Resource File Cross Curricular Lesson Plans

Cross-Curricular
Lifecycle of the Frog

Learner and Environmental Factors
Grade Level: Kindergarten
Content Area: Science and Math
State or Local Standards:
Science: Use observations to describe patterns of what plants and
animals (including humans) need to survive.
Math: K.K.OA.2 Solve addition and subtraction word problems, and add
and subtract within 10, e.g., by using objects or drawings to represent
the problem.
Lesson Performance Objective:
Students will be able to comprehend the lesson objective of understanding the

lifecycle of the frog by placing everything in the correct order.
Students will demonstrate understanding of how a frog changes as they grow.
Students.
Students will be able to recall details from the book.
Students will demonstrate the ability of backwards counting and subtraction by
placing the correct amount of objects in the right place.
Student will be able to retell the lifecycle using the paper plate.
Materials:
Book: From tadpole to Frog by Kathleen Weidner Zoehfeld
Eggs bubble wrap, beads, or anything you have on hand. (4 per student)
Construction paper tadpoles in the first stage (3 per student)
Construction paper froglet in second stage (2 pre student)
Construction paper frog cutouts (1 pre student)
Paper plates (one per student)
Glue
Vocabulary: (New or Review)
Lifecycle, tadpole
Blooms Taxonomy: Knowledge
Anticipatory Set:
Read the book From tadpole to Frog by Kathleen Weidner Zoehfeld. Ask students
questions about the book and introduce the activity.
Instruction:
Read From tadpole to Frog by Kathleen Weidner Zoehfeld
1
2
Use the marker to draw lines on the paper plate and divide it
into fourths.
On the top left portion, Have the students glue 4 frog eggs.
Assist your students in labeling this part of the plate eggs.
Explain that frogs hatch from clusters of eggs laid in the water.
Ask your child to describe what the eggs look like. (They are
clear, or see-through, and they are all clumped together.) Explain
that real frog eggs are like jelly. Give the students the math
problem 4-1 on the board. What is the answer? 3 is the number
of tadpoles the get.
Use scissors to cut several 3 small tear-drop shapes from
construction paper, then glue them on the top right portion of
the plate. (Position them horizontally, so they look like they are
swimming.) Assist your child in writing the word tadpole to
label this stage of the frog's life. Explain that the eggs hatch into
little creatures called tadpoles, and ask your child to describe
what they look like. (They are black, and have a big end the
head and a pointy end the tail.) Explain that tadpoles swim
around in the water like little fish. Ask your child if these baby
frogs look like grown-up frogs. Give the children the math
problem 3-2 on the board. The answer is the next number of
pieces they get.
Have the children glue 2 older tadpoles on the bottom right
portion of the plate. Then, use the marker to draw front and back
legs on the larger tadpoles. Draw on a mouth and eyes. Assist
your students in labeling this piece froglet. Explain that the
tadpole changes as it grows bigger. It grows legs in the back first,
then in the front, and finally, its tail starts to disappear. Now it's
almost a grown-up frog, and it is called a froglet. Ask your
students to tell you if it looks more like a grown-up frog now.
Give the students the problem 2-1 on the board. Then they get
one frog.
Cut out a simple frog from the green construction paper. Glue it
onto the last fourth of the paper plate. Use the marker to draw
on eyes and a mouth. Assist your students in writing the word
frog to label this final stage of the frog's life cycle. Explain that
the frog is now an adult. It can now leave the water, and it can
lay eggs of its own.
Check for Understanding:

Application/Guided Practice/Independent Practice:
Have your students use the paper plate model to re-tell the frog's
life cycle in his/her own words. Ask them to describe what shape
the life cycle sequence progresses through.
Closure:
What object did we have the most of on our plates? What was the
least?
Assessment/Evaluation:
Were students able to comprehend the lesson objective of understanding the

lifecycle of the frog by placing everything in the correct order?
Were students able to demonstrate understanding of how a frog changes as they
grow?
Were students able to recall details from the book?
Were students able to demonstrate the ability of backwards counting and
subtraction by placing the correct amount of objects in the right place?
Were student able to retell the lifecycle using the paper plate?
Weather and Clouds

Content Area: Science
K-ESS2-1. Use and share observations of local weather conditions to
describe patterns over time.
Students will be able to demonstrate previous knowledge of clouds and weather
through answering questions.
Students will be actively participating in the lesson.
Students will retain the information regarding the different types of clouds.
Students will be able to follow directions to glue their cotton balls to match the
represented cloud.
Materials:
For cloud mobile:
cardstock templates of clouds
scissors
cotton balls
glue
string
dowel rod
Vocabulary:
Water vapor, and exposure to the names of clouds.
Blooms Taxonomy
Analysis
Anticipatory Set:
Show the students a video that includes a song and cartoon about
weather called Hows the Weather? at
http://www.dreamenglish.com/weather. The teacher will hold up cards
for visualization of the weather words in the song as the children listen
to the song.
Instruction:
1. Ask several questions regarding clouds and cloud formation,
assessing for students prior knowledge of clouds and for
misconceptions through informal discussion of clouds. The teacher will
guide the informal discussion with the following questions and create a
KWL chart, filling out the K (what we know) based on students
responses to discussion questions and then fill out the W (what you
want to know) based on students interest:
2. What are clouds? Listen to student responses to check for prior
knowledge.
Explain that clouds are a large collection of very tiny droplets of water
or ice crystals. The droplets are so small and light that they can float in
the air.
3. How are clouds formed?
Explain that all air contains water, but near the ground it is usually in
the form of an invisible gas called water vapor. When warm air rises, it
expands and cools. Cool air can't hold as much water vapor as warm
air, so some of the vapor condenses onto tiny pieces of dust that are
floating in the air and forms a tiny droplet around each dust particle.
When billions of these droplets come together they become a visible
cloud.
4. Why are clouds white?
Explain that clouds are white because they reflect the light of the sun.
Light is made up of colors of the rainbow and when you add them all
together you get white. The sun appears a yellow color because it
sends out more yellow light than any other color. Clouds reflect all the
colors the exact same amount so they look white.
5. Why do clouds turn gray?
Explain that clouds are made up of tiny water droplets or ice crystals,
usually a mixture of both. The water and ice scatter all light, making
clouds appear white. If the clouds get thick enough or high enough all
the light above does not make it through, hence the gray or dark look.
Also, if there are lots of other clouds around, their shadow can add to
the gray or multicolored gray appearance.
5. Introduce 4 main types of clouds using visuals and posting the cloud
types and pictures on the science world wall for students to access
throughout this lesson/unit: nimbus cloud, cirrus cloud, cumulus cloud,
and stratus cloud.
In their reading circle, the teacher will read The Cloud Book by Tomie
dePaola to the students. Assess for misconceptions during the reading
discussion of this book.

Students will make to cloud mobile. The model will help them to
identify the different types of clouds by just looking up. This science
activity turns meteorology into art and brings outdoor learning inside.
The teacher will assess the students as they create their cloud mobile
to make sure they are creating the correct model to accurately
represent each cloud type.
Teacher will prepare and cut the shapes of each kind of cloud out of
cardstock paper. Students will glue cotton balls to both sides of each
shape to make it look more like the cloud it represents. Students
should make each cloud look like as close to their standard description.
Tips: For a cumulus cloud, have students bunch up lots of cotton balls
to make it fluffy. For a cirrus cloud, have students stretch out the
cotton balls to make them thin and wispy. Students can use a little gray
paint (just mix a little black into white) to make some of the clouds
gray. When all the clouds are assembled and the glue is dry, the
teacher will make a small hole in the top of each shape. Teacher will tie
a piece of string through each hole. Teacher will explain to the students
that stratus clouds should have the longest string, since they're closest
to Earth, and that cirrus clouds should have the shortest string, since
they're the highest clouds. Students will tie each piece of string to a
dowel rod. Teacher will help students to tie a piece of string around the
middle of the dowel, and use it to hang their mobile.
Closure:
Students will say the names of the clouds with the teacher. The teacher
will assess to see if students are able to recall the names on their own
after going through the index of the story. Teacher will assess students
descriptions of the clouds to see if they match the name of the cloud.
The teacher will write students descriptions on the board or on chart
paper for students to examine. Teacher will examine the mobiles to
check that their cotton pictures correspond with the correct name and
description. The teacher will assess if students have depicted the cloud
type creatively and made it resemble the descriptions in the story.

Were students able to demonstrate previous knowledge of clouds and weather
through answering questions?
Were students actively participating in the lesson?
Were students able to retain the information regarding the different types of
clouds?
Were students able to follow directions to glue their cotton balls to match the
represented cloud?
Observing MotionPushes and Pulls

K-PS2-1. Plan and conduct an investigation to compare the effects of
different strengths or different directions of pushes and pulls on the
motion of an object.
Students will make predictions about how the cans will roll.
Students will be able to compare and tell the difference between the cans.
Students will be able to explain to the class the difference between the cans.
Students will be able to imitate how various types of cans rolled.
Materials:
4 empty coffee cans with 8 lids (borrow some off other cans
that may fit)(collect metal coffee cans if you can, have
kids help you, if this does not work, a paint store will
have empty paint cans with lids); a lead weight (ask your
local science teacher or go to a hardware store) (or steel
weight, or heavy rock); Tape (blue painters tape works
well); small stones; sand. Supplies should only have to be
rounded up once and can be used by more than one teacher.
Find a tub or container and put supplies in and Label the Box!
Vocabulary:
Motion
Blooms Taxonomy
Evaluating
Anticipatory Set:
Have students watch the video: https://www.youtube.com/watch?v=xKmhS4qLj_s
Instruction:
1. Tape a bar of steel, lead weight, or large rock to the inside of an
empty coffee can which has a plastic lid. Half-fill another empty
can with small rocks, and fill a third can completely with sand.
Leave a fourth can empty. Make sure that the lids are securely
fastened. One wrap of adhesive tape around the seam between
the plastic lid and the can and then several wraps lengthwise
should do it. Make sure you put the other plastic lid on the other
end before you tape so it is balanced so it allows it to roll evenly.
Hypothesize: have students predict which can will roll the best
(you may decorate up the cans to make it more memorable).
2. Testing: gently roll each can across the floor. You may have to do
this several times with each so all students can observe the
motion.
Discussion: have students compare the motion of the cans in
small groups and have them record something on a whiteboard
to share with class. Quickly go around to each group and talk
about what they have written. This will help you identify
misunderstandings or misconceptions. Great time to fix those!
Closure:
A fun final part to this activity involves having the students
imitate how the various types of cans rolled. This could be
integrated into Physical education or Arts education (dance).
Were students able to make predictions about how the cans will roll?
Were students able to compare and tell the difference between the cans?
Were students able to explain to the class the difference between the cans?
Were students able to imitate how various types of cans rolled?
Kansas Ecosystems
Identify three types of water ecosystems.
Identify two types of terrestrial ecosystems.
Compare the characteristics of different ecosystems (including
estuaries/salt marshes, oceans, lakes and ponds, forests, and

grasslands)
Materials:
Computers with internet access, poster board, markers, pencils,
construction paper, glue sticks
Vocabulary:
Habitats and environment
Blooms Taxonomy
Knowledge
Anticipatory Set:
We will be researching the different types of ecosystems we have
inside the state of Kansas. Our state is a somewhat diverse area when
it comes to our natural surroundings. The students will be utilizing the
internet today as well as other resources to help them identify the
different ecosystems that we have here in the state of Kansas. Through
this activity the students will gain a better understanding of their own
local environment. This may also give the students more of a sense of
pride about their own home state as well.
Instruction:
1. Help the students to list out the different ecosystems, both
terrestrial and aquatic, that we have here in Kansas.
2. After we have complete the lists they will be divided into groups
for the remainder of the activities. Students will be grouped by
random counting: 1,2,3,1,2,3
3. The students will rotate in groups with two groups working at the
computers at a time. The website the kids will be using to further
their research will be www.knowitall.org/sclife/ This website is a
good source of information for all the students projects.
4. After the students collect the data they need from this website
they will go back to their group work area and design their own
display on poster board or large construction paper. This display
will illustrate a map of Kansas with inserts showing which area of
the state contain which ecosystems. These inserts will also give a
list if at least 3 facts for each ecosystem.
The material needs to reflect appropriate answers that the students
will derive from the website. The displays will also be graded as to how
well the students aligned the insert areas with their actual location on
the map. After the students have completed all of the assignment
correctly the models could be displayed in the classroom or even the
hallway in the school.
Closure:
Have student tell the class about their work of art.
Could students identify three types of ecosystems?
Could students identify two types of terrestrial ecosystems?
Could students compare the characteristics of different
ecosystems (including estuaries/salt marshes, oceans, lakes and
ponds, forests, and grasslands)?
Kansas Technology
Cross-Curricular
Content Area: Social Studies- History
Standard #4: Societies experience continuity and change over time.

Benchmark 4.1 The student will recognize and evaluate continuity and change over
time and its impact on individuals, institutions, communities, states, and nations.
Benchmark 4.3 The student will investigate an example of continuity and/or change
and connect that continuity and/or change to a contemporary issue.
Kansas College and Career Readiness Standards for English

Language Arts.:
W.K.8 Students with guidance and support from adults, recall
information from experiences or gather information from
provided sources to answer a question.
SL.K.1 Students will participate in collaborative conversations
with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups.

The student identifies technology in the past from primary source photographs.
The student explains how past technology in Kansas compares and contrasts to similar
present-day technology.
The student explains how the specific technology meets peoples needs.
The student draws an example of technology from the present which meets peoples
needs in Kansas and explains how it helps.
Materials:
Link to photographs
Vocabulary:
Past and present
Blooms Taxonomy
Evaluating
Anticipatory Set:
Show students pictures of technology from the past.
http://www.kan sasmemory.org /item/209278
Ask students what they noticed about the pictures. What looked different then today?
What looked the same?
Instruction:
1. Ask students to share their prior knowledge on what the meaning of technology is
and if they can name examples of technology.
2. Define technology as a tool which helps make life better and meets our needs.
Give them an example of the computer. Ask them to share how the computer
helps them. Guide students to think about the past long ago in our state of Kansas.
Ask the students if they think people had computers and if they think people had
technology. Explain the people of Kansas long ago in the past did not have
computers, but they did have technology which helped them.
3. Challenge the students to be researchers today. They will work with a partner to
find technology by looking at photographs from Kansas long ago. Display a
sample photograph and model how to analyze the photograph by looking at all the
details, discussing their findings with their partner and deciding what technology
the photograph has. Give them a piece of paper with a hole cut out in the middle
to assist them in focusing on details of the photograph.
4. Show students how to access the primary source photographs which are listed in
the Resource Table. Ways this could be accomplished:
1. Print paper copies.
2. Create links to the URL address.
3. Insert into a multimedia presentation application for students to view.
5. Give students several minutes to analyze each photograph.
Assign one photograph specifically to each set of partners and ask them to discuss
with their partner the technology they see from long ago.
2. Ask them to discuss with their partner if the technology looks the same today in
the present as it did long ago in the past and how has it changed.
3. Ask them to finally discuss with their partner how it helps make life better.
4. Invite partners to present their findings to the class.
1.
Closure:
Have the groups share with the class 2 things they found most interesting.
Did the student identify technology in the past from primary source photographs?
Did the student explain how past technology in Kansas compares and contrasts to
similar present-day technology.
Did the student explain how the specific technology meets peoples needs?
Did the student draw an example of technology from the present which meets peoples
needs in Kansas and explains how it helps?
Who Should Be Our Leaders?

Content Area: Social Studies- Civics/Government
Standard #2 Individuals have rights and responsibilities.

Benchmark:
2.1 The student will recognize and evaluate the rights and
responsibilities of people living in societies. Why do we need people of
authority and rules at home and at school? (Standard 2)
Student will use critical thinking skills to think about the leaders around them.
Students will listen intently to the story
Children will be able to recall details and answer questions about the story.
Student will be able to demonstrate understanding of what makes a good leader
by what they include in their drawing.
Materials:
Paper, color pencils, crayons, or markers
Vocabulary:
Duties, powers, intellectual tools, privileges, limits, qualifications
Blooms Taxonomy
Understanding/Applying
Anticipatory Set: Name people in your community that have authority?
What kind of authority do they have? Have you ever been a candidate
for a position of authority or had the responsibility of choosing
someone to fulfill a position of authority?
What do you think are the duties of a teacher, a principal, a police
officer, and a city council member?
What qualifications do you think a person should have to do a good
job in each of these positions?
Which people in your community or in our country have the job of:
enforcing rules and laws
handling conflict
deciding what to do with people who break the rules
making new rules or laws when needed
Instruction:
Read "The Class Election," have students think about the duties of class
president. Then have them think about qualifications a person needs to be a
good class leader. Work with a partner to answer the Apply your skills
questions.
The Class Election

The students in Mr. Washingtons class decided they needed a class
president. Kesha suggested they make a list of duties and powers the
class president should have. She suggested the students then have a
class election.
Jack wanted the president to hold weekly class meetings. Alita
suggested the president represent the class in the student council. Mr.
Washington wanted the president to select the classroom monitors. He
also wanted the president to give awards to monitors for doing a good
job. Raoul said the president should be able to attend school events
without having to pay.
All the students in the class agreed with these ideas. The students
decided these duties and powers should be enough for now. Later they
might add more.
The students decided they wanted to limit the presidents power. They
thought that Mr. Washington should approve the presidents choices for
classroom monitors. They also wanted the president to follow the
current rules for holding class meetings.
Students selected three people to run for the position. Everyone
worked to elect their favorite candidate. Some students made posters.
Others gave speeches before the entire class. They all discussed the
strengths and weaknesses of those running for the position. On the day
of the election, students counted the votes. The winner was Frankie
Lee.
Frankie Lee was a good student, but she was shy in front of a large
group. Frankie had a good attendance record. She had missed school
only once this year. Frankie had never held a position of authority, but
her older sister was president of the student council. Many students
liked Frankie. A few thought she was stuck-up. Ken worried that
Frankie might not listen to the ideas of other students in the class.
Have students answer the following questions (simplify if needed):
What are some duties, powers, and privileges of the class president?
What are some limits on the class president?
What are some qualifications a person should have to be a good class
president?
What are some of Frankies strengths as a candidate for class
president?
What are some of Frankies weaknesses as a candidate for class
president?
Do you think Frankie will make a good class president? Why or why
not?
Closure:
Have students draw a picture of what is means to be a good president.
Were students using critical thinking skills to think about the leaders around
them?
Did students listen intently to the story?
Were children able to recall details and answer questions about the story?
Were students able to demonstrate understanding of what makes a good leader by
what they include in their drawing?
Greetings Around the World

Content Area: Social Studies- Geography
Standard #3 Societies are shaped by beliefs, ideas, and diversity
Benchmark
3.3 The student will investigate specific beliefs, contributions, ideas,
and/or diverse populations and connect those beliefs, contributions,
ideas and/or diversity to contemporary issues. How are experiences
different for people who live in the city and people who live in the
country? (Standard 3)
Students will listen intently to the book.
Students will be able to recall greetings and answer questions about the book
Students will be able to be creative about creating their own greetings
Students will be responsive about how they would act if they were greeted by
someone from another couture.
Students will demonstrate interest and acceptance of other cultures.
Materials:
Book: Hello World by Mayna Stojic
Greeting note cards
Vocabulary: (New or Review)
Different ways to say hello around the world.
Blooms Taxonomy
Knowledge
Anticipatory Set:
Read the book Hello World by Mayna Stojic. Talk about the different greeting seen in the
book. How are they like us?
Instruction:
How we greet each other can be very different from country to country. Examine physical
gestures (or body language) and verbal language used. Have students create their own
new way to greet someone.

After learning several greetings from different countries, give several children a small
card each with a different description or drawing of a traditional greeting from another
country. Similar to charades, have each student share her or his greeting while classmates
guess its country of origin.
Closure:
Discuss ways students might react if they were greeted this way.
Were students listening intently to the book?
Were students able to recall greetings and answer questions about the book?
Were students able to be creative about creating their own greetings?
Were students responsive about how they would act if they were greeted by
someone from another couture?
Did students demonstrate interest and acceptance of other cultures?
Standard Lesson Plan Template

Content Area: Social Studies- Economics
Standard #1 Choices have consequences
Benchmark
1.2 The student will analyze the context under which choices are made
and draw conclusions about the motivations and goals of the decisionmakers.
What happens when you have to choose between two things you
want? (Standard 1)
Students will listen intently to the book and be able to answer questions about the
story.
Students will demonstrate understanding of wants vs. needs through the
worksheet.
Students will be able to apply wants vs. needs to their own life.
Materials:
Book: Crispin the Pig that Had it All by Ted Dewan
Wants and needs worksheet
Vocabulary:
Wants and Needs
Blooms Taxonomy
Understanding
Anticipatory Set:
Read the book Crispin the Pig that Had it All. Did Crispin really need everything she
wanted?
Instruction:
A fundamental concept in budgeting and economics is needs and

wants.
Needs are something you must have for survival. For example, food
and water. Without food, you would not be able to live. Wants are
something that you would like to have, but it is not necessary, and you
could do without it. An example would be entertainment, toys, CDs,
etc.
Sometimes needs and wants overlap. For example, cake is a food, but
it is not a need, but a want. In general, you need a basic diet to
survive, but that diet does not need to include cake.

Use the following worksheet to practice identifying needs or wants.
Students should look at each picture and decide if it is a need or a
want. Worksheet choices allow worksheets to be created that either
have the student circle the need, or the words "need and want" is
written, and the student must circle the correct word.
Worksheet: http://www.moneyinstructor.com/wsp/wsp0054.asp
Closure:
Ask students about things they want but don't need.
Did students listen intently to the book and answer questions about the story?
Did students demonstrate understanding of wants vs. needs through the
worksheet?
Were students able to apply wants vs. needs to their own life?

Resource File Cross Curricular Lesson Plans

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Cross-Curricular

Lifecycle of the Frog

Students will be able to comprehend the lesson objective of understanding the

Check for Understanding:

Were students able to comprehend the lesson objective of understanding the

Weather and Clouds

Check for Understanding:

type creatively and made it resemble the descriptions in the story.

Observing MotionPushes and Pulls

estuaries/salt marshes, oceans, lakes and ponds, forests, and

Standard #4: Societies experience continuity and change over time.

Kansas College and Career Readiness Standards for English

Lesson Performance Objective:

Who Should Be Our Leaders?

Standard #2 Individuals have rights and responsibilities.

The Class Election

Greetings Around the World

Application/Guided Practice/Independent Practice:

Standard Lesson Plan Template

A fundamental concept in budgeting and economics is needs and

Check for Understanding:

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