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** Daily Lesson Plan **

**Class: Miss Jackson's** **Grade: 3rd** **Topic: Different Kinds of Frog's and their Life Cycle** **Date: 3 day lesson** **Time: 45-60 mins.**

**Content Standards (Standards):** **__Life Sciences:__**
 * Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.

__**Technology Standards:**__
 * Demonstrate the use of technology in the classroom.

**Learning Objective(s): Students will**
 * be able to use technology to research and create a project based around frogs
 * be able to accurately sequence the stages of a frog's life cycle from egg to adult.

**Activities or Procedures (number: 1, 2, 3, etc…):** >>> [|**http://www.fi.edu/fellows/fellow9/jun99/lifecycle2/cycle1.html**] **__Activity__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will listen to the story. //Frogs//: By Gail Gibbons
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will work with a group of 3 to research the life cycle of the frog and to choose one type of frog and teach the class about that type of frog.
 * Kiddy House Theme Frogs: [] ;Visitors to this site will find a wealth of simple information on frogs geared towards kids. Also included on the site are frog song/poem links, frog crafts, and activities for teachers and students section.
 * Video on Frogs: [|**http://www.youtube.com/watch?v=5GGuEr-MQf4&feature=related**]
 * Harcourt Frog Life Cycle: [|*http://www.harcourtschool.com/menus/science/grade2_nl.html**]
 * [] View maps, illustrations, and descriptions of Ohio’s frog and toad population.
 * Science Soft. At: [|://www.sciencesoft.at/index.jsp?link=cam&date=true&lang=en] ;This site offers a live webcam of Dwarf Clawed Frogs. Also included is a description of the frogs.
 * Smithsonian National Zoo: [|://nationalzoo.si.edu/Animals/Amazonia/Facts/] ;Locate information and pictures of various species of frogs when visiting this site.
 * Frogs Exhibition Online: [|//www.exploratorium.edu/frogs/index.html] ; Frogs offers many features including a history on frogs, sounds of frogs, frog myths, and much more.
 * National Geographic Frog Videos: [|http://video.nationalgeographic.com/video/player/animals/amphibians-animals/frogs-and-toads/toad_cane.html?source=G2114&kwid=frog%20videos|1008104005] ;National Geographic offers nine videos to watch on the life of a frog. Some include Bullfrogs Eating and Trials of a Tadpole.
 * Ohio’s Frog and Toad Species: [] ;View maps, illustrations, and descriptions of Ohio’s frog and toad population.
 * They will then do a graphic organizer to put the life cycle of a frog together
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will work with their groups to create a project where they can teach their fellow peers the life cycle of the frog. They will also choose one type of frog and teach the class about that species. They will present their project to the class! Options are listed below. The presentation needs to be a maximum of 10 minutes.
 * Podcast using Voki
 * Powerpoint
 * Wordle with an outline that students can follow using google docs

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Assessment and evaluation:** None of the stages are in correct order. || D A few of the stages are in correct order. (Only 1-2 out of place) || C Some of the stages are in the correct order. || B Most of the stages are in the correct order || A All of the stages are in the correct order || None of the stages are labeled correctly. || D A few of the stages are labeled correctly. (Only 1-2 labeled wrong.) || C Some of the stages are labeled correctly. || B Most of the stages are labeled correctly. || A All of the stages are labeled correctly || None of the labels are spelled correctly. || D A few of the labels are spelled correctly. (Only 1-2 spelled wrong.) || C Some of the labels are spelled correctly. || B Most of the labels are spelled correctly. || A All of the labels are spelled correctly. ||
 * ||  |||||||||||||| **Life Cycle of a Frog** ||
 * || **F**
 * 2 pts** || **D**
 * 5 pts** || **C**
 * 7 pts** || **B**
 * 8 pts** || **A**
 * 10 pts** ||
 * **Stages in correct order** || F
 * **Stages labeled correctly** || F
 * **Labels spelled correctly** || F

<span style="border-collapse: separate; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 21px;">**Materials needed:**
 * ||  || **Multimedia Project on Frogs** ||   ||   ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">CATEGORY || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">4 || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">3 || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">2 || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">1 ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Content || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Covers topic in-depth with details and examples. Subject knowledge is excellent. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Includes essential knowledge about the topic. Subject knowledge appears to be good. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Includes essential information about the topic but there are 1-2 factual errors. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Content is minimal OR there are several factual errors. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Presentation || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Well-Organized mulitmedia project. The delivery held the audiences attention the entire time. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The multimedia project had a fairly smooth delivery that held the audience attentions most of the time. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The multimedia project delivery was not smooth, but was able to maintain interest of the audience most of the time. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The multimedia project delivery was not smooth and the audience\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\'s attention was often lost. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Originality || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Product shows a large amount of original thought. Ideas are creative and inventive. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Product shows some original thought. Work shows new ideas and insights. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Uses other people\'s ideas, but does not give them credit. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Requirements || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">All requirements are met and exceeded. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">All requirements are met. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">One requirement was not completely met. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">More than one requirement was not completely met. ||  ||   ||   ||


 * __Websites & Resources:__**
 * Computers with internet access


 * Non-fiction books on frogs

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Visitors to this site will find a wealth of simple information on frogs geared towards kids. Also included on the site are frog song/poem links, frog crafts, and activities for teachers and students section.
 * Kiddy House Theme Frogs: []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This site offers a past exhibit titled Frogs: A Chorus of Colors. Some of the features include a section on a frog’s life, a frog webcam, and frog sound bites.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">American Museum of Natural History: []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This site offers a live webcam of Dwarf Clawed Frogs. Also included is a description of the frogs.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Science Soft. At: []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Locate information and pictures of various species of frogs when visiting this site.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Smithsonian National Zoo: []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Frogs offers many features including a history on frogs, sounds of frogs, frog myths, and much more.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Frogs Exhibition Online: []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">National Geographic offers nine videos to watch on the life of a frog. Some include Bullfrogs Eating and Trials of a Tadpole.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">National Geographic Frog Videos: [|http://video.nationalgeographic.com/video/player/animals/amphibians-animals/frogs-and-toads/toad_cane.html?source=G2114&kwid=frog%20videos|1008104005]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">View maps, illustrations, and descriptions of Ohio’s frog and toad population.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Ohio’s Frog and Toad Species: []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">A video clip on the life cycle of a frog.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Harcourt Frog Life Cycle: []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Other Important Considerations:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> **In what ways does this lesson stimulate higher order thinking? What evidence do you have that all students are thinking beyond knowledge and comprehension?**
 * This lesson stimulates higher order thinking because the students have to research the topic of frogs and figure out what is useful information to use in their project. They also have to be able to sequence and put the information in the correct order for the information to make sense.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> **How does this lesson reflect your knowledge of learning styles/intelligences? Are students with various learning styles/intelligences having their learning needs met? What evidence do you have of this?**
 * This project gives students options. There are different types of presentations for different types of students. So if a student is more bashful, that group might choose to complete the Voki. If the students are artistic, than that group might decide to create the Wordle with the outline or the powerpoint. If some students don't mind talking in front of an audience, then they might choose the powerpoint. Also this project gives students a chance to collaborate with other students. Meaning they can learn from one another and bounce ideas off of one another.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> In what ways does this lesson reflect your appreciation of human diversity? (exceptionality, language, socioeconomic status, culture, family and community values) **
 * Because the project is open ended. The only requirement is to pick a type of frog and research it and talk about the type of frog and a frog's life cycle. Students have an option of what types of multimedia they are going to use, and there's no rubric on how you utilize the technology piece. So if a group of students chose to create a Voki, the Voki presentation could be in Spanish.
 * There will be plenty of time for students to complete this project in class, so students don't have to worry about not having the resources at home to get the assignment completed.