Pondering Phenology

Before Viewing

Ask learners to form pairs or small groups to do a “brain dump” of what they know and wonder about amphibians, why it matters, and how they are part of ecosystems.

Questions that could jump-start these small group conversations are below. Have a share out to hear from groups and add to a driving question board (if you’re using one):

• What is unique about amphibians?
• What do amphibians need in their habitat to survive?
• How do amphibians affect other species in an ecosystem?
• What do you think would happen if amphibians disappeared from our ecosystems?

While Viewing

Use these questions to engage learners while watching the video. Use timecodes to pause the video and check for understanding as you watch, or distribute the viewing guide handout linked below as a place to take notes.

1. In the “Pond Life” play, what is happening at the pond that is making the frog characters upset? [0:57]
2. According to Jessica and Hilary, what are some of the seasonal stressors for amphibians? [4:26]
3. What is the data that the Stuck family collects as part of the DNR Frog and Toad Survey program used for? [6:28]

Optional: Get these questions formatted as a handout you can share with learners.

After Viewing

Revisit the “While Viewing” questions with learners after viewing as a large group or in small groups, and use the prompts and resources linked below to enhance connections and learning opportunities. Return to your driving question board (if you’re using one) to see what new insights have been gained and what new questions there are to add to the board.

Questions you might pose to engage learners in an expanded discussion include:

1. How is the play in the episode a form of climate action? What other forms of climate action are you familiar with?
2. What stands out to you about the research Jessica and Hilary are doing about amphibians?
3. Why does the Stuck family choose to participate in the DNR Frog and Toad Survey project? Why does it matter that they, and other people, engage in this form of citizen science?
4. How are amphibians involved in the food web of a pond ecosystem? What are the impacts on the food web if amphibians are no longer around?
5. How would you describe the connection between changes in climate and impacts on amphibians and their habitats?
6. What can we do to address the impacts changing climate and habitat conditions have on amphibians?

Taking It Further

Use these activity ideas to expand and extend learning opportunities:

1. “Get stuck in”: Prompt learners to dabble in the citizen science research the Stuck family has participated in about frogs and toads in Wisconsin. Start by sharing the Wisconsin Frog and Toad Survey Phenology Survey Manual so learners can better understand how monitoring works and what they will be listening and looking for. Then, lead learners to the nearest wetland, pond, lake, or stream area. Encourage them to find a spot to sit or stand and use a thermometer and the survey-provided record keeping log to record their observations. Gather learners together after they have had time to observe and discuss how it went, what they noticed, and how their observations are similar to or different from those of their peers.
2. From pond to page: Inspired by the episode, prompt learners to do some research on local frog and toad species and how they are being impacted by changes in their habitats and climate over time. Then, share with learners the Hua Lab website. There, you’ll see a graphic novel they have created about amphibians (email Jessica Hua to request a copy of the graphic novel). Learners can use what they learn to create a mini graphic novel featuring one or more characters of the species they researched and detail what is happening in their home. They can swap mini graphic novels with their peers to see what stories are being shared and how others are communicating science research.
3. Infusing Indigenous perspectives: Begin by sharing the tribal lands map (consult Native Land Digital if you are outside of Wisconsin) with learners and prompt them to find where they are and on whose homelands they are on. Use the activity to lead into discussion of who your current tribal neighbors are and how Indigenous communities hold important traditional ecological knowledge about the natural world and human interactions with other living beings. Then, share the Vulnerability Assessment created and shared by the Great Lakes Indian Fish and Wildlife Commission (GLIFWC) with learners and guide them to explore which beings were included in the assessment, how beings’ vulnerability to climate change was evaluated, and how vulnerable the frog species included in the assessment was found to be. Engage learners in conversation about how the vulnerability assessment connects with learning from other sources.
4. Inspiration for investigation: Reshare the portion of the episode where Jessica and Hilary talk about the research they are doing about amphibians to get learners thinking about how scientists pose questions, plan and carry out experiments, and collect and interpret data to come to findings that can be shared with others. You may wish to share the Tadpole Study bonus content on the episode page for additional inspiration. Invite learners to prepare a proposal for a lab investigation they would like to do that connects with Jessica and Hilary’s research in some way. What question do they want to answer? What could they experiment with to test a hypothesis, and what will be their method and set-up? Have learners write up their proposal. Then, have the class/group review all proposals to see what kinds of investigations are of interest.

RECOMMENDED RESOURCES

MEDIA AND ACTIVITIES

1. Phenology | Climate Wisconsin | PBS Wisconsin Education
2. NOVA: Frozen Frogs | PBS LearningMedia
3. Protecting Pollinator Habitats from Habitat Fragmentation | Field Notes on Climate | PBS Wisconsin Education
4. Improving Watersheds with Water Quality Testing | Field Notes on Climate | PBS Wisconsin Education
5. The Hua Lab – Research and Education

RESEARCH AND INFORMATION

1. Wisconsin Frog and Toad Survey
2. Climate Change Theatre Action
3. Climate Change Program | Great Lakes Indian Fish & Wildlife Commission
4. Indigenous Knowledge | Great Lakes Indian Fish & Wildlife Commission