Scales, Scutes & Skins

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Program Purpose: 1 Pair of sunglasses with lenses covered with waxed or This program teaches the adaptations of reptiles and tissue paper amphibians while dispelling common myths and possible Drawings: fears about them through hands-on experiences with live  Snake eating mouse animals.  Snake movements  Snake organs Program Length: 1-1½ hours  Snake tongue and Jacobson’s organ Various turtle shells st th Ages: Grades 1 - 12 1 Wooden snake jaw 1 Sponge Maximum Number of Participants: 35 1 Slinky 1 Flipper Objectives: Frog metamorphosis toy (4 stages) After completion of this activity students should be able Pictures of different reptiles and amphibians to:  Explain the difference between reptiles and Introduction: amphibians Have the students raise their hands if they like snakes,  Identify at least 3 adaptations of reptiles and 3 frogs, and turtles. Ask if they think these animals are adaptations of amphibians liked or not liked by people. Listen to their answers and  Demonstrate proper herp handling techniques explain that today they are going to be learning about reptiles and amphibians because they are often Preparation: misunderstood animals but are very important to our Before the class arrives: ecosystem.  If you are planning to play “A Herp Never Forgets,” lay objects on a table and cover them with a blanket. Begin by asking the students to raise their hands if they  Put animals you will be using for the program into can name a reptile or amphibian. Make a list of all the easily accessible containers (pillow case, jewel case) types of reptiles on the board, as well as a list of all the *Note: Do not leave animals unattended. Either keep types of amphibians. them locked in animal room or stay with them.  Reptiles: Snakes, lizards, turtles, crocodiles and the tuatara. Basic Outline:  Amphibians: Frogs and toads (grouped together by I. Introduction (10 min) scientists), and salamanders. Newts and mud puppies II. Adaptations Card Game (15 min) fall into the category of salamanders. III. A Herp Never Forgets game (10 min-optional) IV. Bring out reptiles and amphibians Once the list is complete, provide background on (40 min) “herps.” The term herp is a broad term for all reptiles and V. Threats to our amphibians and reptiles (5 min) amphibians. Herpetology, the study of reptiles and VI. Conclusion (10 min) amphibians, comes from the Greek word “herpeton” VII. Tour animal room (optional for older youth) which translates to “creeping animal or thing.” Next, explain that amphibian means “double life,” referring to Materials: the fact that most amphibians go through metamorphosis 1 Dry erase board and marker before becoming adults, while reptiles are a group of 1 Spray bottle of water- in animal room animals evolved from amphibians. Also explain why the 1 Blanket class is called “scales, scutes, and skins.” A scale is a 1 Photo of snake on tree plate-like unit on the skin of reptiles that helps protect 2 Hula hoops them. A scute is any plate on a reptile including the 1 Set of Adaptation Cards for Game belly plates on a snake and the plates that form a turtle’s 1 Rubber coral snake shell. The reason skin is in the title of this class is 1 Rubber snake in pillowcase because of the special adaptations of amphibian skin we 1 Snake skin (yellow) will be discussing later in the class. 1 Snake shed Adaptations Card Game (Venn Diagram Game)

Scales, Scutes & Skins Lesson Plan March 2017 Upham Woods Outdoor Learning Center

Begin by explaining that amphibians and reptiles have class split up into two teams. Instruct the students to broad similarities including birth, growth, reproduction choose a team name that has something to do with and death, but have unique features within their reptiles or amphibians. Explain the rules of the game: respective lifecycles (3-LS1-1). This next game will help  Each team will be given 20 seconds to come to the us recognize these features. To prepare, set two hula front of the room and look at the items under the hoops on the ground to create a Venn diagram. Ask what blanket. Students should try to remember as many a Venn diagram helps us compare (similarities and of the items as possible and think of ways they differences). Explain that one of the outer circles will might be related to reptiles and amphibians. represent adaptations of a reptile and the other of an  While one team is looking under the blanket, all amphibian. The middle will represent adaptations the members of the other team must face the back of the two share. Explain that an adaptation is something an room. animal has or does to help it survive in its environment.  After each team has had an opportunity to look at Another way to describe an adaptation is an internal or the items, you will begin calling on one team at a external structure that functions to support survival, time to tell you what they can remember from under growth, behavior, or reproduction (4-LS1-1). Explain to the blanket. You can keep score in several ways. the students that as a group we will be creating a Venn For younger students you can give a point for diagram display to understand these adaptations and remembering an item that was under the blanket and whether each is specific to reptiles, amphibians, or both just have them guess how it is related. For older (SL.4.5, SL.5.5, SL.8.5). students, you can give a point only if they can come up with some way that it is related. See Appendix Next, hand out the adaptation game laminated cards. A for a list of items and what adaptations they may Each card has an adaptation of either reptiles, represent. amphibians or both. You can hand out one per student in After explaining all of the rules, play the game a small class or have students share cards in a large class. discussing each adaptation as you go. For younger students, instead consider going through Notes: each card as a group. Give students a few minutes to  For high school students you may want to skip the think about the adaptation they were given and decide game and simply discuss adaptations using the which category it fits in. Explain that this is not a test but materials from the game. rather a chance to learn something new; it is ok to take  If there are time constraints, you may choose to skip an educated guess. Have each student or group of the game altogether and instead incorporate the students present their card to the rest of the class and props into the time allotted for when you bring the place it in the category they think it belongs (SL.4.5, live animals out. SL.5.5, SL.8.5). If they are struggling to come up with a decision, encourage them to think of an example reptile Live Reptile and Amphibians: and amphibian, such as a snake and a frog, to see which Next, explain to the students that they will have an animal the adaptation seems to fit best. Be sure to opportunity to meet some live reptiles and amphibians. describe that each fact is an adaptation and discuss what Have the students sit either in a circle or rows with space function it has (4-LS1-1). for you to walk between (whichever you are most comfortable with). Make sure to tell the students that Reptiles: they need to follow directions during this part so that  Have claws (exception: snakes) they do not scare any of the animals. You do not want to  Young look like adults put yourself, the students, or any of the animals in  Scales & scutes danger.  Lay eggs on land As you bring out each animal, explain to the students the Amphibians: proper way of handling it:  No claws (exception: African clawed frog)  Students should wash their hands between groups of  Moist skin animals (turtles, snakes, frogs) in order to prevent  Lay shell-less eggs in water the spreading of disease. This will also prevent the  Young have an aquatic stage animals from thinking the student smells like food Both since many of our animals would eat each other in  Shed skin the wild.  Cold blooded  Before allowing the students to touch the  Have backbone amphibians, spray their hands with water. Explain that amphibians have very delicate skin. It is not A Herp Never Forgets (Optional): covered with scales, fur, or feathers like most other The next game will further help you learn about some of animals. Many amphibians can breathe through the adaptations of reptiles and amphibians. Have the their skin and the oils on our hands will clog their

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pores. Wetting our hands before we touch them will  Keep insect and rodent populations in control help prevent this from happening. You may also  Act as indicator species of local environmental choose to leave the amphibians in a jewel case to conditions pass around instead. Remind the students to hold the  Provide aesthetic appeal case by the bottom (not the lid) and to keep it level Ask the students what they think the biggest threats to and steady. Remember to wet the moss in the jewel Wisconsin's amphibian and reptiles are? Some threats case before bringing the amphibians out. include habitat loss, road and automobile use and  Snakes should only be pet in the direction the scales production, energy and fuel extraction from natural are lying, from head to toe, never against the scales. resources (4-ESS3-1), an increase of predators, the  Students should not pet the snakes on or near the spread of invasive species, climate change, and pollution head, and they should not stare the snake in the eyes from a variety of sources (mercury, acid rain, salt, (human noses make good targets). nutrient loads, and fossil fuel spillage). Ask the students  When handling the turtles, students should not touch if they can hypothesize what the effects will be on near the head. populations of plants and animals (MS-LS2-4)? (Impact  DO NOT let the students hold or touch the snapping quality of livelihood, survival, reproduction, etc.) Ask turtle. the students what they think some of the causes of these  Remind the students this is a “challenge by choice” threats are? Unfortunately, many of these threats are activity. If students feel uneasy about handling the caused by environmental changes brought on by humans. animals, reassure them and allow them to watch As of 2014 in Wisconsin, several species are in danger: their classmates, but don’t force them to handle the animals. Reptiles  Two of the 11 species of turtle are listed as While the students are handling the animals, discuss the threatened or endangered (Ornate Box Turtle- range, habitat, gender, diet, specific adaptations, and threatened; Wood Turtle-endangered). An additional other interesting facts that each of the herps have (found three are listed as of special concern. in Appendix B). Use props from Appendix A to facilitate  Four of the 21 species of snake are listed as the discussion. Include a discussion about the different endangered (Queen Snake, Massasauga Rattlesnake, effects that a wild versus captive environment will have Western Ribbonsnake, and Northern Ribbonsnake). on each animal. A secure, captive environment protects An additional ten are listed as of special concern. against predation and provides a secure source of food.  One of the four species of lizard is listed as However captive animals may not be able to grow as endangered (Slender Glass Lizard). The other three large as animals in a natural environment because of are listed as of special concern. enclosure constraints (MS-LS1-5). This is also a good Amphibians time to answer any questions the students have. As you  One of the 12 species of frog is listed as endangered bring animals out, students will often recount past (Blanchard’s Cricket Frog). An additional four are experiences they have had with reptiles and amphibians. listed as of special concern. Encourage descriptive, relevant stories in which you can  Two of the seven species of salamander are listed as bridge connections to the adaptations you have discussed of special concern. (SL.3.4). Be sure to only bring one animal out at a time and to put all animals away before beginning a Until 1975 there was a bounty (a fee paid to people who discussion of herp importance and threats. kill "pest" species) in Wisconsin on rattlesnakes, paying up to five dollars a tail. In 1975 the bounty was lifted and Threats to our Amphibians and Reptiles the massasauga was placed on the Wisconsin endangered Reptiles and amphibians are very important to our and threatened species list. ecosystem but many people think of them as pests or as a nuisance. Before going through the benefits of herps, Explain that there are ways that the students and their take some time to describe or draw out a food web of families can help protect Wisconsin's amphibians and Wisconsin. Discuss how certain reptiles and amphibians reptiles. It is possible to create and apply solutions to are at higher trophic levels than others. Explain the idea counteract the impacts on animals brought on by human of predators and prey. Describe the movement and caused changes. Here are some ideas of ways to help cycling of matter and energy among plants, animals, reptiles and amphibians: decomposers, the environment, and non-living  Leave fallen trees and woody debris along the edges components (5-LS2-1, MS-LS2-3). This will help the of prairies and in prairie open areas. As leaves and students understand the bigger picture that herps are a trees decompose they provide lizards with valuable part of. Ask the students if they can pinpoint specific nesting and feeding areas. ways herps are important. Examples may include:  Leave fallen trees in place along shorelines so turtles  Play important roles as predators and prey have places to bask in the sun.

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 Be on the lookout for reptiles crossing roadways. o Example: The growth and development of a  Leave wild animals in the wild! Don't try to bring a captive animals can be impacted by the size of turtle or lizard home as a pet. its enclosure. Both native and nonnative species  Don’t let your dog or cat run free where they can kill may not reach maximize growth in a captive wildlife. Keep them on a leash. enclosure. (3-LS3-2).  Help scientists monitor these animals by helping  If a painted turtle and a leopard gecko traded with inventories. environments but kept their same traits, would they  Report injured and deformed animals that you find survive? Recall that painted turtles have adaptations to the DNR or a licensed wildlife rehabilitator. for an aquatic environment and leopard geckos have  Prevent soil erosion by seeding for grass or planting adaptations for an arid environment. Discuss how in shrubs, especially with native species! particular habitats some organisms survive well, some  Avoid dumping chemicals and medicine down survive less well, and some cannot survive at all (how drains. would a fish do out of water?!) (3-LS4-3).

 Be cautious of buying and using soaps with micro- beads; some are not biodegradable and end up in our Tour Animal Room: If time permits, ask another adult to supervise the other lakes and waterways. students while you tour the animal room with about three Ask the students which methods they think would have youth at a time. Make sure students do not touch things the biggest impact and why (3-LS4-4)? in the animal room. While students are touring the

animal room the others can inspect the “A Herp Never Conclusion: Forgets” items again or begin washing their hands. Answer any last questions that the students have and ask some review questions. Encourage the students to draw on information from the adaptations card game and Make sure all of the materials from “A Herp Never Forgets” are returned if they were passed around. Give materials on display to answer the questions, as well as the students time to wash their hands. to analyze and reflect on the new material. (RI.5.7, WHST.6-8.9) References:  What are some differences between reptiles and

amphibians? Colorado Division of Wildlife website (accessed 2015).  What are some specific adaptations reptiles and Natural Diversity Information Source: Wildlife amphibians have? Painted Turtle Page.  Why are reptiles and amphibians important? http://ndis.nrel.colostate.edu/wildlifespx.asp?SpCod  Name some species that are of special concern in e=030981. Wisconsin.  What are some ways to help these animals? Christoffel, Rebecca, Robert Hay and Michelle Wolfgram. (2001). Amphibians of Wisconsin. Consider presenting some broader discussion based Wisconsin Department of Natural Resources: questions as well: Bureau of Endangered Resources.  What behaviors do reptiles and amphibians exhibit Christoffel, Rebecca, Robert Hay and Lisa Ramirez. that affect their probability of successful (2000). Snakes of Wisconsin. Wisconsin reproduction? Department of Natural Resources: Bureau of o Consider the behavioral adaptations discussed Endangered Resources. throughout the program and how these adaptations might help or hinder reproduction. De Vosjoli, Philipee, Roger Klingenberg, Roger Tremper An example could be a turtle laying her eggs in and Brian Viets. (2004). The Leopard Gecko an inconspicuous location to protect the young. Manual. Irvine: Advanced Vivarium Systems. Recall that painted turtles bury their eggs in Hammerson, Geoffrey A. (1999). Amphibians and sandy soils to hide the eggs from predators. Reptiles in Colorado. Niwot: University Press of (MS-LS1-4). Colorado.  How are the traits of reptiles and amphibians influenced by their environment? Discuss both local Harding, J. H. (1997). Amphibians and reptiles of the and exotic environments. Can the students think of great lakes region. Ann Arbor: University of examples? Michigan Press. o Example: Recall that in the wild, both painted National Wildlife Federation. (1997). Let’s hear it for and box turtles exhibit temperature dependent herps. McGraw-Hill: Learning Triangle Press. gender determination. The gender of the offspring is determined by the temperature of Rosamond Gifford Zoo website (accessed 2015). the environment they were incubated in. Amphibians and Reptiles.

Scales, Scutes, & Skins Lesson Plan Page 4 Upham Woods Outdoor Learning Center

http://www.rosamondgiffordzoo.org/amphibians- reptiles. Sacramento State website (accessed 2015). Snake Gender Determination. http://www.csus.edu/org/critters/CRITTERS/critters/ gndrdetr.htm. University of Michigan, Museum of Zoology website (accessed 2015). AWD (Animal Diversity Web): Browse Animalia. http://animaldiversity.org. Wisconsin Department of Natural Resources website (accessed 2015). Environmental Education for Kids (EEK!). http://www.dnr.state.wi.us/org/caer/ce/eek/critter/ Wisconsin Department of Natural Resources website (accessed 2015). Snakes of Wisconsin. http://dnr.wi.gov/topic/WildlifeHabitat/herps.asp?m ode=table&group=Snakes. Wisconsin Department of Natural Resources website (accessed 2015). Wisconsin’s Amphibians and Reptiles. http://dnr.wi.gov/files/PDF/pubs/er/ER0110.pdf.

Scales, Scutes, & Skins Lesson Plan Page 5 Upham Woods Outdoor Learning Center

Ask the students how many venomous snakes are found Appendix A in Wisconsin. There are only two: the timber and Props for “A Herp Never Forgets” massauga rattlesnake. Rattlesnake related deaths are (Or to be used during the live animal presentation) very uncommon in Wisconsin.

Drawing of snake eating mouse – shows how a snake Rubber snake in a pillowcase – this shows the proper can unhinge its jaw and open to 180 degrees to fit whole way of transporting a snake so that it cannot escape and prey animals into its mouth. Each side of the lower and it feels safe. Make sure the top of the pillowcase is upper jaw can move independently to work the food twisted before the knot is tied so the snake cannot crawl down into the throat. up into the knot and escape. It is sometimes fun to have a volunteer from the audience pull the rubber snake from Flipper – shows the webbed feet of some reptiles and the pillowcase. amphibians which are useful in an aquatic habitat. Slinky – used to represent the motion of snakes. Use the Frog Metamorphosis Toys (4 stages) – an example of drawings of snake movements to show how snakes move all amphibians starting their lives in the water. The in several different ways. They can push off nearby obvious part of metamorphosis is the formation of four rocks and sticks to propel themselves (serpentine), they legs in order to support the body on land. But there are can coil and spring (concertina), they can move sideways several other changes as well: (sidewinding), or they can crawl like a caterpillar.  The gills are replaced by other respiratory (rectilinear). This is a good time to have younger organs students move like a snake. Have them lie on their  The skin changes and develops glands to avoid stomachs while holding their legs behind them with their dehydration hands on their ankles. Now have them move to a certain  The eyes get eyelids and adapt to vision outside point in the room. This is good for some laughs, plus it the water will help students realize how useful scutes are.  An eardrum is developed  In frogs and toads, the tail disappears Snake skin – the snake skin will show the color that the snake was (it contains pigment) while a shed will not. Goggles – some reptiles and amphibians have a third The only way to get the skin is to take it off of the (dead) transparent eyelid called a nictitating membrane. This snake. eyelid both moistens and protects the eye, and in some amphibians it works as a pair of goggles so they can see Snake shed – use this to compare to the snake skin. Use underwater while swimming. the shed to demonstrate how a snake crawls out of its skin when it grows. The snake shed is inside-out when Photo of snake on tree – shows the ability of snakes to the snake is done crawling out. The snake will begin use their scutes to climb up trees. The scutes act like tire shedding by snagging the skin around their head on a treads, gripping the ground and giving the snake the rough object (log, rock, etc…) and then begin crawling traction necessary to push itself forward and protect the out of its skin. All amphibians and reptiles shed their snake as it moves along rough surfaces. skin, but some will even eat the skin after it is shed (see the photo of the shedding leopard gecko)! The discovery Rubber venomous snake – provides for a discussion of of a shed is another way to determine if reptiles are how to tell if a snake is venomous or not. One way to living in the area that you are exploring. tell is by the shape of the pupils. Vertical pupils (slit- like) indicate a venomous snake while round ones do not. Drawing of snake tongue/Jacobson’s organ – used to Coloration can also be an indicator for some species. For demonstrate that snakes smell using their tongues. When example, the red by yellow is a common way to a snake flicks its tongue out, it brings a scent back into recognize the venomous coral snake, while red by black its mouth and inserts the tips of its forked tongue into the appears on the harmless milk snake, even though both two little holes in the roof of its mouth called the can contain red, yellow, and black. A rhyme to help Jacobson’s organ. This information brought in by the remember this is: snake’s senses is processed in the brain and the snake can respond appropriately. Be sure to point this out when Red touches black, friend of Jack handling the garter, milk, or corn snake (4-LS1-2). Red touches yellow, a dangerous fellow Sponge – this is used to represent an amphibian’s skin. It is important to note that not all venomous snakes have Amphibians have unusual skin because unlike fish, these colors. reptiles, birds, and mammals, amphibian skin has no covering of scales, feathers, or hair. Amphibian skin

Scales, Scutes, & Skins Lesson Plan Page 6 Upham Woods Outdoor Learning Center contains numerous glands, the two major kinds being Common Garter Snake: Veil mucous and poison glands. The mucous glands help to keep the skin moist, even slippery to help escape from Range and Habitat: The common garter snake is native to predators. One way that amphibians regain moisture in Wisconsin and most of North America (though only the their body is by sitting in water or sitting in damp soil, Nearctic region and not in arid areas). They are found in absorbing water through their skin like a sponge! The nearly every habitat type, including pond and stream poison glands will secrete toxin during stressful edges, wetlands, forests, fields, rocky hillsides, and situations. residential areas.

Sunglasses with lenses covered – these are to show that Food: Garter snakes will eat earthworms, frogs, toads, snakes are blind while they are shedding. Snakes have salamanders, fish, insects, and even carrion (dead no eyelids, so when the skin on their heads is ready for animals). In captivity, Upham Woods staff feed them shedding, the skin over their eyes also begins to separate, worms, minnows, and pinkies (small mice). thus they cannot see through this layer of skin. Gender: The female common garter snake is usually Turtle shells – show the various turtle shells. The shells much larger than the male. An average snake is between (the carapace-top and plastron-bottom) are actually made 17-26 inches, though females are larger and can exceed of many fused bones. The scutes, which are made of 30 inches. keratin, do not precisely overlap these bones. Instead they are staggered which helps give the shell more Other Facts: rigidity and helps protect the turtle. Most turtles cannot  Common garter snakes live an average of two years close their shells all the way, but box turtles have a hinge in the wild and six to ten in captivity. that allows them to close their shell further than other  They have many predators including large fish, turtles (a good defense since they live on land and cannot bullfrogs, snapping turtles, other snakes, birds, swim away from their predators). foxes, raccoons, bears, dogs, cats, and pigs.  They defend themselves using speed, anal musk, and Wooden snake jaw – shows the backward angle of teeth camouflage. that holds prey in the snake’s mouth. These curved teeth  They are Wisconsin's most abundant snake. They force prey into the mouth and prevent escape. The angle can sometimes be found communally "denning" in of the teeth acts to resist slippage as swallowing very large numbers. proceeds.  It is believed garter snakes receive their name from

their similarity in appearance to the striped garters Demonstrate the retractable fangs in poisonous snakes. that men used to wear to hold their socks up. The fangs are hinged and are folded back when not in use. They can be rotated together or independently  Unlike most snakes, female garter snakes give birth during a strike. This action is lightning fast and can be to live young. described as more of a stab than a bite. Corn Snake: Popcorn Appendix B Range and Habitat: Corn snakes are found throughout Specific Animal Facts the southeastern United States and are not native to Wisconsin. Corn snakes may be found in wooded groves, If A “Herp Never Forgets” is not played… rocky hillsides, meadowlands, woodlots, barns, and  Include these props when bringing reptiles out: abandoned buildings. They are very secretive and spend Drawings of a snake eating mouse, snake most of their time underground prowling through rodent movements, snake organs, and snake burrows. They often hide under loose bark and beneath tongue/Jacobson’s organ, flipper, photo of snake on logs, rocks, and other debris during the day. tree, rubber poisonous snake, rubber snake in a pillowcase, slinky, snake skin, snake shed, Food: In the wild, corn snakes do not need to eat on a sunglasses with lenses covered, turtle shells, and daily basis. Young hatchlings normally feed on lizards wooden snake jaw and tree frogs, while adults feed on larger mammalian  Include these props when bringing amphibians prey, such as rats, mice, birds, and bats. In captivity, out: Upham Woods staff feed them fuzzies (small mice). Flipper, frog metamorphosis toys (4 stages), goggles, and sponge Gender: The most foolproof way it to “probe” the snake in the vent area to figure out if it is a female or a male in which a hemipenes will be found. Only a professional should attempt this!

Scales, Scutes, & Skins Lesson Plan Page 7 Upham Woods Outdoor Learning Center

Another way is to examine the "tail" area - from the vent Painted Turtle: Leonardo, Michelangelo, and back to the most posterior part of the snake, you may see Raphael (aka- Timmy, Gomez, and Franklin) larger bulges in the male due to the hemipenes just behind the vent. The male's tail will also generally be Range and Habitat: The painted turtle is one of the most slightly longer and broader at the vent because of these common turtles in Wisconsin and North America. They organs. Lastly, the males may be thinner overall than the are found as far south as northern Mexico and as far typically more bulky females. north as southern Canada. They are found in shallow and Other Facts: quiet habitats, such as marshes, ponds, shallow bays in  Corn snakes are known to live up to 23 years in lakes and even in the backwaters of some rivers. captivity.  Corn snakes are primarily nocturnal but are also Food: Like all turtles, painted turtles are toothless. They active in the early evening. have sharp, horny beaks, similar to a bird beak, which  They are not naturally found this far north. allows them to grip food. Painted turtles feed on plants,  They are extremely popular pet snakes and are the fish, insects, crustaceans, and even carrion. Younger most commonly bred snake for the pet trade. turtles tend to be carnivorous while adults incorporate  The name corn snake is believed to have originated more vegetation into their diet. In captivity, Upham from the similarity of the markings on the belly to Woods staff feed them minnows, crickets, fruits, the checkered pattern of kernels of maize or Indian vegetables, worms, and other insects as available. corn.  They are also sometimes called the red rat snake. Gender: On male turtles, the vent is located beyond the rear edge of the carapace with the tail extended. Males also have long claws on the forefeet. The female turtles’ Honduran Milk Snake: Leche vent is inside or at the rear edge of the carapace and the claws on her forefeet are comparatively short. Range and Habitat: The Honduran milk snake is found in Honduras, Nicaragua, and even parts of northeast Costa Other Facts: Rica. They reside in low to mid-elevation leaf litter in  The painted turtle is the most common turtle in rainforests. Wisconsin.  Painted turtles spend a lot of time basking in the sun Food: Milk snakes feed on a variety of small mammals on logs, as well as on mats of floating plants. This such as mice, rates, voles, birds, lizards, and even other helps the turtles keep warm, speed up egg snakes. In captivity, Upham Woods staff primarily feed development, maintain their shell, and digest food. them full size mice.  Female turtles lay and bury four to 15 soft-shelled eggs in sandy soils once a year. The young dig Gender: The most foolproof way it to “probe” the snake themselves out after hatching and are immediately in the vent area to figure out if it is a female or a male in independent. which a hemipenes will be found. Only a professional  The sex of the hatchling turtle depends on the should attempt this! temperature that the egg was incubated at. Males

need incubation of 25-27 degrees C and females Other Facts: need incubation of 30-32 degrees C. Climate change  Honduran milk snakes are a subspecies of a broader may have a big impact on painted turtle sex grouping of all milk snakes. determination.  They tend to be nocturnal in the summer, diurnal in  These turtles can live 35 to 40 years, but most will the spring and fall, and hibernate in the winter. not live this long in the wild.  They can live up to 15 years in the wild and occasionally over 20 years in captivity. Further Discussion: The variation in the three painted  They are known for their markings which mimic a turtles provides an excellent opportunity for a discussion venomous coral snake (though milk snakes are non- of genetics and competition. Discuss how the three venomous). turtles are the same species, but have inherited different  In the wild, females gather communally to lay their traits from their respective parents, providing each turtle eggs in early summer. with slightly different characteristics and features (size,  Their name originates from the false belief they coloration, behavior, etc.) (3-LS3-1). These variations drank milk directly from cow udders because they may provide advantages to one turtle as compared to are often found in barns and stables. In actuality, another. They may be able to more successfully survive, they are often hunting rodents which live in barns find a mate, or reproduce (for example- a stronger turtle and stables. may out compete a smaller one for resources) (3-LS4-2). Even amongst Upham’s three painted turtles,

Scales, Scutes, & Skins Lesson Plan Page 8 Upham Woods Outdoor Learning Center competition can become aggressive enough that they feed them fruits, vegetables, crickets, mealworms, occasionally need to be separated! waxworms, krill, and even canned pet food.

Common Snapping Turtle: Egor Gender: Males are a little larger on average, their rear claws are short, thick, and curved, their tails are longer Range and Habitat: “Snappers” can be found in most and thicker, and the posterior lobe of their plastron is aquatic habitats throughout Wisconsin. They are concave. Females are slightly smaller, they have common in the eastern and central United States, but do straighter and thinner rear claws, their tails are smaller, not range out west. They extend north into Canada and and the posterior lobe of their plastron is flat or slightly far south into the coastal states. They prefer ponds, lakes convex. and the backwaters of rivers. Other facts:  Like some other turtles, box turtles exhibit Food: Snapping turtles eat mostly aquatic animals and temperature dependent gender determination. plants. However, they are not picky and will eat just Twenty-two to 27 degrees C produce males and about anything they can find. This includes carrion, fish, above 28 degrees C produce females. invertebrates, fish, small mammals, birds, amphibians,  Box turtles have a hinged plastron at the ventral part and a large variety of vegetation. In captivity, Upham of the shell. This allows the turtles to almost Woods staff feed them shiners, worms, pinkies (small completely close off their shells and provides mice), fruits, and vegetables. protection to the turtle. Gender: Male turtles’ anal opening is farther from the  They are a long lived species known to live over 100 base of the tail than the females’. The female anal years in the wild. opening is under the rear edge of the carapace. Males  They hibernate in mud, stream bottoms, stump grow larger than females and tend to be more aggressive. holes, or mammal burrows and may return to the same site every year. Other Facts:  The common snapping turtle is Wisconsin's heaviest American Toad and largest of all the 11 turtle species.  Snapping turtles lay 30-80 eggs at a time. Range and Habitat: Toads are common throughout the  Raccoons, foxes, skunks, and other animals eat United States, including their native range in Wisconsin, many of their eggs resulting in a 60% to 100% loss but generally do not reach most of the southern states. of eggs before hatching. The hatchlings are also at They are common in a variety of habitats including high risk of predation. wetlands, prairies, and urban settings. They require a  The plastron of snapping turtles is considerably semi-permanent source of water during the breeding smaller than the carapace, leaving a lot of the season and year round access to insects and moisture. underside exposed. Food: Adult toads are considered generalists. They eat a  Snappers live an average of 30 years in the wild, but variety of invertebrates, especially snails, worms, ants, considerably longer in the captivity. beetles, slugs, spiders and mites. In captivity, Upham  They may seem calm while in the water, but they Woods staff feed them wax worms, mealworms, red can quickly turn vicious while out of the water- be worms, crickets, and other invertebrates as available. cautious!  They are able to communicate with mates via leg Gender: Males have black or brown colored throats movements. while females have white throats and appear lighter overall. Female toads are noticeably larger than male Three-Toed Box Turtles: Rachel and Jane toads.

Range and Habitat: Three-toed box turtles are found in Other Facts: south-central United States and are native to North  Toads’ thick skin, which traps in body fluids better America, but not to Wisconsin. They inhabit woodlands, than most amphibians, allows toads to live longer marshy meadows, and pastures, often in close proximity distances from water than most other frogs. to streams and ponds.  Toads do not drink water but rather absorb water through their skin. Food: Three toed box turtles are omnivorous, though  Toad tadpoles form schools, which are unique more carnivorous when young and mainly herbivorous among the frogs of Wisconsin. with age. They are known to eat insects, berries, fungus,  Some people know these toads as "hop toads” worms, roots, fish, frogs, salamanders, eggs, and because they move in short hops rather than long occasionally carrion. In captivity, Upham Woods staff leaps.

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 Female toads lay eggs in long strands, which is also Food: Adults prey on a variety of insects and larvae, as unique among Wisconsin amphibians. well as mites, spiders, lice, and snails. They mainly hunt  The strands consist of 4,000 to 8,000 eggs, which in the understory of woody areas. Tadpoles feed on algae hatch after 3 to 12 days. and other detritus in ponds. In captivity, Upham Woods  They typically live less than a year in the wild, but staff feed them wax worms, mealworms, red worms, have been known to live up to 36 years in captivity! crickets, and other invertebrates as available.  They are mainly nocturnal and are increasingly active in warm, humid weather. Gender: Females and males are very similar in appearance. Males will call in the spring on warm nights Wood Frog from April/May until June/July. Females will select males to mate with that have the longest and most frequent calls. Range and Habitat: Wood frogs are found throughout the northeastern United States, including in their native Other Facts: range in Wisconsin, across Canada and even as far north  The gray tree frog hibernates on land under available as Alaska. They inhabit moist forests and large woods woody debris such as leaf litter and logs. with a humid understory. They require a water body to  Gray tree frogs have high tolerance for freezing reproduce. because they have a substance called glycerol in

their blood. Food: Wood frogs eat a variety of invertebrates including  About 80% of their body freezes during hibernation spiders, beetles, larvae, snails, and slugs. They also eat and their breathing and heartbeat are temporarily decaying plants, algae, and eggs. In captivity, Upham stopped. Woods staff feed them wax worms, mealworms, red worms, crickets, and other invertebrates as available.  There is no sexual dimorphism (distinct size or appearance differences between males and females Gender: Females are significantly larger than males. of the same species) in gray tree frogs. Males have more attractive and brighter colors on the  Gray tree frogs are known to live up to 7 years in ventral aspect of their legs. captivity.  Gray tree frogs have a variety of predators, Other Facts: including larger frogs which stalk their calls.  The wood frog call is very distinct. It sounds like a subtle quacking duck or squawking chicken. Leopard Gecko: Aldo  This species has a variety of skin colors but can be distinguished by a black patch across the eyes and Range and Habitat: Leopard geckos are native to dry tympanum, making them look like they are wearing areas such as India, Pakistan, Afghanistan, Iraq, and Iran. a “robber’s mask.” They are not naturally found in Wisconsin. They prefer  The length of time their eggs take to hatch largely dry and semi-dry desert habitats and arid grasslands. depends on water temperature. In cold waters it may take a month and in warm waters it can take as little Food: Leopard Geckos are mainly carnivorous. They eat as ten days. spiders, scorpions, centipedes, and beetles. In captivity,  They are often the first frogs to call in the spring. Upham Woods staff feed them crickets, mealworms, wax  Females lay 1,000 to 3,000 eggs at a time. worms, and other insects as available.

 Wood frogs live three to five years in the wild, and Gender: Males and females are similar in appearance. females are known to live longer than males. Males generally are stouter with a slightly broader head  They rely on camouflage to blend into the forest and thicker neck compared to females. Males have a V floor to prevent predation. shaped row of pre-anal pores which produce a waxy  They have the shortest breeding season of all secretion. Males also have hemi penile swelling at the Wisconsin frogs, lasting about two weeks. base of the tail.

Gray Tree Frog

Range and Habitat: The gray tree frogs’ range forms a square from Manitoba to Maine, Florida to Texas, including their native range in Wisconsin. They prefer wooded areas near water sources such as swamps, ponds, lakes, old fields, suburban neighborhoods, and forests.

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Can you tell how old a turtle is by his shell? http://www.peteducation.com/article.cfm?c=17+1797&ai d=2700 As a shell grows, the number of scutes generally does not change, but their size does. In some turtles, old scutes are shed and replaced by larger, new ones. In other species, including box turtles, tortoises, and wood turtles, scutes enlarge in diameter as new keratin is laid down. The "growth rings" in scutes have been used be some experts to help determine the age of a turtle. Age estimation Male Female based on growth layers, however, can be erroneous for several reasons:  Some turtles produce multiple growth zones per Other Facts: year.  Leopard geckos are mainly nocturnal, spending the  Growth is determined by changes in the daytime under rocks or in burrows. environment (seasons), so age determination by  Leopard geckos are named after leopards because examination of growth rings would be more accurate the adult geckos have spots. These spots, along with in wild turtles, than those kept in captive their coloration, allow them to blend in with their environments, which do not change significantly. native environment.  Growth layers may wear with age, so older turtles  Leopard geckos are members of the sub-family may be estimated to be younger than they really are. Eublepharinae, or the eye-lidded geckos. It is not uncommon for geckos to lack eyelids, but the Where do turtles go in the winter? leopard gecko has eyelids which are movable. This http://dnr.wi.gov/org/caer/ce/eek/critter/reptile/turtlesOf allows them to blink and close their eyes. Wisconsin2.htm  Leopard geckos lack toe pads, which may be useful Ten of Wisconsin's 11 turtle species spend the winter for climbing. Instead they have small claws at the under water. Some bury themselves under the bottom ends of each of their toes. while others lie on the bottom and remain motionless.  They can live over 20 years in captivity. Recent studies show that many turtles don't actually  Leopard Geckos can store fat in their tails and can hibernate. They remain semi-active, moving about release their tail to distract a predator or escape from during the winter. Because winter takes a toll on body a predator’s grasp. The release process may involve reserves, many species begin to emerge as soon as the ice the following: starts to melt around lakes, ponds, and stream banks.  The tail releases at a vertebra crack and the Turtles will come to bask on sunny days in early spring surrounding muscles easily and neatly separate. when air temperatures near 50 degrees Fahrenheit. Of  Muscles then clamp the surrounding arteries to course, the ice has to have melted enough so that they prevent significant blood loss. can get to the shoreline.  A newly lost tail will still twitch, providing a distraction for the gecko to escape. Where do other animals go for the winter?  A new tail is likely to regrow, but this is energy http://dnr.wi.gov/org/caer/ce/eek/nature/snugsnow.htm expensive and the loss forces the gecko to Since cold-blooded animals can’t warm themselves up, abandon stored energy. they need to find a way to protect themselves from the  Leopard geckos have better vision than any other cold. Frogs and turtles bury themselves in the mud below lizard studied. Their vision is similar to that of a cat. the frost line. They get oxygen from air trapped in the  Leopard gecko ears have a unique auditory system: mud. In the spring when the sun warms the mud, out when you shine light through one ear, it shines they’ll come. Some snakes head underground to through to the other ear. hibernate, others gather together in sheltered places like  As is true with some other herps as well, leopard rotted out logs. geckos consume their sheds (see laminated picture)! So what’s the difference between a frog and a toad? https://ed.fnal.gov/projects/frogs/froggiesfaq.html There are no hard and fast rules but in general: Toads Appendix C have dry, warty skin and relatively short legs for Frequently Asked Questions hopping. Frogs have smooth, damp skin and long legs for Information directly cited from the website listed below swimming or leaping. the question.

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Can toads really give you warts? 4-LS1-1 https://ed.fnal.gov/projects/frogs/froggiesfaq.html 4-LS1-2 Toads do not give people warts. Amphibians have many 4-ESS3-1 glands in their skin, and several species produce highly 5-LS2-1 toxic secretions for protection. Toads do secrete a MS-LS1-4 substance from the skin that can be very irritating if it MS-LS1-5 comes into contact with mucous membranes like the MS-LS2-3 eyes, nose, mouth, etc. MS-LS2-4

How do frogs make their calls, or "ribbets"? Common Core State Standards https://ed.fnal.gov/projects/frogs/froggiesfaq.html RI.5.7 In some species, such as Spring Peepers, the lower part SL.3.4 of the mouth can become a large resonating vocal sac. SL.4.5 When the frog closes its mouth and nostrils, and then SL.5.5 forces air from the lungs over the vocal chords, the sac SL.8.5 inflates and vibrates like a drum, producing long, loud WHST.6-8.9 trills. Other species just produce calls with the vocal chords.

Why do frogs call? https://ed.fnal.gov/projects/frogs/froggiesfaq.html Frogs and toads make a variety of sounds, depending on the situation. The most common are "advertisement" calls, and "alarm" calls. Frogs and toads advertise their presence either to ward off challengers to their territories or to attract mates. Alarm calls serve to startle predators. How fast can a turtle move? http://hypertextbook.com/facts/1999/RachelShweky.sht ml The average turtle swims at a pace of 10 to 12 mph and walks at 3 to 4 mph.

Appendix D Standards Alignment

Wisconsin’s Model Academic Standards Science: F.4.1 F.8.2 F.8.7 F.8.8 Environmental: B.4.6 Agricultural: D.4.3 D.8.3 D.8.6

Next Generation Science Standards 3-LS1-1 3-LS3-1 3-LS3-2 3-LS4-2 3-LS4-3 3-LS4-4

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