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3.LS.3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.

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For example, if we were covering the life cycle of an animal, we can set up the lesson outside or in the gym. Prior to the lesson, students and the teacher can make a digital mapping of how the cycle will be set up outside. The placement markers would act as a stage in the cycle and be spread out from one another to allow a short run from marker to marker. A student will stand on the beginner placement marker that represents the first stage of the human life cycle. When the teacher reads a story about an animal growing up through all the stages, the student can run from marker to marker to tell the story through kinesthetics. Go through student per student or have the class run through the cycle as a group.

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Mathematics can be brought into life cycles by adding word problems or scenarios concerning probability, data, food chain options, etc. Also, charting, graphing, and analyzing can be practiced under this theme. By adding in numbers into the life of an animal or plant, another dimension will be added to this one theme. Before students create any visual representation, they can outline or plan their ideas out digitally before they begin, to allow for undoing and thought-out ideas.

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These students can write out step by step stages of the cycles instead of drawing pictures or diagrams of the cycle. Also, they can research their own plant or animal they are particularly interested in online to share to small groups. The picture below would be one way the students can represent their findings. Find an outline online like so, to color in and make it their own.

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For students who would rather physically see and mold their ideas into real, tangible objects, manipulating play dough to represent a life cycle would be a great exercise. Students can use their imagination to represent each stage within the cycle. As well as use the internet as a resource to brainstorm representations of the stages. But for those who do not appreciate getting their hands dirty or moving around as much but still enjoy seeing visually, finding picture clips on a computer and placed into a diagram could be an option.

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Although it can be hard to go out and find real animal or plants to go along with the life cycle lessons, make shifting these living things can make the lesson come much more alive. Naturalists will appreciate this type of activity because it will tap into dramatic play of a veterinarian, or bee-keeper, or farmer, etc. This will create a real connection students can use to remember various life cycles. Then, after being informally introduced to their animal. kids can explore online resources to gather information for their designated animal habitat research paper.

The next best thing to holding an animal or plant would be to watch the animals interact in their natural habitat to gather even more information on them. Kids Geographic or Kid's Discovery have many videos to search from, for example: https://www.youtube.com/watch?v=K19-jrEm9L8