ECD 133 Science Lesson Plan 2

Activity Name: The life Cycle of a frog

Santana

Age of Child(ren): 3 Years

Setting: Individual
Developmental Focus: Cognitive
Key Content Focus: Science; Life Science
Key Content Area Concepts: Life Science; Putting events in order to
which an animal develops; Children visually seeing that an animal
has different steps in order for it to grow.
Key Content Area Skills: (Observing) the child be observing the life cycle
of a frog. (Classifying) The child will be putting the life cycle cards in order
from the first step to the last step.
Learning Outcomes: The child will be able to put the life cycle frog cards
in order to which the frog develops.
ELS Learning Science Standards; Life Science
Page9; Oklahoma Department of Education
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Standard 3: The child will observe and investigate plants and animals.
2. Demonstrates a beginning awareness of the changes that plants and
animals go through during their life (e.g., seed/plant, egg/chicken).
3. Demonstrates a beginning awareness for the care of the plant and
animal life around them.
Page 1; Mississippi Prekindergarten Early Learning Standards
Scientific Method and Inquiry
2. With guidance and support, ask questions about objects, tools, and
materials and compare, sort, classify, and order objects.
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Page 60; Illinois Early Learning and Development Standards
Learning Standard 12.A Understand that living things grow and change.
12. A.ECa Observe, investigate, describe, and categorize living things.
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Materials to collect/prepare:
Frog Life Cycle Sheet
Frog Life Cycle cards
The live frog
Paper
Color Pencils

Transition/warm up/introduction: Five Little Frogs Rhyme

The child will be hearing the rhythm when they hear me say the Five Little
Frogs Rhyme. They will hopefully join in with me if they catch on to the song.
The child will be expose to counting from one to five. The child will be able to
hear the lifestyle of a frog when listing to the rhyme.
Five little green frogs sitting in the shade
The first one said, What shall we do today?
The second one said, Lets catch some flies.
The third one said, Theyre much too wise.
The forth one said, How about a swim?
The fifth one said, Lets join him.
So the five little frogs jumped into the pool
Swimming and splashing and staying quite cool.
Adult Procedures:
1. The adult will ask the child what they think the materials will
be used for.
2. The adult will listen to what the child thinks but not focus on
what is right or wrong.
3. The adult will ask the child do they know anything about frogs.
4. The adult will then explain to the child what they will be doing
with the life cycle cards.
5. The adult will then bring out the live frog for the child to look
at.
6. The adult will ask the child to please draw a picture of what we
just did.
Child Procedures:
1. First the child will explore all the materials they see in front of them.
2. Next the child will explain what they think the materials will be used
for.
3. Then the child will let the adult know what they know about frogs if the
child knows anything about frogs.
4. Then the child will explore the live frog.
5. Finally the child will hopefully draw a picture of the activity they just
did.
Conversation to Support Learning/Talking with Children:
1. Tell me what kind of bugs do you think frogs eat?
2. How would you spend your day, if you were a frog?
3. Tell me where you think some frogs might live?
4. What do you think might happen if there were two frogs in this
tub?
5. What other things do you think the frog might like to be in this
tub with him?

Observations and Assessment: I will know the child can put the life
cycle in order when I watch he/she lay them in the right order
according to how the frog develops. I know the child knows the frog
life cycle when I hear he/she repeats it after she is done putting the
cards in order. I will know the child is investigating the life cycle
when he/she is wondering what order the cards go in.
Accommodations for individuals:
Simplification for atypical learners: This experience can be
simplified by having a life cycle that is much shorter. For example, a
life cycle with only three steps.
Challenge for advanced learners: This experience can be more
challenging by providing cards with an animal with a longer life
cycle.
Resources:
http://education.ohio.gov/Topics/Early-Learning/Early-Learning-ContentStandards
http://homeschoolden.com/wp-content/uploads/2014/01/Living-and-NonLivingSort.pdf

https://hgtc.desire2learn.com/d2l/le/923714/discussions/posts/3123042/View
Attachment?fileId=7033879
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Attachment?fileId=7033883
www.preschooleducation.com