Animal Life Cycles:How Does the World Around Me

Change?

Grade Three: Science UnitBy: Lindsay Millar

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How Does The World Around Me Change?

MathPatterns and RelationsGLO: use patterns to

describe the world and to solve problems

ArtExpression

- Students will illustrate or tell a

story- Students will

develop themes, with an emphasis on

social concerns based on plants and

animals

English Language Arts

GLO 1: Students will listen, speak, read, write,

view and represent to explore thoughts, ideas, feelings and experiences

MusicSinging

Students will participate in

singing alone or in a group, a

capella

Health and Life Skills

R-3.3 develop, with guidance, strategies to deal with stress/changeR-3.5 develop strategies

to build and enhance friendship

Social Studies Communities in the World

3.13 Examine the geographic characteristics that shape communities in other parts of the

world by exploring and reflecting - in what ways do the people in the

communities depend on, adapt to and change the environment in which they live and work?

Science Animal Life Cycles

SLOs: 3-10 Describe the appearances and life cycles of some common animals, and identify their adaptations

to different environments3-11 Identify requirements for animal care

GLOs: 1. 1. Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body covering, overall shape, backbone.2. Observe and describe the growth and development of at least one living animal, as the animal develops from early to more advanced stages. The animal(s) should befrom one or more of the following groups: mammals, birds, fish, reptiles, amphibians, insects. Suggested examples include: gerbils, guppies, mealworms, tadpoles, worms, butterflies/moths. Additional examples from other animal groups might also be included: brine shrimp, isopods,spiders.3. Predict the next stages in the growth and development of at least one animal fromeach of the following groups: mammals, birds, fish, reptiles, amphibians, insects; and identify similarities and differences in theirdevelopmental sequences.4. Identify the food needs of at least one animal from each of the following groups:mammals, birds, fish, reptiles, amphibians, insects; and describe changes in how eachScience (Elementary) B.16 (1996) animal obtains food through different stagesof its life.5. Demonstrate awareness that parental care is characteristic of some animals and not of others, and identify examples of different forms of parental care.6. Demonstrate awareness that animals require different habitats in order to meet their basic needs of food, water, shelter and space.7. Recognize adaptations of a young animal to its environment, and identify changes in its relationship to its environment as it goes through life; e.g., tadpoles are adapted for life in an aquatic environment; adult frogs show adaptations to both terrestrial and aquatic environments.8. Identify examples of environmental conditions that may threaten animal survival,and identify examples of extinct animals.9. Recognize that habitat preservation can help maintain animal populations, and identify ways that student actions can assist habitat preservation.

10. Demonstrate knowledge of the needs of animals studied, and demonstrate skills for their care.

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Unit Introduction

Overview

This unit will cover general outcome 3-10, students will describe the appearances and life

cycles of some common animals, and identify their adaptations to different environments, and

general outcome 3-11, identify requirements for animal care. Some of the specific learning

outcomes covered throughout include classifying animals, describing their growth, predicting

stages of growth, demonstrating awareness of parental care, and recognizing adaptations of a

young animal to its environment as it goes through life. Below is a grid of all ten specific

learning outcomes and on which day they are covered. This will ensure that all SLOs are

completed by the culmination of this unit.

Specific Learning Outcomes (Day 1-20)

Day 1 2 3 4 5 6 7 8 9 10 11 1

2

13 14 15 16 17 18 19 20

1

2

3

4

5

6

7

8

9

10

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Rationale

The Animal Life Cycles is a fun and motivating unit for children in grade three, as most

children are curious about and interested in animals. This science unit’s guiding question

throughout will be: how does the world around me change? Students will look at various ways

in which the world around them changes, grows, and adapts. This unit builds upon what they

have learned in their grade one unit: Needs of Animals and Plants and in grade two: Small

Crawling and Flying Animals. During this unit, students should start to develop an appreciation

for the life cycles of a variety of animals. They will be guided to learn about how changes in the

environment can impact an animal’s life cycle and learn about the needs of young animals as

they develop and grow. It will also have a special focus on animal conservation and perpetuate

the idea that humans can do things to help. Students will carry out a performance task that

involves developing a plan of action to assist with this. This unit will additionally be the

background students need to know in order to accomplish upcoming science units in grades four

and five.

Unit Planning Organizer Subject: Science Grade: 3

Unit/Topic: Animal Life Cycles

Date and Unit Duration: Jan 5th – Jan 30th (4 weeks)

1. Unit Overview – Critical Inquiry Question

How Does the World Around me Change?

2. General Learning Outcomes for Unit

3-10 Describe the appearances and life cycles of some common animals, and identify their adaptations to different environments.3-11 Identify requirements for animal care.

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3. Focusing Questions for Unit (Related Questions) Compare and contrast insects and reptiles What animal groups is part of the vertebrates? What animal group is not part of the vertebrates? How does a frog change as it goes through its life cycle? Which features can be used to help us classify or group some small common

invertebrates? Does temperature affect the rate of egg development? What do butterflies eat? How do butterflies break out of the chrysalis? How do newborn babies differ from other mammal babies?

4. Key Concepts for Unit

Growth, development, life cycle, animals, egg, larva, pupa, adult stages, population, warm-blooded, life story, egg, young, adult, vertebrate, invertebrate, relationship, endangered, gills, environment, metamorphosis, amphibian, reptile, bird, mammal, fish, insect, abdomen, adapt, camouflage, chrysalis, cold-blooded, species.

5. Specific Learning Outcomes for UnitStudents will:

1. Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, body covering, overall shape, backbone.2. Observe and describe the growth and development of at least one living animal, as the animal develops from early to more advanced stages. The animal(s) should befrom one or more of the following groups: mammals, birds, fish, reptiles, amphibians, insects. Suggested examples include: gerbils, guppies, mealworms, tadpoles, worms, butterflies/moths. Additional examples from other animal groups might also be included: brine shrimp, isopods,spiders.3. Predict the next stages in the growth and development of at least one animal fromeach of the following groups: mammals, birds, fish, reptiles, amphibians, insects; and identify similarities and differences in theirdevelopmental sequences.4. Identify the food needs of at least one animal from each of the following groups:mammals, birds, fish, reptiles, amphibians, insects; and describe changes in how eachScience (Elementary) B.16 (1996) animal obtains food through different stagesof its life.5. Demonstrate awareness that parental care is characteristic of some animals and not of others, and identify examples of different forms of parental care.6. Demonstrate awareness that animals require different habitats in order to meet their basic needs of food, water, shelter and space.7. Recognize adaptations of a young animal to its environment, and identify changes in its relationship to its environment as it goes through life; e.g., tadpoles are adapted for life in an aquatic environment; adult frogs show adaptations to both terrestrial and aquatic environments.8. Identify examples of environmental conditions that may threaten animal survival,and identify examples of extinct animals.9. Recognize that habitat preservation can help maintain animal populations, and identify

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ways that student actions can assist habitat preservation.10. Demonstrate knowledge of the needs of animals studied, and demonstrate skills for their care.

Unit Calendar

Monday Tuesday Wednesday Thursday Friday

Jan. 5

Introduction!- KWL Chart- Movie- Title pageSLO: 1

Jan. 6

Classification- Brainstorming web- Go over 6 classes of animals- Chart- What’s that animal?- Continue title pageSLO: 1

Jan. 7

Invertebrates: Features of Creatures- Characteristics- Creature stations!SLO: 1

Jan. 8

Vertebrates and Invertebrates:- Bill Nye video- Review from last class- Self test on computersSLOs: 1, 6

Jan. 9

Amphibians- The frog life cycle- Frog eggs- Reflective journalSLOs: 2, 3, 4, 6, 7, 10

Jan. 12

Amphibians- Frog investigation (webquest)SLOs: 1, 2, 3, 4, 6

Jan. 13

Amphibians- Test dark or light theory- LogbookSLOs: 2, 3, 4, 6, 7, 10

Jan. 14

Insects: Isopod- Isopod (Sowbug) life cycle- Labeling- Natural habitat- Draw picture of isopod and habitat- Journal entrySLOs: 2, 3, 4, 6, 7, 10

Jan. 15

Insects: Mealworms- Life cycle- Metamorphosis- Labeling- Food- Journal entrySLOs: 2, 3, 4, 6, 7, 10

Jan. 16

Insects: Butterfly- Story about butterflies- Brainstorm chart- Bill Nye videoSLOs: 2, 3, 4, 6, 7, 10

Jan. 19

Insects: Butterfly- Butterfly investigation (webquest)SLOs: 2, 3, 4, 6, 7, 10

Jan. 20

Insects: Butterfly- Label parts of butterfly and draw life cycle- Favorite foods- Slurpee or the flower?- Journal entrySLOs: 2, 3, 4, 6, 7, 10

Jan. 21

Fish- Characteristics of a fish- Research online- Teach kids the salmon life cycle song- Journal entrySLOs: 2, 3, 4, 6, 7, 8, 9

Jan. 22

Reptiles- Characteristics and how they differ from amphibians- Picture sort- Hide the chameleon- Journal entrySLOs: 1, 6, 8

Jan. 23

Parental Care- Newborn human babies and the type of care they need- Bunny example- Food needs and parental care for various animalsSLO: 4,5

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Jan. 26

Habitats- Animal habitats: marshland, ocean, forest- Habitat web- Journal entrySLOs: 8, 9

Jan. 27

Extinction- Show pictures of extinct animals (dodo, mastodon, dinosaurs, saber-toothed tiger, etc.)- Research- Grouping activity- Threatened species- Importance to preserve- KWL chart- Journal entrySLOs: 8, 9

Jan. 28

Performance Task!-

Jan. 29

Performance Task Continued…- Show project at class animal fair

Jan. 30

Unit Test- Final class of this unit

Detailed Activities (Day 1-20)

# Lesson Title Lesson Activities CCC Resources1

IntroductionAnimal Life

Cycles!

- Students will brainstorm and fill out individual KWL charts about what they already know, want to know, and will fill out what they have learned at the end of this unit- Next, we will watch an introduction video to animal life cycles- Brainstorm words and pictures for their title page- Complete title pageSLO: 1Assessment: observation/summative

Art Master #1: KWL chartYouTube

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Classification:What’s That

Animal?

- Environment brainstorming web: Ask students to explain what they know about the environment (at this point I will not correct false impressions)- What’s that animal activity: brainstorm visible features of animals. Do the same with pictures- Continue title page if students need more timeSLO: 1Assessment: observation/summative

Language ArtsArt

Master #2: WebMaster #4

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3

Invertebrates: Features of Creatures

- Students will go around to different creature centers (shrimp, beetle, slugs, worms, grasshopper, spider, oyster, etc.) with a magnifying glass and observe the different features of these creatures- They will draw pictures and write down observations- We will discuss the different characteristics (and what the word characteristic means)SLO: 1Assessment: formative

Art Master #6

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Vertebrates andInvertebrates:

- Students will watch a Bill Nye video on invertebrates in order to solidify knowledge learned from last class and to help them complete the next activity- We will review what Bill had to say and then students will use the laptops to complete the vertebrate and invertebrate self test and online activitiesSLOs: 1, 6Assessment: formative, observation

Technology https://www.youtube.com/watch?v=Hve9w03dZpU

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Amphibians:Frog

- Discuss the responsibilities we have as caretakers of living things- Chart brainstormed facts about frogs- Have students predict what the frog will look like in its next stage after the eggs hatch- Set up aquarium with frog eggs- Reflection journal: have students record their reactions and feelings about the creatures and weekly observationsSLOs: 2, 3, 4, 6, 7, 10Assessment: observation, formative

Language ArtsMath

Master #8, 10, 11

6

Amphibians:Frog

Webquest

- Students will complete a frog challenge (webquest) that looks at the frogs diet, environment, life cycle, and fun facts- Students collect the new information learned on a sheet of paper and when they are done they will sketch the frog life cycle- Students will present one interesting or new fact learned today to conclude the classSLOs: 1, 2, 3, 4, 6Assessment: formative, observation

TechnologyArt

http://warrensburg.k12.mo.us/webquest/cycles/index.htm

7 - Observe any changes that may have occurred over the last few days in the frog eggs

Language Arts Master #12

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Amphibians:Frog

Temperature

- Have students make predictions about whether or not temperature (light or dark) has an affect on the rate the frog eggs develop- Test theory, observe change, record in log bookSLOs: 2, 3, 4, 6, 7, 10Assessment: observation, formative

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Insects:Isopod (Sowbug)

- Interactive SmartBoard lesson on isopods- Students will draw and label physical features and life cycle- We will discuss that they have a segmented body- Their favorite food: wood- Have student make predictions based on discussion what their preferred habitat is (moist or dry) and if they prefer light or dark- Students will finish off by writing an entry in their journalsSLOs: 2, 3, 4, 6, 7, 10Assessment: formative

TechnologyArt

SmartBoard fileMaster #14a

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Insects: Mealworms

(darkling beetle)

- Show students a mealworm egg and have them predict the next stages in its life cycle in group, have a discussion each stage- Explain that they undergo metamorphosis and show other examples- Have students draw and label the parts of the beetle- Have students predict what kinds of food mealworms like to eat, have them discuss in their groups and go over as a class- Have students complete a venn diagram comparing isopods and mealworms- Students will finish off by writing an entry in their journalsAssessment: observation, summativeSLOs: 2, 3, 4 6, 7, 10

Language ArtsArt

- Master 23a- Master 26- Venn diagram

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Insects:Butterfly

Intro

- Begin by reading a story about butterflies to the class. This story is about a fictional class that raises butterflies- Next, I will ask each group to brainstorm what they know about butterflies already and I will chart their responses

Language Arts Becoming Butterflies by Anne Rockwell and Megan Halseyhttps://www.youtube.com/watch?v=kyVEMt9GD2w

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- Students will watch the short Bill Nye video on butterflies and complete a worksheetSLOs: 2, 3, 4, 6, 7, 10Assessment: observation, summative

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Insects:ButterflyWebquest

- Students will complete a butterfly challenge (webquest) that looks at the butterflies diet, environment, life cycle, and fun facts- Students collect the new information learned on a sheet of paper and when they are done they will sketch the butterfly life cycle and color it- Students will present one interesting or new fact learned today to conclude the classSLOs: 2, 3, 4, 6, 7, 10Assessment: formative, observation

TechnologyArt

http://warrensburg.k12.mo.us/webquest/cycles/index.htm

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Insects:ButterflyLife cycle

- Students will be given a diagram to label the different parts of the butterfly as we all draw their life cycle and what occurs in each stage of life- Next, students will predict what kinds of foods butterflies eat and come up and test it on the SmartBoard activity (i.e., larvae might like: lettuce, cucumber, dandelion leaves)- Students will then discover if butterflies prefer nectar to sugar water in the activity The Slurpee or the Flower- Students will finish off by writing a butterfly poem in their journalsSLOs: 2, 3, 4, 6, 7, 10Assessment: observation, summative

Language Arts SmartBoard activityMaster 35aPoem worksheet

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Fish

- Brainstorm as a class what kinds of a characteristics a fish would have and chart these- Go over what all fish need in order to be classified as a “fish” and go over examples of fish- Students will research, in pairs, information on the life cycle of a salmon and recognize environmental conditions that may threaten survival from various websites provided and draw the life cycle- Next, I will teach the class the “Salmon Life Cycle” song - Students will finish off by writing an entry in their journals

TechnologyMusicLanguage Arts

https://www.youtube.com/watch?v=qV30UZ9aF04

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SLOs: 2, 3, 4, 6, 7, 8, 9Assessment: observation, formative, summative

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Reptiles

- Show short video clip on reptiles and have students write down all the animals they saw in the video, next have them looking for certain characteristics that they may have (scaly skin, etc.) and have a class discussion based on those things- Next, I will have various animal pictures on the Smartboard and students will come up one by one and sort them into reptile or non-reptile columns- Once they have finished that, I will show them a book on chameleons and pass out a coloring sheet – tell students to decorate them the best way to blend in with the environment around the classroom.- Students will cut out their chameleon and hide theirs (and I will hide some white ones), once the whole class is done, ask them if it was hard to retrieve them.- Students will write in their journals explaining what they think camouflage is and why it is importantSLOs: 1, 6, 8Assessment: Observation, formative, summative

Art VideoAnimal PicturesBook: Where in the Wild? Camouflaged Creatures Concealed… and Revealed. By: David SchwartsColoring Sheet

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Parental Care

- Using pictures of newborn human babies, ask the class: what can they do? What do they eat? Can they find their own food? Do they need special care?- Discuss how dependent or immature newborn babies are and that they need milk from their mother- Show picture of a rabbit, lead discussion there and draw generalizations about mammals- Draw picture of a baby mammal dependent on adult for food and protection- Ask class about other animals and their needs: butterfly and caterpillar, chicken and chick, frog and tadpole, eagle and eaglet- Journal entry about parental careSLOs: 4, 5Assessment: observation, formative

ArtLanguage Arts

Master #48

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Animal Habitats

- After a discussion about different kinds of habitats, students will complete a worksheet that deals with three different habitats: marshland, ocean, and forest. Students will place certain animals in the correct habit, after that they will explain why, for example, a rabbit cannot live in the ocean.- Next, I will show an example of a snowshoe hare and its food, shelter, temperature tolerance, source of water, and place for raising young. In partners, students will make a habitat web for the animal of their choice, making sure to include all the things necessary for survival. Students may research their animal on a laptop.- Students will end off by writing an entry in their journal about habitatsSLO: 6Assessment: observation, formative, summative

TechnologyLanguage Arts

Page 144 (Edmonton Public School Resource)

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Extinction

- Show students pictures of extinct animals (dodo, great auk, great moa, mastodon, dinosaurs, saber-toothed tiger, toolach wallaby, passenger pigeon, Guadeloupe flicker, large long horn beetle) – explain where they once lived and whey they died out- Have students select one of these animals, draw a picture of it, and research it to find out whey it became extinct- Briefly share the findings and information during a class discussion- As a class, group animals according to reason for extinction (hunting, climate change, predators, destruction of habitat)- Identify a few threatened species right now and explain why it is so important to preserve and ensure the survival of all animals- Students will fill out the “Learned” column in their KWL charts- Journal entry about extinctionSLOs: 8, 9Assessment: observation, formative

Social StudiesArtTechnology

Master #51

18Performance

Task

- Students have been “asked” by the Calgary Zoo for their help- They have been asked to prepare a

Language ArtsArtTechnology

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report and display on a specific animalSLOs: 1, 2, 3, 4, 5, 6, 8, 9, 10Assessment: summative

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Classroom Animal Fair

- Students will be finishing off their report/display- Students will have the opportunity to show off all the information they have gathered and the work that they have done at the animal fair for the last half of class- Once the fair has finished, the class as a whole will come up with suggestions on how the zoo should group its animal exhibits based on the information providedSLOs: 1, 2, 3, 4, 5, 6, 8, 9, 10Assessment: summative

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Unit Test

- The final summative test for this unit will be a total of 20 marks and students will have the full class to complete it- The three “I Can” statements are:1. I can name animals based on their characteristics2. I can describe the growth of an animal from early to advanced stages3. I can name the next stage in growth development from each of the six groups of animals- The test includes true or false, multiple choice, fill in the blank, a venn diagram, a life cycle, and short answerAssessment: summative

Unit test

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Performance Task/Assessments

1. Reflective Journal

This language arts extension will be used to help children explore their reactions to, and their feelings about the creatures they are helping to raise (i.e., frogs). Some days, students will have to answer specific questions, such as, how did you feel as you saw the tiny tadpole wiggle free from its egg and become a free-swimming creature? Other days, students will be free to write about their feelings, new information learned, or include drawings to help them remember the new knowledge. Students will receive a personal checklist that will go at the front of their journal outlining what is expected of them in each of their journal entries:

Did I remember to put a title and date at the top of my entry?

Are my thoughts clear and well thought out?

Are my ideas complete and thoughtful?

Does my entry reflect a deep understanding of the day’s material covered?

Do the images or drawings (if included) relate to the topic and help deepen my understanding?

Have I labeled the pictures or diagrams included?

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2. Performance Task

Zoo-Mania!

Breaking news!

The city of Lightbridge would like to open a zoo and they need your help! Since our whole class has a deep understanding on many animals, the city manager has asked each student in our class to prepare a report, in the form of a display on a specific animal.

The information in the report will help the city design the zoo and decide how much space to give each animal, what type of habitat they will need and aspects like food, parental care and the importance of preserving and ensuring the safety and survival of all animals.

Our class will be researching 25 different animals! The teacher (me) will draw popsicle sticks to decide the order in which you all choose your animals, so please have one or two backup animals that you would like to research just in case someone has already chosen it.

Each display must include an illustration of the animal’s life cycle and a paragraph (at least 6 sentences) about your animal. Make sure to include what type of habitat your animals needs, what kind of food it eats, what kind of parental care (if any) it needs when it is born, and why it is important to preserve our wildlife. You may add any other information to your display that you wish, but make sure to include the following:

Life cycle A write up (6 paragraphs): Habitat Food Parental Care Importance to the world around us

Once you have completed this task, our class will hold an animal science fair to display your findings on your animal! Everyone will have a chance to see the information on each of the animals. Based on the information presented, you will work with classmates to come up with a suggestion on how the zoo should group its animal exhibits!

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Rubric for Performance Task

Outcomes 4Mastery

3Proficiency

2Approaching

1Beginning

3-10 Describe the appearances and life cycles of some common animals, and identify their adaptation to different environments

Student shows a detailed, clear and accurate understanding of the stages of their animal’s life cycle. Report includes clear, detailed and accurate information. Write up includes all 4 components. Student applies understanding by making detailed and accurate habitat suggestion.

Student clearly and accurately explains stages of chosen animal’s life cycle. Report shows a clear and accurate understanding of the topic and includes at least 3 of the 4 components.

Student partially explains the stages of chosen animal’s life cycle. Report shows some understanding of the topic but has some errors and omissions. Only includes 2-3 components.

Student has little understanding of the stages of chosen animal’s life cycle. Report shows lack of understanding of the topic, withmany errors and omissions. Only includes 1-2 components.

3-11 Identify requirements for animal care

Student’s writing is detailed, interesting, stays on topic and follows rules of punctuation, spelling, grammar and capitalization. A variety of sentence forms are used. Information on requirements for animal care is accurate and well researched.

Student’s writing stays on topic and follows rules of punctuation, spelling, grammar and capitalization. Information is accurate. Demonstrates some understanding on animal care.

Student’s writing partly stays on topic and follows some rules of punctuation, spelling, grammar and capitalization. Information is partly accurate.Did not include requirements for animal care.

Topic of student’s writing unclear. Few or no rules of punctuation, spelling, grammar and capitalization. Information is inaccurate.Did not include requirements for animal care.

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3. Unit Test

Grade Three: Animal Life Cycles Test Name: ___________

Date: ___________

Part One:True/False: Circle true if the statement is correct. Circle false if the statement is incorrect. (1 mark each)

1. Mammals nurse from their mother’s milk once they are born.

True False

2. Birds can fly as soon as they are born.

True False

Instructions: Read each question carefully. Be sure to complete each section. You have 45 minutes to complete the test. It will be worth a total of 20 marks.

This test focuses on the following “I Can” statements:1. I can name animals based on their characteristics.2. I can describe the growth of an animal from early to

advanced stages. 3. I can name the next stage in growth and development

from each of the six groups of animals.

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3. Once a fish hatches, it goes through a larval stage next.

True FalsePart Two: Multiple Choice: Circle the correct answer. (1 mark each)

4. Which animal group is scale-covered, cold-blooded, and does not breathe from their lungs their whole life?

a) Birdsb) Reptilesc) Mammalsd) Amphibians

5. Which animal group is NOT part of the vertebrates?

a) Fishb) Birdsc) Insectsd) Reptiles

6. Identify the order of the stages in the butterfly life cycle.

a) larva, butterfly, chrysalis, eggb) chrysalis, egg, butterfly, larvac) egg, larva, chrysalis, butterflyd) butterfly, larva, egg, chrysalis

Part Three:Fill in the Blanks/Short Answer: (14 marks)7. Use the words in the word bank to fill in the blanks for the questions below. (4 marks)

a) Cold-blooded animals like lizards, snakes, and turtles belong to the ___________ group.

Word BankFishBirdInsectReptileMammalAmphibian

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b) Animals in the ___________ group have scales, no legs, and are vertebrates.

c) The ___________ animal group is warm-blooded, hatch from hard-shelled eggs, and moult.

d) The ___________ animal group goes through arapid growth spurt once they are born and have thepotential to continue to grow throughout their life.

8. Use the Venn diagram below to compare and contrast the characteristics of insects and reptiles. (6 marks)

9.

Complete the life cycle of a frog: (4 marks)

1.

2.

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10. Using the diagram above, write 1-2 sentences that describes each stage of the frog’s life. (4 marks)

a) ______________________________________________________________________________________

b) ______________________________________________________________________________________

c) ______________________________________________________________________________________

d) ______________________________________________________________________________________

Resources

Text Resources

Animal Life Cycles: Edmonton Public Schools

Egg

a)_________

b)_________c)_________

d)__________

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Web Resources

http://engagingstudents.blackgold.ca/index.php/division-i/sci-d1/science-3/topic-e-animal-life-cycles/- Website developed for Alberta curriculum – lots of engaging games, self-tests, and experiments.

http://www.scholastic.com/teachers/activity/animals-7-studyjams-interactive-science-activities- Vertebrates and Invertebrates activities – self tests

https://www.youtube.com/watch?v=Hve9w03dZpU- Bill Nye the Science Guy: video on invertebrates

https://www.youtube.com/watch?v=kyVEMt9GD2w- Bill Nye the Science Guy: video on butterflies

http://warrensburg.k12.mo.us/webquest/cycles/index.htm- Webquests perfect for this unit

Non-Fiction Books

The Very Hungry Caterpillar by Eric Carle Carle, E. (1987). The very hungry caterpillar ([Rev.]. ed.). New York: Philomel Books.- Children love this pop up book, it takes you through the various stages from caterpillar to butterfly

The Life Cycle of a Butterfly by Bobbie Kalman Kalman, B., & Reiach, M. A. (2002). The life cycle of a butterfly. New York: Crabtree Pub. Co..- Great book with lots of information and fabulous pictures

Where in the Wild? Camouflaged Creatures Concealed…and Revealed.Kuhn, D., Schy, Y., & Schwartz, D. M. (2007). Where in the Wild? Camouflaged Creatures Concealed…and Revealed. United States: Tricycle Press .- Different clues are offered about 10 different creatures’ identity. Accompanied by interesting information, this book offers insight about natures camouflage in the wild.

Becoming Butterflies by Anne Rockwell and Megan Halsey:Rockwell, A. F., & Halsey, M. (2002).Becoming butterflies. New York: Walker & Company.- It’s an engaging introduction to the butterfly life cycle. Anne Rockwell describes a fictional classroom of kids raising butterflies.

Media

SmartBoard

PowerPoint

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Music

https://www.youtube.com/watch?v=ti0HDtRY8u4- Catchy amphibian song for children

https://www.youtube.com/watch?v=qV30UZ9aF04- Fun salmon life cycle song – “I Will Survive” parody

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