Goals and Standards

Goals

Students will apply

• How to use build instructions to create a specific model.
• How to write descriptive observations.

Students will make meaning of

• How organisms change and interact with the environment over their life cycles.
• How scientists and others can explain these changes in writing.

Students will be skilled at

• Identifying and describing the differences between each phase of the frog’s life cycle.
• Following build instructions to create a representation of a froglet and an adult frog.
• Naming and identifying pins, connectors, and standoffs and using them to connect beams and plates.

Students will know

• Organisms change over their lives and interact with their environment in different ways.
• Scientists use writing and descriptions to help explain and describe their observations to others.

Objective(s)

Objective

1. Students will use and apply build instructions to construct a model of a froglet and frog.
2. Students will identify and describe the physical changes within the frog’s life cycle within its natural habitat.

Activity

1. During the Play Parts 1 and 2, students will read and follow the build instructions in order to create representative models in a specific way.
2. During Play Parts 1 and 2, and during the Share portion, students will be create a Field Journal, in which they will photograph, identify, and describe in writing  observations about that phase of the frog’s life cycle.

Assessment

1. Students will photograph their completed models, which should match the image in the instructions, to demonstrate their ability to use and apply build instructions to their actions.
2. Students’ completed Field Journals will show a written identification and description of their observations and ideas about the changes that take place in each phase of the frog’s life cycle.

Connections to Standards