Life Cycle Activities for Butterflies, Frogs & Plants

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Standards
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Description

This life cycle bundle is the perfect way to integrate science and writing with a hands-on approach! It incorporates vocabulary, reading comprehension, graphic organizers, art, and anchor charts to help with student understanding of the life cycles of butterflies, frogs and plants. Use all the activities included or pick and choose what best suits the needs of your students.

This bundle includes:

-vocabulary cards with pictures and definitions of each life cycle stage

-anchor charts of each life cycle to help students during independent work time

-life cycle writing: students write and draw pictures to explain and show understanding of each life cycle. (cut & paste picture option is also included)

- 3 paper bag books for each life cycle. Also, includes step by step directions and pictures for assembly

-True and False flap books: students sort statements about each life cycle. This is great for a quick assessment or review

-Butterfly, Frog and Plant Crafts: These activities are a great way to culminate your unit, and can also be used as an assessment of your students' learning. Students will assemble and write about each life cycle stage as it occurs. Step by step directions and detailed pictures are included.

***Please download the preview for more details***

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Total Pages
80 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
NGSS1-LS3-1
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same. Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.
NGSS2-LS4-1
Make observations of plants and animals to compare the diversity of life in different habitats. Emphasis is on the diversity of living things in each of a variety of different habitats. Assessment does not include specific animal and plant names in specific habitats.
NGSSK-ESS3-1
Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.
NGSS1-LS1-1
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.

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