Teacher's Guide
Illinois Learning Standards
11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring.
11.A.2d Use data to produce reasonable explanations.
11.A.2e Report and display the results of individual and group investigations.
12.A.2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring.
12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs).
12.B.2b Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature).
From Illinois Science Assessment Framework:
11.4.03 Compare observations of individual and group results.
12.4.03 Identify the life cycle of familiar animals and compare their various stages: birth, growth and development, reproduction, and death. Understand that metamorphosis occurs in some animals (e.g., butterflies, frogs).
12.4.04 Identify the basic needs of living things: animals need air, water, food, and shelter; plants need air, water, nutrients, and light.
12.4.05 Understand the functions of component parts of living things.
12.4.08 Know that the world contains many kinds of environments, and that different animals and plants are suited to live in different environments.
Objectives
Students will be able to:
Background Information
This webquest is designed to allow students to investigate the stages in the life cycle of a frog as individuals and in small groups in a fun and engaging way. The opening of the webquest contains an invitation to the students to help an important scientist with his research as he tries to answer the question: What are the stages in the life cycle of a frog?
You might be asking the same question...
The following resources will provide you with some general information on the life cycle of a frog that can help you guide your students through their own investigations:
Advanced Preparation
In order for your students to be able to complete this webquest, make sure you have the following materials available:
Assessment
To assess the final project, use this assessment rubric.
11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring.
11.A.2d Use data to produce reasonable explanations.
11.A.2e Report and display the results of individual and group investigations.
12.A.2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring.
12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs).
12.B.2b Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature).
From Illinois Science Assessment Framework:
11.4.03 Compare observations of individual and group results.
12.4.03 Identify the life cycle of familiar animals and compare their various stages: birth, growth and development, reproduction, and death. Understand that metamorphosis occurs in some animals (e.g., butterflies, frogs).
12.4.04 Identify the basic needs of living things: animals need air, water, food, and shelter; plants need air, water, nutrients, and light.
12.4.05 Understand the functions of component parts of living things.
12.4.08 Know that the world contains many kinds of environments, and that different animals and plants are suited to live in different environments.
Objectives
Students will be able to:
- name and and order the stages in the life cycle of a frog as egg, tadpole, tadpole with legs, froglet, and frog.
- list the physical features of a frog at each stage in the life cycle and the changes that occur between stages.
- identify the habitat a frog lives in at each stage in its life cycle and what it eats.
- describe a pond habitat and the different plants and animals that live there, including animals that prey on frogs.
- compare and contrast the frog life cycle to other animal life cycles, specifically butterfly, bird, and human.
- make detailed notes on their observations of a frog as it moves through different stages in its life cycle.
- define important terms related to the stages of the frog life cycle including amphibian, cycle, gills, lungs, and metamorphosis.
Background Information
This webquest is designed to allow students to investigate the stages in the life cycle of a frog as individuals and in small groups in a fun and engaging way. The opening of the webquest contains an invitation to the students to help an important scientist with his research as he tries to answer the question: What are the stages in the life cycle of a frog?
You might be asking the same question...
The following resources will provide you with some general information on the life cycle of a frog that can help you guide your students through their own investigations:
- "The Life Cycle of a Frog" video by Harcourt School Publishers
- www.frog-life-cycle.com
- www.allaboutfrogs.com
Advanced Preparation
In order for your students to be able to complete this webquest, make sure you have the following materials available:
- computers with internet access, headphones, and the ability to print
- children's books on the life cycle of a frog - click here for recommendations
- writing and coloring utensils
- large white paper
- writing paper
- scissors
- tape
- stapler
- popsicle sticks
- clay
- cardboard circles
- brads
- poster board
- access to a digital voice recorder (if possible)
- access to a Flip video camera (if possible)
Assessment
To assess the final project, use this assessment rubric.
assessment_rubric.docx | |
File Size: | 15 kb |
File Type: | docx |
It is recommended that you informally assess the students progress and understanding as they bring you each completed assignment.
Modifications
For ELLs:
Modifications
For ELLs:
- Provide a handout with the life cycle with labels, key terms, and definitions in the student's first language as well as in English.
- Provide books in the students first language. One great example for a student who speaks Spanish is provided on the list of children's books.
- Allow students to do some assignments in their first language.
- Place ELLs in groups with native English speakers.
- Explicitly teach students as you see necessary.
- Provide a printout with the basic information about the life cycle for the student to use as a resource.
- Direct students to books and other resources that are at their comprehension level.
- Modify assignment sheets so students only need to come up with one example instead of two where applicable.
- Place students with special needs in groups with students that they get along with.
- Explicitly teach students as you see necessary.
_Activity Support Information
Investigating the Stages of the Frog Life Cycle
For this activity, students will need to utilize the headphones and printer on their computers. They will also need access to a variety of children's books on the life cycle of a frog. They should turn in five life cycle research guides, each covering a different stage in the life cycle of a from, in order from egg to frog.
Examining a Frog's Habitat
For this activity, students will need to utilize the printer on their computers. They will also need access to the same children's books discussed above, as well as large white paper and coloring utensils. They should turn in five pond research guides and a drawing of a pond that includes some plants and animals typically found in and around a pond.
Conducting an Interview
For this activity, students will need access to writing paper and a digital voice recorder (if possible). Before obtaining a digital voice recorder, students must show you their interview questions. If a digital voice recorder is not available, students should perform their interviews for you.
Performing a Puppet Show
For this activity, students will need to utilize the printer on their computers. They will also need access to coloring utensils, scissors, popsicle sticks, tape, writing paper, and a Flip video camera (if possible). Before obtaining a Flip video camera, students must show you their script. If a Flip video camera is not available, students should perform their puppet shows for you.
Comparing the Stages of the Frog Life Cycle
For this activity, students will need to utilize the printer on their computers. They should turn in ten Venn diagrams comparing all of the stages in the life cycle of a frog.
Looking at Other Animal Life Cycles
For this activity, students will need to utilize the headphones and printer on their computers. They should turn in two comparing life cycles worksheets that compare the life cycle of a frog with that of a butterfly and a bird.
Making Observations
For this activity, students will need to utilize the printer on their computers. They will also need access to an aquarium with a tadpole. Since this activity requires students to make observations for six weeks, you may want to provide students with daily reminders to make their observations. At the end of six weeks, students should turn in their observation logs.
Creating a Vocabulary Dictionary
For this activity, students will need access to index cards and rubber bands. They will be utilizing an online dictionary, but you may also want to direct them to classroom dictionaries. Students will need to show you their index cards containing terms related to the life cycle of a frog with drawings and definitions. They should keep their cards for review.
Modeling the Stages of the Frog Life Cycle with Clay
For this activity students will need access to clay, cardboard circles, and coloring utensils. They will need to show you their model of the life cycle of a frog, but do not need to turn it in.
Constructing a Frog Life Cycle Wheel
For this activity, students will need to utilize the printer on their computers. They will also need access to coloring utensils, scissors, and brads. They will need to show you their frog life cycle wheel, but do not need to turn it in.
Writing the Biography of a Frog
For this activity, students will need to utilize the printer on their computers. They will also need access to coloring utensils, large white paper, and a stapler. They will need to turn in their fictional story about the life of a frog character that they create.
Looking at Your Own Life Cycle
For this activity, students will need to utilize the printer on their computers. They will need to turn in their human life cycle worksheet that compares the life cycle of a frog to that of a human.
Final Project
For this activity, students are not allowed to use their computers. They will need access to coloring utensils and poster board. Students will need to turn in an informational poster about the life cycle of a frog which you can assess with the rubric provided.
Investigating the Stages of the Frog Life Cycle
For this activity, students will need to utilize the headphones and printer on their computers. They will also need access to a variety of children's books on the life cycle of a frog. They should turn in five life cycle research guides, each covering a different stage in the life cycle of a from, in order from egg to frog.
Examining a Frog's Habitat
For this activity, students will need to utilize the printer on their computers. They will also need access to the same children's books discussed above, as well as large white paper and coloring utensils. They should turn in five pond research guides and a drawing of a pond that includes some plants and animals typically found in and around a pond.
Conducting an Interview
For this activity, students will need access to writing paper and a digital voice recorder (if possible). Before obtaining a digital voice recorder, students must show you their interview questions. If a digital voice recorder is not available, students should perform their interviews for you.
Performing a Puppet Show
For this activity, students will need to utilize the printer on their computers. They will also need access to coloring utensils, scissors, popsicle sticks, tape, writing paper, and a Flip video camera (if possible). Before obtaining a Flip video camera, students must show you their script. If a Flip video camera is not available, students should perform their puppet shows for you.
Comparing the Stages of the Frog Life Cycle
For this activity, students will need to utilize the printer on their computers. They should turn in ten Venn diagrams comparing all of the stages in the life cycle of a frog.
Looking at Other Animal Life Cycles
For this activity, students will need to utilize the headphones and printer on their computers. They should turn in two comparing life cycles worksheets that compare the life cycle of a frog with that of a butterfly and a bird.
Making Observations
For this activity, students will need to utilize the printer on their computers. They will also need access to an aquarium with a tadpole. Since this activity requires students to make observations for six weeks, you may want to provide students with daily reminders to make their observations. At the end of six weeks, students should turn in their observation logs.
Creating a Vocabulary Dictionary
For this activity, students will need access to index cards and rubber bands. They will be utilizing an online dictionary, but you may also want to direct them to classroom dictionaries. Students will need to show you their index cards containing terms related to the life cycle of a frog with drawings and definitions. They should keep their cards for review.
Modeling the Stages of the Frog Life Cycle with Clay
For this activity students will need access to clay, cardboard circles, and coloring utensils. They will need to show you their model of the life cycle of a frog, but do not need to turn it in.
Constructing a Frog Life Cycle Wheel
For this activity, students will need to utilize the printer on their computers. They will also need access to coloring utensils, scissors, and brads. They will need to show you their frog life cycle wheel, but do not need to turn it in.
Writing the Biography of a Frog
For this activity, students will need to utilize the printer on their computers. They will also need access to coloring utensils, large white paper, and a stapler. They will need to turn in their fictional story about the life of a frog character that they create.
Looking at Your Own Life Cycle
For this activity, students will need to utilize the printer on their computers. They will need to turn in their human life cycle worksheet that compares the life cycle of a frog to that of a human.
Final Project
For this activity, students are not allowed to use their computers. They will need access to coloring utensils and poster board. Students will need to turn in an informational poster about the life cycle of a frog which you can assess with the rubric provided.