Kristen has been an educator for 25+ years - as a classroom teacher, a school administrator, and a university instructor. She holds a doctorate in Education Leadership.
By the conclusion of this lesson, students will be able to:
- Understand and analyze the habitat, mating and lifespan of aquatic frogs
- Work in teams to develop a presentation about aquatic frogs
3-LS4-2 Biological Evolution: Unity and Diversity
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
- Access to the related lesson: Aquatic Frogs: Lifespan, Mating & Habitat
- Access to the lesson Quiz
- Lightly colored construction paper for each student (yellow, light blue, white, pale gray, etc.)
- Computer and printer access for students
- Art supplies such as poster board, construction paper, glue, scissors, and markers
- Begin by reading the introduction to the lesson and asking students to share what they already know about aquatic frogs, allowing a few minutes for discussion.
- Read through the lesson as a group. Stop occasionally to discuss and highlight vocabulary and information that may be of special interest to the group. Consider using the following discussion prompts:
- Why are aquatic frogs called ''aquatic?''
- Why do aquatic frogs need to live in shallow waters?
- Describe the aquatic frog's habitat.
- How do aquatic frogs reproduce?
- What is one thing you learned about frogs in this lesson that you hadn't known before?
- Next, guide students through a note-taking activity.
- Hand each student a piece of lightly colored construction paper.
- Instruct students to fold their papers in half like a card or book.
- Ask students to write a title on the cover: ''Aquatic Frogs''
- Inside, have students label the two pages ''Interesting Facts'' and ''Vocabulary''
- Using the related lesson, allow several minutes for students to complete their notes and/or draw illustrations to add interest.
Check for Understanding
- To check for understanding, administer the Quiz.
- Review answers to the quiz as a class.
To reinforce learning, guide students through the following group activity.
- Arrange students into 4 groups.
- Assign a topic to each group.
- Examples of aquatic frogs (types, characteristics, size, color, where they can be found, etc.)
- The life of an aquatic frog (lifespan, life cycle, development of the young, etc.)
- Habitat of an aquatic frog
- Mating habits of an aquatic frog
- Allow time for each group to research and discuss their assigned topics.
- Instruct each group to develop a visual and oral presentation on their assigned topics.
- A poster with pictures and visuals and/or a handout to be given to each of their classmates
- An oral presentation with information about their topic
- Provide materials as needed for the groups to use on their presentations:
- Computer and printer access
- Art materials (poster board, construction paper, scissors, glue, markers, etc.)
- Allow 30-45 minutes of class time for each of the groups to work on their presentations.
- If time allows, have each of the groups present their work to the class. This may be a part of the activity that has to be saved for the next day or the next class period.
To extend learning, consider the following activities:
- Frogs are amphibians. Have students research other types of amphibians and then present an oral or written report on their findings.
- Ask students to research the differences between frogs and toads. Instruct them to create a Venn Diagram highlighting the information they find.
- Ask students to take their notes from the beginning of the lesson and amplify them. They can add additional notes based on research or prior knowledge. They can also illustrate with hand drawn or printed pictures. If necessary, allow students to rewrite their notes on another piece of construction paper to make them into a true artistic project.
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