Ms Caroline Holmes/Kindergarten Science/TBD

I.

II.

III.

Topic
A. The topic is to learn, identify, and describe the life cycle of a
frog.The vocabulary for this lesson will include: tadpole, froglet, frog, mature,
eggs, and metamorphosis.
Objective
A. During development, SWBAT use their five senses to describe an
organism (Standard - 3.1.K.A9)
B. During a non-fictional text read aloud, SWBAT observe the
different stages (Standards 3.1.K.A3 & CC.1.2.K.C)
C. After the reading, SWBAT turn to a partner and describe stages of
the life cycle with 75% accuracy (Standard 3.1.K.A3)
D. During the demonstration SWBAT compare the different cycles of
a frog's life and correctly place them in sequential order in a group (Standards
3.1.K.A3 & 3.1.K.A5)
E. During individual work, SWBAT correctly place the stages of a
frog's life cycle in sequential order to 100% accuracy (Standards S.K-2.B.1.1.2 &
S.K-2.B.1.1.1)
Teaching Procedures
A. Introduction (anticipatory set)
i.
Invite the students to sit at the carpet
ii.
Sing the routine attention grabbing song La
Lechusa
iii.
Introduce the objective for the lesson (Standard
3.1.K.A3)
iv.
Pick four students to circle any sight words they
may know inside the objective
v.
Read the objective together as a class
vi.
Ask for student interpretation
B. Development
i.
The teacher will ask class if they have seen a frog
and have the students pair off to share their experiences
ii.
The teacher will ask class to observe the new
classroom pet (that is to have already been brought to the front of the
room), and describe the characteristics of frogs using the 5 senses
(excluding taste, and through imagination for the touch sense) and call on
three students to share their experiences
iii.
The teacher will make a chart describing each
stage of the life cycle of a frog (eggs, tadpole, froglet, and frog) with
names, pictures, and arrows to symbolize movement
iv.
The teacher will explain metamorphosis and give
the definition : the process of transformation from an immature form to an
adult form in two or more distinct stages.

v.
The teacher will begin reading the nonfictional text
Frogs and Toads and be sure to focus on the aforementioned vocab
and stages.
vi.
After reading the nonfictional text, the teacher will
call on one or two students to summarize the text.
C. Guided Practice
i.
Four responsible students will be called to the front
of the room and asked to demonstrate a separate phase of the frogs life
cycle.
a) The first student will curl up into a
ball to act out the first stage of an egg
b) The second will put their palms
together in a swerving motion to represent the swimming motion
of a tadpole
c) The third student will stomp his or
her feet, to represent the growing legs of a froglet
d) The final student will repeat ribbit
when called upon (or wears a sign and remains in the crouched
position)
ii.
After each student has been assigned a phase they
will be presented to the class in a mixed up order
iii.
The class upon viewing the demonstration will
order them in their correct place. (The teacher will put her hand over each
student and ask the class to hold up the number of the phase they belong
in. ex. Egg is phase 1, tadpole 2, froglet 3, and adult frog 4) The student
will be placed according to the highest frequency of hand signs.
iv.
When the students have been placed, go over the
correct order and explain what each demonstrator represented and why
they did those certain motions
v.
Have the students return to their tables.
D. Individual Practice*
i.
When each student is seated, the teacher will pass
out materials needed for the visual model, when they receive their circle
they should put their name on the back
ii.
Have students cut out and color tadpole, froglet,
frog
iii.
Before gluing, have each student place each stage
of the life cycle and raise their hand to teacher check (eggs > tadpole
>froglet >frog) If correct student may continue, if incorrect prompt them to
try again but do not arrange for them
iv.
Once correct students can glue, then add the
correct names under each picture (provide spelling on the board for the
class to see)
v.
Once the names are under the pictures they should
draw arrows to signify change and movement through the cycle
vi.
If the students are finished with their model, they
can read independently

E. Closure

IV.

i.
The teacher should then present his/her model to
the class, discussing each stage with the correct vocabulary. At the end of
the review, the class should be asked if they have any questions to
ensure all students are clear on the material.
ii.
Students should then be instructed to grab their
observation journals about the new classroom pet (tadpoles). The entries
should be two sentences in length. The first sentence should be about the
use one of their 5 senses to describe the tadpole. The second sentence
should identify at which stage the creature is at in its cycle.
IV. Materials
A. Tadpoles
B. Chart paper
C. Markers
D. Frogs and Toads text by Readworks
E. Bubble wrap cut in 1x2 pieces (class set)
F. Class set of assembled tadpole models (pom poms (head) and
pipe cleaners (tail))
G. Paper copies of a picture of a frog and of a froglet
H. A blue circle (4 diameter) of construction paper cut for each
student
I. Glue
J. Scissors
K. Crayons/colored pencils/markers
L. Science journals
M. Pencils
N. Chalkboard
O. Chalk
P. Overhead projector
Q. Whiteboard
i.
(sign around the adult frog the says ribbit) - when
hearing impaired student is present

V. Adaptations/Plan Modifications
A. For hearing impaired students
a. Teacher should allow for rest periods where the
interpreter can relay the information to the student.
b. For class participation- all student will be using
finger signs instead of speaking out
c. Think Pair Share groups will be intentionally
designated at the beginning of the year so the student can always have a
responsible and respectful partner
d. Demonstration, instead of the student repeating
ribbit to signify he/she is an adult frog, the student can wear a sign that
says ribbit
B. For students with trouble spelling or for students who do not have
a full grasp on the language, spelling of the stages can be found on the
blackboard and chart paper.

C. For those students who are advanced and are finished early, extra
enrichment should be included such as extra books in the library (designated in a
separate bin) on the life cycle of a frog and/or books that introduce other cycles
such as that of a butterfly so students can make further and deeper connections.
VI. Evaluation
A.Formative
i. Students will be tested during the live demonstration (putting their
classmates in order based on their stage in the frog's life cycle),
general class knowledge will be assessed
ii. Students will be assessed individually when they are finished placing
their stages and the teacher checks before they can move on.
iii. The science journals will be monitored at the end of each class to see
what the students got out of the lesson, and gauge their competency
B.Summative
i. At the end of the science unit, the students must write a nonfiction text
about the life of frogs. Which may include the life cycle, habitat, and
prey/predator concerns (for a grade).
VII. Reflection
A. Student
i. Did students respond correctly when called upon during discussion?
Ii.

Did the majority of students place the stages in the correct order
on their visual?
iii.
Were students engaged, or was their too much down time?
iv.
Did students write adequate responses, that reflected a
knowledge on life cycles, organisms, and five senses in their
science journal?
B. Teacher
i.
Did I manage the classroom well?
ii.
Did I make smooth and logical
transitions?
iii.
How can the lesson be improved for
the
next time it is
taught?
*Visual should look similar to: