Patti's Lesson Plans   Lesson 3 Unit: Pond Ecosystem Topic: Life Cycle of a (Wood) Frog Subject: Science Grade: 6   Objective/Rationale: Preparing a habitat in advance for the frog eggs is important so they will not get put too quickly into an unsuitable environment, nor get left in the storage container for an extended length of time after being collected. Allowing students to prepare and make decisions about their frog habitats in their groups, helps encourage students to become inquisitive and work collaboratively to reach their common goal of a suitable, healthy habitat in which to raise their frogs.   Learning Outcomes: 204-1 Propose questions to investigate and practical problems to solve 204-8 Identify appropriate tools, instruments and materials to complete their investigations 207-4 Ask others for advice or opinions 205-3 Follow a given set of procedures 207-2 Communicate procedures and results using lists, notes in point form, sentences, charts, graphs, drawings and oral language   Materials/Resources: Experiment instructions (copies for each student) List of equipment available to students Large glass jars, aquariums or glass fish bowls. (one for each group) Plastic plants to float in the water (at least one for each group) Chlorine remover Rocks Thermometers Litmus paper and scale PH paper Rulers Air pumps (one for each group - optional) Screen in a wood frame for the top of the tanks (or screen with an elastic band if in jars) Magnifying glass Water testing kit (*optional)     Procedure/Activity: Students move immediately to their groups to begin preparing and assembling their frog habitats. Students discuss and ask questions of the teacher and each other as the need arises. Teacher moves throughout the room to ensure proper procedures are being followed (as per the instruction sheet) and addresses any questions. Students discuss with the teacher their chosen place to keep the frog habitat and do a final set up in that spot, filling the tank with water. (*Tanks should be allowed to sit for 48 hours prior to adding frogs if no chlorine remover is added to the water) Students make notes about the procedure they went through and the decisions they made, along with any problems they encountered. Initial diagrams and observations such as water temperatures, pH level, water levels and any other noticeable data is collected.   Conclusion/wrap up: The notes and the data collection act as a wrap up activity to the initial set up of the frog habitat and preparation for the experiment.    Assessment Tools/Evaluation: The teacher can assess student understanding and address any problems by visual observation, listening to student discussions and by the questions being asked by the students. To Lesson 3a