Unit Plan - Animal Life Cycle - Vanessa Pereira
Animal Life Cycles - Unit PlanInstructor: Vanessa PereiraSubject: Grade 3 - ScienceUnit Title: Animal Life CyclesOverviewStudents will have a chance to learn deeply about the growth and development ofdifferent animals. Also, they will discover, connect and compare animal life cycle with thehuman being development since the earliest stages. By learning the different life cycles studentswill have a clear idea of the different animal needs including their social, environmental, foodand parental needs. Not only during the earliest stages of their life, but during youth and after ontheir adults stages. Equally important, the students will closely study the local animals’ life cyclefrom a wet land near by the school and the most well-known Canadian animals, bringing theirattention to life in their own community.In addition, when in contact with the animals’ life needs students will understand how theenvironment, its changes caused by the modern life is affecting the life or death of entire species.To finish, students will be invited to think about the possible environmental problems andsolutions to help stop animal extinction. They invite the learning community to think togetherand take prevention actions as well.Alberta Plan of Studies - Topic E: Animal Life Cycles:Source: Alberta Education – Elementary Science Plan of lemsci.pdfPage: B.15 to B.16Students learn about the growth and development of animals and discover that differentanimals have different life cycles. By observing the life cycle of one small animal from itsearliest stage to adulthood, students acquire a reference point for the study of other animals andcome to appreciate the beauty and fragility of life. Students learn that the egg, larva, pupa andadult stages that are characteristic of many insects represent a different life story from that of theegg, young, adult life cycle that is common to most vertebrate animals.In studying these animals, students learn about the changes in needs of the young as theygrow and develop and about the changing relationship between these animals and theirenvironment.General Learner Expectations - Students will: Describe the appearances and life cycles of some common animals, and identify theiradaptations to different environments.
Identify requirements for animal care.Specific Learner Expectations - Students will:1. Classify a variety of animals, based on observable characteristics; e.g., limbs, teeth, bodycovering, overall shape, backbone.2. Observe and describe the growth and development of at least one living animal, as theanimal develops from early to more advanced stages. The animal(s) should be from one or moreof the following groups: mammals, birds, fish, reptiles, amphibians or insects. Suggestedexamples include: gerbils, guppies, mealworms, tadpoles, worms, butterflies/moths. Additionalexamples from other animal groups might also be included: brine shrimp, isopods, spiders.3. Predict the next stages in the growth and development of at least one animal from each ofthe following groups: mammals, birds, fish, reptiles, amphibians and insects identifyingsimilarities and differences in their developmental sequences.4. Identify the food needs of at least one animal from each of the following groups: mammals,birds, fish, reptiles, amphibians, insects; and describe changes in how each animal obtains foodthrough different stages of its life.5. Demonstrate awareness that parental care is characteristic of some animals and not ofothers, and identify examples of different forms of parental care.6. Demonstrate awareness that animals require different habitats in order to meet their basicneeds of food, water, shelter and space.7. Recognize adaptations of a young animal to its environment, and identify changes in itsrelationship to its environment as it goes through life; e.g., tadpoles are adapted for life in anaquatic environment; adult frogs show adaptations to both terrestrial and aquatic environments.8. Identify examples of environmental conditions that may threaten animal survival, andidentify examples of extinct animals. 9. Recognize that habitat preservation can help maintainanimal populations, and identify ways that student actions can assist habitat preservation.9. Demonstrate knowledge of the needs of animals studied, and demonstrate skills for theircare.Source: Alberta Education – Elementary Science Plan of lemsci.pdfPage: B.15 to B.16
Class Profile:The majority of students come from middle class with good family support regarding material,research and community involvement. Also, most of the students are regular learners with greateagle to learn and experience new activities. The class has two IPP students. Those students willhave their needs accommodated during classes. Also, time to time a special educational assistantis available to help students that somehow are having difficult. The teacher is available all thetime to assist students.Weekly Course Schedule:DateClass TopicLearningOutcomesWeek1Class 1Introduction of the growth Life cycleanddevelopmentof Different animalsanimals – Life cycle.and their lifecycleActivitiesWhat I want mystudents to know?Discussion/Inquiryaboutlife cycle (pre-assessment)Introduction of the frog lifecycleActivity 1 - Reproducingthe frog life cycleDiscussion/Inquiry of howto write a science report(students will lead theconstruction of the criteriato write a good sciencereport)Activity 2 - Writing a froglive cycle reportClass 2Classification of a variety Group of speciesof animals, based on Habitatsobservable characteristics; Classificatione.g., limbs, teeth, bodycovering, overall shape,backbone,bones.Assessment Every livingthing has a lifecycleFrog life cycleWrite sciencereportWhat I want myDiscussion/Inquiryabout students to know?life cycle (pre-assessmentfrom class 1) Refresh theIntroductionofgrouplast class (frogspecies and habitatslife cycle)Butterfly life cycle Understandthat livingActivity 1 – Reproducing thethings arebutterfly cycle – In groupsdifferentstudents will brainstorm and Know theuse their understanding ofbutterfly lifethe butterfly cycle. Theycycle
will represent it in panel.(Before finalize the panelunderstand criteria for agood panel. Students areinvited to create their owncriteria of a good panel.Teacher can guide and showsample of good works panels)Activity 2 – Students willstart building a classcommunitychartwithdifferent animals and theirspecies classification.Material:Videos about life cycleFrog and butterfly life cyclepicturesCraft materialsRubric and examples of howto write a science reportSamples of panels andchartsWeek2Class 3Introduction of vertebraland intervertebral animals. Know how toclassifyCross Curriculum:Math – Classification(Statistics andProbability)ELA – Writing aboutscienceART – SelfexpressionWhat I want mystudents to know? Vertebral andIntervertebralDiscussion/Inquiryaboutlife cycle (pre-assessmentfrom class 1 and 2)Introduction of vertebraland intervertebral animalsconnecting the frog and thebutterfly.Activity 1 - Time to finishto write the science reportActivity 2 – Time to finishthe butterfly panelActivity 3 – Time to addmore information on theclass community chart. Sofar students will have frogsand butterflies information Refresh thelast classes(frog andbutterfly)Understandthat livingthings havedifferentstructuresKnow how toclassifyIntroduction ofVertebral andintervertebral
Class 4Animals will be studied ingroups: mammals, birds,fish, reptiles, amphibiansand insects. Species group Life cycleSuggested examplesinclude: gerbils, guppies,mealworms, tadpoles,worms, butterflies/moths.Additional examples fromother animal groups mightalso be included: brineshrimp, isopods, spiders.What I want myDiscussion/Inquiryabout students to know?life cycle (pre-assessmentfrom last classes) Refresh theChicken life cyclelast classesStudy of group species and(frog andhabitats connecting frogs,butterfly)butterflies and chickens Chicken lifecycleActivity 1 – Students will Understanddraw a chicken life cycle inthat livinga paper of sheet.things haveActivity 2 – Finalizing thedifferentbutterfly panelbackgroundsActivity 3 – Students will Know how toadd the chicken informationclassifyto the class community chart Connectanimal species.differentspecies, theirMaterial:backgroundVideos about life cycleand life cycleFrog, butterfly and chickenlife cycle picturesCraft materialsRubric and examples of how Cross Curriculum:to write a science reportMath - GroupsSamples of panels andMath – Classificationcharts(Statistics andExamples of vertebral andProbability)intervertebral animalsSpecies group examplesELA – Writing aboutChicken infographic papersciencesheet.ART – SelfexpressionWeek3Class 5Introduction of the egg,larva, pupa and adultstages.What I want mystudents to know? Different stagesof the life cycleDiscussion/Inquiryaboutlife cycles studied so far(pre-assessment from pastclasses) In group, analyse the classcommunity chart to find out Refresh thelast classes(frog, butterflyand chicken)Recognizelocal living
differences or connectionsbetween frogs, butterfliesand chickens.Activity 1 – Visit to the localwet lands to find out whatkind of animals live aroundthe school neighbourhood.Student will take picturesand make notes of localanimals.Examplesofpossible animals to be foundare ducks, birds and anykind of insects. thingsRecognize thatwhen theenvironmentchanges itaffects thelocal livingthings.Students will visit again thelocal wet lands in Spring toobserve the changes innature accommodating newanimals.Activity 2 – To wrap up theday students will gathered todiscuss what kind ofanimals and environmentthey saw at the wet landsand to discuss what possiblechanges will happens whenseason changes.Students will choose oneanimal found at the wetlands to be studied on thenext class. Total of 2 will bestudied.Class 6Prediction of the nextstages in the growth anddevelopment in an animallife cycle.Use of one animal fromeach of the followinggroups: mammals, birds,fish, reptiles, amphibians Prediction anddevelopment inlife cycleWhat I want myDiscussion/Inquiryabout students to know?cycles studied so far (preassessmentfrompast Refresh theclasses) and visit to the wetlast classeslands.(frog, butterflyIntroduction and study ofand chicken)the first wet land chosenand wet landsanimal.animals Recognize that
and insects to identifysimilarities and differencesin their developmentalsequences.Introduction of mammals.Studentswillchoosebetween a few optionswhich animal they want tostudy next. (includes ahuman baby)Students will choose thesecond wet land animals tobe studied. No repetitions.Activity 1 – In small groupsstudentswillanalyzepictures of the wet lands andproducetheirowninfographic of the animallife cycle. They will nothave a specific animal. Theidea is that the studentsunderstand what is incommon that helps anyanimal to survive. They willhave to think in key wordsfundamental in an animallife. They will answer thequestion: What an animalneeds to live? living thingsneed a specificenvironment todevelopKnow themammals livecyclePredict nextstages ingrowth anddevelopmentfrom frogs,butterflies,chickens, wetland animalsand mammalsActivity 2 – Students willadd more information in theclasscommunitychartanimal (mammals and thewet land animal).Material:All other materials used onthe last classesVolunteers to help with thewet lands visitIPad or camerasWet lands animals picturesand videosStudent pictures from thewet landsMammals pictures andvideosCross Curriculum:ELA – Writing aboutliving thingsSocial Studies –Communities in theworldART – taking pictures
Week4Class 7Identification of the food Species groupneeds of at least onefood needsanimal from each of thefollowinggroups:mammals, birds, fish,reptiles, amphibians andinsects describing changesin how each animalobtainsfoodthroughdifferent stages of theirlife.What I want mystudents to know?Discussion/Inquiryaboutcycles studied so far (preassessmentfrompastclasses) and visit to the wetlands.Introduction and study ofthe second wet land chosenanimal.Introduction and study ofthe mammal chosen by thestudents.Activity 1 – Students willadd information on the classcommunity chart animalspecies of the second wetland animal and themammal chosen to bestudied. Also, students willadd extra information theyfound on the Activity 1class 6. What an animalneeds to live?Activity 2 – Students willwrite about the wet landvisit. Refresh thelast classes(frog, butterflyand chicken)and wet landsanimalsRecognize thatliving thingshave differentneedsKnow themammals livecyclePredict nextstages ingrowth anddevelopmentin differentspeciesCompare andunderstanddifferent needsfor each speciestudied so farActivity 3 – Student will useIPad Apps or Smart board toplay a mammals gameMaterial:All other material used onthe last classesWet lands animals picturesand videosStudent pictures from thewet landsMammals pictures andvideosSpecies chart to demonstrateCross Curriculum:ELA – Writing aboutliving thingsSocial Studies –Communities in theworldART – taking pictures
which animals had alreadybeen studiedWeek5Class 8Introduction of animalparental care and itscharacteristics.What I want mystudents to know? Animal ParentalCareDiscussion/Inquiryaboutcycles studied so far (preassessmentfrompastclasses) and visit to the wetlands.Introduction of some of theCanadian mammals tion of the humanmammal. Activity 1 – Students willhave a Canadian mammal’spicture and in group willwrite a list of theircharacteristics, food needs,environment, and parentalneeds. Every group willpresent their discovery andthe information will beorganized in a panel malsRecognize andcompare thecare thatanimal needs.Comparehuman beingto animalsPredict nextstages ingrowth anddevelopmentin mammalsActivity 2 – The class willbrainstorm the needs andcharacteristics of a babyhuman. The informationwill be added to the classcommunity chart.Class 9Introduction of animalhabitats. Recognizingadaptations of younganimals to theirenvironment, andidentification of thechanges in their Habitats Environments Relationships andconnections withlife cycleWhat I want myReview all animal life students to know?cycles studied so farconnecting every animal Differentwith their adult life cycle.animalshabitats andIntroduce the animal classestheirtable. Classify all animalsenvironments
relationship to theirenvironment as it goesthrough life.studied with the table andadd all the extra informationon the class communitychart life cycle animal.The focus of this class is toleadthestudenttounderstand what happenswith the animal when itgoes to the young or adultsphase. Predict nextstages ingrowth anddevelopmentin mammalsActivity 1 – Student willstart writing a story with thetheme: “If I were a babyliving in the forest.”To the next classes studentswill decide from the classtable animals which animalthey want to study next.Must be an animal notstudied yet.Class 10 EnvironmentIdentification ofconditionsenvironmental conditions Process ofexamples that mayextinctionthreaten animal survival oreven threaten theirextinction.Introduction of environment What I want myconditions that may threaten students to know?animal survival EnvironmentsStudents will check the listthat mayof animal threaten or inthreaten orextinctionextinct animals Students willStudents will have anknow whichoutlook of the animal fromanimals are inthe class table chosen in thedangerousprevious class Students willstart thinkingActivity 1 – In small groupsin problemsstudents will brainstorm aand solutionslist of possible problems offor helpthe animal extinction issueanimals inextinctionActivity 2 – Time to finish
the writing: “If I were ababy living in the forest.”Class 11Recognizing that habitatpreservation can helpmaintain animalpopulations.Class 12Discuss with studentactions that can assisthabitat preservation. Preservation AnimalPopulation Actions to habitatPreservationWhat I want myDiscussion/Inquiryabout students to know?environment conditions thatmaythreatenanimal Problems cansurvival.have a solutionwhen theActivity 1 – Base on the listcommunitywritten in the previous classthink togetherwith problems that mayto solve thecause animal extinctionproblemstudents will propose a list It is necessaryof possible solutions for theto make theproblem. Every small groupcommunitywill take the stage andaware of thepresent their best idea. Theproblem andclass will then write a listproposewith the solution ideas.solutionsStudents will invite othersclasses to read their list. Thelearning community will beinvited to be aware of theclass list in pros to solve theanimal extinction.Discussion/Inquiry refresh What I want myaboutenvironment students to know?conditions that may threatenanimal survival. Students willstart thinkingIntroductionofmajorabout theproblems that may causemajoranimal extinction, such asenvironmentallack of clean water,issues thatretraction of natural habitataffects animal
by excessive use of the landto agricultural propose orincrease of population inneed of living space.extinctionThis last class of this unit isan introduction of a possibleextension of the theme:recycle, forest sumption and etc.Material:All other material used onthe last classesWet lands animals picturesand videosStudent pictures from thewet landsMammals pictures andvideosSpecies chart to demonstratewhich animals had alreadybeen Pictures and videos aboutthe baby developmentAnimal class chart, picturesand videos.List of animal threaten or inextinctionCross Curriculum:ELA – Writing aboutliving things,storytelling and freewritingSocial Studies –Communities in theworld, Global Citizen
Materials: Videos about life cycle Frog, butterfly and chicken life cycle pictures Craft materials Rubric and examples of how to write a science report Samples of panels and charts Examples of vertebral and intervertebral animals Species group examples Chicken infographic paper sheet. IPad Apps or Smart board to play games Wet lands animals pictures and videos Student pictures from the wet lands Mammal pictures and videos Species chart Chart with Canadian Animals Pictures and videos about the human baby development Animal class chart, pictures and videos. List of animal threaten or in extinction Any other relevant materialAssessment:Students will be assessed in the beginning of each class when in group teacher brings thediscussion to refresh their memory about last class’s content. Also, learning proof will beproduced during the classes and will be used as learning assessment. Examples of learning proofare: Reproduction of life cyclesClass discussion/Inquiry of how promote learningStudents will lead the construction of the criteria to write a good science report, create apanels, charts, lists, write storiesWriting live cycle reportsGroup work to represent ideas, connect ideas and information, produce materialDrawingsClass community chart and panelsCollection of data through observation of each individual’s work, pictures and notetakingVisit to the local wet lands to find and observe local animals living aroundTeacher observationWriting with specific purpose
Curriculum ConnectionsMATH – Classification (Statistics and Probability)ELA – Writing about science, writing about living things, Free and imaginative writingART – Self-expression, art production, taking picturesSOCIAL STUDIES – Communities in the world, Global CitizenReference:Alberta Education – Elementary Science Plan of lemsci.pdfAlberta Education – Elementary Mathematics Plan of Studies:http://education.alberta.ca/media/8
life cycle (pre-assessment from class 1) Introduction of group species and habitats Butterfly life cycle Activity 1 – Reproducing the butterfly cycle – In groups students will brainstorm and use their understanding of the butterfly cycle. They What I want my students to know? Every living Frog life cycle Writescience students to .
life cycles. Table of Contents Apple Chain Apple Story Chicken Life Cycle Cotton Life Cycle Life Cycle of a Pea Pumpkin Life Cycle Tomato Life Cycle Totally Tomatoes Watermelon Life Cycle . The Apple Chain . Standards of Learning . Science: K.7, K.9, 2.4, 3.4, 3.8, 4.4 .
2.1 Life cycle techniques in life cycle sustainability assessment 5 2.2 (Environmental) life cycle assessment 6 2.3 Life cycle costing 14 2.4 Social life cycle assessment 22 3 Life Cycle Sustainability Assessment in Practice 34 3.1 Conducting a step-by-step life cycle sustainability assessment 34 3.2 Additional LCSA issues 41 4 A Way Forward 46
animal. Say the good qualities of the 2nd place animal over the 1st place animal. List why the 2nd place animal does not win the class. (bad qualities) Say why 2nd place animal beats 3rd place animal by stating only the good qualities of the 2nd place animal. Say the good qualities of the 3rd place animal over the 2nd place animal.
Grade 4 Unit L.1 Diversity of Habitats and Living Things 18 Unit 3: Lesson 1: Life cycles of living Organisms - Life cycle of humans - Life cycle of animals - Life cycle of plants By the end of this unit you should: Know that living organisms produce young. Recognize the main stages in the life cycle of -Humans -Animals
Insect Life Cycle Level L 5 6 These animals have a different kind of life cycle. A life cycle is the series of changes an animal goes through during its life. Insects have fascinating life cycles. Some insects have a four-stage life cycle. The insect lives as an egg, larva (LAR-vuh), pupa (PYOO-puh), and an adult. Others have a three-stage life
4.UNEP/SETAC (2011). Global Guidance Principles for Life Cycle Assessment Databases. UNEP/SETAC Life-Cycle Initiative. ISBN: 978-92-807-3021-. 5.UNEP (2003). Evaluation of environmental impacts in Life Cycle Assessment, Division of Technology, Industry and Economics (DTIE), Production and Consumption Unit, Paris. 6.ISO 14040 (2006).
Life Cycle Impact Assessment—phase of life cycle assessment aimed at understanding and evaluating the magnitude and significance of the potential environmental impacts for a product system throughout the life cycle of the product. Life Cycle Interpretation—phase of life cycle assessment in which the findings of either the
Archaeological Investigations and Recording 1994-2011 by David James Etheridge with scientific analysis by Dr David Dungworth Avon Archaeological Unit Limited Avondale Business Centre, Woodland Way, Kingswood, Bristol, BS15 1AW Bristol 2012 Illustration taken from the ‘Annales des Mines” Vol 10, dated 1825 . William Champion’s Warmley Brass and Zinc works, Warmley, South Gloucestershire .
