In Becoming-frog a university researcher and a school teacher/researcher will analyse the productions of primary school children who have participated in an integrated educational program involving a local wetlands. In one of these productions the children performed frogs to music made of frog calls in an apparently perfect example of Deleuze and Guattari’s ‘becoming animal’ (1987:274). In this paper we will explore the post-industrial origins of the wetlands, the origins of the integrated educational curricula associated with the wetlands, and the children’s representations in response. These representations use digital technologies to link Morwell children with children in the US, using blogging and other web technologies. The paper will argue that the wetlands itself, the integrated program, and the children’s representations, constitute a place pedagogy of the in-between, and generate a concept of place as both natural and constructed, rural and urban, cyber and real, global and local. Deleuze and Guattari’s concepts of ‘becoming-animal’, ‘assemblages’ and ‘practical geophilosophy’ offer explanatory power in relation to these representations.