Unit Plan

Animals!
By
Brent Oberlin
Thematic Unit Standards
NGSS. 2-LS4-1. Make observations of plants and animals to compare the diversity of life
in different habitats.
ART.M.II.2.3 Create through exploration, improvisation, and composition, rhythmic variations
for a familiar song.
SS.2 E1.0.3 Describe the natural, human, and capital resources needed for production of a
good or service in a community.
Health.1.2 Classify foods into the food groups.
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
symbols appropriately.
SS.2 E1.0.5 Identify the benefits and costs of making various personal decisions.
NGSS. 2-LS2-1 Plan and conduct an investigation collaboratively to produce data to serve
as the basis for evidence to answer a question. (2-LS2-1)
NGSS.2-ESS2-1. Scientists study the natural and material world.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
NGSS. 2-LS2-1 Events have causes that generate observable patterns.
NASPE.1 The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.
CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
SS.2 G1.0.2 Use maps to describe the spatial organization by applying the concepts
including relative location, and using distance, direction, symbols, and the key or legend.
METS.PK-2.RI.use digital resources (e.g., dictionaries, encyclopedias, graphs, graphical
organizers) to locate and interpret information relating to a specific curricular
topic, with assistance from teachers, school library media specialists, parents, or
student partners.
NGSS. 2-LS4-1 Make observations (firsthand or from media) to collect data which can be
used to make comparisons.
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a
question.
Participate in shared research and writing projects (e.g., read a number of books on a single
topic to produce a report; record science observations).
CCSS.ELA-LITERACY.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
ART.VA.V.2.4 Demonstrate connections between the visual arts and other curriculum
through student artwork.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Describe how reasons support specific points the author makes in a text.
Objectives
1. When given a specific topic, students participate in research using technology to find
answers that are correct.
2. When given different animals, students can make observations describing the
differences, that are true and logical.
3. When given a problem or question, students can plan and conduct an investigation to
help provide an answer in an effective manner.
4. When discussing and answering questions about the informational text, students will
recount and describe key details, with 100% accuracy.
5. When reading an informational texts, students will be able to point out text features to
discover key facts or information when appropriate with complete accuracy.
Focus
Everybody has a favorite animal, right? I want everyone to take a moment and think
about your favorite animal. Think about what the unique characteristics of your favorite animal,
what makes them special, what do they need to survive/what do they do to survive. Over the
next few weeks, we are going to be learning a lot about different animals! Maybe even your
favorite animal! Were going to look at a bunch of different information about those animals, the
different types of animals, what they can do for us and our communities, and even how we get
that information. We are going to have a fun time by creating pictures and in the end we even
get to be the authors of our own books! Each of us will get to share our books as well at our
school science night. Whos ready to learn about animals?

Audience
The grade level for this unit is 2nd grade. In this classroom, there are 22 students, with
12 boys and 10 girls. The students of the classroom are not that racially diverse, there are 2
african american students and 2 hispanic students and the other 18 are of caucasian descent.
One student has ADHD and another is an English Language Learner. Almost every student
meets or exceeds grade expectations for reading and writing, but the majority of the class falls
below the bar when it comes to math. The community has a middle class socioeconomic status.
It is smaller community, where everyone knows everyone. The school is a K-4 school, where
there are two classes for each grade. The other 2nd grade teacher and I are work together in
planning and instruction.

Types of Animals
Name: Brent Oberlin Date:
Curriculum/Course: Science/Music Grade level: 2nd grade
Time/Period: 30 Minutes Materials: Computer, speakers,

https://www.youtube.com/watch?v=N
ftlOCT1t1k
Standards:
2-LS4-1. Make observations of plants and animals to compare the diversity of life in
different habitats.
ART.M.II.2.3 Create through exploration, improvisation, and composition, rhythmic
variations for a familiar song.
Outcome Statement:
By the end of this lesson, students will make observations about the diversity between
animals and create a song explaining their diversity.
Objectives:
When given different animals, students can make observations describing the differences,
that are true and logical.
When given a specific topic, students can create a song that fulfills the requirement.
Assessment (Formative, Summative):

Through discussion, I will be able to assess the students abilities to make key
observations about the diversity of animals.
Students will perform their musical piece in groups to the class about their specific animal
type.
Introduction/Hook:
In 1st grade we learned about the classification of animals..

Activate students prior knowledge of animal classifications.
Watch video for review https://www.youtube.com/watch?v=NftlOCT1t1k
Steps in the lesson:
1. What are the different groups? Write each on board.

2. What a re the characteristics of each group? Write characteristics under headings.
3. We learn and remember things by music a lot, thats what we will do today to help
us remember our groups.
4. Each table will get assigned an animal group and create a song for that group using
its characteristics. An example: https://www.youtube.com/watch?v=r9SF3WqxM-Q
Closure Activity/Wrap up:
Every group will perform their song to end the lesson.
Differentiation:
What will I differentiate? Content Process Product
How will I differentiate? For readiness By interest Learning profiles Ability

level Affect
Specific Student / Group: Kinesthetic learners will benefit from the performing of the
song.
Auditory learners will benefit from listening to the video and hearing the songs.
Visual learners will benefit from viewing the video.
Accommodation/Modification:
Specific Student /Group:

The student with ADHD will be able to sit in a swivel chair or exercise ball during
the videos but should benefit from creating the song.
The english language learner will be grouped with someone who communicates
with their first language to help cross any barriers.
Other content areas: are addressed because students use proper discussion skills which
factors into ELA standards. They also include music in their learning by creating a song about
animal classifications.
Extensions: Students may perform song to first grade class learning about animal
classifications or create an audio or video recording on class iPads. They can also practice their
classification skills by using the animal cards in the room located at the animal learning center.
Farm animals (Virtual Field Trip)
Curriculum/Course: Social Studies Grade level: 2nd Grade
Time/Period: 30 - 40 Minutes Materials: Computer, Projector,

http://www.sites.ext.vt.edu/virtualfarm/
main.html
Pencils, Note cards
Standards:
SS.2 E1.0.3 Describe the natural, human, and capital resources needed for production
of a good or service in a community.
Health.1.2 Classify foods into the food groups.
Outcome Statement
By the end of this lesson, students will be able to describe how animals provide crucial
resources for community members.
Objectives:
When given an specific farm animal, students are able to describe specific benefits that
animal provides, that is logical.
When given an food item, students can classify that food into a food group correctly.
Assessment:
Students will write an exit ticket sentence card, that demonstrates their knowledge of
animal resources and food.
I will ask specific questions about food types to assess students knowledge.
Introduction/Hook:
Begin activating students prior knowledge about farms and what they do for communities.
Who has ever been on a farm? What type of animals are normally on farms? Why
these animals? What services can these animals provide for us?
1. After discussing farms, propose a main question of How do farms help/serve a

community? Write on board for further reference.
2. Today, well explore farms and see how farms affect us even though none of us live
on farms.
3. Use http://www.sites.ext.vt.edu/virtualfarm/main.html to explore different types of
farms virtually.
4. Stop to further discussion of animals/farms, Have you eaten any of these foods that
farms produce? What types of foods do we see being produced and where do they
fit in our food pyramid (Refer to pyramid located on wall)? (dairy, meat, wheat) How
often do we eat these? Etc.
Lets reflect back on our big question.

Have students answer the big question on a notecard as an exit ticket for lunch.
Differentiation:

level Affect
Specific Student / Group:

K - will benefit from feeling like they are on site by immersing in the virtual field trip.
A - will benefit from hearing the audio recordings on the website.
V- will benefit from seeing the pictures and videos on the website.

ADHD- This student will be allowed to sit in a swivel chair or exercise ball, student
will be able to stand up and move in back of the classroom near my desk if they
need a break from sitting.
ESL - this student will get paper with key vocabulary words in english, spanish, and
a picture that goes along with it.
Other Content Areas: Health is addressed because students can be reminded of food
categories. Learning with technology is addressed by using the virtual field trip. Science is
addressed because students are making observations to answer a big question.
Extensions: Students can work on a food classifying activity.
Farmers market vs Supermarket
Curriculum/Course: math Grade level: 2nd grade
Time/Period: 45 minutes Materials: farmers market

items/prices, regular store items/prices,
check out sheet, shopping lists,
https://www.youtube.com/watch?v=3T
pyzv54KOo
Computer, Projector
Standards:
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $
and symbols appropriately.
SS.2 E1.0.5 Identify the benefits and costs of making various personal decisions.
NGSS. 2-LS2-1 Plan and conduct an investigation collaboratively to produce data to
serve as the basis for evidence to answer a question. (2-LS2-1)
Outcome Statement:
By the end of this lesson, students will solve problems involving the price of goods and
plan and conduct an investigation with their partner to identify the benefits or costs of
shopping at different establishments.
Objectives:
When given a problem to solve using money, students will be able solve the issue using
their knowledge of money, appropriately using money symbols.
When given a problem or question, students can plan and conduct an investigation to help
provide an answer in an effective manner.

Students will turn in their check out sheets to be checked for accuracy.
Students will share their results and discuss what they believe the costs/benefits are.
Introduction/Hook:
what do farm animals provide for us? (Eggs, milk, meat)

Review farm animal lesson.
How do we get these products if we do not have our own farm?
1. Are we able to purchase these items from local farmers at Mejier or Walmart?
Discuss the differences between supermarkets and farmers markets.
2. Each of us will decide which we think is better, there are advantages and
disadvantages to each type and I want us to dive into them.
3. How can we conduct an investigation into this? I have an idea! Share the first two
minutes and 30 seconds of the video.
4. Review process of planning and carrying out investigations. What will our question
be? We could look at multiple aspects, what is the price difference? What is the
quality difference/health difference? What is the effect on our local community? For
today though, we are going to look at price.
5. Partner up, explain how one side of the room is farmers market, other is
supermarket. Each pair gets a shopping list, one buys from farmers market, other
from supermarket, keeping track of price on checkout sheet.
6. Model quick example.
7. Students participate
8. Partners meet back to compare and decide which option they would chose.
Have groups share out. What were the best parts of farmers market? What were the
worst? Same for supermarket. Were you able to find everything you needed? Discuss
other advantages and disadvantages related to personal preference, time, quality,
accessibility, variety, etc.
Share rest of video and compare class responses to the members of the video.
Differentiation:

level Affect

K - will benefit from actually going around and picking items.
A- will benefit from discussion and answering of key questions.
V - will benefit from seeing the video.

ADHD- will be up and moving, which should be enough to keep them on task.
ESL - will receive pictures with the english words to help facilitate connections
between words and items.
Other Content Areas: ELA is addressed here as well because they are doing collaborative
research. Health is addressed in relation to discussing quality of food.
Extensions: Students who are interested may complete an investigation at a local farmers
market and supermarket with parents.
Shopping list 1: Bacon, tomatoes, lettuce, bread, mayo, milk.
Shopping list 2: Beef, assorted veggies, bread, cheese
Shopping list 3: Veggies, chicken, bread, BBQ sauce
Shopping list 4: eggs, bacon, seasoning, bread, butter
Dinosaurs
Curriculum/Course: Science Grade level: 2nd grade
Time/Period: 20 Minutes Materials: Projector, whiteboard, KWL

Chart
Standards:
NGSS.2-ESS2-1. Scientists study the natural and material world.
Outcome Statement:
By the end of the lesson, students will have an understanding of dinosaurs, types, and
who studies them by being able to take information through a video and describe key ideas
from that video.
Objectives:
When given information through a video, students are able to recount information from the
video afterward, with accuracy.
When presented with information about how dinosaurs are studied, students will gain
further understanding of how scientists collect information and make observations.
Assessment:
The classroom discussion about the video and the question sheet that will be turned in will
allow me to observe their ability to recount key details/ideas.
The discussion will allow me to assess the knowledge the students have regarding
scientists and their studies.
Introduction/Hook:
Can you think of any animals that do not exist anymore? How do we know they
existed? How do we gain information about them?
Discuss dinosaurs and possible ways to study them.
1. Review the components of KWL charts.

2. Give students an opportunity to fill out a chart about dinosaurs.
3. Make a classroom KWL chart on the board.
4. Watch video about dinosaurs:
http://video.nationalgeographic.com/video/101-videos/sun-101-sci?source=relatedvid
eo
5. Discuss video and key points and questions from introduction.
6. Assess our KWL charts. What do we know now?
Students will complete question sheet about video.
Differentiation:

level Affect

K- will benefit from the filling out of the KWL chart.
A - will benefit from discussion and audio from video.
V- will benefit from KWL on board, and video.

ADHD - will be allowed to sit in swivel chair or on exercise ball.
ESL - will get assistance from language parapro in room at that time.
Other Content Areas: Social studies is also addressed because of the historical context of
dinosaurs.
Extensions: Students can create their favorite dinosaur during free art time, they will be
provided with materials (Cut outs, and instructions). There are also books in the classroom
library for students who want to investigate further.
K W
What You Want to Know
L
What Youve Learned
What You Know
Video Questions
1. What do scientists dig up to find information about dinosaurs?
2. Why might the dinosaurs be extinct?
3. What animals are similar to dinosaurs that the video mentions?

Quiz
1. The first step of conducting a scientific investigation is coming up with a question
or problem to solve.
a. True
b. False
2. What category would a lion be placed in?
a. Reptiles
b. Mammals
c. Birds
3. What are items that can be produced by animals on a farm?
a. Wheat
b. Meat
c. Eggs
d. Dairy
e. All the above

Fossils
Name: Brent Oberlin Date: 4/15/17
Curriculum/Course: Science/ELA Grade level: 2nd Grade
Time/Period: 30 minutes Materials: Chocolate Chunk Cookies,

Paper plates, Toothpicks,
Picture/Sentence sheet
Standards:
NGSS.2-ESS2-1. Scientists study the natural and material world. (2-ESS2-1)
Outcome Statement
By the end of this lesson, students will apply the techniques of a paleontologists and
understand the necessary characteristics.
Objectives :
When asked to further explain, students can create sentences to reinforce details, with
100% accuracy.
Assessment:
Sentence and picture sheet will be turned in, to be checked for completion.
Introduction/Hook:
Discuss dinosaurs, referring back to previous lesson and KWL charts. How did we figure
out they were studied? Does anyone know what we called those scientists? Today, we
get to be paleontologists!
1. Each student will receive, a paper plate, one chocolate chunk cookie, two toothpicks,
and a paper towel.
2. Students will pick out their chocolate chunks using their tools
3. After they have removed them all they will create a picture using the chunks of their
Fossil
4. Students will then draw the outline of their fossil on the paper.
5. They will then create a sentence regarding their discovery.
Students will share their discoveries. We will then discuss what skills are necessary. What
strategy worked best? What characteristics do paleontologists need?
Differentiation:

level Affect

K- will benefit from actually removing the chocolate chunks.
A- will benefit from discussion.
V- will benefit from the visual representation of the cookie and pictures of the fossils.

ADHD- will have freedom to leave seat and take a move break when necessary.
ESL- will be paired with a partner that can offer appropriate assistance.
Other Content Areas: This lesson further demonstrates one way scientists gain knowledge,
which addresses science standards.
Extensions: Students could use their classroom iPad to research pictures of real fossils.
Fossils!
Picture of my fossil:
Today, as a paleontologist, I discovered ___________________________
___________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Migration
Curriculum/Course: Science Grade level: 2nd Grade
Time/Period: 30-45 Minutes Materials: Animals in Winter by

Henrietta Bancroft & Richard Van
Gelder, Gymnasium, Directional
location signs set up in the gym,
Standards:
NGSS. 2-LS2-1 Events have causes that generate observable patterns.
NASPE.1 The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.
Outcome Statement
By the end of the lesson, students will be able to explain how events have causes that
generate a pattern and recount key details from informational texts.
Objectives:
When discussing and answering questions about the informational text, students will
recount and describe key details, with precision.
After discussing and reviewing the concept of migration, students will be able to explain the
concept including how causes create events with patterns, accurately.
When doing physical activity, students will demonstrate control over their movements and
motor skills.

Students will write an exit ticket sentence with a fact about migration.
I will be observing students while in the gym to evaluate that they have grasped the
concept of migration.
I will observe students to make sure they have control over their movements and motor
skills.
Introduction/Hook:
Start by asking why there is movement. Do you know anyone who has moved houses?
Why did they move? Why do people move?
Discuss how animals move habitats too. Do you think animals move? Why would they
move?
1. Read the book. Discussing migration throughout.

2. Review the information from the book, relying on students to recall details.
3. Explain how we are going to demonstrate it migration in the gym.
4. Go to gym.
5. Students will be assigned as a group of animals, and told to go to a location in the
gymnasium.
6. Students will given a weather scenario and have to decide whether their group of
animals would move or not.
7. Discuss after each scenario.
After returning back to the room, students will complete an exit ticket before heading to
lunch. Write one sentence about what you learned about migration today.
Differentiation:

level Affect

K- will benefit from the movement and acting out the migration of animals.
A- will benefit from discussion of migration and the book.
V - will benefit from visuals in the book and seeing people move in the gym to represent
migration.

ADHD - should be kept engaged by movement and physical activity.
ESL- Will be paired with a student who can assist if needed.
Other Content Areas: PE is addressed by getting students up and moving physically. This also
addresses social skills and how student should be acting in these situations, which fits under
health standards.
Extensions: There are other books in the classroom library that discuss migration. Students
can conduct take home webquest that discovers information about migration and migrating
animals.
Migration 2.0
Curriculum/Course: Math Grade level: 2nd grade
Time/Period: 20-30 Minutes Materials: Rulers, Maps, City Cards
Standards:
CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
SS.2 G1.0.2 Use maps to describe the spatial organization by applying the
concepts including relative location, and using distance, direction, symbols, and the key or
legend.
Outcome Statement
By the end of the lesson, students will be able to measure the distance on a map, and
describe the direction in relation to the starting point using the compass on the map.
Objectives:
When given the correct tools and two spots to measure between, students are able to
measure the distance, with 100% accuracy.
When given a map, students will be able to describe locations using direction and distance
while referring to map compass/key, with 100% accuracy.

Students will share out their findings with the class, with will allow me to check their work.
Introduction/Hook:
Start by reviewing the last migration lesson. What did we do in the gym? What were we
talking about?
1. After discussing migration, talk about how far animals may travel. How far do you
think they go? How could we estimate it?
2. Review the ways we use maps. What are the components of a map?
3. Explain activity. You will select a location from the start points pile, and one from the
end points. You and your partner will each have a start and an end. You will work
together to find the distance between the start and end using the ruler on the map.
You will then come up with a story about your animal and why the moved using
concepts that we learned before about migration. We will be sharing with the class.
4. Model activity.
5. Do one example as a class.
6. Allow work time.
Students will share out, showing their marked locations on their maps and their
measurements and stories.
Differentiation:

level Affect

Students who are most ready will have complete freedom with using the rulers and making
measurements.
Students who are the least ready will be given small group direct instruction by me about
using ruler.
Students who are in between can receive a tips sheet about using a ruler.

ADHD - student will be allowed to take a break and move around during activity.
ESL- Student will be placed in small group to receive direct instruction from me.
Other Content Areas: Social studies is addressed because of the use of geography. Science is
addressed because it goes back to the concept of causes and events give way to patterns from
previous lesson.
Extensions: Students may try different measurements if they are finished or create their own
start point/end point.
Hibernation
Curriculum/Course: ELA/ Science Grade level: 2nd Grade
Time/Period: 30 Minutes Materials: Computers, Venn

Diagrams, Pencils
Standards:
METS.PK-2.RI.use digital resources (e.g., dictionaries, encyclopedias, graphs, graphical
organizers) to locate and interpret information relating to a specific curricular
topic, with assistance from teachers, school library media specialists, parents, or
student partners.
NGSS. 2-LS4-1 Make observations (firsthand or from media) to collect data which can be
used to make comparisons.
Recall information from experiences or gather information from provided sources to answer
a question.
Participate in shared research and writing projects (e.g., read a number of books on a
single topic to produce a report; record science observations).
Outcome Statement
By the end of the lesson, students will be able to appropriately use technology to find
information or make observations about animals that hibernate and answer questions
about them.
Objectives:
Given a specific topic, students are able to participate in research using digital tools to find
necessary information, that is correct.

Venn diagrams will be turned in to be assessed and shared as well.
Introduction/Hook:
Review hibernation mentioned in Animals in Winter and facilitate discussion about

hibernation. So we know that some animals migrate right? What about the others? Does
anyone remember what the book said about the other animals?
1. Create a class list of animals that they think might hibernate and leave on board.
2. Explain a ctivity. Research and venn diagram. Partners will research two animals
and compare and contrast them using a venn diagram and see which one
hibernates.
3. Review components of venn diagram, what is expected.
4. Model appropriate research techniques/ give list of recommended sources.
5. Have students partner up and complete activity.
Students will share the information about their animals and their venn diagrams to the
class.
Differentiation:

level Affect

Students who are most ready will receive freedom to complete research and venn
diagram.
Students who are least ready will receive small group direct instruction from a parapro to
help complete research and venn diagram.
Students who are in between will be frequently checked on by me to help ensure
correctness.

ADHD- may need a 5 minute break to get active.
ESL - Will receive small group instruction.
Other Content Areas: ELA is addressed because we are comparing and contrasting. Students
are learning with technology as well by completing research on the computers.
Extensions: In the animal learning center, there are QAR activities that go with books about
hibernation.
Hibernation Venn Diagram
Frog Life Cycle
Curriculum/Course: Science, ELA Grade level: 2nd Grade
Time/Period: 30 Minutes Materials:

http://www.frog-life-cycle.com/
Question Sheet
Pencils
Standards:
Ask and answer such questions as who, what, where, when, why, and h ow to demonstrate
understanding of key details in a text.
Describe how reasons support specific points the author makes in a text.
Outcome Statement:
By the end of the lesson, students will have a basic understanding of the life cycle of a
frog, as well as be able to quote accurately from the text and comprehend informational
texts.
Objectives:
When given an informational text, students are able to answer questions related to the
text, with 100% accuracy.
When given an informational text, students are able to point out reasoning behind the
points made in the text when discussing.
Assessment:
Question sheet will be turned in and checked for accuracy.
Introduction/Hook:
Start out by discussing frogs. Who likes frogs? What animal classification are frogs?
Where do we see frogs?
Who knows how frogs grow over their life? That is our big question, we want to answer
today!
1. Discuss how we properly read informational texts. Reading for comprehension.

2. Then how do we answer questions and different types of questions. Where do we
look for answers? Do we use complete sentences? remember the difference
between right there questions and think about it questions.
3. Model a literal question.
4. Model an inference question.
5. Do both with the class.
6. Have students work independently on the question sheet.
Go through the questions as a class, discussing each and how to find each answer.
Differentiation:

level Affect

K - will benefit from actually searching and coming up with answers.
A - will benefit from discussion of questions, reiterating main concepts.
V - will be benefit from pictures that go along with the informational text.

ADHD - can have information read to them, or work with a partner.
ESL - can work with a partner that can help with unknown words.
Other Content Areas: Science is addressed in the form of understanding the concept of the
lifecycle and reiterating animal classification characteristics.
Extensions: The worksheet below would further reinforce concepts, especially for visual
learners. The video would be good for students interested as well.
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=video&cd=1&cad=rja&uact=8&ved=
0ahUKEwjHhaiX2MzQAhWlllQKHQZvBtIQtwIIHDAA&url=https%3A%2F%2Fwww.youtube.com
%2Fwatch%3Fv%3DAMs3waaW75g&usg=AFQjCNFS1YfiWTSA77WigsbKUo83woO-Pw
Life Cycle of Frog Questions
1. How many days does it take for the frog eggs to hatch?
2. What are the fish like creatures that are at the beginning of the life cycle called?
3. What is a tadpole with legs referred to as?
4. How long does it take for the life cycle of a tadpole take?
5. What is the life cycle of a frog? Please show by creating a linear diagram or a
circular diagram in the space provided.

The Frog Eggs
Mom frog will lay a whole bunch of eggs because most of them won't hatch. Some of
the eggs will be eaten by other small animals and birds, and some of them won't
become fertilized. Other eggs might become dried up in the sun or get broken in the
water. The eggs that survive will hatch after about 7 to 9 days and begin the frog cycle
and start the many life stages of a frog. But they don't get to be frogs just yet; they have
to go through the tadpoles' life cycle first.
The Tadpole
When frog eggs hatch they don't come out as frogs right away, they have to start out as
tiny little fish-like creatures called tadpoles. In the beginning 7 days or so of tadpole
development, a tadpole will eat the egg yolk that is still left in its gut. The only parts to
the baby tadpole are the gills, the tail, and the mouth. After about 7 days of tadpole
development, the tadpole will begin to swim around on its own and eat algae from the
top of the water.
Tadpole Development
About four weeks into the tadpoles life cycle it will begin to grow teeth and skin over the
gills and will begin to become social and swim in schools like fish. Then 6 to 9 weeks
into the tadpoles development it will begin to grow longer and develop a little bit of a
head and some legs. At the end of the 9 weeks, the tadpole will look more like a frog
than a fish, but with a long tail. The tadpole will also start to eat things like tiny insects.
In areas of the world that have cold winter months or that are in very high altitudes,
which also are sometimes very cold places, the tadpoles life cycle takes all winter long
to complete.
Diagram of Frog Life Cycle
If you wanted to draw a diagram of frog life cycle, you might make it look like a circle,
starting with eggs, and then the baby tadpole. Then you would add legs to the baby
tadpole and call that a 'Froglet'. Then draw a full grown frog, which points back to the
eggs because the life cycle of a frog doesn't end with the full grown frog. The full grown
frog will find a frog to love and to make more baby frogs with and begin the frog life
cycle all over again.
- See more at: http://www.frog-life-cycle.com/#sthash.J4xLnXas.dpuf
Camouflage
Curriculum/Course: ELA/Art Grade level: 2nd Grade
Time/Period: 30 Minutes Materials: Hide and Defend by

Kathleen N. Daly, Paper, Colored
Pencils
Standards:
Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
C CSS.ELA-LITERACY.SL.2.6
ART.VA.V.2.4 Demonstrate connections between the visual arts and other curriculum
through student artwork.
Outcome Statement:
By the end of the lesson, students will be able to effectively use text features, use complete
sentences to convey ideas, and discuss the artistic connection of camouflage.
Objectives: When reading an informational texts, students will be able to point out text
features to discover key facts or information when appropriate with complete accuracy.
When given an assigned topic for a paragraph, students will be able to create a paragraph
with complete sentences to provide detail to their picture, with correct capital letters and
punctuation.

Students will share their camouflage picture and sentences.
Introduction/Hook:
Start out by accessing students prior knowledge about camouflage. How do you think
animals stay safe? How do they hide? Discuss how animals are able to avoid predators
or sneak up on prey.

1. Introduce Book. I want you to keep in mind the skills we use when we read
informational texts. What are some of those skills?
2. Talk about importance of text features and using them for key information.
3. Read book. While reading, reference text features. What do we see on this page
that are text features? Etc.
4. Recount details of the text with students.
5. Whats your favorite animal we read about? Students will then create their own
picture of an animal discussed in the text. They will include scenery as well.
6. Students will produce 3 sentences about the animal and how they use camouflage.
Everyone will share their drawings and writings at the carpet to the group. Whyd you
chose that?
Differentiation:

level Affect

K - will benefit from drawing the picture.
A- will benefit from the reading of the book.
V - will benefit from the pictures in the book and the drawn pictures.

ADHD- will be allowed to move from seat if needed, during art portion.
ESL- will receive a second reading of the book by parapro to go over any
confusion.
Other Content Areas: Art is addressed by the creation of the camouflage drawings.
Extensions: Students can explore more about camouflage through interactive webquest that
can be taken home.
Culminating Activity
Curriculum/Course: Grade level: 2nd Grade
Time/Period: Multiple days. Materials: Computers, poster paper,

Audience: Attendees of Science night at the colored paper, printer paper, pencils,
school. colored pencils, markers/crayons,
Standards:
ETS1.B: Developing Possible Solutions: D esigns can be conveyed through sketches,
drawings, or physical models. These representations are useful in communicating ideas for
a problems solutions to other people. (secondary to 2-LS2-2)
SS.2 P4.2.2 Participate in projects to help or inform others.
Participate in shared research and writing projects (e.g., read a number of books on a
single topic to produce a report; record science observations).
METS. PK -2.RI.1 interact with Internet based resources.
Outcome Statement
By the end of this activity, students will be able to create a physical diagram (Ex: poster or
informational book) that details of the animal that they chose to study.
Objectives:
When given a topic, students can find internet based sources when participating in
research, that are accurate.
When given a topic, students can use visuals to convey key details about the topic or idea,
that requires no extra explanation.

Students will be assessed using the rubric attached.
Introduction/Hook:
Weve worked a lot on animals lately, and we finally get to do our big project to show off
on science night!
1. Students will select an animal they want to study. (No students can use the same
one.)
2. Students will begin research during lab time, they will have 2 computer lab days to
complete animal questionnaire sheet.
3. Another 2 lab days will be spent typing out information in presentable format.
4. Students w ill be given time in class to work on visual representation.
5. Students a re responsible for poster or informational booklet to display at school
science night. The goal is to provide information for others.
6. Students can attend and stand next to their posters or booklet to show it off, if
wanted, but not required.
School wide science night, my room will be the animal room, showing off all the interesting
posters from our unit on animals. Our camouflage pictures will be on display too.
Differentiation:

level Affect

Students can pick an animal they are interested in, which will increase motivation to
complete assignment.

ADHD- will be allowed to sit on swivel chair or exercise ball during work time.
ESL- may require extra one-on-one help from me or parapro during research
process.
Animal Questionnaire
1. What group does your animal fit in?
2. Where does it live?
3. What does it eat?
4. Does it hibernate or migrate or neither?
5. What is its habitat like?
6. What are a group of this animal called?
7. Are they a predator to any other animal? Are they prey for other
animals?
Rubric - Animal Poster/Booklet
5 Points 4 points 2-3 Points 0-1 Points
Information All information 80% or more of 50% to 79% of Less than 50%
from the information the information of the
questionnaire is from from the information from
correct and questionnaire is questionnaire is the
appears on the correct and correct and questionnaire is
poster/booklet. appears on the appears on the correct and
poster/booklet. poster/booklet appears on the
Poster/booklet.
Visuals Visuals are neat, Visuals are Visuals are Visuals are
contain multiple slightly messy, messy, unclear as to
colors and contain multiple uncolorful, or what they depict
depict the colors, and depict incorrect or nonexistent.
correct animal. depict the animal.
correct animal.
Completion Assignment is Assignment is Assignment is Assignment is

completed and completed but completed but not completed.
turned in the day turned in same after the date of
before the day as science science night.
science night. night.
Conventions Students Spelling and Spelling and There is no

spelling and grammar is grammar is spelling or
grammar is mostly below grade grammar.
appropriate for appropriate for level.
grade level. grade level.

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Animals!

school science night. Whos ready to learn about animals?

planning and instruction.

Curriculum/Course: Science/Music Grade level: 2nd grade

Time/Period: 30 Minutes Materials: Computer, speakers,

Assessment (Formative, Summative):

In 1st grade we learned about the classification of animals..

Steps in the lesson:

1. What are the different groups? Write each on board.

Closure Activity/Wrap up:

Every group will perform their song to end the lesson.

What will I differentiate? Content Process Product

How will I differentiate? For readiness By interest Learning profiles Ability

Specific Student /Group:

Curriculum/Course: Social Studies Grade level: 2nd Grade

Time/Period: 30 - 40 Minutes Materials: Computer, Projector,

Steps in the lesson:

1. After discussing farms, propose a main question of How do farms help/serve a

Closure Activity/Wrap up:

Lets reflect back on our big question.

What will I differentiate? Content Process Product

How will I differentiate? For readiness By interest Learning profiles Ability

Specific Student / Group:

Specific Student /Group:

Curriculum/Course: math Grade level: 2nd grade

Time/Period: 45 minutes Materials: farmers market

Assessment (Formative, Summative):

what do farm animals provide for us? (Eggs, milk, meat)

Steps in the lesson:

Closure Activity/Wrap up:

What will I differentiate? Content Process Product

How will I differentiate? For readiness By interest Learning profiles Ability

Specific Student / Group:

Specific Student /Group:

Curriculum/Course: Science Grade level: 2nd grade

Time/Period: 20 Minutes Materials: Projector, whiteboard, KWL

Steps in the lesson:

1. Review the components of KWL charts.

Closure Activity/Wrap up:

Students will complete question sheet about video.

What will I differentiate? Content Process Product

How will I differentiate? For readiness By interest Learning profiles Ability

Specific Student / Group:

Specific Student /Group:

1. What do scientists dig up to find information about dinosaurs?

2. Why might the dinosaurs be extinct?

3. What animals are similar to dinosaurs that the video mentions?

1. The first step of conducting a scientific investigation is coming up with a question

2. What category would a lion be placed in?

3. What are items that can be produced by animals on a farm?

e. All the above

Curriculum/Course: Science/ELA Grade level: 2nd Grade

Time/Period: 30 minutes Materials: Chocolate Chunk Cookies,

Steps in the lesson:

Closure Activity/Wrap up:

What will I differentiate? Content Process Product

How will I differentiate? For readiness By interest Learning profiles Ability

Specific Student / Group:

Specific Student /Group:

Today, as a paleontologist, I discovered ___________________________

Curriculum/Course: Science Grade level: 2nd Grade

Time/Period: 30-45 Minutes Materials: Animals in Winter by

Assessment (Formative, Summative):