Grade 2
Frog Unit 3 wks
Math Lesson 1
(Ties: Music, ELA)
1 hr lesson (approx.)
Previous Knowledge:
-
students will have had experience in counting by twos and fours
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student will have had experience using Body Percussion & 4 beat ostinati
Outcomes:
Math
PR – II.1.2
Identifies, creates, extends, describes, and compares both numerical and non-numerical patterns
PR – III.1.2
Translates patterns from one mode to another, including concrete, pictorial,charted, spoken, written, and those patterns generated
using technology
SP – III.1.2
Organizes data independently, using graphic organizers as diagrams, charts, and lists
N-V.1.2 Uses manipulatives, diagrams, and symbols to demonstrate and to describe multiple strategies for determining
sums and differences of numbers to 100, with and without regrouping
Music
Rhythm
1. Chant, read and play simple rhythmic ostinati
in duple, and triple meters
2. Verse-Refrain
3. Body Percussion
ELA
3.3.1 Categorize
related information and ideas using a variety of strategies [such as linking significant details, sequencing events in a logical order…]
Materials:
-
large free space (enough to make a whole class circle)
-
8 ½ x 14 paper (1 for each student)
-
“Frog Song” (from An
Orff Mosaic from Canada, ed. by Birkenshaw-Fleming)
Activating Strategies:
-
teach “Frog Song” by rote (patch-clap on beat)
Acquiring Strategies:
-
ask 1 student to hop into the pond (middle of circle)
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how many frogs are in the pond? (1)
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how many eyes are in the pond? (2)
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how many legs are in the pond? (4)
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chant “1 frog, 2 eyes, 4 legs, kerplunk, in the pond!” with
BP
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sing “Frog Song” – another frog jumps into pond on “ribbit”
-
how many frogs are in the pond? (2) Eyes? (4), Legs? (8)
-
chant “2 frogs, 4 eyes, 8 legs, kerplunk, in the pond!” with
BP
-
sing “Frog Song”, adding a third frog on “ribbit”
-
continue until 5 frogs are in the pond, and then clear the pond
-
restart with new students until all students have had a turn in the middle
-
try chanting without counting in advance – keep the rhythm going
Applying Strategies:
-
divide an 8 ½ x 11 paper into 5 columns
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draw a frog at the top of each column*
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under the frog in the first column, write:
1 Frog
2 Eyes
4 Legs
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students make their own chars and fill in the blanks for remaining columns
* draw 1 frog in
each column, or 1 frog in column 1, 2 frogs in column 2, etc.
Follow Up/Extension Ideas:
For a challenge:
-
play the game and try adding 2 frogs at a time
-
do the chant in “concentration” style – each student
says one part, trying not to break the rhythm:
Student A: 1 Frog
Student B: 2 Eyes
Student C: 4 Legs
Student D: 2 Frogs
Student E: 4 Eyes
Etc.
-
play game again, going past 5 frogs in the pond (how high can they get?!)
-
try subtracting frogs from the pond
-
instead of using students as frogs, use felt frogs, stuffed frogs, frog
ornaments, etc.)
Assessment:
Can be done at many
different levels:
Math
1) When playing game, ask students to close their
eyes and hold up fingers – this can only be
done for the first 2 frogs, as they will run out of fingers!!
2) When playing game, ask individual students
for answers
3) Students’ frog chants can be assessed
as a class or as individuals – do they have the right numbers? Do they
know the patterns?
4) Pick a different type of animal or insect
– maybe something with 2 legs or 6 legs. Can the students transfer what
they have learned in the previous activity to a different set of number patterns?
5) Completed Frog Column activities can be assessed
for understanding
Music
5) Watch students during game/song for beat competency
and correct BP ostinato pattern
Personal Assessment:
-
the lesson worked well – students enjoyed the game and were very
ready and enthusiastic to give answers
-
the activity was engaging enough to allow each student a turn in the “pond”
without becoming boring
-
there were a lot of activities that would be meaningful follow-up exercises
-
the written work (chart) was the grade 2 teacher’s idea, and I thought
it was an awesome extension/assessment idea!!
