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Animal Studies Essential Standards:

September 24th, 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 research the African dwarf frog using books, computers, and handouts. Students will present their discoveries to the class. Materials Needed: Books on African dwarf frogs Informational sheets on frogs Procedures: Open the lesson by telling the students that they will be discovering more about the dwarf African frogs. Explain that some things in science cannot be learned through mere observation. Luckily scientists have learned a lot about the frogs and now they will learn from the scientists. Break students into groups of 5 (groups will be predetermined to ensure that group dynamics will work well together). There will be a mixture of high and low students as well as students that can lead and students that have difficulty staying on task. Tell students to choose a role in the group. They can either be 1) Time keeper 2) recorder 3) presenter 4) manager (2 people will have this role) Tell the timekeepers that they will have 10 minutes to research and fill in their worksheet and 5 minutes to make their chart paper and prepare their presentation. Give each student a question worksheet (provided in resources), and a dwarf African frog informational sheet. Provide books for each group as well. Give each group time to look over the information and fill out their worksheet. Once worksheets are completed, give each group a piece of chart paper and a marker. Instruct students to present their information found using the chart paper as a visual aid. Tell them they can write down information, draw pictures, or do whatever they think is necessary for presenting the information that they found. Once all groups have completed their task, allow each group to present their information. Conclude lesson by telling students that tomorrow they will be assessed on the information they learned over the course of the week.

Assessment Teacher will use an observational checklist during presentations to ensure that students have learned the information. The teacher will check off a box if the presentation demonstrates an understanding of the question. Groups What is the habitat? What is special about the habitat? How does the frogs body give it an advantage in its environment? How are the frogs basic needs met? How would the frog respond to a change in its environment?

Group 1 Group 2 Group 3 Group 4 Group 5 Differentiation ESL Students: The ESL student in the classroom leaves during science and works on an alternative science project. Students with disabilities: Students will be grouped with varied levels of ability. Due to the nature of the group work, there will be different tasks for different students. Not all students will have to present and students will be able to stay on task because there will be a timekeeper and a manager. AG students: AG students will be able to take more leadership roles in their groups and have the opportunity to research the frog in depth using books and the computers if they would like.