file · Web viewName: Amy Davidowitz, Nyla Kimber, Kasey Phillips, Ashley SchlaegleGrade: 2nd GradeUnit Title: Life CyclesProjected Time Frame: 50 minutes. Leaf Life Cycle

Name: Amy Davidowitz, Nyla Kimber, Kasey Phillips, Ashley SchlaegleGrade: 2nd GradeUnit Title: Life CyclesProjected Time Frame: 50 minutes

Leaf Life Cycle

Rationale: Students will explore and understand the process of life cycles such as that of frogs, butterflies, and leaves. They will also explore their own life cycles and make connections in their own lives to life cycles. Students will learn this through different modalities and with art integrated into these lessons.

Goal[s]:One goal of this lesson is to have students explore the life cycle of leaves and the seasons. Another goal of this lesson would be for the students to connect their own lives to the life cycle and realize how they as individuals grow and change as well.

Objectives: Students will be able to compare and contrast the four seasons. Students will be able to gain an understanding of the way leaves on a tree

change over a year. Students will be able to connect this life cycle to their own lives.

Standards:

PA Standard: o 3.1.4c: Illustrate patterns that regularly occur and reoccur in nature.o Identify observable patterns ex) growth patterns in plants, crystal shapes in

minerals, climate, structural patterns in bird feathers...o Use knowledge of natural patterns to predict next occurrences ex) seasons,

leaf patterns, lunar phases

PA Art Standard: o 9.1.3.E. Demonstrate the ability to define objects, express emotions, illustrate

an action or relate an experience through creation of works in the arts.

National Art Standard: o Content Standard: Using knowledge of structures and functions o Achievement Standard: Students will…o Know the differences among visual characteristics and purposes of art in

order to convey ideas o Describe how different *expressive features and *organizational principles

cause different responses o Use visual structures and functions of art to communicate ideas

Anticipatory Set: As a warm-up, or hook, students will introduce the artist, Arcimboldo (1526–1593) who was an Italian painter who was best known for creating portraits made out of plants, fish, fruit, vegetables, and various other natural objects. We will share examples of his work. We will then read the book, Fall Is Not Easy by Marty Kelley and discuss the seasons and possible reasons for the title. As a warm-up we will as a class read the story.

Modifications: For attending to an abstract elementary school audience whom we don’t know specifics, this lesson could be modified.

Advanced: Students will create from scratch a self portrait by picking their favorite season, followed by choosing appropriate objects to go along with that particular time of year.. They will also create a fictional story to go along with their images to share with the class.

Proficient: Students will work together from scratch to create their interpretation of the nature materials, and create a self-portrait using the materials. They will share their picture with their tables or classmates.

Emergent: Students would work in groups and together create any portrait picking one of the seasons and using the nature materials they collected. A sheet could also be handed out with some ideas for each season, and some vocabulary words.

Procedures: Introduction: We will have a discussion about life cycles in general and talk

about not just how trees have life cycles as well as humans and animals, but dig deeper into the seasons. We will give the students the opportunity to share any prior knowledge they have about what happens to trees’ leaves in the autumn and the seasons. We will help them connect the lesson to their own lives by talking a little about how as the seasons change and leaves go through their life cycle, students lives are affected by the weather, by what activities they can take part in, what clothes they can wear, and what food is available to eat.

Guided Instruction: We will have a shared read aloud of the book, Fall Is Not Easy. Students will get to discuss why the title of the book might be called Fall Is Not Easy. The class will read the book together and talk about what usually happens to trees’ leaves in the fall and what is happening in this book? It should also be discussed that this book is a fantasy because of the trees talking and making pictures with their leaves. We will also guide a discussion about why leaves change and explore as a class a bit about Arcimboldo, his work, and how he portrays the seasons with his work. (This will take about 10 minutes)

In-dependent Exploration/Instruction: They will be creating a self portrait by picking their favorite season, followed by choosing appropriate objects to go along with that particular time of year. For example, we will show an example by Arcimboldo, a portrait of a person, but the objects included are ones that are typically found in the fall. The portrait shows the person covered in dying leaves, squash, pumpkin, etc. The colors in the picture are

also darker, representing the cooler temperatures that can be associated with fall. By completing this activity, students will understand that objects like leaves are changing over time, and items that are available to them are changing as well. (30 minutes)

Closure: Students will share their work. This could be in pairs, with their tables, sharing with the class, or even writing a fictional story with their cycle to read to the class. We will then quickly review the seasons, why they were chosen, and what everyone learned. (10 minutes)

Assessment/Evaluation: To assess understanding, and to evaluate the students we will collect their art creations and descriptions and see how the two go together for the advanced students to check their understanding of fiction, their writing, and their season, Arcimboldo, and their understanding of the life cycle. For the proficient students we will meet with them to have them verbally describe their seasons and choices to me to check their understanding. We will also collect their artwork to evaluate. For the emergent students we will collect their images they created in their groups and check their understanding of the art and particular season.

My formal assessment will be: There will be no formal evaluation. My rubric will: Include three differentiated student groups for the advanced,

proficient, and emergent students. To assess the understanding of the leaf cycle, the seasons, and Arcimboldo and his art, there will be different categorical sections such as accuracy (of the season), creativity (in the artwork), use of color, and grammar in the writing.

Reflection: We have to make sure when reading the book, Fall Is Not Easy to the class

that they are engaged and understanding where we are guiding them with our questions. If the class doesn’t see why we’re reading the book, and can’t figure out why the title is what it is we may have to adjust the exact plan and just talk to them and see what they do understand and how we can help them understand more. I also have to make sure that students aren’t just throwing together pieces of nature but making careful decisions with each choice they are making. They have to understand what they’re doing, the importance of life cycles and the seasons, and how to be creative smart with their knowledge, understanding, and artwork. Emphasize that this is not just an art project it is a learning experience.

Name: Ashley Schlaegle, Amy Davidowitz, Nyla Kimber, Kasey PhilipsGrade Level: 2nd Grade

Unit Title: Life CyclesProjected Time Frame: 60 minutes

Frog Life Cycle


Goal: The goal of this lesson is to help students understand the life cycle of a frog, by studying and exploring.

Objectives: Students will be able to gain an understanding of a frog’s life cycle by

listening to a story about frogs as well as taking part in a discussion. Students will be able to demonstrate their learned knowledge of a frog’s life

cycle by completing a frog life cycle craft.

Standards: PA Standards:

o 3.1.3.A3.Illustrate how plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death.

PA Art Standard:o Standard 9.3.3.A Recognize critical processes used in the examination

of works in the arts and humanities. National Standards:

o Content Standard: Using knowledge of structures and functions o Achievement Standard: Students will… o know the differences among visual characteristics and purposes of art

in order to convey ideas o describe how different *expressive features and *organizational

principles cause different responses o use visual structures and functions of art to communicate ideas

Anticipatory Set: Students will join together to listen to the story, From Tadpole to Frog, by Gerald Legg. This book has clear and colorful illustrations to explain the growth and change of a tadpole to a frog. The book also contains an information section with ‘frog words,’ that could be beneficial throughout the lesson.

Modifications: Advanced students: These students will listen to the story along with the

rest of the class. If these students finish their frog life cycle craft early, they can explore other life cycles by reading books that will be in the classroom.

Proficient students: These students will most likely finish up after the advanced students. If there is time, these students will also have the opportunity to explore and skim through other life cycle books.

Emergent students: These students will finish up the frog life cycle activity. They may have time to discuss these other cycles with other students.

Procedures: Introduction: The teacher will ask the students what they already know

about frog life cycles. The teacher will continue this discussion by asking students what they would like to learn more about, regarding this life cycle. The teacher will then read the story, From Tadpole to Frog, to the students.

Guided Instruction: The teacher will have an in-depth conversation about the life cycle of a frog. As the teacher is talking about this cycle further, she will be filling in a frog life cycle chart on the board. As the teacher is doing this, the students will be filling in their own chart on a piece of paper. (5 minutes)

Independent Exploration: The students will be given four, square pieces of paper. On these separate pieces of paper, the students will draw a picture of frog eggs, tadpole, froglet, and frog. Then, on a green strip of paper that is folded in fours (accordion style), students will glue their hand-drawn pictures of the different life cycle phases, in the correct order. The students will then fold up the green strip of paper, so that none of the pictures can be seen. On the first green square (where the eggs will be drawn inside) students will glue on a round, piece of white paper, which represents an egg. On the other end of the green strip of paper, the students will glue a picture of a giant green frog. Once this is finished, the students will have a frog life cycle book. The front of the book will have the giant white egg, and when they open it up, the hand-drawn phases will be on the inside. When the students close the book, the will see the giant green frog. The teacher will assist and explain how to complete each step with the students. Also, while the students are completing this, the teacher will be walking around helping students complete this. (20 minutes)

Closure: To close the lesson on frog life cycles, students will pretend that they are a tadpole, and will create a story about their life. Students will be required to make certain that they mention their life cycle somewhere in their tale. Their stories should be as creative as possible, and ‘frog words,’ like the ones found in From Tadpole to Frog, should be included throughout, to explain the students’ journeys as tadpoles. Also, students can also choose to illustrate their journey. When they are finished, they will all walk around the room, looking at everyone’s finished projects. While they completed the same activity, each piece will be unique in its own way. This is a fun way for the students to see everyone’s creativity. (30 minutes)

Assessment/Evaluation: This assignment will be informally assessed for understanding. The teacher will collect every student’s finished product to make sure that they completed the process the correct way. If the students completed this

project, and had all of the phases in the correct order, they will receive 5 points. If the students did not have the phases in the correct order, the teacher will give their project back, so that they can fix their drawings. The students will resubmit their projects, but will receive a total of 4 points.


Butterfly Life Cycle

Rationale: Learners will demonstrate their understanding of the life cycle of the Monarch Butterfly by reading a story and understanding the concept of metamorphosis while creating an environment in the classroom using pasta and real butterflies as a way of explaining the stages.

Goal[s]:One goal of this lesson is to have students explore the idea of metamorphosis and the life cycle of a butterfly. Another goal of this lesson would be for the students to bring their own lives and creativity into the lesson by changing the classroom into a different habitat.

Objectives: Students will be able to identify unfamiliar vocabulary words found in the

read aloud, From Caterpillar to Butterfly, by Deborah Heiligman Students will be able to demonstrate understanding of the life cycle of a

butterfly, and metamorphosis after viewing some examples, by creating their own example of metamorphosis with a butterfly in groups, and their own creation of metamorphosis individually.

Standards:

PA Standards: o S3.B.1.1.4: Describe how plants and animals go through life cycleso 1.1.3.F: Understand the meaning of and use correctly new vocabulary learned

in various subject areas.

PA Art Standards:o 9.1.3.E: Demonstrate the ability to define objects, express emotions, illustrate

an action or relate an experience through creation of works in the artsNational Art Standard: Content Standard: Using knowledge of structures and functions

National Standards:o Content Standard: Choosing and evaluating a range of subject matter,

symbols, and ideaso Achievement Standard: Students will…o Explore and understand prospective content for works of arto Select and use subject matter, symbols, and ideas to communicate meaning

Anticipatory Set: The teacher will show a picture of Escher's Metamorphosis and give a quick lesson on metamorphosis. The teacher will show this as the example,

when explaining the group assignment. The teacher will then show a creative metamorphosis image on the butterfly that they will be basing their art work off of.Modifications: For attending to an abstract elementary school audience whom we don’t know specifics, this lesson could be modified.

Advanced: Students will turn the whole classroom in a big group into a habitat. Real butterflies will be accessible for use, and so will pasta to represent different stages. The students therefore can have the option to make this group metamorphosis creation more large and abstract or more specific with the phases. Then individually they will get to create their own metamorphosis creation on anything of their choosing.

Proficient: Students will work together in groups to turn part of the classroom into a habitat. They will work collaboratively with guidance from the teacher to use the butterflies as they wish and the pasta as they wish to represent the different phases of the butterfly life cycle. They will create a metamorphosis creation together. Then also in groups they can work collaboratively to design their own metamorphosis image on anything of their choosing.

Emergent: Students would work in groups and together come up with a metamorphosis creation using the examples as guidance. They can use the butterflies but may find it easier to use the pasta since the pasta already represents different stages of the life cycle. They will get a sheet with examples and some vocabulary words in case they are stuck.

Procedures: Introduction: In this lesson, the teacher will begin by reading, From

Caterpillar to Butterfly, by Deborah Heiligman, to the students. The teacher will guide the students to look at the pictures. Then, as a group, the students will pick out unfamiliar vocabulary words in the book such as metamorphosis and raise their hands to tell the teacher so she can define them. She will then put them on a word wall of important thematic words to be aware of.

Guided Instruction: We will be reading the book, From Caterpillar to Butterfly. The teacher will ask the students to discuss and come up with a clear understanding of metamorphosis and the life cycle of a butterfly. The teacher will prompt the students’ thinking to keep them on the right track. Next, the teacher will show the examples of metamorphosis from famous artists. Next, the teacher will give the students the pasta that will represent each stage of the life cycle. The students can explore the different types of pasta for different stages. (Egg: rice kernel, larva or caterpillar: penne pasta, chrysalis: shell pasta, and the adult butterfly: bow tie pasta). The teacher will give each of the students these materials in case they want to use them for their habitats. (This will take about 10 minutes)

In-dependent Exploration/Instruction: The students will in groups create their own work of art of their own creative interpretation of metamorphosis of a butterfly. They will turn the classroom into a habitat for a butterfly as best as they can. This could be creating a wall with the glued on pasta

representing the stages of the life cycle, using real butterflies to make a more visual realistic habitat, or combining both. They will then come up with a creative description for their piece. The teacher will then speak with each student and go over ideas for them to individually connect this lesson to their own lives. The students will have the teacher’s example and the example of the butterfly done in groups, and will create their own metamorphosis piece of art that pertains to their own lives. (30 minutes)

Closure: The students will share individual pieces with their tables, and share their group pieces with the class. They will discuss what it means that a life cycle is ongoing. Why is the order of sequence important? What does metamorphosis look like? What have they learned? (10 minutes)

Assessment/Evaluation: To assess understanding, and to evaluate the students we will collect their group art creations and descriptions and individual pieces and see how the two go together for content, the understanding of metamorphosis, and grammar for the advanced students. For the proficient students we will also collect their group art creations and descriptions and for the individual pieces we will verbally describe their work to check their understanding. For the emergent students we will collect their images they created in their groups and check their understanding of the art and sense of metamorphosis.

My formal assessment will be: There will be no formal evaluation. My rubric will: Include three differentiated student groups for the advanced,

proficient, and emergent students. To assess the understanding of the butterfly cycle, and metamorphosis, there will be different categorical sections such as accuracy of concept (understanding metamorphosis), creativity (in the artwork), use of color, and grammar in the writing.


Life Cycle Descriptive Poem


o Science: Students will learn about life cycle processes and corresponding vocabulary words.

o Literacy: Students will be asked to create a descriptive poem using their vocabulary words.

o Art: Students will illustrate a select section of their descriptive poem in any way they see fit. Goal(s): The goal is students to be able to explore vocabulary words, learned through information about life cycles, through poetry and art.1.3.3f Read and respond to nonfiction and fiction including poetry and drama

Standard 1.4.3a Write narrative pieces (e.g., stores, poems, plays)include detailed descriptions of people, places and thingsuse relevant illustrationsinclude literary elements

Standard 1.5.3d Write with an awareness of stylistic aspects of composition.Use sentences with differing lengths and complexitiesUse descriptive words and action verbs.

Standard 9.3.3.A Recognize critical processes used in the examination of works in the arts and humanities.

Content Standard: Using knowledge of structures and functions Achievement Standard: Students a. know the differences among visual characteristics and purposes of art in order to convey ideas b. describe how different *expressive features and *organizational principles cause different responses c. use visual structures and functions of art to communicate ideas) Objectives:

Students will be able to demonstrate their understanding of vocabulary words by using them in a descriptive poem.

Students will be able to demonstrate their understanding of adjectives by creating a narrative poem.

Students will be able to demonstrate their understanding of interpretive art through their creation of a work illustrating a section of their poem.

Anticipatory Set: Students will join together for group discussion of the list of butterfly life cycle vocabulary. Students will be involved in an organic discussion of how these words relate to one another and if we can add any more words to this list. This sets the groundwork for the lesson, which uses these vocabulary words. Vocabulary:caterpillar: the larval stage of a butterfly or moth chrysalis: the hard shell covering the pupa; shaped like an upside down teardrop larva: the second stage of metamorphosis, during which an insect is wormlike and has new wings pupa: the third stage of metamorphosis; encased by a chrysalis metamorphosis: a series of developmental stages often marked by body changes

Modifications: o Advanced: Advanced students will be involved in group discussion along with

the rest of the group. During work time if they finish their poem and work of art, they will then have the opportunity to read more about life cycles and create another poem with vocabulary from another animal’s life cycle.

They can then make additional drawings of cycles to add to their portfolio. These students may also help others.

o Proficient: These students will most likely finish up after the advanced learners. They may skim through the additional books and learn about other cycles. They may have time to make vocabulary cards with additional vocabulary learned from other books..

o Emergent: The emergent learners will finish the provided activity or assignment and may have some discussion time with the other learners. Procedures:

Introduction-I will introduce the list of vocabulary words obtained from a previous lesson on butterfly life cycles and open the group up to organic discussion of the words. (10 min)

o Guided Instruction-The students and I will continue out discussion and move to include how literary elements and the vocabulary learned can be used to create poetry. I will show students an example of a descriptive poem accompanied by a piece of art to illustrate a section of the descriptive poem so they can get a feel for what they will accomplish in this lesson. I will then have the students begin constructing a descriptive poem, scaffold with the vocabulary discussed. I will be walking around to make sure that everyone is on. (10 min).

o Independent Exploration/Instruction-Students will use different media to convey a section of their descriptive poem. Students will select an especially descriptive section of their poem to illustrate. Students are welcome to use any media or technique they wish to illustrate their text. They will accomplish the first part of the assignment along with learning about the cycles that occur around them in the world every single day (20 min).

Closure-As a closure activity I will have the students who would like to, share their work with the class. Students who share will be instructed to share their art work and then read their section of descriptive text. This sharing opens the floor up to open discussion of adjectives and their corresponding art techniques and elements (color, saturation, line shape) (10 min)

Assessment/Evaluation: This assignment will be informally assessed for understanding.

o The students must use a variety of media to illustrate their piece of descriptive poem. If the students have completed a descriptive poem including at least 3 vocabulary words, the work of art, and they have it in the correct order they will receive 5 points.

o If the students complete the assignment but they do not include at least 3 vocabulary words they will receive 4 points.

o If the students attempt the assignment but do not include life cycle vocabulary in their poem they will receive 3 points.

o If the students do not include vocabulary words or choose a caption to illustrate and merely illustrate anything they will receive 2 points.

o If the students attempt the poem and illustrate something they will receive 1 point.o If the students do not do the assignment they will receive a 0.


Plant Life Cycle

Rationale: For this lesson students will be prepared with real world experiences and become familiar with the life cycle of a plant. Students will be hands-on and observe the growth of their own plants and have two final products of a garden to show an artistically created banner.

Goal[s]: The main goal for this lesson is to help the students understand the life cycle of a plant. They will do this by planting seeds and watching their individual plants grow. They will become experts on their plants, and have a showing of what they accomplished.

Objectives: Students will properly identify the stages of a plant’s life cycle Students will scientifically monitor and record changes in their plant over

time

Standards:

PA Standards: o S3.B.1.1.4: Describe how plants and animals go through life cycles

PA Art Standards:o S3.A.2.1.2: Make predictions based on observations.

National Standards:o S3.B.1.1.1: Identify and describe the functions of basic structures of animals

and plants (e.g., animals [skeleton, heart, lungs]; plants [roots, stem, leaves]).

Anticipatory Set: The teacher will begin by reading, From Seed to Plant, by Gail Gibbons to the students. The teacher will prompt the students to look at the pictures, and be familiar with the cycle and different stages. In small groups, the students will discuss what they learned in the book, and review the phases of a plant’s life cycle. Students will then individually make predictions of what their plant will look like periodically on a worksheet throughout the growing process.

Modifications: Advanced: These students will read the book with the rest of the class, and

participate in class discussions. The students will also make predictions of what they believe their plant will look like. When they are finished doing this, they can move on to explore different life cycles if they choose. Other life cycle books will be available to them, or they could use the Internet to research other life cycles.

Proficient: These students will most likely finish up after the advanced students. If there is time, these students will also have the opportunity to explore and skim through other life cycle books.

Emergent: These students will finish with the rest of the class. They will make predictions as well. They may have time to look through other life cycle books.

Procedures: Introduction: The teacher will begin the lesson by talking to students about

plant life cycles. The teacher will discuss with the students what they already know about the process. The teacher will also ask the students to share what they would like to know more about regarding this topic. The teacher will then read the book, From Seed to Plant, by Gail Gibbons.

Guided Instruction: After reading the story about how plants grow, students will plant their own seed. They will fill a plastic cup with dirt, and plant a single marigold seed within. The teacher will assist students with this process if necessary. The students will also be instructed to water their plants on a daily basis. When the plants start becoming visible, the class as a whole will take a trip outside and plant all their plants in the front of the school to make a garden. This will be good for this particular group of students since many of them enjoy outdoors and nature. Students will write their names on a popsicle stick, to stick next to their plant so that they know it is theirs.

In-dependent Exploration/Instruction: Throughout the course of this process, students will be recording the growth and development of their plant. They will watch the plant grow in their cups, and they will record their findings in their science journal. They will take notes about what they see. They will also be required to draw a picture of what they are seeing as well.

Closure: Students will then work together to make invitations and hand them out to the other classes in the grade. The teacher will guide a discussion on the steps they took as a class to make the plants grow, and the parts and the functions of the plant, and the changes they saw. The teacher will ask them to come up with ideas on how to give a good tour of their garden. Finally, students will hold a tour of their garden and stand by their plants to show them off. Students will also create an artistic banner with the phases that their plant went through. They will label the parts of their plant to make it decorative and artistic at the same time. To create the pictures on the banner, students will go outside and collect items like leaves, grass, dirt, etc. They will bring these objects into the classroom, and use those to create their pictures. Using the natural objects, students will depict the journey of their plant from seed to its current state.

Assessment/Evaluation: This lesson will be informally assessed. The teacher will observe students as they plant their seeds, watch them grow, and record their findings. The teacher will collect the students’ science journal to make sure that they have recorded information throughout the lesson. The teacher will also collect the students artistic banner, and make sure that they represented all of the different phases. If the students did all of their work, they will receive the maximum amount of points.

Name: Amy Daviodwitz, Nyla Kimber, Kasey Philips, Ashley SchlaegleGrade: 2nd GradeUnit Theme/Title: Life CyclesProjected Time Frame: 60 minutes

Exploring Life Cycles

Rationales: Students will explore and understand the process of life cycles such as that of frogs, butterflies, and leaves. They will also explore their own life cycles and make connections in their own lives to life cycles. Students will learn this through

different modalities and with art integrated into these lessons.o Science: Students will learn about the process of life cycles.o Literacy: Students will be constructing a story of their chosen life cycle in any mode they feel appropriate.o Art: Students may be constructing their stories through modes of art such as drawing, painting, clay… etc.

Goal(s): The goal is students will demonstrate their understanding of life cycles by exploring the “life cycle” of something that is important to them (living or none living as long as the process of the object or being is understood)

Standard 1.4.3a Write narrative pieces (e.g., stores, poems, plays)include detailed descriptions of people, places and thingsuse relevant illustrationsinclude literary elements

Standard 9.1.3e Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Content Standard: Using knowledge of structures and functions Achievement Standard: Students a. know the differences among visual characteristics and purposes of art in order to convey ideas b. describe how different *expressive features and *organizational principles cause different responses c. use visual structures and functions of art to communicate ideas)

Objectives: • Students will be able to demonstrate their understanding of the process of life cycles by exploring additional “life cycles” of their choice.• Students will be able to construct their “life cycle” in an effective mode with all the appropriate steps in the process.

Anticipatory Set: The class will join together for group discussion on what they have learned about life cycles in previous lessons. As a group, students will identify the main stages of a life cycle and begin brainstorming other “life cycles” they could explore. This discussion reviews their knowledge of life cycles and gets students prepared to start thinking about what “life cycle” they want to explore for the lesson.

Modifications: o Advanced: Advanced students will be involved in group discussion along with the

rest of the group. During work time if they finish their work early, they will then have the opportunity to explore an additional life cycle or add on to their existing one. For example, if they wrote a story they could then illustrate the story or if they drew something to begin with they could then narrate what they drew. o Proficient: These students will most likely finish up after the advanced learners. If time permits, they will add to their existing “life cycle.”o Emergent: The emergent learners will finish the provided activity and have some sharing time with the other students.

Procedures:• Introduction-I will invite students to review what they know about life cycles from the previous lessons on like the life of frogs, butterflies, etc. We will create a list on the board of key things to remember about the mutual steps in the process of life cycles so students have it for reference. (10 min)o Guided Instruction- The students and I will then begin talking about other things that go through a process similar to a life cycle (for example, their favorite teddy bear went through the process of being bought from the toy store, brought home, played with… etc.). By brainstorming these ideas, students will be able to come up with their own idea to explore. We will also talk about all the different types of forms this project could take (art, drawing, painting, clay, a narrative, a play, a diagram… etc.) (10 min).o Independent Exploration/Instruction- Independently, students continue to brainstorm on their own and decide what form they want their life cycle to take. They will write down the process of their object/being’s life cycle. When constructing their final version, they are free to explore any mode they wish. (30 min).• Closure- Students who wish to share their work with the class may do so. After each share, the student will reiterate the steps in their object/being’s “life cycle” and how they compare and are parallel to the steps in the life cycles we have already learned about. (10 min)

Assessment/Evaluation: This assignment will be informally assessed for understanding to make sure students have grasped the concept of life cycles.o If students show an understanding of the process of life cycles and are able to make connections from their work to the processes learned in previous lessons and have constructed an effective form of their “life cycle” that is fitting to the amount of time given, students will receive 5 points. o If the students complete the assignment but are not able to make connections from their work to the processes learned in previous lessons/ show proficient knowledge of life cycles, they will receive 4 points.o If the students attempt the assignment but are not able to demonstrate their knowledge of life cycles, they will receive 3 points.o If students brainstorm an idea but only show some efforts towards completing their project, they will receive 2 points.o If students attempt to brainstorm an idea, they will receive 1 point.o If the students do not do the assignment they will receive a 0.

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file · Web viewName: Amy Davidowitz, Nyla Kimber, Kasey Phillips, Ashley SchlaegleGrade: 2nd GradeUnit Title: Life CyclesProjected Time Frame: 50 minutes. Leaf Life Cycle