1. Topic-
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2. Content-
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Students will hear a story about the frog's life cycle. They will
learn about habitats that frogs can live in. Then they will complete
a worksheet and life cycle sheet.
Key vocabulary:
egg sacks,tadpole, froglet, frog |
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3. Goals: Aims/Outcomes-
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Students will know...
1. The various stages of the frog life cycle
2. The different types of habitats of frogs in our region
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4. Objectives-
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Students will be able to...
1.Describe parts of the frog life cycle
2. Create a paper copy of the frog life cycle
3. Understand that the frog life cycle is similar to some animals
and different from other animals |
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5. Materials and Aids-
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National Geographic Readers: Frogs!by Elizabeth Carney
Photos of possible habitats
Pencils, crayons, scissors and glue - for the life cycle activity
Worksheets (attached)
Quiz |
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6. Procedures/Methods-
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A. Introduction-
1. Ask the students "Where do you think frogs come from?"
2. Discuss different answers and explore why the students selected
the location
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B. Development-
1. Read National Geographic Readers: Frogs! to the class
2.Ask students if they all know where frogs come from now
3. Ask- " If frogs come from eggs, then where do they live?"
4. Show different pictures of possible habitats and have students
say if they are or are not frog habitats and why. |
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C. Practice-
1. Students will complete a life cycle diagram and question worksheet
individually as classwork
2. Additional sheet will be given for students that finish quickly
or if they need additional practice |
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D. Independent Practice-
1. Students will complete a comprehension worksheet (homework)
2.Students will have the chance for extra credit by completing an
activity sheet |
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E. Accommodations (Differentiated Instruction)-
1. Worksheets will be available in larger print for students with
visual impairment
2. For students with fine motor skill troubles- life cycle activities
will be pre-cut and have glue dots applied to the back so they are
ready to put together
3. For gifted students they will have to write a paragraph about which
part of the life cycle they think is most important and why |
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F. Checking for understanding-
1. Students will be assessed by them completing the life cycle properly
on paper
2. The homework will also show understanding
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G. Closure-
1. The students will have a habitat set up in the classroom to view
the frog life cycle. As a class we will document changes.
2. Once the frogs have grown we can release them or keep them as a
class pet. |
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7. Evaluation-
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1. Life cycle and terms quiz
2. Ability to describe details of the classroom frog habitat using
terms that we learned in the lesson. |
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8. Teacher Reflection-
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| Were students interested in this lesson from the beginning? If not,
what could be changed? Is there more that should be done or something
to be changed/removed? Did students seem to understand the terms provided? |
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