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Students will complete an in depth study of an animal that lives near them.
One per class:
One per student:
All About Frogs by Jim Arnosky
Amazing Frogs and Toads by Barry Clarke, Eyewitness Juniors
Frogs by Gail Gibbons
How to Hide, A Meadow Frog by Ruth Heller
It’s a Frog’s Life by Steve Parker
The Frog Alphabet Book by Jerry Pallotta
Tale of a Tadpole by Barbara Ann Porte
Frog’s Eggs by Alex Ramsay and Paul Humphrey
From Tadpole to Frog by Kathleen Weidner Zoehfeld
The teacher will be responsible for identifying an animal that can easily be found and observed in the local area. The setting in which children observe or interact with the animal should be safe both for the child and the animal. Some creatures to consider are insects, worms, frogs, toads, lizards, turtles, rabbits, birds, and fish. The teacher should be prepared to help the children find books, web-sites, resource people, etc. so they can find information to answer questions generated by the class.
Intended Learning Outcomes
1. Demonstrate a positive learning attitude.
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written and nonverbal form.
Observation, description, data collection and interpretation, investigation, problem solving, form conclusions
Invitation to Learn
Create an anticipation guide to introduce the animal that will be studied by the class. An appropriate anticipation guide for kindergarten students would consist of three to five true or false questions written on a chart or overhead. The students listen and follow along as the teacher reads aloud the questions. After each question the class indicates whether the answer is true or false. This can be done by having the students show thumbs up for true or thumbs down for false. The teacher can write on the chart or overhead the response that the majority of the students indicate. The teacher then reads a short selection of text that answers each of the questions. After listening to the text, the teacher and students reread the questions and check to see if their answers are correct. Each question should be clearly answered from a portion of the text (see the example Anticipation Guide about frogs).
Tell the students that they are going to begin an in depth study of an animal that lives near them. The study of frogs will be the example given here. However, these steps and strategies can be used to study any topic of the teacher or students choice.
Each child should select a local animal of their choice to research at home with their family and create a book about the animal to share with the class (see the example parent letter and animal fact book format).
As an entire class, create a summary paragraph about what the class learned and what they would still like to know. The paragraph could be written on chart paper or on the overhead (see the example summary paragraph).