Lesson Plan 1: The Life Cycle of a Frog

Student Name: Shawna Shipe

I. General Information:
Grade Level: Kindergarten
Discipline: Science
Unit Topic: Life Cycles
Time Frame: 45 minutes during literacy, center time
Text: Fabulous Frogs by Linda Glaser (classroom book and electronic version) An
electronic version of the book is available for purchase at:
https://www.perma-bound.com/ViewDetail/600026976-fabulous-frogs.
Other Materials: tadpole (pre-ordered from https://www.growafrog.com or caught),
Frog Life Cycle Sequencing Page and extra frog life cycle sequencing cards printed for
game, tape, scissors, and glue for each student
II. Standards/Indicators
Life Science
3.C.1. Genetics: Observe, describe and compare the life cycles of different kinds of animals and plants.
3.C.1.a. Identify and draw pictures that show what an animal (egg to frog) and a plant (seed to tree)
looks like at each stage of its life cycle.
Reading Informational Text
RI2 With prompting and support, identify the main topic and retell key details of a text.
With prompting and support, listen to a wide variety of complex informational texts.
RI3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of
information in a text.
With prompting and support, demonstrate an understanding of sequential order

III. Lesson Objectives

1. Students will listen to a variety of complex informational texts throughout the unit. This
lesson includes the first text, Fabulous Frogs. (RI2)
2. Students will demonstrate knowledge of the sequence of a frog life cycle. (3.C.1.a, RI3)
3. Students use picture cards to identify what a frog looks like at each stage of its life cycle
and glue pictures in order during a sequencing activity. (3.C.1.a, RI3)
IV. Procedures:
IntroductionThe teacher will tell students that there is a new friend in the class. The teacher will ask
children to look around and figure out who the new friend might be. The tadpole will be
hidden behind an object near the teacher and after students are engaged and curious, the
teacher will reveal the tadpole but will not name it. The teacher asks students to turn to a
partner and discuss what the name of the creature might be. Students will share ideas and

discuss the word tadpole. Students will be asked to share with a partner again to talk
about prior knowledge about tadpoles. Students will then share any prior knowledge with
the class. The teacher will explain that the tadpole will be the new class pet and that the
class will be caring for and observing the tadpole.
Teaching/Activities1. Introduce the book Fabulous Frogs by Linda Glaser. The classroom book and/or
electronic text may be used during the lesson and at center time.
2. While reading the story, the teacher will ask the following text-dependent questions
and will allow students to have time to think before sharing answers with the group.
Where do frogs like to spend time?
Why do frogs hide?
How do the tadpoles change into frogs?
What are some things frogs can do that humans are unable to do?
3. Introduce a formative assessment called Four Corners (Vierstra, 2015), which is a
movement game that students will play in order to review the stages of the frog life
cycle. Show students the picture cards and read each card. Tape a card in each corner
of the classroom. The teacher will begin by describing the egg stage and students
must find and move to the card being described. The teacher will continue by
describing the next life cycle stage until all of the stages have been covered. If time
allows, the game may continue and students may move through the life cycle an
additional time. The teacher will observe students' ability to understand the sequence
of the frog life cycle stages.
4. After the game, the teacher will review the stages of the life cycle using the movement
game cards.
5. Next, students will move to tables to complete a sequencing paper. Pictures of the
frog life cycle stages will be provided. Students will be asked to cut and glue the
pictures in sequencial order (egg, tadpole, froglet, frog). Students will be encouraged
to write words to describe the stages if time allows.
Closure- The teacher will remind students that they read Fabulous Frogs and learned
about the life cycle of frogs. Students will share completed sequencing papers with the
class as a whole group.
VI. Evaluation/Assessment:
Assessment of Objectives- The teacher will observe and record students' ability to demonstrate
listening skills during the lesson on an anecdotal note page or checklist. Students will be
assessed on their ability to demonstrate knowledge of the sequence of a frog life cycle during
the Four Corners movement activity and by completion of a life cycle sequencing paper.
Sources:
Glaser, L. (1999). Fabulous frogs. Brookfield, Conn.: Millbrook Press.
GrowaFrog tadpole to frog metamorphosis. (n.d.). Retrieved April 14, 2015, from http://www.growafrog.com

Frog Life Cycle. (n.d.). Retrieved April 14, 2015, from https://www.teacherspayteachers.com/Product/FrogLife-Cycle-1689065
Vierstra, G. (2015, March 4). Formative Assessment Tools & Resources. Retrieved April 1, 2015, from
https://www.teachingchannel.org/blog/2015/03/04/formative-assessment-resources
Fisher, D., & Frey, N. (2014). Addressing CCSS Anchor Standard 10: Text Complexity, 91 (4). Retrieved from
http://www.literacyinlearningexchange.org/sites/default/files/la0914addressing.pdf