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UP CLOSE WHAT MAKES a REPTILE? (PREK-1ST GRADES) Pre-Visit Information

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UP CLOSE WHAT MAKES a REPTILE? (PREK-1ST GRADES) Pre-Visit Information UP CLOSE WHAT MAKES A REPTILE? (PREK-1ST GRADES) Pre-visit Information In this Up CLOSE program, a zoo naturalist brings live reptile ambassadors into your classroom for an interactive discussion about the characteristics defining the class reptilia – snakes, lizards, turtles and more. This program is designed to support Washington state science standards K-1 SYSA, LS1B, LS1D, and LS3C, and integrates well into curriculum units on animals, reptiles, habitats, and more. To help you and your students get the most out of this program, the following overview details the concepts covered, useful vocabulary, and suggestions for pre-and post-assessment activities. For even more activities and information, see the Reptiles & Amphibians teacher packet, available free with your Up CLOSE reptile program reservation. (Additional copies of the packet, or copies for schools or individuals not booking a program, can be purchased for $10 plus tax from the ZooStore or by calling 206-548-2500 ext. 1561.) CONCEPTS: The animals we classify as reptiles have three main characteristics in common: • Scaly skin, which can be soft, hard, smooth, rough, etc. • Ectothermia, commonly known as being “cold-blooded” • Do not have a larval stage when young (this is the primary characteristic that distinguishes reptiles from amphibians) Reptiles can be divided into groups in different ways, but the main groups are: • Snakes • Lizards • Turtles and tortoises • Crocodiles and alligators • Tuataras Your instructor will then introduce your students to two different reptile species (usually from two of the five groups), pointing out how they have all the three main reptile characteristics in common, but also have their own unique characteristics specific to their group and species. Which specific species will be discussed varies widely by individual animal availability, and is not known until the day of the program. Note: At the end of the program, the students will have an opportunity to touch one of the animals (providing their behavior throughout the program indicates they will be able to do so calmly and gently). The instructor will bring hand sanitizer, but you will also need to have your students wash their hands with soap and water following the program. VOCABULARY: Crocodile: A semi-aquatic reptile with legs that can be held either out to the sides like a lizard, or underneath for galloping. Different: Not very similar. Ectothermic/Cold-blooded: An animal that cannot control its body temperature internally, but must move to warm areas to warm up, and cool areas to cool down. (Ectothermic is the scientific term, cold- blooded is the common term.) Lizard: A reptile (with or without legs) having eyelids, outer ears, and a solid lower jaw. Reptile: A group of animals with scaly skin, ectothermia (cold-bloodedness), and no larval stage; includes snakes, lizards, crocodiles, turtles, etc. Scaly: Covered with thin, tough overlapping plates. Similar: Almost, but not entirely, the same. Snake: A legless reptile with no eyelids or outer ears, and with a divided lower jaw useful for stretching the mouth around large prey. Turtle: A reptile with a backbone modified into a shell. Tuatara: A nearly extinct group of reptiles having some characteristics typical of lizards and some typical of snakes. PRE- AND POST-ASSESSMENT: The following activity will provide you with an understanding of your students’ current knowledge of reptiles. In order to encourage their creativity and expression, remind your students that this exercise is not a test, but is a way of seeing what they already know and what they haven’t yet learned. Reptile Graffiti Wall: Materials: large sheet of butcher paper, tape (or other means of attaching the paper to the wall), markers, crayons and/or colored pencils Attach the butcher paper to an expanse of wall, and distribute drawing implements to the students. Ask the students to draw as many different reptiles as they can think of on the paper. After your program, use a different sheet for the post-assessment activity (or, if you used crayons or something else that won’t bleed through, you can use the back of the same sheet). Compare the pre-and post-assessment drawings with one another. Is there a wider variety of species represented? Are the drawings more accurate? KWL Chart: Materials: a marker and two (or more) large sheets of paper Divide a sheet of paper into three columns (or use three individual sheets). Label the columns/sheets “What we know about reptiles,” “What we want to know about reptiles,” and “What we have learned about reptiles.” Before your program, discuss as a group what the students think they know for certain, and what they’re unsure about (or simply have no idea about and would like to know). Afterwards, discuss and fill in the “What we learned” column. (This is a particularly valuable activity for helping younger students come up with questions to ask the presenter in the limited amount of program time available.) Questions about your Up CLOSE program? Please call 206-548-2424. .
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