Frogs - The Math Learning Center · H bucket of frogs H Frog poems and songs* *also included in...

FrogsAcross the Curriculum

BRIDGES

BREAKOUT

Excerpts From Bridges in Mathematics©2001, The Math Learning Center

Frogs Across the CurriculumA Math Learning Center Publication

by Donna Burk & Allyn Sniderillustrated by Tyson Smith

Bridges Breakout Units

Bugs Across the Curriculum

Crossing the Pond: A Probability Game

Exploring Money: Adding, Counting, Sorting and Patterning

Exploring Time: Hours, Minutes and Paper Clocks

Frogs Across the Curriculum

Geometry: Pattern Blocks, Polydrons and Paper Quilts (Grade 1)

Geometry: Shapes, Symmetry, Area and Number (Grade 2)

Math Buckets: Sorting and Patterning

Math with a Sock: Probability and Fractions

My Little Farm: Money, Place Value and Mapping

Penguins: Measuring, Sorting, Computation and More

Sea Creatures Across the Curriculum

P0201

Copyright © 2001 by The Math Learning Center, PO Box 12929, Salem, Oregon 97309.

Tel. 800-575–8130. All rights reserved.

The Math Learning Center grants permission to classroom teachers to reproduce

blackline masters in appropriate quantities for their classroom use.

This project was supported, in part, by the National Science Foundation. Opinions expressed

are those of the authors and not necessarily those of the Foundation.

Prepared for publication on Macintosh Desktop Publishing system.

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Frogs Across the CurriculumScience, Literacy, Art, Social Studies & Math Activities 1

What Do You Know? What Do You Wonder? 1

Eggs, Tadpoles & Frogs: Live Observation 2

Eyes-On Experiences: Picture Walks 3

Eyes-On Experiences: Creating a Frog Pictorial 4

Minds-On Experiences: Songs, Poems & Books 4

Did You Ever See a Frog? A Song About Frogs 5

Guided Writing 5

Interactive Writing 6

Independent Writing 6

Pocket Chart Poetry 7

Good Books About Frogs & Toads 8

Counting By 2’s Chart 9

Frog & Toad Eyes: Creating A Growing Pattern Chart 9

Making the Frogs & Toads 9

Counting by 2’s Chart: Mystery Numbers 11

Frog & Toad Problems With the Counting By 2’s Chart 12

A Double Irish Chain Frog Quilt 13

Making the Patchwork Quilt Blocks 13

Making the Frog Setting Blocks 14

Assembling the Finished Blocks 14

Quilt Observations 15

Blackline MastersAmbush! pocket chart poem 1Eggs pocket chart poem 4Hibernation pocket chart poem 7Counting by 2’s mystery numbers sheet 1 17Counting by 2’s mystery numbers sheet 2 18Double Irish Chain quilt block 19Frog Setting Block 20Frog Pictorial 21

Bridges Breakouts


These integrated activities are intended to enhance your use of the bucket offrogs, and may also be used as part of a larger unit on insects. Manipulativesand materials included in the breakout are listed below.

You’ll need

H optional materials are listed in the

text

Deluxe Breakout includes

H bucket of frogs

H Frog poems and songs*

*also included in Economy Breakout


Bridges Breakouts • 1Copyright © 2001 The Math Learning Center

Frogs & Toads Across the Curriculum

INTEGRATED THEMES

Science, Literacy, Art, Social Studies & Math Activities

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What Do You Know? What Do You Wonder?As you introduce this new theme, it’s important to acknowledge children’sprevious experiences. You might open your study of frogs and toads by ask-ing students what they already know about these animals. As the discussionunfolds, questions may arise, which you can record, along with the informa-tion children share, in simple chart form. An alternative to this opening is tobegin with a more focused set of questions: Where do frogs live? What dothey eat? How do they have babies? and so on. Here again, you can recordchildren’s ideas in chart form.

What do you know? What do you wonder?They have long back legs .

They can jump

They have b ig eyes.

They eat bugs and s lugs .

They have b ig mouths.

They l ike water .

Some are in the pond at

the park .

Questions aboutfrogs and toads?Where do they l ive?

What do they eat?

How do they have

babies?

What do they do in

the winter?

Do they a l l l ook

al ike?

Frogs and Toads

Do they have noses?

Do they have ears?

How can they

breathe underwater?

How do they have

babies?

or

Children’s answers to our questions often generate new paths of inquiry. Asthese come up, we turn them into “question bubbles.” Displayed on the wall,these questions provide a focus for further research. We often review them

Overview

The study of frogs and toads is a fasci-

nating topic, and you might make it an

integral part of your curriculum sometime

during the spring. Following is a collec-

tion of ideas we’ve used in our own

classrooms to extend learning about

frogs into the rest of our program. These

ideas bring science, literacy, math, and

art together in a variety of projects. Plan

to incorporate these ideas into other

parts of your day over 2 or 3 weeks.


2 • Bridges Breakouts Copyright © 2001 The Math Learning Center

before we read a new book, watch a video, look at pictures, take a field trip,or bring in live specimens. This helps youngsters listen and watch for infor-mation that will provide answers and confirm or correct the informationthey’ve already volunteered. (For this reason, we record at the beginning ofthe study any student misinformation as well as things we know to be trueabout frogs and toads.)

Once you’ve taken time for children to share what they already know and tobegin to generate some questions, you’re ready to start gathering information.

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Eggs, Tadpoles & Frogs Live ObservationYou might consider gathering a few tadpoles and setting up a classroom ter-rarium with pond water and plants. You’ll need fish food, lettuce, and a rock forthem to climb as they begin to develop into frogs. (Be careful not to get bullfrogtadpoles—they take a very long time to turn into frogs.) Be sure to return thenew froglets as soon as possible to the area where they were captured.

To support this live-observation, you might also run copies of the Metamor-phosis poem (see Blacklines 11–16) to turn into a wall chart, a big book or a“circle of life” display, in which the words and drawings shown below aremounted on butcher paper (folded lengthwise) and formed into a cylinder.



Blac

klin

e I

2.2

0

METAMORPHOSIS

Written by Donna BurkArt by Tyson Smith

© 2000, The Math Learning Center

Blackline I 2.2

1

Little tadpoles wrigglingout of jelly,

Blac

klin

e I

2.2

2

Use their tails to swim aroundto fill their little bellies.

Blackline I 2.2

3

They develop lungsand grow hind legs,

Blac

klin

e I

2.2

4

Then some front legs.

Blackline I 2.2

5Their tails shrink away,They breathe some air,

They’re froglets,oh, so new!

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Eyes-On Experiences Picture WalksWe like to set up picture walks in our classrooms. These provide children withopportunities to learn about a particular topic by studying illustrations andphotographs. To set up a picture walk, we lay out a large photograph or two ateach table and set up clotheslines of pictures tied across a couple areas of theroom. We’ve been able to find some calendars that feature large, beautifullycolored photos of frogs. (We usually wait until after the new year to findsome on sale, and have been able to build up intriguing photo collectionsover a couple of years.) We’ve also scanned pictures from books and set outthe books themselves.



It’s exciting to start the day with the picture walk ready for viewing. If we’veposted some of the students’ questions, we review them before we launch thepicture walk. Then we send children out in small groups or pairs to study thepictures carefully. Our challenge to youngsters is to gather information withtheir eyes. We let them know that if they’re very attentive to detail, theymight find out more about what frogs eat, where they live, how they behave,how they make their special sounds, how their feet differ, and what their ba-bies look like. We start with a formal rotation, but as interest wanes, we en-courage everyone to be sure they’ve seen every picture. To wrap things up,we conduct a discussion about things they learned.

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Eyes-On Experiences Creating a Frog Pictorial

You’ll need

H Frog Pictorial (Overhead 1, project

this transparency onto a piece of

white butcher paper and trace it to

create an enlarged picture.)

H black yarn

A pictorial is a labeled diagram. Creating one can introduce more informationabout frogs or to encourage children to collect facts from other sources. Afteryou prepare the drawing on butcher paper and post it where everyone caneasily see it, there are several ways to handle the labeling process:

• Show-and-tell about each of the parts you’ll be labeling and ask for students’help spelling the words.

• Print labels and ask for students’ help in figuring out where each of themshould be placed. (In this case, you may want to string yarn from the label tothe proper body part. If the work is posted low enough, children like mixingup the labels and then using push pins to set everything back in place.)

• Post the drawing and ask children to look at your collection of books over acouple of days to find information about frog bodies that would produce in-teresting labels. This display is particularly charming and engaging whenchildren print some or all of the labels themselves.

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Minds-On Experiences Songs, Poems & BooksSongs, poems, and books (fiction and nonfiction) add another dimension toany study. There have been many excellent books about frogs and toads pub-lished for young children over the past two decades. The best of them are



simply written and beautifully illustrated with full-color photos. We’ve includeda list of our current favorites on page 8. You may find some of these in yourschool library or in the public library, along with others we haven’t listed.The most recent publications can also be ordered through Web booksellers.

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Did You Ever See a Frog? A Song About FrogsHaving lived through the frustration of not being able to find (or afford) goodfactual books for our students, we’ve also included a frog song.

Did you ever see a frog, a frog, a frog,

Did you ever see a frog with longhind legs?

Those legs are strong, to take offand leap,

Did you ever see a frog with longhind legs?

Did You Ever See a Frog?(to the tune of “Did You Ever See a Lassie?”)

You’ll find this song printed on 11″ × 17″ sheets, which can either be bound tomake a big book, or backed on construction or butcher paper to make a wallchart. Did You Ever See a Frog? packs a lot of data into a small package, andis easy to come back to several days in a row. It does triple duty in our class-rooms, setting foundations for children to approach some of the math lessonswith greater depth and investment, teaching science content and researchskills, and providing yet another source of literacy learning.

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Guided WritingOnce you’ve launched any sort of animal study, you’ll find that children of-ten report some relevant news. If your community is in an area that has apond or creek nearby, children may be able to find tadpoles or spot a frog ortwo on a family outing. If you occasionally write class news after childrenhave shared an experience, guide them in synthesizing the information intoshort articles, one or two a week.



3/20 C lass NewsIf your mom ordad takes you tothe pond at thepark, you can f indeggs in the water .There are t inytadpoles too .

3/21 C lass NewsDan found a toadin h is grandma’sgarden . He he ld it .It was s l ipperyand gooey.

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Interactive WritingOnce your study is well underway, encourage children to express some of thenew things they’re learning about frogs and toads. If your class has found someinteresting information about frogs or answered some of their own questions,you might conduct a bit of interactive writing. In this sort of lesson the groupand the teacher help with the ideas and spelling as students (and the teacher)take turns writing the words. This works particularly well when children are ex-cited about the topic and the amount of writing is held to a sentence or two. Besure to post these short pieces beside questions that have been answered ornext to the pictures or books from which the information has been drawn.

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Independent WritingYou’re probably noticing that more independent writing is emerging fromyour students. A word bank is often helpful in supporting these efforts. Suchbanks are most effective when the words are brainstormed with the children.We ask for their help in spelling.

What are they doing?Who Where

croakinghibernatingcatching bugsleapingswimmingsitting

frogs and toads underwaterin a gardenunder a rock



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Pocket Chart PoetryYou’ll need

H Ambush!, Eggs, and Hibernation

pocket chart poems (Blacklines

1–10, run on cardstock and cut apart)

H pocket chart

Many young children delight in simple poems. We’ve included blacklines tohelp you produce three poems, and we certainly encourage you to create oth-ers. If you can find or draw pictures to match, all the better. Once childrenare familiar with these poems, they love mixing the words up, one line at atime, reading it the mixed-up way, and then trying to fix it.

Hibernation

Winter frog,

Chilly frog,

pass before you

It’s time for you

wake,

to sleep.

mudinHide so deep.

Months will

In our classrooms, we display one poem at a time for several days, getting allthe learning mileage out of it that we can. As interest fades, we replace it withanother. The possibilities for teaching beginning reading strategies with these po-ems are endless as children search for words that rhyme or words that start orend with a particular letter or cluster, or locate words the teacher names.

Words to Other Pocket Chart Poems

Ambush!

Wet and slimy,

Dry or warty,

“Bug detector” eyes,

Wide mouth opens,

Long tongue flashes,

Watch out flies!

Eggs

Spring frog,

Noisy frog,

Make a special sound.

Find your mate,

Eggs she’ll lay,

Thousands, oh, so round.



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Good Books About Frogs & Toads• Back, Christine and Barrie Watts. Tadpole and Frog. Englewood Cliffs, NJ:

Stopwatch Books, Silver Burdette Company, 1986.• Brown, Ruth. Toad. New York, NY: Scholastic, Inc., 1996.• Chinery, Michael. Life Story, Frog. Mahwah, NJ: Troll Associates, 1991.• Gibbons, Gail. Frogs. New York, NY: Holiday House, 1993.• Heller, Ruth. How to Hide a Meadow Frog & Other Amphibians. New York,

NY: Grosset & Dunlap Publishers, 1995• Henwood, Chris. Keeping Minibeasts, Frogs. London and New York, NY:

Watts Books, 1988.• Lane, Margaret. The Frog. New York, NY: Puffin Pied Piper Books, 1981.• Parker, Steve. Frogs and Toads. London, England: Oxford University Press, 1992.• Pfeffer, Wendy. From Tadpole to Frog. New York, NY: Harper Collins Pub-

lishers, 1994.• Soutter-Perrot. Toad. Italy: American Education Publishing, 1993.• Robinson, Fay. Fantastic Frogs. New York, NY: Scholastic, Inc., 1999.• Wallace, Karen. Tale of a Tadpole. New York, NY: DK Publishing, Inc., 1998.



Counting By 2’s Chart

INTEGRATED THEMES

Frog & Toad Eyes Creating A Growing Pattern ChartCreating a chart (see page 11) provides children with opportunities to revisitwhat they’ve learned during your frog study, while enabling you to pose newchallenges. This particular growing pattern chart begins with making a con-struction paper frog or a toad, and usually takes 3 or 4 days (sometimes longer)to complete. Once the chart is finished, you can use it to pose additional mathproblems over a period of several weeks.

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Making the Frogs & ToadsYou’ll need

H 6″ × 6″ white squares (1 per child)

H 5″ × 5″ brown and green squares

(cut 20 of each)

H 2″ × 2″ white squares (2 per child)

H 1″ × 1″ black squares (2 per child)

H pencils, crayons, scissors, and glue

for children to share

H two 5′ lengths of 3′ wide butcher

paper (Place the 2 lengths side by

side and glue them together to form

a sheet 5′ long and about 6′ wide.)

Gather children into a circle where they can watch as you work, and showthem how to use the green or brown paper, in combination with the smallblack and white squares, to create a simple paper frog or toad. When finished,each frog or toad should be glued to a 6″ square of white construction paper.

Teacher I’ll need to start by drawing an outline of a frog’s body on mypaper. If I did not know what shape a frog is, how could I find out?

Children Look in a book. Look at the pictures on the wall.Ask someone to help.



Teacher Then I need to cut my frog out and use the white and blackpaper to make eyes and eyeballs, like this:

Teacher Now I’ll glue the eyes on and use a black crayon to make thefrog’s mouth like this:

Teacher The last thing I’m going to do is glue my frog to a square ofwhite paper like this and put my name on the back.

You’ll need 15, 21, 28, or 36 frogs in order to complete a triangular arrange-ment so you may need to ask a few students to make an extra.

Assembling the Triangular Arrangement

Once the frogs are finished and dried, gather your students into the discus-sion area and call on children to assemble the frogs, one row at a time into atriangular arrangement. As each row is complete, ask children how many frogsare in the row. How many will be in the next row? How many eyes are in therow? How many eyes will be in the next row? How are they figuring it out?

Creating Number Labels for the Chart

Solicit children’s help to label each row. How many frogs are in each row?How many eyes?

What Do Children Notice About the Chart?

Another day, after the chart is assembled, ask children what they notice andrecord their observations on talking bubbles. (These can either be written onthe spot or typed in large print and glued onto the chart for another day.)Come back to these a third day to read each observation aloud and ask stu-dents to determine where the child who volunteered the comment saw thatinformation.

Writing Numbers and Counting by 2’s

Write the counting numbers across the bottom of the chart to 20 and havechildren help you circle the counting by 2’s numbers. Be sure to help themrelate this counting pattern to the frogs’ eyes on the chart.



Frog and Toad Eyes

one

two

three

four

five

six

1 2 3 4 5 6 7 8 9 10 1 1 12 13 14 15 16 17 18 19 20

1 2 3 4 511 12 13 14 15

6 7 8 9 1016 17 18 19 20

They allhave 2 eyes.

It’s like a halfsandwich whenyour grandma cutsit in triangles.

Up and down, it’s shrinkingby 1 every time.

The frogs go 1, 2, 3, 4, 5, 6,but the eyes go 2, 4, 6, 8, 10,and keep on going and going.

There are42 eyesaltogether.

If you look at the rows, ithas 2 more eyes every time.

If you look at therows, it has 1 morefrog each time.

There are 21altogether.

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Counting by 2’s Chart Mystery NumbersYou’ll need

H Counting by 2’s: mystery numbers

sheets 1–2 (Blacklines 17–18, run a

copy of each sheet and glue them

side by side to the Frog & Toad

Eyes chart.)

First, ask children what they notice about the number sheets you’ve glued tothe Frog & Toad Eyes chart. Once they’ve made some observations, point tovarious boxes on the sheets and ask what number would go into a particularblank square.



1 2 3 4 511 12 13 14 15

6 7 8 9 1016 17 18 19 20

How did they figure it out? Fill in a few of those numbers but leave manyblanks so that you can return to this challenge a few more times over thenext week or two. It’s exciting to watch students use patterns they notice tofigure out the mystery numbers.

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Frog & Toad Problems With the Counting By 2’s ChartAfter the Frog & Toad Eyes chart has been up for a time, gather your studentsaround it and pose some problems such as the ones below.

There were 3 frogs sitting on a log. How many “bug detector” eyes

were searching for food?

There were 10 “bug detector” eyes searching for the slightest move-

ment. How many toads?

If we made some more frogs and toads and used them to create an-

other row on our chart, how many frogs and toads would there be

in that row? How many eyes would they have? How do you know?



Another Frog Project

INTEGRATED THEMES

A Double Irish Chain Frog QuiltMaking a class quilt is always fun, and the wonder of watching it all come to-gether as the product of community effort is exciting. We’ve chosen theDouble Irish Chain pattern for this quilt because of the many mathematicalobservations children can make as they study the finished quilt. Plan on 3 or4 days from start to finish for this project and then display the quilt for every-one to enjoy. If it’s your turn to decorate the office or the library, a quilt or agrowing number pattern chart will let visitors know how many ways yourchildren are experiencing mathematics.

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Making the Patchwork Quilt BlocksEach student will need

H Double Irish Chain quilt block

(Blackline 19, run a class set)

H 4 squares 1 1⁄2″ × 1 1⁄2″ black construc-

tion paper

H 12 squares 1 1⁄2″ × 1 1⁄2″ green con-

struction paper

H 9 squares 1 1⁄2″ × 1 1⁄2″ white construc-

tion paper

H glue

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Note If you set the colored squaresout in baskets or trays at each table,children can count the squares theyneed as they’re ready for each color.Make extra squares in case a group

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runs out of one or more of the colors.

Gather your students into a circle or a “U” in the discussion area where all ofthem can see your copy of the quilt block. Show them the key at the bottomof the sheet and explain that everyone will need to use the same colors asshown in the key so that this quilt will be their best one yet. Have them helpyou count how many white squares you’ll need. Place drops of glue in thecorners of all the white squares on the quilt block sheet and quickly attachthe construction paper squares to the paper. Repeat the process with the black,and then the green squares. Hang your finished quilt block where everyonecan see it and then send children out to begin their own work. As studentsare finishing, have them check to be sure all their paper squares have beenglued in the correct places and are securely attached to the paper. Ask young-sters to put their names on their papers and set them in a specific location to



dry. You’ll need to write children’s names directly on their blocks afterthey’ve dried and then trim away the margins with a paper cutter. Save theseuntil the Setting Blocks are finished and trimmed as well.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Making the Frog Setting BlocksEach child will need

H Frog Setting Block (Blackline 20)

H 4 squares 1 1⁄2″ × 1 1⁄2″ black construc-

tion paper

The next day, gather children to your discussion circle and show them a copyof the setting block sheet. Explain that they’ll need to draw and brightly colora picture of a frog in the center of the setting block and then glue four blacksquares into the corners. As you discuss the task, take a look at some of thesimpler illustrations and photographs of frogs you have on hand. Ask chil-dren to use these to help in making pictures of frogs or toads that are accu-rate in shape and color. Once they understand the task, send them out towork. When their setting blocks are finished, have students put their nameson the sheets and set them aside to dry. Once dry, you’ll need to writechildren’s names directly on their setting blocks and trim the blocks with apaper cutter so they’ll be ready to assemble tomorrow.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Assembling the Finished BlocksYou’ll need

H butcher paper for the backing

H glue

On the third day, after the quilt blocks and setting blocks are dry, trimmed,and ready to assemble, gather children in the discussion area and hand outtheir blocks. Explain that the Double Irish Chain quilt needs to be assembled asan ABAB pattern and will need an odd number of blocks in each row and an



odd number of rows. The 4 corners will also need to be the same. If you don’thave the correct number of blocks to create a quilt as described above, youmight consider making one large quilt and a smaller one or two to give as giftsto someone special.

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Quilt ObservationsOnce the quilt is assembled and glued, ask children what they notice andrecord their observations in large print. Post their comments beside the quiltto create an impressive display.

It’s another pattern too: quilt block,frog, quilt block, frog, quilt block . . .

If you count the quilt blocksand the frogs there are 49.

It’s a pattern: 3 frogs, 4 frogs, 3frogs, 4 frogs, 3 frogs, 4 frogs.

There are24 frogs.

There are lots of diagonal lines.

It makes some big X’s with 5 quiltblocks and 4 frogs going around.

If you count the frogs’ eyes there are 48.

There are 25quilt blocks.

© 2001, The Math Learning Center Bridges Breakouts

Blackline 1

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© 2001, The Math Learning CenterBridges Breakouts

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You Ever See a Fro

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id You Ever See a Lassie?”)

ˇ†

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id Yo

u Eve

r See

a Frog

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cross the C

urriculum©

2001, The M

ath Learning Center / Brid

ges Breakouts

Did

you ever see a fro

g, a frog, a fro

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you ever see a fro

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ig bulging eyes

To see w

hen it’s swim

ming o

r loo

king for p

rey?

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you ever see a fro

g with b

ig bulging eyes?

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3 D

id Yo

u Eve

r See

a Frog

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cross the C

urriculum©

2001, The M


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Did

you ever see a fro

g, a frog, a fro

g,

Did

you ever see a fro

g with a b

ig wid

e mo

uth?

It has tiny teeth, and gulp

s its prey w

hole,

Did

you ever see a fro

g with a b

ig wid

e mo

uth?

ˇ†

4 D

id Yo

u Eve

r See

a Frog

? Frogs A

cross the C

urriculum©

2001, The M


ges Breakouts

Did

you ever see a fro

g, a frog, a fro

g,

Did

you ever see a fro

g who

’s catching som

e foo

d?

Its tongue m

ay shoo

t out to

grab, gulp

, and crush,

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you ever see a fro

g who

’s catching som

e foo

d?

ˇ†

5 D

id Yo

u Eve

r See

a Frog

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cross the C

urriculum©

2001, The M


ges Breakouts

Did

you kno

w that fro

gs arehelp

ful, are helpful, are help

ful,

Did

you kno

w that fro

gs arehelp

ful, they eat slugs and flies.

They eat lots o

f pests and

som

e folks eat fro

gs.

Did

you kno

w that fro

gs arehelp

ful, they eat slugs and flies.

by D

onna Burk, illustrated b

y Tyson Smith

Frogs - The Math Learning Center · H bucket of frogs H Frog poems and songs* *also included in...

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Transcript of Frogs - The Math Learning Center · H bucket of frogs H Frog poems and songs* *also included in...