Students will launch the life cycle investigation by closely observing real specimens or images, noticing parts and patterns, sorting evidence, and generating shared questions about how plants and animals change over time. They will begin the project with a first round of data talk, movement-based modeling, and a simple recorded artifact that sets up later notebook work, evidence collection, and museum exhibit building.

Students will closely observe plant and animal life cycle examples, record what they notice with sketches and labels, compare measurable features and category counts, build an initial life cycle model, and use evidence from observations and peer talk to form a simple investigable question and hypothesis.

Students will plan how to gather strong life cycle evidence by practicing sketches, labels, audio notes, counting categories, and simple comparison routines before partner visits and ongoing observations.

Students will gather and organize midpoint evidence for their life cycle investigation by observing specimens and community-partner information, measuring and counting key features, updating notebook records, and revising exhibit pieces so their plant and animal comparisons are supported by clearer evidence.

Students will sort and interpret their observation evidence, compare plant and animal life cycle patterns with words, drawings, numbers, and measurements, and revise a museum exhibit that includes labeled models, captions, and a voice note. They will use peer and teacher feedback to strengthen evidence-based explanations, then complete a checkpoint presentation that states one similarity, one difference, one limitation, and one new question.

Students will present their completed life cycle museum exhibits to families, peers, and community partners, use evidence and data displays to explain similarities and differences between plant and animal life cycles, and complete a final reflection that shows how their thinking changed from first model to final model.