Lesson Plan (Comprehensive)

Title

Frog on a lily pad

Topic and Focus: Frog Life

Area: Integrated Studies / Art
Cycles
Learning Focus: Life Cycles of an amphibian

School of Education
Professional Practice (Primary)

Duration of
lesson:

75 - 80
Minutes

Class
Size

24

Year Level: 1/2

Assessment Strategies: How will you identify what they have learnt and how will you record or note this?
- Students contribution
- Observation
- Finished product of a frog on a lily pad.
Students Background Knowledge: What is your starting point what do the students already know, what have
they done before, how does this connect to or build on their existing knowledge?
Students have done a previous lesson on amphibians and a frogs life cycle.
Resources and Materials:
A3 piece of paper for the Lily pad
Copy of a frog template
Water coloured pencils
Pencil Case (specifically glue and scissors)
Teacher Focus:
Life Cycles of amphibians.
Objectives:
That students get a further insight into a life cycle of an amphibian in a craft/ hands on activity.

Stage of
lesson

Student Action /Tasks

What will students be
doing? Explain how the
students are expected to
work.

Stage 1
Introduction
How will you
engage and
stimulate the
interest of the
students?

Kids imitate the stages of a

frog life cycle physically
then they watch the two
frog videos on YouTube, 5
speckled frogs & Little
green frog.
Students listen while on
the floor to my instruction
to what we are doing in the
lesson.

Time

15
Minute
s

Differentiated Learning
What changes to learning,
instruction or teacher
focus may be needed to
cater for individual
differences?
Learning here is instructed
with the students watching
two YouTube videos then
they are acting the stages
of a frogs life cycle.
Then I will explain what the
lesson is about so students
will be listening during this
stage.

Teacher Action
What will you do during this
time? What prompting questions
may you need to prepare? How
will you monitor student
progress and needs?
In this section I will play the
student the two videos and ask
some prompting questions about
the stages of the life cycle.
What is an embryo?
Is an animal organism in its
early stages of life.
What does the word Amphibian
mean? A cold-blooded
vertebrate typically living on
land but breeding in water;
aquatic larvae undergo
metamorphosis into its adult
form
I will then explain what we are
doing today in the lesson and
demonstrate the stages/ process
of making our frog on a lily pad
task.

Stage 2 Body
of lesson
Describe each
distinct task in
the order to be
undertaken.

In this lesson the students

are creating frogs on lily
pads. The students receive
a template of the frog, lily
pad and spring to then
create an integrated
studies art piece.
The students at their
tables go and cut out their
templates so they have 1
on each item Lily Pad,
Frog and Spring (2 long
vertical strips of paper)
Students then colour in
their frog with water
pastels they need to be
vibrant (not only green)
plus no white areas.
Students then need put
detail into their lily pads
(lines or dots) and then
they need to assemble
their frogs altogether.

40 - 45
Minute
s

This area is an interactive,

hands-on task for the
students to complete
which is fantastic because
thats more and more
modern learners are like
now hands-on and visual.
I will cater for individuals
with lower motor skills with
more precise instructions
and if peers around them /
next to them finish earlier
they can help them out.

During this stage of the lesson I

will be walking the students the
step involved in forming our
frogs through each stage
mentioned in student action
column.
I will be observing the fine motor
skills of children who can
manage these tasks and who
needs assistance (I do have
some prior knowledge in this
area).
I will also see how the students
contribute to class discussions
and which may need prompting
from myself.
What is the difference between
a tadpole and a froglet?
What are the main features of a
frog?
There are 5,100+ species of
frogs in the world; Australia
is home to around 208 of
those species.

Stage 3:
Show the David
Students will be observing
Have a discussion about why its
Conclusion
Attenborough YouTube clip:
the media video then
important for frogs to eat?
How will you
forming a discussion about How do they eat their food?
draw the
Watch: How do frogs
the use of a food, what a
(Replay video)
findings of the swallow food? David
food chain is and How do
Did anyone see this frog at the
lesson
Attenborough
frogs digest their food? Is it zoo?
together so
different to humans? And is
that the
it different to birds?
students can
evaluate what
they have
learnt?
Stage 5:
The students pack up their
No extra learning occurs
I instruct on what tasks need to
Closure
area and clean workspaces
5
here.
be done before the bell goes.
Do you need to and get bags for end of the Minute
prepare the
day.
s
students for
the next task?
Reflections on Student Learning: What did you observe about student learning? What did you do to make each
student feel good about himself or herself as a valued learner?
Students thoroughly enjoyed the lesson they enjoyed the art side and being able to express themselves without any
boundaries apart from the frog having to be completely filled in (no white spots).
By my own observation and seeing students contributions they all enjoyed the task, had fun comparing each others
while constructing and designing and they all felt like a valued member because I tried to praise all students work
vocally to the individual or to the class an example for them to follow.
I catered for each students abilities; such as students who struggle with fine motor skills they had peers around them
to coach and guide them to release some pressure from myself all the time.
And as for the higher achieving students or the very arty students they had that time to perfect their work if they
finished earlier and I saw them cherish this extra time to persist with their work and to elevate their work to a higher

quality of work they were pleased with.

Comments on Future Lesson Directions: Are there areas you need to go over or move beyond?
Nothing being an art activity it wasnt in need of extra explanation or skipping
Reflection on Lesson: How was the timing or the flow of the lesson? What other observations did you make? What
were the positive points of your lesson?
Timing I thought work relatively well however I felt I was pushed come the end I would have liked 10 minutes extra
to ease out the work instead of a push this however didnt effect the quality of work.
That extra time I would liked to have gotten around to show David Attenborough video about how frogs digest food
Follow-up: Were there other areas you feel you could concentrate on in the future for your own learning? Are there
any issues (content, questions etc) you need to follow up with students?
I could go into a deeper understanding of a frogs personal life cycle and anatomy because this being their sixth or so
life cycle the students are experts by now so I feel like they could expand on this knowledge positively and broadly.
Other Notes: