Fantastic Frogs
and
Terrible Toads
A Resource Kit for teachers
Fantastic Frogs and Terrible Toads: A resource kit for teachers
Produced by Leslie Beissel and Yvonne Cole, 2005
CONTENTS
Contents
1
Preface
2
Introduction
3
Overview of Activities
4
Curriculum Mapping
5
References and Further Reading
6
Section 1: Fantastic Frogs
7
Section 2: Frogs and the Environment
15
Section 3: Northern Territory Frogs
26
Section 4: Terrible Toads
34
Section 5: Combating Toads
44
Section 6: Frog Fun
52
Fantastic Frogs and Terrible Toads Teacher Resource Kit
1
Preface
Welcome to Fantastic Frogs and Terrible Toads: A resource kit for teachers.
This resource has been developed by Leslie Beissel and Yvonne Cole as part of their
requisite coursework for the Graduate Diploma in Secondary Education at Charles Darwin
University.
The idea for developing the resource stemmed from a need identified by FrogwatchNT for
teachers to be adequately equipped to impart information about the importance of frogs
and the environment and to prepare students for the arrival of Cane Toads. Given that
such a large amount of information about frogs and Cane Toads already exists, the focus
of the kit is to provide activities, worksheets and handouts to assist a teacher deliver a unit
of work on frogs and Cane Toads.
The driving force behind developing this resource was our passion for native frogs coupled
with a personal interest in caring for the environment and our disquiet over how the arrival
of Cane Toads in the Top End could be addressed. We relied on our knowledge and
experience gained from many years employment in the fields of science, natural resource
management and environmental education.
The development of this kit would not have been possible without the support and advice
of several experts in the field. We would like to personally acknowledge the following
people:
•
Louise Fogg (Department of Employment, Education and Training)
•
Jan Herman (FrogwatchNT)
•
Suzanne Hyde (Nhulunbuy Christian School)
•
Graeme Sawyer (FrogwatchNT)
•
Kate Smith (Museum and Art Gallery of the Northern Territory)
•
Iolanthe Sutton (Charles Darwin University)
•
Teaching Staff at Marrara Christian School
We hope that by providing this resource teachers are encouraged to discuss the arrival of
Cane Toads with students, promote the importance of being actively involved with
community organisations such as FrogwatchNT and help young people become
responsible global citizens.
Leslie Beissel and Yvonne Cole
Fantastic Frogs and Terrible Toads Teacher Resource Kit
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INTRODUCTION
Fantastic Frogs and Terrible Toads: A resource kit for teachers seeks to provide a
range of activities and ideas to assist teachers raise awareness of the importance of
frogs and inspire students to take action to limit the impact Cane Toads will have on
native fauna. Each section suggests learning activities that will enhance student’s
knowledge of frogs and Cane Toads and encourage students to take action in their
local environment.
Each of the six sections is comprised of a series of activity sheets and handouts.
These are prefaced with key questions that will be addressed in the section as well as
a brief description of each activity (including answers where necessary). Activities will
assist students meet a range of SOSE, Science and Learning Technology outcomes.
A broad range of activities are suggested including word puzzles, comprehension
exercises, paper craft, community activities, excursions and internet activities. The
activities are mostly suited to middle and upper primary aged children, however
children of all ages will benefit from learning about frogs and the threats Cane Toads
pose.
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Overview of activities
Section 1: Fantastic Frogs
Activities focus on general facts about frogs such as the life cycle and diet of frogs, as
well as some of the features that are unique to amphibians.
Section 2: Frogs and the Environment
Activities explore the habitat requirements of frogs, the concept of frogs as bioindicators, reasons for world-wide decline in frog populations and suggest practical
ways to create a suitable habitat for frogs at school or home.
Section 3: Northern Territory Frogs
Activities encourage students to access information about frogs found in the Northern
Territory. Students will learn how to identify frogs by learning to look out for
distinguishing features and recognize common frogs by their call. Ideas for finding out
more about frogs are also provided.
Section 4: Terrible Toads
Activities highlight differences between frogs and Cane Toads and provide specific
information relating to the introduction and advancement of cane toads in Australia
and the Northern Territory.
Section 5: Combating Toads
Activities are designed to get students to consider the impact Cane Toads are likely to
have on native fauna as well as exploring methods available to combat toads.
Section 6: Frog Fun
Suggestions for a range of activities that can be used to compliment the delivery of
sections 1-3 are offered. Activities can be used to introduce the topic of frogs (which
will be especially useful for lower primary classes). The activities suggested would
also suit a program for a ‘frog day’ to promote environmental awareness.
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Curriculum Mapping
The primary curriculum focus of the resource kit lies within the learning areas of SOSE
and Science. Relevant Northern Territory Curriculum Framework Learning Area links are
outlined below (Table 1).
In addition to the SOSE and Science curriculum focus, the resource may also provide an
avenue for students to demonstrate the Essential Learnings outcome of Constructive
Leaner 4. If students undertake activities that rely on using the internet (such as Activity
3.3) this may also contribute to Learning Technology outcomes.
Indicators for each learning outcome are up to the discretion of individual teachers and
will vary depending on the section(s) of the resource delivered and activities undertaken.
Table 1: Northern Territory Curriculum Framework Links
LEARNING AREA
STRAND
ELEMENT
Science
Concepts & Contexts
Life & Living
Science
Working Scientifically
Acting Responsibly
SOSE
Environments
Environmental Awareness & Care
SOSE
Environments
Natural Systems
ESSENTIAL LEARNINGS
Constructive 4
Identifies environmental issues within the local community and
takes steps to promote change
CROSS-CURRICULA PERSPECTIVES
Learning Technology
Problem solving and decision making through research
Operating Computer Components
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REFERENCES AND FURTHER READING
Given the extensive amount of user friendly factual information already available, this
resource has not attempted to provide extensive information about frogs and Cane
Toads. Teachers will need to access information relevant to the section(s) of the
resource they plan to deliver prior to undertaking activities with students. Here are some
suggestions:
•
Most school libraries have a range of books on amphibians. These will range from
reference books to children’s stories to field guides.
•
Palmerston, Darwin and Taminmin public libraries also have a range of books on
amphibians.
•
The DEET Education Library also has over 20 books and videos relating to frogs and
Cane Toads.
•
There is a large amount of information on frogs available on the internet. Some of the
interesting, fun, useful and/or student friendly sites we encountered include:
www.frogwatch.org.au
www.frogs.org.au
www.qmuseum.qld.gov.au/features/frogs
www.qmuseum.qld.gov.au/features/frogs/canetoad.asp
www.allaboutfrogs.org/froglnd.shtml
www.frogs.wwf.org.au/
www.amonline.net.au/factsheets/canetoad.htm
www.canetoads.nt.gov.au
www.nationalparks.nsw.gov.au/npws.nsf/Content/Cane+toads
www.nationalparks.nsw.gov.au/npws.nsf/Content/Frogs
www.itg.lbl.gov/Frog/
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1.0 Fantastic Frogs
Key Questions
•
•
•
•
•
What is an amphibian?
How does an amphibian differ from
other animals?
What are the general physical
characteristics of frogs?
What are the different stages of a frog’s
life cycle?
What do frogs eat?
Suggested Activities
1.1 Frog Features
The aim of this activity is to introduce
students to some specific features of frogs.
The activity sheet is designed for use in
upper primary. Students need to read a
series of descriptions of ‘frog features’ and
then match the description with the name of
the feature.
1.2 Frog Facts
By completing a series of addition,
subtraction, multiplication and division
calculations, students can fill in the missing
words of four ‘Frog Facts’. Given the level
of mathematics required, this sheet is
suitable only for upper primary. Answers:
1. Toads; 2. Water and Tadpoles; 3. Toads
and Cane Toad; 4. Breathe, Wet and Live.
1.3 Frog Life Cycle Diagram
This activity provides a basic outline of the
different stages of the life cycle of frogs.
Students can write (or cut and paste) the
label for each stage of the life cycle into the
correct box after the teacher has explained
the life cycle using other resources.
1.4 Life Cycle of Frogs
This activity sheet is suitable for all ages.
The table with the different stages of the
frog life cycle can be filled in using
reference books or observations of eggs/
tadpoles. Lower primary school children
could draw a picture in the box instead of
writing about the different stages.
1.5 Life Cycle Word Search
Students search words relating to the life
cycle of frogs. Left over letters placed at
the bottom of the page provide students
with the word ‘Metamorphosis’.
1.6 Frog Food
This activity is designed to help students
know the different types of food frogs eat.
Designed for lower primary, students draw
or write some of the different creatures
frogs might eat.
1.7 Frog Food Word Search
This word search will provide students with
a good understanding of the diet of frogs.
When all the words have been found, left
over letters complete a statement about
what frogs eat. This activity could be
completed after a lesson using reference
books to research what frog eat. Answer:
‘Frogs eat any live food they can swallow’.
Extension Activities
Get students to prepare a tank ready to
house a frog for a week. Collect a frog from
a local pond or wetland and have the frog in
the class for the week. Make and record
observations. Return the frog to the creek.
Collect tadpoles from a creek. Make
observations about the following:
• Growth: How fast does a tadpole grow?
How does its body change as it
metamorphoses into a frog? How old will
it be when it develops gils, arms, legs,
and a tail? Record prediction and
observations. Create a timeline.
• Behavior: How does the tadpole behave
throughout a day? Does its behavior
change at different times? If you have
more than one tadpole, can you observe
a difference in behavior? Place a foreign
object in the aquarium to see if it has an
effect on the tadpoles behaviour.
• Diet: How much does a. tadpole eat?
Does it always eat the same thing?
What happens to the food when it is
swallowed?
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1.1 Frog Features
Most people know that frogs are plumpish with broad heads, no tails and have long, strong
back legs. Frogs have many more amazing features, some of which are listed below.
See if you can match each description on the left with the name of the feature on the right.
Frogs are different from other vertebrate in that they are members of
the zoological class called Amphibia. This means they spend part of
their life under water, breathing through their gills, and part on land,
breathing with lungs.
Slimy Skin
Some frogs have adhesive disks on the tips of their fingers and toes
which help them climb. On smooth surfaces these act like suction
cups.
Earthmovers
Frogs absorb most of the moisture they need through their skin.
Frogs also rely on getting extra oxygen (in addition to what they get
from their lungs) from water by absorbing it through their skin.
Leap Frog
Frogs go slimy when they secrete mucus to keep their skin moist.
Even with slimy skin, frogs need to stay wet. If there is no water to
jump into, frogs can get moisture from dew or burrow underground.
Feet for
swimming
Frogs can launch themselves over 20 times their own length using
their big strong legs.
Sticky Pads
for Climbing
Frogs that burrow into the sand to keep moist in the heat have
stubby clawlike fingers that are adapted to digging.
Amphibians
Some frogs have webbing between their toes that make it easier for
them to move through water.
Special Skin
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1.2 Frog Facts
Solve the maths problems at the below and use the solutions to break the code
and work out the missing words for each frog fact.
2+2=W
11- 4 = N
8+3=P
1- 0 = E
26 ÷ 2 = B
4×4=A
30 ÷ 6 = D
110 ÷ 11 = V
7+8=S
21 – 19 = H
56 ÷ 7 = T
7-4=I
36 ÷ 4 = C
3×4=L
9+5=O
42 ÷ 7 = R
Frogs and
__ __ __ __ __
8 14 16 5 15
belong to a group of animals called amphibians.
Frogs are different to other animals as they need to spend part of their life in
__ __ __ __ __ especially when they are __ __ __ __ __ __ __ __
4 16 8 1 6
8 16 5 11 14 12 1 15
In Australia, there are no native __ __ __ __ __ . The only species found
8 14 16 5 15
here is the
__ __ __ __
9 16 7 1
South America.
Frogs can
__ __ __ __ and it was introduced from
8 14 16 5
__ __ __ __ __ __
13 6 1 16 8 2
through their skin. Their skin needs to
be __ __ __ skin to do this so they like damp places to __ __ __ __
4 1 8
12 3 10 1
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1.3 Frog Life Cycle Diagram
Using the terms below, correctly label each stage of the Frog Life Cycle.
Adult Frog
Tadpole with legs
Eggs
Tadpole
Froglet
Frog Life Cycle images sourced from http://images.encarta.msn.com/xrefmedia/aencmed/targets/illus/ilt/T304359A.gif
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1.4 Life Cycle of Frogs
Describe each stage of the frog life cycle in the table below.
DESCRIPTION OF FROG LIFE STAGE
EGGS
TADPOLES
TADPOLE WITH
LEGS
FROGLET
ADULT FROG
Frog Life Cycle images sourced from http://images.encarta.msn.com/xrefmedia/aencmed/targets/illus/ilt/T304359A.gif
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1.5 Life Cycle Word Search
Most frogs have a life cycle with two distict stages, typically living in water as
young and on land as adults.
Find all the words listed below.
L
L
I
G
G
N
U
L
E
E
W
W
A
T
E
R
I
G
T
L
E
H
C
T
A
H
G
E
A
O
T
W
A
R
M
S
G
G
E
P
L
M
M
H
A
L
R
N
T
D
A
E
O
O
T
I
O
A
A
A
N
T
R
S
E
F
W
H
I
T
D
D
N
O
P
E
S
C
L
S
S
A
P
F
R
O
G
L
E
T
LIFE
WATER
POND
WARM
WETLANDS
GILL
MATE
LUNG
EGGS
TADPOLE
FROGLET
HATCH
GROWS
CHANGE
EAT
TAIL
Once you have found all the words, carefully write the left over letters in the
spaces at the bottom of the page (working from left to right and top to
bottom).
__
__
__
__
__
__ __
__
__
__
__
__
__
is the name of the process a frog goes through when changing into
an adult.
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1.6 Frog Food
The frog below is hungry and is ready to catch some food.
Draw three different creatures the frog would eat.
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1.7 Frog Food Word Search
All frogs eat other animals. No frogs eats plants. Frogs usually eat insects and other
arthropods but some frogs will eat animals with backbones, such as other frogs, lizards and
small mammals. A few frogs even eat bats which they catch from the water as bats fly low to
drink. Other frogs eat snakes!
Find all the words listed below and carefully write the left over letters in the spaces at the
bottom of the page to find out an interesting fact about frog food!
F
M
R
O
W
H
T
R
A
E
R
S
A
N
F
B
U
G
E
O
C
G
T
Y
O
E
H
N
L
W
R
S
T
C
O
Y
T
S
T
R
I
M
G
L
E
C
O
W
E
E
C
I
U
I
D
S
M
A
E
D
K
C
L
V
T
A
N
L
B
I
E
E
S
E
H
D
R
I
B
P
T
E
A
L
I
A
N
S
L
S
O
Y
L
F
N
O
G
A
R
D
BEETLE
BIRD
BUG
CRICKET
DRAGONFLY
EARTHWORM
INSECTS
MICE
MOTH
SLUG
SNAIL
SPIDER
_____ ___ ___ ____ ____ ____
___ _______
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2.0 Frogs and the Environment
Key Questions
•
•
•
•
What are the habitat requirements of
frogs?
Why are frogs important indicators of
environmental health?
What are the threats to frogs?
How can we create a frog friendly
habitat at home or school?
Suggested Activities
2.1 Home Sweet Home
The aim of this activity is to introduce the
concept of a habitat (where an animal
lives, feeds and breeds). Discuss the basic
requirements for animals to survive (eg.
shelter from predators/ extremes of
temperature, access to food and water
etc).
2.3 Environmental Health Fact Sheet
This fact sheet outlines the concept of
frogs as bio-indicators and provides useful
background information for teachers. It is
designed
to
be
used
with
the
‘Environmental Health Crossword’ and is
suitable as a handout for middle to upper
primary students.
2.4 Environmental Health Crossword
The crossword is a comprehension activity
to be used after students have read the
‘Environmental Health Check Fact Sheet’.
Please refer to Figure 1 for solution to
crossword.
H
F
A
R
B
The ‘Home Sweet Home’ handout provides
some basic facts about frog habitats. After
reading the information, students draw and
label the ideal habitat for ground dwelling
frogs and tree frogs. Discuss with students
what habitat characteristics they have
drawn and why.
I
Instruct students that they will be creating
a polluted habitat and a healthy habitat by
pasting pictures on habitat posters.
Provide each student (or group of
students) with 1 healthy habitat and 1
polluted habitat poster (enlarged onto A3
paper) and a set of habitat characteristics.
Instruct students to cut out pictures and
paste them on the habitat posters. When
completed, ask students to explain why
they put certain pictures on each habitat.
O
I
G
N
D
I
P
E
E
C
A
O
R
L
M
T
I
I
P
E
A
R
N
O
A
T
O
E
L
B
L
L
U
E
N
M
S
C
I
E
L
N
N
Q
T
V
2.2 Healthy and Unhealthy Habitat
This activity is designed to cater for both
lower and upper primary students. Before
starting the activity with lower primary
students it would be beneficial to read a
series of children’s story books by James
Reece, ‘Lester and Clyde’.
I
E
D
U
A
L
I
T
Y
V
T
I
S
T
V
I
E
O
N
Figure 1: Solution to Environmental Health
Check Crossword
2.5 Threats To Frogs
This activity introduces students to
pollution, one of the major threats to frog
populations worldwide.
Students are given the opportunity to state
some of the pollution (rubbish in
waterways, farm chemicals or pesticides,
household chemicals such as soaps and
detergents, oil spills, industrial waste etc)
or other threats to frogs.
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2.0 Frogs and the Environment
2.6 Threats To Frogs Fact Sheet
This fact sheet outlines the five major
threats to frogs and provides useful
background information for teachers. It is
suitable as a handout for middle to upper
primary students.
After reading the fact sheet, students could
develop a poster of ways to reduce threats
to frogs (as suggested on the fact sheet).
2.7 Frog Friendly Environment
The final activity in this section is to
encourage students to create a frog
friendly habitat at school or in their own
backyard. The information sheet is
designed to be discussed in class and
used to guide the development of a frog
habitat at school and/or home.
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2.1 Home Sweet Home
Read the information below and draw the perfect home for the two frogs in the frame.
Frogs can live almost anywhere and are found in most areas of Australia, even in arid and
alpine areas.
Frogs are most common in warm, moist tropics where there is plenty of fresh water.
Streams, ponds, dams, swampy areas, creeks and flooded depressions all provide good
habitat for frogs.
Frogs are most active at night. During the day frogs rest under rocks and logs, in hollow
trees, reeds, small shrubs or other debris, or climb trees or burrow themselves
underground.
Home Sweet Home
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2.2 Polluted Habitat
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2.2 Healthy Habitat
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2.2 Habitat Characteristics
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2.3 Environmental Health Fact Sheet
For some years now, it has been noted that worldwide
frog populations have been in the decline.
Frogs are a very good symbol of the health of our
environment because they are so sensitive to
environmental changes. The disappearance of
many species of frogs is a sign that something is going
wrong with the environment.
A bio-indicator is a living (bio means life) creature that is indicating or telling you something
about the area that it lives in. It can be something positive (good) or negative (bad). For
example, having lots of frogs in an area tells you and scientists that the environment is healthy
and complete for the frogs. If for some reason frogs are suddenly missing from an area or their
population is declining (shrinking), then this is telling you that their environment is changing.
Sometimes bio-indicators can be used to show us that the quality of the air we breathe or
water we drink may not be of a high quality.
Frogs are good bio-indicators because they:
spend part of their life cycle on land and some in water.
have a permeable skin (which allows substances to move relatively freely into its body).
absorb and concentrate (make stronger) toxins in their fatty tissue.
‘Frogs are a symbol of the health of our environment’
In your own words explain what this means.
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2.4 Environmental Health Crossword
1
2
3
4
5
1
6
7
2
3
8
Across
1. A _ _ _ _ _ _ _ _ _ _ _ _ is a living creature that can tell us about the health of the
environment.
2. Frogs help _ _ _ _ _ _ _ _ _ _ monitor the
environment.
3. Frogs are an indicator of air and water _ _ _ _ _ _ _.
Down
1. Wetlands, lakes and swamps make an ideal _ _ _ _ _ _ _ for frogs.
2. _ _ _ _ _ are an example of an animal that acts as a bio-indicator.
3. Worldwide, populations of frogs are in _ _ _ _ _ _ _.
4. The skin of frogs is _ _ _ _ _ _ _ _ _.
5. Frogs are a good indicator of the health of the _ _ _ _ _ _ _ _ _ _ _.
6. One of the major threats to frogs is _ _ _ _ _ _ _ _ _.
7. Bio means _ _ _ _.
8. Frogs indicate of the amount of _ _ light entering the atmosphere.
Frogs in the environment are a true sign of a well balanced ecosystem!
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2.5 Threats to Frogs
Like all living creature, frogs have natural predators – or enemies in the wild. There are lots of
different predators that will eat frogs, such as snakes, lizards, birds, and other small mammals.
Even in water; frogs, eggs and tadpoles might be eaten by fish or other frogs!
But the largest enemy that frogs have isn't a predator, it is something humans have created.
Can you guess what it is? If you need a hint, unscramble the letters below!
L U O T L P N I O
_ _ _ _ _ _ _ _ _
Draw or write some 3 types of pollution or other threats to frogs.
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2.6 Threats to Frogs Fact Sheet
In recent years, scientists have become increasingly aware of a worldwide decline in the
numbers of frogs. Frogs are certainly disappearing in Australia. Eight frog species have
become extinct in the last 25 years, and several more are likely to become extinct in the near
future. A range of factors are responsible for the decline in frog populations and include:
destruction of natural habitat;
increases in ultra-violet radiation (and the decrease of the Ozone layer);
pollution;
introduction of new predators or competitors into breeding areas; and
diseases.
Habitat destruction: Clearing large areas of native vegetation (for housing and agriculture),
logging of forests, drainage of wetlands or allowing cattle to graze in them and other
disturbances such as fire which reduces the amount of bush for frogs to shelter in, have left
frogs with fewer areas to live and breed in. A frog's habitat is the environment in which it
feeds, shelters and breeds and if it cannot find suitable habitat, it will die. So it's hardly
surprising that habitat loss is one of the greatest threats to frogs.
Depletion of our Ozone Layer: Increases in ultra-violet (UV) radiation as a result of the
earth's thinning ozone layer may also have lethal affects on amphibians. Experiments in the
laboratory and in the field have shown that UV radiation interferes with the development of
eggs in some species. Increased UV levels may have even worse effects in higher elevations,
where levels are already high.
Pollution: Frogs are very vulnerable to chemicals and other contaminants in our waterways.
Frogs generally spend part of their life-cycle in water, and their moist skins are especially
sensitive to pollution. Frogs breath and drink through their skin, so pollution has a really
devastating effects on them. This is particularly true in their developmental stages. In addition,
chemicals can interfere with a frog's natural ability to fight off diseases and infection.
Competition and Predators: Sometimes creatures that aren’t normally found in an area are
introduced to that area. This can spell big trouble for local frogs. For example, Cane Toads
were introduced to Queensland in 1935 and have spread through Queensland and into New
South Wales and the Northern Territory. They have no natural predators here in Australia and
in some areas have reached plague proportions. They prey on other frogs and compete with
native frogs for food and habitat.
Diseases: Scientists think the decline and disappearance of some frog species in Australia
and overseas may be partly due to a disease caused by a fungus which attacks a frog's skin.
Since frogs use their skin in respiration, this makes it difficult for the frog to breathe. The
fungus also damages the nervous system, affecting the frog's behaviour and eventually killing
them.
Help! We need to stop
frogs disappearing.
Choose one of the threats to
frogs and create a poster with
tips about what people can
do to reduce the threat!
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2.7 frog friendly environment
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3.0 Northern Territory Frogs
Key Questions
•
•
•
How do you identify frogs commonly
found in the NT?
How can the Frogwatch website be
used to find out about frogs in the
NT?
Where can you learn more about
frogs or see frogs?
Suggested Activities
3.1 Flip the Frog (Memory Game and
Activity Sheet)
The aim of this activity to for students to
realise that there are many different
species of frogs, each with distinguishing
features. Print two copies of each of the
three pages of ‘Frog Cards’ using a colour
printer and cut out each card.
It is
preferable that each page is printed onto
card or laminated.
Before instructing students to play
‘memory’ with the cards, it would be useful
to talk to students about the different frogs
on the page and get the students to talk
about some of the differences between the
frogs.
Upper primary students can
complete the activity sheet before playing
‘memory’. In small groups or individually,
students are to compare and contrast the
frogs and try and find a ‘distinguishing
feature’ for each frog, which then recorded
on the activity sheet. As students play
memory, suggest that they read the name
of the frog out-loud before turning them
back over or collecting their pair.
NB. The frog cards could be kept as a
reference for other activities (such as
discussing the difference between frogs
and cane toads).
3.2 Frog Research
Using the Frogwatch website, students are
to research a frog and record their findings.
On the website (www.frogwatch.org.au)
click on ‘Frog Lists’. Choose a frog and
click on its name. A table with ‘Details’ of
the frog will appear. Look through each of
the menus (‘Description’, ‘Distribution’,
‘Observations’,
Images
and
Calls’).
Record this information in each of the
boxes on the worksheet. If time permits,
students could create a poster by cutting
and pasting the boxes on a larger sheet of
paper and drawing/printing the frog.
NB: Field guides could be also be used to
find out specific information about the frog
chosen.
3.3 Frog Calls
The aim of this activity is to draw student’s
attention to how frogs can be easily
identified by their call and to develop skills
that will improve their listening skills and
ability to distinguish between different
calls. After logging on to the Frogwatch
website
and
following
instructions
provided, students are to listen to and
record the phonetics of several frog calls
on the activity sheet.
NB This activity is suitable for upper
primary school children. Computers with
internet access are required.
3.4 Finding NT Frogs
This activity provides information about
locating frogs and can be used as a
handout for students to take home to
encourage them and their families to locate
frogs in their local area. The advice would
also assist teachers locate frogs on a
school camp or specific frog-finding
excursion.
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3.1 Flip the Frog
You are going to play ‘Flip the Frog’ Memory Game. Before you start, have a look at the 18
frog cards. For each frog, try and identify one distinguishing feature (something that makes it
different from the other frogs) and record it in the table below.
COMMON NAME
DISTINGUISHING FEATURE
Desert Spadefoot Toad
Dahl's Aquatic Frog
Roth's Tree Frog
Wotjulum Frog
Giant Frog
Ornate Burrowing Frog
Magnificent Tree Frog
Striped Burrowing Frog
Green Tree Frog
Arnhem Toadlet
Hidden-ear Frog
Rocket Frog
Northern Spadefoot Toad
Marbled Frog
Northern Dwarf Tree Frog
Centralian Tree Frog
Cane Toad
Which frog do you like the best? Why is it your favourite?
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3.1 Flip the Frog Cards
Common Name: Desert Spadefoot Toad
Scientific Name: Notaden nichollsi
Common Name: Green Tree Frog
Scientific Name: Litoria caerulea
Common Name: Dahl's Aquatic Frog
Scientific Name: Litoria dahlii
Common Name: Arnhem Toadlet
Scientific Name: Uperoleia Sp
Common Name: Cane Toad
Scientific Name: Bufo marinus
Common Name:
Scientific Name:
Fantastic Frogs and Terrible Toads Teacher Resource Kit
Hidden-ear Frog
Cyclorana cryptotis
28
3.1 Flip the Frog Cards
Common Name: Roth's Tree Frog
Scientific Name:
Litoria rothii
Common Name:
Scientific Name:
Rocket Frog
Litoria nasuta
Common Name:
WotjulumFrog
Scientific Name:
Litoria wotjulumensis
Northern Spadefoot Toad, Golfball frog
Common Name:
Scientific Name:
Notaden melanoscaphus
Common Name:
Giant Frog
Scientific Name:
Cyclorana australis
Common Name:
Marbled Frog
Scientific Name:
Limnodynastes convexiusculus
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3.1 Flip the Frog Cards
Common Name: Ornate Burrowing Frog
Scientific Name: Limnodynastes ornatus
Northern Dwarf Tree Frog
Common Name:
Scientific Name:
Litoria bicolor
Common Name:
Magnificent Tree Frog
Scientific Name:
Litoria splendida
Centralian Tree Frog
Common Name:
Scientific Name:
Litoria gilleni
Common Name:
Scientific Name:
Striped Burrowing Frog
Cyclorana alboguttata
Common Name: Cane Toad
Scientific Name: Bufo marinus
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3.2 NT Frog Research
Common Name:
Scientific Name:
Description:
Favourite Food:
Habitat:
Distribution:
Call:
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3.3 Frog Calls
Your task is to listen to frog calls from the FROGWATCH NT website and
describe the sounds they make.
Start by listening to the Green Tree Frog and Cane Toad.
Here are some tips to get you started:
1. Go to www.frogwatch.org.au
2. Click on “FROG LISTS” on the top menu.
next to it).
3. Click on a frog in the table (make sure it has a sound icon
4. Click on “PLAY”.
5. Listen to the frog call for a few seconds and then click “STOP”.
6. Describe the sound of the frog call using letters or words or by writing the name of
something that it sounds like.
7. Don’t forget to write both the common name and scientific name of the frog in the table.
Name of Frog
Similar Sound or
“Phonetic Sound”
“Wark wark wark”
My description:
Green Tree Frog (Litoria caerulea)
“Dial tone”
My description:
Cane Toad (Bufo marinus)
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3.4 Finding NT Frogs
Frogs are fascinating creatures. You will learn so much more about frogs
if you get the chance to see some live frogs. Here are some tips to help
you get up close to some frog friends and find out more about them!
Join FrogwatchNT. Frogwatch host
regular cane toad/frog information
sessions. They are usually advertised
in the NT News or you can log on to
www.frogwatch.org.au to find out if
there are any meetings in your area.
You can even register with Frogwatch
and be notified of frog related events
via email!
Visit the Territory Wildlife Park. There
is an amphibian display showcasing
some of the Northern Territories frogs
and tadpoles. It may be a good idea to
check with them before your visit to find
out what frogs are on display and if
there are any talks scheduled.
The Parks and Wildlife Service hold
‘Parks Alive’ events.
These are
advertised regularly in the NT News.
Or you could contact them to find out
when the next event is.
Contact the Museum and Art Gallery of
the Northern Territory to see what
exciting displays they have in the
Museum and Discovery Centre.
Get out and find some frogs!
Frogs are easy
to find in the Top
End, especially
in the wet
season…
…all you need is
a torch!
Search around your house. Get a torch
each and you can go ‘spotlighting’ for frogs
at night. Can you hear the frogs calling?
Are there any on your windows and walls
catching insects? Are they visiting the
pond or pool in your backyard?
If there are 2 or 3 people, all point your
torch beam at the spot you think the
croaking is coming from. The point where
all the light beams intersect is where the
frog is hiding. Why not have a go. See if
you can find that croaking frog using this
method called ‘triangulation’.
You could also go on a night expedition to
a swamp, creeks or wetland one evening.
These are exciting places to go
spotlighting.
Some possible locations
include the Botanical Gardens, Knuckey
Lagoons, Howard Springs and Fogg Dam.
Or perhaps a large culvert beside the road!
The following tips will help make
finding frogs safe and enjoyable
for you and the frogs!
If you find a frog, it is best just to watch.
Picking them up might harm them as
they can absorb substances from our
hands which will harm them.
Leave any frogs where you found them.
They are used to the environment they
have been living in and they might not
easily adjust to a new home!
Make sure you read all warning signs
about Crocodiles.
Be careful near creeks and culverts,
especially if there has been recent
heavy rainfall.
Be prepared for your visit. Make sure
you cover-up with long trousers and a
long sleeve shirt to avoid mosquitoes.
If you are using insect repellent do not
handle any frogs. It might poison them.
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4.0 Terrible Toads
Key Questions
4.4 Terrible Toad Facts
•
•
•
•
•
How do cane toads differ from frogs?
What are the key identifying features of
a cane toad?
Why is it important to be able to
accurately identify cane toads?
What is the current distribution of cane
toads?
What are the implications of cane
toads in the Top End?
Suggested Activities
4.1 Frog and Toad Facts
This activity highlights the differences
between frogs and toads. The Frog Cards
from Section 3 could be used to assist
lower primary students or to introduce the
topic. Students simply cut and sort the
facts and paste them onto the ‘Frog and
Toad Facts Table’.
Answers: Frogs – strong, long back legs
for jumping and swimming; prefer moist
and wet environments; a group is called
an army; smooth or slimy skin; lay eggs in
clusters; bulging eyes. Toads – stubby
bodies and short back legs; dry, warty
skin; can survive in drier environments; lay
a long chains of eggs; poison glands; a
group is called a knot
This fact sheet outlines the history of cane
toads in Australia, including why they were
introduced, along with information about
their distribution and breeding habits. It is
designed to be used with the ‘Terrible
Toads Crossword’ and is suitable as a
handout for middle to upper primary
students.
It also provides useful
background information for teachers.
4.5 Terrible Toad Crossword
The crossword is a comprehension activity
to be used after students have read
‘Terrible Toad Facts. Please refer to
Figure 2 for solution to crossword.
I
N
The aim of this activity is to highlight the
physical characteristics of cane toads.
Students simply cut out the boxes and use
them to label the distinguishing features.
4.3 Mistaken Identity
The main aim of this activity sheet is for
students to recognise how a cane toad
differs from some of the native frogs in the
NT. The Frog Cards from Section 3 could
be useful for this activity. Students study
the pictures provided and answer the
questions.
R
O
D
U
C
D
E
I
E
O
G
G
G
H
L
G
R
H
Y
D
S
O
T
W
D
Y
E
R
A
D
B
I
B
W
R
E
A
P
T
O
L
O
G
G
I
C
O
A
I
R
D
D
A
C
4.2 The Terrible Toad
T
N
A
E
S
T
T
E
L
R
E
S
Figure 2: Solution to Terrible Toad Crossword
4.6 Advancement of the Cane Toad
This work sheet is primarily for upper
primary students. It outlines facts about
the distribution of cane toads and their
rate of spread across Australia. Students
answer questions relating to the text and
map provided.
4.7 Cane Toads: The facts
This brochure produced by the NT
Government could be used as a
springboard for discussing cane toads and
their likely impact on our lives.
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4.1 Frog and Toad Facts
Do you know the difference between frogs and toads?
Cut out the 14 frog and toad fact boxes.
Read each fact and divide them in to two groups
1. Facts which describe frog characteristics
2. Facts which describe toad characteristics
Check with your teacher to make sure you have correctly grouped the facts.
Paste them onto the ‘Frog and Toad Facts Table’.
Strong, long back legs for jumping and
swimming
Prefer moist and wet environments
Stubby bodies and short back legs for
walking
Dry, warty skin
A group is called an army
Can survive in drier environments
Smooth or slimy skin
FROG
Lay a long chains of eggs
Generally lay eggs in clusters
Bulging eyes
Toad
Poison glands behind their eyes
A group is called a knot
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4.1 Frog and Toad Facts Table
Draw a cane toad here:
Draw a green tree frog here:
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4.2 The Terrible Toad
How do you tell the difference between a native Australian frog and a Cane Toad?
Below are some of the physical characteristics (what their body looks like) of cane toads.
Cut them out and paste them around the cane toad, drawing an arrow to point out the
characteristic.
Sits upright. Moves in
short rapid hops
The Cane Toad (Bufo marinus)
Hind feet have leathery
webbing between the toes
Large swellings (parotid glands) on
each shoulder behind the ear drum
(this is where the poison comes from)
Front feet are not webbed
Dry, warty skin,
especially on their backs
Bony head with bony ridges
that run above their eye and
meet above their nose
Cane toad image sourced from http://www.deh.gov.au/biodiversity/invasive/publications/cane-toad
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4.3 Mistaken Identity
There are five native frogs that people may confuse with the Cane Toad.
Look at each of the frogs below and compare them with the cane toad.
After studying the frogs, answer the questions.
Cane Toad
Bufo marinus
Northern Spadefoot Toad
Notaden melansscap
Ornate Burrowing Frog
Limnodynastes ornatus
Marbled Frog
Limnodynastes convexiusculus
Giant Frog
Cyclorana australis
Hidden-ear Frog
Cyclorana cryptotis
Do you think any of these frogs look like a cane toad? Which one(s)?
Which frog do you think looks like a Cane Toad?
Why is it important that we can accurately identify cane toads?
What characteristics does the Cane Toad have that native frogs don’t?
Circle the Cane Toad
Image sourced from http://www.nt.gov.au/ipe/pwcnt/index.cfm?attributes.fuseaction=open_page&page_id=1572
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4.4 Terrible Toad Facts
Cane toads are not a native Australian animal. They were introduced from
Central and Southern America.
3000 cane toads were released in sugar cane fields near Cairns in 1935.
Cane toads were released to act as a biological control for sugar
cane beetles. These beetles were stunting or killing the sugar cane
in their grub stage by eating the roots of the plant.
Cane toads did not eat the cane beetles as they were expected to.
Within 10 years of their release, an insecticide was developed that effectively
controlled the beetle problem.
Cane toads can survive in temperatures between 5-40OC.
When it is very hot or cold cane toads shelter by
digging in the ground or hiding under logs.
Cane toads are active at night and in the warmer
months of the year.
Cane toads can lose 50% of the water in their body before they will die of
dehydration. This means toads tolerate dry conditions better than most frogs.
Cane toads need pools of water to lay their eggs.
In the tropics toads grow very quickly. By the age of one, they can produce
8000-35000 eggs each time they mate.
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4.5 Terrible Toad Crossword
1
1
2
3
4
5
2
6
7
3
4
8
5
6
Across
1. Cane toads were _
2.
_ _ _ _ _ _ _ _ _ from Central and South America (11).
Cane toads can tolerate _ _ _ conditions better than most frogs (3).
Can toads are most active during the warmer months of the _ _ _ _ (4).
3.
4. A plant or animal not native to an area that disturbs the environment is known as a
_ _ _ _ species (4).
5. Cane toads were released to act as a _
6.
_ _ _ _ _ _ _ _ _control (10).
Cane toads were released near _ _ _ _ _ _ in 1935 (6).
Down
1. Cane toads are most active at _ _ _ _ _ (5).
2. Cane toads can lose more than half of the water in their body before
_ _ _ _ _ _ _ _ _ _ _ (11).
The climate is too _ _ _ _ for cane toads to live in Victoria (4)
Cane toads can produce between 8000-35000 _ _ _ _ each time they mate (4).
Cane toads _ _ _ _ quickly in the tropics (4).
Cane toads were originally introduced to eat the cane _ _ _ _ _ _ (6).
they die from
3.
4.
5.
6.
7. Cane toads need pools of _
_ _ _ _ to lay their eggs in (5).
8. If it is too hot or too cold, cane toads will _
_ _ or burrow into the ground (3).
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4.6 Advancement of the CANE Toad
For the past 60 years, cane toads have been expanding their territory in Australia,
and are capable of colonising at least four of the mainland Australian states. Since
their introduction in North Queensland, cane toads have spread rapidly, south into
New South Wales, with one isolated community in Port Macquarie, and west into the
Northern Territory. They have recently (July 2005) been sighted in the Botanical
Gardens in Darwin.
The cane toad's advance is only limited by environmental factors, such as the
availability of water for breeding, tolerable temperatures, suitable shelter, and an
abundance of food.
The unlimited food source, suitable environment and low rates of predation allow for
rapid reproduction and spread. The natural rate of spread of the Cane Toad is about
30-50 km/year in the Northern Territory and about 5 km/year in northern New South
Wales. The range of the cane toad now includes coastal Queensland and associated
inland areas, coastal northern New South Wales to just north of Lismore, coastal
Northern Territory from the Queensland border to the south bank of the Roper River
(Map 1).
Map 1: Current distribution of Cane Toads (where they are found).
On a separate sheet of paper, answer the following questions using the information on cane
toad distribution and the toad map above.
How many states are cane toads living in?
How far do you think they might travel over the next 70 years? Draw your ideas
on the map.
Why do you think they have not moved into Victoria?
Have you seen any toads in the Northern Territory?
Map sourced from http://wwwfrogwatch.org.au
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4.7 Cane Toads: the Facts
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4.7 Cane Toads: the Facts
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5.0 Combating Toads
Key Questions
•
•
What are the implications of the arrival
of cane toads in the NT?
What can be done to reduce toad
numbers?
Suggested Activities
5.1 Toad Free Zone
The activity sheet contains a range of
questions for students to answer using the
‘making your yard a toad free zone’
brochure. It will provide students with
information they can then use to reduce
the number of toads around their home.
5.2 Toad Trap
Students use their knowledge about cane
toads and follow a step by step process
(outlined on the activity sheet) to design a
cane toad trap. It might be useful for
students to use the internet to research
range of cane toad traps currently
available (eg. www.frogwatch.org.au) to
get some ideas or to use for comparison
with their own design.
5.3 Toad Poster Starters
The activity sheet lists facts relating to
cane toads which are grouped under four
key topics.
Students could use the facts provided to
construct a poster, PowerPoint slides or
basic webpage, or as a basis for further
research (which would be ideal for a group
project). The students could undertake
research
using
reference
books,
pamphlets and/or the internet. If findings
are presented as a poster or on
PowerPoint slides, this could be presented
to the whole class.
5.4 The Cane Toad in the NT
The aim of this activity is for students to be
able to identify the impact of cane toads.
After a class discussion, students are to
record ‘impacts’ on their activity sheet.
Middle and lower primary students could
use the sheet to record ‘impacts’ using a
brief description/explanation or a few
words or by drawing a picture.
Upper primary students could use the
activity sheet to record findings from
research on the impacts of toads (either
using recent articles (in newspapers or
research updates like Savannah Links) or
the internet.
The key impacts of toads include:
• Native
animals
poisoned
(eg.
mammals such as quolls, reptiles such
as crocodiles and monitors, fish etc)
• Decline in the number of native
animals (through poisoning and/or
competition)
• Toads prey on native animals
• Compete with frogs for resources
(toads breed more frequently, lay more
eggs, eats more etc)
• Frog numbers decline
• Pets poisoned
• Nuisance to humans
5.5 Mind Mapping
Students use the image of a Death Adder
that has been poisoned by a cane toad as
the central theme for a mind mapping
exercise. On completion, students could
choose one of their ideas and explain it to
the class or the person sitting next to
them.
5.6 Toad Action
Ideas to get involved in the community
and start combating toads are provided in
this information sheet.
Extension Activities
•
•
•
Construct toad trap students have
designed
Test cane toad trap
Test effectiveness of a range of
commercially available traps
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5.1 Toad Free Zone
Read the ‘Making your yard a toad free zone’ brochure.
Answer the following questions.
1. What are Toads attracted to?
L __ __ __ __
W __ __ __ __
S __ __ __ __ __ __
2. Where do Toads like to hunt?
3. What is meant by ‘patrols’?
4. How will fencing help stop Toads?
5. Draw a fence and label the specifications (material, height etc) that will make it
suitable for keeping Toads out.
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5.1 Toad Free Zone
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5.2 Toad Poster Starters
Why are cane toads a problem in Australia?
• Toads compete with native animals for food and shelter (they take away food and
shelter for native frogs, small mammals as there are usually lots of them)
• Toads kill most types of native animals and pets as they are poisonous at all stages of
their life cycle (eggs, tadpoles, toads). Most animals that try to eat the toad are
poisoned and die quickly.
• Toads eat native animals (they eat frogs, lizards, snakes, small mammals and eggs of
ground dwelling birds)
• Toads are free from predators/diseases in Australia. In their country of origin there are
animals/diseases that limit cane toad numbers.
• Toads can survive in almost any environment in Australia.
• Toads can breed at any time in the year. Native frogs do not breed as often or lay as
many eggs as cane toads. Frogs may be out-competed in physical numbers very
quickly.
• Toads live very happily in suburbia. They eat dog food as well as anything else!
How can cane toad numbers be controlled?
• Physical control. Collecting adults (mustering), pulling cane toad egg chains out of a
water body and letting them dry on the bank in full sunshine. Trapping, toad proofing
dams/ ponds.
• Biological control. Several suggestions are being looked into. Dahl’s water frog (NT
frog) eats cane toad tadpoles without dying. The lavender beetle is not eaten by native
frogs. Cane toads love eating them and then die. Scientists are also looking at
microbiological internal parasites that may slow down toad health and breeding.
• Ecological control. These solutions have not yet been proven to be successful, but are
worth mentioning. Scientists are looking at producing large numbers of sterile male
toads to be released in the environment. Or genetically modifying cane toad egg
production to only produce male cane toads.
How do you handle cane toads?
• Carefully! As little as possible. Only pick them up if it is really necessary.
• With plastic gloves on. They secrete poison from the glands on the back of their neck
that can be absorbed through your skin. Cane toad poison can kill people.
• Keep them away from your face.
• Keep your little brothers, sisters and pets away from cane toads. Tell your parents
where to find the toad in your garden so they can get rid of it quickly.
• Cats and dogs die from eating/mouthing cane toads. If a dog grabs a cane toad you
should contact a vet for instructions.
• Dispose of toads humanely in a plastic bag in the freezer for a day. Toads can be buried
deeply as fertilizer in the garden or well wrapped in the rubbish (so animals at the tip
don’t get to it before it decomposes).
What can cane toads be used for?
• Medicine. Scientists are still investigating.
• Leather. There is a cane toad leather industry that makes wallets, key rings out of cane
toad parts.
• Scientific experiments. Freshly killed cane toads make excellent dissection material for
school students.
• Entertainment. Cane toad races for charity.
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5.3 Toad Trapping
There are a few things we can do to reduce the numbers of cane toads. One
way is to trap cane toads. Using the information you know about Cane Toads,
design a trap that will stop them being a nuisance in your backyard!.
STEP 1: To make a trap that really works you need to think about how toads move,
what they’re attracted to etc. List what you know about toads here:
STEP 2: List some of the material that could be used to make a trap.
STEP 3: Write down how the toads will get in (eg. fall, jump, attracted)
STEP 4: Explain how the toads will stay in the trap
STEP 5: Draw the trap
STEP 6: How will you know your trap is successfully reducing the impact of toads?
Have a look at some of the commercially available traps at www.frogwatch.org.au
How does yours compare?
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Fantastic Frogs and Terrible Toads Teacher Resource Kit
I will…
I will…
I will…
Cane toad image sourced from http://www.deh.gov.au/biodiversity/invasive/publications/cane-toad
I will…
I will…
I will…
Write one impact the Cane Toad might have in the NT in each of the callouts below
The impact of the Cane Toad in the NT
5.4 The Cane Toad in the NT
49
5.5 Mind Mapping
Write down words that pop in
to your head after viewing the
image of the ‘Death Adder’
which has been poisoned by a
cane toad.
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5.6 TOAD ACTION
Cane toads are becoming part of life in the Top End but you don’t just
have to sit at home and let them take over. Here are some ideas to take
into your community to help combat toads!
Community Frog Night
Organise a ‘Toad Muster’
You could host a community
advertised ‘Frog and Toad Awareness
Night’ Some ideas for the night could
include:
• Display all the work the children
have completed on frogs and toads
• Live frog and toad displays
• Invite
a guest speaker from
Frogwatch, Parks and Wildlife,
Territory Wildlife Park or NT
Museum to come and give a talk
and set up information.
• Invite local nurseries to set up some
of their water plants and pots as an
attractive display and advertisement
for their business. They could even
sell plants on the night.
• Invite a local wildlife group (such as
RANA) to display/sell amphibian
and frog friendly books.
• Sell jelly frog cups, frog cupcakes
and drinks to raise money for the
school.
• Frog colour-in competitions
• Frog craft activities
• Ideas presented in the section
“Fantastic Frog Fun”.
Select a cane toad infested site
(perhaps even your own school or
property), call all your friends, get
together after dark and collect as many
toads as you can. Think about feeding
the mustering party with a BBQ and
prizes for the ‘biggest toad’ and person
who collects the most toads’
Walk Against Toads
The school children could hold a
walkathon to raise money to buy a
cane toad trap for their school.
Sponsorship could be per lap of the
school or sporting ovals.
Research Trapping Program
on Cane Toad Numbers
Trapping toads lowers the overall
breeding population in our community.
Toad numbers can be significantly
lowered by a trapping program.
With the trap bought from the proceeds
of the “frog and toad awareness night”,
you could start trapping toads at your
school or a local wetland. You could
have different classes trap for a month
and collate the information on how
many toads were caught, which was
the best time of year to catch them, the
number of males compared to females,
the best place to locate the trap etc.
There are many aspects that could be
monitored and hypothesised about.
Toadathon
A “toadathon” could be generated for
families to donate an amount for each
toad caught in the trapping program
mentioned above.
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6.0 Fantastic Frog Fun
This section offers ideas for activities that
can be used to compliment the delivery
of Section 1 to lower primary classes.
Activity ideas could be used to introduce
the topic at frogs, as a reward at the
conclusion of the program or as extra
activities throughout the program. The
activities would also be suitable if your
class decides to host a ‘frog day’ to
promote environmental awareness.
Frog Fun Ideas
• Frog dress-up day
• Frog craft (refer to activity sheets)
• Frog Facts quiz
• Frog masks (see below)
• Cooking with Frogs (see below)
• Frog songs (see below)
• Frog story-books (see below)
Frog Songs
Some popular frog songs include:
• Frog jumped out of his pond one day
• Der-glumph went the little green frog
• Two little speckled frogs
• Frog went walking on a summers day
Frog story-books
There are a range of popular children’s
book with stories about frogs available from
most school and public libraries. These
include:
• Tiddalik the Frog
• ‘Lester and Clyde’ (series of books)
• Picasso the Green Tree Frog
Frog Masks
One simple way to make a mask is to cut a
paper plate in half. The flat side sits across
the child’s cheek (with a small area cut out
for the nose to make it more comfortable).
The mask can be coloured or painted
green, and egg-carton cups could be used
above the eye-hole to make ‘bulging eye.
Elastic can be stapled either side of the
paper plate to hold the mask in place.
Frog Cup Cakes
Decorate pre-cooked cupcakes as follows:
1. Make a butter icing mix (adding food dye
to make green icing).
2. Ice Cupcake.
3. Cut marshmallows in half lengthways
and widthways (so you end up with a
thin slice of marshmallow in a semicircle).
4. Push a dark coloured smartie onto each
piece of marshmallow and position 2 on
each iced cupcake to make ‘bulging
eyes’.
5. Position a smartie on the cupcake for
the mouth
6. Enjoy!
NB: Cupcakes could be baked in class if
time and resources permit.
Frog in a Pond.
The jelly will need to be made early in the
day so it has time to set (alternatively they
can be made the afternoon before and used
the next day).
1. Each child is to receive one jelly cup
with a Freddo Frog embedded in it.
Each cup holds about 200ml of jelly, so
you will need to calculate how much jelly
you will need for your class.
2. Make up jelly in one lot following
instructions.
3. Plastic cups should be placed on a tray
or container that fits easily into the
fridge. Pour 200mL of jelly into each
cup.
4. Refrigerate jelly until it is cool, but not
set.
5. Place Freddo Frogs in the jelly.
6. Jelly will set around the chocolate frogs.
7. When jelly is set, enjoy!
Frog prizes
You may like to include prizes for activities.
You could use Freddo Frogs or Frog lollies
or novelty frog toys (from Souvenir Shops).
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6.1 Origami Frog
Make your own jumping frog using a piece of paper.
All you need is:
a piece of A4 paper or light card
a pair of scissors
a texta or crayon.
1. Make a square piece of paper by folding one corner
of a piece of paper over to the adjacent side.
2. To finish making the square, cut the rectangle,
overlapping the triangle. Open up the triangle and
you have a square.
3. Fold the opposite sides together then unfold. Repeat
folding the other sides. Open into a square again.
4. Fold each of the four corners to the centre point.
5. Fold each of the two top edges to the centre line.
6. Fold the triangle at the bottom upwards.
7. Fold each of the bottom two corners to the middle of
the bottom edge.
8. Fold the bottom portion upwards (along the dotted
line shown).
9. Fold the top half of the lower rectangle downwards
toward yourself. This forms the frog's legs.
10. Give your frog a head by folding a small part of the
upper point downwards. Draw two eyes.
To make your frog jump, push down on the "X" and slide your finger away from
the frog.
Images and instructions sourced from http://www.enchantedlearning.com/crafts/origami/frog/.
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6.2 Paper Plate Frog
These frogs are fun and easy to make and look great hung in the classroom.
Before you start you will need:
•
•
•
•
•
•
•
Paper Plate Frog Templates (photocopied onto white paper)
Paper plate (painted or coloured green)
2 egg carton cups
Scissors
Glue
Split Pins
Stapler
Making your paper plate frog:
1.
2.
3.
4.
5.
6.
Staple egg carton cups onto paper plate.
Colour/decorate the frog legs and tongue.
Cut out the legs, tongue and eyes.
Glue the eyes onto the egg carton cups
Fold 1cm of the leg over and make a crease on the fold. Turn the leg
over and fold another 1cm over and crease. Repeat until the leg is
‘crinkled’. Repeat for remaining 3 legs and tongue.
Use split pins to attach the legs and tongue to the paper plate.
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6.2 Paper Plate Frog Templates
Templates
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6.3 Paper Bag Puppet
These puppets are simple to make and fun to decorate.
Before you start you will need:
•
•
•
•
•
Paper Bag Puppet Templates (photocopied onto green card/paper)
Paper bag (preferably with ‘square’ base)
Scraps of coloured paper (white & black for eyes, red for tongue)
Glue
Scissors
Making your frog puppet:
1. Cut out the legs, eyes and spots.
2. Cut out a white circle about the size of a 20c coin and a slightly smaller
black circle. Glue the black circle onto the white circle to make the eyeball.
(NB: large googly eyes could be stuck onto eye template with PVA glue
instead).
3. Fold the green ‘eye’ along the dotted line. Glue the eyeball to the green
eye.
4. Glue the folded base of the eyes onto the paper bag.
5. Cut a tongue out of red paper. Glue it in the frog's ‘mouth’.
6. Glue on two short arms and two long legs.
7. Glue on green shapes.
Images sourced from http://www.enchantedlearning.com/crafts/origami/frog/.
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6.3 Paper Bag Puppet Templates
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