Circles Of Life

 

                                                                                                                 

 

 

 

A study of the life cycles of a frog, a chicken, and a butterfly.  Grades 1-2

                         

 

 

Created by: Ame Clements, Genie Burks, Jennie Barnett

 

 

 

 

 

Introduction  Task   Process   Evaluation   Conclusion   Teacher Page

 

 

 


   Introduction 

 

 

 

 

 

Do you ever wonder how a tadpole is able to hop, or how a caterpillar can fly, or how an egg becomes a rooster that crows?  Let’s find out about lifecycles!!

 

 

 

 

 

 

 

 

 

 

 


Introduction    Task    Process    Evaluation    Conclusion    Teacher Page

 

Task

 

 

 


                                                                                                                    

 

 

 

 

 

 

 

Your group will research the life cycles of a bird, amphibian, and insect.  As a team you will:

vMake up an imaginary bird, amphibian, or    

   insect.

vDraw the life cycle of your creation.

vComplete a fact sheet about your

    imaginary bird, amphibian, or insect. 

 

 

 

 

 

 

 

 

 

 

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

 

 

Process

 

 

 

Your teacher will divide you into 3 groups. 

 

 

 

If you are a frog, click the frog

 

 

 

If you are a butterfly, click the butterfly

 

 

 

 

 

If you are a bird, click the chicken

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

 

Evaluation

 

 

 

 

 


Your teacher will give you this checklist for you to fill out.  Check the box to give your score for each statement.

 

Individual Rubric

 

 

4

Best

3

Good

2

Okay

1

Not my best

I worked well with my group

 

 

 

 

 

I completed my fact sheet correctly.

 

 

 

 

I did my best work on my poster.

 

 

 

 

My model is original.

 

 

 

 

I used my best writing in my paragraph.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

 

Conclusion

Thank you for working so hard!  You have done a great job on your poster, creature, and paragraphs!  You have now learned the life cycle of a bird, amphibian, and insect.   Click on picture to print your certificate.

 

 

 

 

 

 

 

 

 

 

Back to Student Page

 

 

 

 

 

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

 

  Teacher Page

 

 

Subject Area:  Life Science; Life
Cycles

Grade Level:  Grades 1st through 2nd.

 

Note to teacher:

v   Groups should be no more than 5. 

v   You will need to provide supplies for creating the imaginary creature. 

v   You will also need to approve the idea sheet before each group can begin to work on their creature. Idea Sheet.doc

v   The fact sheet should be filled out by each student so they can write their individual paragraph.  Fact Sheet.doc

v   Each group may do an oral presentation of the creature they created. (optional)

v   You have our permission to alter or change this WebQuest to fit the needs of your classroom.

 

 

Teacher Evaluation:

You will need to print the rubrics document for each student.

     Participation and Writing Rubrics

Student Rubric

 

 

 

 

 


Other Resources:

            

Make Froggy Cake: http://www.ipcc.ie/frogcake.html

Make Frog Origami: http://www.froggyville.com/origami.htm

Frog Sequencing Center: http://www.manatee.k12.fl.us/sites/elementary/palmasola/pskinfrogseq.htm

 

Labeling Life Cycle Worksheets:

v     Butterfly worksheet

http://www.manatee.k12.fl.us/sites/elementary/palmasola/pskinfrogseq.htm

 

v     Frog worksheet

http://www.enchantedlearning.com/subjects/amphibians/label/froglifecycle/label.shtml

 

v    Chicken worksheet

chicken worksheet.doc

 

Standards:

Life Science

20.) Identify characteristics and behaviors of organisms that help them survive.

• Physical
Examples: color, size, shape, covering
• Responsive
Examples: migration, hibernation

 

22.) Describe how offspring produced by plants or animals are similar to the parents.

• Size
• Shape
• Color

Language Arts

 

16.) Use appropriate sources for obtaining information.

Examples: newspapers, electronic media, resource people, graphs, pictures, books, maps, dictionaries, diagrams, telephone directories, glossaries

 

17.) Use the writing process when creating different forms of written expression.

• Prewriting
Examples: teacher-led brainstorming, webbing and mapping, reading, using personal experiences as sources of ideas
• Drafting
Examples: using complete sentences to express thought, connecting sentences in paragraphs, using approximate spellings and standard spellings
• Revising
Examples: revising own and others' work, accepting feedback from classmates, adding to stories, conferencing
• Editing (See standards 17 and 18 for specific concepts).
Examples: beginning to apply knowledge of sentence structure, grammar, usage, and mechanics; using simple checklists for self-evaluation
• Publishing
Example: sharing own work with others

 

Technology:

 

14.) Identify the Internet as a resource for information.

 

15.) Utilize information from a locally approved Internet web site.

Example: research project on dinosaurs, dental health, or rain forests

 

16.) Use technology resources for problem solving.

Examples: puzzles, logical thinking programs, solutions for a class-defined problem

 

Back to Student Page