Frogs and Their Homes

Curriculum Alignment

Subject: Science
Key Stage: KS1
Year Group: Year 2
National Curriculum Objective:

• Identify and describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
• Explore and compare the differences between things that are living, dead, and things that have never been alive.
• Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants.

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Lesson Objective

By the end of this 40-minute lesson, students will:

1. Understand what a frog’s habitat is and what makes it suitable for a frog’s survival.
2. Identify the basic needs of frogs in their habitats (e.g., water, food, shelter).
3. Collaboratively create a drawing that illustrates a frog in its ideal habitat.

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Resources and Materials

• Large printed image of a frog to introduce the discussion.
• Laminated habitat cards (pond, grass, rocks, trees, etc.).
• Drawing materials (paper, crayons, coloured pencils).
• A3-sized blank “Frog Habitat” group sheet for activity.
• Plush or plastic toy frog for teacher-led demonstration.

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Lesson Outline

Introduction (10 Minutes)

1. Hook: Show the class an image of a bright green frog. Use the plush toy frog and introduce it as "Freddie the Frog". Say, “Freddie has a question for us... he wonders if we know where he lives! Can you help him figure it out?”
2. Ask prompting questions:
   • “What does Freddie need to stay happy and healthy?”
   • “Have you ever seen a frog before? Where do you think it was living?”
3. Short discussion: Use the students’ responses to introduce the idea of habitats. Explain that every animal has a special home called its "habitat" where it can find what it needs to survive. For frogs, this includes water, insects for food, shelter, and more.

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Main Activity (25 Minutes)

Part 1: Habitat Exploration (10 Minutes)

1. Place laminated habitat cards (pond, grass, rocks, trees) around the room.
2. Activity Prompt: “Freddie wants you to test out where he could live. Let’s visit these places in the classroom to see which one fits!”
   • Ask students to visit the cards and discuss in groups whether frogs can live there and why, based on their needs. Encourage them to think about water, food, safety, and shelter.
3. Class Discussion: Once students have explored each habitat, gather them together and guide them to conclude that frogs live best in habitats like ponds or areas close to water. Show another visual of a pond with frogs.

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Part 2: Creative Drawing (15 Minutes)

1. Activity Instructions: Divide students into small groups of 3-4. Provide each group with an A3 “Frog Habitat” sheet and drawing materials.
2. Prompt: Each group will draw Freddie the Frog in his ideal habitat. Encourage them to include water (a pond), plants (lilies and reeds), insects, rocks, and other small details.
3. Move around the room and discuss their progress, asking questions like:
   • “Why did you add a pond here?”
   • “How do frogs use plants in their habitats?”
   • “Where does Freddie get his food from in this habitat?”

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Plenary (5 Minutes)

1. Ask each group to present their drawing to the class. Let them explain why they included specific details in their habitat.
2. Reinforce Key Learning: Use Freddie the Frog to summarise, e.g., “Freddie says thank you for creating these lovely homes for him. He’s happy because he has water to swim in, insects to eat, plants for shelter, and rocks to sit on!”

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Differentiation

• For Higher Achieving Students:
  Encourage them to create a simple food chain involving the frog (e.g., insects → frog → bird).
• For Students Needing Extra Support:
  Provide a pre-drawn outline of a frog on their A3 sheet and a labelled visual of a pond habitat for reference.

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Assessment Opportunities

• Observe group discussions to assess students’ understanding of a frog’s needs within its habitat.
• Evaluate their drawings for the inclusion of basic needs such as water, food, shelter, and other habitat elements.
• Use the plenary to gauge whether students can articulate the connection between the frog and its habitat.

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Extension Idea

For early finishers or as a homework activity, ask the students to research and bring back information about other creatures that live in or near ponds, such as dragonflies or ducks. Alternatively, students could write a short story about Freddie exploring his habitat.

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Teacher's Notes

• Remember to keep the energy high during the introduction to capture their interest. The plush or toy frog can be used throughout to link back to the story, particularly if students need additional prompting.
• Group work allows for peer-to-peer learning, especially when students discuss why certain elements were included in their drawings.

This lesson plan not only provides students with understanding of frogs’ habitats but also develops their ability to collaborate, observe, and communicate effectively. By embedding creativity with science content, it supports both engagement and deep learning.