Patti's Lesson Plans

 

Lesson 1

Unit: Pond Ecosystem
Topic: Life Cycle of a (Wood) From
Subject: Science
Grade: 6

 

Objective/Rationale:

In order to determine student needs, prior knowledge on this subject must be determined. To pique interest and nurture inquiry, predictions and hypotheses need to be formed by the students for them to refer to and try to find answers for.

At the grade six level, there are many science curriculum outcomes focused on making observations and collecting data as well as ones focused on cooperative group work. Conducting this experiment in small groups, as opposed to one classroom experiment, supports student communication and cooperative interaction while working towards a collective goal. It also fosters independent student hypothesizing and decision making.

The variety of data produced by numerous groups will provide students with an opportunity to compare and hypothesize regarding differences that may occur in the results.

Learning Outcomes:

  • 204-1 Propose questions to investigate and practical problems to solve.
  • 204-6 Identify various methods for finding answers to given questions and solutions to given problems, and select one that is appropriate.
  • 207-4 Ask others for advice or opinions.

 

Materials/Resources:

  • Chart paper or poster board
  • Marker
  • Props, pictures of frogs to provoke thought
  • Tape/CD player with pond/frog calls playing (*optional)

 

Procedure/Activity:

  • Have frog sounds playing as students enter class, or to signal period change. (*In advance- make a KWL chart on a piece of chart paper and put frog props/pictures around the classroom where students can see them.)
  • As an introduction, hold a frog picture or prop up and ask students if anyone can tell you what it is. Ask students if anyone knows what they are listening to. Ask students if anyone knows what a life cycle is. Ask if anyone knows how a frog becomes a frog. Does it hatch? Is it born alive? How many frogs does a frog have at one time? Do only female frogs produce young?
  • Write down all answers on the KWL chart under 'K' for know· things students know about the life cycle of a frog.
  • After students have finished telling all they know, ask them what they want to find out about this topic. Is anything unclear? Were there unknown answers to the questions asked before? Write down the answers/questions under 'W' on the KWL chart· for want to know.
  • Ask students if they can think of any ways they could find out how a frog becomes a frog.
  • Ask students what they think might happen if they tried to grow a frog from an egg, if they had an egg. Do they know where could they find a frog egg?
  • Write down their predictions on a piece of chart paper to hang. (these predictions can be reassessed and hypothesized throughout the experiment as they learn more information)

Conclusion/Wrap-up:

  • Tell students that they will be getting to conduct an experiment and they will be able to try growing frogs from eggs during the pond unit of study.
  • Ask students to think about things they would like to find out about frogs from this experiment and have one question each written down for next class.

Assessment Tools/Evaluation:

  • The KWL brainstorming activity helps the teacher assess the level of student knowledge on the subject and can also assist in planning lessons specifically designed for the needs of this group of students.
  • The questions students hand in next class can help the teacher clarify areas on which to focus in future lessons. These questions can be added to the KWL chart.

To Lesson 2