We All Grow and Change

TEACHER TIPS & TOOLS resources, lessons, and forms to support the implementation of the research models

TARGETED LEARNING STYLES Field Dependent Field Independent Visual Kinesthetic Global Understanding Active Reflective Analytical Understanding

TIME FRAME: 2-3 class periods

 

Unit	Grade 1 Science--Discovering Changes
Focus	Life Stages
BCPS Science Curriculum Indicator	Students will observe the stages in the life of organisms to describe changes that occur observe animals to compare and contrast the differences between adults and their offspring use observation and exploration to justify that change occurs in all living things use knowledge of the human life stages to describe the changes that have happened and to predict those that will happen
BCPS Technology Indicator	Students will demonstrate the ability to create electronically generated products to communicate ideas.
Maryland Media Learning Outcomes and Indicators	A Grade 1 student will be able to: Comprehend content in various types of media. Retrieve and manage information. Create materials in various formats.
Maryland Learning Outcomes for Grade 1 Science	A grade 1 student will be able to: access and process information from readings, investigations, and/or oral communications describe examples that show that living organisms have special parts (e.g. legs, wings, fins) that allow them to perform certain functions (e.g. walking, flying, swimming explain that all living things can be compared based on similarities and differences (i.e., external features) and distinguish diverse species
AASL Standards for the 21st-Century Learner	Learners use skills, resources and tools to: Inquire, think critically, and gain knowledge. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Share knowledge and participate ethically and productively as members of our democratic society. Pursue Personal and aesthetic growth.
ISTC NETS for Students Performance Standards and Indicators	Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences Students use technology to locate, evaluate, and collect information from a variety of sources.
Lesson Planning, Differentiation, and Extensions	Before starting this model, students should have practice in an appropriate multimedia presentation software, such as KidPix or HyperStudio. Any step of this model can be adapted for individuals, partners, small groups, or large group instruction. Highly able students could be encouraged to compare and contrast additional animals, and create multiple slides demonstrating their findings. Students could extend their learning through hands on experiences with live animals in the classroom, or on field trips to zoos or farms. Teachers could lead classes in "ask the expert" telecommunications with such resources as the National Biology Information Infrastructure; The Virtual Reference Desk: Science Resources for Kids; or Ask Us Now, The Maryland Public Library Virtual Reference Desk.

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Special Thanks to the National Biology Information Infrastructure for the use of their transforming frog life cycle graphic used on the main page of this model and to the London Wildlife Trust, at http://www.wildlondon.org.uk, for the use of their frog spawn image on the frog growth chart page.

Last update: June 2010
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