An Asynchronous Lesson About Frogs

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An Asynchronous Lesson About Frogs Created by
Jacqueline Filosa
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Materials

• From Frog to Toad by Kathleen Weidner Zoehfeld
• Floor arrows
• Station signs
• Creative frog worksheet
• Creative tadpole worksheet
• Measurement tape

• Measurement worksheet
• Sequencing cards
• Sequencing worksheet
• Frog display in literacy lab
• Magnifying glasses
• Construction paper (group colors)
• Writing utensils

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Expected Learning Outcomes

• The students will be able to
• Further understand the life cycle of a frog.
• Further understand how far a frog can jump.
• Use words to describe a frog and a tadpole.
• Observe frogs in their habitat.
• Work cooperatively in groups.

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Illinois Learning Standards

• 11.A.1a Describe an observed event.
• 11.A.1f Compare observations of individual and
  group results.
• 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.
• 4.A.1b Ask questions and respond to questions
  from the teacher and from group members to
  improve comprehension.
• 4.A.1c Follow oral instructions accurately.
• 4.B.1b Participate in discussions around a common
  topic.

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• The lesson began with a quick review of frogs.
  Previous to this lesson, the students learned
  about the characteristics of frogs, the stages,
  and the many kinds of frogs that exist.
• The video clip will show the review of frogs
  using a book called From Frog to Tadpole.

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Station 1

• The clip to the right will show the first station
  that was explained to the students, as well as
  the students completing the task given at this
  station.

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The worksheet below was completed by the students
at Station 1.
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Station 2

• The clip below shows Station 2, which was titled
  Measurement Jump.
• This station further helped the students
  understand that a frog can jump ten times its
  length.
• The students were asked to see how far they could
  jump at their height.

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The worksheet below was completed by the students
at Station 2.
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Station 3

• The third station included the students putting
  cards in sequential order based on the stages of
  the frog.
• The following clip shows the students working
  together to complete this task.

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The following worksheet was completed by the
students at Station 3
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Station 4

• This stage provided the students with the
  knowledge they needed to further learn about
  frogs.
• The students were given the opportunity to study
  real frogs and their cycle of life.

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Class Observations

• After the stations were completed, the students
  were asked to share their observations with the
  class.
• This further allowed the students to reflect on
  what they had learned about frogs, as well as
  share their ideas and thoughts.

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Final Class Activity

• After sharing different frog observations, the
  students participated in a class activity.
• The following clip shows this class activity that
  further expanded their understanding about frogs.

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Closing Discussion

• Closing the lesson included asking the students
  what they found to be their personal favorite
  station, as well as what else they would like to
  learn about frogs in the future.
• The following clip shows this closure for the
  lesson.

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Mentor Reflection

• The above clip is a reflection by my mentor
  teacher on her thoughts and views of the lesson
  taught.

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Personal Reflection

• The above clip shows my personal reflection on
  the performed lesson. Overall, this lesson was
  exciting and a great experience.

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The End!!