Week 1 Lesson: 1 Day: 2 Objective: Students will use the previous days information on the chosen life cycle

and collect what they feel is most important to include in a Pages document. Content Standards: Common Core standards: RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.) California State Content Standards Life Science 2a. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice. Technology standards: 1. Creativity and Innovations c. Use models and simulations to explore complex systems and issues 3. Research and Information Fluency b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media d. Process data and report results 5. Digital Citizenship b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity 6. Technology Operations and Concepts b. Select and use applications effectively and productive. Materials: Smart Board iPad Instructional Directions: 1. Have students pull up the different sites on their individual iPads and look

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through the information to pull out what they think is the most important to include about their given life cycle. Students will need to take the information found and put into their own words the different stages and the process the animal or insect goes through to complete the life cycle. As a whole group, using the smart board, show the students what they will be doing with the information they have found. Pull up the http://www.fodey.com/generators/newspaper/snippet.asp website and explain they will be creating their own newspaper clipping of their life cycle. While the website it pulled up on the smart board explain the process the students will go through to create the Newspaper clipping. Show students the website they will be going to. Let students know they need to choose the most important information to include in their article. Students need to include the main points of the cycle and the different stages the animal or insect goes through to complete the whole cycle. Have students now collect the most important information and begin putting information on their life cycle in their own words using the Pages app on iPad.