Frog Life Cycle

Nancy Patterson
1st grade
Payette School District

Content Area Objectives Addressed:
Stages in the life cycle of a frog

Technology Objectives Addressed:
 Observed the functions of a word processor
Experienced the Internet
Used a book marked site on the Internet

Activity Description

What was the process that your students went through to complete this lesson?
The students participated in answering questions and discussing “things” about frogs for the Know and Want to know of a KWL. Using sequencing cards, we learned about the life cycle of a frog. Using picture charts, the students reviewed and discussed the stages of the life cycle of a frog. The students observed and discussed in partners the information in a book marked site on the Internet. The students completed a cut and paste sequencing page for review on the life cycle stages. For the final project, the students were required to draw the four stages of the life cycle of a frog in the paint program.

How did you monitor student progress?
Teacher observation was the main method of monitoring students progress.

Was there a template or an example that students were expected to follow?
The students used photographs and picture charts when doing their final project.

How much time did you dedicate to this project?
Daily for approximately 45 minutes.   Total time spent on the project was approximately 16 hrs.

How was the final product presented?
The final project was printed and displayed in the hall.

Who was the audience for the final product?
The other students in the school and parents that came to visit while the display was up.

Learning Issues

What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)
The students had to:

Be able to listen and participate in a discussion.
Know that frogs exist and that they start from somewhere.
Know how to cut and paste.
Understand the concept of sequencing.
Be able to use the mouse and follow directions for the use of technology.
Know how to use the paint program for the final project.

Resource Management

What was the student to computer ratio?
We have one computer to five students

How did you schedule your students’ computer time?
I scheduled four pairs of students to work at the computers at one time. The rest of the class was involved in drawing a practice page for the final project.

What was the location of the computers and other technology equipment used by students?
The technology equipment and computers are in the classroom.

How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
Write grants. Volunteer for technology committees and any kind of program that would give a computer for participation.

Rate the level of access for students to use computers/other technologies as they needed  --high, medium, low
The level of access was high.

Rate the level of supervision required for students during the project, specifically for computer and other technology use –high, medium, low
The level of supervision required for students during this project was medium.


What hardware was required for your project?
Computers and printer

What software was required for your project?
Internet and paint program on Window 95


What kind of assessment did you use for this project? (Include a copy if you can.)
I used teacher observation and a check-off sheet.  (Included as an attachment)

What categories did you assess? (I.e.:  content, screen design, depth/breadth, etc.)
I assessed content-the students had to have four major stages of the frog life cycle. I also assessed the accuracy (it had to look like what they explained) of the drawing and any special areas were given extra credit


How does the product that you submitted compare with other students’ products for this same project?
The two I submitted show a contrast from the best to the medium. All the students did a very good job on the project and had all parts in the drawing

What did you like best about this project?
The students were very motivated and eager to do the project. The computers are a great motivator for first graders.

What did the students like best about this project?
The students unanimously said that the best part was drawing on the computer. Some also said that they liked learning about the frogs, doing the research on the Internet, and the eggs in the water part.

Rank the level of student involvement in this project –high, medium, low
The rank of student involvement was high.

Rank the level of student interest in this project –high, medium, low
The rank of student interest was high. They enjoy science.

Would you teach this lesson again?
Yes, I would definitely teach this lesson again. I will add to the book marked sites as I find more that are on first grade level.