standard 3 unit plan - artifact

7/24/2019 Standard 3 Unit Plan - Artifact

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UNIT PLAN TEMPLATE

LOGISTICSTeacher: Elisa Rainey

Grade(s) Level(s): Kindergarten/ScienceTitle of Unit: All About Frogs

Length of Unit: 5 days

STATEMENT OF PURPOSE AND RATIONALE

Students will be able to describe how frogs change as they grow.

Students will be able to classify frogs and toads according to their body structure.

Students will be able to identify movements of frogs.

Students will be able to compare basic needs of frogs and humans.

Students will be able to identify frogs and categorize them.

Students will be able to recognize the similarities and differences between frogs.

According to research, young students work well in cooperative learning environments. Students will be

actively involved in exploring facts about frogs. Students will learn simple skills like: observation, compare and

contrast, sort, sequence, and graph and extend their curiosity about frogs. Through this science lesson, studentswill broaden their concepts of living things as they learn about the development of frogs. Students will learn

about the life cycle of the frog, where they live, and the kind of foods they eat. Students will apply what they

have learned about frogs by asking questions and seeking answers when they arise. Furthermore, the students

will be able to continue making new observations about different animals using these simple skills.

NC Essential Standards K.L.1 Compare characteristics of animals that make them alike and different

from other animals and nonliving things.

Clarifying Objectives:

K.L.1.1 Compare different types of the same animal (i.e. frogs/toads etc.) todetermine individual differences within a particular type of animal.

K.L.1.2 Compare characteristics of living and nonliving things in terms of their:

Structure

Growth

Changes

Movement

Basic needs

ESSENTIAL QUESTION(S)


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How can I compare the frogs and toads to see how they are alike and different?

UNIT OVERVIEWPlan for integration (graphic organizer as a digital image)

Prerequisite teacher content knowledge (may be bullet points; include essential vocabulary)

Knowledge of different types of frogs. Draw from experience with frog.

Details and facts about different types of frogs, where they live, and what is unique about them (howthey protect themselves from predators).

Know community pet stores to contact to bring in different types of frogs. Students that have frogs aspets are invited to bring them into to class.

Essential vocabulary includes: similarities, differences, living, non-living, metamorphosis, life cycle,

record, data, observation, amphibian, and hibernate, croak, gills, habitat, poison, tadpole, froglet, .

CONSIDERATIONS ABOUT THE LEARNERS

Prior knowledge

Students know living and nonliving things are made of parts and people give names to the parts that are

different from the name of the whole object, plant or animal. Students know that the parts of living and

nonliving things work best as a whole and some objects can easily be taken apart and put back together

again while other objects cannot be taken apart without damaging them (e.g., books, pencils, plants, and

animals). Students know that some of the characteristics that all animals share that can be used tocompare living and nonliving things. At this grade level, it is appropriate to define living things as

anything that is alive or has ever been alive and nonliving things as anything that is not now or has ever

been alive.

Unique Learner Characteristics (accommodations and differentiation)

For students that have learning disabilities such as dyslexia, ADHD, etc., the teacher will incorporate

differentiated learning. (Ex. If a student is having difficulty in writing, the students can tell the teacher


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orally what is to be written and student then copies what the teacher wrote which is actually the

students thoughts.)

For hearing impaired students, teacher (or presenters) use sign language and/or wear FM device ifrequired to allow for direct input.

For low achieving students, extra time is given for them to complete assignments. Students that finishearly can peer tutor low achieving student.

CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT

Physical space:

The four tables will allow four groups of five to six students to share, discuss, and peer review while working

on projects. Students will gather on large carpet area for presentations. Teacher will have a separate area for

viewing frogs brought in. Various materials about frogs will be placed throughout the room in the centers thatstudents use. Items will also be placed on walls for display.

Temporal resources:

The unit design is for 30 minutes per day for five days and will be integrated with other subject areas. It will be

effective and enjoyable to incorporate animals into dramatic play areas, social studies, math, literature, andwriting to expand upon and further understand the unique characteristics of different types of frogs.

Learning materials:

National Geographic KidsFrogsby Elizabeth Carney

Frogsby Gail Gibbons

Jog, Frog, Jogby Barbara Gregorich

Frog on a Logby Phil Roxbee Cox

Froggy Loves Books, Froggy Goes to School, Froggys Baby Sister, and Froggys Babysitter byJonathan London

Frog and Toad are Friendsby Arnold Lobel

Personnel resources:

I will contact a person from a pet store to bring in frogs to show the differences and similarities.

Technological resources:

Computers with web access will be used as well as the projector and CD player.

Websites for teacher reference

http://en.wikipedia.org/wiki/List_of_domesticated_animalsList of domesticated animals

http://en.wikipedia.org/wiki/Exotic_petExotic pet

http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid

=-1&pid=776861The Life Cycle of Frogs

http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861Frog or Toad: How do you know?

http://en.wikipedia.org/wiki/List_of_dog_breedsList of dog breed

http://www.pca.state.mn.us/index.php/living-green/living-green-citizen/for-kids/frogs-for-kids.htmlFrogs for Kids

http://www.petsmartvirtualfieldtrip.com/Classroom Pets Virtual Field-Trip
http://en.wikipedia.org/wiki/List_of_domesticated_animalshttp://en.wikipedia.org/wiki/List_of_domesticated_animalshttp://en.wikipedia.org/wiki/Exotic_pethttp://en.wikipedia.org/wiki/Exotic_pethttp://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861http://en.wikipedia.org/wiki/List_of_dog_breedshttp://en.wikipedia.org/wiki/List_of_dog_breedshttp://www.pca.state.mn.us/index.php/living-green/living-green-citizen/for-kids/frogs-for-kids.htmlhttp://www.pca.state.mn.us/index.php/living-green/living-green-citizen/for-kids/frogs-for-kids.htmlhttp://www.petsmartvirtualfieldtrip.com/http://www.petsmartvirtualfieldtrip.com/http://www.petsmartvirtualfieldtrip.com/http://www.pca.state.mn.us/index.php/living-green/living-green-citizen/for-kids/frogs-for-kids.htmlhttp://en.wikipedia.org/wiki/List_of_dog_breedshttp://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-1&pid=776861http://en.wikipedia.org/wiki/Exotic_pethttp://en.wikipedia.org/wiki/List_of_domesticated_animals


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UNIT TIMELINE (choose either format)

Day 1 Day 2 Day 3 Day 4 Day 5Specific expectations

(goals/objectives)

Students will be

able to describe

how frogschange as they

grow.

Students will be

able to classify

frogs and toadsaccording to

their body

structure.

Students will be

able to identify

movements offrogs.

Students

will be able

to comparebasic needs

of frogs

and

humans.

Students will

be able to

identify frogsand categorize

them.

Students will

be able to

recognize the

similarities an

differences

between frogs

Students will

understand tha

toads are a

type of frog.

Teaching and

learning strategies (in

brief)

Think-pair-share,

3 column chart,

Video

Cold Call,

3 column chart,

writing prompt

Cold call,

Think-pair-share

Whiteboard

splash,

Think-pair-

share

Hold-ups,

categorizing, Venn

diagram

Formative or

summative

assessment type-

strategy-tool

Teacher will pre-

assess students as

they respond during

the introductory

strategy. Teacher

will observe

students as theyplace pictures on the

help me grow/help

me and frogs

grow/help frogs

grow chart.

Formative

assessment is done

as teacher circulates

the class as students

sequence and put

the frog life cycle

wheel and book

together.

Teacher will pre-

assess to see if

students can identify

with the

characteristics of

humans and frogs.

Teacher will alsouse formative

assessment through

observation of

students during the

lesson. The journal

entry will allow

teacher to determine

if students can

identify

characteristics that

are unique to frogs.

Teacher will pre-

assess as students

give answers as to

how a dog, bunny,

person, cat, fish, and

groundhog move.

Formative assessmentis done through

observation and

circulation

throughout the class

as students match

frog feet to frog

movement and place

frog pictures under

the correct label of

movement.

Teacher will

pre-assess as

students do a

whiteboard

splash of things

humans and

frogs need tosurvive.

Formative

assessment is

done as teacher

records student

answers on

chart. Teacher

will do a

summative

assessment as

groups do

presentations.

Teacher will pre-

assess as students

report what they

learned from the

video. Formative

assessment is done

during hold-ups.Teacher will see if

students understan

the difference

between frogs and

toads.

Learner

considerations

Student with

learning disability:

Teacher will pair

this student with a

buddy.

Hearing impaired

student: Teacher

will wear FM

device. Student will

Student with

learning disability:

Teacher will work

with this student

allowing him/her to

dictate what they

want to write.

Teacher will write it

Student with learning

disability: When

labeling the paper

that was divided into

fourths, the student

will label it by using

the first letter in each

word.

Student with

learning

disability will

have a role in

the group where

he/she is strong.

Hearing

impaired

student:

Student with

learning disability

will do a

board=paper

activity as teacher

records similaritie

and differences

between frogs and

toads.


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sit up front during

group time. Close

captions will be

used if needed for

video.

Low achieving

student: Teacher

will allow extra time

for student to finish

work. A student thatfinishes early can be

a support buddy for

this student.

and the student will

have to copy it.

Hearing impaired

student will sit up

front during group

time. Teacher wears

FM device and

checks with the

student regularly to

see if they have anyquestions.

Low achieving

student: Teacher

will allow student to

have extra time to

complete journal

entry.

Hearing impaired

student: Teacher will

wear FM device and

have student sit up

front during group

time.

Low achieving

student: Teacher will

give student extra

time and allow astudent that finishes

early to be a support

buddy.

Teacher will

assist to make

sure the student

understands and

give further

explanation if

needed.

Low achieving

student will

have a role inthe group where

he/she is strong.

Hearing impaired

student: Teacher

will wear FM

device, student wi

sit in the front

during group time,

and Closed

Captions will be

used as needed.

Low achievingstudent will be

allowed extra time

to complete

assignment.

Environmental

considerations

Students will be

seated on carpet

facing screen duringvideo, at seats for

writing or paper

activity

Same Same Same Same

Material

resources

Chart paper,

Marker,

Various magnetic

pictures of things

that make humans

and frogs grow,

Frog life cycle

sequence cards,

Construction paper ,

Pencils,

Glue sticks,

Frog life cycle

wheel,

Paper brads,

Life Cycle of a Frog

printable book,

Stapler

Chart paper,

Markers,

The bookFrogsby

Elizabeth Carney,

Writing journal,

Pencils

Magnetic picture of

dog, bird, bunny,

person, cat, fish, and

groundhog,

Whiteboard,

Dry erase marker,

Paper,

Glue sticks,

Pencils

Whiteboard,

Sticky notes,

Pencils,

Chart paper,

Venn diagram,

5 poster boards,

Paper,

Glue sticks

Chart paper,

Marker,

Hold-up frog and

toad picture cards,

3 column paper,

Scissors,

Glue stick,

Venn diagram

labels,BookFrogsby

Elizabeth Carney,

BookFrogsby

Gail Gibbons

Other resources Computer with

internet access,

projector

Computer with

internet access,

projector

Computer with

internet access,

Projector,

Student assessmen

log


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LESSON PLANS

Individual lesson plans should be inserted as separate subsequent pagesinsert page breaks

between each lesson plan

Remember to include artifacts for each lesson


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Salem Lesson Plan Format

GRADE/CLASS: Day: 1 (30-45 minute class)

Kindergarten/Science

UNIT TOPIC:

All About Frogs

Desired learning outcome(s):

Students will be able to describe how frogs change as they grow.

Essential question(s) from learning objective(s):

How do frogs change as they grow?

Common Core/NC Essential Standard(s):

NC Essential Standards K.L.1 Compare characteristics of animals that make them alike and differentfrom other animals and nonliving things.


K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types of cats, etc.) to

determine individual differences within a particular type of animal.

K.L.1.2 Compare characteristics of living and nonliving things in terms of their changes and growth.

Learner prior knowledge/learner background experiences:

Students know that animals (including humans) are living things that grow and develop but nonliving things do

not. Students know that animals change as they grow.

Materials and resources needed:

Chart paper

Marker

Various magnetic pictures of things that make humans and frogs grow

Computer with internet access

Projector

Frog life cycle sequence cards

Construction paper

Pencils


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Glue sticks

Frog life cycle wheel

Paper brads

Life Cycle of a Frog printable book

Stapler

Book See Me Growby Penelope Arlon and Tory Gordon-Harris

Teaching strategies:Differentiation strategies should be infused throughout. Differentiate for content, product, and process.

Introductory strategies

Were you born the size you are right now? Students will think-pair-share with their partner how they got to be

the size they are now? Students will share with the rest of the class and the teacher will record their responseson chart paper. Teacher will read See Me Growby Penelope Arlon and Tory Gordon-Harris. We will discuss the

stages of growth.

Main instructional strategies

Teacher will give students magnetic pictures of various objects. Students will think-pair-share with their partner

if the items help them grow or frogs grow. There will be three columns on the board, labeled, help me to

grow/helps me and frogs grow/ help frogs to grow. Each group will come up to the board and put their picturewhere they think it belongs. The group will then tell the class why they think it helps them, frogs and them, or

frogs to grow. Class will give feedback to each item. Teacher will show video of the frog life cycle which will

discuss the stages of frogs life. Teacher will ask the students will you stay this size forever. What do you think

the stages are for humans? Teacher will use cold calls and will have discussion with the class.

The Life Cycle of Frogs:

http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-

1&pid=776861

Concluding strategies

Students will sequence pictures of frogs in order by how they grow and change. They will glue the pictures to

construction paper and number the pictures. Students will put together frog life cycle wheel and book.

Assessment (utilize a blend of traditional and performance assessments):

Teacher will pre-assess students as they respond during the introductory strategy. Teacher will observe studentsas they place pictures on the help me grow/help me and frogs grow/help frogs grow chart. Formative assessment

is done as teacher circulates the class as students sequence and put the frog life cycle wheel and book together.

EC Accommodations/modifications to strategies or assessments:

Student with learning disability: Teacher will pair this student with a buddy.

Hearing impaired student: Teacher will wear FM device. Student will sit up front during group time. Close

captions will be used if needed for video.
http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150199&fid=3166985&type=Playlist&ugid=-1&pid=776861


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Low achieving student: Teacher will allow extra time for student to finish work. A student that finishes early

can be a support buddy for this student.


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GRADE/CLASS: Day: 2 (30 minute class)


UNIT TOPIC:

All About Frogs


Students will be able to classify frogs and toads according to their body structure.


What are some similarities and differences between frogs and toads?




K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types of cats,

etc.) to determine individual differences within a particular type of animal.

K.L.1.2

Compare characteristics of living and nonliving things in terms of their structure.


Students must know that the human body has distinct structures and that they serve different functions that is

similar in other animals. Students must know how to describe the structure of various animals, to include

humans, and tell how the structures are alike and different and how each structure is used in a similar or

different way.


Chart paper

Markers

The bookFrogsby Elizabeth Carney

Writing journals

Pencils



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Do frogs and toads have teeth? Think about it for a moment and when I say go get with your assigned partner

and think-pair-share why or why you dont think frogs and toads have teeth. Do frogs have long hind legs or

short legs? Is a toad a frog? Teacher use cold calls to have students answer question. Why do you think that?Im going to read a book titledFrogsby Elizabeth Carney which will talk about where frogs live, the size and

color of frogs, and gives a comparison of frogs and toads. I want you to listen for the answers to our questions.Do frogs have teeth, do the frogs have long hind legs or short legs, and is a toad a frog?


Is your tongue long and sticky? Students stick out their tongues trying to examine them. Feel the top of your

head. Students feel the top of their head. Are there two bulgy eyes like marbles up there? Are your eyes on thetop of your head? Are you a frog? Teacher readsFrogsby Elizabeth Carney. Splish, splash. What is that sound?

Students look around trying to hear what teacher is talking about. What is hopping and jumping around? Some

students will guess out loud, a frog. What loves to swim? What loves to eat bugs? Its a frog! Can you hop like

a frog? What do frogs use to hop? Students reply legs. Students will explore and observe to answer the

questions. After each question teacher will stop and allow children to observe and answer.


The class will make a list on chart paper comparing and contrasting humans to frogs using a 3 column chart.

Teacher will ask the children to determine if they are a frog or a human. In their journal, students will write aresponse to the following question: why are you not a frog? Students may draw pictures and/or words to answer

the question.


Teacher will pre-assess to see if students can identify with the characteristics of humans and frogs. Teacher will

also use formative assessment through observation of students during the lesson. The journal entry will allow

teacher to determine if students can identify characteristics that are unique to frogs.


Student with learning disability: Teacher will work with this student allowing him/her to dictate what they want

to write. Teacher will write it and the student will have to copy it.

Hearing impaired student will sit up front during group time. Teacher wears FM device and checks with the

student regularly to see if they have any questions.

Low achieving student: Teacher will allow student to have extra time to complete journal entry.


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UNIT TOPIC:

All About Frogs


Students will be able to identify movements of frogs.


What are 3 types of frog movements?






K.L.1.2 Compare characteristics of living and nonliving things in terms of their movement

Learner prior knowledge/learner background experiences:Students know how various animals move noting similarities and differences.


Magnetic picture of dog, bird, bunny, person, cat, fish, and groundhog

Whiteboard

Dry erase marker


Projector

Paper

Glue sticks

Pencils


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Teaching strategies:

Differentiation strategies should be infused throughout. Differentiate for content, product, and process.


Teacher will place a magnetic picture of a dog, bird, bunny, person, cat, fish, and groundhog on the whiteboard.

Pick one thing and tell me one way it moves? Teacher calls on students that have their hands raised and then

cold call other students. As students say how they move, teacher records the answers under the pictures.


Teacher will show images of frogs jumping, swimming, burrowing, climbing, gliding, walking and running. As

the pictures are shown, the teacher cold calls asking what makes it possible for the frogs to be able to move that

way. Teacher will show pictures of frogs feet. Are their feet the same? How are they different? Students think-pair-share and decide which frog movement the feet would match. Would sticky feet or webbed feet help the

frog swim? What would sticky feet help the frog do? Students give their answers and teacher makes any

clarifications if needed.


Students will fold a piece of paper into fourths. They will label each section with one of the headings: jumping,swimming, walking, or gliding. Students will cut and paste pictures of frogs according to their movement.


Teacher will pre-assess as students give answers as to how a dog, bunny, person, cat, fish, and groundhog move

Formative assessment is done through observation and circulation throughout the class as students match frog

feet to frog movement and place frog pictures under the correct label of movement.


Student with learning disability: When labeling the paper that was divided into fourths, the student will label it

by using the first letter in each word.

Hearing impaired student: Teacher will wear FM device and have student sit up front during group time.

Low achieving student: Teacher will give student extra time and allow a student that finishes early to be a

support buddy.


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UNIT TOPIC:

All About Frogs


Students will be able to compare basic needs of frogs and humans.


How are frog and human basic needs alike and different?






K.L.1.2 Compare characteristics of living and nonliving things in terms of their basic needs


Students know that all animals are living things that have basic needs to stay alive. Animals need air, water,

food, and shelter for protection. If an organism does not get everything that it needs to stay alive, it will die. By

comparing these characteristics of several animals, students begin to classify things as living and nonliving

based on these characteristics.


Whiteboard

Sticky notes

Pencils

Chart paper

Venn diagram

5 poster boards

Paper


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Glue sticks

Teaching strategies:

Differentiation strategies should be infused throughout. Differentiate for content, product, and process.


What do you think frogs need to survive? Student will write a descriptive word or draw a picture on a sticky

note and post it on a whiteboard splash. Teacher will guide students as they place their notes on the board tocreate a chart. What do humans need to survive? Students will write a descriptive word or draw a picture of a

human need on a sticky note and post it on the whiteboard as well under the human side and teacher will guide

them as they post it to create a chart.


What are things we need to survive? Teacher will use cold call to discuss with the class their answers of whathumans need to survive. Teacher will record answers on chart paper shaped as a person. You said we need air,

food, water, and shelter which are our basic needs. What do frogs need to survive? Students will think-pair-

share and discuss with the class their answers of frogs needs. Teacher will record answers on chart paper shaped

as a frog. Teacher will record and compare similarities and differences on a Venn diagram.


Students will get into four groups of four and one group of five. Each group will have a group leader, recorder,

illustrator, and presenter. Teacher will assign group leaders and he/she will determine who will carry out otherroles for this activity. Teacher will make adjustments if needed. Students will have the shaped chart paper as a

reference to make a presentation on how basic needs of frogs and humans are alike and different.


Teacher will pre-assess as students do a whiteboard splash of things humans and frogs need to survive.

Formative assessment is done as teacher records student answers on chart. Teacher will do a summative

assessment as groups do presentations.


Student with learning disability will have a role in the group where he/she is strong.

Hearing impaired student: Teacher will assist to make sure the student understands and give further explanation

if needed.

Low achieving student will have a role in the group where he/she is strong.


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UNIT TOPIC:

All About Frogs


Students will be able to identify frogs and categories them. Students will recognize the similarities and

differences between frogs.


Why would a toad be called a frog?


NC Essential Standards K.L.1 Compare characteristics of animals that make them alike and different

from other animals and nonliving things.


K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types of cats,etc.) to determine individual differences within a particular type of animal.


Students know that animals of the same type (i.e. dogs-spaniels/shepherds, cats- solids/tabby, birds-

hawk/sparrow, etc.) have individual differences.



Projector

Chart paper

Marker

Hold-up frog and toad picture cards

3 column paper

Scissors

Glue stick

Venn diagram labels


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BookFrogsby Elizabeth Carney

BookFrogsby Gail Gibbons



Teacher will show Learn 360 video Frog or Toad: How do you know?

http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861


What did you learn from the video? As students give answers, teacher records them on chart paper. Teacher

makes three columns for frogs, toads and similarities between frogs and toads. We will reference two books,

Frogsby Gail Gibbons andFrogsby Elizabeth Carney. What are some things Gail Gibbons mention about

frogs? Students look at the book and name things the arrows point to about frogs. Teacher record answers in

appropriate section on three column chart. What are some things Elizabeth Carney mentions about frogs?Students look at her book and name things the arrows point to. Was there anything different? Teacher records

student responses. They will do the same thing for the toad.


Teacher will give students hold-up picture cards of frogs and toads, she will name a characteristic of a frog or a

toad and the students will hold up the frog card if the statement is about the frog or the toad card if the statementis about the toad.

Students will cut out and paste characteristics of frogs and toads on a three column Venn diagram.

Students will summarize what they have learned in three sentences or less.


Teacher will pre-assess as students report what they learned from the video. Formative assessment is done

during hold-ups. Teacher will see if students understand the difference between frogs and toads.


Student with learning disability will do a board=paper activity as teacher records similarities and differences

between frogs and toads.

Hearing impaired student: Teacher will wear FM device, student will sit in the front during group time, and

Closed Captions will be used as needed.

Low achieving student will be allowed extra time to complete assignment.
http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861http://www.learn360.com/ShowVideo.aspx?player=12&ID=150198&fid=3166985&type=Playlist&ugid=-1&pid=776861


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References

Himmele, P. & Himmele, W. (2011). Total participation techniques. Alexandria, Va.: ASCD.

Lemov, D. (2010). Teach like a champion. San Francisco, CA.: Jossey-Bass.


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Summative Assessment

Students will create a scene with the stages of growth of the frog. Scene will include basic needs of a frog, how

frogs move, and how toads are different from the frogs.

Learning Goals

Students will be able to:

Describe how frogs change as they grow.

Classify frogs and toads according to their body structure.

Identify movements of frogs.

Compare basic needs of frogs and humans.

Identify frogs and categorize them.

Recognize the similarities and differences between frogs.

Criteria Level 4 Level 3 Level 2 Level 1Students will

be able to

describe how

frogs change as

they grow.

Students will be

able to name, drawor label 4 stages of

the frog growth.

Students will be


the frog growth.

Students will be


the frog growth.

Students will be

able to name, drawor label 0-1 stage of

the frog growth.

Students will

be able to

classify frogs

and toads

according totheir body

structure.

Students will beable to name, draw

or label 4

differences between

a frog and a toad.

Students will be

able to name, draw

or label 3

differences between

a frog and a toad.

Students will be

able to name, draw

or label 2

differences between

a frog and a toad.

Students will be

able to name, draw

or label 1 difference

between a frog and

a toad.

Identify

movements of

frogs.

Students will be

able to name, drawor label 4

movements of

frogs.

Students will be


movements of

frogs.

Students will be


movements of

frogs.

Students will be


movement of frogs.

Compare basicneeds of frogs

and humans.


or label 4 basic

needs of the frog.


or label 3 basic

needs of the frog.


or label 2 basic

needs of the frog.


or label 0-1 basic

need of the frog.


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Name:_________________________________

Enchanted Learning

Frog Life Cycle

Sequencing CardsPrint the page and then cut the cards out. The student then puts the cards

in order.

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EnchantedLearning.com

Frogs and Toads Venn DiagramName:_________________________________

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Spring Books Life Cycle of a FrogA Printable Book for Early Readers

Frog Activities

Print out the following pages to make the Life Cycle of a Frog shape book, an early reader book for

young readers.

There one book page on each printed page. You either cut out each page along the thick lily pad

outline or not (then you will have a rectangular-shaped book). Staple the pages together at the left

of the page, then read the book, color the pictures, and copy the sentences.

To get back to this page from a printout, just click on the picture.

Skills practiced: reading, writing, frog life cycle.

Cover Page

Cover page.

Eggs

The female frog lays clusters ofeggs in or near the water.

Tadpole

Tiny tadpoles hatch from theeggs. Tadpoles swim in fresh

water and breathe with gills.

Growing TadpoleAs a tadpole grows, it

develops legs.

FrogletThe tadpole becomes a froglet; it

has 4 legs, breathes with lungs,

and loses its tail.

AdultThe adult frog lives on land,

breathes with lungs, has 4 legs,

and has no tail.
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Write some of the things you have learned about frogs below.

standard 3 unit plan - artifact

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