Arizona State Standards and District Standards:
SC02S4 C2 PO 1. Describe the life cycles of various insects/ Butterfly/ Bumble Bee
• SCO2S1 C1 PO 2. Predict the results of an investigation (e.g., in animal life cycles, phases of matter, the water cycle).
• SCO2S1 C2 PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organism) in all science inquiry.
• SCO2S1 C4 PO 1. Communicate the results and conclusions of an investigation (e.g., verbal, drawn, or written).
NGSS
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Materials: Picture cards Frayer Model …show more content…
• Be sure to allow students to have discourse about their findings and to share their information with the rest of the class.
EXPLAIN
Purpose: Allow students to express learning in their own words and then acquire formal, accurate notes of the concepts and definitions.
Activity: Develop a class definition of the stages of the butterfly life cycle, filling a Frayer model together with the whole class. Students and teacher will write the definition of the life cycle, of metamorphosis, characteristics, good examples and not good examples. I will ask students to create a poster board with a butterfly drawing in the middle, and around it they need to write all they know about it, using appropriate terminology. Students will share with the whole class and discuss.
Follow Up:
Using language similar to the students wording the teacher will provide formal definitions and concept explanations of life cycle. The class will relate the formal definitions, explanations and labels to their own discoveries. Students will accurately record the definitions, explanations and labels in their science
SC02S4 C2 PO 1. Describe the life cycles of various insects/ Butterfly/ Bumble Bee
• SCO2S1 C1 PO 2. Predict the results of an investigation (e.g., in animal life cycles, phases of matter, the water cycle).
• SCO2S1 C2 PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organism) in all science inquiry.
• SCO2S1 C4 PO 1. Communicate the results and conclusions of an investigation (e.g., verbal, drawn, or written).
NGSS
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Materials: Picture cards Frayer Model …show more content…
• Be sure to allow students to have discourse about their findings and to share their information with the rest of the class.
EXPLAIN
Purpose: Allow students to express learning in their own words and then acquire formal, accurate notes of the concepts and definitions.
Activity: Develop a class definition of the stages of the butterfly life cycle, filling a Frayer model together with the whole class. Students and teacher will write the definition of the life cycle, of metamorphosis, characteristics, good examples and not good examples. I will ask students to create a poster board with a butterfly drawing in the middle, and around it they need to write all they know about it, using appropriate terminology. Students will share with the whole class and discuss.
Follow Up:
Using language similar to the students wording the teacher will provide formal definitions and concept explanations of life cycle. The class will relate the formal definitions, explanations and labels to their own discoveries. Students will accurately record the definitions, explanations and labels in their science