There are 36 species of frog known to occur in Victoria, but many have declined or are currently in decline. Many species are classified as endangered, including the Growling Grass Frog, which was once common around parts of Melbourne. There are many reasons for the decline in numbers including habitat loss, introduced species, pollution and diseases. Students can assist in the conservation process by being involved in frog surveys and creating suitable habitat to allow local frogs to naturally colonize an area.

Where do frogs live and how do they survive?

In this activity students will:

• Learn that frogs have features that help them to survive in their habitat
• Understand that frogs have specific habitat requirements
• Understand that when habitats change, frogs no longer have their needs met and can become endangered
• Learn about the frog lifecycle
• Appreciate that frogs have distinct calls which can be used to identify the species

Students will:

• Observe live frogs including the endangered Growling Grass Frog
• Explore the Ecolinc wetland and find frog habitats
• Make a frog-friendly habitat
• Explore the threats to the endangered Growling Grass Frog
• Construct a frog life cycle wheel
• Listen to frog calls and identify the species

Science – Science as a human endeavour

• Science is used by people in their daily lives, including asking questions and using patterns from observations of the world around them to make scientific predictions (VC2S2H02)

Science – Science understanding

• Plants and animals have observable features that can be used to group them in different ways (VC2S2U01)
• Plants and animals have basic needs, including air, water, food and shelter; the places where they live meet those needs (VC2S2U02)
• Plants and animals have external features that perform different functions to enable their survival; in plants these features include roots, stems, leaves, flowers, fruit, bulbs, trunks and branches while different features in animals enable them to move, breathe, eat and respond to their environment (VC2S2U03)

Science – Science inquiry

• Experiences can be used as a basis for posing questions to explore observed patterns and relationships, and to make predictions (VC2S2I01)
• Observations are made using the senses and recorded, including informal measurements, using digital tools as appropriate (VC2S2I03)
• Data and information can be sorted and ordered using provided tables and organisers, and visual or physical models, to show simple patterns (VC2S2I04)

Geography – Places and our connections to them

• The natural and constructed features of places, how they change and how they can be cared for (VC2HG2K05)

Geography – Geography skills

• Ask geographical questions about places and our connection to them (VC2HG2S01)

Capabilities – Critical and creative thinking

• Modification as a strategy to generate a new idea or possibility (VC2CC2Q03)
• The use of examples to support claims (VC2CC2R02)
• Simple general learning strategies including practicing, narrating a process, rewording and reflecting on feelings about learning (VC2CC2M01)

The following Learning Continuum is a guide for teachers to show the links between the programs Ecolinc offers onsite, online and through outreach. The Learning Continuum can be used to access Ecolinc resources to support the development of units of work.

Outreach programs are conducted by an Ecolinc education officer at your school. They are available to moderately disadvantaged primary schools in the Geelong, Ballarat and western suburbs areas (or within 100km radius from Bacchus Marsh).