Rev.

5/8/2014
Name: Heidi Paulson School: Stevens Elementary
Subject/Grade: 3
rd
Grade Science Life Cycles
Length of Lesson: 3 weeks
What other curricular areas will the unit cover? Reading,
Writing
Stage 1 Desired Results

Prioritized Benchmarks:
Standard 3 Life Science: Students know and understand the characteristics and
structure of living things, the processes of life, and how living things interact with
each other and their environment.
Life cycles vary from organism to organism (for example: frog, chicken,
butterfly, radish, bean plant).
There are similarities and differences in appearance among individuals of
the same population (for example: size, color and shape).
There are similarities and differences between organisms (for example:
vertebrate vs. invertebrate, endoskeleton vs. exoskeleton).


ET/IL
1.b. Create original works as a means of personal or group expression
Use technology to modify or create digital works; produce a media-rich digital story,
individually or collaboratively; document a reflection of the processes and results (e.g.,
story based on a first-person interview or historical research).

1.c. Use models and simulations to explore complex systems and issues
Apply models and simulations to explore cause and effect relationships based on changes
in elements, patterns, or sequence; explain or illustrate results.

3b (RED)
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
3d (BLUE)
Process data and report results.
Report findings using a structured, teacher-directed format (e.g. multi-media presentation,
publication, graphic organizer, written report).

5b (YELLOW)
Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
Utilizes technology as a source of information, learning and entertainment.
6c (YELLOW)
Troubleshoot systems and applications
Identify software issues and ask for help.


Understandings:
Students will understand that
Organisms reproduce, grow,
Essential Questions:

How does an organism change
Rev. 5/8/2014
develop, and differentiate in a
predictable pattern.

Organisms have life cycles that are
different for different organisms.



throughout its life cycle?

How are life cycles from a variety of
organisms similar and different?



Students will know
Stages of the life cycles of a variety
of a variety of organisms
Strategies to evaluate and
compare data

Students will be able to
Sequence stages of a variety of
plant and animal life cycles
Compare and contrast a variety of
plant and animal life cycles
Gather information about life cycles
from a variety of media sources
Ask a testable question and collect
data about the life cycles of a
variety of organisms such as meal
worms, plants, butterflies

Vocabulary
Content
life cycle
Stages
organism

Cross-content
Label
Graphic organizer
Stage 2 Assessment Evidence
What will you accept as evidence that shows the students understand the concepts?
Attach assessment rubric
Performance Tasks:

Students will take notes on an
organism from books using the
note taking chart and using a
books Table of Contents and
Index

Students will use notes to
create a life cycle graphic in
Pixie for their organisms

Other Evidence:
Stage 3 Learning Plan
Learning Activities (Teacher
Librarian is Responsible for):
Lesson on in print sources.
Demonstrate use of Pixie and
Learning Activities (Teacher is
Responsible for):
Developing background
knowledge in life cycles,
Rev. 5/8/2014
how to create a life cycle
graphic organizer


further work on life cycles
Accommodations/Differentiations:
Students will be paired if they are low level readers or non-
readers (DeeDee) for research and computer tasks with a
higher level reader



Materials/Resources:
books for research, laptops for creation of life cycle organizers
Copies of note taking sheets for students