Introduction

The origin of this lesson is has to do with my student teaching being done in my second grade class at Minter  Bridge Elementary.  I was asked to teach about frogs and of course it sound like a great lesson, so I'm ready for it.  Students get to study all about NW frogs and will focus on:

• What frogs are here in the Pacific NorthWest;
  
• What do they look like and sound like;
• What do they eat;
• The life cycle of a frog;
• Predators of frogs;
• Find the best frog jokes;
• Finally, why are frogs important to our environment.

Students will complete the sheets provided and create a journal called "All about frogs" and will get to share it with the class.

Learners

This lesson plan is meant to be for second graders and the websites are easy to follow and since the websites have been properly navigated by the teacher, the group of 3 students are able to navigate through the website by themselves.  The lesson involves Science, Reading, Writing, and Art.  The lesson is to be an introduction to knowing all about frogs so students do not need to have prior knowledge to begin the lesson.  Except maybe using the computer but at least in my classroom most students have computers at home.  Students wil find out simple facts about frogs so I encourage the teacher should stop at sometime to slowy cover each step as a classroom or with advanced students.

Curriculum Standards

Life Science Standars Addressed (note standards are for a 3rd grade level).

Internet surfing, which will be approved and supervised by the teacher and also 

the art project is just to have fun but will properly include actual frogs they are studying.

What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:

Social Studies Standards Addressed

• Recognize the relationships among the various parts of a nation's cultural life.
• Learn about the mythology, legends, values and beliefs of a people.

Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?

Process

Teacher should note that students will need to be placed in groups that will allow them to work together.  Teachers should before hand note students with learning or behavioral problems before being placed in groups.   I wrote that students should place themselves but that is not for every classroom and when I show this webquest to students, some of my students will have to be placed in certain groups.  Also if students are having difficulty with surfing the websites maybe parent volunteers could come in and help, older students could help students navigate the websites, or could get the students to my home page before younger students get on the computer.

Below is a link to the worksheets you will need to complete the task.

The students might need help printing all the worksheets below.   Again I would encourage teachers to have parent volunteers or older students helping with the printing.  Also the teacher could of already have the sheets ready and made into a booklet.

Worksheets       Worksheet 2       Worksheet 3

Worksheet 4      worksheet 5          Worksheet 6

Note:  In order to come back to this page please press the back page button.

1)  Frogs from the Northwest, pick one frog from the list, draw a picture of what the frog looks like in it's natural habitat.  The recorder should write at least 5 important facts about this frog and finally practice the sounds your frog makes (you will have to share this information so Practice, Practice, and Practice.)

2)  Now let's start learning about a frog's daily life, below is a link to general frog questions find the answers and keep going.

3)  Below is a link to the life cycle of a frog.

http://www.kiddyhouse.com/Themes/frogs/

4)  Predators of frogs, who are they?

http://allaboutfrogs.org/weird/general/numbers.html

5)  Alright you are almost done, now for the funniest jokes ever.  Write down 5 jokes and as a group remember 2.  Be prepared to share.

Another great link for jokes:

                               Congratulations....

You've just completed this webquest, hope you had fun on becoming a frog expert.  With all your found knowledge please share it with everyone you know and get ready to learn about the new frog species being discovered every.

Resources Needed

WEBSITES:

Northwest Frogs:

http://www.californiaherps.com/noncal/northwest/nwfrogs/nwfrogs.html

Information of Frogs:

Life Cycle of a Frog

http://allaboutfrogs.org/info/save/whattodo.html

Evaluation

How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above.

You may want to just copy and paste the evaluation section of the student page into this space and add any clarifications needed for another teacher to make use of this lesson.

Conclusion

This webquest was done to show how technology could be used in the classroom and the importance of giving the students an opportunity to use technology in their own hands.  Students will love to surf the internet and look at programs that will further educate them on frogs.  This project should be done as a theme unit for the classroom.

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Credits & References