3rd Grade Lesson Plan: What are Frogs?

Lesson Plan: What Are Frogs? 

1. Standards/ Quality Indicators/ Skills 

-3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 

-Science standard 3-LS4-3 in guided inquiry. Students must address this standard using argument, which means they need to cite references to support their statements.

2. Learning Objectives/ Goals= Performance Expectations

3. Assessment 

-Assessments (before, during, and after lessons) Before= Pre test, After= Post test During= Notes during class and lesson (checklist).

-Included is: observations were made during the lesson to make sure students understand the objectives and are engaged in the lesson. You may also use a checklist. 

4. Lesson Structure and Procedures 

Pre Lesson Survey

Begin the lesson with a discussion on ‘What Are Frogs?” 

-Define what a frog is

-Where do frogs live?

-Talk about the model of a frog 

Activity: Building your own frog model! (Playdoh) 

-Using playdoh, the students will build their own model of a frog 

-We will show an example of how to build a frog using playdoh, but we are leaving is up to the students to decide what concepts of a frog they want to portray.

Partner work

-Define the different types of frogs that are in Missouri

-Divide the classroom into partners of 2.

-Each partner will be assigned a different species of frog.

-The following frog species will be assigned in the classroom:

a. Blanchard's cricket frog (Acris Blanchardi)

b. Bullfrog (Rana Catesbeiana)

c. Green Frog (Rana Clamitans)

d. Green Tree Frog (Hyla Cinerea)

e. Gray Treefrog (Hyla Versicolor)

f. Illinois chorus frog (Pseudacris Streckeri Illinoensis)

g. Crawfish Frog (Rana Areolata)

h. Spring Peeper (Pseudacris Crucifer)

-Research their species of frog.

-Follow the Chapter 2 prompts and answer the questions specific to your species. 

Once they find where their frog belongs (water, trees, prairie) they can come up and add their frog name to the poster on the proper ecosystem 

Science standard 3-LS4-3 is shown in the guided inquiry. Students must address this standard using argument, which means they need to cite references to support their statements.

-Give Post- Survey 

-Collect Post Survey and Wrap up the lesson 

5. Instructional Strategies 

-Discussions, models, group work, and investigation. 

6. Learning Activities 

-Hands on model building; Research (exploring different species of frogs)

7. Science Safety 

-Material allergies must be considered before implementing this activity (ingredients in Playdoh). We checked with Ms. Whittenauer and she assured us that all was fine. 

8. Resources and Materials 

-Playdoh, Pre Survey, Post Survey, Ipads or Computers, Chapter 2 Prompts, A Writing Utensil

9. Technology 

-Students will use personal iPads to complete investigations on aquatic ecosystem.

10. Differentiation/ Accommodations/Modifications/Increases in Rigor 

-All necessary special accommodations will be provided according to the directions of Ms./Mr.

11. Classroom Management 

-We will follow the rules and regulations of Ms/Mr. classroom. 

12. Extensions 

-Children will be able to draw their ecosystem in which their frog lives in. 

13. Follow Up to Today's Lesson

-In next week's lesson, we will look at the frogs that we learned about, and how they camouflage themselves in their environments. 

14. Additional Information 

-If time permits, we will discuss how frogs live in these different ecosystems, but how they are all still connected