Science
Strand III
Use Scientific Knowledge from the Life Sciences in Real-World Contexts

 

Science/Strand III
Content Standard 2
All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions. (Organization of Living Things)

 

Science/Strand III/Content Standard 2
Elementary

 

Science/Strand III/Content Standard 2/Elementary
Benchmark 3
Describe life cycles of familiar organisms.

Benchmark Clarification

A life cycle is a series of stages through which all living things (organisms) progress.

Students will:

  • Sequence the life cycle stages of plants (seed, plant, flower, fruit)
  • Sequence the life cycle stages of animals (egg, young, adult) (egg, larva, pupa, adult)

Key Concept / Real World Context / Instructional Example / Assessment Example / Resources

 

Science/Strand III/Content Standard 2/Elementary/Benchmark 3
Key Concept
Life cycle stages:

  • egg
  • young
  • adult
  • seed
  • plant
  • flower
  • fruit
  • larva
  • pupa

 

Science/Strand III/Content Standard 2/Elementary/Benchmark 3
Real World Context
Common plants and animals:

  • bean plants
  • apple trees
  • butterflies
  • grasshoppers
  • frogs
  • birds

 

Science/Strand III/Content Standard 2/Elementary/Benchmark 3
Instructional Example

Benchmark Question: What are the life cycle stages of living things (organisms)?

Focus Question: How do plants change as they grow?

Together, students will plant seeds and create a routine to care for and observe the plants. Students will observe the plants using measurement tools and as many of the five senses as possible. The class will begin recording common observations in a journal as modeled by the teacher. Use of computers or digital cameras would be appropriate. More mature students may record their own observations over a series of days or months. Students will measure the growth of the plants on a daily basis over several weeks and will record the information they gather using a table that will be the basis for a student-generated graph. Students will draw and label (classify) the four stages (seed, plant, flower, fruit) of the plant life cycle they have observed.

Example of life cycle graphic:

Constructing: (SCI.I.1.E.1), (SCI.I.1.E.3), (SCI.I.1.E.4), (SCI.I.1.E.6).

Reflecting: (SCI.II.1.E.1), (SCI.II.1.E.3), (SCI.II.I.E.5).

 

Science/Strand III/Content Standard 2/Elementary/Benchmark 3
Assessment Example

Students will complete a panel drawing (comic strip) showing the life cycle stages of a plant or animal. Each panel should correspond to one stage in the plant or animalŐs life cycle. Drawings must include speech bubbles explaining the stage and what is happening to the organism.

(Give students rubric before activity.)

Scoring Rubric

Criteria

Apprentice

Basic

Meets

Exceeds

Correctness of order

Draws at least one life cycle stage.

Draws at least two life cycle stages in order.

Draws all life cycle stages in order.

Draws all life cycle stages in order and includes proper habitat-or-Expands on one or more of the life cycle stages.

Completeness of explanation

Writes life cycle stage explanation for one drawing.

Writes life cycle stage explanations for drawings.

Writes life cycle stage explanations for drawings.

Writes a detailed life cycle stage explanation for each drawing. Includes explanation of organismsŐ habitats.

 

Science/Strand III/Content Standard 2/Elementary/Benchmark 3
Resources

Webliography.
http://mtn.merit.edu/mcf/SCI.III.2.E.3.html

Animal Lives Series. Kingfisher.

FromÉToÉSeries. Orchard.

How & Why Series. CTP How Things Grow Series. Childrens Press.

Life Cycle Book. AIMS.
http://wwws.aimsedu.org/aimscatalog/default.tpl

Life Cycles Series. CTP.

Life Story Series. Troll.

Seeds
http://www.carolina.com/