8/00

Patricia Lockhart

PatPS57@altavista.com 

                                                                                      

POND LIFE UNIT

 

Grade 2

 

Subject: Life Science

 

Lessons: 

        1.    Frog Aquarium      

        2.    Frog Life Cycle    

        3.    Butterfly Life Cycle

 

Design: This unit will consist of scientific activities related to pond life conducted during Spring. The unit activities are designed to help students gain appreciation for their neighborhood pond.

 

Goals: Students will be able to:

 

1.     Observe, collect samples, record, experiment, and research our pond ecosystem.

 

2.     Observe, record, and research the life cycle of frogs and butterflies.

 

 

Concepts: Students will understand the concepts of ecosystem and animal habitats. Students will gain an appreciation for environmental conservation.

 

Assessment: (Ongoing) Student journals, portfolios, teacher observations, testing, demonstrations, and artistic projects.

 

Extension: Compare pond life to various ecosystems based on field trips (beach, forest, river, wetlands etc). Compare differences between the African Rainforest and our local ecosystems (many students have immigrated from Africa). Schedule additional field trips to the zoo and Museum of Natural History. Also watch and discuss the film “Fern Gully”. As a cumulative project, the entire classroom can be decorated with pond life art.

 

LESSON ONE

Frog Aquarium

 

Time: March

 

Standards: S2 b) All plants and animals have Life Cycles. S6a, c) Uses technology and multiple sources to research data. S5f) Works individually and in small groups to collect and share information.

 

Aim:  What is needed to construct an aquarium for a frog?

 

Motivation: Students will have the opportunity to take a small field trip to the neighborhood pond to obtain materials for the aquarium (Egg Hunt).

 

Materials: Related books, encyclopedias, computer (Internet), plastic bag, journal (observation sheet), pencil, dipnet, boots, bucket, and containers.

 

Aquarium: Sand water, plants, snails, pond water, rocks, soil, sticks, tadpole eggs (pond or purchased).  Aquarium water must be kept clean. Freeze boiled lettuce for food. Sprinkle small amounts into the tank every few days. Adult frogs eat insects or bloodworms.

 

Procedure:

 

- Teacher will read related books to the class about Pond Life, and Frogs.   

-Students will research and record information related to frog habitats using the Internet, library books, and/or encyclopedias in small groups.

 -Teacher will discuss rules and help formulate plan to obtain materials and tadpole eggs for the aquarium.

 -During the field trip, students will write/draw observations and make small collections for the aquarium (plants, rocks, sticks, pond water, and eggs).

 -Upon return, students will take turns contributing materials for the aquarium. Materials will be charted for reference.

 -Class discussion will be conducted to share observation information using class experience charts.

 -All left over material will be labeled and placed in our science center in containers for further exploration and research.

 

Extensions: Additional pond field trips can be conducted to observe, experiment, collect, and research, plant/animal life. The class can use microscopes and magnifying glasses to record results.

 

LESSON TWO

Frog Life Cycle 

Time: Spring months

 

Standards: S2b) All animals have Life Cycles.

 

Aim:  What are the stages of the frog s life cycle?

 

Motivation: Students will have the opportunity to observe the life cycle of a frog over a period of time in the classroom.

 

Materials: Books, encyclopedias, computer (internet), activity sheets, http://www.connectedteacher.com/ , crayons, and journal pencil.

 

Procedure:

 

-Teacher will read related books about the stages of a frog s life cycle. Picture display http://frog.simplenet.com/froggy/

 -Students will create their own artistic version of the life cycle. Students will label and add facts about each stage. Work will be discussed and displayed. (Vocabulary Stages: spawn egg mass, egg, tadpole, tadpole with legs, young frog froglet, and frog)

 -Students will write and draw observations of their classroom frogs throughout each stage. (Expected time: eggs take 6-21 days to fertilize, tadpoles begin to swim and eat within 7-10 days, tadpoles develop gills within 4 weeks, tadpoles grow legs within 6 to 9 weeks, after 9 weeks a little froglet forms, between 12 and 16 weeks the frog is full grown.)

-The concept of camouflage will be introduced as a protective habitat adaptation. Student will view a variety of pictures of frogs (books, encyclopedia, and/or web) and complete activity sheets. Students will compare the pictures of frogs with their classroom frogs. Work will be discussed and displayed.

 

Extension: Create graphs, diagrams, and murals related to observations. Sing songs, and play video games related to frogs (web). Extend activities to math concepts using frogs and Lilly pads to teach number patterns and multiplication.

 

LESSON THREE

Butterfly Life Cycle 

Time: Spring (prepare for Earth Day)

 

Standard: S2b) All animals have life Cycles. S8b) Conducts a systematic study, such as a field study.

 

Aim:  What are the stages of a butterfly? What will we need in order to have butterflies to grow in our classroom?

 

Motivation: The class will observe the stages of butterfly growth in the classroom. The butterflies and frogs will be released on Earth Day into our neighborhood pond.

 

Materials: Caterpillars (pond area or purchased), jar, netting (or purchased butterfly habitat), leaves, paper towels, twigs, journals, crayons, pencil

 

Procedure:

 

-Teacher will read related books about the stages of a butterfly.

-Students will research information related to butterfly habitats in small groups.

 -Class will label and decorate butterfly activity sheets http://www.mesc.nbs.gov/butterfly/butterfly-coloring.html  Facts about each stage will be added. (Vocabulary / Stages: metamorphosis, egg, caterpillar larva, and chrysalis/ cocoon/ pupa, butterfly).

-Class will go on a neighborhood walk to the pond to search for caterpillars, leaves and sticks.

-Caterpillars will be placed in jars with paper towels, sticks, and leaves. Cover the jar with a net or nylon. Allow 10 to 14 days to hatch.

 -Students will draw and label the parts of the butterfly.

 -The class will release frogs and butterflies on Earth Day. The class can also clean the pond area, plant flowers for a butterfly garden, and place bird houses in trees.

 

Extension: Watch an educational butterfly video, create artistic butterflies (camouflage), and visit butterfly exhibits or conservatories. Purchase specific plants and flowers for a butterfly garden http://www.butterflyworld.com/region7.html. Create children’s murals and butterfly books. Extend the butterfly concept into a math lesson about symmetry.

Additional butterfly links:

http://www.mesc.nbs.gov/butterfly/butterfly-hotlist.html

 

About My School:

(Title One Elementary School) Our school has been identified as a low performing school based on NYS reading and math scores. The school population consists of disadvantaged minority students with diverse emotional and educational needs. Our classes have been selected to utilize NYS reduced class size guidelines (20 students per class). Our school receives funding from “Accelerated Schools” which emphasizes cooperative learning, team teaching and staff development. My classroom is designed in cooperative groups, learning centers, and a rug area for whole group instruction. In addition to conducting science lessons and experiments in my room, my students also attend hands-on science labs with a science teacher. Note: A majority of my students receive special education services.