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LIFE CYCLES OF ORGANISMS Level 2

Highline School District – Washington StateIDEA PAGES

I. UNIT THEME Classification of organisms into groups Vertebrates vs. invertebrates All organisms have a life cycle and certain requirements for life. Cross-cultural sensitivity – we all inherit traits and characteristics from our parents which

vary from person to person, but we all go through the same life cycle as human beings.

II. FOCUS/MOTIVATION Biologist awards Teacher Made Big Book Cognitive Content Dictionary with Signal Word Read Alouds Observation Charts Inquiry Chart Realia Life Cycle Songs Poetry and Chanting Videos

III. CLOSURE Process all charts and learnings Challenge questions Poetry/Chants Personal exploration – free choice writing Evaluation of week – letter home to parents Review of home school connections

IV. CONCEPTS Life Science:

All organisms have a life cycle with a beginning, middle, end, that repeats. All organisms have certain requirements for life. The offspring are similar to their parents. Different classes of animals have different types of life cycles. The stages (of the life cycle) are birth, growth, adulthood, and reproduction.

Life Cycles of Organisms, Level 2-3, Washington 1Rachel Hoff, Carla Holmes, Kelly Johnson, Sara Martinez Project G.L.A.D – June 4, 2007

V. WASHINGTON STATE STANDARDSScience – Grades 2/3

1.1.6 Understand characteristics of living organisms Observe and describe characteristics of living organisms (e.g., spiders have eight legs;

birds have feathers, plants have roots, stems, leaves, seeds, flowers)

1.2.6 Understand that organisms can be a single cell or many cells that form parts with different functions. Observe and identify the parts of an object seen under a magnifier. Illustrate or draw the small parts that make up the whole living thing. Describe the life function of a part of a living thing (e.g., wings of a bird)

1.2.7 Understand that plants and animals have life cycles. Observe and describe the life cycle of a plant or animal (e.g., describe the life cycle of a

butterfly –egg, caterpillar or larva, cocoon, and butterfly or adult). Describe that the young of plants and animals grow to resemble their parents as they

mature into adults. Describe inherited characteristics (e.g., leaf shape, eye color) and learned characteristics

(e.g., languages, social customs).

1.3.8 Understand that living things need constant energy and matter. Observe and record that most living things need food, water and air. Observe and record or demonstrate that plants need light. Identify sources of energy and matter used by plants to grow and sustain life (e.g., air,

water, light, food, mineral nutrients).

1.3.10 Understand that an organism’s ability to survive is influenced by the organisms behavior and the ecosystem in which it lives. Observe and show how organisms live in specific places (e.g., fish live in a pond). Describe how animals depend on plants or other animals for food. Describe how animals depend on plants or other animals for shelter. Describe the characteristics of organisms that allow them to survive in an ecosystem.

2.1.1 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.

Reading – Grade 21.1.4 Apply understanding of phonics. Use knowledge of phonics to read unfamiliar words in grade-level text. Read words in isolation and in context containing complex letter patterns/word families (e.g., -ought, -aught). Use multi-syllabic decoding when reading two and three syllable words in isolation and in context (e.g., super follows v/cv pattern; supper follows vc/cv).


1.2.1 Apply reference skills to determine word meanings Use glossaries and dictionaries to find word meanings.

1.2.2 Apply vocabulary strategies in grade-level text. Use prefixes, suffixes, inflectional endings, and abbreviated words to determine the meaning of unknown words in grade-level text. Re-read to clarify, read on, ask for help, adjust reading rate, use knowledge of print conventions, and/or attempt alternative pronunciation for unknown words to determine meaning of unknown words; substitute familiar words for unknown. Use prior knowledge and context to predict and confirm meanings of unknown words. Use pictures, illustrations, and diagrams to clarify/expand word meaning.

1.3.1 Understand and apply new vocabulary. Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

1.3.2 Understand and apply content/academic vocabulary. Identify and define unfamiliar words that would be important to know in order to read a new text with teacher guidance. Use new vocabulary in oral and written communication.

1.4.1 Know common sight words appropriate to grade-level. Read with automaticity an increasing number of common sight words.

1.4.2 Apply fluency to enhance comprehension. Read grade-level text aloud fluently with expression. Read aloud unpracticed grade-level text with fluency in a range of 90–100+ words correct per minute.

1.4.3 Apply different reading rates to match text. Adjust reading rate to match purpose (e.g., speed up for pleasure reading, slow down to practice new skills or read unfamiliar text).

2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea, and supporting details in informational/expository text and/or literary/narrative text. Identify the main idea of an informational/expository passage and support with text-based evidence with teacher guidance. Identify the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance. Complete graphic organizers with teacher guidance to organize main ideas and supporting details.

2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.


Explain connections between self and characters and events encountered in culturally relevant text. Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer. Predict text content using prior knowledge and text features. Use text and prior knowledge to make inferences about characters and/or predict events; confirm or reject predictions. Organize information that supports a prediction or inference in a graphic organizer to enhance comprehension of text.

2.1.6 Apply comprehension monitoring strategies. Use monitoring strategies to increase comprehension, including work recognition strategies, re-reading, and looking forward in the text.

2.1.7 Apply comprehension monitoring strategies during and after reading: summarize informational/expository text and literary/narrative text. Summarize the events or information in informational/expository text with teacher guidance (e.g., the important characteristics of certain animals or plants presented in text). Summarize the plot/message in culturally relevant literary/narrative text with teacher guidance. Organize summary information from informational/expository text and/or literary/narrative text into a teacher-provided graphic organizer to enhance text comprehension.

2.2.1 Understand story sequence. Retell text focusing on the problem or events in sequence. (Note: Differences in story telling order exist between cultures. For example, some cultures tell the end of the story first.)

2.2.2 Understand and apply features of printed and electronic text to locate and comprehend text. Identify and use grade-level-appropriate text features with teacher guidance. Interpret information from graphs and charts with teacher guidance. Identify and use icons and pull-down menus.

2.2.3 Understand story elements. Describe physical traits of characters and tell how they act. Retell the important events of a story. Describe the setting of a story. Identify the speaker/narrator in a story.

2.2.4 Understand text organizational structures.


Recognize and use sentences, paragraphs, and chapter structure to understand the organization in both informational/expository text and literary/narrative text. Identify text written in the text organizational structures of simple listing and sequential order.

2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text. Compare and contrast literary/narrative text elements in one story or between two stories. Compare and contrast facts in one text or between two informational/expository texts. Explain simple cause and effect relationships in informational/expository text and literary/narrative text.

2.3.2 Understand how to locate specific information. Use alphabetical and numerical systems to locate information in dictionary or book.

2.3.3 Understand literary/narrative devices. Recognize similes, alliteration, and onomatopoeia in literary/narrative passages.

2.4.1 Understand how to draw simple conclusions and give a response to text. Give a personal or text-based response to a passage using a teacher-generated prompt. Draw a simple conclusion from grade-level text with teacher guidance.

2.4.2 Understand that there are purposes of writing. Identify common types of informational/expository text and literary/narrative text and explain why they are read.

2.4.3 Understand there are facts and opinions. Explain the difference between a fact and an opinion with teacher guidance.

3.1.1 Understand how to select and use appropriate resources. Identify print and non-print resource materials available to complete a task (with teacher assistance), such as informational text and/or illustrations and graphics. Identify one resource and use it to answer a question with teacher assistance.

3.2.1 Understand information gained from reading to perform a specific task. Use signs, labels, and instructions to answer questions or complete a task using grade-level text. Identify and use important words in a text to perform a task (e.g., math problem solving, follow multi-step directions).

3.2.2 Understand a variety of functional documents. Read and explain the information in functional documents that are used in a home setting to communicate information (e.g., shopping lists, TV schedules, advertisements, telephone messages).


3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature. Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.

3.4.2 Understand traditional and contemporary literature written in a variety of genres. Identify and explain the characteristics of a variety of genres. Read and respond to literature from multiple genres using teacher prompts appropriate to the text and content.

3.4.3 Understand a variety of literature representing different cultures and traditions. Identify and discuss the culture and/or traditions represented in a story with teacher guidance.


ELD Listening & Speaking Standards – Grades K-2

EALR 1: The student uses listening and observation skills to gain understanding.Component 1.1 – The student will focus attention.Component 1.2 – The student will listen and observe to gain and interpret information.

Beginning Use physical actions and/or words to respond to simple directions and questions.

Advanced Beginning Respond to simple directions and questions. Use picture cues, phrases or a cloze exercise to retell a familiar story.

Intermediate Respond to directions, questions, and some idiomatic expressions. Use simple sentences to retell a familiar story with picture cues. Recognize inappropriate use of register. Recognize patterns in familiar words, songs, chants, and rhymes.

Advanced Respond to multi-step directions and to questions. Use picture cues and descriptive sentences to retell a familiar story. Independently recognize inappropriate use of register. Begin to use context to determine appropriate meaning of multiple meaning words.

Transitional Respond to multi-step directions and to questions. Use descriptive sentences and illustrations to retell a story in order. Independently recognize inappropriate use of register. Use context to determine appropriate meaning of multiple meaning words.

Component 1.3 – The student will check for understanding by asking questions and paraphrasing.

Beginning Use classroom norms to signal to ask a question. Use single word/gestures to ask for repetition in order to clarify.

Advanced Beginning Use words and/or phrases, intonation to ask simple questions.

Intermediate Use simple forms to ask questions about content. Use words/phrases in a frame to paraphrase.

Advanced


Use simple forms* to probe for details about content. sentences to paraphrase. Use simple forms to probe for details about content.

Transitional Use descriptive sentences with content area vocabulary to ask questions in a variety of contexts and situations. Use descriptive sentences with some content vocabulary to paraphrase.

EALR 2: The student communicates ideas clearly and effectively.Component 2.1 – The student will communicate clearly to a range of audiences for different purposes.

Beginning Use words to participate in social conversations using informal language. Use, through repetition, common social greetings, simple repetitive phrases, and state

basic needs using informal language. Use gestures and/or words to participate in group discussion or activity which involve

concrete objects. Use words to tell a story from a familiar picture book. Repeat words which are part of the frozen register (i.e., Pledge of Allegiance, poems,

favorite stories).

Advanced Beginning Use phrases and/or simple sentences to participate in social conversations with peers using informal language. Independently use common social greetings, simple phrases, and state basic needs using informal language. Use words and/or phrases to role-play an action or event. Use words and/or phrases to tell a story from a familiar picture book. Use words and/or phrases to participate in group discussion or activity which involves concrete objects. Repeat phrases which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).

Intermediate Use simple sentences to participate in social conversations on familiar topic with peers and adults. Use simple sentences to tell a story, inform, explain. Begin to use appropriate language registers for speaking in formal situations, with teacher support. Give instructions for a familiar process; process may be out of sequence and/or steps may be skipped. Repeat sentences which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).

Advanced


Use descriptive sentences to participate in social conversations with peers and adults. Use descriptive sentences to tell a story, inform, and entertain. Begin to use appropriate language registers, with lapses at times, when prompted by teacher. Give instructions for a familiar process in an understandable manner. Independently recite language used in frozen register (i.e. Pledge of Allegiance, poems, favorite stories).

Transitional Independently participate in social conversations with peers and adults. Use descriptive sentences to tell a story, inform, explain, and entertain in a sequential manner. Use different language registers in situations as appropriate, when prompted by teacher. Give instructions in a precise and understandable manner.

Component 2.2 – The student will develop content and ideas. Develop a topic or theme; organize thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; and speak coherently and compellingly.

BeginningAdvanced Beginning Connect words and phrases using the conjunction and. Begin to sequence words and/or phrases related to a familiar topic using a picture prompt.

Intermediate Connect sentences using the words and, and then, after and but. Organize a simple oral presentation in a logical order with teacher support.

Advanced Connect sentences using the words and, and then, after, if and but. Organize an oral presentation in a logical order with minimal teacher support.

Transitional Connect sentences using the words and, and then, after, if and but to sustain a topic. Organize an oral presentation in a logical order.

Component 2.3 – The student will use effective delivery. Adjust speaking strategies for a variety of audiences and purposes by varying intonation, pitch, and pace of speech to create effect and aid communication.

Component 2.4 – The student will use effective language and style. Use language that is grammatically correct, precise, engaging and well-suited to topic, audience, and purpose.

Beginning Use gestures and/or words to participate in group discussion or activity. Use gestures and/or words to communicate needs.


Advanced Beginning Use words and/or phrases to participate in group discussion or activity. Use words and/or phrases to communicate needs and role-play an action or event.

Intermediate Distinguish between appropriate ways of speaking to different audiences (register). Use simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement.

Advanced Use appropriate ways of speaking that vary based on audience. Use descriptive sentences with common grammatical forms, with some errors.

Transitional Use appropriate ways of speaking that vary based on audience. Speak clearly and comprehensibly using academic English with occasional errors.

EALR 3: The student uses communication strategies and skills to work effectively with others.Component 3.1 – The student will use language to interact effectively and responsibly with others.Component 3.2 – The student will work cooperatively as a member of a group.Component 3.3 – The student will seek agreement and solutions through discussion.

Beginning Independently use common social greetings, simple repetitive phrases, and state basic needs. Use words or gestures to contribute to group discussions, including personal experiences.

Advanced Beginning Use words and/or phrases to actively participate in social and academic conversations on familiar topics. Use words and/or phrases to contribute to group discussions, including personal experiences. Use words and/or phrases to suggest a solution to a problem.


Intermediate Use simple sentences to actively participate in social and academic conversations on unfamiliar topics. Demonstrate turn-taking in a conversation and a group discussion. Use simple sentences to contribute to group discussions, including personal experiences. Begin to use established group rules. Use simple sentences to suggest a solution for a problem.

Advanced Use descriptive sentences to actively participate in social and academic conversations on unfamiliar topics. Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues. Use descriptive sentences to explain ideas clearly in group discussions, including personal experiences. Use descriptive sentences to offer personal opinion based on what has already been said. Use established group rules and assume assigned roles (reporter, recorder) to further progress of a group. Use descriptive sentences to contribute a possible solution to a problem.

Transitional Actively participate in social and academic conversations on a variety of topics. Explain ideas clearly in group discussions, including personal experiences. Offer personal opinion based on what has already been said. Articulate and use established group rules and assume various assigned roles to further progress of a group. Contribute multiple solutions to a problem.

EALR 4: The student analyzes and evaluates the effectiveness of formal and informal communication.Component 4.1 – The student will assess strengths and needs for improvement. Assess own and others’ communication strengths and needs and set goals for improvement.Component 4.2 – The student will seek and offer feedback. Seek and use feedback to improve communication; offer suggestions and comments to others.

Beginning Attend to speakers in informal conversations and formal presentations.

Advanced Beginning Use words and phrases to respond to speakers in informal conversations and formal presentations.

Intermediate Use simple sentences to offer feedback in response to speakers in conversations and formal presentations.


Advanced Use a rubric of effective traits to evaluate and to improve one’s own and others’ presentations and conversations.

Transitional Accept and apply feedback about presentations and conversations. Use a rubric to offer specific feedback on presentations with regard to delivery skills, word choice and grammar.


WASHINGTON STATE ELD READING STANDARDS

EALR 1: The student understands and uses different skills and strategies to read.Component 1.1: Use word recognitions skills and strategies to read and comprehend text.

Proficiency Level

K-2

Beginning(EALR 1 Comp. 1.1)

Recognize and use English concepts of print (e.g., alphabet, upper/lower case, directionality, words v. sentence, punctuation, parts of book).

Recognize English phonemes that correspond to phonemes student already hears and produces.

Recognize and respond to rhyming words ending with phonemes the student already hears and produces.

Produce known words that begin with phonemes student already hears and produces. Use gestures and single word responses to participate in a discussion of a story read aloud.

Advanced Beginning

(EALR 1 Comp. 1.1)

Recognize English phonemes. Produce and respond to rhyming words ending with phonemes students already hear and

produce. Use words and/or phrases to participate in a discussion of a story read aloud. Use knowledge of phonics associated with known sounds to read familiar words.

Intermediate(EALR 1 Comp. 1.1)

Orally manipulate and segment simple known words by onset and rime. Segment and blend words containing 2-3 phonemes. Orally identify syllables in known words. Identify shared consonant and vowel sounds in known words. Use on-set and rime in word families to decode known words. Use simple sentences to participate in a discussion of a story listened to or read aloud. Decode known words following common vowel patterns. Recognize that sounds are represented by different single letters and combinations of letters

(e.g., fish and rough).

Advanced(EALR 1 Comp. 1.1)

Orally segment and blend known multi-syllabic words. Add, delete, and/or substitute one phoneme for another in initial and final positions to make

a new word. Participate in a discussion of a story listened to or read aloud. Use knowledge of phonics to read familiar words. Decode words following patterns, word families, etc.

Transitional(EALR 1 Comp. 1.1)

Add, delete, or substitute one phoneme for another in initial, medial, and final positions to make a new word.

Participate in a discussion of a story listened to or read aloud. Use knowledge of phonics to read unfamiliar words. Read words containing complex letter patterns/word families. Apply multi-syllabic decoding when reading two and three syllable words.

Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.Component 1.3: Build vocabulary through wide reading. Component 1.4: Apply word recognition skills and strategies to read fluently.


Proficiency Level

K-2

Beginning(EALR 1,Comp. 1.2, 1.3, 1.4)

Use a picture dictionary to demonstrate understanding of the meaning of new words. Use pictures to gain meaning of new words from text read aloud. Identify pictures from written labels or identify text words from pictures. Produce simple vocabulary in response to a read-aloud from a variety of cultures and

communities. Produce one-word responses to simple questions or a prompt. Use gestures to participate in discussions of short, illustrated stories and show understanding of

vocabulary. Recognize sight words.

Advanced Beginning

(EALR 1,Comp. 1.2, 1.3, 1.4)

Use pictures to gain meaning of new words. Use new vocabulary in simple sentences to discuss stories read aloud, including literary and

informational texts. Use simple sentences to answer and ask questions and show understanding of new words. Use words and/or phrases to participate in discussions of short, illustrated stories and show

understanding of vocabulary. Read introduced sight words. Use simple sentences with introduced sight words.

Intermediate(EALR 1,Comp. 1.2, 1.3, 1.4)

Use beginning dictionaries to locate the meaning of new words. Use pictures and letter clusters of unknown words to gain meaning of words. Increase oral and reading vocabulary by listening to and reading a variety of texts. Use descriptive sentences to discuss stories read aloud/ independently. Read introduced sight words.

Advanced(EALR 1,Comp. 1.2, 1.3, 1.4)

Use a variety of simple resources to determine new word meanings. Use prefixes and suffixes to determine the meaning of unknown words. Use new vocabulary in oral and written communication. Use new vocabulary to explain and describe stories read aloud and independently. Use and read an increased number of sight words. Begin to use natural speech patterns and punctuation to read fluently.

Transitional(EALR 1,Comp. 1.2, 1.3, 1.4)

Use a variety of simple resources to determine new word meanings. Use simple inflectional endings to determine the meaning of unknown words. Integrate new vocabulary from text into written and oral communication. Participate orally in discussions using academic content vocabulary by generating and

answering questions, contributing, explaining and making comparisons. Use natural speech patterns and punctuation to read fluently. Use and adjust rate based on type of text that is being read and begin to build toward grade

level rate.

EALR 2: The student understands the meaning of what is read.Component 2.1: Demonstrate evidence of reading comprehension.


Component 2.2: Understand and apply knowledge of text components to comprehend text.

Proficiency Levels

K-2

Beginning(EALR 2Comp. 2.1, 2.2)

Use gestures and single word responses to participate in a discussion of a story read aloud. Use gestures or one-word responses to answer literal comprehension questions before,

during, and after simple text read aloud. Answer literal comprehension questions about pictures or phrases. Draw pictures to represent images from simple text read aloud. Draw picture to connect prior knowledge or experience to story read aloud. Use gestures, pictures or one-word responses to predict what will happen based on pictures

in story read aloud. Draw pictures to represent the sequence and story elements of simple literary text. Point to title, page numbers, table of contents and other text features.

AdvancedBeginning (EALR 2 Comp. 2.1, 2.2)

Use words and/or phrases to participate in a discussion of a story read aloud. Use words and/or phrases to answer questions before, during and after simple text read

aloud. Use words and/or phrases to verbally describe and draw pictures to represent images from

story read aloud and/or shared reading. Identify phrases that describe a picture or select a picture described by a phrase. W Use words and/or phrases to connect prior knowledge or experience to story read

aloud/shared. Answer literal comprehension questions about simple sentences. (i.e., active, positive,

present tense, statements with regular plurals). Use words and/or phrases to predict what will happen based on pictures in text read aloud. Indicate what will happen next in text composed of simple sentences (i.e. active, positive,

present tense statements). Indicate the correct sequence in text composed of simple sentences (i.e. active, positive,

present tense statements). Use words and/or phrases to verbally describe or draw pictures to represent the sequence

and story elements of simple literary text. Identify locations of title, page numbers, table of contents and other text features.

Intermediate(EALR 2 Comp. 2.1, 2.2)

Use simple sentences to ask and answer questions before, during, and after text read aloud/shared.

Use simple sentences to describe, draw, and label images from story read aloud/shared. Identify the main idea and details in simple text. W Use simple sentences to connect prior knowledge or experience to a simple story. Answer literal comprehension questions about simple text sentences including negatives,

yes/no questions, simple past and future tenses, etc. Use simple sentences to make inferences about main character and to predict action during

the reading process in story read aloud/shared. Begin to use basic monitoring strategies to increase comprehension of text including picture

cues and known words. Use simple sentences to state main idea and important details of simple literary and

informational text. Identify the correct sequence and predict what will happen next in simple text. (also 2.1.5) Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5) Identify information orally from graphs and charts and use simple sentences to identify

location of title, page numbers, table of contents and other text features. Advanced(EALR 2 Comp. 2.1, 2.2)

Use descriptive sentences to ask and answer questions before, during, and after text read aloud/ shared.

Draw and use descriptive sentences to depict mental images that occur while reading.


Proficiency Levels

K-2

Identify the main idea and details in simple text. W Use descriptive sentences to state the main idea and important details of text using specific

story vocabulary. Use descriptive sentences to connect and express own experience to a prompt taken from a

story to be read aloud. Predict, confirm, and infer based on simple text. Respond to literal comprehension questions about text composed of sentences with irregular

plurals, common irregular verbs, prepositional phrases, etc. Use descriptive sentences to predict, confirm, and infer based on pictures in story read aloud

or during the reading process. Use basic monitoring strategies including picture cues and known words and begin to use

rereading as a monitoring strategy while reading. Use descriptive sentences to complete teacher generated graphic organizer to organize

information taken from text. Identify information in simple sentences from charts and graphs. Use specific story vocabulary to describe and explain story elements while retelling a story

in sequence. Identify text written in sequential order.

Transitional(EALR 2 Comp. 2.1, 2.2)

Use specialized vocabulary to ask and answer questions before, during, and after text read aloud/shared.

Use specialized vocabulary to state the main idea and important details of grade level text. Complete simple graphic organizers to comprehend text, organize ideas, and independently

activate prior knowledge. Answer literal and inferential comprehension questions about grade level text. Use specialized vocabulary to make inferences using prior knowledge, predictions and text

features. Use descriptive sentences to identify and explain where and why comprehension was lost

and use a comprehension repair strategy to regain meaning of text. Identify the correct sequence and indicate what will happen next in grade level text. Apply and interpret information orally from charts and graphs across the content areas. Analyze and apply knowledge of story elements when retelling a grade level text using

specialized vocabulary from the text. Identify text written in simple listing and sequential order.

Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.


Proficiency Level

K-2

Beginning(EALR 2Comp. 2.3, 2.4)

Draw pictures to represent similarities in settings and common information in stories read aloud.

Draw and sort pictures to group objects with common attributes. Match groups of familiar objects with common attributes.

Advanced Beginning(EALR 2 Comp. 2.3, 2.4)

Answer questions about settings and basic information from pictures. Use phrases to identify similarities in characters and settings and common information found in

texts read aloud. Name and categorize objects according to common attributes. Use words and/or phrases to label objects grouped by common attributes or to complete teacher

generated graphic organizer. Use simple note-taking skills to begin to synthesize information from a variety of sources. Use words or phrases to make generalizations and draw supported conclusions from text.

Intermediate(EALR 2 Comp. 2.3, 2.4)

Use simple sentences to identify similarities and differences in settings and common information in texts read aloud.

Answer questions about settings and common information from text consisting of simple sentences.

Categorize objects according to common attributes. Use simple sentences to identify the common attribute of a group of objects, characters, or

ideas. Use simple sentences to discuss information found in general reference materials (e.g.,

dictionary, encyclopedia, thesaurus). Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in). Use simple sentences to identify literary devices within a text (e.g., dialogue and alliteration). Use simple sentences to make generalizations and draw supported conclusions from text. Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and

use of persuasive devices. o Use simple sentences to distinguish between fact and opinion. (also 2.3.1)

Advanced(EALR 2 Comp. 2.3, 2.4)

Answer compare/contrast and cause/effect questions about written text. Use descriptive sentences to identify similarities and differences in settings, characters, and

events of stories read aloud. Use descriptive sentences to describe multiple common attributes of a sorted group of objects. Demonstrate understanding of common idioms. Identify literary devices in text. Use descriptive sentences to draw conclusions, make generalizations, and explain how to solve

problems using information from a text. Use descriptive sentences to identify and explain the author’s use of word choice, sentence

structure and length, and tone. Identify the author’s purpose and answer fact/opinion questions about extended text. (also

2.3.1)Transitional(EALR 2 Comp. 2.3, 2.4)

Describe and explain similarities and differences in settings, characters, and events of stories read aloud or in text.

Identify literary devices in grade level text. Explain the purposes for different commonly printed materials and compare and contrast

different types of text. Explain difference between facts and opinions with teacher guidance.

EALR 3: The student reads materials for a variety of purposes.Component 3.1: Read to learn new information.Component 3.2: Read to perform a task.


Component 3.3: Read for career applications.

Proficiency Level

K-2

Beginning(EALR 3,Comp. 3.1, 3.2, 3.3)

Match printed word with common school item. Use word, gesture, or drawing to indicate environmental print (e.g., school signs and labels in

classroom.).

Advanced Beginning(EALR 3 Comp. 3.1, 3.2, 3.3)

Match phrase to label printed material (e.g., school signs, labels, environmental print).

Intermediate(EALR 3 Comp. 3.1, 3.2, 3.3)

Follow simple directions composed of single words and/or phrases from a text to perform a task. Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs,

labels, etc.). Choose or identify correct functional signs, labels, or written phrases.

Advanced(EALR 3 Comp. 3.1, 3.2, 3.3)

Follow multi-step directions composed of simple sentences to perform a task (e.g., math problems).

Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).

Transitional(EALR 3 Comp. 3.1, 3.2, 3.3)

Demonstrate comprehension of grade level text directions.

Component 3.4: Read for literary/narrative experience in a variety of genres.

Proficiency Level

K-2

Beginning(EALR 3Comp. 3.4)

Advanced Beginning(EALR 3Comp. 3.4)

Intermediate(EALR 3Comp. 3.4)

Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature.

Use simple sentences to identify and explain the purposes of different types of text (e.g., fairy tales, fables, narrative trade books).


Proficiency Level

K-2

Advanced(EALR 3Comp. 3.4)

Use descriptive sentences to identify and discuss the culture and/or traditions described in a piece of literature.

Use descriptive sentences to explain the purposes of different types of text (e.g., fairy tales, fables, informational trade books).

Transitional(EALR 3Comp. 3.4)

WASHINGTON STATE ELD WRITING STANDARDS

EALR 1: The student writes clearly and effectively.Component 1.1: The student will develop concept and design.

Proficiency Level Grades K-2Beginning Draw and label pictures to tell a story

Use labeled drawings to write about an event from a text read aloud by the teacher.

Advanced Beginning Use sight words and phrases to write about an event or character from a text read a loud by teacher o ran experience generated from the group

Intermediate Choose and maintain focus on topic Use simple sentences to write about an event

Advanced Use simple sentences to write about an event or character from a text or an experience.

Transitional Use specialized vocabulary in sentences to write about a topic across the content areas

Component 1.2: The student will use style appropriate to the audience and purpose.

Proficiency Level Grades K-2Beginning Copy and follow patterns to write words and phrasesAdvanced Beginning Use sight words and phrases to write about own experiences and follow

pattern to create a storyIntermediate Use simple sentences to write for different audiences and purposes

Begin to choose from a variety of words to convey meaning in simple sentences


Advanced Use simple and descriptive sentences to write for different audiences and purposes

Choose from a variety of words to convey meaning in simple sentences Begin to use figurative and idiomatic expressions

Transitional Use sentences with some specialized vocabulary to write for different purposes and audiences across content areas

Use figurative and idiomatic expressions

Component 1.3: The student will apply writing conventions.

Proficiency Level Grades K-2Beginning Write top to bottom, left to right when copying

Write own name using capital and lowercase letters Begin to use invented spelling to write familiar words

Advanced Beginning Use invented spelling to write familiar words and phrases Begin to use capital letters for proper nouns Begin to write sight words

Intermediate Write sight words Apply English phonemic rules Begin to write simple sentences that may include inconsistent use of

capitalization, punctuation, and spellingAdvanced Produce independent writing that may include some inconsistent use of

capitalization, periods, and correct spellingTransitional Use standard grammar, ending punctuation, capital letters, and spelling

with lapses characteristic of ELL students

EALR 2: The student writes in a variety of forms for different audiences and purposes.Component 2.1: The student will write for different audiences.Component 2.2: The student will write for different purposes.

Proficiency Level Grades K-2Beginning Draw pictures or write words to express self or to name something

Draw a picture or write for self, teacher, or other known person Use words to complete lists, personal journal entries, songs and poems

based on a modelAdvanced Beginning Write phrases to respond to prompts, to name something and express

self Write for self, teacher, or other known person. Use words and phrases to write notes, journal entries, friendly letters,

songs and poems based on a modelIntermediate Write simple sentences to tell a story, inform, thank, and entertain

Distinguish among appropriate ways of writing to differentAudiences Use simple sentences to write personal journal entries, friendly letters,

story reports, songs, poems and stories based on a model.Advanced Write simple and descriptive sentences to tell a story, inform, thank,


and entertain Use simple sentences to write personal journal entries, friendly letters,

story reports, songs, poems and stories based on a model.Transitional Apply skills using specialized vocabulary to tell a story, to inform, to

thank, to entertain across content areas Use specialized vocabulary to independently write notes, friendly

letters, personal journal entries, story reports, songs and poems.

EALR 3: The student understands and uses the steps of the writing process.Component 3.1: The student will pre-write –generate ideas and gather information

Proficiency Level Grades K-2Beginning Draw pictures and use words from shared reading and own experience

Advanced Beginning Use phrases to participate in group brainstorming and writingIntermediate Use simple sentences to participate in group brainstorming and

writingAdvanced Use pictures and modeled graphic organizers to generate ideas for

simple storiesTransitional Use brainstorming techniques to generate and organize ideas (e.g.,

model graphic organizers, pictures, lists)

Component 3.2: The student will revise –elaborate on a topic and supporting ideas.

Proficiency Level Grades K-2Beginning Use gestures and words to participate in group writingAdvanced Beginning Create rough drafts which include pictures, words, and phrases

Intermediate Create rough drafts which include simple sentencesAdvanced Create rough drafts which include simple sentencesTransitional Create rough drafts which include a variety of sentence types

Component 3.3: The student will revise –collect input and enhance text and style.

Proficiency Level Grades K-2Beginning Use gestures and words to participate orally in revision of group

writingAdvanced Beginning Use phrases to participate orally in revision of group writingIntermediate Uses simple sentences to participate orally in revision of group

writingAdvanced Begin to revise own writing for clarity

Offer feedback on other’s writingTransitional Incorporate input from others into own writing


Component 3.4: The student will edit –use resources to correct spelling, punctuation, grammar and usage.

Component 3.5: The student will publish –select a publishing form and produce a completed writing project to share with chosen audience.

Proficiency Level Grades K-2Beginning Use gestures and words to participate in editing of group writing

Use a model to publish selected writing in appropriate format Advanced Beginning Use phrases to participate in group editingIntermediate Use simple sentences to participate in group editing

Publish selected writing in appropriate formatAdvanced Edit writing for capitalization and punctuationTransitional Edit for punctuation and known spelling

Publish in appropriate format

V. VOCABULARYTaxonomyPhyla, phylumOrganism, biologistVertebrate, InvertebrateWarm-blooded, cold-bloodedCarnivore, Omnivore, HerbivorePorifera: spongesCoelenterata: jellyfish, corals, sea anemonesMollusca: oysters, clams snails, squid, octopusArthropoda: spiders, crabs, insects, lobsters, crayfishEchinodermata: sea stars, sea urchins, sea cucumbersChordata: fish, amphibians, reptiles, birds, mammalscartilage, spinal cord, backbone, carapaceHabitat, Life cycle, ecosystemPhotosynthesis, excreteAdaptation, camouflage, Predator, preyHibernation, gestationButterfly: Proboscis, larva, pupa, chrysalis, thorax, Lepidoptera, metamorphosis, molt, migrate, abdomen, thorax, transformationPumpkin: gourd, Cucurbita, potassium, matureBear: plantigrade, juvenile, muzzleFrog: froglet, gills, spawn, mature, moistSea Turtle: carapace, hatchling, embedded,

VI. RESOURCES AND MATERIALS

Literature – Fiction


My Night Forest. Owen, Roy. Four Winds Press, 1994. [E].

Anaconda y Otros Cuentos de la Selva. Quiroga, Horacio. Vicens Vives, 2003.

Bear Snores On. Wilson, Karma & Chapman, Jane. Simon & Schuster, 2003.

Butterfly House. Bunting, Eve & Shed, Greg. Scholastic, 1999.

The Caterpillar and the Polliwog. Kent, Jack. Aladdin, 1985.

A Color of His Own. Lionni, Leo. Knopf, 2006.

Coyote and the Laughing Butterflies. Peck Taylor, Harriet. Simon & Schuster, 1995

A Frog in the Bog. Wilson, Karma & Rankin, Joan. Aladdin, 2007.

If You Hopped Like A Frog. Schwartz, David & Warhol, James. Scholastic Press, 1999.

Polar Bear, Polar Bear, What Do You Hear? Martin, Bill & Carle, Eric. Longman, 1999.

The Salamander Room. Mazer, Anne. Dragonfly, 1994.

Turtle In The Sea. Arnosky, Jim. Putnam, 2002.

Verdi. Cannon, Janell. Harcourt, 1997.

Literature – Non-fictionA Dandelion’s Life. Himmelman, John. Children’s Press, 1998.

Insect Lives. Berger, Melvin. Newbridge, 1996.

Life in Your Backyard. Lunis, Natalie. Newbridge Communications, Inc., 1996 [508].

Life of a Snail. Buholzer, Theresa. Carolrhoda, 1985 [594].

The Life Cycle of a Mosquito. Kalman, Bobbie. Crabtree Pub Co., 2004.

A Pill Bug’s Life. Himmelman, John. Children’s Press, 2001.

What Are Food Chains and Webs? Kalman, Bobbie. Crabtree Pub. Co., 1998 [577.16].A simple introduction to food chains and webs, featuring both herbivores and carnivores and discussing energy, food production, and decomposition in various ecosystems.

What Is a Fish? Kalman, Bobbie. Crabtree Pub. Co., 1999. [597.2]


http://www.amazon.com/Anaconda-y-Otros-Cuentos-Selva/dp/8431660058/sr=1-7/qid=1169167627/ref=sr_1_7/002-8165327-2980810?ie=UTF8&s=books

http://www.amazon.com/Verdi-Janell-Cannon/dp/8426130429/sr=1-1/qid=1169167764/ref=sr_1_1/002-8165327-2980810?ie=UTF8&s=books

http://www.amazon.com/Turtle-Sea-Jim-Arnosky/dp/0399227571/sr=1-2/qid=1169167510/ref=sr_1_2/002-8165327-2980810?ie=UTF8&s=books

http://www.amazon.com/Salamander-Room-Dragonfly-Paperbacks/dp/0679861874/sr=1-1/qid=1169167317/ref=sr_1_1/002-8165327-2980810?ie=UTF8&s=books

http://www.amazon.com/Polar-Bear-What-Storytime-Giants/dp/0582362881/sr=1-2/qid=1169167025/ref=sr_1_2/002-8165327-2980810?ie=UTF8&s=books

http://www.amazon.com/You-Hopped-Like-Frog-You/dp/0590098578/sr=1-12/qid=1169167131/ref=sr_1_12/002-8165327-2980810?ie=UTF8&s=books

http://www.amazon.com/Frog-Bog-Karma-Wilson/dp/1416927271/sr=1-7/qid=1169167252/ref=sr_1_7/002-8165327-2980810?ie=UTF8&s=books

http://www.amazon.com/Coyote-Laughing-Butterflies-Harriet-Taylor/dp/0027888460/sr=1-10/qid=1169168278/ref=sr_1_10/002-8165327-2980810?ie=UTF8&s=books

http://www.amazon.com/Color-His-Own-Leo-Lionni/dp/0375836977/sr=1-1/qid=1169168008/ref=sr_1_1/002-8165327-2980810?ie=UTF8&s=books

http://www.amazon.com/Caterpillar-Polliwog-Jack-Kent/dp/0671662813/sr=1-3/qid=1169167820/ref=sr_1_3/002-8165327-2980810?ie=UTF8&s=books

http://www.amazon.com/Butterfly-House-Eve-Bunting/dp/0590848844/sr=1-1/qid=1169167572/ref=sr_1_1/002-8165327-2980810?ie=UTF8&s=books

Introduces fishes, showing and describing different types including freshwater and saltwater, and discussing their anatomy, habitats, reproduction, and diet.

What Is a Life Cycle? Kalman, Bobbie. Crabtree Pub. Co., 1998. [571.8].Introduces the life cycles of plants, insects, amphibians, reptiles, fish, birds, mammals, and humans, discussing birth, growth, parental care, and reproduction.

What Is a Living Thing? Kalman, Bobbie. Crabtree Pub. Co. 1998. [570.21]Introduces the different qualities and aspects of living things, including people, other animals, and plants, covering such topics as breathing, feeding, energy, growth, locomotion, and reproduction.

What Is the Animal Kingdom? Kalman, Bobbie. Crabtree Pub. Co., 1997. [590.21]Introduces the animal kingdom, showing and describing the main groups of animals and discussing their anatomy, habitats, reproduction, and classification.

Starting Life, Butterfly. Llewellyn, Claire. Northword Press, 2003. [595.78]

The Life Cycle of a Butterfly. Kalman, Bobbie. Crabtree Pub. Co. 2002. [595.7]

The Life Cycle of an Oak Tree. Royston, Angela. Reed Educational & Professional Publishing, 2000. [583]

How Flowers Grow. Hellbrough, Emma. Usborne Publishing, LTD, 2003. [635.9]

I Am a Leaf. Marzollo, Jean. Scholastic, Inc., 1998. [E]

From Seed to Jack-O’-Lantern. Johnson, Hannah L. Lothrop, Lee and Shepard Company, 1974. [635]

From Tadpole to Frog. Pfeffer, Wendy. HarperCollins Publishers, 1994. [597.8]

Life Cycle of a Silkworm. Fridell, Ron. Reed Educational and Professional Publishing, 2001. [638]

Life Cycles with Step By Step Projects for the Young Scientist. Hewitt, Sally. Alladin Books, 2000. [571.8]Gives many ideas for projects for helping students understand and represent different life cycles.

Life Cycle of a Turtle. Fridell, Ron. Reed Educational and Professional Publishing, 2001. [597.92]

Monarch Butterfly. Gibbons, Gail. Reed Business Information, Inc. 1989

Bears – Eyes on Nature. Olson, Donald. Kidsbooks. 1997


Pumpkin Circle: The Story of a Garden. Levenson, George. Tricycle Press. 2002.

One Tiny Turtle. Davies, Nicola. Candlewick. 2001.

Literature – Poetry

A Thru Z of Animal Poetry. Landry, Sophamae Dean. Dorrance Publishing Company. 2001.

Winter Eyes. Florian, Douglas. Greenwillow Books. 1999.

There’s a Zoo in Room 22. Sierra, Judy. Harcourt. 2000.

Dogs & Dragons, Trees & Dreams. Kuskin, Karla. Harper & Row. 1980.

Scranimals. Prelutsky, Jack. Greenwillow Books. 2002.

Literature – District Text

A Pocketful of Opossums. Sweeny, Sheila. Rigby On Our Way to English. Grade 2. 2004.

What Fine Gardeners. Parkes, Brenda. Rigby On Our Way to English. Grade 2. 2004.

My Grandmothers Hands. Sweeny, Sheila. Rigby On Our Way to English. Grade 1. 2004.

Resources and Materials - Technologywww.enchantedlearning.comhttp://www.kidskonnect.com/LifeCycles/LifeCycleHome.htmlhttp://esd.iu5.org/LessonPlans/LifeCycle/animals.htmwww.unitedstreaming.com

Resources and Materials – District Kits

Highline School District Science Kits1st Grade Organisms2nd Grade Butterfly Life Cycle

Changes3rd Grade Plant Growth & Development

Curriculum ConnectionsOn Our Way to English 1st Grade “Away We Grow”Open Court 2.0 “Animal Adaptations”Open Court 1A “Animals”


http://www.unitedstreaming.com/

http://esd.iu5.org/LessonPlans/LifeCycle/animals.htm

http://www.kidskonnect.com/LifeCycles/LifeCycleHome.html

http://www.enchantedlearning.com/

Open Court 3.0 “City Critters”


LIFE CYCLES OF ORGANISMSLevel 2

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Big Book – “The Important Thing About Organisms” Observation charts Inquiry charts – processed daily Cognitive Content Dictionary with Signal Word Biologist Awards Read Aloud – variety of sources Poetry and Chanting Realia

o Live butterflies and/or tadpoleso Plants

II. INPUT Graphic Organizer – World Map Graphic Organizer – Six Kingdoms of Living Things Comparative – Frog & Butterfly life cycles Narrative Input – “The Life Cycle of a Sea Turtle” Primary Language Preview/Review Read Alouds Poetry/Chants

III. GUIDED ORAL PRACTICE T-graph for Social Skills/Team points - cooperation Picture File Card activities – observe, classify, categorize Exploration Report Personal interaction Poetry/chants Mind-map Expert Groups – Bears, Salamanders, Anacondas, Pumpkins Team Tasks Process Grid Farmer in the Dell/Sentence Patterning Chart Numbered Heads Together

IV. READING/WRITINGa. Total Class Modeling

Cooperative Strip Paragraph Here/There poetry frame and flip chant Story Map with Narrative Input Poetry frames Class big book


b. Flexible Groups - Small Group Practice Team Tasks

Six Kingdoms of Living Things World Map Exploration Report Comparative Input Charts Sentence Patterning Chart Process Grid Cognitive Content Dictionary Coop Strip Paragraph Story Map Add to the Walls Important Book Flip Chant

Expert Groups Small group shared reading Group Frame – compare/contrast Flexible group leveled reading – ELD, Struggling/Emergent, At or Above Ear to Ear Reading

c. Individual Activities – Portfolio Learning Logs Interactive Journals Personal Cognitive Content Dictionary Required Writing Poetry booklet Diagrams, illustrations Independent Reading Team tasks taken to individual tasks

d. Writer’s Workshop Mini-lesson Plan, write Conferences Author’s Chair

V. EXTENDED ACTIVITIES FOR INTEGRATION Art Poetry Songs Highline School District Science Kits United Streaming video clips


VI. CLOSURE Process all charts and information Team Presentation – Your favorite team task and why Evaluate Week – “What helped you learn?” Big Book Parent Letter


LIFE CYCLES OF ORGANISMSLevel 2

Highline School District – Washington StateSAMPLE DAILY LESSON PLAN

Day 1FOCUS/MOTIVATION

Super Scientist Awards/Standards Cognitive Content Dictionary with Signal Word (organism) Observation charts Inquiry charts – What do we know about life cycles? What do we want to know about

life cycles? Big Book – The Important Book Poetry Portfolio

INPUT World Map Graphic organizers/6 Kingdoms of Living Things

-10-2 lecture, primary language groups-Learning Log-ELD Review

GUIDED ORAL PRACTICE T-Graph – team points Picture file cards Exploration Report

FOCUS/MOTIVATION • Poetry, chanting

INPUT Comparative Input Chart

-Frog & Butterfly life cycles-10/2 lecture, primary language groups-Learning Log-ELD Review

CLOSURE• Personal interaction• Interactive journal writing• Songs• Home/School Connection



Awards/Standards Cognitive Content Dictionary with Signal Word Process Home/School Connection Review with word cards – World Map, 6 Kingdoms of Living Things, Frog Life Cycle

Pictorial Poetry Highlight Poetry/Songs Read Aloud

INPUT• Narrative - Sea Turtles

- learning log- ELD Review

GUIDED ORAL PRACTICE Expert Groups (Bears, Salamanders)

-Team Tasks T-graph processing

CLOSURE• Interactive journal writing • Songs, poetry• Home/School Connection


Day 3 FOCUS/MOTIVATION

Awards/Standards Cognitive Content Dictionary with Signal Word Process Home/School Connection Review Narrative

-Act out/review with word cards and conversation bubbles Highlight Poetry – add picture file cards and sketches

INPUT• Read aloud• Graphic Organizer - "Guess My Category"

-10/2 Primary language

EXTENSION• Poetry, songs• Personal interaction

GUIDED ORAL PRACTICE Farmer in the Dell (Sentence Patterning Chart)

-Read, Trade, Flipchant Poetry - highlight, sketch, picture file cards

READING/WRITING/GUIDED ORAL PRACTICE Expert Groups Team Tasks Mind Map Process Grid Coop strip paragraph

- respond, revise, edit

CLOSURE Team sharing Interactive Journal Reading/Writing Choice Songs Home/School Connection



Awards/Standards Cognitive Content Dictionary with Stumper Word Review Home/School Connection Poetry Read aloud Review Narrative with Story Map

READING/WRITING Flex group reading

o ELD Group Frame – Narrative Retello At or Above – Clunkers & Links

Team Tasks – Oral Self-Evaluation Personal interaction

GUIDED ORAL PRACTICE Share team tasks Strip Book

READING/WRITING/WRITER’S WORKSHOP Interactive Journals Listen & Sketch

Choices for writing/reading- Poem- Narrative- Expository- Strip books- Flip chants

Primary language group frame

CLOSURE Home/School Connection Personal learning



Cognitive Content Dictionary with Stumper Word Review Home/School Connection Songs/Poetry Read Aloud

READING/WRITING Flex group reading – Team Tasks

o Coop Strip Paragraph – Struggling/Emergent Readers Focused reading with personal Cognitive Content Dictionary Ear to ear reading - poetry booklet Listen and Sketch

WRITER’S WORKSHOP Mini-lesson Writing time Author’s Chair

CLOSURE Process inquiry Letter home to parents Evaluate week – What helped you learn? Team presentation


BIG BOOK

The Important Thing about OrganismsBy C. Holmes, R. Hoff, & K. Johnson

Page 1The important thing about organisms is that they need air, water, light, and food to grow and live.

An organism is a living thing: plants, animals, protista, bacteria, and fungi. An organism goes through unique stages of development called a life cycle. Some organisms’ life cycles involve metamorphosis. Some organisms migrate, or move to a better habitat during their life cycle.

But, the important thing about organisms is that they need air, water, light, and food to grow and live.

Page 2The important thing about mammals is that they are organisms that need air, water, light, and food to grow and live.

Mammals are vertebrates; they have a backbone or spine. Mammals are warm-blooded and have lungs. Mammals are born alive and drink milk from their mothers. Mammals have fur or hair to keep their bodies warm.

But, the important thing about mammals is that they are organisms that need air, water, light, and food to grow and live.

Page 3The important thing about amphibians is that they are organisms that need air, water, light, and food to grow and live.

Amphibians are vertebrates. Amphibians are cold-blooded and breathe through their skin or lungs. Amphibians are oviparous. They lay eggs. Amphibians have smooth, slimy skin.

But, the important thing about amphibians is that they are organisms that need air, water, light, and food to grow and live.


The important thing about insects is that they are organisms that need air, water, light, and food to grow and live.

Insects are invertebrates. They have no backbones. Insects have segmented bodies, jointed appendages, and antennae. Most insects walk, but some can fly or jump.

But, the important thing about insects is that they are organisms that need air, water, light, and food to grow and live.

Page 5The important thing about reptiles is that they are organisms that need air, water, light, and food to grow and live.

Reptiles are vertebrates. Reptiles are cold-blooded and have at least one lung. Reptiles lay eggs or give live birth. Reptiles’ bodies are completely covered with scales.

But, the important thing about reptiles is that they are organisms that need air, water, light, and food to grow and live.

Page 6The important thing about plants is that they are organisms that need air, water, light, and food to grow and live.

Plants get nutrients from the soil through their roots. Plants make their own food from sunlight through a process called

photosynthesis. Plants grow from a seed. Plants live and grow on land and in water.

But, the important thing about plants is that they are organisms that need air, water, light, and food to grow and live.


7 continents – land masses5 oceans


Classification of Organisms


NARRATIVE INPUT: LILIA THE SEA TURTLE(Adapted from Into the Sea By Brenda Z. Guiberson)

Lilia’s life is full of adventure. At this stage in her life cycle, Lilia is a baby sea turtle. Tap, tap. Scritch. The tiny sea turtle is the last hatchling to break out of her leathery egg and crawl up the sides of a sandy nest. Lilia is not much bigger than a bottle cap and would make a good meal for a hungry sea bird or crab.

Lilia smells the sand and stares at the bright moonlight that glistens across the ocean. She rests a moment and then, like a windup toy, pulls herself quickly across the beach with her flippers. Always she heads straight for the silvery moonlight. A gentle wave splashes across her back and carries her into the sea.

Her eyesight is much better in the water. She sees a jellyfish, a starfish, and a barracuda with a big mouth. None of them see the turtle. Her white underside blends in with the shimmering white surface of the ocean.

Splop. Lilia comes up for air in a patch of sargassum weed. She drifts with the winds and current while the weeds hide her from the sharp-eyed birds above and the hungry fish below. The little turtle floats around in the clump for several months, eating tiny plants and animals called plankton.

At this stage in her life cycle, Lilia’s carapace is growing. Her shell grows with her and gets a little harder. She likes to dive into long streams of seaweed that grow on the ocean bottom. The little sea turtle is not yet strong enough to swim against the current. She drifts away with the moving water.

At this stage in her life cycle, Lilia is a juvenile and has been in the sea for over a year. She is as big as the sea birds and most of the fish. She has developed strong swimming muscles and swims four times faster than a human. The turtle has no teeth but bites off pieces of seaweed with the sharp ridges of her jaw. She spends two whole months eating her way through a rich, wavy garden of sea grass.

After several more years, Lilia grows into one of the biggest creatures in the sea. There is not much to eat in the middle of the ocean, but she continues on her long journey, living on the extra fat in her body. Even an adult sea turtle can get very tired. Sometimes she stops to sunbathe on the surface of the water.

Lilia hears humpback whales singing in the sea. She passes a humpback swimming in slow circles and blowing a ring of thick bubbles. The turtle swims swiftly away. At three hundred pounds, the turtle is a fully grown adult. At this stage in her life cycle, eggs begin to form in her body. She finds a current that seems familiar to her and follows it back across the ocean.


Lilia swims deep under the water for almost two hours, but before she comes up to breathe, she swims below a fishing boat. Suddenly she finds herself trapped in a net. Each time she tries to swim away, her flippers scrape the sides of the net and almost get tangled in the woven ropes. She bumps into metal bars. Clunk. Shrimp and small fish swim through the slots between the bars, but the turtle is much too big. She swims over them and finds an escape door at the bottom. Soon she is at the surface of the ocean, taking in big gulps of fresh air.

After a rest, Lilia follows the same familiar current through the sea. She swims many hundreds of miles in this flow of water. When she pops her head out of the water, she sees a round island, with a warm, sandy beach. There are many other turtles just like her in the water. Some are male and some are female. A male swims up to her and nuzzles her head. He swims in front of her, touches her flippers, and gently nips her shoulder. They mate and he fertilizes her eggs at this stage in her life cycle. The male turtle swims out to the deep ocean, but she swims off in the other direction.

After more than twenty years in the sea, Lilia returns to the land at this stage in her life cycle. She waits until nighttime, when the tide is high, to come in. She is slow and awkward as she pulls her huge body up onto the sandy beach. She pokes her nose into the sand. Lilia seems to know that she has come back to the same island where she was born.

Slowly, Lilia drags herself across the beach. When she gets near a small bush, she stops to rest and then begins to dig a nest in the sand with her flippers. Thump, scrape, whoosh, wheeze. It is hard work as she scoops out a hole for her body and a deeper chamber for her eggs. Sand flies everywhere, covering her back and head. At this stage in her life cycle, she works for three hours, laying over one hundred eggs and then covering them with sand.

Once again Lilia crosses the beach. Waves sweep the sand off her back and lift her into the water. At this stage in her life cycle, her huge body feels lighter and she sees clearly again. She leaves the sandy nest behind her. If nothing destroys the eggs, her babies will hatch in two months. Perhaps one or two will get past the crabs and the sea birds, the fish and the fishing nets, and like their mother, Lilia, they will return to lay eggs on the same sandy beach before making their way back into the sea.

Adapted by:Kelly JohnsonHighline School District8/06


POETRY BOOKLET

Name: __________________


I KNOW A FROG(Rachel Hoff)

I know a green frogA moist, green frogA moist, green frogWith a long, sticky tongue.

And a very short backbone,Powerful jumping legs,Large bulging eyes,

And lungs for breathing air.

I know a green frogA moist, green frogA moist, green frogWho lays eggs in the water.


YES MA’AM(Kelly Johnson)

Is this a life cycle? Yes Ma’amIs this life cycle? Yes Ma’amHow do you know? It has many stagesHow do you know? Fertilization to deathGive me some examples. Plants and insectsGive me some examples. Amphibians and mammals

Is this a frog life cycle? Yes Ma’amIs this a frog life cycle? Yes Ma’amHow do you know? It goes through metamorphosisHow do you know? It starts as an eggGive me some examples. From tadpole to frogletGive me some examples. From froglet to frog

Is this a butterfly life cycle? Yes Ma’amIs this a butterfly life cycle? Yes Ma’amHow do you know? It goes through metamorphosisHow do you know? It starts as an eggGive me some examples From caterpillar to chrysalisGive me some examples From chrysalis to butterfly

Is this a plant life cycle? Yes, Ma’amIs this a plant life cycle? Yes, Ma’amHow do you know? It goes through several life stagesHow do you know? It begins as a seed.Give me some examples From seed to germinationGive me some examples From seedling to pollination

Is this a mammal life cycle? Yes, Ma’amIs this a mammal life cycle? Yes, Ma’amHow do you know? It is born aliveHow do you know? It drinks milk from its motherGive me some examples From infant to juvenileGive me some examples From juvenile to adult


BIOLOGIST BUGALOO(Adapted by Rachel Hoff)

I’m a biologist and I’m here to say,I study how organisms live everyday.Sometimes I write a paper.Sometimes I read a book.But usually I go and take a look.

Mammals, Birds, Amphibians, too.Doing the biologist BUGALOO!

I study organisms and how they eat.They move and breathe and grow and excrete.Their lives go through many developmental stages.I write about them in my journal pages.

Insects, Reptiles, Plants, too.Doing the biologist BUGALOO!


MARINE CADENCE(Carla Holmes and Rachel Hoff)

We just know what we’ve been told,Biology’s worth its weight in gold.We study here, we study there,Biologists study everywhere.

Sound Off BiologySound Off Life CycleSound Off 1-2-3-4

Look Around!

We study organisms, living things,Mammals and insects are a few.Plants, animals, amphibians, and reptiles, too.They need air, water, light, and food.

Sound Off OrganismsSound Off Living thingsSound Off 1-2-3-4

Look Around!


BEARS HERE, BEARS THERE(Rachel Hoff and Carla Holmes)

Bears here, bears there,Bears, bears everywhere.

Furry bears hibernating,Omnivorous bears eating,Mother bears caring for cubs,And plantigrade bears walking.

Black bears in the forest. Brown bears by the valley.Polar bears on the ice,And Grizzly bears up a tree!

Bears here, bears there,Bears, bears, everywhere.Bears! Bears! Bears!


I KNOW A SEA TURTLE(Kelly Johnson)

I know a gigantic sea turtle,A huge and gigantic sea turtle,A huge and gigantic sea turtle,

With smooth, leathery skin.

And large front limbs for paddling,Small, embedded bones,No shell on her carapace,

And an appetite for jellyfish.

I know a gigantic sea turtle,A huge and gigantic sea turtle,A huge and gigantic sea turtle,

Who lays eggs in the sand.


Date: __________________

Project GLADLIFE CYCLES OF ORGANISMS UNIT

HOME/SCHOOL CONNECTION - #1

Take a tour of your home. List all the organisms that live in your home

Sketch or write

Parent: _______________________ Student: _______________________


Date: __________________



Interview your family. What traits have you inherited from them? Do you look like any of them? Do you act like any of them?

Sketch or write

Parent: _______________________ Student: _______________________


Date: __________________



Have you ever grown a plant in your home or in a garden? How did you care for it? What did it need to live and grow?

Sketch or write

Parent: _______________________ Student: _______________________


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Proyecto GLADCiclos Vitales de los Organismos

CONEXIÓN ENTRE LA ESCUELA Y EL HOGAR - #1

Mire alrededor de tu casa. Cuente y nombre todos los organismos que viven en su hogar.

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Habla con tus padres. ¿Qué rasgos has heredado de tu familia? ¿Te pareces a uno de ellos? ¿Actúas como uno de ellos?

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¿Has plantado una planta en tu casa o en un jardín? ¿Cómo la cuidaste? ¿Qué necesitaste para mantenerla viva y para hacerla crecer?

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EXPERT GROUPS – BEARS

HabitatBears are found in many different habitats including cool mountains, forests, swamps, grasslands and river valleys. Many bears in cold climates hibernate over winter in caves or dens. Polar bears live in the Arctic.

Life CycleBear cubs are born alive after 6-9 months gestation. One to four cubs are born at a time. The cubs are blind and furless when they are born. They drink their mother’s milk until they are 5 months old, but will stay with their mother for two to three years. Juveniles are usually driven away by their mother in breeding season. Most types of adult bears are solitary animals except when mating or females raising their young. Some can live up to about 30 years.

DescriptionBears are furry, warm blooded mammals. They vary in size from 3.5 feet to 10 feet long and weigh from 55 to 1,700 pounds. The largest bear is the polar bear. All bears are plantigrade (flat-footed). Many bears are fast runners, excellent swimmers, and good climbers. Bears have a long muzzle and good sense of smell but poor eyesight.

Food/DietBears are omnivores that eat plants, leaves, fruits, berries, nuts, roots, honey, insects, and small mammals. Polar bears are carnivores and eat mostly seals.

Interesting FactsA male bear is called a boar. A female bear is called a sow. A group of bears is called a sloth.


EXPERT GROUPS – SALAMANDERS

HabitatAmphibians spend part of their lives under water and the remainder on land. Like all amphibians, salamanders spend their lives near water because they must return to the water to lay their eggs. They live in and near ponds, lakes, and wetlands.

Life CycleSalamander eggs are laid in the water. When they hatch, the larvae breathe with gills and swim. During metamorphosis, they grow legs and develop lungs for breathing air. As an adult, they will go onto the land, but remain in and near the water for their entire lives.

DescriptionSalamanders are amphibians that have soft, moist skin covering their long bodies and even longer tails. They have no scales, claws or external ear openings. They have feathery gills structures just behind their head. They are usually 4-8 inches long with four short legs. They have four toes on the front legs and five toes on the hind legs.

DietSalamanders are carnivorous, eating mainly insects and smaller invertebrates. Adult salamanders may eat fish, frogs, and other invertebrates.

Interesting FactsSalamanders are sometimes also called newts. They are nocturnal animals who hide under logs and damp leaves during the day. Some salamanders live in trees and have a prehensile tail for grasping branches.


EXPERT GROUPS – ANACONDA SNAKE

HabitatAnacondas live in South America. Their habitat is marshes, brushes, and swamps. They are never found far away from water. The swamps are their favorite spots.

Life CycleThe anaconda is one of the few reptiles that gives birth to live young. The gestation period is 6 months. A female can have up to 20-40 babies and sometimes as many as 100. The young are usually 2 feet long. A couple hours after they are born, the young can swim, hunt and care for themselves.

DescriptionThe anaconda is the heaviest snake in the world. Anacondas are greenish-brown with a double row of black oval spots on the back and smaller white markings on the sides. Their scaly skin glistens but is dry is to the touch. The nostrils are on top of the snout, letting the snake breathe easily when it is in the water. It smells with its tongue. It has no fangs.

DietAnacondas are carnivores . They mostly hunt at night. Anacondas kill by constricting (squeezing) the prey until it can no longer breathe. Sometimes they drown the prey. Like all snakes, they swallow the prey whole, head first.

Interesting FactsThe longest anaconda ever found was 37.5 feet long. When kept out of the water, an anaconda's body becomes infested with ticks.


EXPERT GROUPS – PUMPKIN

HabitatPumpkins originated in Central America but are now grown all over the world on every continent except Antarctica.

Life CyclePumpkins take about 4 months to grow from seed to mature pumpkin. First, the seed is planted in the soil. The sprouts that grow do not require care from their pumpkin parents. The sprout becomes a flowering plant which finally becomes a pumpkin. The biggest pumpkin ever grown weighed over 1000 pounds.

DescriptionA pumpkin is a plant. It grows on a vine with large green leaves. A pumpkin is really a fruit. It is a member of the Cucurbita family which includes squash and cucumbers. A pumpkin can also be called a gourd. The word pumpkin comes from the Greek word “pepon” which means “large melon”. Pumpkins are 90% water. Their flowers are edible. They contain potassium and vitamin A. They are used as feed for animals or to make soups, pies and breads.

DietPlants need food, water, air, and light to live and grow. Plants make their own food from sunlight, a process known as photosynthesis.

Interesting FactsPumpkins are often used by people for decoration. They may decorate a holiday table or sit by a door. When they have a face carved into them they are called Jack o’ Lanterns.


Life Cycles of OrganismsOrganism Habitat Life Cycle

StagesDescription Diet Interesting Facts

Frogs

Butterflies

Bears

Salamanders

Anaconda Snakes

Pumpkin


Life Cycles of OrganismsOrganism Habitat Life Cycle Stages Description Diet Interesting Facts

FrogsKingdom Anamalia Phylum Chordata Class Amphibian

Every continent except Antarctica

Egg Tadpole (2) Froglet Frog

Cold-blooded

Vertebrate Gills

become lungs Excellent

vision and hearing

Thin, moist skin

Long hind legs

Algae Insects Plants Absorb

water through skin

Lays 3000-4000 eggs

Frog bones form growth rings each year

Tree frogs have adhesive pads on the toes of their feet

Changes color based on surroundings

ButterfliesKingdom Anamalia Phylum Arthropoda Class Insect

Forest Grasslands Deserts Mountain

highlands Tropics.

Every continent except Antarctica

Egg Caterpillar Chrysalis Butterfly

Wings Segmented

body – 3 parts Probiscus

(tongue) Legs Spiracles Compound

EyeJointed appendages

Plant matter Nectar from

flowers (sugar)

Over 28,000 species worldwide.

Taste food with their feet.

Body temperature must stay above 86 degrees to fly.

BearsKingdom Anamalia Phylum Chordata Class Mammalia

Cool mountains

Forests River valleys

The Arctic

Live birth 1-4 cubs at a

time after 6-9 months

Birth Cub Juvenile Adult

Cubs require care for

Fur Warm-

blooded Keen sense

of smell Long muzzle Plantigrade

feet (flat)

Omnivorous Polar Bear is

carnivorous

Male - boar Female – sow Group -sloth


2-3 years.

SalamandersKingdom Anamalia Phylum Chordata Class Amphibian

Wetlands, ponds, streams

Live both in and out of water

Egg Larvae Metamorphosi

s during which they grow legs and develop lungs

Adult

Backbone Soft, moist skin Feathery gills 4-8 inches long 4 short legs

Insects Smaller

invertebrates Fish Frogs

Also called newts

Nocturnal Some live in

trees and have prehensile tails

Anaconda SnakesKingdom Anamalia Phylum Chordata Class Reptilia

Native to South America

Marshes Brushes Swamps

Born alive 2 feet long at

birth Can care for

themselves after 2 hours

Heaviest snake in world

Greenish brown with double row of black spots and white markings on side

Dry, scaly skin

Carnivores Hunt at night Kill by

constricting their prey

Eat small to large vertebrates

When kept out of water, the skin becomes infected with ticks

Longest anaconda found was 37.5 feet long.

PumpkinKingdom Plantae

Native to Central America

Seed Sprout Flowering plant Pumpkin

Gourd Fruit (has

seeds) Yellow/Orange

flowers Large leaves Grow on a vine 90% water

Photosynthesis Grows from a seed planted in soil.

Used for decoration. Jack o’ Lantern.


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