In addition to the unit study we also watched a DVD all about frogs as well as various documentary videos and clips from Youtube.
When the lapbook opens out it reveals a collection of mini-books.
There are also a few little attachments on the reverse of the lapbook.
When the front page is opened it reveals a page of lily pad flaps containing facts all about frogs.
When the lily pad flap is folded down it reveals a question.
And underneath the question flap is the answer written in by Samira.
This is a mini book that the student completes in stages, first writing about what they already know about frogs. Then before starting the project, they write what they want to find out about frogs and finally at the end of the project they write what they have learned about frogs. I found this minibook on the Kid Zone website.
Next up are some cute little vocabulary cards which I hole-punched and strung together.
On each card is a word relating to frogs and Samira wrote the definition underneath.
Then there is the comparison mini book, looking at the differences between tadpoles and frogs.
Next up is the quartered flap book all about why frogs ‘sing’.
Samira wrote some of the reasons why frogs sing under the four flaps. Apparently frogs sing because they know when the weather is going to change, masha’Allah. We watched a couple of video clips on Youtube to see the different sounds different species make for different reasons – very interesting.
This is a Venn Diagram flap book looking at the differences and similarities between frogs and toads.
This is the list of similarities between frogs and toads:
Here are another collection of cards strung together, focusing on phonics, words ending with ‘og’.
This is quite simple for a 6 year old, but we included it anyway. Samira wrote down a few ‘og’ words and drew pictures to illustrate the words.
Below is a pocket containing sequence cards for the lifecycle of the frog. The little ones enjoyed putting them in order and telling a story about the life cycle.
Similarly, here is the life cycle on a pin wheel, using the same pictures. Samira cut them out and glued them down in the correct order.
This neat little pocket is to store news paper cuttings.
We didn’t find any stories relating to frogs in our newspapers, but after looking through the BBC website, we found quite alot of interesting recent stories about frogs that had been discovered and rediscovered. So I copied and pasted the stories Samira liked and we printed them out to put in the pocket.
Here is a little flap that opens out to show a diagram of a frog with various body parts labelled by Samira.
This neat little flap book helps children to understand the differences between ‘predator’ and ‘prey’.
I got Samira to write a definition of predator and prey under each of the flaps.
Then under the bottom flaps she drew pictures of animals (insects) that a frog hunts, and pictures of animals that prey on frogs.
These are another set of fact cards which I strung together. On each card Samira wrote one fact about frogs. We visited All About Frogs.org to find out some weird and wonderful facts about frogs.
Next is this lift the flap fact book looking at four of the frogs body parts.
Samira wrote some information under each of the flaps.
At the end of the project Samira chose a species of frogs to do a small report on. She chose the Red-eyed Tree Frog.
We found this nice diagram of a Red-eyed Tree Frog on the Enchanted Learning website.
The other pictures and maps included in this reported were selected randomly from Google images.
On the reverse of the lapbook is this great little ‘sticky tongue’ feature. The card tongue fits through the slit made in the frogs mouth and then little pictures of insects are cut out and glued onto the tongue.
Also on the back of the lapbook is a little folded up mini-book with the ‘5 Little Speckled Frogs’ song alongside a pocket containg 5 frog puppets, coloured, cut-out and mounted on ice-lolly sticks.