DELTASTUDIESCURRICULUM

LifeCyclesintheDelta

3-LS1-1Developmodelstodescribethatorganismshaveuniqueanddiverselifecyclesbutallhaveincommon

birth,growth,reproduction,anddeath

SanJoaquinCountyOfficeofEducationSTEMPrograms

Fundingprovidedby

CaliforniaBay-DeltaAuthority

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3-LS1-1LifeCyclesintheDeltaAcknowledgementsProjectDirectorJudiWilson,SanJoaquinCountyOfficeofEducationProjectCoordinatorsHeatherFogg,SanJoaquinCountyOfficeofEducationJulieSchardt,SanJoaquinCountyOfficeofEducationProjectFacilitatorOlgaClymire,LakeCountyOfficeofEducationPrincipleCurriculumWriterJayBell,LodiUnifiedSchoolDistrictOtherWriterJohnCoulter,StocktonUnifiedSchoolDistrictFieldTestersDonnaFlores,StocktonUnifiedSchoolDistrictSheilaFlores,MantecaUnifiedSchoolDistrictJenniferKacyon,LammersvilleElementarySchoolDistrictLoridelaO,StocktonUnifiedSchoolDistrictReviewersforTechnicalAccuracyJayBell,LodiUnifiedSchoolDistrictOlgaClymire,LakeCountyOfficeofEducationSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeDonnaSnell,CeresUnifiedSchoolDistrictJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeIllustratorKathleenBell

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LayoutArtistJo-AnneRosen,WordrunnerTechnicalAssistantMelanieNewsome,SanJoaquinCountyOfficeofEducationCommunityPartnersSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeLynnHansen,ModestoJuniorCollegeReneeHill,SanJoaquinCountyDepartmentofPublicWorks,SolidWasteDivisionDonnaHummel,U.S.DepartmentofFishandWildlifeDaleSanders,EnvironmentalEducatorJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeOtherAcknowledgementsDr.FredrickWentworth,Superintendent,SanJoaquinCountyOfficeofEducationDr.GaryDeiRossi,AssistantSuperintendent,SanJoaquinCountyOfficeofEducationCaliforniaBay-DeltaAuthority

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LIFE CYCLES IN THE DELTA CONTENTS

NextGenerationScienceStandards 7

Overview 8

StoryLine 9

InstructionalMaterialsRequired 10

Investigation1–BlossomstoBerries 11

Investigation2–Where’sMyMom? 19

Investigation3–ACaterpillarTakesWing 23

Investigation4–LifeInsidetheEgg 33

Investigation5-MakeRoomforaSalamander 37

Assessment 39

California’sEnvironmentalPrinciplesandConcepts 43

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LIFE CYCLES IN THE DELTA

NextGenerationScienceStandards

• ScienceandEngineeringPractices:DevelopingandUsingModels:Collaborativelydevelopand/orreviseamodelbasedonevidencethatshowstherelationshipsamongvariablesforfrequentandregularoccurringevents.Developadiagramorsimplephysicalprototypetoconveyaprocess.

• DisciplinaryCoreIdeas:LifeScienceLS1FromMoleculestoorganisms:

StructuresandProcesses.LS1.AOrganismshavebothinternalandexternalmacroscopicstructuresthatallowforgrowth,survival,behavior,andreproduction.LS1.BReproductionisessentialtoeverykindoforganism.Organismshaveuniqueanddiverselifecycles.

• CrosscuttingConcept:PatternsObservedpatternsofformsandeventsguide

organizationandclassification,andtheypromptquestionsaboutrelationshipsandthefactorsthatinfluencethem.

WorkingtowardsPerformanceExpectation:3-LS1-1Developmodelstodescribethatorganismshaveuniqueanddiverselifecyclesbutallhaveincommonbirth,growth,reproduction,anddeath.[ClarificationStatement:Changesorganismsgothroughduringtheirlifeformapattern]

CommonCoreStateStandardsConnections:

ELA/Literacy—

RI.3.7

Useinformationgainedfromillustrations(e.g.,maps,photographs)andthewordsinatexttodemonstrateunderstandingofthetext(e.g.,where,when,why,andhowkeyeventsoccur).(3-LS1-1)

SL.3.5

Createengagingaudiorecordingsofstoriesorpoemsthatdemonstratefluidreadingatanunderstandablepace;addvisualdisplayswhenappropriatetoemphasizeorenhancecertainfactsordetails.(3-LS1-1)

Mathematics—MP.4 Modelwithmathematics.(3-LS1-1)

3.NBT NumberandOperationsinBaseTen(3-LS1-1)

3.NF NumberandOperations—Fractions(3-LS1-1)

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LIFE CYCLES IN THE DELTA OVERVIEW UNDERSTANDINGS• Organismsproduceoffspringoftheirownkind,whicheventuallyresemblethe

parents.• DifferentlivingthingsoftheSanJoaquinDeltahavedifferentlifecycles.• Livingthingshavespecificneedstocompletetheirlifecycles.• Flowersandfruitsareassociatedwithreproductioninplants.ESSENTIALQUESTIONS• Howarelifecyclesofonegroupofanimalsorplantssimilaranddifferentfrom

anothergroupofanimalsorplants?• Whatdoesalivingthingneedtosurvive?• Howareflowers,fruits,andseedsrelatedtoeachother?KNOWLEDGEANDSKILLS:Studentswillknow:• thelifecyclestagesofseveralanimals,includingthebutterflyandwoodduck.• thelifecycleoftheblackberryplant.• basiclifeneedsofplantsandanimals.• therelationshipbetweenflowers,fruits,andseeds.Studentswillbeableto:• Developmodelstodescribethatorganismshaveuniqueanddiverselifecycles,

butallhaveincommon,birth,growth,reproduction,anddeath.• sortgroupsofanimalsbythetypeoflifecyclestheygothrough.• listthebasicsurvivalneedsoflivingthings.• explainthestagesofplantsfromflowerthroughfruittoseed.

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LIFE CYCLES IN THE DELTA

Story Line Allplantsandanimalshavepredictablelifecyclesandneedsforsurvival.Someanimalschangerelativelylittlebetweentheimmatureandadultstagesoflife.Otheranimalsundergoaquitedrasticchange(calledmetamorphosis)astheymaturetoadulthood.Throughoutallthestagesintheirlife,plantsandanimalshaveneedsthatmustbemetfortheirsurvival.Lesson1,“BlossomstoBerries”,introducestheconceptoflifecycles,usingplantsastheexample.Itisshownthatnewplantsgrowfromseeds,seedsareformedinfruits,andfruitsdevelopfromflowers.Lesson2,“Where’sMyMom?”,shiftsthelifecyclefocustoanimals.Theactivityillustratesthatanimalsexhibitavarietyoflifecycles,withsomebabyanimalsresemblingtheirparents,andsomebabyanimalsundergoingmetamorphosisintheirdevelopmenttoadulthood.Lesson3,“ACaterpillarTakesWing”,focusesontheconceptofmetamorphosis,usingthebutterflyastheexampleofananimalthatundergoesmetamorphosis.Studentsillustratethevariousstagesinthelifecycleofthebutterfly.Tosurvivethroughthevariousstagesoflife,allanimalsandplantshavespecificrequirements,includingasatisfactorysurroundingtemperature,availableoxygen,asupplyoffood,relativelycleanwater,suitableshelter,andamethodofgettingridofwasteproducts.Lesson4,“LifeInsidetheEgg”,addressestheconceptofspecificrequirementsofoxygen,water,food,andsuitabletemperatureforsurvival.ThelessonrelatesthesurvivalneedstoaWoodDuckinanegg,whichmirrorthesurvivalneedsoftheadult.Lesson5,“MakeRoomforaSalamander”completestheunitbyfurtherdevelopingthesurvivalneedsofanimals.ThelessonutilizesabooktitledTheSalamanderRoom,whichlooksatthehabitatneedsofanimals.Thelesson,andthebook,canalsobeusedtohelpleadstudentstoarealizationthatthey,ashumans,havearesponsiblestewardshiproleintheirrelationshiptothenaturearoundthem.

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LIFE CYCLES IN THE DELTA InstructionalMaterialsRequiredInvestigation1

• Abagoffreshorfrozenblackberries• Severaltypesoffruit(atleastanapple,orange,tomatoandbellpepper)• Classsetofpaperplatesandaplasticspoon(orresealablesandwichbags)• Classsetofmagnifyinglenses

Investigation2

• Book:AreYoumyMother?ByDr.SeussInvestigation3

• Onepackageeachofthefollowing:driedpeas,twisteeorrottonimacaroni,largeshellmacaroni,andbowtiemacaroni

• Bottleofrubbingalcohol• Foodcoloring(green,brown,andredoryellow)

Investigation4• Nospecialmaterialsneeded.

Investigation5

• Book:TheSalamanderRoombyAnneMazer• Asmallpottedplantandasmallliveanimalsuchasagoldfish,spideror

earthworm(Makecertainthattheplantoranimalisprovidedwitheverythingitneedstolivecomfortably.)

OtherHelpfulResourcesFromSeedtoPlantbyGailGibbonsWhatIsaLifeCycle?byBobbieKalmanandJacquelineLangillANewButterfly:MyFirstLookatMetamorphosisbyPamelHickmanANewDuck:MyFirstLookattheLifeCycleofaBirdbyPamHickman

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INVESTIGATION1

Blossoms to Berries OBJECTIVEThelessonwilldeveloptheconceptsthatnewplantsgrowfromseeds,seedsareformedinfruits,andfruitsdevelopfromflowers.BACKGROUNDPlantsmakenewplantsbyproducingseeds.Theprocessstartswhentheplantmakesaflower.Pollengetsontheflowerthroughtheactionofwindoranimals.Thebottompartoftheflower(theovary)thenbeginstogrowintoafruitwithseedsinside.Whenthefruitiscarriedawayoreatenbyananimal,theseedsarespreadtoanewplacewheretheycangrowintonewplants.

Thefruitisimportanttotheplantbecauseitprovidesaplacefortheseedstodevelop.Thefruitalsoencouragesananimaltomovetheseedstoanewplace.Additionally,thefruitcanprovidemoistureandnutrientstotheseedinitsnewhome.Whenpeoplethinkoffruits,theygenerallythinkonlyofsuchthingsasapples,oranges,peaches,andcantaloupes.However,cucumbers,bellpeppers,greenbeans,andtomatoesarealsofruits.Afruitisdefinedastheripenedseed-containingovaryofaflower.Avegetableisdefinedasanypartofaplantthathumanseat.Allfruitsarevegetables-butonlyvegetablesthatcontainseedsarefruits.Theseedisobviouslyimportanttotheplantasawaytomakemoreplants.Plantsonlyliveforacertainamountoftime.Therefore,foraparticulartypeofplanttocontinuetobeinanarea,theplantmustreproduceitself.Oneofthemainmeansthroughwhichplantsreproducethemselvesisthedispersalofseeds.

AverycommonplantintheDeltaistheblackberry.Innaturalareasandtheedgesofcultivatedareas,ifthereissufficientwater,blackberrythicketscanbefound.Thethicketsserveashomeforawidevarietyofanimals.Twotypesofblackberrygrowlocally.ThemorecommonistheHimalayanblackberry,whichwasintroducedfromEurope.LesscommonistheCaliforniablackberry,anativeplantthatwasenjoyedbyNativeAmericansandearlysettlers.TheHimalayanblackberryhasthicker,longerstemsanditsprotectivespinesonthestemsaremuchlarger,theleafletsareinsetsoffiveandtheberriesarelargerandjuicier.TheCaliforniablackberryhasleafletsinsetsofthreeorfiveandhasmorespines,buteachspineissmallerthanthatoftheHimalayanblackberry.

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Preparation• Bringtoclassabagoffreshorfrozenblackberries.• Gatherafewtypesoffruitforthe“Introduction”(atleastanapple,orange,tomato,

andbellpepper).• Makecopiesofthetwo“BlossomstoBerries”sheets(oneofeachforeachstudent).• Enlargetheindividualpicturesofthe“BlossomstoBerries”sheetforclassdiscussion

ormakeatransparencyoftheentiresheet.• Tolimitthe“messiness”oftheberries,considerplacingeachblackberryintoa

resealablesandwichbag.Thenhavestudentsseparatetheseedsfromtheberrypulpwhiletheberryisinthebag.

MaterialsForEachStudent:• Ablackberryonapaperplate• Optional:resealablesandwichbag(aplasticspoonandpapertowelwouldnotbe

neededifthesandwichbagisused)• Aplasticspoon• Apapertowel• Both“BlossomstoBerries”sheets(theonewiththeillustrationsandtheonewith

thenumbers)• Pairofscissors• Crayons(particularlypurple,blue,green,andbrown)• Gluestick• MagnifyinglensTimePreparation:15minutesLesson:60minutesNote:Thislessoncanalsobeseparatedintothreeshorterlessons:onelessoncouldfocusonthedifferencesbetweenfruitsandvegetables;thesecondlessoncouldinvolvecountingtheseedsintheblackberries;andthethirdlessoncouldhavestudentscompletethe“BlossomtoBerries”sheet.

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InstructionalSequence:Phenomenon:ShowSmithsonianChannelvideoofexplodingseeds http://www.smithsonianchannel.com/videos/unbelievable-footage-of-exploding-plants/36477orgoogle“unbelievablefootageofexplodingplantsSmithsonian”orfromngssphonomena.comsiteInsmallgroups,havestudentslistonstickynotesthreeorfourquestionstheyhaveafterviewingthevideo.Havethemsharetheirnoteswiththewholeclassandgroupthequestionsbysimilarities.Ifnotmentioned,elicitquestionsinvolvingwhyseedsneedtobedispersed,othertypesofseedstheyhaveseen,andleadintoseedsthattheyseeeverydayintheirfood.DELTABLACKBERRYPROCEDUREIntroduction1. Displaythefruitslistedinthe“Preparation”portionofthelesson.Askthestudents

whichofthedisplayeditemsarefruits;thenaskwhicharevegetables.2. Askthestudentstoexplainthedifferencebetweenafruitandavegetable.3. Explainthatalloftheitemsarevegetablesandthatalltheitemsarefruits.4. Sharewiththeclassthedistinctionsbetweenfruitsandvegetablesasoutlinedinthe

“Background”sectionofthelesson.Askstudents:• Isagreenbeanafruitoravegetable?(Both)• Whycan’twecallaheadoflettuceafruit?(Itwasn'toncethebottompartofa

lettuceflower;itdoesn'thaveseedsinsideit.)• Howmanyfruitsdoweeatwhenweeatahamburger?(Usuallyatleasttwo:a

pickleandatomato)5. Tellthestudentsthatafruitishowaplantmakesmoreplants.Asktheclassto

explainwhatafruitisbeforeitisafruit.Afterdiscussion,explaintheprocessofflowertofruitasoutlinedinthe“Background”section.Makecertaintoincludethefollowingstepsintheprocess.• Aplantmakesaflower.

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• Pollengetsontheflowerfromanotherflower.• Pollenmakesthebottompartoftheflowergetlarger.• Seedsdevelopinsidethegrowingbottompartoftheflower.• Thebottompartoftheflower,withtheseedsinsideit,becomesafruit.• Thefruitfallsfromtheplantoriscarriedawaybyananimal.Theseedsspreadto

anewplacewheretheycangrowintonewplants.6. ExplaintothestudentsthattheblackberryplantisverycommonthroughouttheSan

JoaquinValleyandtheSacramento-SanJoaquinDelta.Telltheclassthatintoday’sactivitytheywilllookattheblackberryandlearnhowitchangesfromaflowertoafruit.

Activity7. Distributeablackberry,plasticspoon,handlens,andpapertowelonaplatetoeach

studentorpairofstudents.Cautionthestudentsthatblackberryjuicewillstaintheirskinandclothes,sotheyneedtobecareful.Ifplasticresealablebagsareused,thenaspoonandplatearenotnecessarybecausestudentswilllocatetheseedsbyseparatingtheberrywhileitisinthebag.

8. Havethestudentscarefullycutuptheblackberrywiththeirspoontofindtheseeds.9. Directthestudentstocountthenumberofseedstheyfind.Thenaskstudentsto

recounttheseedstomakecertainthattheircountiscorrect.10. Recordonaclassgraphthenumbersofseedsfoundforcomparisonanddiscussion.11. Distributethe“BlossomtoBerries”sheets,scissors,crayons,andgluesticktothe

students.12. Instructthestudentstocutouttheindividualpictures(leavingasmallborderaround

eachpicture)andthenarrangethepicturesontheothersheetinorder.Theordershouldgofromflowerbudstothefruitbeingcarriedawaybyabird.

13. Instructthestudentstonotglueanyofthepicturesuntilafterclassdiscussion.14. Onceallthestudentshavearrangedtheirpicturesinwhattheybelieveisthecorrect

order,leadaclassdiscussionusingtheenlargedpicturesoratransparency,mentionedinthe“Preparation”sectionofthelesson,tooutlinethecorrectsequenceofevents:(1)Flowerbudto(2)flowerto(3)earlyberryto(4)growingberryto(5)ripeberryto(6)berrybeingpluckedbyabird.Youmightneedtoexplain

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tostudentstheroleofthebirdintheBlackberry’slifecycle.(Thebirdeatsthefruit,fliesoff,andlaterdeposits,asabirddropping,thenon-digestibleseedsinanotherlocationwheretheycouldgrow.)

Note:Thelettersontheblackberrypicturesinthecorrectsequencewillspellouttheword“FLOWER”.Closure15. Askthestudentshowthischainofeventsfortheblackberrywouldcomparetothe

formationofatomato,bellpepper,orcucumber.Theansweristhatthechainofeventsisbasicallythesameforallfourplants.Theonlydifferencemightbewhathappenstothefruitonceitisripe.Reinforcethefactthatfruits,withtheirseedsinside,arewhatoncewasthebottompartofaflower.Theseedsinsidethefruitwillgrowintomoreplantsthatwilleventuallymakemoreflowers.

EXTENSIONS• Rinseanavocadoseed,sticktoothpicksintoitssides,andsuspenditinthemouthof

ajar.Keepthewaterleveltothehalfwaypointofthepit.Roots,stem,andleaveswillform.

• Giveeachstudentapeanutintheshell.Theshelledthingisadriedfruitandwasoncethebottompartofapeanutflower.Havethestudentsopentheshellandremovethetwoseeds.Havethempullthetwosidesofoneseedapart.Iftheylookcarefullyatoneendofoneoftheseedhalves,theywillseeababyplant,completewithstem,leaves,androot.

• Havethestudentsmakeaclasslistofsomefruitsthatdonothaveseeds.Examplesmightbeseedlessgrapes,naveloranges,andseedlesswatermelons.Asktheclasswhythesefruitsdonothaveseeds.Theansweristhatpeople“made”thesekindsofplantsnottohaveseedssothattheywouldbeeasierforustoeat.Encouragestudentstoasktheirparents,lookinbooks,oraskontheInternettofindouthowtheseplantsmakemoreplants.

RESOURCESBooks• EatingtheAlphabet:FruitsandVegetablesfromAtoZbyLoisEhlert• FromSeedtoPlantbyGailGibbons• MissRhumphiusbyBarbaraCooney• TheTinySeedbyEricCarle• WhatIsALifeCycle?byBobbieKalmanandJacquelineLangille(TheScienceofLiving

Thingsseries)

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INVESTIGATION2

Where’s My Mom? OBJECTIVEThelessonwillfamiliarizestudentswiththeconceptthatanimalsexhibitavarietyoflifecycles;somebabyanimalsresembletheirparents,andsomebabyanimalsundergometamorphosisintheirdevelopmenttoadulthood. BACKGROUNDManyanimalsstartlifeasminiatureversionsoftheirparents.Someamphibiansandinsectsdramaticallychangeinappearanceastheymaturefrombabytoadult.Theydothisthroughaprocesscalledmetamorphosis.Therearetwotypesofmetamorphosis:completeandincomplete.Ananimalthatundergoesincompletemetamorphosislooksbasicallythesameasababyandasanadult.Themajorchangesinvolvetheadditionofwingsandsexualorgansastheanimalmatures.Grasshoppersundergoincompletemetamorphosis,withitsthreestages:anegg,anymph(whichlookslikeasmalladultwithoutwings),andanadult.

Completemetamorphosisinvolvesadrasticchangebetweentheyoungandtheadult;theentireoutwardappearanceofthebodychanges.Inaddition,internalorgansundergoradicalremodeling.Frogs,toads,houseflies,mosquitoes,dragonflies,moths,andbutterfliesallundergocompletemetamorphosis.Insectsthatundergocompletemetamorphosishavefourstagesintheirlifecycle:egg,larvae,pupa,andadult.

Themosquitobeginslifeasaneggfloatinginquietwater.Whentheegghatches,thelarvahangshead-downunderthesurface,breathingairthroughatubeattherearofitsbody.Itfiltersorganicmaterialfromthewater.Asthemosquitochangestoanadult,itrisesfromthewater,andfliesawaytosuckplantjuicewithitspiercingmouth.Whenthetimecomesforthefemaletoproduceandlayeggs,sheneedsprotein,whichshegetsbyfindingamealofblood.Thedragonflyadultismostcommonlyseenflyingabovewetareascatchingmosquitoesandotherinsectsforitsfood.However,youngdragonflies(callednaiads)liveunderwater,manyforoverayear.Theycatchsmallfish,tadpoles,andotheraquaticanimalsbyquicklyextendingtheirunique,hingedlowerlip.Naiaddragonflieshavebeencalled“tigersofthepond.”

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Theanimalsdepictedinthecardsare:snakeandbabysnake,mosquitoandlarvae,butterflyandcaterpillar,frogandtadpole,turtleandbabies,riverotterandbaby,flyandlarva,duckandbabies,pelicanandbaby,dragonflyandlarva,beaverandbabies,Osprey(fishhawk)andbabies.PREPARATIONANDMATERIALSMaterialsIfavailable,thebookAreYouMyMother?byDr.SeussPerStudentorPairofStudents:• Thefour“Where’sMyMom?”sheets(ifpossible,copyoncardstockorprovide

cardstockonwhichstudentscouldgluetheillustrations)• Onepairofscissors• Crayons(optional)TimePreparation:15minutesLesson:45to60minutesPROCEDUREIntroduction16. Askthestudentswhatapuppyiswhenitgrowsup.Askthestudentshowthepuppy

isdifferentfromitsparents,andhowitissimilar.Askthestudentstonameotherbabyanimalsthatlooksimilartotheirparents.Tellthestudentsthatmanybabyanimals,includingdogsandcatslooklikeadults,justsmaller.

17. Askthestudentstonamesomeanimalsthatchangealotwhentheygrowup.Two

well-knownexamplesarethebutterflyandthemoth.Othergoodexamplesarefrogs,toads,mosquitoes,ladybugs,anddragonflies.Tellthestudentsthattheseanimalsgothroughmetamorphosis.

18. Ifavailable,readtostudentsthebookAreYouMyMother?byDr.Seuss.Instruction19. Inyourownwords,tellthestudentstheinformationinthe“Background”forthis

lesson.Spendparticulartimeontheconceptofmetamorphosis.Alsooutlinethelifecycleofthemosquitoanddragonflyinsufficientdetail.

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Activity:20. Distributethematerialstothestudents.Thestudentsmayfirstcolortheanimalson

theactivitysheets.21. Directthestudentstocutthefour“Where’sMyMom?”sheetsinto24individual

cards.22. Havestudentsseparatethe“Where’sMyMom?”cardsintotwosets:oneofparents

onlyandoneofbabiesonly.23. Askthestudentstomatcheachbabyanimalwithitsparent.(Thecorrectmatchingof

babytoparentis:Snake1C,Mosquito2H,Butterfly3E,Frog4K,Turtle5A,RiverOtter6D,Fly7J,Duck8B,Pelican9L,Dragonfly10G,Beaver11I,Osprey12F.)

24. Discusswiththestudentswaysinwhichaspecificbabyissimilarto,ordifferent

from,itsmatchingparent.25. Playagameofconcentrationusingthecards.Placethecardsfacedownonthetable

andturnovertwocards.Iftheymatch,theplayerputstheminherorhispile.Ifthecardsdonotmatchthecardsareturnedbackoverintheiroriginalposition.Theotherplayerthenrepeatstheprocess.

26. Whenallcardsarematched,thegameisoverandcanbereplayed,withthecardsin

newpositions.ClosureNote:Theanswersinitalicsareexamplesofstudents’answers.27. Askstudents:

• Whatdoanimalsthatlookliketheirparentsshare,inadditiontolookingliketheirparents?(Theyarecaredforbytheirparents.Animalsthatgothroughmetamorphosisarenotcaredforbytheirparents.)

• Whataresomereasonsafrogordragonflymighthaveforsuchadifferentappearanceandsuchdifferenthabitsfromitsparents?

• Whatistheadvantageofthebabybeingsodifferentfromtheparent?(Theydon’thavetoshareaplacetoliveorthesamefood.Theyliveinadifferentplaceandeatdifferentfood.)

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EXTENSIONS• Askchildrentobringinpicturesoftheirparentsoradultfriendsaschildrenandas

adults.Seeiftheclasscanmatchthechildrentotheadults.• ReadIsYourMamaaLlama?ByDeborahGuarino.• Haveadiscussionaboutthepossibilitiesandproblemsforachildraisedbyaparent

ofanotherspecies.• Raisesilkwormsintheclassroom.• ContactthelocalMosquitoAbatementandVectorControlabouttheirclassroom

mosquitoraisingkit.• Havethestudentsuseamicroscopetolookatfeaturesoflarvalandadult

mosquitoes.• Askstudentstoresearchthenamesofyoungforvariousanimals(e.g.,kitandbeaver;

mothandlarva,puppyanddog,kittenandcat).Havethemdrawtheanimalsandlabelthem,andplacethemintoabooklet.

RESOURCESBooks• AreYouMyMother?byDr.Seuss• IsYourMamaaLlama?ByDeborahGuarino• WhatIsALifeCycle?byBobbieKalmanandJacquelineLangille(TheScienceofLiving

Thingsseries)OtherResourcesTheGreatValleyMuseuminModestohasanimalkits/suitcasesforteacherstocheckoutthatwouldallowthechildrentotouchandfeelpeltsandskins.

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INVESTIGATION3

A Caterpillar Takes Wing OBJECTIVEThelessonwillsupportthedevelopmentoftheconceptsofmetamorphosisasitrelatestothelifecycleofbutterflies.BACKGROUNDMetamorphosisisanabruptdevelopmentalchangeintheformorstructureofananimalaftertheanimalhasbeenbornorhashatchedfromanegg.Butterfliesandmothsundergoacompletemetamorphosisastheygofromayounganimal,orlarva,totheadultstage.Notonlydoestheiroutwardappearancechange,buttheirinsidestructuredrasticallyaltersalso.

Theimmature,winglessstageofabutterflyormothiscalledalarva(pluralislarvae).Thelarvalstageisalsocalledthe"feedingstage"becauseitisatthisstagethattheanimaldoesthemajorityofitseatingandgrowing.Whenthebutterflyormothhascompleteditslarvalstage,ittransformsintoapupa(pupaeistheplural).Thepupaofamothorabutterflyisencasedinahardshell,whichistermedachrysalis.Mothsspinasilkyenvelope,calledacocoon,aroundthechrysalis.Itisinthepupastagethatmetamorphosistakesplace.Wheredidthetermbutterflyoriginate?Manysourcesmaintainthatthetermoriginatedfromthefactthattheseprettylittleanimalswouldflutterby.Theexclamation“Lookatthatlittlegemflutterby”graduallychanged,throughuse,to“Lookatthebutterfly”.

PREPARATIONANDMATERIALSPreparationPurchaseandcolorthemacaronistwotothreedayspriortoteachingthelesson.Tocolorthemacaronis,emptyasmalldropperbottleoffoodcoloringintoacontainerthatcanbesealed.Addoneortwotablespoonsofisopropylalcohol(rubbing).Closethecontainerandshakeitwell.Immediatelyremovethemacaronisandspreadthemonthicklayerofnewspapertodry.Thefoodcoloringandalcoholwilltintthemacaronisandthealcoholwillquicklyevaporate,leavingthepastacolored,butstillhard.Thelargeshellmacaronisdon’thavetobedyed(couldbeleftintheirnaturalcolor)buttomakethemdarkercoffeecouldbeused.

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Materials• Alcohol• Foodcoloring• Onepackageofthefollowing:driedpeas,twisteeorrottonimacaronis,largeshell

macaronis,andbowtiemacaronisPerStudent:• One“ButterflyLifeCycle”sheet• Threedriedpeas• Threetwisteeorrottonimacaronis(coloredgreen)• Threegnocchiorlargeshellmacaronis(leftnaturalorcoloredbrown)• Threebowtiemacaronis(coloredredoryellow)• Glue• Crayons(green,brown,yellow,andred)• Pieceofconstructionpaper(ortagboard)TimePreparation:30minutestodyepastaLesson:40minutes

PROCEDUREIntroduction28. Askstudentsinwhatwaysababybutterflyisdifferentfromanadultbutterfly.Chart

theirresponses.Insmallgroups,havethestudentscomeupwithquestionsaboutbutterfliesandwritethemonstickynotes.Havethemcomebackandsharethemwiththelargegroup.

Instruction29. Tellthestudentsthatbutterfliesgothroughmetamorphosis.“Metamorphosis”isa

bigword.Itsimplymeansabigchangethatananimalgoesthroughbetweenbeingababyandanadult.Ababybutterflyisalong,fatcaterpillar.Ithassixlegsnearthefrontofitsbody,butnowings.Iteatsplantleaves.Attheendofitscaterpillarstage,thebabybutterflychangesintoapupainsideaprotectiveshellcalledachrysalis.Asapupa,theanimalperformsthechangeintoabutterfly.Thenewbutterflyhasalongthinbody.Italsohaswingsandamouththatisnowbuiltfordrinkingnectarfromflowers.Femalebutterfliesthenlayeggs,whichhatchintonewbabycaterpillars.

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Activity30. Distributethematerialstothestudents.Havestudentssorteachmaterial(pastaand

peas)andtellwhatitrepresents(e.g.,peasareeggs,rotinipastaarecaterpillars).31. Havethestudentsfirstcolorthebranchesandleavesontheactivitysheet.32. Thenhavestudentsgluethedriedpeasandmacaronisintheappropriateboxes:

• Thedriedpeaswillbeeggsontheleafinbox1.• Thetwisteeorrottonimacaroniswillbecaterpillarsonthechewedleavesinbox

2.• Thegnocchiorshellmacaroniswillbechrysalisesonbranchinbox3.• Thebutterflymacaroniwillbebutterfliesontheflowerinbox4.

Theresultingpagewillillustrateallthestagesinthelifecycleofabutterfly.Closure33. Lifeisamazing.Acaterpillarchangingintoabutterflyisincredible.Thatparticularly

incredibleseriesofeventsiscalledmetamorphosis.Ifyoucouldundergometamorphosistobecomesomethingelsewhenyougrowup,whatwouldthat“somethingelse”be?Unfortunately,youcan’tgothroughmetamorphosisthewayabutterflyorfrogcan;youwillgrowuptobeabiggeryou.However,youcanchangeyourinnerselftobecomeamorepositive,aware,caringperson.

ASSESSMENTNote:Theanswersinitalicsareexamplesofstudents’answers.• Havestudentsdrawand/ordescribeinwritingthestepsofthemetamorphosisusing

theactivitysheettheycompletedastheirguide.• Discusswithstudents:

-Whatisthenameforthebigchangeabutterflydoestobecomeanadult?(metamorphosis)

-Whatdoesacaterpillarmakebeforeitbecomesabutterfly?(chrysalis)-Whatisthenameforababybutterfly?(caterpillar)-Havethemputtheappropriatenamesonthepartsoftheirdrawing.

RESOURCESBooks• ANewButterfly:MyFirstLookatMetamorphosis(MyFirstLookatNatureSeries)by

PamelaHickman.• TheVeryHungryCaterpillarbyEricCarle.

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• ButterflyABCBook(needsauthor’sname)• ButterfliesbyRuthHeller• ChickensAren’tTheOnlyOnesbyRuthHeller(usethepagesoninsects)• IWishIWereaButterflybyJamesHowe• WhatIsALifeCycle?byBobbieKalmanandJacquelineLangille(TheScienceofLiving

Thingsseries)

Sampleofacompletedbutterflylifecycleproject

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INVESTIGATION4

Life Inside the Egg OBJECTIVEThelessonwilldeveloptheconceptthatallanimals,includingthosestillintheeggstage,havespecificrequirementsforsurvival,includingacorrecttemperature,oxygen,food,water,andamethodofgettingridofwaste.BACKGROUND

Animalsallsharespecificrequirementstomaintainlife.Eachanimalgenerallyrequires:a“comfortable”temperature,oxygenintheair(orwater)fortheanimaltobreathe,amethodofwasteremoval,sometypeoffoodsource,andwater.

Thesesameneedsareconstantthroughouttheanimal’slife.However,theamountofanylife-sustainingsubstancemayvarydailyorseasonallydependingonananimal'sactivitylevel.Forinstance,inwintermanyanimalshibernate.Thislackofphysicalactivitygreatlyaffectstheirindividualrequirementstomaintainlife.

Survivalneedsmustbemetforananimalwhileitisstillintheegg.Everythingtheadultanimalneedstosurvivemustsomehowbeprovidedtothebabyanimalwhileitiswaitingtohatchoutoftheegg.

Abirdintheeggstaysatthecorrecttemperaturebytheparentsittingontheegg.Thebabybreathesthroughminuteholesintheeggshell.Thebabygetsfoodby“soakingin”theeggyolkthatitislyingon.Thebabygetswaterfromthewaterintheyolkandalsothe“white”partoftheeggcalledthealbumen.

ThemaleWoodDuckisoneofthemostbeautifulofallbirdsintheSanJoaquinDelta.Thisshybirdisfoundalongtheedgesofwaterways.Ofparticularinterestisthefactthatthisbirdnestsintreecavitiesbetween8–14feetabovethewater.Whenthebabieshatch,themothercallsthemtotheedgeofthenesthole.Thebabiesthenjumpandtumbleoutoftheholetothegroundandfollowthemother,whoislesscolorfulthanthemale,intotheprotectivecoverofthewater’sedge.

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PREPARATIONANDMATERIALSMaterialsPerStudent:• One“WoodDuckWorksheet”• Crayons(especiallygreen,brown,yellow,andred)• PencilTimePreparation:10minutesLesson:30to45minutesPROCEDUREIntroduction34. Havethestudentsworkinsmallgroupstowriteonstickynoteswhattheyneedto

stayalive.Charttheirresponses.Iftheyneglecttomentionanyoftheneedslistedinthebackground,leadthestudents,throughdiscussiontoincludethemisseditems.

Instruction35. Tellthestudentsthatbirdshaveallthesamelifeneedsforsurvivalthatwe,as

humans,have.Also,tellthestudentsthatababybirdintheegghasthesameneedsastheadultbird.

Activity36. Distributetheworksheetandcrayonstothestudents.37. HavethestudentsfirstcolorthepictureofthemaleWoodDuckpictureaccordingto

thenumbersonitandthekeyatthebottom.38. Next,leadthestudents,throughdiscussionofthematerialinthefourthparagraph

ofthe“Background”section,tocompletetheactivitysheetthroughthefollowing(orsimilar)steps:• Drawanarrowtothethingthatkeepsthebabybirdintheeggatthecorrect• temperature(theparent).• Withyourpencil,makealotofdotsontheeggshellpartoftheeggpicture.These

dotsarethetinyholesthatareineveryeggshell.Airforthebabybirdtobreathegoesinto,andoutof,theseholes.

• Withyouryellowcrayon,colorthepartoftheeggfromwhichthebabybirdgetsits“food”(yolk).

• Writetheword“water”onthepartoftheeggfromwhichthebabygetswater.

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Closure39. Sharewiththestudentsthattheyeachrequirecertainthingstostayalive.Those

required“things”(suchasair,water,acorrecttemperature,andawaytogetridofwastes)arealsoneededbyallanimals,includingthosethatarewaitingtohatchfromtheiregg.

ASSESSMENT• Askstudentsthefollowingquestions:

-IsthepictureyoucoloredamaleorafemaleWoodDuck?(male)-WhywouldthefemaleWoodDuckbelesscolorfulthanthemale?(tobetterhidewithherbabies)

-Whatwouldhappeniftheegggotcoveredwithwax?(theholesintheshellwouldbecoveredandthebabyinsidewoulddiefromlackofair)

-Whatdoyouthinkthemotherduckmightdoiftheeggsaregettingtoowarm?(getherselfwet,thengetthatwaterontheeggs;notsitontheeggs)

-Fromwhattypeofbirddoesaneggfromthegrocerystorecome?(chicken)• Discussorhavestudentsdrawthelifecycleofaduck.EXTENSIONS• Raiseafertilizedchickeneggintheclassroomtohelpstudentstoconceptualizean

eggturningintoananimal.• BuildWoodDucknestingboxesandputtheseupinasuitablehabitat(checkwith

theCaliforniaDepartmentofFishandGameforappropriatelocations).RESOURCESBooks• ChickenAren’ttheOnlyOnesbyRuthHeller• NewDuck:MyFirstLookattheLifeofaBirdbyPamelaHickman• MakeWayforDucklingsbyRobertMcCloskeyWebsiteshttps://www.youtube.com/watch?v=Bn5LpnO5dkMvideoshowsinsideoftheboxasthebabiesjumpouthttps://www.youtube.com/watch?v=lNW3pZ69JfYvideoshowsthebabiesjumpingfromtheboxdowntothewater.https://www.allaboutbirds.org/guide/Wood_Duck/idInformationonwoodducks.http://www.ducks.org/Conservation/Waterfowl-Research-Science/Wood-Duck-Boxes

DucksUnlimitedwebsitethathasinformationaboutwoodducksandshowshowtobuildwoodducknestingboxes.

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INVESTIGATION5

Make Room for a Salamander OBJECTIVEThelessonwilldeveloptheconceptthatalllivingthingshavespecificneeds,whichmustbemetinordertoinsuretheindividual'ssurvival.BACKGROUNDEverylivingthinghasspecificneedsthatmustbemetfortheorganismtostayalive.Ingeneral,greenplantsneedsunlight,water,andcarbondioxidewithwhichtoproducetheirfood,gainenergy,andgrow.Plantsalsogenerallyneedsoilfromwhichtodrawwaterandminerals.Inaddition,plantsmustlivewithinacertaintemperaturerange.Generally,animalsmusthaveasourceoffood.Someeatplants;otherseatanimals.Additionally,animalsmustbeabletogetoxygen.Theyalsoneedsomesortofshelterasprotectionfromotheranimalsandfromextremeweatherconditions.Similartoplants,animalsneedthecorrecttemperatureforsurvival.Anydrasticchangeintheavailabilityofanyofthespecificneedsforaplantoranimalwillendangerthesurvivalofthatparticularplantoranimal.Whenaplantoranimalistakenfromnaturebyaperson,thatpersonmustmakecertainthatalloftheorganism’srequiredneedsaremet.

PREPARATIONANDMATERIALS• Theteachershouldpre-read,andbefamiliarwith,thebook,TheSalamanderRoom

byAnneMazer.• Bringtoclassasmallpottedplantandasmallliveanimal,suchasagoldfish,spider,

orearthworm.Makecertainthattheplantoranimalisprovidedwitheverythingitneedstolivecomfortably.

• Bringtoclassthebook,TheSalamanderRoom.• PaperTimePreparation:30minutesLesson:30-60minutes

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PROCEDUREIntroduction40. Telltheclasstosupposethatyourneighbor’spetfishdiedlastnight.Theneighbor

wokeupthismorningandhisfavoritepetfishwasdead.Theneighborisn’tverygoodabouttakingcareofthings.Askforsuggestionsastowhytheneighbor’sfishdied.

Instruction41. Tellthestudentsthateverylivingthinghascertainthingsitneedsinordertostay

alive.Sharetheinformationabouttheneedsofplantsandanimalslifeasdiscussedinparagraphs2and3ofthe“Background”forthislesson.

Activity42. ReadthetitleofthebookTheSalamanderRoombyAnneMazertothestudentsand

encouragefordiscussionregardingwhatthebookisabout.43. Readthebooktotheclass.Donotdiscussthestorylinewiththestudentsatthis

time.Simplyreadthestoryinitsentirety.Note:Theanswersinitalicsareexamplesofstudents’answers.44. Nowgobackandreadthestoryagain,onepageatatime,withtimespentforclass

discussion.Usethefollowingpromptsorpromptsofyourown.• DoyouthinkBriandidthe“rightthing”bytakingthesalamanderhome?Why?

Whynot?• Wouldtherebeanyproblemsinbringingthecricketsandbullfroghome?• Dosalamandersplay?Isplayoneoftheirlifeneeds?• Dosalamandersspendalotoftimeinthesun?(no,amphibianshavenospecial

coveringontheirskintoprotectthemfromdryingout.Therefore,theydryouteasily.)

• Doyouthinksalamandersorfrogshave“friends”?(no)• IsBriantryingtomakethesalamandercomfortable?(yes)• WhatproblemsmightalltheseinsectsmakeforBrian?• IsBrianactuallygoingtobeabletohavetreesinhisroom?Whatwouldheneed

todotomakecertainthatthetreeswouldbeabletolive?WhatproblemswillthatmakeforBrian?(Rain,coldweather,wind)

• WhatisBrian’sroombeginningtolooklike?(Theplacewherehefoundthesalamander.)

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• Insteadofbringingthesalamandertohisroomandthenmakinghisroomlooklikewherehefoundthesalamander,whatshouldBrianhavedone?(Lookedatthesalamander,learnedaboutit,andletitgowherehefoundit.)

ASSESSMENT• Nametwothingsaplantneedstostayalive.(sunlight,carbondioxide,water)• Nametwothingsananimalneedstostayalive.(oxygen,food,water,correct

temperature)• WhataresomethingsasalmonintheDeltaneedstostayalive?(food,oxygeninthe

water,waterinwhichtolive,therighttemperature)• Draworcreateanillustrationofasuitablehabitatforananimalofyourchoicethat

wouldsupplyalloftheanimal’sneeds.

EXTENSIONS• ReadTheSnail’sSpellbyJoannRyderandhavestudentsactouttheroleofthesnail.• ReadALog’sLifebyWendyPfeffer.• HavestudentsselectaDeltaanimalanddrawapicturethatdetailstheanimals’food

sourceandotherpartsofitshabitat.• TakestudentsonafieldtriptotheNimbusFishHatcheryinRanchoCordovatolearn

aboutthelifecycleofasalmon.RESOURCESBooks• TheSalamanderRoombyAnneMazer• TheSnail’sSpellbyJoannRyder• ALog’sLifebyWendyPfefferWebsiteshttps://en.wikipedia.org/wiki/Tiger_salamanderhttp://animals.nationalgeographic.com/animals/amphibians/tiger-salamander/

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Self-Assessment

What do you know about metamorphosis? How do you know this? Tell what you know about an animal’s life cycle? What other questions do you have about an animal or plant life cycle? How will you change during your life cycle? How do you know this?

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California’sEnvironmental Principles & Concepts

Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.

Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.

Principle III: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.

Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both.

Principle V: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.