Life Cycle of the Frog

TARGETED LEARNING STYLES

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Grade Level/Content Area/Unit:	Grade 1/Science/Observing Plants and Animals
Focus: Enduring Understanding or Essential Question	Life Cycles Have you ever wondered how a frog starts out as a tadpole and ends up a frog?
MSDE Voluntary State Curriculum: Subject Area Content Standards/ Core LearningGoals	Standard 1.0 Students will demonstrate the thinking and acting inherent in the practice of science. A.1 Seek information from readings, investigation, and/or oral communication. A.6 Collect and record data from investigations. A.9 Communicate findings from observations and investigations. B.2 Classify objects according to properties. B.3 Identify patterns found in the natural environment. D.3 Construct objects with simple tools using a variety of material and describe the functions of those objects.
MSDE Voluntary State Curriculum: Library Media Content Standards/ Core LearningGoals	Under Review
National Content Standards for Science (National Science Association)	CONTENT STANDARD C: As a result of activities in grades K-4, all students should develop understanding of The characteristics of organisms Life cycles of organisms Organisms and environments *LIFE CYCLES OF ORGANISMS* Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. Plants and animals closely resemble their parents. Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. Other features, such as the ability to ride a bicycle, are learned through interactions with the environment and cannot be passed on to the next generation.
National Information Literacy Standards for Student Learning (American Association of School Librarians)	Standard 1 The student who is information literate accesses information efficiently and effectively. The student who is information literate recognizes that having good information is central to meeting the opportunities and challenges of day-to-day living. That student knows when to seek information beyond his or her personal knowledge, how to frame questions that will lead to the appropriate information, and where to seek that information. The student knows how to structure a search across a variety of sources and formats to locate the best information to meet a particular need. Indicators Indicator 1. Recognizes the need for information Indicator 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making Indicator 4. Identifies a variety of potential sources of information Indicator 5. Develops and uses successful strategies for locating information Standard 2 The student who is information literate evaluates information critically and competently. The student who is information literate weighs information carefully and wisely to determine its quality. That student understands traditional and emerging principles for assessing the accuracy, validity, relevance, completeness, and impartiality of information. The student applies these principles insightfully across information sources and formats and uses logic and informed judgment to accept, reject, or replace information to meet a particular need. Indicators Indicator 1. Determines accuracy, relevance, and comprehensiveness Indicator 4. Selects information appropriate to the problem or question at hand Standard 3 The student who is information literate uses information accurately and creatively. The student who is information literate manages information skillfully and effectively in a variety of contexts. That student organizes and integrates information from a range of sources and formats in order to apply it to decision making, problem solving, critical thinking, and creative expression. The student communicates information and ideas for a variety of purposes, both scholarly and creative; to a range of audiences, both in school and beyond; and in print, nonprint, and electronic formats. This Standard promotes the design and execution of authentic products that involve critical and creative thinking and that reflect real world situations. The indicators under this Standard therefore deviate from the traditional definition of use. Rather than suggesting that students simply insert researched information into a perfunctory product, the indicators emphasize the thinking processes involved when students use information to draw conclusions and develop new understandings. Indicators Indicator 1. Organizes information for practical application Indicator 2. Integrates new information into one’s own knowledge Indicator 3. Applies information in critical thinking and problem solving Indicator 4. Produces and communicates information and ideas in appropriate formats
National Technology Education Standards for Students (International Society for Technology in Education)	3. Technology productivity tools Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. 4. Technology communications tools Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 5. Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
enGauge 21st Century Skills (North CentralRegional Educational Laboratory)	Digital-Age Literacy Basic Literacy: Language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve one's goals and to develop one's knowledge and potential in this Digital Age. Scientific Literacy : Knowledge and understanding of the scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. Technological Literacy: Knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals. Visual Literacy: The ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning. Information Literacy: The ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources. Effective Communication Personal Responsibility Interactive Communication Inventive Thinking Creativity High Productivity Planning Managing for Results Effective Use of Real-World Tools Ability to Produce Relevant High-Qualtiy Products