Amazing Animals
Unit 1
Second Grade
Writers:
Kim Newman
Jill White
1
I.
Second Grade
II:
Animal Life Cycles
Competency Goal 1 : The learner will conduct investigations and
build an understanding of animal life cycles.
III.
Length of time: 9-11 Weeks
IV.
Major Unit Goal/Learning Objectives
The learner will observe and conduct investigations relating to the life
cycles of various animals. The focus for second grade students is to
observe various insects, frogs, and/or guppies over a period time to
make predictions and understand changes. Changes vary in different
species involving complete and incomplete metamorphosis.
Changes can be measured in timelines. The strands provide a
context for teaching the content goals.
V.
Objective Chart
Unit Title: Animal Life Cycles
Number of Weeks: 9 -11
Number Competency or Objective
RBT Tag
1.01
Describe the life cycle of animals including:
B2
 Birth
 Developing into an adult
 Reproducing
 Aging and death
1.02
Observe that insects need food, air, and space to
A2
grow
1.03
Observe the different stages of an insect life cycle
B2
1.04
Compare and contrast life cycles of other animals
B4
such as mealworms, ladybugs, crickets, guppies or
frogs.
2
VI.
NC English Language Proficiency (ELP) Standard 4 (2008) for Limited
English Proficiency Students (LEP):
English Language Learners communicate information, ideas, and concepts
necessary for academic success in the content area of Science.
For your students that use English as a second language (ESL),
some modifications are:
 Write words on sentence strips or index cards with the
definition. Put pictures next to the word for a word/visual
association.
 Have the ESL student buddy with someone during the
activities.
 When doing experiments that require recording data, have
the non-ESL do the writing with the ESL student verbally
participating.
 To incorporate the ESL students language, you could have
the name of what you are doing in English as well as their
language. The non-ESL students will be learning a new word
for something in a different language and the ESL student
will feel more involved/empowered.
VII. Materials/Equipment
This is a list of all the materials necessary for the activities in this unit.
What you need of each item is also listed at the beginning of each lesson
plan.
LEP Modification: It is recommended that you provide a realia shelf in
the classroom. Place items to be used in each lesson on it, and label the
item; for example, hand lens, dropper, measuring tape, thermometer,
and compass. Leave the items there for the duration of the unit.
Baby pictures of children in your class as well as yourself
Black Stamp Pad
Bug boxes (or clear cups, plastic wrap, rubber bands)
3
Butterfly cultures
Butterfly habitat
Calendar
Carolina Biological
Chart paper
Clear Containers w/ lids
Clipboards
Compass (for drawing)
Construction paper
Cornmeal
Cotton balls
Crayons
Crickets
Droppers
Fertile eggs
Fish
Frogs
Frog Eggs
Glue
Green Stamp Pad
Hand lens
Hula Hoops
Incubator
Index cards
Insect Adoption Certificate (attached)
Markers
Mealworms
Measuring Tape
Observation trays
Old magazines to cut up
Paper
Paper plates
Pasta (rotini, elbows, couscous, bow ties)
Pencils
Permanent marker
Plastic cups
Potato or Apple
Science Notebook
Scissors
4
Sentence Strips
Spring Water
Sugar
Tadpole food
Thermometer
Water
Wheat bran, oatmeal or wheat germ
VIII. Big Ideas
a. Systems, order and organization
b. Evidence, models and explanation
c. Constancy, change and measurement
IX. Unit Notes
This unit is designed to take 9 – 11 weeks. Some lessons and experiments
may take several days to complete. Pace it as you need to depending on
your classroom and children. All experiments need to be set up ahead of
time. All examples need to be tried by the teacher before doing it with the
students. Depending on your student population and access to materials,
you may want to make a finished product ahead of time to show them.
Some examples of a finished product need to be put together ahead of
time. Materials can be modified and changed as necessary. Be sure you
have all rules in place before an experiment begins. This unit is designed
to be interactive and fun. A book is a great lead in for a lesson or an event
to motivate students or create interest in the topic during the engagement
stages. Using fiction is great for young children to peak their interest.
When using non-fiction be careful not to give too much information. You
will want students to discover as much as possible on their own.
Vocabulary:
The vocabulary in this unit is intended to introduce the students to new
science related terminology. It is mainly for exposure and does not need to
be taught in isolation. It will be in bold face print throughout the unit. Help
your children incorporate the words in their daily studies in verbal, pictorial,
and written form. Vocabulary can also be introduced during explanation
activities.
5
6
X.
Global Content
NC SCS
Grade
21st Century Skills
Activity
Communication Skills
1.01
1.02
1.03
1.04
Conveying thought or opinions
effectively
All lessons
1.01
1.02
1.03
1.04
When presenting information,
distinguishing between relevant
and irrelevant information
All Lessons
1.01
1.02
1.03
1.04
Explaining a concept to others
All Lessons
Interviewing others or being
interviewed
Not applicable
Computer Knowledge
1.01
1.03
1.04
Using word-processing and
database programs
Not applicable
Developing visual aides for
presentations
Not applicable
Using a computer for
communication
Interactive Assessment
Learning new software programs
Not applicable
7
Employability Skills
1.01
1.02
1.03
1.04
Assuming responsibility for own
learning
All Lessons
1.01
1.02
1.03
1.04
Persisting until job is completed
All Lessons
1.01
1.02
1.03
1.04
Working independently
All Lessons
Developing career interest/goals
Not Applicable
Responding to criticism or
questions
All Lessons
1.01
1.02
1.03
1.04
Information-retrieval Skills
1.01
1.03
Searching for information via the
computer
Lesson C, Lesson F, Lesson H
1.01
Searching for print information
Lesson A
Searching for information using
community members
Not applicable
Language Skills - Reading
1.01
1.02
1.03
1.04
Following written directions
All Lessons
Identifying cause and effect
Not applicable
8
relationships
1.03
Summarizing main points after
reading
Lesson H
1.01
Locating and choosing
appropriate reference materials
Lesson A
1.03
Reading for personal learning
Lesson H
Language Skill - Writing
1.01
1.02
1.03
1.04
Using language accurately
All Lessons
1.01
1.02
1.03
1.04
Organizing and relating ideas
when writing
All Lessons
1.03
Proofing and Editing
Lesson G
Synthesizing information from
several sources
Not applicable
Documenting sources
Not applicable
Developing an outline
Not Applicable
Writing to persuade or justify a
position
Not Applicable
9
Creating memos, letters, other
forms of correspondence
Not Applicable
Teamwork
1.01
1.02
1.03
1.04
Taking initiative
All Lessons
1.01
1.02
1.03
1.04
Working on a team
Lesson C, Lesson E, Lesson H,
Lesson I, Lesson J
Thinking/Problem-Solving
Skills
1.01
1.02
1.03
1.04
1.01
1.02
1.03
1.04
Identifying key problems or
questions
All Lessons
Evaluating results
Not applicable
Developing strategies to address
problems
All Lessons
Developing an action plan or
timeline
Not applicable
ELDSCS: English Language Learners communicate information, ideas,
and concepts necessary for academic success in the content area of
science.
10
Animal Life Cycles Unit Content Overview
Animals have characteristic structures and behaviors and go through life
cycles. This includes birth, developing into an adult, reproducing,
aging, and death. Animals need air, food, water, and space. There are
different stages of development in the life cycle in different species and
comparisons can be made with animals such as mealworms, ladybugs,
crickets, guppies, or frogs. At the beginning of each lesson you will find
more information on the specific species and it’s cycle of development.
Resources and Children’s Books
I Wonder Why Caterpillars Eat So Much
& Other Questions about Life Cycles
(I Wonder Why)
Pond Life (Cycles of Life)
Egg to Bird (Cycles of Life)
The Life Cycle of a Grasshopper
(Life Cycles)
The Life Cycle of the Rabbit
(Life Cycles)
The Life Cycle of a Butterfly
(The Life Cycle Series)
The Life Cycle of a Butterfly
The Frog (Life Cycles)
The Butterfly (Life Cycles)
The Kangaroo (Life Cycles)
The Green Turtle (Life Cycles)
Belinda Weber
Carolyn Scrace
Mark Bergen
Carolyn Scrace
Lisa Trumbauer
Gail Saunders-Smith
Lisa Trumbauer
Gail Saunders-Smith
Bobbie Kalman
Margaret Amy Reiach
Clare Hibbert
Diana Noonan
Diana Noonan
Diana Noonan
Diana Noonan
11
Lesson A
TITLE
You’ve Changed!
NCSCOS
1.01 Describe the life cycle of animals including:
Birth
Developing into an adult
Reproducing
Aging and death
Language (ELP) Objectives for LEP students: Student will be able to:
 Match illustrations of life cycles of animals with vocabulary word
cards.
 Use vocabulary word cards to describe animal life cycles
 Point to appropriate stages of life cycles when prompted with a
question.
CONTENT BLAST
All animals go through changes in life. Life cycles begin at birth and
changes take place as development toward adulthood occurs. Humans
are born live, rely on their parents for growth and development, and are
dependent on others for survival. Stages of reproducing occur as does
aging and ultimately death. Prior to death it is possible that the species
has reproduced and the cycle begins again.
PROCESS SKILLS
Observing
Classifying
Inferring
Communicating
MATERIALS
12
Baby pictures of children in your class as well as yourself
Old magazines to cut up
Chart paper
Marker
Construction paper
Glue
Scissors
5E LESSON PLAN
Engage
Display students’ baby pictures on a bulletin board with their names under
them. Include yours also. Discuss the differences between baby humans
and adults. Ask students to give you some words they might use to
describe people at different ages. Pose the question, “What are the
stages of development for humans”? {Note to teacher: Look for words
such as two months, six months, six years, twenty years, baby, toddler, kid,
teenager, grown-up, adult, etc.} Offer suggestions if needed. Write these
words on a chart.
Explore
Give students old magazines to cut pictures from, showing people at
different stages of development. Have them put the pictures in order
from youngest to oldest and glue them to a sheet of construction paper.
Explain
Discuss findings with students. Have them explain why they selected the
pictures they did and why they put them in the order they chose. Use this
opportunity to introduce specific vocabulary such as, development, aging,
growing, and changing.
LEP Modification: Entering, Beginning, and Developing LEP students
will need to practice these terms and subsequent vocabulary
pronunciations to be able to participate in any speaking activity. Draw or
post pictures on board to visualize the human stages of development as
they are discussed
Elaborate
13
Ask students to think of other animals who change similarly to humans.
Discussion should lead to puppies, kittens, and baby birds. Discuss with
the class how puppies, kittens, and baby birds differ from adult dogs, cats,
and birds. After this discussion, ask students if there is anything that goes
through changes different than what we have already talked about. Write
answers on chart.
Evaluate
Papers with pictures attached.
Accurate use of vocabulary in discussion.
(Do students use the vocabulary correctly during group discussion?)
Make anecdotal notes.
LEP Modification: For Entering, Beginning, and Developing LEP
students, demonstration and illustration are the best forms of
assessment. Other alternatives might include: ordering pictures in an
array; receptive assessments, such as pointing to parts named by the
teacher; answering Yes/No questions; labeling, or one-word answers.
Lesson B
TITLE
I’m Breaking Out – Animals that hatch from Eggs
NCSCOS
1.01 Describe the life cycle of animals including:
Birth
Developing into an adult
Reproducing
Aging and death
Language (ELP) Objectives for LEP students: Student will be able to:
 Utilize appropriate vocabulary to explain the process of birth for
animals that hatch from eggs (list of highlighted word in Content
Blast)
 Use recorded data on a calendar to discuss the changes in
temperature and humidity in the incubator.
CONTENT BLAST
All animals go through changes in life. Life cycles begin at birth and
changes take place as development toward adulthood occurs. Some
14
animals hatch from eggs. Birds lay eggs. If the eggs are fertile and taken
care of they will hatch. The baby chicken almost immediately begins to eat
and drink on it own and is not dependent on the parents for support. If the
chick reaches adulthood, stages of reproducing occur as does aging and
ultimately death. The incubation period of chickens is 21 days.
PROCESS SKILLS:
Predicting
Observing
Classifying
Inferring
Communicating
MATERIALS
Fertile eggs ( contact local Cooperative Extension Office)
Incubator (contact local Cooperative Extension Office)
**Incubators and fertile eggs can also be purchased from Carolina
Biological
Thermometer
Water
Pencil
Calendar
LEP Modification: Add a calendar, thermometer, and a picture of an
incubator to the realia shelf.
{Note to teacher: Prior to this activity, know where you are going to
place the incubator in the classroom. It will need to remain in this same
spot for the entire time. It will also need to be where it can be plugged
in. Set up the incubator a day ahead of time so that you will have time
to adjust the temperature. This way it will be warm when students set it
up with your help.} While this lesson can be taught using models and
pictures it is more effective to use the real thing. Students are amazed
at seeing the developing embryo when the egg is candled. They are in
awe when the eggs hatch and they see life emerge from the cracked
egg.
15
5E LESSON PLAN
Engage
Bring your eggs to school in a box. Ask students what they think is in the
box. You might have to give students clues until they guess eggs. (Hints to
give: It is oval shaped. It is white or sometimes brown. People can eat it.
It can grow into something. Birds lay them.) Show students the eggs and
tell them they are going to watch them develop. Ask the question, “What do
you think will hatch from this egg”? Depending on the type of eggs you get,
the size helps them determine based on their prior knowledge what will
hatch.
Explore
LEP Modification: Entering, Beginning, and Developing LEP students
should work with a partner for this part of the lesson in order to be
successful.
Have students work in their groups and decide how they might hatch the
eggs you brought in. Do they need to build a nest? Do they need an adult
bird? Allow about 10 minutes of discussion and have students write down
their ideas on paper. You will need to have students come back together
as a group to help with the setting up of the incubator since you will only
have one in the classroom. At this pointl ask the students to tell you what
the incubator needs to provide for the eggs so they will hatch. List their
responses on a chart. Hopefully, with your guidance, they will list things
such as heat, moisture, and thermometer. Students can help you set up
the incubator by placing the water in the bottom of the unit, marking the
eggs for turning, placing the thermometer in the incubator and placing
the eggs inside. Since you will only set up one incubator you might want
to call on different students to help. As the other students observe they
should be thinking about how they will draw their diagram of the incubator
in their science notebook and label the parts.
First, place the incubator on an even surface where it will need to remain
for the next 3½ weeks. Add water to the bottom of the incubator channel
or as directed by the manufacturer. Then the wire rack should be placed in
16
the incubator. Lay the thermometer on the rack where the eggs will lay
also. Mark an X on one side of each egg and an O on the other side of
each egg using a pencil. NOTE: Markers will permeate through the shell
and kill the embryo. Place the eggs in the incubator with all the X’s up.
Place the cover on the incubator and it should already be plugged in.
Check the temperature and make adjustments to keep a steady
temperature of 100 degrees. Hopefully you will not need to adjust much
since you have already had the incubator plugged in for a day or two to
regulate the temperature.
LEP Modification: For the EXPLAIN and ELABORATE activities, assign
the LEP student a partner to work with for support to assure clear
understanding. Be sure any important words for the lesson are posted on
a white board or on chart paper to scaffold learning.
Explain
In nature the mother chicken or the hen lays eggs and sits on them to
keep them warm until they hatch. Only fertile eggs will hatch. The eggs
you buy in the grocery store will not hatch. We are using an incubator
that will keep the eggs warm. The mother chicken also turns the eggs
during the day so we will have to do this twice a day for the next 19 days.
Since we cannot open the eggs we will look inside them with a light to
check on our babies. This is called candling. Candle the eggs this first
day and record on a chart what, if anything, you can see. Whether
anything is visible at this time will depend on the developmental stages of
the chick.
Elaborate
You will candle the eggs each week up until the 18th day. At that time you
will not candle or turn the eggs any more. Continue to record on the chart
the development which is observed. You can use a simple calendar that
is copied for each student. The eggs should be turned each morning and
each afternoon. This is something you can get students to do if you feel
they are responsible enough to do so. Some years they can and other they
can’t. Keep a chart that is initialed each time the eggs are turned. Again a
calendar beside the incubator will work well. You might want to assign
students certain days to take care of this. Do not worry that they are not
turned on the weekends. The eggs should be okay.
17
You can also keep a chart of the temperature and humidity in the
incubator each day on a calendar. Include a calendar in their science
notebook to record daily readings. This way students will get practice
reading a thermometer and recording data.
While waiting for the eggs to hatch have student’s research different
types of birds and the size eggs they lay. Compare the sizes of eggs.
They can make books that show eggs from the smallest to the largest and
label a drawing of the egg to scale with the name of the bird that lays the
egg. This book can be a simple folded accordion style book.
Students need to set up a brooder box for the chicks when they hatch.
Place birdcage paper in the bottom of the box. Sprinkle some pine
shavings in the bottom. Clip the light to the side of the box and angle it into
the box to keep the babies warm. Provide water and food for the chicks.
(Hint: Place marbles in a shallow water dish. This will prevent the chicks
from drowning).
Evaluate
Accurate reading of thermometer
Recording data on a calendar
Egg size book and research
Use of vocabulary that was introduced in the lessons
LEP Modification: The Evaluate section of this lesson may require
alternatives to discussion. Those alternatives might include:
ordering pictures in an array; receptive assessments, such as pointing to
parts named by the teacher; answering Yes/No questions; labeling, or oneword answers.
Lesson C
TITLE
Frog eggs to Frog legs
Life cycle of the frog.
NCSCOS
1.01 Describe the life cycle of animals including:
Birth
Developing into an adult
18
Reproducing
Aging and death
Language (ELP) Objectives for LEP students: The student will be
able to:
 Name and label the stages in the frog life cycle.
 Write two or three facts about a frog species.
CONTENT BLAST
All animals go through changes in life. Life cycles begin at birth and
changes take place as development toward adulthood occurs. Stages
of reproducing occur as does aging and ultimately death when the cycle
begins again. Some animals hatch from eggs. Unlike chicken eggs, frog
eggs are laid and hatch in water since they are amphibians.
PROCESS SKILLS
Predicting
Observing
Classifying
Inferring
Communicating
MATERIALS
Frog eggs (Carolina Biological or sometimes you can find them in ponds)
Observation aquariums (small clear plastic containers)
Spring Water (purchased at the grocery store)
Tadpole food (Carolina Biological or local pet stores)
Hand Lens
(Determine the number of groups you will have your student work in and
plan on materials for each group).
LEP Modification: Add a hand lens and an “aquarium” to the realia shelf
and label them.
Any vocabulary critical to this lesson should be posted.
5E LESSON PLAN
Engage
Bring in frog eggs. What do you think these eggs will become? When the
eggs hatch where will they live? Discuss why they think they will be certain
19
animals. Make a list of the animals students give you. Classify the types
of animals students give in categories such as egg layers or live birth if
necessary. You may need to classify as eggs laid in water, eggs laid on
land or in a nest
Explore
Divide students into groups. Have each group make observation of the
eggs in their container. They will need to label containers with their group
name to be identified at a later date. Students observe eggs and make
recordings in their science notebooks. As you move from group to group
ask questions to probe further thinking. Allow students about 15 to 20
minutes to observe and discuss their findings. They will need to be
reminded to make entries in their science notebooks. Make sure they draw
the eggs and label the parts.
LEP Modification: Group and partner activities are good ways to support
the LEP student for observations and recording data. Illustrating and
labeling are also excellent activities. Discussion may be limited to oneword answers or receptive assessment where the teacher asks the
student to point to the frog eggs. Use graphic organizers (T-charts, Venn
Diagrams, etc) to support visualization and comprehension during
comparison activities.
Explain
In nature frogs lay eggs in shallow water. The classroom habitat will
almost be the same except on a smaller scale. Discuss with students that
water needs to be replaced using spring water and not water from the tap
since it is purified. The chemicals will kill the eggs and the tadpoles will
not hatch. Students will observe the eggs daily until they hatch. When
they hatch the process of metamorphosis continues as we observe the
transformation into frogs. The different stages include: egg, tadpole,
and frog. Discuss what students have learned during their observations
and allow them to share entries in science notebooks. Question children
about their observations. Make predictions about how long the process
of metamorphosis will take for frogs. It will take approximately 10 - 11
weeks.
LEP Modification: Student should work with a partner and write two or
three facts about their species. Allow students the use of visuals (realia,
charts, graphic organizers, etc.) from lesson to help generate ideas for
writing.
20
Elaborate
After the cycle is complete students can make paper plate life cycles for
frogs. (Directions are attached)
Research species of frogs and submit a report. You could have students
choose a frog species and provide the common name, the scientific name,
the habitat in which this species lives. They can also provide two or three
facts about their species.
Another alternative to this lesson is to purchase the complete frog life cycle
from the Grow a Frog company. It includes the frogs at each stage of
development for students to observe. When time is limited this might be
the best possibility. One set can be purchased and placed on a cart and
the cart can be rotated throughout the grade level. Additional activities can
be placed on the cart as well to include reading, writing, and math.
Worksheets can be made interactive by laminating and using Velcro in
place of gluing and dry erase markers in place of pencils. Make a set of six
for center activities.
Evaluate
Science Notebook
Use of Vocabulary introduced in the lesson as well as previously introduced
inquiry vocabulary
Research reports
LEP Modification: Use of vocabulary will be limited for the Entering,
Beginning, and Developing LEP student. Accept one-word answers or
short phrases, and illustrations.
Lesson D
TITLE
What does it need?
Setting up a habitat for a living creature (Mealworms)
NCSCOS
1.02: Observe that insects need food, air, and space to grow.
Language (ELP) Objectives for LEP students: Student will be able to:
 Tell what animals need to live.
 Describe and label a diagram of a habitat.
21
CONTENT BLAST
All animals need a place to live, food, and water. These places are called
habitats. Different animals live in different places. Insects can live in
many places including the grass, the ground, or in water. Fish live in
water. Frogs live in water and then on land. In nature animals have to
compete with other animals for food. As pets or in captivity animals are
fed by their owners.
PROCESS SKILLS
Predicting
Observing
Classifying
Inferring
Communicating
MATERIALS
Plastic Cups (one for each student)
Permanent marker
Wheat bran, oatmeal or wheat germ
Potato or Apple
Mealworms
Hand Lens
Insect Adoption Certificate for each student (attached)
5E LESSON PLAN
LEP Modification: Entering, Beginning, and Developing LEP students
should work with a partner for this entire lesson to ensure support and
correct completion of activities. Illustrate vocabulary words.
Engage
Ask the question, What do all animals need in order to live and grow?” List
answers on board or on chart paper. After students have given you a list
make sure they have included food, air, and space. Tell students they are
going to adopt an insect but they will need to set up a place for this insect
to live. Tell them this place is called a habitat. Ask students, What will this
22
insect need to survive? Have them write their prediction in their mealworm
booklet. (The “My Mealworm” booklet format is attached. This booklet will
be used for the following lesson also and throughout the life cycle study of
the mealworm).
Explore
Provide students with the materials they need to set up a habitat to
observe a mealworm for several weeks. Place the materials on a table in
a buffet style and students gather the materials they need when needed.
Students should assemble the habitat by using materials you provide to
make sure they are not doing anything that will harm the mealworm. IYou
will probably prefer to give them access to the materials for safety and time
constraint issues rather than let them decide what is needed so you are not
purchasing off the wall materials. If you provide cups, lids are optional
since the insect will not be able to get out of the cup. If you use lids they
will need to punch hole in the lid for air by using a push pin.
After habitats are set up let students choose a mealworm. At this time, I
allow them to observe the mealworm using a hand lens. They also give
their mealworm a name and sign an adoption certificate (located in the
resource section of this unit). Allow students to make observations and
make entries in their journal. Put all mealworms in their habitat and place
in a safe place, but where students can check on them daily and record
observations in science notebook.
Explain
After entries in the mealworm booklet are complete come together as a
group to discuss findings and observations. Have students share the
diagrams they drew in the booklet. The diagram should be of the habitat
and labeling of the specific parts included. Talk about what animals need
to live and grow. Air, water, and food are essential. They also need a
space to live or habitat. This is sometimes a good time to read a book and
talk about what they have learned about insects.
LEP Modification: Drawing and labeling are excellent activities for LEP
students to show comprehension of content. Be sure to have spellings of
vocabulary posted.
23
Elaborate
The mealworm booklet includes different activities to do with the
mealworm as this inquiry into its life cycle progresses. Lesson F goes into
the details of the lesson on the life cycle of the mealworm. Each week we
do one of the lessons in the book and students have a guide to take home
at the end of the project.
Ask students to think of different habitats for animals. Show them
pictures of animals and ask them to name the habitat in which that
particular animal would live. I would suggest you get pictures or animals
native to your particular area. These could be cut from magazines or
retrieved from the internet and printed. Laminate them for future lessons.
Make sure you have word labels for each picture.
LEP Modification: Labeled visuals of different habitats would support
this activity. Examples could be: nests in trees, burrows underground,
habitats inside fallen trees, lairs in woods, or caves. Use graphic
EP
organizers for comparing habitats.
Evaluate
Verbal answers given during discussion
Accurate set up of habitat
LEP Modification: Evaluation of this lesson may require alternatives to
discussion. Those alternatives might include:
ordering pictures in an array; receptive assessments, such as pointing to
parts named by the teacher; answering Yes/No questions; labeling, or oneword answers.
Lesson E
Follow that Bug!
NCSCOS
1.02: Observe that insects need food, air, and space to grow.
Language (ELP) Objectives for LEP students: Student will be able to:
 Illustrate and describe observations of an animal in its natural
habitat.
24
CONTENT BLAST
Insects in nature live in different environments. They can live in the
ground, in the grass, in trees and even in water. All insects need food,
water, and adequate space to grow.
PROCESS SKILLS
Predicting
Observing
Classifying
Inferring
Communicating
MATERIALS
Observation frames (yarn and 4 nails)
{Teacher Notes: Tie a 4 foot piece of yarn together. Use the nails to form
Clipboard
Paper
Pencil
Hand Lens
{Teacher Notes: You will need these materials for each student or each
pair/group of students depending on what works best for you and your
class.}
5E LESSON PLAN
LEP Modification: Entering, Beginning, and Developing LEP students will
understand content material better if they work in pairs or small groups.
Engage
Tell students they are going on a nature walk around the school. Their job
is to select a location in an area designated by you in which they will
observe the activity of a one foot square area. Ask students, “Where do
you think the best place is to observe insects in their natural habitat”? After
they have selected a place show them how to set up observation frames.
{Teacher Notes: Students can work individually, in pairs or in groups.}
Allow students 5 or 10 minutes to select their spot and 10 – 20 minutes for
25
observations. Make sure students understand that they will need to
observe only the place they select. They may not move to other areas.
Explore
After students have set up their frame allow them 10 – 20 minutes to
observe the area they chose. Encourage them to make notes and
drawings about their observations. As they make observations, ask
questions to promote thinking and discussion. Encourage students to
make notes and drawing about their observations. If they do not see
anything ask, “Why do you think there are no insects in this location”?
“Would there have been a better place”? “Where would that place be”?
LEP Modification: The Explain and Evaluate sections of this lesson
may require alternatives to discussion. Those alternatives might include:
ordering pictures in an array; receptive assessments, such as pointing to
parts named by the teacher; answering Yes/No questions; labeling, or
one-word answers.
Explain
As a group students should discuss their findings. They will need to tell
others what they did or did not see in the space they selected. Have them
share some ideas about what they did or did not see during their
observation. You may need to guide the discussion towards the behavior
issues. Creatures in their natural habitat behave differently in that they do
not stay in the same place. They are constantly moving. Did you observe
any insects in your space? Why do you think your place did or did not have
insects?
Elaborate
Make a grid on the patio using sidewalk chalk. Mark each section of the
grid using number and letters. Toss bean bags at different sections and
mark the grid it lands in. Is the bean bag in the same location each time?
As with insects the location changes as the insects move from place to
place. By labeling the grid ABC and 123 you can pull in math activities as
well. This is an enrichment activity to help students make the connection
between the insect moving from place to place in nature. You can use
bean bags such as beanie babies in the shape of lady bugs, butterflies, etc.
Evaluate
Science Notebook entries
26
Class discussions
Mealworm Quiz (attached)
Lesson F
TITLE
Life cycle of the Mealworm
NCSCOS
1.03 Observe the different stages of an insect life cycle.
Language (ELP) Objectives for LEP students: The student will be able
to:
 Name and label the stages in the mealworm life cycle.
 Compare and contrast the life cycle of the mealworm to another
animal that undergoes metamorphosis.
CONTENT BLAST
Insects go through different stages of development. The mealworm
goes through four stages of development: egg, larva, pupa, adult. The
adult darkling beetle lays eggs. The eggs are so small they cannot be see
with the naked eye. From the egg a tiny wormlike creature hatches. The
mealworm is not a worm, it is the larva stage of the darkling beetle. As the
mealworm grows it sheds it skin. This is called molting. The molting is a
result of the growth and the fact that the mealworm has an exoskeleton. At
maturity in the larva stage the mealworm changes into the pupa stage.
During this state the insect does not eat or move around. It is beginning an
amazing transformation into the darkling beetle. The darkling beetle
matures and lays eggs in which the cycle begins again.
PROCESS SKILLS
Predicting
Observing
27
Classifying
Inferring
Communicating
MATERIALS
Mealworm habitats from previous lesson with selected mealworms
Potato or Apple
Meal (Wheat Germ, Oatmeal, and/or Unprocessed Wheat Bran)
Hand Lens
Observation trays (or paper plates)
Measuring Tape
Mealworm booklet started in previous lesson on setting up a habitat
5E LESSON PLAN
LEP Modification: For this entire lesson, the Entering, Beginning, and
Developing LEP student should work with a partner or small group to help
complete activities, especially the computer research.
Engage
Pose the questions for Science Journal “What will my mealworm turn
into?” Give students time to make predictions and write and draw in their
mealworm booklets. Introduce the word metamorphosis to the children.
Explain to them that this insect will go through complete metamorphosis.
Ask them if they know any other insects that go through complete
metamorphosis.
Explore
Allow students time to observe their mealworm and make entries in their
booklets for that days lesson. Talk with students as you observe this
inquiry phase of the lesson. They will need to be reminded to make entries
in their booklets. Allowing at least 30 minutes of observation gives
students a chance to experiment and interact with the mealworm and
make the necessary observations. You will need to guide these
observations and make sure students stay on task, do not abuse the
mealworm, and remind them to record observations.
Explain
28
Mealworms are the larva stage of the darkling beetle. This insect goes
through complete metamorphosis. The first stage is the egg. The darkling
beetle lays hundreds of eggs. The eggs hatch into the mealworm which is
the larva stage. While in this stage the mealworm sheds or molts several
times. It has to shed its skin as it grows. The third stage of development is
the pupa stage. During the pupa stage the insect is undergoing an amazing
transformation. At this time it is not moving around or eating. The fourth
stage of development is the adult. In the adult stage the darkling beetle
emerges from the pupa stage. This is when the cycle begins again. After
laying eggs the beetle dies.
Elaborate
You might want to have students research to find other animals that go
through complete metamorphosis. This would be a good time to search on
the internet during a computer class. A handout for recording information
can be found at the end of this unit.
Evaluate
Science Notebooks (You may want to develop a rubric appropriate for your
classroom)
Evaluation of research
Evaluation of student booklets
Use of vocabulary in their journal
Accurate diagram in booklets and representations of the life cycle.
Drawings should be scientific not cute cartoon insects.
LEP Modification: The LEP student, especially Entering, Beginning, and
Developing levels, may use illustrations and label them. Vocabulary will
be limited to one-word answers or phrases. Explicitly teach and define
metamorphosis.
Lesson G
Lifecycle of the Cricket
NCSCOS
1.03 Observe the different stages of an insect life cycle.
Language (ELP) Objectives for LEP students: The student will be able
to:
 Name and label the stages of the cricket life cycle.
29
 Write about characteristicds of bugs.
CONTENT BLAST
Crickets go through 3 stages of development. The adult female cricket
lays 50 to 100 eggs. The eggs hatch in about 2 weeks. When the eggs
hatch the cricket is about the same size of the egg. During the next few
weeks the nymph cricket will molt as it grows. It takes about 8 to 12 weeks
for the cricket to become an adult. The adults live about two to three
months in the wild but in captivity the life span is much shorter.
PROCESS SKILLS
Predicting
Observing
Classifying
Inferring
Communicating
MATERIALS
Crickets
Hand lens
Bubble map
Containers with lids
Cornmeal
Cotton Balls
Index Cards
5E LESSON PLAN
Engage
Read The Very Quiet Cricket by Eric Carle. This book makes the chirping
sound of the cricket at the end. Ask students which insect they think they
will be studying next. Talk about crickets. As students name what they
know about crickets list their answers on a bubble map.
Explore
30
Give each student the materials needed to set up a habitat for their
crickets. Place several crickets in the container for students to observe.
Provide hand lens for students to use during observation time. Allow
students time to observe the behaviors of the crickets for about 30 minutes.
During this time they should be making notes about what they are
observing. Have students write their observations on index cards.
LEP Modification: For Entering, Beginning, and Developing LEP
students, notetaking will be limited to one word or a short phrase. A
partner can help with the unfamiliar vocabulary or the teacher can
provide a pre-drawn outline for notetaking..
Explain
After giving time for observation, students should comeback together as a
whole group to discuss their findings. Using a pocket chart, magnetic clips
or tape to post index cards to the board group like responses together. Ask
students to clarify explanations when necessary.
LEP Modification: To include Entering, Beginning, and Developing LEP
students in this activity, they could work with a partner to write and post
index cards. They may be able to give a one word response or a phrase.
Elaborate
As an integration of Language Arts using student observations (index
cards) on crickets, give students prompts to write imaginative stories such
as: Write a story about a bug who wants to be a movie star. Write a story
about a bug that goes to school. Use your imagination; the possibilities are
endless.
LEP Modification: Entering, Beginning, and Developing LEP students can
illustrate a story about a bug that goes to school. Accept labeling or short
phrases; such as, “on bus”, “in class”. Students will need spelling support,
or the teacher can accept invented spelling. Teachers can provide a story
frame or drawing board to guide students as they use taught vocabulary to
create a story.
Evaluate
Notes on index cards
Group discussion
Participation
31
LEP Modification: The Evaluate section of this lesson may require
alternatives to discussion. Those alternatives might include:
ordering pictures in an array; receptive assessments, such as pointing to
parts named by the teacher; answering Yes/No questions; labeling, or oneL
word
answers.
Lesson H
TITLE
Butterflies Flutter By
NCSCOS
1.03 Observe the different stages of an insect life cycle.
Language (ELP) Objectives for LEP students: The student will be
able to:
 Name and label the stages of the butterfly cycle.
 Label the parts of a butterfly.
CONTENT BLAST
Butterflies go through 4 stages of development. The life cycle begins
with an egg. Eggs hatch into a caterpillar and this stage is called the
larva stages. After a rapid growth the caterpillar goes into the pupa
stages. During this stage the pupa is in the chrysalis and beginning an
amazing transformation. The adult or butterfly emerges from the
chrysalis. Clarification is sometimes needed for chrysalis and cocoon.
This process is called metamorphosis. If you have previously studied the
life cycle of the mealworm, students should be familiar with metamorphosis.
PROCESS SKILLS
Predicting
Observing
Classifying
Inferring
Communicating
MATERIALS
Butterfly culture (Carolina Biological)
32
When caterpillars are purchased they are provided within a culture in
which their food supply is in the container with the caterpillars. Instructions
are sent with the culture and you should follow these directions.
Butterfly habitat (Carolina Biological or local teacher supply store)
Cotton balls
Dropper
Sugar
Water
5E LESSON PLAN
Engage
Tell students they are going to observe another insect’s life cycle. You
may want to give them hints such as this insect flies when it is an adult and
crawls in the larva stages. It also goes through four stages of
development. Show them the butterfly cultures.
Explore
This lesson can be taught using a culture per student or per group
depending on budget constraints. It is usually done using a single culture
in my class, and I set up centers.
Center 1 – The Butterfly Culture
Center 2 - Research guides for butterflies (although research guides
cannot be used independently by second grade students they are great
to expose and enrich the learning for students. Second graders will
definitely need help with this center. You can have a parent volunteer
come to help.)
Center 3 – Make life cycle plates
Center 4 – Butterfly parts and labels
Center 5 – Books about butterflies
Center 1 –
Materials
Butterfly Culture
Butterfly Habitat
Hand Lenses
Paper
Pencils
33
Crayons
Student will be given time to observe the caterpillars as they eat.
Encourage students to draw what they observe on small sheets of paper.
They should color their drawings as they see it, not in imaginary colors.
Tell them their drawings need to be scientific. During a later observation
students my be able to see the caterpillar in the j-shape as they prepare to
go in to the chrysalis stage. This center can be used weekly until the
butterflies emerge.
LEP Modification: An activity coupling observation and illustration is an
excellent activity for LEP students.
Center 2 –
Materials
Research Guides for Butterflies (Peterson or Audubon work well)
Research Sheet (attached)
Pencils
Crayons
Students will look in research guides to find out information about
butterflies. They will fill in the information the sheet and draw a scientific
drawing of the butterfly they have chosen to research.
LEP Modification: The LEP student should do Centers 2 and 3 with a
partner or a small group.
Center 3 –
Materials
Paper Plates
Markers
Pasta (couscous, small elbows, rotini, bow tie)
White glue
In this center students will create a paper plate life cycle of the butterfly. A
photo is shown in this unit. Instruction sheets for students to read and
follow directions are attached. You will want to copy several and laminate
for durability.
LEP Modification: Doing this Center with a partner will ensure that the
directions from the instruction sheet are understood and followed. Make 34
sure to have a model for students to check their work.
Center 4 –
In this center students will label the parts of the butterfly. The sheet is
attached. You can make several copies, glue to construction paper and
laminate. The part labels (attached) are laminated also. After they have
been laminated, attach Velcro dots so students can easily label the parts by
attaching the labels. You can also have on hand a supply of handouts in
which students can copy the part names on and color the butterfly.
Remind them to color scientifically. The parts can also be observed when
the butterflies emerge or with pictures from the research guides.
LEP Modification: Entering, Beginning, and Developing LEP students
will need a labeled poster/picture/diagram to use as a reference.
Center 5 –
This center is more of a reading area. Students can choose various books
both fiction and non-fiction, for reading. You can put this center at a rug
with a lamp and pillows to make it cozy.
LEP Modification: Have books available at LEP student’s reading level.
Explain
Butterflies are amazing insects.
1. What are the stages of the butterfly life cycle?
2. What did you observe?
3. What parts of the butterfly did you observe?
Their life cycle is reasonably quick so students can see results soon.
LEP Modification: Students should be able to answer questions 1 and 3
on their own, even non-verbally [e.g. Point to the egg stage of the life
cycle.] Students may also illustrate their answers, or arrange pictures in
the proper sequence.
Elaborate
35
This lesson can be done with a variety of insects such as lady bugs or
mosquitoes. You could ask students to investigate and find other insects
native to their area, and they could find out more information about
changes.
Evaluate
Butterfly Life Cycle Test OR LEP MODIFIED TEST(attached)
Discussion
Participation
Center activities
LEP Modification: LEP students should complete all center activities with
modifications as needed.
LEP Modification: The Evaluate section of this lesson may require
alternatives to discussion. Those alternatives might include:
ordering pictures in an array; receptive assessments, such as pointing to
parts named by the teacher; answering Yes/No questions; labeling, or oneword answers.
Lesson I
TITLE
All insects but different
NCSCOS
1.04 Compare and contrast life cycles of other animals such as
mealworms, ladybugs, crickets, guppies, or frogs.
Language (ELP) Objectives for LEP students: The student will be able
to:
 Compare and contrast mealworms and crickets by arranging cards
in a Venn diagram and discussing with a partner.
CONTENT BLAST
All animals go through some type of life cycle. Not all will go through
metamorphosis. In some life cycles, such as humans, the young are born
36
live. They grow and change over time but do not become something else
such as frogs or butterflies. Animal life cycles differ. Comparisons of the
difference in life cycles include the stages of development for the specific
species. Insects hatch from eggs. Some will change into something
entirely different while others will grow to adulthood and become a larger
version of the hatchling.
PROCESS SKILLS
Predicting
Observing
Classifying
Inferring
Communicating
MATERIALS
Mealworms
Crickets
Bug boxes (or clear cups, plastic wrap, rubber bands)
Hand Lens
Hula Hoops
Index cards or cut sentence strips
Markers
5E LESSON PLAN
Engage
Review prior lessons on mealworms and crickets by engaging students in
discussions about what they have learned about each. This is a great time
to review vocabulary and make sure students are using vocabulary
correctly in their responses. You will be using vocabulary that you have
introduced to you students in other lessons. Tell students they are going to
compare the cricket and the mealworm. They are going to see how they
are alike and different.
LEP Modification: Review of vocabulary is excellent and very important
to LEP students. Their content vocabulary knowledge and English
language proficiency level will affect their degree of participation in
discussions. The teacher could ask them to point to something or arrange
pictures in a proper sequence.
37
Explore
Each group of students will observe a cricket and a mealworm. They will
create a Venn diagram comparing the two insects. Have each group use
sentences strips to write information about the insects and place in the
appropriate area of the Venn diagram. As student work within their groups
observe and monitor discussions among group members. Allow students
at least 30 minutes to observe and write information on cards. You may
need to guide some students in writing and placement of cards in Venn
diagram.
LEP Modification: For the Venn diagram, have students write the word
“same” in the area where the two circles intersect, and/or have them lightly
shade the area with a colored pencil.
Explain
Although different insects change in different ways during their life cycle
each life cycle ultimately includes birth and death. How are lifecycles
different? How are they alike?
LEP Modification: Allow Entering, Beginning, and Developing LEP
students to answer with a word or phrase, or answer by pointing to
picture.
Elaborate
Have groups circulate to different Venn diagrams and explain or present
their findings to the other groups.
This lesson can be done comparing different insects as needed in your
classroom. They can also make comparisons with insects and spiders
since there are a lot of misconceptions about the two being insects.
LEP Modification: Students should be paired with a partner for this
activity. The LEP student’s explanation could be limited to single words
or phrases, or the LEP student can point to the correct information while
a partner does the reading.
Evaluate
Use of vocabulary in discussion.
Written responses on note cards
Placement of note cards in Venn diagrams
LEP Modification: Students should be able to place the cards correctly
in the Venn diagrams.
LEP Modification: This section of the lesson may require alternatives to38
discussion. Those alternatives might include:
ordering pictures in an array; receptive assessments, such as pointing to
parts named by the teacher; answering Yes/No questions; labeling, or
Lesson J
TITLE
Swimming is for me
NCSCOS
1.04 Compare and contrast life cycles of other animals such as
mealworms, ladybugs, crickets, guppies, or frogs.
Language (ELP) Objectives for LEP students: The student will be
able to :
 Demonstrate understanding of the similarities and differences
between the frog and fish life cycles by discussing and arranging
cards in a Venn diagram.
CONTENT BLAST
Animal life cycles differ. Comparisons of the difference in life cycles can
be observed in different species. Fish hatch from eggs as do amphibians
and reptiles. Fish live their entire lives in water while amphibians move
from land to water.
PROCESS SKILLS
Predicting as
Observing
Classifying
Inferring
Communicating
MATERIALS
Frogs (Carolina Biological or collected in the wild)
Fish (local pet shop)
Clear containers
39
Hand Lens
Hula Hoops
Index cards or cut sentence strips
Markers
5E LESSON PLAN
Engage
Review prior lessons on frogs and fish life cycles by engaging students
in discussions about what they have learned about each. This is a great
time to review vocabulary and make sure students are using vocabulary
correctly in their responses. Tell students they are going to compare the
frog and the fish. They are going to see how they are alike and different.
E LEP Modification: Review of vocabulary is very important to LEP
students. Their content vocabulary knowledge and English
proficiency levels will determine their degree of participation in
discussions. They may need to be asked to go and point to
something rather than give an oral answer.
Explore
Each group of students will observe a frog and a fish. They will create a
Venn diagram comparing the two animals. Have each group use
sentences strips to write information about the insects and place in the
appropriate area of the Venn diagram. As students work within their
groups observe and monitor discussions among group members. Allow
students at least 30 minutes to observe and write information on cards.
You may need to guide some students in writing and placement of cards in
Venn diagram.
Explain
Have students come together as a group and discuss observations.
Students will need to decide where the card will be placed in the Venn
diagram. You may need to guide students in placing the information in the
proper place.
LEP Modification: Allow Entering, Beginning, and Developing LEP
students to answer with a word or phrase, or answer receptively by
pointing to a picture. Provide LEP students with labeled pictures to help
with vocabulary recall.
40
Elaborate
Have groups circulate to different Venn diagrams and explain or present
their findings to the other groups.
This lesson can be expanded to compare other animals as needed in your
classroom. (frogs and guppies, lady bugs and mosquitoes)
LEP Modification: The LEP student can point to the correct information
while a partner does the reading.
Evaluate
Use of vocabulary in discussion
Written responses on note cards
Placement of note cards in Venn diagrams
LEP Modification: Students should be able to place the cards correctly in
the Venn diagrams.
LEP Modification: This section of the lesson may require alternatives to
discussion. Those alternatives might include:
ordering pictures in an array; receptive assessments, such as pointing to
parts named by the teacher; answering Yes/No questions; labeling, or
one-word answers.
41
Butterfly Research
Name: _____________________
Choose a butterfly. Answer the following questions about this particular
butterfly. You will need to draw the butterfly and color it scientifically.
1. What is the name of your butterfly? ___________________
____________________________________________________
2. Where does your butterfly live? ______________________
____________________________________________________
3. What size is the wingspan of your butterfly?_____________
Draw a diagram of your butterfly.
42
Life Cycle of the Butterfly
Materials
Paper Plate (Can also be adapted to use a compass and construction
paper. Students draw the circles using a compass and cut it out.)
Pasta (couscous, small elbows, twisty, bowtie) Label pastas with names.
Markers
Glue
1. Take one paper plate or circle. Fold it in half where it looks like a
taco. Unfold it and then fold it the opposite way. You will have the
plate divided into fourths. Trace the fold line in each direction using a
marker. Model these steps for LEP students.
2. Label the top left section “eggs”. Label the top right section “larva.
Label the bottom right section pupa. Label the bottom left section
adult.
3. In the eggs section draw leaves and color them using the markers.
Glue a few pieces of couscous pasta on one of the leaves to
represent the eggs.
4. In the larva section again draw leaves and color them using markers.
Glue elbow pasta to one of the leaves to represent the caterpillar.
5. In the adult section of the plate draw a background and color with the
markers. Glue bowtie pasta to represent the butterfly. Use the
marker to decorate the wings. Remember the butterfly is
symmetrical. (It looks the same on both sides of its body).
43
Frog Life Cycle Paper Plates
Materials
Plain white paper plate for each student
Black Stamp Pad
Green Stamp Pad
Markers
Directions
1. Fold paper plate into four parts.
2. Section 1 have students draw eggs and label.
3. Section 2 students stamp finger prints using black ink and draw a tail.
Label tadpole.
4. Section 3 students stamp finger prints using black ink and draw a short
tail and add legs. Label this section froglets.
5. Stamp finger prints using green ink as shown here
pinky
thumb
6. Add detail using markers.
44
Insect Adoption Certificate
______________________________________
Adopted by
___________________________
I promise to take very good care of the above named mealworm
while I watch it grow and go through the process of metamorphosis.
________________________
_________________________
Student Signature
Date
Insect Adoption Certificate
______________________________________
Adopted by
___________________________
I promise to take very good care of the above named mealworm
while I watch it grow and go through the process of metamorphosis.
________________________
Student Signature
_________________________
Date
45
Insect Adoption Certificate
______________________________________
Adopted by
___________________________
I promise to take very good care of the above named mealworm
while I watch it grow and go through the process of metamorphosis.
________________________
_________________________
Student Signature
Date
Name: _________________________
Date: __________________
Complete Metamorphosis
Think about the life cycle of the mealworm. Research on the computer
other animals that go through complete metamorphosis. Record the
information you find in the chart below.
Animal
Stages of Development
Draw a picture of
this stage
46
47
By: ______________________
48
Day ____
This is a diagram of my mealworm’s
habitat. Label the diagram.
Glue Adoption Certificate
here
My mealworm’s name is:______________.
My mealworm lives in ________________
__________________________________.
My mealworm needs: ________________
__________________________________.
I predict my mealworm will become a ____
__________________________________.
49
Day _____
Day _____
This is a drawing of my mealworm.
Label each part of the mealworm.
This is a drawing of the pupa stage.
Label each part.
My mealworm is: _______________.
My mealworm has/has not changed.
My mealworm measures: ____ centimeters.
My mealworm is: _______________
My mealworm has ______ segments.
_____________________________.
50
Mealworm Experiments
What I tried
1 drop of water
What the mealworm did
Shining a light
Gentle puff of air
Touching
51
Things I know about mealworms
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
52
53
Name: ________________________
Date: _________________
Mealworm Quiz
1. How many legs does a mealworm have? _____________________
2. The mealworm is the larva stage of the:
a. butterfly
b. darkling beetle
c. grasshopper
3. List the four stages of the life cycle of the mealworm.
1.
_________________________________________
2.
_________________________________________
3.
_________________________________________
4.
_________________________________________
4. Does the mealworm undergo complete metamorphosis?
a. yes
b. no
5. A mealworm has ______ antennae.
a. 2
b. 4
c. 6
6. What does a mealworm eat?
a. grain
b. wood
c. leaves
54
7. A mealworm is:
a. a worm
b. an insect
c. an amphibian
8. List the three body parts of the darkling beetle.
1. ______________________________
2. ______________________________
3. ______________________________
9. What type of skeleton does the darkling beetle have?
a. internal skeleton
b. exoskeleton
10. The darkling beetle has ______ legs.
a. 4
b. 6
c. 8
LEP Test Modification: The teacher should also shorten the test so that the
LEP student does not have as many questions to answer. This can be done
quickly and easily by using a highlighter to circle the question numbers that
the teacher wants the LEP student to answer.
55
Insert Butterfly Quiz here
LEP Test Modification: The teacher should also shorten the test so that the
LEP student does not have as many questions to answer. This can be done
quickly and easily by using a highlighter to circle the question numbers that
the teacher wants the LEP student to answer.
56
Interactive Computer Assessments and Activities Link
http://www.vtaide.com/png/assess.htm#LifeCycles
57
References
www.enchantedlearning.com
Foss
North Carolina Cooperative Extension Office
http://www.vtaide.com/png/assess.htm#LifeCycles
58