Grade: First

Life Cycle Science Lesson

A. Standard(s)

L.HE.01.11 Identify characteristics (for example: body coverings, beak

shape, number of legs, body parts) that are passed on from parents to
young.
L.OL.01.21 Describe the life cycle of animals including the following stages:
egg, young, adult; egg, larva, pupa, adult.
L.OL.01.13 Identify the needs of animals.
B. Objectives and I can Statements
I can identify what a frog usually feels like and looks like.
I can recite and identify the name of the frog with the life cycle stages of a frog
(eggs, tadpole, tadpole with legs, and adult frog.)
C. Lesson Management: Focus and Organization
1. TTW read the Hook: The Frog Poem (omitting the word frog.)
2. TSW work as a class to create a diagram that displays their prior
knowledge on frogs. TTW record the students thoughts on one color
of sticky-notes and identify students name who shared the
information. The sticky notes will be stuck up (around or under a title
of FROGS) on a board or poster so the class can see.
3. The video: The Froggy Song will be played for students.
4. TTW ask students if they need to add anything to the diagram of
knowledge about frogs. New knowledge should be identified by recording
students comments on a different sticky-note color. (If students have
not identified what frogs look like, feel like, where they live, or
the life cycle stages, play the video again. Pause the video after
important vocabulary and have students chorally produce the
vocabulary term.) Ask for additional knowledge to be added to the
chart.
5. TTW identify a section of the room with a stage in the frogs life cycle:
eggs, tadpole, tadpole with legs (young frog), and adult frog. At each
section a number (1-4) will be identified either written on a board
or on a folded paper/ name tag.
6. TTW model how the four different notecards (labeled eggs, tadpole,
tadpole with legs, and adult frog) belong to one of the four sectioned
parts of the room.
7. TSW receive a notecard labeled with one of the stages of the frogs life
cycle. Upon instruction TSW move to their notecards corresponding
section of the room. TTW check to see if students are in the correct
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section. Repeat this activity after students have gotten a new, different
notecard.
D. Student Management
1. Movement- TSW move during stage seven of the lesson, as they walk to
their notecards corresponding section of the room.
2. Active Student Participation- TSW participate as they guess the
omitted word in the hook, share prior knowledge and add new knowledge
to the chart about FROGS, during The Froggy Song video, and as they
physically reflect their understanding of the frogs life cycle.
3. Classroom Management Focus- All students will participate as they
create a chart of knowledge about frogs and appropriately move around
the classroom to display their understanding of a frogs life cycle.
E. Introduction:
Hook: The teacher will read aloud The Frog poem (provided at the end of
the lesson under Hook.) Omit reading the word frog. Have students guess
what the omitted word was, and what the poem is talking about. Students
must explain what they heard in the poem that made them think of frog. If
there are no students who raise their hand to share what they think the
omitted word is, the teacher will read the poem again (still omitting the
word.)
F. Input: Setting up the Lesson
TTW introduce the topic of the lesson through the poem that identifies features
of a frog.
TTW use prompting questions (if necessary) for students to share their
knowledge about physical features of frogs, their habitat, and their life cycle.
Thinking Levels:
Remembering- TSW draw upon prior knowledge to determine what the Hook
poem is about. TSW draw upon prior knowledge to share features about frogs.
Understanding- TSW explain what parts of the poem made them think of
frogs. TSW explain frogs habitat and life needs.
Applying- TSW use new knowledge (from the Froggy Video) to share features
about frogs.
Analyzing- TSW identify the differences between frogs and toads and between
the physical differences in a frogs life cycle.
Evaluating- TSW determine if they are in the correct section of the room that
corresponds with their notecard.
Creating- TSW create a visual that identifies information about features of
frogs, their habitat, and their life cycle.
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Accommodations: Differentiating
Remediation/ Intervention
During the class collaboration to build a chart about FROGS and during
students participation in the notecard activity TTW be able to assess the
students understanding of physical features of frogs, their habitat, and their life
cycle
Extension/ Enrichment
To supplement the lesson the teacher could show Magic School Bus Season 1
Episode 5 Hops Home. Students could then write about connections they made
to the episode or add new knowledge, gained from the episode, to the chart on
frogs. The teacher could also supply the students with the website (by Natural
Geographic) on frogs.
Learning Styles
Students will be provided with visuals, physical representation, and audio
instruction.
G. Modeling
TTW introduce the topic of the lesson through the poem that identifies features
of a frog.
TTW use prompting questions (if necessary) for students to share their
knowledge about physical features of frogs, their habitat, and their life cycle.
TTW model how the four different notecards (labeled eggs, tadpole, tadpole with
legs, and adult frog) belong to one of the four sectioned parts of the room.
H. Checking for Understanding
TSW display their understanding through the knowledge they offer for the
FROG chart.
TSW display their understanding through their participation in the notecard
activity.
I. Guided Practice
The teacher and students will work together to create a class chart.
The teacher and students will help one another to ensure they are in the
corresponding section of the classroom for their notecard.
J. Collaborative
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The students will work together during the creation of the FROG chart and
during the notecard activity.
K. Closure
The lesson will come to a close as students apply their knowledge to determine
which section of the room their notecard corresponds to.
L. Assessment
Students will display their understanding through their participation in building a
class chart.
Students will display their understanding through their participation in the
notecard activity.
M. Reflection

The Froggy Song

https://www.youtube.com/watch?v=JrXww4oZrsI

Extension/ Enrichment
Magic School Bus Season 1 Episode 5 Hops Home
https://www.youtube.com/watch?v=1W0quIuHWVs
https://www.youtube.com/watch?v=3NjAvOJDvYQ
(Magic School Bus episodes are also available on Netflix.)

http://video.nationalgeographic.com/video/animals/amphibians

Hook

http://www.activityvillage.co.uk/the-frog-poem

Images for Notecards

http://www.saczoo.org/Page.aspx?pid=442