LER 1921
Made of durable
Soft Foam!
Explore the inside of a frog with hands-on investigation!
Cross-Section Frog Model
Explore the inside of a frog with this cross-section foam frog model. Learn about
the inner workings of a frog through hands-on exploration. The foam model is
a great introduction to basic frog anatomy. The die-cut card can be used for
quizzing and self-checking.
Note: Cross-Section Frog Model is made of durable soft foam and may tear if handled roughly by students.
Background Knowledge
Frogs are part of the class of animals known as amphibians. Amphibians are coldblooded animals with backbones (vertebrates). Most frogs have the following
characteristics: two bulging eyes; strong, long, webbed hind feet that allow the
frog to leap; and smooth or slimy skin. Humans and frogs have similar organs and
organ systems, including respiratory, digestive, and circulatory.
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Frog Facts
• Frogs live for part of their lives in the water and part of their lives on land. This
lifestyle classifies frogs as amphibians.
• Frogs lay their eggs in water. A tadpole will emerge from the egg and grow
into a frog.
• Frogs are some of the best jumpers. They can launch themselves over 20 times
their own length using their big, strong legs.
• Frogs regularly shed their skin. Some frogs shed skin weekly and some frogs
shed their skin every day.
• A frog’s eyes can be silver, gold, green, or brown.
• A frog’s eyes and nose are on top of its head so that it can breathe and see
when most of its body is underwater.
• Frogs have small, cone-shaped teeth in the upper jaw. Frogs also have two
teeth on the roofs of their mouths. These teeth hold prey in place before
eating.
• The frog has a highly developed nervous system composed of a brain, a spinal
cord, and nerves.
• Some frogs are poisonous such as the poison arrow frog that lives in Central
and South America.
• Toads are actually frogs from a different species.
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A. Maxillary ridge—a ridge of very small cone teeth around the upper edge of
the jaw
B. Brain—main organ of the nervous system that controls the frog’s functions
C. Esophagus (oesophagus)—tube that connects the mouth to the stomach
D. Lungs—paired, thin-walled respiratory organs located on either side of the
frog’s heart
E. Heart—the pumping organ of the circulatory system that has three chambers
F. Liver—the largest organ in the frog’s body; secretes bile and processes digested food
G. Gallbladder—small, greenish sac under the liver that stores bile
H. Pancreas—gland that produces insulin and secretes digestive enzymes
I. Stomach—organ that holds and prepares food for digestion in the small
intestine
J. Small intestine—main organ of the digestive system; absorbs digested food
K. Large intestine—organ of the digestive system that stores undigested food
L. Spleen—part of the circulatory system that removes old red blood cells
M. Kidneys—paired, dark-brown organs that filter blood
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Worksheet
Name:________________________________
Correctly label the organs
of a frog.
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Suggested Activities
• Use the model for classroom demonstration as well as individual student exploration.
• Allow students to hold the model. Ask students to make observations about the
model and have them discuss what they already know about frogs.
• Encourage students to use the card to quiz themselves on the frog’s internal
body parts. Let students work with partners for this activity.
• Make photocopies of page 6 to use with students as a quiz or review.
• Have students compare the internal organs of the frog to the internal organs of
a human. What are some similarities and what are some differences? Make a Tchart or other list that shows these comparisons.
• Encourage students to research frogs, toads, or other amphibians at the library
or on the internet.
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Look for these related items from Learning Resources®:
LER 1802 Inflatable Frog Life Cycle
LER 5940 Frog Flip Chart
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Learning Resources Ltd., King’s Lynn, Norfolk (U.K.)
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