3-ls1-1 life cycles in the delta pages numbered · pdf filebirth, growth, reproduction, and...
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DELTASTUDIESCURRICULUM
LifeCyclesintheDelta
3-LS1-1Developmodelstodescribethatorganismshaveuniqueanddiverselifecyclesbutallhaveincommon
birth,growth,reproduction,anddeath
SanJoaquinCountyOfficeofEducationSTEMPrograms
Fundingprovidedby
CaliforniaBay-DeltaAuthority
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3-LS1-1LifeCyclesintheDeltaAcknowledgementsProjectDirectorJudiWilson,SanJoaquinCountyOfficeofEducationProjectCoordinatorsHeatherFogg,SanJoaquinCountyOfficeofEducationJulieSchardt,SanJoaquinCountyOfficeofEducationProjectFacilitatorOlgaClymire,LakeCountyOfficeofEducationPrincipleCurriculumWriterJayBell,LodiUnifiedSchoolDistrictOtherWriterJohnCoulter,StocktonUnifiedSchoolDistrictFieldTestersDonnaFlores,StocktonUnifiedSchoolDistrictSheilaFlores,MantecaUnifiedSchoolDistrictJenniferKacyon,LammersvilleElementarySchoolDistrictLoridelaO,StocktonUnifiedSchoolDistrictReviewersforTechnicalAccuracyJayBell,LodiUnifiedSchoolDistrictOlgaClymire,LakeCountyOfficeofEducationSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeDonnaSnell,CeresUnifiedSchoolDistrictJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeIllustratorKathleenBell
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LayoutArtistJo-AnneRosen,WordrunnerTechnicalAssistantMelanieNewsome,SanJoaquinCountyOfficeofEducationCommunityPartnersSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeLynnHansen,ModestoJuniorCollegeReneeHill,SanJoaquinCountyDepartmentofPublicWorks,SolidWasteDivisionDonnaHummel,U.S.DepartmentofFishandWildlifeDaleSanders,EnvironmentalEducatorJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeOtherAcknowledgementsDr.FredrickWentworth,Superintendent,SanJoaquinCountyOfficeofEducationDr.GaryDeiRossi,AssistantSuperintendent,SanJoaquinCountyOfficeofEducationCaliforniaBay-DeltaAuthority
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LIFE CYCLES IN THE DELTA CONTENTS
NextGenerationScienceStandards 7
Overview 8
StoryLine 9
InstructionalMaterialsRequired 10
Investigation1–BlossomstoBerries 11
Investigation2–Where’sMyMom? 19
Investigation3–ACaterpillarTakesWing 23
Investigation4–LifeInsidetheEgg 33
Investigation5-MakeRoomforaSalamander 37
Assessment 39
California’sEnvironmentalPrinciplesandConcepts 43
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LIFE CYCLES IN THE DELTA
NextGenerationScienceStandards
• ScienceandEngineeringPractices:DevelopingandUsingModels:Collaborativelydevelopand/orreviseamodelbasedonevidencethatshowstherelationshipsamongvariablesforfrequentandregularoccurringevents.Developadiagramorsimplephysicalprototypetoconveyaprocess.
• DisciplinaryCoreIdeas:LifeScienceLS1FromMoleculestoorganisms:
StructuresandProcesses.LS1.AOrganismshavebothinternalandexternalmacroscopicstructuresthatallowforgrowth,survival,behavior,andreproduction.LS1.BReproductionisessentialtoeverykindoforganism.Organismshaveuniqueanddiverselifecycles.
• CrosscuttingConcept:PatternsObservedpatternsofformsandeventsguide
organizationandclassification,andtheypromptquestionsaboutrelationshipsandthefactorsthatinfluencethem.
WorkingtowardsPerformanceExpectation:3-LS1-1Developmodelstodescribethatorganismshaveuniqueanddiverselifecyclesbutallhaveincommonbirth,growth,reproduction,anddeath.[ClarificationStatement:Changesorganismsgothroughduringtheirlifeformapattern]
CommonCoreStateStandardsConnections:
ELA/Literacy—
RI.3.7
Useinformationgainedfromillustrations(e.g.,maps,photographs)andthewordsinatexttodemonstrateunderstandingofthetext(e.g.,where,when,why,andhowkeyeventsoccur).(3-LS1-1)
SL.3.5
Createengagingaudiorecordingsofstoriesorpoemsthatdemonstratefluidreadingatanunderstandablepace;addvisualdisplayswhenappropriatetoemphasizeorenhancecertainfactsordetails.(3-LS1-1)
Mathematics—MP.4 Modelwithmathematics.(3-LS1-1)
3.NBT NumberandOperationsinBaseTen(3-LS1-1)
3.NF NumberandOperations—Fractions(3-LS1-1)
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LIFE CYCLES IN THE DELTA OVERVIEW UNDERSTANDINGS• Organismsproduceoffspringoftheirownkind,whicheventuallyresemblethe
parents.• DifferentlivingthingsoftheSanJoaquinDeltahavedifferentlifecycles.• Livingthingshavespecificneedstocompletetheirlifecycles.• Flowersandfruitsareassociatedwithreproductioninplants.ESSENTIALQUESTIONS• Howarelifecyclesofonegroupofanimalsorplantssimilaranddifferentfrom
anothergroupofanimalsorplants?• Whatdoesalivingthingneedtosurvive?• Howareflowers,fruits,andseedsrelatedtoeachother?KNOWLEDGEANDSKILLS:Studentswillknow:• thelifecyclestagesofseveralanimals,includingthebutterflyandwoodduck.• thelifecycleoftheblackberryplant.• basiclifeneedsofplantsandanimals.• therelationshipbetweenflowers,fruits,andseeds.Studentswillbeableto:• Developmodelstodescribethatorganismshaveuniqueanddiverselifecycles,
butallhaveincommon,birth,growth,reproduction,anddeath.• sortgroupsofanimalsbythetypeoflifecyclestheygothrough.• listthebasicsurvivalneedsoflivingthings.• explainthestagesofplantsfromflowerthroughfruittoseed.
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LIFE CYCLES IN THE DELTA
Story Line Allplantsandanimalshavepredictablelifecyclesandneedsforsurvival.Someanimalschangerelativelylittlebetweentheimmatureandadultstagesoflife.Otheranimalsundergoaquitedrasticchange(calledmetamorphosis)astheymaturetoadulthood.Throughoutallthestagesintheirlife,plantsandanimalshaveneedsthatmustbemetfortheirsurvival.Lesson1,“BlossomstoBerries”,introducestheconceptoflifecycles,usingplantsastheexample.Itisshownthatnewplantsgrowfromseeds,seedsareformedinfruits,andfruitsdevelopfromflowers.Lesson2,“Where’sMyMom?”,shiftsthelifecyclefocustoanimals.Theactivityillustratesthatanimalsexhibitavarietyoflifecycles,withsomebabyanimalsresemblingtheirparents,andsomebabyanimalsundergoingmetamorphosisintheirdevelopmenttoadulthood.Lesson3,“ACaterpillarTakesWing”,focusesontheconceptofmetamorphosis,usingthebutterflyastheexampleofananimalthatundergoesmetamorphosis.Studentsillustratethevariousstagesinthelifecycleofthebutterfly.Tosurvivethroughthevariousstagesoflife,allanimalsandplantshavespecificrequirements,includingasatisfactorysurroundingtemperature,availableoxygen,asupplyoffood,relativelycleanwater,suitableshelter,andamethodofgettingridofwasteproducts.Lesson4,“LifeInsidetheEgg”,addressestheconceptofspecificrequirementsofoxygen,water,food,andsuitabletemperatureforsurvival.ThelessonrelatesthesurvivalneedstoaWoodDuckinanegg,whichmirrorthesurvivalneedsoftheadult.Lesson5,“MakeRoomforaSalamander”completestheunitbyfurtherdevelopingthesurvivalneedsofanimals.ThelessonutilizesabooktitledTheSalamanderRoom,whichlooksatthehabitatneedsofanimals.Thelesson,andthebook,canalsobeusedtohelpleadstudentstoarealizationthatthey,ashumans,havearesponsiblestewardshiproleintheirrelationshiptothenaturearoundthem.
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LIFE CYCLES IN THE DELTA InstructionalMaterialsRequiredInvestigation1
• Abagoffreshorfrozenblackberries• Severaltypesoffruit(atleastanapple,orange,tomatoandbellpepper)• Classsetofpaperplatesandaplasticspoon(orresealablesandwichbags)• Classsetofmagnifyinglenses
Investigation2
• Book:AreYoumyMother?ByDr.SeussInvestigation3
• Onepackageeachofthefollowing:driedpeas,twisteeorrottonimacaroni,largeshellmacaroni,andbowtiemacaroni
• Bottleofrubbingalcohol• Foodcoloring(green,brown,andredoryellow)
Investigation4• Nospecialmaterialsneeded.
Investigation5
• Book:TheSalamanderRoombyAnneMazer• Asmallpottedplantandasmallliveanimalsuchasagoldfish,spideror
earthworm(Makecertainthattheplantoranimalisprovidedwitheverythingitneedstolivecomfortably.)
OtherHelpfulResourcesFromSeedtoPlantbyGailGibbonsWhatIsaLifeCycle?byBobbieKalmanandJacquelineLangillANewButterfly:MyFirstLookatMetamorphosisbyPamelHickmanANewDuck:MyFirstLookattheLifeCycleofaBirdbyPamHickman
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INVESTIGATION1
Blossoms to Berries OBJECTIVEThelessonwilldeveloptheconceptsthatnewplantsgrowfromseeds,seedsareformedinfruits,andfruitsdevelopfromflowers.BACKGROUNDPlantsmakenewplantsbyproducingseeds.Theprocessstartswhentheplantmakesaflower.Pollengetsontheflowerthroughtheactionofwindoranimals.Thebottompartoftheflower(theovary)thenbeginstogrowintoafruitwithseedsinside.Whenthefruitiscarriedawayoreatenbyananimal,theseedsarespreadtoanewplacewheretheycangrowintonewplants.
Thefruitisimportanttotheplantbecauseitprovidesaplacefortheseedstodevelop.Thefruitalsoencouragesananimaltomovetheseedstoanewplace.Additionally,thefruitcanprovidemoistureandnutrientstotheseedinitsnewhome.Whenpeoplethinkoffruits,theygenerallythinkonlyofsuchthingsasapples,oranges,peaches,andcantaloupes.However,cucumbers,bellpeppers,greenbeans,andtomatoesarealsofruits.Afruitisdefinedastheripenedseed-containingovaryofaflower.Avegetableisdefinedasanypartofaplantthathumanseat.Allfruitsarevegetables-butonlyvegetablesthatcontainseedsarefruits.Theseedisobviouslyimportanttotheplantasawaytomakemoreplants.Plantsonlyliveforacertainamountoftime.Therefore,foraparticulartypeofplanttocontinuetobeinanarea,theplantmustreproduceitself.Oneofthemainmeansthroughwhichplantsreproducethemselvesisthedispersalofseeds.
AverycommonplantintheDeltaistheblackberry.Innaturalareasandtheedgesofcultivatedareas,ifthereissufficientwater,blackberrythicketscanbefound.Thethicketsserveashomeforawidevarietyofanimals.Twotypesofblackberrygrowlocally.ThemorecommonistheHimalayanblackberry,whichwasintroducedfromEurope.LesscommonistheCaliforniablackberry,anativeplantthatwasenjoyedbyNativeAmericansandearlysettlers.TheHimalayanblackberryhasthicker,longerstemsanditsprotectivespinesonthestemsaremuchlarger,theleafletsareinsetsoffiveandtheberriesarelargerandjuicier.TheCaliforniablackberryhasleafletsinsetsofthreeorfiveandhasmorespines,buteachspineissmallerthanthatoftheHimalayanblackberry.
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Preparation• Bringtoclassabagoffreshorfrozenblackberries.• Gatherafewtypesoffruitforthe“Introduction”(atleastanapple,orange,tomato,
andbellpepper).• Makecopiesofthetwo“BlossomstoBerries”sheets(oneofeachforeachstudent).• Enlargetheindividualpicturesofthe“BlossomstoBerries”sheetforclassdiscussion
ormakeatransparencyoftheentiresheet.• Tolimitthe“messiness”oftheberries,considerplacingeachblackberryintoa
resealablesandwichbag.Thenhavestudentsseparatetheseedsfromtheberrypulpwhiletheberryisinthebag.
MaterialsForEachStudent:• Ablackberryonapaperplate• Optional:resealablesandwichbag(aplasticspoonandpapertowelwouldnotbe
neededifthesandwichbagisused)• Aplasticspoon• Apapertowel• Both“BlossomstoBerries”sheets(theonewiththeillustrationsandtheonewith
thenumbers)• Pairofscissors• Crayons(particularlypurple,blue,green,andbrown)• Gluestick• MagnifyinglensTimePreparation:15minutesLesson:60minutesNote:Thislessoncanalsobeseparatedintothreeshorterlessons:onelessoncouldfocusonthedifferencesbetweenfruitsandvegetables;thesecondlessoncouldinvolvecountingtheseedsintheblackberries;andthethirdlessoncouldhavestudentscompletethe“BlossomtoBerries”sheet.
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InstructionalSequence:Phenomenon:ShowSmithsonianChannelvideoofexplodingseeds http://www.smithsonianchannel.com/videos/unbelievable-footage-of-exploding-plants/36477orgoogle“unbelievablefootageofexplodingplantsSmithsonian”orfromngssphonomena.comsiteInsmallgroups,havestudentslistonstickynotesthreeorfourquestionstheyhaveafterviewingthevideo.Havethemsharetheirnoteswiththewholeclassandgroupthequestionsbysimilarities.Ifnotmentioned,elicitquestionsinvolvingwhyseedsneedtobedispersed,othertypesofseedstheyhaveseen,andleadintoseedsthattheyseeeverydayintheirfood.DELTABLACKBERRYPROCEDUREIntroduction1. Displaythefruitslistedinthe“Preparation”portionofthelesson.Askthestudents
whichofthedisplayeditemsarefruits;thenaskwhicharevegetables.2. Askthestudentstoexplainthedifferencebetweenafruitandavegetable.3. Explainthatalloftheitemsarevegetablesandthatalltheitemsarefruits.4. Sharewiththeclassthedistinctionsbetweenfruitsandvegetablesasoutlinedinthe
“Background”sectionofthelesson.Askstudents:• Isagreenbeanafruitoravegetable?(Both)• Whycan’twecallaheadoflettuceafruit?(Itwasn'toncethebottompartofa
lettuceflower;itdoesn'thaveseedsinsideit.)• Howmanyfruitsdoweeatwhenweeatahamburger?(Usuallyatleasttwo:a
pickleandatomato)5. Tellthestudentsthatafruitishowaplantmakesmoreplants.Asktheclassto
explainwhatafruitisbeforeitisafruit.Afterdiscussion,explaintheprocessofflowertofruitasoutlinedinthe“Background”section.Makecertaintoincludethefollowingstepsintheprocess.• Aplantmakesaflower.
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• Pollengetsontheflowerfromanotherflower.• Pollenmakesthebottompartoftheflowergetlarger.• Seedsdevelopinsidethegrowingbottompartoftheflower.• Thebottompartoftheflower,withtheseedsinsideit,becomesafruit.• Thefruitfallsfromtheplantoriscarriedawaybyananimal.Theseedsspreadto
anewplacewheretheycangrowintonewplants.6. ExplaintothestudentsthattheblackberryplantisverycommonthroughouttheSan
JoaquinValleyandtheSacramento-SanJoaquinDelta.Telltheclassthatintoday’sactivitytheywilllookattheblackberryandlearnhowitchangesfromaflowertoafruit.
Activity7. Distributeablackberry,plasticspoon,handlens,andpapertowelonaplatetoeach
studentorpairofstudents.Cautionthestudentsthatblackberryjuicewillstaintheirskinandclothes,sotheyneedtobecareful.Ifplasticresealablebagsareused,thenaspoonandplatearenotnecessarybecausestudentswilllocatetheseedsbyseparatingtheberrywhileitisinthebag.
8. Havethestudentscarefullycutuptheblackberrywiththeirspoontofindtheseeds.9. Directthestudentstocountthenumberofseedstheyfind.Thenaskstudentsto
recounttheseedstomakecertainthattheircountiscorrect.10. Recordonaclassgraphthenumbersofseedsfoundforcomparisonanddiscussion.11. Distributethe“BlossomtoBerries”sheets,scissors,crayons,andgluesticktothe
students.12. Instructthestudentstocutouttheindividualpictures(leavingasmallborderaround
eachpicture)andthenarrangethepicturesontheothersheetinorder.Theordershouldgofromflowerbudstothefruitbeingcarriedawaybyabird.
13. Instructthestudentstonotglueanyofthepicturesuntilafterclassdiscussion.14. Onceallthestudentshavearrangedtheirpicturesinwhattheybelieveisthecorrect
order,leadaclassdiscussionusingtheenlargedpicturesoratransparency,mentionedinthe“Preparation”sectionofthelesson,tooutlinethecorrectsequenceofevents:(1)Flowerbudto(2)flowerto(3)earlyberryto(4)growingberryto(5)ripeberryto(6)berrybeingpluckedbyabird.Youmightneedtoexplain
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tostudentstheroleofthebirdintheBlackberry’slifecycle.(Thebirdeatsthefruit,fliesoff,andlaterdeposits,asabirddropping,thenon-digestibleseedsinanotherlocationwheretheycouldgrow.)
Note:Thelettersontheblackberrypicturesinthecorrectsequencewillspellouttheword“FLOWER”.Closure15. Askthestudentshowthischainofeventsfortheblackberrywouldcomparetothe
formationofatomato,bellpepper,orcucumber.Theansweristhatthechainofeventsisbasicallythesameforallfourplants.Theonlydifferencemightbewhathappenstothefruitonceitisripe.Reinforcethefactthatfruits,withtheirseedsinside,arewhatoncewasthebottompartofaflower.Theseedsinsidethefruitwillgrowintomoreplantsthatwilleventuallymakemoreflowers.
EXTENSIONS• Rinseanavocadoseed,sticktoothpicksintoitssides,andsuspenditinthemouthof
ajar.Keepthewaterleveltothehalfwaypointofthepit.Roots,stem,andleaveswillform.
• Giveeachstudentapeanutintheshell.Theshelledthingisadriedfruitandwasoncethebottompartofapeanutflower.Havethestudentsopentheshellandremovethetwoseeds.Havethempullthetwosidesofoneseedapart.Iftheylookcarefullyatoneendofoneoftheseedhalves,theywillseeababyplant,completewithstem,leaves,androot.
• Havethestudentsmakeaclasslistofsomefruitsthatdonothaveseeds.Examplesmightbeseedlessgrapes,naveloranges,andseedlesswatermelons.Asktheclasswhythesefruitsdonothaveseeds.Theansweristhatpeople“made”thesekindsofplantsnottohaveseedssothattheywouldbeeasierforustoeat.Encouragestudentstoasktheirparents,lookinbooks,oraskontheInternettofindouthowtheseplantsmakemoreplants.
RESOURCESBooks• EatingtheAlphabet:FruitsandVegetablesfromAtoZbyLoisEhlert• FromSeedtoPlantbyGailGibbons• MissRhumphiusbyBarbaraCooney• TheTinySeedbyEricCarle• WhatIsALifeCycle?byBobbieKalmanandJacquelineLangille(TheScienceofLiving
Thingsseries)
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INVESTIGATION2
Where’s My Mom? OBJECTIVEThelessonwillfamiliarizestudentswiththeconceptthatanimalsexhibitavarietyoflifecycles;somebabyanimalsresembletheirparents,andsomebabyanimalsundergometamorphosisintheirdevelopmenttoadulthood. BACKGROUNDManyanimalsstartlifeasminiatureversionsoftheirparents.Someamphibiansandinsectsdramaticallychangeinappearanceastheymaturefrombabytoadult.Theydothisthroughaprocesscalledmetamorphosis.Therearetwotypesofmetamorphosis:completeandincomplete.Ananimalthatundergoesincompletemetamorphosislooksbasicallythesameasababyandasanadult.Themajorchangesinvolvetheadditionofwingsandsexualorgansastheanimalmatures.Grasshoppersundergoincompletemetamorphosis,withitsthreestages:anegg,anymph(whichlookslikeasmalladultwithoutwings),andanadult.
Completemetamorphosisinvolvesadrasticchangebetweentheyoungandtheadult;theentireoutwardappearanceofthebodychanges.Inaddition,internalorgansundergoradicalremodeling.Frogs,toads,houseflies,mosquitoes,dragonflies,moths,andbutterfliesallundergocompletemetamorphosis.Insectsthatundergocompletemetamorphosishavefourstagesintheirlifecycle:egg,larvae,pupa,andadult.
Themosquitobeginslifeasaneggfloatinginquietwater.Whentheegghatches,thelarvahangshead-downunderthesurface,breathingairthroughatubeattherearofitsbody.Itfiltersorganicmaterialfromthewater.Asthemosquitochangestoanadult,itrisesfromthewater,andfliesawaytosuckplantjuicewithitspiercingmouth.Whenthetimecomesforthefemaletoproduceandlayeggs,sheneedsprotein,whichshegetsbyfindingamealofblood.Thedragonflyadultismostcommonlyseenflyingabovewetareascatchingmosquitoesandotherinsectsforitsfood.However,youngdragonflies(callednaiads)liveunderwater,manyforoverayear.Theycatchsmallfish,tadpoles,andotheraquaticanimalsbyquicklyextendingtheirunique,hingedlowerlip.Naiaddragonflieshavebeencalled“tigersofthepond.”
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Theanimalsdepictedinthecardsare:snakeandbabysnake,mosquitoandlarvae,butterflyandcaterpillar,frogandtadpole,turtleandbabies,riverotterandbaby,flyandlarva,duckandbabies,pelicanandbaby,dragonflyandlarva,beaverandbabies,Osprey(fishhawk)andbabies.PREPARATIONANDMATERIALSMaterialsIfavailable,thebookAreYouMyMother?byDr.SeussPerStudentorPairofStudents:• Thefour“Where’sMyMom?”sheets(ifpossible,copyoncardstockorprovide
cardstockonwhichstudentscouldgluetheillustrations)• Onepairofscissors• Crayons(optional)TimePreparation:15minutesLesson:45to60minutesPROCEDUREIntroduction16. Askthestudentswhatapuppyiswhenitgrowsup.Askthestudentshowthepuppy
isdifferentfromitsparents,andhowitissimilar.Askthestudentstonameotherbabyanimalsthatlooksimilartotheirparents.Tellthestudentsthatmanybabyanimals,includingdogsandcatslooklikeadults,justsmaller.
17. Askthestudentstonamesomeanimalsthatchangealotwhentheygrowup.Two
well-knownexamplesarethebutterflyandthemoth.Othergoodexamplesarefrogs,toads,mosquitoes,ladybugs,anddragonflies.Tellthestudentsthattheseanimalsgothroughmetamorphosis.
18. Ifavailable,readtostudentsthebookAreYouMyMother?byDr.Seuss.Instruction19. Inyourownwords,tellthestudentstheinformationinthe“Background”forthis
lesson.Spendparticulartimeontheconceptofmetamorphosis.Alsooutlinethelifecycleofthemosquitoanddragonflyinsufficientdetail.
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Activity:20. Distributethematerialstothestudents.Thestudentsmayfirstcolortheanimalson
theactivitysheets.21. Directthestudentstocutthefour“Where’sMyMom?”sheetsinto24individual
cards.22. Havestudentsseparatethe“Where’sMyMom?”cardsintotwosets:oneofparents
onlyandoneofbabiesonly.23. Askthestudentstomatcheachbabyanimalwithitsparent.(Thecorrectmatchingof
babytoparentis:Snake1C,Mosquito2H,Butterfly3E,Frog4K,Turtle5A,RiverOtter6D,Fly7J,Duck8B,Pelican9L,Dragonfly10G,Beaver11I,Osprey12F.)
24. Discusswiththestudentswaysinwhichaspecificbabyissimilarto,ordifferent
from,itsmatchingparent.25. Playagameofconcentrationusingthecards.Placethecardsfacedownonthetable
andturnovertwocards.Iftheymatch,theplayerputstheminherorhispile.Ifthecardsdonotmatchthecardsareturnedbackoverintheiroriginalposition.Theotherplayerthenrepeatstheprocess.
26. Whenallcardsarematched,thegameisoverandcanbereplayed,withthecardsin
newpositions.ClosureNote:Theanswersinitalicsareexamplesofstudents’answers.27. Askstudents:
• Whatdoanimalsthatlookliketheirparentsshare,inadditiontolookingliketheirparents?(Theyarecaredforbytheirparents.Animalsthatgothroughmetamorphosisarenotcaredforbytheirparents.)
• Whataresomereasonsafrogordragonflymighthaveforsuchadifferentappearanceandsuchdifferenthabitsfromitsparents?
• Whatistheadvantageofthebabybeingsodifferentfromtheparent?(Theydon’thavetoshareaplacetoliveorthesamefood.Theyliveinadifferentplaceandeatdifferentfood.)
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EXTENSIONS• Askchildrentobringinpicturesoftheirparentsoradultfriendsaschildrenandas
adults.Seeiftheclasscanmatchthechildrentotheadults.• ReadIsYourMamaaLlama?ByDeborahGuarino.• Haveadiscussionaboutthepossibilitiesandproblemsforachildraisedbyaparent
ofanotherspecies.• Raisesilkwormsintheclassroom.• ContactthelocalMosquitoAbatementandVectorControlabouttheirclassroom
mosquitoraisingkit.• Havethestudentsuseamicroscopetolookatfeaturesoflarvalandadult
mosquitoes.• Askstudentstoresearchthenamesofyoungforvariousanimals(e.g.,kitandbeaver;
mothandlarva,puppyanddog,kittenandcat).Havethemdrawtheanimalsandlabelthem,andplacethemintoabooklet.
RESOURCESBooks• AreYouMyMother?byDr.Seuss• IsYourMamaaLlama?ByDeborahGuarino• WhatIsALifeCycle?byBobbieKalmanandJacquelineLangille(TheScienceofLiving
Thingsseries)OtherResourcesTheGreatValleyMuseuminModestohasanimalkits/suitcasesforteacherstocheckoutthatwouldallowthechildrentotouchandfeelpeltsandskins.
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INVESTIGATION3
A Caterpillar Takes Wing OBJECTIVEThelessonwillsupportthedevelopmentoftheconceptsofmetamorphosisasitrelatestothelifecycleofbutterflies.BACKGROUNDMetamorphosisisanabruptdevelopmentalchangeintheformorstructureofananimalaftertheanimalhasbeenbornorhashatchedfromanegg.Butterfliesandmothsundergoacompletemetamorphosisastheygofromayounganimal,orlarva,totheadultstage.Notonlydoestheiroutwardappearancechange,buttheirinsidestructuredrasticallyaltersalso.
Theimmature,winglessstageofabutterflyormothiscalledalarva(pluralislarvae).Thelarvalstageisalsocalledthe"feedingstage"becauseitisatthisstagethattheanimaldoesthemajorityofitseatingandgrowing.Whenthebutterflyormothhascompleteditslarvalstage,ittransformsintoapupa(pupaeistheplural).Thepupaofamothorabutterflyisencasedinahardshell,whichistermedachrysalis.Mothsspinasilkyenvelope,calledacocoon,aroundthechrysalis.Itisinthepupastagethatmetamorphosistakesplace.Wheredidthetermbutterflyoriginate?Manysourcesmaintainthatthetermoriginatedfromthefactthattheseprettylittleanimalswouldflutterby.Theexclamation“Lookatthatlittlegemflutterby”graduallychanged,throughuse,to“Lookatthebutterfly”.
PREPARATIONANDMATERIALSPreparationPurchaseandcolorthemacaronistwotothreedayspriortoteachingthelesson.Tocolorthemacaronis,emptyasmalldropperbottleoffoodcoloringintoacontainerthatcanbesealed.Addoneortwotablespoonsofisopropylalcohol(rubbing).Closethecontainerandshakeitwell.Immediatelyremovethemacaronisandspreadthemonthicklayerofnewspapertodry.Thefoodcoloringandalcoholwilltintthemacaronisandthealcoholwillquicklyevaporate,leavingthepastacolored,butstillhard.Thelargeshellmacaronisdon’thavetobedyed(couldbeleftintheirnaturalcolor)buttomakethemdarkercoffeecouldbeused.
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Materials• Alcohol• Foodcoloring• Onepackageofthefollowing:driedpeas,twisteeorrottonimacaronis,largeshell
macaronis,andbowtiemacaronisPerStudent:• One“ButterflyLifeCycle”sheet• Threedriedpeas• Threetwisteeorrottonimacaronis(coloredgreen)• Threegnocchiorlargeshellmacaronis(leftnaturalorcoloredbrown)• Threebowtiemacaronis(coloredredoryellow)• Glue• Crayons(green,brown,yellow,andred)• Pieceofconstructionpaper(ortagboard)TimePreparation:30minutestodyepastaLesson:40minutes
PROCEDUREIntroduction28. Askstudentsinwhatwaysababybutterflyisdifferentfromanadultbutterfly.Chart
theirresponses.Insmallgroups,havethestudentscomeupwithquestionsaboutbutterfliesandwritethemonstickynotes.Havethemcomebackandsharethemwiththelargegroup.
Instruction29. Tellthestudentsthatbutterfliesgothroughmetamorphosis.“Metamorphosis”isa
bigword.Itsimplymeansabigchangethatananimalgoesthroughbetweenbeingababyandanadult.Ababybutterflyisalong,fatcaterpillar.Ithassixlegsnearthefrontofitsbody,butnowings.Iteatsplantleaves.Attheendofitscaterpillarstage,thebabybutterflychangesintoapupainsideaprotectiveshellcalledachrysalis.Asapupa,theanimalperformsthechangeintoabutterfly.Thenewbutterflyhasalongthinbody.Italsohaswingsandamouththatisnowbuiltfordrinkingnectarfromflowers.Femalebutterfliesthenlayeggs,whichhatchintonewbabycaterpillars.
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Activity30. Distributethematerialstothestudents.Havestudentssorteachmaterial(pastaand
peas)andtellwhatitrepresents(e.g.,peasareeggs,rotinipastaarecaterpillars).31. Havethestudentsfirstcolorthebranchesandleavesontheactivitysheet.32. Thenhavestudentsgluethedriedpeasandmacaronisintheappropriateboxes:
• Thedriedpeaswillbeeggsontheleafinbox1.• Thetwisteeorrottonimacaroniswillbecaterpillarsonthechewedleavesinbox
2.• Thegnocchiorshellmacaroniswillbechrysalisesonbranchinbox3.• Thebutterflymacaroniwillbebutterfliesontheflowerinbox4.
Theresultingpagewillillustrateallthestagesinthelifecycleofabutterfly.Closure33. Lifeisamazing.Acaterpillarchangingintoabutterflyisincredible.Thatparticularly
incredibleseriesofeventsiscalledmetamorphosis.Ifyoucouldundergometamorphosistobecomesomethingelsewhenyougrowup,whatwouldthat“somethingelse”be?Unfortunately,youcan’tgothroughmetamorphosisthewayabutterflyorfrogcan;youwillgrowuptobeabiggeryou.However,youcanchangeyourinnerselftobecomeamorepositive,aware,caringperson.
ASSESSMENTNote:Theanswersinitalicsareexamplesofstudents’answers.• Havestudentsdrawand/ordescribeinwritingthestepsofthemetamorphosisusing
theactivitysheettheycompletedastheirguide.• Discusswithstudents:
-Whatisthenameforthebigchangeabutterflydoestobecomeanadult?(metamorphosis)
-Whatdoesacaterpillarmakebeforeitbecomesabutterfly?(chrysalis)-Whatisthenameforababybutterfly?(caterpillar)-Havethemputtheappropriatenamesonthepartsoftheirdrawing.
RESOURCESBooks• ANewButterfly:MyFirstLookatMetamorphosis(MyFirstLookatNatureSeries)by
PamelaHickman.• TheVeryHungryCaterpillarbyEricCarle.
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• ButterflyABCBook(needsauthor’sname)• ButterfliesbyRuthHeller• ChickensAren’tTheOnlyOnesbyRuthHeller(usethepagesoninsects)• IWishIWereaButterflybyJamesHowe• WhatIsALifeCycle?byBobbieKalmanandJacquelineLangille(TheScienceofLiving
Thingsseries)
Sampleofacompletedbutterflylifecycleproject
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INVESTIGATION4
Life Inside the Egg OBJECTIVEThelessonwilldeveloptheconceptthatallanimals,includingthosestillintheeggstage,havespecificrequirementsforsurvival,includingacorrecttemperature,oxygen,food,water,andamethodofgettingridofwaste.BACKGROUND
Animalsallsharespecificrequirementstomaintainlife.Eachanimalgenerallyrequires:a“comfortable”temperature,oxygenintheair(orwater)fortheanimaltobreathe,amethodofwasteremoval,sometypeoffoodsource,andwater.
Thesesameneedsareconstantthroughouttheanimal’slife.However,theamountofanylife-sustainingsubstancemayvarydailyorseasonallydependingonananimal'sactivitylevel.Forinstance,inwintermanyanimalshibernate.Thislackofphysicalactivitygreatlyaffectstheirindividualrequirementstomaintainlife.
Survivalneedsmustbemetforananimalwhileitisstillintheegg.Everythingtheadultanimalneedstosurvivemustsomehowbeprovidedtothebabyanimalwhileitiswaitingtohatchoutoftheegg.
Abirdintheeggstaysatthecorrecttemperaturebytheparentsittingontheegg.Thebabybreathesthroughminuteholesintheeggshell.Thebabygetsfoodby“soakingin”theeggyolkthatitislyingon.Thebabygetswaterfromthewaterintheyolkandalsothe“white”partoftheeggcalledthealbumen.
ThemaleWoodDuckisoneofthemostbeautifulofallbirdsintheSanJoaquinDelta.Thisshybirdisfoundalongtheedgesofwaterways.Ofparticularinterestisthefactthatthisbirdnestsintreecavitiesbetween8–14feetabovethewater.Whenthebabieshatch,themothercallsthemtotheedgeofthenesthole.Thebabiesthenjumpandtumbleoutoftheholetothegroundandfollowthemother,whoislesscolorfulthanthemale,intotheprotectivecoverofthewater’sedge.
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PREPARATIONANDMATERIALSMaterialsPerStudent:• One“WoodDuckWorksheet”• Crayons(especiallygreen,brown,yellow,andred)• PencilTimePreparation:10minutesLesson:30to45minutesPROCEDUREIntroduction34. Havethestudentsworkinsmallgroupstowriteonstickynoteswhattheyneedto
stayalive.Charttheirresponses.Iftheyneglecttomentionanyoftheneedslistedinthebackground,leadthestudents,throughdiscussiontoincludethemisseditems.
Instruction35. Tellthestudentsthatbirdshaveallthesamelifeneedsforsurvivalthatwe,as
humans,have.Also,tellthestudentsthatababybirdintheegghasthesameneedsastheadultbird.
Activity36. Distributetheworksheetandcrayonstothestudents.37. HavethestudentsfirstcolorthepictureofthemaleWoodDuckpictureaccordingto
thenumbersonitandthekeyatthebottom.38. Next,leadthestudents,throughdiscussionofthematerialinthefourthparagraph
ofthe“Background”section,tocompletetheactivitysheetthroughthefollowing(orsimilar)steps:• Drawanarrowtothethingthatkeepsthebabybirdintheeggatthecorrect• temperature(theparent).• Withyourpencil,makealotofdotsontheeggshellpartoftheeggpicture.These
dotsarethetinyholesthatareineveryeggshell.Airforthebabybirdtobreathegoesinto,andoutof,theseholes.
• Withyouryellowcrayon,colorthepartoftheeggfromwhichthebabybirdgetsits“food”(yolk).
• Writetheword“water”onthepartoftheeggfromwhichthebabygetswater.
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Closure39. Sharewiththestudentsthattheyeachrequirecertainthingstostayalive.Those
required“things”(suchasair,water,acorrecttemperature,andawaytogetridofwastes)arealsoneededbyallanimals,includingthosethatarewaitingtohatchfromtheiregg.
ASSESSMENT• Askstudentsthefollowingquestions:
-IsthepictureyoucoloredamaleorafemaleWoodDuck?(male)-WhywouldthefemaleWoodDuckbelesscolorfulthanthemale?(tobetterhidewithherbabies)
-Whatwouldhappeniftheegggotcoveredwithwax?(theholesintheshellwouldbecoveredandthebabyinsidewoulddiefromlackofair)
-Whatdoyouthinkthemotherduckmightdoiftheeggsaregettingtoowarm?(getherselfwet,thengetthatwaterontheeggs;notsitontheeggs)
-Fromwhattypeofbirddoesaneggfromthegrocerystorecome?(chicken)• Discussorhavestudentsdrawthelifecycleofaduck.EXTENSIONS• Raiseafertilizedchickeneggintheclassroomtohelpstudentstoconceptualizean
eggturningintoananimal.• BuildWoodDucknestingboxesandputtheseupinasuitablehabitat(checkwith
theCaliforniaDepartmentofFishandGameforappropriatelocations).RESOURCESBooks• ChickenAren’ttheOnlyOnesbyRuthHeller• NewDuck:MyFirstLookattheLifeofaBirdbyPamelaHickman• MakeWayforDucklingsbyRobertMcCloskeyWebsiteshttps://www.youtube.com/watch?v=Bn5LpnO5dkMvideoshowsinsideoftheboxasthebabiesjumpouthttps://www.youtube.com/watch?v=lNW3pZ69JfYvideoshowsthebabiesjumpingfromtheboxdowntothewater.https://www.allaboutbirds.org/guide/Wood_Duck/idInformationonwoodducks.http://www.ducks.org/Conservation/Waterfowl-Research-Science/Wood-Duck-Boxes
DucksUnlimitedwebsitethathasinformationaboutwoodducksandshowshowtobuildwoodducknestingboxes.
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INVESTIGATION5
Make Room for a Salamander OBJECTIVEThelessonwilldeveloptheconceptthatalllivingthingshavespecificneeds,whichmustbemetinordertoinsuretheindividual'ssurvival.BACKGROUNDEverylivingthinghasspecificneedsthatmustbemetfortheorganismtostayalive.Ingeneral,greenplantsneedsunlight,water,andcarbondioxidewithwhichtoproducetheirfood,gainenergy,andgrow.Plantsalsogenerallyneedsoilfromwhichtodrawwaterandminerals.Inaddition,plantsmustlivewithinacertaintemperaturerange.Generally,animalsmusthaveasourceoffood.Someeatplants;otherseatanimals.Additionally,animalsmustbeabletogetoxygen.Theyalsoneedsomesortofshelterasprotectionfromotheranimalsandfromextremeweatherconditions.Similartoplants,animalsneedthecorrecttemperatureforsurvival.Anydrasticchangeintheavailabilityofanyofthespecificneedsforaplantoranimalwillendangerthesurvivalofthatparticularplantoranimal.Whenaplantoranimalistakenfromnaturebyaperson,thatpersonmustmakecertainthatalloftheorganism’srequiredneedsaremet.
PREPARATIONANDMATERIALS• Theteachershouldpre-read,andbefamiliarwith,thebook,TheSalamanderRoom
byAnneMazer.• Bringtoclassasmallpottedplantandasmallliveanimal,suchasagoldfish,spider,
orearthworm.Makecertainthattheplantoranimalisprovidedwitheverythingitneedstolivecomfortably.
• Bringtoclassthebook,TheSalamanderRoom.• PaperTimePreparation:30minutesLesson:30-60minutes
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PROCEDUREIntroduction40. Telltheclasstosupposethatyourneighbor’spetfishdiedlastnight.Theneighbor
wokeupthismorningandhisfavoritepetfishwasdead.Theneighborisn’tverygoodabouttakingcareofthings.Askforsuggestionsastowhytheneighbor’sfishdied.
Instruction41. Tellthestudentsthateverylivingthinghascertainthingsitneedsinordertostay
alive.Sharetheinformationabouttheneedsofplantsandanimalslifeasdiscussedinparagraphs2and3ofthe“Background”forthislesson.
Activity42. ReadthetitleofthebookTheSalamanderRoombyAnneMazertothestudentsand
encouragefordiscussionregardingwhatthebookisabout.43. Readthebooktotheclass.Donotdiscussthestorylinewiththestudentsatthis
time.Simplyreadthestoryinitsentirety.Note:Theanswersinitalicsareexamplesofstudents’answers.44. Nowgobackandreadthestoryagain,onepageatatime,withtimespentforclass
discussion.Usethefollowingpromptsorpromptsofyourown.• DoyouthinkBriandidthe“rightthing”bytakingthesalamanderhome?Why?
Whynot?• Wouldtherebeanyproblemsinbringingthecricketsandbullfroghome?• Dosalamandersplay?Isplayoneoftheirlifeneeds?• Dosalamandersspendalotoftimeinthesun?(no,amphibianshavenospecial
coveringontheirskintoprotectthemfromdryingout.Therefore,theydryouteasily.)
• Doyouthinksalamandersorfrogshave“friends”?(no)• IsBriantryingtomakethesalamandercomfortable?(yes)• WhatproblemsmightalltheseinsectsmakeforBrian?• IsBrianactuallygoingtobeabletohavetreesinhisroom?Whatwouldheneed
todotomakecertainthatthetreeswouldbeabletolive?WhatproblemswillthatmakeforBrian?(Rain,coldweather,wind)
• WhatisBrian’sroombeginningtolooklike?(Theplacewherehefoundthesalamander.)
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• Insteadofbringingthesalamandertohisroomandthenmakinghisroomlooklikewherehefoundthesalamander,whatshouldBrianhavedone?(Lookedatthesalamander,learnedaboutit,andletitgowherehefoundit.)
ASSESSMENT• Nametwothingsaplantneedstostayalive.(sunlight,carbondioxide,water)• Nametwothingsananimalneedstostayalive.(oxygen,food,water,correct
temperature)• WhataresomethingsasalmonintheDeltaneedstostayalive?(food,oxygeninthe
water,waterinwhichtolive,therighttemperature)• Draworcreateanillustrationofasuitablehabitatforananimalofyourchoicethat
wouldsupplyalloftheanimal’sneeds.
EXTENSIONS• ReadTheSnail’sSpellbyJoannRyderandhavestudentsactouttheroleofthesnail.• ReadALog’sLifebyWendyPfeffer.• HavestudentsselectaDeltaanimalanddrawapicturethatdetailstheanimals’food
sourceandotherpartsofitshabitat.• TakestudentsonafieldtriptotheNimbusFishHatcheryinRanchoCordovatolearn
aboutthelifecycleofasalmon.RESOURCESBooks• TheSalamanderRoombyAnneMazer• TheSnail’sSpellbyJoannRyder• ALog’sLifebyWendyPfefferWebsiteshttps://en.wikipedia.org/wiki/Tiger_salamanderhttp://animals.nationalgeographic.com/animals/amphibians/tiger-salamander/
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Self-Assessment
What do you know about metamorphosis? How do you know this? Tell what you know about an animal’s life cycle? What other questions do you have about an animal or plant life cycle? How will you change during your life cycle? How do you know this?
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California’sEnvironmental Principles & Concepts
Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.
Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
Principle III: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both.
Principle V: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.