From Tadpole to Frog

Submitted by kleighwatts on Tue, 04/24/2012 - 17:08Printable version Bookmark and Share
Created By:
Kyndall Watts
Title/Role:
Teacher/Library Student
Organization/School Name:
Yuma Elementary/ODU
Location:
Virginia

Grade Level:
K
Type of Lesson:
Lesson in a unit
Type of Schedule:
Fixed
Collaboration Continuum:
Moderate
Content Area:
Science
Content Topic:
Frog Life Cycles
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
2.1.4 Use technology and other information tools to analyze and organize information.
Dispostion Indicator(s):
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others.
Responsibilities Indicator(s):
1.3.4 Contribute to the exchange of ideas within the learning community.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
Self-Assessment Strategies Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
Scenario:
The Kindergarten teacher and librarian will collaborate and coteach a Science lesson designed for students to understand the life cycle of the frog (VA SOL K.6). The students have previously discussed life cycles of butterflies, but have not yet been introduced to frog life cycles. After the introduction, students will use a variety of resources during centers to explore eggs, tadpoles, froglets, and adult frogs. The librarian has a fixed schedule in which classes come for 30 minutes per week. This lesson will take 30-40 minutes for six days. Upon completion of the unit, the teacher and librarian will continue to build the students' understanding throughout other lessons.

Overview:
This unit is designed for students to understand the life process of the frog. Using Science centers, the students will investigate how frogs change, what they need to survive, and the offspring they produce. Essential questions: What are the life needs of frogs? How are the offspring alike or different from their parents?

Final Product:
Students will complete Center Journals to explain what they have learned and understood during Science centers.

Library Lesson:
Students will understand how to use a variety of resources, including print and technology.

Estimated Lesson Time:
30 minutes
Assessment
Product:
The teacher and librarian will informally assess these by looking at each section of the journal and asking students to discuss what they learned. If students can successfully explain what they have learned or know about frogs, then the student will have mastered understanding of the topic.

Process:
This is a Guided Inquiry based unit. It requires students to be active learners. In this unit, students are encouraged to find answers through observations, and if they cannot find it there, then they will be using reference materials. It requires guidance, instruction, modeling, and coaching from the teacher and library media specialist.

Self Questioning:
Students should ask themselves the following questions: Do I know the life process of a frog? Did I follow directions? Did I discuss the information with other students, the teacher, and the librarian?

Instructional Plan
Resources students will use:
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:
http://www.brainpopjr.com

Resources instructor will use:
Smart board
Other

Other instructor resources:
Student computers

Instruction/Activities
Direct instruction:
The teacher and librarian will work together to lead the Science Circle before the centers begin. During this time, students will be led through poems, shown hands on materials, listen/respond to online books, and watch/respond to videos, which are all related to frog life cycles. See attachment for more details.

Modeling and guided practice:
The teacher/LMS will be working directly with students during their centers. The teacher/LMS will model the appropriate behavior and be available to assist students.

Independent practice:
Students will participate in Science centers to gain understanding about frog life cycles. During these centers students will play the "Let's Grow" board game, play interactive frog games on computers, create paper plate frogs, copy frog poems, and read teacher selected books independently. After finishing a center, students will complete a section of the center journals as an assessment. See attachment for more details.


Have you taught this lesson before:
Yes

Strategies for differentiation:
Students will receive appropriate scaffolding during lessons. The teacher and librarian will model strategies, assist students individually, or simplify the tasks if necessary. The students will be working in groups, so pairing strategies will be applied. The students will be given extra time if necessary.