AN EDUCATOR’S GUIDE TO K-6 Author: Terra Brie Stewart Koval, [email protected] Design & Illustrations: Rost Koval, [email protected], www.mangobonz.150m.com Editor: Neala MacDonald Frogwatch Illustrations: Wallace Edwards, courtesy of the Toronto Zoo

This guide has been written by Terra Brie Stewart Koval and designed by Rost Koval through a Science Horizon's Grant with additional support from the Ecological Monitoring and Assessment Network Coordinating Office. This teachers guide is free from copyright when used for educational purposes. If reproduced we ask that you credit the author and the Ecological Monitoring and Assessment Network Coordination Office.

DEAR EDUCATOR,

Throughout most of history, people have not regarded reptiles and with high opinion. In fact the 18th century Swedish botanist and zoologist Carolus Linnaeus, famous for his classification system, presented a very strong example of the prevailing attitude toward reptiles and amphibians: "These foul and loathsome are abhorrent because of their cold body, pale colour, cartilaginous skeleton, filthy skin, fierce aspect, calculating eye, offensive smell, harsh voice, squalid habitation, and terrible venom; and so their Creator has not exerted his powers to make more of them." Although this attitude may still be representative of many people’s impressions of , it seems that for the most part, our attitude towards frogs has grown to be a little more civilized—or at least it remains so in our children.

Children are fascinated by frogs—and with good reason. They are cute, they are easily caught, they make cool sounds, and they have been found in abundance (although their decline is the whole reason programs like FrogWatch have come into existence). For these reasons, frogs are perfect candidates with which to nourish a growing curiosity in living things and encourage an appreciation for the natural world as a whole.

The well-being of the other we share this earth with depends a great deal on our attitudes towards them; in a world so pressured to fulfill human needs, a species must have value if it is to be conserved with zeal. Instilling a life long passion for nature in upcoming generations is our responsibility: it ensures us that we will have individuals in our future communities whose love for nature will place priority on maintaining and the health of our home, the Earth.

Frog on, Friends. Acknowledgements

Although I am the official author of this educator’s guide, I feel this project is more of a collaborative effort, and without the support of many enthusiastic individuals and dedicated organizations, this project would not have been possible.

I want to begin by thanking the providers of the financial backing for this project through a Science Horizons Youth Internship: Environment ’s Ecological Monitoring Assessment Network (EMAN), Nature Canada and Nature Saskatchewan. Still, it is the passionate individuals within these organizations who provided me with invaluable assistance over the last six months.

Neala Macdonald, Nature Canada’s Education Specialist, not only volunteered many, many hours of her time to edit my guide and answer countless questions, but also gave me a great deal of moral support and, having “been there before” as the author of the Grade 7-12 FrogWatch guide, understanding along this journey. Neala’s diligence, commitment, and dedication have transformed this guide from a draft into a professional document in which I hold a great deal of pride.

Brian Craig (EMAN) was my directional force in this project. Having been an elementary schoolteacher himself for many years, Brian was able to communicate to me his knowledge of students and share his classroom experiences, which served as signals that I was heading in the right direction. At times when I felt I was treading into unknown waters, it was Brian’s unwavering confidence in me that acted as the compass that directed me to the completion of this guide.

Margaret Skeel and Paul Dumont at Nature Saskatchewan battled away at many the logistics in this project; they also made me feel very welcome within the community of Nature Saskatchewan.

Andy Didiuk, Saskatchewan’s provincial FrogWatch coordinator at the Prairie and Northern Wildlife Research Centre, provided me with scientific guidance and a fantastic work environment.

There is another group of individuals that have been instrumental in this project—the teachers and the schools. I not only had a volunteer committee of teachers to review my guide, but also entire classrooms who welcomed me into their community to conduct my research.

I want to start by thanking Tim Haughian, the director of Environmental Education in the Saskatoon Catholic Schools, for finding a number of classrooms for me to visit. Tim’s passion for environmental education is an inspiring force to anyone who has had the opportunity of meeting him.

THE FILES 3 I received an equally powerful sense of inspiration from Marcia Klein, and environmental educator with the Saskatoon Public School Division. Marcia has reminded me of our responsibility to youth—our duty to share the love of nature with them and thus nourish their budding appreciation for our outdoor world. We pass our world with aging, hopeful hands into the strong, determined hands of upcoming generations.

I would like to thank my teacher reviewers Wendy Hyshka, Alandina Laplante, and Greg Bubnick for reviewing my draft and stimulating new ideas for the guide during at a very busy time in the school year.

One stage in the writing process of this guide was learning my audience. I spent a few weeks touring schools and meeting the individuals I was really writing for—the students. I initially visited classes to assess the grade level of the students and later returned to some classes to test drive activities. In the Saskatoon Catholic School division, I owe thanks to Wendy Hyshka’s Kindergarten class at St. James School; Michelle McAuley’s grade 1 class at Sr. O’Brien School; Alandina Laplante’s grade 2 class at St. Mark School; Cathy Coumont’s grade 3 class at St. Frances School; Richard Blanchet’s grade 4 class at St. Paul School; Greg Bubnick’s grade 5 class at St. John School; and Norbert Schidlowsky’s grade 6/7 class at St. Peter School. In the Saskatoon Public School Division, much thanks is extended to Roberta Irinici’s grade 2 class at Sutherland School; Kathy Probert’s grade 2/3 class at North Park Wilson School; and Dianne Martin’s grade 4 class at Brunskill School.

And finally, I want to thank all of you, the educators, who are taking the initiative to introduce environmental education into your classrooms. Your dedication to teaching youth about our global home and the interconnectedness of its inhabitants is the key to creating sustainable ecosystems for hundreds of generation to come.

Terra Brie Stewart Koval, B.Sc.

4 THE Frog FILES Table of Contents

INTRODUCTION ...... 7 0.1 The Amazing World of Frogs ...... 9 0.2 The 10th Annual Canadian Frog Conference ...... 14

BIOLOGY AND CLASSIFICATION...... 19 1.1 Leap Around the World ...... 21 1.2 Who Am I: Frog or ?...... 26 1.3 Is that a Frog on Your Finger or a Toad on Your Thumb? ...... 31 1.4 If You Were a Frog...... 36 1.5 : Connect the dots ...... 38 1.6 Anatomical Anagrams ...... 40 1.7 It's All Latin to Me ...... 42 1.8 Name That Frog...... 44

REPRODUCTION AND DEVELOPMENT ...... 47 2.1 Musical Metamorphosis...... 49 2.2 Wheel of Life...... 53 2.3 CrissCrossed Frogs...... 56 2.4 Whose Life is it Anyway?...... 60 2.5 Far out Frogs ...... 62

BEHAVIOUR AND ADAPTATION ...... 65 3.1 The Fabulous Functions of Frog Feet ...... 67 3.2 The Frog Olympics...... 70 3.3 Sir Toadleby’s Authentic Anuran Cuisine ...... 76 3.4 Soak it Up ...... 78 3.5 Dressed for Success: in the Classroom ...... 80

THE Frog FILES 5 Table of Contents (Cont’d)

FROGS AND THEIR ENVIRONMENT ...... 83 4.1 Walking in a Wetland Wonderland ...... 84 4.2 Working on a Chain Gang...... 86

FROGS AND HUMANS ...... 93 5.1 The Call of the Wild ...... 96 5.2 I am CANADIAN! ...... 103 5.3 The Field of Mini Field Guide ...... 106

Glossary ...... 121 Suggested Resources and Sources...... 125

PAN-CANADIAN CURRICULUM LINKS ...... 127 Science K-3 ...... 127 Science 4-6 ...... 130 Language Arts Kindergarten ...... 134 Language Arts Grade 1 ...... 136 Language Arts Grade 2 ...... 138 Language Arts Grade 3 ...... 140 Language Arts Grade 4 ...... 142 Language Arts Grade 5 ...... 145 Language Arts Grade 6 ...... 148 Mathematics K-6 ...... 151

6 THE Frog FILES Introduction

The mission of Nature Canada is to protect nature, its diversity and the processes that sustain it. By identifying simple and accessible ways to measure Canada’s environmental health, NatureWatch programs encourage the lifelong involvement of various stakeholders in this mission.

Nature Canada and the Ecological Monitoring and Assessment Network Coordinating Office (EMANCO) present these education programs as an opportunity for the public to explore the natural world and share their observations with environmental scientists. By tracking key species and seasonal events, NatureWatchers help monitor regional and global environmental trends, and contribute to an early warning system of ecosystem change that may threaten the well being of Canadians.

The engaging nature of FrogWatch makes it ideal for the classroom. It may fuel a sense of curiosity about the natural world to last a lifetime. It is through connection and awareness that individuals are encouraged to take action to ensure the survival of important wildlife and ecosystems.

Before starting any of the activities in the Educator’s Guide, it is highly recommended that you obtain a FREE official FrogWatch poster from the Nature Canada,1 Nicholas Street, Suite 606, Ottawa, ON, K1N 7B7; telephone (613) 562-3447; fax (613) 562-3371; e-mail [email protected].

The FrogWatch Educator's Guide explores the world of frogs and through curriculum-based work- sheet activities, hands-on activities, and classroom demonstrations. It is divided into six sections, each containing a set of activities relating to the main topic. The sections open with text introducing the edu- cator to the concepts addressed in the activities. Relevant vocabulary words are highlighted in bold text and the definitions are found in the glossary at the end of the guide. The guide is outlined as follows:

INTRODUCTION The introduction serves as an outline for topics to be discussed in the guide. This section answers such questions as: What is an ? How many frogs are there in the world? What do frogs eat? Where do frogs live? What are some concerns facing frogs? Why are frogs disappearing?

THE Frog FILES 7 INTRODUCTION

BIOLOGY AND CLASSIFICATION The biology section discusses concepts such as classification and nomenclature, the differences between frogs and toads, frog anatomy, and frogs around the world.

REPRODUCTION AND DEVELOPMENT The primary focus of this section is the spectacular phenomenon of metamorphosis. Other topics include challenges faced at different stages of the anuran life cycle and reproductive adaptations.

BEHAVIOUR AND ADAPTATION This section include topics such as the change in a frog’s diet from to frog, how frogs eat, frog calls, camouflage, permeable skin, and adaptations of frog feet.

FROGS AND THEIR ENVIRONMENT This section examines the relationship between frogs and their environment. The primary concept in this section is food chains and food webs. Students are also introduced to species that share with frogs.

FROGS AND HUMANS This section examines the threats to amphibians and the possible causes of the worldwide decline in amphibian numbers. Frog monitoring as well as Canadian frog identification are introduced.

THE ACTIVITIES ARE ORGANIZED INTO • Objective: States the theme and objective of the activity. • Grades: Suggested grades the activity is appropriate for. Note than many of the activities can be slightly modified to include younger students. • Type of Activity: For example, Charades, Crosswords and Reader Theatre • Materials: Materials required to complete the activity • Vocabulary: Specific terminology your students may not be familiar with; it is a good idea to review these words before starting the activity. Definitions for these words can be found in the glossary. • Curriculum Links: Reference numbers to the general outcomes in the subject areas of Science (S), English Language Arts (E), and Mathematics (M) • Background Information: This section provides additional information that prepares the educator for questions that may arise. More complete text can be found at the beginning of each section. • Teacher Instructions: Step by step instructions that guide the educator through the activity. • Extensions: Suggested ways to expand upon the presented activities including modifications that would make them appropriate to an outdoor setting.

Although a list of discussion topics does not always accompany the activities, it is suggested that the educator take time before starting an exercise to give students a chance to express themselves by asking questions or sharing experiences on the subject matter pertaining to the upcoming activity.

All activities are linked to the Pan-Canadian Protocol for Collaboration on School Curriculum: Common Framework of Science Learning Outcomes K-12; the Western Canadian Protocol for Collaboration in Basic Education:The Common Curriculum Framework for English Language Arts K-12; and the Western Canadian Protocol for Collaboration in Basic Education: The Common Curriculum Framework for K–9 Mathematics. Documented curriculum matches can be found at the end of the guide.

8 THE Frog FILES INTRODUCTION

The Amazing World of Frogs Activity 0.1

OBJECTIVE GRADES To provide students with basic knowledge about frogs 4-6 with a K-3 adaptation

BACKGROUND INFORMATION TYPE OF ACTIVITY The following text provides an introduction to frogs and introduces Teacher read/comprehension the topics that will be explored in more depth later in the guide. MATERIALS TEACHER INSTRUCTIONS • Copies of page 13 1. As a class, brainstorm everything you know about frogs. • Pencils 2. For younger students, hand out the question sheet before you begin the teacher read and have them follow along and answer VOCABULARY the questions as you read. algae, amphibian, bio-indica- 3. For older students, tell them before hand that they will be given tor, cold blooded, global a quiz after you finish reading the text and hand out the warming, habitat, herpetol- question sheet after you read the text. ogy, metamorphosis, perme- 4. Give students some time to work on the questions and then go able, reptile, species, tad- over the answers as a class. Discuss any particularly interesting poles, ultraviolet facts and encourage further independent research. CURRICULUM LINKS K-3 ADAPTATION Grade K 1. To introduce younger students to frogs, you can make a KWL E 2.1, 2.2, 3.1, 3.2, 4.4 chart either as a class or individually. A KWL chart is divided into Grade 1,2 three parts. The first tells what a student KNOWS (K) about a S 200-1 subject before it is studied in class. The second part tells what the E 2.1, 2.2, 3.1, 3.2, 4.4 student WANTS (W) to know about that subject. The third part Grade 3 tells what the child LEARNED (L) after studying that subject. S 200-1 2. Share some of the fascinating froggy facts presented in the E 2.1, 3.1, 3.2, 4.4 Amazing World of Frogs text with your students. Grade 4 S 204-1, 301-2, 409 COMPREHENSION QUIZ ANSWER KEY E 2.1, 3.1, 3.2, 3.3, 4.4 A. 1.T; 2.F; 3.T; 4.T; 5.F; 6.T; 7.T; 8.F; 9.F; 10.T Grade 5,6 B. 24 S 204-1, 409 C. Snorkel E 2.1, 3.1, 3.2, 3.3, 4.4 D. Snakes E. Cold blooded F. G. Dart poison H. I. freezing

THE Frog FILES 9 INTRODUCTION

The Amazing World of Frogs

DID YOU KNOW... that there are more than 3000 different species of frogs around the world and that 24 of these can be found in Canada? Actually, this number also includes toads since toads are really are just a type of frog. These fascinating little fellows can be found living in wetlands, deserts, , and on mountain- tops; frogs can live just about anywhere-except in your pocket! Frogs have also been around for a long, long time, even before the dinosaurs. In fact, some scientists think that frogs "jumping legs" evolved to help them leap away from hungry dinosaurs!

EVOLUTION AND AMPHIBIANS: THE BEGINNING The theory that life on land began with a walking out of the water might sound pretty crazy but this is just how frogs and the other amphibians live--the first part of their life cycle takes place in water and the next part on land. In fact the word amphibian means 'double life'. You can think of other amphibians as cousins to the frogs; so if you were lucky enough to be invited to an amphibian reunion, you would also meet the lizard-like and and the strange -like . Even though these guys sound Italian, you'll only find them in the jungle. The skin of all amphibians is almost always moist and is water permeable, which allows oxygen to move through it so they can "breathe" through their skin and the lining of their mouths. Their skeletons are mostly made of bone (and not cartilage like sharks), and most amphibians also lay their in water inside a jelly mass. Amphibians are also cold-blooded; this does not mean that their blood is really cold, but rather that their body takes on the temperature of their surroundings.

REPTILES AND AMPHIBIANS: WHAT’S THE DIFFERENCE? Now, even though scientists often study reptiles and amphibians together as a field of study called herpetology, they are very different from each other. Who are the reptiles? Snakes, lizards, , and crocodilians are all reptiles. Reptiles, which are also cold-blooded, evolved from the amphibians. So in a way, amphibians are ancestors to the reptiles. They are different from the amphibians in that they have well-developed lungs, scaly skin, and either have shelled eggs that are laid and hatched on land or else they give birth to live young.

FROGS: MASTERS OF ADAPTATION Most of the time frogs lay their eggs in water where they eventually hatch into little fish-like . Like fish, these tadpoles breathe through gills. The algae they eat gives them the energy they need to grow and develop into an adult frog through a process called metamorphosis. Depending on the type, or species, of frog, it may be able to swim, walk, jump, climb or . It may live in water, on land, or even in trees. It may eat , plants, or meat, and it may be found in essentially every major habitat on the planet. These masters of adaptation even lived through whatever killed the dinosaurs 65 million years ago. This just goes to show that you don't have to be fierce to survive!

10 THE Frog FILES INTRODUCTION

FUN AND FASCINATING FROG FACTS Frogs come in just about every colour and size that you can imagine ranging from tiny Cuban Arrow Poison frogs which are smaller than a ten cent coin to the huge African Bullfrog which is the size of a football. So next time you look at a football, just imagine it as a hopping frog, and you will never forget the 'goliath' of the frog world. And in case you were wondering, some frogs can live for up to forty years, which is a long time compared to most other animals.

Although most frogs eat insects, there are exceptions. The South African Bullfrog and Ornate Horned Toad of South America (who is nicknamed the Pac Man toad probably for his huge mouth) wouldn't turn down a meal of mouse or rat. Other frogs eat , snakes, slugs, , centipedes or even other frogs! Look out, Kermit!

Some frogs have the ability change colour to blend with their surroundings and escape detection by predators. The is a translucent colour and its organs are actually visible through its skin. The Gray Treefrogs of southern are masters of disguise and can change colour from brown through pale gray to brilliant green. Other Canadian frogs that are also gifted in this way are the Wood Frog and the Pacific Treefrog.

The brilliantly coloured tiny Arrow Poison Frogs are interesting as well. It is estimated that enough poison may be found on the skin of one of these little guys to kill up to 20,000 mice. An interesting relationship between these little frogs and man started when hunters discovered that blow darts covered with the essence of the Cuban could in fact kill deer or even jaguars. When raised in captivity and fed different plants than they would normally eat in the wild, the Poison Dart Frogs are completely non-poisonous. So what do you think is the source of the Cuban Tree Frogs' poison?

FROGS AROUND THE WORLD The greatest number and diversity of frogs are found in tropical regions. Almost half of all species live in Central and South America while only 1% of the world's frog species are found in Europe. This is probably because people have lived there for so long and changed much of the frogs' natural habitat. Often in the middle of winter we think the tropics would be a great place to live as well. There are, however, some Canadian frog species that have found a great way to beat the winter blues-by freezing solid! Wood Frogs, Spring Peepers, Chorus Frogs, and Gray Treefrogs survive the winter cold by basically freezing and thawing when it warms up in the spring. Many people wish they could freeze their body too. Mastering the secret of frog freezing, or cryogenics, would allow people with untreat- able diseases to 'pause' their life until some date in the future when a cure would be found.

FROGS AND YOU The health of most plant and species is depends on their relationship with us and the value that we assign to the species. In some parts of the world, frog legs are served in expensive restaurants while other cultures eat them as a source of protein. The dart hunters of the American tropics undoubtedly placed high value on the Poison Dart Frogs for their poison, but as hunting societies are far less common in this technological world, this value has decreased. Frogs have also been used for dissections in anatomy classes, which may support local economies in some areas.

THE DEMISE OF A FROGGY FRIEND Although frogs have been hopping lucky to survive major changes in their world, it now appears they are in trouble. Not only are the numbers of individual frogs decreasing, but we are also losing entire

THE Frog FILES 11 INTRODUCTION species. In the past, the Costa Rican Golden Toad has been used on posters to advertise the diversity and beauty of . It has also been a symbol of environmental protection as the jungle where it lives had been named an ecological preserve. Although this frog was thought to be safe in its protected habitat, something else has affected the life of this frog. Sadly, this little frog has not been seen since 1989 and may well be extinct. Some people think that global warming may have caused the loss of this species.

FROGS AS BIO-INDICATORS Frogs are can give us clues about how healthy an ecosystem is. Declines in frog populations can tell us that the environment has weakened. We all know that the pollution of wetlands, forests and prairie can damage or destroy important habitat for frogs, there are concerns about the earth's atmosphere affecting frogs as well. Unfortunately, these problems are much more difficult to predict and require a very long time to prove. The results of more ultraviolet (UV) radiation from pollution eating away at the ozone layer and global warming are of major concern to scientists today. Right now, we can only really guess how these problems are hurting frogs, but our knowledge will grow over time as we continue to collect new information. Programs like FrogWatch, which you as a class may take part in, are a very important way for us to learn how to take better care of all the animals and other organisms with who we share the earth.

12 THE Frog FILES How Froggy is Your Memory? 0.1

TRUE OR FALSE? ❍❍1. Toads are a type of frog. A ❍❍ 2. Dinosaurs are thought to have existed before the frogs. ❍❍3. The word amphibian means “double life”. ❍❍4. The study of reptiles and amphibians is called herpetology. ❍❍5. Tadpoles eat insects. ❍❍6. The Ornate Horned Toad, or Pac Man toad, will eat mice. ❍❍7. Glass frogs have semi-translucent (“see through”) skin. ❍❍8. 85% of the world’s frogs live in Europe. ❍❍9. The number of frogs around the world is growing rapidly. ❍❍10. Frogs can give clues that tell us how healthy an ecosystem is.

HOW MANY SPECIES OF FROGS CAN BE FOUND IN CANADA? B ❍ 4 ❍ 24 ❍ 400 ❍ 3400 AMPHIBIANS DO NOT USE WHICH OF THE FOLLOWING TO BREATHE: C ❍ skin ❍ gills ❍ lungs ❍ snorkel WHICH OF THE FOLLOWING ARE NOT AMPHIBIANS ? D ❍ snakes ❍ caecilians ❍ salamanders ❍ toads WHICH IS A COMMON CHARACTERISTIC TO REPTILES AND AMPHIBIANS? E ❍ warm-blooded ❍ good dancers ❍ cold-blooded ❍ five-toed WHAT IS THE LARGEST FROG IN THE WORLD CALLED? F ❍ Elephant Frog ❍ African Bullfrog ❍ Cuban Tree Frog ❍ Wood Frog WHAT DO PEOPLE USE CUBAN TREE FROGS FOR? G ❍ food ❍ anatomy class ❍ perfumes ❍ dart poison WHICH CONTINENT HAS THE MOST FROG SPECIES? H ❍ North America ❍ Asia ❍ Antarctica ❍ South America WHAT ADAPTATION DOES THE WOOD FROG HAVE FOR SURVIVING WINTER IN CANADA? I ❍ staying in water ❍ burrowing ❍ drinking hot tea ❍ freezing INTRODUCTION

Activity 0.2 The 10th Annual Canadian Frog Conference

GRADES OBJECTIVE 3-6 To introduce students to the concerns facing frogs and toads in Canada and in other parts of the world TYPE OF ACTIVITY Reader Theatre BACKGROUND INFORMATION The following reader theatre is an excellent way to introduce MATERIALS students to some of the environmental threats facing frogs and to • FrogWatch poster dispel some myths about frogs and toads. • 10 Students • A picture of a TEACHER INSTRUCTIONS • Copies of pages 15-17, one 1. Make copies of pages 15-17 and hand out one copy to a pair per pair of students of students. • Copies of Finger puppets on 2. Instruct the students on the procedure of conducting a reader stiff paper (optional), page theatre. For example, the text in Italics is not to be read out 18 loud. • Pencil crayons, crayons, or 3. Assign roles to each student. markers 4. If you choose to use the finger puppets to complement the • Scissors reading, encourage your students to colour their finger puppet to match the colours of the frog they are playing. Refer them to VOCABULARY the FrogWatch poster for guidance. Also try and show them a amphibians, extirpated, fertilizers, picture of a poison dart frog pointing out the bright colouration habitat, mucous, pesticides and highly contrasted pattern.

CURRICULUM LINKS K-2 ADAPTATION Grade 3 Younger students will enjoy colouring the finger puppets. They S 203-5, 400, 406 could research information about a frog, colour the finger puppet E 2.2, 2.3, 4.4, 5.1 accordingly, and tell other students facts about the frog using the Grade 4 puppet. For example, “I have see-through skin…”. S 105-1, 108-1, 108-3, 207, 409, 410, 418, 419 EXTENSION E 2.2, 2.3, 4.4, 5.1 1. Break students into groups and have them write and perform a Grade 5 one-act puppet play addressing some of the issues presented in S 108-7, 207-3, 409, 410, 418, 419 the reader theatre. Ideas include: introduced species, frogs as E 2.2, 2.3, 4.4, 5.1 fish bait, pesticide/fertilizer contamination, vanishing frogs, Grade 6 handling of frogs etc. S 108-5, 108-8, 207, 409, 410, 2. Play some recordings of frog calls and quiz your students as to 418, 419 “who’s making all the noise”. E 2.2,2.3,4.4, 5.1 14 THE Frog FILES The 10th Annual Canadian Frog Conference

CAST OF CHARACTERS

Leonard the Flash the Poison Dart Frog Bruce the Bullfrog Peeps the Spring Peeper William the Wood Frog Gertie the Great Plains Toad Milly the Sally the Plains Spadefoot Clementine the Green Frog Patricia the

(Everyone starts off by croaking and ribbiting to each other, looking around, and nodding and continuing to do so until Leonard calls them to attention)

Leonard: , order, ORDER! Thank you. Hi. I am Leonard the Leopard Frog and now that I have your attention I want to welcome you all to the 10th Annual Canadian Frog Conference-and yes toads, that includes you too because all toads are actually frogs. We are gathered here today to discuss some issues relating to frogs and toads here in Canada and all around the world. I'd like you all to take a moment to welcome our special guest, all the way from the jungles of , Flash, a Poison Dart Frog.

(Everyone claps hands and croaks a bit more.)

Flash: Thank you, thank you, thank you. Hey all you funky froggy friends, how is it going? It sure was a long trip. I had to wear a coat on the airplane because every time someone saw my bright colours, they would jump and run away because they were scared of my poison. Brrrr…it sure is cold up here in Canada. I mean really cold. How do all of you deal with this weather?

William: Quack, quack, quack. Well, Flash, I am William the Wood Frog and also a member of a special club called the "Deep Freeze Six". That means me and five other types of frogs in Canada actually freeze our bodies in the winter and hide under leaves or in cracks of trees. Then when it warms up, we thaw out (but not melt!). That way we don't feel a thing. Sure beats those winter blues. Quack, quack.

Clementine: EEEEEEEEEEEEEEEEE!!!!!! I sure like to scrEEEEEEEEEEEEam! Keeps those pesky predators away. Flash, I am Clementine the Green Frog and in the winter I chose to stay at the bottom of a frozen pond and chill out. Because my body gets so slow, I don't even feel hungry then I get very sleepy and wake up when the ice melts again. This is how the rest of us deal with the cold.

THE Frog FILES 15 INTRODUCTION

Gertie: (Gertie takes a deep breath and puffs out her cheeks. She does this because when she feels threatened or is mad, it will make her look bigger) Aren't you forgetting me? My name is Gertie the Great Plains Toad and we don't stay at the bottom of the pond. No siree. We have special tools on our feet that help us dig deep down in the soil below the frost. That is how we spend our winters, it's toad-ally warm. Right, Sally?

Sally: That's right Gertie. I am a Plains Spadefoot and I don't have these spades on my feet for noth- ing! I also use them to dig in the soil when it's super hot to avoid losing my precious water. That's one thing about all of us frogs and toads, we need a constant source of clean, healthy pond water.

Bruce: (Bruce starts to speak croak and he sounds like he is saying Jug-o-rum, Jug-o-rum). Hi everyone. I am Bruce the Bullfrog and it's true: Clean water is a problem. Often pesticides and fertilizers from nearby farms get into our ponds and make them very bad places to live. Many of my friends have gotten sick from drinking and living in bad water. And with the earth getting warmer each year, it is getting harder and harder to find a good pond that doesn't dry up too soon. Phewww. What is that smell?

Milly: Excuse me. It must be me. I am Milly the Mink Frog and I don't mean to smell. It's just that when I get nervous I sometimes sweat something that smells like rotten . Bruce, you are right. Water is so important to us. All of us depend on water for some part of our lifecycle as tadpoles or adult frogs. That's what makes us amphibians. Part water, part land. We need water to lay our eggs in and to keep our skin moist so we can breathe properly. Our skin feels slimy because it is covered in mucous and this helps us breathe. Without it, we can die.

Peeps: Peep! Peep! Speaking of skin, peep, peep, I am Peeps the Spring Peeper and I want to tell any non-frogs in the audience that it is not gross that we eat our skin. Peep. When we shed, it feels wonderful, like getting a new pair of running shoes. And peep, peep, our skin has lots of vitamins in it that are good for us. What I peep, peep, think is gross, is how humans are shedding their skin peep, peep, all the time!

Patricia: Hi everyone. I am Patricia the Pickerel Frog. Can I say something about humans? Normally, I think humans are pretty neat creatures. Lots of them do good things for us like protect our habitat and listen for our calls every spring to make sure we are healthy. I don't even mind if they pick us up as long as they wash their hands first and put us back exactly where they got us. But there is one thing that really, really bothers me and that is when people kill us to put on their fish hooks. I lost my brother to a fisherman last year. (Patricia snores quietly and sadly)

Bruce: Jug-o-rum, jug-o-rum. Speaking of humans, I want to defend myself a little here. I know all of you think I am a big bully and you have gotten very angry at me in the past for eating some of you smaller frogs, but my family and I were never supposed to live in British Columbia. Humans who wanted to raise me to eat my legs, moved me to a new province. And when I got there, I was not used to the environment and I was hungry and ate what I could and I am so sorry if I ate any of your friends or family. I just can't seem to help myself. Jug-o-rum, jug-o-rum.

Leonard: On behalf of all of us, I forgive you Bruce. I know its not really your fault. We all eat other animals-, spiders, slugs, snails-you name it! The only time we didn't eat other animals was when we were all vegetarians as tadpoles. Back then, algae and plants were the only things we ate.

16 THE Frog FILES INTRODUCTION

Clementine: Other animals are always trying to eat us like skunks, owls, fish, and snakes. When any of them come near me, I just remember to scrEEEEEEEEEEEEEam!

Gertie: I just puff myself up really, really big so I look to hard to get in their mouths. And, another thing… I have icky tasting poisons on my skin that I make in my poison glands. Once they get a taste of that, peh, peh (pretend to spit something out), they spit me out pretty fast. Mostly everyone that is, except for those Hognose Snakes. I ought to give them a piece of my mind….Phew. What is that smell? Milly, is that you again?

Milly: I'm sorry. Yes, it is me. But it sure helps keep predators away. Hey, have any of you heard from Carmen the Cricket Frog? I haven't heard or seen her in AGES!

William: Quack, quack, quack. I guess you haven't heard the bad news, have you Milly? As you know, Carmen and her relatives live on only a tiny, tiny island called Pelee Island. The bad news is, nobody has even heard from her since 1989-not even a postcard. Many believe that she no longer lives in Canada but maybe lives in another country. The word for this is extirpated and it is very sad if in fact this is what has happened. Quack, quack.

Flash: That is sad. Something very sad happened in my home country too. The Costa Rican Golden Toad, a very pretty but shy little toad, also disappeared without a trace in 1989 even though they lived on a wildlife preserve. What is happening to us?

Peeps: Peep, peep. I don't know what is happening, Flash, but I do know one thing. There is some- thing peep, peep we can do to help. You see there are some humans called scientists that are working really hard to find out what is happening to us. These scientists have called on volunteers for help.

Sally: Hey, I've heard about these volunteers. These are people that care about frogs and the environment and want to help the scientists. What they do is go out to a pond or other area where we live every year and listen for us singing. First they take the time to learn each of our voices so that they know who we are when they hear us. When they hear us, they write our names down and send it to the scientists. That way the scientists can keep track of our numbers from year to year.

Patricia: I've heard of that! It's called FrogWatch and it is happening all across Canada. People really do care about us (even though some of them insist on putting me on a fish hook). And anyone can help with FrogWatch. Even the human tadpoles and froglets-oh I mean, kids. I have an idea. Let's end this conference by having all of us practice our calls together so the humans will hear us when they are frogwatching. Ready? On three. One, two, three! Croak!

(Everyone start croaking and ribbiting as a "chorus" of frog calls). The End

THE Frog FILES 17 18 THE Frog FILES Biology and Classification

Frogs enjoy one of the longest histories of any species currently inhabiting the planet. They have withstood millions of years of ecological upheaval and change including rotational shifts in the earth's axis, countless volcanic eruptions, and almost unimaginable prolonged cycles of global warming and cooling over millions of years. Through all of this, frogs have maintained the genetic flexibility to adjust and adapt to these profound changes in the earth's atmosphere and landscape. While more than 3000 species of frogs exist in the world today, there is no doubt that countless thousands of species have come and gone in the march of evolutionary time. But it is the basic and simple strategy of dividing a lifecycle between land and water, diverting energy into a metamorphosis from an aquatic to a land animal combined with an explosive reproductive potential that has served this group of animals so well.

CLASSIFICATION Classification systems are the scientific interpretation of organization in nature. The broadest categories in this system are the KINGDOMS; the six Kingdoms are the Animals, Plants, Fungi, Protists, Bacteria and Archaea bacteria. The next level is PHYLUM followed by CLASS. The amphibians are grouped into the Class: Amphibia. Frogs and toads form the ORDER Anura (or ) that is divided into about 20 families (see Table 1). The explanation to the riddle "all toads are frogs but not all frogs are toads" is that toads are just one family in Order Anura and generally speaking, all of the members of Anura are referred to as frogs. Orders are divided into FAMILIES that give way to and finally, SPECIES. The scientific name is made up of the Genus and Species name and are either italicized or underlined.

Five families of frogs and toads live in Canada: the tree frogs, the true frogs, the tailed frogs, the toads and the spadefoots. There is but a single species of , that being in British Columbia. Tailed frogs are unique in that they possess a tail-like appendage that functions to deliver sperm internally to the female of the species. Remember that amphibians are generally characterized by the external fertilization of eggs by males so the tailed frog is a divergence from that general rule.

THE Frog FILES 19 BIOLOGY & CLASSIFICATION

GENERAL DISTINGUISHING CHARACTERISTICS OF FROG FAMILIES IN CANADA*

If it has a tail… Tailed Frog

If it has two lines down its back…

If it has specialized toepads for climbing… Tree Frog

If it looks like a toad without the poison glands and has a vertical pupil... Spadefoot

If it has warty skin and poison glands… Toad

*Remember there are always exceptions to every generalization.

20 THE Frog FILES BIOLOGY & CLASSIFICATION

Leap Around the World Activity 1.1

OBJECTIVE GRADES To familiarize students with some frogs from around the world; 3-6 To identify the continents where these frogs are found on a world map TYPE OF ACTIVITY Geography Puzzle BACKGROUND INFORMATION Frogs are found on every continent of the world (except MATERIALS Antarctica) in a variety of . By putting together a puzzle of • Copies of pages 23-25 the world, students will not only sharpen their geography skills, • Scissors but also learn about some amazing frogs and toads from around • Glue or tape the world. VOCABULARY TEACHER INSTRUCTIONS , mating season, prey, 1. Copy a blank world map, a set of frog stamps and a Leap tadpole Around the World text sheet for each student. 2. Tell students they are going to match the frog to its home CURRICULUM LINKS continent by referring to the provided text. Grade 3 3. Have them cut out the frog stamps and place them on the S 401, 402, 404 blank map. Grade 4 4. When they are sure they have them in the right place (or you S 300-1, 412, 413, 416 have checked over their map), have them tape or glue the frogs Grade 5 in their home. S 300, 412, 413, 416 5. Recognize that there may be more than one correct spot for Grade 6 some of the frogs. Refer to the answer key map for one set of S 300-17, 412, 413, 416 possible answers. 6. As a class, discuss as a class which frogs they find particularly interesting and why.

THE Frog FILES 21 22 ANSWER KEY BIOLOGY &CLASSIFICATION

4

9 7 1 2 11 3 6 12 5 8 10 THE Frog FILES Leap Around the World 1.1

Carefully cut out the frogs of the world stamps. Then, using the following information, find out where the frogs live. Place their stamp on the proper continent. When you are sure you have them placed on their proper home, glue them in place.

HAIRY FROGS ASIAN LEAF FROGS • Live in Africa • Live in Asia 1 • During mating season males develop a 7 • Has flaps of skin or "horns" over its eyes “skirt” of hair around their hips • It's brown skin and jagged shape make it look just like dried leaves in the forest RED-EYED TREE FROGS • Live in Central America TONGUELESS FROGS 2 • Small enough to perch on a dial of a • Live in Africa and South America wristwatch 8 • Include African Clawed Frogs and the • Brilliantly coloured: green, white, and flat Surinam Toads—the Surinam Toad is yellow so flat it looks like roadkill • Live completely in water and therefore GOLIATH FROGS do not need a tongue to catch prey • Live in Cameroon (Africa) 3 • Also called African Bullfrog BARKING FROGS • World's largest frogs; can measure over • Live in the southern 76 cm in length and weigh more than 9 • Sound more like small dogs than frogs 3 kg! • Some fathers stand guard over the eggs until baby frogs emerge ready to fend TAILED FROGS for themselves • Live in north-western North America 4 (Canada!) HORNED FROGS • Only frogs which keep a stub of their • Live in South America tadpole tail in male adult life 10 • Also called the "Pac Man frog" for their big mouths WATER HOLDING FROGS • Known to have nasty tempers and very • Live in central Australia sharp teeth that they are not afraid to use! 5 • During rainy season, they absorb water into their skin and store it in a bag-like PARADOXICAL FROGS sac • Live in Trinidad (Caribbean) • When conditions are very dry, they bury 11 • Tadpoles can be over a 30 cm long but themselves underground will shrink into their adult form to just • These frogs are said to be able to stay 3.8 cm alive while buried as long as 10 years! CASQUE-HEADED FROGS FLYING FROGS • Live in South and Central America • Live in Borneo (Indonesia) 12 • Skull bones form a solid helmet 6 • Can launch out of trees and use foot • May use their bony heads to block the webbing as parachute to help land entrances to their burrows and reduce safely away from danger evaporative water loss BIOLOGY & CLASSIFICATION

1 2 3 4

5 6 7 8 9 10 11 12

1 2 3 4

5 6 7 8 9 10 11 12

1 2 3 4

5 6 7 8 9 10 11 12

24 THE Frog FILES 1.1 BIOLOGY & CLASSIFICATION

Activity 1.2 Who Am I: Frog or Toad?

GRADES OBJECTIVE K-2 To teach very young students the basic differences between frogs and toads TYPE OF ACTIVITY Simple Puzzle and Colouring BACKGROUND INFORMATION: Frogs and toads are both members of the Order Anura. Frogs are MATERIALS generally more smooth-skinned and longer limbed. Toads are • Copies of pages 27-30, stout-bodied, warty skinned frogs that are found further away double sided as explained from water sources. Frogs are characterized by the presence of in instructions dorsolateral ridges down their backs whereas toads are identi- • Extra copies of pages 27 fied by the presence of bumpy parotid (poison) glands and and 29 cranial crests. Frogs may have teeth but they are absent in toads. • Scissors • Crayons, pencil crayons, TEACHER INSTRUCTIONS or markers 1. Make double sided copies of the pictures with the text on the back. • A big yellow envelope 2. Colour the pictures of the frog and toad. • Fun tack or tape 3. Cut the pictures into quarters and place the 8 pieces in an envelope. 4. Have students reach into the envelope and draw out one card. VOCABULARY 5. Hold the pieces up so they can see part of the diagram, read them dorsolateral lines, frog, the back of the card and ask them if they think it is a frog or a toad. parotid (poison) glands, toad 6. Put fun tack on the back of each piece and put frog pieces on one side of the blackboard and toad pieces on the other. CURRICULUM LINKS 7. When all the pieces have been drawn, check any wrong answers Grade K and assemble the pieces into a completed puzzle. E 5.1 8. When finished, give students copies of the pictures of the frog S 100-1, 202, 203 and toad to colour for themselves. Grade 1 9. Help them write "FROG" on the frog picture and "TOAD" on the E 5.1 toad picture. S 100-4, 100-7, 100-8, 202- 10.Grade 2 students could do this activity in partners. 2, 203-2 Grade 2 OUTDOOR CLASSROOM EXTENSION E 5.1 1. Divide your class in half—one groups of frogs and one group of S 100, 202-2, 203-2 toads. Put the frogs on one side and the toads on the other. 2. Tell the students that you are going to read some clues. If the clue is about toads, the toads are supposed to chase the frogs; if the clue is about frogs, have the frogs chase the toads. 3. When reading the clues, help the students if they are unsure of the answer. Have fun!

26 THE Frog FILES

I have teeth. I have lines down my back.

I have long legs My skin is soft, for jumping. smooth, and moist.

I don't have any teeth. I have big poison glands behind my eyes.

I have short legs My skin is rough, for crawling. dry and bumpy. BIOLOGY & CLASSIFICATION

Is that a Frog on Your Finger Activity 1.3 or a Toad on Your Thumb?

OBJECTIVE GRADES To illustrate the differences between frogs and toads 3-6 with a K-2 Adaptation

BACKGROUND INFORMATION TYPE OF ACTIVITY It is a common belief that there are only two types of hopping Origami Frog Flycatcher amphibians in the world, frogs and toads. However, the words "frog" and "toad" are very general and describe only the basic MATERIALS distinctions between many types of frogs and toads. The word • Copies of pages 35-36 "frog" encompasses all the anuran families including many types • Scissors of frogs, toads, and spadefoots. Toads are just a family of frogs K-2 Adaptation and "frogs" are actually broken down into true frogs, treefrogs, • tape tailed frogs etc. (see Table 1:Frog Families of the World, page 46). • pencil crayons, crayons, or Therefore, all toads are frogs, but not all frogs are toads. There are markers several characteristics that separate True Toads (Family: Bufonidae, • red construction paper cut eg. Great Plains Toad) from True Frogs (Family: Ranidae eg. into strips Bullfrog). Generally toads have dry, bumpy skin; live further from a water source than frog; and have parotid (poison) glands and VOCABULARY cranial crests. Frogs usually have smooth, moist skin; live close to cranial crests, dorsolateral water; and have dorsolateral lines. Many frogs fall on a gradient lines, parotid glands, spawn between frog and toad. The following activity will teach students some of the morphological differences between frogs and toads. CURRICULUM LINKS Grade 3 TEACHER INSTRUCTIONS S 201-1, 203-2 1. Begin writing the riddle "All toads are frogs but not all frogs E 5.1 are toads" on the board. Ask students if they can decipher the Grade 4 riddle. Explain the phrase to them. S 104-6, 205-3, 300-1 2. Hand out copies of each page to pairs of students. Make sure E 5.1 groups have 2 different sheets. Grade 5 3. Construct the Origami Frog Flycatchers. If the class is not S 104-7, 205-3, 300 already familiar with this technique, refer to page 33. E 5.1 Grade 6 HOW TO PLAY FLYCATCHER Q&A S 104-8, 300-17 Break the group of students into pairs. One person starts with a E 5.1 flycatcher closed on their fingers (Student A) and the other person starts by picking a frog picture from on the outside (Student B). For example, Student B may choose "Gray Treefrog". Student A opens the "mouth" of the flycatcher and displays a number adjacent to

THE Frog FILES 31 BIOLOGY & CLASSIFICATION the Gray Treefrog. In this case, the number displayed will be either 1 or 2. If 2 is shown, Student A opens the mouth in one direction and then again in the other direction to equal "2". Student B then picks another number and Student A opens the flap to reveal the question and asks it to Student B. If Student B answers correctly, he/she gets another chance to be asked a question and the above steps are repeated. When Student B gets a question wrong, it is Student A's turn to be asked a question and Student B manoeuvres the other flycatcher. The student who answers all their questions correctly first is the winner.

K-2 ADAPTATION 1. Have you students make a frog puppet! Follow the steps to make an origami frog flycatcher except use blank paper. 2. Tape together two of the four edges on the flycatcher so that the "mouth" can only open in one direction. 3. Have your students colour eyes on their frogs. 4. Take a strip of red construction paper and wrap it around a pencil to make it curl. This is the frog's tongue. 5. Tape the tongue inside of the frog's mouth. 6. How many flies can you catch with your flycatcher?

SOURCE How to make an origami flycatcher diagrams were adapted from those at http://www.yasutomo.com/project/fortuneteller.html

32 THE Frog FILES BIOLOGY & CLASSIFICATION 567 1234 corner. nally, to both ways, corner Fold the paper in half diago- with the PRINT SIDE DOWN. paper lying flat on the desk Start with a square piece of odppri afadufl.Fold paper in half from top Fold paper in half and unfold. meet in the middle. so that the points all corners PRINT SIDE DOWN and fold up Make sure the paper is still to bottom. Do not unfold. move the Frog Flyatcher back and forth. Slide thumbs and forefingers under the squares to down. the four flaps are facing Turn the paper over so that into the centre. Again, fold all the corners

THE Frog FILES 33

BIOLOGY & CLASSIFICATION Canadian Toad Canadian

Gray Treefrog Gray 8 I have My skin long legs is rough, for jumping dry and bumpy

Frog Toad 21 and parotid glands 7 cranial crests o dToad Toad I have Toad I have knobs on my hind feet to help me dig in soil long ribbon of eggs looks like a My spawn

I need to

Frog

live near water 65

3

to keep my skin moist to keep Frog Toad

waist teeth

a small small a any have

I have have I don’t I Great Plains Toad 4 Boreal

34 THE Frog FILES

BIOLOGY & CLASSIFICATION American

Northern Leopard Frog Leopard Northern 8 I have I don’t have small teeth much webbing on my upper jaw on my hind feet

21Frog Toad 7 for walking odToad Toad short legs I have Frog My skin is smooth, soft and moist from water be found far I can I can

Toad drink water

by pressing my 65

3

against the soil Toad Frog

on grasses in water in grasses on

waist

in small clusters small in

a wide wide a

lay my eggs my lay

I have have I

I usually I Northern Cricket Frog 4 Fowler’s Toad

THE Frog FILES 35 BIOLOGY & CLASSIFICATION

Activity 1.4 If You Were a Frog...

GRADES OBJECTIVE 1-3 To raise awareness of the differences and similarities between a frog and a student TYPE OF ACTIVITY Complete the chart TEACHER INSTRUCTIONS 1. Make copies of the worksheet, If You Were a Frog... MATERIALS 2. For the older students break the class up into pairs and have • Copies of page 37 them fill out the chart. • Pencils 3. For younger students, you may choose to complete the chart • Tape measure as a class on easel paper. • Bathroom scale CLASS QUESTIONS VOCABULARY 1. Who can jump further? You or a frog? amphibian, hibernate, 2. Who has more fingers? , reptile, tadpole 3. Who has fewer toes? 4. Who is heavier? CURRICULUM LINKS 5. Who becomes an adult first? Grade 1 S 100-4, 100-5, 100-8, 200-1, 201-5, 203-2 E 1.1, 3.1, 5.1 Grade 2 S 100-15, 100-16, 102-6, 200-1, 201-5, 203-2 E 1.1, 3.1, 5.1 Grade 3 S 200-1, 201-5, 203-2 E 1.1, 3.1, 5.1

36 THE Frog FILES If You Were A Frog... 1.4

Complete the chart to find out how you compare to a frog.

NAME: IF YOU WERE A FROG...

What kind of animal are you? ...you would would be an amphibian. Are you: a) A mammal ...... ❍ b) A reptile ...... ❍ c) An (bugs) ...... ❍ d) A bird ...... ❍ e) A fish ...... ❍ f) An amphibian ...... ❍

How far can you jump? ...you could jump up to 10.3 metres (if you were a South American Sharp-nosed frog)!

How many fingers do you have ...you would have 8 fingers. altogether?

How many toes do you have ...you would have10 toes. altogether?

How much do you weigh? ...you would weigh up to 3.3 kg (7 pounds)

How tall are you? ...you could measure less than 1cm to 30 cm.

How long will it take until ...on average, it would take you112 days to you are a grown-up? become an adult.

What are your favourite foods? ...you would eat mainly insects and worms but also almost anything that would fit in your mouth. As a tadpole, you’d eat only plants for the first 7 weeks.

What do you like to do ...you would hibernate in the winter. Some of in the winter? you would hibernate in cracks in trees, others burrow in the mud, and some spend the winter at the bottom of a pond.

How long can you expect to live? ...you would probably live between 2 to 40 years BIOLOGY & CLASSIFICATION

Activity 1.5 Wood Frog: Connect the dots

GRADES OBJECTIVE 1-3 To introduce students to a widely distributed and easily recognizable Canadian frog TYPE OF ACTIVITY Connect-the-Dots/ Colouring TEACHER INSTRUCTIONS 1. Post the FrogWatch poster where all the students will have MATERIALS access to it. • Copies of page 39 2. Make copies of the Connect the Dots worksheet. • Pencils 3. Hand them out to each student and have them connect the • Pencil crayons, crayons, or dots. markers 4. Ask them to take their sheet up to the FrogWatch poster and find the frog that matches the one they just made. CURRICULUM LINKS 5. Get them to write the name of the frog on the blanks provid- Grade 1 ed. Younger students will need help writing "WOOD" in the S 100-5, 202-9 blanks provide. E 1.1, 2.1, 4.3 6. Draw attention to the black mask that defines this frog. Grade 2 7. Ask the students if any of them have ever seen a wood frog. S 202-9 And if so, where was it? Why do they think it would be called a E 1.1, 2.1, 4.3 "Wood" frog? (they are often found in wooded areas) Share Grade 3 with them the fact that the Wood Frog can freeze solid over S 202-9 the winter. Brrrrr!! E 1.1, 2.1, 4.3

38 THE Frog FILES Connect the Dots 1.5

Connect the dots and colour the picture of the ZORRO of the frog world!

3 4 5 2 6 1 7 8 55 9 10 54 11 53 12

52 15 14 13 46 44 48 51 16 18 17 45 49 43 50 19 42 47 41 37 39 40 36 20 38 35 21 34 32 33 31 22 30 27 23 28 24 26 29 25

I am a _ _ _ _ Frog BIOLOGY & CLASSIFICATION

Activity 1.6 Anatomical Anagrams

GRADES OBJECTIVE 3-5 To make students aware of the anatomical differences between frogs and toads TYPE OF ACTIVITY Diagram labelling/ anagram TEACHER INSTRUCTIONS 1. Make copies of the Anatomical Anagrams worksheet. MATERIALS 2. Hand them out to each student and have them unscramble the • Copies of page 41 labels to complete the diagram. • Pencils ANSWER KEY (TOP TO BOTTOM) VOCABULARY WORDS Frog cranial crests, dorsolateral 1. Eyes lines, parotid (poison) glands 2. Nostril 3. Mouth CURRICULUM LINKS 4. Eardrum Grade 3 5. Throat S 203-2 6. Dorsolateral lines E 2.1 Grade 4 Toad S 300-1 1. Cranial crests E 2.1 2. Eyes Grade 5 3. Mouth S 300 4. Eardrum E 2.1 5. Parotid glands

40 THE Frog FILES Anatomical Anagrams 1.6

Unscramble the labels to complete the diagram of the main parts of a typical frog and toad.

FROG LORAOTSODEL YEES SILEN

LISTRON

TUHMO

DRAUMER

TORTAH

TOAD NARICAL SRCTSE SEYE

MTUOH

MRAUERD

ARTIDOP DLANGS BIOLOGY & CLASSIFICATION

Activity 1.7 It's All Latin to Me

GRADES OBJECTIVE 4-6 To introduce students to the logic behind scientific nomenclature.

TYPE OF ACTIVITY BACKGROUND INFORMATION Matching Scientific names are composed of the genus and the species. The standard format is to use a capital letter on the genus and MATERIALS lowercase letters for the species (e.g. Genus species). The names • Copies of page 43 are separated by a space and are either italicized or underlined. • Pencils The roots of these words are often Latin or Greek but sometimes they are modified English words or the names of people. Scientific VOCABULARY names are universal; a Bullfrog may have 15 different names in as cranial crest, habitat, many languages but when referred to as catesbeiana, the hibernation audience will know which frog you are talking about whether you are in Japan, India, or Canada. CURRICULUM LINKS Grade 4 TEACHER INSTRUCTIONS S 104-6, 300 1. Make copies of the It's All Latin to Me worksheet. E 2.1, 2.3 2. Hand them out to each student and have them match the Grade 5 scientific name to the common name. S 104-7, 300 E 2.1 EXTENSION Grade 6 Encourage students to look up some words in the dictionary and S 104-8, 300-15 try and find Latin or Greek roots to common English words. E 2.1 ANSWER KEY 3 Bullfrog 6 Canadian Toad 5 Green Frog 4 Western Toad 2 Red-legged Frog 8 Pickerel Frog 1 Wood Frog 7

SOURCE Information was adapted from text at www.aquatic.uoguelph.ca/amphibians

42 THE Frog FILES It’s All Latin to Me! 1.7

Latin names, or more correctly, scientific names, are assigned to species by scientists so that people around the world can all use the same language when referring to an organism. Brush up on your Latin skills by matching the scientific name to the common name. If you get stuck, look to the “hints” below for clues.

Rana palustris; Rana-Latin for frog, from the Latin paluster, 1 meaning "of the marsh" Great Basin Spadefoot Bufo boreas; Bufo-from the Latin bufonis for toad, boreas-meaning from the north Bullfrog 2

Scaphiopus intermontanus; -derived from the Canadian Toad 3 Greek words scaphio meaning spade and pous meaning foot, intermontanus-of Latin origin inter meaning between and montanus meaning "of mountains" Green Frog Rana clamitans; Rana-Latin for frog, from the Latin clamito, meaning to cry loudly-referring to their loud escape squeak Western Toad 4

Bufo hemiophrys; Bufo-from the Latin bufonis for toad, Red-legged Frog 5 hemiophrys-from the Latin word for eyebrow, referring to the cranial crest between and behind the eye Pickerel Frog Rana catesbeiana; Rana-Latin for frog, catesbeiana-named 6 for German naturalist, Mark Catesby Wood frog Rana sylvatica; Rana-Latin for frog, from the Latin sylva, 7 meaning "a wood", and sylvaticus, "growing among trees", referring to the habitat of this species.

Rana aurora; Rana-Latin for frog, aurora-Latin for "dawn" 8 referring to the underside colour of the hind legs

1 The common name comes from the frequent use of this frog as bait for pickerel fishing 2 The only toad in British Columbia 3 This spadefoot has a built in shovel 4 A "colourful" name that doesn't always describe it correctly 5 Our own "home-grown" toad 6 A large and aggressive bully towards other frogs 7 A frog that freezes during hibernation and thaws out in the spring 8 A colourful frog named for its rosy underside BIOLOGY & CLASSIFICATION

Activity 1.8 Name That Frog

GRADES OBJECTIVE 3-6 To familiarize students with different species of frogs worldwide and learn something about their lifestyle TYPE OF ACTIVITY Charades game BACKGROUND INFORMATION Frogs occupy a diversity of habitats worldwide and many have very MATERIALS specific adaptations that help them cope with the challenges of • Copies of cards on amphibian life. Some of the following frogs have very bizarre page 45 adaptations whereas others just have very interesting names that stimulate the imagination. VOCABULARY predators, tadpole TEACHER INSTRUCTIONS 1. Photocopy the "Name that Frog"card sheet and cut it into CURRICULUM LINKS individual cards and put them in a hat. Grade 3 2. Divide the class into pairs. Have one person in each group draw S 203-5 a card from the hat. E 5.1 3. Inform the class that in pairs, they are to act out the strange Grade 4 name of the frog on their card while the rest of the class tries S 207, 300-1, 412, 418 to guess the name of the frog. E 5.1 4. Once someone is correct, have the charaders read out the Grade 5 "frog factoids" on their card. If the students are taking too S 207-3, 412, 418 long to guess the name of frog the being acted out, have the E 5.1 charaders reveal their frog's identity and proceed with the Grade 6 reading of the frog factoids. S 207, 300-17, 301-15, 412, 418 E 5.1

44 THE Frog FILES BIOLOGY & CLASSIFICATION

POISON ARROW DART FROG GIANT BULLFROGS • Live throughout the tropics • Also called a • Very brightly coloured to warn predators of • Lives in Cameroon, Africa their poisons • Biggest frog in the world • Poisons on their skin used by people to hunt • This frog is the size of a football with arrows

GHOST FROGS TOMATO FROG • Has the most restricted range of any South • Lives in Madagascar African amphibian; it lives only on Table • Got it's name because it looks like a dropped Mountain tomato • Tadpoles have evolved large sucker-like • It puffs itself up to scare away predators mouths for clinging to smooth rocks in fast-flowing mountain streams

BARKING FROGS FOUR-EYED FROG • Live in the southern United States • Found in Chile • Sound more like small dogs than frogs • Has a pair of eye spots that mark it's rear-end • Some fathers stand guard over the eggs until • They are actually big poison glands with baby frogs can emerge ready to fend for spots on them but when threatened, the themselves frog puffs them up and scares off predators

CATHOLIC FROG FLAT HEADED FROG • Lives in Australia • Lives in Australia • Named for dark cross-like pattern on it's back • It lives in burrows and is noted for its' ability • It copes with drought by burying to store enough water in its body to take on underground a ball-like shape.

WOOD FROG FIRE-BELLIED TOAD • Found here in Canada as far north as the • Found in Asia and Europe Arctic Circle • Their tongues cannot extend out like other • These are "deepfreeze" frogs: they make frogs so they have to leap forward and catch enough sugar in their blood that they can their prey in their mouths freeze solid for 2 weeks or more! • They have brightly coloured bellies to warn predators that they are poisonous

HORNED TOAD/ PAC-MAN TOAD FLYING FROGS • Lives in South America • Live in Malaysia and Borneo • Also called the "Pac Man frog" for their big mouths • Have parachute webbing on their hands and • Known to have nasty tempers and very sharp feet which act as an air-brake when they teeth that they are not afraid to use! glide from tree to tree or leaf to leaf

THE Frog FILES 45 BIOLOGY & CLASSIFICATION DISTRIBUTION global Mostly tropical, excepting some islands Circumpolar Western North America, New Zealand Global Global Southern Chile and China, NW Africa, Asia Minor, Europe, barbourulas endemic to the Korea; Philippines and Borneo Africa, South and Central America of Costa Rica to Rio Grande Valley New Guinea Australia, Tasmania, Central and South America Central and South America Seychelles Seychelles Southern Africa, Madagascar, Africa, S India, Sri Lanka, China, SE Asia, Indonesia, East Indies, Japan global Tropical, South America Central and South America GENERAL FEATURES GENERAL FEATURES UNLESS OTHERWISE STATED) (ASSUME FREE SWIMMING TADPOLES plump, short-limbed, eggs laid in water Dull coloured, wart-like skin, short and fat with legs, rough Usually dull coloured, eggs laid in water with some exceptions poison glands behind the head, tadpoles from pupil, tail appendage in males, ; Vertical to mbryos care lay eggs on land and provide N. Zealand frogs disks on fingers and toes, Long legs, feet often webbed, most species with circular with large numbers of eggs laid in open water. most lay eggs in water Adults mainly aquatic, large eyes and eardrum, with black markings on back gold coloured burrowing, round-snouted, Slender, and head, eggs laid in water, webbed hind feet, eggs laid on land hatch or brown, green Small, slender, and complete development in the males’ vocal sac and barbourulaus lay eggs in water; toads, painted frogs Fire-bellied male midwife toads carry eggs until they hatch and put them in water pupil, eggs laid no tongue, round feet large and broad, and flattened body, Broad back in water but Surinam toads, eggs deposited skin pits on female’s egg-shaped body with pointed snout, smooth skin, burrowing; Adults terrestrial, vertical pupil, no teeth, spadelike feet long limbs, eyes large and prominent, Skin of belly thin and almost transparent, or in small puddles toe and fingertips expanded, eggs laid on damp ground small body ranging from some found in swift streams; or terrestrial, Adults mostly burrowing bullfrogs forms to large stout bodied species with powerful limbs resembling toad-like burrowing wide-mouthed toads stout-bodied completely aquatic to terrestrial; Range from building foam nests on laying eggs in water, like true toads; life history ranges from into froglets vegetation to laying eggs on land which develop directly toe and finger tips expanded into small slim, snout rounded, Often very brightly coloured, and moistened by male; large-yolked eggs often guarded adhesive disks; terrestrial, they complete development adults transport tadpoles on their backs to water where long legs; eggs laid on land, females may carry tadpoles slender body, Adults terrestrial; development to water on their backs, others have direct this family includes the Hairy frogs, frogs; true tree resemble Adults mostly aboreal, development species lay eggs on leaves above water; some have direct aboreal frogs; true tree often bright webbing between toes, resemble Adults mostly aboreal, into water to complete development, eggs laid in foam nests, tadpoles dropping development water and have direct some lay eggs away from and slit like, usually without webbing dwellers, mouth narrow or tree burrowers Adults terrestrial or in plants of the bromeliad in burrows between toes and without disks; some lay eggs in water, developing some tadpoles direct family, swimming mass in water hatching into free Adults 5-8cm, tadpoles up to 25cm; eggs laid in frothy very large tadpoles growing into water tadpoles drop skin; most lay eggs above running water, with nearly transparent Bright green GROUPING (NUMBER OF SPECIES) Horned Toads, Spadefoot Toads, (88) Parsley Frogs (339) Toads True (88) and New Zealand frogs Frog Tailed (637) frogs Tree True (611) Frogs True (2) Gold Frogs (2) Frogs Mouth-brooding (14) Disk-tongued Toads (26) Clawed and Surinam Toads (1) Toad Burrowing (4) Ghost frogs (100) Myobatrachid Frogs (722) Leptodactylid Frogs (116) Frogs Poison-Arrow (3) Seychelles Frogs (292) Sedge and Bush Frogs (184) Frogs Tree Old World (281) Frogs Narrow-mouthed (4) Pseudid Frogs (64) Glass Frogs

46 THE Frog FILES Reproduction and Development

In general frogs lay abundant egg masses. Most frogs lay their eggs in clumps except for the toads, which generally lay eggs in ribbons. Frog species in some environments have evolved more conservative reproductive strategies, but for the most part, they are known to lay thousands of eggs. These may give rise to a very large number of tadpoles if conditions are favourable and predators do not consume all the eggs before they hatch. Frogs face further danger from predators as they change from tadpoles to little froglets and their survival is largely a numbers game in which the vast majority of eggs never survive the cycle of development. The object of the survival game is for populations to maintain stability in the long-term, but for frogs this is a boom and bust pattern as populations fluctuate broadly from year to year in relation to numerous environmental conditions. While production of a large number of eggs is the general strategy of most frogs, there are of course numerous exceptions to the rule. Although some frogs such as bullfrogs can lay 20 000 eggs at once, the Red-spotted Toad and Cuban Arrow Poison Frog will lay only a single egg!

METAMORPHOSIS The metamorphosis from a tiny jelly-encased egg, to tadpole, to froglet and finally adult form and is a process that has long intrigued both children and adults. There is a complete change in form and function; gills give way to lungs, the mouth changes structure, limbs sprout and the tail disappears. The tadpole changes from a plant consumer to most effective catching machine. The transformation process serves as 'proof in nature' that life forms can indeed transform from one form to another and led to much speculation and literature respecting similar powers in man.

REPRODUCTIVE STRATEGIES Frogs have evolved a variety of evolutionary strategies to cope with difficult environments, including the tadpole phase of the life cycle. For example, the eggs of the Surinam Toad are deposited in skin pits on the back of the female; here they hatch into tadpoles and remain until they morph into froglets essentially by-passing the free swimming stage of tadpole life. The Mouth-brooding Frogs of South America use a similar strategy. The males actually lick up several eggs just prior to hatching; they are stored in a special mouth pouch where they hatch into tadpoles and undergo their metamorphosis to

THE Frog FILES 47 REPRODUCTION & DEVELOPMENT froglets before entering the world out through the mouth of the frog. A variety of adaptations to life in desert and arid environments have evolved to keep eggs damp during the period of incubation. This includes the building of moisture-holding foam nests and using moist nest cavities of other species like the Bulldog in Australia to ensure that eggs hatch. Other species have specialized adaptations to cope with low oxygen environments like the Lake Titicaca frog of the Andean highlands in South America; since this species has no lungs it has developed an extremely baggy skin which serves as its respiratory organ. Still other species have evolved specialized patterns of colourization, which may serve as a camouflage to their environment to avoid detection by predators, while others have developed extraordinary colourful displays to warn predators that they are in fact poisonous. This is a small sampling of the diverse and wonderful methods that frogs have used to deal with their environment. The long journey across millions of years of evolution has resulted in almost every adaptation one could possibly imagine to increase survival.

48 THE Frog FILES REPRODUCTION & DEVELOPMENT

Musical Metamorphosis Activity 2.1

OBJECTIVE GRADES To explain the life cycle of a frog and make students aware of the K-3 changes a frog goes through from egg to adult TYPE OF ACTIVITY BACKGROUND INFORMATION Action Song and Craft A frog begins life as a tiny black dot in the middle of its jelly egg. Frog eggs are covered in a translucent, gray-black coloured jelly MATERIALS called spawn. The jelly protects the eggs from the cold and from • Familiarity with the tune predators. It also absorbs heat from the sun and keeps the eggs "Froggie Went A Courtin" slightly warm so they develop faster. The female Leopard Frog can • Enlarged copy of page 55 lay up to 6000 eggs in a mass, which are attached to underwater • Copies of puppet parts plants or rocks. page 52 on cardstock • Scissors Depending upon the water temperature, within 10 to 20 days the • Pencil crayons, crayons, or eggs hatch and the tadpoles have a tail (but no limbs) and gills for markers breathing underwater. Tadpoles eat plants and algae in the water, • Brass fasteners and are continually metamorphosing or transforming. As the (3 per student) tadpole develops, the gills shrivel, the lungs are formed, the mouth changes structure, legs and arms sprout and its tail shrinks. As the VOCABULARY body grows, the four legged tadpole's tail gets smaller and smaller. algae, froglet, It is now a miniature adult called a froglet. As adults their diet metamorphosis, spawn, turns predatory and they eat almost anything they can catch. Prey tadpole can be insects, small fish and even each other. It takes two to three years for an adult to become sexually mature. CURRICULUM LINKS Grade K TEACHER INSTRUCTIONS S 100-1, 100-3, 201-1, 203-2 1. Copy the lifecycle wheel diagram onto a sheet of easel paper E 2.3 and hang it where all the students can see it. Grade 1 2. Begin by showing the students a picture of a Leopard Frog S 100-4, 100-5, 201-1, 203-2 (from FrogWatch poster). Then using the background E 2.3 information, discuss the Leopard Frog's life cycle. Point to the Grade 2 egg mass, tadpole, and adult drawings you copied earlier as S 100-15,101-7, 102-6, 102- you discuss each stage. What changes do the students notice 7, 201-1, 203-2 in the tadpole as it becomes a frog? (the tail gets shorter and E 2.3 eventually disappears, the back legs and then front ones Grade 3 appear, the mouth gets much bigger, and so on) S 201-1, 203-2 3. Next tell the students that in addition to the differences they E 2.3 can see between the frog and the tadpole, the two are very different from each other on the inside too. For one thing, the

THE Frog FILES 49 REPRODUCTION & DEVELOPMENT

frog breathes with lungs instead of gills. And the frog has different mouth parts and internal organs (its diet has changed from plants to animals). 4. After your discussion, have the students form a circle. Tell them they're going to sing a song about a tadpole that hatches from an egg and slowly changes into a frog. First go over the words and actions and then let the students perform as a group. 5. You may want to follow up the song by making a tadpole transformation puppet.

TRANSFORMING PUPPET 1. Begin the class by surveying the class for animals they know go through metamorphosis (insects). 2. Photocopy page 52 onto stiff paper. 3. Start the activity with an introductory discussion about frog metamorphosis. 4. Then hand out students copies page 52 . 5. Have the students colour their frog parts and then cut them out. (Younger students will need help). 6. Guide students through the assembly of their transforming tadpole by punching the fasteners through the black dots. 7. The tail and both the back legs share a fastener, and each of the front limbs has their own. 8. When all the limbs are tucked under, the puppet is a tadpole; bring out the legs and it becomes a froglet; and tuck the tail away and the metamorphosis is complete with a frog.

SOURCES The song was borrowed from Let's Hear it For Herps page 23 The pattern for the puppet was borrowed from: http://teacher.scholastic.com/lessonrepro//lessonplans/profbooks/ tadpole.pdf

13 2

50 THE Frog FILES REPRODUCTION & DEVELOPMENT

Froggy Grows Up

SONG MOVEMENTS

(SING TO THE TUNE OF "FROGGIE WENT A-COURTIN'.")

Froggie was a-floatin' in a big ol' pond, uh-huh, uh-huh. Make wave motions Froggie was a-floatin' in a big ol' pond, uh-huh, uh-huh. with hands. He was one black spot in a jelly glob; Hold forefingers and One small egg in a great big blob, uh-huh, uh-huh, uh-huh. thumbs together to show egg.

Soon froggie was a-swimmin' on his own, uh-huh, uh-huh. Make a tail by placing Soon froggie was a-swimmin' on his own, uh-huh, uh-huh. palms together behind back. His fast-moving tail helped him get around.back. Wiggle tail And he munched on tiny plants he found, uh-huh, uh-huh, uh-huh. back and forth to swim.

And froggie was a-changin' day by day, uh-huh, uh-huh. Hold a leg up and And froggie was a-changin' day by day, uh-huh, uh-huh. wiggle it, then wiggle First he got back legs and then front ones too. both arms. And he lost his tail and his lungs grew, uh-huh, uh-huh, uh-huh.

Now froggie is a-hoppin' on the land, uh-huh, uh-huh. Hop in place. Now froggie is a-hoppin' on the land, uh-huh, uh-huh. His long, sticky tongue helps him catch his prey, Stick out tongue and As he feeds on bugs and worms all day, uh-huh, uh-huh, uh-huh. quickly pull it back in.

THE Frog FILES 51 Transforming Puppet 2.1

Start by colouring the puppet parts. Then carefully cut them out. Next assemble them with brass fasteners (as shown below) to create a transforming puppet. Transform your puppet through the stages of metamorphosis from tadpole to froglet to adult frog. REPRODUCTION & DEVELOPMENT

Wheel of Life Activity 2.2

OBJECTIVE GRADES To familiarize students with the stages of metamorphosis K-4

BACKGROUND INFORMATION TYPE OF ACTIVITY Refer to background information in Musical Metamorphosis page 49. Simple Puzzle

TEACHER INSTRUCTIONS MATERIALS 1. Copy the handout Wheel of Life on page 54 for each student. • Copies of page 54 2. Have the students cut out the six puzzle pieces and arrange • Pencil crayons, crayons, or them in the order that reflects the Leopard Frog's lifecycle. markers When completed correctly, the pieces fit into a circle in order • Glue from spawn through three tadpole stages to froglet to adult • Scissors frog, and back to spawn. See page 55 for solution. • Construction paper 3. You may decide to have students colour the puzzle pieces and (optional) glue them onto construction paper. 4. Students may label each stage of the frog's life cycle. You could VOCABULARY call out various characteristics present at a certain stage of the egg, frog, froglet, life cycle and have students name the stage it represents or metamorphosis, spawn, have them tell you the story of metamorphosis as they tadpole assemble their puzzle. 5. Discuss what they think would happen to the lifecycle if a CURRICULUM LINKS tadpole’s habitat were polluted. Grade K S 100-1, 100-3, 203-2 SOURCE Grade 1 Puzzle pieces borrowed from ’s Threatened Wildlife Teacher’s S 100-4, 100-5, 200-1, 200- Guide Grades K 1 2 3 Leopard Frog page 24-26 3, 202-2, 203-2, 203-3 Grade 2 S 100-15,101-7, 102-6, 102- 7, 200-1, 200-3, 202-2, 203- 2, 203-3 Grade 3 S 200-1, 200-3, 203-2 Grade 4 S 104-6, 207-2, 301-2

THE Frog FILES 53 Wheel of Life 2.2

Cut out the six puzzle pieces and arrange them in the order that reflects the Leopard Frog's lifecycle. Wheel of Life 2.2 REPRODUCTION & DEVELOPMENT

Activity 2.3 CrissCrossed Frogs

GRADES OBJECTIVE Puzzle A: 2-4; Puzzle B: 5-6 To introduce new words associated with frogs

TYPE OF ACTIVITY BACKGROUND INFORMATION Crossword puzzles To learn about frogs, students need to become familiar with the terms used to describe their lifestyle and habits. These two MATERIALS crosswords will introduce students to some of the terminology • Copies of page 58 or 59, associated with frogs along with trivia and factoids. depending on grade level; one per student TEACHER INSTRUCTIONS • Pencils 1. Copy the crossword puzzle appropriate to the grade level of your class and hand out one to each student. VOCABULARY 2. Have the students work through the puzzle on their own or in Refer to answer key on page partners. 57 3. Go over the solution together and elaborate on the facts presented whenever appropriate. CURRICULUM LINKS 4. Encourage questions! Grade 2 S 203-2 Younger Students E 2.1, 4.3 Grade 2 may be capable of doing the first puzzle; you may, Grade 3 however, wish to do it together as a class. S 203-2 E 2.1, 4.3 Grade 4 S 104-6 E 2.1, 2.3, 4.3 Grade 5 E 2.1, 4.3 Grade 6 S 104-8 E 2.1, 4.3

56 THE Frog FILES REPRODUCTION & DEVELOPMENT

TEACHER'S ANSWER KEY Puzzle A Across 1. It is a myth that a toad will give you warts. 2. The best time of day to hear frogs calling is night. 3. The "little fish" that hatches from a frog's egg is called a tadpole. 4. Most frogs start life in the water as an egg. 5. A frog's skin is slimy because its covered in mucous. 6. Frogs are very dependent on water for survival.

Down 1. A frog breathes with its skin, mouth, and lungs. 2. Frogs, toads, and salamanders are all amphibians. 3. Spring is the season when frogs mate. 4. An animal that is disappearing from the wild is said to be endangered. 5. A group of frogs is called an army. 6. A frog's tongue is sticky which helps them catch their prey.

Puzzle B (more advanced) Across 1. Estivation is a period of dormancy that frogs enter during long periods of heat or drought. 2. The coloured pattern on the skin of a frog often acts as camouflage, which helps them hide from predators. 3. A frog's skin must always remain moist. 4. Froglet is the name given to the juvenile frog that is not yet fully developed. 5. It is a myth that touching a toad will give you warts. 6. Male frogs sing in order to attract a mate. 7. Metamorphosis is the entire process of frog development from egg to adult. 8. Frogs generally breathe with lungs whereas tadpoles breathe with gills. 9. Each year a frog's bones form a new ring.

Down 1. Another name for a frog's eardrum is tympanum. 2. Sugar in the blood acts as antifreeze in the winter for some frog species. 3. Frogs are ectothermic; another way of saying this is that frogs are cold-blooded. 4. A common name for a tadpole is pollywog. 5. While overwintering, frogs draw oxygen from the water through their permeable skin. 6. When mating, the male frog may grasp the female in a piggyback embrace called . 7. A member of the group of frogs and toads, which has the scientific name Anura, is called an anuran. 8. Toads have large parotid glands that make poison. 9. Most frogs require two distinct habitats to complete their lifecycle.

THE Frog FILES 57 CrissCrossed Frogs A 2.3

1 1 2 3 ANSWERS WATER 4 ARMY STICKY EGG MUCOUS 2 WARTS SKIN SPRING AMPHIBIANS TADPOLE NIGHT

6 ENDANGERED 5 3

5 6

ACROSS 1. It is a myth that a toad will give you ...... 2. The best time of day to hear frogs calling is ...... 3. The "little fish" that hatches from a frog's egg is called a...... 4. Most frogs start life in the water as an ...... 5. A frog's skin is slimy because its covered in ...... 6. Frogs are very dependent on...... for survival.

DOWN 1. A frog breathes with its...... , mouth, and lungs. 2. Frogs, toads, and salamanders are all ...... 3...... is the season when frogs mate. 4. An animal that is disappearing from the wild is said to be ...... 5. A group of frogs is called an ...... 6. A frog's tongue is ...... which helps them catch their prey. CrissCrossed Frogs B 2.3

1 1

5 ANSWERS 4 3 GILLS 2 2 ANURAN RING MATE 3 9 CAMOUFLAGE COLD 4 TYMPANUM HABITATS 5 POLLYWOG 6 8 METAMORPHOSIS 6 WARTS AMPLEXUS ESTIVATION 7 7 MOIST PAROTID FROGLET OXYGEN HABITATS 8 9

ACROSS 1...... is a period of dormancy that frogs enter during long periods of heat or drought. 2. The coloured pattern on the skin of a frog often acts as ...... , which helps them hide. 3. A frog's skin must always remain ...... 4...... is the name given to the juvenile frog that is not yet fully developed. 5. It is a myth that touching a toad will give you ...... 6. Male frogs sing in order to attract a ...... 7...... is the entire process of frog development from egg to adult. 8. Frogs generally breathe with lungs whereas tadpoles breathe with ...... 9. Each year a frog's bones form a new ......

DOWN 1. Another name for a frog's eardrum is ...... 2. Sugar in the blood acts as ...... in the winter for some frog species. 3. Frogs are ectothermic; another way of saying this is that frogs are ...... blooded. 4. A common name for a tadpole is ...... 5. While overwintering, frogs draw ...... from the water through their permeable skin. 6. When mating, the male frog may grasp the female in a piggyback embrace called ...... 7. A member of the group of frogs and toads, which has the scientific name Anura, is called an ...... 8. Toads have large ...... glands that make poison. 9. Most frogs require two distinct ...... to complete their life cycle. . REPRODUCTION & DEVELOPMENT

Activity 2.4 Whose Life is it Anyway?

GRADES OBJECTIVE 3-6 To familiarize students with the different stages of a frog's lifecycle and introduce some of the challenges presented to frogs at each TYPE OF ACTIVITY stage Charades game BACKGROUND INFORMATION MATERIALS See background information in the Wheel of Life activity page 53. • Copies of cards on page 61 TEACHER INSTRUCTION • A hat 1. Photocopy the "Whose Life is it Anyway?" card sheet and cut it into individual cards and put them in a hat. VOCABULARY 2. Open with a review discussion about frog metamorphosis. You explosive breeding may wish to talk about the challenges facing frogs at every stage of their life cycle. Discuss how vulnerable eggs and CURRICULUM LINKS tadpoles are to predators and how this accounts for the Grade 3 explosive breeding strategy of many species. As well, S 200-1, 203-2, 203-5 mention that eggs and tadpoles are also especially vulnerable E 4.4, 5.1 to pollution which affects their proper development into Grade 4 healthy, adult frogs. Sometimes the disruption to S 108-3, 108-6, 300-1, 301- metamorphosis is so great that the adult frogs are not able to 2, 302-1, 302-2, 413, 418 survive. E 4.4, 5.1 3. Divide class into groups of four to five students. Grade 5 4. Have one student from each group pick a card out of the hat. S 108-7, 207-3, 413, 418 5. Inform the groups that they are to act out the stage of the E 4.4, 5.1 frog's lifecycle on their card to the rest of the class. Grade 6 6. Have the classmates try and guess what stage or scenario is S 108-5, 413, 418 being acted out. E 4.4, 5.1 7. After all groups have finished, put all the "eggs" together, all the "tadpoles" together and so on and have them make a list of everything they need to be healthy. (ie. Eggs: safety from fish, clean water, etc.) 8. Discuss how personal actions can help protect frog habitats.

60 THE Frog FILES REPRODUCTION & DEVELOPMENT

EGGS: HATCHING TADPOLES: TRYING TO ESCAPE A FISH • As eggs hatching, you must eat your way • Watch out! You better swim fast! A big fish through the egg’s jelly and wiggle out as a is after you. (One of you be the fish, the brand new tadpole into your new others will be the tadpoles) environment. What is your new environ- ment? Is it scary? What will you do first?

TADPOLES: TRYING TO ESCAPE A BIRD TADPOLES: DYING FROM • Look out overhead! A bird has its eye on PESTICIDE CONTAMINATION you! (One of you be the bird, the others will • Your pond had been polluted with poisons. be tadpoles) You are all dying.(One of you could be a • Don’t be afraid to use sound effects! person dumping pesticide into the pond and the rest of you will be dying tadpoles)

TADPOLES: DYING FROM PREMATURE FROGLETS: TRYING TO CATCH FIRST DRYING OF THEIR POND MEAL • It is a very hot summer and your pond is • You are newly transformed froglets trying to drying up before you have had a chance to catch your first meal. How easy is it? How grow into frogs. Try to make it look like you good are you with your tongues? are really hot before you die.

FROGLETS: TRYING TO ESCAPE A TADPOLES: BEGINNING TO GROW STALKING LIMBS • SSSSSSSSSSsssssssss….A big garter snake is • .You are a bunch of tadpoles beginning to on your tail! You haven’t seen one before transform into froglets. What is happening to and you are scared. (One of you be the snake you? Are you surprised? Can you move your and the others be froglets) new limbs? • Don’t be afraid to use sound effects!

FROGLETS: FIRST STEPS ON LAND ADULTS: MALE FROGS SINGING IN A • You’re limbs have developed and now it is MATING CHORUS time for you to take your first steps. Are you • You are a bunch of male frogs looking for used to your legs yet? Are they strong? Can girlfriends. You all want to sing the best you jump yet? song. Sing away!

ADULTS: FEMALES LAYING EGGS ADULTS: STRUGGLING TO EAT AN • You are all full of eggs and you are ready to EARTHWORM find a good place to lay them. Have you • You are hungry, hungry frogs and each of found a good spot? Does it look safe? Lay you has found and earthworm. How are you away! going to catch it? How are you going to stuff it into your mouth?

THE Frog FILES 61 REPRODUCTION & DEVELOPMENT

Activity 2.5 Far out Frogs

GRADES OBJECTIVE 3-6 To stimulate interest in frogs by highlighting how several frog species have unique reproductive strategies TYPE OF ACTIVITY Teacher read and handout BACKGROUND INFO Most, but not all, frogs lay their eggs in the water and then MATERIALS abandon them. In fact, some have pretty amazing strategies for • Copies of page 64 taking care of their offspring. In this activity the students in your • Pencils group will discover some of these unusual frogs and the different • FrogWatch poster or other ways they protect their eggs and young. pictures of a Bullfrog or Leopard Frog TEACHER INSTRUCTIONS 1. Begin by showing the students a picture of a Bullfrog or VOCABULARY Leopard Frog. Explain that a female frog lays thousands of eggs egg, predator, tadpole each year in a pool, pond, or other body of water. Tadpoles hatch from the eggs and later metamorphose into frogs. CURRICULUM LINKS 2. Ask the students what benefits there are to laying so many Grade 3 eggs. (Many of the eggs are eaten by fish, birds, aquatic S 200-3, 203-2, 403, 405 insects, and other predators. By laying large numbers of eggs, E 4.4 these frogs increase the chances that at least a few of the tad- Grade 4 poles will hatch from the eggs will survive to become adults.) S 104-6, 300-1, 412 3. Ask the students if they can think of any other animals that use E 4.4 this strategy. (Most insects, spiders, fish, other amphibians etc) Grade 5 4. Next tell the students that even though most frogs use the S 104-7, 206-4, 300, 412 same strategy as the bullfrog and leopard frog, there are some E 4.4 other frogs that do things quite differently. Grade 6 5. Pass out copies of the Far out Frogs handout to each student. S 104-8, 300-17, 301-15, 6. Explain that you are going to read a description of how each of 412 the frogs on the handout takes care of its eggs and/or young. E 4.4 The students can then decide if the animal is real or imaginary. (You should only read the information in bold). If they think the amphibian really exists in the wild, the students should circle "Yes"; otherwise they should circle "No". 7. Ask students which frogs they thought were imaginary and then reveal to the students that all the frogs on the page are real and take care of their young in the ways you SOURCE described. Activity borrowed from Let's 8. Review each frog by supplying more information by reading the Hear it For Herps page 29-30 non-bolded information.

62 THE Frog FILES REPRODUCTION & DEVELOPMENT

SURINAME TOAD At breeding time, the skin SMITH FROG At mating time, the male frog on the back of this female toad becomes builds a mud nest on the edge of a pond. 1 spongy. As she lays her eggs, the male 4 Using his front feet, he pushes the mud up pushes them onto her back. Then, after all 50- into a circular wall. When it's finished, the nest is 100 of her eggs are in place, the skin swells and about 30 cm wide with 7.5-10 cm of water in it. covers the eggs, sealing each one in a separate The female lays her eggs in the water within the pouch. The eggs develop into tadpoles within nest. The eggs and the tadpoles that hatch from the tiny pouches. In about three months tiny them are relatively safe from aquatic insects and toads pop out of their mother's back. These frogs other predators. Smith frogs are tree frogs that live live in parts of South America. They spend their entire in parts of South America. They get their common life in the water. Their dark bodies help them blend in name from the sound of the male's call: it sounds like with the mud at the bottom of the streams, rivers, a blacksmith's hammer striking an anvil. Like other and swamps where they live. Their fingertips are star- tree frogs, Smith frogs have disks on their toes and shaped and covered with tiny "hairs" that they use to fingers that help them grip bark and leaves. comb through the water and mud searching for food.

GLASS FROG The female usually lays her MIDWIFE TOAD As the female toad starts eggs on a leaf that hangs over a stream. to lay her strings of eggs, the male pulls 5 She lays her eggs in a big, jelly-covered 2 them out of her body and wraps them clump, and the male frog watches over them as around his legs. Then he hops off to a protected the tadpoles develop inside. After about two place. He carries the eggs for several weeks, weeks the tadpoles are old enough to swim and dunking them in water or dragging them the jelly turns to liquid. One by one the tadpoles through dew to keep them moist. When he sens- "drip" into the stream below. Glass frogs live in es that the eggs are ready to hatch, he hops into rainforests and parts of and Central and South a pond and the tadpoles swim away. Midwife America. The adults live on the leaves of trees and toads live in Europe. At mating time, each female lays shrubs deep in the jungle, and their bright green about 15-60 eggs out of the water. A male toad may colour helps hide them from predators. The sucker- carry eggs for more than one female at a time. like disks on their fingers and toes help them grip the bark and leaves of the tress and shrubs.

GREEN AND BLACK DART POISON FROG After the female lays her eggs under DARWIN’S FROG After the female frog lays 3 leaves on the ground, the male guards her eggs, the male guards them. As soon them. When the tadpoles hatch they wriggle 6 as the tadpoles start to hatch, he slurps onto their father's back. Then he carries them them up. The tadpoles slide from his mouth into from the ground to tiny rainwater pools. Once in his vocal sac. They develop inside the sac for the water the tadpoles leave of their father and almost three months. Then the male opens his finish growing within this "treetop" nursery. mouth and as many as 20 little frogs crawl out. These colourful frogs live in trees in the rainforests of Darwin's frogs are tiny-they are not much more than Central and South America. Sometimes the father 2.5cm long. They live mainly on the ground near also carries the tadpoles water-filled plants called streams in parts of Chile and Argentina. bromeliads that grow in the trees, to small puddles on the ground, or to other small water-filled spots. Like most of the other kinds of dart-poison frogs, they have brightly coloured skin. Their skin is a warning to would-be predators that the frogs are poisonous.

THE Frog FILES 63 Far Out Frogs 2.5

Listen closely to the description of the lifestyle of these frogs. If you think this frog is real, circle YES. If not, circle NO.

1. Yes No 2. Yes No

3. Yes No 5. Yes No

4. Yes No 6. Yes No Behaviour and Adaptation

Behaviour and specific adaptations are the thumbprints of survival for all animal species and permit them to exploit the environment in select ways. Species that are dependent upon events or habitat components that are uncommon in nature are highly specialized and are at greater risk to disturbances than species that can exploit a broad range of habitat types and conditions. Among frog species there are a great number of specialists and generalists alike, to such an extent in fact that volumes of books have been written on the evolutionary strategies of amphibians.

TADPOLE DIETS "Why are frogs so happy?" Because they eat whatever bugs them!

The food preferences of amphibians are tied to their unique multi-stage life cycle; the dinner plate for a tadpole looks quite different compared to a mature adult frog. Most tadpoles are free swimming. They hatch from eggs that are usually laid in shallow warm ponds that are teeming with aquatic life, particu- larly plants and algae. The strategy of tadpoles is to take advantage of the rich pond life to provide the energy they need to complete their development through to froglets and finally mature breeding adults. Given that there is usually an abundance of aquatic plant and algal life, the nutritional needs of most tadpoles can be met in a healthy habitat. Unfortunately, they are highly sensitive to changes in temperature, acidity, pollution, and anything that would negatively impact their food supply. In addition, many other wetland species love to eat tadpoles, including birds, and reptiles. The less diverse the environment, the higher the risk to tadpoles from predators. However, tadpoles are delicate creatures in that they cannot survive indefinitely in that form and must complete the transformation to froglets or die. Once a tadpole morphs into a froglet, they are no longer equipped to eat and digest plant material. They have basically made a switch from a machine designed to process plant material to one better equipped to digest animal protein; in most cases this is from the insect world.

HOW FROGS EAT The majority of frog species have special adaptations for catching insects, something that they are very good at. Many frogs catch flying insects with a long sticky tongue. Basically they take aim with deadly

THE Frog FILES 65 BEHAVIOUR & ADAPTATION accuracy, close their eyes and shoot their tongue at their prey. Once returned to the mouth they are ingested without chewing. To help swallow, they push their eyes down into their head and use the pressure to help them move the food into their stomachs. However, not all frogs have tongues and not all frogs eat insects; the Ornate Horned frog in fact eats mice and has been seen using their front feet to stuff the rodent meal into their mouth.

FROG CALLS Another aspect of frogs that should not be overlooked are the variety of calls that have evolved as a means of communication. Most of us have been exposed to the spring chorus of frogs before we actually have our first visual encounter. Frogs may have been one of the first animals on earth to actually make any noise, and considering they are still croaking and trilling, it was obviously a very useful skill. Frogs croak for many reasons; they may call during mating or to end the mating embrace, females may call in response to a male's call; or they may even vocalize to startle a predator. Primarily, however, male frogs croak during the mating season so that females know where they are; the louder he croaks the more likely he is to attract a female. For this reason many types of male frog have special air sacs that act as a resonator, thereby boosting the volume of each croak. They squeeze their lungs with their nostrils and mouth shut. Air flows over their vocal chords and into their vocal sacs located on their throat, which then blow up like balloons. Given that there are more than 3000 species of frogs and that most have evolved calls to be different from each other, the world is indeed alive with the sound of frogs.

66 THE Frog FILES BEHAVIOUR & ADAPTATION

The Fabulous Functions of Frog Feet Activity 3.1

OBJECTIVE GRADES To illustrate how frogs' feet are adapted to help them move 2-4; Worksheet 4-6 around their environment TYPE OF ACTIVITY BACKGROUND INFORMATION Experiment/Demonstration; Animals are adapted to their environment with specifically shaped worksheet body parts. The typical frog has a small body, wide mouth, long legs and no neck. Its teeth are so tiny that it cannot chew well and MATERIALS so it must swallow its prey whole. Most frogs have enormously See text body strong, long legs for swimming and take-off when leaping. The front legs absorb the shock while landing (the frog has unique VOCABULARY shoulder bones, which are adapted for this purpose). Not all frogs adaptation are alike. The type of feet can give clues to where and how a frog lives. For example, the leopard frog has back feet that are webbed CURRICULUM LINKS for swimming and the flying frogs have feet adapted for gliding. Grade 2 Other frogs may have different types of feet. S 100-25, 200-1, 201-1, 201- 5, 201-7, 202-9, 203-1, 401, FROGS HAVE SPECIFICALLY ADAPTED FEET 402, 403, 406, 408 • Digging feet for burrowing in the soil Grade 3 • Climbing feet for sticking to the shiniest leaves S 200-1, 200-3, 201-1, 201- • Gliding feet for "flying" between treetops 5, 201-7, 201-8, 202-9, 401, • Grasping feet for grasping prey and climbing among the reeds 402, 403, 406, 408 • Swimming feet for powerful swimmers Grade 4 S 104-1, 204-1, 204-3, 205- ACTIVITY 1: FEET FOR SWIMMING MATERIALS 1, 205-3, 205-5, 206-1, 206- • sink, plastic basin, bucket or aquarium, 1/2 filled with water 5, 206-9, 207-1, 300-1, 413, • plastic bags (big enough to put an open hand into) 415, 418, 420 • elastic to hold bag sealed around wrist Grade 5 • towels for spills and wiping hands S 204-1, 204-2, 204-3, 205- 1, 205-3, 205-5, 205-8, 206- TEACHER INSTRUCTIONS 1, 206-9, 207-1, 207-3, 413, 1. Ask students if they have ever used flippers. If so, how did it 415, 418, 420 affect their swimming? Grade 6 2. Fill the your selected water vessel 1/2 full with water. S 204-1, 205-3, 205-5, 205- 3. Have students take turns running their hands (not feet) 8, 206-1, 206-9, 300-17, through some water in the basin. They will actually push water 301-15, 413, 415, 418, 420 with the hands, so remind students not to push too hard or else there may be more water outside than inside the basin.

THE Frog FILES 67 BEHAVIOUR & ADAPTATION

4. First have students pass their hand through water with an open hand and their fingers spread apart. 5. Next, have them close their fingers together so their hand looks like a paddle. 6. Then, place a plastic bag over the student's hand, securing it to the wrist with an elastic band and have them push through the water with their fingers spread. 7. Ask the students which one of three ways was most effective at moving water. Which method best represents webbed feet?

ACTIVITY 2: FEET FOR GLIDING MATERIALS • Pieces of paper

TEACHER INSTRUCTIONS 1. Have the students take two pieces of paper, both the same size. 2. Have them spread out one paper flat and drop it. Ask them to notice how it takes a while to float to the floor. 3. Then take the second piece of paper and crumple it into a little ball. 4. Drop the crumpled paper from the same height as the first paper. Notice how much faster it falls. 5. Explain to the students that flying frogs have large membranes between their toes that act like mini parachutes and allow them to glide through the air like the flat pieces of paper. Without the extra webbing, a falling frog would go *SPLAT!*

SUMMARY MATERIALS • Copies of worksheet page 69 • Pencils • FrogWatch poster • Amphibian field guide (optional)

SUMMARY ACTIVITIES 1. Have students look at the feet of some of the frogs on the FrogWatch poster or in field guides. Can they guess what their feet are adapted for? Hint: look at their name and habitat for some clues. Some of the frogs are quite obvious. The Gray Treefrog, Spring Peeper, Pacific Treefrog, and the Chorus Frogs, all have sticky pads on their feet for clinging to trees; the Bullfrog, Mink Frog, and Leopard Frog have webbing for swimming; and the Spadefoots and Toads have adaptations for digging and burrowing, but these features are harder to distinguish using the poster. 2. Hand out copies of the worksheet, The Fabulous Functions of Frog Feet 3. Have students complete the matching worksheet.

ANSWER KEY TO WORKSHEET (TOP TO BOTTOM) Digging; Swimming; Climbing; Gripping; Gliding

SOURCES The Feet for Swimming activity was modified from "Try On Webbed Feet"in Alberta's Threatened Wildlife Teacher's Guide Grades K 1 2 3 ; The Feet for Gliding activity was borrowed from http://allaboutfrogs.org/weird/general/feet.html; and the worksheet was adapted from images at http://kiddyhouse.com/Themes/frogs/frogclips/wshtfrogft.gif

68 THE Frog FILES The Fabulous Functions 3.1 of Frog Feet

Frogs have developed all different kinds of feet to suit their lifestyle and habitats. Can you match the frog feet to their function?

DIGGING BURROWS Spadefoots

GRIPPING Many frogs and toads have feet for gripping reeds and moving food to their mouths

SWIMMING Bullfrog, Mink Frog, Leopard Frog

GLIDING FROM TREES Flying Frogs of Borneo

CLIMBING Gray Treefrogs, Spring Peeper, Pacific Treefrog, Chorus Frogs BEHAVIOUR & ADAPTATION

Activity 3.2 The Frog Olympics

GRADES OBJECTIVE K-6 (Care partners for K-2) To introduce the concept of frogs as powerful jumpers and have a lot of fun making paper frogs that really jump! TYPE OF ACTIVITY Origami craft and measuring BACKGROUND INFORMATION Frogs are very powerful jumpers. Some scientists believe that frogs MATERIALS developed their jumping abilities as a means of escaping predatory • Letter sized paper (green dinosaurs. When put this way, it's easy to see how much time coloured would be ideal) frogs have had to hone this aptitude. Many frogs can jump at least • Pencil crayons, crayons, or twice their body length; an adult Bullfrog is really amazing in this markers regard and can jump up to 20 times its body length! • Depending on target audience (Grades 2-4), TEACHER INSTRUCTIONS copies of page 75 1. Using the diagrams on pages 71-73, practice making an • One copy of page 74 Origami jumping frog. • Rulers 2. For the younger grades, discuss how powerful frogs' legs are and tell them that some frogs can jump up to 20 times their CURRICULUM LINKS body length. If possible, pace out 20 times a students body Grade K length to really illustrate the concept. S 201-1, 404 3. Demonstrate the origami techniques to your students by Grade 1 making a frog step-by-step along with the class. S 201-1, 404 4. For the younger students, it would be a good idea to do this Grade 2 activity on a day when you have student helpers. S 201-1, 404 5. Encourage them that they CAN do this! It may seem difficult, M SS 2, 3 but the results are well worth it. Grade 3 6. When their frogs are completed, encourage them to colour and S 201-1, 201-6, 404 decorate their frogs. Have them look at the FrogWatch poster M SS 1, 3 for some ideas of how they could colour their frog like a "real Grade 4 Canadian" one. S 205-3, 205-4, 416 7. There is a follow up worksheet on page 75 that works with M SS 2, 4 estimating and measuring. This is appropriate for grades 2-4. Grade 5 8. Hold a showdown! Whose frog can jump the furthest in a S 205-3, 416 single leap? Measure the jump in centimetres and present the Grade 6 winner with the Certificate of Athletic Excellence on page 74. S 205-3, 416 SOURCE The origami instructions were borrowed from www.seagrant.wisc.edu/frogs/origami_instr.html

70 THE Frog FILES BEHAVIOUR & ADAPTATION 4 1234 “b”. side “a” meets page diagonally so that piece of paper. Fold the Start with a letter sized c 5 dark line. Cut or tear along the to meet point “b”. triangle, and fold it up only the top layer of Take point “a”, which is a 5 matches the diagram. half until your paper Fold diagonally and in square piece of paper. You should now have a creases down firmly. Be sure to press your 5a on the other corner. look like. Repeat Step This is what it should b 6 the middle line. of the diamond parallels that the “southeast” edge towards the middle so point of the diamond in Fold the right-handed will be very easy to repeat. step but once you get it, it patient! This is a tricky Press the edges down. Be until a triangle forms. C and D at the same time Start pushing in on points a a 6 4 on the other side. like this. Repeat Step 6a Your paper should look b b

THE Frog FILES 71 BEHAVIOUR & ADAPTATION 10 6 great! this, you are doing If your paper looks like red line. Fold inward along the c a 10 7 this fold, but push hard! wants to unfold from may also find the paper to keep the crease. You need to press really hard east” edge. You will parallels the “south- the center edge now ner “e” outward so that Now, fold the top cor- should look like. This is what you paper a b 112 11 7 left side. Repeat Step 10a on the b 89 the gray line. Now fold outward along the frog’s front legs. side. You have just formed Repeat Step 6b on the left a 12 like this. Your paper should look faces you. over so the other side your paper Now turn b

72 THE Frog FILES BEHAVIOUR & ADAPTATION 314 13 16 dotted line. legs down along the Now fold the frog’s back legs. frog’s back and his lateral lines” down the just formed the “dorso- looks like this. You have left side so your paper Repeat Step 12a on the a 16 tuck under his belly. line so that his back legs in half along the dotted just that. Fold your frog The next steps will do step” to make him jump! a little “spring in his All you frog needs now is a b 14 718 17 like this. And now… completed frog looks Congratulations! Your b 14 underneath the frog beforeunderneath you push! marked with an “X”). Be sure the legs are folded and push down on the very end of his back (the spot to make him jump. Lay your frog on a hard surface c 15 and it looks like this. his bum is facing you Flip the frog over so that

THE Frog FILES 73 PRESENTED ON THIS DAY, ...... , (today’s date)

TO ...... , (name of frog)

FOR THE ATHLETIC ACHIEVEMENTS OF JUMPING A WORLD RECORD

DISTANCE OF ...... cm The Frog Olympics 3.2 Trainer’s (your) Name:......

FROG STATS

NAME: ......

BIRTHDAY: ......

SPECIALTY EVENTS: ......

OLYMPIC HOPES: ......

REIGNING CHAMPION: Bruce the Bullfrog who last year set a world record by jumping 20 times his length!

PRELIMINARIES Make your frog jump ten times. 7 Now measure the total distance it went. Look at your frog. How long do you think How far did your frog jump in ten jumps? 1 your frog is from nose to toes? ...... Estimated length: ...... Was your estimate closer this time? 2 Now measure your frog. How long is it really? 8 Why or why not? Actual length: ......

Which frogs on the FrogWatch poster are ...... 3 about the same length as your frog? ...... How many jumps do you think it will take your How far do you think your frog can go 9 frog to jump 20 times the length of its body? 4 in one jump? ...... Make your frog jump until it jumps 20 times 10 its own length like the Bullfrog. WARM-UPS How many jumps did your frog make? 5. Make your frog jump once and measure ...... 5 how far it jumped. How far did it actually jump? FINAL COMPETITION ...... You have three attempts to set a world record. 6. How far do you think your frog can go Measure and record each attempt. What is your 6 in ten jumps? frog’s personal best?

...... BEHAVIOUR & ADAPTATION

Activity 3.3 Sir Toadleby’s Authentic Anuran Cuisine

GRADES OBJECTIVE 3-6 To get students to think about the variety of prey that frogs eat and how nutritional requirements change with stages of the life cycle TYPE OF ACTIVITY Brainstorming BACKGROUND INFORMATION If it has a pulse, some frog somewhere will probably try to eat it. MATERIALS This is a phrase that stands true for our anuran friends. Frogs • Copies of page 77 around the world eat a variety of other organisms. Tadpoles start • Blackboard or easel their life with a first meal of the jelly around their egg. They then and paper move on to a vegetarian diet and eat algae in their nursery pond. • Pencils Once they metamorphose into frogs, their digestive system changes • Pencil crayons, crayons, entirely and they become carnivorous. What's on the menu for a or markers carnivorous frog you ask? Anything from a mosquito to a fly, to a centipede, to a mouse an even a snake is fair game as prey. VOCABULARY algae, anuran, carnivorous, TEACHER INSTRUCTIONS prey 1. Begin by reviewing the physical changes a frog goes through from tadpole to frog and how their diet changes. CURRICULUM LINKS 2. Brainstorm the wide variety of organisms frogs eat and write Grade 3 these prey items on the blackboard sorting by life stages. eg: S 200-1, 200-3, 203-2, 401, • Hatching Tadpole: Jelly surrounding egg 402, 403 • Free Swimming Tadpole: Tips of plants; algae growing on Grade 4 rocks, logs, and plants S 104-6, 204-3, 206-1, 207- • Froglet/ Toadlet: Same as frog/ toad 1, 300-1, 301-1, 302-1, 302- • Frog/ Toad: Centipedes; millipedes; earthworms; snails; slugs; 2, 302-3, 413 spiders; ; flies; mosquitoes; grasshoppers; ; ; Grade 5 snakes and many more… S 104-7, 206-1, 207-1, 413 3. Hand out copies of the blank menu on page 77 and read the Grade 6 following directions to the class : S 104-8, 108-8, 206-1, 300- The hottest new restaurant has just hired you as the Head Chef 17, 413 but there is a catch! This special restaurant caters to the Frog and Toad community. It is your job to redesign the menu. The past menu included such tasty features as Egg Jelly Ice Cream (for the brand new tadpole), Centipede Soup, and Earthworm Tartar, and of course dessert. Decorate your menu and don't forget to set your prices too! 4. Remind them they are free to use the prey items listed on the blackboard. 5. Share as a class some of the recipes they came up with.

76 THE Frog FILES Appetizers

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● Soups and Salads

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● Specialties

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● Kids Menu (for the tadpole in your family)

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● Desserts

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● BEHAVIOUR & ADAPTATION

Activity 3.4 Soak it Up

GRADES OBJECTIVE 4-6 To introduce the concept of selective permeability relative to a frog's skin and to allow students to think creatively and design TYPE OF ACTIVITY some features on frogs that could live in the future Experiments and Discussion BACKGROUND INFORMATION MATERIALS For the past decade, scientists have been alarmed by a dramatic See text body decline in amphibian populations. Amphibians have a two-phased life cycle-terrestrial and aquatic-and permeable skin, both of which VOCABULARY make them highly vulnerable to habitat changes and pollutants, habitat, permeability both on land and in water.

CURRICULUM LINKS This selective permeability is critical to frogs and toads. Living in Grade 4 moist areas, toads are able to draw moisture out of the soil and S 104-6, 204-1, 204-3, 204- into their bodies through their skin. Just like the root hairs of a 8, 205-1, 205-3, 205-4, 205- plant, water moves from the soil into the body of a toad. Frogs can 5, 205-7, 206-9, 207-1, 207- live underwater during the winter because they are able to draw 2, 207-6, 300-1, 302-2, 413, oxygen from the water through their permeable skin. 415, 416, 418, 420 E 1.1, 1.2, 2.3, 5.1 ACTIVITY 1: PLUMP IT UP MATERIALS Grade 5 • hardboiled egg or raw potato S 204-1, 204-3, 204-5, 204- • jar of water 8, 205-1, 205-3, 205-4, 205- • ruler 5, 205-7, 206-5, 206-9, 207- 3, 413, 415, 416, 418, 420 TEACHER INSTRUCTIONS E 1.1, 1.2, 2.3, 5.1 In order to maintain class interest, it would be a good idea to do Grade 6 the following activities in pairs or groups of three. The next three S 204-1, 204-8, 205-3, 205- activities will demonstrate features of permeable skin of frogs. 5, 205-7, 206-5, 206-9, 207- 2, 300-17, 301-15, 413, 415, 1. Have students peel a hardboiled egg or raw potato. 416, 418, 420 2. Measure and record its circumference and then place it in a jar E 1.1, 1.2, 2.3, 5.1 of water for 24 hours. 3. After observing the egg or potato, describe what has happened. 4. Again, measure the circumference. Explain any changes in size.

78 THE Frog FILES BEHAVIOUR & ADAPTATION

ACTIVITY 2: SELECTIVE PERMEABILITY MATERIALS • orange juice with pulp • sieve or strainer • funnel

TEACHER INSTRUCTIONS 1. Pour orange juice with pulp through a funnel and describe what happens. 2. Then, pour the orange juice through a sieve or strainer. Now what happens? 3. How does this demonstrate selective permeability? (a permeable membrane allows smaller particles to pass through it but it excludes larger ones. In this way, toxins and other dangerous contaminants can pass through a frog's permeable skin.)

ACTIVITY 3: WHAT IS IMPERMEABLE MATERIALS • water • paper towel • plastic wrap • selection of items including napkins, sponges, glass, paper, cardboard, cheesecloth, aluminum foil

TEACHER INSTRUCTIONS 1. Pour a spoonful of water on a paper towel and a spoonful on plastic wrap. Which one of these items is impermeable to the water? 2. Choose some other materials and experiment with them. Suggestions include napkins, sponges, glass, paper, cardboard, cheesecloth, aluminum foil, etc. 3. Rank these materials from least to most permeable. (These other materials are imitating other types of membranes). Does everyone agree? For primary grades it may be a good idea to provide rankings (such as 1=permeable, 2=somewhat permeable and 3=very permeable), and give a demonstration.

ACTIVITY 4: FUTURE FROGS OF THE WORLD

TEACHER INSTRUCTIONS Have students imagine that they have the power to control how creatures develop in the future. Get them to design a frog that will be better adapted to conditions in the environment 100 years from now. Have them consider that the world may be warmer and drier and more polluted. What feature will be important to frogs? Have them design and draw their modern frog and describe it.

SUMMARY QUESTIONS Discuss as a class 1. How is a frog or toad like an egg or potato? (their outer membrane allows water to be absorbed) 2. Which materials are most permeable? 3. Why is permeability important to frogs and toads? How does it put them at risk? 4. Where do you normally find frogs and toads? Why do you think this is the case? 5. Do humans have the same skin as frogs? Why not?

SOURCE This activity was borrowed from Let's Hear it for Herps page 88

THE Frog FILES 79 BEHAVIOUR & ADAPTATION

Activity 3.5 Dressed for Success: Camouflage in the Classroom

GRADES OBJECTIVE K-2 To introduce the concept of camouflage to young students

TYPE OF ACTIVITY BACKGROUND INFORMATION Conscious Colouring Many frogs use camouflage to keep them safely hidden from predators. Frogs will have different types of colouring and patterns MATERIALS depending on their surroundings. Frogs that live in ponds may • Copies of page 82 (cut in have a pattern on their back and usually pale bellies. The broken half so that there is one pattern on their back helps hide them from predators on the frog per sheet) shore. Their light coloured bellies helps to hide them from fish • Pencil crayons, crayons, looking up at them from below by blending them with the or markers overhead sky. Some frogs that live trees, like the Gray Treefrog, can • tape hide extremely well on tree bark. In fact, the Gray Treefrog has the ability to change its colour (something like a chameleon) VOCABULARY depending on the background. camouflage, predators Poisonous frogs, like the Poison Dart Frogs, are so toxic that they CURRICULUM LINKS can actually afford to advertise themselves with bright colours to Grade K warn predators to "stay away!" Still, other frogs, like the S 200-1, 201-4, 401, 402, Fire-bellied toads use a combination of the above strategies. The 403 colours on their back help hide them but if they are startled, they E 1.1 raise their head to show their brightly coloured bellies and throat Grade 1 which signals to the predator that they are toxic. The colours may S 100-5, 202-9, 401, 402, also act as a big surprise and startle the predator. The same may 403 hold true for Canada's Gray Treefrog with their bright yellow E 1.1 markings under their legs and the Red-legged frog with their red Grade 2 wash. S 202-9, 401, 402, 403 E 1.1 TEACHER INSTRUCTIONS 1. Introduce students to the concept of camouflage. Ask them if they know what camouflage is and how it helps protect frogs in the wild. 2. Give students some examples of camouflage in the animal kingdom (ie. a leopard's spots, a tiger's stripes, the white fur of rabbits in winter, etc.) and ask them if they can think of other examples. 3. Tell them that frogs use camouflage to protect them by helping

80 THE Frog FILES BEHAVIOUR & ADAPTATION

them hide from other animals that want to eat them. Looking at the FrogWatch poster, you may want to ask them if they can imagine good places for Canadian frogs to hide, given their colour pattern. 4. Tell them they are going to develop special camouflage for a shy frog that would want to hide in the classroom. 5. Hand them out copies of the next page and have them colour their frog in a way that they think would help it hide somewhere in the classroom. For example, if there was an orange cupboard in the class, a student may choose to colour their frog orange. Older students may want to try to colour their frog similar to a Canadian frog and see if they can blend in anywhere in the class. 6. When they are finished colouring, cut out the frog from the rest of the page and have the student fix their frog in its "hiding place". 7. Once all the frogs are hidden, have the students take their seats and look for all the frogs as a group and decide which frog is the best camouflaged. You may choose to give a prize to the "best dressed" frog.

OUTDOOR CLASSROOM EXTENSION Have your students try colouring frogs to hide outside. How will the colours they choose differ?

STORY SUGGESTION A Color of His Own by Leo Lionni A look at colours through the experience of a resourceful chameleon that tries to find his own colour.

SOURCE Frog pattern and idea borrowed from Amphibians and Reptiles (Grades 1-3) by Jennifer Overend

THE Frog FILES 81 BEHAVIOUR & ADAPTATION

82 THE Frog FILES Frogs and Their Environment

Frogs play a very important role in their ecosystems. They are seen as "conveyor belts" of energy, which connect life to the higher vertebrates on the food chain. It would take a all day to eat enough insects to meet its food needs. But, by eating a frog, the raccoon can get all of its nutrition in just a few seconds. Tadpoles also have a role in controlling the abundance of aquatic plants in their nursery ponds.

Amphibian biomass (total weight of living amphibians) often exceeds that of the in some of the more froggy areas of the world. To visualize this concept, imaging putting all the mammals and birds in an ecosystem on one side of a gigantic balance scale and all the amphibians on the other side. The result would be that the amphibians would out weigh the mammals and birds! This is a phenomenal fact when you consider how much one little frog weighs compares to an elk or jaguar.

THE Frog FILES 83 FROGS & THEIR ENVIRONMENT

Activity 4.1 Walking in a Wetland Wonderland

GRADES OBJECTIVE 3-6 To introduce students to some of the different organisms that are part of a frog’s food web TYPE OF ACTIVITY Word search BACKGROUND INFORMATION Ecosystems are very complex and delicate systems in our natural MATERIALS world. The following word search will stimulate students to think • Copies of page 85 of all the organisms that share their habitat with frogs. If frogs are • Pencils in trouble and are disappearing, then the balance of the whole ecosystem is at stake. VOCABULARY ecosystem, food web, habitat TEACHER INSTRUCTIONS 1. Hand out copies of page 85. CURRICULUM LINKS 2. Review the instructions with the students. They are to circle Grade 3 each LETTER of the words they find in the word search. For E 4.3 example, Grade 4 F R O G S 302-1 E 4.3 3. Starting in the top left hand corner, write the remaining letters Grade 5 in the square boxes provided below (until the boxes are full— E 4.3 the first 12 letters) to solve the secret message. Grade 6 4. Good luck to everyone! E 4.3 WALKING IN A WETLAND WONDERLAND ANSWER KEY

N E N T U R T L E M S E A T S G O K O O R B E E I A W T E D R E R A O N + + + N S + A + R A + A E N C + + + K R + + N I S + P G H S C + + + E + + + B S + F L L E R A + + D + S + G H + + + A A U E R S I + L + N O + + + + N S L T + P + I + O P + + + + K T C B R S + A + S P L E E C H E S + T A + N + S E + + U S S + S E + A G S E + R + D K N + L + + E + E I + F S + U I H U M A N S B L R I + + N + + G + + + + + F + S G + K + + S + + + + + + + H + + +

Secret message: EAT OR BE EATEN!

84 THE Frog FILES Walking in a Wetland Wonderland 4.1

Circle each individual letter of the words in the word search. Then, starting in the top left hand corner, enter any unused letters into the boxes below to spell out a secret message. Good luck!

Algae N E N T U R T L E M S E A T S Bees G O K O O R B E E I A W T E D Ducks Fish R E R A O N T H R N S E A A R Flies A D A E N C S I N K R T H N I Garter snake Grasshoppers S E P G H S C F A B E R I C B Great Blue Heron S O F L L E R A A F D R S O G Humans Insects H G S F A A U E R S I O L O N Leeches O D W E B N S L T X P F I U O Mink P T P X Q K T C B R S T A F S Plants Raccoon P L E E C H E S F T A I N F S Skunk E P A U S S F S E U A G S E J Slugs Snails R U D K N A L I J E G E I Q F Songbirds S T U I H U M A N S B L R I K Spiders F N S A G H S C J V F M S G T Swan K V N S N A A Z M E H H K S H

Secret Message: ! FROGS & THEIR ENVIRONMENT

Activity 4.2 Working on a Chain Gang

GRADES OBJECTIVE 3-6 To illustrate the difference between a food chain and a food web and show students an awareness of how energy moves an TYPE OF ACTIVITY ecosystem containing frogs Construction of food chains and food webs BACKGROUND INFORMATION Food chains are a series of living things that depend on each MATERIALS other for food energy. The chain starts with a plant (or producer) • Copies of pages 88-92 which is eaten by an animal (a herbivore) and that animal is eaten • Stapler or tape by another animal (a carnivore) and so on. Each organism gets • Pencil crayons, crayons, energy by eating the organism that comes before it in the chain or markers and gives energy when eaten by the organism that comes after it. • scissors When things die, bacteria, fungi and other microorganisms, collec- • Blackboard or easel tively called decomposers break down their bodies, and growing • Long strips of paper plants recycle the nutrients. decorated and connected FLY FROG RACCOON Æ Æ together in a ring to Æ represent the SUN and the Food webs, on the other hand, are a linked series of food chains DECOMPOSERS going off in all directions. Organisms may feed on more than one organism and in turn may be eaten by many other animals. All VOCABULARY these food chains are linked to form a complex food web. carnivore, decomposers, Energy is lost as it moves along food chains. Therefore it takes a ecosystem, food chain, food huge number of producers to feed one herbivore and a large web, herbivore, producer number of herbivores to feed one carnivore. Frogs act as conveyor belts of energy to organisms higher up on the food chain. As tad- CURRICULUM LINKS poles, they transport energy from the producers into the ecosys- Grade 3 tem; then as froglets and frogs, they capture massive amounts of S 200-1, 202-9, 203-2, 203- invertebrate energy (usually in the form of insects) that is often 5, 400, 406 inaccessible to higher vertebrates. Without frogs in a natural E 5.1 ecosystem, the delicate balance in the food web is compromised. Grade 4 ALGAE ALGAE S 104-6, 206-1, 206-9, 301- Ç Ç Ç Ç 1, 302-2, 302-2, 302-3, 413, Æ SUN Æ TADPOLE TADPOLE 415, 417, 418, 419 Æ Æ E 5.1 FROGLET SKUNK Æ Æ cont’d on next page... OWL É DECOMPOSERS

86 THE Frog FILES FROGS & THEIR ENVIRONMENT

TEACHER INSTRUCTIONS CURRICULUM LINKS 1. Begin by explaining the terms herbivore and carnivore. Write (CONT’D) the two terms on the board and have students brainstorm some Grade 5 herbivores and carnivores. (Be prepared to make a line chart-write S 104-7, 206-1, 206-9, 207- "herbivore" to the left of "carnivore" and leave room for 3, 413, 415, 417, 418, 419 "producers" to the left of herbivore, and a space to draw the sun E 5.1 to the left of that. Leave room for "decomposers" to the right of Grade 6 carnivore. Therefore, your headings will eventually form a line S 104-8, 206-1, 206-9, 413, connected with arrows: 415, 417, 418, 419 Sun ➜ Producers ➜ Herbivores ➜ Carnivores ➜ Decomposers E 5.1 2. Tell them that plants are also called producers. Add an area on the board for producers and have them brainstorm some types of plants. 3. Now tell them there are also something called decomposers. These are represented mainly by fungi (mushrooms) and bacteria. They have a very important role in food chains and food webs. Without them we would be drowning in dead material. The decomposers could also be called the "recyclers." 4. Ask them if they know where all the energy originated. Tell them that the sun is the original source of ALL the energy in all ecosystems. 5. Now explain the difference between a food chain and a food web. 6. See if you can connect some of the brainstormed organisms into food chains and food webs. 7. Now tell the students that they are going work as a group to assemble food chains that include frogs. 8. Hand out copies of pages 88-92 to pairs of students. 9. Tell them to choose the organisms they want in their food chain and to cut out the strips and colour them. There are also some blank strips. On these, encourage them to draw their own animals or plants that would also belong in the frog's food chain. If they have received the Walking in a Wetland Wonderland Word Search, they may want to look at the organisms listed there for ideas. 10.Have them tape the strips into rings or "chain links" and interlock their animals in the order of who-eats-whom to form a food chain. 11.When everyone has made a chain, bring the groups to attention. Ahead of time, you will have prepared the main chain links that represent the SUN and the DECOMPOSERS. Ask some of the students with producer ends to come forward to be connected to the sun. Connect the carnivore links to the decomposers. See if there are any "interlinks" that can be formed. Explain that you have created a food web. SOURCE 12.Now carefully undo some of the frog links. Tell them frogs are Pictures were borrowed from disappearing from many parts of the world, Canada included. Alberta's Threatened Wildlife 13.Discuss what happens to a food web when one of the links is Teacher's Guide Grades removed. Are frogs an important part of this ecosystem? K 1 2 3 Leopard Frog

THE Frog FILES 87 FROGS & THEIR ENVIRONMENT Eggs Eggs Eggs Eggs Frog Frog Frog Frog Froglet Froglet Froglet Froglet Tadpole Tadpole Tadpole Tadpole

88 THE Frog FILES FROGS & THEIR ENVIRONMENT Fly Fly Fly Fly Snail Snail Snail Snail Algae Algae Algae Algae Worm Worm Worm Worm

THE Frog FILES 89 FROGS & THEIR ENVIRONMENT Fish Fish Fish Fish Spider Spider Spider Spider Songbird Songbird Songbird Songbird Great Blue Heron Great Blue Heron Great Blue Heron Great Blue Heron

90 THE Frog FILES FROGS & THEIR ENVIRONMENT Coyote Coyote Coyote Coyote Garter SnakeGarter Snake Garter Snake Garter Snake Garter Striped Skunk Striped Skunk Striped Skunk Striped Skunk Great Hornet Owl Great Hornet Owl Great Hornet Owl Great Hornet Owl

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Raccoon Raccoon Raccoon Raccoon THE Frog FILES Frogs and Humans

The only reason that environmental concern exists about frogs (or any species for that matter), is because, as humans, we have the ability to reason and to measure, record, and communicate history. Given the superlative track record of amphibian adaptation to millions of years of ecological change, it is probable that some species of frog will continue to jump and croak around the planet long after our departure.

HABITAT DESTRUCTION Unlike any other species, humans have implemented a path of resource exploitation and consumption to the extent that every major ecosystem on earth has been effected. This is most noticeable in areas where humans are populous and have used the land for production of agricultural commodities. In these areas natural habitats have been dramatically altered. On the prairies approximately 70% of historic wetlands have been drained, most were turned into farmland. In southern , the situation is even more dire: 90% of wetlands have been drained. If you think about that it means that only one in ten ponds still remain. Grasslands have been cultivated, forestlands cleared, wetlands drained and filled and drainage patterns altered. The loss of forest and grasslands essentially degrades the habitats for all species of frogs in Canada.

CHEMICAL POLLUTION Unfortunately frogs are directly in the path of many environmental impacts. Wetland drainage eliminates critical habitat and several herbicides and pesticides are widely used to control plant and animal species considered to be pests. This impacts on the capacity of the wetland to support the aquatic plants and algae on which tadpoles depend, or the insect life that is essential to mature frogs.

ROAD MORTALITY "Why did the frog cross the road?" "To get to the other half of her habitat!"

Another problem faced by frogs is road mortality. Every year, frogs need to embark on a migration. In the spring, many species travel from their breeding pond to a grassy, summer feeding area. In the fall,

THE Frog FILES 93 FROGS & HUMANS they travel from their feeding area to a pond where they can safely hibernate over the winter. Often frogs must cross dangerous sections of highway to get from one habitat to the other. Along one stretch of road (less than 4 km long) at Long Point, in southern Ontario, over 10 000 Leopard Frogs were killed in just one year. It is easy to see how deaths like this year after year could have a major negative effect on amphibian populations.

GLOBAL WARMING Average annual temperatures recorded around the earth over the past two decades have changed in ways that have alerted numerous science and public interest groups to the need for careful ecological monitoring. The possibility that this 'warming trend' may be a direct result of the increased burning of fossil fuels to support industrial activities on the planet. The theory is that these gases escape to the upper atmosphere of our planet, where they form an invisible blanket around the earth that in turn that traps heat within the atmosphere. There is little debate respecting the increase in average annual temperatures, but there is considerable dialogue as to whether man-induced or natural cycles are the cause of this warming. The problem is that it is almost impossible to prove whether or not the trend could be part of natural long-term cycles. Active research in this area will likely provide more definitive answers in coming decades, but in the interim, humans are well advised to proceed with caution and to carefully monitor various environments for the predicted effects. Frogs and toads are particularly sensitive species for monitoring ecological change.

OZONE LAYER DEPLETION Concern has also been expressed about the health of the ozone layer that protects the earth from the harmful ultraviolet (UV) rays from the sun. The most popular theory is that some chemicals produced on earth have the capacity to combine with ozone molecules in the upper atmosphere. The historical record of the behaviour of the ozone layer is relatively recent and scientists are unsure whether alarming variations in the size of holes in the ozone layer over the poles of the earth are caused by human activities or natural variation. The resulting excessive UV radiation is harmful to a wide variety of life forms, including humans and frogs; hatching success of frogs' eggs has been demonstrated to be extremely sensitive to variation in UV levels. As is the case with global warming, the scientific community is in debate respecting the cause and effect relationships that exist between human activities on earth and the variations in ozone layer hole size. To err on the side of conservation is recommended, as humans have not yet found an effective way to counter the effects of chemical contamination on the ozone layer. By monitoring frog populations through programs such as FrogWatch, non-scientists can help provide important continuous information on frog abundance and distribution, which may be valuable in understanding the environmental effects of ozone layer depletion.

ACID RAIN The third global-level impact of our industrial society is the increased acidification of lakes associated with the fallout of nitrogen oxides. These by-products combine with water vapour in the atmosphere to form nitric acid, and over time this collects in water systems and increases the acidity of aquatic ecosystems. The impacts have been particularly severe in northern Europe and eastern North America close to sources of heavy industrial pollution. Frogs are impacted because they have little tolerance to wetlands with a water pH below 5.5. The wetlands in the prairie region of western Canada increase in acidity from east to west, but most tend to be more basic rather than acidic and would not likely be negatively impacted by the low level of industry in the region. Northern wetlands across Canada tend to be more acidic than basic and are more vulnerable to significant increases in industrial pollution.

94 THE Frog FILES FROGS & HUMANS

Monitoring programs are important to provide a long-term baseline of data against which we can measure ecological changes over time, and projects such as FrogWatch provide invaluable data.

ECONOMIC VALUE The actual economic value of frogs to humans is extremely limited. Frogs are eaten by some cultures but they represent either a delicacy or incidental food source rather than a staple part of human diet. Frogs are also used worldwide as a laboratory animal in anatomy and growth and development classes, but the positive economic effect of rearing or collecting frogs from the wild for this purpose would tend to be rather localized. Subsistence cultures have found some frogs to be useful sources of poison for their hunting darts and some medicinal applications such as pain killers, but the significance of subsistence cultures is relatively minor compared to the variety of impacts on frogs from the developed world.

THE Frog FILES 95 FROGS & HUMANS

Activity 5.1 The Call of the Wild

GRADES OBJECTIVE 4-6 To start students on a FrogWatch monitoring project

TYPE OF ACTIVITY MATERIALS FrogWatch junior monitoring • Obtain frog monitoring kit from Nature Canada, 1 Nicholas activity Street, Suite. 606, Ottawa, ON, K1N 7B7; telephone (613) 562- 3447; fax (613) 562-3371; e-mail [email protected]. A list MATERIALS of Canadian co-ordinators is included in this activity. Most kits See text body are available free of charge. • Find a recording of frog calls for your area. You should be able VOCABULARY to obtain them free of charge from co-ordinators, web sites or herpetologist libraries. You can also hear frog calls on Nature Canada’s website, www.naturecanada.ca/naturewatch/frogwatch/ CURRICULUM LINKS • Amphibian Field Guide: There are a number of good amphibian Grade 4 identification guides for your province or across Canada. Check S 104-6, 105-1, 108-3, 108- with your local library, local nature groups, new and used 6, 205-5, 205-7, 206-2, 206- bookstores, and nature type stores. Remind students to 9, 207-1, 301-2, 302-1, 409, assemble their Pocket Field Guide to the Frogs and Toads of 411, 412, 413, 414, 415, Canada. 416, 417, 418, 419, 420, 421 • A FrogWatching Buddy: Frogs can hop away in a flash! It is Grade 5 always better to have two pairs of eyes looking for frogs. If you S 104-7, 105-5, 107-10, 205- are listening for frogs it is easier to have one person listen 5, 205-7, 206-2, 206-3, 206- closely for calls and one person to write down the data. 9, 207-3, 207-4, 409, 411, • Commitment: If you are serious about participating in a frog 412, 413, 414, 415, 416, monitoring program, be sure to plan how much time you have 417, 418, 419, 420, 421 to set aside for monitoring and how often. Scientists need you Grade 6 to send observations that are collected carefully and on a S 104-8, 108-8, 205-5, 205- regular basis. 7, 206-2, 206-9, 207-4, 409, 411, 412, 413, 414, 415, BACKGROUND INFORMATION 416, 417, 418, 419, 420, 421 Almost every province and territory has a herpetologist collecting frog data as part of an international network of biologists and con- servationists who are trying to save frogs. It takes a lot of work to monitor frogs across an entire country. Herpetologists need all the eyes and ears they can get to gather froggy data. The great news is that ANYBODY can monitor frogs. The easiest method for stu- dents to monitor frogs is calling surveys. This not only makes an immeasurable contribution to science, but also it is a great way to introduce students to their froggy neighbours. Frog monitoring is a

96 THE Frog FILES FROGS & HUMANS fun, educational opportunity that will help develop children's observational and listening skills, and their understanding of the importance of frogs and wetlands. Please note: When deciding to participate in a frog monitoring program, you must show commitment to collecting data (rain or shine) and taking part may not be suitable for younger children. If you feel your students are not ready to monitor frogs in the wild, there are many other great ways to introduce them to frogs that may encourage them to take part in frog monitoring programs in the future. For instance you can have students listen to tapes of frog calls and you can make up an auditory quiz. Have them report any frog sightings and record this on a running chart as a class. Have fun completing the activities in this guide. The following is a step by step suggestion of how you can involve your students in frog monitoring.

Decide if your class is ready to commit the time required to participate in a frog monitoring activity. Take the following into account: Students need continuous adult supervision and support to monitor frogs. Students should never go out into the wilderness without an adult. SAFETY ALWAYS! Encourage students to listen from their backyards and have them report any calls to you.

TEACHER INSTRUCTIONS 1. Get what you need to start monitoring frogs. Each province has different frog monitoring options available to them. Contact your provincial frog monitoring co-ordinator provided below. Note that some provinces are not monitoring on a provincial level and they will refer you directly to Nature Canada. 2. Get to know your froggy neighbours. With the help of your provincial co-ordinator, amphibian guide and you can easily learn what your froggy neighbours look and sound like. Discuss the characteristics of these species with your students. Be sure to explain the scientific importance of monitoring frogs. 3. Review the Golden Rules of Frog Monitoring on the second last page of the Pocket Field Guide. 4. Hop to it! Go out and monitor frogs. Make sure you record your data carefully on the survey form provided by your frog monitoring co-ordinator. All the information you collect from surveys will be added to data from all across Canada. Scientists studying frog populations all over the world can then use the data to measure environmental changes. 5. Write a letter to be sent home with your students explaining the FrogWatch program. (See a sample letter on page 102). Parental involvement is necessary for student participation. It is our hope to rekindle and nourish a passion for nature in people of all ages-sometimes the hustle bustle of our busy lives can get in the way of some quality time in the out-of-doors.

SOURCE This activity was adapted from frog monitoring material found at www.ecokidsonline.com/pub/fun_n_games/printables/activities/assets/wildlife/frog_monitoring.pdf

THE Frog FILES 97 FROGS & HUMANS Canadian Frog Monitoring Programs: Co-ordinators List

Keep in mind that the co-ordinators for these programs are often volunteering their own time. Please, give them time to respond to your inquiries.

BRITISH COLUMBIA with nature and participate in an activity the Laura Friis entire family can enjoy. How can you get British Columbia Frogwatch involved? The procedure is simple: Wildlife Branch 1. Contact us for a free monitoring manual Ministry of Environment, containing information on the identification, Lands and Parks ecology and natural history of Alberta's P.O. Box 9374, Stn. Prov. Govt. amphibians. Included along with the manual Victoria, BC V8W 9M4 are a cassette tape of amphibian calls, and a Tel: (250) 387-9755 copy of our "Croaks and Trills" newsletter. Fax: (250) 356-9145 2. Read the manual and listen to the cassette E-mail: [email protected] tape to familiarize yourself with Alberta's www.naturewatch.ca/english/frogwatch/bc/ amphibians. 3. Choose a site or sites to survey. 4. Go out and listen for frogs and toads calling, ALBERTA and carefully walk the study site (optional) Kris Kendell recording evidence of amphibians such as Alberta Amphibian Monitoring Program egg masses, tadpoles, and/or adults. Alberta Environment and Alberta Conservation 5. Fill out the simple data sheets provided at the Association back of the manual, and send them to us at 7th Floor, O.S. Longman Building your earliest convenience. 6909-116 Street Edmonton, AB T6H 4P2 If you would like more information and/or would Tel: (780) 422-4764 like to participate in the amphibian monitoring Fax: (780) 422-9685 program contact Kris Kendell. E-mail: [email protected] www3.gov.ab.ca/srd/fw/amphib/index.html SASKATCHEWAN The Alberta Amphibian Monitoring Program was Andrew Didiuk initiated because of a need for information on Saskatchewan Amphibian Monitoring Project & long-term population trends and current distri- Saskatchewan Herpetological Atlas Project butions of amphibians in Alberta. Why partici- P.O. Box 1574 pate in the monitoring program? The data you Saskatoon, SK S7K 3R3 collect is of vital importance to better under- Tel: (306) 975-4005, Fax: (306) 975-4089 standing the numbers, trends, and distribution E-mail: [email protected] of amphibian populations in Alberta. Also, www.naturewatch.ca/english/frogwatch/sa/ simply put, being a volunteer participant is a fun and great way to get outdoors, get in touch

98 THE Frog FILES FROGS & HUMANS

If you are interested in participating in our Tel: (514) 457-9449 amphibian monitoring project, which is a fun Fax: (514) 457-0769 way to spend some spring evenings, contact E-mail: [email protected] Andy Didiuk to obtain an observation kit. Since www.naturewatch.ca/english/frogwatch/pq/ we know so little about the distribution of our reptiles and amphibians (even for what seem to Listen for frogs in wetlands and ponds. be the most common species) every observation Mr. Rodrigue is a Calling Amphibian Coordinator is important. Andy Didiuk can provide you with for NAAMP (North American Amphibian observation cards for the project. Monitoring Program). If you are serious about becoming involved in frog monitoring contact Mr. Rodrigue who will be happy to discuss the time MANITOBA commitment and other details of the program. Manitoba Conservation P.O. Box 24 200 Saulteaux Crescent Winnipeg, MB R3J 3W3 Bruce Dougan Fax: (204) 945-3077 c/o Magnetic Hill Zoo www.naturewatch.ca/english/frogwatch/mb/ 100 Worthington Avenue Moncton, NB E1C 9Z3 There is presently no acting provincial co-ordina- Tel: (506) 877-7718 tor in Manitoba so it is suggested that Fax: (506) 853-3569 individuals in Manitoba interested in monitoring E-mail: [email protected] frogs contact Nature Canada directly for a www.naturewatch.ca/english/frogwatch/nb/ monitoring kit.

NOVA SCOTIA ONTARIO Stephen Archibald Lisa Sealock Frogwatch Co-ordinator c/o Museum of Natural History c/o Adopt-A-Pond, Toronto Zoo 1747 Summer St. 361 A Old Finch Ave. Halifax, NS B3H 3A6 Scarborough, ON M1B 5K7 Tel: (902) 424-6514 Tel: (416) 392-5999 Fax: (902) 424-0560 Fax: (416) 392-4979 E-mail: [email protected] E-mail: [email protected] www.naturewatch.ca/english/frogwatch/ns/ www.cciw.ca/eman-temp/ecowatch/adoptapond www.naturewatch.ca/english/frogwatch/on/ Completed data forms can be sent to the above address. If you wish to leave a message by phone use 1.800.354.FROG(3764). If you are just listening for spring peepers you might want David Rodrigue, Co-ordinator to register with the Thousand Eyes Project that is Quebec Amphibian Populations collecting the timing of fifty seasonal events Monitoring Program including peepers. Register and report online at Saint Lawrence Valley www.thousandeyes.ca Natural History Society 21125 ch. Ste-Marie Ste-Anne-de-Bellevue, QC H9X 3Y7

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Northern British Columbia" from the Yukon PRINCE EDWARD ISLAND Dept. of Renewable Resources. If you would like Rosemary Curley to establish a monitoring program contact Mr. Fish and Wildlife Division Slough for assistance. For more info visit the P.E.I. Dept. of Technology and Environment Yukon Frog Watch site at: P.O. Box 2000 http://eqb-dqe.cciw.ca/emanops/frogwatch/yukon Charlottetown, PEI C1A 7N8 Tel: (902) 368-4807 Teachers interested in classroom presentations Fax: (902) 368-5830 can contact the Innovators Program at Yukon E-mail: [email protected] College to request presentations at www.naturewatch.ca/english/frogwatch/pe/ [email protected], (867) 668-8739.

There is no official monitoring program in PEI. Rosemary Curley at the Fish and Wildlife Branch of NORTHWEST TERRITORIES the PEI Dept. of the Environment suggests using Mike Fournier materials from other provincial programs such as Canadian Amphibian and Reptile Conservation Nova Scotia or contacting NAAMP. There are four Network types of frogs found in the island, they are: Spring Northwest Territories Co-ordinator Peeper, Wood Frog, Green Frog, and Leopard Frog. Ecology North 5093 Finlayson Drive Yellowknife, NT X1A 3G9 NEWFOUNDLAND AND LABRADOR Tel: (867) 669-4762 (work) Joe Brazil (867) 873-6618 (residence) Dept of Forest Resources and AgriFoods E-mail: [email protected] P.O. Box 8700 www.naturewatch.ca/english/frogwatch/nt/ St John's, NL A1B 4J6 Tel: (709) 729-3773 Fax: (709) 729-4989 NUNAVUT E-mail: [email protected] Mark Mallory www.naturewatch.ca/english/frogwatch/nf/ Canadian Wildlife Service P.O. Box 1714 Qimugjuk Bldg 969 YUKON TERRITORY Iqaluit, Nunavut X0A 0H0 Brian G. Slough Tel: (867) 975 4637 Yukon Co-ordinator, Canadian Amphibian and Fax: (867) 975 4645 Reptile Conservation Network E-mail: [email protected] 35 Cronkhite Road www.naturewatch.ca/english/frogwatch/nu/ Whitehorse, YT Y1A 5S9 Tel: (867) 668-3295 There is no formal monitoring program E-mail: [email protected] operating in Nunavut. Although Wood Frogs are www.naturewatch.ca/english/frogwatch/yt/ found in the territory, they are only in the most extreme southern portion of the region where There is no formal monitoring program in the there are trees and at this time there are no Yukon but Mr. Slough does want to hear about communities in this area. sightings. He recommends that Yukon educators obtain the brochure "Frogs, Toads, and Salamanders: Amphibians of the Yukon and

100 THE Frog FILES FROGS & HUMANS Checklist of Canadian Frogs & Toads

PROVINCE YT BC NT AB SK MB ON QC NB NS PE NL NU TAILED FROGS Tailed Frog (No call) • SPADEFOOTS Great Basin Spadefoot • Plains Spadefoot • • • TRUE FROGS Bullfrog • • • • • • • • • Green Frog • • • • • • • • Mink Frog • • • • • • • • • • • • • • • • • Pickerel Frog • • • • Red-legged Frog • Wood Frog • • • • • • • • • • • • • TRUE TOADS American Toad • • • • • • • • Canadian Toad • • • • Fowler's Toad • Great Plains Toad • • • Western Toad • • • TREEFROGS Boreal Chorus Frog • • • • • • • • Western (Striped) Chorus Frog • • • Cope's Gray Treefrog • Gray Treefrog • • • • Northern Cricket Frog • Pacific Treefrog • Spring Peeper • • • • • • THE Frog FILES 101 Dear Parents,

We have recently been studying frogs and toads at school with your children. They are quite excited about understanding these interesting animals, their lifecycles, and the issues they are facing. We are writing to encourage you to take part in learning about these fascinating animals with them.

We would like to ask you to take some time to ask your children about what they've learned and what they found to be interesting. To stimulate their growing interest in nature, consider taking your child to a local wetland where they can see frogs in the wild and get to know their local amphibians by sight and sound.

What is the best time for frog watching? The ideal frog watching day is WARM, WET, and WINDLESS. It should be at least 10 degrees C and remember, if it is windy enough to blow dust, its too windy for frogs.

We also highly recommend taking part in the FrogWatch program. This program encourages you, when you hear or see a frog, to report the event to FrogWatch You will be helping scientists across Canada monitor changes in frog populations. Frogs are a good species by which scientists can assess the health of the environment. Your input is important in helping to solve the mystery surrounding the declines in frog populations happening around the world since the late 1980s.

To get started with FrogWatch, contact Nature Canada, 1 Nicholas Street., Suite. 606, Ottawa, ON, K1N 7B7; telephone (613) 562-3447; fax (613) 562-3371; e-mail [email protected]. Nature Canada will mail you out a FrogWatch poster and survey form. You can also hear the variety of frog species' calls for your province by logging on to www.naturecanada.ca/naturewatch/frogwatch/.

Please review the Golden Rules of Frog Monitoring with your children before visiting the ponds. Happy frogging!

THE GOLDEN RULES OF FROG WATCHING 1. Wash your hands before you go. Do not put on lotion or bug repellent. Remember that amphibians breathe through their skin. 2. Safety first! Choose a partner or small group and stay together. 3. Shhhhhhh…you need to be quiet to hear frogs. Listen for calls for at least 3 minutes. 4. Never follow a frog into the water. Frogs are much better swimmers than even the best people! 5. Be gentle with the frogs and put them back where you find them. Remember that you are a GIANT to a little frog. 6. Don't kiss frogs. There are no Princes or Princesses out there. 7. Wash your hands after touching frogs or toads. They may have some germs that will make you sick. FROGS & HUMANS

I am CANADIAN! Activity 5.2

OBJECTIVE GRADES To familiarize students with Canadian frog species while drawing 4-6 attention to some defining characteristics or interesting trivia TYPE OF ACTIVITY BACKGROUND INFORMATION Origami Frog Flycatcher Compared to the rest of the world and in particular Central and South America, Canada has very few species of frogs and toads. MATERIALS However, just because we don't have big numbers doesn't mean • Copies of pages 104-105 we can't still have exciting species! Six of Canada's frogs can • Scissors survive freezing solid, many of them can change colour-- • Familiarity with making chameleon style-to match their background, bullfrogs are consid- Origami Frog Flycatchers ered a scrumptious meal by some and we have one of only two (page 33) types of frog world wide with a "tail". The following origami • Mini Field Guide (optional) flycatchers familiarizes students with our Canadian frog species while providing them with some knowledge on identifying VOCABULARY characteristics and some frog trivia. anuran, cranial crests, parotid (poison) glands, tympanum TEACHER INSTRUCTIONS 1. Hand out copies of each page to pairs of students. A group of CURRICULUM LINKS two should have 2 different sheets. Grade 4 2. Construct the origami frog flycatchers. If the class is not already S 104-6, 205-3, 300-1, 418 familiar with this technique, refer to page 33. E 2.1 5.1 Grade 5 HOW TO PLAY FLYCATCHER Q&A S 104-7, 205-3, 418 If you are unfamiliar with how to play, please refer to Activity 1.3 E 2.1 5.1 on page 33 for instructions. Grade 6 S 104-8, 205-3, 418 SOURCE E 2.1 5.1 How to make an origami flycatcher diagrams were adapted from those at http://www.yasutomo.com/project/fortuneteller.html

THE Frog FILES 103

FROGS & HUMANS Tailed Frog Tailed

Pacific Tree Frog Tree Pacific 8 I am red I have on my lower a light stripe abdomen and hind legs down my bumpy back

RED-LEGGED WESTERN Frog Toad 7 through my eyes

21 and sticky toes a black stripe AII TREE PACIFIC Frog I have Part of a province is in my name COLUMBIA SPOTTED Frog Peeper SPRING on my back a black “X” I have

I may be Frog

in a CHOIR

BOREAL CHORUS 65 Frog Frog

3 the Northern Forest

TAILED WOOD

won’t wag won’t world frog the

one but it it but one of ZORRO the

I have have I am I Spring Peeper 4 Western (Striped) Chorus Frog

104 THE Frog FILES

FROGS & HUMANS Green Frog Green

Bullfrog 8 I have I have long poison a dark triangle glands that don’t between my eyes touch my cranial crests

AMERICAN NORTHERN CRICKET Toad Frog 7 21 the same colour and I have Frog Kermit GREEN I am named for a country and have a big hump between my eyes CANADIAN Toad am a little “fishy” on my back and dark squares I have Frog PICKEREL

Frog

I have spots

and am named 65

Spadefoot Frog

3 NORTHERN LEOPARD

for a big African cat

PLAINS BULL

great big tympanum big great prairies the in spade

a BULLY with a with BULLY a a with one only

I am am I the am I Pickerel Frog 4 Plains Spadefoot

THE Frog FILES 105 FROGS & HUMANS

Activity 5.3 The Field of Greens Mini Field Guide

GRADES OBJECTIVE 3-6 To familiarize students with the frogs and toads of Canada

TYPE OF ACTIVITY BACKGROUND INFORMATION Colouring and Assembly of a Field guides are essential tools to any naturalist interested in Mini Field Guide identifying local species. They generally provide information about the distribution, habitat, distinguishing features, common and scientific MATERIALS names, and size of species. Exposing students to field guides will • Copies of pages 107-120 show them to the diversity of amphibians and the colour plates may • Scissors spark an interest to "get to know" some of their local anuran friends. • Pencil crayons, crayons or markers TEACHER INSTRUCTIONS • FrogWatch poster 1. Make single-sided copies of pages 107-120 for each student. • Assortment of field guides 2. Talk to your students about the value of field guides to the for reptiles and amphib- scientist and naturalist. ians of North America 3. Tell them they are going to make their own field guides and • Heavy duty stapler hand out the copies of pages 107-120. • Checklist of Canadian 4. The distinguishing features of many of the frogs and toads in this Species see page 101 mini guide have been highlighted. Using a combination of the FrogWatch poster, an assortment of field guides and the text VOCABULARY provided next to the drawings, have the students colour in the cranial crests, habitat drawings of the Canadian frogs. Remind them of distinguishing features such as the Wood Frog's mask, the Northern Cricket CURRICULUM LINKS Frog's dark triangle and the Spring Peeper's "X". Grade 3 5. Ask them which frogs are found in their province or territory. Have S 201-7, 203-2, 401, 404 them list these species on the page opposite to the title page. E 3.2 6. After the frogs have been coloured, cut out the pages. Fold the page Grade 4 in half so that the frog is on one side and the text is on the other. S 104-6, 105-4, 205-3, 206- 7. Organize the pages of the guide based on families as outlined 1, 300-1, 416 in the "Checklist of Frog and Toad Species". This way the E 3.2 students may begin to recognize similar characteristics. Grade 5 8. Using a heavy duty stapler, staple the guide together with 2 S 104-7, 205-3, 205-8, 206- staples on the left hand seam. 1, 416 9. Some of the information provided in the field guide would be E 3.2 useful to help answer questions raised through activities in the Grade 6 educator's guide and you may wish to encourage your students to S 104-8, 205-3, 205-8, 206, use their field guides for this purpose (i.e. I am CANADIAN!) 300-17, 416 10.Encourage your students to take the field guides with them if E 3.2 they go on a field trip to a wetland area.

106 THE Frog FILES Boreal Chorus Frog Boreal Western (Striped) Chorus Frog Gray Treefrog Cope’s Gray Treefrog Northern Cricket Frog Pacific Treefrog Spring Peeper TREEFROGS ❏ ❏ ❏ ❏ ❏ ❏ ❏ American Toad Canadian Toad Toad Fowler’s Plains Toad Great Western Toad

1 2 3 4 5 6 7 8 9 TRUE TOADS ❏ ❏ ❏ ❏ ❏ 10 11 12 13 Frogs and Toads in my Province my in Toads and Frogs Ê Ê Bullfrog Columbia Spotted Frog Spotted Frog Oregon Frog Green Mink Frog Northern Frog Leopard Frog Pickerel Red-legged Frog Frog Wood TRUE FROGS ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ My Pocket Field Guide to the My Pocket of CANADA Frogs & Toads Frogs Tailed Frog Tailed Basin Spadefoot Great Plains Spadefoot TAILED FROGS TAILED ❏ SPADEFOOTS ❏ ❏ Checklist of Frog and Toad Species That I Have SeenChecklist of Frog and Toad Species That I Have Seen Checklist of Frog and Toad

THE Frog FILES 107

of the back the eye and a white stripe along upper lip through into dashes or dots broken far north it is found on the tundra of a comb

• or olive green reddish Colour the toad brown, • is often a light line down the middle Notice that there DISTRIBUTION • Widely eastern distributed throughout half of Canada HABITAT • ditches to marshes in a variety of habitats from Breeds • areas Can be found on your lawn or in heavily forested CALL • Monotone trill lasting up to 30 seconds INTERESTING FACTS • have poison glands as well frogs Tadpoles • Only toad in most of eastern Canada • with a dark stripe to brown green-gray Colour the frog • dark stripes down the back but they are three are There DISTRIBUTION • and NWT BC to Quebec including the Yukon From HABITAT • woodland ponds although in the openings around Likes forest CALL • Resembles the sound of drawing your finger down teeth INTERESTING FACTS • over winter that can freeze Six” frogs One of the “Deep Freeze IDENTIFYING MARKS / COLOURING INSTRUCTIONS IDENTIFYING MARKS/ COLOURING INSTRUCTIONS

American Toad American Frog Chorus Boreal Ê Ê Bufo Americanus Pseudacris maculata American Toad Boreal Chorus Frog 5.1-9.0 cm 1.9-3.7cm

108 THE Frog FILES

creamy white belly creamy they have disrupted the delicate to BC where introduced were balance of the aquatic ecosystems “bullies” as they eat smaller frogs and hind legs, colour the belly yellowish chorus sounds like popcorn popping “minky” smell but some people think it smells like rotting onions

• with a to dark greenish/brown pale green Colour the frog • on this frog Notice the huge eardrum DISTRIBUTION • to BC Native to ON, QC, NB and NS; introduced HABITAT • in large permanent water bodies Breed CALL • "jug-o-rum" A bass sounding, growly INTERESTING FACTS • they Harvested for their legs as human food; this reason • in Canada and certainly can be the largest frog They are • with dark spots on the sides olive to brown Colour the frog DISTRIBUTION • MN, ON, QC, NB,NS, and NL HABITAT • in permanent wetlands Highly aquatic, breeds CALL • Sounds like someone hammering in the distance; a large INTERESTING FACTS • an odour; it is named for it’s species that releases Only frog IDENTIFYING MARKS/ COLOURING INSTRUCTIONS IDENTIFYING MARKS/ COLOURING INSTRUCTIONS

Bullfrog Frog Mink Ê Ê Rana catesbeiana Rana septentrionalis Bullfrog Mink Frog 8.7-20.0cm 4.8-7.0cm

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belly yellow, orange or red belly yellow, ten seconds and stay still is a light line down by black spots, there warts surrounded of back centre raised bump between the eyes Canada

• with darker spots and the upper body brown Colour the frog’s • Spotted Frog Has a bigger head than the Oregon DISTRIBUTION • BC, and western Alberta Yukon, HABITAT • Found in permanent water bodies CALL • call may last up to A series of short, rapid grunts; the entire • Spotted Frog Possibly the same call as Oregon INTERESTING FACTS • them, they will swim to the bottom of lake you scare If • with reddish or reddish gray-green Colour the toad brown, • parallel or fused to form a are Notice that the cranial crests DISTRIBUTION • plus NWT Found in the prairie provinces HABITAT • Found near ponds, lakes and potholes CALL • Call is a soft, low-pitched trill INTERESTING FACTS • to avoid the heat underground Burrows • This is one of the few amphibians with most its range in IDENTIFYING MARKS/ COLOURING INSTRUCTIONS IDENTIFYING MARKS/ COLOURING INSTRUCTIONS

Columbia Spotted Frog Spotted Columbia Toad Canadian Ê Ê Rana luteiventris Bufo hemiophrys Columbia Spotted Frog Canadian Toad 4.4-10.0cm 3.7-7.5cm

110 THE Frog FILES FROGS & HUMANS

1987 quarries one or two years the eye and a white stripe along upper lip through broken individuals are

• or black red yellow, greenish-brown, Colour the frog • to colour in the dark triangle between eyes Be sure DISTRIBUTION • since Only on Pelee Island, Ontario but has not been heard HABITAT • Natural marshes, deep drainage ditches and abandoned CALL • Sounds like pebbles striking each other INTERESTING FACTS • than live more with very short lives. They rarely frogs These are • with a dark stripe to brown green-gray Colour the frog • dark stripes down the back which in some three are There DISTRIBUTION • Despite its name, it is only found in Ontario and Quebec HABITAT • woodland ponds openings around Forest CALL • Sounds like a finger running down the teeth of comb INTERESTING FACTS • over winter that can freeze Six” frogs One of the “Deep Freeze • to emerge in the spring Also one of the first frogs IDENTIFYING MARKS/ COLOURING INSTRUCTIONS IDENTIFYING MARKS/ COLOURING INSTRUCTIONS

Northern Cricket Frog Cricket Northern Frog Chorus (Striped) Western Ê Ê Acris crepitans Pseudacris triseriata Northern Cricket Frog Northern Cricket Western (Striped) Chorus Frog Western 1.6-3.8cm 1.9-3.9cm

THE Frog FILES 111 FROGS & HUMANS

come together between the eyes in a V machine gun and lowers its head. and a white belly with their spades underground

• with a white belly or green brown Colour the toad gray, • each eye and form an L-shape around Notice the cranial crests DISTRIBUTION • prairie provinces Found in all three HABITAT • or permanent wetlands Temporary CALL • the burst of a High pitched, long mechanical trill resembling INTERESTING FACTS • raises up on all four legs up with air, it puffs When threatened • to escape the heat Burrows • Can lay up to 20 000 eggs • to olive with orange bumps Colour the spadefoot gray-green DISTRIBUTION • Found only in BC HABITAT • with loose soil near temporary pools Found in arid areas CALL • snoring "Waah" repeated, Frequently INTERESTING FACTS • They avoid the heat and dryness of day by burrowing • Only come out at night IDENTIFYING MARKS/ COLOURING INSTRUCTIONS IDENTIFYING MARKS/ COLOURING INSTRUCTIONS

Great Plains Toad Plains Great Spadefoot Basin Great Ê Ê Bufo cognatus intermontanus Great Plains Toad Great Basin Spadefoot 4.5-11.2cm 3.7-6.4cm

112 THE Frog FILES FROGS & HUMANS

yellow-orange under the thighs only be told apart by their calls yellow-orange under the thighs Treefrog be told apart by their calls

• or gray with darker blotches and brown green, Colour the frog DISTRIBUTION • Found in Manitoba, Ontario, Quebec, and New Brunswick HABITAT • and shrubs near permanent water Found on trees CALL • flutey trill Short, bird-like INTERESTING FACTS • over winter that can freeze Six” frogs One of the “Deep Freeze • and they can Gray treefrog Looks exactly the same as Cope’s • able to change colours match the background Are • or gray with darker blotches and brown green, Colour the frog DISTRIBUTION • Lives only in southern Manitoba HABITAT • and shrubs near permanent water on trees Found CALL • flutey trill but higher pitched than the Gray Short, bird-like INTERESTING FACTS • over winter that can freeze Six” frogs One of the “Deep Freeze • and they can only Looks exactly the same as Gray Treefrog • able to change colours match the background Are IDENTIFYING MARKS/ COLOURING INSTRUCTIONS IDENTIFYING MARKS/ COLOURING INSTRUCTIONS

Gray Treefrog Gray Treefrog Gray Cope’s Ê Ê versicolor Hyla chrysoscelis Gray Treefrog Cope’s Gray Treefrog Cope’s 3.2-5.1cm 3.2-5.1cm

THE Frog FILES 113

and a white belly; may have light stripes on back in temporary ponds soil; breed using their spades on feet tunnelling backwards down the middle of back, large dark blotches, and a white belly and

• with orange bumps to dull green Colour the spadefoot brown DISTRIBUTION • prairie provinces Found in all three HABITAT • Found in short grass prairie with loose, dry sandy or gravelly CALL • A short squawk, somewhat like a duck INTERESTING FACTS • made by in burrows During the day they hide underground • They have been found as deep a meter underground • with a light stripe or brown green Colour the toad yellow, DISTRIBUTION • of Lake Erie Only found along the north shore HABITAT • of Lake Erie Found along sandy shoreline CALL • Sounds like a crying baby or nasal "waaa" INTERESTING FACTS • upon by garter snakes, water snakes preyed are Fowler's Toads • by predators when threatened These toads will scream IDENTIFYING MARKS/ COLOURING INSTRUCTIONS IDENTIFYING MARKS/ COLOURING INSTRUCTIONS

Plains Spadefoot Plains Toad Fowler’s Ê Ê Spea bombifrons Bufo fowleri Plains Spadefoot Fowler’s Toad Fowler’s 3.7-6.2cm 5.1-7.5cm

114 THE Frog FILES

swamps, brooks and pond lake edges swamps, brooks

• with large, light-edged spots or brown green Colour the frog DISTRIBUTION • as well NWT Found in every province HABITAT • Wide prairie to woodland tundra range of habitats from CALL • Sounds like a finger rubbed on wet balloon INTERESTING FACTS • often used for dissection in biology classes are These frogs • or a combination or brown, bronze green, Colour the frog • Notice the big eardrum DISTRIBUTION • Found in every eastern province HABITAT • permanent water such as springs, Found in or near shallow, CALL • A twang like a loose banjo string INTERESTING FACTS • hibernate Frogs under water Green • and escape predators cry loudly to try and scare These frogs IDENTIFYING MARKS/ COLOURING INSTRUCTIONS IDENTIFYING MARKS/ COLOURING INSTRUCTIONS

Northern Leopard Frog Leopard Northern Frog Green Ê Ê Rana pipiens Rana clamitans Northern Leopard Frog Green Frog 5.0-11.1cm 5.3-10.5cm

THE Frog FILES 115 FROGS & HUMANS

belly yellow, orange or red belly yellow, ten seconds and stay still dorsolateral ridges.

• with darker spots and the upper body brown Colour the frog’s • Has a smaller head than the Columbia Spotted Frog DISTRIBUTION • south-western extreme British Columbia HABITAT • Found in permanent water bodies CALL • call may last up to A series of short, rapid grunts; the entire • Possibly same call as the Columbia Spotted Frog INTERESTING FACTS • them, they will swim to the bottom of lake you scare If • in Latin means "precious" The species name "pretiosa" • with darker squarish spots yellow brown Colour the frog • It also has a yellow to orange belly DISTRIBUTION • Found in Ontario, Quebec, Nova Scotia, and New Brunswick HABITAT • with stable water temperatures Ponds and streams CALL • somewhat like the lowing of a cow Low snore INTERESTING FACTS • being used as fish bait named from Was IDENTIFYING MARKS/ COLOURING INSTRUCTIONS IDENTIFYING MARKS/ COLOURING INSTRUCTIONS

Oregon Spotted Frog Spotted Oregon Frog Pickerel Ê Ê Rana pretiosa Rana palustris Oregon Spotted Frog Pickerel Frog Pickerel 4.4-10.0cm 4.4-7.5cm

116 THE Frog FILES FROGS & HUMANS

black eyemask and climb trees water closely match can change colour rapidly to more Treefrogs their background warts brown back with reddish burrows moist soil or rodent to swallow them. for predators This makes it harder air.

• to colour in the to black and be sure green Colour the frog • stick to leaves Notice the big sticky toe pads that help this frog DISTRIBUTION • Only found in BC HABITAT • among vines, shrubs and grasses, near Lives on the ground CALL • Repeated series of two short, high-pitched notes INTERESTING FACTS • Pacific another “Canadian chameleon” frog. These are • with a light stripe down the or brown Colour the toad green • Unlike other toads it has no cranial crests DISTRIBUTION • and NWT Found in BC, Alberta, Yukon HABITAT • rivers and lakes but often shelters in loose, Ponds, streams, CALL • Quiet peeping like little chicks INTERESTING FACTS • Unlike most toads, western toads walk rather than hop • up with When disturbed they raise up on their legs and puff IDENTIFYING MARKS/ COLOURING INSTRUCTIONS IDENTIFYING MARKS/ COLOURING INSTRUCTIONS

Pacific Treefrog Pacific Toad Western Ê Ê Hyla regilla Bufo boreas Pacific Treefrog Western Toad Western 1.9-5.0cm 6.2-12.5cm

THE Frog FILES 117 FROGS & HUMANS

freeze over the winter freeze heat to absorb more light. They will darken when cold in order over the winter can freeze

• to tan with a black face mask Colour brown • world of the frog the Zorro Frog This mask makes the Wood DISTRIBUTION • and territory found in every province Only frog HABITAT • Moist woodlands and temporary woodland pools CALL • Duck-like quack INTERESTING FACTS • that can Six” frogs one of the “Deep Freeze are Frogs Wood • very dark to They can also change colour rapidly from • tan to gray with a dark “X” on its back Colour this frog DISTRIBUTION • Found in every eastern starting in Manitoba province HABITAT • Wide ditches to swamps variety of habitats, from CALL • Single, loud, high pitched peep that is repeated INTERESTING FACTS • that Six” frogs The Spring Peeper is one of the “Deep Freeze IDENTIFYING MARKS/ COLOURING INSTRUCTIONS IDENTIFYING MARKS/ COLOURING INSTRUCTIONS

Wood Frog Wood Peeper Spring Ê Ê Rana sylvatica Pseudacris crucifer Wood Frog Wood Spring Peeper 3.5-7.0cm 1.9-3.2cm

118 THE Frog FILES FROGS & HUMANS

underside of the legs and belly looking right through being translucent - as though you are muscle underneaththe skin to see red come out to eat at night

• on the with dark flecks and red gray or reddish Colour the frog DISTRIBUTION • Only found in southwestern British Columbia HABITAT • Found in or near well vegetated permanent water CALL • faint and guttural "uh" often given underwater Very INTERESTING FACTS • colouring under the legs is sometimes described as The red • to red. green-brown Colour the frog • on the male frogs Notice the “tail” that is present DISTRIBUTION • Found in parts of southern BC HABITAT • streams rocky Cold, clear, CALL • which does not call Only Canadian frog INTERESTING FACTS • in the world with a tail. One of only two types frogs • and in the stream During the day they hide beneath rocks IDENTIFYING MARKS/ COLOURING INSTRUCTIONS IDENTIFYING MARKS/ COLOURING INSTRUCTIONS

Red-Legged Frog Red-Legged Frog Tailed Ê Ê Rana aurora Ascaphus truei Red-Legged Frog Tailed Frog Tailed 4.4-13.1cm 2.5-5.0cm

THE Frog FILES 119 FROGS & HUMANS

Draw the habitat where you are finding frogs: FROG AND TOAD FROG AND TOAD SPECIES THAT I HAVE SEEN: FROG AND TOAD SPECIES THAT I HAVE HEARD: Frog and Toad Species That I... That Species Toad and Frog Ê Ê (Hold the thermometer in water and off (If you have a thermometer, hold it in the air out of (If you have a thermometer, (Is it sunny today? Cloudy? Windy? Has it rained recently?): (Is there a name for the wetland you are visiting? Are you in visiting? Are a name for the wetland you are (Is there The Golden Rules of Frog Watching OBSERVATIONS: ENVIRONMENTAL (What is the day, month, and year?): (What is the day, Wash your hands before you go. Do not put on lotion or bug your hands before Wash their skin. through Remember that amphibians breathe repellent. and stay together. Safety first! Choose a partner or small group Listen for calls at Shhhhhhh…you need to be quiet hear frogs. least 3 minutes. much better swimmers are Frogs into the water. Never follow a frog than even the best people! you find them. and put them back where Be gentle with the frogs a GIANT to little frog. Remember that you are no Princes or Princesses out there. are There kiss frogs. Don’t or toads. They may have your hands after touching frogs Wash some germs that will make you sick. 1. 2. 3. 4. 5. 6. 7. your backyard? What town or city are you near?): What town or city are your backyard? DATE LOCATION AIR TEMPERATURE Celsius?): the sun. What does thermometer say in degrees TEMPERATURE WATER is the water?): What temperature the bottom of water body. CONDITIONS

120 THE Frog FILES Glossary

Adaptation a physical or behavioural feature of Carnivore an organism that gets nutritional an organism that helps it to survive in its energy from eating other animals. Lynx habitat. and owls are examples of carnivores.

Alga (plural: algae) a simple, flowerless green Cold-blooded the common term used to plant usually living in water; pond scum is describe an animal that does not generate a common term as it grows in mats at the heat inside its body to keep warm. The surface. Tadpoles eat algae. temperature of the surroundings determines its body temperature. Reptiles Amphibian a member of the class Amphibia; and amphibians are both cold-blooded. refers to two lives; these species begin life in water and live mainly on land when full Courtship the process by which an animal grown. Frogs, toads, newts and chooses and unites with a partner for salamanders are amphibians. mating. It involves visual signs, sounds and special smells. The chorusing of frogs Amplexus a posture adopted during mating in is an act of courtship. most frogs and many salamanders, in which the male clasps the female with Cranial Crest a bony ridge over a toad's eye. one or both pairs of limbs. Cranial crests are often used as distinguishing features between species of Anuran a member of the frog and toad group, toads. which has the scientific name Anura, meaning tail-less. Decomposer a fungi, worm or other organism that breaks down dead or decaying Bio-Indicator a living organism that tells matter. Decomposers are the recyclers of something, either positive or negative, the environment. about the area in which it lives. Frogs are sensitive indicator species because: they Dorsolateral Folds/Lines these are lines of live in two habitats, they have permeable raised glandular skin in an area between skin (which allows substances to move the back and the sides; this is a common relatively freely into its body), and their feature of true frogs. tendency to absorb and concentrate toxins in their fatty tissues. Ecosystem all the living and non-living things in a certain area including air, soil, water, Camouflage an animal's colouring or animals, and humans. A lake is an patterning that helps it to blend in with example of an aquatic ecosystem. the surroundings to help it hide. The spots on a Leopard frog are a good example of camouflage.

THE Frog FILES 121 GLOSSARY

Endangered when a population of plants or Food Web a linked series of food chains. animals is so small, it is at risk of Organisms may feed on more than one becoming extinct. organism and in turn may be eaten by many other organisms. All these food chains are Estivation a period of dormancy similar to linked to form a complex food web. hibernation that frogs can enter during extensive periods of heat or drought. Frog any member of the order Anura. Also, an anuran that is smooth-skinned, long- Explosive breeder a species in which the limbed and lives in water. breeding season is very short but a great number of offspring are potentially Froglet a young frog that has changed shape produced. and is no longer a tadpole but is not yet full grown. External fertilization when the fusion of egg and sperm occurs outside the female's Global Warming refers to an average increase body. in the Earth's temperature, which in turn causes changes in climate. A warmer Extirpated a species that no longer exists in the Earth may lead to changes in rainfall wild in Canada but is found elsewhere (in patterns, a rise in sea level, and a wide another country, or a zoo, for example). It range of impacts on plants, wildlife, and is believed that the Northern Cricket Frog humans. When scientists talk about the is extirpated from Canada. issue of climate change, they are concerned about global warming caused Fertilizers any of several substances or by human activities. chemicals that humans apply to encourage plant growth. Fertilizers added Habitat the place where an animal usually lives. to crops may wash into nearby wetlands There are four basic components to and result in an overproduction of plant habitat: food, space, shelter and water. life in the ecosystem. Frogs generally use two habitats in their lives-a wetland and a terrestrial Food chain a series of living things that depend environment. on each other for food energy. The chain begins with a plant, which is eaten by an Herpetology the study of reptiles and animal, which in turn is eaten by another amphibians. A herpetologist is a scientist animal and so on. Each organism gets who studies reptiles and amphibians. energy by eating the organism that comes before it in the chain and gives energy Herbivore an organism that gets its energy from (usually reduced) when eaten by the eating plants. organism that comes after it. Dead animals and waste products are broken down by Hibernate to spend the winter in a dormant decomposers and the nutrients are released state. Toads hibernate in burrows they dig to be used again by growing plants. into the soil.

Invertebrate animals without backbones, for example, insects and worms.

122 THE Frog FILES GLOSSARY

Larva (plural: larvae) the stage of life between Pesticide chemicals used to kill insects that eat the hatched egg and the adult. It looks farmer's crops. different than the adult and has a different habitat than the adult. Tadpoles Population a group of organisms from the same are frog larvae and their habitat is the species living in the same immediate area. water. Predator an animal that kills other animals for Lifecycle the complete life history of an food. Skunks, snakes and fish are organism from one stage (e.g.; the egg) examples of predators on frogs. to the recurrence of that stage. The life cycle of a frog is: Producer the plants in a food chain/ food web; egg-->tapole-->froglet-->frog-->egg... organisms that derive their energy from the sun. Mammal a member of the Class Mammalia; defined by features such as females that suckle their Prey an animal that is killed by another animal offspring and the presence of body hair. for food. Mosquitoes, slugs and flies are prey for frogs. Mating season the time of year when animals come together to breed; for frogs and Reptile cold-blooded, air breathing animals with toads, this is typically during spring. scales or plates. Snakes, lizards, crocodiles and turtles are all reptiles. Metamorphosis a physical change or transformation in body shape such as Spawn the jelly-covered clumps or strings of when a tadpole changes into an adult eggs laid by a female frog. frog. Species a variety or type of animal; members of Mucous a slippery, slimy substance that coats the same species look and behave much the skin of many types of frogs or toads, the same and can inter-breed. as well as other creatures such as slugs and worms. It helps to prevent the skin Tadpole common name for the fish-shaped from drying out and makes it slippery and larval stage of a frog's lifecycle; also difficult for predators to grasp. known as a pollywog.

Parotid Gland a body part behind the ear or near the science of classification; the the jaw. In toads it produces a foul-tasting or arrangement of animals and plants into poisonous fluid for protection against groups based on their natural features. enemies. In humans the parotid gland makes saliva and swells up painfully with the Toad any stout-bodied, warty-skinned frog, mumps. especially living away from water.

Permeable the word is used to describe Torpor a state of sluggishness or inactivity. Frogs something, usually a membrane, which that overwinter in the bottom of ponds allows the movement of molecules (gases such as Bullfrogs and Green Frogs do this and/or liquids) through it. Frogs have while in torpor. permeable skin. Toxin a poisonous substance. The parotid gland in toads make toxins.

THE Frog FILES 123 GLOSSARY

Tympanum another name for the eardrum. A thin layer of skin located just behind the eye of frogs and toads. Sound bounces off the tympanum and the frog can hear by feeling the vibrations.

Vocal sac flexible, balloon-like patches of skin; a pair of pouches on each side of the male frog's throat that swell up with air when the male is calling. Howler monkeys also have vocal sacs.

Ultraviolet pertains to the range of radiation wavelengths, beyond violet in the visible spectrum. UV rays have been shown to reduce the hatching success of frog eggs.

124 THE Frog FILES Suggested Resources and Sources

TEACHING AIDS

Alberta’s Threatened Wildlife Teacher’s FIELD GUIDES Guide, Grades K 1 2 3. Edmonton, Alberta Environmental Protection, 1997. CONANT, STEBBINS et COLLINS. Peterson’s First Field Guides : Reptiles and Amphibians. 1999. CHANG, Maria L. Lifecycles : Butterflies, Chicks, Frogs and More! Grades K-1. A good resource for junior naturalists Scholastic, 1998. ISBN 0-590-68572-4 TYNING, Thomas F. Stokes Guide to CONKLIN, Wendy. Thematic Unit : Frogs and Amphibians and Reptiles. Toads (Primary). Westminster (Calif.), 2001. An excellent field guide, and general information NATIONAL WILDLIFE FEDERATION. Let’s Hear It resource for Herps! , McGraw-Hill, 1998, ISBN 0-07-047099-5. CHILDREN’S BOOKS OVEREND PRIOR, Jennifer. Amphibians and Reptiles (Grades 1-3). The Education Centre, CLARKE, Barry. Amazing Frogs and Toads. 2000, ISBN 1-56234-365-3. Photos by Jerry Young. New York, Knopf, distributed by Random House, 1990. Teacher’s Guide for the Alberta Amphibian Monitoring Program, Grades 5 and 6, 1999. Text and photographs introduce members of the frog and toad world and describe their unique A Thousand Friends of Frogs Educator characteristics Activity Guide, Student Activities for K-12 Classrooms, Second Edition. Hamline University, COLE, Joanna. The Magic School Bus Hops 1998. Home : A Book about Animal Habitats. Illustrated by Bruce Degen. Toronto, Scholastic, 1995, ISBN 05904841133 GENERAL REFERENCE BOOKS When a bullfrog hops out of the classrom win- HALLIDAY, Tim, and Craig ADLER. The dow, Ms. Frizzle and her students take a wild ride Encyclopedia of Reptiles and Amphibians. from a frog’s eye view to learn about animal New York, Facts on File Inc., 1986. habitats.

THE Frog FILES 125 SUGGESTED RESOURCES & SOURCES

HAWES, Judy. Spring Peepers. Illustrated by FUN SITES FOR KIDS Graham Booth. New York, Crowell, 1975. The Case of the Disappearing Frogs Describes the physical characteristics and habits of www.aquarium.org/education/spotlight/ tree frogs, particularly the peeper whose song is a disappearingfrogs/corepage.htm harbinger of spring. The Froggy Page LACEY, Elizabeth. The Complete Frog : A Guide http://netro.ajou.ac.kr/~lastfrog/frog/froggy.html for the Very Young Naturalist. Illustrated by Christopher Santoro. New York, Lothrop, Lee and The Somewhat Amusing World of Frogs Shepard, 1989 . http://latham.dropbear.id.au/frogs/

Explores the world of the frog, examining its Exploratorium: Frogs: The Amazing, physical characteristics, lifecycle, eating habits, Adaptable Frog and place in fact and fiction. www.exploratorium.edu/frogs/index.html

LINLEY, Mike. Discovering Frogs and Toads. Illustrated by Wendy Meadway. East Sussex, Eco-Kids Online Link to Frog Activities Wayland, 1986. www.ecokidsonline.com/pub/eco_info/ browse_topics/wildlife.cfm Describes the lifecycle, eating habits, habitat, and defense tactics of different types of frogs and toads. GOOD SITES FOR FROG SPECIES RESEARCH

FICTION BOOKS CARCNET-Canadian Reptile and Amphibian Conservation Network LIONNI, Leo. A Color of His Own. http://eqb-dqe.cciw.ca/partners/carcnet/ Books. ISBN 0679887857 amphibianinfo.html

A look at colours through the experience of a Amphibians of Manitoba resourceful chameleon that tries to find his own www.naturenorth.com/1np/Species/amphibian/1S colour. pec-am.html

MAZER, Anne. The Room. Amphibians of Ontario Illustrated by Steve Johnson. New York, Dragonfly www.torontozoo.com/adoptapond/aoo/aoo.html Books, Alfred A. Knopf, 1994. ISBN 069861874.

A boy finds a salamander in the woods and imag- ines the many things he can do to turn his room into a perfect salamander home.

126 THE Frog FILES Pan-Canadian Curriculum Links SCIENCE K-3

SOURCE: Common Framework of Science Learning Outcomes.(Pan-Canadian Protocol for Collaboration on School Curriculum.) Council of Ministries of Education GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

KNOWLEDGE It is expected students will…

100 investigate objects and events 100-1 develop vocabulary and use 1.2, 2.1, 2.2 in their immediate environment, language to bring meaning to and use appropriate language what is seen, felt, smelled, to develop understanding and heard, tasted, and thought to communicate results 100-3 detect consistency and pattern 2.1, 2.2 in objects and events and use lan- guage to describe these patterns 100-4 observe and identify 1.2, 1.4, 2.1, 2.2 similarities and differences in the needs of living things 100-5 describe different ways that 1.4, 1.5, 2.1, 2.2, 3.5 plants and animals meet their needs 100-7 describe the different ways 1.2 that humans and other living things move to meet their needs 100-8 identify and describe 1.2, 1.4 common characteristics of humans and other animals, and identify variations that make each person and animal unique 100-15 compare the life cycles of 1.4, 2.1, 2.2 familiar animals and classify them according to the similarities and differences of their life cycles 100-16 describe changes in humans 1.4 as they grow, and contrast human growth to that of other organisms 100-25 investigate and describe 3.1 different patterns of movement and identify factors that affect movement

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GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

101 demonstrate and describe ways 101-7 observe and describe changes 2.1, 2.2 of using materials and tools to in the appearance and activity of help answer science questions an organism as it goes through and to solve practical problems its life cycle

102 describe how science and 102-6 identify constant and 1.4, 2.1, 2.2 technology affect their lives and changing traits in organisms as those of people and other living they grow and develop things in their community 102-7 describe features of natural 2.1, 2.2 and human-made environments that support the health and growth of some familiar animals

SKILLS It is expected students will…

200 ask questions about objects 200-1 ask questions that lead to 0.1, 1.3, 1.4, 2.2, 2.4, 3.1, 3.3, 3.5, and events in their immediate exploration and investigation 4.1 environment and develop ideas 200-3 make predictions based on 2.2, 2.5, 3.1, 3.3 about how those questions an observed pattern might be answered

201 observe and explore materials 201-1 follow a simple procedure 2.1, 3.1, 3.2 and events in their immediate where instructions are given one environment and record the step at a time results 201-4 observe, using one or a 3.5 combination of the senses 201-5 make and record relevant 1.4, 3.1 observations and measurements, using written language, pictures, and charts 201-6 estimate measurements 3.2 201-7 identify and use a variety of 3.1, 5.3 sources of science information and ideas 201-8 follow given safety 3.1 procedures and rules and explain why they are needed

202 identify patterns and order in 202-2 place materials and objects in 1.2, 2.2 objects and events studied a sequence or in groups accord- ing to one or more attributes 202-9 identify new questions that 1.5, 3.5, 4.2 arise from what was learned

128 THE Frog FILES CURRICULUM LINKS

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

203 work with others and share and 203-1 communicate questions, 3.1 communicate ideas about their ideas, and intentions while explorations conducting their explorations 203-2 identify common objects and 0.2, 1.2, 1.3, 1.4, 1.6, 2.2, 2.3, 2.4, events, using terminology and 2.5, 3.3, 4.2, 5.3 language that others understand 203-3 communicate procedures and 2.1, 2.2 results, using drawings, demonstrations, and written and oral descriptions 203-5 respond to the ideas and 0.2, 1.8, 2.4, 4.2 actions of others and acknowledge their ideas and contributions

ATTITUDES It is expected students will be encouraged to…

400 recognize the role and contribution of science in their understanding 0.2 of the world

401 show interest in and curiosity about objects and events within their 1.1, 3.1, 3.3, 3.5 immediate environment

402 willingly observe, question, and explore 1.1, 3.1, 3.3, 3.5

403 consider their observations and their own ideas when drawing a 2.5, 3.1, 3.3, 3.5 conclusion

404 appreciate the importance of accuracy 1.1, 3.2

405 be open-minded in their explorations 2.5

406 work with others in exploring and investigating 3.1, 4.2

407 be sensitive to the needs of other people, other living things, and the 0.2 local environment

408 show concern for their safety and that of others in carrying out 3.1 activities and using materials

THE Frog FILES 129 CURRICULUM LINKS SCIENCE 4-6

SOURCE: Common Framework of Science Learning Outcomes, K-12, Pan-Canadian Protocol for Collaboration on School Curriculum, 1997.

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

STSE/KNOWLEDGE It is expected students will…

104 demonstrate that science and 104-1 demonstrate processes for 3.3 technology use specific investigating scientific questions processes to investigate the and solving technological problems natural and constructed world 104-6 demonstrate that specific 1.3, 1.7, 2.2, 2.3, 2.5, 3.3, 3.4, 5.1, or to seek solutions to terminology is used in science and 5.2, 5.3 practical problems technology contexts 104-7 demonstrate the importance of 1.3, 1.7, 2.3, 2.5, 3.3, 4.2, 5.1, 5.2, using the languages of science 5.3 and technology to communicate ideas, processes, and results 104-8 demonstrate the importance of 1.3, 1.7, 2.3, 2.5, 3.3, 4.2, 5.1, 5.2, using the languages of science 5.3 and technology to compare and communicate ideas, processes, and results

105 demonstrate that science and 105-1 identify examples of scientific 0.2, 5.1 technology develop over time questions and technological prob- lems that are currently being studied 105-5 identify examples of scientific 5.1 knowledge that have developed as a result of the gradual accumulation of evidence

107 describe applications of science 107-10 identify women and men in 5.1 and technology that have devel- their community who work in oped in response to human and science- and technology-related environmental needs areas

108 describe positive and 108-1 identify positive and negative 0.2 negative effects that result effects of familiar technologies from applications of science 108-3 describe how personal actions 0.2, 2.4, 5.1 and technology in their own help conserve natural resources lives, the lives of others, and and care for living things and their the environment habitats 108-5 describe how personal actions 0.2, 2.4 help conserve natural resources and protect the environment in their region

130 THE Frog FILES CURRICULUM LINKS

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

108-6 identify their own and their 2.4, 5.1 family's impact on natural resources 108-7 describe the impact of school 0.2, 2.4 and community on natural resources 108-8 describe the potential impact 0.2, 3.3, 5.1 of the use by humans of regional natural resources

SKILLS It is expected students will…

204 ask questions about objects 204-1 propose questions to investigate 0.1, 3.1, 3.4 and events in the local and practical problems to solve environment and develop plans 204-2 rephrase questions in a 3.1 to investigate those questions testable form 204-3 state a prediction and a 3.1, 3.3, 3.4 hypothesis based on an observed pattern of events 204-4 define objects and events in 3.4 their investigations 204-5 identify and control major 3.4 variables in their investigations 204-8 identify appropriate tools, 3.4 instruments, and materials to complete their investigations

205 observe and investigate their 205-1 carry out procedures to 3.1, 3.4 environment and record the explore a given problem and to results ensure a fair test of a proposed idea, controlling major variables 205-3 follow a given set of procedures 1.3, 3.1, 3.2, 3.4, 5.2, 5.3 205-4 select and use tools for 3.2 measuring 205-5 make observations and col- 3.1, 3.4, 5.1 lect information that is relevant to a given question or problem 205-7 record observations using a 3.4, 5.1 single word, notes in point form, sentences, and simple diagrams and charts 205-8 identify and use a variety of 3.1, 5.3 sources and technologies to gather pertinent information

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GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

206 interpret findings from 206-1 classify according to several 3.1, 3.3, 4.2, 5.3 investigations using appropriate attributes and create a chart or methods diagram that shows the method of classifying 206-2 compile and display data, by 5.1 hand or by computer, in a variety of formats including frequency tallies, tables, and bar graphs 206-3 identify and suggest 5.1 explanations for patterns and discrepancies in data 206-4 evaluate the usefulness of 2.5 different information sources in answering a given question 206-5 draw a conclusion, based on 3.1, 3.4 evidence gathered through research and observation, that answers an initial question 206-9 identify new questions or 3.1, 3.4, 4.2, 5.1 problems that arise from what was learned

207 work collaboratively to carry 207-1 communicate questions, 3.1, 3.3, 3.4, 5.1 out science- related activities ideas, and intentions, and listen and communicate ideas, to others while conducting procedures, and results investigations 207-2 communicate procedures and 2.2, 3.4 results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language 207-3 work with team members to 0.2, 1.8, 2.4, 3.1, 3.4, 4.2, 5.1 develop and carry out a plan 207-4 ask others for advice or 5.1 opinions 207-6 work with group members to 3.4 evaluate the processes used in solving a problem

KNOWLEDGE It is expected students will…

300 describe and compare 300-1 compare the external 1.1, 1.3, 1.5, 1.8, 2.4, 2.5, 3.1, 3.3, characteristics and properties of features and behavioural pat- 3.5, 5.2, 5.3 living things, objects, and mate- terns of animals that help them rials thrive in different kinds of places 300-15 describe the role of a 1.7 common classification system for living things 300-17 compare the characteristics 1.1, 1.3, 1.8, 2.5, 3.1, 3.4, 5.3 of mammals, birds, reptiles, amphibians, and fishes

132 THE Frog FILES CURRICULUM LINKS

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

301 describe and predict causes, 301-1 predict how the removal of a 3.3, 4.2, 5.1 effects, and patterns related to plant or animal population change in living and non-living affects the rest of the community things 301-2 relate habitat loss to the 0.1, 2.2, 2.4, 4.2, endangerment or of plants and animals 301-15 compare the adaptations of 1.8, 3.1, 3.4 closely related animals living in different parts of the world and discuss reasons for any differences

302 describe interactions within 302-1 identify a variety of local and 2.4, 3.3, 4.1, 5.2 natural systems and the regional habitats and their associat- elements required to maintain ed populations of plants and animals these systems 302-2 describe how a variety of 2.4, 3.3, 3.4, 4.2 animals are able to meet their basic needs in their habitat 302-3 classify organisms according 3.3, 4.2 to their role in a food chain

ATTITUDES It is expected students will be encouraged to…

409 appreciate the role and contribution of science and technology in their 0.1, 0.2, 5.1 understanding of the world

410 realize that the applications of science and technology can have both 0.2 intended and unintended effects

411 recognize that women and men of any cultural background can 5.1 contribute equally to science

412 show interest and curiosity about objects and events within different 1.1, 1.8, 2.5, 5.1 environments

413 willingly observe, question, explore, and investigate 1.1, 2.4, 3.1, 3.3, 3.4, 4.2, 5.1

414 show interest in the activities of individuals working in scientific and 5.1 technological fields

415 consider their own observations and ideas as well as those of others 3.1, 3.4, 4.2, 5.1 during investigations and before drawing conclusions

416 appreciate the importance of accuracy and honesty 1.1, 3.2, 3.4, 5.1, 5.3

417 demonstrate perseverance and a desire to understand 4.2, 5.1

418 work collaboratively while exploring and investigating 0.2, 1.8, 2.4, 3.1, 3.4, 4.2, 5.1, 5.2

419 be sensitive to and develop a sense of responsibility for the welfare of 0.2, 4.1, 5.1 other people, other living things, and the environment

420 show concern for their safety and that of others in planning and car- 3.1, 3.4, 5.1 rying out activities and in choosing and using materials

421 become aware of potential dangers 5.1

THE Frog FILES 133 CURRICULUM LINKS LANGUAGE ARTS Kindergarten

SOURCE: The Common Curriculum Framework for English Language Arts Kindergarten to Grade 12; Western Canadian Protocol for Collaboration in Basic Education; 1998

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

1 Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.

1.1 DISCOVER AND EXPLORE Express Ideas 3.5 talk about personal experiences

2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

2.1 USE STRATEGIES AND CUES Prior Knowledge 0.1 make connections between oral language, texts, and personal experiences

2.2 RESPOND TO TEXTS Experience Various Texts 0.1 participate in shared listening, reading, and viewing experiences, using texts from a variety of genres [such as picture books, fairy tales, rhymes, stories, photographs, illustrations, video programs] and cultural traditions

2.3 UNDERSTAND FORMS AND Forms and Genres 2.1 TECHNIQUES distinguish between what is realistic and imaginary in a variety of texts Experiment with Language 2.1 appreciate the sounds and rhythms of language [such as nursery rhymes, personal songs...]

3 Students will listen, speak, read, write, view, and represent to manage ideas and information.

3.1 PLAN AND FOCUS Use Personal Knowledge 0.1 discuss personal knowledge of a topic Ask Questions 0.1 ask questions to satisfy personal curiosity and information needs Participate in Group Inquiry 0.1 ask and answer questions to help satisfy group curiosity and information needs

134 THE Frog FILES CURRICULUM LINKS

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

3.2 SELECT AND PROCESS Identify Personal and Peer 0.1 Knowledge identify self and others as sources of information Identify Sources 0.1 seek information from others [such as people at school, at home, in the community] Evaluate Sources 0.1 compare gathered ideas and information to personal knowledge

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

4.4 PRESENT AND SHARE Attentive Listening and Viewing 0.1 demonstrate active listening and viewing behaviours [such as showing attentive facial expres- sion, keeping respectful silence]

5 Students will listen, speak, read, write, view, and represent to celebrate and build community.

5.1 ENCOURAGE, SUPPORT, AND Cooperate with Others 1.2 WORK WITH OTHERS participate in group activities Work in Groups 1.2 demonstrate attentiveness in group activities

THE Frog FILES 135 CURRICULUM LINKS LANGUAGE ARTS Grade 1

SOURCE: The Common Curriculum Framework for English Language Arts Kindergarten to Grade 12; Western Canadian Protocol for Collaboration in Basic Education; 1998

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

1 Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.

1.1 DISCOVER AND EXPLORE Express Ideas 1.2, 1.5, 3.5 talk about personal experiences and familiar events Consider Others Ideas 1.2 listen to and acknowledge experiences and feelings shared by others

2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

2.1 USE STRATEGIES AND CUES Prior Knowledge 0.1 make connections between texts, prior knowledge, and personal experiences Textual Cues 1.5 use textual cues [such as pic- tures, patterns, rhymes] to con- struct and confirm meaning

2.2 RESPOND TO TEXTS Experience Various Texts 0.1 participate in shared listening, reading, and viewing experi- ences, using texts from a variety of genres [such as poems, books with recurring language patterns, cartoons] and cultural traditions

2.3 UNDERSTAND FORMS AND Forms and Genres 2.1 TECHNIQUES recognize a variety of forms of texts [such as poetry, plays, storytelling by elders, video programs, cartoons] Experiment with Language 2.1 appreciate repetition, rhyme, and rhythm in shared language experiences [such as action songs, word play...]

136 THE Frog FILES CURRICULUM LINKS

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

3 Students will listen, speak, read, write, view, and represent to manage ideas and information.

3.1 PLAN AND FOCUS Use Personal Knowledge 0.1, 1.4 discuss personal knowledge of a topic to discover information needs Ask Questions 0.1 ask questions to satisfy personal curiosity on a topic and discuss information needs Participate in Group Inquiry 0.1 ask and answer questions to help satisfy group curiosity and infor- mation needs on a specific topic

3.2 SELECT AND PROCESS Identify Personal and Peer 0.1 Knowledge identify and share personal knowledge related to experiences Evaluate Sources 0.1 recognize when information answers the questions asked

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

4.3 ATTEND TO CONVENTIONS Spelling 1.5 use sound-symbol relationships and visual memory to spell familiar words according to Canadian spelling conventions

4.4 PRESENT AND SHARE Attentive Listening and Viewing 0.1 demonstrate active listening and viewing behaviours [such as giving non-verbal encourage- ment, asking questions...]

5 Students will listen, speak, read, write, view, and represent to celebrate and build community.

5.1 ENCOURAGE, SUPPORT, AND Cooperate with Others 1.2, 1.4 WORK WITH OTHERS work in partnerships and groups Work in Groups 1.4 take turns sharing information and ideas

THE Frog FILES 137 CURRICULUM LINKS LANGUAGE ARTS Grade 2

SOURCE: The Common Curriculum Framework for English Language Arts Kindergarten to Grade 12; Western Canadian Protocol for Collaboration in Basic Education; 1998

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

1 Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.

1.1 DISCOVER AND EXPLORE Express Ideas 1.4, 1.5, 3.5 make and talk about personal observations

2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

2.1 USE STRATEGIES AND CUES Prior Knowledge 0.1 make connections between texts, prior knowledge, and personal experiences Textual Cues 1.5, 2.3 use textual cues [such as story patterns, titles] to construct and confirm meaning

2.2 RESPOND TO TEXTS Experience Various Texts 0.1 engage in a variety of shared and independent listening, reading, and viewing experiences, choosing texts from a variety of genres [such as legends, video programs, fables, riddles] and cultural traditions

2.3 UNDERSTAND FORMS AND Forms and Genres 2.1 TECHNIQUES recognize that information and ideas can be expressed in a variety of forms of texts [such as poetry, articles, stories, songs, films] Experiment with Language 2.1 demonstrate interest in the sounds of words and word combinations in pattern books, poems, songs, and oral and visual presentations

138 THE Frog FILES CURRICULUM LINKS

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

3 Students will listen, speak, read, write, view, and represent to manage ideas and information.

3.1 PLAN AND FOCUS Use Personal Knowledge 0.1, 1.4 record personal knowledge of a topic to identify information needs Ask Questions 0.1 ask questions to understand a topic and identify information needs

3.2 SELECT AND PROCESS Identify Personal and Peer 0.1 Knowledge participate in group talk to generate information on a topic and to identify sources of additional information Evaluate Sources 0.1 match information to inquiry or research needs

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

4.3 ATTEND TO CONVENTIONS Spelling 1.5, 2.3 spell familiar words according to Canadian spelling conventions using a variety of strategies and resources [such as visual memo- ry, personal dictionaries, class- room charts, help from others]

4.4 PRESENT AND SHARE Attentive Listening and Viewing 0.1 demonstrate attentive audience behaviours [such as asking relevant questions]

5 Students will listen, speak, read, write, view, and represent to celebrate and build community.

5.1 ENCOURAGE, SUPPORT, AND Cooperate with Others 1.2, 1.4 WORK WITH OTHERS work in a variety of partnership and group structures Work in Groups 1.4 contribute related ideas and information in whole-class and small-group activities

THE Frog FILES 139 CURRICULUM LINKS LANGUAGE ARTS Grade 3

SOURCE: The Common Curriculum Framework for English Language Arts Kindergarten to Grade 12; Western Canadian Protocol for Collaboration in Basic Education; 1998

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

1 Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.

1.1 DISCOVER AND EXPLORE Express Ideas 1.4, 1.5 describe personal observations, experi- ences, and feelings

2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

2.1 USE STRATEGIES AND CUES Prior Knowledge 0.1 make connections between texts, prior knowledge, and personal experiences Comprehension Strategies 0.1 set a purpose for listening, reading, and viewing; make and confirm predictions, inferences, and conclusions; reread to check meaning Textual Cues 1.5, 1.6 use syntactic, semantic, graphophonic, and pragmatic cues [such as word order and punctuation period, question mark, exclamation mark, apostrophe, and quotation marks; highfrequency sight words; structural analysis to identify pre- fixes, suffixes, compound words, contractions, singular and plural words, context ] to construct and confirm word meaning in context

2.2 RESPOND TO TEXTS Experience Various Texts 0.2 choose a variety of oral, print, and other media texts from a variety of genres [such as non-fiction, chapter books, novels, short stories] and cultural traditions for shared and independent listening, reading, and viewing experiences

2.3 UNDERSTAND FORMS AND Create Original Texts 0.2 TECHNIQUES create original texts [such as puppet plays, dramatizations, tableaux, visual art, personal narratives] to communicate and demonstrate understanding of forms and techniques

140 THE Frog FILES CURRICULUM LINKS

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

3 Students will listen, speak, read, write, view, and represent to manage ideas and information.

3.1 PLAN AND FOCUS Use Personal Knowledge 0.1, 1.4 use self-questioning to determine personal knowledge of a topic and identify information needs Ask Questions 0.1 ask topic-appropriate questions to identify information needs

3.2 SELECT AND PROCESS Identify Personal and Peer 0.1 Knowledge record and share personal knowledge of a topic Evaluate Sources 0.1 review information to determine its usefulness to inquiry or research needs

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

4.3 ATTEND TO CONVENTIONS Spelling 1.5 know and apply conventional Canadian spelling patterns using a variety of strategies and resources [such as phonics, structural analysis, junior dictionaries, electronic spell-check functions, visual memory] when editing and proofreading

4.4 PRESENT AND SHARE Effective Oral and Visual Communication 0.2 select and use appropriate volume, expression, and non-verbal cues in presentations; use physical stance and ges- tures to enhance communication Attentive Listening and Viewing 0.1, 0.2 demonstrate appropriate audience behaviours [such as showing enjoyment and appreciation]

5 Students will listen, speak, read, write, view, and represent to celebrate and build community.

5.1 ENCOURAGE, SUPPORT, AND Cooperate with Others 0.2, 1.3, 1.4 WORK WITH OTHERS cooperate in small groups Work in Groups 0.2, 1.4 ask others for their ideas and express interest in their contributions Use Language to Show Respect 0.2 show consideration for those whose ideas, abilities, and language use differ from own Evaluate Group Process 0.2 understand how class members help each other

THE Frog FILES 141 CURRICULUM LINKS LANGUAGE ARTS Grade 4

SOURCE: The Common Curriculum Framework for English Language Arts Kindergarten to Grade 12; Western Canadian Protocol for Collaboration in Basic Education; 1998

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

1 Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.

1.1 DISCOVER AND EXPLORE Express Ideas 3.4 describe and reflect upon personal observations and experiences to reach tentative conclusions 3.4 Consider Others Ideas explore connections between a variety of insights, ideas, and responses

1.2 CLARIFY AND EXTEND Develop Understanding 3.4 connect new information and experiences with prior knowledge to construct meaning in different contexts Explain Opinions 3.4 express new concepts and understanding in own words and explain their importance Extend Understanding 3.4 reflect on ideas and experiences to clarify and extend understanding

2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

2.1 USE STRATEGIES AND CUES Prior Knowledge 0.1 make and record connections between personal experiences, prior knowledge, and a variety of texts Comprehension Strategies 0.1, 5.2 confirm or reject inferences, predictions, or conclusions based on textual information; check and confirm understanding by rereading Textual Cues 1.7, 2.3 use textual cues [such as headings and sub- headings, story elements, key ideas in expo- sition] to construct and confirm meaning

2.2 RESPOND TO TEXTS Experience Various Texts 0.2 experience texts from a variety of genres [such as personal narratives, plays, adven- ture stories, mysteries] and cultural tradi- tions; share responses to a variety of texts

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GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

2.3 UNDERSTAND FORMS AND Vocabulary 1.7, 2.3 TECHNIQUES expand knowledge of words and word relationships [including homonyms, antonyms, and synonyms] using a variety of sources [such as print and electronic dictionaries, thesauri, people...] Create Original Texts 0.2, 3.4 create original texts [such as murals, scripts for short plays, descriptive stories, charts] to communicate and demonstrate understanding of forms and techniques

3 Students will listen, speak, read, write, view, and represent to manage ideas and information.

3.1 PLAN AND FOCUS Use Personal Knowledge 0.1 categorize personal knowledge of a topic to determine information needs Ask Questions 0.1 ask general and specific questions on topics using predetermined categories

3.2 SELECT AND PROCESS Identify Personal and Peer Knowledge 0.1 record, select, and share personal knowl- edge of a topic to focus inquiry or research Evaluate Sources 0.1 assess the usefulness of information for inquiry or research needs using pre-established criteria Access Information 5.3 use a variety of tools [such as indices, maps, atlases, charts, glossaries, typo- graphical features, card or electronic catalogues, dictionaries] to access infor- mation and ideas; use visual and auditory cues to identify important information

3.3 ORGANIZE, RECORD, AND Develop New Understanding 0.1 EVALUATE use gathered information and questions to review and add to knowledge; consider new questions regarding the inquiry or research process and content

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

4.3 ATTEND TO CONVENTIONS Spelling 2.3, 4.1 know and apply Canadian spelling conventions using a variety of strategies and resources [such as structural analysis, syllabication, dictionaries...] and spelling patterns when editing and proofreading

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GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

4.4 PRESENT AND SHARE Share Ideas and Information 2.4 prepare and share information on a topic using print and non-print aids to engage and inform a familiar audience Effective Oral and Visual Communication 0.2, 2.4 describe and explain information and ideas to a particular audience; select and use appropriate volume, intonation, and non-verbal cues Attentive Listening and Viewing 0.1, 0.2, 2.4, 2.5 demonstrate appropriate audience behaviours [such as listening to opposing opinions, disagreeing respectfully, expressing opinions]

5 Students will listen, speak, read, write, view, and represent to celebrate and build community.

5.1 ENCOURAGE, SUPPORT, Cooperate with Others 0.2, 1.3, 2.4, 3.4, 4.2, 5.2 AND WORK WITH OTHERS appreciate that everyone in a group has to work together to achieve group tasks, and act accordingly Work in Groups 0.2, 2.4, 3.4, 4.2 take roles and share responsibilities as a group member Use Language to Show Respect 0.2 appreciate variations in language use in a variety of contexts in the immediate community Evaluate Group Process 0.2 show appreciation and offer constructive feedback to peers and seek support from group members

144 THE Frog FILES CURRICULUM LINKS LANGUAGE ARTS Grade 5

SOURCE: The Common Curriculum Framework for English Language Arts Kindergarten to Grade 12; Western Canadian Protocol for Collaboration in Basic Education; 1998

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

1 Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.

1.1 DISCOVER AND EXPLORE Express Ideas 3.4 use personal experiences as a basis for exploring and expressing opinions and understanding Consider Others Ideas 3.4 seek others viewpoints to build on personal responses and understanding

1.2 CLARIFY AND EXTEND Develop Understanding 3.4 use prior knowledge and experiences selectively to make sense of new information in a variety of contexts Extend Understanding 3.4 appraise ideas for clarity and ask extending questions

2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

2.1 USE STRATEGIES AND CUES Prior Knowledge 0.1 describe and build upon connections between previous experiences, prior knowledge, and a variety of texts Comprehension Strategies 5.2 use a variety of comprehension strategies [such as setting a purpose, asking ques- tions, inferring, confirming or rejecting pre- dictions and conclusions]; confirm under- standing and self-correct when necessary Textual Cues 1.7, 2.3 use textual cues [such as key ideas, sequence of major events, table of contents, glossaries] to construct and confirm meaning

2.2 RESPOND TO TEXTS Experience Various Texts 0.2 experience texts from a variety of genres [such as historical fiction, myths, biographies] and cultural traditions; explain preferences for particular types of a variety of texts

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GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

2.3 UNDERSTAND FORMS AND Create Original Texts 0.2,3.4 TECHNIQUES create original texts [such as journals, posters combining print and art, dioramas, travelogues] to communicate and demonstrate understanding of forms and techniques

3 Students will listen, speak, read, write, view, and represent to manage ideas and information.

3.1 PLAN AND FOCUS Use Personal Knowledge 0.1 summarize personal knowledge of a topic in categories to determine information needs Ask Questions 0.1 formulate general and specific questions to identify information needs

3.2 SELECT AND PROCESS Identify Personal and Peer Knowledge 0.1 record personal knowledge of a topic and collaborate to generate information for inquiry or research Access Information 5.3 use a variety of tools [such as chapter headings, encyclopedia guide words] to access information and ideas; use visual and auditory cues [such as graphics, voice-overs, scene changes, body lan- guage, background music...] to identify key ideas

3.3 ORGANIZE, RECORD, AND Develop New Understanding 0.1 EVALUATE assess knowledge gained through the inquiry or research process; form personal conclusions and generate new questions for further inquiry or research

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

4.3 ATTEND TO CONVENTIONS Spelling 2.3, 4.1 know and apply Canadian spelling conventions using a variety of strategies [such as structural analysis, syllabication...] and spelling patterns when editing and proofreading; predict the spelling of unfamiliar words using a variety of resources to confirm correctness

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GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

4.4 PRESENT AND SHARE Share Ideas and Information 2.4 prepare and share information on a topic using print, audio-visual, and dramatic forms to engage the audience Effective Oral and Visual Communication 2.4 use gestures and facial expression to enhance oral presentations; use emphasis and appropriate pacing; arrange presentation space to focus audience attention Attentive Listening and Viewing 0.1, 0.2, 2.4, 2.5 show respect for the presenter through active listening and viewing behaviours [such as giving polite feedback, responding to the speakers gestures, showing attentive body language]

5 Students will listen, speak, read, write, view, and represent to celebrate and build community.

5.1 ENCOURAGE, SUPPORT, Cooperate with Others 0.2, 1.3, 1.8, 2.4, 3.4, 4.2, AND WORK WITH OTHERS distinguish between on-task and off-task 5.2 ideas and behaviours in a group, and stay on task Work in Groups 0.2, 2.4, 3.4, 4.2 assume the responsibilities for various group roles Use Language to Show Respect 0.2 demonstrate sensitivity to appropriate language use when communicating orally Evaluate Group Process 0.2 assess group process using checklists, and determine areas for development

THE Frog FILES 147 CURRICULUM LINKS LANGUAGE ARTS Grade 6

SOURCE: The Common Curriculum Framework for English Language Arts Kindergarten to Grade 12; Western Canadian Protocol for Collaboration in Basic Education; 1998

GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

1 Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.

1.1 DISCOVER AND EXPLORE Express Ideas 3.4 engage in exploratory communication to share personal responses and discover own interpretations Consider Others Ideas 3.4 select from others ideas and observations to develop thinking and understanding

1.2 CLARIFY AND EXTEND Develop Understanding 3.4 reflect on prior knowledge and experi- ences to arrive at new understanding Extend Understanding 3.4 appraise ideas for clarity and ask extend- ing questions; select from others experiences and ideas to extend ways of knowing the world

2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

2.1 USE STRATEGIES AND CUES Prior Knowledge 0.1 seek connections between previous experiences, prior knowledge, and a variety of texts Comprehension Strategies 5.2 use comprehension strategies [such as asking questions, making notes, adjusting reading rate] appropriate to the type of text and purpose [such as summarizing, outlining, remembering ideas, responding personally] Textual Cues 1.7, 2.3 use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries] to construct and confirm meaning

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GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

2.2 RESPOND TO TEXTS Experience Various Texts 0.2 seek opportunities to experience texts from a variety of genres [such as autobiographies, travelogues, comics] and cultural traditions; explain preferences for a variety of texts

2.3 UNDERSTAND FORMS AND Create Original Texts 0.2, 3.4 TECHNIQUES create original texts [such as short stories, news broadcasts, poems, video presentations, readers theatre] to communicate and demonstrate understanding of forms and techniques

3 Students will listen, speak, read, write, view, and represent to manage ideas and information.

3.1 PLAN AND FOCUS Use Personal Knowledge 0.1 summarize and focus personal knowledge of a topic to determine infor- mation needs Ask Questions 0.1 formulate relevant questions to focus information needs

3.2 SELECT AND PROCESS Identify Personal and Peer Knowledge 0.1 recall, record, and organize personal and peer knowledge of a topic for inquiry or research Access Information 5.3 use a variety of tools [such as bibliographies, thesauri, technology...] to access information and ideas; use visual and auditory cues [such as captions, intonation, staging] to identify relevant information

3.3 ORGANIZE, RECORD, AND Develop New Understanding 0.1 EVALUATE relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

4.3 ATTEND TO CONVENTIONS Spelling 2.3, 4.1 know and apply Canadian spelling conventions using appropriate strategies [including structural analysis and syllabica- tion] and spelling patterns when editing and proofreading; use a variety of resources to determine the spelling of common exceptions to conventional spelling patterns

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GENERAL LEARNING OUTCOMES | SPECIFIC LEARNING OUTCOMES | ACTIVITIES

4.4 PRESENT AND SHARE Share Ideas and Information 2.4 share information on a topic with class members in a planned and focused group session using a variety of strategies [such as interactive dialogues, demonstrations, dramatizations, audio- visual and artistic representations] Effective Oral and Visual Communication 2.4 use appropriate volume, phrasing, intonation, non-verbal cues [such as body language, facial expression...], and presentation space to enhance communication Attentive Listening and Viewing 0.1, 0.2, 2.4, 2.5 demonstrate critical listening and viewing behaviours [such as recognizing main idea and details, identifying inference...] and show respect for the presenter [such as giving nonverbal encouragement, responding to emotional aspects of the presentation...]

5 Students will listen, speak, read, write, view, and represent to celebrate and build community.

5.1 ENCOURAGE, SUPPORT, Cooperate with Others 0.2, 1.3, 1.8, 2.4, 3.4, 4.2,5.2 AND WORK WITH OTHERS assist group members to maintain focus and complete tasks Work in Groups 0.2, 2.4, 3.4, 4.2 select and assume roles to assist in the achievement of group goals Use Language to Show Respect 0.2 demonstrate sensitivity to appropriate language use and tone when communicating orally Evaluate Group Process 0.2 assess own contributions to group process, set personal goals for enhancing work with others, and monitor group process using checklists

150 THE Frog FILES CURRICULUM LINKS MATHEMATICS K-6

SOURCE: The Common Curriculum Framework for K-12 Mathematics; Western Canadian Protocol for Collaboration in Basic Education; 1995 Kindergarten No activities applicable. Grade 1 GENERAL OUTCOMES | SPECIFIC OUTCOMES | ACTIVITIES

STRAND: Statistics and Probability (Data Analysis) Students will collect, display and analyze data to make predictions about a population.

Collect, organize and describe, with 1. Collect, with guidance, first-hand 1.4 guidance, data based on first-hand information by counting objects, information. conducting surveys, measuring and performing simple experiments. Grade 2 GENERAL OUTCOMES | SPECIFIC OUTCOMES | ACTIVITIES

STRAND: Shape and Space (Measurement) Students will describe and compare everyday phenomena, using either direct or indirect measurement..

Estimate, measure and compare, 2. Select the most appropriate standard 1.4, 3.2 using standard units for length and unit (cm, dm, m) to measure a length. primarily nonstandard units for 3. Estimate, measure, record, compare and 1.4, 3.2 other measures. order objects by length, height and distance around, using standard units (cm, dm, m).

Grade 3 GENERAL OUTCOMES | SPECIFIC OUTCOMES | ACTIVITIES

STRAND: Shape and Space (Measurement) Students will describe and compare everyday phenomena, using either direct or indirect measurement..

Estimate, measure and compare, 1. Select the most appropriate standard 1.4, 3.2 using whole numbers and primarily unit, including km, to measure length. standard units of measure. 3. Estimate, measure, record, compare and 1.4, 3.2 order objects by length, height and perimeter, using standard units. 9. Estimate, measure, record, compare and 1.4 order the mass (weight) of objects, using standard units (g, kg).

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Grade 4 GENERAL OUTCOMES | SPECIFIC OUTCOMES | ACTIVITIES

STRAND: Shape and Space (Measurement) Students will describe and compare everyday phenomena, using either direct or indirect measurement..

Estimate, measure and compare, 2. Select the most appropriate standard unit 3.2 using decimal numbers and stan- to measure length. dard units of measure. 4. Estimate, measure, record, compare and 3.2 order objects by length, height, perimeter and circumference, using standard units.

Grade 5 & 6 No activities applicable.

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