LifeCycleofafrog

Author:IrenePoulton
Datecreated:11/25/20149:55PMUMSTDatemodified:12/17/20148:29PMUMST

BasicInformation
Summary

Studentswilllearnthetimeframesforeachstageofthelifecycleofafrog.Thestudentswillbeshownthelifecycleof
afrog.Studentswillbegivenpagestocreateabookaboutthelengthofeachstageofafrog'slifecycle.

Grade/Level

Grade2

TimeFrame

Onehour

Subject(s)

Science

Topic(s)

ThefocusofthislessonplanisAnimalLifeCycles,specificallythelifecycleoffrogs.

Notes

Itisimportantthattheteacherassessthepriorknowledgethathis/herstudentshaveregardinghowlongeachstage
ofthefrogslifecycleisandwhyitiscalledalifecycle.

StandardsAndKeyConcepts
Standards

AZArizonaAcademicsStandards
Subject:Science
Subject/Grade/Domain:GRADE2
Strand:Strand1:InquiryProcess
Concept:Concept1:Observations,Questions,andHypothesesObserve,askquestions,andmakepredictions.
PerformanceObjectivePO1.:Formulaterelevantquestionsaboutthepropertiesofobjects,organisms,and
eventsintheenvironment.
PerformanceObjectivePO2.:Predicttheresultsofaninvestigation(e.g.,inanimallifecycles,phasesof
matter,thewatercycle).

Understandings

Attheendofthislessonstudents'shouldbeabletoanswerthequestionwhatarethestagesofafrog'slifecycle
andhowlongiseachstage.Thestudentsshouldalsobeabletodrawandlabeleachstagecorrectlyandtelltheir
classmateswhathappensateachstage.Studentsshouldalsobeabletoanswerthequestionwhyisitcalledalife
cycle?
Studentswillcreateabookthattellsaboutthefrogs'lifecycle.Thisbookwillhaveeachstageislabeledcorrectlyand
willtellthereaderwhathappensduringeachstage.

EssentialQuestions

Whatarethestagesofthelifecycleofafrog?Howlongiseachstageofafrog'slifecycle?Whyisitcalledalifecycle/

KnowledgeandSkills

Invitation:Itisessentialforstudentstounderstandthestagesofafrog'slifecycle.Theteachershouldattemptto
obtainanypriorknowledgethestudentshavebyinquiringabouttheirunderstandingofeachstageofafrog'slifecycle
beforethelessonbegins.
Oncetheteacherhasobtainedandassessedthestudents'priorknowledgeofthelengthofafrog'slifecycleandwhy
itiscalledalifecyclehe/sheisreadytobeginthelesson.Theteachercanthenmodelandexplaineachstageofthe
frog'slifecycle,it'slength,andwhyitiscalledalifecycle.

PerformanceTasksAndAssessment
PerformanceTask

ConceptInvention:Attheendofthelecturetheclasswillcreateabookthatdescribesthelengthofeachstageina
frog'slifecycle.Pagesforthebookwillbeprovidedtotheclass.

PerformancePrompt

ConceptApplication:Studentswillturnintheircompletedbooks,thatdepictthefrog'slifecycle.Thestudentswillbe
toldthatoncetheyhavecompletedtheirbooksandturnedthemintheteacherwillcorrectthem.Next,thestudentswill
betoldthatoncetheirbookshavebeenturnedinthisistheendofthislesson.Inaddition,thestudentswillbetold
thatthebookswillbedisplayedwherepeoplecomingintotheroomwillbeabletoseethem.

Assessment/Rubrics

CATEGORY
Qualityof
Work

Providesworkof Provideshigh
thehighest
qualitywork.
quality.

Provideswork
Providesworkthatusuallyneeds
thatoccasionally tobechecked/redonebyothers
needstobe
toensurequality.
checked/redone
byotherstudents
toensurequality.

Page 1 of 3

Contributions Routinely
providesuseful
ideaswhen
participatingin
theclassroom
discussion.A
definiteleader
whocontributes
alotofeffort.

Usuallyprovides
usefulideas
when
participatingin
theclassroom
discussion.A
strongleader
whotrieshard!

Sometimes
providesuseful
ideaswhen
participatingin
theclassroom
discussion.A
satisfactory
studentwhodoes
whatisrequired.

Rarelyprovidesusefulideas
whenparticipatinginthe
classroomdiscussion.May
refusetoparticipate.

Focusonthe
task

Consistently
staysfocusedon
thetaskand
whatneedstobe
done.Veryself
directed.

Focusesonthe
taskandwhat
needstobe
donemostofthe
time.Other
studentscan
countonthis
person.

Focusesonthe Rarelyfocusesonthetaskand
taskandwhat
whatneedstobedone.Lets
needstobedone othersdothework.
someofthetime.
Otherstudents
mustsometimes
nag,prod,and
remindthis
studenttokeep
him/herontask.

Attitude

Neverispublicly
criticalofthe
projectorthe
workofothers.
Alwayshasa
positiveattitude
aboutthetask(s).

Rarelyispublicly
criticalofthe
projectorthe
workofothers.
Oftenhasa
positiveattitude
aboutthetask(s).

Occasionallyis
publiclycriticalof
theprojectorthe
workofother
students.Usually
hasapositive
attitudeaboutthe
task(s).

Oftenispubliclycriticalofthe
projectortheworkofother
students.Oftenhasanegative
attitudeaboutthetask(s).

Time
management

Routinelyuses
timewell
throughoutthe
projecttoensure
thingsgetdone
ontime.Student
doesnothaveto
adjustdeadlines
orwork
responsibilities
becauseofthis
person\'s
procrastination.

Usuallyuses
timewell
throughoutthe
project,butmay
have
procrastinated
ononething.
Studentsdonot
havetoadjust
deadlinesor
work
responsibilities
becauseofthis
person\'s
procrastination.

Tendsto
procrastinate,but
alwaysgets
thingsdoneby
thedeadlines.
Studentsdonot
havetoadjust
deadlinesorwork
responsibilities
becauseofthis
person\'s
procrastination.

Rarelygetsthingsdonebythe
deadlinesANDotherstudents
havetoadjustdeadlinesorwork
responsibilitiesbecauseofthis
person\'sinadequatetime
management.

Workingwith
Others

Almostalways
listensto,shares
with,and
supportsthe
effortsofothers.
Triestokeep
peopleworking
welltogether.

Usuallylistens
to,shares,with,
andsupportsthe
effortsofothers.
Doesnotcause
\"waves\"during
projects.

Oftenlistensto,
shareswith,and
supportsthe
effortsofothers,
butsometimesis
notagoodteam
member.

Rarelylistensto,shareswith,
andsupportstheeffortsof
others.Oftenisnotagoodteam
player.

DateCreated:November29,
2014
Reference:
http://rubistar.4teachers.org

LearningExperiencesAndResources
SequenceofActivities

Exploration:Theteacheraskstheclasstotellhim/herwhattheyalreadyknowaboutthelifecycleoffrogs.The
teacherthentalkstotheclassaboutthetimeframeofeachstageofafrogslifecycle.Theteacherdisplaysapictureof
thelifecycleofafrogontheboard.Theteachergivestheclassthepagesfortheirbooks.Theteacherexplainstothe
classthattheywillwanttodotheirbestwhendrawingeachstageofthefrogslifecyclebecausethebookswillbe

Page 2 of 3

displayedontheboardintheclassroomwherepeoplewhoentertheclasscanseethem.Theteacherexplainstothe
classthattheclasswillrevieweachstageofthefrogslifecycleandhowlongeachstageis.Theteacheremphasisthat
itiscalledalifecyclebecausewhenitendsitstartsalloveragain.Theteacherencouragesthestudentstodraweach
stageintheirbooks.Whenthebooksarecompletedtheteacheraskstheclasstocoloranyoftheirpicturesandhand
theirbooksintobeassembledandstapledtogether.Theteacherexplainsthatthisistheendofthelesson.
DifferentiatedInstruction

Theteachershouldgivethelowerlearnersstepbystepinstructionsandonepageofthebooktofilloutatatime.The
teachershouldhavethisgroupsummerizewhattheteachersaidorrepeatwhathe/shesaidforeachstageofthefrog
lifecycle.Ortheteachershouldaskthemtogivetheteacherasummaryofwhathis/herdirectionswereforeachpage
ofthebook.Theteacherscaffoldsinstructionsbygoingovereachsectionofthebookwhichisequivalenttoonepage
ofthebook,atatime.

Resources
Materialsandresources:
Pencils,crayons,paper,andpagesforclasstousetocreatetheirbooks.
Technologyresources:
Word,MicrosoftandChrome
Thenumberofcomputersrequiredis1.
StudentsFamiliaritywithSoftwareTool:
Notapplicable.
Computerwillbesetupinsuchawaythatalltheteacherhastodoitpressabuttonortwoforthepictureofthe
froglifecycletoshowontheboardatthefrontoftheclassroom.

Page 3 of 3