The Living Environment: A Thematic Study of
Frogs
By Melissa Caswell and Alaina DeSiena
Table of Contents
1. Goal of Unit
2. Description of Unit Content
3. Major theme of unit
4. Literacy integration in the unit
5. Essential Questions
6. ACEI Standards and NYS Standards
7. Scope and Sequence
8. Fluency Lesson
9. Comprehension Lesson
10. Vocabulary and Word Study Lesson
11. Guided Writing Lesson
12. Evaluation in the Unit
Goal of the Unit
In this unit students will examine the living environment through a study of
frogs and the dangers threatening frogs in our society today. Through inquirybased instruction, students will research frogs and present their research findings
in the form of a written Investigation. Students will then respond to the authentic
need for frog protection by creating a public service announcement on the dangers
to frogs in the form of a podcast.
Throughout time, plants and animals have changed depending on their
environment. In learning how frogs have been successful in their habitats, students
will observe and record information about frogs. They will begin to recognize how
the particular characteristics of frogs help them to survive. Students will identify
in their written investigation the behaviors and physical adaptations that allow
frogs to survive in their environment.
Students will also examine the dangers threatening frogs. It is through
understanding the variety and complexity of life and its processes in this study of
frogs and the living environment that students are able to develop respect for their
own and for all life. This unit will lead them to better realize the value of all life on
this fragile planet.
Description of Unit Content
In this unit, students will present their research findings in the form of an
investigation. The investigation will be used as a means of having students conduct
research using informational text. This approach to inquiry-based instruction
emphasizes the importance of helping children learn how to read, write, and think
about content information, and then present the information in a visual way using
graphics, photos, and pictures. In this unit the investigation will be used as a brief
study rather than an in-depth research project, culminating in a poster that the
students will present to the class. The purpose of this investigation is to teach the
students how to synthesize and present information in a “snapshot” visual
representation based on the topics they have studied about frogs. We believe that
the Investigation approach helps students explore their diverse interests by
collecting, thinking, and writing about new knowledge using the craft of nonfiction
writing.
The student’s study of the living environment and frogs will be conducted
through a thematic unit. Students will read about frogs through the use of
informational text at their reading level during guided reading, students will
conduct experiments on frogs (via SmartBoard technologies) and record
observations of tadpoles during science, and students will write about frogs in the
form of the Investigation.
Several technologies will be included in this unit. Our unit will be introduced
using the Magic School Bus video, “The Magic School Bus Hops Home.” After
watching this video, students will discuss how the role the environment plays in our
life and how the environment affected the life of the frog, Bella. During science
instruction, students will also use a SmartBoard to dissect a frog and study the
different body parts of a frog. During reading workshop, students will listen to a
podcast of the fiction story, Frog and Toad are Friends, and describe how the
characters in the story exhibit characteristics of real frogs. Lastly, students will
use a Webquest to further their research on frogs.
Major Themes
In this unit students will examine the living environment through a study of
frogs and the dangers threatening frogs. Students will acquire knowledge of the
following major understandings of the living environment:
1.
Animals need air, water, and food in order to live and thrive.
2. Each animal has different structures that serve different functions in
growth, survival, and reproduction.
3. In order to survive in their environment, animals must be adapted to that
environment.
4. Animals have life cycles. These may include beginning of a life, development
into an adult, reproduction as an adult, and eventually death.
5. The length of time from an animal’s birth to its death is called its life span.
6. Humans can have negative impact on the environment, endangering the life
of animals such as frogs.
Literacy Integration
Literacy instruction will be integrated throughout the unit. Students will
build fluency skills through the creation of a podcast to be used as a public service
announcement about the dangers to frogs and the need to protect this animal. In
addition, students will build fluency skills by listening to modeled reading through a
podcast of the story, Frog and Toad are Friends.
Students will build comprehension skills for reading informational texts.
Comprehension skills will be taught throughout the unit to provide students with
strategies for understanding informational texts. These strategies will include,
“Read, Think, React,” “Think Beyond the Text,” and “Read to Get the Gist” of
informational texts.
In this unit, students will build vocabulary of words related to frogs and the
living environment. Students will use the “Key Word” strategy to identify key
words in their research to be included in their investigation. In addition, students
will use Alphaboxes as a tool for organizing important ideas and vocabulary from
the text. In this vocabulary strategy, before reading, students insert words
reflecting their prior knowledge on frogs and the living environment. During
reading, students record words and phrases they believe are important to the
study. And after reading, they add points they consider to be important or words
that reflect their inferences and conclusions related to the reading. Key
vocabulary words learned during their study of frogs will then be included in the
border of their investigation.
Informational writing will be integrated throughout the unit. Students will
work in guided writing groups to write summaries of their research findings and
design and write the nonfiction text features that they will include in their
investigation, such as captions, diagrams, and tables.
In this unit, the investigation will be used to solidify understandings about
the living environment, about text structure in informational texts, and about visual
presentations. The investigation emphasizes the ability to find information quickly
and efficiently, and then represent understanding in ways that are visually
appealing and meaningful to others.
Essential Questions
1. Knowledge
What are the stages of a frog’s life cycle?
2. Comprehension
How would you describe the dangers threatening frogs?
3. Application
Why is the preservation of frogs significant?
4. Analysis
What are the body features of a frog and how do these features help the
frog survive in its environment?
5. Synthesis
What suggestions would you suggest for keeping frogs safe?
6. Evaluation
Do you agree that humans need to play an active part in preserving the
different from species?
ACEI and NYS Learning Standards
Standard 1: Development, Learning and Motivation--Candidates know, understand, and use the major
concepts, principles, theories, and research related to development of children and young adolescents
to construct learning opportunities that support individual students’ development, acquisition of
knowledge, and motivation.
Standard 2.1 English language arts—Candidates demonstrate a high level of competence in use of
English language arts and they know, understand, and use concepts from reading, language and child
development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help
students successfully apply their developing skills to many different situations, materials, and ideas;
Standard 2.2. Science—Candidates know, understand, and use fundamental concepts in the subject
matter of science—including physical, life, and earth and space sciences—as well as concepts in science
and technology, science in personal and social perspectives, the history and nature of science, the
unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to
build a base for scientific and technological literacy;
Standard 2.8. Connections across the curriculum—Candidates know, understand, and use the
connections among concepts, procedures, and applications from content areas to motivate elementary
students, build understanding, and encourage the application of knowledge, skills, and ideas to real
world issues.
Standard 3.1. Integrating and applying knowledge for instruction—Candidates plan and implement
instruction based on knowledge of students, learning theory, subject matter, curricular goals, and
community.
Standard 3.2. Adaptation to diverse students--Candidates understand how elementary students
differ in their development and approaches to learning, and create instructional opportunities that are
adapted to diverse students.
Standard 3.3. Development of critical thinking, problem solving, performance skills--Candidates
understand and use a variety of teaching strategies that encourage elementary students’ development
of critical thinking, problem solving, and performance skills;
Standard 3.4. Active engagement in learning--Candidates use their knowledge and understanding of
individual and group motivation and behavior among students at the K-6 level to foster active
engagement in learning, self motivation, and positive social interaction and to create supportive
learning environments.
Standard 3.5. Communication to foster collaboration—Candidates use their knowledge and
understanding of effective verbal, nonverbal, and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the elementary classroom.
Standard 4. Assessment for instruction--Candidates know, understand, and use formal and informal
assessment strategies to plan, evaluate and strengthen instruction that will promote continuous
intellectual, social, emotional, and physical development of each elementary student.
Standard 5.1. Practices and behaviors of developing career teachers—Candidates understand and
apply practices and behaviors that are characteristic of developing career teachers;
Standard 5.2. Reflection and evaluation—Candidates are aware of and reflect on their practice in
light of research on teaching and resources available for professional learning; they continually
evaluate the effects of their professional decisions and actions on students, parents, and other
professionals in the learning community and actively seek out opportunities to grow professionally.
Standard 5.4. Collaboration with colleagues and the community—Candidates foster relationships with
school colleagues and agencies in the larger community to support students’ learning and well-being.
New York State Standards
NYS Learning Standards
Science
STANDARD 1
Analysis, Inquiry, and Design
SCIENTIFIC INQUIRY
Key Idea 1:
The central purpose of scientific inquiry is to develop explanations of natural phenomena in a
continuing, creative process.
STANDARD 2—Information Systems
Students will access, generate, process, and transfer information using appropriate technologies.
Key Idea 1:
Information technology is used to retrieve, process, and communicate information and as a tool to
enhance learning.
Key Idea 4:
The continuity of life is sustained through reproduction and development
Describe the major stages in the life cycles of selected plants and animals.
Major Understandings:
Key Idea 5:
Organisms maintain a dynamic equilibrium that sustains life.
Describe basic life functions of common living specimens (e.g., guppies, mealworms, gerbils).
Major Understandings:
ELA Standards Grade 4 Reading
Standard 1: Students will read, write, listen, and speak for information and understanding
Standard 2: Students will read, write, listen, and speak for literary response and expression.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
Standard 4: Students will read, write, listen, and speak for social interaction.