1
Grade.2 Science: Growth and Development
Literacy and Science Resource Package:
Grade 2
Growth and Development:
Life Cycles
NB Department of Education and Early Childhood Development
August 2011
Acknowledgements
The New Brunswick Department of Education and Early Childhood Development gratefully acknowledges
the contributions of the following groups and individuals toward the development of the New Brunswick
Literacy and Science Resource Package for Grade 2: Growth and Development: Life Cycles.
 The Science Resource Package Development Team:
•
•
•
Ryan Gardiner, School District 18
Cindy Lawrence, School District 14
Stacey St. Peter, School District 17
 Science East:
•
•
Karen Matheson, Director of Education
Amanda McNeil, Science Educator
 NB Department of Education and Early Childhood Development
•
Kathy Hildebrand, Learning Specialist, Science and Mathematics
 Science Learning Specialists and science teachers of New Brunswick who provided invaluable input
and feedback throughout the development and implementation of this document.
Note that at the time of posting, all URLs in this document link to the desired science content. If
you observe that changes have been made to site content or that the URL no longer works,
please contact Cathy Martin, catherine.martin@gnb.ca, Mathematics and Science Learning
Specialist, at the Department of Education and Early Childhood Development.
2011
Department of Education and Early Childhood Development
Educational Programs and Services
TABLE OF CONTENTS
RATIONALE ........................................................................................................................................................ 1
BACKGROUND INFORMATION ....................................................................................................................... 3
INSTRUCTIONAL PLAN .................................................................................................................................... 8
1. INTRODUCING LIFE CYCLES .............................................................................................................................8
2. INTRODUCING MEALWORMS ............................................................................................................................9
3. TEXT FEATURES THROUGH LIFE CYCLES .....................................................................................................12
4. M AKING PREDICTIONS ...................................................................................................................................13
5. WRITING ABOUT MEALWORMS......................................................................................................................14
6. COMPARING LIFE CYCLES .............................................................................................................................15
7. OBSERVING MEALWORMS .............................................................................................................................17
8. DO PEOPLE HAVE LIFE CYCLES? .................................................................................................................17
9. WHAT WE KNOW ABOUT LIFE CYCLES NOW ...............................................................................................18
10.
MEALWORMS TO BEETLES ........................................................................................................................19
11.
THE MEALWORM LIFE CYCLE ...................................................................................................................20
12.
M AKING THE LIFE CYCLE BOOK ...............................................................................................................20
EXTENSIONS/CROSS-CURRICULAR LINKS .............................................................................................................20
SUPPORTING CLASS DISCUSSION ............................................................................................................. 22
JOURNALING ................................................................................................................................................... 24
MATERIALS LIST ............................................................................................................................................. 27
PUBLIC LIBRARY LIST ................................................................................................................................... 28
CALENDAR TEMPLATE.................................................................................................................................. 31
WORD WORK ................................................................................................................................................... 32
PICTURES FOR HUMAN LIFE CYCLE .......................................................................................................... 33
COMPARING ____________ AND ____________ ....................................................................................... 34
PLANNING FOR HOW-TO WRITING ............................................................................................................. 35
OBSERVATION CHART SHEET .................................................................................................................... 37
OBSERVATION CHECKLIST .......................................................................................................................... 38
STUDENT RECORD ......................................................................................................................................... 39
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Growth and Development: Life Cycles
Rationale
This resource package models current research in effective science instruction and provides
an instructional plan for one topic selected from the Grade 2 You and Your World and various
outcomes from the Atlantic English Language Arts Curriculum. Science and literacy curricular
areas can complement and/or reinforce each other. It makes sense to use and highlight these
connections for students.
As has been true of our ancestors, we all develop “explanations” about what we observe which
may or may not be valid. Once ideas are established, they are remarkably tenacious and an
alternate explanation rarely causes a shift in thinking. To address these misconceptions or
alternate conceptions, students must be challenged with carefully selected experiences and
discussion.
A key part of this instructional plan is accessing prior knowledge. It is recorded in a way that it
can and will be revisited throughout the topic. The intent is to revise, extend, and/or replace
students’ initial ideas with evidence-based knowledge.
Science is not a static body of facts. The process of exploring, revising, extending, and
sometimes replacing ideas is central to the nature of science. Think of science as an ongoing
evidence-based discussion that began before our time and that will continue after it. Science
is often collaborative and discussion plays a key role. Students’ learning of science should
reflect this as much as possible.
The intent of this instructional plan is to encourage a constructivist approach to learning.
Students explore an activity, then share, discuss and reflect. The telling of content by the
teacher tends to come after, as an extension of the investigation (or experience) explored by the
students.
The science learning is organized in a cyclic manner. The partial conceptions and
misconceptions are revisited as ideas are developed through a series of activities so that
students’ ideas will be revised. Subsequent activities result in deeper and/or extended learning.
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
Hands-on activities are part of the instructional plan. Inquiry activities may be structured:
having the teacher provide the question to investigate, a procedure to follow, and directions
about what to observe, and how to record. The goal is to move towards more open inquiry in
which students make decisions about one or more aspects of an investigation. The included
activities are meant to start this journey.
Discussion and written reflections are key parts of the lessons. Discussion (both oral and
written) is a vehicle that moves science forward. For example, when scientists publish their
evidence and conclusions, other scientists may try to replicate results or investigate the range of
conditions for which the conclusion applies. If new evidence contradicts the previous
conclusions, adjustments will be required. Similarly, in this instructional plan students first do,
then talk, then write about the concept. A section on supporting discussion is included in this
resource package.
Assessment tasks are also included in the instructional plan. These tasks are meant to be used
as tools for letting the teacher and the students know where they are in their learning and what
the next steps might be. For example: Has the outcome been met or is more learning
required? Should more practice be provided? Is a different activity needed?
When assessment indicates that outcomes have been met, it will provide evidence of
achievement. This evidence may be sufficient and further formal testing (paper-pencil tests)
may not be required to demonstrate that outcomes have been met.
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
Background Information
This is an integrated resource package which addresses both literacy and science outcomes.
These are listed in the orange curriculum outcome boxes (see pages 6-7). Students love
learning about living things, and as much is possible, the outlined instructional plan focuses on
the development of a narrower group of skills.
Package Focus:
Literacy
Oral Language:
Students will share thoughts and experiences and respond respectfully to others.
Reading:
Nonfiction text features will be a focus during read alouds and shared reading.
Writing:
Journal writing will be developed.
The students will be responsible for comparing the life cycles of different organisms and
be able to compare the human life cycle to those of other organisms. They will create a
two-page spread representing the life cycle of an organism of their choice, to be part of a
class book on life cycles.
Science
Concepts:
Students will describe the life cycles of familiar organisms.
Students will compare the human life cycle with those of other organisms.
Skills:
Students will make and record relevant observations, using written language, pictures
and/or charts.
Students will communicate, using terminology and language that others understand.
Using Live Organisms
In Grade 2, students are to explore life cycles. In addition to reading about various organisms
and relating their past experiences with plants and animals, it is helpful for the class to have the
common experience of observing the life cycle of a particular organism. This package suggests
using mealworms because they are easy to care for and inexpensive. It is also possible to
observe other organisms that you may have access to such as guppies, butterflies, chicks, and
worms.
These experiences can also act as a springboard to interdisciplinary connections such as
procedural writing (How To Compost With Earthworms), research, writing recounts, or writing
from the perspective of a worm as in the style of Diary of a Worm by Doreen Cronin (see public
library list on pages 28-30).
Mealworms
Most pet stores raise mealworms as food for lizards and turtles. They cost about ten cents each.
Mealworms can be kept in a container with air holes in the lid. It should contain oatmeal or bran
or a mixture of these, and an apple or potato wedge on the surface for moisture. The apple or
potato wedges should be replaced as they dry out.
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Growth and Development: Life Cycles
Mealworms are insects, NOT worms. They go through four stages of metamorphosis during
their life cycle: egg, larva (a mealworm), pupa and adult (a darkling beetle).
The egg is smaller than the head of a pin. It cannot be seen without a magnifying glass.
The egg hatches into a larva (the mealworm). As the mealworm eats, it becomes bigger.
The larva is surrounded by a hard outer covering called an exoskeleton. As the larva
grows, it will shed its exoskeleton and grow a new one. The mealworm will shed several
times (from 9 – 20 times) during this stage. The larval stage will last 1–2 weeks.
When the larva stops growing, it will become a pupa. The pupa stage corresponds to a
caterpillar when it is in a cocoon. The pupa does not eat or move but is changing inside
to the adult. This stage can take anywhere from 2–3 weeks.
The adult will finally split open the pupa and emerge as a beetle. See a video at
http://www.youtube.com/watch?v=bHgTya_eacc “Metamorphosis of the Darkling Beetle”
made by a teacher from District 18.
Compost Worms
Worm composting in the classroom involves a bit of start-up work and you may have to
purchase the worms. Once started, this project will manage itself. You need about half a square
meter of space in your classroom. Feed the worms a very small amount of organic material
every few weeks in a different section of the bin. It only takes a few weeks for the worms to start
making compost. If you start your worms in January you will have loads of nutritious compost
just in time to plant flowers for Mother’s Day!
Materials:
2 large Rubbermaid containers with ventilation holes drilled on the sides and large holes
for worm migration on the bottom.
½ pound of red wriggler composting worms ($35)
Shredded newspaper
Water spray bottle
One source of worms is New Brunswick’s Jolly Farmer.
http://www.jollyfarmer.com/ag-&-turf/ag%20products%20index.htm
This site has easy worm bin instructions. http://whatcom.wsu.edu/ag/compost/easywormbin.htm
Fish Friends
Fish Friends is a program of the Atlantic Salmon Federation (an international non-profit
organization which promotes the conservation and wise management of the wild Atlantic salmon
and its environment) in which students raise young Atlantic salmon from eggs to fry in a
classroom aquarium. The students then release the fry into the wild and back to their true
environment. This hands-on three month program allows students to take an active part in
learning about the life cycle of an important Canadian fish, as well as the need for clean streams
and rivers for the survival of this species. It also very easily integrates different subject areas
such as science, math, social studies and literacy. It is relatively easy to do in the classroom
and the learning it provides is exciting for both the students and teachers involved.
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
The cost of the program is $1500 and includes all the necessary materials (including fish tank,
filters, food, and so on). A complete list of materials, as well as further information can be found
at http://www.asf.ca/fish_friends.php.
In order to cover the costs associated with this program, many schools and districts have
sponsors in the community. Any teachers wishing to become involved with the program can
phone the Atlantic Salmon Federation (506) 529–1384 or send an e-mail to
ffriends@nbnet.nb.ca. The deadline to register is November 8th of each school year.
Butterflies
A butterfly kit can be purchased from science suppliers such as Boreal. If this project is new to
your school, a kit will include the equipment you need as well as larvae. In subsequent years,
only the larvae would need to be purchased. The whole process takes about 3 weeks.
Talking to others who have done it in the past, it was suggested that velcro be
used to fasten the chrysalis to the top of the cage. One teacher used the little
button Velcro fasteners and it worked quite well. You put one half on the top of
their individual containers and the other half inside the cage. Once the butterflies
emerge, they will need something to drink. Wet a piece of paper towel with a
mixture of brown sugar and water. Place it in a shallow dish on the bottom of the
cage. You can keep the butterflies for 2-3 weeks.
Some lesson plans for butterflies can be found in the teacher guide at
http://www.sciencecompanion.com/wp-content/uploads/2010/06/SCLifeCyclesFieldTrip-1.pdf
Chickens
Eggs can be incubated in the classroom. It is helpful to have a farmer who will provide the eggs
and take the chicks after they are hatched. If the school is purchasing an
incubator, it is recommended that a turner is also purchased; otherwise
eggs must be turned manually 2-3 times a day. The chicks will hatch in
about 3 weeks and do not need to be fed for 2 days; chick starter is fairly
inexpensive if they are kept longer. The chicks can be noisy and need to be
cleaned twice a day. Apparently hatching success depends on humidity
and atmospheric pressure; hatching rate may be about 50%.
The Chicago Museum of Science and Industry has a short time-lapse video of chicks hatching
at http://www.msichicago.org/online-science/videos/video-detail/activities/the-hatchery/ .
The following NB teacher’s webquest has a link to a video of a chick hatching.
http://mrssmithssmarties.webs.com/index.htm
Guppies
If you have a classroom aquarium, consider raising guppies. Guppies are an inexpensive
tropical fish that breed readily and bear live young in 3-4 weeks. The guppies will be adults in
about six weeks. A fish tank with real or simulated vegetation will give a place for the small
guppies to hide until they are big enough not to be eaten. Information is readily available on the
web at sites such as http://www.ehow.com/how_2116262_raise-guppies.html and
http://www.guppies.com/index.php?option=com_content&task=view&id=69&Itemid=57
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
 Curriculum Outcomes
Literacy
1. Students will be expected to:
a. Express thoughts and feelings and describe experiences
b. Ask and respond to questions to clarify information or to gather further information
d. Listen to others’ ideas and opinions
2. Students will be expected to:
a. Sustain one-to-one conversations and contribute to small- and large-group interactions
c. Respond to and give instructions or directions that include two or three components
d. Engage in informal oral presentations and respond to a variety of oral presentations
3. Students will be expected to:
a. Demonstrate a growing awareness of social conventions such as turn-taking and
politeness in conversation and cooperative play
b. Recognize some examples of unfair and hurtful vocabulary, and begin to make
vocabulary choices that affirm rather than hurt people
c. Recognize that volume of voice needs to be adjusted according to the situation
4. Students will be expected to:
a. Regard reading/viewing as sources of interest, enjoyment, and information
c. Select independently, and with teacher assistance, texts appropriate to their interests
and learning needs
d. Use some features of written text to determine content, locate topics, and obtain
information
5. Students will be expected to:
a. Engage in the research process with assistance
8. Students will be expected to:
a. Use writing and other forms of representing for a variety of functions
b. Begin to develop, with assistance, some ways to make their own notes
9. Students will be expected to:
b. Demonstrate some awareness of audience and purpose
10. Students will be expected to:
a. Develop strategies for prewriting, drafting, revising, editing/proofreading, and
presenting/publishing
b. Use some conventions of written language
e. Select, organize, and combine, with assistance, relevant information to construct and
communicate meaning
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Growth and Development: Life Cycles
 Curriculum Outcomes (continued)
Science
2.1.1 Students will be expected to describe the growth and development of familiar animals
during their life cycle.
 Observe and describe the changes in appearance of an organism during its life cycle
 Identify things that remain constant and those that change as organisms grow and
develop
2.1.2 Students will be expected to identify a variety of sources and ideas related to the life
cycle of animals and to illustrate key concepts in animal development.
2.1.3 Students will be expected to describe changes that occur in humans as they grow, and
contrast human growth with that of other organisms.
 Demonstrate an understanding of the physical changes that occur during different
stages in their lives (e.g., baby, preschooler, elementary student, teenager, adult,
elderly person)
 Contrast human growth with that of other organisms
Science skills (Atlantic Canada Science Curriculum; referred to on p.5 of You and Your World)
Grade 1
Grade 2
Grade 3
Make and record relevant observations and measurements, using written language,
pictures, and charts (201-5)
Place materials and objects in a sequence or in groups according to one or more attributes
(202-2)
Communicate questions, ideas, and intentions while conducting their explorations (203-1)
Communicate procedures and results, using drawings, demonstrations, and written and oral
descriptions (203-3)
Identify common objects and events, using terminology and language that others
understand (203-2)
Respond to the ideas and actions of others and
acknowledge their ideas and contributions (203-5)
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
Package Focus:
Literacy
Oral Language:
Students will share thoughts and experiences and respond respectfully to others.
Reading:
Nonfiction text features will be a focus during read alouds and shared reading.
Writing:
Journal writing will be developed
The students will be responsible for comparing the life cycles of different organisms
and be able to compare the human life cycle to those of other organisms. They will
create a two-page spread representing the life cycle of an organism of their choice, to
be part of a class book on life cycles.
Science
Concepts:
Students will describe the life cycles of familiar organisms.
Students will compare the human life cycle with those of other organisms.
Skills:
Students will make and record relevant observations, using written language, pictures
and/or charts.
Students will communicate, using terminology and language that others understand.
Instructional Plan
1. Introducing Life Cycles
Focus: To access prior knowledge with respect to life cycles; introduce some associated
vocabulary.
Materials:
Chart paper
Life cycle book
Oral language
Shared writing
Remind students that with people, babies are born and they grow into adults. Have
students work in small groups to brainstorm what they know about where plants and
animals come from and how they grow to be adults.
As a class, have each group share one of their ideas. Continue having groups share
until all ideas have been presented. These ideas should be listed on chart paper so that
they can be revisited throughout the unit.
 Assessment:
Note the concepts expressed and vocabulary that students use. You will need to know
these to plan effective questions for subsequent activities and discussions so that
students will revise and build on their current knowledge.
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Growth and Development: Life Cycles
Read aloud a book about life cycles such as Life Cycles by Jenny
Feely (provided to schools) or Life Cycles by Michael Elshon Ross
Read aloud
ISBN 0-7613-1975-1
After listening to the book, ask students: What can we add to our
brainstorming list?
At this time you may also wish to start making a word bank list with students.
Word Bank
Possibilities:
life
cycle
egg
hatch
caterpillar
tadpole
chick
chrysalis
2. Introducing Mealworms
Focus: To have students make and record observations about mealworms; add to vocabulary.
Materials:
Mealworms
Container for each worm
Apples or potatoes (the number depends on the number of mealworms)
Oatmeal or bran
Pantyhose to cover container
Rubber band to hold pantyhose in place
Coffee stir stick or popsicle stick
Magnifying glasses
White paper
Observation journals
Getting Ready:
To prepare the mealworms for observation, students:
1. Half fill a container with oatmeal or bran.
2. Place the apple or potato wedge on the surface of the oatmeal to provide
moisture for the mealworms.
3. Add the mealworms to the container.
4. Change the apple or potato wedges as they become mouldy or dried out.
Prior to handing out meal worms to students, have a conversation with the students about how
they are going to be scientists and make observations of a living creature over the next several
weeks. They will have time today to make their first set of observations. As scientists, they need
to take care of the creatures they are observing. Ask students what this might look like.
Review with students that observations can include looking, touching gently, smelling, and
listening. As a general rule, taste should not be used in science; however observations should
include more than sight wherever possible.
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Growth and Development: Life Cycles
Do not tell them what it is you are handing out, only that they need to
describe the creature. Let students make their own discoveries, ask
(and maybe answer) their own questions.
Exploration:
 Hand out a container with mealworms and a piece of white
paper to each student or group of children. Have students
empty the contents of the container onto the paper. The white
paper allows the children to have a better view of the
mealworms. As well, it is good for sanitary purposes to have the
contents of the container on this paper.
Safety Notes:
 Caution students that
normally in science
taste is not used
unless special
precautions have been
taken.
 Students should
always wash their
hands after handling
mealworms.
 Students can use a coffee stick to move the contents around
and explore what they find. Each child or group of students should also have a
magnifying glass to do some up-close observations. You may ask students to make
notes and/or sketch their observations. If this is new to students, wait and model how it
might be done as student groups share.
 As the children explore the contents of the container, the teacher should circulate around
the room and listen to the conversations the children are having about their discoveries.
Encourage the children to use descriptive words in their conversations with each other.
 Assessment:
During the student activity, make notes on outcomes (or parts of outcomes) you observe
being addressed. Using the observation chart or the checklist (see pages 37 to 38) on a
clipboard may be helpful to you. Develop your own code for quick notes.
A suggested code:
√ for observed and appropriate,
WD with difficulty,
A
absent.
This chart may be used on multiple days, using a different coloured pen or pencil each day
and putting the date in the corner. You may not have a symbol or note for every child
every day. Some teachers like to focus on a group or two each time. However you choose
to make note of your observations, you will always have a sense of who you need to take
more notice of and who might need extra support. The information will also help you when
it is reporting time.
 After allowing the children to explore for a few minutes, have them share some of what
they have observed. Record this on chart paper, modeling a technique
Oral language
called “sketching first”. “Sketching first” helps organize ideas prior to
Modelled writing
writing. It involves using simple pictures and labelling them with
appropriate vocabulary.
 Give the children some more time to explore, looking specifically for parts and
characteristics other children have already raised.
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Growth and Development: Life Cycles
 Once this second exploration time is over, ask the children what they
noticed. Can they tell you what it is they are observing?
Share with them that these are mealworms and that over the next few weeks
we will be observing them to see what might be learned about their life cycle.
Further observation options:
 A calendar could be given to each student or group of students to record
significant observations over time such as: got 5 mealworms; found 2
empty skins; have 3 pupa; have 1 beetle. See the template
Link to Math:
on page 31.
Word Bank
Possibilities:
head
antennae
legs
segments
jaws
eyes
rough
SS3: Compare and order objects by
length, height, distance around, and
 Part of their observations could be to measure the length of
mass using nonstandard units, and make
the mealworms at regular intervals, perhaps once or twice a
statements of comparison.
week. As students at this age are using nonstandard
SP2: Construct and interpret concrete
graphs and pictographs to solve
measurements only, a small strip of paper could be cut the
problems.
same length as the mealworm each time. This is easily
done by laying the mealworm on a small piece of paper, using a
pencil to mark the two ends when the mealworm is straight, and
then cutting the strip out. When these are taped side by side they
create a graph showing growth.
Reflection: Journaling
Independent writing
There are interesting things to notice about
mealworms. Use words and/or pictures to tell about
some of these.
If students are unfamiliar with journaling, teachers should show the
students what a science journal entry might look like (modeled writing).
There can be words, pictures, diagrams—demonstrate different entries
(see pages 24-26). If appropriate, do a journal entry together as a shared
writing activity.
Example: whole class journal
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a
question to refocus attention or suggest the next step in learning is very effective.
Are students using vocabulary from the word bank? Do they use drawings as well as
words?
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
3. Text Features Through Life Cycles
Focus: To reinforce and extend knowledge of life cycles; add vocabulary; introduce and extend
knowledge of text features, and order of “reading” a page containing more than words.
Read aloud
Oral language
Read aloud a book on the life cycle of some type of organism. Point
out to students that:
- Information can also be represented in the text features
- The page is not necessarily read from left to right, top to bottom.
The print can be read first then the picture; or the picture first,
then the print.
- It is okay if some features on a page are “read” more than once.
Have a discussion about what text features they saw in the read aloud.
For the following activity you may find suitable books in your school’s literacy
resources, school library, and/or a NB public library. A list of suitable books
available through public libraries is on pages 28-30.
Possible Text
Features
text bubbles
glossary
flow charts
table of contents
highlighted words
headings
captions
photographs
italicized words
diagrams/labels
index
You may also choose to have students read material online. The following sites
may be useful:
Frogs and toad life cycle http://www.naturenorth.com/1np/Species/amphibian/Lifcyc/Flfcyc.html
Salamander life cycle http://www.naturenorth.com/1np/Species/amphibian/Lifcyc/Flfcyc.html
Swan life cycle http://www.naturegrid.org.uk/infant/swan/pro10.html
Snake life cycle http://www.thematzats.com/snakes/life1.htm
Independent /pair reading
Oral language
Divide your students into pairs, give them life cycle books, and send them
on a text feature search.
Once the students have had an opportunity to look through their books,
gather them back to a meeting place and discuss the text features seen.
Reflection: Journaling
Independent writing
In your opinion, which text feature is very useful for helping a reader
understand? Explain why you think so.
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a
question to refocus attention or suggest the next step in learning is very effective.
Are students able to identify a text feature and its purpose?
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
4. Making Predictions
Focus: To make predictions with a reason for them; to write questions
Materials:
Mealworms
White paper
Magnifying glasses
Coffee stir sticks or popsicle sticks
Talk to the students about how scientists indicate what they expect will happen. They make
predictions. Sometimes the results will be what they expected and sometimes they will be
unexpected.
To discourage children from changing their initial predictions, you may want to get them to write
their prediction in pen or a fine tipped marker.
 Teacher’s Note:
As students spend more time observing their mealworms, they may talk about how their
predictions were wrong. It is important to address this and discuss results as being different
than what they predicted; not wrong. Scientists often learn more when results are different than
what was expected. It is a good opportunity to ask why. For example: Why did you think it was
going to grow as large as an earthworm? Why do you suppose it didn’t?
Oral language
Modelled writing
Independent writing
Exploration:
Have students observe their mealworms and start thinking about what they
might expect to see over the next few hours, days and weeks. Encourage
them to think about some of the read alouds and other books in the
classroom (e.g., The Life Cycle of the Frog, The Snail, etc.)
Model the writing of predictions with a reason attached.
The mealworm will . . . like . . .
The mealworm will . . . because . . .
For example: The mealworm will grow four legs and get shorter like what happens in the
frog life cycle.
Have the children make predictions about what they will see. Students should give a
reason for their predictions.
If students need a prompt to get started, ask them: What do you think will happen to the
mealworm next in its life cycle? Why do you think so?
A discussion about predictions will probably also have students wondering about things. Remind
students that scientists wonder and ask questions about things they notice.
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
Have the children also write one I wonder question. It
may be something that they are wondering about or a
Independent writing
question they were thinking about as they observed
the contents of the container. Over the course of the mealworm
studies, these questions can be examined as a class or by
individual students to see if the “I wonder” can be answered (not
all I wonders are easy to address), if they have learned the
answer, or if they would like to find the answer as a class.
Example: questions
about salmon
5. Writing About Mealworms
Focus: exploring the content and layout of a two-page spread on mealworms; review text
features; reinforce knowledge of mealworms to date
Towards the end of the life cycle unit, students will each create a part of a book on life cycles.
You will have your students work in small groups, pairs or individually to create two-page
spreads about the life cycle of a specific organism.
Throughout the unit as your students observe the mealworms and the darkling beetles, you will
build and keep modifying a two-page spread on the life cycle of the mealworm/beetle. As
students learn more about the mealworms through observation, they will have additional and
perhaps different information that they think should be included on the two-page spread. The
inclusion of various text features can be explored.
The mealworm two-page spread and the process used to arrive at the final product will provide
a model for when students create their two-page spread on a different organism.
Oral language
Modelled or shared
writing
Have two large sheets of paper for the two-page spread, and different sized
sticky notes or sizes (and colours) of paper that can be taped on the large
sheets. The sticky notes or smaller papers can be used for text features or
print. If they are taped to the large sheets, they can be moved about or
exchanged as ideas about content and layout change.
 Teacher’s Note: Instead of taping pieces of paper directly to the chart paper, tape them to
sticky notes and use the sticky notes to hold them on the chart paper. This prevents tearing of
the chart paper when items are moved around.
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
Link to Visual Arts:
Materials and Techniques:
Paper Manipulation:
- Tear and cut paper to achieve
desired results
Elements of Art and Principles of Design:
- Create various line patterns, e.g.,
stripes, spirals, zigzags and jagged
lines
- Create designs with different simple
shapes
Development of Imagery:
- Create images from experiences
Example of two-page spread

Explain the two-page spread on mealworms project to students.

Ask students to brainstorm what they know about mealworms and their life cycle so far.
Record these on the board or chart paper.

Have students discuss in small groups, and then share with the class which of those are
important to include in the two page spread.

Discuss these until there is some agreement. The discussion tips on pages 22-23 may
be helpful.

For each important point ask: Should it be included in words, a picture, as another text
feature, or in more than one way?

Assign groups or individuals to create the piece for each important point.

Begin fastening them to the large sheets.
6. Comparing Life Cycles
Focus: review order of reading, text features; add vocabulary; reinforce and extend knowledge
of life cycles; begin comparing life cycles
Ask the students to review what they know about life cycles. Refer to the chart you
have been building as a class.
Read aloud
Oral language
Read aloud Growth and Change by Sue Graves (provided to schools).
Review the idea “reading” does not always happen left to right, top to
bottom. Students may point out some of the text features.
Word Bank
Possibilities:
seed
sprout
juvenile
adult
newborn
Next, create a class example of a life cycle of one of the organisms from the book
by using a strip of paper. Ask them what happens when the organism reaches the
adult stage. Make a circle out of your strip of paper to show that it is a cycle that goes around
and around (hence the term life cycle).
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Growth and Development: Life Cycles
Have students choose an organism from the book and tell you about its life cycle. The students
should refer to each stage of the life cycle. Next, have small groups of students choose an
organism from the read aloud and indicate the stages of its life cycle on a strip of paper. Share
the strips with the whole class.
To allow students to compare organisms to each other, it might be beneficial during the sharing,
to chart the different stages of organisms as they are covered. This will provide students with a
visual cue and allow them to see how stages compare from one organism to another as they
are discussed. Questions such as:
How is a . . . like a . . .?
How is a . . . different from a . . .?
How is a butterfly like a frog?
So where does that stage go on our chart?
Example of chart:
egg
egg
newborn puppy
tadpole
caterpillar
chrysalis
puppy
frog
butterfly
dog
The discussion tips on pages 22-23 may be helpful in getting students to respond to students.
Refer back to the chart paper from the first day and see if, based on what they have learned so
far, students wish to add, change or take items off the list.
Do word work with students highlighting the long i sound. See page 32 for directions.
Reflection: Journaling
Independent writing
How do you think all the organisms in the chart are similar?
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a
question to refocus attention or suggest the next step in learning is very effective.
Are students able to notice similarities in life cycles?
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Growth and Development: Life Cycles
Possible Extension:
Link to Math:
In Growth and Change by Sue Graves, the time to become an
adult is given in days, weeks, months, or years. These times
could be compared.
SS1: Relate the number of days to a
week and the number of months to a
year in a problem solving context.
7. Observing Mealworms
Focus: To make and record observations; journal; make predictions
Two or three times a week, have the children put the contents of their mealworm container on a
piece of white paper and, using popsicle sticks and a magnifying glass, have them explore and
record their observations any changes or discoveries they have made.
Oral language
Modelled writing
Independent writing
At the end of each observation period, the children are to look back on
their previous prediction and see if that is what has happened.
Revisit the two-page spread you are creating on mealworms. Ask: Is
there more information on mealworms that should be included? Is there
some information we don’t really need and could remove? Is there another way we could
present information to the reader to help them understand (review text features)?
Create new portions and adjust the layout as desired or needed. This reflects a process that
occurs in the creation of real books.
Reflection: Journaling
How have the mealworms changed since your last observation? What changes do you think will
happen to the mealworms next? Support your answer.
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a
question to refocus attention or suggest the next step in learning is very effective.
Are students able to notice and communicate changes in the mealworms?
8. Do People Have Life Cycles?
Focus: to apply their knowledge of life cycles to humans; to create a labelled life cycle diagram;
to compare the human life cycle to those of other organisms
Ask students: Is it possible to describe a life cycle for humans?
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Growth and Development: Life Cycles
Give small groups of students a collection of people pictures
showing individuals of different ages (e.g., see page 33). Ask: Can
some of these pictures be used to show the life cycle for humans?
Have groups use pictures and a sheet of large paper to create a life cycle diagram
for humans. Ask them to be sure to label their diagram.
Oral language
Shared writing
Have groups share their human life cycles. What were the different stages called?
Can the class reach a consensus of what to call the stages? How many stages?
Word Bank
Possibilities:
baby
toddler
child
teenager
adult
senior
Who do students know that is in a specific life cycle stage? How do they know this person is in
that stage?
How do humans compare with other living things? Add humans to the comparison chart created
in “6. Comparing Life Cycles”.
Reflection: Journaling
Independent writing
Tell what stage you are in of the human life cycle. How do you know? What
stages have you already passed through?
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a
question to refocus attention or suggest the next step in learning is very effective.
Are students able to apply what they have learned about life cycles to people?
9. What We Know About Life Cycles Now
Focus: To make and record observations; compare life cycles of different organisms
Pair the students up (if you have enough books) or put them in small groups.
Give them a copy of a book with information on some organism’s life cycle.
Have the students read independently through the book. When they are
done, have the students discuss what the stages were for their particular organism and how
many stages there were. Hopefully the students will pick up on the fact that there are
commonalities in numbers of stages between organisms. If they do notice, ask them if they
think it would be the same for a given organism. Have the students draw a life cycle, labelling
the different stages, in their journals.
Independent reading
Oral language
Add it to their comparison life cycle chart from activity “6. Comparing Life Cycles”.
Make observations of mealworms. See “7. Observing Mealworms”.
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Growth and Development: Life Cycles
Again revisit the two-page spread you are creating on mealworms (see “5. Writing About
Mealworms”). Do this after each time observations are made of the mealworms/beetles. Ask: Is
there more information on mealworms that should be included? Is there some information we
don’t really need and could remove? Is there another way we could present information to the
reader to help them understand (text features)? Create new portions and adjust the layout as
desired or needed.
Refer back to the chart paper from the first day and see if, based on what they have learned so
far, students wish to add, change or take items off the list.
10. Mealworms to Beetles
Focus: make and record observations of beetles; compare beetles to mealworms
 Teacher’s Note: not every student or group will get beetles at the same time. Students may
need to share.
 As the children explore the contents of the container, the teacher should circulate around
the room and listen to the conversations the children are having about their discoveries.
Encourage the children to use descriptive words in their conversations with each other.
 After allowing the children to explore for a few minutes, have the children
Oral language
share some of their observations about the beetles.
Modelled writing
 Give the children some more time to explore, looking specifically for parts
and characteristics other children have raised about the beetles.
 Once this second exploration time is over, ask the children what they were able to
observe.
Reflection: Journaling
Independent writing
There are interesting things to notice about the darkling beetles. Using
words and/or pictures, tell about some of these.
or
What do you think will happen to the beetle next? Explain.
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a
question to refocus attention or suggest the next step in learning is very effective.
Are students able to notice and communicate information about the beetles?
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Growth and Development: Life Cycles
11. The Mealworm Life Cycle
Focus: review and/or summarize the mealworm life cycle; compare the mealworm life cycle to
other organisms’ cycles.
Compare the life cycle of the mealworm to the life cycle of other organisms. (To be done after a
beetle has appeared)
Refer to the life cycles we have already studied earlier in the unit. As the mealworm goes
through its life changes, ask the children where they think that stage would go in comparison to
other life cycles (e.g., the frog). Repeat this with the larva, pupa and beetle. As the mealworm
goes through the stages, the teacher will need to provide the students with the proper
terminology.
Add it to their comparison life cycle chart from activity “6. Comparing Life Cycles”.
Have students choose two organisms and create a Venn diagram comparing the similarities and
differences of their life cycles. The template on page 34 may be helpful.
Remember to keep revisiting the two-page spread you are creating on mealworms. Ask: What
other information do we want to include? Is there some information we don’t really need and
could remove? Is there another way we could present information to the reader to help them
understand (review text features)? Create new portions and adjust the layout as desired or
needed.
12. Making the Life Cycle Book
Focus: review life cycles; research as necessary; communicate information in a two-page
spread
Working in small groups, pairs, or as individuals, have students create a two-page spread for a
book about life cycles. The two-page spread created as a class on the life cycle of the
mealworm has modeled the process. Each two-page spread created should give information
about the life cycle of a different organism. Encourage students to use various text features in
their two-page spread. Additional or previously read non-fiction texts on various organisms can
be used by the students for research.
Extensions/Cross-Curricular Links
 Personal Recounts:
Have students write a personal recount on the experience of raising mealworms. It might
include how the mealworms were fed, the kinds of observations that were made, how
they were able to record changes in the mealworms, and how they felt about their
experiences.
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Growth and Development: Life Cycles
 Read the books “Diary of a Worm”, “Diary of a Spider” and “Diary of a Fly” by Doreen
Cronin. These are available through NB public libraries. Have the children think about
how their mealworms feel about living in school. They can do their own “Diary of a
Mealworm.”
 Life Cycle book: The following NB teacher’s webquest outlines the process for students
to create their own book on life cycles. http://mrssmithssmarties.webs.com/index.htm
 Procedural Writing: How to Care for Mealworms
Discuss what mealworms need in order to live. Ask students what is in each mealworm
container. Why are those things there (i.e.: the oatmeal and apple or potato wedge).
Write a How To Care for Mealworms Guide. Students may draw from the science word
wall, classroom charts and independent reading books for models. Refer to Lucy Calkins
and Laurie Pessah’s First Hand Writing, Book 6. The planning sheet has 3 boxes for
pictures. Having students use the “sketch first” strategy is helpful.
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Growth and Development: Life Cycles
Supporting Class Discussion
No one person is as smart as all of us together.
Page Keeley, in the book “Science Formative Assessment” (2008), uses the analogy of pingpong and volleyball to describe discussion interaction. Ping-pong represents the back and forth
question-answer pattern: the teacher asks a question, a student answers, the teacher asks
another question, a student answers, and so on. Volleyball represents a different discussion
pattern: the teacher asks a question, a student answers, and other students respond in
succession; each building upon the previous student’s response. Discussion continues until the
teacher “serves” another question.
A “volleyball” discussion encourages deeper student engagement with scientific ideas.
Students state and give reasons for their ideas. Through the interaction, ideas may be
challenged and clarified. Extensions and applications of ideas may arise as well. Discussions
should avoid the personal and always revolve around ideas, explanations and reasons. The
goal is for students to achieve better understanding.
Share the ping-pong and volleyball analogies with your students. Good discussion takes
practice. You and your students will improve. Many teachers find discussion works best if all
students can see each other, such as in a circle, at least until they become accustomed to
listening and responding to each other.
As the teacher, you will need to:
o establish and maintain a respectful and supportive environment;
o provide clear expectations;
o keep the talk focused on the science;
o carefully orchestrate talk to provide for equitable participation.
It is important to establish discussion norms
with your class. Your expectations may include:
o
Everyone has a right to participate and
be heard.
o
Everyone has an obligation to listen
and try to understand.
o
Everyone is obliged to ask questions
when they do not understand.
o
The speaker has an obligation to
attempt to be clear.
At first, discussions are apt to seem somewhat
artificial. Initially, a bulletin board featuring
carton talk bubbles with suggested sentence
starters may be helpful.
I respectfully disagree . . .
I had a different result . . .
Could you show how you got that information?
When I was doing ___, I found that . . .
Even though you said ___, I think . . .
The data I have is different from what you
shared. I found . . .
I observed . . .
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Growth and Development: Life Cycles
It is helpful if teacher questions refer to a big idea rather than specifics. (Could humans and
chickens move their bones without muscles?) Questions should be phrased so that anyone can
enter into the conversation. Opinion questions are especially good for this (What do you think . .
. ? How do you think . . . ? What if . . . ? Why . . . ?).
Provide plenty of wait time for students. Students give more detailed and complex answers
when given sufficient wait time. Allow wait time after student responses. When students are
engaged and thinking, they need time to process other responses before contributing. If the
discussion is not progressing, have students engage in partner talk. Partner talk enables the
teacher the opportunity to insert “overheard” ideas.
Helpful teacher prompts:
1. What do you expect to happen?
2. Say more about that.
3. What do you mean by . . . ?
4. How do you know?
5. Can you repeat what ____ said in another way?
6. Does anyone agree or disagree with . . . ?
7. Does anyone want to add to or build on to . . . ?
8. Who understands ___’s idea and can explain it in their own words?
9. Let me see if I have got your idea right. Are you saying . . . ?
10. So you are saying that . . .
11. What evidence helped you to think that?
References:
Keeley, Page (2008). Science Formative Assessment. Thousand Oaks, CA: Corwin Press and
Arlington, VA: NSTA Press
Michaels, Sarah, Shouse,Andrew W., and Schweingruber, Heidi A. (2008). Ready, Set,
SCIENCE! Washington, DC: The National Academies Press
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
Journaling
Like the term inquiry, journaling tends to have different meanings depending on who you ask.
At the end of each cycle (activity) in the resource packages, there is a journal question. The
purpose of journaling in the packages is twofold:
1) For students to consolidate as well as apply their learning
By asking students a question directly related to the goal or focus of the activity, students
are required to think about their activity, the results, and the class discussion and then
explain (in their own words). In many cases, the journal question requires students to
apply the skills and knowledge acquired through the activity to a slightly different
situation.
2) For teachers to assess each student’s learning
Asking focused questions allows teachers to determine which students “got it” and which
may need to do more before moving on. Journal responses can inform instructional
decisions. They also can be used to show parents evidence of learning.
The benefit of doing journals is that all students are able to express their thoughts in some way.
Ideas can be communicated in ways other than only using written sentences. In order to
express their findings and thoughts, scientists, as in other professions, often draw diagrams with
labels and/or captions.
Students that are typically not strong writers can be encouraged to draw a diagram and add
labels and further details to explain. Students that are strong writers can also be encouraged to
include a diagram with labels, as complex ideas can be shared quickly through diagrams with
captions, as often seen in non-fiction books. Over the course of the year, students can be
encouraged to focus on including important details in their drawings and writing.
The form journals take may be varied by cycle, by day of the week, by literacy outcomes being
addressed, or by student ability. In terms of spelling and use of conventions, journal writing
should be treated like a first draft. Sometimes one or more journal entries can be subsequently
used as a beginning for another form of writing (such as a procedural piece or explanatory
report). See https://portal.nbed.nb.ca/tr/lr/Curriculum%20Support%20Resources/W%202%20.pdf
In the resource packages journals tend to be used at the end of activities, but journaling is also
useful “before” and “during” learning to help students articulate what they predict and think.
Examples of journaling and its uses can be found at the following websites:
http://joeharvey.wikispaces.com/file/view/Learning+Logs.pdf
http://www.ied.edu.hk/apfslt/v5_issue2/sowm/sowm6.htm
http://www.kidsgardening.com/growingideas/projects/nov03/pg2.html
Other forms of journaling may also be used in science in addition to the “Journal” questions.
Different types of journals are described in the Atlantic English Language Arts Curriculum.
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
Journals, as used in the resource packages, are described in the ELA curriculum document in
the journaling section as learning logs. See the Atlantic English Language Arts Curriculum, page
205 at
https://portal.nbed.nb.ca/tr/cd/Documents/English%20Language%20Arts%20Elementary%20%
20K%20-%203%20Curriculum.pdf
The following journal samples show a variety of journal entries: all text, all diagram, and
combinations of diagram and text.
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Growth and Development: Life Cycles
Text from sample:
Day 15
Today on May 25 our catterpilar
has black fer. One is really big.
brown poop is on the botom too.
Also there is a white web on the
botom. Some have yellow strips
and black spikes. Also elleven are
dead in our room.
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Growth and Development: Life Cycles
Materials List
Various non-fiction and fiction books related to life cycles and living organisms (see
resource list)
Observation journals
Mealworms - about 6 for each child (Can be found at local pet stores)
Containers for mealworms (such as plastic margarine containers)
Oatmeal, wheat bran, powdered milk or whole wheat flour (For each container in which
the meal worms will live - best to use more than one ingredient mixed together)
Apples or potatoes (Wedges placed in containers for moisture and food for meal worms)
Popsicle sticks
Magnifying glasses
Optional: Kena™ microscope or other digital microscope
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
Public Library List
The following books are available in New Brunswick public libraries. There may be additional
titles related to life cycles not included in this list. If you have a valid library card these books
may be reserved at your public library or at
http://vision.gnb.ca/web2/tramp2.exe/log_in?setting_key=ENGLISH .
Title
Author
Number of copies
in provincial
libraries
Easier Reads
Seed to Plant
Melvin & Gilda Berger
1
Caterpillar to Butterfly
Melvin & Gilda Berger
2
Grub to Ladybug
Melvin & Gilda Berger
2
First the Egg
Laura Vaccaro Seeger
5
I can Read About Frogs & Toads
Ellen Schultz
1
Who Laid These Eggs?
Rachel Albanese
1
Egg to Chicken
Camilla de la Bédoyère
6
Tadpole to Frog
Camilla de la Bédoyère
2
Caterpillar to Butterfly
Camilla de la Bédoyère
4
Seed to Sunflower
Camilla de la Bédoyère
4
Joey to Kangaroo
Camilla de la Bédoyère
4
Pup to Shark
Camilla de la Bédoyère
4
Ants
Deborah Hodge
14
A Ladybug’s Life
John Himmelman
1
A Hummingbird’s Life
John Himmelman
2
An Earthworm’s Life
John Himmelman
1
A House Spider’s Life
John Himmelman
1
From Acorn to Oak Tree
Jan Kottke
1
From Seed to Pumpkin
Jan Kottke
1
Chickens Aren’t the Only Ones
Ruth Heller
10
The Life Cycle of a Ladybug
Ruth Thomson
3
The Life Cycle of a Crab
Ruth Thomson
4
The Life Cycle of an Apple
Ruth Thomson
4
The Life Cycle of an Owl
Ruth Thomson
4
The Life Cycle of a Bean
Ruth Thomson
1
The Life Cycle of a Cat
Ruth Thomson
1
The Life Cycle of a Salmon
Ruth Thomson
1
The Life Cycle of a Chicken
Ruth Thomson
1
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Growth and Development: Life Cycles
Salmon Stream
Carol Reed-Jones
1
The Frog
Sabrina Crewe
1
The Swallow
Sabrina Crewe
1
Mouse
Angela Royston
6
Duck
Angela Royston
8
Rabbit
Angela Royston
6
Frog
Angela Royston
6
Lamb
Angela Royston
8
Puppy
Angela Royston
5
Kitten
Angela Royston
4
Chick
Angela Royston
6
Life Cycle of an Oak Tree
Angela Royston
1
Life cycle of a Mushroom
Angela Royston
1
The Life Cycle of a Tree
John Williams
1
The Life Cycle of a Rabbit
John Williams
1
Sea Turtles
Kathleen Pohl
1
Koalas
Kathleen Pohl
1
Dolphins
Kathleen Pohl
1
Crocodiles
Kathleen Pohl
1
The Life Cycle of a Bee
Jill Bailey
1
The Life Cycle of a Grasshopper
Jill Bailey
1
The Life Cycle of a Ladybird
Jill Bailey
1
Lions
Sally Morgan
2
Tigers
Sally Morgan
2
Spiders
Sally Morgan
2
Elephants
Sally Morgan
2
Whales
Sally Morgan
2
Giraffes
Sally Morgan
1
Orangutans
Sally Morgan
1
Bees and Wasps
Sally Morgan
1
Alligators and Crocodiles
Sally Morgan
1
Tortoises and Turtles
Sally Morgan
1
Eagles
Sally Morgan
1
Bears
Sally Morgan
1
Sharks
Sally Morgan
1
Sally Morgan
1
More Difficult Reads
From Tadpole to Frog
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Growth and Development: Life Cycles
From Kitten to Cat
Sally Morgan
1
Cats and Other Mammals
Sally Morgan
1
Ducks and Other Birds
Sally Morgan
1
Mealworms: raise them, watch
them, see them change
Adrienne Mason
Insect Life Cycles
Molly Aloian & Bobbie Kalman
The Life Cycle of an Emperor
Penguin
Bobbie Kalman & Robin Johnson
The Life Cycle of a Beaver
Bobbie Kalman
7
The Life Cycle of a Honeybee
Bobbie Kalman
10
The Life Cycle of a Crayfish
Bobbie Kalman & Rebecca Sjonger
4
The Life Cycle of a Salmon
Bobbie Kalman & Rebecca Sjonger
6
The Life Cycle of a Polar Bear
Rebecca Sjonger & Bobbie Kalman
10
The Life Cycle of a Ant
Hadley Dyer & Bobbie Kalman
5
The Life Cycle of a Shark
John Crossingham & Bobbie
Kalman
9
The Life Cycle of a Bat
Rebecca Sjonger & Bobbie Kalman
2
The Life of a Turtle
Clare Hibbert
2
The Life of a Frog
Clare Hibbert
2
Bee
Barrie Watts
1
Ladybug
Barrie Watts
1
Spider
Barrie Watts
1
Bean
Barrie Watts
1
How Caterpillars Turn Into
Butterflies
Jill Bailey
Frog
Michael Chinery
1
Ant
Michael Chinery
1
Snake
Michael Chinery
1
Spider
Michael Chinery
1
Butterfly
Michael Chinery
2
Come Back, Salmon
Molly Cone
5
8
6
6
1
Related Fiction Recommended by Teachers
Diary of a Worm
Doreen Cronin
24
Diary of a Spider
Doreen Cronin
32
Diary of a Fly
Doreen Cronin
16
It’s a Frog’s Life
Steve Parker
5
Salmon Creek
Annette LeBox & Karen Reczuch
12
Grady the Goose
Denise Brennan-Nelson
3
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Growth and Development: Life Cycles
Calendar Template
Month Name
New Brunswick Literacy/Science Resource Package: Grade 2
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Growth and Development: Life Cycles
Word Work
Special Science word work featuring a two-word mystery phrase.
Provide the students with all of the letters, but they will only be given the 5 letters in cycle to
rearrange for the mystery word. Display this on the board _ _ _ _ _ _ _ _ _ _
e
i
c
e
s
Use three letters to spell the word fly.
Change the y to e and use the letters
to spell elf.
Change one letter to make the word
lie.
Add one letter to make the word lies.
Add one letter to spell the word flies.
Start over, take 3 letters and spell the
work ice.
Add one letter to make ice spell lice.
y
l
l
f
The fly was buzzing around my
head.
The elf was very tricky, but he
worked hard making toys.
It is wrong to tell a lie.
fly
Sometimes, my little sister lies.
Look at how that bird flies!
There was ice on top of the puddle
this morning.
In the fall, we are careful not to
share hats in case we spread lice.
I like a slice of cheese on my
hamburger.
I have lived in my house my whole
life.
lies
flies
ice
c
elf
lie
lice
Add one more letter to make the word
slice
slice.
Remove s, now you have lice again.
life
Change one letter and make the word
life.
Now it is time for the mystery word. Tell the students their last word, is the first of your mystery
phrase. Fill in the following and provide the students with the hint that the mystery word will
complete the topic you have been studying in science.
l i f e _____s
Sort
elf
Transfer
elf
self
shelf
fly
flies
lie
lies
ice
lice
slice
fly
sly
why
lie
pie
die
tie
ice
lice
slice
dice
rice
New Brunswick Literacy/Science Resource Package: Grade 2
33
Growth and Development: Life Cycles
Pictures for Human Life Cycle
New Brunswick Literacy/Science Resource Package: Grade 2
34
Growth and Development: Life Cycles
Comparing ____________ and ____________
New Brunswick Literacy/Science Resource Package: Grade 2
35
Growth and Development: Life Cycles
Planning For How-To Writing
How to care for mealworms
1.
Materials that you need.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. First Steps
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
New Brunswick Literacy/Science Resource Package: Grade 2
36
Growth and Development: Life Cycles
3. End Steps
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Or it could look like this
What You Need
First Steps
End Steps
New Brunswick Literacy/Science Resource Package: Grade 2
37
Growth and Development: Life Cycles
Observation Chart Sheet
Outcomes:
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
New Brunswick Literacy/Science Resource Package: Grade 2
names
New Brunswick Literacy/Science Resource Package: Grade 2
203 Communicate, using terminology and
language that others understand
201-5 Make and record relevant observations,
and measurements, using written language,
pictures, and charts
Literacy
2.1.3.Students will be expected to describe
changes that occur in humans as they grow,
and contrast human growth with that of other
organisms
2.1.1 Students will be expected to describe
the growth and development of familiar
animals during their life cycle
2.9.b. Demonstrate some awareness of
audience and purpose
2.8. a. Use writing and other forms of
representing for a variety of functions
2.4.d. Use some features of written text to
determine content, locate topics, and obtain
information
2.1.d. Listen to others’ ideas and opinions
2.1.b. Ask and respond to questions to clarify
information or to gather further information
2.1.a. Express thoughts and feelings and
describe experiences
38
Growth and Development: Life Cycles
Observation Checklist
Science
39
Growth and Development: Life Cycles
Student Record
Outcome goal
Evidence
I can say what I think, and describe what I
experience. (2.1.a)
I can ask and answer questions to
understand better and get more information.
(2.1.b)
I can listen to others’ ideas and opinions.
(2.1.d)
I can use text features to locate topics, and
find information. (2.4.d)
I can use writing and drawings to
communicate information. (2.8.a)
I can write so my audience understands.
(2.9.b)
I can tell about the life cycles of animals I
know. (2.1.1)
I can describe the life cycle of humans and
compare it to other animals. (2.1.3)
I can make and record observations using
words, pictures, and/or charts. (201-5)
I can communicate using words that others
understand. (203)
New Brunswick Literacy/Science Resource Package: Grade 2