Lesson Plan # 3

Life Science: Tadpole Transformation

A Lesson Plan for 2nd Grade

Mahindra Rock

EDUC – 508U: Instructional Technology Integration

Tom Woodward
April 5, 2010

Honor Code: “I pledge that I have neither given nor received unauthorized
assistance during the completion of this work” Mahindra Rock
Introduction
Lesson Topic: Frog Life Cycle – Tadpole transformation

Length of Lesson: 1 day 1 hour

Virginia Standards of Learning: From Life Processes 2.4a – “The student will investigate
and understand that plants and animals undergo a series of orderly changes in their life
cycles. Key concepts include: a) some animals (frogs and butterflies) undergo distinct
stages during their lives, while others generally resemble their parents.”

Learning Objectives
Students Will:
 Describe the different stages of a frog life cycle
 Demonstrate understanding of the sequences of events of a frog’s life cycle by
illustrating this cycle
 Understand that animals go through a series of changes in their life cycles.

Teaching and Learning Sequence

Introduction/Anticipatory Set

 In preparation for this lesson, obtain tadpoles in advance. Arrange for adequate
space to hold a tank for tadpoles.
 Prior to this activity students will have been observing these tadpoles in the
classroom.
 Begin the activity by watching the Frog Life Cycle Video and then reading the
book, “From Tadpole to Frog” by Wendy Pfeffer.
 Show the students pictures of frogs, eggs, and tadpoles in various stages, froglets,
and full-grown frogs. Share the book “Frogs”, by Daniel Moignot.
 Begin a discussion: “Today we are going to learn more about the tadpoles and the
life cycle of the frog. You have been observing the tadpoles in our classroom.
What have you noticed as you have watched the tadpoles?

Lesson Development

 Begin the lesson by reviewing the sequence of my dog Ginger’s life along
with my own life. I will have brought in pictures from home showing these
distinct stages. Show them these fun pictures, and have the children put
them in the correct order. Have them explain why they go in this particular
order. This could be taped on the blackboard and moved around as needed.
 You could put them out of order on purpose and then ask the students if this
is correct. You could also ask for a volunteer to come up and make those
changes.
 Tell the children that today we are going to discuss the life cycle of a frog.
 Watch the video Life Cycle of a Frog
 Read, “ From Tadpole to Frog” by Wendy Pfeffer.
 After watching the video and reading the story, discuss the sequence of
events that must occur before a frog develops.
 Ask the children to recall what they learned about frogs while observing the
tadpoles in the tank.
 Tell students that first there are tiny eggs that cling together in the water.
Begin to make a list on the dry-erase board (1. Tiny eggs are in the pond).
Ask students what happens next. Prompt students when necessary, and
continue to write the sequence of events on the dry-erase board (2.
Tadpoles come out of the eggs and they swim in the pond, 3. The tadpole
grows legs and lungs, 4. The tadpole changes into a frog).
 After making the list of events that must occur before a frog develops,
explain to the children that they are going to work in groups to illustrate
one part of the cycle.
 Split the class into groups and give each group a piece of white paper that is
labeled with their particular part in the tadpole to frog sequence/cycle. Have
children spread out in the room and use pencils and crayons to complete
their pictures.
 After the children have illustrated their part of the cycle, have the children
return to their seats.
 Ask one member of each group to come to the front of the room. Have
volunteers tell the order they should come in.

Closure

 Hang and display the finished sequence in the room.

 Students will then complete the worksheet, “What comes next?” They will
cut and paste the four pictures of the life cycle of a frog into the correct
order.
 Review the vocabulary words used in the lesson by passing out and having
the students complete Frog Word Search.
 Assign homework. Tell students to complete Life Cycle of the Frog
coloring page.

Evaluation
Formative: Observe students during art activity and ask questions throughout. I
should see that are putting the four pictures of the life cycle of the frog in the
correct order. I should ask questions like: “Remember that after the tadpoles
come out of the eggs, they then grow legs and lungs.” “Can you describe what
might happen next?” Or “Can you describe what happens after the tadpole grows
legs and lungs?”

Summative: Students will be assessed on their participation in the group activity

based on teacher observation. They will also be assessed on the correctness of the
worksheet they complete. If they have placed the pictures in the correct order they
will receive a plus for skilled, and if they are not in the correct order they will
receive a minus for needs improvement.
 Reference:

http://teachers.net/lessons/posts/2801.html