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Pond Water and Pollywogs: A K-2, Life Science Project
Primary students rear frogs from eggs, and share their expertise in an informative brochure for visitors at a new amphibian’s exhibit at the local zoo. You may want to print this page as you view the entire Pond Water and Pollywogs Unit Plan.

Student-Centered
This project is made relevant to students’ lives by asking the Essential Question: Why do people say there is no place like home? Students study frogs and create a newsletter about an artificial frog habitat, make observations, and create a slideshow of their findings.

Aligns with Standards
Project work is central to the curriculum. The topic of organisms and their environment is often part of the kindergarten through fourth-grade life science curriculum and addresses state and district standards. It involves key science processes of observing, creating, and comparing habitats.

Important Questions
The Essential and Unit Questions lead to interesting discussions that have relevance beyond the classroom. The question, Why do people say there is no place like home? helps kindergarten through second-grade students connect their own lives to the content of the unit. Content Questions such as, What is needed for a healthy frog habitat? prompt students to think about relevant facts and information that lead to the higher-level questions. Students have many opportunities to address the Essential Question throughout the unit and reflect individually, in pairs, and discuss it with the larger group. This not only gives the students opportunities to think about the content at higher levels but gives the teacher information on the students’ understanding of the content and how to direct and redirect discussions and instruction.

Multiple and Ongoing Assessments
Assessment is embedded throughout the unit with an observation journal to record ideas through writing and pictures. Students also respond to questions posed by the teacher in the journal. Many of these questions are Content and Unit Questions. The science content rubric is used to assess journals and students have an opportunity to receive ongoing feedback. The teacher uses a slideshow scoring guide to assess the final product. Students check on project expectations throughout the project with this same scoring guide.

Authentic Work
The students make real-world connections through the Essential Question, which asks them to make observations and comparisons within their own home and frogs’ homes. The unit also makes community connections by having the students visit a local zoo and create a newsletter for visitors.

Demonstrations of Learning
Students complete several products: a mural or field guide as well as a final slideshow and newsletter. The products are intrinsically engaging and authentic to the task.

Technology-Enhanced Learning
Students use technology to create the newsletter and slideshow presentation, allowing them to share their learning with a wider audience. They take pictures for the slideshow and newsletter with a digital camera, and Internet research informs their learning.

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