Life Cycle's Using 5E
1 .1 ENGAGE- FIELDTRIP TO THE ZOO AND BOTANICAL GARDENS
1. Teachers should plan a fieldtrip to the zoo, botanical gardens, and more. If possible plan for a zookeeper tour guide, life cycle educational class, tour guide etc.
2. Tell students that on this particular fieldtrip, they are expected to learn something about plants and animals. Have students bring science notebooks and a pencil. Students can make notes and draw pictures. (1 Day)
1. List and draw in your notebook the information that you learned throughout the day about life cycles of both plants and animals.
2. Ask as many questions throughout the day to aid in your research back in the classroom.
2 .2 EXPLORE- LIFE CYCLE'S YOUTUBE VIDEO AND INTERNET RESEARCH
1. Students will watch YouTube video link on life cycles.
2. Tell students to create a life cycle web in their notebook about the various life cycles mentioned in the video.
3. This video will allow students to learn more topics related to life cycles and find an area of interest.
4. Students will be able to research animal topics of their choice using a variety of online information resources. Ex. National Geographic's for Kids link here.
5. Demonstrate one topic area (Ex. Cyber Bullying) and how to navigate through this particular section. This is where students will gain knowledge for their topics.
6. Students will choose and sign-up to a topic o their choice.
7. Students should also locate short videos relating to their animal life cycle and fun facts to share during their short presentations.
1. List life cycles you locate in web form in your science notebook.
2. Decide which animal your partner/ group would like to explore further.
3. Using the laptop/iPad login using one of your username and password. Note only one laptop/iPad is needed.
4. Work together to navigate through the Internet using kid friendly cites to locate information related to your animal life cycle, location, and important facts relating to your particular animal.
5. Break up work into different sections (students may review different feature within their topic and then share findings with the group).
6. Locate a short video to share with others during presentations.
3 .3 EXPLAIN-USING LIFE CYCLE TERMINOLOGY INFORMATION
1. Throughout this lesson, the teacher will begin to introduce the vocabulary words found throughout a variety of life cycles discussed. The key vocabulary words include words such as: life cycle, flower, plant, stem, leaf, roots, pollinate, growth, development, stages, maturity, reproduction, species, classification, and more.
2. Students will be encouraged to use this new terminology when discussing each topic.
3. Have students create their new "spelling lists" relating to "life cycle" on SpellingCity link. Students will do vocabulary activities and will complete activities throughout the week.
1. Use science terminology/science language when working on activity.
2. Log into SpellingCity link using your own accounts and create spelling list for the week. Complete vocabulary activities during this week.
4 .4 ELABORAE- MAKE A SLIDE PRESENTATION USING GOOGLE SLIDE
1. When each partner/ group has navigated through their topic students will use the Google Slide located in Google Classroom set up/ shared by and the teacher, to create a slideshow presentation about the animal life cycle they explored.
2. Begin by selecting a slide template of your choice (Students would need to have prior knowledge to navigate through this).
3. Have students divide the work between the partners/group (Ex. one student may type important information relating to their findings while the other student locates pictures to insert within the presentation).
1. Make sure you are logged into "My Good Classroom" to create presentations with your partners as well as share presentations with your teacher/other peers when finished (Because this is in the teacher classroom, teachers are able to see what is being created and make suggestions to students).
2. Create your slideshow presentation to share with your class (Sharing will take a few periods).
5 .5 EVALUATE- TAKE THE LIFE CYCLE QUIZZES
1. Have students take peer partner/group quiz on each life cycle topic and see how much information they have learned (This will take place over the course of a few periods).
2. Students will need to log onto "Plickers" set up by the teacher and use Plicker cards assigned at the beginning of the year with student numbers.
3. Teacher can monitor results in "My Google Classroom" application which was set up at the beginning of the year. The teacher can see all the responses to each quiz taken which is displayed in graph form. Presentation slides can be printed and given to students on topics where students did not score well.
4. Set up iPad for each partner/group in different sections of the classroom after presentations and have students go from group to group taking each quiz. One iPad is required for this activity as well as one student from each group should scan peers Plicker cards once they have decided on their answer (They may take more then one period).
1. Students log into classroom account and create a short multiple-choice quiz relating to your life cycle topics (Maximum 5 questions).
2. Go around to each group and take each quiz relating to your peers life cycle topics presented today. See how much information you cn remember!