North Carolina Science Essential Standards
Resource Pack 2.L.1 Animal Life Cycles
Essential Standard:
2.L.1 Understand animal life cycles.
Clarifying Objectives:
2.L.1.1 Summarize the life cycle of animals:
• Birth
• Developing into an adult
• Reproducing
• Aging and death.
2.L.1.2 Compare life cycles of different animals such as, but not limited to, mealworms, ladybugs, crickets, guppies or frogs.
Vertical Strand Maps:
Cell functions and basic needs: http://scnces.ncdpi.wikispaces.net/Strand+Maps
North Carolina Unpacking:
http://scnces.ncdpi.wikispaces.net/Race+to+the+Top+Support+Tools
Framework for K-12 Science Education:
NGSS Framework
LS1.B: GROWTH AND DEVELOPMENT OF ORGANISMS
How do organisms grow and develop?
The characteristic structures, functions, and behaviors of organisms change in predictable ways as they progress from birth to old age. For example, upon reaching adulthood, organisms can reproduce and transfer their genetic information to their offspring. Animals engage in behaviors that increase their chances for reproduction, and plants may develop specialized structures and/or depend on animal behavior to accomplish reproduction.
Understanding how a single cell can give rise to a complex, multicellular organism builds on the concepts of cell division and gene expression. In multi- cellular organisms, cell division is an essential component of growth, development, and repair. Cell division occurs via a process called mitosis: when a cell divides in two, it passes identical genetic material to two daughter cells. Successive divisions produce many cells. Although the genetic material in each of the cells is identical, small differences in the immediate environments activate or inactivate different genes, which can cause the cells to develop slightly differently. This process of differentiation allows the body to form specialized cells that perform diverse functions, even though they are all descended from a single cell, the fertilized egg. Cell growth and differentiation are the mechanisms by which a fertilized egg develops into a complex organism. In sexual reproduction, a specialized type of cell division called meiosis occurs and results in the production of sex cells, such as gametes (sperm and eggs) or spores, which contain only one member from each chromo- some pair in the parent cell.
Grade Band Endpoints for LS1.B
By the end of grade 2. Plants and animals have predictable characteristics at different stages of development. Plants and animals grow and change. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.
By the end of grade 5. Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles that include being born (sprouting in plants), growing, developing into adults, reproducing, and eventually dying.
Science for All Americans
A human develops from a single cell, formed by the fusion of an egg cell and a sperm cell; each contributes half of the cell's genetic information. Ovaries in females produce ripened egg cells, usually one per menstrual cycle; testes in males produce sperm cells in great numbers. Fertilization of an egg cell by a sperm ordinarily occurs after sperm cells are deposited near an egg cell. But fertilization does not always result, because sperm deposit may take place at the time of the female's menstrual cycle when no egg is present, or one of the partners may be unable to produce viable sex cells. Also, contraceptive measures may be used to incapacitate sperm, block their way to the egg, prevent the release of eggs, or prevent the fertilized egg from implanting successfully. Using artificial means to prevent or facilitate pregnancy raises questions of social norms, ethics, religious beliefs, and even politics.
Within a few hours of conception, the fertilized egg divides into two identical cells, each of which soon divides again, and so on, until there are enough to form a small sphere. Within a few days, this sphere embeds itself in the wall of the uterus, where the placenta nourishes the embryo by allowing the transfer of substances between the blood of the mother and that of the developing child. During the first three months of pregnancy, successive generations of cells organize into organs; during the second three months, all organs and body features develop; and during the last three months, further development and growth occur. These patterns of human development are similar to those of other animals with backbones, although the time scale may be very different.
The developing embryo may be at risk as a consequence of its own genetic defects, the mother's poor health or inadequate diet during pregnancy, or her use of alcohol, tobacco, and other drugs. If an infant's development is incomplete when birth occurs, because of either premature birth or poor health care, the infant may not survive. After birth, infants may be at risk as a result of injury during birth or infection during or shortly after the event. The death rate of infants, therefore, varies greatly from place to place, depending on the quality of sanitation, hygiene, prenatal nutrition, and medical care. Even for infants who survive, poor conditions before or after birth may lead to lower physical and mental capacities.
In normal children, mental development is characterized by the regular appearance of a set of abilities at successive stages. These include an enhancement of memory toward the end of the first month, speech sounds by the first birthday, connected speech by the second birthday, the ability to relate concepts and categories by the sixth birthday, and the ability to detect consistency or inconsistency in arguments by adolescence. The development of these increasingly more complex levels of intellectual competence is a function both of increasing brain maturity and of learning experiences. If appropriate kinds of stimulation are not available when the child is in an especially sensitive stage of development, some kinds of further biological and psychological development may be made more difficult or may even fail to occur.
This extraordinarily long period of human development—compared to that of other species—is related to the prominent role of the brain in human evolution. Most species are very limited in their repertory of behavior and depend for survival on predictable responses determined largely by genetic programming; mammals, and especially humans, depend far more on learned behavior. A prolonged childhood provides time and opportunities for the brain to develop into an effective instrument for intelligent living. This comes not only through play and interaction with older children and adults but also through exposure to the words and arts of people from other parts of the world and other times in history. The ability to learn persists throughout life and in some ways may improve as people build a base of ideas and come to understand how they learn best.
Developmental stages occur with somewhat different timing for different individuals, as a function of both differing physiological factors and differing experiences. Transition from one stage to another may be troublesome, particularly when biological changes are dramatic or when they are out of step with social abilities or others' expectations. Different societies place different meaning and importance on developmental stages and on the transitions from one to the next. For example, childhood is defined legally and socially as well as biologically, and its duration and meaning vary in different cultures and historical periods. In the United States, the onset of puberty—the maturation of the body in preparation for reproduction—occurs several years before an age generally considered physically and psychologically appropriate for parenthood and other adult functions.
Whether adults become parents, and (if they do) how many offspring they have, is determined by a wide variety of cultural and personal factors, as well as by biology. Technology has added greatly to the options available to people to control their reproduction. Chemical and mechanical means exist for preventing, detecting, or terminating pregnancies. Through such measures as hormone therapy and artificial insemination, it is also possible to bring about desired pregnancies that otherwise could not happen. The use of these technologies to prevent or facilitate pregnancy, however, is controversial and raises questions of social mores, ethics, religious belief, and even politics.
Aging is a normal—but still poorly understood—process in all humans. Its effects vary greatly among individuals. In general, muscles and joints tend to become less flexible, bones and muscles lose some mass, energy levels diminish, and the senses become less acute. For women, one major event in the aging process is menopause; sometime between the ages of 45 and 55, they undergo a major change in their production of sex hormones, with the result that they no longer have menstrual cycles and no longer release eggs.
The aging process in humans is associated not only with changes in the hormonal system but also with disease and injury, diet, mutations arising and accumulating in the cells, wear on tissues such as weightbearing joints, psychological factors, and exposure to harmful substances. The slow accumulation of injurious agents such as deposits in arteries, damage to the lungs from smoking, and radiation damage to the skin, may produce noticeable disease. Sometimes diseases that appear late in life will affect brain function, including memory and personality. In addition, diminished physical capacity and loss of one's accustomed social role can result in anxiety or depression. On the other hand, many old people are able to get along quite well, living out independent and active lives, without prolonged periods of disability.
There appears to be a maximum life span for each species, including humans. Although some humans live more than a hundred years, most do not; the average length of life, including individuals who die in childhood, ranges from as low as 35 in some populations to as high as 75 in most industrialized nations. The high averages are due mostly to low death rates for infants and children but also to better sanitation, diet, and hygiene for most people, and to improved medical care for the old. Life expectancy also varies among different socioeconomic groups and by sex. The most common causes of death differ for various age, ethnic, and economic groups. In the United States, for example, fatal traffic accidents are most common among young males, heart disease causes more deaths in men than women, and infectious diseases and homicides cause more deaths among the poor than among the rich.
Big Ideas:
Patterns
Structures and Function
Stability and Change
Essential and Guiding Questions:
What is a life cycle?
What are the stages of a life cycle?
How do life cycles of different animals compare?
How do adults help support the growth of younger animals?
Enduring Understandings:
Life cycles follow predictable patterns
Animals have predictable characteristics at different stages
Animals grow and change.
Common Misconceptions:
http://www.neisd.net/curriculum/SchImprov/sci/program/misconceptions_inter.htm#lifecycle
http://www.ehow.com/list_6784828_children_s-misconceptions-life-cycles.html
http://www.scimathmn.org/stemtc/frameworks/2431-life-cycles
Formative Assessment Probe information:
Use the alignment guide for formative probes:
http://scnces.ncdpi.wikispaces.net/Formative+Assessment+Probe+Alignment
Annotated TEACHING Resources:
NCES 2L1 Livebinder
A livebinder dedicated to sharing resources used to teach NCES 2L1
http://www.livebinders.com/play/play?id=478526
Students Butterfly Life Cycle
Despite their small size, butterflies and moths are some of the world's most wondrous animals. Their beauty, seemingly miraculous metamorphosis, and apparently carefree flight all spark our imaginations.
http://www.kidsbutterfly.org/
Video of monarch life cycle
http://www.youtube.com/watch?v=Ry4hqn0WD60
Video of ladybug life cycle
http://www.youtube.com/watch?v=SvHWxDjfFB8&feature=related
Journey North Monarch Butterfly Migration Project
Report your sightings each fall and spring as the monarchs travel to and from Mexico.
Track migration on real-time migration maps. Help scientists learn more about monarchs. http://www.learner.org/jnorth/monarch/index.html
Observing the life cycle of a butterfly
This lesson is the first of two lessons that focus on butterflies and their habitats.
http://sciencenetlinks.com/lessons/butterfly-1-observing-the-life-cycle-of-a-butterfly/
Puppet Monarch Life cycle
This is a Puppeteer version of monarch life cycle. This video provides Arts integration opportunities.
http://artsedge.kennedy-center.org/multimedia/VideoStories/hobey-ford/hobey-ford-butterfly.aspx
Dancing the life cycle of the butterfly
In this lesson, students create their own original dance that communicates the stages of the life cycle of the monarch butterfly.
http://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Butterfly_Dance.aspx#Instruction
Mealworms: facts & activities
It's common to present mealworms to children during elementary school as a way to teach ecology and ease them into life cycle lessons. They're inexpensive and easy to come by, which makes them an ideal classroom "pet" while mealworm lessons are ongoing.
http://www.ehow.com/info_8337774_mealworms-kids.html
Butterfly life cycle activities
A collection of butterfly construction activities including handprint and straw models, mobiles, puppets, and more.
http://www.enchantedlearning.com/subjects/butterflies/activities/
North American Butterfly Association
The official site of the NABA. Full of resources for monitoring, photo contests, and more.
http://www.naba.org/
Minnesota STEM Teacher Center
Students will observe and sequence that plants have a life cycle that includes sprouting; developing roots, stems, leaves, and flowers; reproducing; and eventually dying. *goes beyond the clarifying objectives, but very good resource for differentiating*
http://www.scimathmn.org/stemtc/frameworks/2431-life-cycles
Project Wild
This is a supplementary, interdisciplinary, instructional program focused on wildlife that is helpful for educators of students in kindergarten through high school
http://www.projectwild.org/overview.htm
Project learning Tree
An award-winning environmental education program designed for teachers and other educators, parents, and community leaders working with youth from preschool through grade 12.
http://www.plt.org/
N.C. Environmental Education
The N.C. Office of Environmental Education in the N.C. Department of Environment and Natural Resources was established to increase environmental literacy and natural resource stewardship in North Carolina by encouraging, promoting and supporting environmental education programs, facilities and resources throughout the state.
The office serves as North Carolina’s clearinghouse, or central source, for all of the environmental education resources in the state.
http://www.ee.enr.state.nc.us/index.asp
Looking at life cycles
Students learn how to sequence the life cycle of a butterfly correctly.
http://www.bbsrc.ac.uk/web/FILES/Resources/discovery6.pdf
Dragonfly TV (video and lessons)
In this episode, Emily and Julie take a trip to the butterfly house at the North Carolina Museum of Life Sciences.