Let's do an activity on real frogs and toads!

Ask for help with the reading.
http://www.frogsonice.com/froggy/clipart/clipart-bw-1.shtml

You have visited some web sites about real frogs and toads. You have learned lots of things about frogs and toads. Let's do an activity to find out what you have learned about them.

This is what you are expected to know and do.

You will be evaluated on this task.

The Expectations:

investigate the characteristics and needs of animals
use appropriate vocabulary in describing investigations, explorations and observations
record observations in a variety of ways
ask simple questions to gain information
locate basic information using pictures, print materials and media sources
apply the knowledge learned to a different context

http://www.frogsonice.com/froggy/clipart/clipart-bw-1.shtml

The Task: Sort the frog pictures and put them in the correct place on the sorting chart. Some of them might go in more then one place.

Instructions:

Look very carefully at the frog pictures below.
Read the describing words.
Choose the describing words that describe the picture of the frog you are looking at.
You might choose more then one set of describing words for each picture!
Make a sorting chart like the one below. Your teacher could help you do this.
Match the frog pictures to the describing words.
Put the number of the frog picture in the box under the matching describing words.
Do the evaluation rubric with your teacher.

These pictures came from alt.binaries.clip-art and/or alt.binaries.pictures.animals.
http://www.frogsonice.com/froggy/clipart/clipart-color-3.shtml

Look at the pictures!

1	6
2	7
3	8
4	9
5	10

These pictures are all from "The Froggy Page" at http://www.frogsonice.com/froggy/

Read the describing words!

a frog

a toad

is brown

is green

has sticky pads

has webbed feet

has spade feet

has red eyes

climbs

camouflages itself

swims

has bumpy skin

has long back legs

Make a Frog Sorting Table like the one below. Your teacher could help you do this.
Match the frog pictures to the describing words.
Put the number of the frog picture in the box under the matching describing words.

a frog	a toad	is brown	is green
Number 9	Number	Number	Number
Number	Number	Number	Number
Number	Number	Number	Number
Number	Number	Number	Number
Number	Number	Number	Number

has sticky pads	has webbed feet	has spade feet	has red eyes
Number	Number	Number	Number
Number	Number	Number	Number
Number	Number	Number	Number
Number	Number	Number	Number
Number	Number	Number	Number

climbs	camouflages itself	swims	has bumpy skin	has long back legs
Number	Number	Number	Number	Number 8
Number	Number	Number	Number	Number
Number	Number	Number	Number	Number
Number	Number	Number	Number	Number
Number	Number	Number	Number	Number

Evaluation of task:

Let's see how you did. Look at the rubric with the teacher.

Where are you?

Knowledge/Skills	Level 1	Level 2	Level 3	Level 4
Understanding of basic concepts	- shows understanding of few of the basic concepts - demonstrates significant misconceptions - gives explanations showing limited understanding of the concepts	- shows understanding of some of the basic concepts - demonstrates minor misconceptions - gives partial explanations	- shows understanding of most of the basic concepts - demonstrates no significant misconceptions - usually gives complete or nearly complete explanations	- shows understanding of all of the basic concepts - demonstrates no misconceptions - always gives complete explanations
Inquiry and research skills	- applies few of the required skills and strategies - uses, tools equipment and materials correctly only with assistance - rarely applies concepts and skills in a variety of contexts	- applies some of the required skills and strategies, and applies these skills and strategies correctly with frequent assistance - uses tools, equipment, and materials correctly with some assistance	-applies most of the required skills and strategies, and applies these skills and strategies correctly with only occasional assistance - uses tools, equipment, and materials correctly with only occasional assistance	- applies all (or almost all) of the required skills and strategies, and applies these skills and strategies correctly with little or no assistance - uses tools, equipment and materials correctly with little or no assistance
Communication of required knowledge	- communicates with little clarity and precision - rarely uses appropriate science and technology terminology and units of measurement	- communicates with some clarity and precision - sometimes uses appropriate science and technology terminology and units of measurement	- generally communicates with clarity and precision - usually uses appropriate science and technology terminology and units of measurement	- consistently communicates with clarity and precision - consistently uses appropriate science and technology terminology and units of measurement
Relating of science and technology to each other and to the world outside the school Application of concepts and skills	- shows little understanding of connections between science and technology in familiar contexts - shows little understanding of connections between science and technology and the world outside the school -rarely applies concepts and skills in a variety of contexts	- shows some understanding of connections between science and technology in familiar contexts - shows some understanding of connections between science and technology and the world outside the school -sometimes applies concepts and skills in a variety of contexts	- shows understanding of connections between science and technology in familiar contexts - shows understanding of connections between science and technology and the world outside the school -usually applies concepts and skills in a variety of contexts	- shows understanding of connections between science and technology in both familiar and unfamiliar contexts - shows understanding of connections between science and technology and the world outside the school, as well as their implications - consistently applies concepts and skills in a variety of contexts