Task 4 (frog lesson2)

Choose ONE lesson that you will teach and show how you developed it as an INQUIRY based
lesson that uses the 5E cycle. You should teach this lesson, get feedback, and do the usual
reflection that is required for all lessons (see Task 3) (CLOs 1-6).
Lesson Title frog life cycle stages.
Level of Inquiry Structured
A brief description of Students will see pictures of frog stages in order.
the lesson

The Problem or Issue Salem have a small frog (tadpole) in his home, when he takes the
small frog (tadpole) out of the water the frog (tadpole) die. He
asked himself, what happen to make the frog (tadpole) die?
Essential Question How the frog looks like?
Guiding Questions - frog have different types of feet?
- how does a tadpole breathe?
- what the different between the frog and the tadpole?
- is some frogs burrow underground?
- frogs drink water through their?
Learning Outcomes - Will introduce the frog life cycle.
(LOs) - Make the stages in a different way. Ex: in a plate, draw in a
By the end of the circle paper, and draw in a frog tongue
lesson’s students will - Explain each stage and the name of each stage.
be able to:
Hypothesis If we take the frog outside his place to another place, then will die.

Prediction If we change the frog place nothing will happen to the frog.

The outcome or product The students will see the frog life cycle.
of the students’
investigation (i.e. what
will the students be
expected to produce at
the end of their
investigation)
 Stage What Experiences will students Questioning Map Process skills Literacy skills
participate in?

These must also include: What are some questions What process skills will I Which literacy skills will I
 Differentiated Activities and that I will ask students create experiences for create experiences for
 formative evaluation, during each ‘E’ ( & at students to use at each ‘E’ students to use at each ‘E’
including what will students what level of Bloom’s is (name, how, and where) that students will use at
produce by the end of this each of these this stage
section. questions?)? (name, and say how and
where)
Engagement Ask question about the lesson Remember observing It develops their speaking
 Access prior that they take it before (prior and listening by saying
learning knowledge) and hearing what they
 Engage remember from last class.
students in Students will able to remember
new concept. what they study before.
 Elicit
curiosity
 Act as a
bridge
between past
and present
learning
experiences
 Expose prior
conceptions.
 Organise
students
thinking
towards the
LOs
Exploration Create Predicting It develops their thinking
 According to the Communicating skills because they will
level of inquiry, think about the frog life
students are given cycle and they will order
opportunity to the stages.
design and/or (writing)
conduct a
preliminary
investigation. The
investigation
allows learners to
use their prior
conceptualisations
to explore
questions and
possibilities
the teacher will give the student
surrounding the
circle paper with colours. They
LOs, and to
will draw and colour the frog
generate new
stages.
thinking about the
LOs.
Students will be able to learn the
frog life cycle in order.
Explanation The teacher will show them the Understand Inferring It develop students by
 Teachers provide picture of the frog life cycle in understanding the frog life
opportunities for the beginning to let them know cycle by seeing.
learners to engage the stages in order. (listening, reading)
in the conceptual
probing and Students will able to learn the
development frog life cycle in order.
needed to explain
the science (or a
focus area of it)
that supports the
exploration, and
its outcomes.
Elaboration Apply Predicting It develops their
 Teacher provides remembering abilities.
students with (writing)
experiences
which help to
deepen and
broaden students’
conceptual skills
and knowledge Tr will give the students plate,
around the LOs.
frog pictures, colours and glues.
The elaboration,
extension, and Students will draw and glue the
application of the frog life cycle in the plate by
LOs to real life
phenomena is using the colours and glue.
welcomed at this
stage Students will able to learn
how to create the frog life cycle
in order.
Evaluation Evaluate Inferring It develop their speaking
(Summative) Students in the end will present Analyse Communicating and listening abilities.
 Evaluation with their work by saying what they Apply
the 5E learning do.
cycle occurs at
every other ‘E’ Students will able to learn about
formatively; and frog life cycle.
at the end of the
lesson
summatively.