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Presented by: Gricel Luna BoddenRecommended Grade Level: Sixth Grade

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Why do frogs have no tails? Why are lizards cheeks puffed out? The purpose of this lesson is to learn

people’s explanations of how animals develop certain characteristics to survive in their environment, and to

explain why they need these characteristics.

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Literature needed:Copy of the fable The Frog and the LizardAncient Amphibians: The History of Amphibians. Routh,

D. (2002)Amphibian Behavior. Routh, D. (2002)Metamorphosis: How Frogs Develop. Routh,D. (2002)“Lizards.” Snakes and Frogs and Turtles and such. p. 41-56. Angell, M. (1979)

One comparison Chart per student

Posterboard

Colored pencils

MarkersOne laptop per student (COW: Computers on Wheels)

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Take a Look at the first paragraph of the story. Based on the first paragraph, make a predictions on why you think Frogs have no tails. Then make a prediction on why lizards have their cheeks puffed out. Write your answer in your journal.

Below take a look at the following websites

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As you are looking through these websites, create list of facts in two columns. In one column jot down facts that are new to you. In the next column write down facts that you already knew.

Based on what you have read, how do you predict the author will explain frog’s lack of a tail and lizard’s cheeks?

Fables : http://webinstituteforteachers.org/~phudson/teachingguidetemplatephudson.html

Frogs: http://www.exploratorium.edu/frogs/mainstory/index.html

Lizards : http://www.giveusahome.co.uk/australian/frilled.htm

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While you are reading the story The Frog and The Lizard, write down the problem, the character traits and the habitat described in the story.

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How was the problem in the story solved?

Why was the frog so mad at the lizard?

From the story’s explanation, why does the frog have no tail and the lizard puffed out cheeks?

How does the story’s explanation compare to what you have learned about frogs? Fill in the comparison chart below.

Text Explanation of

traits

Website Explanation of

traits

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Separate yourselves into two groups: One group is the frog group and the other group is the lizard group. In your groups you will research habitat, traits, adaptations, and survival rate of frogs and lizards. By the end of the work with your groups, you will be responsible for teaching each other about your animal. Your goal at the end of this activity is to understand why frogs and lizards have their characteristics and use that knowledge to create a fable of your own.

Frog Group Click Here

Lizard Group Click Here

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1. Your job in this group is to research information about frogs and report back to each other.

2. Select which category you will be responsible for

History of Amphibians

Amphibian Behavior

Frog Development

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In The front of the classroom, you will find worksheets that corresponds to your chosen topic.

History of Amphibians

Amphibian Behavior

Frog Development

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Once your group as gathered the information, you will create an amphibian.

Invent an Amphibian

You will work with your groups.

1) Each person in the group must have an invention card (on index cards) that describes something about an imaginary amphibian (habitat or adaptation). • Lives in water • Lives in a cave • Burrows in the soil • Lives in hot, dry sand • Lives in the snow • Lives inside an tree • Can outrun a human • You can see through • An amphibian that doesn’t look like an amphibian • An amphibian you wouldn’t want to touch • Lives on another amphibian • Lives in a grocery store

2) Use the information they have researched to create a amphibian and describe • What the amphibian eats • What might try to eat it • How it moves and defends itself • Adaptations it has to survive in its habitat • The amphibian’s name

3) Draw a picture of the amphibian in its habitat and give the amphibian a name.

4) Each group will present their group’s amphibian to the class afterwards.

After your animal is created reflect on the following questions. Describe how young animals are different from adult animals and how animals care for their young. Describe how some characteristics could give a species a survival advantage in a particular environment.

Highlight box. Copy and Paste it onto a Word document.

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1. Your job in this group is to research information about frogs and report back to each other.

2. Select which category you will be responsible for

Lizard Characteristics

Lizard Behavior

Lizard Development

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In The front of the classroom, you will find books that will help you research your chosen topic.

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Once your group as gathered the information, you will invent a reptile. On the next slide you will find a worksheet to help you

Lizard Characteristics

Lizard Behavior

Lizard Development.

1) Let students work in small groups.

2) Each person in the group must an invention card (on index cards) that describes something about an imaginary reptile (habitat or adaptation). • Lives in water • Lives in a cave • Burrows in the soil • Lives in hot, dry sand • Lives in the snow • Lives inside an tree • Can outrun a human • You can see through • A reptile that doesn’t look like a reptile • A reptile you wouldn’t want to touch • Lives on another reptile • Lives in a grocery store

3) Inventors use the information they are given to create a reptile and describe • What the reptile eats • What might try to eat it • How it moves and defends itself • Adaptations it has to survive in its habitat • The reptile’s name

4) The students draw a picture of the reptile in its habitat and give the reptile a name.

5) Each group will present their group’s reptile to the class afterwards.

After your animal is created reflect on the following questions. Describe how young animals are different from adult animals and how animals care for their young. Describe how some characteristics could give a species a survival advantage in a particular environment.

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CATEGORY 4 3 2 1 0

Length All of the written requirements ( 3 paragraphs with at least 3 sentences in each paragraph or 2 paragraphs and 5 detailed pictures of various examples of vocabulary words, ideas, examples, from the book or from past lab activities.) were met.

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Some (about 60%) of the written requirements were met, but many were not.

Most requirements were not met.

Vocabulary Words

8-9 Vocabulary words used

6-7 Vocabulary words used

4-5 Vocabulary words used

2-3 Vocabulary words used

0-1 Vocabulary words used

Ideas and Concepts

4 Ideas and/or Concepts used

3 Ideas and/or Concepts used

2 Ideas and/or Concepts used

1 Ideas and/or Concepts used

No Ideas and/or Concepts used

Focus on Assigned Topic

The entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

Little of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Organization The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.

The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.

The story is a little hard to follow. The transitions are sometimes not clear.

Ideas and scenes seem to be randomly arranged.

The story has no organization. Ideas and scenes seem to be no sense of arrangement.

Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

There is no evidence of creativity in the story.

Angell, M. (1979). Snakes and Frogs and Turtles and Such: Amphibians and Reptiles of the United States. New York: The Bobbs-Merrill Company, Inc.

Routh, D. (2002) Learning About Amphibians. Mark Twain Media Inc.

Robb, L. (2003) Teaching Reading: In Social Studies, Science, and Math. New York, New York. Scholastic, Inc.

Sussman, E. (1998) Reptiles Activity Book. Dana Point, CA, Edupress, Inc.

Hudson, P.M. (2008). Teaching Guide : African Folktales and Fables Retrieved From: http://webinstituteforteachers.org/~phudson/teachingguidetemplatephudson.html

Frilled Lizards: Retrieved October 21, 2008, from http://www.giveusahome.co.uk/australian/frilled.htm

www.SlideRocket.com Retrieved on November 18, 2008

Tesler, P. (2008) Frogs: The Amazing Adaptable Frog. Retrieved from : http://www.exploratorium.edu/frogs/mainstory/index.html

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This cyber lesson is intended for students to work in groups of 4-5. Grouping should be heterogeneous in ability.

Slide Four - Have students jot down in their journals how they believe frogs and lizards developed their characteristics. In their groups, students will look at three different sites to learn more information about fables, frogs, and toads, and will write their responses as a group, not individuals.

Slide Five – You can make a copy of the story and transfer it to an overhead. Students will have their own copy and a copy can be place on an overhead. This will help students focus in on the reading.

Slide Six – Have students discuss the answers to the questions prior to writing them down. Students will present their findings of similarities and differences to the other groups and fill in each others responses.

When class splits into two groups (frogs and lizards), keep in mind the individual levels of the students. Pair higher functioning students with lower functioning students so that they can help each other out.

History of Amphibians

DIRECTIONS: Research the answers to the following questions and report back to your group. What animals do some scientists believe to be the ancestor of amphibians? What are the two reasons early amphibians flourished the land? How are modern amphibians different from their ancestors? What are three adaptations the ancient amphibians had for living on land? Why do you think they made this adaptation?  Why are amphibians dependent on water?  How do young amphibians differ from adult amphibians?  

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Assignment

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Amphibian Behavior

DIRECTIONS: Research the answers to the following questions and report back to your group.

 

What are the five basic senses all animals have?

 

List 3 ways amphibians protect themselves

 

What are some examples of amphibian behavior and what causes this behavior?

 

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Frog DevelopmentDIRECTIONS: Research the answers to the following questions and report

back to your group.

What is metamorphosis?

 

What are the stages of metamorphosis?

 

When do female frogs lay their eggs?

 

What affects the amount of time spent in the larva stage?

 

Why is there a jellylike coating around frog eggs?

How many weeks does it take for tadpoles to develop into frogs?Return to

Frog Assignment

Lizard Characteristics

Describe the following characteristics of Lizards. Eyes: Skin: Legs: Tail: Scales: Teeth:

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Assignment

What do lizards eat? What is unique about the way they eat?

How do lizards regulate their body temperature?

How do lizards move?

How do lizards defend themselves?

Describe how a lizard bluffs?

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Assignment

Describe Lizard reproduction process. Include the following information:

How does a male lizard attract a female lizard?

How are eggs fertilized and handled by the lizard

How many eggs may be born at a time?

How does a female lizard care for the egg?

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