To begin the lesson, they played a game called “Guess who makes that sound?”. This game included the teacher playing various sounds of different species of frogs without showing the student the video. The students were then supposed to guess the type of animal making the sound, many guessing crickets and rarely guessing frog. The teacher then showed them the video part to connect the call to the frog, which created a discussion about how frogs make sound and if all frog calls sound the same. Throughout the lesson the students use a KLEWS chart (K for know, L for Learn, E for evidence, W for wonderings, and S for Scientific Principle). During this part of the lesson they write what they know about frogs and frogs’ calls in the K or Know column, included in this column was that frogs are near a pond or a lake. From this discussion they added information to the L-Learning column as well. They next thought about what they had questions about and place them in the w-wondering column. They did this in groups of four to together find out questions they have. Questions that arose were “Do you think frogs are really talking to each other?” and “What are the frogs saying to each other?” (Lee & Lubischer,
To begin the lesson, they played a game called “Guess who makes that sound?”. This game included the teacher playing various sounds of different species of frogs without showing the student the video. The students were then supposed to guess the type of animal making the sound, many guessing crickets and rarely guessing frog. The teacher then showed them the video part to connect the call to the frog, which created a discussion about how frogs make sound and if all frog calls sound the same. Throughout the lesson the students use a KLEWS chart (K for know, L for Learn, E for evidence, W for wonderings, and S for Scientific Principle). During this part of the lesson they write what they know about frogs and frogs’ calls in the K or Know column, included in this column was that frogs are near a pond or a lake. From this discussion they added information to the L-Learning column as well. They next thought about what they had questions about and place them in the w-wondering column. They did this in groups of four to together find out questions they have. Questions that arose were “Do you think frogs are really talking to each other?” and “What are the frogs saying to each other?” (Lee & Lubischer,