As the weather begins to change and spring approaches, why not use frogs as a focus to explore the process of life, growth and development.
Adult-led activity
ON THE RECORD
Investigate and record the lifecycle of a frog.
Key learning intentions
* To observe changes
* To identify similarities and differences
Adult:child ratio 1:6.
RESOURCES
* Posters * picture books * photographs * frog figures * lifecycle figures * magnifying glasses * real-life examples if possible * A4 paper * larger paper (sugar paper is ideal) * pencils * coloured pencils * scissors 8 glue sticks Preparation
* For children capable of producing their own sketches for each stage of the lifecycle, divide the A4 paper into six equal sections and number the sections 1 to 6. On section 1, print the title of your book, The Lifecycle of a Frog. For children who need more support, add outlines of each stage of a frog's development in the remaining sections, for example: egg, tadpole, tadpole with two legs, tadpole with four legs, frog.
* Cut the larger paper into strips, about 80cm by 12cm, and fold into six pieces (zigzag style).
* Gather information about frogs to tell the children during discussions.
Activity content
* Look at the pictures and models of frogs and ask questions about them.
Clarify comments made by the children and introduce appropriate vocabulary.
* Look at the stages of development and ask the children to observe how the creature evolves.
* Share facts about the frog, for example, how it breathes under water, protects itself from predators and goes into hibernation.
* Explain that the children are going to make books showing the lifecycle of the frog. If you have added the frog outlines, encourage the children to choose colours accurately, using pictorial examples for reference.
* Suggest they add a background to each picture, for example, water, pond weed and stones.
* When the pictures are completed, support the cutting out and gluing on to the sugar paper zigzag book. Have the book folded when sticking the title on the front, then open it out, (title underneath) so it lies flat. Explain that one picture should be glued to each page. Having an example and/or number line for the children to follow is helpful.
Extended learning
Key vocabulary
Frog, lifecycle, frog spawn, egg, tadpole, pond, swim, gills, hibernation, camouflage.
Questions to ask
How does the frog start life? How does it change? What does it eat? How does it catch food? What part of the body allows the frog to breathe under water? What does the frog do in winter?
Extension ideas
* Make a set of frog lifecycle sequence cards, so children can revisit the activity.
* Set up a frog environment in the water/ sand tray, using leaves, wood, and stones.
Glub, glub
Share the song 'Five Little Speckled Frogs' (This Little Puffin, Pounds 6.99).
Key learning intentions
* To recognise numerals 1-5
* To order cards 1-5
Adult:child ratio 1:8.
RESOURCES
* Frog pictures/cards numbered 1-5 * blue cloth (pool) * five seats or a bench (log) * large number line or stick marked 1-5.
Preparation
* Arrange the seats and cloth, lay the frog cards randomly on the floor and position the number line so that it is clearly visible.
Activity content
* With the children sitting on the floor, ask if they can name a number on a frog card. If successful, they can take the card and sit on a seat. Seat the children out of sequence. Use this time to clarify number names.
* Ask the children to help put the 'frogs' in order. Use the number line as support.
* Model counting using fingers on one hand. Count as a group up to five and then down to zero. Explain that you can count forwards or backwards.
* Sing the song, prompting the frogs to jump into the pool as you count down. Pause each time as the children count how many frogs remain on the log.
* When the song is finished, ask how many frogs are in the pool, how many on the log, how many altogether. Rearrange frogs in several combinations, confirming the total each time.
* Put all of the frog cards on the floor in order. Take a card away and ask which number is missing.
EXTENDED LEARNING
Key vocabulary
Count, backwards, forwards, before, after, altogether, missing, next.
Questions to ask
What is this number called? Which number comes first/next? How many frogs are there altogether? Which number is missing? Are we counting forwards or backwards? Can you put number * frog in the pool/log?
Extension ideas
* Make lily pads numbered 1-5 to use as a matching game or ask the children to position a frog with a different number on the lily pad and ask them to tell you both number names.
* Make individual number lines 1-5 using drawings of frogs.
* Extend the song to ten speckled frogs, with the appropriate props.
Child-initiated learning
CREATIVE AREA
Additional resources
* Paper * paint * brushes * printing resources * pictures/photographs of frogs * frog models * PVA glue Possible learning experiences
* Exploring colour and form in two dimensions, to draw a picture of a frog.
* Demonstrating creativity in choosing individual ways to decorate a frog.
* Expressing ideas while observing different pieces of artwork.
* Using the correct language when naming body parts of a frog.
The practitioner role
* Display the photographs and paintings near the painting table to give inspiration.
* Explain that although the frog should have the appropriate features, it can be original in colour, size and pattern.
* Ask the children to tell you about their finished frog. When the pictures are dry, cut them out and paint them with PVA glue to produce a clear, shiny finish.
* Use the pictures to make a number-based display. Alternatively, arrange frogs randomly, stimulate descriptive language such as shiny, spotty, striped, print on to card and include on a display.
DOUGH TABLE
Additional resources
* Aprons * dough in several colours * dough boards * modelling tools * printing resources such as shells * leaves * frog figures and pictures.
Possible learning experiences
* Practising motor control and co-ordination.
* Working as part of a small group, sharing resources.
* Make frogs, using the appropriate language to describe size and shape.
The practitioner role
* Model the activity, asking the children to make a frog family. Talk about the relative size of each frog, stimulating the use of appropriate language.
* Encourage use of tools and printing resources to make each family different.
Wendy Scott is an early years tutor and nursery nurse at Cheviot Primary School, Newcastle
Resources
* Tadpoles and Frogs by Anna Milbourne (Usborne Beginners, 3.99)
* Watch Me Grow by Lisa Magloff (Dorling Kindersley, 4.99)
* First Discovery - The Frog (Moonlight Publishing, 6.99)
* Evolving tadpole set (Insect Lore, 3.99)
* Frog figures (Early Learning Centre, 2)
* Lifecycle set (Early Learning Centre, 3)
