I. Simple lesson plan
I.
Science, level:
Kindergarten
Activity Time: 40 minutes
Concepts Taught: change over time
Activity Time: 40 minutes
Concepts Taught: change over time
II.
Objective:
Students will work together to illustrate the life cycle of a frog.
Students will work together to illustrate the life cycle of a frog.
III.
Connection:
Students will be aware of change over time. (Kentucky Learning Goal 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events).
Students will be aware of change over time. (Kentucky Learning Goal 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events).
IV.
Context:
Prior to this lesson, students explored the life cycle of apples and pumpkins. They have worked in groups to illustrate the sequence of events that occur in these cycles. Therefore, they are familiar with working in groups to perform this sort of task. Last week, the children also worked with sequencing as they showed Clifford growing from a puppy to a full-grown dog. Furthermore, this lesson is being taught in an integrated mathematics and science unit on frogs.
Materials/Technology:
Dry-erase board and marker
4 pieces of white paper
Crayons
Pencils
“What Comes Next?” worksheet
The book, “From Tadpole to Frog” by Wendy Pfeffer
Prior to this lesson, students explored the life cycle of apples and pumpkins. They have worked in groups to illustrate the sequence of events that occur in these cycles. Therefore, they are familiar with working in groups to perform this sort of task. Last week, the children also worked with sequencing as they showed Clifford growing from a puppy to a full-grown dog. Furthermore, this lesson is being taught in an integrated mathematics and science unit on frogs.
Materials/Technology:
Dry-erase board and marker
4 pieces of white paper
Crayons
Pencils
“What Comes Next?” worksheet
The book, “From Tadpole to Frog” by Wendy Pfeffer
V.
Procedures:
Review the sequence of my dog Jake’s life along with my own life. Show the pictures, and have the children put them in the correct order. Have them explain why they go in this particular order.
Ask the children to recall what they learned about frogs yesterday. Tell the children that today we are going to discuss the life cycle of a frog.
Read, “ From Tadpole to Frog” by Wendy Pfeffer.
After reading the story, discuss the sequence of events that must occur before a frog develops.
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 just as they did for the apple and pumpkin in a previous lesson.
Give each group a piece of white paper that is labeled with their particular part in the 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. 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 sequence of my dog Jake’s life along with my own life. Show the pictures, and have the children put them in the correct order. Have them explain why they go in this particular order.
Ask the children to recall what they learned about frogs yesterday. Tell the children that today we are going to discuss the life cycle of a frog.
Read, “ From Tadpole to Frog” by Wendy Pfeffer.
After reading the story, discuss the sequence of events that must occur before a frog develops.
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 just as they did for the apple and pumpkin in a previous lesson.
Give each group a piece of white paper that is labeled with their particular part in the 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. 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.
VI.
Student Assessment:
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 need improvement.
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 need improvement.
VII.
Refinement-Lesson Extension/Follow-up:
Students will continue to learn about frogs. They will explore the eating habits of frogs, how they catch their food, and what they eat.
Students will continue to learn about frogs. They will explore the eating habits of frogs, how they catch their food, and what they eat.
II. Revised Lesson Plan
Simple
Life cycle of a Frog Lesson
|
Technofied
Lesson on the Life Cycle of a Frog
|
Subject: science
|
Subject: science
|
Grade: kindergarten
|
Grade: K-3
|
Materials: Dry-Erase Board and Marker, 4 pieces of
white paper, Crayons, pencils, “what comes next” worksheet, and the book
“from Tadpole to Frog”
|
Materials: Smartboard, portable
computers if
classroom computers or lab is not available, 4 pieces of white paper (ipads if available) Crayons,
pencils, “what comes next” worksheet, and the book “from Tadpole to Frog”
|
Activity Time:
40 minutes
|
Activity Time:
40 minutes
|
Concepts
Taught: Change
over time
|
Concepts
Taught: Change
over time
|
Objective:
Students will work together to
illustrate the life cycle of a frog.
|
Objective:
Students will work together to
illustrate the life cycle of a frog, using various applications of technology.
|
Connection:
Students will be aware of
change over time. (Kentucky Learning Goal 2.2 Students identify, analyze, and
use patterns such as cycles and trends to understand past and present events
and predict possible future events).
|
Connection:
Students will be aware of
change over time. (Kentucky Learning Goal 2.2 Students identify, analyze, and
use patterns such as cycles and trends to understand past and present events
and predict possible future events).
|
Context:
Prior to this lesson, students
explored the life cycle of apples and pumpkins. They have worked in groups to
illustrate the sequence of events that occur in these cycles. Therefore, they
are familiar with working in groups to perform this sort of task. Last week,
the children also worked with sequencing as they showed Clifford growing from
a puppy to a full-grown dog. Furthermore, this lesson is being taught in an
integrated mathematics and science unit on frogs.
|
Context:
Prior to this lesson, students
explored the life cycle of apples and pumpkins. They have worked in groups to
illustrate the sequence of events that occur in these cycles. Therefore, they
are familiar with working in groups to perform this sort of task. Last week,
the children also worked with sequencing as they showed Clifford growing from
a puppy to a full-grown dog. Furthermore, this lesson is being taught in an
integrated mathematics and science unit on frogs.
|
Procedures: Review
the sequence of my dog Jake’s life along with my own life. Show the pictures,
and have the children put them in the correct order. Have them explain why
they go in this particular order.
Ask the children to recall what they learned about frogs yesterday. Tell the children that today we are going to discuss the life cycle of a frog. Read, “ From Tadpole to Frog” by Wendy Pfeffer. After reading the story, discuss the sequence of events that must occur before a frog develops. 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 just as they did for the apple and pumpkin in a previous lesson. Give each group a piece of white paper that is labeled with their particular part in the 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. 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. |
Procedures: Review
the sequence of my dog Jake’s life along with my own life. Show the pictures,
using the smartboard, to create a slide that has a
table and moveable pictures, have each student go up and move one picture
that they think goes in the next order, and have the children put them in the correct
order. Have them explain why they go in this particular order.
Ask the children to recall what they learned about frogs yesterday. Tell the children that today we are going to discuss the life cycle of a frog. Read, “ From Tadpole to Frog” by Wendy Pfeffer. After reading the story, discuss the sequence of events that must occur before a frog develops. Tell students that first there are tiny eggs that cling together in the water. Begin to make a written list on the Smartboard (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 Smartboard (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, pull up a video on the smartboard that explains the life cycle a little more in detail. After students watch the video, explain to the children that they are going to work in groups to illustrate one part of the cycle just as they did for the apple and pumpkin in a previous lesson.
Have a pre-made drawing or image of the life cycle of a
frog on the smartboard to have as a reference for the students as they draw
their part of the cycle.
Give each group a piece of white paper that is labeled with their particular part in the sequence/cycle. (If there is an available classroom set, have the students use ipads to draw their cycles on and then upload them to show on a PowerPoint or on the smartboard) 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. 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. |
Student
Assessment: 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 need improvement.
|
Student
Assessment: 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 need improvement.
Students will use the computers to complete a Google form
that consists of questions about the life cycle of a frog and what they have
learned throughout this unit. Check boxes and multiple-choice questions will
be included. Short answer may even be added.
|
Extension:
Students will continue to learn
about frogs. They will explore the eating habits of frogs, how they catch
their food, and what they eat.
|
Extension:
Students will continue to learn
about frogs. By using the
Smartboard, they will explore the eating habits of frogs,
how they catch their food, and what they eat, by viewing
PowerPoint’s, images, diagrams and videos.
|
|
|
|
III. Revised lesson plan
I.
Science, level:
Kindergarten-3rd
II.
Activity Time: 40 minutes
III.
Concepts Taught: change over time
IV.
Objective:
Students will work together to illustrate the life cycle of a frog by using various applications of technology
Students will work together to illustrate the life cycle of a frog by using various applications of technology
V.
Connection:
Students will be aware of change over time. (Kentucky Learning Goal 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events).
Students will be aware of change over time. (Kentucky Learning Goal 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events).
VI.
Context:
Prior to this lesson, students explored the life cycle of apples and pumpkins. They have worked in groups to illustrate the sequence of events that occur in these cycles. Therefore, they are familiar with working in groups to perform this sort of task. Last week, the children also worked with sequencing as they showed Clifford growing from a puppy to a full-grown dog. Furthermore, this lesson is being taught in an integrated mathematics and science unit on frogs.
Prior to this lesson, students explored the life cycle of apples and pumpkins. They have worked in groups to illustrate the sequence of events that occur in these cycles. Therefore, they are familiar with working in groups to perform this sort of task. Last week, the children also worked with sequencing as they showed Clifford growing from a puppy to a full-grown dog. Furthermore, this lesson is being taught in an integrated mathematics and science unit on frogs.
VII.
Materials/Technology:
Smartboard, portable computers if classroom computers and lab are not available
4 pieces of white paper
Crayons
Pencils
“What Comes Next?” worksheet
The book, “From Tadpole to Frog” by Wendy Pfeffer
Smartboard, portable computers if classroom computers and lab are not available
4 pieces of white paper
Crayons
Pencils
“What Comes Next?” worksheet
The book, “From Tadpole to Frog” by Wendy Pfeffer
VIII.
Procedures:
Review the sequence of my dog Jake’s life along with my own life. Show the pictures, using the smartboard, to create a slide that has a table and moveable pictures, have each student go up and move one picture that they think goes in the next order, and have the children put them in the correct order. Have them explain why they go in this particular order.
Ask the children to recall what they learned about frogs yesterday. Tell the children that today we are going to discuss the life cycle of a frog.
Read, “ From Tadpole to Frog” by Wendy Pfeffer.
After reading the story, discuss the sequence of events that must occur before a frog develops.
Tell students that first there are tiny eggs that cling together in the water. Begin to make a written list on the Smartboard (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 Smartboard (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, pull up a video on the smartboard that explains the life cycle a little more in detail. After students watch the video, explain to the children that they are going to work in groups to illustrate one part of the cycle just as they did for the apple and pumpkin in a previous lesson.
Review the sequence of my dog Jake’s life along with my own life. Show the pictures, using the smartboard, to create a slide that has a table and moveable pictures, have each student go up and move one picture that they think goes in the next order, and have the children put them in the correct order. Have them explain why they go in this particular order.
Ask the children to recall what they learned about frogs yesterday. Tell the children that today we are going to discuss the life cycle of a frog.
Read, “ From Tadpole to Frog” by Wendy Pfeffer.
After reading the story, discuss the sequence of events that must occur before a frog develops.
Tell students that first there are tiny eggs that cling together in the water. Begin to make a written list on the Smartboard (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 Smartboard (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, pull up a video on the smartboard that explains the life cycle a little more in detail. After students watch the video, explain to the children that they are going to work in groups to illustrate one part of the cycle just as they did for the apple and pumpkin in a previous lesson.
Have a
pre-made drawing or image of the life cycle of a frog on the smartboard to have
as a reference for the students as they draw their part of the cycle.
Give each group a piece of white paper that is labeled with their particular part in the sequence/cycle.
Give each group a piece of white paper that is labeled with their particular part in the sequence/cycle.
(If there is an
available classroom set, have the students use ipads to draw their cycles on
and then upload them to show on a PowerPoint or on the smartboard)
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. 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.
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. 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.
IX.
Student Assessment:
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 need improvement.
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 need improvement.
Students will use the
computers to complete a Google form that consists of questions about the life
cycle of a frog and what they have learned throughout this unit. Check boxes
and multiple-choice questions will be included. Short answer may even be added.
X.
Refinement-Lesson Extension/Follow-up:
Students will continue to learn about frogs. By using the Smartboard, they will explore the eating habits of frogs, how they catch their food, and what they eat, by viewing images, PowerPoint’s, diagrams and videos.
Students will continue to learn about frogs. By using the Smartboard, they will explore the eating habits of frogs, how they catch their food, and what they eat, by viewing images, PowerPoint’s, diagrams and videos.
IV. Essay
The lesson I chose had hardly any
technological applications that involved the student’s participation and
learning. My lesson was about the life cycle of a frog and was only taught with
a dry-erase board and paper. I chose this lesson because I felt that I could
add useful technological applications that would bring creativity to the unit
and enrich student learning.
One
major change that I made to this lesson was centering the material on using a
Smartboard. I changed all the steps in the lesson that include using paper and
the dry-erase board to teach an activity. I changed one procedure that required
students to name off the steps in the life cycle to the teacher and they would
write it on the board. I suggested making a power point on the Smartboard that
includes a slide that allows the students to move the different parts of the
diagram around. Allow each student to go up to the board and move one part of
the cycle to where they think it goes. Students will then collaborate with the
teacher to make a written list of each step by using the smartboard.
To add more visual aid for the
students, I incorporated a video that goes over the life cycle of a fog so that
students have more practice with the proper steps. Once the students have a good idea of the
steps, I added a diagram that can be pulled up using the smartboard. This
diagram will be left up during their activities so they can use it as a
resource. I also incorporated iPad’s into the lesson plan. If schools are
equipped with classroom sets, they can be used for their main activity. Instead
of using poster boards and crayons to draw each step of the life cycle,
students can use the iPad’s to draw their diagrams. Once their drawings are
complete, they can be uploaded onto the computer and posted on a classroom blog
or teacher website for parents and students to see. As a final assessment of
the students knowledge of the life cycle, I suggested creating a Google form
that will consist of simple stated questions about each step, what they learned
about frogs, and what they still would like to learn.
I chose these applications
because I wanted to target different learning types in order to give students
multiple ways to learn one subject. All students learn in different ways and at
different paces, so by giving them a variety of learning types students will be
able to experience what works best for them. I wanted to incorporate the
smartboard to get students active and engaged in their learning. Smartboards
are a great way to get students moving and motivated in their schoolwork. By
having the students get up and show what they have learned or what they think
on the board is a great way for students to become active in the assignments.
Instead of sitting in a desk all day, students have the opportunity to move
around. I thought that incorporating iPads would be another great way for
student to experience multiple technology applications and get a feel for the
unlimited abilities that technology presents to us.
V. Five Minute Presentation
VI. Evaluation
· How is the application of the technology
within the lesson defended as appropriate, useful, and grounded in current
pedagogy?
o
Advanced (3
pts.)
· How does the technology reflect a current or
modern expression of the use of instructional technology?
o
Advanced (3
pts.)
· How does the application of the technology
create learning advantages that are impossible with traditional techniques?
o
Proficient (2
pts.)
· How does the use of the technology enhance, or
increase, the efficiency of the lesson?
o
Advanced (3
pts.)
· How does the use of the technology enhance, or
increase, the effectiveness of the lesson?
o
Advanced (3
pts.)
· How does the application of the technology motivate
the students?
o
Proficient
(2 pts.)
· How is the lesson referenced?
o
Limited (1
pt.)
· How does the presentation use appropriate technology
and communicate the overall objectives of the lesson?
o
Advanced (3
pts.)
Total: 20
out of 24 x 15/24 = 12.5
For all of
the pieces that I scored myself 3 points for, I feel that I strongly addressed
all of the requirements that were specified in the rubric. For those with 2
points, I did not create a lesson that would be impossible to teach without
technology, however I did address the value approach over a traditional lesson.
I did not use citations from literature to discuss my points, but I did make
connections to increased motivations. For the 1 point section, I did not use
sources but I did use APA style format for my paper.
