LEARNING MASTERS

Life
Cycles
Life Science

PROGRAM AUTHORS
Randy Bell, Ph.D.
Malcolm B. Butler, Ph.D.
Kathy Cabe Trundle, Ph.D.
Nell K. Duke, Ed.D.
Judith S. Lederman, Ph.D.
David W. Moore, Ph.D.
Contents
Learning Master 1  Science at Home Letter • English...................1 Learning Master 25  Chapter 3 Share and Compare ..................25
Learning Master 2  Science at Home Letter • Chinese..................2 Learning Masters 26–29  Open Inquiry: Do Your Own
Learning Master 3  Science at Home Letter • Haitian-Creole........3 Investigation............................................................................26

Learning Master 4  Science at Home Letter • Korean....................4 Learning Masters 30–31  Sample Question and Steps:
Investigate Sunflower and Corn Seeds......................................30
Learning Master 5  Science at Home Letter • Russian...................5
Learning Masters 32–33  Think Like a Scientist:
Learning Master 6  Science at Home Letter • Spanish..................6 How Scientists Work: Gather Information with a Team............ 32
Learning Master 7  Science at Home Letter • Vietnamese ...........7 Learning Master 34  Life Cycles Song . ......................................34
Learning Masters 8–9  Explore Activity: Investigate How Learning Master Answer Keys ................................................ 35
a Plant Grows and Changes.........................................................8
Graphic Organizer 1  K-W-L Chart . ...........................................41
Learning Master 10  Chapter 1 Science Vocabulary....................10
Graphic Organizer 2  Word Web ...............................................42
Learning Masters 11–12  Extend Learning ...............................11
Graphic Organizer 3  Vocabulary Cards .....................................43
Learning Master 13  Chapter 1 Share and Compare ..................13
Graphic Organizer 4  T-Chart ....................................................44
Learning Masters 14–15  Think Like a Scientist:
Math in Science: Use Data ........................................................14 Graphic Organizer 5  Three-Column Chart ................................45

Learning Masters 16–18  Directed Inquiry: Investigate How an Graphic Organizer 6  Compare and Contrast .............................46
Animal Grows and Changes......................................................16 Graphic Organizer 7  Venn Diagram . ........................................47
Learning Master 19  Chapter 2 Science Vocabulary....................19 Graphic Organizer 8  Sorting Chart ...........................................48
Learning Master 20  Chapter 2 Share and Compare...................20 Graphic Organizer 9  Predict.....................................................49
Learning Masters 21–23  Guided Inquiry: Graphic Organizer 10  Cause-and-Effect Chart..........................50
Investigate Extinct Animals......................................................21 Graphic Organizer 11  Put Things in Order.................................51
Learning Master 24  Chapter 3 Science Vocabulary ...................24 Graphic Organizer 12  Make Inferences.....................................52

© NGSP & HB

Learning Master ii Life Cycles

 Name    Date 

Science at Home
Dear Family,
In the Life Cycles unit, your child is learning about the life
cycles of plants and animals. Please use this page to talk with
your child about the unit Big Ideas and vocabulary.

Big Ideas
Your child is learning these important ideas:
• Plants may begin their life cycle from seeds, bulbs, cuttings, or spores.
• The young of many animals hatch from eggs, while others are born live.
• A group of living things is extinct when no more of its members are alive.

Vocabulary Words Share and Learn

Help your child learn these vocabulary words. With your child, make
a life cycles poster.
amphibian an animal that lives part of its life in water Have your child
and part on land draw a picture for
each stage of the life
bird an egg-laying animal that has feathers cycle for a familiar
animal or pet. Then
extinct when no members of a group of living things help them label each
are alive stage of the life cycle.
Together, choose a
fish an animal that lives in water and has gills title for the poster.
germinate to begin growing

insect an animal that has three body parts, six legs,
and hatches from an egg

life cycle the way a living thing grows, changes, makes

more living things like itself, and dies

mammal an animal that usually has hair or fur and its
young are born live

reptile an animal with scaly skin that breathes with lungs
© NGSP & HB

seedling a young plant

Life Cycles 1 Learning Master

姓名 日期

家庭科学教育
亲爱的家长：
在生命周期这一单元中，您的孩子将了解植物和动物的生命周
期。请按照本页所提供的方法，来与您的孩子共同讨论本单元的
概念和词汇。

概念
您的孩子将学到以下这些重要的概念：
• 植物可以通过种子、球茎、插枝或孢子的方式而开始其生命周期。
• 有些幼小动物是从蛋孵化而来（卵生），而有些动物是从母体直接生出
来的（胎生）。
• 当某种生物不再有存活的成员时，我们便称之为绝种。
词汇
帮助您的孩子学习以下这些词汇。

分享和学习
两栖动物 可以在水中生活，也可以在陆地上生活的动物
与您的孩子一起，制作
鸟 一种全身有羽毛的卵生动物 一张生命周期的海报。
绝种 某种生物不再有存活的成员 让您的孩子画一幅图，
描绘一种熟悉的动物
鱼 一种生活在水中、有鳃的动物 或宠物的生命周期的
每个阶段。完成后，帮
发芽 开始生长
助他们标记出生命周
昆虫 一种身体分为三部分、有六条腿、从蛋孵化而 期的每个阶段。然后，
来的动物 与您的孩子一起为海
报选择一个标题。
生命周期 生物出生、生长发育、繁殖和死亡的过程

哺乳动物 一种通常有头发或皮毛的动物，它们的后代是
从母体直接生出来的

爬行动物 一种有鳞状皮肤，并且用肺呼吸的动物

幼苗 幼小的植物
© NGSP & HB

Learning Master 2 Life Cycles

 Kijan ou rele________________________________ Dat jodiya______________________________

Syans Lakay
Bonjou Fanmi,
Nan inite Sik Lavi a, pitit ou ap aprann kisa sik lavi plant ak bèt
ye. Tanpri sèvi ak enfòmasyon ki nan paj sa a pou w eksplike
pitit ou ki enfòmasyon enpòtan ak vokabilè ki nan inite sa a.

Enfòmasyon enpòtan
Men ki enfòmasyon enpòtan pitit ou ap aprann:
• Plant ka kòmanse sik lavi yo apatide grenn, jèm boujon, bouti oubyen
espò (selil repwodiktif ).
• Gen anpil bèt ki fè pitit nan ze, kwak gen lòt ki fè pitit tou vivan.
• Yo di gwoup bagay vivan disparèt lè pa gen pyès nan yo kap viv ankò.
Vokabilè
Ede pitit ou aprann vokabilè sa yo.

Pataje epi Aprann

anfibi yon bèt ki ka viv mwatye tan nan dlo epi mwatye
tan sou tè Ansanm ak pitit ou,
fè yon postè sou sik
zwazo yon bèt ki ponn ze epi ki gen plim lavi. Mande pitit ou
trase yon foto nan
disparèt lè pa gen pyès gwoup yon bagay vivan ankò chak faz sik lavi yon
pwason yon bèt ki viv nan dlo epi ki gen branchi bèt oubyen yon bèt
domestik. Epi se pou
jèminasyon kap kòmanse pouse ede pitit ou mete non
tout faz sik lavi a. Se
ensèk yon bèt ki gen twa pati nan kò yo, sis janm epi pou n chwazi kijan
ki fèt nan ze nap rele postè a.
sik lavi jan bagay vivan devlope, chanje epi fè lòt bagay
vivan tankou limenm, epi mouri

mamifè yon bèt ki, anjeneral, gen cheve oubyen plim

epi kote pitit yo gen tan ap viv lè yo fèt

reptil yon bèt ki gen po kap kale epi ki gen poumon

pou li respire
© NGSP & HB

semi yon plant ki jenn

Life Cycles 3 Learning Master

이름____________________________________________ 날짜______________________________

집에서 하는 과학 공부
부모님께,
생명 주기 단원에서는 동식물의 일생에 대해 배웁니다.
이 페이지를 사용하여 단원의 핵심 요점과 단어에 대해 자녀와
이야기하세요.

핵심 요점
자녀는 다음과 같은 핵심 요점을 배웁니다.
• 식물의 일생은 씨앗, 구근, 꺾꽂이, 또는 포자로부터 시작됩니다.
• 동물들은 알에서 부화하거나 새끼로 태어납니다.
• 한 생물군이 하나도 살아남지 않고 모두 사라졌을 때를 멸종이라고 합니다.

학습 단어
자녀들이 다음 단어를 익히도록 도와주세요.

함께하며 배워요
양서류 일생의 일부는 물 속에서, 일부는 육지에서 사는
동물 자녀와 함께 생명
주기 포스터를 만들어
새 깃털이 있고 알을 낳는 동물 보세요. 자녀에게
사람과 친숙한
멸종 한 생물군이 하나도 살아 남아 있지 않는 것 동물이나 애완동물의
물고기 물 속에서 살며 아가미가 있는 동물 생명 주기의 각 단계를
그림으로 그려보도록
싹이 트는 것 씨앗에서 싹이 자라는 것 하세요. 그런 후, 생명
주기 과정의 각 단계에
곤충 몸통이 세 부분으로 나뉘어져 있고 다리가 6개 꼬리표를 붙이도록
있으며 알에서 부화하는 동물 도와주세요. 자녀와
함께 포스터 제목을
생명 주기 생물이 성장하고 변화하며 번식하고 죽기까지의 지어 보세요.
과정

포유류 대개 몸에 털이 있으며 새끼를 낳는 동물

파충류 몸이 비늘로 덮혀있고 허파로 숨을 쉬는 동물

모종 어린 식물
© NGSP & HB

Learning Master 4 Life Cycles

 Имя____________________________________________ Дата______________________________

Учимся дома
Уважаемые родители!
При изучении модуля Жизненный цикл ребенок узнает о циклах
жизни растений и животных. Материал и ключевые слова на
этой странице помогут вам организовать с ребенком беседу
о новых сведениях, приведенных в разделе «Это надо знать».

Это надо знать

Ребенок сможет понять и усвоить следующие тезисы.
• Растения начинают свой жизненный цикл с семян, луковиц, черенков или спор.
• Одни животные откладывают яйца, из которых потом вылупляется потомство,
а другие рождают живых и достаточно развитых детенышей.
• Вид животных или растений считается вымершим, если на Земле не осталось
ни одного живого существа, принадлежащего к этому виду.

Словарик
Помогите ребенку выучить новые слова.

Учимся вместе
земноводное животное, которое часть жизни проводит
в воде, а часть — на суше Вместе с ребенком
птица живое существо с перьями, которое нарисуйте плакат
откладывает яйца на тему жизненного
цикла. Пусть ребенок
вымерший полностью исчезнувший с лица земли
изобразит каждый
рыба живое существо, которое обитает в воде этап жизненного
и дышит жабрами
цикла известного ему
прорастать начинать расти животного (например,
насекомое животное, у которого шесть ног, а тело состоит домашнего питомца).
из трех частей; насекомые откладывают яйца Помогите ребенку
жизненный цикл последовательность этапов, когда живой подписать картинку
организм растет, развивается, дает потомство для каждого этапа.
и умирает Придумайте название
плаката.
млекопитающее живое существо, тело которого обычно
покрыто шерстью; млекопитающие не
откладывают яиц, а рождают живых
и достаточно развитых детенышей
пресмыкающееся живое существо, покрытое чешуйчатой
кожей, которое дышит легкими
© NGSP & HB

росток молодое растение

Life Cycles 5 Learning Master

Nombre    Fecha 

Las ciencias en casa

Estimada Familia,
En el Capítulo de Ciclos de vida, su hijo está aprendiendo sobre los
ciclos de la vida de las plantas y los animales. Utilice esta página
para hablar con su hijo/a sobre la sección de Ideas principales
y vocabulario

Ideas principales
Su hijo/a está aprendiendo estas importantes ideas:
• Las plantas pueden iniciar su ciclo de vida a partir de las semillas, bulbos,
raíces o esporas.
• Las crías de muchos animales nacen de huevos mientras que otras nacen vivas.
• Un grupo de seres vivos se extingue cuando ya ninguno de los miembros de
su especie está con vida.

Palabras de vocabulario
Ayude a su hijo/a a aprender estas palabras de vocabulario. Compartir
y aprender
anfibio un animal que vive parte de su vida en el agua Haga con su hijo/a un
y parte en la tierra cartel de los ciclos de
vida. Haga que su hijo/a
pájaro un animal que pone huevos y tiene plumas dibuje una imagen para
extinto cuando ninguno de los miembros de un grupo de cada etapa del ciclo de
seres vivos está con vida vida de una mascota o
animal conocido. Luego
pez un animal que vive en el agua y tiene agallas ayúdelo a rotular cada
etapa del ciclo de vida.
germinar empezar a crecer Escojan juntos un título
insecto un animal cuyo cuerpo está compuesto de tres para el cartel.
partes, tiene seis patas y nace de huevos

ciclo de vida la forma en que un ser vivo crece, cambia,

se reproduce y muere

mamífero un animal que generalmente tiene pelo o piel

y sus crías nacen vivas

reptil un animal con piel con escamas que respira a través
de pulmones
© NGSP & HB

semillero una planta joven

Learning Master 6 Life Cycles

 Tên    Ngày 

Khoa Học Ở Nhà

Thưa Quý Phụ Huynh,
Trong bài Các Chu Kỳ Sống này con em Quý Vị học về các chu
kỳ sống của động thực vật. Xin sử dụng trang này để nói
chuyện với các em về từ vựng và Các Khái Niệm Quan Trọng
của bài.

Các Khái Niệm Quan Trọng

Con em của Quý Vị đang được học các khái niệm quan trọng sau đây:
• Chu kỳ sống của thực vật có thể bắt đầu từ hạt giống, củ, cành, hay mầm.
• Một số loài động vật đẻ trứng, một số khác thì đẻ con.
• Một loài nào đó bị tuyệt chủng khi không còn thành viên nào sống sót.

Từ Vựng Chia Sẻ và Học Tập

Giúp các em học các từ vựng sau: Cùng với các em làm
một bức tranh về chu
kỳ sống. Giúp các em
động vật là loài động vật sống một phần đời dưới nước và
vẽ một bứ c tranh cho
lưỡng cư một phần đời trên cạn
mỗi giai đoạn của chu
chim là loài động vật đẻ trứng có lông vũ kỳ sống của một con
vật nuôi trong gia đình,
tuyệt chủng khi một loài không còn thành viên nào sống sót ghi nhãn cho mỗi giai
cá là loài động vật sống dưới nước có mang đoạn rồi cùng đặt tên
cho bức tranh này.
nảy mầm bắt đầu phát triển
côn trùng là loài động vật có thân chia làm ba phần, sáu
chân và được nở ra từ trứng

chu kỳ sống quá trình một loài phát triển, biến đổi, tạo ra các
thành viên khác giống nó, và chết đi

động vật là loài động vật thường có tóc hoặc lông và

có vú đẻ con

bò sát là loài động vật có vảy thở bằng phổi

cây giống cây non
© NGSP & HB

Life Cycles 7 Learning Master

Name _________________________________________ Date _____________________________

Explore Activity

Investigate How a Plant

Grows and Changes

How does a bean plant grow and

change in its life cycle?

Record
Write or draw in the table.

Part of
Observations
Life Cycle

Bean seed

Bean seedling

© NGSP & HB

Learning Master 8 Life Cycles

 Name_ _________________________________________ Date______________________________

Explore Activity continued

Cut out these pictures. Use them in your investigation.

© NGSP & HB

Life Cycles 9 Learning Master

Name    Date 

Chapter 1  Science Vocabulary

The pictures show stages in the life cycle of a pumpkin life cycle
plant. Draw lines to match each picture to the name of germinate
the stage. Then write sentences about the stages. seedling

The Life Cycle of a Pumpkin Plant

1. Germinating Seed

2. Seedling

3. Flowers

4. Fruit

© NGSP & HB

Learning Master 10 Life Cycles

 Name Date

Extend Learning

How do seeds and young plants

compare to their parents?

Draw pictures of the seeds in the top row of the chart.

Then, every day, draw pictures of the growing plants.
Make a new chart like this one for more observations.

Day Seed A Seed B Seed C Seed D Seed E

© NGSP & HB

Life Cycles 11 Learning Master

Name    Date 

Extend Learning continued

1. How are the young plants different from one another? Why are
they different?

2. How are the young plants like the adult plants? How are they different?

3. Predict how the young plants will change as they grow further.

© NGSP & HB

Learning Master 12 Life Cycles

 Name    Date 

Chapter 1  Share and Compare

Draw the stages of the life cycle of a pumpkin plant.

Seed Seedling

Pumpkin
Adult Plant Young Plant
© NGSP & HB

Life Cycles 13 Learning Master

Name_ _________________________________________ Date______________________________

Think
Like a Scientist Math in Science

Use Data
Make a table. Write a title. Write a label for each column. Write the names
of the stages in the butterfly’s life cycle in the first column. Write the
number of days in each stage in the second column.

© NGSP & HB

Learning Master 14 Life Cycles

 Name_ _________________________________________ Date______________________________

Think
Like a Scientist continued

Add to find out how many days the stages took altogether.

egg + larva + pupa + adult = life cycle

days + days + days + days = days

days + days + days + days = days

The life cycle of a butterfly takes days to days

© NGSP & HB

Life Cycles 15 Learning Master

Name _________________________________________ Date _____________________________

Directed Inquiry

Investigate How an Animal

Grows and Changes

How does a butterfly grow and

change in its life cycle?

Record
Write or draw in the table.

What I Observed:

Day Observations

7
© NGSP & HB

Learning Master 16 Life Cycles

 Name_ _________________________________________ Date______________________________

Directed Inquiry continued

Explain and Conclude

1. Compare the caterpillar to the adult butterfly.

2. Infer what happens to the caterpillar during the pupa stage.

© NGSP & HB

Life Cycles 17 Learning Master

Name_ _________________________________________ Date______________________________

Directed Inquiry continued

3. How many days did it take before the pupa became an adult butterfly?

Think of Another Question

What else would you like to find out about how butterflies grow and
change?

© NGSP & HB

Learning Master 18 Life Cycles

 Name    Date 

Chapter 2  Science Vocabulary

Write the correct vocabulary word that names amphibian

each picture. bird
fish
insect
mammal
reptile

1. 2. 3.

4. 5. 6.

Circle the word that makes the sentence true.

7. The young of (mammals, birds) are born live.

8. Adult (fish, amphibians) live on land, while young live in water.

© NGSP & HB

9. (Amphibians, Reptiles) have scaly skin and lay eggs on land.

Life Cycles 19 Learning Master
Name    Date 

Chapter 2  Share and Compare

Draw the life cycle of an animal. Draw all of the stages that you know.
Label each stage.

© NGSP & HB

This is the life cycle of .

Learning Master 20 Life Cycles

 Name _________________________________________ Date _____________________________

Guided Inquiry

Investigate Extinct Animals

How can you compare the shells of extinct

animals with the shells of animals today?

Record
In Step 1, what do you observe about the shell that you chose?

Write or draw in the table.

What I Compared What I Observed

Step 3: shell and clay

Step 4: shell and model fossil

Step 6: shell, model fossil,

and picture
© NGSP & HB

Life Cycles 21 Learning Master

Name_ _________________________________________ Date______________________________

Guided Inquiry continued

Explain and Conclude

1. How are your shell and model fossil different?

2. How are your shell and model fossil like the fossil picture? How are they
different?

© NGSP & HB

Learning Master 22 Life Cycles

 Name_ _________________________________________ Date______________________________

Guided Inquiry continued

3. Compare your model fossil to a different model fossil of another group.

How do you think the animals that lived in these shells were alike? How
were they different?

Think of Another Question

What else would you like to find out about extinct animals and today’s
animals?
© NGSP & HB

Life Cycles 23 Learning Master

Name    Date 

Chapter 3  Science Vocabulary

Circle the word or words that make each sentence correct.

1. Extinct living things

are gone (for a while, forever).

2. Extinct animals lived only

(in zoos, in the past).

3. All (dinosaurs, reptiles) are extinct today.

4. A type of living thing becomes extinct when (all, no) members

of its group are alive.

Write a sentence in your own words that tells what it

means to be extinct.

© NGSP & HB

Learning Master 24 Life Cycles

 Name    Date 

Chapter 3  Share and Compare

Draw a picture of an extinct animal that you learned about.

Write a caption for the picture.

© NGSP & HB

Life Cycles 25 Learning Master

Name_ _________________________________________ Date______________________________

Open Inquiry

Do Your Own Investigation

Open Inquiry Checklist
3 Choose a question or make up one of your own.
o

3 Gather the materials you will use.

o

3 Tell what you predict.

o © NGSP & HB

Learning Master 26 Life Cycles

 Name_ _________________________________________ Date______________________________

Open Inquiry continued

3 Make a plan for your investigation.

o

3 Carry out your plan.

o
© NGSP & HB

Life Cycles 27 Learning Master

Name_ _________________________________________ Date______________________________

Open Inquiry continued

3 Collect and record data. Look for patterns in your data.

o

© NGSP & HB

Learning Master 28 Life Cycles

 Name_ _________________________________________ Date______________________________

Open Inquiry continued

3 Explain and share your results.

o

3 Tell what you conclude.

o

3 Think of another question.

o
© NGSP & HB

Life Cycles 29 Learning Master

Name _________________________________________ Date _____________________________

Sample QueStion and StepS

investigate Sunflower and Corn Seeds

How can you compare how long it takes a

sunflower seed and a corn seed to sprout?

materials

cups with soil tape corn seed

sunflower seed spoon cup with water

What to do

1 Label 1 cup Sunflower. Label the other cup Corn.

© NGSP & HB

Learning Master 30 Life Cycles

 Name _________________________________________ Date _____________________________

What to Do, continued

2 Put the sunflower seed in the Sunflower cup.

Put the corn seed
in the Corn cup.

3 Cover the seeds

with soil.

4 Put 5 spoonfuls of water in

each cup each day.

5 Observe and compare the cups each day. How many

days does it take each seed to sprout? Record your
observations.
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Life Cycles 31 Learning Master

Name_ _________________________________________ Date______________________________

Think
Like a Scientist How Scientists Work

Gather Information with a Team

1. What question about an extinct plant or animal would you
like to answer?

2. What is the first way you would gather information?

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Learning Master 32 Life Cycles

 Name_ _________________________________________ Date______________________________

Think
Like a Scientist continued

3. What is the second way you would gather information?

4. What did you learn to answer your question?

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Life Cycles 33 Learning Master

Name    Date 

Life Cycles Song

Draw a picture that goes with the unit song, “Life Cycles.”

One big idea I learned about in this unit is

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Learning Master 34 Life Cycles

 Name Date Name Date

Chapter 1 Science Vocabulary Extend Learning

The pictures show stages in the life cycle of a pumpkin life cycle
How do seeds and young plants
plant. Draw lines to match each picture to the name of germinate compare to their parents?
the stage. Then write sentences about the stages. seedling
Draw pictures of the seeds in the top row of the chart.
The Life Cycle of a Pumpkin Plant Then, every day, draw pictures of the growing plants.

1. Germinating Seed Make a new chart like this one for more observations.

A seed germinates when it

Day Seed A Seed B Seed C Seed D Seed E

begins to grow.

2. Seedling

A seedling is a very small

plant.

3. Flowers

An adult pumpkin plant

makes flowers.

4. Fruit

The pumpkin fruit has seeds

inside.
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Name Date Name Date

Extend Learning continued Chapter 1 Share and Compare

1. How are the young plants different from one another? Why are Draw the stages of the life cycle of a pumpkin plant.
they different?

Differences will vary with seeds chosen. The plants are

Seed Seedling
different because each grew from a different kind of seed.

2. How are the young plants like the adult plants? How are they different?

Both young and adult plants have the same kinds of leaves

and stems. The young plant is smaller and may not have

flowers or fruits.
Pumpkin
Adult Plant Young Plant

3. Predict how the young plants will change as they grow further.

Possible answer: They will grow taller and grow more leaves;

they will make flowers; and they will look more like the adult

plants that made the seeds.

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Life Cycles 35 Learning Master Answer Keys

 PDF

Name _________________________________________ Date _____________________________ Name _________________________________________ Date _____________________________

Think Think
Like a Scientist Math in Science Like a Scientist continued

Use Data Add to find out how many days the stages took altogether.

Make a table. Write a title. Write a label for each column. Write the names egg + larva + pupa + adult = life cycle
of the stages in the butterfly’s life cycle in the first column. Write the 4 14 14 14 46
days + days + days + days = days
number of days in each stage in the second column.
4 days + 14 days + 14 days + 35 days = 67 days
Students write title here.

The life cycle of a butterfly takes 46 days to 67 days

Students write label here. Students write label here.

egg 4 days

larva 14 days

pupa 14 days

adult 14–35 days

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Name _________________________________________ Date _____________________________ Name _________________________________________ Date _____________________________

Directed Inquiry Directed Inquiry continued

Investigate How an Animal Explain and Conclude

Grows and Changes 1. Compare the caterpillar to the adult butterfly.
Possible answer: The caterpillar is fuzzy with green stripes. It
How does a butterfly grow and
change in its life cycle? can eat and move on its legs. The adult butterfly is brown,

Record orange, and black. It has wings and can fly. It has long legs
Write or draw in the table.
and antennae.
What I Observed: Student should record larva, pupa, or adult.

Day Observations

1
2. Infer what happens to the caterpillar during the pupa stage.
2 Encourage students to add rows to the table During the pupa stage, the caterpillar’s body changes and it
if necessary. Have students create a new
3 becomes an adult butterfly.
table for each stage of the butterfly’s life
cycle. Students’ observations may vary and
4 may include both words and drawings.

7
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Learning Master Answer Keys 36 Life Cycles

 PDF

Name _________________________________________ Date _____________________________ Name Date

Directed Inquiry continued Chapter 2 Science Vocabulary

8SJUF
UIF
DPSSFDU
WPDBCVMBSZ
XPSE
UIBU
OBNFT
BNQIJCJBO
3. How many days did it take before the pupa became an adult butterfly?
FBDI
QJDUVSF CJSE

Answers will vary, but should be around 7–10 days. ñ
TI
JOTFDU

NBNNBM

SFQUJMF

Think of Another Question

What else would you like to find out about how butterflies grow and
change? 
GJTI










SFQUJMF










BNQIJCJBO


Answers will vary. Record students’ questions for possible future

investigations.


CJSE











NBNNBM











JOTFDU

$JSDMF
UIF
XPSE
UIBU
NBLFT
UIF
TFOUFODF
USVF


The young of (mammals, birds) are born live.

 Adult (fish, amphibians) live on land, while young live in water.

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(Amphibians, Reptiles) have scaly skin and lay eggs on land.
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Name Date Name _________________________________________ Date _____________________________

Chapter 2 Share and Compare Guided Inquiry

Draw the life cycle of an animal. Draw all of the stages that you know. Investigate Extinct Animals
Label each stage.

How can you compare the shells of extinct

animals with the shells of animals today?

Record
In Step 1, what do you observe about the shell that you chose?
Answers will vary depending on shell choice.

Write or draw in the table.

What I Compared What I Observed

Observations may vary. Students’
Step 3: shell and clay observations may include both
words and drawings.

Step 4: shell and model fossil

Step 6: shell, model fossil,

and picture
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This is the life cycle of .

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Life Cycles 37 Learning Master Answer Keys

 Name _________________________________________ Date _____________________________ Name _________________________________________ Date _____________________________

Guided Inquiry continued Guided Inquiry continued

Explain and Conclude 3. Compare your model fossil to a different model fossil of another group.
How do you think the animals that lived in these shells were alike? How
1. How are your shell and model fossil different? were they different?
Possible response: My shell is a real shell, but the model fossil Possible response: Both model fossils are made of glue and

is made of glue. The colors of the real shell and model fossil are the same color. The shapes are different. The animals that

are different. lived in these shells lived in water. They had different shapes.

2. How are your shell and model fossil like the fossil picture? How are they
Think of Another Question
different?
Possible response: My model fossil is similar in shape to the What else would you like to find out about extinct animals and today’s
animals?
fossil picture A. My shell and model fossil are different colors Answers will vary. Record students’ questions for possible future

from the pictured fossil. investigations.

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Name Date Name Date

Chapter 3 Science Vocabulary Chapter 3 Share and Compare

Circle the word or words that make each sentence correct. Draw a picture of an extinct animal that you learned about.

1. Extinct living things

are gone (for a while, forever).

2. Extinct animals lived only

(in zoos, in the past).

3. All (dinosaurs, reptiles) are extinct today.

4. A type of living thing becomes extinct when (all, no) members

of its group are alive.

Write a sentence in your own words that tells what it

means to be extinct.
To be extinct means that a kind of living thing is gone and

will never come back.

Write a caption for the picture.

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Learning Master Answer Keys 38 Life Cycles

 PDF

Name _________________________________________ Date _____________________________ Name _________________________________________ Date _____________________________

Open Inquiry Open Inquiry continued

Do Your Own Investigation Possible student answers


R Make a plan for your investigation.
are for the Sample
Open Inquiry Checklist 1. Label the cups Sunflower and Corn.
Question and Steps.
� Choose a question or make up one of your own.
�
2. Put the sunflower seed in the Sunflower cup. Put the corn
How can you compare how long it takes a sunflower seed
seed in the Corn cup.
and a corn seed to sprout?
3. Cover the seeds with soil.
� Gather the materials you will use.
�
4. Put 5 spoonfuls of water in each cup each day.
2 plastic cups with soil
5. Observe the cups each day. Record your observations.
masking tape

corn seed

sunflower seed 
R Carry out your plan.
spoon

cup with water

� Tell what you predict.

�
If I plant the sunflower seed and corn seed at the same time,

then they will sprout at the same time.

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Name _________________________________________ Date _____________________________

Name _________________________________________ Date _____________________________

Open Inquiry continued

Open Inquiry continued


R Collect and record data. Look for patterns in your data.

R Explain and share your results. Answers will vary depending on student

results. Explanation and results should be based on observations and

How Many Days It Takes to Sprout
data collected.

Sunflower 
R Tell what you conclude. Answers will vary depending on student results.
seed
Conclusion should be based on results.


R Think of another question. Possible answer: How can I make seeds
Corn
sprout faster?
seed

Observations may vary. Students can make tally marks in each box and then
count the total.
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Life Cycles Learning Master Answer Keys

 Name _________________________________________ Date _____________________________ Name _________________________________________ Date _____________________________

Think Think
Like a Scientist How Scientists Work Like a Scientist continued

Gather Information with a Team 3. What is the second way you would gather information?
Possible answer: I will use a book.
1. What question about an extinct plant or animal would you
like to answer?
Possible answer: Where did dinosaurs live?

4. What did you learn to answer your question?

Possible answer: I learned that dinosaurs lived in many

2. What is the first way you would gather information? parts of the world. Different kinds of dinosaurs lived in
Possible answer: I will ask an expert.
different places.

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Name Date

Life Cycles Song

Draw a picture that goes with the unit song, “Life Cycles.”

One big idea I learned about in this unit is

Possible answer: A plant makes only one kind of seed.
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Learning Master Answer Keys 40 Life Cycles

 K-W-L Chart

KWL Chart

K W L
What Do What Do I What Did
I Know? Want To Learn? I Learn?
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Life Cycles 41 Learning Master Graphic Organizers

 Web Word Web

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Learning Master Graphic Organizers 42 Life Cycles

 Vocabulary Cards
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Life Cycles 43 Learning Master Graphic Organizers

 T-Chart

T-Chart

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Learning Master Graphic Organizers 44 Life Cycles

 Three-Column Chart

Three-Column Chart
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Life Cycles 45 Learning Master Graphic Organizers

 Compare and Contrast

Compare and Contrast

Alike Different

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Learning Master Graphic Organizers 46 Life Cycles

 Venn Diagram

Different
Compare and Contrast
Alike
Different
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Life Cycles 47 Learning Master Graphic Organizers

 Sorting Chart

Sorting Chart

Word

Word Word Word

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Learning Master Graphic Organizers 48 Life Cycles

 Predict
Predict

I know I predict
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Life Cycles 49 Learning Master Graphic Organizers

 Cause-and-Effect Chart
Cause-and-Effect Chart
Cause Effect

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Learning Master Graphic Organizers 50 Life Cycles

 Put
Put Things
Things in
in Order
Order
First

Next

Last
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Life Cycles 51 Learning Master Graphic Organizers

 Make Inferences

Inference
Make Inferences

= What I Know
What I Read

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Learning Master Graphic Organizers 52 Life Cycles

 Credits

Acknowledgments Copyright © 2011 The Hampton-Brown Company, Inc., a wholly owned

Grateful acknowledgment is given to the authors, artists, photographers, subsidiary of the National Geographic Society, publishing under the imprints
museums, publishers, and agents for permission to reprint copyrighted National Geographic School Publishing and Hampton-Brown.
material. Every effort has been made to secure the appropriate permission.
If any omissions have been made or if corrections are required, please All rights reserved. No part of this book may be reproduced or transmitted
contact the Publisher. in any form or by any means, electronic or mechanical, including
photocopying, recording, or by an information storage and retrieval system,
Photographic Credits without permission in writing from the Publisher.
Cover (t) Digital Vision/Alamy Images, (b) Cathy Keifer/Shutterstock
National Geographic and the Yellow Border are registered trademarks of the
30, 31 Andrew Northrup.
National Geographic Society.
Illustrator Credits National Geographic School Publishing
1, 24 Kathie Kelleher; 10 Diane Paterson; 19 Ruth Flanigan; 9 Mo Ulciny Hampton-Brown
Neither the Publisher nor the authors shall be liable for any damage that www.NGSP.com
may be caused or sustained or result from conducting any of the activities in Printed in the USA.
this publication without specifically following instructions, undertaking the RR Donnelley, Menasha, WI
activities without proper supervision, or failing to comply with the cautions
contained herein. ISBN: 978-0-7362-7257-5
Program Authors 10 11 12 13 14 15 16 17
Randy Bell, Ph.D., Associate Professor of Science Education, University
of Virginia, Charlottesville, Virginia; Malcolm B. Butler, Ph.D., Associate 10 9 8 7 6 5 4 3 2
Professor of Science Education, University of South Florida, St. Petersburg,
Florida; Kathy Cabe Trundle, Ph.D., Associate Professor of Early Childhood
Science Education, The Ohio State University, Columbus, Ohio; Nell K.
Duke, Ed.D., Co-Director of the Literacy Achievement Research Center and
Professor of Teacher Education and Educational Psychology, Michigan
State University, East Lansing, Michigan; Judith Sweeney Lederman, Ph.D.,
Director of Teacher Education and Associate Professor of Science Education,
Department of Mathematics and Science Education, Illinois Institute of
Technology, Chicago, Illinois; David W. Moore, Ph.D., Professor of Education,
College of Teacher Education and Leadership, Arizona State University,
Tempe, Arizona

The National Geographic Society

John M. Fahey, Jr., President & Chief Executive Officer
Gilbert M. Grosvenor, Chairman of the Board
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Life Cycles 53 Learning Master Credits