welcome


weedsweedsweeds

ToadTotally ToadsToad


toad


weedsweedsweeds


The Basics about Toads

The first site provides a written description of toads (be sure to only review the "What are toads?" and "Apperance" sections).  The second site provides images of toads found in Georgia, as well as the calls for each toad. 

Questions


What do toads look like?

What do toads sound like?

Let's click here to read about toads and after we will click here to see pictures and listen to toads.
 



weedsweedsweeds


A Toad's Home and Meals
eating
This site provides information on the eating habits of toads as well as toad habitats.  This site also helps renierate the observations of how a toad looks.

Questions


What do toads eat?

Where can toads live?


Do you think toads can live at your home?  Where?  Why?

Lets click here to learn more about where toads live and what they eat.



weedsweedsweeds


Why Gardeners like Toads


This site tells how toads help keep gardens healthy.


Questions

How do toads help gardens?



How can you attract toads to your garden?




Let's click here to learn how toads and gardeners can be friends.


weedsweedsweeds


Growing Toads
frog                              tadpoles




This site illustrates the toad life-cycle by using pictures.  The second site has Kermit the frog
singing a song about tadpoles growing up.





Questions



What do tadpoles (baby toads) look like?




What happens to tadpoles as they grow?



Lets click here to see how toads grow.
(Please note that the cycle shown is for frogs, except for the eggs, which are laid in a long row for toads, everything is the same for toads)
Click on the toad to see Kermit the Frog sing about tadpoles growing up. toad
e



weedsweedsweeds


Toad or Frog



This first site explains the differences and similuarities of frogs and toads.  The second site has many different pictures of frogs and toads, which the children can differentiate.

Questions

How are frogs and toads the same?


How are frogs and toads different?


To learn more about the differences and simularities in frogs and toads click here.
Click on the toad to see if you can tell the diference between a frog or toad. toad



weedsweedsweeds


hands     Hands-On!     hands
While reviewing the web sites we wrote information on our toad poster, we were even able to pet a toad puppet!  After looking at the sites, we created a picture of a toad in its natural habitat on a piece of construction paper.  We used supplies such as paper and insect glitter stickers, markers, and glue sticks to make each toad unique.  Lastly, we attached the pictures to our toad garden poster!
 andtoad  coloring  withtoadposter
    Our Toad Facts Poster!      
              Drawing our toads!               
           Our Habitat Poster       
        Completed with our Toads!

thetoad

         Petting the Toad Puppet!



weedsweedsweeds


Totally Toads Lesson Plan

General Information                                                    

Grade Level:  Pre-K
Subject Area(s):  SCIENCE  -  TECHNOLOGY                                                                                   
Total Duration of Lesson: 35 – 40 minutes

Title of Lesson  -  TOTALY TOADS

This lesson integrates science and technology to teach children about animals.  The animal that is the focus of this lesson is the toad.

Primary Learning Outcome(s) (PLO)

A.  The student will use the computer to find information about toads.
B.  The student will identify characteristics of toads.
C.  The student explain how the toads eat, and list the foods it likes to eat.
D.  The student will use the mouse and point to pictures and words on the web site to find information about toads.

CHART REVIEW ACTIVITY As the teacher goes through each section of the web page,  children are asked to recall information they learned about the animal. The teacher records the information on chart paper using colorful markers.

HANDS-ON ACTIVITY   Students will create a picture of a toad in its natural habitat on a piece of construction paper.  They will use supplies such as paper and glitter pieces, pom-poms, crayons, markers, glue, sticks, etc.  

Related Bright from the Start Standard(s) or QCC Standard(s)

SD1 Children will use processes of science to actively explore and increase understanding of the environment
      SD1 e Records observations through dictating to an adult, drawing pictures or using other forms of writing

HPD 2 Children will participate in activities that foster fine motor development
      HPD 2 b Uses eye-hand coordination to perform fine-motor tasks

Materials and Equipment

Access to a computer with Internet connection
Cristy's Totally Toads Web Page :  http://valdosta.edu/~csparlor/topic.html
Chart paper and colorful markers
Construction paper
Art supplies: such as glitter, glue, paper bits, pom-poms, markers, crayons, etc.
Sample pictures or actual animal
Pencil and Paper for teacher to make notes
A physical example of a toad  such as a puppet or a real toad from your backyard

List of Web Site Titles and  URLs  used in the web page

                The Frogs and Toads of Georgia:
                http://wwknapp.home.mindspring.com/GAFrog.Toad.html

                Toads at Nature Haven:
                http://www.naturehaven.com/Frog/toad.html

               Toad Homes for the Garden:
                http://www.elucinda.com/toadhouses.html

                A Frogs Life:
                http://www.cwmb.sa.gov.au/kwc/programs/a_frogs_life/fl-2.html

                Muppets - Tadpole Video:
                http://youtube.com/watch?v=hkylsMqYXtA

                Google Pictures of Frogs and Toads:
                http://images.google.com/images?svnum=10&um=1&hl=en&q=frogs+and+toads+

                Toad Vs Frogs Biology:
                http://www.toadilytoads.com/toadbiology.html

Technology Connection

This is a computer-based activity. Children will work in a small group with the teacher who will show them the web page that he or she developed on the animal.  The children will find information based on questions developed by the teacher, which are related to each of the web sites. 

Procedures

   Step One: Introduction
      Before showing the children your web site ask a quick question to find out what they may already know:

    "Have you ever seen a toad?"

    "What are some things you know about toads?"

    "Let’s go to my web site to find out more."

     Estimated Time: (1-3 minutes)

   Step Two: Teaching the Primary Learning Outcome(s).

   Go through each section and review the web sites.  Remember that young children have shorter attention spans, so
   highlight information from the web sites that relate to the questions you are asking. 

   Allow children to take turns using the mouse to point to pictures and clicking on links to find new information.

    Go to the web site and show the children your page.

          Section 1

              The Basics about Toads
 
                Questions


                                                                                           
"What do toads look like?"

                                                                                            
"What do toads sound like?"

             
http://wwknapp.home.mindspring.com/GAFrog.Toad.html               
                    http://www.naturehaven.com/Frog/toad.html

               Students will take turns finding information by pointing and clicking on links to find answers to the questions. 
                You may also want to introduce the physical example at this time to demonstrate the physical features of a toad.

    Check for understanding before going on to the next section by doing an informal review.  As they give you the     answers,write them on the charts in brief phrases or sentences.

           Section  2

                A Toad's Home and Meals
                              Questions
   

                   "What do toads eat?"

                     "Where can toads live?"


                   "Do you think toads can live at your home?  Where?  Why?"

            
  http://www.naturehaven.com/Frog/toad.html

               Students will take turns finding information by pointing and clicking on links to find answers to the questions.

           After each section review the information BRIEFLY with them about what they learned.  As they tell you the
           nformation, write it on the chart.

           Section 3

             Why Gardeners like Toads



                    Questions

                    "How do toads help gardens?"



                    "How can you attract toads to your garden?"




                    http://www.elucinda.com/toadhouses.html

                Students will take turns finding information by pointing and clicking on links to find answers to the questions.

           After each section review the information BRIEFLY with them about what they learned.  As they tell you the
           information, write it on the chart.

           Section 4

               Growing Toads
            Questions



                "What do tadpoles (baby toads) look like?"




                "What happens to tadpoles as they grow?"


                http://www.cwmb.sa.gov.au/kwc/programs/a_frogs_life/fl-2.html
                http://youtube.com/watch?v=hkylsMqYXtA
     
                Students will take turns finding information by pointing and clicking on links to find answers to the questions.

           After each section review the information BRIEFLY with them about what they learned.  As they tell you the
          information, write it on the chart.

          Section 5

               Toad or Frog



                Questions

                "How are frogs and toads the same?"


                "How are frogs and toads different?"

                http://images.google.com/images?svnum=10&um=1&hl=en&q=frogs+and+toads+
                http://www.toadilytoads.com/toadbiology.html

               Students will take turns finding information by pointing and clicking on links to find answers to the questions.

           After each section review the information BRIEFLY with them about what they learned.  As they tell you the
          information, write it on the chart.

    Estimated Time: ( 20 minutes)

    Step Three: Closure

         After going through the five sections of web sites and completing the chart, read the information about that they dictated.
         This will help the children review and remember things that they thought important and interesting about the animal.

         Estimated Time: (3 minutes)

    Assessing the Primary Learning Outcome

The students will create a picture of a toad in its natural habitat on a piece of construction paper.  They will use supplies such as paper and glitter pieces, pom-poms, crayons, markers, glue, sticks, etc. to make each toad unique.  Then, we will tape the pictures to our large toad habitat poster.

ASSESSMENT:  Attached is a copy of a rubric for use by the teacher

You will be evaluating the students by observing them and rating their ability to demonstrate knowledge by their responses or by the hands-on product they completed.  Include a separate rubric for each student in the group.  Complete the rubric as the students are working or after they have completed the assignments.

Plan for Early Finishers

Students who complete their activity will be allowed to go back to the computer and click on the web sites of their choice while the others complete their work. 

Accommodation

This activity is a small group activity; therefore, the teacher will be able to help students with special needs by repeating information several times to clarify information.  The teacher will also be able to assist students in developing fine motor skills by helping students as they use glue, pencils, crayons, scissors, etc.




weedsweedsweeds


RUBRIC

Name of student:                         


Level 3  (5 -4 points)

Level 2   (3- 2 points)

Level 1    (1-0 points)

Student is able to use the mouse to point to directed items on the page,  and  can click on links with little assistance.  Student is interested in the information and is attentive.

Student requires assitance to use the mouse find information, and has difficulty in following directions to find links.
Student's attention span on the computer is limited.

Student requires considerable assistance in using the  mouse and/or cannot follow directions to find links.
Student's attention span on the computer is limited.

Notes: 


Notes: Notes:

After finding information on the web sites as guided by the teacher, the student was able to respond accurately to the questions from the all sections, and contributed to responding to the chart with accuracy.

After finding information on the web sites, as guided by the teacher, the student was able to respond accurately to the most of the  questions from the all sections, and contributed to responding to the chart with accuracy.

After finding information on the web sites, as guided by the teacher, the student was unable to respond accurately to the most of the  questions from the all sections, and contributed to responding to the chart with accuracy.
Student's attention span on the computer is limited

Notes:


Notes: Notes:

Student demonstrated ability in all 3 areas:
-working  collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity

 

Student demonstrated difficulty in one of the following areas:
-working  collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity

 Student demonstrated difficulty in 2 or more of the following areas:
-working  collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity


Notes:


Notes: Notes:




weedsweedsweeds




                  home     
              My Home Page



pic
pic




           e-mail     
    E-Mail


pic
LiveText Link 


toad


logo
frog