Teachers TryScience

Australian Frogs: Frog Research at the AMRI

Oct 11 2017

Source: Australian Museum

Summary Information

Keywords:

Australian, Frog, Scientist, Australian Museum

Topic:

Biology

Workplace Skills:

Raising Questions

Secondary Research

Estimated Time Required:

1-2 hours

Target Grade (Ages):

Grade 5 (Ages 10-11)

Grade 6 (Ages 11-12)

Grade 7 (Ages 12-13)

Grade 8 (Ages 13-14)

Grade 9 (Ages 14-15)

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LESSON

Goals and Prerequisites

Goals:

Introduce students to methods of scientific research
Students take on the perspective of a research science, and gain some understanding of the scientific profession

Instructional Objective(s)

At the end of the lesson students should be able to:

Explain the role of Museum scientists
Identify a specific area of frog or amphibian research and assess how this relates to a contemporary scientific, social or medical issue

Instructional Resources

Materials:

Podcast 1 – Dr Jodi Rowley in conversation with the Australian Museum Director & CEO Kim McKay

http://australianmuseum.net.au/blogpost/at-the-museum/amplify-episode-3-dr-jodi-rowley

Podcast 2 – Dr Jodi Rowley in conversation with the Australian Museum Director & CEO Kim McKay

http://australianmuseum.net.au/blogpost/at-the-museum/amplify-episode-10-dr-jodi-rowley-part-2

Procedure:

Content of introduction - Engage

Students are asked what they know about science research in practice. What kind of scientists do you know? What type of research do they do?

Structure of activities – Explore, Explain and Elaborate

Activity 1 – Listen to Podcast 1
- Students listen to Podcast 1 and learn about the career of an amphibian biologist and the importance of frogs in ecosystems.
- Students should consider the following questions as they listen:

Q1. Why are frogs important in ecosystems?

Q2. What is climate change and how might it affect frogs?

Q3. Why are frogs sensitive to changes in the climate?

Q4. What is the best way to identify a species of frog?

Activity 2 – Listen to Podcast 2
- Students listen to podcast 2 and continue to learn about the career of an amphibian biologist and the importance of frogs in ecosystems.
- Students should consider the following questions as they listen:

Q1. How could you become an amphibian biologist?

Q2. Why do frogs matter in ecosystems?

Q3. Why did Jodi choose to study frogs in Cambodia?

Q4. Which gender does the calling? Males or females?

Q5. What are the major threats to frogs in Cambodia?

Q6. Name some adaptations of Helen's Flying Frog.

Q7. Describe a feature of the life cycle of Quang's Tree Frog.

c. Management of activities

Educator begins the lesson by asking students about the role of scientists. Probing questions: We all know what a medical doctor looks like, but what about a scientific doctor. Do you know what a chemist looks like? What about a physicist? How about a research biologist? What do these scientists do? Educator asks students what types of scientific research are important to our society. Students then listen to both podcasts and answer the accompanying questions.

Content of conclusion - Evaluate

Detailed instructions on wrap up session e.g. One thing they have learnt? What surprised them today? What are they going to tell their family about tonight? What would they like to find out more about? How could they find out more?

External Resources

Australian Museum
- Can frogs help combat the zika virus? http://australianmuseum.net.au/blogpost/amri-news/can-frogs-help-combat-the-zika-virus
- Bird Poo Frogs – More species than meets the eye! http://australianmuseum.net.au/blogpost/amri-news/amri-bird-poo-frogs-more-species

RESOURCES

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STANDARDS/CURRICULUM

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Comments

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Hi, congratulations for this

Hi, congratulations for this interesting lesson, the topic is great, and the interview whit the biologist too. Whoever, she refers about her unexpected journey to becoming a scientist, the 16 species of frog discovered by her team, and the importance of frogs in the broader ecosystem. In this lesson there are many good quiestions, but I think that students need an specific "product" from this project, a significant chart, an "museum exhibition" or something where learning becomes amazig! An activity where everybody can see the much they have learnded with this project! Students need more Investigation, comparision, give results for an specific problem etc. Not only "information".

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