Lesson Plan : LIFE CYCLE of a FROG

Teacher Name:
 Jeanne M. Maggiacomo
 Grade 1

 Life cycles, frogs as animals.
 LS1-ALL LIVING ORGANISMS HAVE IDENTIFIABLE STRUCTURES AN CHARACTERISTICS THAT ALLOW FOR SURVIVAL LS1(K-4)POC-3 predict, sequence or compare the life stages of organisms-plants and animals LS1(k-2)-3 STUDENTS DEMONSTRATE AN UNDERSTANDING OF REPRODUCTION BY... 3a. observing and scientifically drawing and labeling the stages in the life cycle of a familiar plant and animal. 3b. sequencing the life cycle of a plant or animal when given a set of pictures. KEY VOCABULARY: egg, tadpole, gills, lungs, frog, life cycle, stages We will go over "F" words on the white board using drawings and writing the name of the drawing using emphasis on the "F" sounds as we play the picture guessing game. We will discuss frogs in science. We will talk about tadpoles, where they live, what they eat how tadpoles turn into frogs.
  Our goal is to focus on "F" words and sounds along with daily practice of the sound as well as writing both upper case and lower case F f. We will also focus on #6 counting, recognition and writing 6. By Friday each child should know the sound of "F", words that begin with "f" and be able to write and recognize "F" and 6 by site. Children will gain understanding that animals like plants have a LIFE CYCLE. Children will be able to notice how life cycles are similar from animal to animal. (Children at this age make connections and studying animals is extremely interesting and important to them.)
 Students will be able to verbalize/explain the 4(four) stages of a frog's development. Students will demonstrate through the sequencing of cards the correct order of development. Students will be able to draw and label the stages of development. Each child will be able to tell me words that begin with F and point to the letter F. They will also be able to count up to 6 and find the number 6 on a paper with other numbers.
 Introductory poem/riddle SPLASH! Five sets of index cards with the stages of a frogs development. Vocabulary words on smaller index cards to place near the larger index cards with the stages. Cards with pictures of the stages of development. Large vocabulary words: egg, tadpole, gills, lungs, frog, life cycle, stages (with definition on back) White paper (2 pieces) folded to make a book. Pencils and crayons. Tracing pages, writing practice pages, phonics worksheets,coloring pages,number tracing, math counting pages. We will make a frog on a lily pad craft to re-enforce the F and frog science lesson.
 I will present the poem/riddle SPLASH! with the last two lines covered.(Children enjoy reading poems and singing, which helps to build many of the necessary reading skills) After the poem is read, I will present the Learning objective: Today in science we will sequence the life cycle of a Frog. In circle time we will play the guessing/drawing "F" things on the white board game as well as the children giving me "F" words to draw. We will sing songs about a frog. We will count objects up to 6. We will practice the "F" sound together. We also cover days of the week, what's the weather and current events.
 Using the beginning pages from the book,FROGS by Gail Gibbons,I will read to the class the development of a frog. Stopping throughout to monitor understanding, ask questions and answer any questions.(Children at this age are very curious about living animals, many will tell me how they have seen frogs.) I will show them what shape my mouth makes when I say "F". I will demonstrate how to write the letter F f and 6 on the white board. We will again practice saying words beginning with "F" sounds.
 After the story is read, the children will go back to their tables. Each of the 5 tables will have index cards. The index cards have pictures of each stage of development. There will also be key vocabulary on smaller cards to place and help them describe each stage. Children will be asked to work as a team to create the cycle of development a frog goes through. The children will practice writing,saying and finding "F" and 6. They will practice counting to 6.
 Circulating and monitoring students will allow for help when needed. Placing chart,of the Life Cycle made during the reading of the story,in a visible location will allow for children to access if needed. Having access to the sequence cards at each table will also help them to visualize and draw the stages. Having key voacbulary on index cards for copying if needed.
Checking For Understanding:
 Sequencing activity, verbal responses, final drawing/labeling of Life Cycle of the Frog. (Children have tadpoles in the classroom, their natural curiosity and interest in reading NON-Fiction material will continue to deepen their understanding.) Every day each child answers questions about things that begin with letter "F". In addition each child will point out "F" and 6 on an object in the room as well as counting to 6. We will also discuss what comes before and after "f" and 6 to prepare them for the following week.
 Reread the poem that lead into the lesson. Look at our own tank to see what stage they are at. Have children share their books. We will review all letters from A-F and numbers from 0-6. We will continue to review each day to reinforce all letters and numbers covered to date.
 I will evaluate the student's understanding through their responses to the book as we discuss the stages,also by circulating and listening to discussions at tables as children sequences the stages on index cards,and finally by assessing their drawings and labelings for the completion of their Frog book.
Teacher Reflections:
 As with each lesson, my goal is to have all my students with confidence be able to understand the information presented. With review of the Life Cycle and more readings of Non-Fiction books, knowledge and understanding will be layered and solidified.

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