Patti's Lesson Plans

 

Lesson 2
Unit: Pond Ecosystem
Topic: Life Cycle of a (Wood) Frog
Subject: Science
Grade: 6

 

Objective/Rationale:

To ensure correct methods are followed by all groups throughout the process, an initial introduction to the experiment and the procedures is conducted by the teacher in a class discussion setting. This whole class approach gives students an opportunity to ask questions that may be pertinent to all students and prevents students from becoming excited and distracted once separated into groups.

To assign students fairly to a group and to take the pressure off of them as well as the teacher, a method of unbiased group assignment is used.

To allow the groups to become comfortable with each other and the task at hand, students hold a short planning discussion and begin gathering equipment for their experiment.

Learning Outcomes:

  • 205-3 Follow a given set of procedures
  • 207-4 Ask others for advice or opinions
  • 204-8 Identify appropriate tools, instruments, and materials to complete their investigations
  • 205-9 Use tools and apparatus in a manner that ensures personal safety and the safety of others

Materials/Resources:

  • Experiment instructions (copies for each student)
  • List of equipment available to students
  • Envelope containing slips of paper, each with a letter, from a-? (depending on number of students in class)
  • Chart paper or overhead with corresponding letters written on it, split into groups of three or four, with spaces for names beside each letter.
  • Marker and/or overhead pen
  • Large glass jars, aquariums or glass fish bowls. (one for each group)
  • Plastic plants to float in the water (one for each group)
  • Chlorine remover
  • Rocks
  • Thermometers
  • Litmus paper and scale
  • PH paper
  • Water testing kit - nitrate (*optional)
  • Rulers
  • Air pumps (one for each group - optional)
  • Magnifying glass
  • Small net
  • Gravel
  • Piece of wood to float in tank (for grown frogs to crawl up on)
  • Camera for photographic record (optional)

 

Procedure/Activity:

  • Hand out experiment instructions to each student.
  • (*The teacher may chose to allow students to set up their experiments in areas of the room/school of each groups choice in order to allow for a variety of variables such as light, temperature etc. that may create differences in observations.)

    (*It is important that the aquariums be in an area where students can be supervised at all times, for the eggs/tadpoles are very sensitive and will die if anything is added to their water that shouldn't be in it.)

    •
    • Review all of the instructions with the class and allow time for questions.
    • Pass around the envelope containing letters. Have each student pick a letter and write their name on the chart, or the teacher can write on the overhead, in the correct, lettered space.
    • Give each student a list of the equipment available to them, and let them separate into their groups to plan their experiment.
    • If time, allow students to begin gathering equipment for set-up next class.

     

    Conclusion/Wrap-up:

    • Have students select a shelf/spot in an assigned area of the classroom to store their equipment/notes until next class.
    • Assign students the task of preparing an observation book or space in their notebooks to begin experiment notes next class.
    • (*There are frog shaped notebooks available from teacher supply stores that may suit the younger grades)
      •

     

    Assessment Tools/Evaluation:

    • Student led questions and discussion will allow the teacher to assess understanding of the task at hand.
    • Teacher observations during groupwork and observation during equipment gathering, allows for assessment of group understanding and can initiate individual attention to problems.

    To Lesson 3