Transcript File

Mounia Belkasmi
Shows an increasing awareness that animals and
plants go through a lifecycle, consisting of birth
or germination, growth and development,
reproduction, and death
 Identifies more detailed physical characteristics
of a specific animal
 Can compare observable similarities and
differences among living things
 Talks about baby animals , mommies and daddies
and growing bigger with reference to self
 Is aware that Metamorphosis describes a form of
development in which there is a series of distinct
stages from egg to adult
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Observes various plants and animals noticing
similarities and differences in appearance
 Uses hand lens to better see details of plants
and animals
 Makes simple drawings that may incorporate one
characteristics of a plant or animal
 Mentions various characteristics
 Connects observations and data from multiple
explorations, identifying patterns and
relationships and stating conclusions
 Describes parts of the life cycle of plants or
animals
 Makes very basic comparisons of animals and
plants in different stages of life
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Metamorphosis : many growing stages where you notice
big body changes
Marsupial : a mammal that has a pouch on its body
Cubs: baby lions or bears or babies of some other kinds of
meat –eating animals
Mammal: an animal that has hair or fur on its body and
drinks its mother’s milk when it is young
Amphibian: an animal that lives under water when it is
young and lives on land as an adult
Reptile: an animal hat has soft scaly skin that sheds as it
grows
Hatch: to break out of an egg
Fawn: a baby deer
Molting: shedding skin
Germinate: grow from seed
caterpillar: a butterfly’s form early in its life
Various books about animal and plants life cycles :used to
show the similarities and differences in the way animal grow
Animal Puzzles :is used as visual support to match baby and
mommy animals
Produce plastic container (strawberry container): is used as a
habitat for the snail to facilitate the observation and exploration
Gravel :used to layer the snail’s habitat
Soil: also used for a layer in the snail’s habitat
Rocks : used as a layer and also as an obstacle for the snail to
climb on
climb on
Grass: is used to provide the natural feel within the snail’s habitat
Sticks or bark: is used as part of the natural habitat for the snail
Leaf: natural additions to the snail’s habitat and also as a soft
cushion
Snail food: fresh green leaves, vegetable pieces, small plants
with roots : used to provide the snail with the necessary nutrients for
growth and reproduction
Crushed limestone and flour mixture : used to provide the
snail with calcium
Distilled water: to moisten the soil, the paper towel and drinking
water for the snail
Spray bottles: to dampen the Ziplocs to germinate the beans
and to moisten the soil for the snail
Dark paper: to provide the necessary coverage and darkness
for the snail’s activities
Clear zip lock sandwich bags : used to germinate the beans
Dry beans : to explore the germination and planting
experience
Paper towels: used to germinate the beans
Permanent marker: used to mark the Ziploc bags and keep up
with the growth in a daily basis
patterns of the life cycle of butterfly: used to teach the life
cycle of the butterfly
Matching cards for animals and their babies: match the parents
to the baby animals
Crayons: to draw the different representations from each activity
Paper: to draw the different representations from each activity
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Title: Animal life Cycles
Author: Kalman, Bobbie
Summary: mammals, birds, reptiles, and insects all go
through a certain pattern and change from being a baby
to growing into an adult
Potential: teach about the similarities and differences
in lifecycles of animals
Title: Metamorphosis : Changing Babies
Author: Kalman, Bobbie
Summary: change is the name of the
game for some babies that look
nothing like their parents
Potential: teach about the animals that
go through a complete change and
the ones that undergo a partial
change , all while teaching about the
stages themselves
Title: Baby Animals
Author: Published by Kingfisher Readers
Summary: Starting with familiar baby animals like puppies
and kittens and working through a wider range of species,
this book takes a close look at all aspects of the lives of
animals.
Potential: Readers learn their own place in the animal
world—human babies are baby animals too. Throughout
the book, new words are introduced—fawn, calf, chick—and a glossary at the
end reinforces new words. That’s in addition to the visual connections between
the baby and the adult stages.
Title: From Seed o Plant
Author: Gail Gibbons
Summary: Explores the intricate
relationship between seeds and
the plants which they produce
Potential: teach the germination
process and what kind of changes
happen to the seed to make it
into a plant as well as the different
needs of the plants such as: water,
sun, heat, and air to grow.
Title: From Egg to Butterfly (Start to Finish, Second)
Author: Shannon Zemlicka
Summary: How does an egg become a butterfly? Follow
each step in nature's cycle—from egg to brightly colored
insect
Potential: Can be used to teach about the life cycle of
the butterfly and the complete change it goes through
until it reaches adulthood, the similarities and differences
within the butterflies and also can be used as a starter for scientific
conversations about other animals, and insects that go through the same
process
Activity title: Make a Snail Home
What you need:
Are you a Snail? book, Produce plastic container
(strawberry container) Gravel , Soil , Rocks , Grass , Sticks
or bark, Leaf
Snail food: fresh green leaves, vegetable pieces, small
plants with roots Crushed limestone and flour mixture (for
snail calcium) , Distilled water , Spray bottles , Dark paper
What you do:
To start read the book for the children and work with
them in identifying the physical characteristics of the snail
in comparison to other animals, then discuss ways of making a home for the snail
to be able to observe even further and be able to see the snail’s various stages
of life cycle.
To prepare the snail home, layer the bottom of the other aquarium with gravel.
Place two inches or more of moist soil on top of the gravel. Place food for the
snails on top of the soil and add rocks, sticks, and grass to give the home a
natural look. Sprinkle a bit of the crushed limestone and flour mixture in
container as well. Add a leaf for shade. Keep the container covered with a
piece of dark paper when not being used by children for observation.
Add snails to the temporary homes. Place the container on a table in a cool
area of the room where children can sit and observe the activities of the snails.
Include pencils, magnifying glasses, and spray bottles filled with distilled water.
Encourage children to record daily observations of the snails in science journals
with words and drawings.
Keep the soil in the container moist with the spray bottles. Show children how to
mist the soil so that it becomes damp but not waterlogged. Release the animals
Activity Title: Garden in a Bag
What You Need
Clear zip lock sandwich bags , Dry beans, Paper towels ,
Permanent marker
What to do:
Start by reading this book on how plants grow, From Seed
to Plant (Rookie Read-About Science) and ask the
children questions such as :
What happens to a seed when you plant it in the soil?
Explain that When we plant seeds they first sprout or “germinate.” When planted
in the soil, are we able to see the first sprout push out of the seed coat or see the
root system? In this activity, you will be able to observe germination and the
plant’s roots.
1. Distribute a zip lock bag to each child and write their name in the top corner
with a permanent marker.
2. Dampen a paper towel per child and have them place the folded towel in
the bag. Paper towels should be damp enough to provide moisture for the
bean, but not dripping (which could cause mold).
3. Have children place a dry bean on top of the damp paper towel and seal
the bag. There does not need to be any air in bag.
4. Tape each bag to a window or a wall which gets some sunlight. The seed
mostly needs warmth at this stage, not light – so prioritize for warmth. A window
helps for viewing the seed as it germinates.
5. The seeds should begin to germinate in 3-5 days. Moisten the paper towels if
they are drying out.
6. Have children observe the growth of the sprouts. You can have older children
(age 4 and older) record the growth on a piece of paper, to the best of their
ability. For example, the first sketch should be on Day 1, showing the bean in the
bag. The second sketch could be the first sprout, etc.
7. After 1 ½ to 2 weeks – either in a garden or indoors – transplant the sprouted
seeds if soil is available. When the seeds are planted they will have their “seed
leaves” and maybe even their “true leaves” (the second leaves after the “seed
leaves”). These should be above the soil so the seed can continue to grow.
Beans require a fair amount of warmth so may not grow well outside in the
Activity Title: Who’s your mommy?
What you need:
The mommies and their babies’ book, two sets animal
pictures, babies and moms puzzle.
What to do:
Start by reading this book about Mommies and Their
Babies by Guido Van Genechten, then let your students
work on individual basis. On paper stock, make two sets of
animal matching cards, the first with pictures of the
mommy animals and vocabulary to describe them and
the second with the babies’ pictures and names as well. Have the children
match the babies to their corresponding moms either by using the puzzle or by
using the printouts. Take this activity even further; include paper and crayons for
the students draw pictures of the mommas and babies making use of the
already put together puzzle. Then cut the pictures out, glue them onto
construction paper, write the names of the adults and babies, and the next
thing you know, you have a student-created memory game!
Activity Title: What came first?
What you need:
The Very Hungry Caterpillar, patterns of the life cycle of
butterfly
What to do:
After you read the book The Very Hungry Caterpillar by
Eric Carle, review the changes that the caterpillar
undergoes. Then ask if children can think of other things
that change. Ask: Do pets change? How? Do trees
change? Have you changed? Help children recognize that all living things grow
and change.
Use patterns of the life cycle of a butterfly and have students practice
sequencing them on a flannel board numbered to match each stage. (little
egg on leaf, little caterpillar on leaf, larger caterpillar on ground, very large
caterpillar on big leaf, other leaves nearby have been eaten, caterpillar
building a cocoon, caterpillar inside of a cocoon, butterfly emerging from a
cocoon, and butterfly flying away).
 http://studyjams.scholastic.com/studyjam
s/jams/science/animals/animal-lifecycles.htm
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 http://studyjams.scholastic.com/studyjam
s/jams/science/plants/plant-with-seeds.htm
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 http://www.scholastic.com/teachers/top-
teaching/2014/04/10-ready-go-resourcesteaching-life-cycles
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