Ms. Maloy’s 2 nd grade class Our Lives tell a story…
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Transcript of Ms. Maloy’s 2 nd grade class Our Lives tell a story…
LIFE CYCLESMs. Maloy’s 2nd grade class
Teachers
Students
Our Lives tell a story…
Butterfly Frog
Butterflies have slender bodies, knobbed
antennae, and four colorful wings. Their wings are made of
hardened membrane, braced by veins. The
wings are covered by tiny, single colored scales. These scales create
intricate designs and patterns. They overlap
one another like the shingles on your roof.
Butterfly
The story of a Butterfly
Stage 1:I start out as an
egg…Butterflies lay
their eggs on
leaves, stems, or
other objects
that are near
food.
Stage 2: I turn into a caterpillar…
When the eggs hatch, a
caterpillar is born. The
caterpillar eats a large amount
of food and grows rapidly.
Stage 3: I make a chrysalis…
The caterpillar attaches to a twig or leaf and forms a hard outer shell called a chrysalis.
Inside the chrysalis, the
caterpillar changes into a
butterfly.
Stage 4: I turn into a Butterfly…
A fully grown adult butterfly
emerges from the chrysalis.
An adult butterfly only
lives for a short time. They will
fly, mate and reproduce.
Click each stage to complete the life cycle of a Butterfly
Stage 3
Stage 2
Stage 1
Stage 4
Frog Frogs or amphibians
spend part of their lives under water,
and part on the land. They have long,
powerful jumping legs and a very short
backbone. Frogs catch insects with their long sticky
tongues. They can also eat worms and
small fish.
The story of a Frog
Stage 1:I start out as an egg…
Frog eggs are laid in the water
Stage 2:I turn into a tadpole…
Tadpoles swim in the water and breathe using
gills.
Stage 3:I grow legs and turn into a
metamorph…
At 2-4 months, the almost mature
frog still has part of its tail, and
can now breathe air using lungs.
Stage 4: I grow into a frog
An Adult frog’s tail has
been reabsorbed by the body.
What does a frog eat?
Instructor Content
Arizona Science
Standards
NETS*T
Information Literacy
Standards
This is a supplemental activity that is aligned with content, technology, and
information literacy standards. ..
Tutorial Resources
End Tutorial
Begin Tutorial
Arizona Technology Standards
Arizona Science Standards
Concept 2: Life Cycles Life Science expands students’ biological understanding
of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.
Understand the life cycles of plants and animals. PO 1. Describe the life cycles of various insects. PO 3. Compare the life cycles of various organisms.
Arizona Technology Standards
Strand 1: Creativity and Innovation Concept 1: Knowledge and Ideas
Use technology to generate knowledge and new ideas. PO 1. Evaluate information to generate ideas. Strand 6: Technology Operations and Concepts Concept 1:
Understanding Recognize, define and use technology term, processes, systems
and applications. PO 1. Classify basic technology terms. PO 2. Apply knowledge of technology process terminology. PO 3. Identify and choose technology applications for a given
activity/project. Concept 2: Application Select and use applications effectively and productively. PO 1. Understand keyboarding techniques when using the
keyboard to type letters, numbers and special key functions.
NETS*TEffective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models forstudents, colleagues, and the community. All teachers should meet the following standards and
performance indicators. Teachers:1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance studentlearning, creativity, and innovation in both face-to-face and virtual environments. Teachers:a. promote, support, and model creative and innovative thinking and inventivenessb. engage students in exploring real-world issues and solving authentic problems using digital
tools and resourcesd. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtualenvironments2. Design and Develop Digital-Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativityb. develop technology-enriched learning environments that enable all students to pursue their
individual curiosities and becomeactive participants in setting their own educational goals, managing their own learning, and
assessing their own progressc. customize and personalize learning activities to address students’ diverse learning styles,
working strategies, and abilities usingdigital tools and resourcesd. provide students with multiple and varied formative and summative assessments aligned with
content and technologystandards and use resulting data to inform learning and teaching
Information Literacy StandardsStandard One
The information literate student determines the nature and extent of theinformation needed.Performance Indicators:1. The information literate student defines and articulates the need for
information.c) Explores general information sources to increase familiarity with the topicd) Defines or modifies the information need to achieve a manageable focuse) Identifies key concepts and terms that describe the information needf) Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information
2. The information literate student identifies a variety of types and formats of potential sources for information.Outcomes Include:
a) Knows how information is formally and informally produced, organized, and disseminatedb) Recognizes that knowledge can be organized into disciplines that influence the way information is accessedc) Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book
Tutorial Resources
EnchantedLearning.com
Butterfly life cycle pic: http://www.rupert.id.au/TJ853/index.php
Frog life cycle pic: http://www.ourclassweb.com/webquests_frogs_tasks.htm