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Museum
Educator-led Programs
Pre & Post Visit Resources
Reptiles
of the World
Grades 3-5
Scroll down the page to find items on the menu below or click on a link to jump to an item.
Program
Description and Frameworks
Program
Outline
Key
Terms and Concepts
Classroom Activities
Print and Web Resources
Go
to Reptiles: The Beautiful and the Deadly Gallery Page
Click
here for printable version of all resources listed above
Program
Description and Frameworks
print
only this section
Students will explore the life cycles and adaptations of some of the most exotic
species in the world. Discover different environments where reptiles are found
and how we can help them survive. Location:
Last Gallery of Reptiles:The Beautiful and the Deadly
Length: 1 hour
Grades: 3 - 5 Massachusetts
Frameworks
Science
and Technology/Engineering Strand 2 Life Science
| 1 |
Classify plants and
animals according to the physical characteristics that they share. |
| 3 |
Recognize that plants and animals go through predictable life cycles that include
birth, growth, development, reproduction, and death. |
| 5 |
Differentiate between observed characteristics of plants and animals that are
fully inherited (e.g., color of flower, shape of leaves, color of eyes, number
of appendages) and characteristics that are affected by the climate or environment
(e.g., browning of leaves due to too much sun, language spoken). |
| 6 |
Give examples of how inherited characteristics may change over time as adaptations
to changes in the environment that enable organisms to survive, e.g., shape of
beak or feet, placement of eyes on head, length of neck, shape of teeth, color
. | | 7 |
Give examples of how changes in the environment (drought, cold) have caused some
plants and animals to die or move to new locations (migration). |
| 8 |
Describe how organisms meet some of their needs in an environment by using behaviors
(patterns of activities) in response to information (stimuli) received from the
environment. Recognize that some animal behaviors are instinctive (e.g., turtles
burying their eggs), and others are learned (e.g., humans building fires for warmth,
chimpanzees learning how to use tools). | | 9 |
Recognize plant behaviors, such as the way seedlings' stems grow toward
light and their roots grow downward in response to gravity. Recognize that many
plants and animals can survive harsh environments because of seasonal behaviors,
e.g., in winter, some trees shed leaves, some animals hibernate, and other animals
migrate. | New
York Standards
Math,
Science and Technology
Standard
4 Science The Living Environment
| 1 |
Living things are both similar to and different from each other and nonliving
things.Describe the characteristics of and variations between living and nonliving
things. Describe the life processes common to all living things. |
| 3 |
Organisms inherit genetic information in a variety of ways that result in continuity
of structure and function between parents and offspring.Recognize that traits
of living things are both inherited and acquired or learned. Recognize that for
humans and other living things there is genetic continuity between generations.
| | 4 |
Individual organisms and
species change over time. Describe how the structures of plants and animals complement
the environment of the plant or animal. Observe that differences within a species
may give individuals an advantage in surviving and reproducing. |
| 6 |
The continuity of life is
sustained through reproduction and development. Describe the major stages in the
life cycles of selected plants and animals. Describe evidence of growth, repair,
and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises.
| | 7 |
Organisms maintain a dynamic
equilibrium that sustains life. Describe basic life functions of common living
specimens (guppy, mealworm, gerbil). Describe some survival behaviors of common
living specimens. Describe the factors that help promote good health and growth
in humans. | | 8 |
Plants and animals depend
on each other and their physical environment. Describe how plants and animals,
including humans, depend upon each other and the nonliving environment. Describe
the relationship of the sun as an energy source for living and nonliving cycles.
Human decisions and activities have had a profound impact on the physical and
living environment. | | 9 |
Human decisions and activities have had a profound impact on the physical and
living environment. Identify ways in which humans have changed their environment
and the effects of those changes. |
Program
Outline
print
only this section Reptile
Classification
Students are introduced to the Animal Kingdom and the way
reptiles are classified within it.
Reptiles
and Amphibians
Students will learn the differences and similarities between
reptiles and amphibians, including their life cycles, skin characteristics, and
methods of respiration.
Reptile
Reproduction
Most reptiles lay eggs that hatch externally; however
there are some reptiles that develop eggs
inside their bodies, where they hatch, and then the live young are born.
The
Five Types of Reptiles
Students will be introduced to the 5 reptilian
groups; lizards, crocodilians (crocodiles and alligators), snakes,
turtles, and tuataras. Tuataras have distinct
characteristics that make them different from
the lizard group.
Live
Animal Demonstration
Live animal demonstrations give students the opportunity
to see animals up close and to interact with them. The demonstrations explore
the unique characteristics of each animal and cover the following topics: protection,
shedding and basking, habitat, feeding, senses, special adaptations, and reproduction.
The demonstrations include at least one turtle, one snake, and one lizard.
Conclusion
A discussion reviewing the evidence for reptile evolution
and the impact of human actions on future reptile survival.
Concepts
Covered
print
only this section
- The
5 major groups of reptiles are turtles, snakes, lizards, crocodilians (alligators
and crocodiles), and tuataras.
- Tuataras
may look a lot like lizards, but scientists place them in two separate groups
because they have different skeletal structures, different body temperature ranges,
and other differences. Reptiles
are ectotherms, meaning outside sources such as the sun or the shade control their
body temperatures.
- Most
reptiles lay eggs that hatch externally; however there are some reptiles that
develop eggs inside their bodies, where they hatch, and then the live young are
born.Reptile
young are smaller versions of their parents, unlike amphibians, which must go
through stages before becoming an adult.
- Reptiles
have dry, scaly skin, which they shed as they grow, unlike amphibians, which have
moist, wet skin that allows them to breathe through their skin.Depending
on their habitat, reptiles may migrate, hibernate, or stay active during cooler
seasons.
- There
are three types of turtles: turtles, terrapins, and tortoises. Turtles usually
have webbed feet and live in the water. Tortoises do not have webbed feet and
live on land. Terrapins live in brackish water (a mix of salt and fresh water)
and salt marshes. Reptiles
have unique ways of protecting themselves; for example, some lizards can lose
their tails, chameleons are well-camouflaged, and turtles have hard shells. Many
reptiles are able to smell and taste with their tongues through a special organ
located in the roofs of their mouths called a Jacobson's organ.
- Environmental
factors and human actions, like pollution and habitat destruction, affect the
survival of many of the world's reptiles.
Key
Terms Used During the Program
print
only this section - Adaptation
an alteration in structure or behavior by which a species of organisms (living
things) improves its condition in relationship to its environment.
- Amphibian
an ectothermic, smooth-skinned animal with a backbone (a vertebrate), which
usually hatches as an aquatic larva with gills and then transforms into an adult
with lungs.
- Basking
to lie in the sun for warmth which also helps to remove mites and algae from the
body.
- Ectothermic
an animal that uses outside sources such as shade or the sun to control its body
temperature
- Habitat
the place a plant or animal lives.
- Jacobson's
organ
the organ found at the roof of the mouth in some animals, like snakes,
that relays tasted particles in the air to the brain.
- Mite
a very small arachnid that is mainly parasitic to animals and
plants (lives and feeds on them); it is related to spiders and ticks.
- Prehensile
tail
a tail that can grasp, hold, or wrap around an object, such as a
branch.
- Reptile
an animal with a backbone (a vertebrate) that is ectothermic, has scales,
breathes air using lungs; most lay eggs.
- Scutes
the shedded pieces of a turtle's shell.
- Shedding
when an animal loses either its scales, skin, or fur, allowing for new growth.
Pre
& Post Visit Activities
print
only this section Egyptian
Snake Game
Using this ancient Egyptian snake game board, students will
enjoy playing a game based on snake facts and their own knowledge of reptiles.
Click
here for complete directions.
Conservation
Discuss with your students what conservation is and why it is important.
Then copy and distribute the Protect the Planet Promise, available at http://nationalzoo.si.edu/education/conservationcentral/.
Discuss with your students how each point will help the environment and how these
efforts might help reptiles around the world. After they have signed the promise
create a bar graph using all the points of the promise and keep track of how well
your class is keeping their promise throughout the year.
Classroom
Lizards: A Math Activity
Students can practice their math skills using
paper lizards and bugs as a fun way to complete different math problems. Click
here for complete directions.
Magic
School Bus
Read The Magic School Bus Gets Cold Feet with your class.
After you have read it, go over the discussion questions (these can also be done
as individual worksheets). Once you have finished with the questions have your
students draw themselves as a reptile. You may also wish to acquaint your students
with the term "ectothermic" (see key terms), which is used by scientists
rather than "cold-blooded." Click
here for discussion questions.
What's
Your Temperature?
Students are assigned a reptilian body temperature
and then use thermometers to find an area in the room where they would be able
to properly control their temperature. Click
here for complete directions.
Suggested
Web and Print Resources
print
only this section Use the Berkshire Athenaeum’s on-line catalogue to search for these print resources in Central/Western Massachusetts.Print
Materials for Students
Berger,
Melvin, Alan Male, Gilda Berger. Can Snakes Crawl Backwards?: Questions and
Answers about Reptiles. New York: Scholastic Inc., 2002. This book gives
students fun facts they may not learn elsewhere and still presents basic knowledge
about reptiles.
Cole,
Joanna. The Magic School Bus Gets Cold Feet: A Book About Warm and Cold Blooded
Animals. New York: Scholastic, Inc., 1997.The students on the magic bus
turn into reptiles and explore what it means to be cold-blooded.
Holland,
Simon. Eye Wonder: Reptiles. New York: DK Publishing, Inc., 2002. Allows
children to discover a variety of exotic reptiles through pictures and facts.
Lovett,
Sara, Sally Blackmore, Mary Sundstorm. Extremely Weird Reptiles. Santa
Fe, N.M.: John Muir Publications . 1996. Provides information on a variety
of reptiles.
Mander,
Lelia, Lew Parker. Reptiles. Milwaukee: Gareth Stevens Audio, 2002. Provides
a good background on reptiles, their evolution, characteristics, behavior, habitat,
and lifecycle.
Nathan,
Emma. What Do You Call a Baby Turtle? And Other Baby Reptiles and Amphibians.
Woodbridge, Conn: Blackbirch Press, 1999. Students will enjoy learning about
baby reptiles.
Stone,
Lynn M. Reptiles. Vera Beach, FL: Rourke Publishing, LLC, 1994. Teaches
children about the different protective adaptations of reptiles, including camouflage,
lures, and color. Print
Materials For Educators Burton
, Dr. Maurice and Robert. Encyclopedia of Reptiles, Amphibians & Other
Cold-Blooded Animals. Spain: BPC Publishing Ltd., 1984. Includes information
about particular species as well as information about amphibian and reptile evolution.
King,
F. Wayne. The National Audubon Society Field Guide to North American Reptiles
and Amphibians. Alfred A. Knopf, 1979. Includes information about anatomy,
habitats, life cycles, movement, and defense to help the reader identify more
than 160 of the most fascinating herpetological species from North America.
Tyning,
Thomas F. Stokes Nature Guides: A Guide to Amphibians and Reptiles. Boston:
Little, Brown and Company, 1990. An introduction to the similarities and differences
between amphibians and reptiles. Includes information about local species such
as physical characteristics, breeding, feeding, and other interesting facts.
Zug,
George R., Laurie J. Vitt, Janalee P. Caldwell. Herpetology: An Introductory
Biology of Amphibians and Reptiles. 1993. San Diego: Academic Press, 2001.
This book features information about evolution and morphology, reproduction,
physiological ecology, behavior, population, and taxonomy. Web
Materials for Students Audubon
Nature Institute
Learn about some of the Zoo's incredible and rare
reptiles: such as, the white alligator. You can also e-mail the zoo's keeper any
questions you might have about reptiles.
National
Wildlife Foundation's Kidzone
Categories for various age groups
from ages 1 and up. Includes games, activities, book reviews, coloring pages,
recipes, and lots more. A great resource for parents and educators as well.
Nature.ca
This is a fun site for children to look up specific reptiles. Clear and
simple text and detailed illustrations help students learn about some interesting
reptiles.
Philadelphia
Zoo
This site provides general reptile information. Students can
get a more in-depth view of the Zoo's featured reptiles, including general
information, zoo keeper commentary, and conservation methods. This site also includes
a kid's corner with activities and games.
San
Diego Zoo
Learn about the many different reptiles at the San Diego Zoo.
This site gives detailed information on their reptiles including fun facts and
lots of pictures.
Smithsonian
National Zoological Park
Students can learn about the reptiles at the
zoo, facts and pictures help these animals come alive. Students can also view
live animals on the Zoo's web cam.
Web
Materials for Educators eNature.com
This site has many useful tools for studying the native wildlife in your area.
Some features include lists of endangered species in each state, field guides
with clear images and specific information about each species, and zip code guides
that provide identifying images and information about the organisms that live
in your neighborhood. Guides are available for reptiles and amphibians, as well
as mammals, birds, plants, trees, butterflies, insects, sea shore life, fish,
and more.
MassWildlife's
State Reptiles and Amphibians List
A list of the reptiles and amphibians
that live in Massachusetts including species that are endangered, threatened,
and are considered special concerns. Also includes a large reptile bibliography.
National
Geographic
A great website for educators to keep up-to-date on news stories,
conservation, and information about animals from around the world. Also includes
a U.S. Local Wildlife Guide, crittercam, and an area for related links.
National
Wildlife Foundation
Site includes NWF resources and program plans, which
include background knowledge for activities, and planning materials for integrating
conservation lessons into science, math, language arts, and art classes. Also
includes online activities and a store for educators.
Smithsonian
National Zoological Park
Includes fact sheets and articles pertaining
to individual species, conservation, and nutrition.
The
University of Michigan Museum of Zoology Animal Diversity Web
This siteincludes
pictures of reptiles, specimens, skulls, sounds, classification, and information
about the animals.
 The
Institute of Museum and Library Services, an independent Federal grant- making
agency dedicated to creating and sustaining a nation of learners by helping libraries
and museums serve their communities supports the Berkshire Museum.
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