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Ribbit! Ribbit!

A Thematic Unit on
Frogs
Grade 3
Integration of ELA, Science, & Art

Willow

Duclos
June 2016

Table of Contents

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Unit Rational
Appendix of Resources
Visual Map of Learning
Timeline/Calendar
KSAs
Unit Time Line
Outcomes for this Unit
Lesson Plan

Unit Rationale
The following unit is specifically designed to address the Alberta
curriculum guide outcomes for a grade 3 science, ELA, and art. This
unit focuses on the general outcome of science (Topic E: Animal Life
Cycles) with a specific focus on the life cycle of amphibians (frogs). It is
important that students have an understanding of the growth and
development of animals and discover that different animals have
different life cycles. Not only are the students going to learn about the
life cycle of frogs. They will also develop an understanding of the
different needs including, food and habitat of amphibians. The students
will explore this topic through not only a scientific perspective but also
will be expanding their knowledge by looking at it with English
Language Arts perspectives and Art perspectives. By looking at the
general outcome Animal Cycles in Science the students will be able to
use and explore their ideas, thoughts, and knowledge through creative
writing, journaling, storytelling, Readers Theater, painting, and creating
their own textbook. The use of ELA outcomes and Art Outcomes
throughout this integrated frog unit will allow the students to be
exposed to a wealth of materials and resources. The extra amount of
resources will help solidify their understanding of the life cycle of frogs
as well as grab their attention and engagement.
Throughout the course of this unit students will be working with a
variety of resources, including fiction and non-fiction books, YouTube
videos, worksheets, painting, drawing, modeling, and engaging in
group discussions. Although all these individual learning opportunities
will be assessed formatively and summatively, the final assessment of
knowledge will be their individual student created textbooks. Their
textbooks that they have created will include drawing of life cycles,
written explanations of how tadpoles become frogs, and important
information about heir habitats and the food that they need to survive.
Reflecting on learning is a key strategy that is important to all learners.
Throughout the course of this unit students will be given multiple
opportunities to reflect on their learning. Other strategies that are
incorporated into the following unit plan include: gathering and
building on students prior knowledge, integrating across curriculum
and using a range of assessment strategies that cater for diverse
learning styles and the inclusion of all students.

Appendix of Resources

1. Alberta Program of Studies


2. All Eyes on the Pond. By: Michael J. Rosen
3. Big Frog Cant Fit In. By: Mo Willems
4. Classroom Frog growing kit
5. Epic App
6. Frog and Toad. By Arnold Lobel
7. Frog on a log book. By: Kes Brown
8. I dont want to be a frog. By: Dev Petty
9. Teacher Pay Teacher Engineering a Frog
10.
There was an old lady who swallowed a frog. By Lucillie
Colandra
11.
Tumble books App
12.
Wanda and the Frogs. By Barbara Azore
13.
You Tube: https://www.youtube.com/watch?
v=AMs3waaW75g- Frog Life Cycle
*A variety of fiction and non-fiction books displayed on the class
bookshelf

Growing Frogs by Vivian French


Five Little Speckled Frogs by Nikki Smith
Frogs by Gail Gibbons
Explore My World: Frogs by Marfe Ferguson Delano
The Icky Sticky Frog by Dawn Bentley
The Frog in the Pond by Wil Mara
Scholastic Reader Level 2: Frogs by Nic Bishop
How a Tadpole Grows Into a Frog by David Stewart
Frogs by David P. Badger
Fun Facts about Frogs! by Carmen Bredeson
999 Frogs Wake Up by Ken Kimura
Fish is Fish: by Leo Leonie

Visual Map

Calendar

KSAs
Those are addressed in the week long integrated unit of frogs
1 = not covered 2 = minimally covered 3 = moderately covered 4 = very well covered

KSAs that will be addressed in this unit

2 3

(a) How contextual variables affect teaching and learning. Know how to analyze and respond to many variables at once
by making reasoned decisions about teaching and student learning

(b) The structure of the Alberta Education system. Know the roles and responsibilities, how they are communicated,
enforced and held accountable, the expectations under the Certification of Teacher Reg. A.R. 261/90 as amended and their
school authoritys teachers evaluation policy.

Comments

Students will be working on multiple things at once and as I teacher I will have
to be handling all the variables that will be happening during this unit.

As the teacher I will have full understanding of the roles and responsibilities, as
well I will have informed students of their responsibilities within the school and
the classroom.

(c) The purposes of the Guides to Education and Programs of Study disciplines you teach. Know how to use these
documents to inform and direct your planning, instruction and assessment of student progress;

I used the programs of study to direct the way in which this unit will be taught.

(d) The subject discipline you teach. Complete a structured program of studies by acquiring knowledge, concepts,
methodologies, and assumptions in one or more areas of specialization; or subject disciplines taught in Alberta Schools

N/A

(e) All students can learn, albeit at different rates and in different ways. Know how (including when and how to engage
others) to identify ways students learn and the different learning style. Respond to these differences.

During the course of this unit plan I have added to every day as well as
individual lesson plans, the differentiation strategies that I plan on using

(f) The purposes of short-, medium-, and long-range planning. Know how to translate curriculum and desired outcomes
into reasoned, meaningful and incrementally progressive learning opportunities for students. Vary plans to accommodate
individual and groups of students;

This unit plan encompasses long range as well as short range planning for the
subject. I have utilized the curriculum outcomes to ensure that I am meeting the
standards of Alberta education.

(g) Students needs for physical, social, cultural and psychological security. Know how to engage students in creating
effective classroom routines. Know how and when to apply a variety of management strategies that are in keeping with the
situation, and that provide for minimal disruptions in students learning;

(h) The importance of respecting students human dignity. Know how to establish, with different students, progressional
relationships that are characterized by mutual respect, trust and harmony;

Although this isnt directly addressed in my unit plan I have planned activities
and have thought of strategies that I would use to ensure that my students are
engaged.

(i) There are many approaches to teaching and learning. Know a broad range of instructional strategies appropriate to
your area of specialization and the subject discipline taught, and know which strategies are appropriate to help different
students achieve different outcomes;

Again I have not addressed this in my unit plan, but as a teacher it is my goal to
maintain and create relationships with students in a respectful, trustful and
harmonizing manner.

I have added multiple strategies and activities throughout the unit that will
engage students and help students achieve desired outcomes.

(j) The functions of traditional and electronic teaching/learning technologies. Know how to use, and how to engage
students in using these technologies to present and deliver content, communicate effectively with others, find and secure
information, research, word process, manage information, and keep records;

The students will be working with iPads, creating iMovies, and watching
YouTube videos.

(k) The purposes of student assessment. Know how to assess the range of learning objectives by selecting and
developing a variety of classroom and large-scale assessment instruments. Analyze the results, including those from
provincial assessment instruments, and use the results for the ultimate benefit of students;

I will be assessing a wide range of learning objectives, specifically by having the


students create their own textbook.

This has not been mentioned in the unit plan but I will have had parent
communication and the use of parent volunteers as well as collaboration with
other teachers.

(l) The importance of engaging parents, purposefully and meaningfully in all aspects of teaching and learning.
Know how to develop and implement strategies that create and enhance partnerships among teacher, parents and
students;

(m) That student learning is enhanced through the use of home and community resources. Know how to identify
resources relevant to teaching and learning objectives, and how to incorporate these resources into teaching and students
learning;

(n) The importance of contributing, independently and collegially, to the quality of your school. Know strategies to

We will be taking a field trip. Utilizing community resources of ponds and the
preservation of natural habitats. This will enhance the students knowledge of
the learning objectives in the science curriculum
Not addressed however it is to be assumed that I will collaborate with other
teachers and use students made projects to display around the school. This
enhances the sense of community

independently and collegially, enhance and maintain the quality of your schools to the benefit of students, parents,
community and colleagues;

(o) The importance of career-long learning. Know how to assess your own teaching, and to work with others responsible
for supervising and evaluating teachers. Know how to use the findings of assessment to select, develop, and implement
your own professional development activities;

(p) The importance of guiding your actions with a personal, overall vision of the purpose of teaching. Be able to
communicate your vision, including how it has changed as a result of new knowledge, understandings and experiences

(q) You are expected to achieve the Quality Teaching Standard

I will have reflections on the lessons that I have taught, that will guide me to
achieving the best possible outcomes for the following years of teaching this
unit.

I have attended to this in the rational of why I will be teaching this unit.

Unit Time Line


Stage 1 Desired Results
ESTABLISH
ED
GOALS/
STANDAR
DS

Transfer
Students will be able to independently use their learning in new situations to
Communicate their acquired knowledge of animal life cycles through oral, written, and visual
representations. As well as being able apply their knowledge of new and effective strategies to
aid them through other tasks.
Meaning
UNDERSTANDINGS Students will understand
ESSENTIAL QUESTIONS: Students will explore
that
& address these recurring questions:
How frogs become frogs
What are the key components of a frogs
life cycle?
Frogs have different needs than that of other
How do frogs become frogs?
animals
Editing and revising is critical to being a good Why is it important that we study
writer
amphibians?
There is specific vocabulary that goes with the What are the characteristics of a frogs
understanding of frogs
habitat?
Good art work takes time and practice
How do we revise and why is it so
important?
Exploring new ideas and communicating with
Why is it important to explore frogs
other will enhance the quality of their work
through multiple subjects?
Acquisition
Students will know
Students will be skilled at
The life cycle of a frog
Demonstrating their knowledge of
frogs/amphibians
The habitat of a frog
Identifying, with guidance, sources of
The importance of editing and revising
information and ideas pertaining to the
How to apply terms theyve learnt in

science into their writing in ELA


A broad vocabulary to do with amphibians
and their surroundings

subject
Investigating multiple strategies to aid
in their understanding of the key
questions
Communicating findings and results
Integrating art, English language arts
and science to expand their
understanding of animal life cycles
Collaborative work with each other
Exploring ideas and feelings by asking
questions

Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK (S):
Journaling
Story writing
Science textbook (students will create this)
Life cycle bracelets
If I were a frog writing activity
Habitat of a frog clay model
Engineering new species of frog
Water color painting of frogs (and description of what they used and why)
Chatter pix assignment
iMovie assignment

OTHER EVIDENCE:
Other evidence that will not be summatively assessed, but that will be formatively assessed include

The observation of students engagement


Readers Theater
Some journal entries
Group discussions and questioning
Student research using Epic and Tumble book apps
Think pair shares between students
Understanding of books that we will read

Stage 3 Learning Plan


Summary of Key Learning Events and Instruction (including pre- and formative assessments)

* Outcomes for all these lessons are written on the previous document. The
document addresses the outcomes for science, ELA, and art and then is labeled
with the corresponding days that I will be addressing each outcome.
Monday:
Today will be the first day of our unit, I will begin by getting the attention of the students by reading I dont

want to be a frog book and through discussion afterwards I will have a better understanding of what they
students know about frogs and what they are interested in learning about frogs. I will also have the students
write a story about why they wouldnt frog. This will also help be have an idea of what students know about
frogs. The students will then work on ELA outcomes by peer reviewing and editing their work. One the really
big assessment pieces will be created today as well. I will have students create their own textbooks. On the
right side of the book they will have to put information that I have explicitly taught and on the left side that is
where they will be adding their own information and their own understanding of the unit through the use of
writing and drawing.
Activities:
I dont want to be a frog by: Dev Petty
Students will then write a story about why they wouldnt want to be a frog
Peer reviewing and class editing along with individual conferencing
Frogs Can, Have and Are chart
All Eyes on the Pond by: Michael J. Rosen
Exploring new terms from the book as a group discussion (add to word wall)
Introduce our classroom Tad Poles (go over rules and expectations)
Students will draw what they see
Create our very own science textbook
Resources:
I dont want to be a frog by: Dev Petty
All Eyes on the Pond by: Michael J. Rosen
* All frog related books and materials displayed on the classroom bookshelf\

Materials:
Can, Have, Are Chart

Tadpoles (eggs)
Tank
Food
Magnifying glasses
Paper bags and white paper
Big stapler

Differentiation:
If there are students who may need differentiation of any sort there will be opportunities for them to
draw their stories, they may have the opportunity to write less if that is what level they are at,
textbook may need to be put together for them
Assessment:
Students textbook will be an ongoing assessment
Today there will be more formative observation rather than summative.
Summative assessment will be done on the story the students are creating.
Tuesday:
Today I will be reading two books to the students in order to enhance their interest in this unit and hopefully
add to their knowledge of the life cycle of frogs. We will also be working on opinion writing today and this will
be a new concept for them, this means that there will be time spent on explicit instruction. They will use the
story starter If I were a Frog they will need to include detailed information in their activity. Once the
students have gotten it peer reviewed and edited the student may then create a frog out of construction
paper and we will then display them on our bulletin board. Students will also be working in their textbook
adding a glossary and an information page about what they know so far. We will also have a fish tank with
tadpoles in it so the students will have to make observations and predictions about what will be happening
and what is happening with their tadpole. To end the day students will create a lifecycle bracelet. In order to
do these I will have explained what certain beads represent and they will have to put it together in the
specific order.
Activities:

Frog on a log book by: Kes Brown


Explicit instruction on what opinion writing looks like, what it includes and what they must include in
their opinion piece
Students will draw/ create a frog, then they will write an opinion piece based from a story starter of If I
were a frog
Peer review and editing of the final piece before we put it on the bulletin boards
Students will work in their textbook that they have created and they will add their vocabulary lists,
as well as any information that they know about frogs so far.
The students will then draw the tank and label it being sure to include the eggs that are in the tank.
They will then draw/write in their textbook their predictions of what will happen next to the frog.
We will watch a video and read Wanda and the Frogs by Barbara Azore
Adding new vocabulary to our textbook and drawing the life cycle of a frog.
We will create lifecycle bracelets.
Resources:
Frog on a log book by: Kes Brown
Wanda and the Frogs by Barbara Azore
https://www.youtube.com/watch?v=AMs3waaW75g- Frog Life Cycle
Materials:
Lined paper
Blank paper
Colored paper
Beads
String
Screen access
Differentiation:
If there are students who may need differentiation of any sort there will be opportunities for them to
draw their stories, they may have the opportunity to write less if that is what level they are at or
depending on the student I would give them a pre-typed page that they could glue in their textbook

and orally tell me their knowledge of the subject


Assessment:
Students textbook will be an ongoing summative assessment
Summative assessment will be done on their If I were a frog activity
Summative assessment will also be done on their ability to create a life cycle bracelet
Formative assessment will include observation, group discussions, certain pages of their textbook and
their ability to communicate their thoughts and ideas.

Wednesday:
Field trip day! Students will be taking a field trip to a local pond (habitat reserve) where they will get the
chance to read, talk and explore all about frog habitats. We will also get the chance to Engineer out own
frog. This activity is quite similar to that of a bio glyph however instead of doing yourself and information
about you, the students will get the opportunity to create there very own frog. Once they have finished I will
have the students write a story about their new frog and its characteristics. The students will get the
opportunity to communicate with their peers through think pair share, group activities, and the use of ABC
Carousal. Students will also have the time to add to their textbooks. For the final activities of the day
students will get the opportunity to use water color paints and paint either their new frog or paint just a
regular frog.
Activities:
Read Big Frog Cant Fit In by: Mo Willems

Engineering a new species of frog activity


Journaling about our tadpoles
Writing about our new species
Visit a pond- Students will take their textbook and document their trip
Water color painting of a frog
ABC Carousal
Resources:
Read Big Frog Cant Fit In by: Mo Willems
(Field trip forms)
Materials:
Paper
Student made textbooks
Map of Fieldtrip location
Water paints
Paintbrushs
Water
Paint smocks
New species activity cut out
Differentiation:
If there are students who may need differentiation of any sort there will be opportunities for them to
work with a partner to create their new frog
They may need to have a parent or volunteer to provide one on one support while on our field trip
They may draw in their journal or write less than what is expected from other students
Assessment:
Students textbook will be an ongoing summative assessment
Summative assessment of journaling

Summative observation of students water color painting based on a pre-established rubric


Formative observations of group discussions, observations done in their student textbook

Thursday:
We will read the book There was an old lady who swallowed a frog. During the reading students will work on
predicting, inferring and connecting. Once weve finished our discussion I will explain our next activity,
ensuring that I go over rules and expectations of iPad use. For this activity students will work in pairs to
create their own chatter pix character. They will have to write a script about the frog and the factual
knowledge they know will have to be included in the chatter pix creation. After that student will then be
working individually using Epic and Tumble books apps to do individual research about frogs. Once they have
completed their research and added notes to their textbooks we will have time to share all the interesting
things that we have learned. Students will then get to work on their clay model representations of the life
cycle of frogs (again going over rules and expectations).
Activities:
There was an old lady who swallowed a frog by Lucillie Colandra
Group discussion of the book predicting, inferring and connecting
Students will work in pairs and create a chatter pix character based from their knowledge of frogs.
Textbook work- on habitats, and food that frogs would eat
Research using Epic and Tumble books app Pair share their research
Clay model of a pond
Resources:
There was an old lady who swallowed a frog by Lucillie Colandra
Epic App
Tumble books App
Materials:
Ipads
Student textbooks
Paper plates

Clay
Clay/playdoh tools
Differentiation:
If there are students who may need differentiation of any sort there will be opportunities for them to
work with partners
They may draw in their student textbook about their knowledge
Shorter description of their frogs on chatter pix
Less broad instructions on the research, could be possible to give them actual tangible resources
Assessment:
Formative assessment of their chatter pix creations
Formative observation of students participation in group discussions and during think pair share
Summative Assessment on the new material they have found during their research
Friday:
Today the students will work in groups to create a play based on the Frog and Toad story we had read. Once
they have had time to practice their play and rehearse the students will preform their version in front of their
classmates. After finishing the plays we will have a group discussion and journaling time to write about our
class tadpole. Once the students have completed their journaling I will have established groups of 2 or 3 that
the students will work in to create and iMovie trailer about what is coming soon (what will happen to their
tadpole).
*This is not the end of the unit.
Activities:
Frog and Toad by Arnold Lobel
Reader theater of the book
Presenting their plays to the class
Group discussion of our growing frog
Students will create an IMovie trailer based on what will be happening coming soon to their frog
Resources:
Frog and Toad by Arnold Lobel

Materials:
IPads
IMovie
Differentiation:
Some students may require a smaller role in the play or they may need to be directors- different
roles
IMovie they could be expected to say less, or have notes written for them.
Assessment:
Formative assessment based on their understanding of the book
Formative assessment for their trailers to ensure that they have an understanding of what is
happening to their frog- they understand the life cycle

Outcomes Addressed in this Unit


*(The week)

ELAoutcomes
GeneralOutcome1:Studentswilllisten,speak,read,write,viewandrepresenttoexplore
thoughts,ideas,feelingsandexperiences.
Expressideasanddevelopunderstanding
1.1 DiscoverandExplore
Expressideasanddevelopunderstanding
(Monday,Tuesday,Wednesday,Thursday,Friday)

Connectpriorknowledgeandpersonalexperienceswithnewideasandinformationin
oral,printandothermediatexts
Explainunderstandingofnewconceptsinownwords
Exploreideasandfeelingsbyaskingquestions,talkingtoothers

Experimentwithlanguageandforms
(Monday,Tuesday,Wednesday,Thursday,Friday)

Chooseappropriateformsoforal,printandothermediatextsforcommunicatingand
sharingideaswithothers

Expresspreferences
(Thursday)

Chooseandshareavarietyoforal,printandothermediatextsinareasofparticular
interest

1.2ClarifyandExtend
Considertheideasofothers
(Monday,Tuesday)

Askfortheideasandobservationsofotherstoexploreandclarifypersonalunderstanding

Combineideas
(Monday,Tuesday,Wednesday,Thursday,Friday)

Experimentwitharrangingandrecordingideasandinformationinavarietyofways

Extendunderstanding
(Monday,Tuesday)

Askquestionstoclarifyinformationandensureunderstanding

GeneralOutcome2:Studentswilllisten,speak,read,write,viewandrepresentto
comprehendandrespondpersonallyandcriticallytooral,printandothermediatexts.
2.1UseStrategiesandCues
Usepriorknowledge
(Monday,Tuesday,Wednesday,Thursday,Friday)

Shareideasdevelopedthroughinterests,experiencesanddiscussionthatarerelatedto
newideasandinformation
Identifythedifferentwaysinwhichoral,printandothermediatexts,suchasstories,
textbooks,letters,pictionariesandjuniordictionaries,areorganized,andusethemto
constructandconfirmmeaning

Usecomprehensionstrategies
(Monday,Tuesday,Wednesday,Thursday,Friday)

Usegrammaticalknowledgetopredictwordsandsentencestructureswhenreading
narrative
andexpositorymaterials
Applyavarietyofstrategies,suchassettingapurpose,confirmingpredictions,making
inferencesanddrawingconclusions

Usephonicsandstructuralanalysis
(Monday,Tuesday,Wednesday,Thursday,Friday)

Applyphonicrulesandgeneralizationscompetentlyandconfidentlytoreadunfamiliar
wordsincontext
Applywordanalysisstrategiestosegmentwordsintopartsorsyllables,whenreading
unfamiliarwordsincontext
Associatesoundswithanincreasingnumberofvowelcombinations,consonantblends
anddigraphs,andletterclusterstoreadunfamiliarwordsincontext

2.4CreateOriginalText
Generateideas
(Monday,Tuesday,Thursday,Friday)

Experimentwithwaysofgeneratingandorganizingideaspriortocreatingoral,printand
othermediatexts

Elaborateontheexpressionofideas
(Monday,Tuesday,Wednesday,Thursday,Friday)

Usesentencevarietytolinkideasandcreateimpressionsonfamiliaraudiences

Structuretexts
(Monday,Tuesday,Wednesday,Thursday,Friday)

Experimentwithavarietyofstorybeginningstochooseonesthatbestintroduce
particularstories
Addsufficientdetailtooral,printandothermediatextstotellaboutsettingand
character,andtosustainplot

GeneralOutcome3:Studentswilllisten,speak,read,write,viewandrepresenttomanage
ideasandinformation.
3.2SelectandProcess
Useavarietyofsources
(Thursday)

Findinformationtoanswerresearchquestions,usingavarietyofsources,suchas
childrensmagazines,CDROMs,plays,folktales,songs,storiesandtheenvironment

Accessinformation
(Monday,Tuesday,Wednesday,Thursday,Friday)

Usetextfeatures,suchastitles,pictures,headings,labels,diagramsanddictionaryguide
words,toaccessinformation
Locateanswerstoquestionsandextractappropriateandsignificantinformationfrom
oral,printandothermediatexts

3.4ShareandReview
Shareideasandinformation
(Friday)

Organizeandshareideasandinformationontopicstoengagefamiliaraudiences
Usetitles,headingsandvisualstoaddinterestandhighlightimportantpointsof
presentation

GeneralOutcome4:Studentswilllisten,speak,read,write,viewandrepresenttoenhance
theclarityandartistryofcommunication.
4.1EnhanceandImprove
Appraiseownandotherswork
(Monday,Tuesday)

Shareownoral,printandothermediatextswithotherstoidentifystrengthsandideasfor
improvement

Reviseandedit
(Monday,Tuesday)

Combineandrearrangeexistinginformationtoaccommodatenewideasandinformation
Editforcompleteandincompletesentences

4.3PresentandShare
Presentinformation
(Friday)

Presentideasandinformationonatopic,usingapreestablishedplan

Enhancepresentation
(Friday)

Useprintandnonprintaidstoillustrateideasandinformationinoral,printandother
mediatexts

Useeffectiveoralandvisualcommunication
(Monday,Tuesday,Wednesday,Thursday,Friday)

Speakorpresentoralreadingswithfluency,rhythm,pace,andwithappropriate
intonationtoemphasizekeyideas

Demonstrateattentivelisteningandviewing
(Monday,Tuesday,Wednesday,Thursday,Friday)

Rephrase,restateandexplainthemeaningoforalandvisualpresentations

GeneralOutcome5:Studentswilllisten,speak,read,write,viewandrepresenttorespect,
supportandcollaboratewithothers.
5.2WorkwithinaGroup
Cooperatewithothers
(Monday,Tuesday,Wednesday,Thursday,Friday)

Workcooperativelywithothersinsmallgroupsonstructuredtasks
Identifyotherswhocanprovideassistance,andseektheirhelpinspecificsituations

Workingroups
(Monday,Tuesday,Wednesday,Thursday,Friday)

Contributeideasandinformationontopicstodevelopacommonknowledgebaseinthe
group
Askothersfortheirideas,andexpressinterestintheircontributions

ScienceOutcomes
GLOs
32Identifypatternsandorderinobjectsandeventsstudied;and,withguidance,record
observations,usingpictures,wordsandcharts;andmakepredictionsandgeneralizations,
basedonobservations.(Monday,Tuesday,Wednesday,Thursday,Friday)
34Demonstratepositiveattitudesforthestudyofscienceandfortheapplicationofscience
inresponsibleways.(Monday,Tuesday,Wednesday,Thursday,Friday)
310Describetheappearancesandlifecyclesofsomecommonanimals,andidentifytheir
adaptationstodifferentenvironments.(Monday,Tuesday,Wednesday,Thursday,Friday)
311Identifyrequirementsforanimalcare.(Monday,Tuesday,Wednesday,Thursday,
Friday)
SLOs
1. Classifyavarietyofanimals,basedonobservablecharacteristics;e.g.limbs,teeth,body
covering,overallshape,backbone.(Monday)
2. Observeanddescribethegrowthanddevelopmentofatleastonelivinganimal,asthe
animaldevelopsfromearlytomoreadvancedstages.Theanimal(s)shouldbefromone
ormoreofthefollowinggroups:mammals,birds,fish,reptiles,amphibians,insects.
Suggestedexamplesinclude:gerbils,guppies,mealworms,tadpoles,worms,
butterflies/moths.Additionalexamplesfromotheranimalgroupsmightalsobeincluded:
brineshrimp,isopods,spiders.(Monday,Tuesday,Wednesday,Thursday,Friday)
3. Predictthenextstagesinthegrowthanddevelopmentofatleastoneanimalfromeachof
thefollowinggroups:mammals,birds,fish,reptiles,amphibians,insects;andidentify
similaritiesanddifferencesintheirdevelopmentalsequences.(Thursday,Friday)
4. Identifythefoodneedsofatleastoneanimalfromeachofthefollowinggroups:
mammals,birds,fish,reptiles,amphibians,insects;anddescribechangesinhoweach

Science(Elementary)B.15(1996)animalobtainsfoodthroughdifferentstages
(Thursday)
5. Demonstrateawarenessthatparentalcareischaracteristicofsomeanimalsandnotof
others,andidentifyexamplesofdifferentformsofparentalcare.(Thursday)
6. Demonstrateawarenessthatanimalsrequiredifferenthabitatsinordertomeettheirbasic
needsoffood,water,shelterandspace.(Monday,Wednesday)
7. Recognizeadaptationsofayounganimaltoitsenvironment,andidentifychangesinits
relationshiptoitsenvironmentasitgoesthroughlife;e.g.,tadpolesareadaptedforlifein
anaquaticenvironment;adultfrogsshowadaptationstobothterrestrialandaquatic
environments.(Monday,Thursday)
8. Recognizethathabitatpreservationcanhelpmaintainanimalpopulations,andidentify
waysthatstudentactionscanassisthabitatpreservation.(Wednesday)
9. Demonstrateknowledgeoftheneedsofanimalsstudied,anddemonstrateskillsfortheir
care.(Monday,Tuesday,Wednesday,Thursday,Friday)

ArtOutcomes
Reflection
Component1:Analysis:studentswillmakedistinctionswithinclassesofnaturalobjectsor
forms.(Wednesday,Thursday)
Concepts
B.Naturalformsarerelatedfunctionallytotheirenvironment
E.Changeinnaturalformsoccurovertime.

Component2:Assessment:Studentswillassessthevisualqualitiesofobjects.(Monday,
Tuesday,Wednesday,Thursday)
Concepts:
A.Formshouldfollowfunction.
B.Durabilityinfluencesthefunctionofanobject.
C.Materialsshouldbeusedhonestly.
D.Materialsinfluencetheformandfunctionofanobject.

E.Usefulobjectscanbederivedfromdesignsinnature.
F.Surfacetreatmentsshouldharmonizewithandnotdetractfromthemainform.
Depiction
Component4:Mainformsandproportions:Studentswillperfectformsanddevelopmore
realistictreatments.(Wednesday,Thursday)
Concepts:
1. Shapescansuggestmovementorstability.
2. Manyshapesaresymmetrical.
3. Imagescanbeportrayedinvaryingdegreesofrealism.
4. Internalaswellasexternalproportionscanbedepicted.
5. Landscapescanshowmiddleground,backgroundandforeground.
6. Sizevariationsamongobjectsgivetheillusionofdepth
Expression
Component(i):Purpose1:Studentswillrecordordocumentactivities,people,anddiscoveries.
(Wednesday)
Concepts:
1.
2.
3.
4.

EverydayactivitiescanbedocumentedConceptsvisually.
Specialevents,suchasfieldtrips,visitsandfestiveoccasionscanberecordedvisually.
Familygroupsandpeoplerelationshipscanberecordedvisually.
Knowledgegainedfromstudyorexperimentationcanberecordedvisually

Component10(iii)MediaandTechniques:Studentswillusemediaandtechniques,withan
emphasisonmixingmediaandperfectingtechniquesindrawing,painting,printmaking,
sculpture,fabricarts,photographyandtechnographicarts.(Thursday,Friday)
B.Painting(Wednesday)

Extendbrushskillsandfurtherexperimentationwiththemediumsoastoachievespecial
effectssuchastextures.
Continuetopaint,usingexperimentalmethodsincludingwithoutabrush.
Continueworkingwithtemperapaintortemperapaintwithadditives,andbeintroduced
towatercolour.
Mixpaintstoshowintensityofcolour.
Continuetousepaintincombinationwithothermediaandtechniques.

Applywashes,usingtemperaorwatercolour.

Lesson Title / Focus : Introduction to Frog Unit


Subject / Grade Level : Grade 3
Unit: Thematic integrated unit on Animal Life Cycles (Frogs)
Teacher: Miss Duclos
Date:
Time / Duration: 8:22- 10:00am
Outcomes from Alberta Program of Studies
General Learning Outcomes:
GeneralOutcome1:Studentswilllisten,speak,read,write,viewand
representtoexplorethoughts,ideas,feelingsandexperiences.
Expressideasanddevelopunderstanding
GeneralOutcome2:Studentswilllisten,speak,read,write,view
andrepresenttocomprehendandrespondpersonallyandcritically

tooral,printandothermediatexts.
GeneralOutcome3:Studentswilllisten,speak,read,write,view
andrepresenttomanageideasandinformation.
GeneralOutcome4:Studentswilllisten,speak,read,write,view
andrepresenttoenhancetheclarityandartistryofcommunication.
Appraiseownandotherswork
GeneralOutcome5:Studentswilllisten,speak,read,write,view
andrepresenttorespect,supportandcollaboratewithothers.

Specific Learning Outcomes:


1.1DiscoverandExplore
Expressideasanddevelopunderstanding
1.2ClarifyandExtend
Considertheideasofothers:
Combineideas:
Extendunderstanding:
2.1UseStrategiesandCues
Usepriorknowledge
Usecomprehensionstrategies
Usephonicsandstructuralanalysis
2.4CreateOriginalText
Generateideas
Elaborateontheexpressionofideas
Structuretexts
3.2SelectandProcess
Accessinformation
4.1EnhanceandImprove
Appraiseownandotherswork
Reviseandedit

4.3PresentandShare
Useeffectiveoralandvisualcommunication
Demonstrateattentivelisteningandviewing

5.2WorkwithinaGroup
Cooperatewithothers
Workingroups

Learning Objectives
Students will:
Predict the outcome of the story
Create a story
Revise and edit their stories (and others)
Explore thoughts and ideas of the life cycle of frog
Assessments
Observations

Check list for individual conferences

Key Questions

What are frogs?


How do frogs become frogs?
What kind of things do we have to remember when writing a
story?
Why do we revise and why is it so important?

Products / Performances

Story writing
Can, Have and Are Chart

Learning Resources
I dont want to be a frog. By Dev Petty
Can, Have, Are Chart

Materials and Equipment


Book
Whiteboard and makers
Lined paper for students
Procedure
Introduction

Assessment of Prior Knowledge

Can, Have, Are Chart.


Body

Learning Activity 1

Time

Time

Before reading the book we will have a


30-35 minutes
conversation about what we think the book will be
about by just by looking at the cover of the book.
We will predict, connect and infer.

Once we have finished our discussion about what


we think the book is about I will read I dont want
to be a frog to the class. Ensuring that I stop every
now and then to check for understanding, ask
questions and prompt deep thinking.
Learning Activity 2

Once we have finished reading the book, as a class 15-20 minutes


we will fill out a Frogs can, Frogs are and Frogs
have based on what we have learned from our
book. *This will stay on the board for the next two
classes.

Learning Activity 3

Students will then be asked to write a story based 30-40 mins


from the prompt I dont want to be a frog I will
explain what needs to be done and the rules and
expectations of the activity. The students will
brainstorm ideas about what they will write about.
After they have brainstormed they will begin
writing. They should include a *beginning, middle
and ending of the story.
*I will be having individual conferences with the
students.
* I am assuming that we have already covered
what a story should look like, including what the
beginning, middle, and end of a story.
Closure

Consolidation of Learning

We wont be actually wrapping this up at this


time, as we will be continuing in the afternoon.
However, to wrap this time period up before
recess I will check for understanding with the
students by using the thumbs up, down and to the
side method. After checking for understanding I
will explain to them what we will be doing after
recess.
*They will be finishing up their story and having
it peer reviewed (We will have already gone over
expectations and what to do during peer reviews)

Can, Have, Are Chart

Time
2 mins

Observation Check list

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