Cycles in Nature: Supplemental Guide | Introduction 3- Seasons Chart (Instructional Master 2A-1)—You may wish to use this
chart to record information about the seasons during Lessons 2 and 3. - Writing an Explanatory/Informational Paragraph (Instructional Master
7B-3)—This domain includes a writing activity in which students plan
and write a paragraph about the life cycle of a frog and a paragraph
about the life cycle of a butterfly. Note: You may need to spend
extra time scaffolding and modeling how to write an explanatory/
informational paragraph. - There are numerous opportunities in the life cycle lessons to bring in
real objects for students to see, touch, and smell to entice students to
want to know more, and to reinforce the importance of what they are
learning. For each life cycle, bring in a few central objects that can be
placed at students’ desks or in centers. For example, when teaching
the life cycle of a flower, bring in flowers that children can touch and
smell. When teaching the life cycle of a tree, there should be various
types of tree branches, leaves, fruits, and seeds on tables or desks
so that students can touch and feel them while learning the concepts.
When teaching the life cycle of a chicken, there should be eggs to
crack and explore. Note: Be sure to check with your school’s policy
regarding food distribution and allergies. - Fun with Life Cycles—Preview the activities in the Pausing Point and
Culminating Activities for activities that can be done throughout the
domain to enhance content presented in the read-alouds.
Anchor Focus in Cycles in Nature
This chart highlights two Common Core State Standards as well as
relevant academic language associated with the activities in this domain.Anchor Focus CCSS Description of Focus and Relevant Academic Language
Writing W.2.2 Writing an Explanatory/Informational Paragraph
With proper modeling and scaffolding, students will plan and write
a paragraph about the life cycle of a frog and a paragraph about the
life cycle of a butterfly.
Relevant academic language:
paragraph; sentences; explain; introduction/conclusion; First/Next/
Then/Last
Language L.2.4d Use knowledge of the meaning of individual words to predict the
meaning of compound words.