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Lesson Title: Fantastic Frogs (Frog/Amphibian Life Cycle)

compare the life cycles of familiar animals and classify them according to the similarities and differences of their life cycles (100-15)
observe and describe changes in the appearance and activity of an organism as it goes through its life cycle (101-7)

Students will also be working on the following related skills from the Primary Science Curriculum-Grade 2:

ask questions that lead to exploration and investigation (200-1)
make and record relevant observations and measurements, using written language, pictures, and charts (201-5)
identify and use a variety of sources of science information and ideas (201-7)
place materials and objects in a sequence or in groups according to one or more attributes (202-2)
propose an answer to an initial question or problem and draw simple conclusions based on observations or research (202-7)
identify common objects and events, using terminology and language that others understand (203-2)
communicate procedures and results, using drawings, demonstrations, and written and oral descriptions(203-3)
respond to the ideas and actions of others and acknowledge their ideas and contributions (203-5)

Department of Education: Government of Newfoundland Labrador.(2005). Primary Science Curriculum-Grade 2. St. John’s, NL. Retrieved from: http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/science/index.html

The unit begins with students being presented with the idea that they are explorers on an adventure through the animal kingdom to learn about different types of animals and their life cycles.
Students have previously studied the life cycle of birds (penguins), insects(butterflies) and reptiles (alligators) in this unit. They will have been exposed to the characteristics of animals that are a part each group of these groups as well. This lesson explores frogs which are part of the amphibian group.
Students will have some prior experience using an iPad in class and in particular with how to use the QuickVoice application. This application allows them to record and then email their recording. They will also have participated in working on a Wallwisher as a class and as part of a small group.
Students will be working with their shoulder partner for this assignment. Each pair will be identified before the start of the lesson. Self-assessments and peer assessments would have been done for other activities.

Materials Needed (for teacher and for students)

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