July+19th

July 19th

Katie Grady RIO-Frog Lesson I am thinking of an animal game: Today we are going to be scientist and do some research, we will be investigating how frogs eat, how frogs move, how frog’s bodies change, what is different about frogs hands, and were frogs can live. We have a pond, here on our property and it is important to learn about things we could see, so that we might know how to care for it.
 * __Readiness:__**
 * __Teacher Readiness:__**
 * __Title of Lesson:__**Frogs
 * __Grade Leve__**l: Pre-K/Kindergarten
 * __State Standard__**:
 * __ State Content Standard F, Life and Environment Science __ : Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment.
 * F.4.3 Students will illustrate the different ways that organisms grow through life stages and survive to produce new members of their type.
 * F.4.4 Using the science themes, students will develop explanations for the connections among living and non-living things in various environments.
 * __State Content Standard C, Science Inquiry:__ Students in Wisconsin will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others.
 * C.4.1 Students will use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being studied.
 * C.4.2 Students will use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations.
 * C.4.3 Students will select multiple sources of information to help answer questions selected for classroom investigations.
 * C.4.8 Students will ask additional questions that might help focus or further an investigation.
 * __State Content Standard A, Science Connections__: Students in Wisconsin will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines.
 * A.4.5 When studying a science-related problem, students will decide what changes over time are occurring or have occurred.
 * __Learning Objectives:__**
 * Students will develop an understanding of the life cycle of frogs. (Standards, F.4.3, F.4.4, C.4.1, C.4.2, & A.4.5)
 * Students will examine library books to expand their knowledge on frogs. (Standard C.4.3, F.4.4)
 * Students will investigate and explore how frogs eat, move, and swim through interactive activities. (Standard C.4.8)
 * __Summative Assessment:__**
 * Students will complete a worksheet answering four questions.
 * Students will create a paper model to explain the life cycle of a frog Students will communicate to the group a question they investigated while interacting with the hands on activities.
 * __Materials needed:__**
 * __Frog Hands:__ plastic sandwich bags, rubber band, and sensory table full of water
 * __Metamorphosis__: paper plate ovals, construction paper cut outs of frogs legs and arms, tail template traced on construction paper, as well as scissors, hole punchers, and paper fasteners
 * __How Frogs Eat:__ paper party blowers, Velcro, and plastic bugs
 * __How Frogs Move:__ masking tape, six hula-hoops and poster board cut-outs of frogs feet and hands
 * __Literature Investigation__: books from the library, crayons, pencils, and worksheet
 * __Student Readiness:__**
 * __Engagement Strategy__**:
 * I am thinking of an animal…here are you clues….
 * It has two really, big ears.
 * It is known to weigh at least a ton.
 * It carries its own trunk.
 * **ANSWER: ELEPHANTS**
 * I am thinking of an animal…here are you clues….
 * It has lots of hair.
 * It likes to eat fish.
 * It usually sleeps all winter long.
 * ANSWER: BEARS**
 * I am thinking of an animal…here are you clues….
 * It lives part of its life in the water, and the later part on dry land.
 * Its body changes form the older it gets.
 * It could be blue, or green, or orange, or black, or brown, or yellow, or have spots.
 * ANSWER: FROGS**
 * __Statement of Purpose__**__:__
 * __Input:__**
 * __Instruction:__**
 * As a whole group: teacher will read pages 4-5-explaining Amphibians, pages 20-21 explaining a frog’s life cycle of the book “Tadpoles to Frog by: Bobbie Kalman.
 * __Modeling:__**
 * Teacher will show (in sequential order) “posters” from frog packet, stating the stage of each poster in the life cycle.
 * Teacher will mix up the order of the life cycle posters, then via the “think aloud” strategy show a poster and state:
 * Teacher states: “ I see what looks like a frog, but it still has a tail, this must be the froglet stage:”
 * Teacher states: “I see only an egg, so this picture must be the egg stage.” Teacher states, “I see a frog, there is no tail, there is no egg, this must be the frog stage.”
 * Teacher states: “I see no egg, no feet, but an egg like shape with a tail, this must be the tadpole stage”
 * __Formative Assessment:__**
 * Teacher holds up a poster and asks a child which stage it is.
 * Ask the class to give a thumbs up if they agree and a thumbs down if they don’t.
 * Repeat with all four posters.
 * __Instruction/Modeling:__**
 * Teacher states: “Today during stations we are going to do activities that will help us to learn about frogs hands, how frog’s eat, how frogs move, remind up about the life cycle of a frog, and also to learn some other facts about frogs. Please listen closely as I explain and demonstrate what you will do at each station.”


 * __ Frogs Hands __ : Students will take one plastic sandwich bag and one rubber band from the center of the purple table. They will place the bag over one of their hands, and use the rubber band to hold it in place, and keep one hand uncovered. They will then use both hands to explore through the water and objects in the sensory table. At the clean-up signal, the children will remove their plastic bag, placing it in the purple plastic bin on the purple table for recycling, then wash and dry their hands, and wait for the rotation signal. **Things to think about**: Why would frogs need webbed feet? Are you able to move through water faster with the webbed or un-webbed hand? Would it be easy or hard to write if you had hands like a frog?


 * __Metamorphosis:__ Ms. Kathy will help at this station located at the Blue table.) The students will be given paper plate oval symbolizing the egg (they will need to write their name somewhere on the “egg”), next they will each be given a tail to cut out and add (with a fastener) to the oval to symbolize the tadpole. Next, they will be given two hind legs and two front legs to be added to the tadpole, symbolizing the growth into a froglet. The final step is for the frog to “lose: his tail (tuck under the body) and he is a frog. At the clean-up signal, the students will be asked to through away their scraps, place all other supplies in piles in the center of the blue table, put their frog into their mail drawers, and return to the center and wait for the rotation signal. **Things to think about:** What is Metamorphosis? How does a frog change as he grows older? What is the difference between a tadpole, froglet, and frog?


 * __How Frog Eat:__ In the green bin on the center of the green table, are the paper party blowers with Velcro attached, (the children have been informed that these are all the same, and they only get to use one, the first one they touch). Also in the middle of the table are four clear plastic cups (one for each child in the group) each containing six (the number of the week) plastic bugs with Velcro attached. The children are to take one cup, spread out their bugs in front of their table space, and try “eating” their bugs as frogs do. At the clean-up signal, children need to count and place 6 bugs back into their cup and place the cup at the center of the table; they will put their paper party blower into their mail drawers, and return to their station and wait for the rotation signal. **Things to think about:** What part of their bodies do frogs use to eat catch and eat their food? Why do you think they cannot use their hands? Would it be easy or hard to eat like a frog?


 * __How Frogs Move:__ Set up on the rainbow carpet. The six hula-hoops will be placed randomly around the rainbow carpet; there will be a masking tape starting line, on the carpet as well as arrows showing which way to hop. The children will place a pair of poster board frogs feet over their shoes, and a pair of poster board frog hands on their wrist, they will squat down and hop or leap from the starting line to each hula-hoop “lily pad” following the direction of the arrows, counting how many lily pads they land on. Once on the sixth “lily pad” they will turn around and count down as they hop back to the starting line. The will remove the frog feet and hands, and hand then to the next person. At the clean-up signal, the students will place the frog feet cut-outs in one pile and the frog hands cut-out on another pile on the starting line, make sure the hula-hoops are in the correct location, and wait for the rotation signal before moving to the next location. **Things to think about**: Do frogs and kids move the same way? How do frogs use their hands? What happens when a frog misses the lily pad? Can frogs run?


 * __ Literature investigation: __ At the yellow table, in a yellow bin will be the books we borrowed from our public library. Also in the center of the table, is a pile of worksheets and a box of crayons for each child. At this station, the children will look through the books to see if they can answer four questions (this is a worksheet, divided into four sections, they can choose to write or draw their answers, and they must write their name on the top of the page). At the clean-up signal, the children will put their crayons and books back in the center of the table, their worksheets in a pile on the counter, and wait at this station until they hear the rotation signal. **Things to research:**What is one color frogs can be? What is one place frogs can live? What is one thing frogs like to eat? What does a frogs hand look like?
 * __Formative Assessment:__**
 * Teacher will sound the signal for station clean up, and asks the students to raise their hands if this is the sound to rotate. Note, which students need to be reminded of that it is the clean-up signal.
 * Teacher will sound the signal for station rotation, and ask the students to stand up if this is the correct sound for rotation.
 * __Guided Practice/Formative Assesments:__**
 * Students will be dismissed to work through stations in their color groups.
 * Teacher will be noting observations, about how the children interact within each station, conversations, questions that are asked.
 * __Output:__**
 * __Summative Assessment:__**
 * Students will complete a worksheet answering four questions. Note this was completed as part of stations.
 * Students will create a paper model to explain the life cycle of a frog. Note this was completed as part of stations.
 * Students will communicate to the group a question they investigated while interacting wit the hands on activities.
 * __Closure:__**
 * Children will share one question that they investigated while working through our stations about frogs.
 * As a whole group, students will compare similarities and differences of frogs to children. The teacher will help to document/graph the results.

Annie Partington

**Science Lesson Plan RIOized** **//I)//** **//Readiness Phase//** **Teacher Readiness:**  **__Title of Lesson:__** Makes Sense  **__Grade Level:__** Grade 5  **__Wisconsin State Standard:__**  **__Learning Objective:__**  **__Summative Assessment:__**  **__Materials Needed:__**  **Student Readiness:**  **__Engagement Strategy:__**  **__Statement of Purpose:__** Today students, you will be experimenting with your senses and how you feel when you lose one of your senses. This is important for you to learn because you use your senses everyday to navigate the world around you and if you were to lose one of your senses, you’ll learn how your other senses compensate for that lost sense.  **//II)//** **//Input Phases//** **Instruction:** **Modeling:** **Guided Practice:** **Instruction:** **Formative Assessment:**
 * State Standard Science
 * o Strand A: A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed
 * o Strand C: C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations
 * o Strand C: C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations
 * Students will discover how important their senses are to understand and navigate the world around them.
 * Students will communicate by making observations about the object they are describing for their partner.
 * Students will collect data to guess what the object is that their partner is describing.
 * Students will communicate to partner the object they are observing.
 * Students will have the opportunity to be the guesser and communicator.
 * Students will record their guesses and sketch their guesses on their blueprint worksheets.
 * Students will learn the importance of all of their senses.
 * Blueprint worksheets
 * Water Bottles
 * Pencils
 * Markers
 * Pens
 * Diapers
 * Pennies
 * Show students the Mythbusters video where they are driving blind. Ask students what they think about that? How would they feel if they lost one of their senses? What do they think would happen if they lost one of their senses?
 * The five senses are used to make observations and to describe and define the world around us.
 * Imagine how your life would be different if you lost just one of your senses.
 * Each partner will gather three objects and put them in a bag.
 * The partner grabbing the objects needs to make sure their partner does not see what they are grabbing.
 * The partners sit back to back.
 * The first partner the communicator, pulls an object out of the bag.
 * The second partner the guesser, writes their guesses down on their blueprint until they have five guesses. They then sketch their best guess based on the information communicated to them by the communicator.
 * Pick a student to be the guesser, while you are the observer and explain using your sight what the shape is of the object, if there are any noises associated with the object, how the object feels etc… just to get the creative juices flowing for the student’s experimentation.
 * Help students or suggest different ways to communicate about their objects. For example, they might want to describe what color the object is, or how it feels, or what it tastes like, or what noise it might make, etc…
 * After all three objects have been observed by the communicator, it is now time for the guesser to become the communicator and pick out three things for the new guesser to guess and repeat the process.
 * Students will work with a partner to make five guess about an object.
 * Students will communicate with the guesser so the guesser is able to guess what the communicator is describing for them.
 * The communicator will reveal the object and the guesser will see if they are correct after they’ve sketched what they believe the object to be.
 * The teacher will circulate and assist the students as needed.

**//III)//** **//Output Phase://** **Summative Assessment:**  **Closure:**
 * Students will communicate to partner the object they are observing.
 * Students will have the opportunity to be the guesser and communicator.
 * Students will record their guesses and sketch their guesses on their blueprint worksheets.
 * Students will learn the importance of all of their senses.
 * Ticket out the door: Students will give an example of what they might do if they were to lose one of their senses. For example, what would they do if they lost their sense of hearing? The answer could be that they might read more than they might if they lost their sense of hearing or they might be more aware of their surroundings than they might be previous to their hearing loss, etc…