Content of introduction - Engage
Establish students’ prior knowledge – What do they know already? What is a frog? What is the lifecycle of a frog? Do we have frogs in our country?
Introduce students to:
Structure of activities – Explore, Explain and Elaborate
Activity 1 – What is a Frog? presentation
Q1. What is an amphibian? How are they different to other animals?
Q2. What does cold-blooded mean?
Q3. What is the difference between an invertebrate and a vertebrate?
Q4. What is special about the skin of a frog? What does it do?
Q5. Name the four stages in a frog life cycle.
Q6. Why do frogs need water to survive?
Q7. What is a habitat?
Q8. What is an adaptation?
Q9. What changes in a habitat can affect frogs?
Q10. Describe the habitat and adaptations of one species of Australian frog.
Activity 2 – Sorting Game
Students read Dr. Jodi Rowley's article about the difference between frogs and toads
What's the difference between a frog and a toad? After reading Dr. Rowley's article, students must determine whether eight unidentified species are frogs or toads, based on some short facts and a cut out picture of the species. A PowerPoint presentation with species picture cutouts and relevant species facts is attached.
Management of activities
Educator explains/ hands out the labelling and sorting games. Also points students towards the Australian Museum links.
Content of conclusion - Evaluate
Detailed instructions on wrap up session e.g. One thing they have learnt? What surprised them today? What are they going to tell their family about tonight? What would they like to find out more about? How could they find out more?