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It's a Frog's Life!

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It's a Frog's Life! - Page Text Content

S: The Life Cylcle of Frogs Written by Miss Smith's class

BC: The End!

FC: It's a Frog's Life

1: This Story was created by Miss Smith's 2008-2009 2nd Grade class. Our goal is to help you better understand the life of a frog!! (This is not actual student work. Itis an example of what students may create.)

2: The frog lays its eggs in the pond. These eggs are called frogs spawn and are like little bags of grey jelly with a black speck in the center.

5: The eggs hatch out into tiny tadpoles. They do not look like frogs yet. They look more like little fish. They have a tail and gills which they breathe through.

6: The tadpole now begins to grow back legs.

8: The tadpole has now grown front legs and is beginning to look much more like a frog.

10: The tadpole has now grown front and back legs. Its tail is almost gone and has developed lungs , therefore it can breathe outside of water.

12: The frog is now full grown and ready to leave the pond!

14: MixBook Lesson Plan SECTION ONE Author: Elizabeth Smith Email Address: smith.ea87@yahoo.com Semester Created: Spring 2009 LESSON OVERVIEW Title: It’s a frog’s life! Brief Description: The students will be split up into groups of two or three and create a page in the book that we are writing which describes the life cycle of a frog. Each group will have a stage in the life cycle. They are to write a brief description of the stage in their own words and to finds pictures to go with the stage. ESSENTIAL QUESTIONS/GENERALIZATIONS: What is the one big idea that you want the students to leave your class with? The student understands that animals progress through life cycles of birth, growth and development, reproduction and death. ENGAGING QUESTION/SCENARIO: How will you engage students and set up the lesson? I will ask the students if they have ever seen baby frogs before. If so what do look like? Then have a short class discussion on their ideas and write them down on the board. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math X Science ___ Reading X Writing ___ Social Studies/History ___ Foreign Language X Art ___ Music ___ PE ___ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 X Grade 2 ___ Grade 3 ___ Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION Standards, Benchmarks, Student Learning Targets (use all that apply as related to the “Big Idea” you are addressing) GLE #1: Statement and Context of the GLE with Show-Me Performance Standards The SWBAT sequence the stages in the life cycle of animals (i.e., butterfly, frog, chicken) (GLE Science, Characteristics and Interactions of Living Organisms, Strand III Organisms progress through life cycles unique to different types of organisms, Concept B – Grade 2 ) (Performance Standards 1.2, 1.4, 2.2, 3.6, 4.5, 4.6)] STUDENT ASSESSMENT List the assessment tools needed to address the standards and benchmarks listed above. I will observe the students while they are working to ensure they are on the right track. PERFORMANCE ASSESSMENT CRITERIA (see attached page for rubric) COLLABORATION (Describe any collaboration components of the unit. How are other teachers, LMC Specialist, Instructional Technology Specialists involved in your lesson?) The teacher will need assistance from the Technology specialist either with the mobile lab or going to the computer lab for the children to put the pages together. LESSON IMPLEMENTATION Length of Unit (hours, days): 5 forty-five minute class periods. Prerequisite Skills: Students must be able to write sentences and work on a computer. ACCOMMODATION OPTIONS ELL/IEP Students: Students will work in groups and help one another. Assistive Technology Needs: Teacher will be constantly walking around to help with any technology problems. MANAGEMENT/ORGANIZATION TIPS (What suggestions could you provide others that would help them implement this successfully in the classroom?) Have everything you need for the lesson a head of time, planned and ready to go. MATERIALS AND RESOURCES REQUIRED FOR UNIT: Computer lab for research, multiple books on the life cycle of frogs TECHNOLOGY Web-based resources (name and link) www.google.com, www.picnik.com, www.mixbook.com UNIT PLAN FLOW CHART/TIMELINE Identify and explain the activities, materials, resources, technology integration strategies, collaboration, and timeline for your lesson. A clear and easy way to complete this section is to identify what you’ll be doing for each step of the process. Day 1: I will ask the class if they have ever seen baby frogs before. We will then begin a discussion about what they already know and I will write their ideas on the board. Day 2: I will next split the class up into groups of two or three. Each group will be given one of the stages in the life cycle of frogs to research and create a page in the book we are creating, as a class, called The Life Cycle of Frogs. I will have the names of the stages in a cup and each group will randomly draw their stage in the life cycle. Day 3: Then I will have them research their stage in the life cycle on the internet or with books in class with their group. They are to find key information and with that information they are to write a brief description of the stage in their own words and to finds pictures to go with the stage. Day 4: I will give the students one forty-five minute period to use their research and design their page in the book. Day 5: The next class period will be used to for each group to present their page in the book to the class. They will go in order from earliest stage to the last stage.

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  • By: Elizabeth S.
  • Joined: almost 10 years ago
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  • Title: It's a Frog's Life!
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  • Published: almost 10 years ago