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Who
Let the Frogs Out?
•The Life Cycle of
Frogs
•By:
•Beth Duckworth
•Michelle Harmon
<=
/b>
•Jennifer Howard
=
•Misty Lott
•
•Grade Level: 2nd /=
3rd &=
#13;
<=
span
style=3D'font-size:86%;visibility:hidden'>•
![](3D"slide0001_image002.gif")
Unit Overview
Can a frog give you warts?
If you kiss a frog, will it tur= n into a prince?
Do frog legs really taste like chicken?
Are these myths tr= ue or false?
Hop with us as we explore the interesting world of frogs to l= earn the answers to these questions. In this unit we will also learn about the life cycle of fr= ogs, = compare frogs and toads, and discover many other <= /span>fun, froggy facts!
Can a frog give you warts?
If you kiss a frog, will it tur= n into a prince?
Do frog legs really taste like chicken?
Are these myths tr= ue or false?
Hop with us as we explore the interesting world of frogs to l= earn the answers to these questions. In this unit we will also learn about the life cycle of fr= ogs, = compare frogs and toads, and discover many other <= /span>fun, froggy facts!
![](3D"slide0002_image004.gif")
Concepts
![](3D"slide0013_image006.gif")
Generalizations
** Throughout=
life,
many living organisms may undergo change.
** Change can take place through cycles.
**Not all natural systems require life cycles.
=
;
**Environmental conditions may affect the rate of
change.
**Different stages of a life cycle may require dif=
ferent
habitats.
![](3D"slide0003_image008.gif")
Principles
•All frogs complete a process called metamorphosis.
•The water=
cycle
is not the same as a life cycle.
•All livin=
g things
require basic needs in order to survive.
![](3D"slide0004_image010.gif")
Guiding
Questions
<=
span
style=3D'font-size:86%'>•What is a cycle?
•Describe t=
he
process of metamorphosis.=
3;•How can the environment affect the rate of change?
•What are some examples of systems that do not require change?
•How does habitat affect the stages of a life cycle?![](3D"slide0005_image012.gif")
Unit Web
![](3D"slide0012_image013.gif")
Mat=
h
![](3D"slide0012_image014.gif")
Science
![](3D"slide0012_image015.gif")
Social Studies
![](3D"slide0012_image016.gif")
![](3D"slide0012_image017.gif")
Art
![](3D"slide0012_image018.gif")
Reading
Topical Theme:
The Life Cycle
of Frogs
Math
•*The st=
udents
will create a graph showing the length of each stage of metamorphosis.
•
•*The st=
udents
will predict how many tadpoles will develop into adult frogs. They will compare the prediction=
s with
the results at the end of the
study.
•
•*The st=
udents
will break into groups of five and estimate the length of
arms, legs and leaps of another student designated as the frog. The students will then accurately=
measure the length and record the data.
![](3D"slide0007_image020.gif")
Social
Studies
•<=
/span>The students will visit the website www.sandiegozoo.org . Here, the students will select two types of frogs and co=
mpare/
contrast each. The student will then create a po=
ster
depicting each frog’s habitat.
•The students will break into 2 groups and debate t=
he
question, “Would it be
better to be a frog or a toad.” Students will give valid explanations for their group.
•<=
/span>The students will visit a local pond to collect ta=
dpoles
for the unit. While there, students will observ=
e the
habitat and predict what t=
ype of
things could possibly change the habitat.
![](3D"slide0008_image022.gif")
Reading
•The students will assemble a booklet showing the s=
tages
of metamorphosis in t=
he
correct order.
•The students will travel to the local library and =
choose
a book on his/her reading
level. The students will wor=
k in
groups of two. Student 1
will read half of the story aloud, while student two predicts the <=
/span>ending.
Student two will then repeat the steps of student 1.
•The students will construct a diorama at the end o=
f the
frog unit. The students will use creativity and knowledge acquired
through the unit. The diorama must include the major concepts that w=
ere
taught. (Culminating Task Performance.)
![](3D"slide0009_image023.gif")
Science
•<=
/span>The students will make predictions on the size of
various organs within a
frog. The students will then
observe a virtual frog dissection on the internet and discuss the findings.
•
•<=
/span>The students will divide into groups of five. The students will grow frogs in observational learning tanks. Each student will keep a daily journal recording the changes with sketches or
photographs.
•
•<=
/span>The students will compare webbed foot/non webbed f=
oot
frogs in a water activity. The students will place one hand =
in
water spreading their
fingers apart and pushing back the water as if they were swimming.
Next, each student will cover hands with plastic and try the same activity.
Students will share the differences they discovered.<=
/div>
![](3D"slide0010_image024.gif")
Arts
•The students will break into groups of 4 and creat=
e a
skit depicting
metamorphosis.
<=
/span>
•The students break into their same groups and crea=
te a song describing a specific frog’s habitat. The melody may reflect a nursery rhyme.(ex. Old King Cole, Mary h=
ad a Little Lamb, etc…)
•
•The students will create a frog dance imitating va=
rious movements made by frogs during the metamorphosis <=
/span>process.
![](3D"slide0011_image025.gif")
Culminating
Performance Task
• The =
students
will construct a diorama at the end of
the frog unit.
<=
/span>•The students will use creativity to decorate the <=
/span>=
outside of the diorama.
=
•The students will use knowledge of the major concepts acquired through the unit to complete the=
inside of the diorama.
![](3D"slide0014_image026.gif")
Diorama
Rubric
![](3D"slide0015_image027.gif")
![](3D"slide0015_image028.gif")
__=
_________________
TOTAL
# OF =
;
POINTS
_____=
____________
Cycle
attractive and invites
viewer
Life
cycle simple, layout=
need
more organization
No
life cycle, no layout=
or
design
Design
& Creativity<=
/span>
_____=
_____________
Life
cycle well organized and clearly presented
Life
cycle present, but no=
t in
correct order
Life
cycle not evident
Clear Foc=
us
_____=
_____________
10
facts are present, good a=
mt of
detail
8
facts are accurate, some detail
Less
than 5 facts on the li=
fe
cycle
Accurate
Detail &
=
Depth
&nb=
sp;
# of pts
11-15 pts
&nb=
sp;
6-10 pts
1-5 pts
' + ENDSHOW_MESG + '
![](3D"notes_flag.gif")
No=
tes![](3D"buttons.gif")
