Lesson Plan Guide

Teacher Candidate: Keely Durbin Grade and Topic: 1st Frog Life Cycle Date: April 26, 2014 Length of Lesson: 1 hour______

Mentor Teacher: Mrs. Forbess UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: Heredity & Life Cycles

School: University of Memphis

LESSON OBJECTIVE: Given basic information and pictures, the student will be able to recognize the life cycle of a frog with 100% accuracy. Give certain Internet links, the students will be able to find valuable information about frogs with at least 75% accuracy. Given a paint program on a computer, the student will be able to construct a diagram of the life cycle of a frog with 100% accuracy. STANDARDS ADDRESSED:
GLE 0107.4.1 Observe and illustrate the life cycle of animals. Students apply digital tools to gather, evaluate, and use information.

MATERIALS: Computer Printer Internet Websites: Youtube.com

Paint program
Scissors Glue Worksheet

BACKGROUND and RATIONALE: Key Concepts: Sequencing, Life Cycles, Frogs Academic language: Technical How does this lesson connect with and build on the previous lesson(s)? Connection with previous lessons: This is a continuation of life cycles in different classes of animals. How do you expect to build on this lesson in subsequent lessons? We will continue to talk about higher classification of animals and their life cycles. Why will you need to plan differentiated activities or assessments? In the case that the computers are unavailable or not working, there will be an alternative way for the students to construct the life cycles.

PROCEDURES AND TIMELINE: Introduction: What will you do to help the students become focused or motivated to learn in this teaching segment?
YouTube video https://www.youtube.com/watch?v=AMs3waaW75g

Procedures: Provide a sequential (step by step) description of the procedures and activities for the lesson. Include approximate times with each step of the lesson. For each activity, include directions you may need to give or key questions you intend to ask, possible alternatives to the activity, or examples. Describe how you will differentiate for students with different learning needs or backgrounds. If technology is being used, identify a rotation plan and supporting activities. Phase One: Introduction of the Frog Life Cycle & Discussion (30 minutes) 10 minutes: Discussion of Video Does the baby frog look like the adult frog when its born? If not, whats different? Why do you think a life cycle is important? Compare the life cycle of a human to that of a frog. State any differences. 10 minute: Instructional PowerPoint 5 Stages: Egg Mass Tadpole Tadpole with legs Froglet Adult Frog Description of each stage Pictures Sequencing charts of the life cycle 10 minutes: Frog Life Cycle Worksheet (on paper) Cut & Paste Sequencing facts Phase Two: Computer- Final Assignment & Games (30 minutes) Final Assignment: Students will illustrate the life cycle of the frog using Paint. Instructions: 1. Open Paint through the Start menu. 2. Go to drop down menu. 3. Click Open 4. Click Frog Life Cycle Template 5. The student will draw the 5 cycles using the reference pictures on the bottom of the template. 6. Then they will label each bubble by using a text box. 7. When finished, they will print After they have printed their assignment, they will click on the links for some frog themed games. http://www.sheppardsoftware.com/scienceforkids/life_cycle/frog_lifecycle.htm

http://www.turtlediary.com/grade-1-games/science-games/frog-life-cycle.html

Closure: What do you have planned to close the lesson?

Recap the lesson with a short rhyme: The frog life cycle begins with eggs Then out hatch tadpoles with no legs Then four legs come in pairs of two A pair for me and a pair for you The adult frog comes at stage four Ready the start the cycle once more

ASSESSMENT EVIDENCE:
Not up to Par Attention Skills Did not pay attention during the instructional section of class. Didnt learn the material. Okay, Needs Improvement Was a little distracted. Not that interested in the material. Needs to listen to material better. Only answered when called on to do so. Did not complete worksheet. Did not complete final assignment. Minor problems. Great Listened at all times. Learned the material perfectly.

Discussion

Did not participate in discussion. Did not do worksheet. Did not do final assignment. Did not follow directions.

Insisted on answering questions. Completed worksheet. Completed final assignment successfully. Followed all directions.

Work Sheet Final Assignment

MODIFICATIONS: List specific modifications for students who did not master the objectives.
One-on-one help Provide other resources Provide more technological difficult project. Ask for more independent research online on the topic.

List specific modifications for students who are ready for enrichment activities.