Reflection: Routines and Procedures The Life Cycle of Sea Squirts and Jellyfish - Section 4: Explain

 

If students are unfamiliar with inside-outside lines, I count out half the class and walk them in a line to a space along the wall.  Then they hold hands loosely, spread out, release hands, and face the center of the room.  Then I send other students one at a time and tell them who to stand with.  Those students, facing the already placed children, are the inside line.  The inside line rotates after each partner has had time to share their observations.  (This takes about 1 1/2 minutes).  Then I have 3 students from the inside line peel off and follow me (theatrically) around the room, where they join the other end of the line.  The remaining inside-line children all shuffle down 3 spots.  Then they repeat the activity.

  Strategies for Varying Student Partnerships: Inside-Outside Lines
  Routines and Procedures: Strategies for Varying Student Partnerships: Inside-Outside Lines
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The Life Cycle of Sea Squirts and Jellyfish

Unit 11: Life Cycles
Lesson 2 of 7

Objective: Students will recognize that even a strange animal that they have never heard of before shares the basic components of a life cycle: it is born, grows, reproduces, and dies.

Big Idea: Even the most unusual and unexpected living things have certain life processes in common with us.

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Subject(s):
Science, Life Span, life expectancy, life
  79 minutes
bluebell tunicates nick hobgood
 
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