Life Cycle of Butterflies
|
|
|
- Sherman Powers
- 7 years ago
- Views:
Transcription
1 Grade 2 Life Science Module Life Cycle of Butterflies In a code such as D.1, the 5 indicates the science standards, the 2 indicates the physical science standard within the set of science standards, the 4 indicates a second grade cumulative progress indicator, the D indicates a strand or theme within the science standards, and the 1 indicates the first of the second grade cumulative progress indicators within the D strand.
2 In completing the work in Lessons 1-9 of The Life Cycle of Butterflies, students are expected to develop understandings and skills including: The different stages of a butterfly s life cycle are egg, larva, caterpillar, chrysalis, and adult. Caterpillars need food, air, and space to live and grow. The caterpillar forms a chrysalis, and a butterfly emerges from the chrysalis. Group living and nonliving things according to the characteristics that they share (5.3.2.A.1) Describe the requirements for the care of plants and animals related to meeting their energy needs. (5.3.2.B.1) Compare how different animals obtain food and water. (5.3.2.B.2) Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. (5.3.2.B.2) Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2) Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live there, or ways that humans might harm habitats. (5.3.2.C.3) Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring. (5.3.2.D.1)
3 Page 2 Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development. (5.3.2.D.2) Describe similarities and differences in observable traits between parents and offspring. (5.3.2.E.1) Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments. (5.3.2.E.2) Identify and categorize the basic needs of living organisms as they relate to the environment. (5.4.2.G.3) Observing, describing, and recording growth and change in the larva. Predicting, comparing, and discussing the larva s appearance and change over time. Communicating observations through drawing and writing. Relating observations of the butterfly s life cycle to students own growth and change. Extending knowledge of butterflies through reading. Use outcomes of investigations to build and refine questions, models, and explanations. (5.1.4.A.2) Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. (5.1.4.A.3) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Measure, gather, evaluate, and share evidence using tools and technologies. (5.1.4.B.2)
4 Page 3 Formulate explanations from evidence. (5.1.4.B.3) Communicate and justify explanations with reasonable and logical arguments. (5.1.4.B.4) Monitor and reflect on one s own knowledge regarding how ideas change over time. (5.1.4.C.1) Revise predictions or explanations on the bases of learning new information. (5.1.4.C.2) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3) Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1) Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2) Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) Handle and treat organisms humanely, responsibly, and ethically. (5.1.4.D.4) In completing the work in Investigations of The Life Cycle of Butterflies, students are expected to develop understandings and skills including: A butterfly needs food to live, but it does not grow after emerging from the chrysalis. A butterfly lays eggs, which hatch into larvae.
5 Page 4 Group living and nonliving things according to the characteristics that they share. (5.3.2.A.1) Describe the requirements for the care of plants and animals related to meeting their energy needs. (5.3.2.B.1) Compare how different animals obtain food and water. (5.3.2.B.2) Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. (5.3.2.C.1) Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2) Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live there, or ways that humans might harm habitats. (5.3.2.C.3) Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring. (5.3.2.D.1) Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development. (5.3.2.D.2) Describe similarities and differences in observable traits between parents and offspring. (5.3.2.E.1) Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments. (5.3.2.E.2) Identify and categorize the basic needs of living organisms as they relate to the environment. (5.4.2.G.3)
6 Page 5 Observing, describing, and recording growth and change in the larva. Predicting, comparing, and discussing the larva s appearance and change over time. Communicating observations through drawing and writing. Relating observations of the butterfly s life cycle to students own growth and change. Extending knowledge of butterflies through reading. Use outcomes of investigations to build and refine questions, models, and explanations. (5.1.4.A.2) Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. (5.1.4.A.3) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Measure, gather, evaluate, and share evidence using tools and technologies. (5.1.4.B.2) Formulate explanations from evidence. (5.1.4.B.3) Communicate and justify explanations with reasonable and logical arguments. (5.1.4.B.4) Monitor and reflect on one s own knowledge regarding how ideas change over time. (5.1.4.C.1) Revise predictions or explanations on the bases of learning new information. (5.1.4.C.2) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3)
7 Page 6 Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1) Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2) Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) Handle and treat organisms humanely, responsibly, and ethically. (5.1.4.D.4)
Scientific Inquiry: What is inquiry-based learning?
Scientific Inquiry: What is inquiry-based learning? The National Science Education Standards explain the importance of inquiry-based learning: Students at all grade levels and in every domain of science
Science Life Cycle of the Butterfly
Science Life Cycle of the Butterfly Here is a big word for you to remember: metamorphosis. Metamorphosis means that an animal changes in the way it looks and behaves as it develops. Most insects go through
2 nd Grade Science Unit B: Life Sciences Chapter 3: Plants and Animals in Their Environment Lesson 1: How are plants and animals like their parents?
2 nd Grade Science Unit B: Life Sciences Chapter 3: Plants and Animals in Their Environment Lesson 1: How are plants and animals like their parents? offspring Offspring are young plants and animals. Offspring
Kindergarten Butterfly Lessons
Kindergarten Butterfly Lessons Title: Butterfly Introduction Grade Level: Kindergarten Subject: Language Arts Content Standards: Concepts of Print, Comprehension Strategies, and Self-Monitoring Strategies
MS. Structure, Function, and Information Processing
MIDDLE SCHOOL LIFE SCIENCE Alignment with National Science Standards Use the chart below to find Science A-Z units that best support the Next Generation Science Standards* for Middle School Life Science,
Butterflies and Plants Grades: K and up
Butterflies and Plants Grades: K and up Purpose: To focus exploration on the butterfly life cycle and how that life cycle is related to plants in the garden. Students should be exposed to the 4 stages
Monarch Butterfly Life Cycle and Migration
This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Activitydevelop Monarch Butterfly
How do we build and refine models that describe and explain the natural and designed world?
Strand: A. Understand Scientific Explanations : Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting
Layers of the Rain Forest Distance Learning
Layers of the Rain Forest Distance Learning Summary and Goals Students will be able to identify the layers of the rain forest and animal species that live in each layer. Grade Levels Grades 3-5 Engage
Unit: Plants & Animals (Grade 2)
Unit: Plants & Animals (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine the life cycles of plants and animals
Program goal: Students will have a better awareness and understanding of butterflies and their habitats
Butterfly Builders Students will investigate butterflies and their life cycle through a variety of activities including a story, game and science investigation. The lesson will end with a guided trip to
Natalia Moreno BME 530. Butterflies Subject: Science (Grade Level: Adaptable from 2-3) Introduction:
Natalia Moreno BME 530 Butterflies Subject: Science (Grade Level: Adaptable from 2-3) Introduction: This lesson will be introducing the students to the life cycle of a butterfly. We will discuss the stages
Interactive Science Grade 5 2012
A Correlation of Interactive Science Grade 5 2012 To the New Jersey Science Standards Grade 5 Introduction This document demonstrates the close alignment between Interactive Science, 2012, and the for
Life Cycle of a Butterfly
Name: Date: Life Cycle of a Butterfly Life cycle refers to the stages of development, growth and reproduction that a living thing goes through. The butterfly's life cycle is made up of four stages: egg,
Monarch Butterflies: Beautiful But Poisonous by Kelly Hashway
by Kelly Hashway If you ve ever seen a monarch butterfly, then you ve probably noticed their bright orange and black colors. It makes them easy to see in the sky. You may think this would put the Monarch
Biology: Foundation Edition Miller/Levine 2010
A Correlation of Biology: Foundation Edition Miller/Levine 2010 to the IDAHO CONTENT STANDARDS Science - Biology Grades 9-10 INTRODUCTION This document demonstrates how Prentice Hall s Biology: Foundation
Grade 5 Standard 5 Unit Test Heredity. 1. In what way will a kitten always be like its parents? The kitten will...
Grade 5 Standard 5 Unit Test Heredity Multiple Choice 1. In what way will a kitten always be like its parents? The kitten will... A. be the same color. B. learn the same things. C. have the same body structures.
investigations. K.2 C Gather information using simple equipment and tools to extend the senses.
KINDERGARTEN Unit 7: Exploring Characteristics and Basic Needs of Living Organisms 2010 TEKS 1998 TEKS Curriculum and Instruction Considerations K.2 The student develops abilities to ask questions and
Utah State Office of Education Elementary STEM Endorsement Course Framework Nature of Science and Engineering
Course Description: Utah State Office of Education Elementary STEM Endorsement Course Framework Nature of Science and Engineering In this course participants will experience introductory explorations of
Elementary School Sea Turtle Lesson Plan Developed by Cathy Payne
Elementary School Sea Turtle Lesson Plan Developed by Cathy Payne Background: Elementary school-aged children are very drawn to stories, both fiction and nonfiction, about sea turtles, but there are limited
Task 2 Multi-text reading: Interesting facts about butterflies
Task 2 Multi-text reading: Interesting facts about butterflies Level: ISE III Focus: Task 2 Multi-text reading Aims: To read for gist and specific information and to deduce meaning from context Objectives:
Prentice Hall Interactive Science Series 2011 Correlated to: Arizona Science Standards, Strands 1-6 (Grade 7)
Strand 1: Inquiry Process Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate
Second Grade Insects Assessment
Second Grade Insects Assessment 1a. The stiff shell that covers an insect s body is called an: a. outer shell b. exoskeleton 1b. The stiff shell that covers and insect s body is called an: a. outer shell
Kindergarten Science Unit B: Life Science Chapter 4: Plant and Animal Parts Lesson 1: What do plant parts do?
Insert Photo or Graphic for Unit or Lesson Theme Kindergarten Science Unit B: Life Science Chapter 4: Plant and Animal Parts Lesson 1: What do plant parts do? Insert Photo/Graphic parts Insert Photo/Graphic
Science Fiction Creature Feature Performance Task Lesson Plan
Performance Lesson Plan Science Fiction Creature Feature was created for and used as a two-class period learning and assessment task for a seventh grade Life Science unit called Structured for Survival.
Global Ecology and Wildlife Conservation
Vaughan Centre for Lifelong Learning Part-Time Certificate of Higher Education in Global Ecology and Wildlife Conservation Delivered via Distance Learning FAQs What are the aims of the course? This course
Insect Record. Date. Observations
Insect Record Date Observations Investigation 1: Mealworms No. 1 Notebook Master Stages in the Life Cycle of the Darkling Beetle 1. Cut apart the pictures. 2. Glue the pictures in a column in your science
Goals AND Objectives should be student-centered rather than course-centered Goals AND Objectives should reflect successful student performance
Tips for Writing Goals AND Objectives Goals AND Objectives should be student-centered rather than course-centered Goals AND Objectives should reflect successful student performance Tips for Writing Course
(D) 181-183, 186-187, 190-193 TFYI 187 TPK 190
NEVADA Life Science Content Standards for Grade 8 Life s Structure and Function A From Bacteria to Plants B Animal Diversity C Human Body Systems D OBJECTIVES Content Standard 6.0: Structure and Function
Lesson Title: Constructing a Dichotomous Key and Exploring Its Relationship to Evolutionary Patterns
Lesson Title: Constructing a Dichotomous Key and Exploring Its Relationship to Evolutionary Patterns NSF GK-12 Fellow: Tommy Detmer Grade Level: 4 th and 5 th grade Type of Lesson: STEM Objectives: The
Relevant Arizona State Standards
Reading Strand 1: Reading Process Concept 4: Vocabulary PO2: Use context to identify the intended meaning of unfamiliar words. PO3: Use context to identify the meaning of words with multiple meanings.
Evaluation Form for Department Assessment Plan Department of Psychology Fall 2009
Evaluation Form for Department Assessment Plan Department of Psychology Fall 2009 Goal #1: Students will demonstrate an understanding of the major historical schools of thought and approaches in psychology.
DATES TAUGHT DATE ASSESSED. ASSESSMENT TYPE (classroom, STAR, objective, subjective, project, etc.) Ongoing Ongoing Ongoing Discussion Classroom Tests
York Public Schools, 2 nd Grade STRAND Inquiry and Nature of STANDARD OBJECTIVES (What it looks like in the classroom) The learner will SC2.1.1.a Ask questions that relate to a science topic SC2.1.1.b
4THE UNIVERSITY OF THE STATE OF NEW YORK
4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test
Unit: Healthy Habits Grade: 1
Unit: Healthy Habits 5.3b Good health habits include hand washing, personal cleanliness; avoiding harmful substances; eating a balanced diet; engaging in regular eercise ways to stay healthy Wash hands
reflect What about other living things? Do all animals look the same as their parents?
reflect Look at the boy and his father. How do they look the same? They both have two arms and two legs. They both have eyes and a nose. They look a lot alike! People can look like their parents. We get
Materials For each student (or group of students): Caterpillar data sheets Pencil For teacher: Chart paper Markers
Insects! Concepts Life cycles and metamorphosis are common to all insects. Butterflies, like most insects, go through complete metamorphosis involving four distinct phases egg, caterpillar (larva), chrysalis
Climate Change: A Local Focus on a Global Issue Newfoundland and Labrador Curriculum Links 2010-2011
Climate Change: A Local Focus on a Global Issue Newfoundland and Labrador Curriculum Links 2010-2011 HEALTH Kindergarten: Grade 1: Grade 2: Know that litter can spoil the environment. Grade 3: Grade 4:
Ecology and Simpson s Diversity Index
ACTIVITY BRIEF Ecology and Simpson s Diversity Index The science at work Ecologists, such as those working for the Environmental Agency, are interested in species diversity. This is because diversity is
Biotech Foods Community Snapshot
Biotech Foods Community Snapshot Introduction Lesson Introduction Biotechnology is becoming a commonly used term in today s society. Recent surveys conducted on consumer attitudes toward biotech foods,
Science and Technology sample unit: Which came first?
Science and Technology sample unit: Which came first? Stage 2 Duration: 10 weeks (1.5 hours per week) Unit context In response to community concerns about the decline in the local animal or plant population,
The Toledo Zoo Aviary
The Toledo Zoo Aviary Look at the Birdie Bird Adaptations Lesson Learning Strategies Background Knowledge Vocabulary Comprehension Application/ Extension Problem Solution Guide Personal Clues Questions
This Performance Standards include four major components. They are
Seventh Grade Science Curriculum Approved July 13, 2006 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the seventh grade
Common Core State Standards Speaking and Listening
Comprehension and Collaboration. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly
Reef Magic Education and Research Field trips. Links to the Australian Curriculum v6.0 Science
Reef Magic Education and Research Field trips. Links to the Australian Curriculum v6.0 Science Year Level Biological Science Description Foundation Living things have basic needs including food and water.
Table of Contents Section 8: How Children Learn
Table of Contents Section 8: How Children Learn This section provides educators with information about educational theories and objectives and how these apply to a unit of study on the West Eugene Wetlands.
Materials and Resources:
Keywords: class classification family genus invertebrates kingdom order phylum species 1. Engage: Introduction: Students investigate different questioning techniques through a classification game. Materials
A Correlation of Miller & Levine Biology 2014
A Correlation of Miller & Levine Biology To Ohio s New Learning Standards for Science, 2011 Biology, High School Science Inquiry and Application Course Content A Correlation of, to Introduction This document
Worksheets. (Caterpillars of Singapore s Butterflies) Worksheet Title Recommended level. Adaptations of the caterpillar defence mechanism
Worksheets (Caterpillars of Singapore s Butterflies) Worksheet Title Recommended level 1 Life cycle of a butterfly P3 2 Am I an insect? P3 3 4 Adaptations of the caterpillar defence mechanism The butterfly
Georgia Performance Standards Framework Life Cycles Unit: (Approximately 8 weeks)
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
Answer Key. Vocabulary Practice
Answer Key Vocabulary Practice Copyright by McDougal Littell, a division of Houghton Mifflin Company A. Categorize Words 1. organism, L; cell, L; species, L; transgenic, B; biotechnology, T; molecular
LIFE UNDER THE SEA. (Lesson Plans) Salvador Rodríguez Almendros
(Lesson Plans) January - March 2009 (Types of marine life: real facts on sea flora and fauna ) 1 1 and 2 - To express opinions and give account of experiences Methodological skills: (Information handling)
Exemplar Science Test Questions. Computer-Based Tests. discoveractaspire.org
Exemplar Science Test Questions Computer-Based Tests discoveractaspire.org We invite educators, administrators, and policymakers to learn about by viewing the collection of sample computer-based test (CBT)
ENVIRONMENTAL SCIENCE CURRICULUM for CLASS IX to X
ENVIRONMENTAL SCIENCE CURRICULUM for CLASS IX to X The Royal Society for Protection of Nature (RSPN) in collaboration with Department of Curriculum Research & Development (DCRD) of Ministry of Education
Butterflies and Moths
Delta Science Reader Butterflies and Moths Delta Science Readers are nonfiction student books that provide science background and support the experiences of hands-on activities. Every Delta Science Reader
Seventh Grade Science Content Standards and Objectives
Seventh Grade Science Content Standards and Objectives Standard 2: Nature of Science Students will demonstrate an understanding of the history of science and the evolvement of scientific knowledge. SC.S.7.1
-* -* -* -* reflecting. A~fion ~ynop i. Gl) ~ linking to real world
Afion ynop i Students make food webs of their study site, then trace how a change in one population could affect other populations within the web. Session 1 1. Show a food web made by a team of ecologists.
Understanding by Design. Title: BIOLOGY/LAB. Established Goal(s) / Content Standard(s): Essential Question(s) Understanding(s):
Understanding by Design Title: BIOLOGY/LAB Standard: EVOLUTION and BIODIVERSITY Grade(s):9/10/11/12 Established Goal(s) / Content Standard(s): 5. Evolution and Biodiversity Central Concepts: Evolution
Insects. A Second Grade Unit by Pat Hart
Insects A Second Grade Unit by Pat Hart Unit Overview In this unit the students will be engaged from the beginning with a hook that catches their attention and an authentic connection that gives them a
CPO Science and the NGSS
CPO Science and the NGSS It is no coincidence that the performance expectations in the Next Generation Science Standards (NGSS) are all action-based. The NGSS champion the idea that science content cannot
Looking at life cycles
Using a selection of the Discovery cards in this section, children can learn more about insect lifecycles and how to sequence the lifestages of a butterfly correctly. They can also explore metamorphosis.
Grade Level Content Expectations addressed: Activities: Schedule of Field Trip Activities at the Detroit Zoo 8:15 am Board Bus at School
Title: Comparing and Contrasting Ecosystem Biodiversity Submitted by: Tracy Ortiz Email: tracy.ortiz@att.net School: Coffey K-8 Educational Learning Community Date: May 12, 2010 Target Grade: 6 Duration:
Animal Adaptations. Standards. Multiple Intelligences Utilized. Teaching First Step Nonfiction. Titles in this series: Reading.
Teaching First Step Nonfiction Animal Adaptations K 2nd Grade Interest Level 1st Grade ing Level Titles in this series: What Can Live in a Desert? What Can Live in a Forest? What Can Live in a Grassland?
Ecosystems and Food Webs
Ecosystems and Food Webs How do AIS affect our lakes? Background Information All things on the planet both living and nonliving interact. An Ecosystem is defined as the set of elements, living and nonliving,
PsyD Psychology (2014 2015)
PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing
6. Which of the following is not a basic need off all animals a. food b. *friends c. water d. protection from predators. NAME SOL 4.
NAME SOL 4.5 REVIEW - Revised Habitats, Niches and Adaptations POPULATION A group of the same species living in the same place at the same time. COMMUNITY-- All of the populations that live in the same
The Seven Characteristics of Life
Jennifer Hepner Maureen Frandsen Fall 2003 Grade Level: 3 rd grade The Seven Characteristics of Life Abstract: The purpose of this lesson is for students to learn the characteristics of living organisms.
PRIMARY SCIENCE. Syllabus for Primary Schools. Curriculum Department, Floriana
PRIMARY SCIENCE Syllabus for Primary Schools Curriculum Department, Floriana Curriculum Department, Floriana RATIONALE THE PRIMARY SCIENCE SYLLABUS PROGRAMME For Primary Schools Rationale Science is a
AIE: 85-86, 193, 217-218, 294, 339-340, 341-343, 412, 437-439, 531-533, 682, 686-687 SE: : 339, 434, 437-438, 48-454, 455-458, 680, 686
Knowledge and skills. (1) The student conducts laboratory investigations and fieldwork using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices
PSYCHOLOGY PROGRAM LEARNING GOALS AND OUTCOMES BY COURSE LISTING
PSYCHOLOGY PROGRAM LEARNING GOALS AND OUTCOMES BY COURSE LISTING Psychology 1010: General Psychology Learning Goals and Outcomes LEARNING GOAL 1: KNOWLEDGE BASE OF PSYCHOLOGY Demonstrate familiarity with
The North American Association for Environmental Education
The North American Association for Environmental Education The North American Association for Environmental Education (NAAEE) is a network of professionals, students, and volunteers working in the field
STUDENT GENERIC ABILITIES SELF-ASSESSMENT Physical Therapy Program University of Wisconsin-Madison. Student - Clinical Experiences
STUDENT GENERIC ABILITIES SELF-ASSESSMENT Physical Therapy Program University of Wisconsin-Madison - Clinical Experiences General Instructions - 1. Read description and definitions of Generic Abilities
Smart Science Lessons and Middle School Next Generation Science Standards
Smart Science Lessons and Middle School Next Generation Science Standards You have chosen the right place to find great science learning and, beyond learning, how to think. The NGSS emphasize thinking
HIGH SCHOOL MASS MEDIA AND MEDIA LITERACY STANDARDS
Guidelines for Syllabus Development of Mass Media Course (1084) DRAFT 1 of 7 HIGH SCHOOL MASS MEDIA AND MEDIA LITERACY STANDARDS Students study the importance of mass media as pervasive in modern life
World Oceans Day at ZSL Whipsnade Zoo
World Oceans Day at ZSL Whipsnade Zoo Teachers notes KS 1 & KS 2 This booklet will help you to focus your self guided trail on ocean animals, looking at the adaptations of the species and focusing in on
Bony Fish Anatomy Worksheet
Educational Material Bony Fish Anatomy Worksheet Teacher Information This activity is designed to be team-taught by the classroom and art teacher. Use this guide in conjunction with fish-related art to
The Pennsylvania System of School Assessment
The Pennsylvania System of School Assessment 2005 2006 Science Item and Scoring Sampler Grade 8 Pennsylvania Department of Education Bureau of Assessment and Accountability 2005 2006 TABLE OF CONTENTS
GT Differentiated Exemplar Lesson Science TEKS/Student Expectations:
Grade Level: 5 Title: Alternative Energy Sources Essential Question(s): Subject Area(s): Reading, Writing, Mathematics X Science GT Differentiated Exemplar Lesson Science TEKS/Student Expectations: Social
Lesson Plan for Animals (including Insects!) of Antarctica
Lesson Plan for Animals (including Insects!) of Antarctica Developed by Kathleen Lavelle, Angela Schneider, and Pam Shaffer, Avon East Elementary Team, Avon, Ohio Grade Level: 2-4 Objective: s will locate
Worksheets. (Caterpillars of Singapore s Butterflies) Worksheet Title Recommended level. Adaptations of the caterpillar defence mechanism
Worksheets (Caterpillars of Singapore s Butterflies) Worksheet Title Recommended level 1 Life cycle of a butterfly P3 2 Am I an insect? P3 3 4 Adaptations of the caterpillar defence mechanism The butterfly
Animals of the Desert
Animals of the Desert (NatureScope Discovering Deserts page 26-27) Third Grade Core: Standard 2 Objective 2 Describe the interactions between living and nonliving things in a small environment. Teach a
Worksheet: The theory of natural selection
Worksheet: The theory of natural selection Senior Phase Grade 7-9 Learning area: Natural Science Strand: Life and living Theme: Biodiversity, change and continuity Specific Aim 1: Acquiring knowledge of
Illinois School for the Deaf Course Curriculum. Craft and Structure RL.6.4. RL.6.5. RL.6.6. Integration of Knowledge and Ideas RL.6.7. RL.6.8. RL.6.9.
Illinois School for the Deaf Course Curriculum Course Title: Science Grades 6-8 Cycle: Year 3 (Physical Science) Course Agenda: Topic Length of Unit Characteristics of Matter 3 weeks MS-PS1-1., MS-PS1-3.,
Pond Vocabulary Words and Meanings
Pond Vocabulary Words and Meanings Adapt: to adjust to a use or situation Aquatic: from or in the water Bacteria: tiny organisms, too small to be seen with the naked eye Carnivore: an animal that eats
Let s Learn About Plants and Animals!
Grade Two Pre-Visit Activities Let s Learn About Plants and Animals! i. Teacher Introduction ii. Standards Addressed iii. Pre-Visit Activities 1. Identifying Parts of a Plant 2. Plant a Seed 3. Life Cycles
Life Cycle - Butterflies & Moths
Life Cycle - Butterflies & Moths butterfly goes through four stages in its life. All animals A change as they grow and mature but butterflies and moths undergo the biggest change of all. Butterfly Pupa
This Performance Standards include four major components. They are
Eighth Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the eighth grade level.
Food Webs. Grade-Level Expectations The exercises in these instructional tasks address content related to the following grade-level expectations:
GRADE 7 SCIENCE INSTRUCTIONAL TASKS Food Webs Grade-Level Expectations The exercises in these instructional tasks address content related to the following grade-level expectations: LS-M-C2 Analyze food
IDENTIFICATION OF ORGANISMS
reflect Take a look at the pictures on the right. Think about what the two organisms have in common. They both need food and water to survive. They both grow and reproduce. They both have similar body
Groton Public Schools Curriculum Map
Groton Public Schools Curriculum Map INTRODUCTION Course Title: CSI (Crime scene investigations) Curriculum Area and Grade: MS Science- Grade 8 Course Purpose: The purpose of this course is to expose students
ASSESSING STUDENTS CONTENT KNOWLEDGE AND SCIENTIFIC REASONING THROUGH WRITTEN EXPLANATIONS. Joseph Krajcik The University of Michigan
ASSESSING STUDENTS of CONTENT KNOWLEDGE AND SCIENTIFIC REASONING THROUGH WRITTEN EXPLANATIONS Joseph Krajcik The of Michigan Overview of Session of What are scientific explanations? How do you assess scientific
Letter to the Student... 5 Letter to the Family... 6 Ohio Academic Content Standards Correlation Chart... 7 Investigation 1... 11
Table of Contents Letter to the Student...................................... 5 Letter to the Family....................................... 6 Ohio Academic Content Standards Correlation Chart...........
Living Things and the Environment
Living Things and the Environment (pages 6 11) Habitats (page 7) Key Concept: An organism obtains food, water, shelter, and other things it needs to live, grow, and reproduce from its environment. An organism
Exploring Animal Environments
Third Grade Science Design Brief Exploring Animal Environments forest - desert - grassland rainforest - marshland - swamp - pond - river - ocean - stream Background: In our studies of science, we have
Butterfly or Moth? Made for 2nd Graders... Project Bibliography
Butterfly or Moth? Made for 2nd Graders... Project Bibliography Butterfly or Moth? Today you will learn about a Painted Lady Butterfly and a Robin (Cecropia) Moth. What is a butterfly? Click the butterfly
Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards
Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based
Correlation between competency profile and course learning objectives for Full-time MBA
Correlation between competency and course for Full-time MBA Competency management in the Organizational Behavior and Leadership Managing Sustainable Corporations Accounting Marketing Economics Human Resource
Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8. Adopted by the Mount Laurel Board of Education on August 25, 2009
Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8 Adopted by the Mount Laurel Board of Education on August 25, 2009 Contents in this Curriculum (Art) Pre-K Curriculum Kindergarten
First Grade. June 2013 2013 Achieve, Inc. All rights reserved. 1 of 5
First Grade The performance expectations in first grade help students formulate answers to questions such as: What happens when materials vibrate? What happens when there is no light? What are some ways
Rainforest Alliance Learning Site Third Grade-Lesson 2 1 www.rainforest-alliance.org/education
Third Grade Ecuadorian Rainforest National Standards for Grade 3 Lessons Language Arts Writing Standard 4 Level 2 Grade 3-5 2. 3. 4. Gathers and uses information for research purposes (encyclopedias, dictionaries,