AUTHOR:
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Presented by: Gricel Luna Bodden
Recommended 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 Lizard
Ancient 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. 4156. Angell, M. (1979)
One comparison Chart per student
Posterboard
Colored pencils
Markers
One laptop per student (COW: Computers on Wheels)
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Next
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
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
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?
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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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Next
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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Next
In The front of the classroom, you will find
worksheets that corresponds to your chosen
topic.
History of Amphibians
Amphibian Behavior
Frog Development
Once your group as gathered the information, you will create an
amphibian.
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Next
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.
Highlight box. Copy
and Paste it onto a
Word document.
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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Next
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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Next
In The front of the classroom, you will find books
that will help you research your chosen topic.
Lizard Characteristics
Lizard Behavior
Lizard Development.
Once your group as gathered the information, you will invent
a reptile. On the next slide you will find a worksheet to
help you
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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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Next
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.
CATEGORY
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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.
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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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Frog
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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Assignment
Frog Development
DIRECTIONS: 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?
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Frog
Assignment
Lizard Characteristics
Describe the following characteristics of Lizards.
Eyes:
Skin:
Legs:
Tail:
Scales:
Teeth:
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Lizard
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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Lizard
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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Assignment