Animal Studies Essential Standards:

September 24, 2013

4.L.1: Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. Goals/Objectives: Students will observe behavioral and physical characteristics of the dwarf African frog. Students will record their observations in their science journals. Students will make inquiries into the significance of specific behavioral and physical characteristics.

Materials: Science Journals Dwarf African frogs and their habitats Graphic Organizer (in resources) SMART Board Magnifying glass Small cups Nets for the frogs

Procedures: Open lesson by pulling up graphic organizer on the SMART board. Ask students to think about what they think they might observe today in regards to the frogs behavioral and physical characteristics. Write down their predictions on the SMART board. Use a think-pair-share for sharing answers. Instruct students to copy down the graphic organizer in their science journals. Tell students that they are going to observe the frogs in their habitat. Pull up the slide on the SMART board that is titled Observing the African dwarf frog. Tell them to pay special attention to the movement, food getting, body size, shape, color, covering, eyes and other sensory organs, and methods of protection. Ask for 6 volunteers to carry the habitats and place them on the desks. Once habitats are on the desks, instruct students to get out of their seats and filter throughout the room to observe the frogs. Tell them to observe all the frogs, not just one habitat. Show them that they can take the frogs out of their habitats and place them in cups (with water). They can use the magnifying glasses to look more closely at the structure of the frog. Give the students 10 minutes to observe the frogs. While students are observing, circulate throughout the classroom. Ask them questions such as Why do you think the frog moves so quickly? or What do you think would happen if the habitat did not have any water? Use questions that get the students thinking about the frogs survival in regards to its adaptations.

Once ten minutes is up, go over the students original predictions and compare with their actual observations. Write actual observations next to the predictions in a different colored marker. Conclude the lesson by sharing with the class that tomorrow they will have an opportunity to research the African dwarf frog and learn even more about the creature. Dismiss groups of students by asking them to tell the class one thing they learned through their observations. Assessment: this lesson will be assessed through informal observations. The teacher will check for understanding by checking to see if students share important information from their observations such as essential characteristics and behaviors. Differentiation: The nature of this lesson is very hands on and can be engaging for all types of learners. ESL Students: The ESL student in the classroom is pulled out during science. She is working on an alternative science project for this unit. Students with disabilities: Graphic organizers will be printed for student with visual impairment and student with autism. For the student with autism, more periodic monitoring of progress will take place. Furthermore, think-pair-shares are utilized throughout to make sharing an easier process for those who have difficulty sharing in class. AIG Students: Based on the nature of the assignment, AG students are able to use their academic gifts for the graphic organizer. They can add in as much information as they can. There is room for them to be more detailed and for them to use their higher order thinking skills.