PR-0552UK Primary Science - Book 2

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Observing frogs Caring for my locality ~ Activity 4 Objective • observe and develop an awareness of living things in a range of habitats in local and wider environments Working scientifically • Questioning • Observing • Predicting • Investigating and experimenting • Recording and communicating Designing and making • Exploring Background information Collecting animals for observation should only be done if the animals are not harmed. In the case of this observation, a good supply of water and food will ensure the survival of the tadpoles. Once developed into frogs, the animals should be released into the environment where they were found. There are numerous Internet web sites that explore the life cycle of a frog and provide detailed information on it. Before the lesson Note: This lesson can be approached in two ways. (i) By collecting frogs eggs or tadpoles and observing their life cycle in class. (ii) By using only the worksheet to identify the life cycle of a frog. Materials needed • Frogs’ eggs or tadpoles, an aquarium or container for storing eggs/tadpoles, shallow water, rocks, water weed or pond weed, fish food (live from the pond or little pieces of hard-boiled eggs), a variety of resources on the life cycle of a frog. Preparation • Ensure your container is prepared using water from the same environment the eggs/tadpoles were collected from. Keep the terrarium away from heaters and chalk dust. • Collect posters, books or charts to show the life cycle of a frog. The lesson Stimulus • The stimulus for this lesson could involve a field trip to collect frogs’ eggs or tadpoles. Alternatively, the eggs/tadpoles could be collected prior to the lesson and introduced to the prepared enclosure at this time. Use collected resources on the frog life cycle to discuss with pupils. What to do • Using the worksheet, show the pupils the change that is expected over the coming weeks as the tadpoles develop into frogs. • Frog observations should occur weekly. The pupils record development and compare changes from the previous week. • At each observation, pupils should identify the stage of development. After the lesson Answers • Teacher check Additional activities • Identify frogs native to the local environment. • Use books and the Internet to identify unique and interesting frogs. Research the countries they live in. • Explore how frogs are seen as a key objective to the stability and health of an environment/ecosystem. Viewing Sample Display ideas • Take photographs of the pupils collecting the frogs and tadpoles, and introducing them to their new environment. Display with appropriate captions. • Identify frogs from around the world. Display drawings and research about each frog around a world map. Use string to show the country where they can be found. 106 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Caring for my locality ~ Activity 4 Observing frogs The female frog lays eggs which are fertilised by the male frog. The tadpole hatches from the egg, breathing through gills. The tadpole has now developed into an adult frog and can move easily on land and water. The tadpole continues to grow and starts to look like a frog with a tail. Frog observations Viewing Sample The tadpole develops legs and lungs. www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 107
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OUTCOME LINKED PRIMARY Book 2 Mysel
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Teacher information................
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Teacher information The pupil pages
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Differentiating activities Meeting
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Essential science resources Below i
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Assessment proforma Name Class Term
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Assessment proforma - Designing and
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About me We are all different Chang
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Myself ~ Activity 1 About me (a) Dr
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Myself ~ Activity 2 We are all diff
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Myself - Activity 3 Changes As we g
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Myself ~ Activity 4 A need or a wan
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What are insects? Parts of an insec
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Plants and animals ~ Activity 1 Wha
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Plants and animals ~ Activity 3 Des
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Plants and animals ~ Activity 4 Dra
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Plants and animals ~ Activity 5 Obs
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Plants and animals ~ Activity 6 Dif
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Plants and animals ~ Activity 7 Noc
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Plants and animals ~ Activity 8 Foo
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Plants and animals ~ Activity 9 Wha
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Plants and animals - Activity 11 Li
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Making shadows Measuring shadows Sh
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Light ~ Activity 1 Draw a picture t
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Light ~ Activity 2 Measuring shadow
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Light ~ Activity 3 Shadow clock Fol
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Light ~ Activity 4 The torch experi
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Light ~ Activity 5 Sun facts Read t
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Sound Making sounds banging blowing
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Sound ~ Activity 1 Sound Sound Circ
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Sound ~ Activity 2 Use different ma
Page 67 and 68: Heat Measuring temperature applianc
Page 69 and 70: Heat ~ Activity 1 Describe how you
Page 71 and 72: Heat ~ Activity 2 Measuring tempera
Page 73 and 74: Magnetic attraction Magnetic proble
Page 75 and 76: Magnetism and electricity ~ Activit
Page 83 and 84: Push or pull? Down the ramp! Float
Page 85 and 86: Forces ~ Activity 1 Push or pull? A
Page 87 and 88: Forces ~ Activity 2 Down the ramp!
Page 89 and 90: Forces - Activity 3 Float or sink?
Page 91 and 92: Materials in the classroom Sorting
Page 93 and 94: Properties and characteristics of m
Page 101 and 102: Changing by heating Maintaining tem
Page 103 and 104: Materials and change ~ Activity 1 C
Page 105 and 106: Materials and change ~ Activity 2 M
Page 107 and 108: Materials and change ~ Activity 3 M
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Page 111 and 112: Natural or built? Minibeast hunt Lo
Page 113 and 114: Caring for my locality ~ Activity 1
Page 117: Caring for my locality ~ Activity 3
Page 129: Caring for my locality ~ Activity 9
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PR-0552UK Primary Science - Book 2

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