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Unit or Theme title/ unit or theme overview TITLE Science – Life Cycles – Grade 2 (5 Weeks)
In this unit, students will explore the life cycles of several different living things. This unit will focus on metamorphic and non-metamorphic life cycles,
similarities and differences between offspring and parents and learning about first peoples’ knowledge of life cycles. This unit follows the water cycle, which we
have already studied together in class. In this unit, students will practice contributing to class discussions, inquiry techniques, and create a final
poster/presentation. Students will also practice their reading, writing and critical thinking skills. The entire unit will be taught in French.
Creation of a life cycle poster (with template and pictures provided) of one of the life cycles we studied in class and possibly a presentation if time
Plankton Expert from Science World
Releasing Salmon at Goldstream Park
Living things have life cycles adapted to - Why are life cycles important?
UNDERSTAND
their environment - How are the life cycles of local plants and animals similar and different?
- How do different animals change over their life cycles?
- How do offspring compare to their parents?
- What is metamorphosis and why does it happen to some animals but not others?
- What is the difference between metamorphic and non-metamorphic?
- How do First Peoples use their knowledge of life cycles to ensure sustainability in their local
environments?
- How do the seasons effect life cycles?
Metamorphic and non-metamorphic life cycles of different organisms– Le cycle de vie de différents organismes avec et sans métamorphose
KNOW
Similarities and differences between offspring and parent – Les différences et les similitudes entre descendant et parent
First Peoples use of their knowledge of life cycles – Les peuples autochtones utilisent leurs connaissances des cycles de vie
Lesson 1:
Lesson 1: (may be broken into two lessons) Lesson 1:
- I can review previous knowledge from grade - Teacher will start the lesson with a review of
one - The formative assessment tool will be
what the students remember about animals
- I can participate in class brainstorm and to see how much students remember
from past years (what are mammals, how can
discussion from last year to evaluate their
we classify animals, what are some different
- What are some different types of animals? previous knowledge
types of animals i.e. birds, fish, reptiles, etc.)
- Students will participate in class discussion,
brainstorm and word list at the white board and
Lesson 2: complete review worksheets/activity
Lesson 2:
- How do different animals change over their
Lesson 2: (may be broken into two lessons) - The formative assessment tool will be
life cycles?
- I can learn the salmon cycle and some - Teacher will show photo of the Salmon life cycle to see if students understood the lesson
accompanying vocabulary - Teacher will model the inquiry technique “What and assess whether or not they are able
- I can act out the stages of the salmon life do I want to know? What do I already know/can to do the daily activity
cycle guess from this picture?” - We will then do a movement break
- Students will be lead through a worksheet where students “act out” the different
labeling activity where they will learn the parts of the cycle
placement of each part of the cycle and its
significance
- Students will then do a movement break where
students act out each part of the cycle and use
the proper vocabulary Lesson 3:
Lesson 2: Salmon Life Cycle poster, images and/or anchor chart, and labeling worksheet activities
Lesson 3: Frog life cycle images and/or anchor chart, worksheets and ticket out the door cue cards
Lesson 4: Butterfly life cycle images, individual white boards and pens
Lesson 5: Chicken/Human life cycle images or anchor chart, printable cycle wheels for students
Resources:
Lesson 6: Anchor chart/examples of parents and offspring, venn diagrams
Lesson 7: Photos and definition of metamorphic and non-metamorphic animals, YouTube video:
https://www.youtube.com/watch?v=B8zAb5gGM6k
Lesson 9-10: Poster materials, templates, images of cycles, books, other supports students may need
Some sample ideas for Pre and Post teaching for Goldstream Salmon Release:
- Tie in with salmon life cycle we covered together in class and with the salmon eggs (alvins) that we have in the school
- Make connections with French salmon life cycle and English vocabulary (as the release will probably be an English field trip)
- Make Aboriginal connections with salmon
- Draw salmon or salmon life cycle
- Recap what we did the day of the salmon release, write 2-4 sentences describing the day, draw pictures
Some sample ideas for Pre and Post teaching for Plankton Scientist:
- Pre-introduce Plankton, what they are, where they are found, why they are important and some vocab in French
- Make connections with French Plankton vocabulary and English vocabulary as the scientist will give an English presentation
- Draw plankton, stages of life cycle, significance to other animals/eco system/food chain
Some sample topics for Aboriginal Education teacher to integrate with this unit (in addition to what I have planned) :
- Although it seems like we will be going through each cycle repetitively and in a similar way each time, this will help each student get a
really strong concept of what a life cycle is, regardless of which animal we study. They will also revisit the life cycles more in depth when
they choose one cycle to do for their poster. Also having the Plankton talk and Salmon release in English will help them further
understand the concepts. By doing a different activity or assessment with each life cycle lesson, the students will have a new opportunity
each time to learn more and try a new style of learning ie: written, visual, graphic, physical, etc.