Houston Baptist University

Department of Education and Behavioral Sciences

Lesson Plan Format (with 5-Es)

Group Members: Meagan Green, Veronica Herrero-Velarde, Shani Jones, Lacy Tushnet

Subject: Science Grade Level: 3

Topic: Life Cycles: Tomato Plants and Frogs TEKS:

SCI.3.10B Investigate and compare how
animals and plants undergo a series of
orderly changes in their diverse life cycles
such as tomato plants, frogs, and lady
beetles. 
HEALTH.3.4A List and explain the stages of
growth and development.
HEALTH.3.10A Demonstrate respectful
communication with family members,
peers, teachers, and others.
ELA.3.1D Work collaboratively with others
by following agreed-upon rules, norms, and
protocols.
ELA.3.6E Make connections to personal
experiences, ideas in other texts, and
society.
ELA.3.7F Respond using newly acquired
vocabulary as appropriate.
Objectives: Time Estimate: 45-60 minutes
 TSW define key terms and label each stage
of the life cycles of tomato plants and
frogs.
 TSW identify and describe each stage of
the life cycles of tomato plants and frogs.
 TSW illustrate key terms.
 TSW compare and contrast the life cycles
of tomato plants and frogs.
 TSW create life cycle diagrams.
 TSW predict the changes that occur in the
life cycles of tomato plants and frogs.
Materials:
Teacher
 Stuffed Frog Toy
 Life Cycles PowerPoint*
 Interactive Whiteboard
 Video: Step by Step: Growing Tomatoes from Seed (https://www.youtube.com/watch?
v=dHS9O49JGj8)
 Video: This Is How a Tadpole Transforms Into A Frog (https://www.youtube.com/watch?
v=gmlaclb3K2o)
 Life Cycle Picture Cards (10) with Velcro (teacher-made)*
 Life Cycle Label Cards (10) with Velcro (teacher-made)*
 Life Cycles Test (teacher-made)*

Students
 Science Journal
 Pencil
 KWL Charts
 Tomato Plant and Frog Life Cycle Diagram Worksheets (teacher-made)*
 Scissors
 Glue Stick
 Crayons
 Frayer Model Worksheet (teacher-made) (if time permits—optional)*

*materials attached at the end of the lesson plan

ENGAGE (Lacy):
Sir Frog Introduces Life Cycles (5-10 min.)
1. Start by showing them a stuffed frog named Sir Frog.

I have a little friend with me today to help me teach the lesson. Say hello,
class! What do you think my little friend here is? -pause- An animal? What kind of animal?
-pause- A frog? That is correct! *fake ribbit/frog noise* (Can add the word amphibian)

Listen to frog-What’s that? I forgot to introduce you? My bad, this is Sir Frog and he is
here today to help me teach you guys about life cycles! -pause-

So, do you think Sir Frog was always this big? -pause- No? You’re right, he started as a
little baby just like you did!

Do you think this organism (or Sir Frog) has a life cycle? 

2. Then, we will take a look at the first slide in the PowerPoint, which displays a variety of
images of plants and animals during different stages of their life cycles.
 Ask the students, “By looking at these pictures, what do you think these have
in common?”
 Have them make a list of possible answers in their science journals.
 Have students share with a partner.
 Call on students to share with the class.
  Students may give vague answers at first, such as each image being a living
thing, being plants and animals, or having the same basic needs. If necessary,
guide students by pointing out the image of the baby, fish and chicken eggs,
tadpole, and caterpillar.

 Act like Sir Frog is whispering in ear. “What’s that, Sir Frog? He says that he
sees that there is a baby, fish eggs, chicken eggs, a tadpole, and a caterpillar.
  Now what do those have in common? -pause- They are all in the baby
 stage or the beginning of the life cycle?

3. Now I want you to think about these questions, and answer them in your head:
 Why do you think those pictures were included? -pause-
 How are these different than the other pictures? -pause-
 How do they go with the other pictures? -pause-
 What are they trying to tell us? -pause- 

4. Discuss with the class that each organism (and all other organisms) goes through a life
cycle.
So, students, let’s think back to our friend Sir Frog, for instance. Remember how we
said that he wasn’t always this big? Well, that’s because he has already gone through
the life cycle that a frog goes through. Now let’s look back at the pictures. Do you
think all these life cycles the same? How are they different? 

5. Today we are going to look at the life cycles of frogs and tomato plants and look at the
changes and the stages of their life cycles. Ask students, “So, What do you know about life
cycles already?”
EXPLORE (Shani):
Life Cycle Activities (15 min.) 
1. After discussion, the students will be shown a picture of a tomato plant and a frog.
2. Using prior knowledge and the information recently obtained, the students will be
asked to briefly draw the life cycle of the tomato plant.
3. After drawing the life cycle of the tomato plant, the students will be promoted to then
briefly draw the life cycle of a frog.
4. Students will separate into groups of 3-4 people and will work together with their
group members to complete the K and W portion of the KWL tomato plant chart given
by the teacher.
5. After about 5 minutes, the students will turn their attention to the video
(https://www.youtube.com/watch?v=dHS9O49JGj8) where they will then watch the
life cycle of a tomato plant.
6. Immediately following the video the students will be asked to answer the following
question in their head, “Is a tomato a fruit and why or why not?”
7. The students will discuss their thoughts with their classmate next to them.
8. The teacher will then lead the class into a discussion to understand the correct
terminology of a plant and the phases the tomato plant will go through.
9. Given the fact that some frog life cycles vary within the tadpole and tadpole with legs
stage, the teacher will explain why a frog life cycle can be explained in four or five
stages of life.
10.  Students will watch a video (https://www.youtube.com/watch?v=gmlaclb3K2o)
where they will be able to see and understand the life cycle of a frog.
11. The students will then refer back to their drawings to modify it if need be and label
with the correct terminology.
Adapted from: https://www.youtube.com/watch?v=dHS9O49JGj8
Adapted from: https://www.youtube.com/watch?v=gmlaclb3K2o
EXPLAIN (Meagan):
Life Cycle Comparison Activity (15 min.)
1. TTW ask students to get into pairs and each student draws a venn diagram in their
science journal labeled “Frog Life Cycle,” “Tomato Plant Life Cycle,” and “Both.”
2. TSW work in their pairs to fill in the venn diagram with their observations about the
differences and similarities in the life cycles. (8 min.)
3. TTW pull up the Life Cycles PowerPoint and put up the second slide with the venn
diagram.
4. TSW take turns sharing a difference or similarity discussed in their groups and one of the
partners will come and write it in the venn diagram on the interactive whiteboard. 
5. TTW guide students in a discussion that reflects on students’ observations. (Does
everyone agree with the findings? Why or why not? What is an observation that is new to
you?) (7 min [can be shortened if time runs out])
Modification EL Students:
 TSW use the venn diagram with a partner and will draw a picture of the difference or
similarity. They will also write a word describing each picture if possible and their partner
can help them.

Modification Special Education Students:

 TSW use picture cut-outs of the different aspects of the life cycles and sort these photos
into the venn diagram. The student will then add or dictate any other words and phrases
to add to the venn diagram.

Extension/Early Finisher Activities: (if time permits)

 TSW write how the tomato plant life cycle may be the same or different from other plant
life cycles. They will also write how the frog life cycle is different or similar to other animal
life cycles. They can add illustrations to make their point as well. TSW present their ideas
and inferences with the class. 
 TSW draw or write what they think the human life cycle is and then create a venn
diagram that compares and contrasts their human life cycle with the frog life cycle.
Students will have a class discussion about their findings.

Adapted from: https://betterlesson.com/lesson/638980/compare-and-contrast-life-cycles

ELABORATE (Veronica):
Interactive Life Cycle Activity (10 min.)
1. TTW ask for 10 volunteers to come up to the front of the class and pick one of the picture
cards. There are 5 for the tomato plant life cycle and 5 for the frog life cycle. Each card
has a real-life image of one of the stages in its respective life cycle.
2. The 10 students should first divide themselves into 2 groups depending on which life
cycle they have, tomato plant or frog.
3. TTW tell the students that it is up to them to put themselves in the right order of the life
cycle. The first stage should go on the right end (from the students’ point-of-view so that
it is the left side for the class), while the last stage should go on the left end.
4. As the groups are working, ask the class, “How do you know where the life cycle starts
out? Is there a pattern in the life cycle?”
 Students should point out that the life cycle always starts out with the smallest
 piece, which is usually eggs or seeds.
 Students should point out that the life cycle follows a small-to-big pattern and
that as it grows it looks more and more like the adult.
5. Once the groups are done, TTW ask for 10 more volunteers to come up to the front of the
class and pick one of the label cards. There are 5 for the tomato plant life cycle (seed,
seedling, mature plant, flowering plant, plant with tomatoes) and 5 for the frog life cycle
(eggs, tadpole, tadpole with legs, froglet, frog). Each label card corresponds with one of
the picture cards.
6. The students with the label cards should find the picture card that it describes and attach
it with the Velcro.
7. Once each picture card has a label, the TTW ask the class to explain each stage of both
the tomato plant and frog life cycles using the proper vocabulary terms they have
learned.
8. After completing this activity, the 10 students holding up the picture cards should return
to their seats.

Life Cycle Diagrams (15 min.)

1. TSW apply the vocabulary and life cycle knowledge that they just demonstrated by
completing the tomato plant and frog life cycle diagrams in their science journals.
2. TSW cut out each image and decide where it goes on the life cycle diagram. After laying
out each picture (but before gluing them down), each student should talk with a table
member to make sure that they have the stages in the right order.
 Safety Risk: Students will be using scissors. The blades are sharp and can result in
injury if not used properly or if the safety precautions are ignored.
 Prevention Strategies: Remind them to practice safe handling of scissors with
these guidelines: do not play with scissors, avoid walking with scissors, do not cut
anything besides the worksheets assigned, do not touch the open blades.
 Resolution Strategies: If a mishap with the scissors occurs, students are to notify
the teacher who can administer first aid or send the child to the nurse. If there is a
serious accident, the teacher will call the parents and get professional medical
help.
3. TSW glue down each image and label it appropriately.
 Adaptation for Struggling Learners/ELs: A word bank with the labels for students
to cut out and glue on the diagram could be beneficial for students.
4. After completing both diagrams, TSW color the pictures if they finish early (may be left
out if short on time).

Extension/Early-Finishers: Vocabulary Frayer Model (if time permits)

1. If students finish early, they may complete a Metamorphosis Frayer Model.
2. TSW write metamorphosis in the center oval in the model.
3. TSW write the definition in their own words in the upper left-hand box.
4. TSW give characteristics of metamorphosis and examples of organisms that undergo
metamorphosis in the upper right-hand box.
5. TSW make a connection to the word metamorphosis in the lower left-hand box. This
could be a way that they can remember the meaning of the word, a personal experience
that has to do with metamorphosis, etc.
 6. TSW create an illustration of metamorphosis in the lower right-hand box.
7. TSW cut out the Frayer Model and glue it in their science journal.

Extension/Connection: Human Growth and Development (if time permits)

1. Advanced learners may respond to this journal prompt: Think about what you know
about the way humans grow and develop. What do you think the life cycle of a human
looks like? List the stages you think it might have and explain them. How might the cycle
of human growth and development be similar to the life cycle of a plant or animal? How
might it be different?
2. Students may optionally share their response with the class.
Adapted from: https://api.knov8.services/resource?
&oneTimeCode=de0a2c883946a7a473f55c6665780588&evalCode=12576677283035798jfpb
B&reqHash=24728282a79a6d930c16245563f0f02f

https://lessonplanet.com/goto/understanding-life-cycles
EVALUATE:
Life Cycles Test (10-20 min.)
To demonstrate their understanding and mastery of the objectives, students will take a
summative assessment on the life cycles of tomato plants and frogs. This test contains five
questions and can be done the following day if short on time or if the class needs a review
session before taking the assessment.
Note: This lesson does not involve the use of living organisms.