ALEX Lesson Plan

     

Leap Into The Life Cycle Of a Frog

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  This lesson provided by:  
Author:Lynn McQueen
System: Huntsville City
School: Blossomwood Elementary School
  General Lesson Information  
Lesson Plan ID: 16863

Title:

Leap Into The Life Cycle Of a Frog

Overview/Annotation:

During this lesson students explore the life cycle of a frog. They will raise frogs in the classroom from tadpoles and document and describe each stage of the life cycle.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 3-5
2 ) Use various technology applications, including word processing and multimedia software.

•  Using navigational features commonly found in technology applications
•  Identifying digital file types
Technology Education
TC2 (2009)
Grade: 3-5
8 ) Collect information from a variety of digital sources.

Examples: online libraries, multimedia dictionaries

•  Using technology tools to organize information
•  Demonstrating efficient Internet search strategies
Example: keyword search

•  Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
Technology Education
TC2 (2009)
Grade: 3-5
10 ) Use digital environments to collaborate and communicate.

Examples: publishing online journals, sharing presentations, contributing to online discussions, communicating with experts

•  Producing digital works collaboratively
Examples: developing shared writing projects and group multimedia projects

Science
SC2015 (2015)
Grade: 3
6 ) Create representations to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies), including commonalities such as birth, growth, reproduction, and death.

Insight Unpacked Content
Column Definitions

Scientific and Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Patterns
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence of Student Attainment:
Students:
  • Create representations to explain the unique life cycles of organisms other than humans.
  • Create representations to explain the diverse life cycles of organisms other than humans.
  • Identify relevant components (organisms, birth, growth, reproduction, and death) of their representations.
  • Describe relationships between components in their representations.
Teacher Vocabulary:
  • Create
  • Explain
  • Representations
  • Unique
  • Diverse
  • Commonalities
  • Life cycles
  • Organisms
  • Birth
  • Growth
  • Reproduction
  • Death
Knowledge:
Students know:
  • Organisms are born, grow, reproduce and die in a pattern known as a life cycle.
  • Organisms have unique and diverse life cycles.
  • An organism can be classified as either a plant or an animal.
  • There is a causal direction of the cycle (e.g., without birth, there is no growth; without reproduction, there are no births).
Skills:
Students are able to:
  • Create representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
  • Explain the unique and diverse life cycles of organisms other than humans.
  • Explain commonalities of organisms such as birth, growth, reproduction, and death.
Understanding:
Students understand that:
  • Patterns of change can be used to make predictions about the unique life cycles of organisms.
AMSTI Resources:
AMSTI Module:
Heredity and Diversity

Local/National Standards:

 

Primary Learning Objective(s):

Students will name the stages of a frog's life cycle.
Students will describe the environment frogs must have in in order to live.
Students will set up an aquarium for tadpoles.
Students will raise a frog from a tadpole.
Students will document and describe all investigation information and observations.

Additional Learning Objective(s):

Students will create a booklet describing care of tadpoles and the life cycle of a frog.

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Aquarium and accessories, tadpoles, food, observation notebook

Technology Resources Needed:

Computers with Internet access, printer, desktop publishing software, digital camera (optional)

Background/Preparation:

The teacher will need to purchase tadpoles and food for the lesson.

  Procedures/Activities: 
1.)To begin the lesson, ask students to share what they know about frogs. Inform them that they are going to explore the life cycle of a frog by visiting a few websites. Tell them once they finish visiting the sites, they will share new details they learn about frogs.
( Weird Frog Facts)
This site has many interesting facts for students to learn.

2.)Inform students that the class will be raising tadpoles. Visit the website below as a class to learn more about raising tadpoles.
Give each student an observation notebook to record the different stages of development.
(Tadpoles)
This site gives instructions about raising tadpoles.

3.)While tadpoles are growing have students make observations daily. Give students different responsibilities such as making sure the water level is correct, feeding the tadpoles, photographing the tadpoles at various stages, etc.
Have students develop a plan for frogs to be released.

4.)Allow students to complete some of the activities from the website below. These activities will help the teacher see if students are gaining knowledge about frogs.
(Amphibians)
This site has several activities for students to complete about the life cycle of frogs.

5.)Give students the quiz from the site below to check for understanding about the frog's life cycle.
(Frog Life Cycle)
This is a quiz to check students' knowledge about frogs.

6.)Once frogs are fully grown, allow students to plan a release day. When frogs are released, have students create a booklet describing and illustrating the life cycle of frogs and explaining the proper way to raise tadpoles.


Attachments:
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  Assessment  

Assessment Strategies

The teacher will assess student activity sheets for accuracy. The teacher will assess student booklets using the rubric attached.

Acceleration:

 

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.