, he did it well. Even the smallest chore was important to him.

George worked hard for many years, always trying to save enough money for his lifelong dream—to go to college. And in 1890, his wish finally came true. He was accepted at Simpson College. He went to school there for a while and later transferred to Iowa State College. Because he loved plants so much, George Washington Carver chose to study botany, the science of plants. He learned about plants, flowers, and the soil. He learned the names of weeds because even they were important to him. He often said, “A weed is a flower growing in the wrong place.”

After four years of hard work, George became the very first African American to graduate from Iowa State. After he graduated, George continued researching and experimenting with plants and was invited to speak at several science meetings. In fact, he knew so much about plants, that in 1896, George became a professor at the Tuskegee Institute in Alabama. George taught his students and the poor black farmers all about plants, soil, and farming. He taught them how to make their crops grow better.


Most of the farmers grew cotton. But, their crops were being destroyed by insects and they weren’t growing as well. This was a problem, because the farmers weren’t making enough money to buy food to eat. Professor Carver told them growing only cotton harmed the soil. They needed to plant sweet potatoes and peanuts to help the cotton grow stronger. “If you rotate your crops,” he told them, “it will provide more nutrients for the soil and you’ll have bigger and better cotton.” It worked! But, in those days, people thought peanuts were monkey food, and the farmers had so many peanuts, they didn’t know what to do with them.

So George got to work in his laboratory experimenting. He spent hours inventing different ways to use all the parts of the peanut plant. And when he was through, he had made over 300 different products. Paper, ink, shoe polish, soap, shaving cream, linoleum, shampoo, and even milk…all out of peanuts!

Before long, peanuts became the most important crop in Alabama. George was a hero! Soon the whole country knew about the great things he was doing. “Did you hear that George found a way to make paper out of peanuts?” they exclaimed. He was honored by Presidents and other important people. At a special dinner in New York, the President of the United States, Franklin D. Roosevelt gave George a medal, thanking him for everything he had done for his people, for science, and for his country. It was a great honor and George felt very proud.

After many years of contributions to the world of science, George died in 1943, at the age of 79. The weak, slave baby born with no hope for the future grew into one of the greatest scientists of this country all because of his determination to learn and his desire to help others. George Washington Carver is remembered for his goodness and devotion, and for making a difference in the lives of people then and today.


“Where does the rain come from?”

“How do flowers grow?”

“Why do bees buzz?”

“George, I’m having trouble with my tomatoes. Can you help me?”

“If you rotate your crops, it will provide more nutrients for the soil.”

“Did you hear that George found a way to make paper out of peanuts?”

“A weed is a flower growing in the wrong place.”

“My roses aren’t blooming this year. Do you have any tips?”


Life Cyclesof Plants & Animals

Poetry Booklet

Name


TREESBy Jennifer Analla

Trees here, trees there.Trees, trees everywhere.

Tiny seeds sprouting,Small seedlings growing,Determined saplings maturing,And mature trees reproducing.

Coniferous trees on the mountain,Deciduous trees in the forest,Fruit trees in the orchard, And palm trees in the desert.

Trees here, trees there.Trees, trees everywhere.Trees! Trees! Trees!

GEORGE WASHINGTON CARVERBy Jennifer Analla

I know a botanist,a very heroic botanist,a very heroic botanist

Who studied plants big and small.

Watching plants growing,Measuring and sketching,Seeing plants adaptInventing uses for the peanut.

I know a botanist,a very heroic botanist,a very heroic botanist

Who made a difference in our lives!


CLASSIFICATION BUGALOOBy Jennifer Analla

I’m a scientist and I’m here to say,I study living things everyday.Sometimes I write a paper, sometimes I read a book,But, usually I go outside and take a look.

Animal Kingdom and Plant Kingdom, too,Doing the Classification Bugaloo.

When I classify animals, I can tellHow to put them into groups very well.Are they vertebrates or no backbone?How do they eat? Where is their home?


The Plant Kingdom is trickier,Are veins in their leaves or non-vascular?Next, I can look at their seeds:Naked, covered, or none to see?


THE APPLE TREE(Tune: “I’m A Little Teapot”)by Jennifer Analla

I’m a little seedling, grown from a sprout.Here is my stem and leaves growing out.When I grow much bigger, I will shout,“Pollinate me!” We’ll have apples all about!

THE INHERITANCE SONG(Tune: “This Old Man”)by Jennifer Analla & Sue Diehl

Mother, Dad, Sis, brother,Look so much like each other,Eyes of brown,Hair that’s curled and red,These are things inherited.

Grandma’s lips, Grandpa’s nose,All the way down to your toes,Even your sweet personality,Comes from your dear family.

It’s the same for animals,They inherit fur, eyes, teeth, and claws,Even plants have offspring of their own kind,It’s part of a life cycle’s design.

THE REPRODUCTION SONG(Tune: I’m a Nut)By Jennifer Analla

I’m a cow, hoofed and wide,Grazing on the countryside,I’m a mammal, calf’s born alive,Feed it milk to grow and thrive,Once my baby is mature,She’ll reproduce, that’s for sure.

I’m a cow, Moo Moo!I reproduce, Moo Moo!

Insects, like the buzzing bee,Have Their babies differently.They all are hatched from an egg,Grow into larva, then pupa stage.Most go through metamorphosis,Change their appearance, just like this! (snap)

I’m a bee, Buzz Buzz!I reproduce, Buzz Buzz!

Mammals, fish, amphibians,Reptiles, birds, and crustaceans,All the animals you can say,Give birth to young ones their own way,They look like parents when they’re grown,But, they have characteristics all their own,

I’m an animal, ** !I reproduce, **___________!

**Students choose animal sound to make.

LIFE CYCLES CADENCEBy Lula Bia & Jabbar BeigAdapted by Jennifer Analla

We just know what we’ve been told,Life cycles are good as gold.Reproduction is a vital part,Plants and animals all take part.

Sound off – Plants,Sound off – Animals,Sound off – 1, 2, 3, 4, Life cycles!

Egg-laying animals are oviparous,Keeping eggs warm is a must.Viviparous animals are born alive,Mother’s milk helps them to survive.

Sound off – Oviparous,Sound off – Viviparous,Sound off – 1, 2, 3, 4, Life cycles!

Plants come from seeds underground,And keep the cycle going round.Flowers must be pollinated,So the plant is replicated.

Sound off – Flowers,Sound off – Pollinate,Sound off – 1, 2, 3, 4, Life cycles!

Home/School Connection #1

Tell your parents about the life cycle of the peanut plant and the cow. Ask them what they know about plant and animal life cycles. Sketch and write their response.

Parent Signature Student Name

Parent comments:

CONEXCIÓN DE ESCUELA Y HOGAR #1

Cuentales a tus padres del ciclo de vida de la planta de maní y el de la vaca. Preguntales qué es lo que saben ellos sobre los ciclos de vidas de plantas y animales. Dibuja y escribe sus respuestas .

Commentario de los padres:

Firma de los padres Nombre del estudiante


Using your scientific skill of observation, go on an "observing walk" outside and inside your home with your parent(s). Keep a tally of all the insects and arachnids you see and hear.

bees butterflies moths

spiders worms crickets

sowbugs Flies beetles

ants earwigs gnats

Sketch the most interesting insect/arachnid you saw.


Parent comments:


Usando tus habilidades científicas de observación, pasea dentro y fuera de tu casa acompañado por tus padres. Toma nota de los insectos y arácnidos que ves y escuchas.

abejas mariposas polillas

arañas gusanos grillos

sowbugs moscas escarabajos

hormigas tijeretas mosquitos

Dibuja el insecto/ arácnido más interesante que viste.




Tell your parents about George Washington Carver and the resources we get from the peanut plant. Ask them about other resources we get from plants and trees. Sketch and write their response.


Parent comments:


Cuentales a tus padres acerca de George Washington Carver y de los recursos que obtenemos de la planta de maní. Preguntales acerca de otros recursos que podemos obtener de otras plantas y arboles. Dibuja y escribe sus respuestas.




Remind your parents that an organism’s characteristics are inherited from their parents. Talk about the characteristics you inherited from your parents. Sketch and write about the characteristics.


Parent comments:


Recuerdales a tus padres que las características de los organismos son heredadas de los padres. Hablen acerca de las características que heredaste de ellos. Dibuja y escribe sobre esas características.



The Apple Tree

Did you know there are over 7, 500 different kinds of apples? They come in many different colors like red, green or yellow. The apple tree’s classification is Magnoliophyta because it is a flowering tree. It can live to be 100 years old! Inside each apple are brown seeds. If these are planted in the ground, another apple tree can grow.

The duration of the apple tree’s life cycle is 5-7 years. There are 4 stages in its life cycle. First, the seed is planted in the ground and it germinates, or begins to grow. Next, a small seedling appears with roots under the ground and a stem above the dirt. The stem grows and leaves form; it is now called a sapling. For 5 years, it will continue to grow until it becomes a mature tree with a woody trunk, branches, and blossoms, ready to produce apples.

Apple trees provide valuable human resources. Apples make a healthy and nutritious snack. We can eat the whole fruit, but they also make delicious apple juice, applesauce, and apple pie! The trees provide us with shade on a hot day. And, they are a great place to build a tree house or hang a swing.

The California Live Oak Tree

The California Live Oak has two names! It is also called the Coast Live Oak. You can find many of them in the Bay Area. The oak tree’s classification is Magnoliophyta because it is a flowering tree. They can live for more than 200 years and grow as tall as 100 feet. The acorn is the oak tree’s fruit and seed. An oak tree can produce thousands of acorns every year.

The duration of the oak tree’s life cycle is 20 years. There are 4 stages in its life cycle. First, the seed, or acorn, rests on top of the soil and it germinates, or begins to grow. Next, a small seedling appears with roots under the ground and a stem above the dirt. The stem continues to grow and leaves form; it is now called a sapling. For the next 20 years, it will continue to grow into a mature tree with a woody trunk, branches, and blossoms, ready to produce acorns.

Oak trees provide many human resources. The acorn was an important part of the Native Americans’ diet. Today, its wood is often used to build homes and make beautiful furniture such as tables and chairs. Many people also use it as firewood to keep warm during the winter months.

The Salmon

There are 5 different species of salmon. The salmon’s classification is a fish. They live in the water. Most fish have gills to help them breathe. Their bodies are covered with scales and they have fins to help them steer. Salmon are oviparous animals, which means they lay eggs! Female salmon can lay 1000s of eggs.

The duration of the salmon’s life cycle is two years. There are 5 stages in its life cycle. First, the adult female salmon lays thousands of eggs in a freshwater stream. Once the egg hatches and an alevin emerges. The alevin develops into a young fish called a fry. The fry grows into a young salmon called a smolt. After one or two years, the smolt begins its journey to the ocean where it matures into an adult salmon. It then returns to the same freshwater stream where it was born to lay eggs and the life cycle begins again.

Salmon provide a valuable human resource. They are a delicious food, which provides many nutrients including Omega-3 Fatty Acids that are essential for brain development.

The ChickenDid you know there are over 50 breeds of chickens? The chicken’s classification is a bird. Their bodies are covered with feathers. They have wings, scaly legs and a beak (instead of teeth). Chickens are oviparous animals, which means they lay eggs. Chickens will lay anywhere from 1 to 16 eggs. The eggs we usually eat are white or brown, but some chickens lay blue or green eggs, too!

The duration of the chicken’s life cycle is six months. There are 4 stages in its life cycle. First, a female chicken lays an egg. She must keep it warm for 21 day because an embryo is developing inside. Next, a chick hatches from the egg. The chick grows and develops for 5 months until it is a mature, adult chicken. An adult female chicken is called a hen; a male is called a rooster.

Chickens provide valuable human resources. Their meat is very healthy. Chicken eggs can be eaten alone, but they are also used in many baked goods like cake, cookies, and breads. Many people enjoy decorating eggs and using them for fun activities like an egg hunt or egg toss. Some gardeners also use chicken manure, or droppings, as a fertilizer to grow strong, healthy plants.

organism

Human Resources

Stages of Life Cycle

Duration of Life Cycle

Interesting Facts

Classification

Organism Classification Stages of Life Cycle

Duration of Life Cycle

Human Resources

Interesting Facts

Team Feud

True or False: All life cycles have the same stages.Answer: False

Name the 5 stages of the life cycle of the peanut plant.Answer: Blossom, Peg, Seed, Seedling, Mature Plant

What is a seedling?Answer: A tiny plant.

Name an animal that goes through metamorphosis.Answer: answers will vary

What does reproduce mean?Answer: to make babies

What classification are cattle?Answer: mammal

How many stages are in the apple tree’s life cycle?Answer: seed, seedling, sapling, mature tree

How many stages are in the apple tree’s life cycle?Answer: 4

What is the duration of the peanut plant’s life cycle?Answer: 5 months

Name 2 human resources from cattle.Answers will vary

Name 3 human resources from the apple tree.Answers will vary

What kind of scientist was George Washington Carver?Answer: botanist

True or False: George Washington Carver invented peanut butter.Answer: False

What is offspring?Answer: babies

What does the suffix –ling mean?Answer: a baby

What is the peanut plant’s classification?Answer: Magnoliophyta

How can you tell if a honeybee is a female?Answer: It has a stinger

What do you call a female cattle?Answer: cow

Is a bee oviparous or viviparous?Answer: oviparous

What animal holds the egg on its feet for 2 months?Answer: Emperor penguin

Name 2 ways to show teamwork.Answers will vary

How long does the peanut plant bloom?Answer: ½ day

When did George Washington Carver die?Answer: 1943

How many breeds of cattle exist?Answer: over 270

What was George Washington Carver’s nickname?Answer: The Plant Doctor

plant and animal life cycles - be glad · web viewsound off – 1, 2, 3, 4, life cycles!...

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