Category Archives: Frogs in the Classroom

12/4/14

Building Reach, Near and Far

We know that if we build a web presence with the right SEO (search engine optimization) over time we will reach those who are searching for what we are offering.

But what if your target audience isn’t looking for what you’re doing? How can we reach them?

This is the 5th year of the Frogs Are Green Kids Art Contest, so naturally those who have entered in the past are aware and may enter again. In addition, some parents and kids in countries around the world may be watching what other countries are doing and then get into the action as well. In the past 5 years we have received thousands of entries from more than 27 countries! When people are looking for something specific on the web and the right SEO is in place, those pages are found.

For example, Hong Kong has entered many beautiful artworks over the past few years, but this year in addition to the entries from China, we received entries from Japan, Malaysia and Indonesia. Last year we received some amazing art from Estonia, and this year from England, Ireland, Denmark, and Romania. Information can spread to new areas when we consistently push it out there and when the public is actively looking for it and then shares it, pushing it even further.

But the question today is how do we reach the ones nearby?

kids drawing frogs in park jersey city

The answer is by introducing people to real-time situations where they are learning new things. If we want children who live in urban areas to understand nature and why saving frogs is important, we need to bring them to the source, yes bring them to nature. How can we expect children who live in urban environments to care about wildlife when it is somewhat foreign to them? This is why many classrooms today have class pets. So children can be directly involved in the health and well-being of those animals. But there is nothing better than showing them the animals’ true habitat.

Last Spring, Frogs Are Green made a presentation to 60 first-graders at the Learning Community Charter School in Jersey City, showing them both frog art from around the world and a slideshow of some of the most unusual frogs. They learn about frogs and amphibians as part of their school curriculum and they already knew quite a bit and were very enthusiastic about the topic.

During 2014 we developed a new six-week curriculum, “Frogs, Amphibians and their Threatened Environment – Discovery and Expression through Art” which is available for download, under the education tab on our website.

During the summer and early fall, we had set up tables at quite a few community fairs and events so children could stop by, sit down and draw frogs with the art supplies we laid out. Children love to create and don’t need that much encouragement once engaged. They just need the right guidance from teachers and parents. We also know that children love animals. Many have pets at home, but it’s not the same as seeing those animals in nature.

If we want children to care about nature, we must show it to them, through field trips and when they see the real thing it will lead them to care what happens in the future.

What’s cool is that even in urban areas there are parks, such as our own Liberty State Park. Imagine the fantastic discovery students might have by seeing everything from frogs to birds, and more if they just went there with an educator.

We see a sharing cycle of teachers educating children, who bring that information home and tell their parents, who then share that with other parents, who share it with their kids and on to community leaders.

The key is getting those sparks of information and creativity started in the right places and making sure the people you want to reach are receiving it.

by Susan Newman, founder

10/9/14

Robin Moore, Conservationist, Photographer and Author of In Search of Lost Frogs

Exclusive!

Tune in tomorrow, October 10, 2014 at 3pm EST and meet…

Robin Moore, conservationist, photographer and author of “In Search of Lost Frogs.”

*** Now Replaying *** The podcast interview is here:
Webcast: Robin Moore interviewed by Susan Newman

Follow the event and comment on Facebook:

Robin Moore Interview on Facebook with Susan Newman (aka Suzy Brandtastic)

Robin Moore, Conservationist, Photographer, and Author of In Search of Lost Frogs

About Robin Moore:

Robin Moore is a conservationist, photographer and the author of In Search of Lost Frogs (In Search of Lost Frogs).

Since gaining a PhD in biodiversity conservation, Robin has been a powerful voice for amphibian conservation.

He is a Conservation Officer with Rainforest Trust, Global Wildlife Conservation and the Amphibian Survival Alliance, the largest global partnership for amphibian conservation.

He is a proud Senior Fellow of the International League of Conservation Photographers (www.ilcp.com), represented by National Geographic Creative, and recently Co-Founded Frame of Mind (www.frameofmind.org), an initiative that empowers youth around the world to connect with their natural and cultural worlds through photography and visual.

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About Suzy Brandtastic interviews:

Susan Newman, an environmentalist and brand visibility designer knows how important it is to tell your “why.” Susan hosts a podcast series, live action video series and a written interview series, all featuring environmentalists, innovators, creatives and small business owners.

07/14/13

Herps Alive! A Reptile Rescue Herpetologist Writes About Frogs

Guest Post by Keith Gisser

I know what you are thinking.

Why is a reptile rescue guy writing about frogs? They aren’t reptiles. And captive frogs don’t need to be rescued. Gators, boas, pythons, maybe even big monitor lizards and iguanas, sure. But frogs?

Herps Alive! The Interactive Reptile and Amphibian Experience, is a traveling educational herpetology program and display. We have presented in 36 states (primarily at college campuses, but also at libraries, festivals elementary and high schools). Now in my fifties, I did my first paid program at age 17,  and now my daughter a degreed Interpretative Naturalist, and my son, a marketing whiz, often travel and help me. We offer display programs and interactive lectures as well as classroom sessions, and have presented an estimated 3,000 programs since we started (we have worked some “real” jobs here and there).

As your reputation builds, you start getting calls to adopt animals. Usually they are pets that people can’t keep. Sometimes they are police seizures or animals from other unfortunate situations.  We have always accepted these animals in an effort to keep a good relationship with the museums, nature centers and law enforcement officials who contact us.

But in the last year or so, the rescue mission has taken on a life of its own.  We have been asked to take in dozens of animals. And for the first time, we began rehoming a few. As a result we are spinning off our rescue mission and working on moving it to a separate location, as we turn it into a charitable foundation.

But what about the frogs?

I have been fascinated with frogs my entire life. My career as a herpetologist probably began at age nine when I caught a toad. I brought him home in a rinsed out pickle jar. (That was 45 years ago when such behavior was acceptable. At the time they were also in the genus Bufo, not Anaxyrus) I have bred several species of frog in captivity and always include a discussion of metamorphosis in my educational programs.

Southern Toad

Right now we have three frogs among our 150 animals.  Our Southern Toad (Anaxyrusterrestris) was living in a Carolina classroom after a student had brought him. He had been in captivity for too long to be released, so when we came in to do a program, the teacher asked if we could take him. Known just as The Toad, he eats crickets and small worms, as well as waxworms.

Beatrice is an African Clawed Frog (Xenopuslaevis) who was raised from a small size by my son’s ex-girlfriend. When she moved into a new home, she asked us to take her on. Beatrice was raised in a 10 gallon aquarium. When we tried to move her to a larger one, she went off feed and seemed generally unhappy. So back into the ten she went even though it really is too small for her. She loves her goldfish and nightcrawlers and eats anywhere from 10-30 a week. Unfortunately, her relatives have been taking a bad rap lately as they have been identified as the culprits that carried of the dreaded chytrid fungus.  It’s not really their fault. In everywhere except their African home, they were used as lab animals. They were used as part of a pregnancy test. The problem is not with them carrying the fungus, but rather with the irresponsible people who have released them outside their normal environment.

African Clawed Frog

Finally, there is Poncherello Pegone Pixiefrog, our African Bullfrog (Pyxicephalusadsperus). “Ponch” is named for the  mayor on the cartoon My Gym Partner’s a Monkey., who is also a Pixie, or African Bullfrog. We adopted him from a breeder because he appears to be blind in one eye and the breeder did not want him. Ponch eats thawed mice off tongs, usually one or two a week. He is also a regular in our programs, having traveled to 14 states since we got him two years ago. While our other frogs are kept in our entrance hallway (Our facility is not air conditioned), Ponch loves the heat and his aquarium is kept in our snake and lizard room, where the high ambient temperature helps him with digestion.

We hope to see you some time in the future…

About Keith Gisser:

Keith caught a toad (Anaxyrus ssp) when he was nine and his herpetology career began. He has presented Herps Alive! an award-winning, nationally recognized interactive reptile and amphibian program based in Ohio, at over 170 college campuses and hundreds of other venues in 39 states.

Gisser, who has been a herpetology educator for over thirty years and currently maintains about 140 reptiles, amphibians and crocodilians, nearly all of which are adoptions or rescues, about half of which are used in his programs. The rescue and adoption mission has taken more and more of his time and efforts in recent years and will soon be “spun off” as the Herps Alive! Foundation, which is in the process of seeking non-profit status and accreditation as a rescue.

01/30/12

Guest post: Teaching Kids about Frogs

We were happy to receive a guest post from Alicia Moore about how to teach children about amphibians. Alicia has always loved to learn and is working toward earning a teaching degree. She is particularly interested in how the advent of the Internet and technology are changing the educational landscape. When she is not exploring the future of education, Alicia enjoys writing about literature, languages, and online resources for teachers.

While it may sound surprising, the greatest threat to any animal on the planet is mankind. Humans are perched solidly at the top of the food chain, and our nation’s youth must understand the incredible responsibility that comes with that power. This responsibility, however, doesn’t end at protecting magnificent animals like tigers and whooping cranes. Even little creatures like amphibians are worthy of our help. Luckily, you can easily teach kids about endangered or threatened frogs and amphibians by talking openly with your students about the threats frogs face and what can be done to help them.

According to the National Wildlife Federation, nearly thirty percent of all the amphibians in the world are facing extinction. Many frogs species live in the United States, and you can easily teach your students about the choices made by man that have resulted in the near destruction of these animals. You can also discuss the fact that the damage has not always been intentional, making it even more important for people to carefully consider the full consequences of their choices on the environment.

One example is the Sierra Nevada yellow-legged frog, which has seen a 90 percent drop in numbers in recent years. Part of the problem has been pesticides that wash in from surrounding farms and private properties. Suggesting that people quit using chemicals on their yards may land you in trouble with parents, but you can safely mention that there are environmentally-friendly options available for lawn care. Another issue harming the Sierra Nevada frog is the introduction of non-native trout to the lakes these frogs once called home. As the trout population has exploded, the frog population has plummeted. This provides your students with a clear example of why critters from one area should not be moved to another.

Sierra Nevada Yellow-legged frog, Courtesy of UC Berkeley, www.crcd.org

Another is the dusky gopher frog, which could once be found along the Gulf Coast from Alabama to Louisiana. Over the years, this frog’s territory range has decreased so much that it is now only found in a few breeding ponds located in southern Mississippi. The biggest challenge faced by these frogs is that they depend on the burrows created by gopher tortoises to survive, but these animals are also an endangered species. Thus, these frogs serve as a prime example of the circle of life, cascading results, and unintended consequences. As one seemingly insignificant animal is driven to extinction, another animal that depended on it will also perish.

Gopher frog, courtesy of Tennessee Watchable Wildlife, tnwatchablewildlife.org

There are also a few success stories among the endangered species of amphibians. The National Wildlife Foundation reports that the Amargosa toad is one such example. The Amargosa toad depends on springs and ponds in the Oasis Valley of Nevada. Most of these highly valued water resources are privately owned, a fact that could severely hamper conservation efforts. However, landowners in the region have willingly worked with wildlife agencies to preserve or create and maintain the toads’ habitats. The partnership has resulted in positive results for the toad, and the realization that private owners and conservation groups can work hand-in-hand to prevent the extinction of animals. This is a valuable lesson for students, as it teaches them to find ways to work together for the greater good and the benefit of creatures who are at man’s mercy.

Amargosa toad, courtesy of the U.S. Fish and Wildlife Service

These are just a few examples that you can use to teach students in the classroom about amphibians and the importance of protecting them. These critters are all native to different regions of the United States, and you can find wonderful pictures of them at the National Wildlife Federation’s website. The lessons can easily focus on habitat protection, not moving animals from one environment to another and finding ways to work as a team to help the animals.

Keep in mind that it may be hard for your students to understand why frogs matter in the beginning. There may be many jokes about how slimy they are, and depending on the grade level, there may even be jokes about having frog legs for dinner. As a result, you must be prepared to teach your students about the importance of frogs and amphibians. You can find a variety of lesson plans and materials online, such as this one: Frog Unit Study: Hopping to Learn. Likewise, The Amphibian Rescue and Conservation Project is another excellent resource that can help you explain the importance of frogs to your students.

If your students would like to get actively involved, you can provide them with an opportunity to do so as a class. In fact, PBS even has a website, Give and Get Back!, dedicated to volunteering and offering suggestions for how children can get more involved and make a difference. This site can help you and your students turn the concept of volunteering and making a difference into a concrete reality.

The first step in educating students about endangered amphibians is to show them the pictures available online and talk to them about why the creatures are now struggling to survive. It’s important to connect the dots between the actions of man and the unintentional habitat destruction that can result. It’s important for children to know how different actions by humans could have resulted in a more favorable outcome for the creatures.

Alicia Moore, OnlineTeachingDegree.com

08/29/11

Back to School: Thoughts about Grow-a-Frog Kits in the Classroom

Tadpole Metamorphosizing into Frog

It’s back-to-school time again, a time when teachers may be planning their life science classes. What better way to illustrate an animal’s life cycle than by teaching kids about the remarkable transformation of a tadpole into a frog?  Unfortunately teachers may decide to use grow-a-frog kits to teach children about metamorphosis.

I have to admit I have mixed feelings about advising teachers not to raise live amphibians in the classroom. As a child, my love of animals was fostered by the various animals I kept at home, including fish and turtles. I probably would have enjoyed having a live frog in the classroom.

But the authors of an article in the Herpetological Review, “Considerations and Recommendations for Raising Live Amphibians in Classrooms,” remind us that the world is no longer a simple place: innocent acts like catching tadpoles and releasing them later into local ponds are much more complicated than they used to be.

Releasing live  frogs “grown” in the classroom into the wild can potentially harm native amphibians (even if the animals are native to the area) by possibly spreading infectious diseases, such as the deadly chytrid fungus, a disease that has wiped out entire frog populations. It may also introduce species (such as bullfrogs) that might become invasive and disrupt local amphibians.

After we wrote a few posts discouraging people from buying the Frog-o-Sphere kits, quite a few readers who owned the kits were distressed and emailed us, asking  if they should “let the frogs go.” We wrote back immediately, telling them not to release the frogs into the wild. Instead we referred them to frog care sites and books. If you’ve already purchased a frog kit, it is your responsibility to take care of the frog. Releasing it into the wild helps neither the frog nor the environment.

The problems with the classroom grow-a-frog kits are similar. After the tadpole grows into a frog, the children may become bored with it and the teacher may decide to release it into a local pond. Or at the end of the school year, the teacher may give it to a family, who then releases it somewhere in the neighborhood.  As advised in the article above: “This should never be done, and in fact, it is illegal in several states. No amphibian purchased or received from any commercial or informal (e.g., a neighbor) source may be released into the wild. This recommendation applies whether the species is technically ‘native’ to the region of release, or not.”

If you decide to purchase a grow-a-frog kit (which we hope you don’t), you will be making a commitment to take care of the frog for its natural lifespan.

How can teachers and parents teach children about the life cycle of frogs without raising live frogs? We would suggest contacting a local nature center and setting up a field trip in the spring, where the children can see eggs and tadpoles in the wild.  This past spring while hiking I frequently saw frog egg clusters in ponds and swamps, and it’s fairly easy to see tadpoles as well. A local naturalist will know where to look.

To prepare the children for what they might see in the spring, here are some resources:

The Amphibian Project : Classroom curricula, field projects and hands-on activities, fundraising ideas for students, and links.

Amphibians. 35 min. (Eyewitness DVD) Describes amphibian life cycle and anatomy; behaviors and adaptations; and amphibian characteristics. Grades 5-12

Two frog life cycle plastic sets:

For more information:
Joseph R. Medelson III et al. “Considerations and Recommendations for Raising Live Amphibians in Classrooms,” Herpetological Review, 2009.
The authors of the article above recommend this pamphlet, produced by Partners in Amphibian and Reptile Conservation (PARC) entitled “Don’t Turn it Loose.”