Name______________________

Grade 6 Science

Diversity of Life Culminating Project-Investigating

Amphibians
Overview
You and a group of biologists are curious to learn more about living things.
Specifically, you are curious about the environmental conditions that support the
growth and development of amphibians, specifically, tadpoles. You and your lab
partners are curious about the following:

1. Does being in groups affect tadpole behavior?

2. Do tadpoles react differently to dirty or clear water?
3. Do dark or bright environments affect tadpole behavior?
4. How does population size affect tadpole respiration?
Choose a question that you would like to investigate and apply the scientific
method to answer it in groups. Identify and select your variables that make a fair
experiment.
Science Standards
The Scientific Method (Nature of Science)
1.
2.

3.

Frame and refine questions that can be investigated scientifically, and generate testable hypotheses.
Advances in technology can expand the body of scientific knowledge. Technological tools allow people to observe objects and phenomena that
otherwise would not be possible. Technology enhances the quality, accuracy, speed and analysis of data gathered.
Level: Important
Over the course of human history, contributions to science have been made by different people from different cultures. Studying some of these
contributions and how they came about provides insight into the expansion of scientific knowledge.
Level: Compact

Life/Biological Science
1.

2.

3.

4.

5.

6.

Living organisms share common characteristics that distinguish them from non-living, dead, and dormant things. They grow, consume nutrients,
exchange gases, respond to stimuli, reproduce, need water, eliminate waste, and are composed of cell(s).
Level: Essential
Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function. The great variety of
body forms and structures found in different species enable organisms to survive in diverse environments.
Level: Essential
There is a wide diversity of organisms on Earth. These organisms may be classified in a number of ways. One classification system places
organisms into five kingdoms (monera, protista, fungi, plantae, animalia) based on similarities in structure.
Level: Important
All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain
structures within the organism. All organisms require energy. A general distinction among organisms is that plants use solar energy to make their
own food (sugar) and animals acquire energy directly or indirectly from plants.
Level: Essential
Organisms respond to internal and external cues, which allow them to survive. Regulation of an organisms internal environment involves sensing
external changes in the environment and responding physiologically to keep conditions within the range required for survival (e.g., increasing
heart rate with exertion).
Level: Compact
The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human
manipulation.

Science 6
Unit 1
Diversity of Life
Culminating Project: Investigating
Amphibians

Name:_____________________
Question:__________________________________________________________________
Hypothesis:
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Procedure:
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Control Variables: (What youre keeping the same)
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Manipulated (Experimental Variables):
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Responding Variables: (What youre measuring)
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Sources of Error:
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Data:

Conclusions:
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Follow Up Questions After your Lab:

What equipment did you use to measure things in this experiment?
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How are tadpoles adapted to live in their environment?________________________

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Classification and Taxonomy
1. What is the kingdom frogs and tadpoles are in?_________________________
2. What is the scientific name for the type of tadpole/frog that we used for
our experiment?________________________________________________________
Why are frogs and tadpoles good survivors? Research their life cycle and write
down some reasons that support answers for the following questions:
1. When they reproduce, how many babies do they have? __________________
2. What sort of child rearing habits do frogs have? For example, do the
mother and father take care of them? If so, how?________________________
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3. How old do they have to be before they are sexually mature and can
reproduce on their own?
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4. Inference-Can you think of a reason why it might help a frogs survival to
be born a tadpole and then turn into a frog?___________________________
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5. What do they eat? Is there a danger of them not having any food?
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How is the energy of the sun connected to the growth of the frog? Think-what
do frogs eat? What does their prey eat?
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Do you think is OK or Not OK to injure, hurt, harm or kill living things for
scientific progress? Choose a stance (OK or Not OK) and give three reasons that
support your
opinion______________________________________________________________________

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