Unit Objective: ⦿  Students will demonstrate an understanding in the stages of a life cycle.

⦿  Students will use their understanding of a lifecycle to illustrate the life cycle of a pumpkin.

⦿  Students will use their understanding of a lifecycle to illustrate the life cycle of a butterfly.

⦿  Students will use their understanding of a lifecycle to illustrate the life cycle of a frog.

Domain: ⦿  Connect: Standard 6: Students will make connections between visual

art and other disciplines ⦿  Rationale: This collection shows a logical progression of difficulty in the

students ability to connect art and science. Students apply and illustrate their knowledge of what a life cycle is by correctly identifying each stage; first, in a pumpkin life cycle worksheet; next, in a butterfly life cycle bubble map; then finally in a frog’s life cycle story.

KINDERGARTEN Life Cycles

Connect Domain

Exemplar

Instructional Sequence ⦿  Prior to Instruction: The students were asked to illustrate the life

cycle of a pumpkin on the pumpkin life cycle worksheet provided. This would serve as a pre-assessment. (Point A)

⦿  As an introduction to life cycles and to connect to the student’s coming Pumpkin Patch Field Trip, we began discussing what a life cycle is; specifically identifying each stage of the pumpkin’s life cycle. ●  To aid in our understanding, we watched a short instructional

video, that identified and described each stage in detail. After carefully reviewing each of the steps discussed in the video the students were asked to complete the pumpkin life cycle worksheet once more. (Point B: Formative Assessment)

⦿  At the beginning of our next lesson in the unit, prior to instruction, all students were asked to complete a butterfly life cycle bubble map (Point C).

⦿  As a continuation to our life cycle unit we read the story “The Very Hungry Caterpillar” by Eric Carle. As a class we reviewed the term “life cycle,” and discussed each stage of the butterfly’s life cycle. After ensuring all students had a firm understanding of a butterfly’s life cycle, the students completed another butterfly life cycle bubble map. (Point D: Formative Assessment)

Exemplar

Instructional Sequence Continued ⦿  Finally, in our last lesson of the life cycle unit and to

further strengthen the connection to science, the students learned about the life cycle of a different animal, a frog. As a class we read the story, “From Tadpole to Frog” by Wendy Pfeffer.

⦿  To solidify the students understanding we also watched a short informational video, “Froggy Frog.” This video not only reviewed the stages in a frog’s lifecycle, it also introduced the students to the difference between frogs and toads.

⦿  Over the next several class meetings the students were authors and illustrators themselves, as they created their own frog life cycle stories. (Point E) Exemplar

Emerging Level Student Work Point A (Pre-Assessment) Point B: Formative Assessment

Emerging Point A Emerging Point B

Exemplar

Emerging Level Student Work Point C: Pre-Instructional

Assessment Point D: Post- Instructional

Formative Assessment

Emerging Point C Emerging Point D

Exemplar

“Then I grow two back legs.”

Emerging Level Student Work: Point E

“Next I come out of the egg as a tadpole.”

“First I start as an egg.”

“Next I turn into a froglet.”

“Finally I am an adult frog.”

Exemplar

Emerging Student Growth Rationale ⦿  Students categorized as emerging show no understanding of what a

lifecycle, prior to instruction. The student is unable to identify the life cycle stages pumpkin in their pre-assessment nor the butterfly’s stages, prior to instruction. (Point A & C)

⦿  After instruction the student’s classified as emerging are able to color and assemble the correct order of a pumpkin’s life cycle. (Point B)

⦿  After instruction the student is able to correctly label and illustrate each stage in a butterfly’s life cycle. (Point D)

⦿  In their final work (Point E), the student is able to correctly illustrate each story frame to reflect an accurate frog life cycle. Within the text of their story the student also, identifies and explains each stage of the frog’s life cycle, in the correct order.

Emerging Point A & C

Emerging Point D

Emerging Point B

Emerging Point E

Exemplar

Proficient Level Student Work Point-A (Pre Assessment) Point B: Formative Assessment

Proficient Point A Proficient Point B

Exemplar

Proficient Level Student Work Point C: Pre-Instructional

Assessment Point D: Post- Instructional

Formative Assessment

Proficient Point C Proficient Point D

Exemplar

“Then I am a tadpole with legs.”

“Next I come out of the egg as a tadpole.”

“First I start as an egg.”

“Next I two front legs and breathe with

lugs. I am a froglet.”

“Finally I am an adult frog.”

Proficient Level Student Work: Point E

Exemplar

Proficient Student Growth Rationale ⦿  Students categorized as proficient show no understanding of what a

lifecycle, prior to instruction. The student is unable to identify the life cycle stages pumpkin in their pre-assessment nor the butterfly’s stages, prior to instruction. (Point A & C)

⦿  After instruction the student’s classified as proficient are able to color and assemble the correct order of a pumpkin’s life cycle. (Point B)

⦿  After instruction the student is able to correctly label and illustrate each stage in a butterfly’s life cycle. (Point D)

⦿  In their final work (Point E), the student is able to correctly illustrate each story frame to reflect an accurate frog life cycle. Within the text of their story the student also, identifies and explains each stage of the frog’s life cycle, in the correct order.

Proficient Point A & C

Proficient Point D

Proficient Point B

Proficient Point E

Exemplar

Advanced Level Student Work Point-A (Pre Assessment) Point B: Formative Assessment

Advanced Point B Advanced Point A

Exemplar

Advanced Level Student Work Point C: Pre-Instructional Assessment

Point D: Formative Assessment

Advanced Point C Advanced Point D

Exemplar

Advanced Level Student Work: Point E

“Then I am a tadpole with legs.”

“Next I come out of the egg as a tadpole.”

“First I start as an egg.”

“Next I two front legs and breathe with

lungs. I am a froglet.”

“Finally I am an adult frog.”

Exemplar

Advanced Student Growth Rationale ⦿  Students categorized as advanced show little understanding of what a

lifecycle is, prior to instruction. The student is able to identify that there is a pumpkin involved somewhere in the pumpkin life. (Point A)

⦿  After instruction the student’s classified as advanced are able to color and assemble the correct order of a pumpkin’s life cycle. (Point B)

⦿  In the students pre-instructional assessment of a butterfly’s life cycle the student knew a butterfly played some part in it’s lifecycle. (Point C)

⦿  After instruction the student is able to correctly label and illustrate all stages in a butterfly’s life cycle. (Point D)

⦿  In their final work (Point E), the student is able to correctly illustrate each story frame to reflect an accurate frog life cycle. Within the text of their story the student also, identifies and explains each stage of the frog’s life cycle, in the correct order.

Advanced Point D

Advanced Point B

Advanced Point E

Advanced Point A & C

Exemplar