Elementary School Methods Management EDUC 437 Dr.

Jennifer Cady

Lifecycle of a Frog
5 Day Lesson Plan
April Marie Hayden

2013

Southwestern College of Professional Studies

Pre-Service Teachers Name: Ms. Nicole Bergeron Course: EDUC 437 Instructor: Dr. Jennifer Cady Date: March 30, 2013 Time 1.5 hours Day 1 Portions of Lesson Adapted from Cornett (2011) Two-Pronged Focus: 1. Core Content Area (use Common Core Standards): Science Standard 3: Life Science- The student will begin to develop an understanding of biological concepts. Benchmark 1: The student will develop an understanding of the characteristics of living things. Indicator 3: The student examines the structures/parts of living things 2. Core Content Area or Arts/P.E./Music (use Common Core Standards): Speaking and Listening Key Idea: Comprehension and Collaboration 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Student Objectives: Students will complete a pre-assessment. Students will define a life cycle. a. Students will predict how living things change and grow. Materials: Pre-assessment Science Notebooks Pencils Chart Paper Markers This is Your Life Cycle by Heather Miller

Teaching Procedure: Students will start by taking the pre-assessment for the unit to give the teacher an idea of what students know about the life cycle of a frog (I do not anticipate them to know anything). 1. After collecting the assessment, I will hold a discussion with the students. This will serve as an introduction to the unit to get students thinking about life cycles. Students will choose a partner and receive two questions to answer in their science notebooks which I will give them as they choose a partner to work with. Students will brainstorm answers to the questions before discussing as a group. The questions will be: a. How do living things change and grow? b. What does life cycle mean? 2. After the discussion with their partners, students will come together as a large group with me and discuss the questions. I will record student responses on chart paper to refer to throughout the unit. 3. After discussion, I will read, This is Your Life Cycle by Heather Miller and ask comprehension questions throughout. 4. After reading we will review the story as a group. Then, as a whole group we will create a list of other animals that go through life cycles on chart paper to refer to throughout the unit. 5. I will also inform students they will be learning about the life cycles of frogs over the next week. Reading Strategy: Questioning to understand and remember: Asking questions about the content. Introduction: This lesson will be done right after lunch. The following website: http://www.youtube.com/user/biorhythms?v=jR0EPHyo128 will be set up to play the Metamorphosis song. While the students are watching this I will pass out the preassessment. Pre-Assessment: See attached Pre-Assessment Development: As a whole group we will fill out a KWL chart. I will use the ELMO to display mine so the students can fill out their individual chart in their science notebook Conclusion:

The students will go back with their partners and re-answer/ correct the two questions a. How do living things change and grow? b. What does life cycle mean? They will also write in their notebooks what was written on the chart paper. Post Assessment: I will check their science notebooks Multiple Intelligences/Differentiated: Spatial (ability to visualize) Linguistic (words/spoken/written) Logical-mathematical Kinesthetic (movement) Musical Interpersonal (interaction w/others) Intrapersonal (self-reflective ability) Naturalist (having to do w/nature) ___ _X_ ___ ___ ___ ___ ___ ___

Blooms Taxonomy/Differentiated Instruction:

_X_ ___ ___ ___ ___ ___ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) Application (demonstrate, construct, record, illustrate, research, order, display, practice) Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)

Special Needs: Gifted Learners: Exploring websites to fill out KWL charts will allow the student to guide their learning Learners Below Level: We are working on this with partners and as a whole group, help the student fill in their journal (dictation) Learners w/ Behavior Issues: Keeping the students busy filling out their journals, and with group discussion Websites for Lesson: 1. This website can be used for more independent Gifted Learners: http://www.kidzone.ws/lw/frogs/facts.htm 2. Fun games to play: http://petgames.my-pet-care.com/frog-games/

Science Journal Name__________________________________

Life Cycle of a Frog

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ _____________________________________________

Life Cycle of a Frog KWL Chart

What I Know What I Want to Know What I Learned

Observations of Frogs and Toads Frogs

Skin

Toads

Eggs

Movement

Name: _______________________________________ Life Cycles Pretest Fill in the word that completes the life cycle:

Label the frog life cycle diagram.

froglet

tadpole

adult

tadpole with legs

egg

Multiple Choice:
1. The life cycle of a frog from egg to adult is called a. froglet b. frog life cycle c. metamorphosis d. none of the above 2. Frogs are part of what family? a. Frog and toad b. Reptile c. Hopping d. Amphibian 3. Frogs are a. warm blooded b. cold blooded 4. The stage at which a lot is eaten in a frog life cycle is the a. chrysalis b. frog c. tadpole d. metamorphosis 5. The stage at which the tail shrinks and legs grow is a. froglet b. frog c. larva d. egg 6. Where can frogs not live? a. Salt Water b. Underground c. Fresh water d. Woods

Day 2 Time: 2.0 hours Portions of Lesson Adapted from Cornett (2011) Two-Pronged Focus: 1. Core Content Area (use Common Core Standards): Science Standard 3: Life Science- The student will begin to develop an understanding of biological concepts. Benchmark 1: The student will develop an understanding of the characteristics of living things. Indicator 4: The student examines the structures/parts of living things 2. Core Content Area or Arts/P.E./Music (use Common Core Standards): Speaking and Listening Key Idea: Comprehension and Collaboration 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 3. Core Content Area (use Common Core Standards): Language Key Idea: Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Student Objectives: Students will compare and contrast frogs and toads. a. Students observe frog and toad skin. b. Students observe frog and toad eggs. c. Students practice hopping like a frog and toad. d. Students create a Venn Diagram.

Materials: Frog picture Plastic Wrap Baby Oil Toad picture Sandpaper Pony Beads Zip-lock Baggie String Shallow pan of water Lily Pads (Carpet Squares) Venn Diagram Toads and Frog by edHelper.com (obtained this booklet from another teacher) Science notebooks Class Chart

Teaching Procedure:
1. I will begin by showing students pictures a frog and a toad and ask them what they know about each. 2. After the short discussion, I will give students a worksheet that they will be using for the lesson. Students will be broken into small groups to complete activities on frogs and toads. I will explain the instructions of each activity before starting. Activity 1- Skin Students will observe and describe the skin of both the frog and the toad. Samples will be provided. Students will record their observations on the worksheet in their science notebook. A picture of a frog will be covered with plastic wrap. The plastic wrap will have a small layer of baby oil on it to represent the slippery skin of a frog. The toad picture will be covered in sand paper. The skin is not technically that rough but will help students recognize the difference between the two. Activity 2- Eggs Students observe the differences of the eggs of these two amphibians. Frogs lay their eggs in clumps so they can float and attach to grass or twigs. A Zip-lock bag with pony beads will be floating in a small pan of water for students to observe. Toads lay their eggs in strands so they can float and wrap around branches. A string of pony beads will also be in the water for students to observe. Students will record their observations on their worksheet.

Activity 3- Movement Frogs and toads both move differently because of their legs. Frogs have longer legs, which allow them to hop different distances. Toads have shorter legs, which allow them to hop shorter distances. Lily pads (carpet squares) will be placed in an area for kids to have room to jump. The frogs lily pads will be placed farther away from each other while the toads will be closer. Students will practice hopping the different distances and write their observations on their worksheet. 3. After the activities are completed, students will listen to/ and take turns reading Toads and Frog by edHelper.com. Students record similarities and differences on the worksheet from the reading. I will also ask comprehension questions throughout the reading. 4. At the end of the reading, the teacher will work with the students to create a Venn diagram that compares and contrasts the two amphibians. Students will receive their own diagram to fill in. 5. At the end of the lesson, the students will turn in their Venn Diagrams for a grade

Reading Strategy: As the students read the Toads and Frogs story from edHelper.com, they will use several strategies such as blending, chunking, re-reading, and retelling. We will also use a Venn Diagram for comprehension. Introduction: This lesson will be done right after lunch. The following website: http://www.youtube.com/watch?v=6ZatH-M5UVM will be played of frogs croaking and playing in water. Pre-Assessment: Done at the beginning of the unit Development: The activities 1-3 will help provide hands on learning and observations. We will continue to add information to our class chart and science notebooks Conclusion: Venn Diagram Post Assessment: At the end of the lesson, I will collect the Venn diagrams. Students will fill in their diagram based on the information they filled out in their science notebooks. Students are expected to write neatly, and fill in the correct information. There is also a test in the back of the Toads and Frogs book that we will go through together to answer.

Multiple Intelligences/Differentiated Instruction: Spatial (ability to visualize) Linguistic (words/spoken/written) Logical-mathematical Kinesthetic (movement) Musical Interpersonal (interaction w/others) Intrapersonal (self-reflective ability) Naturalist (having to do w/nature) _X_ ___ ___ _X_ ___ ___ ___ ___

Blooms Taxonomy/Differentiated Instruction:

_X_ ___ _X_ _X_ ___ ___ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) Application (demonstrate, construct, record, illustrate, research, order, display, practice) Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)

Special Needs: For the activities done for this lesson I do not feel like adaptations are needed. However I could Gifted Learners: Have them ask questions in their journal they want to find answers to (guided learning) Learners Below Level: Provide a partner that has better understanding/ cooperative learning, dictation Learners w/ Behavior Issues: I feel these activities will keep children engaged enough to deter behavior issues. Websites for Lesson: 1. This website can be used for more independent Gifted Learners: http://www.kidzone.ws/lw/frogs/facts.htm 2. Fun games to play: http://petgames.my-pet-care.com/frog-games/ 3. More fun items to choose from to learn more: http://allaboutfrogs.org/

Frogs

Toads

Day 3 Time: 1.5 hours Portions of Lesson Adapted from Cornett (2011) Two-Pronged Focus: 1. Core Content Area (use Common Core Standards): Science Standard 3: Life Science- The student will begin to develop an understanding of biological concepts. Benchmark 1: The student will develop an understanding of the characteristics of living things. Indicator 4: The student examines the structures/parts of living things 2. Core Content Area or Arts/P.E./Music (use Common Core Standards): Speaking and Listening Key Idea: Comprehension and Collaboration 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 3. Core Content Area (use Common Core Standards): Language Key Idea: Conventions of Standard English 2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Student Objectives: Students will identify stages of the life cycle of a frog. a. Students will demonstrate life cycle with bodies. b. Students will create frog life cycle diagram. Materials: Computer site www.harcourtschool.com/activity/science_up_close/212/deploy/interface.html Frog life cycle handouts from http://www.dltk-kids.com/animals/mfroglifecycle.htm Pencils Crayons Glue

Science notebooks Class Chart Frog life cycle book from: http://www.enchantedlearning.com/subjects/amphibians/books/froglifecycle/

Teaching Procedure:
1. I will inform students they will be learning about the life cycle of a frog. Students will watch an informational video about the frogs life cycle on an online site. The site is www.harcourtschool.com/activity/science_up_close/212/deploy/interface.html 2. After the video is over we will discuss the life cycle of the frog. I will use the life cycle pictures to explain how the tadpole changes into a frog as well as examples from the video. As I am is explaining, students will demonstrate with their bodies, metamorphosis. Egg Students will curl up into a ball, grasping knees and tucking head in on the ground. Tadpole Students will stretch out on their bellies on the ground. With legs out straight, and together, wiggle in a slow movement to demonstrate a tadpole. Froglet- Students will arch their back and sit up on their arms. Kick legs back and forth. Frog- Students will squat down and hop around the room, making ribbit sounds.

3. After I have taught metamorphosis, I will have the students create a book to demonstrate the life cycle. They will write and color the pages in the book, cut them out and I will staple them so the kids can take them home. 4. The students will cut out pictures (hand out from http://www.dltkkids.com/animals/mfroglifecycle.htm) of each stage of the life cycle and glue them in the correct order in their science notebooks.

Reading Strategy: As the students read the Frog Life Cycle story from enchantedlearning.com, they will use several strategies such as blending, chunking, re-reading, and retelling. Introduction: When the students come in from lunch I will tell them to sit on the carpet to watch a video www.harcourtschool.com/activity/science_up_close/212/deploy/interface.html Pre-Assessment: Done at the beginning of the unit

Development: We will work on the Frog Life Cycle story from enchantedlearning.com together as a whole group. We will continue to add information to our class chart and science notebooks Conclusion:
The students (individually) will cut out pictures (hand out from http://www.dltkkids.com/animals/mfroglifecycle.htm) of each stage of the life cycle and glue them in the correct order in their science notebooks.

Post Assessment: Students will turn in their science notebooks with the life cycle placed in the correct order. Multiple Intelligences/Differentiated Instruction: Spatial (ability to visualize) Linguistic (words/spoken/written) Logical-mathematical Kinesthetic (movement) Musical Interpersonal (interaction w/others) Intrapersonal (self-reflective ability) Naturalist (having to do w/nature) _X_ _X_ ___ _X_ ___ _X_ ___ ___

Blooms Taxonomy/Differentiated Instruction:

___ _X_ _X_ ___ ___ ___ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) Application (demonstrate, construct, record, illustrate, research, order, display, practice) Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)

Special Needs: For the activities done for this lesson I do not feel like adaptations are needed. However I could Gifted Learners: Have them ask questions in their journal they want to find answers to (guided learning) Learners Below Level: Provide a partner that has better understanding/ cooperative learning, dictation

Learners w/ Behavior Issues: I feel these activities will keep children engaged enough to deter behavior issues. Websites for Lesson: 1. This website can be used for more independent Gifted Learners: http://www.kidzone.ws/lw/frogs/facts.htm 2. Fun games to play: http://petgames.my-pet-care.com/frog-games/ 3. More fun items to choose from to learn more: http://allaboutfrogs.org/

Day 4 Time 1.0 hour Portions of Lesson Adapted from Cornett (2011) Two-Pronged Focus: 1. Core Content Area (use Common Core Standards): Science Standard 3: Life Science- The student will begin to develop an understanding of biological concepts. Benchmark 1: The student will develop an understanding of the characteristics of living things. Indicator 4: The student examines the structures/parts of living things 2. Core Content Area or Arts/P.E./Music (use Common Core Standards): Speaking and Listening Key Idea: Comprehension and Collaboration 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 3. Core Content Area (use Common Core Standards): Language Key Idea: Conventions of Standard English 3. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Student Objectives: Students will explore information about frogs. a. Students will create origami frogs. b. Students will label frog anatomy. c. Students will add to their science notebooks. Materials: The Magic School Bus Hops Home video http://www.youtube.com/watch?v=oFq5ffG7tSU Computers Class Chart

Science Notebooks Origami Frog Paper Web quest sheet with the following sites: http://www.enchantedlearning.com/subjects/amphibians/Frogprintout.shtml and http://www.kidzone.ws/lw/frogs/facts1.htm

Teaching Procedure: 1. Students will get a laptop off the laptop cart as they come back to class from lunch. When they get into class they will turn their laptops on, log in, and then sit on the carpet where I will play the Magic School Bus Video The Magic School Bus Hops Home on http://www.youtube.com/watch?v=oFq5ffG7tSU 2. After the video the students will return to their seats. I will pass out the web quest work sheet and we will complete it together as a whole group. This is a review for the end of unit assessment. When answering the questions students will be called to read (cold call method by pulling sticks). Then that student will try to answer the question related to what they read on the worksheet.

3. After the web quest is complete the students will then make an origami frog to take home.

Reading Strategy: As the students read they will use several strategies such as blending, chunking, re-reading, and retelling. Introduction: Students will be told they are going to get laptops on their way back to class (while lined up outside the lunch room) to do a web quest review on the Frog Life Cycle and to watch a Magic School Bus video. Pre-Assessment: Done at the beginning of the unit Development: We will continue to add information to our class chart and science notebooks Conclusion:

We will continue to add information to our class chart and science notebooks Post Assessment: Web quest Multiple Intelligences/Differentiated: Spatial (ability to visualize) Linguistic (words/spoken/written) Logical-mathematical Kinesthetic (movement) Musical Interpersonal (interaction w/others) Intrapersonal (self-reflective ability) Naturalist (having to do w/nature) ___ ___ _X_ _X_ ___ ___ ___ ___

Blooms Taxonomy/Differentiated Instruction:

_X_ _X_ ___ ___ ___ ___ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) Application (demonstrate, construct, record, illustrate, research, order, display, practice) Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)

Special Needs: For the activities done for this lesson I do not feel like adaptations are needed. However I could Gifted Learners: Have them ask questions in their journal they want to find answers to (guided learning) Learners Below Level: Provide a partner that has better understanding/ cooperative learning, dictation Learners w/ Behavior Issues: I feel these activities will keep children engaged enough to deter behavior issues. Websites for Lesson: 1. This website can be used for more independent Gifted Learners: http://www.kidzone.ws/lw/frogs/facts.htm 2. Fun games to play: http://petgames.my-pet-care.com/frog-games/ 3. More fun items to choose from to learn more: http://allaboutfrogs.org/

Day 5 Portions of Lesson Adapted from Cornett (2011) Two-Pronged Focus: 1. Core Content Area (use Common Core Standards): Science Standard 3: Life Science- The student will begin to develop an understanding of biological concepts. Benchmark 1: The student will develop an understanding of the characteristics of living things. Indicator 4: The student examines the structures/parts of living things 2. Core Content Area or Arts/P.E./Music (use Common Core Standards): Speaking and Listening Key Idea: Comprehension and Collaboration 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 3. Core Content Area (use Common Core Standards): Language Key Idea: Conventions of Standard English 4. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Student Objectives: Students will complete post-assessment. Students will make a frog craft (http://www.teacherspayteachers.com/Product/Tadpole-to-FrogCraftivity-The-Lifecycle-of-a-Frog-for-Kids) when they are finished to take home. Teaching Procedure:
1. Students will start by taking the post-assessment for the unit. 2. Students will get to color and cut out their frog craft. I will then help them assemble the frogs with the brads.

Reading Strategy: As the students read they will use several strategies such as blending, chunking, re-reading, and retelling. Introduction: When the students come in from lunch they will be told that they are taking an end of unit test on the frog life cycle and when they are done they get to create their own frog they represents the metamorphosis of the from to take home. Pre-Assessment: Done at the beginning of the unit Development: The test will be completed individually but the craft can be done with their science partner. I will have a completed one on display. Conclusion: Students will create a frog that can go through the stages of metamorphosis
http://www.teacherspayteachers.com/Product/Tadpole-to-Frog-Craftivity-The-Lifecycle-of-a-Frog-forKids

Post Assessment: See the Post Assessment (the front page is from): http://www.enchantedlearning.com/subjects/amphibians/label/froglifecycle/label.shtml Multiple Intelligences/Differentiated: Spatial (ability to visualize) Linguistic (words/spoken/written) Logical-mathematical Kinesthetic (movement) Musical Interpersonal (interaction w/others) Intrapersonal (self-reflective ability) Naturalist (having to do w/nature) ___ ___ _X_ _X_ ___ ___ ___ ___

Blooms Taxonomy/Differentiated Instruction:

_X_ _X_ ___ ___ ___ ___ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) Application (demonstrate, construct, record, illustrate, research, order, display, practice) Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)

Special Needs: For the activities done for this lesson I do not feel like adaptations are needed. However I could Gifted Learners: Have them ask questions in their journal they want to find answers to (guided learning), allow them time to finish answering their questions. Learners Below Level: Read the test questions to them, let them use their science notebooks, dictate Learners w/ Behavior Issues: I feel these activities will keep children engaged enough to deter behavior issues. If not I can sit by them to help them complete the test. Websites for Lesson: 1. This website can be used for more independent Gifted Learners: http://www.kidzone.ws/lw/frogs/facts.htm 2. Fun games to play: http://petgames.my-pet-care.com/frog-games/ 3. More fun items to choose from to learn more: http://allaboutfrogs.org/

Name:____________________________________ Life Cycles Post Test

Read the definitions below, and then label the frog life cycle diagram.

egg - Tiny frog eggs are laid in masses in the water by a female frog. The eggs hatch into
tadpoles.

tadpole - (also called the polliwog) This stage hatches from the egg. The tadpole spends its
time swimming in the water, eating and growing. Tadpoles breathe using gills and have a tail.

tadpole with legs - In this stage the tadpole sprouts legs (and then arms), has a longer
body, and has a more distinct head. It still breathes using gills and has a tail.

froglet - In this stage, the almost mature frog breathes with lungs and still has some of its tail. adult - The adult frog breathes with lungs and has no tail (it has been absorbed by the body).

Multiple Choice:
7. The life cycle of a frog from egg to adult is called a. froglet b. frog life cycle c. metamorphosis d. none of the above 8. Frogs are part of what family? a. Frog and toad b. Reptile c. Hopping d. Amphibian 9. Frogs are a. warm blooded b. cold blooded 10. The stage at which a lot is eaten in a frog life cycle is the a. chrysalis b. frog c. tadpole d. metamorphosis 11. The stage at which the tail shrinks and legs grow is a. froglet b. frog c. larva d. egg 12. Where can frogs not live? a. Salt Water b. Underground c. Fresh water d. Woods