Pond Life

Included in this unit:

P. 3-5 Sample Lesson Plans P. 75-86 The Pond Craft

P. 5-13 Anchor Charts P. 87-94 Pond Word Write

P. 14-23 Pond Life P. 95-111 Sight Word Search

P. 112-119 Tadpole Count

P. 24-36 Pond Species
P. 120-127 Pond Addition
P. 37-40 Fish Parts Label

P. 41-44 Fish Parts Label Craft

P. 45-50 Pond Animal Label

P. 51-54 Pond Animal Reproducible
P. 55-66 Life Cycle of a Frog
P. 67-70 Life Cycle of a Frog Craft

P. 71-74 Pond Comprehension Pages

The
Pond Lesson Ideas and Plans

D
Charts/
Pond Intro. Materials
Activity
I start out the lesson Students can choose four of their favorite pond animals and fill
with a book about ponds or Needed

a
out the recording sheet using the pictures on the board. I give
the “What is a Pond”
anchor chart. Then I
each child a clipboard and have them write the four animal names in
place the “Pond Life” label the boxes. Then, they return to their seat to draw the animals in
the pond.

y
up on the whiteboard or in
a pocket chart. Give
each child one of the
animals/insects/birds etc.
One at a time they can

1
bring the pictures to the
front and place it under
the label.

D
What species Live Charts/ Prior to explaining the species,
I ask the boys and girls to tell
Activity
Materials Needed
in a Pond? me features that all

a
Place the “Pond Life” label “amphibians” may have in
up on the whiteboard or in common (and repeat for all).
a pocket chart. Ask the Then, I will read the anchor
boys and girls if they charts that describes the

y
remember a few pond species in more details.
animals. Then, I will tell the Then the boys and girls will help
boys and girls that there sort a few animals for each
are a many different species.

2
species of animals. Under
the pond label I will place
the 5 labels under “Pond
Life.”

D Pond Animal Facts

Charts/ Activity
Materials Needed
To review and build on knowledge Place

a
the “Pond Life” label back in the pocket
chart or whiteboard. Ask the boys and
girls to name the 5 different species of Then choose one of
animals found at the pond. Place the
the species and

y
labels under “Pond Life.” Then read the
facts to the students (or have students have students
read the facts out loud)and sort the complete the
facts under the matching species.
recording sheet.

3
** You may not spend as much time on species with younger students. You
can Add the label the fish activity and craft.
The
Pond Lesson Ideas and Plans

D
Can you Label a Charts/ Students can write in Activities
Pond? Materials the animal names as you
Needed review a few animals Students can

a
that live in the pond complete this
Read: Small, Small Pond
emergent
by Denise Fleming or
reader by
another pond favorite.

y
gluing one of
Review animals found in
the pond
the pond and have the
animals in the
students use
pond and filling
movement to show the

4
in the blank..
different animals and
review species.

D
Pond Review Charts/ Activity
Materials
Show students the This project is a
Needed

a
blank “Label a Pond” fun way to review
anchor chart. Have the pond. You can
students help read choose to have

y
the animal words and students label or
not label the pond.
label the pond by
Detailed directions
taping the word next are below.
to the arrow.

5
D
Students can write in
Life cycle of a Charts/ the life cycle stage as Activities
Materials you discuss or complete
Frog Needed the cycle using the

a
smaller cards.
I start out the lesson
reading “From Tadpole to
Frog.” I ask the boys and

y
girls to tell me what they
already know about life
cycles. I use the anchor
charts and we discuss Life Cycle of a

6
each stage in more detail. Frog is a great
way to review.

** The lesson plans above are just ideas…the materials in this unit are very
flexible and can be used in many different ways.
 Pond Anchor Charts
Use the anchor charts during introduction of
each pond topic. Pond Anchor Charts are great
to post in the classroom during your pond unit.
What is a ?
 Fish Parts
eYes tail

mouth gill fin

What is an amphibian?
An amphibian is an animal that spends the first
part of its life in the water and the second
part on land. They hatch from an egg with gills
and fins and can breathe under water. Later
their bodies change and they grow legs and lungs
and move to the land.
 What is a Bird?
A bird is an animal that has feathers. Birds are
the only animals that have feathers. Birds lay
and hatch their eggs. Birds have beaks and no
teeth. Birds eat an array of foods from
insects, other birds and small mammals.
 What is a Fish?
Fish are animals that swim in the water. Fish
breathe through gills, have a backbone and various
fins instead of arms and legs. Fish lay eggs and
are usually on their own from birth. There are
more than 32, 000 different kinds on fish.
 What is an Insect?
An insect is an animal that has three body
segments (head, thorax, abdomen). Insects have
three pairs of legs, antennas and wings.
 What is a Mammal?
Mammals are a group of animals that have live
babies (do not lay eggs). Mammals feed their
young milk and have hair or fur all over their
body. Mammals can be found all over the world.
Humans are mammals.
 Eggs

Tadpole
Adult
Of a Frog
Frog

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young Frog
 Pond Life
Day 1: I start out the lesson with a book about ponds or the
“What is a Pond” anchor chart. Then, I place the “Pond Life” label
up on the whiteboard or in a pocket chart. Give each child one
of the animals/insects/birds etc. One at a time they can bring
the pictures to the front and place it under the label.

Students can choose four of their favorite pond animals and fill
out the recording sheet using the pictures on the board. I give
each child a clipboard and have them write the four animal names
in the boxes. Then, they return to their seat to draw the
animals in the pond.
Name: ____________________
Draw four of your favorite pond animals. Write their
names in the boxes on the side.
 Pond Life
Day 2: Place the “Pond Life” label up on the whiteboard or in a
pocket chart. Ask the boys and girls if they remember a few
pond animals. Then, I will tell the boys and girls that there are
many different species of animals. Under the pond label I will
place the 5 labels under “Pond Life.”

Prior to explaining the species, I ask the boys and girls to tell me
features that all “amphibians” may have in common (and repeat
for all). Then, I will read the anchor charts that describes the
species in more details.
 Pond Life
Day 2: Then, have the students help you sort the animals by
species.

Finally, Students can write two animals under each species using
the recording sheet.
 Pond Life
Day 3: To review and build on knowledge, Place the “Pond Life”
label back in the pocket chart or whiteboard. Ask the boys and
girls to name the 5 different species of animals found at the
pond. Place the labels under “Pond Life.” Then, read the facts to
the students (or have students read the facts out loud) and
sort the facts under the matching species.

Then, choose one of the

species and have students
complete the recording sheet.
Pond Life
Name: ____________________
Write two animal names under each label below.

Amphibian Insect Birds

Mammals Fish

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Name: ____________________
Draw a picture of an amphibian. Write two facts below.

Amphibian facts.
Name: ____________________
Draw a picture of a bird. Write two facts below.

Bird facts.
Name: ____________________
Draw a picture of an insect. Write two facts below.

Insect facts.
Name: ____________________
Draw a picture of a mammal. Write two facts below.

Mammal facts.
Name: ____________________
Draw a picture of a fish. Write two facts below.

Fish facts.
 Fish Parts Label

Discuss the different parts of a fish. Use the

colored example to introduce the topic. Discuss
each part of the fish and the job each part has.
Give each child a recording sheet and have the
boys and girls label the parts of a fish.
 Fish Parts
eYes tail

mouth gill fin

 Fish Parts
eYes tail

gill fin
mouth
Name: ____________________ Fish Label
Label the body parts.

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 Fish Parts Label Craft
After you discuss the parts of a fish complete this craft
with your class.
1. Each child will need one sheet of blue paper 12 by 18.
They can cut the top off to look like a wave.
*** If you are looking for a little more of an artsy touch
have students paint bubble wrap blue and press it to the
paper.

2. Next the children will need one

orange fish. They will cut out the
fish and glue it to the center of
the paper.

3. Then, they will cut out the

arrows and glue each word to
the matching part. And glue
the “Parts of a Fish” label to
the paper.
Each child needs one.
eYes tail

gill mouth

fin
Each child needs one.
Parts of a Fish

Parts of a Fish

Parts of a Fish

Parts of a Fish
Each child needs one.
 Label a Pond
To review pond animals throughout the unit, place
the colored or black and white “Label a Pond”
chart on a white board. Have students take
turns choosing a word to label the animals. They
can use the recording sheet to copy the chart.
 frog fish

turtle dragonflY

duck

Cut out the cards and laminate if possible. To review the animals
in a pond place the colored or black and white copy of the pond
above on a white board or flannel board. Have the students take
turns reading the words. Then have the boys and girls tape or
Velcro the word next to the correct arrow/animal. Laminate
for durability.
Name: ____________________
Label the pond animals.
 Pond Reproducible
Each child needs: a cover page, 5 pond pages
and a strip of pond animals.

After discussing the pond, the boys and girls

will complete “The Pond” book. The children will
choose one of the pond animals and glue it to
the pond. On the line below they will write
the name of the animal. For example, “A duck
lives in a pond, under the picture of the
duck.
 Life Cycle of a Frog
Introduction: Ask students to think back to
previous unit and tell you what a life cycle of an
animal is.
Then, read a favorite frog life cycle story or use
the anchor chart below to discuss the four main
stages of a frog’s life cycle.

I also like to hang the four smaller posters up that

states more details about each stage.
 Life Cycle of a Frog
I like to have students fill out the recording sheet
at the end of our discussion.

When we review life cycles the next day I have

students help complete the life cycle using cards
and numbers. We review each stage and how the
frog changes.
 Life Cycle of a Frog
students can complete the life cycle craft to
review the life cycle of a frog. See directions
below.
 Eggs

Tadpole
Adult
Of a Frog
Frog

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young Frog
 Eggs

Tadpole
Of a Frog
Adult Frog

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young Frog
 Young
Frog
After 5 weeks the tadpole
starts to grow back legs
followed by front legs.
The tail begins to shrink
and the lungs begin to
develop. They start to
come to the surface of
the water to breathe air.

Adult
Frog
Eleven weeks after the egg
is laid the frog becomes an
adult. The frog leaves the
water and will spend most
of its time on land. The frog
now eats insects and
worms. Eventually the
female will lay eggs in the
water and the cycle will
start all over again!
 Eggs
Frogs lay their eggs in
water in a large clump
called a “frog Spawn.” The
frog can lay up to a
thousand at a time. When
they are in a big clump
they are too big to be
eaten by predators. When
eggs break away they are
eaten by ducks, fish and
other creatures.

tadpole
After 21 days the egg
hatches and the
tadpole emerges.
Tadpoles eat small
plants (algae) and stay
near larger plants to
camouflage
themselves in the
water.
Eggs Tadpole
Adult
Frog
young
Frog
1. 2. 3. 4.
Eggs Tadpole
Adult
Frog
young
Frog
Name: ____________________
Label the life cycle of a frog.

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 Life Cycle of a Frog

Copy the two frog pages on white cardstock.

you can either have the machine staple the pages
together, or have students cut around the
frames for a neat picture-frame look. Each child
will need one strip of frogs and will order the life
cycle of a frog from 1-4. Finally, the can color.
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 1.

4. 2.
3.
Adult young
Frog Eggs Frog Tadpole

Adult young
Frog Eggs Frog Tadpole

Adult young
Frog Eggs Frog Tadpole
Name: ____________________
Draw a picture of your favorite pond animal.
Name: ____________________
Draw a picture of your favorite pond animal.
Write about it below.

______________
______________
______________
Name: _________________
Frogs

Can Have Are

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Name: ____________________
Color the animals you can find by the pond.
The Pond Craft
Each child will need one piece of green
(grass) and blue (pond) 12 by 18 paper.

1. Students will cut out the blue paper

and glue it to the center of the paper
to make it look like a pond.

2. Cut fringes on the green all the way

around the blue (not cutting the blue).

3. Fold up the grass around the pond

for a 3D affect.
The Pond Craft
4. Then, the students will add pond
animals. They can glue them to the
grass or the pond. They can also add
the label “The Pond.”

5. For more of a challenge students

can then label the animals. Remind
them to leave enough space.
***Tip-if you think your
students may struggle with
cutting draw a black line (with
a thick marker) around the
animals prior to copying.
 The Pond Craft

Prep: Choose your own colors or use the

colors suggested below each page. You can
designate how many of each animal the
students can use. I place all of the pieces
on our sensory table. For instance, I copy
all of the frogs and cut them with the paper
cutter. I place them all in a pile together
and tape the word frog with the number 1
behind it. Each child will need one.
Dark Green-one.
Dark Green-one.
Yellow-one.
orange-two.
Light green-two.
White-eggs-one.
Gray-one.
The Pond The Pond

The Pond The Pond

The Pond The Pond

The Pond The Pond

 eggs raccoon

frog fish

tadpole duck

turtle

One per child.

 Pond Word Write
Materials Needed: RF.K.3
• Center Cards
• I can statement
• Recording sheet
• Center Label
Teacher Prep:
Print and laminate the cards (copy the cards on colored construction paper or use
colored cards throughout the unit), “I Can” statement, teacher info. Sheet and center
labels.

How to use this activity:

1. Place the cards around the room or at the center.
2. The boys and girls will find or choose a card and identify the picture.
3. Next, they will find the matching picture on the recording sheet.
4. Then, they will write the word (if they are walking around the room they will need a
clipboard).
5. After the write all of the words they can color the pictures.
 I Can…
Pond Word Write
Choose a card.

Read the word.

..
pond

Write the word.

Color the picture.

..
Pond Word
Write
RF.K.3

Pond Word Write

RF.K.3
Name: _______________ Pond Word Write
Choose a picture and write the names below.

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duck newt

pond turtle
raccoon tadpole

eggs frog
duck newt

pond turtle
raccoon tadpole

eggs frog
 Sight Word Search
Materials Needed: RF.K.3.C
• Sight Word Cards
• I can statement
• Recording sheet
• Center Label
Teacher Prep:
Print off pictures on different colored cardstock. Choose the sight
words you would like to use and glue one word to each item. Laminate the
cards.

How to use this activity:

1. Prepare Sight word cards and place around the room or at a center.
2. Students will search the room for sight words and write the sight word
next to the matching picture.
3. The boys and girls will write all the sight words and then read the words
to a friend.
 I Can…
Sight Word Search

Search the room like

for Sight Words.

Write the sight word next to the

matching picture. .
like
 Sight Word
Search
RF.K.3.C
like

Sight Word Search

RF.K.3.c
like
go and his
to the are
he for up
at a when
it can my
You had did
some come
if all we bY
like in You
look on of
have is get
they an do
 ___________ Sight Word Search
Choose a card. Read the word.
Write the word next to the
Name: matching picture. Read the words
to a friend.

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 Tadpole Count
Materials Needed: K.CC.B.4, K.CC.B.5
• Twenty Frame Cards
• I can statement
• Recording sheet
• Center Label
Teacher Prep:
Print and laminate the twenty Frame cards, “I Can” statement, teacher info. sheet and
labels.
How to use this activity:
1. The boys and girls will choose a card.
2. Then, they will count the total number of dots in the twenty frame.
3. Then, the boys and girls will find the matching letter on the recording
sheet and write the number in the box.
4. The boys and girls will continue until they have counted all of the
cards.
 I Can…
Tadpole Count

Choose a card.

Count the total number of dots.

Find the matching letter on

17
the recording sheet.

Write the number in the

box on the recording
sheet.
.
Tadpole Count
K.CC.B.4, K.CC.B.5

Tadpole Count
K.CC.B.4, K.CC.B.5
Name: ___________ Tadpole Count
Choose a card. Count the total number of tadpoles that each
frog is mother to. Write the number in the matching box below.

a. b. c. d.

e. f. g.

h. i. j.

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 Answer Key Tadpole Count
Choose a card. Count the total number of tadpoles that each
frog is mother to. Write the number in the matching box below.

a. b. c. d.
l7 l3 l9 l1
e. f. g.
l5 l8 l6
h. i. j.

20 l4 l2
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 Pond Addition
K.OA.A.3, K.OA.A.5
Materials Needed:
• I can Statement Card
• Center Cards
• Recording sheet
• Center Label
Teacher Prep:
Print and laminate center cards, “I Can” statement, teacher info. sheet and labels.

How to use this activity:

1. Place this activity in your math bin area or at a math center.

2. The boys and girls will choose a card and identify the sum.

3. Then, they will choose the two numbers that were added together to
create the sum.

4. Finally, the boys and girls will write the number sentence in the box next to
the matching letter.
 I Can…
Pond Addition
Choose a card.
Identify the sum next to the
pond animal.

Find the two numbers that were

added together to create the 2+6=8
sum.

Write the entire number sentence

on the line next to the matching
number.
Pond Addition
K.OA.A.3, K.OA.A.5

Pond Addition
K.OA.A.3, K.OA.A.5
a. b.

8 5
5+5 2+6 7+2 1+4 2+2 2+4

c. d.

4 9
3+2 2+2 6+1 5+5 4+6 7+2
e. f.

6 7
3+3 2+5 4+3 7+1 2+7 3+4

g. h.

3 10
2+2 1+2 4+2 6+4 5+4 7+2
i.

2
0+1 2+2 1+1
Name: ____________________ Pond Addition
Choose a card and identify the sum. Choose the two numbers added together to get the
total. Write the entire number sentence below.

a. b. c.

d. e.

f. g.

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h. i.
 Answer Key Pond Addition
Choose a card and identify the sum. Choose the two numbers added together to get the
total. Write the entire number sentence below.

a. b. c.
2+6=8 1+4=5 2+2=4
d. e.
7+2=9 3+3=6
f. g.

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3+4=7 1+2=3
h. i.
6+4=10 1+1=2
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