Name: Annemarie Emmert

Class: ELED 3221

Date: March 22, 2017

Indirect Instruction Lesson Plan Template

Life Cycle of a Frog

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Central Focus/Big Idea: Life Cycles

Subject of this lesson: Introduction of the life cycle of a frog

Grade Level: 2nd grade

NC Essential Standard(s):

2.l.1. Understand animal life cycles.

2.L.1.1 Summarize the life cycle of animals: Birth Developing into an adult Reproducing
Aging and death

Next Generation Science Standard(s):

3-LS1-1 From molecules to Organisms: Structures and Processes

Develop models to describe that organisms have unique and diverse life cycles but all have in
common birth, growth, reproduction, and death.

21st Century Skills: Critical thinking and problem solving 4th grade- students should be able to
relate the life cycle of a frog to the fact that every living thing has a life cycle. Collaboration 4th
grade- students can work with partners and learn through group discussion.

Academic Language Demand

Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose this one.

Analyze Argue Categorize Compare/contras Describe Explain

t
Interpret Predict Question Retell Summarize

Students are expected to observe and summarize the life cycle of a frog in order to learn
and become familiar with the life cycle.
Scientific Vocabulary: eggs, tadpoles, gills, tadpoles with legs, froglet, metamorphisis
Instructional Objective: Students will be able to fill in the stages of a life cycle of a frog while
properly explaining what is occurring in each stage. The students will recognize the order in
which a frog spends his life and that every living thing has a different life cycle. I will know the
students have learned to the best of their ability by completing the worksheet. By observing the
worksheet at the end of the lesson I will also see what the students may have not learned or still
need clarification on. The students should properly label 3 out of 5 life cycle pictures and 3 out
of 5 explanation of the stages. To show proficiency they must earn 8 out of 10 points from the
worksheet.

Prior Knowledge (student): Students should have an understanding that every living thing has a
life cycle, and that every life cycle may differ.

Content Knowledge (teacher): The teacher should understand what a life cycle is and the life
cycle of a frog.

Accommodations for special needs (individual and/or small group): Students with physical
disabilities and attention difficulties will remain near the front of the room to ensure focus. Each
student will be monitored closely throughout the entire lesson to ensure they are displaying on
task behavior. For ELL students I can find a modification of the book in their native language
and display this on the projector. This will allow the student to read it and also other students to
see their native language as well.

Materials and Technology requirements:

Chart for KWL
Sticky notes (3 per student)
Science notebooks
Pencils
Computer/ Projector for Powerpoint
Scissors for each student
Glue sticks for each student
Worksheet for each student

Total Estimated Time: 40 minutes

Source of lesson: https://www.education.com/worksheet/article/life-science-learning-life-cycle/

Safety considerations: Students will be expected to cut with safety scissors for the life cycle
activity, with the teachers discretion. If the teacher does not think the class can use scissors, if not
the paper will be cut beforehand.
 Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage: I will make a KWL chart at the front of the classroom. I will give each student three
sticky notes. The class will then be instructed to write one thing that they know about frogs on
one of the sticky notes. On the second sticky note students will write one thing they want to learn
about frogs. Once the class has written them the sticky notes will then be placed on the chart
under the designated areas. Once every student has placed sticky notes on the KWL chart I will
read a majority of these notes so the entire class can hear what other students know or want to
know.

Explore: I will show the class a picture of an adult frog and a picture of a tadpole on the
SMART Board. I will ask the students to recall any information they may already know about
frogs and write them down in their notebook. They can discuss what they already know with a
partner or as a table group. They can write something they already know, which picture they
think comes first in the life cycle, how they think one picture turns into the other, where do they
think frogs live, where do they think the tadpole lives, etc. An example of guiding questions will
be: Which picture do you think comes first? Can you write something we talked about in the
beginning of class Where do you think frogs live? Where do you think tadpoles live?
Where do frogs live? Where do frogs lay their eggs?

Explanation: I will present a brief PowerPoint on the Life Cycle of a Frog to help give the
students an understanding of how a frog goes from a tadpole into a frog. We will go over the
entire PowerPoint in order to build upon what the students may already know and solidify their
understanding. If the students have any questions at the end we will discuss that as well. We will
then make references throughout the entire PowerPoint to sticky notes on the Know or Want to
know chart. The PowerPoint will include pictures of each life cycle and a review of the cycles as
well.

Elaborate: After the PowerPoint Presentation, the students will fill out a life cycle worksheet.
The worksheet has the students in fill in 5 stages of a frogs life cycle. The students will put the
life cycle in order by the picture. The second page has the students label the explanation with the
life cycle it is describing. Students will be given glue sticks and scissors to place the pictures
onto the cycle chart. Once the students have finished the activity they will receive one more post
it note to put on the learned section of the chart.

Evaluate:
Summative Evaluation: Based on the elaborate activity students will be checked for
understanding and ask to explain their thought process further.
Formative Evaluation: Students will be assessed throughout the lesson and observations during
classroom activities.
To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:
The main focus of todays lesson was to teach students about the life cycle of a frog. At
the end of the lesson the students should have an understanding of each of each cycle and what
order the cycles come in. I discussed with the teacher about what he wanted the students to learn
about in regards to science. He had said he would like me to teach something about frogs,
because during class one day they would be going to a swamp in the back of the school to
observe tadpoles and frogs in their environment. My first idea was to teach the students about the
pond and the environment frogs/tadpoles live in. But, upon checking the 2nd grade standards the
life cycle idea sounded excellent. I checked with my cooperating and we agreed that it would be
a good introduction for the students to learn about frogs. I determined the best way to teach about
both frogs and tadpoles, was to teach about the life cycle.
When it came time to teach my lesson the first thought that crossed my mind was, what
might have my teacher already talked about frogs. I figured the best way to start this lesson was
to make a KWL chart to see where the students minds are about frogs. During the Know part was
a great way to introduce a group discussion about previously learned information. The students
were to write one or more things about what they know about frogs, tadpoles, the environment
they live in, or their life cycle. It also acted as a focus/review for the lesson, because many
students started to remember things after reading some of the notes. Instead of having the
students fill out the want to learn, for time sake we simply discussed what we wanted to learn.
The students were very interested about the frogs environment and about where tad poles live.
Most of their answers were answered during the PowerPoint or I added in based off of prior
knowledge. During the PowerPoint I read off the slides to the class. Looking back on this part, I
should have let the students read the slides so they could have learned interactively. This would
have allowed the students to participate more during the lecture portion aside from the last few
slides. The last few slides had the students describing the stages and also answering brief
questions. The last part of the lesson was a quick worksheet that asked the students to label what
the different stages of the life cycles were using picture descriptions. The second part of this was
to match a brief description to the stage number. Overall, the students did a good job with
analyzing and summarizing the life cycle of a frog.
As a whole the lesson went well, and the teacher thought so as well. The students
appeared to be acting out a little bit more than usual, more than likely because someone else was
teaching. I tried my best to practice classroom management tactics, but my teacher instructed me
to simply ignore the behavior and continue. The lesson suddenly became very pressed for time so
I had to change a majority of the plans that I had set. The students had time to fill out the Know
part of the chart, the Want to learn part was discussed, and then the closure portion of this
assignment was discussing what we had learned. The second part that was cut short due to time
was the cutting and pasting of the worksheet. The students were supposed to cut pictures out in
order of the life cycle, instead they wrote one word describing or drew a line. Overall, I think the
lesson went very well despite minor issues. I enjoyed teaching this lesson and observing science
in a classroom is not something that is seen fairly often. This was a great experience and I am
glad I had the chance to participate in it.