Science - ST2-10LW; ST2-4WS; ST2-5WT English- EN2-1A; EN2-2A Drama - DRAS2.2 Creative Arts - VAES1.2 Maths - MA2-9MG

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1 Life cycles Having a close look at frogs Lesson 5 Stage 2 Date: Time: 40 minutes KLA(s): Science - ST2-10LW; ST2-4WS; ST2-5WT English- EN2-1A; EN2-2A Drama - DRAS2.2 Creative Arts - VAES1.2 Maths - MA2-9MG Objectives: For children to study the life cycle of a frog by examining the characteristics of each stage + link to ATSI Outcomes & Indicators: Outcomes: Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features - ST2-10LW (NSW Board of Studies, 2012). Indicators: Identify some features of living things that distinguish them from non-living things, eg reproducing, growing and responding to stimuli (NSW Board of Studies, 2012). Observe first-hand one animal or plant as it grows and develops, and sequence the stages in its life cycle (NSW Board of Studies, 2012). Key Scientific Knowledge (KSK): Frogs are living animals that have changing features that work in allowing them to live successfully in their habitat. They belong to a class of animals called amphibians (Charlesworth & Lind, 2012; Science Clarified. Amphibians, n.d). The frog life cycle Eggs Life starts as a cell and cells are the basic unit of living things. These cells contain a protective coating. The life cycle of most amphibians begins in water and this occurs when the female lays eggs into the water that are then fertilized outside of her body by the male frog (Science Clarified. Amphibians, n.d). Tadpole Yolk egg splits into more cells. The eggs then hatch into tadpoles. The tadpoles grow external gills and use these to breathe through in their new environment. The Tadpoles grow flat tails that they use to swim with and at this stage of their life they feed on vegetation. External gills give way to lungs (Science Clarified. Amphibians, n.d). Frog - The tadpoles change from plant-eating animals to meat eaters (Science Clarified. Amphibians, n.d). Frog Metamorphosis - Metamorphosis of the tadpole larva into an adult frog occurs when physical changes happen such as the gills giving way to lungs. Once an adult reproduction can then occur which allows the life cycle to continue (Gilbert, 2000). Lesson Development: Pertinent Loans of Knowledge (PLoK): Frogs are part of a changing and repeating life cycle Amphibian Animal that lives on land and in the water The frog life cycle Stage 1 - Egg Eggs Cells that are covered in a jelly like substance. Most eggs are hatched in the water. They are laided by the female and fertilized by the male. The eggs clump together and float in the water until they hatch (Klappenbach, n.d). Stage 2 Tadpole When Tadpole hatch they begin life in the water using their thin flat tails to swim around. The tadpoles have gills a mouth and a tail and as it grows it will develop legs and arms and its tail will begin to shrink. Tadpole eat plants and feed on vegetation in the water (Klappenbach, n.d). Stage 3 Frog The Tadpoles tails and gills have disappeared and the frogs legs are fully developed. The frog now moves to begin a new life on land. The frog is now ready to find a mate and repeat the process of the life cycle (Klappenbach, n.d). Frog Metamorphosis The change from a single egg to an adult frog

2 Introduction: This will include linking to drama and ATSI watching the story as a class and creating a related playbuilding experience using the forms of drama. After the drama experience the class will have a look at the life cycle of a frog on the smart board and complete smart board activities as per time available. Alternating hands on activities. Activity one: A frog tank with green tree frogs will be set up in the classroom and during this lesson children will have the opportunity to observe the frogs behaviours and create a list of observation and inferences (Skamp, 2012). Activity two: Examine the printed card of the life cycle of the frog. Using clay make models that show the metamorphosis of a frog. At the front of the class will be an area where children can leave their models. This area will be divided in to four different stages, the egg, tadpole with tail and back legs, tadpole with all four legs and shorter tail and the full metamorphosis. Children will need to place their model under the correct stage in order to display the stage of metamorphosis. Whole class activity: Work in pairs to study the life cycle of the frog. Using the computer to search for various pictures related to the life cycle of the frog. Work together to design and create a diagram that shows the different stages and features of the life cycle of a frog. Children can draw or print and label pictures that they have found on the computer or ipads. Once all activities are complete the class will come together to present their diagrams to the class. A diagram of the life cycle of a frog will then be shown to the children and any mis-conceptions or missing information can be addressed in a whole class discussion while children think about and compare their own diagram with the teachers. In concluding the lesson, children will create Origami frogs and use them to conduct an experiment. Combining maths and science children will work in teams to race their frogs. Before beginning the race, children will test their frogs, measure the length of the frogs jump and record this in centimetres. They will also measure the start and finish line. They will work in pairs and create a hypotheses as to how many jumps on average they think it will take their frog to cross the finish line. They will work in groups and pairs with one person recording data and one person racing the frog. Once the race is finished, they will record the number of jumps the frog takes to get from the starting line to the finish line. Resources: Within the classroom: Ipads and computers as well as access to different size paper and cardboard Printed diagrams of the life cycle of a frog Calculators, rulers and ribbon for tools to measure Websites: RedPixelsAnimation (2012, Feb 12) [Video recording]. Dreamtime Stories Tiddalick The Frog. Retrieved from V4 Assessment: Catering for Specific Needs: Buddy systems can be used to cater for specific needs. For example, a child that is having difficulties with writing can be teamed up with someone who is experience in the area (Flint, Kitson, Lowe & Shaw, 2014). Word cards with words related to the life cycle could be provided near the computers to prompt ideas for search terms and help children who have trouble with spelling. Activities such as the Origami frog race could be set up on tables rather than the floor to cater for children in wheel chairs. Instructional scaffolding and additional time for those who need it. Observations: Observations, anecdotal and running records at various stages of the activities Small Group/class discussion about their diagram of the life cycle of a frog. Works samples of life cycle diagrams and clay models

3 Life cycles Having a close look at frogs Lesson 6 Stage 2 Date: Time: 40 minutes KLA(s): Science - ST2-10LW; ST2-4WS; ST2-5WT English- EN2-2A- EN2-1A; Maths MA2-15MG PDHPE- GSS2.8 Objectives: For children to study the life cycle of two particular frog species: The king of deadly frogs: The poison dart frog and the green tree frog. Outcomes & Indicators: Outcomes: Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features - ST2-10LW (NSW Board of Studies, 2012). Indicators: Observe first-hand one animal or plant as it grows and develops, and sequence the stages in its life cycle (NSW Board of Studies, 2012). Identify some features of living things that distinguish them from non-living things, eg reproducing, growing and responding to stimuli (NSW Board of Studies, 2012). Key Scientific Knowledge (KSK): Pertinent Loans of Knowledge (PLoK): Some frogs have defensive mechanisms that allow them to successfully survive and reproduce in their environment (Foster, n.d). The life cycle of the poisonous dart frog is similar to other frogs in terms of observable features, however, the reproduction cycle is very different (Foster, n.d). Tadpoles Are carried on the back of the Poison Dart Frog (Foster, n.d). Camouflage Animals blend in with the environment to avoid being seen by prey Some frogs are poisonous and use this feature as protection against other animals Poisonous dart frogs have similar life cycles, however, these frogs lay their eggs on the land rather than in the water. The eggs are carried by the mother on her back. She takes them to an area where there is water within plants and leaves them in this safe place so that they can grow (Foster, n.d). Animals blend in with the colours of their environment so they can hide from dangers. Camouflage of the Poison Dart Frog - has particular markings or colors that allow it to blend in with its surrounding environment (UCSB ScienceLine, n.d). Camouflage of the Green tree frog - Change in the colour of the skin of the Hylidae frog occurs, changing from brown to green. This happens when special cells in the skin act as "detectors" and these cells "respond" by adjusting the amount and types of pigments - which in turn results in a color or pattern change (UCSB ScienceLine, n.d). Poison Dart Frogs use the art of hiding to defend themselves is through camouflage. They hide to stay safe buy resting on things within the environment that are the same or similar colours to what they have on their skin. This allows them to blend in with their environment and only be seen when they move Green tree frog Has the ability to change the colour of its skin. Therefore, they achieve camouflage in a more active way. Their skin can actually changes its color or pattern to mimic their surroundings. Lesson Development:

4 To start the lesson, children will play a game of poison ball, however this will be called poison dart frog instead. Once the children are tagged with the poison dart frog they kneel down in a frog position and if another frog leaps over them then they are free. Alternating hands on activities. Activity one. A frog tank with green tree frogs will be set up in the classroom and during this lesson children will have the opportunity to observe the frog changing colour when moved from a green environment to a brown environment. Children will draw the frog and label the parts of the frog. They will the write a hypotheses as to how the frog was able to change from one colour to another. Activity two Children will work in small groups to examine the life cycles of the green tree frog and the poison dart frog. They will conduct their own inquiry as to what the differences are in relation to process of the life cycle. The class will gather for a discussion as to the findings once all activities have been completed. Activity three Examine the range of colours that a poison dart frog can come in and create a hypotheses as to whether the poison dart frog would be able to change colour and if so what would they use in the environment to hide on? Use google images, choose a colour, google the colour with poison dart frog and find out if the colour exists. Make a table documenting the different colours of the poison dart frog and include a picture of the frogs dinner. Activity four - Using two of the colours of the dart frog that were found create a interlocking soma cube with 1cm interlocking cubes. Use the two different colours to show the symmetry of the cube. Draw the cube onto grid paper and label the features of the cube. In concluding the lesson the class will work through the smart notebook related to the differences in camouflage and the process of the life cycle of the poison dart frog and the green tree frog. SMARTNOTE BOOK LINK: Resources: Activity cards of the two life cycles so that children can make comparisons Frog set up with green tree frogs (must have licence to do this in some states) 1 cm coloured interlocking cubes. Websites: Foster, B. (n.d) Life Cycle of a Blue Poison Dart Frog. Retrieved from Catering for Specific Needs: Instructional scaffolding and additional time for those who need it. Poison leap frog can be adjusted to suit all children. For example, for those in wheel chairs the rules can be changed to stoping on the spot and tagging to be released. For children having writing difficulties labels for activity one could be made so children can match and organise the pictures. They can then write the sentence under the label by re-creating the label. Assessment: Data collection and recorded charts of the different colour dart frogs and what they eat Observations: Observations, anecdotal and running records at various stages of the activities as well as work samples and photographs Class discussion on the finding of the differences between the life cycles Work samples interlocking cube and dot grid paper

5 References Charlesworth, R & Lind, K. L. (2012). Maths and Science for young children (Seventh Edition). Wadsworth: Cengage Learning Education Foundation. (n.d). ThinkQuest Library:Cells. Retrieved from 30: ::::P30_CATEGORY_ID:CPJ_CELLS Flint, A. S., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia: Pedagogies for Engagement. Milton, QLD: John Wiley & Sons Australia, Ltd. Foster, B. (n.d) Life Cycle of a Blue Poison Dart Frog. Retrieved from Gilbert, S. F. (2000). Developmental Biology. Retreved from Klappenbach, L. (n.d). The Life Cycle of a Frog. Retrieved from NSW Board of Studies (2006). Creative Arts K-6 Syllabus. Board of Studies: NSW. NSW Board of Studies. (2012). English K-10 Syllabus. Sydney: NSW Board of Studies Retrieved from NSW Board of Studies. (2012). Maths K-10 Syllabus. Sydney: NSW Board of Studies Retrieved from NSW Board of Studies. (2012). Science K-10 Syllabus. Sydney: NSW Board of Studies Retrieved from

6 NSW Board of Studies (2007). Personal Development, Health and Physical Education. Board of Studies: NSW. RedPixelsAnimation (2012, Feb 12) [Video recording]. Dreamtime Stories Tiddalick The Frog. Retrieved from Science Clarified. Amphibians. (n.d). Retrieved from Skamp, K. (2012). Teaching primary science constructively. Melbourne: Nelson Australia. UCSB ScienceLine. (n.d). How do animals camouflage? Retrieved from

7 Appendix Smart notebook

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