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Standard 3.2.1
Develop and use models to describe changes that organisms go through during their life cycles. Emphasize that organisms have unique and diverse life cycles but follow a pattern of birth, growth, reproduction, and death. Examples of changes in life cycles could include how some plants and animals look different at different stages of life or how other plants and animals only appear to change size in their life. (LS1.B)
Hands-on Modeling Activities for Students
1. "Wheel of Life" Paper Plate Models
- Give students two paper plates stacked on top of each other.
- Cut a pie-shaped wedge window out of the top plate.
- Have students draw the four stages (birth, growth, reproduction, death) on the bottom plate.
- Spin the top plate to reveal each stage chronologically. [1, 2]
2. Comparative Clay Sculpting
- Divide students into pairs.
- Partner A models a Mealworm/Darkling Beetle cycle (Egg \(\rightarrow \) Larva \(\rightarrow \) Pupa \(\rightarrow \) Adult).
- Partner B models a Human or Chicken cycle (Egg/Baby \(\rightarrow \) Juvenile \(\rightarrow \) Adult).
- Students present their models to each other to contrast dramatic changes versus size-only growth. [1]
- Darkling Beetle (Mealworm) Life Cycle
- Plant quick-growing Radish or Lima Bean seeds in clear plastic cups with damp paper towels.
- Have students measure height and draw structural changes daily.
- Label the specific day the plant transitions from "birth" (sprouting) to "growth" (true leaves). [1]
Standard 3.2.2
Analyze and interpret data to identify patterns of traits that plants and animals have inherited from parents. Emphasize the similarities and differences in traits between parent organisms and offspring and variation of traits in groups of similar organisms. (LS3.A, LS3.B)
Standard 3.2.3
Construct an explanation that the environment can affect the traits of an organism. Examples could include that the growth of normally tall plants is stunted with insufficient water or that pets given too much food and little exercise may become overweight. (LS3.B)
Standard 3.2.4
Construct an explanation showing how variations in traits and behaviors can affect the ability of an individual to survive and reproduce. Examples of traits could include large thorns protecting a plant from being eaten or strong smelling flowers to attracting certain pollinators. Examples of behaviors could include animals living in groups for protection or migrating to find more food. (LS2.D, LS4.B)
Standard 3.2.5
Engage in argument from evidence that in a particular habitat (system) some organisms can survive well, some survive less well, and some cannot survive at all. Emphasize that organisms and habitats form systems in which the parts depend upon each other. Examples of evidence could include needs and characteristics of the organisms and habitats involved such as cacti growing in dry, sandy soil but not surviving in wet, saturated soil. (LS4.C)
Standard 3.2.6
Design a solution to a problem caused by a change in the environment that impacts the types of plants and animals living in that environment. Define the problem, identify criteria and constraints, and develop possible solutions. Examples of environmental changes could include changes in land use, water availability, temperature, food, or changes caused by other organisms. (LS2.C, LS4.D, ETS1.A, ETS1.B, ETS1.C)
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