Spring The Cicada's Life Cycle

Grade Levels
2nd - 5th
Standards
Formats Included
  • Google Drive™ folder
  • Internet Activities
Pages
8 pages
$3.50
$3.50
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Description

This resource includes a nonfiction article, questions with an answer key, suggested videos, and even a simple STEM Challenge. Students are challenged to make a device that best muffles sound!!

You can share this resource with your students through Google Classroom™ or Google Drive™. Students can then type directly on this document and share it back with you.

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Total Pages
8 pages
Answer Key
Included
Teaching Duration
90 minutes
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Standards

to see state-specific standards (only available in the US).
NGSS3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Changes organisms go through during their life form a pattern. Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.
NGSS3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
NGSS3-LS3-1
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans. Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.
NGSS3-LS4-2
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.
NGSS4-LS1-2
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Emphasis is on systems of information transfer. Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.

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