Running head: PROJECT PLAN

Katherine Brou &

Cayla Shannon

Project Plan: Frogs

HUEC 3381 (Fall 2010) Ms. Natalie Zitzmann

PROJECT PLAN 1

Katherine Brou & Cayla Shannon

Project Plan

HUEC 3382, Section 1

Ms. Natalie Zitzmann

November 23, 2010

PROJECT PLAN 2

Table Of Contents

Tab # Title Page #

1 Table of Contents and Rubric 2

2 Phase 1 3 – 15

3 Phase 2

(field site, lesson plans, literacy charts,

and activities and their description)

16 – 72

4 Phase 3 73 = 75

5 References, Works Cited, &Resources 76-77

PROJECT PLAN 3

Project Plan Phase 1: Frogs!

Identifying possible topics:

Cayla- A possible topic for our class project may be insects. At recess I was talking with

some of the students, all the sudden they started yelling for me to come over against the wall

where they were. As I walked over, I noticed a huge moth that was almost the size of my hand.

The moth was sitting on the wall with its wings half way spread out. They students started to ask

many questions about this moth or what they kept calling a “butterfly.” They also kept trying to

touch it; however, it was sitting quiet high on the wall for the kindergartener’s to touch. We

talked about how butterflies and moths were different. We also talked about the colors we saw

on the wings, if the body of the moth was hairy, and if it was stuck on the wall. The moth would

move its wing and everyone would get very excited that they could see the different colors and

shapes on the moths wings. This project would be child initiated because the students noticed it

and I just followed along. If this is a project we decide to build on, a few great questions from the

students that day would be, what colors is it?, why isn’t it a butterfly?, is it dead or is it

sleeping?.

Katherine- The children in my pre-kindergarten class at Spanish Lake Primary have a

new found fascination with frogs. During outside time many days a frog will be hopping around

PROJECT PLAN 4

on the concrete or in the grass. We have seen frogs of all sizes and every time a frog is found, the

children get excited. Everyone wants to be the one to bring the frog to the fence to let it go back

near the ditch on the side of the school where we think the frogs are coming from. This is

something that I liked the idea of doing a project on so I tried to see just how interested the

children were in this topic by bringing it up during free play/center time in the room. Most of the

class was excited to talk about the frogs or at least interested in hearing about it. That is when I

decided that this was a topic I would definitely want to pursue for this project. It was a common

experience we all shared finding the frogs on the playground. After discussing it with Cayla, we

agreed to look into this topic for our project plan for a Kindergarten age.

Discussion on selected topic:

After our discussion we decide to go with frogs, as they will be easy to pursue and fun to learn about. We decided frogs were a great child-initiated topic for our class because it fits very nicely with the considerations in selecting a topic in the Young Investigators book.

1.) Projects are likely to be successful topics with young children when the topic is more concrete, involves first hand experiences, direct experiences, and real objects that students can manipulate:

This project idea will be concrete for children; they are able to see frogs on their own playground. There is also the possibility to hear from some sort of frog expert. We can investigate in the different types of frogs and study the types of places they live.

2.) Projects for students are more successful if the topic is easily related to their prior knowledge:

PROJECT PLAN 5

This topic is related to their prior knowledge, the students found the frog, and all of them knew what it was already and some other things about it. This leads us to believe that this topic is something they already know a little about that we can build on and learn more.

3.) Topics for which there are related sites nearby that can be conveniently visited to enhance the project because students are able to visit and revisit a number of times:

The frogs will be able to be visited throughout this project on the playground. We can also take walks and short bus trips to other places that have different types of frogs and habitats for frogs.

4.) Topics that enable students to do research with minimal assistance from adults are more likely to lead to successful projects:

This project will enable the students to do much of the research themselves. The students will have the materials available to record observations, drawings, and notes throughout the entire project; this includes when we visit our field sit as well as every day in the classroom. The students will be able to individually explore and further investigate on their own by using some kid friendly websites and books we have selected and provided for this purpose.

5.) Projects are likely to be more productive with students when they can represent what they know and learn by using skills and techniques appropriate for their age:

The students will be able to record their observations and ideas in whatever way they choose (drawing or writing). The students can also be able to make charts, graphs, and tallies to count and classify different pieces of information. We will also include the frog topic in our centers throughout the day as explained later on. This will allow the students to express their learning in several different ways.

6.) Projects that relate to program’s or district’s curriculum goals are likely to be more easily supported by parents and administrators:

Reading and responding: Standard 1:

• 9. Orally retell ideas and important facts in grade-appropriate texts read aloud by the

teacher or read by the individual student (ELA-1-E5)

o We will expose the children to different types of books about frogs, both fiction

and nonfiction. Along with the availability of books about frogs in the

PROJECT PLAN 6

classroom, we will read some of these books together during whole group

instruction time. We can then ask them questions to test their reading

comprehension. • 11. Describe the connections between life experiences and texts (ELA-1-E6)

o This will be done by connecting the frogs and amphibians in the text we read with the amphibians and frogs we will see and hold outside and at field sites.

Writing: Standard 2:

• 19. Write using developmental/inventive spelling, supported by drawing or dictation to the teacher to express ideas (ELA-2-E1)

o This will be developed by providing the children with an opportunity to record their observations through writing at our field site visits and in the classroom.

• 23. Use classroom resources (e.g., word walls, picture dictionaries, teachers, peers) to support a writing process (ELA-2-E3)

o We will have a live frog in the classroom as well as growing tadpoles to observe. There will be paper available for the children to write down their findings. In the classroom, there will be the support of other books, teachers, peers, and a word wall to assist in this writing process.

• 25. Write informal notes, lists, letters, personal experiences, and stories using developmental/inventive spelling and pictures (ELA-2-E4)

o We will be making list and notes throughout this entire project. This can also be included in the above example of free time during centers to record observations.

• 27. Use developmental/inventive spelling, supported by pictures, to represent a word or idea or to respond to a life experience or a text read aloud (ELA-2-E6

o This will be done through their observations as stated above.

Speaking and Listening Standard 4:

• 33.Initiateandsustainnormalconversationonaspecifictopicwiththeteacher(ELA‐4‐

E1)

PROJECT PLAN 7

Informational sources

Standard 5

• 42. Use a computer mouse to navigate the screen (ELA-5-E1) • 43. Identify that a computer has a keyboard to enter information (ELA-5-E1) • 44. Use technology to produce class work (ELA-5-E4)

o These will be covered through our research using the computer.

Math Number and Number Relations

• 1. Count by ones to 20 (N-1-E) (N-3-E) • 2. Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence

between number names and objects (N-1-E) (N-3-E) (A-1-E) o Counting frogs, and/or the different spots or distinctive characteristics about

them will incorporate this. We will be counting anything we can associate with our project and study on frogs.

• 14. Measure and estimate length and capacity using non-standard units (e.g., sticks, paper clips, blocks, beans) (M-2-E) (M-3-E)

o This will be done to measure the length of jumps different frogs can make or in our conclusions with the leapfrog race.

• 21. Collect and organize concrete data using tally mark charts (D-1-E) • 22. Collect and organize data in a simple bar graph using pictures or objects (D-1-E)

(D-2-E) • 23. Sort, represent, and use information in simple tables and bar/picture graphs

(D-2-E) (D-3-E)

Science The abilities to do scientific inquiry

• 2. Pose questions that can be answered by using studentsown observations and scientific knowledge (SI-E-A1)

o Throughout observations, we will answer the questions from the question web made by the students.

• 3. Predict and anticipate possible outcomes (SI-E-A2)

PROJECT PLAN 8

o We will make a prediction chart of possible things that frogs eat or any other topic that interests the children.

• 4. Use the five senses to describe observations (SI-E-A3) o The students will experience the frogs first hand allowing them to use as many

senses as possible. Sight, touch, smell, and hearing will all definitely be covered. • 6. Select and use developmentally appropriate equipment and tools and units of

measurement to observe and collect data (SI-E-A4) o A variety of materials will be provided for all aspects of the project.

• 7. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4)

o We will use all different data gathering techniques as discussed above. • 8. Use a variety of appropriate formats to describe procedures and to express ideas

about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (SI-E-A6)

o This will be done through our observations, circle/sharing time, and journaling.

Physical Science Properties of Objects and Materials

• 11. Identify objects by using the senses (PS-E-A1)

Life Science Characteristics of an organism

• 24. Compare the human body with plants and animals (LS-E-A3) o We will be able to see, touch, and feel the frog’s hands, feet, back, mouth, eyes,

and even more. We will talk about the different parts of the frog and compare them to our own parts.

• 25. Identify easily observable variations within types of plants and animals (e.g., features of classmates, varieties of trees, breeds of dogs) (LS-E-A4)

o We will discuss the different types of frogs (e.g. difference between frogs and toads).

7.) Projects are more likely to lead to in-depth learning and transfer of skills if they are on topics that are culturally relevant in the children’s family.

PROJECT PLAN 9

Frogs and amphibians are a part of everyday life, they exist many places. The parents and students can become engaged together by trying to find their own frogs maybe in their own backyard.

Focusing activities:

We have developed several ideas to in cooperate our frog project into other parts of the

classroom and also activities in the classroom. We have planned for two major focusing spots in

the classroom, one being the dramatic play area with our frog shop, and the other in the science

center where we will have tadpoles and frogs growing. Each center will have very different

materials to allow the students to explore the project in their own way. Our activities range from

observations to creating the frogs habitat.

Dramatic play area:

In our classroom, the dramatic play area will transform into a frog pet store. In this

center, we will focus on frogs and their habitat. The students will have shoes boxes, jars, and

other types of containers to create their own frog habitat to keep their “pet frogs” in. The students

will also be presented with materials that are found in a frog habitats such as, water, play flies,

plants, grass, etc. This will allow the students to show their creativity while inconspicuously

learning the things necessary for a frog to live. Because this is a frog pet shop, the students will

also be encouraged to buy and sell frog products to one another. They will experience this in our

field visit to a pet store and will be able to imitate it. This center will allow the students to

PROJECT PLAN 10

answer their questions such as where do frogs live and what do frogs eat. This center will also

encourage interacting with one another as they play the different roles of the pet shop. The

teacher will also be able to observe and assess the student based on what they put in their boxes

for the frogs on their understanding of the habitat. The students will also be encouraged to use

their math skills while the buying and selling takes place in this center.

Materials needed for center:

‐ Shoeboxes, jars, containers

‐ Grass, plants, water, play flies

‐ Play money

‐ Notepads, writing utensils

‐ Price tags

‐ Different sorts of play frogs

Computer:

In the computer center we will focus on frog research. This will allows the students to

research many things that they might also be interested in frogs. We will provide clipboards so

the students can document their findings. For the students use we will upload the following

websites for their research material, these are kid friendly sites that focus on our frog project.

• http://www.brainpopjr.com/science/animals/frogs/zoom.weml • http://google.nationalgeographic.com/search?site=cms_ngkids&client=cms_ngkid

s&proxystylesheet=cms_ngkids&output=xml_no_dtd&oe=UTF‐8&q=frogs

PROJECT PLAN 11

Materials needed for computer center:

‐ Computers

‐ Headphones

‐ Websites (see above)

‐ Clipboards, writing utensils, paper

Science:

In the science center we will have a real live frog as well as growing tadpoles for the

children to observe the natural growing process of a frog. We will purchase the tadpoles that

have already developed their back legs, this way the students will be able to observe them

changing into frogs within a 4 week time. We will also have a grown frog that we will care for as

a class and watch its habits and preferences with food. The science center will be full of graphs

and charts that the students will make. We will also provide clipboards, pictures, informational

cards, magnifying glasses, and nonfiction books. This center will allow the students to answer

the questions such as how is a frog born, how do they grow, what do they eat, what do they do,

etc.

Materials needed for center

‐ Writing utensils, clipboards, paper

‐ Magnifying glass

‐ Informational cards (needs to be printed)

(http://images.nationalgeographic.com/wpf/sites/kids/NGS/wpf/printcreature

/poison‐dart‐frog.html)

‐ Nonfiction books

PROJECT PLAN 12

o Frogs By: Gail Gibbons

o Frogs Swallow With Their Eyes!: Weird Facts About Frogs, Snakes, Turtles,

& Lizards: A Weird-But-True Book (Strange World) By: Melvin Berger and

Gilda Berger

o From Tadpole to Frog (Lifecycles) By: David Stewart

o Investigate Frogs and Toads (Investigate Series) By: Gary Fleming and David

Kirshner

o Why Frogs are Wet (Let’s-Read-and-Find-Out Science 2) By: Judy Hawes

Reading:

Students will be able to sit quietly and read or think about the frogs and their habitat. We

will supply nonfiction and fiction books throughout the classroom to be read with and adult or

independently.

Materials needed for center:

• Fictionbooks:

‐ Foggy Learns to Swim By: Jonathan London

‐ Jump Frog, Jump!! By: Robert Kalan

‐ The Icky Sticky Frog By: Dawn Bentley

‐ Frog and Toad are Friends By: Arnold Lobel

‐ A Frog in the Bog By: Karma Wilson and Joan Rankin

‐ Tissue Please By: Lisa Kopelke

‐ The Wide-mouthed Frog By: Keith Faulkner and Jonathan Lambert

‐ Wendy the Wide-mouthed Frog By: Sam Lloyd

‐ Frog in the Kitchen Sink! By: Jim Post

‐ One – Two – Three – Jump! By: Penelope Lively

PROJECT PLAN 13

Art Center:

In the art center we want the students to express their ideas about frogs. We will supply

many different tools and observe how the students will them.

Materials needed for center:

‐ Lilly pad cut outs

‐ Paint colors

‐ Frog stamps

‐ Stencils

‐ Pictures of frogs

‐ Pickles, dried peas (use with paint to get texture of frogs and tadpoles)

‐ Frog pieces (use to put in paint and jump around page)

Math center:

In the math center we will have several different types of frog pieces, the students can

count, sort, match, or make patterns with. We will have frog pictures displayed so the students

can view the frogs count the legs, spots, etc. We will also provide a leaping frog board game, this

will allow students to either play the game, or jump the frogs and measure or count the length

their frogs went.

Materials for the center:

‐ Leaping frog game

‐ Different frog pieces

‐ Pictures of frogs

‐ Measuring tape

PROJECT PLAN 14

‐ Paper, writing utensils

Water table:

We will add toy frogs and tadpoles so the children can play with them at the water table.

Materials needed for center:

‐ Water ‐ Play frogs ‐ Play tadpoles ‐ Charts ‐ Writing utensils

Group activities:

We plan to have quite a few group activities also. For our field visits, we plan to have re-

occurring trips to the ditch that the frogs were originally found in the schoolyard. This is where

much of the student’s observations and questions will be answered. We also plan to visit a

PETCO, or some type of pet store, this will allow the students to observe and document different

types of frogs. The students will also be able to ask an expert about any questions they have

about frogs and will be able to see how the frogs and other amphibian’s environment differ in the

pet store. We have also planned to have the Wildlife on Wheels Zoo-mobile, a traveling wildlife

zoo, visit the classroom with different types of frogs; this expert will also be able to inform the

students about different frogs, sounds, food, and habitats.

PROJECT PLAN 15

Aside from the field visits, we also plan to incorporate at home investigations as a way of

encouraging family participation. The students will wait until dark and with the help of a parent

count and record how many and the different ribbits, or frog noises they hear. This is an

opportunity for the parents to become involved in our project. These assignments with the family

will be spread out throughout the project so that the family can be involved throughout the entire

process. We plan to have a frog race towards the end of this project with either real frogs or

students playing leap frog. The students family will be asked to come to this fun day, this will be

an opportunity for the parents, and other visitors, to see everything that our class has

accomplished and the students have learned throughout the project.

PROJECT PLAN 16

Project Plan Phase 2

Field Site

The Ditch that the children will be exploring is right outside the schools property. It is a

short distance from the classroom and can be walked to regularly. The ditch is about two feet

deep and is always wet. There is standing water if it has recently rained, but as time goes by it

dries out. The ditch is home to many creatures; especially insects and frogs. It is grassy on either

side and has tall grassy shrubs about three feet away.

The children can experience many different things at this ditch. For our frog project, the

children can experience frog life, frog behavior, frog habitat, frog life cycle, and frog food chain.

The ditch also offers many other science topics such as evaporation, insects, food chain, habitats,

and plant growth. The reason we chose this site is because it is close by and the children are able

to go as often as they like and really focus on observing frogs.

We developed three guiding questions that are very open for the children to use when

exploring the ditch. The first is “What type of things do you see in the frogs habitat?” For this

question, the students will be able to record their answers to this question in whatever way they

want (draw, write, graph, tally, or more than one). The second question is “What frog sounds do

you hear?” This question has children tallying the different frog sounds and then writing the

corresponding number. We left some blank spaces for them to fill in any sounds that we did not

PROJECT PLAN 17

think of. The third question is, “What do you see the frogs doing at the ditch?” For this question,

we provided a chart with possible activities listed and extra spaces as well. The children can

mark in the yes or no column to show whether they observed that activity.

PROJECT PLAN 18

What type of things do you see in the frog’s habitat?

PROJECT PLAN 19

What frog sounds do you hear? Count them. SOUNDS TALLIES NUMBER

Splash

Croak

Ribbit

PROJECT PLAN 20

What do you see the frogs doing at the ditch?

ACTIVITY YES NO

Swimming

Eating

Making noises

Hopping

Burrowing

Laying Eggs

PROJECT PLAN 21

Lesson Plans

LANGUAGE ARTS/LITERACY

Name: Cayla Shannon Date: October 19, 2010 School: Lakeside Primary Age of Children: 5 years Group Size: small group, 4-5 Title of Lesson: Five Little Speckled Frogs Finger play (creation) Goals:

• TCW:

o Developtheirunderstandingofrhymingwords

o Expandknowledgeoffroghabitatandhabits

o Strengthentheirconfidenceintheirownwork

Objectives:

• TCW:

o Createarhymingfingerplay

o Developpropsforfingerplay

o Willusetheresourcestheyhavelearnedaboutfrogstoincorporateknowledge

intofingerplay

o Sharetheirworkwiththeclass

State Standards/Benchmarks/Grade-Level Indicators: ELA GLE’s:

• 1.Demonstrateunderstandingofphonemicawarenessbydoingthefollowing:creatingrhymingwords,demonstratingthatasequenceoflettersinawordrepresentsthesequenceofsoundsheardorspokeninthatwordbyrepeatingorsayingthesoundsinsequence

PROJECT PLAN 22

heardorseen,identifyingwhenwordsbeginwiththesamesound,listeningtothreesounds(phonemes)andrecognizingthattwoarethesame,listeningtoanddeletingoraddingabeginning,amiddle,orafinalsoundtoaword,orallysegmentingindividualsounds(phonemes)inwordsthathavetwotofivesounds,isolatingandsayingthebeginningandfinalsounds(phonemes)ofaspokenword,clapping/tappingtomatcheachindividualsyllableofaspokenword(ELA‐1‐E1)

• 2.Demonstrateunderstandingofalphabeticprinciplebydoingthefollowing:distinguishingandnamingalluppercaseandlowercaseletters,identifyingownfirstandlastname(ELA‐1‐E1)

• 6.Identifythatprintedtextismadeupofsentencesthatbeginwithacapitalletterandendwithsometypeofpunctuation(ELA‐1‐E2)

• 19.Writeusingdevelopmental/inventivespelling,supportedbydrawingordictationtotheteachertoexpressideas(ELA‐2‐E1)

• 20.Createcompositionsbyparticipatinginsharedwritingactivities(ELA‐2‐E1)• 21.Useillustrations,developmental/inventivespelling,andappropriatevocabularyto

writeforaspecificpurposeand/oraudience(ELA‐2‐E2)

• 22.Createsimpletextusingpriorknowledgebydrawing,dictatingtotheteacher,and/orwritingusingdevelopmental/inventivespelling(ELA‐2‐E3)

• 23.Useclassroomresources(e.g.,wordwalls,picturedictionaries,teachers,peers)tosupportawritingprocess(ELA‐2‐E3)

• 26.Userhymeandalliterationingroup‐sharedwritingactivities(ELA‐2‐E5)• 28.Demonstrateanunderstandingofletterplacementintextbywritinglettersandwords

fromleft‐to‐rightandtop‐to‐bottomonapage(ELA‐3‐E1)

• 29.Printalluppercaseandlowercaseletters(ELA‐3‐E1)• 30.Printlettersandwordswithproperfiguregroundingonalineandwithappropriate

spacesbetweenwords(ELA‐3‐E1)

• 31.Identifyanduseuppercaselettersatthebeginningofownfirstandlastnames(ELA‐3‐E2)

• 33.Initiateandsustainnormalconversationonaspecifictopicwiththeteacher(ELA‐4‐E1)

• 34.Expressfeelings,needs,andideasincompletesentences(ELA‐4‐E1)• 38.Reciteshortpoems,rhymes,andsongs(ELA‐4‐E4)• 39.Listentoandreciteshortpoemsandstoriesforanaudience(ELA‐4‐E5)

PROJECT PLAN 23

MATH GLE’s

• 7.Countforwardandbackwardfromagivennumberbetween1and10(N‐3‐E)• 21.Collectandorganizeconcretedatausingtallymarkcharts(D‐1‐E)

Materials:

• Teacherneeds:

o Glove,felt,Velcro,paper,fivelittlespeckledfrogsong,assessmentsheets

• Thestudentsneeds:

o Paints,felt,foam,glue,Velcro,poster,paper,crayons,markers,tape,ribbon,

pencils,glitter,sequins

• Video:http://www.muzu.tv/kidsmusic/kids‐12345‐five‐little‐speckled‐frogs‐music‐

video/717697?country=us

• Song:

FiveLittleFrogs

Fivegreenandspeckledfrogs

Satonaspeckledlog

Eatingsomemostdeliciousbugs(mmm,mmm!)

Onejumpedintothepool

Whereitwasniceandcool,

Thentherewerefourgreenspeckledfrogs.(glub,glub)

4greenandspeckledfrogs...

3greenandspeckledfrogs...

2greenandspeckledfrogs...

1greenandspeckledfrog...

Pre-Assessment: • Two‐dayobservation.Observethestudentswhocanandcannot(makeachecklist)

o Makerhymingwords

o Makecompletesentences

o Makeastory

PROJECT PLAN 24

o Talkinfrontoftheclass

o Workwithartmaterials

o Expressideasandthoughtsinwriting

Introduction:

• Showfivelittlespeckledfrogvideotograbattentionofstudents.

• Givestudentspaperandaskthemtotallyhowrhymingwordstheyhear.

• Relatetofrogproject,wheremightthefrogslive?Whatdothefrogseat?

• “Wearegoingtocreateourownpoem,fingerplay,orsong.Wearegoingtouserhyming

wordstodoit.”

Lesson:

• Afterthesmallgroupwatchesthevideo,wewillcomparetallies.

• Theteacherwillthenshowthestudentsaglovewithspeckledfrogsonitthatshehas

beenworkingon.Thisproductwillnotbefinished

• Theteacherwillthenre‐singFiveLittleSpeckledFrogsandasagroupcountthe

rhymingwords.

• Theteacherwillexplainwhatafingerplay,song,andpoemis.

• Theteacherwillthenaskthestudentstothinkoftheirownfingerplaythatletstheclass

knowmoreaboutfrogs;giveanotherexampleofashorterfingerplayaboutfrogs,“one

littlefroggietakinganap,hopehedoesn’tjumpinmylap.”

• Theteacherasksthestudentstothinkoftworhymingwordssuchaslap,nap

• Withthosetworhymingwords,theteacherhelpscreatesentencesthatmakesense.

• Thestudentswillwritethefingerplayonpaper

• Thestudentwillmakeapropwithartmaterials,whiletheteacherasksquestionsabout

frogsandwords.Anexample,“wowyousaidbedandhead,Iwonderhowmanyother

thingswecanthinkofthatrhymeswithbedandhead”,“maybewecanmakeafourline

fingerplay,trytothinkoftwomorewords”

• Thestudentwillteachthefingerplaytotheclass

PROJECT PLAN 25

Conclusion/Wrap-up: • Theteachertalkstothestudentsaboutrhymingwords,differentformsofwriting

(fingerplays,songs,poems)

• Theteacherpreparesthestudentsfortheirpresentationfortheclass

• Theteacherwillaskthestudentstomakealistofdescriptionwordforafroganda

rhymingwordtogowithit….Hop,pop.Green,lean.Jump,bump,thiswillusedfora

classdiscussionlateron

Child Assessment:

• Theteacherwillkeeparubricwithheratthesmallgroupandwhilethestudents

present.

• Therubricisattached

Assessment Rubric Skill Got It Almost there On my way Notes Create rhyming words Write a sentence Form letters properly Express an understanding about frogs

Present to the class confidently

PROJECT PLAN 26

Name: Katherine Brou Date: October 17, 2010 School: Spanish Lake Primary Age of Children: Kindergarten (5-6 year olds) Group Size: whole group (~20) and small group (4-5 per group) Title of Lesson: Ribbit Writers! Goals

• TCWlistentothebooksreadaloud.• TCWunderstandthepartsofabook(front,back,spine,title,illustration,author,text)• TCWsharehis/herpriorknowledgeaboutfrogs.• TCWdevelophis/herwritingskills.• TCWgainconfidenceinthethingshe/sheproduces.

Objectives • TCWlearnthedifferentpartsofthebookreadaloudtotheclass(front,back,spine,title,

author,illustration,text).

• TCWexplorethedifferentpartsofthebookbycreatinghis/herownbook.o TCWcreateafrontandbackcover.o TCWcreateatitleforthebook.o TCWproducetextforhis/herbook.o TCWdrawpicturestogoalongwiththetext/storyofhis/herbook.

• TCWconstructabookinwhichcreativityandpriorknowledgeandunderstandingoffrogsisexhibited.

• TCWproducetextforthebookonhis/herlevelofwritingdevelopment.• TCWbeproudofhis/herbookandshareitwithateacher,friend,theclass,orfamily.

State Standards/Benchmarks/Grade Level Indicators **Standards in bold are for the main activity of this lesson and the standards not in bold are for the subsequent activity of book-making that will be available in centers.

• 6.Identifythatprintedtextismadeupofsentencesthatbeginwithacapitalletterandendwithsometypeofpunctuation(ELA‐1‐E2)

• 7.Demonstrateunderstandingofbookandprintconceptsbydoingthefollowing:o Locatingfrontandbackcovers,titlepages,andinsidepagesofabook

PROJECT PLAN 27

o Identifyingperiods,questionmarks,andexclamationmarksanddemonstratingknowledgethattheyareusedattheendofasentence

o Isolatingindividualwordsinprint(ELA‐1‐E2)

• 9.Orallyretellideasandimportantfactsingrade‐appropriatetextsreadaloudbytheteacherorreadbytheindividualstudent(ELA‐1‐E5)

• 10.Answerquestionsabouttheimportantcharacters,setting,andeventsofastory(ELA‐1‐E5)

• 13.Identifywhetherthetypeoftextreadaloudisatruestory,afictionalstory,asong,orapoem(ELA‐6‐E2)

• 14.Demonstrateunderstandingofinformationintextsreadaloudusingavarietyofstrategies,including:

o Makingpredictionsusingpriorknowledgeandpictureso Usingatleastfivepicturestosequencetheeventsofastoryo Drawingconclusionsfromtexto Usingpicturestoresolvequestions(ELA‐7‐E1)

• 16.Describetheroleofanauthorandanillustrator(ELA‐7‐E3)• 19.Writeusingdevelopmental/inventivespelling,supportedbydrawingordictationtothe

teachertoexpressideas(ELA‐2‐E1)

• 20.Createcompositionsbyparticipatinginsharedwritingactivities(ELA‐2‐E1)• 21.Useillustrations,developmental/inventivespelling,andappropriatevocabularyto

writeforaspecificpurposeand/oraudience(ELA‐2‐E2)

• 22.Createsimpletextusingpriorknowledgebydrawing,dictatingtotheteacher,and/orwritingusingdevelopmental/inventivespelling(ELA‐2‐E3)

• 23.Useclassroomresources(e.g.,wordwalls,picturedictionaries,teachers,peers)tosupportawritingprocess(ELA‐2‐E3)

• 28.Demonstrateanunderstandingofletterplacementintextbywritinglettersandwordsfromleft‐to‐rightandtop‐to‐bottomonapage(ELA‐3‐E1)

• 29.Printalluppercaseandlowercaseletters(ELA‐3‐E1)• 30.Printlettersandwordswithproperfiguregroundingonalineandwithappropriate

spacesbetweenwords(ELA‐3‐E1)

• 31.Identifyanduseuppercaselettersatthebeginningofownfirstandlastnames(ELA‐3‐E2)

• 32.Writesimplestoriesorlifeexperiencesusingdevelopmental/inventivespellingthatshowsknowledgeofletter/soundcorrespondences(ELA‐3‐E5)

• 36.Relateanexperienceorcreativestoryinalogicalsequence(ELA‐4‐E3)

PROJECT PLAN 28

Materials • TheIckyStickyFrogBy:DawnBentley• Song:

o Thepartsofthebook(tothetuneofthefarmerinthedel)

Thisisthefrontofthebook

Thefrontofthebook

Hi,ho,librario

Thefrontofthebook

Thisisthebackofthebook…

Thisisthespineofthebook…

Thisisthetitleofthebook

whichisthenameofthebook…

Theauthorwritesthebook

Theauthorwritesthebook…

Theillustrationsofthebook

Arethepicturesofthebook…

Thetextofthebook

Arethewordsinthebook…

Follow-up activity (book-making during center time) materials: • Littlethreesidedcenterpiecestoputateachtablewithquestionsoneachsidetospark

ideasforchildren:o Whatdofrogsdo?o Whatdofrogseat?o Whatsoundsdofrogsmake?o Whatdobabyfrogslooklike?o Wheredofrogslive?

PROJECT PLAN 29

o Whatcolorisyourfrog?o Whatisyourfrogdoing?o Whatdoesyourfrogliketodoforfun?o Doesyourfroghaveanyfriends?o Whathappenstoyourfrog?

• Wordwallinclassroomwithsimplewordsthathavebeenreviewedandcanbeusedasareferenceforthechildrenwhiletheywrite/createtheirbooks

• Paper(foldedandunfolded;linedandunlined)• Markers• Crayons• Pencils• Scissors• Glue• Variousartmaterialstousetoillustrate

Pre-Assessment • Observechildrenovertimeforthefollowing:

o Knowingthepartsofthebooko Knowinghowtowriteandformwordso Correctspellingorphoneticspellingofwrittenwordso Stageofwritingdevelopment

• Activityisappropriatetowardsendofprojectonfrogs;childrenneedenoughtimetohaveacquiredageneralknowledgeaboutfrogstodothisactivity.

Introduction

• Singthepartsofthebooksongtochildrenandhavethemrepeatitwithyou.

Lesson • TheteacherwillintroducethebookTheIckyStickyFrogBy:DawnBentley.• Theteacherwillshowthechildrenandtalkaboutthedifferentpartsofthebook(front,

back,spine,title,illustrations,author,text).o Theteacherwillexplainthejoboftheauthorandwhatthetitleis.o Theteacherwillshowanexampleofthe“text”ofabookandshowhowitismadeup

ofsentencesthatbeginwithacapitalletterandendwithpunctuation.

• Theteacherwillaskthestudentstonamethepartsofthebook(front,back,spine,title,illustrations,author,text).

PROJECT PLAN 30

• Thechildrenwillanswerasagroupwhentheteacheraskstheclasstonamethedifferentpartsofthebook.

• Theteacherwillbeginreadingthebookandhavethestudentsinteractthroughoutthereadingbylettingchildrentaketurnspullingonthefrogstongue.

• Thestudentswillengageinthestorybyhavingaturntoexperiencethebookthroughplayingwiththefrog’slongtongue.

• Theteacherwillaskinteractivequestionsthroughoutthereadingsuchas“whatdoyouthinkisgoingtohappennext?”tokeepthechildreninvolved.

• Thechildrenwillparticipateintheprocessofreadingthebookbyansweringthequestionstheteacherasksthroughoutthereadingofthestory.

• Theteacherwillfollowupwithashortdiscussiononwhatwaslearnedfromthisbookandwhatthechildrenthoughtaboutthebook.Shewillaskquestionssuchas“whathappenedinthisstory?”“Whatissomethingyoulearnedfromthisbook?”“Didwealreadyknowsomethingthatwastalkedaboutinthisbook?”.(Trytohaveeverystudentansweroneoftheproposedquestions)

• Thestudentswillparticipateinthediscussionnamingthingstheylearnedfromthebookorsomethingthattheyfoundinteresting.(Ifachildisstruggling,theteachercansuggestthattheysaysomethingtheyknowaboutfrogssincetheyhavebeenstudyingfrogs,andthatitdoesnotnecessarilyhavetobefromthebook).

• Theteacherwillintroducetheideaofthechildrencreatingtheirownbookaboutfrogsbyasking“Ifyoucouldwriteyourownbookaboutfrogs,whatwouldyousay?”

• Thechildrenwillparticipateinthisdiscussionbytalkingaboutwhattheywouldwriteaboutintheirownfrogbook.

• Theteacherwillstatethattherewillbeastationformakingbooksduringcentertimethisweekandencouragestudentstocomeandmaketheirownbookaboutfrogsusingthesongandwhattheylearnedaboutthepartsofthebooktoday.

o Duringthebookmakingactivity,theteacherwillencouragethechildrentosingthepartsofthebooksongtomakesuretheyincludeallpartsofthebook.

o Theteacherwillalsoencouragewritinginwhateverstageofwritingthechildmaybeinatthemoment.

o Theteacherwillalsoencourageinventivespellinganduseofwhatevervocabularyisappropriateforthechild’sdevelopmentallevel.

o Theteacherwillalsoencouragethechildtomakeillustrationstogoalongwithhis/herstory.

PROJECT PLAN 31

o Duringthebookmakingactivity,theteacherwillalsohavealistofquestions(seematerialssection)availabletosparkthechildren’sthoughtprocessandcreativityiftheyarehavingtroublethinkingofwhattowrite/createfortheirbook.

o Theteacherwillbetheretohelpguidethestudentsandanswerthroughouttheirbook‐makingprocessbutshouldnothinderthechildren’screativity.

Conclusion/Wrap-Up

• Theteacherandstudentwillsingthepartsofthebooksongagainbeforedismissingtonextactivity.

Child Assessment

• Thechildren’screationofbooksshouldserveasagoodassessmentoniftheyknowthepartsofthebookbutthefollowingtablecanserveasdocumentation:

Part of book Fully comprehends

Beginning to comprehend

Does not comprehend Notes

Front

Back

Spine

Title

Author

Illustration

Text

PROJECT PLAN 32

MATH

Name: Cayla Shannon Date: November 5, 2010 School: Lakeside Primary Age of Children: 5 years Group Size: 5-7 children Title of Lesson: Leap Frog Game Goals:

• TCW:

o Sharpen counting skills

o Develop understanding of measurement

o Collaborate with peers

o Sharpen fine motor skills

o Develop graphing skills

o Expand on understanding of frogs Objectives:

• TCW:

o Use fine motor muscles to push the leap frog piece down

o Measure the length of the jump in non standard units

o Count measuring pieces

o Graph measurements

o Compare leap frog pieces to real frog jumps

State Standards/Benchmarks/Grade-Level Indicators:

• ELA: o 21. Use illustrations, developmental/inventive spelling, and appropriate

vocabulary to write for a specific purpose and/or audience (ELA-2-E2)

PROJECT PLAN 33

o 22. Create simple text using prior knowledge by drawing, dictating to the teacher, and/or writing using developmental/inventive spelling (ELA-2-E3)

o 23. Use classroom resources (e.g., word walls, picture dictionaries, teachers, peers) to support a writing process (ELA-2-E3)

o 33. Initiate and sustain normal conversation on a specific topic with the teacher (ELA-4-E1)

o 34. Express feelings, needs, and ideas in complete sentences (ELA-4-E1) • Math:

o 1. Count by ones to 20 (N-1-E) (N-3-E) o 2. Count a set of 20 or fewer objects by establishing a 1-to-1

correspondence between number names and objects (N-1-E) (N-3-E) (A-1-E) o 8. Compare sets containing 20 or fewer objects using the words

same/different and more/less/greater/fewer (N-3-E) (N-1-E) o 11. Use the words same, different, equal, not equal, greater than, and less

than while using concrete objects for comparative models (A-1-E) o 14. Measure and estimate length and capacity using non-standard units (e.g.,

sticks, paper clips, blocks, beans) (M-2-E) (M-3-E) o 15. Use comparative and superlative vocabulary in measurement settings

(e.g., longest, shortest, most, hottest, heaviest, biggest) (M-3-E) (M-1-E) (M-2-E)

o 22. Collect and organize data in a simple bar graph using pictures or objects (D-1-E) (D-2-E)

o 23. Sort, represent, and use information in simple tables and bar/picture graphs (D-2-E) (D-3-E)

• Science: o 1. Ask questions about objects and events in the environment (e.g., plants,

rocks, storms) (SI-E-A1) o 2. Pose questions that can be answered by using students own observations

and scientific knowledge (SI-E-A1) o 3. Predict and anticipate possible outcomes (SI-E-A2) o 6. Select and use developmentally appropriate equipment and tools and units

of measurement to observe and collect data (SI-E-A4) o 7. Express data in a variety of ways by constructing illustrations, graphs,

charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4)

PROJECT PLAN 34

• Social Studies: o 19. Describe personal likes and dislikes (e.g., picture journals) (H-1A-E3)

Materials:

• Teacher needs:

o Checklist while observing, clipboard, pen, chart to show directions include

pictures (chart attached)

• Child needs:

o Leap frog game pieces, non standard measurement tools (paper clips, yarn,

leap frogs, cubes, links, pipe cleaners, etc.), paper for graphing, writing

utensils, flat surface (floor)

• Video:

http://video.nationalgeographic.com/video/player/animals/amphibians‐

animals/frogs‐and‐toads/frog_northern_leopard.html Pre-Assessment:

• Three day observation at center times:

o Allow time to manipulate non-standard units and leap frogs.

o Observe how students use non-standard units to measure.

o Observe the students understanding of measurement.

o Check on the checklist, if the skills is already observed Introduction:

• Show video of frogs jumping

• Have a short talk about frogs jumping (how far do you think a real frog jumps, can

you show me how many paperclips you think a real frog might jump?) Lesson: Develop lesson fully, providing needed information (e.g., concepts/point you will make; questions you will ask)

• Show directions ( chart attached)

• Show and explain the different types of materials the child is able to measure with.

“The directions say to measure leap frog jumps, what materials do you think will be

the best way to measure the jumps?”

PROJECT PLAN 35

• Talk about different ways we could compare our collected data, “At the bottom of our

directions we have to compare collected data, how do you think we could show the

data that each of us has collected?”

• Jump the leap frogs across the floor

• Measure lengths with tools

• Graph data

• The teacher will assist and observe, collect data for checklist Conclusion/Wrap-up:

• Compare data

• Compare units used

• “Do you think the leap frog pieces jumped more or less than a real frog” – teacher

graphs these predictions, which will be used when we actually measure a real frogs

jump as a class.

• Avoid using new lesson as closure to lesson Child Assessment:

• Teacher will keep checklist with her at all times during this activity

• This checklist will be used for pre assessment and assessment

Will Mary Lauren Nathan Jacob

Measured with units appropriately

Collaborated with peers Counted the units measured without mistakes

Graph data collection appropriately

Needs more practice

PROJECT PLAN 36

Leap Frog Directions:

1.) Choose how you will measure.

2.) Push down on leapfrog, let go, and watch

it jump.

3.) Use units to measure length

4.) Count units 1,2,3,4,5,6,7,8

5.) Graph units on chart

PROJECT PLAN 37

Name: Katherine Brou Date: November 5, 2010 School: Spanish Lake Primary Age of Children: 5 years Group Size: 3-4 children Title of Lesson: Tadpole and Frog Math! Goals:

• TCW enhance his/her quality of mathematical vocabulary.

• TCW increase their understanding of one-to-one correspondence.

• TCW expand his/her knowledge of graphing.

• TCW develop an interest in understanding of how to solve whole number sentence

problems. Objectives:

• TCW count his her bean pieces.

• TCW learn some new mathematical vocabulary terms.

• TCW construct a graph of the number of frogs and tadpoles he/she rolls.

• TCW tally the number of frogs and tadpole he/she rolls.

• TCW create a real graph of the number of frogs and tadpoles he/she rolls.

• TCW be encouraged to make his/her own frog/tadpole bean pieces and further his/her

math skills using these manipulatives. State Standards/Benchmarks/Grade-Level Indicators:

• Math: o 2. Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence

between number names and objects (N-1-E) (N-3-E) (A-1-E) o 7. Count forward and backward from a given number between 1 and 10 (N-3-

E) o 8. Compare sets containing 20 or fewer objects using the

words same/different and more/less/greater/fewer (N-3-E) (N-1-E) o 9. Use concrete objects to model simple real-life addition and subtraction

problems (N-4-E)

PROJECT PLAN 38

o 11. Use the words same, different, equal, not equal, greater than, and less than while using concrete objects for comparative models (A-1-E)

o 15. Use comparative and superlative vocabulary in measurement settings (e.g., longest, shortest, most, hottest, heaviest, biggest) (M-3-E) (M-1-E) (M-2-E)

o 21. Collect and organize concrete data using tally mark charts (D-1-E) o 22. Collect and organize data in a simple bar graph using pictures or objects

(D-1-E) (D-2-E) o 23. Sort, represent, and use information in simple tables and bar/picture

graphs (D-2-E) (D-3-E) • ELA:

o 35. Give and follow one- and two-step verbal and nonverbal directions without interrupting (ELA-4-E2)

Materials:

• Frog/tadpole pieces (Dried lima beans; one side spray painted green and one side

spray painted brown; made to look like tadpoles/frogs on each side) – at least 150

• Trays – at least 7 (to role beans in and keep in contained area)

• Cup – at least 7 cups (with 20 beans each in them)

• Graph paper for children/prepared-by-teacher graph paper (not normal graph paper

you buy at office supply stores; bars need to be much bigger for children to see)

• Paper to tally on

• Pre-cut out paper lily pads

• Pre-prepared graph example

• Extra paper

• Something to write/color with (markers/crayons)

• Lima beans

• Green paint

• Brown paint

• Frog song with motions:

Mmm‐ah!wentalittlegreenfrogoneday,

Mmm‐ah!wentthelittlegreenfrog,

Mmm‐ah!wentthelittlegreenfrogday,

PROJECT PLAN 39

Andhiseyeswentmm‐ahtoo.

Honk,honkwentabigbadtruckoneday,

Split‐splat!wentthelittlegreenfrog,

Andhiseyesdidn’tgommm‐ah!anymore,

Cuzhegotlickedupbyadog,

Arf!Arf!

Pre-Assessment:

• Observe children over time for the following:

o Math vocabulary using the following words:

Same/different

More/less

Greater/fewer

Equal/not equal

Greater than/less than

Most/least

Add/subtract

Take away/put together

Join/remove

Statements like:

• If I have ____(this many)___ and then I get ___(this

many)___, how many will I have now?

• If I have ____(this many)___ and then ___(this many)___, go

away how many will I have now?

o Understanding of whole number addition problems

o Counting using one-to-one correspondence

o Understanding of when to use graphs

o Use of tally marks

o Understanding of bar graphs

PROJECT PLAN 40

**Activity is appropriate for most children because can be adapted to suit their individual needs for developing math knowledge and understanding.

Introduction:

• Put the tadpole/frog lima bean pieces on the table/floor in front of the children

• Let the children play with the pieces in whatever way they would like for a few

minutes so that they can become familiar with them

• Sing the mmm-ah! frog song Lesson:

• The teacher will begin activity by showing children how to shake the pieces in the

cup and toss them down in their tray.

• The teacher will have the children practice this a few times.

• The children will practice shaking and tossing their frog/tadpole beans.

• The teacher will have the children count their beans to see how many they have.

• The child will count his/her beans placing them from the tray into the cup.

• The teacher will ask a child to toss his/her beans and say which they have more of

(frogs or tadpoles).

• The teacher will encourage each child to do this and record how many frogs/tadpoles

they have with tally marks on a provided piece of paper.

• The children will toss their beans and record how many they have of each type

(frogs/tadpoles) on their individual sheet.

• The teacher will ask the children questions such as:

o Did you have more or less tadpoles?

o Who had the most/least frogs?

o Did anyone have an equal amount of frogs and tadpoles?

o Is the number of tadpoles you had greater than or less than the number of

frogs you had?

o Does ___(insert name of child)___ have greater or less frogs than ___(insert

name of child)___?

• The children will answer the questions the teacher asks.

• The teacher will ask the children to look at their tally marks and think about another

way they could represent how many frogs/tadpoles they have.

PROJECT PLAN 41

• The teacher will use the graph paper she has as well as a pre-prepared graph to spark

ideas for the children to answer this question.

• Hopefully one of the children will suggest making a graph. If not, the teacher will ask

the children if they think they could make a graph of the number of tadpoles and frogs

and encourage them to come to this conclusion.

• The children will suggest ideas of how to represent their information

• The teacher will give each child a piece of graph paper and ask them to shake their

frogs and tadpoles again and then place them in the squares on the paper in the correct

columns.

• The teacher will demonstrate what she would like them to do.

• The children will shake their beans and place them on the graph paper.

• The teacher will then give each child another sheet of graph paper and a marker and

ask them to color the spaces on this paper to make it look like the graph with the

beans on it.

• The children will color the spaces on the paper according to the number of

frog/tadpole beans they have.

• The teacher will ask the children what each bar on their colored graph means. She

will use each child’s graph with the beans placed on it as a supplement if a child

needs help understanding what their colored bar graph means.

• The teacher will ask questions regarding more/less, most/least, equal/not equal,

greater/less as before (see examples in previous step).

• The children will think about and answer the questions the teacher proposes about

their graph and the amount of tadpoles/frogs they have.

• The teacher and children will discuss the different ways of collecting their data (tally

marks, graph with beans, colored bar graph) talking about the differences among

them.

• The teacher will ask the children to think about which way worked the best for them.

• The children will think about which way worked best for them and which way they

liked the most.

PROJECT PLAN 42

Conclusion/Wrap-up: • The teacher will ask the children which way of portraying their information they liked

the most (tally marks, graph with beans, colored bar graph).

• The children will think about and answer the question about their preference.

• The teacher will show the children the beans and graphing paper will be out during

center time for the next few weeks if they would like to do this again with or without

the help of a teacher.

• The teacher will also tell the children there are more fun math games she can show

them now or later using the tadpole/frog beans. (Examples below are for teachers

only – would not tell the child these)

o Lily pad cut out and beans used for simple addition/subtraction problems.

This many frogs on this lily pad plus this frogs many on this lily pad

equals how many frogs?

There were this many on this lily pad, then this many moved to this

lily pad, how many frogs are there now?

If there were six tadpoles swimming in the pond, and two turned into

frogs and were sitting on the lily pad, how many tadpoles were left?

There are three frogs sitting on the lily pad, two more tadpoles turn

into frogs and jump on the lily pad. How many frogs are there now?

There are four tadpoles swimming in the pond, three swim and hide

under the lily pad, how many tadpoles are left in the pond?

o Counting and sorting the beans

• The teacher will also tell the children that she has beans and paint available in the art

center if they want to make their own pieces to bring home and will encourage them

to do so in the future.

o The teacher will also provide graph paper and lily pads for the children to take

home with their own beans.

PROJECT PLAN 43

Assessment

Canyon Caroline Carter Gannon The child counted his/her

bean pieces

The child used the following math terms: • More/less• Equal/notequal• Greater/fewer• Most/least• Greaterthan/less

than

The child tallied the number of tadpoles/frogs

The child made a real graph of the number of

tadpoles/frogs

The child constructed a symbolic graph of the

number of tadpoles/frogs

PROJECT PLAN 44

SCIENCE

Name: Cayla Shannon Date: November 16,2010 School: Lakeside Primary Age of Children: 5 years Group Size: small group, 4-5 (this lesson will take a few days to complete) Title of Lesson: Caring for our pet frogs Goals:

• TCW:

o Improve understanding of the frog life cycle

o Develop a sense of responsibility in the classroom

o Increase understanding of frog habitats and habits

o Improve observation skills

o Sharpen communication skills

o Improve collaboration skills Objectives:

• TCW:

o Explore the frog/tadpole habitat

o Care for the frog/tadpole

o Observe and document findings

o Keep an up to date log of frog feedings

o Work with classmates to solve problems

o Assign jobs State Standards/Benchmarks/Grade-Level Indicators: • ELA GLE’s:

• 14. Demonstrate understanding of information in texts read aloud using a variety of strategies, including:

PROJECT PLAN 45

o making predictions using prior knowledge and pictures o using at least five pictures to sequence the events of a story o drawing conclusions from text o using pictures to resolve questions (ELA-7-E1)

• 19. Write using developmental/inventive spelling, supported by drawing or dictation to the teacher to express ideas (ELA-2-E1)

• 21. Use illustrations, developmental/inventive spelling, and appropriate vocabulary to write for a specific purpose and/or audience (ELA-2-E2)

• 22. Create simple text using prior knowledge by drawing, dictating to the teacher, and/or writing using developmental/inventive spelling (ELA-2-E3)

• 23. Use classroom resources (e.g., word walls, picture dictionaries, teachers, peers) to support a writing process (ELA-2-E3)

• 25. Write informal notes, lists, letters, personal experiences, and stories using developmental/inventive spelling and pictures (ELA-2-E4)

• 28. Demonstrate an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom on a page (ELA-3-E1)

• 33. Initiate and sustain normal conversation on a specific topic with the teacher (ELA-4-E1)

• 34. Express feelings, needs, and ideas in complete sentences (ELA-4-E1) • 35. Give and follow one- and two-step verbal and nonverbal directions without

interrupting (ELA-4-E2) • 41. Participate in designated roles within classroom activities, such as line leader,

teacher helper, and calendar helper (ELA-4-E7) • 42. Use a computer mouse to navigate the screen (ELA-5-E1) • 43. Identify that a computer has a keyboard to enter information (ELA-5-E1) • 44. Use technology to produce class work (ELA-5-E4)

MATH GLE’s

• 3. Use the ordinal numerals 1st through 10th to discuss positions in ordered lists (N-1-E)

• 5. Using a number line or chart, identify the numbers coming before/after a given number and between 2 given numbers (N-1-E) (N-3-E) (A-1-E)

• 13. Use vocabulary such as: yesterday, today, tomorrow, hours, weeks, names of days, names of months; sequence events; and identify calendars and clocks as objects that measure time

PROJECT PLAN 46

• (M-1-E) (M-2-E) (M-5-E) • 15. Use comparative and superlative vocabulary in measurement settings (e.g.,

longest, shortest, most, hottest, heaviest, biggest) (M-3-E) (M-1-E) (M-2-E) • 21. Collect and organize concrete data using tally mark charts (D-1-E) • 23. Sort, represent, and use information in simple tables and bar/picture graphs (D-

2-E) (D-3-E)

SCIENCE GLE’s:

• 1.Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1)

• 2. Pose questions that can be answered by using students own observations and scientific knowledge (SI-E-A1)

• 3. Predict and anticipate possible outcomes (SI-E-A2) • 4. Use the five senses to describe observations (SI-E-A3) • 6. Select and use developmentally appropriate equipment and tools and units of

measurement to observe and collect data (SI-E-A4) • 7. Express data in a variety of ways by constructing illustrations, graphs, charts,

tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4)

• 8. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (SI-E-A6)

• 9. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7)

• 11. Identify objects by using the senses (PS-E-A1) • 24. Compare the human body with plants and animals (LS-E-A3) • 28. Observe life cycles and describe changes (e.g., humans, dogs, insects) (LS-E-B1) • 29. Match models of baby animals with their parents (LS-E-B3)

SOCIAL STUDIES GLE’s:

• 12. Identify responsibilities the student has at home and at school (C-1B-E2) • 17. Use words to describe the chronology of the school day (e.g., first, next, last) (H-1A-

E1) • 19. Describe personal likes and dislikes (e.g., picture journals) (H-1A-E3)

PROJECT PLAN 47

Materials: • Teacher needs:

o Tadpole/frog habitat- website, book-title, premade observation papers

(attached), step by step instructions (with pictures) “how to care for our pets”,

frog/tadpole food, cleaning tools, gloves, websites, KWL chart paper, camera,

and notepad

• The students needs:

o Pens, colors, markers, computer access, camera

• Websites (uses with help):http://www.kidzone.ws/lw/frogs/facts2.htm,

http://www.kiddyhouse.com/Themes/frogs/,http://kids.nationalgeographic.com/kids/a

nimals/creaturefeature/red-eyed-tree-frogs/

• Books: Frogs by Melaine Mitchell, Face to Face3 with Frogs by Mark Moffett Pre-Assessment: A whole group discussion, KWL chart about what we already know about frogs Introduction:

• Read book about frogs and how to care for them

• Read step by step chart

• Take frog out, allow students to explore Lesson:

• Review KWL chart

• As a group, assign jobs: feeder, recorder, researchers, etc.

• Teacher explains how to use tools and suggest different ways to record findings

• Students will use hands on experiences, recordings, computers, pictures, and books to

find answers to the KWL chart

• Teacher observes students and asks guiding questions when necessary Conclusion/Wrap-up:

• Students share documents/findings with the class

• Students answer the questions on the KWL chart

PROJECT PLAN 48

Child Assessment: • The teacher will keep a rating scale with her at the small group and while the students

present.

• Teacher will take pictures to better explain children’s learning

• The rating scale is attached Rating scale

Name Cooperation Completed job

Understands frog life cycle

Documented Notes

John

Elizabeth

Jeremy

Kaityln

• 1 = needs more practice, 2= understands concept, 3= understands fully; accomplished

PROJECT PLAN 49

What does frogs and tadpoles eat? Record your findings

PROJECT PLAN 50

What do frogs do? Record your findings

Sleep? Play?

Exercise? Entertainment?

________________________

__?

_________________________

__?

PROJECT PLAN 51

Where do Frogs and tadpoles live? Record your findings

PROJECT PLAN 52

Premeditated KWL chart

K W L

PROJECT PLAN 53

Log of frog Feedings: Date Time What Feeder Notes

November 1st 8:00 Food pellet John Very hungry

• Frogs eat • Frogs sleep • Tadpoles are

baby frogs • Frogs jump • Tadpoles are

little

• What do frogs eat?

• What do tadpoles eat?

• Where do frogs live?

• What do frogs do for fun?

PROJECT PLAN 54

November 2nd 10:30

November 3rd

November 4th 3:00

November 5th

November 6th

Etc….

Name: Katherine Brou Date: November 16, 2010 School: Spanish Lake Primary Age of Children: Kindergarten (5 & 6) Group Size: no more than five children Title of Lesson: Exploring Frogs with the Sense of touch

PROJECT PLAN 55

Goals: • TCW sharpen his/her awareness and understanding of the senses (especially the sense

of touch).

• TCW enhance his/her understanding of the parts of a frog.

• TCW strengthen his/her ability to express observation in the form of data.

• TCW increase his/her understanding of the use of different scientific tools.

• TCW improve on his/her knowledge of different properties of things. Objectives:

• TCW investigate how the parts of the frog feel using his/her sense of touch.

• TCW express his/her observations in a variety of ways

• TCW use a magnifying glass to look at and explore the different mixtures of the parts

of a frog.

• TCW convey his/her knowledge gained about how the parts of a frog feel.

• TCW discover how to use his/her different senses and how to explore objects using

them.

• TCW gain knowledge about the frog, its parts, and how they function to help the frog

survive. State Standards/Benchmarks/Grade-Level Indicators:

• Science GLE’s o 4. Use the five senses to describe observations (SI-E-A3) o 7. Express data in a variety of ways by constructing illustrations, graphs,

charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4)

o 8. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (SI-E-A6)

o 9. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7)

o 10. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3)

o 11. Identify objects by using the senses (PS-E-A1) o 13. Sort objects based on their properties (e.g., size, weight, texture) (PS-E-

A1)

PROJECT PLAN 56

• ELA GLE’s o 19. Write using developmental/inventive spelling, supported by drawing or

dictation to the teacher to express ideas (ELA-2-E1) o 20. Create compositions by participating in shared writing activities (ELA-2-

E1) o 21. Use illustrations, developmental/inventive spelling, and appropriate

vocabulary to write for a specific purpose and/or audience (ELA-2-E2) o 22. Create simple text using prior knowledge by drawing, dictating to the

teacher, and/or writing using developmental/inventive spelling (ELA-2-E3) o 23. Use classroom resources (e.g., word walls, picture dictionaries, teachers,

peers) to support a writing process (ELA-2-E3) o 27. Use developmental/inventive spelling, supported by pictures, to represent

a word or idea or to respond to a life experience or a text read aloud (ELA-2-E6)

o 28. Demonstrate an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom on a page (ELA-3-E1)

o 32. Write simple stories or life experiences using developmental/inventive spelling that shows knowledge of letter/sound correspondences (ELA-3-E5)

Materials: • Frog Facts sheet for teacher

• Big container to keep it all in

• Little containers for each tactile sensory object with picture of corresponding part of

frog on the container:

o FROG SKIN: slime in thin layer over something that is waxy or permeable

(maybe fake leaves w/ extra wax or a sponge) – can also use aloe vera gel

instead of slime!

o FROG TONGUE: some sort of rubber sticky toy

o FROG FEET/TOES: something webbed with suction cups on the end. (Put

some aloe vera/slime on them)

o FROG EGGS: bath gel beads with slime/aloe vera

PROJECT PLAN 57

o FROG THROAT/VOCAL SAC: small inflated balloon with slime/aloe vera

• Observation papers

• Pens/pencils/markers/crayons (anything child feels comfortable or wants to

write/draw with)

• Magnifying glasses

• Goggles

• Paper towels

• Sink/water source to wash hands

• Frog skin supplies

o Green jello

o Water

o Cup

o Spoon Pre-Assessment:

• Observe children over time to see their knowledge of frogs, the senses, forming data,

and recording observations. Introduction:

• Make frog skin!

o Put “frog skin” on children and talk about:

How it feels?

Move hand around does it feel different?

What it looks like?

o They can eat it or wash it off afterwards.

• The teacher begins by pouring green Jello packet into a big cup to make frog skin.

• The teacher gradually adds water until the correct consistency is reached

• The teacher lets the children take turns stirring this mixture.

• The children each stir the mixture. Lesson:

• The teacher shows the children the containers with different mixtures/substances in

them.

• The teacher gives each child one container and allows them to explore it.

PROJECT PLAN 58

• The teacher will explain that this is for looking at, smelling, and feeling only.

• The child will use his/her senses to explore this substance

• The teacher will encourage students think about how this relates to a frog.

• The child will look at what part of the frog it pertains to.

• The teacher will encourage children to think about why this part of the frog might feel

this way.

• The teacher will include the different facts from the frog facts sheet. She will interject

as many as possible in her normal conversation with the students.

• The teacher will ask the students different questions guiding them to think about the

different frog facts.

• The teacher will rotate the different substances for each part of the frog among the

children until they are no longer engaged.

• The children will explore as many different substances as they want.

• The teacher will allow students to finish in their own time and individually choose an

observation sheet to complete. (If a child finishes before everyone else, offer the child

more sheets to complete or have a conversation with him/her about what they

learned)

• The teacher will help the children complete these sheets asking constructive and

guiding questions to probe their knowledge.

• Once everyone has completed at least one sheet, the teacher will ask the children to

share what they have learned with the class.

• The children will share what they have learned with their peers and use their

observation sheets to help guide them for what to say.

• To help a shy child who is unsure of what to say, use his/her observation sheet and

ask him/her questions from that.

• Once each child has shared something, the teacher and the children will complete the

“How did the frog parts feel?” sheet together (this can be in sheet form, or in a big

chart form).

• The teacher will tally or put an “X” in each category a child says the substances felt

like, so that the children can see what their peers thought the substances felt like.

PROJECT PLAN 59

• The students will participate in the final discussion about how the substances/parts of

the frog felt. Conclusion/Wrap-up:

• The teacher and students will discuss the different parts of the frog, how they felt, and

why they may feel that way (what purpose does it serve).

• The teacher will use the chart they just made as a jumping off point for this

discussion.

• The teacher will tell the children how this activity will be available in centers as a

game if they want to explore it further. Assessment:

• Use the different observation sheets as an assessment for the children’s personal

knowledge.

• Use the “What do the parts of the frog feel like?” sheet as an assessment tool for the

small group of five children.

• Place these sheets in the children’s portfolio.

What does the frog skin feel like? Record your findings.

PROJECT PLAN 60

What does the frog tongue feel like?

Why does it feel this way? What do you think it helps them do?

Record your findings.

PROJECT PLAN 61

What did you learn about frog eggs?

Describe or draw a picture.

PROJECT PLAN 62

What do frog’s feet help them do?

YES NO

Swim

PROJECT PLAN 63

Climb

Dig

Why do frogs’ throats stretch like a balloon?

What does a frog’s throat feel like?

PROJECT PLAN 64

Describe or draw a picture.

How did the different parts of the frog feel?

Sticky Hot Cold Hard Soft Drippy Gooey

PROJECT PLAN 65

Skin

Tongue

Feet

Eggs

Throat

Frog Facts • Frog skin is permeable. This means it absorbs like a

sponge and lets water in and out. • Frogs have skin of many different colors.

PROJECT PLAN 66

o Some can help them camouflage and hide from predators while others are bright and want scare predators off.

o Some frogs can change the color of their skin. This can be to camouflage or to help regulate their body temperatures.

• Frogs shed their skin. • Frogs have mucous glands that secrete a clear, gel-like

substance which prevents the animals’ skin from drying out, protects against fungus and bacteria, and helps regulate their body temperature.

• Frogs lay their eggs in a wet environment. (Bc. They are jelly-like)

• Frogs have different kinds of feet. o Some have webbed feet to swim. o Some have suction cup like balls on the end of their

toes. o Some have claw-like toes for digging and burrowing

themselves in the mud. • Frogs throats expand like balloons to make frog sounds.

Activities

MATH ACTIVITY DESCRIPTION

PROJECT PLAN 67

Materials • Green cardboard • Green construction

paper • Brown construction

paper • Blue foam • 20 lima beans • Brown and green

spray paint • Black marker • Laminator • Container for the

beans • Hot glue

How to Make • Cut blue foam into pond shape; similar to circle or oval. • Crumple and roll the brown construction paper. • Cut a lily pad pattern out of green construction paper (Circle with small triangular

slit cut out). • On lily pads, write math problems on one side (2+2=) and the answers on the

back (4). • On some lily pads, write math vocabulary words such as more, less, and equal to. • Hot glue blue foam in pond shape to center of cardboard. • Hot glue the brown rolled paper around the blue foam (serves as a wall for the

beans to bounce off of). • Glue six blank lily pads on the cardboard around the pond (blue foam). • Spray paint the lima beans (one side brown, the other side green) • Laminate the remaining lily pad cards.

How to play:

• This activity can be placed in a center or played with a small group. • Steps

1. Lay out the board on a flat surface

PROJECT PLAN 68

2. Place 20 beans in a jar and shake 3. Pour beans in the pond 4. Child should count the number of green beans and the number of brown

beans (Frogs and tadpoles). 5. They can then sort or compare using the math vocabulary lily pad cards. 6. The children can also use the equation cards and manipulating the beans to

solve simple subtraction and addition problems.

SCIENCE ACTIVITY DESCRIPTION

Materials

• 5 small containers • Cardboard box • Aloe vera • Foam (arts and crafts foam

paper) • Rubber sticky toy • Suction cups • Bath beads/small foam balls • Water balloon • Poster board

• Construction paper • Glue • Scissors • Paper • Computer with printer • Laminator • Velcro • Hot glue • Small plastic envelopes

How to Make: • Cut holes into the cardboard box so that the containers can fit in it. • Glue or tape plastic envelopes to each container.

PROJECT PLAN 69

• Make the frog feet by making a webbed foot and gluing a small suction cup to each toe of the foot. (put in one of the small containers)

• Blow up the water balloon and put into one container for the frogs throat. • Empty bath beads or foam balls into a container. • Put a circle of foam in the bottom of one container. • Put aloe vera gel in each of the four containers you have filled so far so that

everything in it is coated with aloe vera. • Put the sticky toy into the last container (Do not add aloe vera) • Take a picture of each and print out two. • Put one picture in each container. • Draw a frog on a poster board and cut it out. • Draw the different parts of a frog that the sensory items refer to (eyes, tongue,

skin, eggs, and feet). • Glue together the pictures you just drew and the extra set of pictures of the

sensory items that you took earlier. • Laminate the poster and the small pieces. • Glue Velcro the 5 different parts of the frog included in this activity on the poster

board. • Glue Velcro to the double sided pictures (on the photograph side (not the drawn

parts of the frog)) • Place the Velcro pictures into envelopes on corresponding containers.

How to Play/Use: (Centers OR Small group) • The children will feel each container • The children will then take the card from the envelope and place it on the part of

the frog they think the feeling of the container corresponds to. • It should match up if place correctly (i.e. the eyes should be in the place where the

eyes of the frog are) • Have paper available for children to record their findings and observations.

LANGUAGE/LITERACY ACTIVITY DESCRIPTION

PROJECT PLAN 70

Materials:

• Blue poster board

• White paper • Printer • Red pipe cleaner • Green

construction paper • Small Paper

plate • Metal clasp • Picture of a fly

and frog • Glue stick and hot glue

• Scissors • Lamination

How to make:

• Type rhyming words on the computer ex: hip & tip, hop & pop; type twenty words total • Space the words far enough apart to cut later; Print • Copy picture of a fly 10 times; print • Cut out words and flies in a circle shape • Glue ten of the words to the back of the fly picture, be careful to not glue any matches; so

pop and top pop should be glued top should not. • The other ten words should get glued on the poster board in a circle shape • Cut the extra off the poster board leave about 3 inches on each side of the circle • Cut the green construction paper into a large circle ( the size of the plate) • Print out the picture of the frog • Cut around frog picture and glue on construction paper circle • Line the construction paper with the left over poster board and glue • Laminate circle with frog , poster board, and extra cards • Insert pipe cleaner in frogs mouth, glue on the back • Put metal clasp through frog spinner and paper plate

PROJECT PLAN 71

• Hot glue paper plate onto the poster board

How to play: (Centers OR Small group)

• Lay on a flat surface • Face all the playing cards up so the words are where you can see them • Spin the spinner • Whichever word the spinner falls on the player must find the rhyming word

o These words can also be replaced with letters to make words or words to make sentences.

MUSIC/MOVEMENT ACTIVITY DESCRIPTION

Materials

• CD of frog sounds/noises/calls and nature sounds

o Can either buy this or legally obtain free mp3’s from websites in resource list

• Homemade/bought instruments o Shakers o Drum o Bells o Rustling paper o Bubble wrap o Sand paper blocks o Any kind of instrument

• Homemade/bought movement items

o Streamers o S

carves o Any kind of homemade

movement item

PROJECT PLAN 72

How to make:

• Nothing to make for this activity; everything should already be included in the classroom

aside from the CD which can be purchased or made buy legally downloading free

frog/nature sounds from websites listed in resources

How to play:

• Have the CD of frog sounds playing and ask children to try to imitate these noises using

the instruments.

• Children can also try to move like a frog using the movement or just on their own

Literacy Charts

PROJECT PLAN 73

Katherine – 5 Green and Speckled Frogs

Five green and speckled frogs, Sat on a speckled log, Eating the most delicious flies, Yum, Yum. One jumped in the pool, Where it was nice and cool, Now there are four green speckled frogs, Glub, glub.

Four green and speckled frogs...

(repeat all the way down to 1)

Cayla – 5 Little Tadpoles

Five little tadpoles swimming near the shore. The first one said, “Let’s swim some more.” The second one said, “Let’s rest awhile.” The third one said, “Swimming makes me smile.” The fourth one said, “My legs are growing long.” The fifth one said, “I’m getting very strong!” Five little tadpoles will soon be frogs. They’ll jump from the water and sit on logs.

Project Plan Phase 3

PROJECT PLAN 74

We are going to have a time where we will invite the parents and families to come to the

classroom to share in the culmination of our frog project. We will have different activities and

events arranged as well as a display of the children’s work and the progression of our project.

The activities will include jello frog habitat, the parts of a frog sensory experience, music, and

art. The big events will include a leapfrog race and releasing our pet frogs to the ditch.

Guiding questions will be posted in each activity to help children and parents share

knowledge about frogs. Parents can use these questions to probe students for what they have

learned and students can use the questions (and pictures) to spark their knowledge to share with

their parents. These will be posted on a table by each activity on threefold centerpiece.

Activities

• Jello Frog Habitat o Materials:

Blue Jello Crushed oreos Frog and insect gummies Pop rocks M&M’s and Spree Jelly Beans Anything edible that can be used to represent the habitat

o Description Children will be able to make their own edible frog habitat. The

idea is that the children can represent what they have learned about frogs and their habitats and be able to enjoy it as a sweet treat as well. Parents will be encouraged to help their children through this process.

o Guiding questions

PROJECT PLAN 75

What does a frog need to survive? What does a frog start out as? What shares a home with frogs?

• Parts of a frog sensory experience o Materials are included in the previous science activity (PAGE ___) o Description

Children will be able to show their parents this fun activity that they have already experienced. Children should be able to teach their parents about the different parts of a frog and how they feel or look.

o Guiding questions Why does a frogs skin feel the way it does? What purpose does it

serve? Why do frogs feet feel like suction cups? Why are their toes

webbed? Why does a frogs throat feel like an expanded balloon? What does

it do? • Music

o Materials: Frog sounds CD Home-made instruments

o Description Children will be able to show their parents this frog activity that

they have already experienced. The children and parents can listen to the frog sounds and represent them in their own way using the musical instruments.

o Guiding questions: What does a frog hopping sound like? What does a frog swimming sound like? What does a frog croaking sound like?

• Art o Materials: any random art materials that can help represent what the child

has learned about frogs o Description:

The art center will be open so children and their parents can explore the different things we have learned about frogs in our

PROJECT PLAN 76

classrooms. Children can draw pictures or write things that they want to show their parents they have learned.

o Guiding questions: What different colors can frogs be? What is the life cycle of a frog? How are types of frogs alike and different from each other?

Events • Leapfrog race

o Description: The children and parents will participate in a leap frog race. This race will include partnering with one person and hopping over one another all the way to the finish line. This will be a fun and active way of exercising gross motor development while showing how frogs move.

• Releasing the frogs o Description: We will release our frogs into the ditch. We will talk about

whether the frog has everything it needs to survive in the ditch, and our plans to visit it in the future.

Works Cited and References

PROJECT PLAN 77

Bredekamp, S., & Copple, C. (2009). Developmentally appropriate practice in early childhood

programs: serving children from birth through age 8. Washington D.C., United States

of America: National Association for the Education of Young Children.

Brewer, J.A. (2007). Introduction to early childhood education: preschool through primary

grades. Boston, MA, United States of America: Pearson Education, Inc.

Helm, J.H. & Katz, L. (2001). Young investigators: the project approach in the early years. New

York, NY: Teachers College.

Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate

curriculum: best practices in early childhood education. Upper Saddle River, NJ:

Pearson Education, Inc..

Resources

PROJECT PLAN 78

‐ http://www.doe.state.la.us/lde/saa/1915.html

‐ http://cuip.uchicago.edu/~gmunson/webquest/studentpage.html

‐ http://www.2care2teach4kids.com/preschool/themes/frogtoad.htm

‐ http://www.beyondplay.com/ITEMS/F344.HTM

‐ http://www.beyondplay.com/ITEMS/M993.HTM

‐ http://www.suite101.com/content/exploring‐the‐characteristics‐of‐amphibians‐with‐

primary‐students‐a244418

‐ http://www.suite101.com/content/frog‐and‐toad‐lesson‐plan‐for‐kindergarten‐and‐

primary‐students‐a237324

‐ http://www.thefrog.org/biology/index.htm

‐ http://www.thefrog.org/nature/index.htm

‐ http://www.a1freesoundeffects.com/cartoon.html

‐ http://www.naturenorth.com/spring/sound/shfrsnd.html

‐ http://allaboutfrogs.org/weird/general/songs.html

‐ http://animaldiversity.ummz.umich.edu/site/topics/frogCalls.html