Students will have the ability to investigate the different life cycles behaviors and needs with the hope of students developing an understanding and grasp the assortment of living things. The students will be able to use the information they learn to compare and contrast the different life cycles. They will learn that life cycles of insects and animals can be different or similar to one another. Students to work with the life cycles using different web tools to enhance their understanding of a chosen life cycle.
Common Core standards:
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
California State Content Standards:
2a. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
1. Creativity and Innovations
c. Use models and simulations to explore complex systems and issues
2. Communication and Collaboration
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. Research and Information Fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
d. Process data and report results
5. Digital Citizenship
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
Students will be working towards becoming experts on the life cycle of a chosen life cycle of either a butterfly, frog, or bird. They will be using the Paper App to sketch the cycle the life cycle for reference and begin to gather information using Google Search and YouTube. Students then will create their own Newspaper Clipping on their chosen life cycle using the web tool Fodey. (http://www.fodey.com/generators/newspaper/snippet.asp)
1. Using your iPad review this interactive website and watch video on the life cycle of a butterfly, frog, and bird. Feel free to play the interactive life cycle game after you watch the video.
2. Now decide which of the three life cycles you would like to learn more about. You should now know some introductory information on each cycle.
3. Once you choose the life cycle you want to learn more about visit the website that corresponds with your given life cycle. These websites will help you get started.
4. Now that you have explored your chosen life cycles website, continue to gather more information by exploring using Google and YouTube.
5. Now use the Paper app on your iPad to sketch out the stages of your life cycle for reference.
6. Use the provided shared Google doc below to answer the question about your life cycle in your own words.
7. Write a paragraph or two using the questions you answered in the shared Google doc, to explain your life cycle in your own words using great detail.
8. You are now going to create your own Newspaper Clipping on your chosen life cycle using the Fodey web tool. Before you being watch the short tutorial on how to use Fodey. http://www.fodey.com/generators/newspaper/snippet.asp