Life Cycle of the Frog

TARGETED LEARNING STYLES

BCPS Research Module, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. This Research Module may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from BCPS Copyright © 2005 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images used through subscription to clipart.com,or public domain unless otherwise noted. Documents and related graphics may be duplicated for educational, non-profit school use only. All other uses, transmissions and duplications are prohibited unless permission is granted expressly. Contact Margaret-Ann Howie, Esq. 410-887-2646

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.
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.
AASL Standards for the 21st-Century Learner (American Association of School Librarians)	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.
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.