Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Look up keyword
Like this
2Activity
0 of .
Results for:
No results containing your search query
P. 1
The Frog Scientist Discussion Guide

The Frog Scientist Discussion Guide

Ratings: (0)|Views: 132|Likes:
Frogs are not supposed to have a fifth leg sticking out from their chests. More than 1,800 frog species are threatened with extinction. What is happening to these amphibians, and what does this information mean to us? Dr. Tyrone Hayes worked for the company that manufactures the pesticide, atrazine. However, when he came to the inescapable conclusion that atrazine was causing problems, he was forced to resign—and redo all of his research. Dr. Turner is exploring the effects of atrazine on frogs and their eggs in Wyoming. Pesticides make it possible to produce much more food for our consumption. Turner has students exploring the long-term cost of atrazine and other pesticides weighed against our need for food crops, such as corn.
Frogs are not supposed to have a fifth leg sticking out from their chests. More than 1,800 frog species are threatened with extinction. What is happening to these amphibians, and what does this information mean to us? Dr. Tyrone Hayes worked for the company that manufactures the pesticide, atrazine. However, when he came to the inescapable conclusion that atrazine was causing problems, he was forced to resign—and redo all of his research. Dr. Turner is exploring the effects of atrazine on frogs and their eggs in Wyoming. Pesticides make it possible to produce much more food for our consumption. Turner has students exploring the long-term cost of atrazine and other pesticides weighed against our need for food crops, such as corn.

More info:

Categories:Types, School Work
Published by: Houghton Mifflin Harcourt on Apr 30, 2013
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
This book can be read on up to 6 mobile devices.
download as PDF, TXT or read online from Scribd
See more
See less

12/03/2014

pdf

text

original

 
DISCUSSION AND ACTIVITY GUIDE
THE FROG SCIENTIST
by Pamela S. Turner Photographs by Andy Comins
Houghton Mifflin Harcourt Books for Young ReadersVisit www.sciencemeetsadventure.com for authors’ Adventure Notes, teacher resources, videos, and more!
 Pre-Reading Activities:
Show students an ear of corn in its husk. Slowly peel theleaves of the husk off the corn one leaf at a time. Ask stu-dents whether or not insects or other bugs might like to eatthe corn. Discuss whether or not corn plants and corn offerbugs places to hide. What should we do to make sure thatour corn and other crops are not filled with bugs? Showpictures of the European corn borer,armyworm, stalk borer, corn leaf aphid, corn flea beetle, andother pests thatattack corn in this country. Show students the picture of theleopard frog on page 16 and maybe other images of de-formed frogs. Ask students what corn pests and frogs have incommon.
 Discussion Questions:
Dr. Hayes worked for a company that produces atrazine. Hewas well paid. When he quit that job he chose to re-do hisresearch. Ask students how they feel about starting all overto do school work. Follow this with a discussion about howthe students feel about Dr. Hayes’s decision to quit a goodjob and re-do his research.Many farmers and other folks believe the problem with atra-zine is far less serious than the problem of raising food. Theybelieve that pesticides do not have to pose a serious healthrisk. How much environmental risk, if any, is acceptable forour country’s food production process?Discuss the obstacles Dr. Hayes has overcome in his quest tobe a field biologist.Dr. Hayes’s experiment includes contaminating the waterwith three parts per billion of atrazine. How much is this?Can you demonstrate how much this is for other students?Scientists often have to make controversial decisions. Turnerdescribes Hayes’ regret in having to put atrazine into thepond on page 5: “Although Tyrone doesn’t like putting evena tiny pinch of pesticide into the environment, this littlepond is part of an experiment that will help answer some bigquestions.” What do you think about this? As citizens, whatkinds of choices do we make about things we do or productsthat we buy? Are any of these choices controversial?
 Applying and Extending Our Knowledge:
Brainstorm with your students what kinds of organismsthe class could observe in an outdoor area, such as a play-ground. Then move outside and generate a list of all the or-ganisms found in a set amount of time (at least five minutes).Don’t forget to include insects and other bugs, as well asplant life. Share with the class a field journal. The AmericanMuseum of Natural History has good information aboutfield journals here: www.amnh.org/explore/curriculum-collections/biodiversity-counts/what-is-biodiversity/doing-science-researchers-and-exhibition-staff-talk-about-their-work.-keeping-a-field-journal-1. Make sure studentsadd questions to the end of each entry about something theyobserve. Generate with the students various predictions andhypotheses about what they expect to observe each day andover time.
%
 Using string or hula hoops or natural markers, as-sign students a specific section of the outdoor areato monitor with a field journal. Make sure to mapthe site so the students are always observing theexact same location. For the next month (or longer),have students record their observations as regularlyas time permits (ideally, on a daily basis).
%
 Print checklists of the organisms from your earlierobservation to distribute to students. Have studentslist any organisms from this list that they observedin their specific location (adding any new ones, asrequired). Discuss reasons for not seeing some ani-mals and regularly seeing others. Which are alwaysfound, usually found, regularly found, sometimesfound, rarely found, and never found in a student’sspecific habitat? Take a daily picture from the exactsame location with a digital camera. Make sure todate each picture.
%
 Divide the class into groups and have certain groupsspecialize in a specific organism (in addition to theirfield journal work).
%
 Create a class booklet of the questions studentshave written. When appropriate, have these ques-tions guide the next day’s observations. Have otherstudents use their own observations to formulateanswers or theories concerning the questions.
 
DISCUSSION AND ACTIVITY GUIDE
THE FROG SCIENTIST
by Pamela S. Turner Photographs by Andy Comins
Houghton Mifflin Harcourt Books for Young ReadersVisit www.sciencemeetsadventure.com for authors’ Adventure Notes, teacher resources, videos, and more!
%
 These activities, above, may also be used by studentsin outdoor areas of their own choosing (and as-signed as homework or extra credit). Discuss withstudents whether a field journal could even be donein, say, the lunch room.
%
 Compare the class predictions before starting withwhat the class observes monthly (and at the end of the time period). What new predictions and hypoth-eses do the students have?
Common Core ConnectionRI.6.7.
Integrate information presented in different media orformats (e.g., visually, quantitatively) as well as in words todevelop a coherent understanding of a topic or issue.
W.6
.10. Write routinely over extended time frames (time forresearch, reflection, and revision) and shorter time frames (asingle sitting or a day or two) for a range of discipline-specifictasks, purposes, and audiences.
RST.6-8.9
. Compare and contrast the information gained fromexperiments, simulations, video, or multimedia sources withthat gained from reading a text on the same topic.
Frogs and other amphibians are found throughout theworld. Turner has pictures of at least twenty different frogs.
%
Map the location of all the frogs listed in this book.Be sure to indicate whether a frog is endangered.
%
Add frogs from your location to the map. Be sure toinclude the scientific name of any frogs you add, inaddition to the common name.
%
Use a library to discover at least five more frogs toadd to the frog map.
Common Core ConnectionW.6.7
. Conduct short research projects to answer a question,drawing on several sources and refocusing the inquiry whenappropriate.
RI.6.7.
Integrate information presented in different media orformats (e.g., visually, quantitatively) as well as in words todevelop a coherent understanding of a topic or issue.
RST.6-8.7.
Integrate quantitative or technical informationexpressed in words in a text with a version of that informationexpressed visually (e.g., in a flowchart, diagram, model, graph,or table).
Displaying our findings is an essential part of science.Dr. Hayes has to present information regularly.
%
Perhaps using information from student field jour-nals or information about local frogs, have studentscreate a science poster. A good rubric may be foundhere: sciencenetlinks.com/student-teacher-sheets/ scientific-poster-checklist.
Common Core ConnectionRST.6-8.7
. Integrate quantitative or technical informationexpressed in words in a text with a version of that informationexpressed visually (e.g., in a flowchart, diagram, model, graph,or table).
Pamela Turner’s book was published in 2009. Research onthis fascinating subject has continued. Visit this site from theYale School of Forestry and Environmental Studies:e360.yale.edu/feature/unraveling_the_mystery_of_the_bizarre_deformed_frogs/2368/. Or search a magazinedatabase for other recent articles.Compare and contrast the conclusions of the two studies.What conclusions can you draw? Discuss the evidence thatsupports your conclusions. Can you locate other studies?
Common Core ConnectionRST.6-8.1
. Cite specific textual evidence to support analysis of science and technical texts.
RI.7.8
. Trace and evaluate the argument and specific claimsin a text, assessing whether the reasoning is sound and theevidence is relevant and sufficient to support the claims.
RI.7.9
. Analyze how two or more authors writing about thesame topic shape their presentations of key information byemphasizing different evidence or advancing different interpre-tations of facts.
RST.6-8.9
. Compare and contrast the information gained fromexperiments, simulations, video, or multimedia sources withthat gained from reading a text on the same topic.

Activity (2)

You've already reviewed this. Edit your review.
1 thousand reads
1 hundred reads

You're Reading a Free Preview

Download
scribd
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->