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Page 1: CAST UDL Lesson Builder: Create and Edit My Own UDL Lesson …winnjacktech.wikispaces.com/file/view/Life+cycle+UDL... ·  · 2011-03-14CAST UDL Lesson Builder: ... Student will describe

Lesson Overview

Unit Description

Lesson Description for Day

State Standards

Cycles

Title: Cycles

Author: Winifred Jackson

Subject: Science

Grade Level(s): 3–5

Duration: 2 days

The first lesson of three is part of a larger unit on the life cycles of animals, They will learn how the different

cycles interact with each other on Earth to keep nature in balance and sustain life. Students will view the big

picture of Earth and how cycles produce predictable changes. They will also review the transfer of energy

through the cycles and will learn how plants and animals depend on the carbon, nitrogen and water cycle.

In this first lesson, student will explore and learn about the life cycle of different animals.

Texas Essential Knowledge and Skills (TEKS)

5.5 The student knows that a system is a collection of cycles, structures, and processes that interact.

5.5 A Describe some cycles, structures, and processes that are found in a simple

system.

5.5 B Describe some interactions that occur in a simple system.

5.6 The student knows that some change occurs in cycles.

5.6 C Describe and compare life cycles of plants and animals.

5.11 A Identify and observe actions that require time for changes to be measurable.

NETS

1. Produce a media-rich digital story about a significant local event based on first-person interviews.(1,2,3,4)2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1,2,6)

3. Recognize bias in digital resources while researching an environmental issue with guidance from theteacher. (3,4)

4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or testhypotheses. (3,4,6)

5. Identify and investigate a global issue and generate possible solutions using digital tools and resources(3,4)

6. Conduct science experiments using digital instruments and measurement devices. (4,6)

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Goals

Unit Goals:

Students will identify animal life cycles.

Students will describe and illustrate animal life cycles.

Students will demonstrate their understanding that at the beginning of an animal's life cycle, some young

animals represent the adult.

Students will explain how the different cycles interact with living and non-living things to keep nature in balance.

Lesson Goals:

Student will describe and identify each stage in the life cycle of a bird, turtle, frog, mammal, praying mantis, and

fish life cycles.

Methods

Anticipatory Set:

Share lesson goals and objectives with students: that they will learn about the life cycle of different

animals, Inform students that today they will be viewing a Kidspiration or Smart Notebook interactive

presentation that describes the life cycle of animals.

Say:

Most animals come from eggs that are produced by the adult female. These eggs contain everything needed

to form a new animal. Many eggs have a shell or an outer covering. This shell, or outer covering, keeps the egg

from drying out and protects the new animal growing inside.

Students will watch a UnitedStreaming video on the life cycle of animals.

Introduce and Model New Knowledge:

Familiarize students with online resources for the project and the class website to locate links.

Read the Tale of a Tadpole by Karen Wallace to introduce life of an animal.

Following the lesson's introduction, use an interactive presentation to introduce and reinforce new vocabulary.

Inform the students that they can work with a partner on the activity to understand new concept about animal life

cycle.

Instruct the students that they are to read the facts from the Animal Life Cycle websites and to write what they

learn into their online journals

Provide Guided Practice:

After they complete reading and writing the facts into their journals, tell the students to illustrate the stages of

the life cycle for each animal into their journals using picture, words and graphic organizers.

Ask these questions to ensure that more explanation is not needed about animals. Instruct students toillustrate the answers to these questions using a digital journal.

Are all animals born the same way?What are some of the differences on how animals are born?

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Wrap-Up

What are the steps of the bird life cycle?What are the steps of the turtle life cycle?What are the steps of the frog life cycle?What are the steps of the butterfly life cycle?What are the steps of the praying mantis life cycle?What are the steps of the fish life cycle?What are the steps of the mammal life cycle?How is the life cycle of animals similar to the life cycle of plants?How is the life cycle of animals different from the life cycles of plants?What changes can be observed in the life cycle processes of an animal?What changes have you observed in yourself from the time you were born?

Provide Independent Practice:

Students will work in groups of three to produce a media rich digital story to demonstrate the life cycle of and

animal of their choice.

Students use pictures, words, graphs and sound in the project to identify characteristics of the animal in their

multimedia presentation.

Students will present their animal life cycle project to the class. They are expected to use correct vocabulary,

stages, language that describes the animal life cycle.

When students finish presenting their project ask the following questions:

What are the stages of the animal life cycle?

Can they name the stages or steps?

What did you notice about each stage?

Assessment

Formative/Ongoing Assessment:

Provide ongoing assessment throughout the lesson.

Observe and encourage student participation in class discussions, ask and answer questions during research

process, and share comments and ideas about the project with the groups.

Visit students throughout the group research and provide feedback and affirm successes.

Summative/End Of Lesson Assessment:

At the end of the lesson, use a rubric to evaluate their work.

Students will write a one sentence summary of their learning in the journal.

Materials

Web Sites

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Chicken Life cycle

http://gets.gc.k12.va.us/elementary/lifecycles/chickens.htm

This website dem

Human Life Cycle

http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/moving_growing/read3.shtml

Utah Education Network

http://www.uen.org/themepark/cycles/animal.shtml

Books & Articles

Bear and Baby

http://www.msnucleus.org/membership/storybooks/BearAndBaby.html

Frog Tale

http://www.msnucleus.org/membership/storybooks/frogpoem.html

Video & Audio Resources

Metamorphosis- Honey Bees

http://www.neok12.com/php/watch.php?v=zX416b5d6a524409536f5251&t=Metamorphosis

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