Expected to Know and Do

3-LS-1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

SEP: Developing and using models
I learned that mental models are unstable and are just yours.  To address this SEP I would have students construct drawings and diagrams of a plant and animal life cycle based on what they already know.  This can then be used to identify misconceptions.  During our lima bean dissecting and inquiry or placing beans around the room, outside, and on the window, students can draw what they see to represent the phenomena.  After learning about plant and animal life cycles, students can draw their diagrams again to compare what they knew and what they now know.
 
Disciplinary core idea: Growth and Development of Organisms
To address this, we will need to identify that plants and animals grow but also change during their life cycle.  Plants and animals grow bigger but also develop which causes changes.  This could be tied in with their diagrams and labeling of the life cycle to include explanations of how the organism is changing.

Crosscutting Concept: Patterns
Patters in the first of seven crosscutting concepts.  To address patterns, we can look at life cycles of a variety of animals and plants to recognize patterns and notice what is predictable.  The patter for this standard is: birth, growth, reproduction, and death.