Books Used
Salmon River by David Suzuki and Sarah Ellis
Life Cycle of Beetles, a Bobbie Coleman book
Link - Both books talk about life cycles.
Life Cycle of Beetles, a Bobbie Coleman book
Link - Both books talk about life cycles.
Learning Plan
Learning Plan
Grade 3 Science, Topic E – Animal Life Cycles
GLE: Describe the appearances and lifecycles of some common animals, and identify their adaptations to different environments.
SLE: Observe and describe the growth and development of at least one living animal, as the animal develops from early to more advanced stages.
SLE: Predict the next stages in the growth and development of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians, insects; and identify similarities and differences in their developmental sequences.
English GLO: Students will listen, speak, read, write, view and represent to manage ideas and information.
Objectives:
1. Students will be able to correctly order the salmon lifecycle.
2. Students will be able to name each stage in the Salmon lifecycle.
Resources:
1. Salmon Forest by David Suzuki and Sarah Ellis
2. Large paper pad and markers
3. Diagram of Salmon life cycle
4. Salmon life cycle cutouts
5. Large piece of paper to glue cutouts
Procedure:
1. Have the class sit down together so everyone can see the pictures in Salmon Forest by David Suzuki and Sarah Ellis.
2. Read Salmon forest to the class, stop every time there is a change in the salmon life cycle. Talk to the class and ask them about the change. The book doesn’t specifically list every step of the life cycle nor the name of each stage in the lifecycle. Keep a small lifecycle diagram close by for teacher reference.
3. Whenever there is a change in lifecycle write the name, and glue a picture of the step in the lifecycle on the giant pad of paper. By the end of the book there should be a Salmon lifecycle that includes eggs, Alevin, Fry, Parr, Smolt, Adult, and Spawning Adult.
4. Once these 7 steps are listed it is the students turn to create the lifecycle. Provide students with a large blank piece of paper and a large piece of paper with the pictures of each step of the Salmon lifecycle. The students are required to cut out stages of the lifecycle and place them in the correct order on their large piece of paper. The example created while reading Salmon Forest will be left out for struggling students to look at for help. Students should be encouraged to try and complete the lifecycle without use of aid if they can remember.
5. Once Salmon lifecycle has been put in order, students should write the name of each stage under the picture.
6. The last step is to colour each stage the appropriate colours. The students must be told that colouring is the last step because many will likely start colouring and then run out of time for the rest of the steps.
7. Collect the completed lifecycle and check to make sure everyone understood and completed the activity. If some students had trouble the teacher should review the material at a later date.
8. Right before time is up for the class to end. Bring students back to a large group and ask them questions about the salmon lifecycle to see if they understand.
Reflection:
I believe this will be a great activity that will educate and engage the students in learning about the salmon lifecycle. The activity will begin by reading Salmon Forest to the students. The purpose of reading the book is twofold. The first is to excite the students with the story and the art, the second being that they will be introduced to the salmon lifecycle. Once the students are engaged and excited to hear the story, they will be more likely to listen to each stage of the lifecycle. This combination of reading and informing is where most of the students are going to start remembering the lifecycle. Once the book is done and the students are able to start working I would anticipate that the stronger students will get right down to work by cutting out their parts of the lifecycle and quickly gluing them down. Students who have trouble will take much longer to start so I will have to encourage them along and Reminding them that the example we completed together is still available to them if they need to take a look. The purpose of this activity is to reinforce the lifecycle in all the student’s heads. For some students just reading the names of each stage of the cycle will be enough for them to remember but for the students who need hands on work this activity will really appeal to their learning style. Once the class is almost over I will bring them back together and we can go over the lifecycle for a third time. At this time I would hope everyone knows the cycle or at least could recognize it if they saw it again.
One part of the lesson that may be a little tough to get through is the cutting and gluing of the lifecycle. Many students will do it easily and others will likely take a long time. It will be difficult to manage my time at this point. How long should I let the activity last? What do I have the quick students do once they are done? Do I give more time later for the slower students? All of these questions will need to be answered before I will be able to deliver an effective lesson for everyone. As of now I don’t know the answers, I would have to do a lot of planning and have more experience if I were to provide a good answer. However I think in due time I would be able to deliver this lesson, I just need a little more knowledge and a little more experience to have it run smoothly.
Grade 3 Science, Topic E – Animal Life Cycles
GLE: Describe the appearances and lifecycles of some common animals, and identify their adaptations to different environments.
SLE: Observe and describe the growth and development of at least one living animal, as the animal develops from early to more advanced stages.
SLE: Predict the next stages in the growth and development of at least one animal from each of the following groups: mammals, birds, fish, reptiles, amphibians, insects; and identify similarities and differences in their developmental sequences.
English GLO: Students will listen, speak, read, write, view and represent to manage ideas and information.
Objectives:
1. Students will be able to correctly order the salmon lifecycle.
2. Students will be able to name each stage in the Salmon lifecycle.
Resources:
1. Salmon Forest by David Suzuki and Sarah Ellis
2. Large paper pad and markers
3. Diagram of Salmon life cycle
4. Salmon life cycle cutouts
5. Large piece of paper to glue cutouts
Procedure:
1. Have the class sit down together so everyone can see the pictures in Salmon Forest by David Suzuki and Sarah Ellis.
2. Read Salmon forest to the class, stop every time there is a change in the salmon life cycle. Talk to the class and ask them about the change. The book doesn’t specifically list every step of the life cycle nor the name of each stage in the lifecycle. Keep a small lifecycle diagram close by for teacher reference.
3. Whenever there is a change in lifecycle write the name, and glue a picture of the step in the lifecycle on the giant pad of paper. By the end of the book there should be a Salmon lifecycle that includes eggs, Alevin, Fry, Parr, Smolt, Adult, and Spawning Adult.
4. Once these 7 steps are listed it is the students turn to create the lifecycle. Provide students with a large blank piece of paper and a large piece of paper with the pictures of each step of the Salmon lifecycle. The students are required to cut out stages of the lifecycle and place them in the correct order on their large piece of paper. The example created while reading Salmon Forest will be left out for struggling students to look at for help. Students should be encouraged to try and complete the lifecycle without use of aid if they can remember.
5. Once Salmon lifecycle has been put in order, students should write the name of each stage under the picture.
6. The last step is to colour each stage the appropriate colours. The students must be told that colouring is the last step because many will likely start colouring and then run out of time for the rest of the steps.
7. Collect the completed lifecycle and check to make sure everyone understood and completed the activity. If some students had trouble the teacher should review the material at a later date.
8. Right before time is up for the class to end. Bring students back to a large group and ask them questions about the salmon lifecycle to see if they understand.
Reflection:
I believe this will be a great activity that will educate and engage the students in learning about the salmon lifecycle. The activity will begin by reading Salmon Forest to the students. The purpose of reading the book is twofold. The first is to excite the students with the story and the art, the second being that they will be introduced to the salmon lifecycle. Once the students are engaged and excited to hear the story, they will be more likely to listen to each stage of the lifecycle. This combination of reading and informing is where most of the students are going to start remembering the lifecycle. Once the book is done and the students are able to start working I would anticipate that the stronger students will get right down to work by cutting out their parts of the lifecycle and quickly gluing them down. Students who have trouble will take much longer to start so I will have to encourage them along and Reminding them that the example we completed together is still available to them if they need to take a look. The purpose of this activity is to reinforce the lifecycle in all the student’s heads. For some students just reading the names of each stage of the cycle will be enough for them to remember but for the students who need hands on work this activity will really appeal to their learning style. Once the class is almost over I will bring them back together and we can go over the lifecycle for a third time. At this time I would hope everyone knows the cycle or at least could recognize it if they saw it again.
One part of the lesson that may be a little tough to get through is the cutting and gluing of the lifecycle. Many students will do it easily and others will likely take a long time. It will be difficult to manage my time at this point. How long should I let the activity last? What do I have the quick students do once they are done? Do I give more time later for the slower students? All of these questions will need to be answered before I will be able to deliver an effective lesson for everyone. As of now I don’t know the answers, I would have to do a lot of planning and have more experience if I were to provide a good answer. However I think in due time I would be able to deliver this lesson, I just need a little more knowledge and a little more experience to have it run smoothly.