Island Hopping Frogs

A Webquest for Grade Four
Designed by Barb Belcher and Jan Fox

| Introduction | Task | Process | Resources | Evaluation | Conclusion |

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Introduction:

FROG ALERT...... FROG ALERT......FROG ALERT......

Frogs all over Vancouver Island are disappearing.  They need your help.

This is your mission.  You need to teach your community about the dangers that these special amphibians are facing today.  We don't want any more to "croak".

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Task:

You will be using a variety of online and offline resources to create a brochure in Microsoft Works.  You will complete your brochure on one of the following Vancouver Island frogs: Tailed Frog, Pacific Tree Frog or Red-legged Frog.
 

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Process:

1. Do you have your partner?

2. Have you reviewed the criteria?

3. Have you got your worksheet to write your information in?

If not, click here to get the worksheet in Microsoft Word or
click here to get the worksheet in Adobe Acrobat.

4. Go to B.C. Frogwatch. Click on the frog that you would like to research (Tailed Frog, Pacific Tree Frog or Red Legged Frog) and answer the questions on your research sheet. (If you have any trouble with this website, use the sites listed in the Resource section for each frog.)

5. Create a brochure in Microsoft Works to present your information. Make sure to insert an empty box to paste your picture into.

Click if you would like instructions on how to create a brochure:

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Resources:

Online Resources:

Tailed Frogs:

Encyclopaedia Britannica

Tailed Frog Inventory and Assessment

Picture of a Tailed Frog

Wildlife of the Pacific Northwest

Species at Risk

The Pacific Tree Frog:

Wildlife of the Pacific Northwest

Encarta article

Northern Prairie Wildlife Research Centre (good pictures here)

Internet Classroom

Red Legged Frog:

Natural History of the Red-Legged Frog

USGS

Species at Risk

Photographs

US Fish and Wildlife Series

General Frog Information and Fun sites:

Frogland: Here you will find facts, fun and games and lots of links to information about frogs.

Michel's Frog Page: This one has got instructions on how to draw frogs, click on Frog Drawings.

Enchanted Learning: Here you can get information and printouts.

Library Resources:

Videos:

Frogs and How They Live (3756)

The Frog (2998)

Books:

C Buck and B Watts. Tadpole and Frog

The World Of Frogs. Oxford

Frogs. Nature's Children

Hogan. The Life Cycle of a Frog

Amazing Frogs and Toads. Amazing Worlds.

Project Wild: Try the Thicket Game and Frozen Critters

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Evaluation:

You should have a copy of the criteria that you developed with the class so you can check over your work before you hand it in and make sure you have done all the required parts.

Your class may choose to use a rubric to mark these assignments

Click here to print out a rubric that has already been made for this assignment.

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Conclusion:

Congratulations! You should feel really good about yourselves for spreading awareness of the problems that our poor little frogs are facing in this great, big world. Please share what you have learned with your family and friends and keep up the good work!

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Teachers:

You will have been studying adaptations to the environment before you begin this part of the unit. If not you will want to go over this aspect of science a little bit before you begin. You may decide to show some of the videos from the Resources section of this unit or show some that you know of already. Before students begin working on this in the computer lab you should do the following:

1. Discuss the project with the class and come up with a marking criteria. You may decide to use the rubric attached to this site as part of your marking plan. You should give students a copy of the marking criteria as a guideline for them.

2. You may wish to complete the project yourself to show the class what the brochure they will create should look like.

3. Divide your class into partners or have them choose their own.

4. Take your class into the computer lab and have them go through this site and read all the instructions.

Provincial Learning Outcomes covered by completing this lesson:

Grade 4 Science:

It is expected that students will:

• use a variety of media to present information
• relate the structure and behaviour of local organisms to their survival in local environments
• discuss how changes in an organism's habitat can affect the survival of individual organisms and entire species
  
• relate the growth and survival of organisms to a variety of conditions

Grade 4 Language Arts:

It is expected that students will:

• read, listen, and view for specific purposes
• locate information using headings, glossaries, and tables of contents Grade 5
• describe and recount key ideas or information from various media
• organize information or ideas they have read, heard, or viewed in the form of simple charts, webs, or illustrations
• locate specific details in stories, poems, mass media, and audio-visual media
• use grammatically correct language when writing and speaking, including consistent verb tenses and correct pronoun references
• apply conventions of capitalization consistently in prose and begin to use the rules of capitalization that apply to written dialogue
• use conventional spelling of frequently used words Grade 5
• gather information for specific purposes and identify sources, including people, print, audio-visual media, and electronic media
• manage and organize information by grouping and sorting it into charts, webs, subtopics, or logical sequences
• monitor and correct their own spelling by using manual and electronic spell checkers, dictionaries, and thesauri
• demonstrate a willingness to work with others toward a common goal

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