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Go: JHS GrammarFrogs Are Lucky


EDITED BY: ブリキッド


EXAMPLE: "Frogs are lucky!"

DATE ADDED: Dec 10, 2014

Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)Ó


~20 min.

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OUTLINE: Students draw crumpled up papers to see which frog survives!



  • 3 point (life) tokens for each student.
  • Disease, Predation, Pollution, Bad Weather, Starvation and Luck!
  • Paper and a bag (or bags, if you have a large class) 



  1. This part of the Science Quiz deals with how many frogs come from an initial 6000 eggs that are laid in a pond. The eggs go from egg state, to tadpoles, and finally to frogs, all the while losing significant numbers to mortal factors.
  2. Begin the class by stating that Frogs Are Lucky!
  3. Introduce the question - How many frogs come from 6000 eggs?
  4. Explain about the different phases in a frog's life - eggs, tadpoles, and finally frogs.
  5. Encourage some guesses as to the outcome, showing the 4 graphs from page 72.
  6. Try to encourage some guesses as to why frogs may die. I decided on 5 main factors, which should be explained. You should also have these vocab written on smallish pieces of paper (1/4 B5 size is sufficient), along with 2 pieces that say "LUCKY!".
    1) Sickness - living things get sick, and sometimes die.
    2) Predation - living things eat other living things. Ask what kinds of things eat frogs.
    3) Starvation - Everything needs to eat, and sometimes there isn't enough food.
    4) Bad Weather - It could be too hot, too cold, too wet, too dry, and so on.
    5) Pollution - Living things need a clean place to live. (I dumped oil in my pond to illustrate.)
  7. Review each cause once more as you crumple the pieces of paper into a ball, and drop them into the bag. Then crumple the 2 "LUCKY!" papers and drop those in too.
  8. Give each student 3 tokens, and explain that they are frog eggs. Draw a graph on the board similar to the one on the book, but using the total number of "eggs" in your class (total students x 3).
  9. Go down the rows having students draw a piece of paper out of the bag for each egg he/she has, opening it, and reading the contents. Do not put the papers back into the bag until the next student's turn. If it is "LUCKY!", then that egg survives. If it is one of the causes of death, then they give up one of their eggs. It is possible for a student to lose all of their eggs in one stage.
  10. Once all of the students have finished, count how many eggs remain alive, and fill out the "Tadpole" column on your graph. Congratulate the brand new tadpoles.
  11. Go down the rows again, having the students draw a piece of paper for each tadpole that remains. Keep in mind there's a small chance that all tadpoles will die (it hasn't happened with my classes... yet), in which case you have to "cheat" and say you found a frog on your desk.  
  12. Fill out the last column on your graph. Compare your graph with the one in the book and note the similarities.
  13. Compare how many frogs survived from the initial 6000 eggs, and ask again if the students think that frogs are lucky.


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This page was last modified on Monday, January 26, 2015 04:04:35 PM