teaching animal life cycles - · pdf file · 2011-09-29life cyclesseries •...

T E A C H I N G G U I D E

TEACHING

AnimalLife Cycles

1st Grade Reading Level

ISBN 978-0-8225-4757-0

T E A C H I N G A N I M A L L I F E C Y C L E S2

StandardsLanguage Arts— • Uses the stylistic and rhetorical aspects of writing.Writing • Uses grammatical and mechanical conventions in written compositions.

Language Arts— • Demonstrates competence in the general skills and strategies of the reading Reading process.

• Demonstrates competence in the general skills and strategies for reading a variety ofinformational texts.

Life Sciences • Understands the structure and function of cells and organisms.• Understands the relationships among organisms and their physical environment.• Understands the principles of heredity and related concepts.

Thinking and • Effectively uses mental processes that are based on identifying similarities and Reasoning differences.

Visual Arts • Understands the characteristics and merits of one’s own artwork and the artwork ofothers.

Multiple Intelligences Utilized• Linguistic, logical, spatial, intrapersonal, interpersonal, and naturalistic

Copyright © 2003 by Lerner Publishing Group, Inc.

All rights reserved. International copyright secured. Student pages may bereproduced by the classroom teacher for classroom use only, not for commercialresale. No other part of this teaching guide may be reproduced, stored in aretrieval system, or transmitted in any form or by any means—electronic,mechanical, photocopying, recording, or otherwise—without the prior writtenpermission of Lerner Publishing Group, Inc., except for the inclusion of briefquotations in an acknowledged review.

LernerClassroom A division of Lerner Publishing Group, Inc.241 First Avenue NorthMinneapolis, MN 55401 U.S.A.800-328-4929Website address: www.lernerclassroom.com

Manufactured in the United States of America3 4 5 6 7 8 — IG — 13 12 11 10 09 08

Go to www.lernerclassroom.comfor a list of all Animal Life Cyclestitles.

T E A C H I N G A N I M A L L I F E C Y C L E S 3

Pretest(teacher, student, class)• Students preview the text independently.• Teacher explains the purpose of the reading.• Teacher assesses students’ prior knowledge by

discussing what the class already knows aboutdifferent animal life cycles.

• Teacher previews the text with the class. Discuss thepictures and what can be learned from each one.

• Teacher introduces challenging vocabulary, languagestructures, or concepts.

• Teacher discusses reading skills or strategies the classmay use. Explain how they help to gainunderstanding.

Model(teacher, class)• Read the text as a class, or teacher reads it aloud.

Read(partner, small group)• Students read the text with a partner or in a small

group.• Teacher observes and helps students as needed.

Practice(teacher, student)• Have students complete skills activities or participate

in a skills discussion using ideas from Reading SkillsChecklist p. 9 or based on the specific needs ofindividual students.

Discuss(teacher, class)• Discuss and clarify points of confusion. Question

students to check for understanding.

Evaluate (teacher, student)• Students read the text again independently.• Students take the text home to share with an adult.• Students complete lessons and activities in the First

Step Nonfiction Animal Life Cycles teaching guide.• Use the Reading Skills Checklist p. 9 and Student

Reading Goals p. 10 to evaluate each student’sreading proficiency.

Lesson 1Reading First StepNonfiction with YourClassPurpose: Students will learn how to read and gatherinformation from the First Step Nonfiction booksindependently and with others.

Objectives• Recall information from a text.• Restate information in student’s own words.• Apply prior knowledge while reading.• Demonstrate emergent reading skills.• Analyze concepts from a text.• Evaluate reading comprehension.

Activity Procedures

Prepare(teacher)• Copy Reading Skills Checklist p. 9. (Some skills are

provided on the reproducible. You may fill in theblank spaces with additional reading skills. Use thechecklist throughout the entire unit.)

• Copy Student Reading Goals p. 10 for each student.• Select four to six students for a reading group based

on instructional needs and interests.• Select and preview a text.• Decide the areas where students will need help.• Choose a reading skill or strategy to focus on, such as

decoding and comprehending unknown words,restating information, reading aloud, and using anindex or glossary.

Materials• First StepNonfiction—AnimalLife Cycles series

• Reading SkillsChecklist p. 9

• Student ReadingGoals p. 10.


Model(teacher)• Turn to page 22 in the First Step Nonfiction—Animal

Life Cycles book chosen. Explain to students that thisis the glossary. Tell students that the glossary has alist of important words from the book and explainswhat the words mean.

• Point out the boldfaced words. Tell students thatyou know these are important words because theyare thicker and darker than the other words on thepage.

• Demonstrate how to find the words in the glossary:Step 1 While reading the text, stop at a

boldfaced word. Step 2 Ask the class what they think the word

means.Step 3 Look at the first letter of the boldfaced

word.Step 4 Turn to the glossary on page 22. Step 5 In the glossary, find a boldfaced word

that begins with the same letter as theboldfaced word from the text. Thenlook for the word from the text.

Step 6 Read the definition to the class anddiscuss it.

Practice(student)• Students complete Glossary Search p. 11. • As students read, have them write any boldfaced

words that they find in the column labeled“Boldfaced Words.” Then, have them look for theword in the glossary on page 22. Students shouldread the definition or look at the picture.

• On Glossary Search p. 11, students draw a picture orwrite their own definition next to the word.

Discuss(class)• What is a glossary?• How are a glossary and a dictionary the same?

Evaluate(teacher)• Use Glossary Search p. 11 and Reading Skills

Checklist p. 9 to evaluate student understanding.

Lesson 2How to Use aGlossaryPurpose: Students will learn how to use a glossary.

Objectives• Define dictionary and glossary.• Describe how to use a dictionary and a glossary.• Practice using a glossary.• Identify boldfaced words in a text.• Explain the meaning of a word.• Compare a glossary and a dictionary.

Activity Procedures

Prepare(teacher)• Copy Glossary Search p. 11 for each student.

Pretest(class)• What is a dictionary?• Why do you use a dictionary?• How do you find words in a dictionary?

Read(class)• Read one book from the First Step Nonfiction—

Animal Life Cycles series.

Materials• First Step

Nonfiction—AnimalLife Cycles series


• Glossary Search p. 11• pencil• crayons


Model(teacher)• Turn to page 23 in the First Step Nonfiction—Animal

Life Cycles book chosen. Explain to students that thisis the index. Tell students that the index has a list ofthe book’s important words and ideas and that itgives you the page number(s) where they can befound. Point out that the words are listed inalphabetical order.

• Demonstrate how to find the words and ideas listedin the index in the text:

Step 1 Find the first word or idea in the index. Step 2 Ask the class what they think the word

or idea means.Step 3 Look at the page number(s) after the

word or idea.Step 4 Turn to the page listed. Step 5 Read that page and look at the picture

to find that word or idea.

Practice(student)• Students complete Index Search p. 12:

Step 1 Turn to the index on page 23. Choosefive words or ideas and write them inthe column labeled “Word or Idea.”

Step 2 In the column labeled “Page #,” writethe page number where the word oridea is found.

Step 3 In the column labeled “My Picture orWords,” students describe in their ownwords the idea found on that page.Students may draw a picture to explainthe word.

Discuss(class)• Using a reference book or textbook, discuss how an

index can help you find things.• How does an index make it easier to find things?

Evaluate(teacher)• Use Index Search p. 12 and Reading Skills Checklist

p. 9 to evaluate student understanding.

Lesson 3 How to Use an IndexPurpose: Students will learn how to use an index.

Objectives• Define index.• Describe how to use an index.• Practice using an index.• Identify words or ideas in a text.• Explain the meaning of words or ideas.• Compare indexes from different books.

Activity Procedures

Prepare(teacher)• Copy Index Search p. 12 for each student.

Pretest(class)• What is an index?• Why do you use an index?• How do you find words in an index?





• Index Search p. 12• pencil• crayons




Model(teacher)• Demonstrate how to fold the minibook template

pp. 14–15. First, fold the first template in halfhorizontallly. Then, fold it in half vertically with thecover on the outside. Do this with the secondminibook template, keeping page 3 on the outside.

• Match the templates so that the page numbers arein the correct order. Staple them to bind themtogether.

• Demonstrate how to complete the minibook:Step 1 Complete a sentence on one of the

minipages. You may use a word fromthe list or one of your own.

Step 2 Paste a photograph or draw a pictureexplaining the sentence.

• Display your completed minibook to the class.

Practice(student)• Students complete an entire minibook of their own.

Discuss(class)• Students share their minibooks with the class.• Discuss similarities and differences between the

minibooks.

Evaluate(teacher)• Use Minibook Rubric p. 13 to evaluate each

student’s minibook.

Lesson 4MinibooksPurpose: Students will create their own nonfictionbook about an animal life cycle.

Objectives• Recall information from First Step Nonfiction—Animal

Life Cycles books.• Identify words that relate to a given topic.• Illustrate concepts through photographs or drawings.• Explain word choices and illustrations.• Compile information into a book.• Compare information from two books.

Activity Procedures

Prepare(teacher)• Copy minibook template pp. 14–15 for each

student. Each student needs one complete book of eight pages.

• Complete an entire minibook with text andillustrations or photographs.

• Collect magazines or photos from home.• Copy Minibook Rubric p. 13 for each student.

Pretest(class)• Brainstorm a list of words that relate to animal life

cycles. Write these words on the chalkboard or in aplace where students can refer to them later.


• minibook templatespp. 14–15

• magazines and/orphotographs

• pencil• crayons• stapler• Minibook Rubricp. 13


Model (teacher)• Define life cycle and explain how it relates to

animals.• Choose an animal not covered by the First Step

Nonfiction—Animal Life Cycle books and show its life cycle.

• Demonstrate how to show an animal life cycle on theLife Cycle Chart p. 16.

Practice(student)• Complete the Life Cycle Chart p. 16 using the First

Step Nonfiction—Animal Life Cycles book read.• Draw pictures and label the different stages of the

animal described in the First Step Nonfiction—AnimalLife Cycles book.

Discuss (teacher, class)• Compare completed Life Cycle Charts p. 16.• What are the differences between the life cycles of

different animals?• What are the similarities between the life cycles of

different animals?

Evaluate(teacher)• Collect and evaluate completed Life Cycle Charts

p. 16.

Lesson 5Life CyclesPurpose: Students will learn about the stages ofanimal growth by reading and constructing a chart.

Objectives• Define life cycle.• Identify stages of animal development.• Illustrate animal growth.• Organize illustrations about animal growth.• Construct a chart of an animal’s life cycle.• Compare the life cycles of different types of animals.

Activity Procedures

Prepare (teacher)• Copy Life Cycle Chart p. 16 for each student.

Pretest (teacher, class)• Discuss what students know about how animals grow.

Read (students)• Read First Step Nonfiction—Animal Life Cycle books

either alone or in pairs.

Materials• First StepNonfiction—AnimalLife Cycles books

• Life Cycle Chartp. 16

• pencil• large piece ofbutcher paper

• crayons, markers, orcolored pencils


Pfeffer, Wendy. From Tadpole to Frog. New York:HarperCollins Children’s Books, 1994.

Royston, Angela. Frog. Crystal Lake, IL: HeinemannLibrary, 1998.

Shahan, Sherry. The Little Butterfly. New York:Random House, 1998.

Sharth, Sharon. Rabbits. Plymouth, MN: Child’s World,Inc., 1999.

Stewart, David. Pond Life. Danbury, CT: GrolierPublishing, 2002.

Vern, Alex. Where Do Frogs Come From? San Diego,CA: Harcourt, 2001.

Zemlicka, Shannon. From Egg to Butterfly. Minneapolis,MN: Lerner Publishing Group, 2003.

———. From Tadpole to Frog. Minneapolis, MN: LernerPublishing Group, 2003.

WEBSITESEnchanted Learning

<http://www.enchantedlearning.com/coloring/lifecycles.shtml>This site contains print-outs for many differentanimals. Some print-outs contain life cycles androom for labels.

Frogland<http://allaboutfrogs.org/froglnd.shtml>Frogland contains puzzles, games, jokes, frogfacts, and other information.

Scholastic<http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/science2.htm>A butterfly unit for teachers or parents. Itcontains instructions for making your ownbutterfly habitat and other fun activities.

Additional ResourcesBOOKSChinery, Michael. Butterfly. Mahwah, NJ: Troll

Communications, L.L.C., 1991.Crewe, Sabrina. The Butterfly. Austin, TX: Raintree

Steck-Vaughn, 1997.———. The Frog: Life Cycles. Austin, TX: Raintree Steck-

Vaughn, 1997.———. The Snake. Austin, TX: Raintree Steck-Vaughn,

1996.Ehlert, Lois. Waiting for Wings. San Diego, CA:

Harcourt, 2001.French, Vivian. Growing Frogs. Cambridge, MA:

Candlewick Press, 2000.Gallagher, Kristin Ellerbusch. Cottontail Rabbits.

Minneapolis, MN: Lerner Publishing Group,2001.

Getzoff, Melissa. Butterfly Magic. Mahwah, NJ: TrollCommunications, L.L.C., 1996.

Heiligman, Deborah. From Caterpillar to Butterfly.New York: HarperCollins Children’s Books, 1996.

Hickman, Pamela. A New Butterfly: My First Look atMetamorphosis. Toronto, Ontario: Kids CanPress, 1997.

———. A New Duck: The Life Cycle of a Bird. Toronto,Ontario: Kids Can Press, 1999.

———. A New Frog: My First Look at the Life Cycle of anAmphibian. Toronto, Ontario: Kids Can Press,1999.

Hipp, Andrew. The Life Cycle of a Duck. New York:Rosen Publishing Group, Inc., 2002.

Kalman, Bobbie. The Life Cycle of a MonarchButterfly. New York: Crabtree Publishing Group,2001.

———. What Is a Life Cycle? New York: CrabtreePublishing Group, 1998.

Marzollo, Jean. I’m a Caterpillar. New York:Scholastic, 1997.

National Geographic Animal Encyclopedia.Washington D.C.: National Geographic Society,2000.

Neye, Emily. Butterflies. New York: Penguin Putnam,2000.

Penner, Lucille Recht. S-S-Snakes! New York: RandomHouse, 1994.

9

Teaching Animal Life Cycles

Reading Skills Checklist

Mastered Developing Needs Improvement

A B C D F

Skills

Name

➤

➤

prev

iews

pict

ures

prev

iews

capt

ions

uses

prio

r kno

wled

ge

iden

tifie

s main

idea

glossa

ry u

sein

dex u

seco

mpr

ehen

ds w

ritte

n di

recti

ons

10


Student Reading Goals

NameDateTitle

Mastered Developing Needs Improvement

A B C D F

Participates in discussions.

Makes thoughtful and varied responses to readings.

Completes reading assignments.Completes skills lessons.

Uses appropriate strategies todevelop reading fluency and clarity.

Teacher Comments

11


Glossary Search

Name

Date

Boldfaced My Definition or PictureWords

12


Index Search

Name

Date

Word or Idea Page # My Picture or Words

13


Minibook Rubric

Student ________________________________________________________Title of minibook__________________________________________________

Score Elements

3 Excellent• The cover includes a creative and attractive picture, a title, and the

author’s name.• The book was carefully and neatly constructed. The artwork is

colorful and neat. The text clearly explains the drawings or photos.• The pictures and text directly relate to the book’s topic.

2 Satisfactory• The cover includes a picture, a title, and the author’s name. • Some artwork is colorful and neat. Some is incomplete or pencil

sketches. Some text does not explain the drawings or photos.• Most pictures and text directly relate to the book’s topic.

1 Beginning• The cover is incomplete.• Artwork is incomplete. Single-word labels are used in place of text.• Pictures and text do not directly relate to the topic.

Score: _____

Comments ________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

_____________ live

___________________. 2

My ___________ starts life

as an _____________.

I like to watch my

_______________ grow.7

8

My AnimalLife Cycle

by

_____________

Adults ____________

____________________. 4

Later it ____________

____________________.

______________ eat

___________________.5

6

It ________________

____________________. 3

16


Life Cycle Chart

Name ___________________________________ Date ________________

Life Cycle of a

_______________________________________

teaching animal life cycles - · pdf file · 2011-09-29life cyclesseries •...

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