Teachers TryScience

a. Content of introduction

• Establish student’s prior knowledge. Educator runs a brainstorm on habitats: What do you need to survive? What do animals need to survive? What do frogs in particular need?

• Introduction to Habitats PowerPoint presentation.

b. Structure of activities – Explore, Explain and Elaborate

• Activity 1 – Put Your Hands Up and Best Foot Forward
  • Students to go to the Australian Museum website about frog feet and hand adaptations: http://australianmuseum.net.au/blogpost/science/put-your-hands-up-and-be...
  • Students should look at the pictures of feet and hands and write down the similarites and differences between the feet and hands of different species. e.g. number of digits, toe pads, bumps, colour, webbing
  • Students should read the accompanying text and then answer the following questions:
    • How many species of frog are there in the world?
    • What can you determine about a frog's habitat by looking at its hands and feet?
    • How do webbed feet help the Asian Flying Frog to survive?
    • What type of feet do frogs in fast-flowing streams have? Why is this useful?
    • Describe the feet of frogs that live on land or in quieter waters.
    • How are the hands of male frogs different to female frogs?

• Activity 2 – Classification and Dichotomous Keys

  • Students look at a simple dichotomous key that classifies vertebrates: mammals, birds, fishes, frogs and reptiles. Students are shown the simple yes/no questions of a most basic dichotomous key. Students should use the key to describe the features of each animal group.

  • Students move onto the frog dichotomous key. Students have to classify 6 species of frogs based on their physical features.

  • Research Task: Now that students understand how to use dichotomous keys, they will use their research and classification skills to solve a problem using a third dichotomous key.

• Activity 3 – Beginner's Guide to Caring for a Frog

  • Students should work in pairs or trios

  • Each group should pretend they are expert amphibian biologists and their aim is to design a one-page beginner's guide for someone who wishes to care for a frog.

  • Each group should select a frog species and use the fact sheets to gather information about the habitat, diet, behaviour and adaptations of their species.

  • They should also use the Australian Museum website about caring for amphibians as a guide (http://australianmuseum.net.au/care-of-amphibians).

  • Things to consider in their guide include housing, environmental conditions, water, handling and health.

c. Management of activities

• Educator begins the lesson by asking students probing questions, trying to determine what they already know about habitats and adaptations. Questioning what habitats humans live in may be a good way to get students thinking about the concept. Once the concept of habitat is established, educator asks students what conditions frogs may need in their habitat

• Educator provides computers to access the Australian Museum frog fact sheets (either paper versions or on the computer) so that students can research particular frog species.

• As students are working on the dichotomous key, the educator walks around assisting any groups that need it.

• Educator helps students with the beginning of class discussion. Educator sets out the parameters of the discussion, so that students do not interrupt each other when they are making their points. Educator could encourage the class discussion in a particular direction. For example; why might frogs be more appropriate than other organisms as bio-indicators? Are frogs better bio-indicators than mechanical instruments we may use? Do we usually think of species in this fashion i.e. as useful indicators for other biological processes? Do you think that thinking of frogs in this manner reduces them to a function, rather than a species or even individual organisms? (These lines of questioning may be better for older/advanced groups).

d. 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?