Reflection: Trust and Respect If Frogs Need Water, Why Do They Want to Live in the Desert? - Section 1: Engage


I asked students to share their thoughts about why frogs and toads might live in the desert.  I had not yet explained to them that toads are just one group within the large "class" of frogs.  (Anura).

Anyhow, I make a point of not correcting misconceptions at the start of lessons like this because that would discourage both my shyer students, like this child, and my English Language Learners from sharing.  The point of these lesson opening questions and conversations is to develop students ability to talk about their ideas and get a sense of their starting point so they can assess their learning as they move through a lesson.  

This child is very fluent verbally and writes prolifically as well.  She gets very discourage by feedback, however gentle, so I have learned that it works to subtly provide her with correct models throughout a lesson and usually she catches her own misconceptions or areas of confusion.

In the video, for example, you will see that she states that some frogs evolve slowly and some evolve quickly, which demonstrates some confusion over the idea of evolution.  She also states that frogs can live in the desert because sometimes they can go in the shade, which keeps them from getting thirsty.  Frogs need for water isn't based on thirst.

  Initial Misconceptions
  Trust and Respect: Initial Misconceptions
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If Frogs Need Water, Why Do They Want to Live in the Desert?

Unit 13: Amazing Animals - Surviving a Changing Environment
Lesson 1 of 6

Objective: SWBAT read expository text about amphibians in two different states, and then will collect and graph data about their different habitats.

Big Idea: Animals survival is based on a complex relationship between heritable traits and an organisms response to the environment.

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Science, Arizona, North Carolina, amphibians, adaptation, animal
  56 minutes
scaphiopus couchii
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