Name: Kylee Williams School: N/A

Grade Level: Fourth Grade Number of Students in

Class: N/A
Unit: Living Classification Lesson
Duration: N/A
Day, Date, and Time of Lesson: N/A

1. Objective(s):
1. Classification is the arrangement of objects, ideas, or information
into groups, the members of which have one or more characteristics
in common.
2. Classification makes things easier to find, identify, and study.
3. Scientific classification groups all plants and animals on the basis of
certain characteristics they have in common.

2. Standard (s):
Content Area: Science
Grade Level Expectations: Fourth Grade
Standard: 2. Life Science
1. All living things share similar characteristics, but they also have
differences that can be described and classified

b. Use evidence to develop a scientific explanation for similarities and/or

differences among different organisms (species) (DOK 1-3)
c. Analyze and interpret data representing variation in a trait (DOK 1-2)

3. Learning Target(s): Students will identify the different frogs based on

the physical characteristics.

4. Assessment: Students will have an activity that will have students

practice their oral skills to describe the various frogs.

5. Materials:
Projector/ Doc Camera

1
Computer
Frog handouts
Handouts of pages from Frogs by Gail Gibbson

6. Essential Questions or Big Picture Statement:

What are some characteristics of frogs and in what ways can we describe
these organisms?

7. Technology Resources and Skills:

N/A
8. ****Step-by-Step Lesson Process:****

Introduction/Anticipatory Set: The teacher will begin the lesson by

reading Frogs by Gail Gibbsons. As the teacher reads the book, she will
ask questions to students, such as: Does this animal remind you of
others? What else may have a similar life cycle to frogs? Do frogs
have a different life cycle or are they all the same? These questions
are to use the students prior knowledge of life cycles back in third
grade. The teacher will also generate questions based on the
illustrations, allowing for full student participation. Then the teacher
will ask questions such as Does this life cycle apply to all frogs?
What are some differences about frogs that you notice? This will give
the teacher the opportunity to introduce classification and how
physical characteristics of some animals may help in differentiating
different species of the same animal.

DIRECT INSTRUCTION:
Teacher will instruct students how to complete the activity that
related to the topic of frogs.

Pair Activity
This is an activity that will have student pair off with a worksheet
that has pictures of several different frogs. One child describes one
of the frogs on the worksheet and the other child must guess which
one is being described. The teacher will model a round with at least
two students before releasing students to complete the activity.

Rules of this game:

Begin the description with the phrase the frog I am looking at is
The child who is describing should try to say between three and five
statements about the frog in question before the partner can guess
which frog is being described.

2
 Encourage children to give information about the physical features of
the frog (e.g. eyes bulging/protruding; tongue long/sticky; legs strong,
long; toes separated/webbing; skin color, pattern, shiny, glossy, dull,
matt; movements leaping, gliding, crouching, climbing, darting,
wiggling); the setting; and any interesting information about the frog.
Students may also be writing down the words that they hear on paper
as reference to use during their turns.
The partner responds to the description indicating in words (not
pointing) which frog he/she thinks is being described e.g. I think you
are looking at the frog in the second picture on the first line/the frog in
the last picture on the second line/the frog beside/above/below the
Play the game a few times. As the children are playing this game both
students should monitor the pairs and scaffold children as necessary.
An alternative for students who do not feel comfortable speaking aloud
is to point and gesture towards matching pictures as their partners
describe the frog theyre looking at. While talking for participation is
encourages, the teacher will meet the needs of where students are.

CLOSURE: Teacher will have a discussion with students about some of

the descriptors used during the activity and before the transition to the
next class activity, students will complete an exit ticket.

9. ASSESS:
Students will complete an exit ticket asking why observations and
descriptions are useful in science.

3
 THINK PAIR FROG FINDER!

#1

#2

4
 #3

#4

5
EXITTICKET:

Inwhatwaysareobservationsanddescriptionsusefulinscience?

EXITTICKET:

Inwhatwaysareobservationsanddescriptionsusefulinscience?

EXITTICKET:

Inwhatwaysareobservationsanddescriptionsusefulinscience?