Vertebrate Zoology Content Module
AMAZING AMPHIBIANS
SESSION 1: What is an Amphibian?
Note: If possible, hold this first session in a location that provides opportunities for participants to search for
amphibians in a variety of habitats. A park, nature center, or other location with access to water is a good
choice.
OBJECTIVES
• To introduce participants to the study of vertebrate zoology and, in particular, to the study of amphibians
• To provide opportunities for participants to practice inquiry learning
• For participants to develop their own initial definitions and questions about amphibians
• For participants to attempt to locate and observe an amphibian in their immediate environment
MATERIALS
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Journals
Rulers
Hand lenses
Name Tags
Chart paper and markers
Pre-evaluation forms
Post-It™ notes
One living amphibian concealed in some sort of box or container
plastic or glass containers to hold captured amphibians
equipment to facilitate the capture amphibians, such as nets and rubber gloves
thermometers to measure air and water temperatures
optional Magiscope
INTRODUCTION (20 minutes)
1. After participants have responded to the questions on the pre-evaluation form, facilitators succinctly
review the topic, expectations, use of inquiry learning and journals, and other introductory aspects for the
module:
• Teacher/facilitator and scientist/co-facilitator introduce themselves and briefly explain their interest in vertebrate zoology.
• Facilitators ask participants to introduce themselves and share their reasons for attending the course.
• Facilitators present a succinct overview of the module and their expectations of participants. These
include journal writing, independent investigation outside of the 15 hours of class time, participation in purposeful dissection, etc.
2. The importance of careful record keeping in science is highlighted. Facilitators ask participants to generate a list of ideas of what should be recorded in their journals. This list is written down on chart paper and
participants discuss. Participants learn that they will be sharing their journals with their colleagues in the
coming sessions.
WHAT’S INSIDE? (40 minutes)
1. Facilitators present the mysterious "amphibian box." Facilitators explain that inside the container is a living example of a vertebrate -- an amphibian. What is an amphibian? They ask participants to consider what
they want to know about amphibians. What sorts of information do you think is important to know?
Participants can work in groups to determine what they know and what they want to know about amphibians. They record these ideas initially in their journals.
2. Facilitators ask participants to write down their ideas and questions on Post-It™ notes. After everyone is
finished, facilitators ask each individual to read what they have written and place the stickies on a chalkboard or chart paper. Facilitators urge participants to group similar ideas together under an encompassing
idea or focus question. Participants may suggest such categories of inquiry as:
• How do amphibians live? (Diet, life cycle, life span, behavior, protective mechanisms, etc.)
• Where do amphibians live? (What are their habitats? etc.)
3. Facilitators divide the participants into small groups and ask them to consider the questions they have
posed. They begin to generate answers, hypotheses, and further questions for investigation. These are
recorded in their journals.
4. After allowing time for discussion, the facilitators ask the participant groups to share their thoughts.
Facilitators record these on chart paper. They point out that the group is beginning to create a working definition of what an amphibian is. Upcoming sessions of the module will allow them to reconsider, add, and
refine this definition. Facilitators ask participants for the questions that arose during their discussions. What
questions came to you while you were thinking about this? What more do you want to know?
WHAT’S OUTSIDE? (45 minutes)
1. Facilitators focus in on participants’ ideas about amphibian habitats. Where would you look for an
amphibian in the surrounding environment? What type of habitat might you check? What signs would you
look for?
2. Facilitators ask participants to go outside with their teams to search for amphibians. They are reminded
to record in their journals the habitat conditions that they encounter and whether they see any possible
signs of amphibian activity. Participants are encouraged to draw, measure and quantify what they observe.
What questions arise as they search? If participants find what they believe are amphibians they may want
to attempt to capture them safely and bring back to the classroom for closer short-term study.
3. Participants search the outdoor surroundings and record observations and questions. In what areas are
they looking? What conditions are available in the habitat that makes the presence of amphibians possible?
BREAK (15 minutes)
BEHIND DOOR NUMBER 2: AMPHIBIAN! (1 hour)
1. Back inside, the participants organize their information into summary presentations.
2. Teams review what happened when they went outside to hunt for amphibians. Facilitators focus the discussion, ask other participants for reactions and questions, and get the group to come to some initial conclusions about amphibians based on their outdoor experiences.
3. Facilitators uncover the container that has housed the "mystery amphibian," placing it in a location that is
central to all participants. (If any team has managed to capture amphibians, these should also be available
for observation as well.) They ask that participants observe the animal closely. Look at the shape, size and
color of this animal. What do you notice? What can you infer from its structure and its behavior? What
questions do you have?
4. Participants draw and describe the amphibian in their journals. Facilitators ask them also to write down
questions that they want to explore further.
5. For homework prior to Session 2, participants are asked to think about a location where they believe
they might be able to locate amphibians. Facilitators ask them to try to find an amphibian prior to the next
session and observe it. Participants write down their plans in their journals. They are reminded to record
why they think they were successful or unsuccessful in that search.
6. Any captured animals should be released back to the habitats from which they were taken at the end of
this session.
Note: The following definitions are very general and are for your convenience. Allow participants to develop
their own definitions and refine them in upcoming sessions.
Vertebrate Zoology – the scientific study of animals that have spines
Amphibian – comes from two Greek words meaning "on both sides / life." Amphibians are a class of vertebrates, including frogs, salamanders, and caecelians. In general, amphibian life cycles progress through
larval to adult forms. At some time during life they have gills.
Vertebrate Zoology Content Module
AMAZING AMPHIBIANS
SESSION 2: Amphibians Around the World: Similarities and Differences
Note: Session 2 is designed to take place at a zoo or nature center that has a number of different types of
amphibians to observe. Diversity might be obtained by having different types of amphibians: frogs, toads,
newts, salamanders, etc., or by having different kinds of one type of amphibian available.
OBJECTIVES
• For participants to observe living amphibians closely
• For participants to compare and contrast different amphibians
• For participants to begin to develop lines of inquiry around a topic that intrigues them
MATERIALS
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Journals
Rulers
Hand lenses
Chart paper and markers
Post-It™ notes
optional microscope/magiscope
WHAT DID YOU FIND? (10 minutes)
1. Facilitators ask participants to report on their search for amphibians. Where did you look? Why did you
choose that location? What did you find? Did your results surprise you? Comments and questions are
added to the charts previously begun in the first session.
FOCUSING AND FORMULATING QUESTIONS (20 minutes)
1. Focusing on the list of questions on the charts, facilitators ask participants to suggest different ways of
finding out the answers to their questions. What are different methods of investigating? Participants may
suggest: look in a research library, ask a scientist, perform an experiment, gather your own observations
and data, etc.
2. Facilitators review the options for finding answers provided by the participants and remind the group of
the experiences the module will provide – opportunities for comparing and contrasting living amphibians,
for dissecting a frog, and for searching
for amphibians in the field. Which methods of investigating will we be able to do during this module?
3. Understanding that the sessions focus on first hand discovery, observation and interpretation of data collected, the facilitators choose some of the participants’ previously recorded questions to highlight the
process of formulating an investigable question. What part of this question could I begin to explore on my
own? How could I reword or alter this question to make it an investigable question? How and when should
research enter into the search for an answer?
OBSERVING AMPHIBIANS (1 hour)
1. Facilitators explain that the group now has the opportunity to observe a variety of amphibians up close.
Facilitators remind participants to review the charts and their own notes to identify areas of interest and
questions they have wanted to explore. Which of these questions or areas of interest are best explored by
looking at a variety of living amphibians?
2. Participants divide up into small teams and are assigned a specific amphibian or exhibit to begin their
observations. Teams should rotate through the selection of amphibians. To this end, facilitators may want to
divide the available time into equal increments and inform teams when it is time to "switch."
3. Teams of participants begin their observations. Facilitators circulate and interject questions or comments
when appropriate. What do you notice? Can you tell anything about this animal’s needs from its surroundings or its physical structure? How is it the same or different from the amphibian we observed in Session
1? Participants are encouraged to record observations about characteristics, similarities and differences,
and questions in their journals.
BREAK (10 minutes)
SHARING JOURNALS (20 minutes)
1. Participants are encouraged to exchange their journals with a partner. They are asked to use Post-It™
notes to make comments. Facilitators remind participants to look at formatting, information, illustrations,
and to note similarities and differences in style between the partner’s notebook and their own.
2. After the notebook exchange, facilitators ask the group to reflect upon the experience of sharing journals. How did you feel when you were asked to show your work to someone else? What did you notice?
Will this impact your journal keeping in the future?
WHAT DID YOU SEE? (45 minutes)
1. The teams of participants discuss their observations and ideas. What struck you about any and/or all of
these animals? Did you find answers to any previous questions? Did seeing examples of amphibian variety
shed any light on your interests? What new questions arose? Facilitators add to the charts.
2. The group also revisits their working definition of an amphibian. They change or add to the definition
based on their experience viewing real specimens.
WRAP UP (15 minutes)
1. Facilitators help participants isolate their "best" or most pressing question(s). How would you go about
finding the answers to these questions? Which questions are most conducive to further investigation? If
appropriate, facilitators may want to group participants with similar questions into focused investigating
teams for the next session(s).
2. Facilitators remind participants that they will have an opportunity to explore an amphibian’s anatomy during Session 3. Have you ever participated in a dissection before? What was its purpose? Facilitators may
wish to address questions about smell, mess, safety issues, or other points of concern to prepare participants for the upcoming experience. They stress that the next session’s dissection should have a focused
intent. How might this upcoming dissection opportunity help answer your questions?
Homework: Where else could you go to observe living amphibians, in captivity or in a natural environment?
Facilitators ask participants to continue to search for amphibians and be prepared to bring their results to
share during Session 4. At that time journals could be shared again as well.
Vertebrate Zoology Content Module
AMAZING AMPHIBIANS
SESSION 3: Inside Insight into Amphibians
OBJECTIVES
• For participants to observe the anatomical structures of an amphibian, focusing on areas of particular
interest
• For participants to search for an understanding of amphibian adaptations and features (physical and
behavioral) by examining physical structures
• For participants to enhance their inquiries and produce ever-more focused and sophisticated questions
MATERIALS
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Journals
Rulers
Hand lenses
Chart paper and markers
Frog dissecting kits (obtained from Carolina Biological Supply Co. or other science supply company)
Disposable gloves and masks
Optional smocks/aprons
Optional goggles or other eye protection
Large plastic bags for frog disposal
Resource materials such as relevant books and articles, dissection manuals
Optional dissecting microscope/magiscope
Optional disposable cameras
HONING OUR QUESTIONS (30 minutes)
1. Facilitators have the participants review their significant questions (see previous charts). What can we
tell about amphibians and how they survive by examining their anatomy? What are the relationships
between form and function? Looking at our questions from the previous sessions, which ones (or parts of
ones) can be investigated and potentially answered through this dissection today? How might what you see
help answer your questions? (According to individual interests, facilitators can arrange teams of dissectors
focused on similar structures.)
CUTTING TO THE CHASE (1 1/2 hours)
2. Facilitators introduce the frog dissection kits and the ancillary materials. They explain basic procedures
and remind participants to record their actions and what they find in their journals. This might include methods and materials, drawings, results, significant moments of discovery, and any new questions and
hypotheses.
3. Participant teams begin their "purposeful dissection." Facilitators circulate among the groups and help
focus participants’ observations and inquiries. Using disposable cameras or colored pencils are options to
help accurately record findings. Reference materials should be available for further study, but made available only after teams have been allowed to explore and consider their findings on their own.
BREAK (15 minutes)
WHAT’S UNDER THE SKIN? (45 minutes)
1. Participants and facilitators regroup to present and discuss the findings of the dissections. Participants
should be able to view the dissected specimens of each team during the presentations. Facilitators help
participants to connect physical structure to adaptations for survival. What advantages do the anatomical
structures you found provide for this amphibian? Are there any "disadvantages" (structural make-up that
has perhaps become a liability because of changing conditions)? What hypotheses or provisional answers
have you come to as a result of this dissection? What further questions arose? What couldn’t you answer?
2. As participants clean up their areas (saving frogs for further study, if desired), facilitators prepare partici-
pants for Session 4, informing them that in the next session they will have an opportunity to look more
closely into amphibian adaptations for survival out in the field and to continue to investigate their questions
and particular areas of interest.
3. Facilitators remind participants to continue to search for amphibians and to be prepared to report on
their findings at the next session.
Vertebrate Zoology Content Module
AMAZING AMPHIBIANS
SESSION 4: Searching for Amphibians
Note: In order to create a rewarding experience for participants, this session should take place in a
location that provides good habitats for amphibians. Natural settings with water such as nature
centers are good bets.
OBJECTIVES
• For participants to review the questions they have generated over the last three sessions and determine
which ones they can and want to explore further
• For participants to continue to search out and observe amphibians in their natural habitats
• For participant teams to conduct their own investigations
MATERIALS
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Journals
Rulers
Hand lenses
Chart paper and markers
Post-It™ Notes
Optional disposable cameras
Thermometers
Protective gloves
Containers and holding tanks
Nets
WHAT HAVE WE LEARNED SO FAR? (30 minutes)
1. Facilitators begin the session by revisiting the dissection experience with the group. The participants survey their previous observations and questions, listed on charts and in their journals. After performing the
dissection, were you able to add to your knowledge to help answer some of our questions? Can we add to
or clarify our working definition of an amphibian?
2. Participants present the results of their homework from Session 2. Were you able to locate an amphib-
ian? Was it in its natural habitat or in captivity? What did you notice? What questions did you have? Did
this attempt to locate amphibians inform your theories or questions about them?
[Depending on time constraints and focus, the facilitators may wish to take this opportunity to have the
group participate in another journal exchange, either at this point or after they have organized their field
investigation. Partners may want to write comments on sticky notes to place directly in the journal being
reviewed. After the exercise, facilitators can follow-up by requesting feedback from the participants.]
FOCUSING ON FIELD STUDY (30 minutes)
1. Facilitators explain that for the last two sessions of the module participants will have the opportunity to
conduct a field study to investigate amphibians further. Again, they review the lists of questions and the
working definition that the class has compiled, focusing on which can be investigated through a field study
and which cannot. Which of these questions—or some part of them—are investigable? Are there new
questions that you want to explore?
Participants at this point may have a wide array of interests. Some possible avenues of inquiry might
expand from questions such as:
• How do amphibians survive in the environment? What are their needs?
• How are amphibians affected by their environment? (Why are amphibians good bio-indicators?)
• What are the stages of the amphibian lifecycle? What makes them unique? What is the difference
between amphibians and reptiles? etc.
2. The facilitators work with participants to identify the basic components of a research project: hypothesis,
materials, procedure/methods, results, presentation, etc. They tell the participants that they will have this
session and the next to prepare a plan for investigation, carry it out in the field, and then construct some
sort of presentation for the group. The participants are reminded that they do not have to come to a final
conclusion during the presentation of their results, but show their research findings in progress.
-3. Participants work in teams to identify the inquiry questions they want to pursue during this field study
opportunity. The facilitators help to hone the questions and encourage participants to find ways to tackle
questions that are of great interest to them.
BREAK (15 minutes)
AMPHIBIANS ABROAD (1 1/2 hours)
1. After creating preliminary hypotheses, deciding upon initial procedures, and writing their plans in their
journals, participant teams go outside to conduct their inquiries. Facilitators pass out relevant equipment
the teams need and circulate among the groups as they carry out their investigations.
ROUND UP (15 minutes)
1. Participant teams report back to the classroom and briefly report on their progress. Facilitators remind
them that they will have more time during the next session to complete their outdoor inquiries before they
have to assemble their data for presentation.
Vertebrate Zoology Content Module
AMAZING AMPHIBIANS
SESSION 5: Coming to Conclusions
OBJECTIVES
• For participant teams to continue to conduct their own field study investigations
• For participants to assemble their data, interpret it and publicly present initial findings and discoveries
• For participants to gain content knowledge about amphibians that is of interest to them
• For participants to have a better understanding of inquiry, including how to develop investigable questions and carry out a research study
MATERIALS
• Journals
• Rulers
• Hand lenses
• Chart paper and markers
• Post-It™ Notes
• Optional disposable cameras
• Thermometers
• Protective gloves
• Containers and holding tanks
• Nets
• Poster Board and other supplies for creating presentations
• Resources such as Peterson Guide to Amphibians, National Geographic guides, Conrad Lorenz’ book
What We Can Learn Looking at Animals
CONTINUING THE FIELD INVESTIGATION (45 minutes)
1. Facilitators remind participant teams that they will be working to create a scientific presentation of their
findings during the second half of this last session. They provide help and guidance to any team that needs
it before the participants again go outside to continue their data collection in the field.
2. Participant teams continue their inquiries in the field. They gather data to support or disprove their
hypotheses and work to answer their questions. Facilitators circulate and provide assistance as needed. Of
course, if teams have finished their observations in the field they can begin to develop their presentations
at any point during this time.
BREAK (15 minutes)
PREPARING FOR THE PRESENTATIONS (45 minutes)
1. Back in the classroom, teams work to sift through their data and assemble their presentations.
Facilitators remind participants that their presentations can be of preliminary or on-going results; they do
not have to have definitively answered their questions. (During this time the facilitators may want to provide
access to a variety of written resource materials to help participants place their findings within a larger context of research.)
2. Facilitators circulate among the groups helping and challenging them to represent their lines of inquiry
accurately and thoroughly.
WHAT DID WE FIND? (45 minutes)
1. Teams of participants present their findings, report their methods, and discuss their next steps and
remaining questions. Facilitators ask questions to extend their thinking as well as encourage other participants to respond to the work of the teams with queries and comments of their own.
WHAT HAVE WE LEARNED? AMPHIBIAN CONCLUSIONS (30 minutes)
1. Facilitators return to the lists of questions and the working definition of an amphibian that have been
compiled throughout the module. They review the definition with participants, asking them if they are happy
with what they have written. Looking at our definition, let’s review it piece by piece. Are you content with
what we have assembled? Facilitators can provide closure by validating or tweaking the list of attributes so
that the definition in the end encompasses all the salient key scientific facts.
2. Facilitators ask participants to review the questions they have in their journals and on the charts. What
went unanswered? What do you still want to know? How might you go about finding the answers? Is anyone interested in continuing a long-range field study?
3. Participants are asked to fill out final evaluation forms. If time remains, a discussion of how to adapt this
experience to the classroom might be of interest to participants. How might you use any of the techniques
learned in this content module with students?
VERTEBRATE ZOOLOGY CONTENT MODULE – AMAZING AMPHIBIANS
MATERIALS LIST
(for approximately 15 participants)
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15 journals
name tags
8 rulers
15 hand lenses
6 boxes colored pencils
aquatic thermometer
air thermometer
15 pieces of chart paper with lines
1 roll of masking tape
2 pads of 3 X 5 post-it notes
1 package of post-it flags
8 plastic containers with lids to hold captured
amphibians temporarily, 6" X 3" is fine
50 pairs of disposable gloves – more than one size
1 magiscope or dissecting microscope - optional
8 nets
8 trowels
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15 frogs for dissecting
8 sets of dissecting tools
optional safety items for dissection: a few masks and goggles
newspaper or paper trays on which to place dissecting frogs
3 large plastic bags for disposing of the frogs and
related materials
optional: 6 disposable cameras or, even better, a digital camera
15 pieces of posterboard (approx.2 ft X 3 ft, unlined)
4 boxes of magic markers, assorted colors
4 glue sticks
1 living amphibian enclosed in an opaque container for Session One
Several living amphibians for comparison for Session Two
15 pre-evaluation forms, 60 session evaluations, 15 final evaluations
15 copies of pertinent articles
15 copies of dissection manual
snacks/drinks/napkins/cups daily – or ask volunteers to bring
Moon of the Salamanders by Jean Craighead George, New York, NY: HarperCollins, c1992. – out of print,
but available in libraries.
ISBN # 0060226099; ISBN # 0060226943 (library binding)
Evaluation Forms
Vertebrate Zoology Module
Please complete these questions prior to the first module session.
1. Why did you choose to enroll in this module at this time?
Spring 2001
2. What are your expectations for this professional development experience?
3. What are your concerns about enrolling in this module?
Final Evaluation
Vertebrate Zoology Module
Spring 2001
What are some ways in which you expect your classroom teaching to change as a result of your participation in this module?
In what ways were your expectations for this professional development experience met? In what ways
were they not met?
What recommendations do you have for future facilitators?
Session Evaluation
Vertebrate Zoology Module
1. At what point(s), if any, did you feel intellectually engaged and/or challenged during the session today?
2. In hindsight, what do you think the facilitators could have done differently to make this session more
engaging for you as a learner?