5E Lesson Plan For Preschoolers

Lesson Plan Author: _NaTasha Garrett__

Date: _June 9, 2023
Type of Lesson: _Life Science/ Preschool: Life Cycle of Frogs

State or Common STANDARD 5 Knowledge, Application, and Integration of Academic Content

Core Standards in the Early Childhood Curriculum: 5c: Modify teaching practices by
applying, expanding, integrating, and updating their content knowledge in
the disciplines, their knowledge of curriculum content resources, and their
pedagogical content knowledge.
Actively engage in group reading activities with purpose and understanding.
National [RL.K.10]
Standards:
Add drawings or other visual displays to descriptions as desired to provide
additional detail. [SL.K.5]

Use frequently occurring prepositions (e.g., during, beyond, toward). [L.1.1i]

Describe characters in a story (e.g., their traits, motivations, or feelings) and

explain how their actions contribute to the sequence of events. [RL.3.3]

Distinguish their own point of view from that of the narrator or those of the
characters. [RL.3.6]

Use a variety of one-and two-footed take-offs and landings.

Books (Literacy): There Was An Old Lady Who Swallowed a Frog, Frog on
Materials: a Log?, I Don’t Want to be a Frog
Classroom Discussion Items: Frog Facts Sheets, large paper notebook,
markers, or dry erase board, dry erase markers, pencils, poster of frogs life
cycle
Questions of the day: Would you touch a live frog?, Would you like to be a
frog?, Can you jump as far as a frog?
Classroom Exhibit: Large tank, shallow aquarium bowl, small log (sticks),
wood chips or small aquarium pebbles, water, live frogs, large notebook for
charting.
Camera: The camera will be used to take pictures of the activities.
Computer: The computer will be using the help of the children navigate on
the class blog and play frog-related games.
Food Experience: The student will make a special using gummy frogs,
gummy snakes, chocolate rice cakes, and blue frosting.
The students will choose and read a book of their interest in the library.
Objectives: The students will have a group discussion about the life cycle of a frog.
 The students will have morning journalling each morning.
The teacher will draw a pond on the white board.
The students will describe and chart what type of habitat a frog has.
The students will assist the teacher in creating the classroom pet exhibit.
The students will create a model of a frog’s life cycle.
The students will play frog computer games.

Differentiation The student will be allowed to choose a book of their interest.

Strategies: The student will be given opportunities to view the blog to better assist them
in their understanding of creating content for it.
The teacher will guide the students with questions pertaining to their
thoughts and ideas.
Procedures: Engagement:

Present an open discussion to the students to test their knowledge of

frogs. The teacher will then discuss what a blog is and how it can be used
for learning. The students will share their thoughts. They will also make a
hypothesis of whether frogs are in the fish, amphibians, or reptiles’ family.
The students will explore different reading material, computer games, and
observe the poster on the life cycle of frogs. While learning and documenting
frogs, the students will be able to gather their information and create a blog
using Weebly.com.

Assessment: After the students have gathered their thoughts, allow them
to ask questions on the topic. The responses will be used throughout the
blog.
Exploration:

The teacher will the students opportunities to explore the library with
books about frogs. The book of their choosing will be the book used in the
blog and activity. The students will work together as a whole in the
discussion and preparation of the classroom exhibit. The students will
decide whether they would like to have hands on participants in the design.
The students will be assigned to gather materials needed. The teacher will
go to a pet shop to buy live frogs. They will also discuss the diet of frogs.
The students will also have several opportunities to play computer games
about frogs. Pictures of preparation will be included in the blog.

Assessment: The students will be able to work together to initiate the

construction of the exhibit after reading books about frogs. This will help
their understanding the lesson.
Explanation:
The students will reflect on the frog life cycle exhibit with items from the
science center after reading the books. They will begin to discuss the book
about frogs. They will then compare their frog habitat (pond) with the
knowledge they learned in the book. They will then write in their journal
about what they learned. A picture will be posted on the blog.

The teacher will ask these questions during small group:

 Can you share what you know about frogs?
 Which type of frog is your favorite?
 Can you draw your favorite type of frog?

Assessment: The students will be able to compare and make

modifications, if needed, to their habitat (pretend pond).

Elaboration:

Each day the students will observe and take notes of the frogs. They will
also be able to pet and take pictures with the frogs. They will also have a
daily discussion on what they learn the day before.

Assessment:

The students will compile their information to present to the age group
how they worked together to create activities of the frogs. The teacher will
upload the different activities on the blog.

Extension:

The students will observe the teacher as he or she presents the class
with their drawing of frogs. The students will then have a chance to have a
closer look at the frogs in the water table. They will also discuss why they
appear to be covered with a congealed outer shell along with the importance
of the outer layer.

Assessment: The students will be able to discuss the frogs and why it is
important not to touch all frogs. Pictures will be uploaded of different types of
frogs.
Evaluation: Evaluation Tool for Weebly Blog

5-Approaching 10-Expectations 15-Exceeding

Expectations Expectations Were Met Expectations
during group:

Following Students were Students mostly Students know

Directions: not sure what know what what they’re
they’re were they’re supposed supposed to do
supposed to do. to do. They and follow
Student did not followed directions
ask for help directions to the precisely.
and/or best of their
completed ability.
journal.
Precise Not participating Participating Participating very
Contribution: as much as I frequently in frequently in
could have of discussions and discussions and
should have in journaling. journaling. Student
discussion and Students can can describe,
journaling. draw examples of share, and draw
Student has their examples of their
difficulties understanding understanding
understanding about frogs. about frogs with
and sharing their great knowledge.
knowledge of
frogs.
Quality of Student journal Student journal Students
Product: was not neat or was completed journaling was
related to and did not complete and neat.
discussion. complete in a The student was
Students could timely fashion. about to play the
not follow the Students use the computer game
directions of the computer with successfully with
computer game. limited no assistance.
assistance.
Lesson Plan References (Not a children’s book):
National Geographic Readers: Frogs!
A Frog’s Life Cycle Poster