Tuesday, November 11, 2014

If You Build It, They Will Come:Drawbacks of frog metamorphosis projects and survey results

69 homeschooled families were surveyed on both Quia and the Well-Trained Mind surrounding their frog metamorphosis projects in the past.

65% of tadpoles were taken from the wild, an action that there are at least some restrictions on in all US states.
28% of tadpoles came from a retail source, such as Grow-A-Frog or Insect Lore.
2% of tadpoles had unknown origins.
5% of tadpoles were observed in the wild.

56% of families had some tadpoles die.
25% of families had all tadpoles die.
19% of families had all tadpoles survive.
81% of families experienced death, which may teach them unethical attitudes towards life such as the idea that humankind can do whatever they wish with animals, that when you do not want an animal it is disposed of, that when you experience the death of an animal you just replenish your numbers, and taking care of an animal, another living creature, is a process of trial and error. This kind of learning is one of the reasons that our planet and the environment are no longer in such good condition as they were, and that there are high amounts of violence and crime. (Montgomery, 1978.)

64% of families released frogs back into the wild, the origin of chytrid fungus, a deadly condition that has contributed to amphibian die-offs around the world. The fungus was introduced by African Clawed Frogs, a species often used in frog metamorphosis projects, becoming invasive in the wild, often by releasing pets or science animals. (Weldon, et al, 2004.)
23% of families could not answer said question, as none of their frogs survived.
7% of families kept the frogs as pets throughout their lifespan.
4% of families gave the frogs away.
2% of families disposed of the frogs. The reason for this was because one family in Australia had accidentally collected cane toad tadpoles which under Australian law were required to be killed.(Frog Decline Reversal Project, 2001-2013.)




Frog Decline Reversal Project. "Raising Tadpoles in Containers and Ponds" http://www.frogsafe.au/ponds/raising_tadpoles.shtml , 2001-2013
Montgomery, Charlotte.  "Teaching with Animals:Goals and Guidelines" Day Care and Early Education. 1978.
Hyatt, Alex. Muller, Reinhold. Speare, Rick. "Origin of the Amphibian Chytrid Fungus" Centers for Disease Control and Prevention. December 2004.
Conrad, Paulette, Nanjappa, Priya. "State of the Union:Legal Authority Over the Use of Native Amphibians and Reptiles in the United States." Association of Fish & Wildlife Agencies. 2011.







Friday, November 7, 2014

All About The Snakes-All About That Bass parody

Because you know
I'm all about the snakes
'Bout the snakes-no trouble
I'm all about the snakes
'Bout the snakes-no trouble
I'm all about the snakes
'Bout the snakes.

Yeah, it's pretty clear, I ain't no feline
But I can herp it, herp it
That snake is not a vine
'Cause I got that boomslang that all the boys chase
And the right herps in the right place.

I see the horror film using that python
I know that it's not real
Come on now, make them stop
If you got serpents, serpents, just show 'em off
'Cause every inch of them is perfect
From their vent right to their snout.

Yeah, we love all those snakes, no matter what their size
From thread snakes to anacondas, slithering through the night
Whether nonvenomous or venomous, we love them all
From the big snakes to those little pythons, we look for them all

Because you know I'm
All about the snakes
'Bout the snakes, no trouble
I'm all about the snakes
'Bout the snakes, no trouble
I'm all about the snakes
'Bout the snakes
Hey!

And if they're venomous
Go ahead and admire from a distance
'Cause getting to close, life it threatens
But I know I can tell ya
'Cause I love every single serpent from their vent right to their snout

Yeah, we love all those snakes, no matter what their size
From thread snakes to anacondas, slithering through the night
Whether nonvenomous or venomous, we love them all
From the big snakes to those little pythons, we look for them all

Because you know I'm
All about the snakes
'Bout the snakes, no trouble
I'm all about the snakes
'Bout the snakes, no trouble
I'm all about the snakes
'Bout the snakes, no trouble
I'm all about the snakes
'Bout the snakes



Because you know I'm
All about the snakes
'Bout the snakes, no trouble
I'm all about the snakes
'Bout the snakes, no trouble
I'm all about the snakes
'Bout the snakes, no trouble
I'm all about the snakes
'Bout the snakes

Because you know I'm
All about the snakes
'Bout the snakes, no trouble
I'm all about the snakes
'Bout the snakes, no trouble
I'm all about the snakes
'Bout the snakes, no trouble
I'm all about the snakes
'Bout the snakes
'Bout the snakes, 'bout the snakes
Hey herpers
I know you like these snakes.

Wednesday, November 5, 2014

If You Build It, They Will Come:Survey

I am collecting data surrounding the typical tadpole-to-frog projects for "If You Build It, They Will Come". If you have done a tadpole-to-frog project, or your children have, please take this survey! Thank you for contributing to the If You Build It, They Will Come project and reading Alli's Snakes.

Please click here to take survey.

Tuesday, November 4, 2014

If You Build It, They Will Come:Advantages and purposes for frog metamorphosis projects

This is Alli from Alli's Snakes. For the next few weeks, we will be doing a special on frog metamorphosis projects. This is because I want to attempt to discourage traditional Grow-A-Frog kits and instead use the idea of placing ponds in your home or school to attempt to view amphibian reproduction in those ponds. This project will be titled "If you build it, they will come." We have not yet attempted the research, so the next few blog posts will be the preliminary work.



Advantages of Frog Metamorphosis Projects
Frog metamorphosis and life cycle projects are needed as it is essential to realize the stages a frog goes through. These projects are important so that students can compare and contrast the frog's life cycle to other life cycles, such as the butterfly's, or the human life cycle. Knowing about the stages of the frog's life can help the students to have more knowledge on how to protect ponds, frogs, and the world around them. The habitat of a pond has many forms of life living in it, such as frogs, plants, water snakes etc. and it is very important for students to know what these animals need to survive in their habitat. It is essential for children to be aware of the frog's habitat and what they can do to protect it. Learning about how to take care of and protect frogs, pond plants etc. is very important towards encouraging a positive, respectful attitude towards the environment and all forms of life. The frog metamorphosis project also can be very important towards learning in other areas of education, such as a book about a frog's life story and the important skill of being able to discuss and summarize books. Also, art can be incorporated into drawing frogs and creating posters surrounding the project. Becoming aware of a frog's life cycle, facts about a frog, and its habitat can help the students towards being more protective towards not only frogs, but other species they come across on this earth. Collecting data surrounding how long it takes the frogs to metamorphose and graphing the data is a very important mathematics skill that can be trained via the route of frog metamorphosis projects. The important skills of mean, median, and mode can also be learned via the data surrounding the frogs. Learning about the life cycle of a frog can raise awareness and knowledge of frogs and why we should protect them, an essential tool to teach our children in an urban world. Describing the process of metamorphosis, becoming aware of a frog's habitat and how to protect it, listing and explaining facts about frogs, and recording data surrounding frog development are all very important skills that can be taught using the educational, hands-on tool of a metamorphosis project. This project can teach responsibility and animal husbandry, as taking care of a frog in the classroom might prepare the students for a pet frog later on. (O'Brien, Merson, 2011.) Frog metamorphosis projects are becoming more useful for scientific reasons also. There are immense amounts of knowledge surrounding frogs that we haven't tapped into yet, while many types of frogs worldwide are disappearing right before our eyes. Some of what we can learn from a frog's life cycle is easier to obtain from a captive frog. Frog metamorphosis projects are also important from a conservation standpoint, as with droughts becoming more common, rescuing tadpoles from drying up ponds and puddles is important to ensure the continued survival of their species. The learning experience of frog development projects can also keep awareness of nature and can encourage animal-based careers, as many professional scientists, veterinarians, biology teachers and wildlife managers kept native animals when they were young. Their interests were growing as they did these projects, and such career choices that are necessary in our world are less likely to be chosen if there has not been a long term interest in wildlife and nature. (Frog Decline Reversal Project, 2001-2013.) Contact with nature is highly important to children, and educators need to obtain access to nature in their curricula. Nature-based curricula support children's development and learning in many domains, including academic, social, and health-related domains. Nature-based play in preschool classrooms integrate motivation and meaningful activity with attitude, process skills, and content, the three elements of science education. Studying nature via plants and animals can allow children to explore the cycle of life. Habitats for creatures such as snails, tadpoles, lizards, insects, and other small creatures allows children to have an appreciation and knowledge of these animals. (Butler, Hachey, November 2009)



O'Brien, Elizabeth, Merson, Hayley. "Life Cycle of a Frog" Fall 2011.
Frog Decline Reversal Project. "Raising Tadpoles in Containers and Ponds" http://www.frogsafe.au/ponds/raising_tadpoles.shtml , 2001-2013
Butler, Deanna, Hachey, Alyse. "Science Education through Gardening and Nature-Based play" Young Children, November 2009.