Name:_____________________

15 Heal the Bay/Santa Monica Pier Aquarium • 2007 (310)393-6149 • www.healthebay.org/smpa

LifeCycleWorksheet

Mylifecyclelookslikethis:

Iama________________________.

Mylifecyclelookslikethis:

Iama________________________.

Mylifecyclelookslikethis:

Iama________________________.WhatamIoptions

tree frogpenguin butterfly flower jellyfish

Name:_____________________

16 Heal the Bay/Santa Monica Pier Aquarium • 2007 (310)393-6149 • www.healthebay.org/smpa

LifeCycleWorksheet–Page2

Mylifecyclelookslikethis:

Iama________________________.

WhatamIoptions

tree frog bird butterfly flower jellyfish

Mylifecyclelookslikethis:

Iama________________________.

Iama________________________.

Mylifecyclelookslikethis:

17 Heal the Bay/Santa Monica Pier Aquarium • 2007 (310)393-6149 • www.healthebay.org/smpa

CyclesinOurWorld

Whatcyclesinthispicture?

______________________________

Whatcyclesinthispicture?

______________________________

Whatcyclesinthispicture?

______________________________

Whatcyclesinthispicture?

______________________________

Whatcyclesinthispicture?

______________________________

18 Heal the Bay/Santa Monica Pier Aquarium • 2007 (310)393-6149 • www.healthebay.org/smpa

PreorPostVisitActivity:HumanLifeCycleLevel2ndGradeAbstractHumanLifeCycleiscomposedofaseriesofactivitiesconnectingastudenttohisorherpast.Theseinvestigationswillhelpthestudentunderstandhowtheirfamilycametobeinthepresentcommunity.Theywillalsohelpstudentstounderstandbasicprinciplesofinheritance.ObjectivesStudentswillbeableto:

Tracetheirfamilyhistorythroughthreegenerations Createapictorialrepresentationofthreegenerationsoftheirfamily Mapwheretheyliveandwheretheirmostimmediateancestorshavelived Describesimilaritiesbetweenhim/herselfandhis/herimmediateancestors

TargetedStandardsCaliforniaHistory/SocialScienceStandard,Grade21.Studentsdifferentiatebetweenthingsthathappenedlongagoandthingsthathappenedyesterday.

1.Tracehistoryofafamilythroughtheuseofprimaryandsecondarysources,includingartifacts,photographs,interviews,anddocuments

2.Studentsdemonstratemapskillsbydescribingtheabsoluteandrelativelocationsofpeople,places,andenvironments.3.Locateonamapwheretheirancestorslive(d),tellingwhenthefamilymovedtothelocalcommunityandhowand

whytheymadethetrip.CaliforniaScienceStandard,Grade2LifeSciences2.Plantsandanimalshavepredictablelifecycles.Asabasisforunderstandingthisconcept:

a. Studentsknowthatorganismsreproduceoffspringoftheirownkindandthattheoffspringresembletheirparentsandoneanother.

c. Studentsknowmanycharacteristicsofanorganismareinheritedfromtheparents.Somecharacteristicsarecausedorinfluencedbytheenvironment.

EnvironmentalPrinciplesandConcepts(EEI)correspondinglearningobjectives:

Identifywhytheirancestorsmovedtothelocalcommunity(History/SocialScience2.3) Identifysomeofthecharacteristicsthatorganismsinheritfromtheirparents.(Science2c)

Materials

• MyFamilyTreeworksheet–oneforeachstudent• FamilyHistoryWorksheet–oneforeachstudent• AllAboutMeworksheet–oneforeachstudent• WhoDoILookLike?Worksheet–oneforeachstudent• OnecopyeachofMyFamilyTreeandExampleFamilyTreetouseforteaching• ExampleFamilyTree–onecopyforeachstudent(optional)• Largesheetsofpaper(approximately20”x20”)–oneforeachstudent• String• Glue• Scissors• AccesstoacomputerORaccesstoanatlasandacopier• AcopyofMappingMyFamilyTreeexampleforteaching

19 Heal the Bay/Santa Monica Pier Aquarium • 2007 (310)393-6149 • www.healthebay.org/smpa

ImplementationOverviewTimeAllotment:Seeeachactivityforbreakdown

• Havestudentsbringinphotographsofthemselvesasbabies,oftheirparentsandgrandparentsatdifferentstagesoftheirlives(asababy,ayoungchild,ateenager,anadult,asasenior,etc.).Thesephotographswillbeusedforaseriesofactivitiesandaccompanyingprojectsoverthenextwhile.(Ifparentsorstudentsareworriedaboutdamagingthephotographsthemselves,photocopiesoftheimagescanbeused.)

Activity1:MyFamilyTreeTimeAllotment:30minutesUsingthephotographs,havestudentscompleteafamilytreeforthemselves.

• Explaintothestudentsthattheywillbecompletingafamilytreefortheirfamily.• ShowstudentstheMyFamilyTree,andExampleFamilyTree.• Explainthattheyaretherootandshowthemhowtotraceupthetreetoancestors.• Pointoutthedatesconnectedwitheachperson,andexplainhowtheylistboththedateof

birthandthedateofdeath,ifthathasoccurred,foreachpersonrepresented.• ProvidethemwiththeirownMyFamilyTreeworksheetandhavethemplacetheirphotosin

theappropriateplaces.Iftherearenoimagesforapersononthefamilytree,tellstudentsthatthereisnoneedtoworry;theblankspacescanbecompletedatalatertime.

• Ifastudenthasnoimagesoftheirfamily,encouragethemtotalktomembersoftheirfamily,usingtheFamilyHistoryworksheettohelpthemgatherinformation,onwhattheirancestorslookedlike.Studentscanalsodrawpicturesoftheirparentsorgrandparentsfromtheirmemory.Ifastudenthasnofamilytogatherthisinformationfrom,encouragehimorhertousetheirimaginationtocreatethefamilytheywouldliketohave–tellthemtheyjustneedtoberealisticwhencompletingthedatesportionoftheassignments.

• StudentscanusetheAllAboutMeworksheettoassembleinformationaboutthemselvesaswell.

Activity2:OralHistoryTimeAllotment:HomeworkassignmentHavestudentsspeakwithmembersoftheirfamilytocreateamorecompletefamilypicture.

• HavestudentsusetheFamilyHistoryworksheetforhomework.• Instructstudentstotaketheinformationfromtheworksheetanduseittofillintheholes

ontheirMyFamilyTreeworksheet.• Encouragestudentstousetheverbaldescriptionsofthefamilymemberswhose

photographstheyaremissingtodrawpicturesofthemintheMyFamilyTreeworksheet.Activity3:MappingMyFamilyTimeAllotment:45minutesStudentswillcontinuetousetheinformationtheygatheredontheFamilyHistoryworksheettoconstructadepictionoftheirgeographicalfamilyhistory.

• Explaintostudentsthattheywillnowusetheinformationaboutwheretheirfamilymembershavelivedtolocatethoseplacesonmaps.Tellthemthat,oncetheyhavethatinformation,theywillthenconnectimagesofthoselocationstotheirFamilyTree.ShowthemtheexampleofMappingMyFamilyTreetodemonstratewhattheyaregoingfor.

20 Heal the Bay/Santa Monica Pier Aquarium • 2007 (310)393-6149 • www.healthebay.org/smpa

• Helpstudentstofindthelocationsandmapsusingacomputerandtheinternet,oranatlas.http://www.mapquest.com/andhttp://maps.google.com/arebothgreatinternetmappingresources.Thismayrequireextratimeifyourstudentsareunfamiliarwithusinganatlasortheinternetandneedextrainstructionintheseresearchmethods.

• Havestudentsprintoutmapsfromtheinternet,orcopymapsfromatlases,dependinguponwhatresourcesareavailable.

• Havestudentsplaceastaronthelocationstheirancestorsarefrom.• Providestudentswithglueandlargepiecesofpaper–oneperstudent.Havethemglue

theirMyFamilyTreetothepieceofpaper.Ittendstoworkbetteriftheyglueittothecenter,butthisisnotnecessary.

• Havestudentscutouttheirmapsandgluethemontheblankspacesontheirlargepapers.Havethemusethestringtoconnecteachancestor,andthemselvestotheircorrespondingmaps.

• ActivityExtension

• Havestudentstracethejourneysoftheirancestorstotheircurrentlocationandrecordthatontheirmaps.

Activity4:WhoDoILookLike?TimeAllotment:20minutesStudentswillusetheirfamilytreetocompareandcontrastfamilymembers,lookingforresemblanceamongmembers.

• Havestudentslookattheirexpandedfamilytreeandanyotherphotographstheymayhavebroughtinoftheirfamily.

• StudentswillneedtocompletetheWhoDoILookLike?worksheet.• Discusswithstudentswhytheyresemblehumansmorethanotheranimals,andwhythey

lookmoreliketheirparentsandotherancestorsthantheydootherpeople.Specifically,makecertainthatstudentsunderstandthathumanchildrencomefromhumanparents,whileanimalyouthcomefromanimalparentsbecausehowacreaturelooksispassedfromparenttochild.

21 Heal the Bay/Santa Monica Pier Aquarium • 2007 (310)393-6149 • www.healthebay.org/smpa

HumanLifeCycleGradingRubric

Categories 3 2 1

MyFamilyTree

Studentcompletedtheworksheettothebestofhis/herability,includingdates&namesforallpeopleandimagesformostpeople

Studentonlypartiallycompletedtheworksheet,includinglessthanhalfthedates,namesandimages

Studentdidnotcompleteworksheetortheworksheethasmanyblanks

AllAboutMe–basicinformation

Studentincludedalltheinformationabouthis/herself

Studentincludedsomeoftheinformationabouthis/herself

Studentincludedlittletonoinformationabouthis/herself

AllAboutMe–descriptionofme

Studentincludedathoroughphysicaldescriptionofhis/herselfwithlotsofdetails

Studentincludedadescriptionofhis/herself

Studentdidnotincludeaphysicaldescriptionofhis/herself,orcompletedaninaccurateonewithfewdetails

MyFamilyHistory–MyMother

Studentincludedalltheinformationabouthis/hermaternallineage(mom’sfamily)

Studentincludedsomeoftheinformationabouthis/hermaternallineage(mom’sfamily)

Studentincludedlittletonoinformationabouthis/hermaternallineage(mom’sfamily)

MyFamilyHistory–MyFather

Studentincludedalltheinformationabouthis/herpaternallineage(dad’sfamily)

Studentincludedsomeoftheinformationabouthis/herpaternallineage(dad’sfamily)

Studentincludedlittletonoinformationabouthis/herpaternallineage(dad’sfamily)

MappingMyFamilyTree

Studentincludedmapswithaccuratelymarkedlocations,aslistedonMyFamilyHistoryworksheet

Studentincludedatleastonemapwithanaccuratelymarkedlocation,aslistedonMyFamilyHistoryworksheet

Studentdidnotincludeamap,orthemap(s)wasincorrectlymarked

WhoDoILookLike?Studentneatlycompletedtheworksheetneatlyandlegibly,answerallthequestions

Studentcompletedtheworksheet,answeringallthequestions

Studentdidnotcompletetheworksheet,answerstoquestionsareincompleteorincoherent