Name: _______________________________
Ann Poole EDUC 5502
Life Cycle of a Frog
Across
Down
1. hatches from an egg
3. becomes smaller
5. frog habitat
7. tadpoles breathe with
8. frogs begin as an
9. what frogs eat
2. frogs breathe with
3. how frogs catch food
4. something they grow
5. nickname for tadpole
6. lives on land and water
11 of 11 words were placed into the puzzle.
Created by Puzzlemaker at DiscoveryEducation.com, sponsorship by Scotch.
http://www.scotchsciencefair.com/
Answer Guide
Life Cycle of a Frog
Crossword Puzzle
Across:
1. tadpole
3. tail
5. pond
7. gills
8. egg
9. insects
Down:
2. lungs
3. tongue
4. legs
5. polliwog
6. amphibian
Frog Life Cycle
Crossword Rubric
Name: ____________________________
0
Student
misspells
Spelling
all
words.
Student
leaves
Completion all boxes
blank.
Student
gets all
Answers
answers
wrong.
1
Student
misspells
5-10
words.
Student
leaves 510 boxes
blank.
Student
gets 5-10
answers
wrong.
2
3
Student
Student
misspells
misspells
3-4 words. 1-2
words.
Student
Student
leaves 3-4 leaves 1boxes
2 boxes
blank.
blank.
Student
Student
gets 3-4
gets 1-2
answers
answers
wrong.
wrong.
TOTAL POINTS: __________
4
Student
spells all
words
correctly.
Student
completes
all boxes of
the puzzle.
Student
gets all
answers
correct.
Ann Poole
TIP Model Scenario #3 p135
3.1 What about Ms. Sanchez’s teaching sequence might explain why word processing did
not provide the benefit she expected?
Ms. Sanchez obviously wants her students to improve. She, on the other hand,
went about her instruction in the wrong way. She started off by demonstrating the word
processing with the students. This is a good start; however, her students were not familiar
with word processing and had never used it before. After the initial introduction, Ms.
Sanchez should have provided much needed practice time for her students on the
program. She basically left them to “sink or swim”. By doing this, she puts her students
at a high frustration rate and sets them up for failure.
She did not receive the benefit expected because her students were aggravated
with not knowing how to run the program; therefore, they spent more time worrying
about getting the paper done through technology than getting it done error free.
According to our text, word processing seems to improve writing and attitudes toward
writing only if it is used in the context of good writing instruction and if students have
enough time to learn word processing procedures before the study begins (Roblyer &
Doering, 2010).
3.2 Why do you think the ideas in the student papers were not as well developed as
usual?
When stepping out of one’s comfort zone, he or she tends to shut down. I believe
this is what happened with Ms. Sanchez’s students. They were too concerned with
learning how to operate the word processing programs that their overall work suffered.
The teacher did not provide enough instruction on how to use the word processing
program. According to Roblyer and Doering (2010), students new to word processing
must have adequate time to develop skills in using the software before teachers can begin
to grade their word-processed products. Ms. Sanchez did not provide this adequate time
and began grading the first item turned in. Roblyer and Doering (2010) also state that
teachers who would like to use word processing in classroom lessons may have to
introduce their students to word processing and show them the features and uses of the
software. I am assuming that Ms. Sanchez’s students did not know that through word
processing, one can check spelling and grammar. Ms. Sanchez failed to give this
instruction or failed to give enough practice time with the software.
3.3 What are two things you would suggest she do differently if she tries this again?
I would first change the amount of practice time. Obviously, these students have
not had adequate time to explore word processing. The more practice the students
receive, the more comfortable they will feel when using the software. This will allow the
students to focus more on the quality of their work and feel less frustrated when using the
technology.
I would also suggest that Ms. Sanchez have her students type their papers in the
word processing software and print it out on paper. I would, then, have them edit their
papers as usual. After editing, the students could return to their saved documents and
correct any mistakes they may have found. This could also be done with a partner. The
collaboration could help the students become even more familiar with the word
processing programs.
References
Roblyer, M. D., & Doering, A. H. (2010). Teaching with the basic three software tools:
Word processing, spreadsheet, and database programs. In K. Canton, M. Kriener,
& G. Erb ( Eds.), Integrating Educational Technology into Teaching (pp. 109136). Location: Allyn & Bacon.