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Ms. Maloy’s 2 nd grade class Our Lives tell a story…

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2 Ms. Maloy’s 2 nd grade class

3 Our Lives tell a story…

4 Butterflies have slender bodies, knobbed antennae, and four colorful wings. Their wings are made of hardened membrane, braced by veins. The wings are covered by tiny, single colored scales. These scales create intricate designs and patterns. They overlap one another like the shingles on your roof.


6 Butterflies lay their eggs on leaves, stems, or other objects that are near food.

7 When the eggs hatch, a caterpillar is born. The caterpillar eats a large amount of food and grows rapidly.

8 The caterpillar attaches to a twig or leaf and forms a hard outer shell called a chrysalis. Inside the chrysalis, the caterpillar changes into a butterfly.

9 A fully grown adult butterfly emerges from the chrysalis. An adult butterfly only lives for a short time. They will fly, mate and reproduce.

10 Stage 3 Stage 2 Stage 1 Stage 4

11 Frogs or amphibians spend part of their lives under water, and part on the land. They have long, powerful jumping legs and a very short backbone. Frogs catch insects with their long sticky tongues. They can also eat worms and small fish.

12 The story of a Frog

13 Stage 1: I start out as an egg… Frog eggs are laid in the water

14 Tadpoles swim in the water and breathe using gills.

15 At 2-4 months, the almost mature frog still has part of its tail, and can now breathe air using lungs.

16 An Adult frog’s tail has been reabsorbed by the body.


18 Instructor Content Arizona Science Standards NETS*T Information Literacy Standards This is a supplemental activity that is aligned with content, technology, and information literacy standards... Tutorial Resources End Tutorial Begin Tutorial Arizona Technology Standards

19 Arizona Science Standards Concept 2: Life Cycles Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Understand the life cycles of plants and animals.  PO 1. Describe the life cycles of various insects.  PO 3. Compare the life cycles of various organisms.

20 Arizona Technology Standards Strand 1: Creativity and Innovation Concept 1: Knowledge and Ideas Use technology to generate knowledge and new ideas. PO 1. Evaluate information to generate ideas. Strand 6: Technology Operations and Concepts Concept 1: Understanding Recognize, define and use technology term, processes, systems and applications. PO 1. Classify basic technology terms. PO 2. Apply knowledge of technology process terminology. PO 3. Identify and choose technology applications for a given activity/project. Concept 2: Application Select and use applications effectively and productively. PO 1. Understand keyboarding techniques when using the keyboard to type letters, numbers and special key functions.

21 NETS*T Effective teachers model and apply the National Educational Technology Standards for Students (NETSS) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to- face and virtual environments 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

22 Information Literacy Standards Standard One The information literate student determines the nature and extent of the information needed. Performance Indicators: 1. The information literate student defines and articulates the need for information. c) Explores general information sources to increase familiarity with the topic d) Defines or modifies the information need to achieve a manageable focus e) Identifies key concepts and terms that describe the information need f) Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information 2. The information literate student identifies a variety of types and formats of potential sources for information.Outcomes Include: a) Knows how information is formally and informally produced, organized, and disseminated b) Recognizes that knowledge can be organized into disciplines that influence the way information is accessed c) Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book

23 Tutorial Resources Butterfly life cycle pic: Frog life cycle pic:

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