Amphibian Crisis Curriculum

67 Pages·2009·1.84 MB·English

AMPHIBIAN
CRISIS
Educator
Curriculum
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Project Staff: R
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Elizabeth Mulkerrin Julie Anderson
Director of Project Staff Curriculum & Instruction Supervisor
Director of Education Omaha’s Henry Doorly Zoo
Omaha’s Henry Doorly Zoo®
Emily Brown Jessi Krebs
Program Manager Reptile & Amphibian Curator
Omaha’s Henry Doorly Zoo Omaha’s Henry Doorly Zoo
Design/Artwork:
Alicia Liebsch Judith Bouma
Graphic Artist Volunteer
Omaha’s Henry Doorly Zoo Omaha’s Henry Doorly Zoo
©2009 Omaha’s Henry Doorly Zoo® 2
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Introduction to the Amphibian Crisis T
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There are close to 6,000 known species of amphibians in the world, yet many are going
extinct at an alarming rate. Currently, almost 2,000 species are threatened, that’s nearly
1/3 of the planet’s amphibians. The status of many amphibians is still unknown therefore,
it is possible that the actual percentage of amphibians in danger could be as high as 50%.
These percentages are considerably higher than other groups of organisms. For example,
23% of mammal species and 12% of bird species are at risk. A great deal of research
needs to be carried out in order to accurately assess the problem.
Amphibians are vital to the ecosystem and research. Frogs and toads act as
exterminators, controlling populations of insects such as mosquitoes, which may carry the
deadly West Nile Virus and malaria. Currently, skin secretions from some amphibians are
being used in the pharmaceutical industry to help treat medical conditions including cancer
and others are aiding in stem cell research.
Declines in amphibian populations are due to many factors, however, the greatest threat
has come from the loss of suitable habitat. Logging, urbanization, pollution and some
agricultural practices are destroying or altering habitat. In addition, diseases like the
Chytrid fungus are rapidly spreading through amphibian populations worldwide, killing
them at alarming rates.
Omaha’s Henry Doorly Zoo, together with other Zoos and organizations, has launched
the Amphibian Crisis Conservation Initiative to address this issue on a global scale. This
initiative includes the establishment of facilities and trained staff capable of quarantining
amphibians and carrying out captive breeding programs. Once threats have lessened or
been resolved, offspring of the amphibians will be released back into the wild. Research,
such as tracking the spread of chytrid fungus and education are also vital to the survival of
many species.
These species are in need of our help, and you can make a difference. Through the
determination of dedicated organizations, partnered with a single goal in mind, change
is possible. Please help us in our effort to conserve these sensitive species, in hopes that
future generations will have an opportunity to appreciate the little things.
Omaha’s Henry Doorly Zoo Education Department
©2009 Omaha’s Henry Doorly Zoo® 3
Table of Contents
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Lessons
Amphibians 101. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Amphibian Life Cycles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Amphibian Skin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Frog Eggs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Toad Abode. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Chain Reaction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Back to the Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Hopping for Amphibians. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Wanted Alive. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Activities
Amphibian Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Amphibian Journaling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Word Search. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
A is for Amphibian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Science Education Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
©2009 Omaha’s Henry Doorly Zoo® 4
Lessons
©2009 Omaha’s Henry Doorly Zoo® 5
Amphibians 101
Objectives:
Students will:
Understand the characteristics that define amphibians.
Learn to identify similarities and differences between salamanders, frogs and caecilians.
Materials: Vocabulary:
Venn diagram Amphibian Larva
Access to books or internet Aquatic Metamorphosis
Caecilian Salamander
Frog Terrestrial L
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Background:
The word amphibian originates from the Greek word amphibios meaning “living a double life”.
This refers to the larval stage where the juveniles possess gills and live in the water (aquatic)
and the adult stage where amphibians are primarily found on land (terrestrial). The process
through which larva transform into adults is called metamorphosis.
Amphibians are cold-blooded vertebrates, meaning they cannot regulate their own body
temperature. Instead, they rely on their surroundings, such as the soil, sun and water, to
regulate body temperature. Therefore, amphibians can be found on every continent except
Antarctica. Amphibians are also unique, because they have moist, permeable skin, allowing
them to absorb water and breathe. In addition, amphibians require water or moist habitats
to lay their eggs. After the young amphibians hatch, they are called larva because they most
often do not resemble their parents.
There are three different types of amphibians: frogs (including toads), salamanders (including
newts), and caecilians. Frogs and toads are the best known group of amphibians. Their
eggs are laid in water or moist areas. When the eggs hatch, the larva, more commonly
called tadpoles, move via a long tail since they do not have any arms or legs. As tadpoles go
through metamorphosis, they will begin to lose their tail and develop arms and legs. Instead
of lungs, tadpoles have external gills, which are lost in most frogs. Frogs eat mostly insects,
spiders, and worms. Although some larger species of frogs will eat small rodents, lizards and
amphibians.
©2009 Omaha’s Henry Doorly Zoo® 6
Salamanders have long, slender bodies with two or four legs depending on their type. Most
species are terrestrial, living in moist habitats. They spend a great deal of their time under rocks
or logs, in trees, or in burrows underground. Many times, salamanders will return to water in
order to lay eggs; however, there are many species that never leave the water as adults. All
salamanders are carnivores, eating mostly slow moving snails, slugs or worms.
Caecilians are the lesser known amphibians, resembling snakes or worms. Throughout their
life, they never have arms or legs. Found only in tropical regions, most caecilians burrow
underground. Since most of their time is spent in the dark, caecilians have very small eyes and
no ears. In addition, they have very sharp teeth used to catch small snakes, frogs, worms,
termites and other small prey.
Procedure:
1. Introduce a Venn diagram to your students. A Venn diagram is used to compare and
contrast two or more items. In this activity we will be looking at the three main types of L
amphibians: frogs, salamanders and caecilians. E
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2. Together, on a large piece of butcher paper (overhead projector, chalkboard or other), fill
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in the different sections of the diagram. What types of characteristics did the students list? O
Were they limited to characteristics such as body shape? Explain to the students that many
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people are unfamiliar with amphibians and therefore do not appreciate their value. In the
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struggle to save these animals from extinction, knowledge and understanding are vital.
3. Divide the class into 3 or more groups. Assign each group to research one of the
following: frogs, salamanders or caecilians. When the students are finished, have them
report what they have learned back to the class. Before filling in the Venn diagram,
organize the facts into separate lists on the board for everyone to see.
4. Have the students study the lists. Which characteristics or facts do they notice are
similar for each group of amphibians? Which facts or characteristics are unique to only one
type of amphibian? On a new piece of butcher paper, begin filling out a new Venn diagram
with the new information. Compare the two diagrams. What did the students learn about
amphibians in general that they did not know before? What did they learn about each
group of amphibians that they did not know before?
5. Students may fill out the Amphibian Venn diagram worksheet.
Educator Note:
Venn diagrams may be drawn on butcher paper, a chalkboard, or a smart board. To promote
more spatial learning, place overlapping hula-hoops on the ground to act as Venn diagrams.
On the paper, write characteristics of amphibians in general or traits unique to each
amphibian group. Then cut out the sections. Pass out the pieces of paper to students and
have them place them in the appropriate hula-hoop(s). This activity may also be used
to compare amphibians to other groups of animals, such as reptiles.
©2009 Omaha’s Henry Doorly Zoo® 7
Name: __________________________________________ Date: ________________
AMPHIBIAN VENN DIAGRAM
Label each circle. Write details that tell how the subjects are different in the outer circles. Write
details that tell how the subjects are alike where the circles overlap.
©2009 Omaha’s Henry Doorly Zoo® 8
Amphibian Life Cycles
Objectives:
Students will:
Understand the different stages of a frog life cycle.

Vocabulary:
Metamorphosis
Tadpole
Frog
Background:
Despite a few exceptions, most amphibians go through a life cycle. In frogs, this generally L
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consists of four stages. The first stage of the frog life cycle is the egg. Depending on the
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species, some frogs are able to lay several thousand eggs, which are typically laid in calm
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ponds or streams. Without moisture, the soft, jelly-like egg would dry up and the larvae inside
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would die. When the eggs hatch, tadpoles emerge, resembling a fish with a large head and a
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tail. They also have gills like fish that allow them to breathe underwater. Young tadpoles will
spend most of their time feeding on algae and hiding from predators. Soon the tadpoles begin S
growing arms and legs. At this stage they begin to develop lungs and lose their gills. The final
stage is when the tadpoles begin to absorb their tail and finally become a frog.
Procedure:
1. Explain to the students that when frogs hatch from their eggs, they look different from
their parents. Using pictures, guide students through the different stages of a frog’s life
beginning as an egg.
2. Make one copy of the lily pad from page 12 on green construction paper for each child.
Cut out the lily pad. Have the students recreate the frog life cycle on the lily pad, using the
images provided on the Amphibian Life Cycle page.
3. Have the children draw arrows from one stage to the next, indicating the sequence. You
may also choose to label the different stages.
Extension:

1. Using green butcher paper, cover a bulletin board. With dark markers write the title at
the top. Use blue butcher paper to cut the shape of a pond and place on the bulletin board.
Brown construction paper can be used for rocks or logs. Be creative while making your
habitat and enlist the help of your students.
2. Use the Amphibian Life Cycle pictures on the following page for your habitat scene.
Make 4 copies of the eggs, 5 copies of the tadpole, and 6 copies of the frog. Cut out your
pictures.
3. In the corner of your habitat scene, create a graph. Place one of each cutout on the
graph.
4. Have the students count the number of eggs and color one box in on the graph for each
egg. Repeat for the tadpoles and frogs.
©2009 Omaha’s Henry Doorly Zoo® 9
Amphibian Life Cycles
Directions: Cut out the pictures below and place them in the correct order. After you
have them in order, be sure to label each stage of the life cycle.
©2009 Omaha’s Henry Doorly Zoo® 10