Published on AASL Learning4Life Lesson Plan Database
From Tadpole to Frog
Created by: Kyndall Watts
Title/Role: Teacher/Library Student
Organization/School Name: Yuma Elementary/ODU
Location: Virginia
Grade Level: K
Type of Lesson: Lesson in a unit
Type of Schedule: Fixed
Collaboration Continuum: Moderate
Content Area:
Science
Content Topic: Frog Life Cycles
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital)
in order to make inferences and gather meaning.
2.1.4 Use technology and other information tools to analyze and organize information.
Dispositions Indicator(s):
3.2.2 Show social responsibility by participating actively with others in learning situations and by
contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others.
Responsibilities Indicator(s):
1.3.4 Contribute to the exchange of ideas within the learning community.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
Self-Assessment Strategies Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
Scenario: The Kindergarten teacher and librarian will collaborate and coteach a Science lesson designed
for students to understand the life cycle of the frog (VA SOL K.6). The students have previously discussed
life cycles of butterflies, but have not yet been introduced to frog life cycles. After the introduction, students
will use a variety of resources during centers to explore eggs, tadpoles, froglets, and adult frogs. The
librarian has a fixed schedule in which classes come for 30 minutes per week. This lesson will take 30-40
minutes for six days. Upon completion of the unit, the teacher and librarian will continue to build the
students' understanding throughout other lessons.
Overview: This unit is designed for students to understand the life process of the frog. Using Science
centers, the students will investigate how frogs change, what they need to survive, and the offspring they
produce. Essential questions: What are the life needs of frogs? How are the offspring alike or different from
their parents?
Final Product: Students will complete Center Journals to explain what they have learned and understood
during Science centers.
Library Lesson: Students will understand how to use a variety of resources, including print and
technology.
Estimated Lesson Time: 30 minutes
Assessment
Product: The teacher and librarian will informally assess these by looking at each section of the journal
and asking students to discuss what they learned. If students can successfully explain what they have
learned or know about frogs, then the student will have mastered understanding of the topic.
Process: This is a Guided Inquiry based unit. It requires students to be active learners. In this unit,
students are encouraged to find answers through observations, and if they cannot find it there, then they
will be using reference materials. It requires guidance, instruction, modeling, and coaching from the
teacher and library media specialist.
Student self-questioning: Students should ask themselves the following questions: Do I know the life
process of a frog? Did I follow directions? Did I discuss the information with other students, the teacher,
and the librarian?
Instructional Plan
Resources students will use:
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)
Text (books, letters, poems, newspapers, etc.)
Interactive Resource URL: http://www.brainpopjr.com
Resources instructor will use:
Smart board
Other
Other instructor resources: Student computers
Instruction/Activities
Direct instruction: The teacher and librarian will work together to lead the Science Circle before the
centers begin. During this time, students will be led through poems, shown hands on materials,
listen/respond to online books, and watch/respond to videos, which are all related to frog life cycles. See
attachment for more details.
Modeling and guided practice: The teacher/LMS will be working directly with students during their
centers. The teacher/LMS will model the appropriate behavior and be available to assist students.
Independent practice: Students will participate in Science centers to gain understanding about frog life
cycles. During these centers students will play the "Let's Grow" board game, play interactive frog games
on computers, create paper plate frogs, copy frog poems, and read teacher selected books
independently. After finishing a center, students will complete a section of the center journals as an
assessment. See attachment for more details.
Sharing and reflecting: Students will share ideas with other students during centers and work together
to gain understanding. They will also be given the opportunity to share their Center Journals with the
class, teacher, and librarian upon the completion of the unit. Students will be able to explain their
writings and drawings to show their understanding throughout the unit.
Have you taught this lesson before: Yes
Strategies for differentiation: Students will receive appropriate scaffolding during lessons. The teacher
and librarian will model strategies, assist students individually, or simplify the tasks if necessary. The
students will be working in groups, so pairing strategies will be applied. The students will be given extra
time if necessary.
This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific
or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA
Office of Rights and Permissions.
Instructional Delivery
Materials/
Resources
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Frog books
Computer
Smartboard
Brainpopjr Account
TumbleBooks
United Streaming video
Frog poem
“Let’s Grow” Board Game
Egg, tadpole, froglet, frog pieces
Paper plates
Markers
Glue
Construction paper (green)
Center Journal template
Students will:
Activities:
Day 1
Pre Assessment:
- The teacher will ask students to
discuss what they already know
about frogs and what they want
to know about frogs as a whole
group.
- The LMS will make a list of
ideas on the Smartboard.
Teacher/LMS will:
Science Circle: Show the
brainpopjr video on ‘Frogs’ and
allow students to play
sequencing game at the end. The
students will recite frog life cycle
poem and discuss rhyming
words.
Day 2
The teacher will assist students
in reciting the frog life cycle
poem.
The LMS will show and discuss
the BrainPopJr video and assist
students in playing the
Centers: (Students will complete sequencing game.
one center per day until they have The LMS will assist students
rotated to all centers)
with the computer center,
1. Poetry: Copy the frog life cycle allowing them to watch the
poem and highlight rhyming
Harcourt video and use the
words. Illustrate.
BrainPopJr website to write and
2. Art: Make frogs out of paper
draw about frogs.
plates.
3. Game: Play “Let’s Grow” game,
which teaches the life cycles of
frogs, chickens, plants, and
butterflies.
4. Computer: Students will listen
to Harcourt: Life Cycle of a Frog
to learn about frog’s life cycles.
Students will use the Brain Pop
Jr. link to draw a frog and then
write about frogs. (LMS)
5. Book Basket: Read frog books
(pulled from the library).
Students will complete Day 1
Center Journal
Day 3
Science Circle: Read/discuss
“What is an Amphibian” aloud.
Recite the poem.
The teacher will assist students
with the poem.
Centers: (Students will complete
one center per day until they have
rotated to all centers)
1. Poetry: Copy the frog life cycle
poem and highlight rhyming
words. Illustrate.
2. Art: Make frogs out of paper
plates.
3. Game: Play “Let’s Grow” game,
which teaches the life cycles of
frogs, chickens, plants, and
butterflies.
4. Computer: Students will listen
to Harcourt: Life Cycle of a Frog
to learn about frog’s life cycles.
Students will use the Brain Pop
Jr. link to draw a frog and then
write about frogs. (LMS)
5. Book Basket: Read frog books
(pulled from the library).
The LMS will read/discuss
“What is an Amphibian?”
The LMS will assist students
with the computer center,
allowing them to watch the
Harcourt video and use the
BrainPopJr website to write and
draw about frogs.
Students will complete Day 2
Center Journal.
Science Circle: Review the life
The teacher will review the life
process of the frog. Open
process of the frog by asking
TumbleBooks on the Smartboard. students questions.
Students will listen/follow along
to “Where is Croaky?”
Day 4
Centers: (Students will complete
one center per day until they have
rotated to all centers)
1. Poetry: Copy the frog life cycle
poem and highlight rhyming
words. Illustrate.
2. Art: Make frogs out of paper
plates.
3. Game: Play “Let’s Grow” game,
which teaches the life cycles of
frogs, chickens, plants, and
butterflies.
4. Computer: Students will listen
to Harcourt: Life Cycle of a Frog
to learn about frog’s life cycles.
Students will use the Brain Pop
Jr. link to draw a frog and then
write about frogs. (LMS)
5. Book Basket: Read frog books
(pulled from the library).
Students will complete Day 3
Center Journal.
The LMS will open/discuss the
TumbleBooks story “Where is
Croaky?”
The LMS will assist students
with the computer center,
allowing them to watch the
Harcourt video and use the
BrainPopJr website to write and
draw about frogs.
Science Circle: Students will
watch short video “Frog Facts”
on United Streaming. Show
models of egg, tadpole, and frog.
Have students put them in order.
Day 5
Centers: (Students will complete
one center per day until they have
rotated to all centers)
1. Poetry: Copy the frog life cycle
poem and highlight rhyming
words. Illustrate.
2. Art: Make frogs out of paper
plates.
3. Game: Play “Let’s Grow” game,
which teaches the life cycles of
frogs, chickens, plants, and
butterflies.
4. Computer: Students will listen
to Harcourt: Life Cycle of a Frog
to learn about frog’s life cycles.
Students will use the Brain Pop
Jr. link to draw a frog and then
write about frogs. (LMS)
5. Book Basket: Read frog books
(pulled from the library).
Students will complete Day 4
Center journal.
The teacher will show models of
the frog life cycle and have the
students put them in order.
The LMS will show students the
“Frog Facts” video on United
Streaming.
The LMS will assist students
with the computer center,
allowing them to watch the
Harcourt video and use the
BrainPopJr website to write and
draw about frogs.
Science Circle: Allow students to
put pictures of the life cycle of a
frog in order using Sheppard
Software’s Frog Life Cycle game
on the Smartboard.
Day 6
Centers: (Students will complete
one center per day until they have
rotated to all centers)
1. Poetry: Copy the frog life cycle
poem and highlight rhyming
words. Illustrate.
2. Art: Make frogs out of paper
plates.
3. Game: Play “Let’s Grow” game,
which teaches the life cycles of
frogs, chickens, plants, and
butterflies.
4. Computer: Students will listen
to Harcourt: Life Cycle of a Frog
to learn about frog’s life cycles.
Students will use the Brain Pop
Jr. link to draw a frog and then
write about frogs. (LMS)
5. Book Basket: Read frog books
(pulled from the library).
Students will complete Day 5
Center Journal.
The LMS will assist students
with Sheppard Software game.
My Centers Journal
Name: _________________
I worked on _______________________ center today.
1
I worked on _______________________ center today.
2
I worked on _______________________ center today.
3
I worked on _______________________ center today.
4
I worked on ______________________ center today.
5