S1+Hartford+Rhonda

=Stage 1 Identify Desired Results= A3 Unifying Themes Pre-K-2- Constancy and Change Students apply the principles of systems,models,constancy and change, and scale in science and technology.
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results-Science and Technology

Maine Learning Results-Science and Technology B1 The Skills and Traits of Scientific and Technological Design Pre-K-2-Skills and Traits of Scientific Inquiry Students plan,conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.

Maine Learning Results-Science and Technology C1 The Scientific and Technological Design Pre-K-2-Understandings of Inquiry Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on the environment. SAD#9 Science Curriculum (Pre-K-2) ||

//What understandings are desired?//
•Scientific Inquiry is used to acquire information. •Conducting simple investigations provide answers to questions. ||
 * //Students will understand that:// **(U)** ||
 * • Life Cycles of living organisms are similar and different.

//What essential questions will be considered?//
•How is Scientific Inquiry used to find information about monarch butterflies? •What do simple investigations reveal about living organisms? ||
 * **Essential Questions:** **(Q)** ||
 * •How are life cycles of living organisms similar to/and different from each other?

//What key knowledge and skills will students acquire as a result of this unit?//
•Key factual information; living organisms are similar and different. •Sequence of the life cycle of Monarch Butterflies. How to ask and answer questions. || •Explain the life cycle of Monarch Butterflies. •Document the steps for simple investigations. Apply prior knowledge to new knowledge through Scientific Inquiry. •Compare and contrast Monarch Butterflies with other living organisms. •Role-play the life cycle of Monarch butterfly and their migration route. •Realize their role in the survival of living organisms. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Vocabulary;life cycle, migration, environment, egg, larva, pupa, adult.


 * 2004 ASCD and Grant Wiggins and Jay McTighe**