Name of Student Teacher: Taylor Childers Subject: Science (2nd Grade) Date: 01/21/14 Lesson Plan Title: Comparing

Frogs Unit: Frogs (Day 1) ALCoS Standards: Identify characteristics of animals, including behavior, size, and body covering [SCI.2.6] Demonstrate understanding of word relationships and nuances in word meanings. [L.2.5] Specific Objectives: Students should be able to use visual evidence and informational texts to compare different types of frogs. Essential Understanding: There are many kinds of frogs, all with different characteristics based on their needs for survival. Required Materials: Frog cards (attached) Comparing Frogs Practice Sheet (attached) Comparing Frogs Quiz (attached) Pencils Computer with Internet access o Frog sound clips http://www.californiaherps.com/noncal/misc/miscfrogs/pages/h.variolosus.html (Sheep Frog) http://www.californiaherps.com/frogs/pages/l.catesbeianus.html (American Bullfrog) http://www.californiaherps.com/noncal/misc/miscfrogs/pages/h.cinerea.html (Green Treefrog) o Strange Frogs webpage http://www.kiddyhouse.com/Themes/frogs/strangefrogs.html Engagement: Have students gather on the rug in the front of the room. Ask them to listen carefully to some sounds that different frogs make. Play the Sheep Frog (http://www.californiaherps.com/noncal/misc/miscfrogs/pages/h.variolosus.html) sound, the American Bullfrog (http://www.californiaherps.com/frogs/pages/l.catesbeianus.html) sound, and the Green Treefrog (http://www.californiaherps.com/noncal/misc/miscfrogs/pages/h.cinerea.html) sound. After playing the sounds, ask students to think about the similarities and differences in the three sounds. Ask questions about the sounds using comparative and superlative adjectives. o Examples: Which sound is the loudest? Does the American Bullfrog or the Green Treefrog make a deeper sound? Step-by-Step Procedures: Project the Strange Frogs webpage (http://www.kiddyhouse.com/Themes/frogs/strangefrogs.html) on the ActivBoard. Conduct a classwide discussion about the different characteristics of the frogs on this webpage. Give each table group a set of frog cards, and give each student a Comparing Frogs Practice Sheet. Explain to the students that they will be working in groups to compare and contrast the frogs on the frog cards. Groups will be working together discuss the similarities and differences between the frogs, but students will complete their Comparing Frogs Practice Sheet independently. o Remind students of procedures for group work. Using the ELMO document camera and the Promethean ActivBoard, model writing comparing adjective statements about the frog cards for the Comparing Frogs Practice Sheet. Monitor group work and make sure students sentences are on the right track. Provide guidance if

needed. Closure: Have students share some of the sentences from their worksheets and have students share any observations they made about the different frogs from the frog cards. Have students complete Comparing Frogs Quiz. Assessment Based on Objectives: Assess students on their answers on the Comparing Frogs Quiz. Adaptations/Accommodations: Additional guidance on the Comparing Frogs Practice Sheet can be provided to students who need it. Additionally, the teacher may determine if certain students should write fewer sentences on the worksheet and quiz. Extensions: This lesson can enhance or lead into a lesson on comparative and superlative adjectives. [L.2.5] Notes/Reflections: This lesson occurs on the first day in a four-day week. Because of the shortened school week, this lesson is designed to teach students about frogs while reinforcing this weeks grammar skill of using adjectives that compare.

Ornate Horned Frog

The Ornate Horned Frog lives in the rainforests of South America. It is the most aggressive and will attack an animal way larger than itself. They are not poisonous, but they are fearless. When they feel threatened they will jump toward the enemy and bite them! When hunting, they prefer to wait for their prey to come to them and will eat other frogs, lizards, mice, and large insects. Poison Dart Frogs live in rainforest habitats in Central and South America. They can be found in trees, as well as under leaves and logs and rocks on the floor of the forest. Because of their size, from to 2 inches long, they are hard to see. Poison frogs warn predators with brilliant colors and patterns. The Blue Poison Dart Frog is the most endangered due to the pet-shop market. The North American Wood Frog lives in many areas around the world but is one of the few frogs that can be found in Alaska. Because the summers, are so short this frog develops from tadpole to frog extra fast. As the temperature drops below freezing each winter, the wood frog buries itself and goes into a deep hibernation, its breathing and heartbeat stop, and it freezes. It spends two or three months of each winter frozen. When spring finally arrives, the ice melts, heartbeat and breathing return, and the frog is as good as new! A Tree Frog's main claim to fame is their toes - they are roundish and give off a gluey liquid that allows them to climb and cling to, you guessed it, trees! They spend most of their lives up in the trees. They tend to be quite small (they can usually sit comfortably on the tip of a person's finger).

Poison Dart

The North American Wood Frog

Tree Frog

The Goliath Frog is the world's biggest frog with a body length of about one foot and weighing approximately 7 pounds! These frogs live in Western Africa along fast moving rivers that run through the rainforest. Not only is the Goliath frog losing its habitat to ranchers & farmers, but because of its superlarge size it is popular with zoos and animal collectors. They are on the endangered species list. The Northern Leopard Frog can be found all over Canada and northern U.S. They are the frogs that are often found in the garden, backyard ponds fields and wet ditches beside the road. These frogs hibernate during the winter. Because these frogs were, at one time, so common, the leopard frog could also be found in the science lab at many schools for dissecting! Now they have been designated an endangered species.

Goliath Frog

Northern Leopard Frog

Comparing Frogs Practice Sheet

Name:_________________ Date:______________ We are going to use comparing adjectives ending with er and est to describe the frogs from the frog cards. 1. Write 3 sentences with comparing adjectives that describe two different frogs from the frog cards. Example: The Poison Dart Frog is brighter than the North American Wood Frog. 1.______________________________________ 2.______________________________________ 3.______________________________________ 2. Write 3 sentences with comparing adjectives that describe one frog compared to all of the other frogs from the frog cards. Example: The Goliath Frog is the largest of the frogs. 1.______________________________________ 2.______________________________________ . 3.______________________________________

Comparing Frogs Quiz

Name:_________________ Date:______________ Word Bank
Ornate Horned Frog Goliath Frog Poison Dart Frog Northern Leopard Frog North American Wood Frog Tree Frog

Fill in each blank with the correct answer from the word bank. 1. The ____________________ is the worlds biggest frog! 2. The ____________________ warns predators with brilliant colors and patterns. 3. The ____________________ spends most of its life up in the trees. 4. The ____________________ will attack an animal much larger than itself. 5. The ____________________ could be found in the science lab at many schools for dissecting. 6. The ____________________ spends two or three months of each winter frozen.

Name of Student Teacher: Taylor Childers Subject: Science (2nd Grade) Date: 01/22/14 Lesson Plan Title: Frog Numbers Unit: Frogs (Day 2) ALCoS Standards: Identify characteristics of animals, including behavior, size, and body covering [SCI.2.6] Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2-NBT5] Specific Objectives: Students should be able to use subtraction strategies to analyze different statistics about frogs. Essential Understanding: Scientists use numbers to describe information and subtraction can be used to compare numbers. Required Materials: Frog Statistics Sheet Frog Fact Subtraction Exit Slip Pencils Computer with Internet access o BrainPopJr Frogs video http://www.brainpopjr.com/science/animals/frogs/preview.weml Engagement: Have students gather on the rug in the front of the room. Play the BrainPopJr video on frogs. Pause the video at the appropriate parts to allow students to discuss various facts about frogs. o Examples: Frog lifecycle Frog predators and prey Why some frog species are becoming endangered or even extinct Step-by-Step Procedures: Discuss the Frog Statistics Sheet statistics with the students. o The smallest frog is 1 centimeter long. o The largest frog is 30 centimeters long. o The longest frog jump was 33 inches long. o The average frog lives 4-15 years. o The oldest frog lives up to 40 years. o Frogs hatch at 3 weeks, grow legs and arms at 6 weeks, lose tail around 12 weeks, and leave water as adults at 16 weeks. Using the ActivBoard, model using subtraction to compare some of these statistics. (Example: The largest frog is 29 centimeters longer than the smallest frog.) Have students offers ideas for methods of subtraction. o Have students complete the rest of the problems independently. Closure: After students have completed their worksheets, go over the work and have students share answers and strategies for solving the problems. Have students share their favorite frog fact they learned during the lesson. Assessment Based on Objectives: Have students complete the Frog Fact Subtraction Exit Slip Adaptations/Accommodations: Additional guidance on the math practice sheet can be provided to students who need it. Additionally, the teacher may determine if certain students should complete fewer problems on the

worksheet or if the students should use manipulatives to solve the problems. Extensions: This lesson can lead into a social studies lesson on human impacts on the environment. Notes/Reflections: This lesson occurs on the second day in a four-day week. Because of the shortened school week, this lesson is designed to teach students about frogs while reinforcing this weeks math skill of different methods of subtracting.

Name: _______________ Date: _____________

Use these facts to solve the subtraction problems.

The smallest frog is 1 centimeter long. The largest frog is 30 centimeters long. The longest frog jump was 33 inches long. The average frog lives 8 years. The oldest frog lives up to 40 years. Frogs hatch at 3 weeks, grow legs and arms at 6 weeks, lose tail around 12 weeks, and leave water as adults at 16 weeks.

1. How much longer is the largest frog than the smallest frog?

2. If a frog jumps 15 inches, how much shorter did it jump than the longest frog jump ever?

3. If a frog just lost its tail, how much older is it than a frog that has just hatched?

4. How much older is the oldest frog than average frog?

Frog Fact Subtraction Exit Slip Name: ________________________

3. ________________________________________________ 4. ________________________________________________ 2. Right now, there are 50 types of frogs found in zoos in the world, and 10 of those types of frogs are found in North American zoos. How many more types of frogs are found in the world than in North America?

Date: _________________

1. Write 2 examples of how scientists use numbers to describe frogs.

Frog Fact Subtraction Exit Slip Name: ________________________

1. ________________________________________________

Date: _________________

1. Write 2 examples of how scientists use numbers to describe frogs. 2. ________________________________________________ 2. Right now, there are 50 types of frogs found in zoos in the world, and 10 of those types of frogs are found in North American zoos. How many more types of frogs are found in the world than in North America?

Name of Student Teacher: Taylor Childers Subject: Science (2nd Grade) Date: 01/23/14 Lesson Plan Title: Comparing and Contrasting Frogs and Toads Unit: Frogs (Day 3) ALCoS Standards: Identify characteristics of animals, including behavior, size, and body covering [SCI.2.6] Compare and contrast the most important points presented by two texts on the same topic [RI.2.9] Specific Objectives: Students should be able to use visual, auditory, and written information to compare and contrast frogs and toads. Essential Understanding: Frogs and toads have different characteristics despite often being confused as the same animal. Required Materials: Venn diagram sheet (attached) Frogs and Toads Information sheet (attached) Paragraph Frame sheet (attached) Pencils Computer with Internet access o Frogs and Toads video (http://www.youtube.com/watch?v=noTs7YJ5-Pk) o Interactive Venn diagram (http://www.readwritethink.org/files/resources/interactives/venn_diagrams) Pre-Assessment: Have students complete the Frogs and Toads: Alike and Different Sheet as the morning journal activity. Use student responses to gauge understanding of the similarities and differences of frogs and toads. Engagement: Have students gather on the rug in the front of the room. Play the Frogs and Toads video (http://www.youtube.com/watch?v=noTs7YJ5-Pk). After the video, have students work in their Peanut Butter and Jelly partner groups to discuss similarities and differences of frogs and toads as described in the video. Step-by-Step Procedures: Project the interactive Venn diagram (http://www.readwritethink.org/files/resources/interactives/venn_diagrams) and pass out the Venn diagram sheets. List a couple of examples of similarities and differences of frogs and toads and have students decide if each statement is a similarity or difference. o Briefly remind students what Venn diagrams are and how to use them. o Have students show their responses to the statements by writing S for same and/or D for difference on their brain boards (dry erase boards). o Model writing the similarities and differences on the interactive Venn diagram and have students copy the writing on their own Venn diagrams. Have students complete their Venn diagrams for independent practice. o Give them the Frogs and Toads Information sheet for additional information to include in the diagram. Monitor group work and make sure students diagrams are on the right track. Provide guidance if needed. After students complete the Venn diagrams, have them use the diagrams to complete the Compare and Contrast Paragraph Frame sheet. Using the ELMO, model completing the first sentence on the sheet.

Closure: After students complete their Paragraph Frame sheets, have them gather back on the rug and meet back with their Peanut Butter and Jelly partner groups to discuss what they learned about frogs and toads. Allow students to share something their partner told them with the class. Assessment Based on Objectives: Assess students on their completed Venn diagrams and Paragraph Frame sheets. o Check to make sure the Venn diagrams included the following information: Details about the number of species of frogs and toads Details about the physical appearance of frogs and toads Details about where frogs and toads can be found Details about what frogs and toads eat Adaptations/Accommodations: Additional guidance on the Venn diagrams can be provided to students who need it. Additionally, the teacher may determine if certain students should fill out only part of the Paragraph Frame or if students should use a word bank (attached). Extensions: This lesson can enhance or lead into a lesson on comparing and contrasting. [RI.2.9] Notes/Reflections: This lesson occurs on the third day in a four-day week. Because of the shortened school week, this lesson is designed to teach students about frogs while reinforcing this weeks comprehension strategy of comparing and contrasting.

Compare and Contrast Paragraph Frame

Name:___________________ Date:_____________

Fill in the blanks with information from the video and frog and toad fact sheet.

___________ and ___________ are alike and different in many ways. Both ___________ and ___________ are

___________ and hatch from ___________.There are ___________ species of ___________ and __________ species of ___________. ___________ have ________ and ___________ skin, but ___________ have ________ and ___________ skin. ___________ lay eggs in

___________, but ___________ lay eggs in _________. As you can see, ___________ and ___________ are the same in some ways and different in others.

Word Bank You may use some words more than once. Frogs 400 Toads Warty Eggs Slimy Smooth Dry Chains 300

Amphibians

Frogs and Toads Information Sheet

Venn Diagram Name:___________________ Date:_____________

Name of Student Teacher: Taylor Childers Subject: Science (2nd Grade) Date: 01/24/14 Lesson Plan Title: The Frog Lifecycle Unit: Frogs (Day 4) ALCoS Standards: Identify characteristics of animals, including behavior, size, and body covering [SCI.2.6] Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2] Specific Objectives: Students should be able to use informational text to write about the frog lifecycle. Essential Understanding: Animals go through major changes in the course of their lives. Required Materials: Paper plates Construction paper Paper plate frog craft sheet (attached) Frog Lifecycle Boxes Sheet Life Cycle Diagram sheet (attached) Frog Lifecycle Stage Details sheet (attached) Pencils Crayons, colored pencils, markers, scissors Computer with Internet access o Classic Sesame Street Animation- Frog Life Cycle http://www.youtube.com/watch?v=ce5_Vk_yNcY *Students will need their copies of their Reading Street textbooks. Pre-Assessment: Have students complete the Life Cycle Diagram sheet, and gauge their understanding of the frog lifecycle before the lesson. Engagement: o Have students gather on the rug in the front of the room. Play the Classic Sesame Street Animation- Frog Life Cycle (http://www.youtube.com/watch?v=ce5_Vk_yNcY). After playing the video, ask students to describe the frog lifecycle to their Peanut Butter and Jelly partner. Monitor students as they discuss. Allow students to share their thoughts with the whole class. Step-by-Step Procedures: Have students find this weeks reading story about frogs. Explain to students that they will be using information from their story to fill out the Frog Lifecycle Stage Details sheet. Model finding and writing the information for the first stage. Have students include page numbers they used to find the information. Have students complete the Frog Lifecycle Stage Details sheet, providing guidance as necessary. After students complete the sheet, model filling out the Frog Lifecycle Boxes sheet. Have students fill in the boxes. o Students will cut and glue their boxes in order on the bottom of the construction paper. Then, explain to students how to make the paper plate frog craft. For the craft, students will color the paper frog eyes and legs and the paper plate. Then, the students will cut and glue the eyes on the plate and draw a mouth. Finally, the students will glue the paper plate frog on the construction paper. Closure:

 Have students share their frogs and information boxes with the whole class. Assessment Based on Objectives: Students will be assessed on their information boxes. Content, sentence formation, and sequence will be considered. Adaptations/Accommodations: Additional guidance on the Frog Lifecycle Stage Details sheet can be provided to students who need it. Additionally, the teacher may determine if certain students need guided (partially-filled) information sheets or evidence page numbers included on the worksheets. Extensions: This lesson can lead into a lesson about finding evidence in informational texts and writing with that evidence. [W.2.2] Notes/Reflections: This lesson occurs on the fourth day in a four-day week. Because of the shortened school week, this lesson is designed to teach students about frogs while reinforcing this weeks reading and writing skill of finding evidence in informational texts to plan writing. Also, because this lesson occurs during the last hour of the school week (a chaotic time), this lesson incorporates a craft, so students have the opportunity to create something visual with their hands and release some energy.

Life Cycle Diagram

Paper plate frog craft sheet

Frog Lifecycle Boxes Sheet

1 1 2

Describe each stage of the Frog:

Name_____________________

http://worksheetplace.com