Essential Questions: What makes a frog a frog?

(observable features)
Are all frogs the same? What makes them different?
What features allow a frog to survive in their environment?
How do frogs adapt to changing environments?

Structured Inquiry lesson

Big Ideas:
Science: Plants and Animals have observable features
Big Idea
English Language Arts: Curiosity and wonder lead us to new
discoveries about ourselves and the world around us.
Arts: Engagement in the arts creates opportunities for inquiry
Content
Hook: A provocation table is set up in the classroom, equipped with a fish tank in the middle (frog inside),
magnifying glasses, clipboards, paper, and drawing and colouring tools.
The teacher would gather the students on the carpet and explain that a new friend has joined the classroom. The
teacher would invite students to come and take a look at what is inside the fish tank.
Teacher would then introduce the topic of frogs by reading “Frogs” by Elizabeth Carney
Students would then be invited to brainstorm a list of words, that they know or have learned from the text, that
describe frogs.

Content: Students are expected to know…
 Basic needs of animals
(include habitat-food, water, shelter, and space)
Curricular
 Adaptations of local animals
Competencies
(may include structural features or behaviours that
allow organisms to survive. Features may include
shape, size, feet, teeth, body covering, eyes, ears)
 Personal and collective responsibility associated with
creating, experiencing and sharing in a safe learning
environment
After brainstorming words together, the students would be invited to share their Wonders about Frogs. A list
would also be generated for future reference when diving deeper into the inquiry.
Students would then be invited to sit in a circle around the fish tank and make observations in their observation
journals about what they see through drawings and perhaps words.
To further engage my students and offer a more hands-on experience, as suggested in the Waldorf approach, the
students would be guided to a creative space in the classroom, equipped with many art supplies from paints, to
paper to recyclable materials. Here they would bring their observations to life, by creating their own vision of a frog,
using whoever materials they see fit. Throughout the creative process, the teacher would conference with individual
students, asking them to explain their reasons for choosing given materials and what those materials represent on
their frog.
Extension Activity: Bringing the children to a local pond, to observe frogs and tadpoles in their local environment.

Core Competencies:
Communication: I can present information clearly and in an organized way.
Creative Thinking: I get ideas when I use my senses to explore. Assessment:
Resources:
Students documentation of their frog
Curricular Competencies:  Fish tank with frog
observations.
 Clipboards, magnifying glasses,
Students are expected to be able to do the following: Students participation in group discussion. writing tools, colouring tools,
 Demonstrate curiosity and a sense of wonder about the world observation journals
Students ability to generate their own
 Observe objects and events in familiar contexts  Art supplies (paints, paper, recyclable
questions based off their observations.
 Ask simple questions about familiar objects and events materials, etc.)
 Make exploratory observations using their senses  Chart Paper
Adaptations:
 Experience and interpret the local environment  Frogs by Elizabeth Carney
 Discuss observations Word Wall with accompanying pictures.
 Create artistic works of art using ideas inspired by imagination, inquiry and experimentation
 Literature of all different reading levels.
Students would be able to share their
This is the first lesson to engage the students in an inquiry unit about frogs. I have also attached a list of learning in many different ways, from
questions that the teacher may use to prompt discussion and help guide the students’ inquiry! drawing to writing words, based off their
abilities.  Various literature on Frogs