Teacher Page
Illinois Learning Standards:
12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions.
12.A.2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring.
12.B.1a Describe and compare characteristics of living things in relationship to the environments.
Common Core Standards:
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects
CCSS.ELA-Literacy.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
CCSS.ELA-Literacy.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Learning Objectives:
Students will be able to:
Language Objectives:
Students will be able to:
Background Information:
This webquest is designed to allow students to investigate and learn about the stages in a frog's life cycle. They will complete activities in small groups and individually to learn about the stages in a fun and engaging manner. The main question of this webquest is : What are the stages in a frog's life cycle?
These resources will provide information for you on the life cycle of a frog so that you can help your students through the webquest during their investigations:
Assessment:
To assess the final project, use this rubric.
Final Project Rubric
It is recommended that you assess students informally throughout their investigations to assess their progress and understanding while they are working, and when they turn in each completed assignment.
Advance Prep:
In order for your students to be able to successfully complete this webquest, the following are the materials that you will need to have available:
Individual Activities:
Group Activities:
Modifications:
For ELLs:
For students with special needs:
For gifted students:
12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions.
12.A.2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring.
12.B.1a Describe and compare characteristics of living things in relationship to the environments.
Common Core Standards:
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects
CCSS.ELA-Literacy.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
CCSS.ELA-Literacy.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Learning Objectives:
Students will be able to:
- Compare and contrast the life cycle of a frog to the life cycle of humans.
- Put the stages of a frog's life cycle in order: egg, tadpole, tadpole with legs, froglet, and frog
- Identify the physical features of a frog during each stage of life
Language Objectives:
Students will be able to:
- Name the stages of the frog's life cycle in order: egg, tadpole, tadpole with legs, froglet, and frog
- Define the important terms related to the life cycle of a frog including: amphibian, egg, cycle, gills, lungs, tadpole, pond, and land.
Background Information:
This webquest is designed to allow students to investigate and learn about the stages in a frog's life cycle. They will complete activities in small groups and individually to learn about the stages in a fun and engaging manner. The main question of this webquest is : What are the stages in a frog's life cycle?
These resources will provide information for you on the life cycle of a frog so that you can help your students through the webquest during their investigations:
- http://allaboutfrogs.org/weird/general/cycle.html
- http://www.frog-life-cycle.com/
- https://www.youtube.com/watch?v=9VVWG5xBGTE
Assessment:
To assess the final project, use this rubric.
Final Project Rubric
It is recommended that you assess students informally throughout their investigations to assess their progress and understanding while they are working, and when they turn in each completed assignment.
Advance Prep:
In order for your students to be able to successfully complete this webquest, the following are the materials that you will need to have available:
- computers and the ability to print
- note cards and rubber bands
- coloring matierals
- construction paper
- lined paper
- many books about the frog's life cycle in your classroom library
- cardboard (for game boards)
- dice
- paper
- video/voice recorder
- shoe boxes
- clay
- random materials students can use for diorama
- dictionaries
- cardboard
Individual Activities:
- Picture dictionary: For this activity, students will need note cards and rubber bands. They will be using a dictionary and online sources. The students should show you their completed note cards with definitions and pictures. They should keep the note cards, but you need to initial their action plan sheet when they are finished.
- Draw a diagram of the life cycle of a frog: For this activity, students will need to draw the circle diagram of a frog's life cycle. They will hand draw the diagram and images on it. They should show you the diagram when they are finished; make sure that everything is labeled correctly and there are pictures for each stage.
- Write a story: For this activity, students will need to use a printer and a computer if they choose to type their story. They will need to turn in their story about the life of a frog.
- Read a book about frogs: You will need to have many books about frog and the frog life cycle in your library for students to read and use to help them with activities.
- Write a poem about a frog's life: For this activity, students will write a poem about all or part of a frog's lifestyle. All they will need for this is paper and writing utensils. The poems will be hand written and created.
- Word search: For this activity, the students will need to print out the word search puzzle.
Group Activities:
- Go to a pond: For this activity, you will need to plan a field trip to a nearby pond or other place where students will be able to observe the environment that frogs live in. You need to have the worksheets printed and ready for each student before you leave for your field trip. You should be ready to discuss aspects of the pond and how they affect a frog's environment.
- Compare and contrast the life cycle of the life cycle of a frog to the life cycle of a human: For this activity, students will use a Venn diagram to compare and contrast. They may choose to use the computer to research similarities and differences between frog and human life cycles. They should include at least 5 facts in each section of the Venn diagram.
- Create a game: For this activity, the students will work together to create their own game. They are to make the rules and procedures and find/create any materials they may need. Be prepared to help them get the materials they need, such as player markers. Check in on the students throughout their creation to ensure that they are meeting all the requirements and staying on task.
- Role play/puppet show on the life cycle of a frog: For this activity, students may need the computer and printer. They will also need coloring utensils and possibly scissors, glue, tape, and other materials they will need to create their props. The students will also need a video camera to record their show. If it is not possible to record the show, the students must present their show to you/the class.
- Create an interview of a frog: For this activity, students will need paper, writing utensils, and a video/voice recorder. Before the students record the interview, they must show you their interview questions and answers. If a video/voice recorder is not available, the students should perform the interview for you/the class.
- Create a frog diorama: For this activity, the students will need to use their creativity to decide what type of diorama they will want to make. Have shoe boxes, cardboard, and clay ready for students, but be ready to help them attain the materials they need if they have ideas that require materials outside of what you have prepared. Before you give the students any materials, they must show you a drawn/written explanation of what they want their diorama to look like. They also must have their explanation of what the diorama represents ready before they begin creating it.
Modifications:
For ELLs:
- Provide a handout with the life cycle with labels, key terms, and definitions with pictures, English, and the native language (L1) (if possible).
- Provide books in the students' L1. Include bilingual books if possible.
- Allow some assignments to be done in the L1.
- Put ELLs in groups with native speakers of English.
- Provide explicit instruction. More explicit instruction when necessary.
For students with special needs:
- Provide a handout with basic information of the life cycle for students to refer to
- Provide and direct students to texts and other resources that are at their reading/comprehension level.
- Modify assignments/ fewer facts or explinations
- Place students in groups that you know they will strive in (with people they work well with)
- Use more explicit instruction when needed.
For gifted students:
- Have students provide more facts/support where applicable.
- Have students compare the life cycle of a frog to other animals.
- Provide text at an advanced reading level.