1. Discuss what makes a frog an amphibian.
2. Examine the physical characteristics and structures of a frog in various stages of development.
3. The main character in the story finds a tadpole puddle and describes how the tadpoles look and feel. Identify how this stage fits into the life cycle of a frog.
4. Discuss how frogs grow.

Here is a link to a GREAT website, with more frog life cycle information for your students:

https://supersimple.com/article/lifecycle-of-a-frog/

Besides more information, you will find a printable template (with instructions.) Your students can learn the frog life cycle while creating an interactive frog life cycle wheel.

The book has a detailed illustration of a midwestern pond habitat.

1. 1. Identify elements in the pond. The teacher could make a classroom pond or take a field trip to a local pond for an interactive experience.
   2. Compare and contrast the pond in the book with one in their classroom or community.
   3. Identify elements in the pond required for frogs to survive.

1. Croaky is a bullfrog. Identify other kinds of frogs that live in different habitats.
2. Students choose a type of frog and create a frog fact card to describe their frog and its habitat.

Ex: A Bullfrog Card might include this list:

• • Bullfrogs live in the United States
  • They live on the edges of ponds, lakes and swamps
  • They grow to between 4 and 6 inches
  • They eat anything that fits in their mouth including bugs, mice, snakes, birds and small turtles.

(Suggestion: A stock photo of the chosen frog on the card adds interest for students.)

Pages 8 and 9 in this book illustrate a child using a rope swing to jump into the cool water of the lake. Referencing these pages, teachers can show students the role of words to create action and sounds.

Instruments that mimic the sound words are in parenthesis next to the word. Students are given an opportunity to experiment with the instruments.

Activity – Swinging

• Sounds: Swoosh (a word that creates the sound: onomatopoeia)
• Sounds: Splash (audio tape of water splashing)
• Action: Swing (ratchet/cog rattle)

A pond comes to life after the sun sets. (See page 17 in book)

What sounds can you hear from the creatures who visit the pond after dark? Students are invited to play instruments* that mimic these sounds. Instrument names are in parenthesis next to each creature.

• • Frog – croaks, rumbles, splashes in the water as it escapes (wooden guiro)
  • Owl- hoots (wooden guiro)
  • Bird – sings, calls (Native American flute)
  • Cricket – chirps (wooden guiro)
  • Plants – sway in the wind (students use their voices to make the sound of wind)

* If you don’t have these instruments, here are some simple ways to create similar sounds.

• • Make your own guiro using a piece of corrugated cardboard and scraping it with a pencil.
  • Mimic a bird sound by whistling.
  • For squeaks and squawks, blow across a blade of grass. 

What sounds do the people make?

• Child and Grandma – giggles, whispers (students voices)

Teach students these words to “The Frog Song”:

Hear the lively song
Of the frog in yonder pond.
Crick, Crick, Crickcrickcrick
Brrrr-ump!

All students sing the song with some taking turns using instruments at the end of the song to make the frog sounds.

Above are examples of fun musical instruments / sound makers you can find!