EXPLORING LIFE CYCLES
education standards
OBSERVE AND WONDER QUESTIONS
Next Generation Science Standards
3-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.4-LS1-1
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.THE LIFE CYCLE OF A FROG
College, Career, and Civic Life (C3) Framework
D1.3.3-5
Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.D1.4.9-12
Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.D1.4.K-2
Make connections between supporting questions and compelling questions.LIFE CYCLES- VARIATIONS
Next Generation Science Standards
3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.College, Career, and Civic Life (C3) Framework
D1.1.K-2
Explain why the compelling question is important to the student.LIFE CYCLE STAGES
Next Generation Science Standards
3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.Compare Life Cycles- BONUS
College, Career, and Civic Life (C3) Framework
D1.4.K-2
Make connections between supporting questions and compelling questions.Next Generation Science Standards
3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.