Beacon Lesson Plan Library

Life Is a Cycle

Jane Seevers


Children learn about cycles through games, shared readings and a shared writing activity.


The student knows that most natural events occur in patterns.

The student contributes ideas during a shared writing activity.

The student listens for specific information, including sequence of events.


-Chart paper, markers
-Student checklist
-Three page booklets for each child
- Trumbauer, Lisa. WHAT IS A CYCLE? Newbridge Early Science Program


1.Clear a space in the room large enough to play Ring Around the Rosie.
2. Make three page booklet for each child.
3. Become familiar with book, WHAT IS A CYCLE?


1. Invite children to play a game of Ring Around the Rosie. Repeat the game several times. On the final time they, “All fall down,” have them stay seated. Ask them what they just did. When someone says they played a game over and over again, introduce and explain the word -cycle.- Write the word -cycle- on the chalkboard.
2. Discuss cycles that are seen every day. For example, morning and night, a plant cycle, the water cycle, frog cycle, human life cycle.
3. Introduce the book, WHAT IS A CYCLE?by Lisa Trumbauer. Ask the children if they can find the word cycle in the title.
4. Read, discuss and review the book. Talk about cycles that happen in nature.
5. Have children name cycles found in the book as you write them on chart paper. Write the child’s name beside the cycle he/she names.
6. Draw a time line on a chart and create a daily cycle with your students. Begin with the first thing that happens when they arrive at school. Continue with routines that take place every day. For example:

8:00 a.m.----------------Gathering time
8:30 a.m.----------------literacy centers
9:15 a.m.----------------math work
10:00 a.m.---------------Lunch

Continue with the rest of the day's activities. Ask for volunteers to illustrate activities for the timeline.

7. Review the human life cycle. Give each child a booklet to create their own life cycles. Ask them to draw themselves as a baby on the first page. On the second page have them draw themselves at the age they are now. On the last page have them draw themselves all grown up. They can predict what they will be when they grow up.


Create a checklist to evaluate each child’s participation and knowledge of cycles.
Place a check in each appropriate statement.

-I can name three cycles that happen in nature.
-I participated in shared writing activity.
-I completed My Life Cycle booklet in the correct sequence.

For mastery, each child must have all three items checked off.
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