The Tadpole and the Frog



	The Tadpole and the Frog Evelyn Carter, D'Lisa Pinkham, Jackie Taylor Nez Perce Indian Reservation, Lapwai, Idaho
	Summary Students explore the connection between an organism and its environment. Grade level First Time required Two hours, plus daily observations of frog egg development for two weeks Materials Science journals Coloring supplies Drawing paper Pictures of tadpoles and frogs Diagram of a frog's life cycle Frog eggs and tank for raising frogs Trade books on frogs Large world map Resources on endangered species (books/web sites, etc.) Goals Through the completion of this lesson students will examine the life cycle of the frog, learn about frogs of the Nez Perce reservation and their requirements for survival, hypothesize what factors affect frog populations on the Nez Perce reservation and learn about endangered species world wide. Science standards addressed National Science Standards Abilities necessary to do scientific inquiry Organisms and environments Changes in environments Life cycles of organisms American Indian Science Standards Elements of the pre-contact North American environment and how changes to them were brought on by the arrival of Europeans in North America Characteristics of various animals as exemplified in traditional American Indian stories, legends, songs and dances Various forms of scientific and technological work currently engaged in by American Indian men and woman and in what ways their fields require the process of problem identification, design and solution Teacher tips Display many different pictures of tadpoles and frogs. Prepare learning centers where students can observe the frog life cycle and engage in other activities related to frogs. Make sure to order frog eggs and supplies for growing them in advance. When contacting a tribal wildlife manager to arrange the fieldtrip, ask them to take students to a pond where frogs are known to live. Invite an elder to go on the trip to talk about frogs. Background information Long before there were any humans on Earth, frogs were hopping around. They are classified as amphibians, which are animals that spend part of their lives in water, and part of their lives on land. Mature frogs breathe through lungs, as people do. But they are cold-blooded which means that their bodies are as warm or as cold as the air around them. They have smooth, moist and shiny skin. When it gets cold, frogs take refuge under the ground or in underwater mud. During this time they need no food and take in oxygen through pores, the tiny openings in their skin. In the spring when they emerge, they go to fresh water where they deposit their eggs. It is said that because of the unique biological and ecological characteristics of frogs, they are one of the first species affected by environmental factors. They are highly susceptible to environmental toxins such as hazardous waste, air and water pollutants. Frogs were once plentiful on the Nez Perce reservation. Today, frog populations are dropping for unknown reasons. Procedure Engagement Read and discuss a non-fiction, grade appropriate book about tadpoles and frogs. ( The Caterpillar and the Polliwog by Jack Kent could be used.). Emphasize a frog's habitat requirements and life cycle. Have students visit the learning center daily to observe the development of frog eggs and engage in frog related activities. Ask them to record their observations in their science journals. Exploration Visit a local pond with a tribal natural resources professional and elder. Ask them to talk about frogs, their survival needs, their cultural significance, their histories and the reservation environment. Facilitate a group discussion, including the wildlife manager and elder, by stating "Frog populations on the Nez Perce reservation are decreasing. What could be causing the frog population to go down?" Ask student pairs to formulate a hypothesis about what is causing a decline in the frog population on the Nez Perce reservation. Assist them in writing their hypothesis in their journals. Ask them to draw a picture of the pond in their journals also. Explanation Back in the classroom, ask student pairs to state and justify their hypothesis for the whole class. Make a list of the various hypotheses. Discuss the balance of nature and the effects of human activities on wildlife species, referring to the student hypotheses in the discussion. Elaboration Introduce the terms endangered and extinct . Have students brainstorm a class chart of indigenous species of the Nez Perce Reservation whose populations are low such as grizzly, wolf, and salmon. Ask students to hypothesize what factors are affecting these species (e.g., wolves and cattle, salmon and dams, etc.). Add their ideas to the chart. Post a world map. Ask students to use resources such as books and web sites to learn about one endangered species in the world. Have them draw a picture of the animal and post it on the map in the animal's indigenous country. Ask students to report why the species is endangered. Evaluation Review student journal entries on frog development to assess students' observation and data recording skills. Assess student presentations for their understanding of the science content, as well as their ability to apply knowledge, use logical thinking, use resources to find information and communicate ideas. Vocabulary endangered extinct Follow up activities Establish electronic pen pals with elementary students on the Flathead Reservation in Montana. Tribal biologists there are reintroducing the leopard frog to the reservation, a species that has disappeared in recent years from that area. Ask students to describe these efforts. Ask a Nez Perce tribal biologist to visit students to discuss their work in the Wolf Recovery Project in Idaho.