166 THE FISH AND FROG 



Conclusion. — 1. Where must the air go when the frog makes 

 a swallowing movement with the nostril flaps closed? 



2. Write a paragraph comparing the breathing of the frog and 

 of yourself. 



Drawing. — Draw a side view of the living frog, natural posi- 

 tion. Label all parts mentioned in the previous study. 



Problem 145 : Museum trip to study the fro^ group. (Extra 

 Problem based on trip to American Museum of Natural History.) 



The following suggestions might be modified for a field trip 

 where such a trip is possible. 



Method. — Begin work at one of the two groups on which ques- 

 tions follow. Read the labels in front of each group and learn 

 all you can about what the group contains before you begin to 

 answer the questions. Then answer the following questions, 

 making the answers tell a connected story in your notebook. Ask 

 questions of your teacher only when you cannot find the answer 

 to a question yourself. 



a. The Toad Group 



What time of year does it seem to be? How do you know? 

 What flowers are most abundant at this time in this locaUty? 

 (Ask help from yoiu- teacher if you do not know them.) What 

 animals are found living in the water? On the land or in the 

 trees? Both on land and in the water? What are the latter 

 animals called ? (Amphi = both.) 



Look for specimens of the tree frog {hyla diversicolor). Describe 

 three different changes in color in these frogs. In what ways 

 are these changes adaptations? Explain. 



Describe where and when toads lay their eggs. Compare the egg 

 masses of the toad with those of the frog. How are the eggs 

 protected? What differences can you find between toad and 

 frog tadpoles ? (Examine preserved specimens.) 



Enumerate all the enemies of a toad seen in this group and tell 

 how the toad is fitted (adapted) to escape from each of these 

 enemies. 



Mention three structural adaptations found in a toad or frog 



