3-LS1-1 / 2016

Prefix NJSLS is omitted

3-LS1-1:Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary:
Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]
Essential Questions / Enduring Understandings / Labs, Investigation, and Student Experiences
Shows different life cycles of organisms.
All living organisms contain cells / Studnets understand that everything starts as one cells, it grows, developes, matures, reproduces, and then dies.
Student Understand Metamorphosis or certain organism
Students understand that some organisms grow / Labs: Students will plant a lima bean seed in a cup of soil and observe over time the plant grow.
Observe a complete life cycle of an organism in the classroom. (i.e. butterflies, pumpkin seed, lima beans, or pinto beans
Describe the organism in different stages of its life cycle from seed or egg, to seedling/young, to mature/adult, to death, and explain how the structures of the organism change over time
Resources:
Compare the life cycle of the classroom organism to other organisms using a graphic organizer. (i.e. Venn Diagram, T Chart, or other graphic organizer)
Recognize that stages of an organism’s life cycle are predictable and describable. Given images of organisms at different stages of its life cycle, predict the missing stages in that cycle based on prior knowledge. (5.3.D.1)
Suggested Modifications (ELLs, Special Education, Gifted and Talented)
· Provide differentiated instruction as needed.
· Follow all IEP modifications/504 plan.
Resources:
Text:
Harcourt Science, Grade 2
Sep 1, 2003
by HARCOURT SCHOOL PUBLISHERS

Content Statements

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Common Core Standards Connections

All living things contain cells
All organisms are birthed and then eventually die
Plants and animals have life
cycles (begin life, develop into
adults, reproduce, and
eventually die).
The characteristics of each stage of life vary by species. / ELA/Literacy - RI.3.7SL.3.5
Math - MP.43.NBT3.NF

21st Century Life and Careers Standards

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CPI #

9.3ST.1-.6 / 9.1.4.A.1 9.1.4.B.1 9.3.4.A.3
9.1.4.A.2 9.1.4.C.1
9.1.4.A.3 9.1.4.D.1
9.1.4.A.4 9.1.4.E.1
9.1.4.A.5 9.1.4.E.2
Desired Results
Students will have a hands on approach to understand an envision invisible forces.
Sample Assessments
To show evidence of meeting this CPI, students may complete the following performance assessment:
After watching a nature show about frogs, your class started to wonder if all organisms follow the exact same life cycle patterns. You decide to investigate this idea together. Work in small groups to develop questions about organismal life cycles. What would you like to know? How do you think life cycles are similar? How might they differ? Decide which organism you would like to study in your small group, which should be different than those selected by other groups. Carefully observe and document the life cycle of your organism. Record the physical characteristics and behavior, noting the differences and similarities between the different life cycle stages of an organism, and the different life cycles between different organisms. As a class, find patterns based on the similarities between life cycles. Share your observations in a class-created nature show about life cycles. (5.3.D.1)