Human Life Cycle Diagram:人的生命周期图
Snoqualmie Valley School District
Science Journal
2007-2008
Grade 2
Name _______________________
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Hello Scientists!
ndWelcome to 2 grade science! All scientists like to study things carefully. They like to think and ask questions. They try things out and then see what happens. They use their senses to observe things. They describe their observations with pictures and words.
Scientists use science notebooks to write and draw their ideas and their observations about the things they study. This is your science notebook. You will write and draw some of your ideas and your observations here. Enjoy it! Science depends on scientists like you!
ISBN: 0-328-20092-1 - 2006 Edition. Copyright ? 2005 Chicago Science Group. Edited by SVSD. All Rights Reserved.
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Investigative Process
Question: Scientific question about the world around you. Prediction: What you predict will happen in your investigation. Materials: What you need to conduct your investigation. Procedures: Logical steps to do your investigation. Data: Number data you collected from your investigation. Conclusion: Using data to answer your investigation question.
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Two students wanted to find out if pendulums made with different lengths of strings would change how many swings the pendulum made. To help them explore their idea, we are going to do an investigation with pendulums.
Question: How does the lengths of the string affect the
number of swings made by the pendulum?
Circle Your answers:
Prediction: I predict that the longer/shorter the string
more times the pendulum will swing. length, the
Materials:
, ruler
, 3 weights
, 3 pieces of string
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Procedure:
1. Set up materials as shown in diagram.
2. Hold the 10 in. pendulum parallel to the table and drop. 3. Measure and record the number of swings for each
trial.
4. Hold the 15 in. pendulum parallel to the table and drop. 5. Measure and record the number of swings for each trial 6. Hold the 20 in. pendulum parallel to the table and drop. 7. Measure and record the number of swings for each trial.
8. Do the whole investigation again twice.
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Data Table:
(String Length) (String Length) (String Length)
10 in. 15 in. 20 in
(Number of
Swings)
Trial 1
(Number of
Swings)
Trial 2
(Number of
Swings)
Trial 3
Circle the numbers in Trail 1 to use in your conclusion.
Conclusion:
My prediction was right / wrong.
From the data we can tell that the 10 inch pendulum swung
_____ times, the 15 inch pendulum swung _____ times, and
the 20 inch pendulum swing _____ times. So, the longer /
shorter the string, the more times the pendulum swung.
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Life
Cycles
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Life Cycles Vocabulary Lesson 1
cycle:
embryo:
life cycle:
organism:
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Human Life Cycle Diagram
Paste the human life cycle pictures onto the matching stages below.
Lesson1/Page2
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Life Cycles Vocabulary Lesson 2
larva:
life span:
offspring:
reproduce:
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Bean Life Cycle and Span
Paste the bean life cycle pictures onto the matching stages below.
What do you think the life span of a bean plant is?
Lesson2/Page3
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Frog Life Cycle and Span
Paste the frog life cycle pictures onto the matching stages below.
What do you think the life span of a frog is?
Lesson2/Page4
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Sheep Life Cycle and Span
Paste the sheep life cycle pictures onto the matching stages below.
What do you think the life span of a sheep is?
Lesson2/Page5
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Life Cycles Science Notebook
Humans Cluster
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Life Cycles Vocabulary Lesson 3
human generation:
human life cycle:
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Human Life Cycles and Generations
Adult
Baby Toddler Child Teenager
Grandmother
Baby Toddler
Lesson3/Page8
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Human Life Cycles and Generations
Senior
Child Teenager Adult Senior
Baby Toddler Child Teenager
Daughter
Lesson3/Page9
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Life Cycles Vocabulary Lesson 4
senior:
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Human Life Cycles and Generations—Interview
These are some of the things that I would have liked about living in my
parents’ and grandparents’ generations:
Lesson3/Page9
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Human Life Cycles and Generations—Interview
These are some of the things that I would not have liked about living in my
parents’ and grandparents’ generations:
Lesson4/Page10
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My Fall Handprint
1. Glue your dry fall handprint here.
2. Measure your fall handprint.
3. My fall handprint length: _________________________________
Lesson7/Page12
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My Spring Handprint
1. Glue your dry spring handprint here.
2. Measure your spring handprint.
3. My spring handprint length: _________________________________
Lesson24/Page13
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Life Cycles Vocabulary Lesson 7
physical growth:
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My Fall Foot Outline
1. Stand on this page and have an outline drawn of your foot.
2. Measure your fall foot length.
3. My fall foot length: ________________________________
Lesson7/Page14
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My Spring Foot Outline
1. Stand on this page and have an outline drawn of your foot.
2. Measure your spring foot length.
3. My spring foot length: ___________________
Lesson24/Page15
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My Fall Measurements
1. My handprint length
Fall: _______________ ------- Spring Prediction: ____________ 2. My foot length
Fall: _______________ ------- Spring Prediction: ____________ 3. My height
Fall: _______________ ------- Spring Prediction: ____________ 4. My head circumference
Fall: _______________ ------- Spring Prediction: ____________ 5. Did you predict that your measurements will be different in the spring?
Why or why not?
Lesson7/Page16
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My Spring Measurements
1. My handprint length
Measurement: ____________________ 2. My foot length
Measurement: ____________________ 3. My height
Measurement:____________________ 4. My head circumference
Measurement:____________________ 5. Were your predictions close? Which prediction was the
closest?
Lesson24/Page17
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My Growth
My Hand Length
How much did your hand grow this year? Set up a math problem in the
space below to find the answer.
(Remember to always include the unit of measurement.)
My Foot Length
How much did your foot grow this year? Set up a math problem in the
space below to find the answer.
(Remember to always include the unit of measurement.)
Lesson24/Page18
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My Growth
My Height
How much taller did you grow this year? Set up a math problem in the space below to find the answer.
(Remember to always include the unit of measurement.)
My Head Circumference
How much increase did you find in your head circumference this year? Set up a math problem in the space below to find the answer. (Remember to always include the unit of measurement.)
Lesson24/Page19
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My Growth
1. What grew the most this year?
my hands my feet my height my head
(circle one)
2. Compared to me, my teacher grew:
more less
(circle one)
3. Who do you think grew more this year, you or your parents?
4. Why do you think so?
5. What is one thing you can do to make sure you grow properly?
Lesson24/Page20
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Life Cycles Vocabulary Lesson 8
brain:
emotion:
intellectual growth:
PET scan:
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How We Learn: Mapping Brain connections
sight emotions smell touch sound (yellow) (purple) (green) (blue) (red)
taste interior words (pink) section (orange)
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Life Cycles Vocabulary Lesson 9
sanitation:
survival need:
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My Adventure Plan
I am planning an adventure to:
The survival needs that I will have to worry about on my adventure are:
The survival needs that I will not have to worry about on my adventure are:
Lesson9/Page22
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My Adventure Plan
Fold your “Adventure Plan” design
in half along its longest end.
Attach it to this page using
tape, paste, or glue.
Lesson9/Page23
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Things Scientists Do to Explore
Fall
1. Draw a picture of yourself practicing science this fall. What tools are you using? Where are you exploring?
2. List below the skills that you have been using this fall in science class.
Lesson8/Page24
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New Understandings
Fall
These are some of the new understandings that I have made this fall:
Lesson8/Page25
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Things Scientists Do to Explore
Winter
1. Draw a picture of yourself practicing science this winter. What tools
are you using? Where are you exploring?
2. List below the skills that you have been using this winter in science
class.
Lesson25/Page26
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New Understandings
Winter
These are some of the new understandings that I have made
this winter:
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Things Scientists Do to Explore
Spring
1. Draw a picture of yourself practicing science this spring. What tools
are you using? Where are you exploring?
2. List below the skills that you have been using this spring in science
class.
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New Understandings
Spring
These are some of the new understandings that I have made
this spring:
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My Year in Science
Things Scientists New Understandings
Do to Explore
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My Year in Science
1. What skill did you choose to practice over the school year?
2. How often did you practice your skill?
3. How has your skill level changed since last fall? 4. Why do you think your skill level did or did not change over the school year?
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Life Cycles Science Notebook
Trees Cluster
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Life Cycles Vocabulary Lesson 5
bark:
branch:
bud:
leaf:
observe:
trunk:
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Our Class Tree—Predictions
List at least three parts of the tree or its surroundings that you think might grow or change this year.
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Our Class Tree—Fall Observations
Use your senses to observe the tree and its surroundings. Record your
observations next to the appropriate sense.
Sense Descriptive Words
Sight
Hearing
Touch
Smell
1000
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Our Class Tree—Winter Observations Record at least three changes to the tree or its surroundings since
the fall visit.
Sense Descriptive Words
Sight
Hearing
Touch
Smell
1000
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Life Cycles Vocabulary Lesson 16
adult tree:
sapling:
seedling:
senescent tree:
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Our Class Tree—Spring Observations Record at least three changes to the tree or its surroundings
since the winter visit.
Sense Descriptive Words
Sight
Hearing
Touch
Smell
1000
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Our Class Tree—Observations
Observation Notes
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Life Cycles Vocabulary Lesson 6
baseline
blade
circumference:
deciduous:
evergreen
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Tree Measurements
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Fall Tree Measurements
1. Trunk circumference (measurement A).
Fall: _________________ -- Spring Prediction: __________________
2. Main branch length (measurement B).
Fall: ______________ Spring Prediction: ______________
3. Secondary branch length (measurement C).
Fall: ________________ ---- Spring Prediction: _________________4. Did you predict that any tree measurements would be different in the spring? Why or why not?
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Life Cycles Vocabulary Lesson 11
branching:
death:
dormancy:
hibernation:
twig:
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Spring Tree Measurements
1. Trunk circumference (measurement A)
Measurement: ________
2. Main branch length (measurement B) . Measurement: ________
3. Secondary branch length (measurement C).
Measurement: ________
4. Were your predictions close? Which prediction was the closest?
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Tree Growth
1. How much did the trunk grow this year? Set up a math problem to find the answer. (Remember to always include the unit of measurement)
2. How much did your main branch grow this year? Set up a math problem to find the answer. (Remember to always include the unit of measurement)
3. How much did your secondary branch grow this year? Set up a math problem to find the answer. (Remember to always include the unit of measurement)
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Tree Growth
Tree Growth Notes
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Trees: Growth Rings
1. List your observations of the tree cross section.
2. How old is the tree? _____________
3. How did you find out the age of this tree?
4. Are all of the rings the same thickness? Why or why not?
5. When the rings are thicker, does that mean the tree grew faster or slower during that year?
faster slower
(circle one)
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Life Cycles Vocabulary Lesson 20
annual cycle:
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Life Cycles Vocabulary Lesson 10
earlywood:
latewood:
tree ring:
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Trees: Growth Rings
1. What would a good growing year for a tree be like?
2. How would the rings from a good growing year be different than those from a poor growing year?
Good Poor
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Life Cycles Science Notebook
Seed to Seed Cluster
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Life Cycles Vocabulary Lesson 12
egg:
embryo:
germination:
seed:
seed coat:
stored food:
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Parts of a Seed
Draw a picture of your split seed in the box below. Use the following words
to label your drawing.
Embryo Seed coat Stored food
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Parts of a Seed
Seed Notes:
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Life Cycles Vocabulary Lesson 13
environment:
sprout:
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Plant Records—Best Environment
1. My seed was a _________________________ seed.
2. Date planted:)_______________________________
3. Here is how I planted my seed: (Write or draw.)
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Plant Records—Stressful Environment
1. My seed was a _________________________ seed. 2. Date planted:)_______________________________
3. Here is how I planted my seed: (Write or draw.)
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Changes in Growing Plants—Best Environment
Look for first leaves, first flowers, and any other changes that occur in
your pea plant. Record your notes below.
Date Observations
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Changes in Growing Plants—Stressful Environment
Look for first leaves, first flowers, and any other changes that occur in
your pea plant. Record your notes below.
Date Observations
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Life Cycles Vocabulary Lesson 18
flower:
petal:
pistil:
pollen:
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Life Cycles Vocabulary Lesson 18
pollination:
pollinator:
reproduce:
sepal:
stamen:
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Flower Parts
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Life Cycles Vocabulary Lesson 23
cross section:
fertilization:
fruit:
ovary:
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Making Fruit
1. Circle the part of the plant that becomes the fruit.
Leaf root stem ovary
2. Label the fruit and seeds in the picture of the pea pod.
(The peas we eat are the seeds of the pea fruit.)
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Cross Sections
A cross section is a cut through an object that shows an inside view of an
object.
1. Draw a cross section of a fruit with its seeds.
2. Under the cross section, label the type of fruit.
3. Where are most of the seeds? (Circle one)
Around the edges of the cross section
Scattered everywhere
In the middle of the cross section
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Cross Sections
A cross section is a cut through an object that shows an inside view of an
object.
1. Draw a cross section of a fruit with its seeds.
2. Under the cross section, label the type of fruit.
3. Where are most of the seeds? (Circle one)
Around the edges of the cross section
Scattered everywhere
In the middle of the cross section
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Life Cycles Science Notebook
Butterflies Cluster
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Butterfly Life Cycle Calendar Record butterfly observations in the spaces below. Make sure to include the date.
Sun Monday Tuesday Wednesday Thursday Friday Sat
Sun Monday Tuesday Wednesday Thursday Friday Sat
Sun Monday Tuesday Wednesday Thursday Friday Sat
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Butterfly Life Cycle Calendar Record butterfly observations in the spaces below. Make sure to include the date.
Sun Monday Tuesday Wednesday Thursday Friday Sat
Sun Monday Tuesday Wednesday Thursday Friday Sat
Sun Monday Tuesday Wednesday Thursday Friday Sat
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Butterfly Life Cycle Calendar Record butterfly observations in the spaces below. Make sure to include the date.
Sun Monday Tuesday Wednesday Thursday Friday Sat
Sun Monday Tuesday Wednesday Thursday Friday Sat
Sun Monday Tuesday Wednesday Thursday Friday Sat
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Life Cycles Vocabulary Lesson 14
caterpillar:
larva:
metamorphosis:
molt:
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Butterflies: Baby Caterpillars
Our Painted Lady caterpillar hatched from an egg on a caterpillar farm about five
days ago.
1. Today it is about _____________________________________ cm long. 2. As we watched the caterpillar crawling on a piece of paper, I
noticed:
3. Here is a drawing of our baby caterpillar.
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Butterflies: Larger Caterpillars
Our caterpillar is now older and larger.
1. It is about _________________________ days old. 2. As I watched our caterpillar eating, I noticed:
3. Our caterpillar is about _________________________ cm long.
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Butterflies: Larger Caterpillars 1. Our caterpillar is growing:
fast slow
(circle one)
2. As I watched how our caterpillar walks, I noticed:
Think:
Why is your caterpillar growing so fast?
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Life Cycles Vocabulary Lesson 15
prolegs:
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Butterflies: Larger Caterpillars
A caterpillar has two kinds of legs and bristles all over its body.
It has 6 true legs (3 pairs) in front.
It has 10 prolegs (5 pairs) in back.
1. Examine your caterpillar and try to find both kinds of legs.
2. Add the legs and bristles to this drawing.
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Butterflies: Larger Caterpillars 1. I think the caterpillar uses its legs to:
2. I think the caterpillar uses its bristles to:
Think:
How does the caterpillar see? How does it eat?
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Butterflies: Chrysalises
1. What is metamorphosis?
2. Examine your chrysalis. What color is it? 3. My chrysalis is ____________________cm long. 4. Describe your chrysalis.
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Life Cycles Vocabulary Lesson 17
chrysalis:
metamorphosis:
pupa:
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Butterflies: Chrysalises
1. Draw your chrysalis.
2. Can you see or feel anything moving inside the chrysalis?
Think:
Is the caterpillar still alive? How can you tell?
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Life Cycles Vocabulary Lesson 21
adult butterfly:
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Butterflies: Adult Butterflies
If you were lucky and saw a butterfly emerge, write about what you noticed.
1.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Butterflies: Adult Butterflies
If you did not see a butterfly emerge, write what you notice about the butterflies.
1.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Butterflies: Adult Butterflies
1. As I watched our butterfly eating, I noticed:
2. What does your butterfly like to eat?
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Draw a picture of your butterfly and label all the parts.
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Butterflies: Adult Butterflies
What’s different about the ways the butterfly and the caterpillar eat?
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Butterflies: Adult Butterflies In the table below list some ways the butterfly and the caterpillar look the
same and some ways they look different.
Similarities Differences
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
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Life Cycles Vocabulary Lesson 22
butterfly generation:
reproduce:
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Observations—Butterfly Generations
As you observe the adult butterflies and their offspring over the next few days and weeks, write what you notice. You may not see all the behaviors below, so record only what you see for yourself.
1. As I watched the butterflies mating, I noticed:
Date of observation: ____________
2. As I watched the butterflies laying eggs, I noticed:
Date of observation: ____________
3. The butterfly eggs look like:
Date of observation:____________
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4. The baby caterpillars look like:
Date of observation: ____________
5. Make a drawing of the baby caterpillar.
6. As the adult butterflies age, I notice that:
Date of observation: ____________
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Predictions—Butterfly Generations Think about what you know about the life cycles of other living creatures.
Make your best guess and record your predictions on the left side of the
table below.
My Predictions Class Observations
I predict that the adult butterfly will The butterfly mated _____days after mate _______ days after emerging emerging from the chrysalis.
from the chrysalis.
I predict that the adult butterfly will The adult butterfly laid
lay eggs _________ days after its eggs __________ days after
emerging from the chrysalis. emerging from the chrysalis.
I predict that the baby caterpillars The baby caterpillars hatched
will hatch _____ days after their _______ days after their parents parents emerged from the chrysalis. emerged from the chrysalis.
I predict that the adult butterfly will The adult butterfly died __________ die __________ days after emerging days after emerging from the from the chrysalis. chrysalis.
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Butterfly Life Cycle
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Glossary
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adult butterfly The last stage of the butterfly’s life
cycle after metamorphosis.
adult tree A mature tree bearing flowers, then
fruits, cones, or nuts.
annual cycle A cycle that occurs and repeats itself
each year. A seasonal cycle is an
example of an annual cycle.
Bark The protective outer covering of a tree
or shrub.
Baseline The first measurement, or starting
point, scientists make to prepare for
tracking something.
blade The flat surface of a leaf.
brain The part of your body found inside
the skull that allows you to think, feel,
see, hear, remember, move, breathe,
and many other things. You cannot live
without a working brain.
branch A woody limb that comes out of the
main trunk of a tree.
branching The pattern branches make.
bud A small bump on a plant that will grow
into a leaf or flower.
butterfly generation Offspring who share common
parents.
caterpillar The larva life cycle stage of butterflies
and moths.
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centimeter A metric system unit of length. There
are 100 centimeters in a meter. There
are about two and a half centimeters in
an inch (2.54 cm = 1 inch).
chrysalis chrysalis The stage in a butterfly’s life
cycle when many hidden
changes are going on as it
transforms from a caterpillar
to an adult butterfly.
circumference circumference The measurement around the
outside of a cylinder or round
object.
cross section A cut across an object that shows an
inside view.
cycle A repeating pattern.
death When an organism is no longer alive.
deciduous Trees that drop their leaves every year.
Describe
describe To use words to tell about something,
such as an observation.
dormancy dormancy Resting; a time when something
does not change or grow.
earlywood The light-colored wood in a tree ring. It
is formed during the spring when
growing conditions are good and the
tree is growing fast.
egg A female plant part that becomes a
seed.
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embryo The tiny baby growing inside an egg, a
seed, or an organism’s mother.
emotion A feeling.
evergreen Trees that do not drop their leaves
every year.
fertilization When pollen meets an egg cell. flower The reproductive part of a flowering
plant.
fruit A plant part that contains the seed
or seeds. i
germination When the “tiny plant” (the embryo)
inside hibernation a seed starts to grow.
hibernation A long, wintertime resting period for
some animals.
human generation One generation includes all the
children born to, or raised by, their
parent or parents. In a large family,
the oldest generation may include all
the great grandparents and great-great
aunts and uncles; the next generation
includes the grandparents and great
aunts and uncles; the third generation
has all the parents, aunts and uncles;
and the newest generation, the children
and cousins.
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human life cycle The stages that humans go through
from the time they are born to the time
they die. Beginning at birth, these
stages are baby, toddler, child,
teenager, adult, and senior.
intellectual growth The development of a person’s
ability to figure things out and solve
problems.
larva The offspring of an insect.
latewood The dark-colored wood in a tree ring. It
is formed when growing conditions are
poor and the tree is growing slowly. leaf Any thin, flat, usually green, plant or
tree part that is growing from a branch. leaf scar A mark left on a branch where a leaf
was once attached.
life cycle An organism’s pattern of birth,
growth, reproduction, and death.
life span How long an organism usually lives. metamorphosis A complete change in an animal’s
appearance that occurs between the
time it is born and the time it is fully
grown.
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metric system The measurement system used by
most countries and all scientists
around the world. Its units of
length are based on the meter.
molt When the caterpillar sheds its skin
to prepare for new growth.
observe To use your senses to pay close
attention to something and notice many
details about it.
offspring The young of a plant or animal.
organism A living thing.
ovary The part of a flower at the bottom
of the pistil that becomes the fruit.
PET scan A picture of the human brain taken by a
very sensitive machine which shows
active parts of the brain in a particular
color. One of the tools that scientists
use to study the brain.
petal The colorful parts of the flower that
protect the reproductive parts.
physical growth How your body gets bigger over time.
pistil The female reproductive organ of a
flowering plant.
pollen Tiny grains that look like powder and
come from the male part of a plant. A
pollen grain is the male reproductive
cell. An egg needs pollen to grow into a
seed.
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pollination When pollen is moved from the male
part of a plant (stamen) to the female
part (pistil).
pollinator Something that carries pollen from
the male part of a plant (stamen) to the
female part (pistil). It could be the wind,
water, or an insect or other animal. pupa The stage in an insect’s life cycle when
many hidden changes are going on as it
transforms from a larva into an adult. reproduce To produce offspring.
sanitation A way to keep an area free of
waste and germs.
sapling A young tree.
seed The ripe egg of a plant. It consists
of a tiny plant (the embryo), food for
the embryo, and a seed coat. A seed is
almost like a tiny plant in a box with its
own lunch.
seed coat The part of a seed that covers and
protects it on the outside.
senior An older adult.
survival need Something a living organism must have
to stay alive.
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tree ring The circular layer of wood produced by
a tree in a single year.
trunk The main stem or body of a tree.
twig A small branch with leaves but no
smaller branches or twigs growing
from it.
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Rocks
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Rock Questions
Write one or more things you want to learn about rocks. You may add to this list during the unit.
Write notes as you learn more about your questions.
127
Rock Hound
Tape your “Rock Hound” Family Link here.
128
Describing a Rock
Draw your rock.
Show your rock’s color, shape, texture, and other properties.
Think: What could cause rocks to have different colors?
129
Describing a Rock
1. Describe your rock’s texture.
2. Describe your rock’s smell.
3. Describe some other properties of your rock.
Think: What could cause rocks to have different textures?
130
Igneous Rocks
Igneous rocks form when melted rock (lava
or magma) cools above ground or
underground. They look different depending
on how fast they cool and what minerals they
contain.
Here are some clues to help you identify igneous rocks.
1. Some igneous rocks form when lava flows at the earth’s surface and
cools quickly. Rapid cooling causes the minerals in these rocks to
form tiny crystals or natural glass. These rocks may look shiny or
glassy.
2. Some igneous rocks form when magma cools slowly deep inside the
earth. These rocks may look sparkly because the minerals in them
had plenty of time to form large crystals.
3. Some igneous rocks have lots of air holes that make them
lightweight rocks. Air bubbles trapped in the cooling lava made these holes.
131
Sedimentary Rocks
Sedimentary rocks form when fragments of rocks,
shells, sand and clay settle at the bottom of a lake
or ocean, and are slowly pressed and cemented
together.
Here are some clues to help you identify sedimentary rocks.
1. Most sedimentary rocks are soft. Some can be crumbled, split, or
broken with your hands.
2. If the rock has big fragments of naturally shaped shells and
pebbles, it is a sedimentary rock.
3. Sedimentary rocks can have distinct layers. Sometimes these layers
have different colors or textures.
4. If you find a fossil in a rock, you can almost be certain that it is a
sedimentary rock.
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Metamorphic Rocks
Metamorphic rocks form when other rocks are changed
by heat and pressure deep inside the earth. Sometimes
new mineral crystals form as the rock changes.
Sometimes existing minerals are softened and reshaped.
Here are some clues to help you identify metamorphic rocks.
1. Metamorphic rocks are very hard. Pressure and heat gradually
changed the original rock into much harder metamorphic rock. For
example a hard and brittle metamorphic rock called “slate” formed
from a softer sedimentary rock made from clay called “shale”.
2. Some metamorphic rocks have stripes or bands.
3. Some metamorphic rocks contain pebbles that were flattened and
stretched by pressure deep inside Earth.
133
Sorting Minerals From a Piece of Granite
1. Check off each mineral as you find it in your crushed piece of granite.
Feldspar ___ Biotite ____ Muscovite ___ Quartz _____
2. Which mineral did you find the most of? _______________________
3. Which mineral did you find the least of? _______________________
4. Did you find any other minerals? What did they look like?
5. Thinking like a geologist: If you found a rock, how would you tell
whether it was granite or not?
134
Describing a Mineral
1. Write the letter of your mineral. _____________
2. Describe your mineral.
135
Mineral Hardness and Streak
1. Did your mineral leave a streak? Yes No
(circle one)
If yes, what color was its streak? _____________________
2. List the letters of all the minerals that your mineral scratched.
3. Write the name of your mineral. ___________________________
4. Write any other information you learn about your mineral (from a
field guide or other resource).
136
Fossil Drawings
Look at each picture.
Draw the plant or animal that may have made each fossil.
Think:
How do you think each fossil formed? What do you think the environment looked like when the plant or animal was alive?
137
Fossil Drawings
Look at each picture.
Draw the plant or animal that may have made each fossil.
Think:
How do you think each fossil formed? What do you think the environment looked like when the plant or animal was alive?
138
How Petrified Fossils Form
Petrified: An organism that has been slowly turned into rock.
Petrifaction/Mineralization: When Parts of buried organisms are slowly replaced with minerals and become rock.
139
Petrified Bones
1. Describe the sand in each cup:
Plain Water Cup
Epsom Salt Water Cup
2. Describe the sponge “bone” in each cup:
Plain Water Cup
Epsom Salt Water Cup
140
Solids,
Liquids, and
Gases
141
142
Describing Properties
wood block Weight: about _______________ g (draw a picture to show shape, color, and
other properties.)
Size: about ____________ cm long
about ____________ cm wide
Attracted to a magnet?
yes no
How does it feel?
(circle one or more)
hard soft squishy
stiff sticky slippery
smooth bumpy rough
Other words
_____________________________
_____________________________
_____________________________
Can you bend it?
yes no
143
Describing Properties
metal bolt Weight: about _______________ g (draw a picture to show shape, color, and
other properties.)
Size: about ____________ cm long
about ____________ cm wide
Attracted to a magnet?
yes no
How does it feel?
(circle one or more)
hard soft squishy
stiff sticky slippery
smooth bumpy rough
Other words
_____________________________
_____________________________
_____________________________
Can you bend it?
yes no
144
Describing Properties
Weight: about _______________ g
_________________________
(draw a picture to show shape, color, and Size: about ____________ cm long other properties.) about ____________ cm wide
Attracted to a magnet?
yes no
How does it feel?
(circle one or more)
hard soft squishy
stiff sticky slippery
smooth bumpy rough
Other words
_____________________________
_____________________________
_____________________________
Can you bend it?
yes no
145
Materials in Objects
I chose ___________________________ to look at.
Draw a picture of your object.
Label where the different materials are.
Materials Word Bank:
metal wood plastic rubber nylon cotton clay
foam glass paper cardboard paint ink water
air oil leaves rock concrete dirt sand
146
Materials in Objects
Fill in the chart.
Materials in my I think this material was used in this object
object: because:
147
Is It a Solid, Liquid, or Gas?
Look at the things around you. Decide which things belong on which list,
and write them down.
Solids Liquids Gases
148
Is It a Solid, Liquid, or Gas?
Mixtures Don’t Know
149
Comparing Liquids
water How does it feel? (Draw the shape and color) (circle one or more)
wet dry sticky thick
watery slippery gooey
other words ____________
Can you see through it?
yes no
Is the surface flat?
yes no
dish soap How does it feel? (Draw the shape and color) (circle one or more)
wet dry sticky thick
watery slippery gooey
other words ____________
Can you see through it?
yes no
Is the surface flat?
yes no
150
Comparing Liquids
How does it feel? _____________________________ (circle one or more)
(Draw the shape and color)
wet dry sticky thick
watery slippery gooey
other words ____________
Can you see through it?
yes no
Is the surface flat?
yes no
How does it feel? ____________________________ (circle one or more)
(Draw the shape and color)
wet dry sticky thick
watery slippery gooey
other words ____________
Can you see through it?
yes no
Is the surface flat?
yes no
151
Comparing Liquids
Which liquid pours the fastest? ______________________________
Which liquid pours the slowest? ______________________________
Things that were the same about the liquids:
Things that were different:
I noticed:
152
The Shape of Water
Pour water from one container to another. Think about the shape of the
water.
I noticed:
153
Solids
I chose ___________________________ to work with.
Some of the properties of this object are:
Were you able to change the shape of this object? ___________________
If you were able to change the shape, how did you do it?
If you could not change the shape, what tools would someone need to change it?
154
Solids
Think about ways to change other properties of this object.
Write or draw some of your ideas.
Hint: Make sure you say what properties would change.
155
Two Cups of Water
Day 1:
Draw the water levels in the cups.
covered cup uncovered cup
Come back in a few days to see if anything has changed.
156
Two Cups of Water
_________ days have passed.
Draw the water levels in the cups.
covered cup uncovered cup
Circle one: Circle one:
The water level didn’t change. The water level didn’t change.
The water level went down. The water level went down.
The water level went up. The water level went up.
What do you think happened to the water?
157
Water and Ice
Before it went into the freezer, my bag of water was:
After it came out of the freezer, by bag of water was:
158
Water and Ice
I melted my bag of frozen water. I noticed:
159
160
My
Investigation
161
162
Question:
Materials: I used… Prediction:
I predict that …
163
Draw and label the parts in the diagram.
164
Procedure:
165
Data Table:
166
Conclusion:
My prediction was right / wrong. (Circle your answer.)
The data shows that
So, I can conclude that
167
168
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