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Educator Guide: Amazing Amphibians: Amazing Amphibians Educator Guide

Amazing Amphibians

Amazing Amphibians


Tips to Come Prepared

Before you visit the Genovesi Environmental Study Center (GESC) with your class, review the Educator's Guide to prepare for your students.

  • Read the Essential Questions (p. 1) and Connections to Standards (p. 2) to decide how you want to link your curriculum with your field trip
  • Complete the Pre-Visit Lesson with your class activating student interest and engagement
  • Come to GESC ready to engage and learn with our experiential, hands-on field trip program, Amazing Amphibians

Library Finds

Essential Questions

  • How are frogs and toads alike and different?
  • How are amphibians adapted to their environment?
  • How are amphibians helpful to their ecosystem and people?
  • Why do scientists study amphibians?

Sora eBooks

Access these free ebooks by signing in to the Sora app with your NYC DOE credentials.

Amazing Amphibians


Materials for Pre-Visit Lesson

Materials for Post-Visit Lesson

Fun Amphibian Facts

  • The largest frog in the world is the goliath frog of West Africa growing up to 38 centimeters (15 inches) and weighing up to three kilograms (seven pounds)!
  • Scientists believe the world’s smallest frog is the Paedophryne amauensis coming in at only seven millimeters (0.27 inches) long!
  • There are over 6,000 frog species on Earth.
  • Many frogs can leap more than 20 times their body length by using their long hind legs.
  • Frogs don’t need to drink water because they absorb it through their skin.
  • Spanish Ribbed Newts went to space!
  • Toads are usually nocturnal and bury themselves in the dirt during the day.
  • The skin of a toad has a bitter taste and a smell of something similar to a skunk.
  • Some salamanders and frogs can have tongues up to ten times as long as them.
  • The largest amphibian is the Chinese Giant Salamander, which grows up to 1.8 meters (5.9 feet) long.

Connections to Standards


Kindergarten: Unit 3: Animals
Grade 1: Unit 1: Animal Diversity
Grade 2: Unit 2: Plant Diversity

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
K-ESS3-3. Communicate solutions that will reduce the impact of humans on living organisms and non-living things in the local environment.

First Grade
1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1-LS3-1. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents.

Second Grade
2-LS2-2. Develop a simple model that illustrates how plants and animals depend on each other for survival.
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.