THE FROG PROJECT

Assignment 1-

Planning and Implementation of a project

2521 words

All photos were taken by Bryana Tzannes.

All children photographed had parents written consent.

Part A: Introduction: THE FROG PROJECT Collaboratively constructing knowledge and understandings is vital for a group project to be successful (Chard, 2009; The Project Approach, 2014). The main understanding gained from this project is that frogs come in different species with different characteristics; they have a lifecycle and that we can create environments that promote safe habitats for frogs. This project was chosen due to a child-initiated (Helm & Katz, 2011) interest in frogs throughout the preschool group of children after they found a green tree frog that lived in a drain pipe in the playground (see picture to the right). Through discussion and observation, it was found that the children were very interested in frogs. The childrens understandings of frogs were documented through the use of a topic web (see slide 5) and the children came up with many questions. Using the resources of our community, the teachers were able to organise a field trip to the botanical gardens down the road from the preschool. Armed with yet more questions, we invited a local frog specialist to the centre, who brought frogs for the children to see and touch, and tadpoles at various life stages for the children to observe over the week. Many wonderings arose, and the children led us into a rich study of frogs. Please enjoy this account of our frog project!

Please see appendix for planning chart and questions addressed (slides 34 and 35).

To explore my own knowledge of the topic, I decided to create a book, so that I was displaying my ideas through writing and pictures, which I could also use as a resource and share with the class.

THE STORY:

Phase 1: This phase lasted for 2 days The project began by finding out firsthand the childrens current understanding about frogs (Chard, 2009).

Activities: Day 1 1. Prior to the initial discussion, the teacher made a topic web to anticipate the potential

scope of the study (Chard, 2009). 2. Initial whole-class discussion (Chard, 2009) during morning group time. Children

contributed their ideas and personal experiences. Teacher shared story about frogs in her pond at home, and how they ate the insects and laid their eggs. Teacher took notes. This was then combined with the teachers original frog topic web, to incorporate the childrens ideas and structure the topic web to suit what the children were most interested in (Helm & Katz, 2011). Methods for exploration of the ideas were then added to the topic web (Chard, 2009; Helm & Katz, 2011). See teachers topic web (slide 7) and whole-class topic web (slide 8) on the following two slides.

3. Children were then given the opportunity to help make frog masks, and then role play their current understanding of frogs (see slide 9, and slide 37 in appendices for learning story).

Observations: Careful listening demonstrated that children did indeed have a shared interest in frogs. Some observations gained through the topic web were: frogs are green and slimy, they

live in drain pipes and near water, they have 4 legs and can jump, they eat insects, make noises and start life as a tadpole.

Teacher-generated Topic Web

Whole class topic web

3-5 year olds role playing frogs

Activities: Day 2 1. The children drew, painted and created through craft their depictions of their

current understanding of frogs (see slide 11). 2. Children were involved in a discussion, where they shared what they have learnt

from their classmates ideas and drawings/paintings of frogs. Children encouraged to share ideas from family, to gather diverse opinions from families.

3. A letter was sent home to parents (see slide 36) letting them know that we are undertaking a frog project, and inviting them to offer any expertise, or resources they may like to share with the class (Chard, 2009), and as a permission form for the field trip (see letter on slide 12).

4. An initial list of questions was composed that students would like to investigate. 5. The teacher kept copies of the activities completed for documentation, as well as

evaluations of the work as it progresses and noted the achievements of children. See evaluation of phase 1 in appendices (slide 38).

Initial questions: What do frogs eat? Where do frogs live? What features/characteristics do they have? What eats frogs? What does a frogs lifecycle involve? What noises do frogs make? Why are frogs cold? Do frogs drink water? Can frogs hurt you? What can we do to create safe places for frogs? What should we know about touching frogs?

Childrens paintings, drawings and craft depicting their current understanding of frogs

This phase of the project encouraged the children to (The Project Approach, 2014): Learn about the different types of frogs Learn about where they live and how we can help create safe places for them Learn about what they eat- and what to feed the tadpoles in our classroom Learn that words and numbers have meaning Learn to appreciate and respect one anothers ideas Understand how to interview someone Research answers Organise and represent information

With the childrens help, we compiled a list of resources that we could use to investigate and get answers to our questions, this included an expert (Chard, 2009), a field trip and resources: Primary sources: - Our playground- looking for habitats - Outside expert- local frog specialist- Steve the Reptile Man- Children interviewed him. - Outside experts- Indigenous Australians- demonstrated frog noises on traditional instruments & taught children. - Visit Botanical garden (down the road from preschool) to looks for frogs in ponds Secondary sources: - Books about frogs (book created by teacher & informational frog book that a parent contributed) - Frog photographs - Sketches, maps, diagrams - iPad application: Frogs Field Guide (Australian Museum, 2012) - Frog callings video clip (Simpkins, 2010) - Drawings, craft and artworks - Evaluations - Responses of children

Phase 2: This phase lasted for 5 days

Activities: Day 3

1. Preparing for field work: We talked about what habitats the children thought frogs would live in, and where we might find them.

2. Field work: Observing and investigating our playground for frog habitats. Children did sketches (see slide 14) and indicated that the teacher should take a photo of the drain pipe we found a frog in last week. They also thought frogs may like the garden due to all the bugs.

3. This generated more questions that they are especially interested in knowing more about (Chard, 2009), including: Why dont we have frogs in our playground? How could tadpoles live in our backyard? These were added to the initial wonderings.

Day 3 playground field work Childrens sketches of the drain pipe and our vegetable garden, which they thought frogs might like because theres lots of bugs there!

Childrens voices:

Frogs like to live in drain pipes

I think frogs would like the garden because theres lots of bugs

Activities: Day 4 1. Discussion to prepare for field trip:

Children were encouraged think about and discuss what they are likely to see, which questions they may be able to investigate, whom they may talk to, and what they might bring back to the classroom.

2. We played a frog maths game and investigated the Frog field Guide (Australian Museum, 2012) iPad application, to see what sorts of frogs we may see on our field trip.

3. Children discussed that they will talk to the staff at the gardens, and will look for frog habitats, and frogs and tadpoles too! We discussed that we cannot take things from the garden, so we will take photos and do drawings.

Activities: Day 5 Today the children undertook field work to observe frogs in natural settings and to get a first-hand account to build on their knowledge and connect what they have been learning in their preschool to the outside world (Chard, 2009). 1. A group of parents accompanied us to the gardens so that there was 1 adult

for every 4 kids. We were shown around by a guide, and then worked in small groups. The children sketched what they were most interested in- which was the ponds and the frogs and tadpoles they found in them. They indicated that they would like to learn more about tadpoles. The students were very fascinated by the tadpoles and thought they were very cute.

2. Once back at the preschool, there was a class discussion so that the children could retell their experiences and observations, and share their sketches. Teacher noted that the children were very interested in tadpoles now. They were very curious about how they turn into frogs.

3. We read and then the children explored the two books (slide 20). 4. The children then completed detailed drawings and paintings depicting

their new understandings.

Sketches and photos from

Botanical Gardens

A frog pond A frog in the pond

One of the gardens staff scooped out a tadpole for us to see closely that was nearly a frog!

Detailed artworks that they created after the field trip and resource

exploration and the books that the children

explored. The book pictured bottom right

was contributed by a parent.

Activities: Day 6 1. Discussion to prepare for expert visitor: Discussed how we would interview

the frog expert, and the questions we would ask. Also that we would listen carefully to what he has to say and raise our hands when we have a question.

2. Expert visitor: Frog expert: He brought with him a green tree frog called Frederick. The frog likes climbing all sorts of things and can even climb glass- was demonstrated on the window. He discussed that we need clean hands to touch a frog, talked about what an amphibian is, where frogs live and what they eat. Childrens voices: Frogs eat moths, Frogs are cold and slippery, Frogs can jump, I didnt know frogs could climb windows. He brought in a container with tadpoles that get to stay at the preschool for a week, after he heard about the childrens interest in tadpoles. He said they will eat the old plants in the water, and that we can give them a little cooked lettuce and bread also.

3. After the frog expert had left, the children studied the tadpoles in small groups and had a go at drawing them (McDonald, 2013). We had a discussion about what the children had learnt- there was still a very strong interest in tadpoles that seemed to dominate the childrens documentation on what they have learned. There was an interest in frog noises also, after they didnt get to hear the green tree frog croak! Children were provided with a worksheet with frog life stages on it to colour in, cut out and glue in order to demonstrate learning.

Photos from Frog Expert visitor and work completed

The tadpoles the Frog Expert

brought

Activities: Day 7 1. In the morning, a parent mentioned that they had an Indigenous friend

who could come in this afternoon to demonstrate frog noises on traditional Indigenous instruments! This fitted in perfectly!

2. The children watched a YouTube clip (Simpkins, 2010) on frog callings, in preparation for this afternoons visitor. They were very interested in how many different ones there are!

3. We also found a map online of where frogs are located around Australia (Amphibian Research Centre, n.d.) for the children to explore. There are a lot more frogs in Australia than they thought.

4. Brief discussion to prepare for visitor. 5. Expert visitors: Frog callings experts. The Indigenous Australians, Wayne

and Joe, brought traditional instruments, and demonstrated the frog callings that can be made using them, from small ribbits to loud thumping croaks. The children were thoroughly engaged and really enjoyed using the instruments. See slide 39 for learning story.

6. We had a quick discussion afterwards where the children discussed what they had learned- mainly that there are many different frog callings, and that different types of frogs have different callings.

Photos taken during Indigenous Frog Callings Experts visit

Activities: Day 8 1. We began to bring together what the children had learnt-

we chose artworks and resources to display for the parents and children.

2. We looked again at some of the resources used, including the books, photographs of frogs from around the world (class resource), iPad applications, the expert visitors, and the photos and artworks we have done throughout.

3. We talked about our wonderings- combining the initial questions and the ones gathered during fieldwork.

4. We put the childrens voices from throughout the project onto lily pads, which were stuck near the frog project display area, as well as a selection of artworks.

5. See evaluation of phase 2 in appendices (slide 40).

Phase 3: This phase lasted for 2 days

The project was brought to a conclusion after we had met many learning outcomes and completed many frog activities, and the childrens interest was starting to move to other topics (Chard, 2009). This phase of the project encouraged the children to (The Project Approach, 2014): - Review and reflect on the work accomplished - Share their work with their peers and families - Appreciate what they have achieved - Personalise the information learned- dramatic play with frog masks from earlier in the project

Activities Day 9: Debriefing A poster was put up in the morning encouraging childrens families and members of the community to come and view our frog project on display. On the next slide are some of the item that were in the display, and some learning stories that were also selected for the display, which can be seen on slides 37 and 39. We had a class discussion, where the children were asked their initial questions, and questions gathered throughout the project, to see what they had learnt. 1. What do frogs eat? moths, mosquitoes, bugs and insects 2. Where do frogs live? in ponds, they need water to live 3. What features/characteristics do they have? some are green, but can be other colours like brown,

some are lumpy and some are slimy they had big back legs so they can jump 4. What eats frogs? snakes and birds 5. What does a frogs lifecycle involve? they start as an egg, then a tadpole and grow legs, then turn

into a frog 6. What noises do frogs make? croak, ribbit sometimes loud and sometimes soft 7. Why are frogs cold? they are cold-blooded 8. Do frogs drink water? no it comes in through their skin 9. Can frogs hurt you? yes some are poisonous, we should ask an adult before touching them 10. What can we do to create safe places for frogs? places with water and things they like to eat 11. What should we know about touching frogs? ask an adult have clean hands wash them

afterwards 12. Why dont we have frogs in our playground? we dont have a pond 13. How could tadpoles live in our backyard? if we had a pond In the afternoon the children were very excited to show their parents the work they had been doing. The parents were impressed! The frog expert also came by to see their work, and thought they had done a great job. I think you kids know more about frogs than me! he joked. The children loved it.

Some of our display of the Frog Project

Captions were used also but are not pictured here.

Activities Day 10: Personalising new knowledge

The children were encouraged to have an in-depth look at the display to review their peers work and study their work more closely (Chard, 2009). The children saw how their peers understood frogs and praised their peers, which was great to see.

The children were then given the opportunity to explain their work to the 2-3 year olds at the centre. This required them to simplify and explain their work and practise public speaking also.

The children wanted to use the frog masks again for dramatic play, which was a good activity for them to do in order to personalise their learning (Chard, 2009).

They were given the opportunity to complete more drawing, painting and craft, if that was their preferred method to personalise the knowledge acquired.

Finally, we speculated new questions and avenues that we had not explored, such as the role of frogs in the environment, how frogs camouflage and how we would go about creating a frog habitat in our playground.

Copies of all the childrens work were kept for their portfolios, as well as the learning stories that were done throughout.

See evaluation of phase 3 on slide 41.

Historical and Geographical learning outcomes for:

- An F-2 classroom

- A 3-5 year old group

Part B:

Learning objectives for a F-2 primary class:

- Geography: Make observations about familiar places and pose questions about them (ACHGS001) (ACARA, 2015a) This is demonstrated when the children investigate and do fieldwork in the playground of their school, for this is

a familiar place and come up with questions, such as why dont we have tadpoles in our playground? and where could frogs live in our playground?

- Geography: Record geographical data and information collected by observation (ACHGS002) (ACARA, 2015a)

This is demonstrated when the children do field sketches when on site at the Botanic Gardens, visually recording their observations, and through photos also. For children approaching year 2 level, this outcome could also be met by recording observations through writing.

- Geography: Collect and record geographical data and information, for example, by observing, interviewing, and from sources such as photographs, story books and videos (ACHGS008) (ACARA, 2015a)

This is demonstrated in this project, for the children collect and record data, mostly through sketches, by observing the Botanic Gardens, interviewing a frog expert, viewing and taking photographs, and through books and videos also.

- History: Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022) (ACARA, 2015b)

This is demonstrated, for children use oral communication, and well as role play to communicate their ideas. They also engage with digital technologies including You Tube videos and iPad applications.

- History: Identify and use objects from the past and present (ACHHS019) (ACARA, 2015b)

This is demonstrated when the children use traditional Indigenous instruments with an Indigenous member of the community to re-create various frog sounds. They were told what each instrument was called and what it was used for.

Learning objectives for a group of 3-5 year olds 2.1.1: Right to belong to communities (EYLF, 2014a): This was demonstrated by engaging children in their

community, through the visit to the Botanical Gardens, and by getting them to interact with the two experts from the community.

2.4.1: Investigate, project and explore ideas (EYLF, 2014a): This was met through providing natural resources for the children to investigate, and various means for them to explore their wonderings.

2.4.3: Increasing knowledge of and respect for the environment (EYLF, 2014a): This was achieved through providing resources and information about frogs and their habitats for the children to engage with, and respect.

2.4.5: Growing appreciation for the environment (EYLF, 2014a): This was achieved through modelling respectful ways to engage with the environment, and by getting experts to talk to children to further develop their appreciation for frogs and their habitats

4.1.6: Participate in rich and meaningful inquiry-based experiments (EYLF, 2014b): Building on the knowledge the children bring to the centre, opportunities were provided for inquiry-based learning, such as field work in the playground and Botanic Garden.

4.2.4: Explore the environment (EYLF, 2014b): This was met when the children were given the opportunity to explore the Botanic Gardens, looking for frog habitats.

4.2.3: Make predictions about the natural world (EYLF, 2014b): This was met through the initial topic web, where the children shared their current understandings and ideas.

4.4.7: Use ICT to investigate (EYLF, 2014b): This was demonstrated when the children used an iPad application to research frogs in a field guide, and when they used a YouTube video to discover different frog sounds.

5.1.8: Interact with other to explore, clarify and challenge (EYLF, 2014c): This is demonstrated when the children interviewed the frog expert, also when they asked the staff at the Botanic Gardens and their teachers

questions they wanted to know. This is also demonstrated when they explore the work of their peers and interact with them.

5.2.2: Children view and listen to ICT (EYLF, 2014c): This outcome was met with the YouTube clip and iPad application.

Appendices

1. References 2. Planning Chart 3. Questions to answer 4. Letter to parents 5. Learning story from phase 1 6. Evaluation of phase 1 7. Learning story from phase 2 8. Evaluation of phase 2 9. Evaluation of phase 3

References Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015a). F-10 curriculum: Geography. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-10?layout=1

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015b). F-10 curriculum: History. Retrieved

from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1

Amphibian Research Centre. (n.d.). Frogs of Australia. Retrieved from http://frogs.org.au/frogs/of/Australia/

Anderson, M. & Dousis, A. (2006). The research-ready classroom: differentiating instruction across content areas. Portsmouth, NH: Heinemann.

Australian Museum (2012). Frogs field guide (Version 4.0) [iPad application software]. Retrieved from http://itunes.apple.com

Chard, S.C. (2009). Practical guides for engaging minds with the project approach, 1 6. Retrieved from http://projectapproach.org/wp-content/uploads/2014/10/Project-Approach-Study-Guide.pdf

Early Years Learning Framework (EYLF). (2014a). Outcome 2: Children are connected with and contribute to their world (p. 26). Retrieved from https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

Early Years Learning Framework (EYLF). (2014b). Outcome 4: Children are Confident and Involved Learners (p. 35). Retrieved from https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

Early Years Learning Framework (EYLF). (2014c). Outcome 5: Children are effective communicators (p. 43). Retrieved from https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

Helm, J.H. & Katz, L. (2011). Young investigators: The project approach in the early years. New York: Teachers College Press.

McDonald, A. (2013). Frog lifecycle craft. Retrieved from http://www.notimeforflashcards.com/2011/06/preschool-science-frog-life-cycle.html

Simpkins, C. (2010, January 16). Australian frog callings [Video file]. Retrieved from https://www.youtube.com/watch?v=RZvoF6P0cfU

The Project Approach. (2014). Dog project. Pre-K to kindergarten. Retrieved from http://projectapproach.org/wp-content/uploads/2014/10/DogProject2010-2011.pdf

Planning chart

(Chard, 2009)

Phase 1: Beginning the

project

Phase 2: Developing the

project

Phase 3: Concluding the

project

Discussion - Sharing prior experience,

different opinions and

current knowledge on topic

via group discussion.

- Preparing for field work

and interviews

- Reviewing field work

- Learning from secondary

sources.

- Reviewing and sharing the

work completed

- Evaluating the project.

Fieldwork - Students talking about their

first-hand experiences with

frogs.

- Talking to family about

them also.

- Playground as a field site

for investigation

- Ponds at Botanic Gardens

- Interviewing expert

- Evaluating the project

through the eyes of an outside

group- parents & community

members- including frog

expert.

Representation - Children drew, painted and

made frogs.

- They also made masks and

engaged in role play.

- Childrens field sketches-

drawings, diagrams to

represent new learning

- Selecting and condensing the

work done to display the story

of the project with others.

Investigation - Children asked teacher

questions about frogs.

- Children interviewed

family members.

- Investigating initial

questions

- Fieldwork

- Raising further questions

- Books, ICT research

- Speculating new questions &

avenues that we didnt get to

explore

Display - Sharing their

representations of frogs and

their personal experiences

with frogs.

- Display table showing

childrens current

understanding & the

resources being used

- Visual topic web

- displaying a summary of the

learning throughout the project

via the display table & wall

displays.

Questions to answer Does the project: build on what students already know? Yes. We established what the children already knew through a

topic web, then the activities that followed were all to build on what students already knew. help students make better sense of the world they live in? Yes. It helped them to understand that animals

have habitats that are specific to them, and what is needed in habitats, as well as where frogs may live in the world.

help students understand one another better? Yes. Students were given the opportunity to review each others work to see how their peers understand the topic, and to give praise to their peers. It helped them to understand that their peers may have different understandings to them.

offer students ideas for dramatic play/representation? Yes, dramatic play with frog masks was offered at the start and end of project. Representation was also offered through craft.

encourage students to seek sources of information outside of school? Yes, students were encouraged to interview a local frog expert, ask the staff of the Botanic Gardens questions and learn from an indigenous member of the community.

facilitate communication with parents? Yes. This was done when a note went home about the topic, and by inviting them to bring resources and accompany us on field trip, which they did.

relate to curriculum benchmarks? Yes. This project met a variety of learning outcomes. integrate learning from across the curriculum? Yes, it integrated numeracy, literacy, history, geography,

drama and science. enable students to understand the value of literacy and numeracy in real-life contexts? Yes, they saw the

value of numeracy in the counting game with frogs on lily pads as well as when we looked at frog populations and how they are represented on maps. They saw the value of literacy when they learnt much information from books, and also when interviewing the expert.

Letter to Parents

This was adapted

from Chard (2009).

This was sent out my email.

Learning story: Phase 1

Evaluation of phase 1

The children were provided with relevant experiences in order to develop their initial understandings. They already know some details about frogs, as listed above. They are asking some fantastic questions which we will explore. The childrens knowledge so far has all been factual, with no misconceptions. I am hoping to involve the parents and some members of the community also- inviting them on our field trip will be a good way to go about it. The children have been involved in discussions, made speculations, helped formulate topic webs and questions and recalled personal experiences. We identified commonalities among ideas also.

Learning story: Phase 2

Evaluation of phase 2 The children were engaged in many rich experiences that came from various knowledge sources in order to explore their initial wonderings and help them learn more about the topic at hand. They developed some very deep understandings about frogs, and we discovered that they were extremely interested in tadpoles- so this avenue was explored. The childrens knowledge, again, has been factual and based on the resources explored. I was able to involve the parents in the botanical gardens excursion, and through bringing a resource for the class and an expert also. I would like to involve them again in phase 3, by inviting them to view and evaluate our display of our story of the frog project, as they will see on our display table. The children have been involved in the community, using historical artefacts when they practised frog sounds on the instruments. They have also used geographical skills such as researching, investigating, doing field work and field sketches, looking at maps and documenting and studying the natural environment.

Evaluation of phase 3

It was fantastic to see how reflective the children were- appreciating the newly acquired information. I didnt used to know that frogs made different sounds one child said, demonstrating that they recognised their new learning. The dramatic play was a great way for the children to personalise their new knowledge and demonstrate what they had learnt. The debriefing went well also, the children enjoyed showing their families all of their artworks and photos of things we had been exploring. The parents were impressed with the depth that we had gone to and how much the children now knew about frogs! The children reviewed, reflected on and recreated their understandings with a great degree of depth. It is evident that the project has been very successful and has been meaningful for the children also.