Genuinely engaging games create opportunities for empathetic and enjoyable learning about animal life on earth.


bullfrogs, wood frogs and spring peepers. Children have to choose which frog they’ll pretend to be. Knowing this is an incentive for them to listen carefully as one introduces the characteristics of each species. Once students have chosen their species, the newly


minted ‘frogs’ assemble into species groups along a pre- arranged starting line. At this point, I usually teach an approximation of each frog’s call: green frogs have a banjo- like “gunk”; bullfrogs sound like “jug-a-rum” ; wood frogs “quack”; and spring peepers emit a high-pitched, sustained “peeeeep”.1 After discussing the role of calls in frog com- munication, I explain that these calls can serve as each team’s ‘cheer’. I encourage the youngsters to use these sounds as they joke around and build team spirit. Next, we explain that each group of frogs has just awak-


ened from winter hibernation. The groggy frogs are about to begin their perilous journey towards a peaceful ‘pond’ (the designated finish line). There, the frogs will feast on vari- ous small invertebrates, find mates and eventually produce the next generation of froglets. Progress towards the breed- ing pond is determined by drawing from a set of randomly arranged Frog Fortune Cards (see the cards at the end of this article). These cards describe some of the helps and harms real frogs might face during such travels. The moderator (the teacher, or better, a student who likes


to read and be dramatic) draws a card for each team and team members hop forwards or backwards in unison accord- ing to the card’s instructions. (The cards provided apply to all frog species—they present events which might befall any type of frog.) Continue to draw cards for each group of frogs, always in the same order, as the teams progress across the field. The first team to reach the pond is victorious.


Extension


Have students, independently or in teams, research the lives of frogs. Students can then compose their own event cards based on what they have learned. Youngsters could also create life-size frog illustrations for the cards before or after playing. This is a very effective way for them to assimilate and share new knowledge about all sorts of living creatures. As an activity, Frog Fortunes tends to be rather con-


trolled (except for the unpredictable sequence of event cards). The former quality can be an advantage, particularly when you are dealing with new students (such as a group visiting a nature center) or with youngsters who are being a bit obstreperous. One can, however, make the game more


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enjoyable—and not merely didactic—by emphasizing its competitive, team-bonding dimensions and the imaginative possibilities of pretending to be a frog. Urge the various frog species to call proudly in chorus prior to the reading of their Fortune Cards. Read the cards themselves theatrically. When the youngsters are actually playing, these direc-


tions have proved very helpful: Encourage the students to make astonishing (yet fair) leaps forward. Capture the interest of the more athletic individuals by allowing each team to move forward to the point that was reached by the team’s very best hopper. This policy helps keep each species group together on the playing field and prevents the kids who don’t jump particularly far from straggling behind and being singled out in a negative way. When one team finally arrives at the “pond of destiny”, conclude the game with a multi-species celebration featuring supportive frog vocaliza- tions—not just from the winners.


Traveling Frogs


After one or two rounds of Frog Fortunes, try a game with more opportunities for socializing, free choice, and exercise. Traveling Frogs is a game based on the traditional game of “tag”. Describe to your students a scenario in which the var- ious frogs travel to a wooded area, damp meadow or pond to feed and breed. Establish a finish line to represent this enchanting destination. As before, the frogs must compete to reach the finish. This time, however, they will have to reach their goal individually, and they must avoid being tagged by one or more “Dangers” who are moving across the grounds. The youngsters could brainstorm to determine who these dangers are. Perhaps they will decide on Great Blue Herons, Minks, River Otters, Marsh Hawks, Saw-whet Owls or even cars, lawnmowers or toxic chemicals. Students who volunteer or are chosen for these roles


should try, if possible, to imitate the enemies being por- trayed. Can they imagine some sound or gait that would characterize their particular danger? How do you imitate a pesticide spray? Line up the designated Dangers and describing their frightening characteristics to the Frogs before you start the actual game. This is an opportunity to pass along additional knowledge, since students will be listening as they try to register which of their classmates they’ll need to outrun. Select volunteers to serve as game monitors, who will observe the game to make sure proceed- ings go fairly. This is a perfect role for any student who cannot run.


GREEN TEACHER 93


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