The+tads+2012

THE LIFECYCLE OF A FROG HOME PAGE STUDENT TASK OUTLINE >>TEACHER INFO>>TEACHER RESOURCES>> REFERENCES
 * Topic:** Life Cycle of a Frog


 * Curriculum link****:** Science, __English__, __Technology__ and Art


 * Target:** Year 3


 * Authors:** "The Tads 2012" - Sara Patten, Olivia Reeve, Tanya Wasden, Sonia Morton


 * Introduction**

Metamorphisis is an important concept for students to learn. It is critical for students to have an understanding that living things have cycles, in particular the unique life cycle of a frog. Having an authentic learning environment is vital for students to be able to consolidate their learning. To enhance this learning environment it is encouraged to keep a tank in the classroom, where students are responsible for the maintenance and feeding of the amphibian.


 * Task Outline**

The Tads 2012 have provided an educational, interactive and enjoyable theme where students are able to observe the various stages in the life cycle of a frog. We have created an authentic learning environment where students can experience the changes of a tadpole to frog and are able to document and recreate their understandings via journals, websites, art and stories.

Predominately the life cycle of Animals is science based in particular the strand life and living, however with the particular activities chosen for this topic it overlaps into several other areas of the curriculum. The research, journal writing and webpage creation overlaps into many of the english strands. The art and the webpage also overlaps into several technology strands. Please find attached the scope and sequence for K-3 from the current curriculum for the subjects covered by this topic.
 * Relevant Curriculum Scope and Sequence**

This is the main scope and sequence that is relevant to this topic. Life cycles and changes is a concept that is important for year 3 students to learn and understand. There are several components of this scope and sequence covered in this activity. The students can further develop their skills of contextual learning, conventions and processes and strategies at a year 3 level. The students are exposed to this scope and sequence as they must create a story, website and journal for a particular purpose as the scope and sequence describes and then use the appropriate language for each of these purposes. English viewing is also a scope and sequence present in this activity. Year 3's are required to understand the different reasons that information is created and therefore learn this in both the journal writing, web creation, researching and story telling. The journal activity relates to this scope and sequence year 3 students should be able to write an informative piece. The small story that the children are asked to create in the group also falls into this scope. Year 3 students should be able to use grammar to construct simple sentence. This information is expanded in the pdf. This scope relates to planning and creating. The students are asked to do this with their artwork, research and web creation. The materials used are not those of traditional means. We are asking them to use technology to complete the task. This technology is the process involved in the tasks required by the students. For these proposed activities the students are asked to investigate, devise, evaluate and produce the information and artwork they find. Students are required to produce art via the Tuxpaint process which directly relates to this scope and sequence.

Here is our presentation on developing this teacher resource: