November 2002
Pennsylvania Amphibian and Reptiles: A CURRICULUM GUIDE SAMPLER
Here is a ‘taste’ of the Pennsylvania Fish and Boat Commission s newest curriculum available to Pennsylvania educators. Included in this sampler is the table of contents of the entire curriculum, samples of 4 lessons (one from each of the units) and other important resource information.
Educators will only be able to obtain a copy of the complete curriculum through a Pennsylvania Fish and Boat Commission training workshop. A workshop schedule is posted on our web site, www.fish.state.pa.us. Click on Education from the PFBC home page. Complete the enclose application and return it to the Commission, you will be added to a mailing list for future workshops.
What is the Pennsylvania Amphibians and Reptiles Curriculum guide? It is a multi-disciplinary curriculum guide designed for classroom educators, K-12. The module is divided into four units: 1. Awareness (basic biology) 2. Habitat 3. Identification (includes information on adaptations) 4. Responsible Human Actions
The curriculum is designed to assist Pennsylvania educators in teaching concepts from the standards in the Ecology and Environment and Science and Technology subject areas. Lessons were designed, developed and tested by classroom educators.
What is included in the Curriculum? The Curriculum includes lessons and background information support materials such as fact sheets, worksheets and lists of resources available from the PFBC. The training workshop is designed to provide background information on Pennsylvania’s amphibians and reptiles, as well as some experience with the lessons in the curriculum.
The PFBC is an approved provider for Act 48-Hours from the PA Department of Education. November 2002
HERP CURRICULUM WORKSHOP APPLICATION
Name of Educator
Address
City State Zip
Daytime Phone # FAX #
County
School District
Name of Institution
Grade(s) Taught K-4 5-7 8-10 11-12
Subject(s) Taught
Please list your experience teaching about PA’s amphibians and/or reptiles. Include such information as the number of class periods each year, on average spent teaching about amphibians & reptiles, years teaching this subject, other related activities.
Use a separate sheet, if needed
______Please mail or fax to: PA Amphibian and Reptile Curriculum PA Fish and Boat Commission PO Box 67000 Harrisburg, PA 17106-7000 Fax 717-705-7831 Pennsylvania AMPHIBIANS & REPTILES
A Curriculum Guide One of the four Carnegie Museums of Pittsburgh Pennsylvania AMPHIBIANS & REPTILES A Curriculum Guide
A cooperative project of the Pennsylvania Fish and Boat Commission and Powdermill
Nature Reserve, Carnegie Museum of Natural History One of the four Carnegie Museums of Pittsburgh
This project was funded by the Pennsylvania Wild Resource Conservation Fund
Project Directors Carl Richardson, Pennsylvania Fish and Boat Commission Theresa Gay Rohall, Powdermill Nature Reserve, Carnegie Museum of Natural History
Project Coordinators Laurel Garlicki, Pennsylvania Fish and Boat Commission Tammy Colt, Powdermill Nature Reserve, Carnegie Museum of Natural History
Contributors Theresa Knaebel, Pat McShea, Ron Nordstrom, Tom Pearson, and Paula Peters
Layout and Design Mark Jackson and Stephanie LaFrankie, Jackson Graphics
Editors Catherine Marshall Ellen Censky, Ph.D., scientific editor, Carnegie Museum of Natural History
Copyright © 2001, The Pennsylvania Fish and Boat Commission. All rights reserved. Contents
ALPHABETICAL LIST OF ACTIVITIES...... vii PREFACE...... ix TRIBUTE TO DR. M. GRAHAM NETTING...... xi HOORAY FOR HERPETOLOGISTS...... xiii FORMAT OF THE ACTIVITIES...... xv
AWARENESS Though Pennsylvania’s amphibians and reptiles are an intriguing and diverse group, they are seldom encountered and largely misunderstood. With awareness comes an understanding and appreciation for these animals. What Do You Know About “Herps”...... 3 What Do You Know About “Herps” I Quiz...... 7 What Do You Know About “Herps” II Quiz...... 11 “Herp” Words...... 15 How to Create a Cinquain...... 19 “Herp” Prints...... 21 Puzzles...... 23 Puzzles Template...... 27 Snakes: Myth vs. Facts Puzzle...... 30 Turtles: Myth vs. Facts Puzzle...... 34 Frogs vs. Toads Puzzle...... 38 Salamanders vs. Lizards Puzzle...... 42 Looking for Differences...... 45 Looking for Differences Data Sheet...... 49 Getting in Touch with “Herps”...... 51 Getting in Touch with “Herps” Task Cards...... 57 Getting in Touch with “Herps” Station Cards...... 59 Getting in Touch with “Herps” Worksheet...... 65 A Tadpole’s Tale...... 69 Temperature Gymnastics...... 75 Body Work...... 79 Are Your Bones Like a Frog’s?...... 83 Are Your Insides Like a Frog’s?...... 85 Are Your Bones Like a Snake’s?...... 87 Are Your Insides Like a Snake’s?...... 89 Slide, Slither, Slink...... 99 Snake Skeleton...... 102 The Adaptation Advantage...... 103 The Adaptation Advantage Data Sheet...... 107 “HERP” HAPPENINGS Croaky Crooners...... 109
HABITAT Students explore a variety of Pennsylvania habitats populated by amphibians and reptiles. The importance of healthy habitats, the availability of resources, and the ecological role of amphibians and reptiles are stressed. Oh “Herps!”...... 113 Snakey Sojourn...... 117 Isn’t That Special?...... 121 Isn’t That Special? Identity Cards...... 125 Snakey Snack Specialists...... 131 Snakey Snack Specialists Worksheet I...... 133 Snakey Snack Specialists Worksheet II...... 135
Pennsylvania Amphibians and Reptiles Contents What Every “Herp” Needs...... 139 What Every “Herp” Needs Data Sheet...... 141 “Herp” Sweet Home...... 143 Key to Pennsylvania Habitats...... 147 Pennsylvania Habitat Flow Chart...... 149 “Herp” Sweet Home Habitat Clue Cards...... 153 “Herp” Habitat Haggle...... 169 “Herp” Habitat Haggle Cards...... 173 Home on the Range...... 225 Home on the Range Worksheet I...... 229 Home on the Range Worksheet II...... 231 Park It Here!...... 233 Pennsylvania State Forests, Parks, & Game Lands Map...... 235 Park It Here Clue Cards...... 237 Carry On!...... 245 Carrying Capacity Student Activity Page...... 247 Population Growth Curve...... 249 Before the Well Runs Dry...... 253 Before the Well Runs Dry Data Sheet...... 257 Before the Well Runs Dry “Herp” ID Tags...... 259 “HERP” HAPPENINGS Sandstone and Salamanders...... 261 Swamp Rattlers...... 263
IDENTIFICATION From field guides and replicas to live field specimens, students observe Pennsylvania’s amphibians and reptiles and discover the uniqueness of each species. Who Am I?...... 267 Simple Key to Pennsylvania Amphibians and Reptiles...... 271 What’sss My Name?...... 273 Drawn to Scale...... 277 Snake Outlines...... 279 Beauty Is Only Skin Deep...... 283 Beauty Is Only Skin Deep Worksheet...... 285 Turtles: What’s Their Cover?...... 287 Turtles: What’s Their Cover? Worksheet...... 291 Turtle Skeleton...... 293 How a Turtle Takes Cover...... 295 Key in to “Herps”...... 297 Key in to “Herps” Worksheet...... 303 Key Words...... 305 Class Field Guide...... 307 Class Field Guide Worksheet...... 309 Sketch of Species...... 311 Simple Key to Pennsylvania Amphibians and Reptiles...... 313 Replica Round Up...... 315 Replica Round Up Data Sheet...... 317 Key Words...... 319 Herpetology Field Trip...... 321 Field Trip Data Worksheet...... 325 Distinguishing Characteristics Worksheet...... 326 Keywords...... 327 Habitat Assessment Worksheet...... 329
Pennsylvania Amphibians and Reptiles iv Contents “HERP” HAPPENINGS Leave No Stone Unturned...... 331
RESPONSIBLE HUMAN ACTIONS Human disturbances to the environment have resulted in a loss of habitats and a decrease in amphibian and reptile numbers. With an understanding of these animals and their ecological role, students will gain the knowledge and skills necessary to make informed, responsible decisions regarding these unique creatures and their environment. Froggy Swamp...... 335 Map of Riverdale...... 339 Froggy Swamp Information Sheet...... 341 March Migration Madness...... 343 March Migration Madness Rules...... 347 March Migration Madness Game Cards...... 349 March Migration Madness Gameboard...... 357 See Spots Run...... 359 See Spots Run Game Cards...... 363 Picture This...... 365 Know Your Code...... 369 Know Your Code Worksheet...... 373 Decisions, Decisions...... 375 “Herp” Dilemma Cards...... 379 Bog Turtle Hurdles...... 383 Bog Turtle Hurdles Playing Field...... 387 “HERP” HAPPENINGS A Tiny Turtle in Danger of Disappearing...... 389 What’s So Important About Museums and Specimens?...... 391
APPENDICES I. Pennsylvania Amphibians and Reptiles and Their Habitats...... 395 II. Pennsylvania Amphibians and Reptiles by County...... 405 III. Amphibians and Reptiles on the Pennsylvania Endangered Species List....419 IV. Pennsylvania Fish and Boat Commission Regulations Regarding Amphibians and Reptiles...... 421 V. Educational Resource Catalog from the Pennsylvania Fish and Boat Commission...... 423 VI. Activities by Subject...... 425 VII. Activities by Grade...... 427 VIII. Activities by Topic...... 429 IX. Activity Content and Related Ecology and Environment Standards...... 431
GLOSSARY...... 435
Pennsylvania Amphibians and Reptiles Contents v Hooray for Herpetologists by Mark Jackson
Hooray for herpetologists, the people who all study turtles, snakes and lizards, and puppies that are muddy.
Hooray for salamanders breathing through their skin, and humble old box turtles, whose head and legs tuck in.
Three cheers for great green garter snakes, spring peepers all in chorus, for stinkpot turtles, wood ones too, out crawling in our forests.
All hail the mighty hellbender, his bite will never pain ya. All hail the skinks, coal and five-lined, lizards in Pennsylvania.
Applause to herpetologists, and may their tribe increase. Learn through their strife respect for life, so all may live in peace.
Pennsylvania Amphibians and Reptiles Hooray for Herpetologists xiii Format of the Activities
An attempt has been made to create vocabulary word that students should be titles that are appealing to both student able to define by the end of the lesson. and teacher. If an activity has been An italicized word is often from scien- based on an activity from another tific jargon and the teacher may need to curriculum guide, the original activity understand the word to complete the and guide are acknowledged under the lesson. Both boldface vocabulary words main title. and italicized words and their definitions
(See explanation of sidebar can be found in the glossary at the back information on p. xvi) Summary of the activity guide, beginning on page 435. • GRADE LEVELS: A concise description of what the activity entails. Preparation • SUBJECT AREAS: Some activities include a preparation • DURATION: Objectives section. Here the teacher will find a Lists the skills and knowledge that description of any involved set up that • SETTING: students will achieve by participating in must be done prior to the activity. the activity. Sometimes a suggestion for classroom • SKILLS: discussion as a preview to the lesson is Materials also included. • STUDENT Lists the supplies that are needed to VOCABULARY: do the activity. In many cases, there is Procedure more than one option listed, and, when The procedure is presented in • CHARTING THE COURSE: necessary, there is a list of resources for numbered steps. Some activities are obtaining certain materials. divided into separate parts which may • “HERP” HAPPENINGS: In some activities, optional materials be done on their own. Some activities are listed; these are not necessary but also have optional alternatives described will enhance the lesson. If there is a in the procedure section. data sheet or diagram that is needed for the activity, it is also listed under materi- Conclusions als, giving a title and page number. Any A short statement that summarizes pages that need to be photocopied are what the students should have learned found at the end of the lesson. by doing the activity.
Background Assessments There is extensive scientific back- Options for evaluating student ground information included with each performance are listed. Most activities activity. Some material is repeated in have more than one assessment option. more than one lesson so that the teacher has each activity’s information at his or Extensions her fingertips. It may be necessary to Opportunities for further investiga- explain some of this background to the tion and learning are listed in the students prior to performing the activity, extension section. Many include but in most cases the information has research and reading on the topic, a been included for the teacher’s benefit hands-on field experience, or a creative and understanding. writing experience. Note that in the background certain words are in boldface type and others are italicized. A boldface word is a
Pennsylvania Amphibians and Reptiles Format of the Activities xv Tadpole Option studies and science pertain to most “Herp” Happenings Many activities offer a Tadpole lessons. In addition, an attempt For some activities, a list of Option for grade levels that are lower has been made to develop interdis- “Herp” Happenings is also than those suggested in the sidebar. ciplinary activities that may include included. These one or two page This simplified version of the activity art, language arts, math, physical readings are designed to be introduces the given concepts to sciences, physical education, and photocopied and given to students younger students. social studies. as additional reading material. Duration Each “Herp”Happening has been written in language easily under- Resources Estimates the time it will All references used to create the take to do the activity. Duration stood by children in grades K through 12, and should be both activity and develop the background is given by the number of sessions. enjoyable and informative to information are included under A session is approximately 30 – 40 resources. Teachers may want to minutes. The duration includes the student. review some references for further the time it will take to introduce information. Resources may include the activity and provide necessary related or similar activities from background information to the other teacher’s guides. students. Notes Setting A space has been provided for the Suggest the most appropriate teacher to make notes that pertain to setting for the activity. Some the activity. times more than one option is listed. Most activities could be Sidebar Information adapted to different settings. The gray sidebar provides Both indoor and outdoor activities information the teacher needs to have been included in the guide. know at a glance before choosing the Skills activity. The icon at the top repre- Lists the skills and thinking sents the section of the book in processes students will employ which the activity is found. while participating in the activity. Grade Level Vocabulary This curriculum guide has Lists the vocabulary words been developed for grades K that students will be able to through 12. However, not all of define after completing the activity. those grade levels pertain to each All vocabulary words are defined lesson plan. The appropriate in the glossary beginning on page grade levels are stated in this 435. In addition, the vocabulary section, but the teacher may be words are found in bold within able to adjust an activity for a the background of the activity. lower or higher grade level. Grade levels were assigned Charting the Course according to the skills used by A list of other activities in the students while doing the activity. guide that are directly related to the activity. A teacher could Subject Areas develop a unit using an activity Lists disciplines to which the with those listed in its Charting activity applies. Due to the the Course section. subject matter, environmental
Pennsylvania Amphibians and Reptiles xvi Format of the Activities Getting in Touch with “Herps” Adapted from “Hands-On Herps,” Ranger Rick’s NatureScope: Let’s Hear It for Herps! (Washington, D.C.: National Wildlife Federation, 1987). Adapted with permission of the McGraw–Hill Companies.
them. These different adaptations are Summary an important aid to the classification of Work stations, each focusing on an amphibians and reptiles. organ or system, provide students All reptiles have skin that is covered with a chance to compare and con- with scales; their skin is dry to the trast adaptations of amphibians and touch. Their thick, scaly skin protects reptiles. In some cases, common them not only from injury, but from materials demonstrate or represent desiccation. This ability to conserve • GRADE LEVELS: these organs. water has allowed the reptiles to inhabit 4 – 8 a variety of habitats including deserts. Objectives • SUBJECT AREAS: On the contrary, the skin of amphibians Students will Environmental Science, is scaleless and smooth, often slippery • compare and contrast the adaptations Language Arts, Reading, or even slimy to the touch. (Amphib- Science and characteristics of amphibians and ians secrete mucous through their skin; reptiles. • DURATION: this makes some of them very slimy. A • demonstrate how to use these different 1 – 2 sessions good example is the aptly named slimy adaptations to classify animals as salamander.) Of course, not all amphib- • SETTING: amphibians or reptiles. ians have very smooth, slimy skin; toads Classroom and newts, for example, have dry, • SKILLS: Materials somewhat bumpy skin. Unlike reptile Analyzing, classifying, One copy of each task card from pages skin, this thin, scaleless skin is permeable 57–58; plastic wrap; vegetable oil; index collaborating, comparing, to water. While nearly all adult amphib- comprehending, cards; clay (modeling clay, homemade cooperating, interpreting ians can live on land, most species are clay, Play-doh, or silly putty); seeds charts and graphs, still found near a body of water or in a demonstrating, following (watermelon, sunflower, pumpkin, or damp or humid environment (i.e., forest, directions, generalizing, similar large, flat seeds); rubber gloves, interpreting, observing, rain forest). There are toads that live in reading, reasoning, preferably the heavy, textured ones used the desert; they accomplish this by visualizing for handling hazardous materials, one retaining urea in their bodies, creating an pair; cotton gloves (or any gloves that • VOCABULARY: osmotic gradient that forces water are not waterproof), enough for one per Adaptation, amphibian, retention. Some terrestrial frogs have a group; a large pan (a dishpan works ectotherm, endotherm, specialized skin patch in the pelvic metamorphosis, reptile, well) full of water; two plastic margarine scute, tympanum region for absorbing water. This area is tubs; tapioca; sand; grapes or small rich in blood vessels that lie close to the mushrooms; tuning fork; plastic wrap; • CHARTING THE surface. In addition, many tree frogs empty coffee can; small plastic beads; COURSE: have fatty secretions that they wipe over “Herp” Words; Body Work; rubber band; cymbal or metal lid from their skin surface; these fats prevent the Puzzles; Looking for a garbage can or large pot; mallet; Differences; Class Field Guide; evaporation of water. Other terrestrial temperature cards; skeleton cards; “herp” “Herp” Field Trip; Replica frogs, as well as some salamanders, can Round Up; What Do You development cards; Getting in Touch with retreat from dry conditions by forming a Know About “Herps?”; “Herps” Worksheet (page 65), one per “Herp” Prints; A Tadpole’s Tale cocoon of their own shed skin. student. Optional: models or samples of The toes of amphibians and reptiles • “HERP” HAPPENINGS: amphibian and reptile skeletons. are another distinguishing feature. What’s So Important About Reptiles have clawed toes (with the Museums and Specimens?; Background Croaky Crooners exception, of course, of the snakes and Although amphibians and reptiles legless lizards) while amphibian toes are appear very similar, looking closer at clawless, covered by the same smooth their anatomy reveals differences among skin that covers the rest of the body.
Pennsylvania Amphibians and Reptiles Awareness • Getting in Touch with “Herps” 51 The eggs of amphibians and the while still inside the egg, such as the lose these gills before leaving the eggs of reptiles differ in many terrestrial frogs mentioned earlier, egg. With the exception of sala- respects. Some amphibians deposit and salamanders in the genus manders in the family Proteidae their eggs in water; others deposit Plethodon (a common genus in (pro-TEE-ih-dee) (i.e., mudpuppies) eggs on land but select very moist Pennsylvania). In these cases, the and certain Ambystomatids areas (such as under rocks or in embryos lose their gills before (AM-biss-toh-MAT-ids) known as rotting logs). Certain frogs place hatching so that they are born axolotls (AK-soh-lot-l), the gills are their eggs on vegetation that over- looking like miniature adults. lost when the adult stage is reached. hangs water (where the larvae, upon The majority of amphibians At this point, many amphibians — hatching, fall into the water), while hatch as tadpoles with long flat tails frogs, toads, and some salamanders others actually carry the eggs with and no legs. Very young tadpoles — will breathe with lungs. However, them on their backs or in a special- have external gills for respiration. In the lungless salamanders, known as ized pouch, moving them to water at the case of frogs, a small mouth is the family Plethodontidae, have no the time of hatching. None of found on the ventral side of the lungs, as their name implies. They Pennsylvania’s frogs exhibit these tadpole’s head; it is adapted for respire by cutaneous respiration; in behaviors; all our frogs deposit eggs scraping algae and other vegetation other words, they absorb oxygen in a body of water. We do, however, from rocks and similar surfaces. As through their thin skin. Their skin is have salamanders that lay their eggs the tadpole matures, the external gills moist and permeable, containing on land; these belong to the family are replaced by lungs. The hind legs many blood vessels. In the case of the Plethodontidae (pleth-oh-DAHN- appear, followed by the forelimbs. In hellbender, an aquatic salamander and tih-dee). Note that not all frogs, the tail is slowly reabsorbed, Pennsylvania’s largest amphibian, the Plethodontids have terrestrial eggs. the intestines shorten, and the mouth adult can absorb oxygen through its Many species in this family deposit is altered to be used for predation. skin — in fact the many folds in its eggs in flowing water. The changes that occur and the skin provide more surface area for Close observation of amphibian length of time necessary for meta- absorption. If oxygen levels are low eggs makes clear their dependence morphosis vary among species. in its aquatic habitat, the hellbender on water — they are covered only by The reptiles, on the other hand, can rise to the surface and breathe air a gelatinous material that allows have internal fertilization and eggs using its lungs. movement of water into and out of with a tough “shell” which may be Both amphibians and reptiles are the egg. In many cases, water is leathery (as is the case with snake vertebrates with similar skeletons. In necessary for mating to occur, because eggs) or hard and calcified (tortoise fact, amphibians and reptiles are many amphibians have external eggs). This outer covering slows some of the oldest living vertebrates. fertilization. The gelatinous coating evaporation and eliminates the need Some reptiles have evolved remark- on the eggs allows sperm to pass for an aquatic or damp environment. able skeletal adaptations. Snakes into the eggs and join the ovum. All reptiles, even the aquatic turtles, have not only lost their limbs; most Upon hatching, most amphibians deposit their eggs on land, and the have also lost their pelvic and shoul- must remain in water until they young hatch fully developed, minia- der girdles. In addition, the lower undergo metamorphosis, or change ture likenesses of the adults. The jaw is not fused in front so that it from larvae to adult form. (See only exceptions are those snakes and can stretch to swallow prey. The figures for station #3, page 59.) lizards that bear live young. shell of the turtle is actually part of Most amphibians emerge from the All reptiles breathe with lungs, the skeletal system; the backbone and egg as a gilled aquatic larva that will including those that have adapted to ribs are fused to the inner shell, and develop into an adult with no gills. life in aquatic environments. The bony plates underlie the scutes There are, of course, exceptions to snakes actually use just one lung; the which compose the outer part of the this. Some will retain gills throughout other lung is still present but is small shell. (See “Body Work.”) life — the mudpuppy is one example and nonfunctional. This is due to All amphibians and reptiles are found right here in Pennsylvania. their unique anatomy. Amphibians ectotherms, or what is commonly Others will complete development begin their lives with gills, but some known as “cold-blooded.” This
Pennsylvania Amphibians and Reptiles 52 Awareness • Getting in Touch with “Herps” means that they do not maintain a be the most dependent upon hearing. the water. It is easiest to soak it the constant internal body temperature They use calls for a variety of reasons; day before and let it set overnight. like endotherms (birds and mam- the most important is to attract For the reptile eggs, if you wish to mals). Instead, their body tempera- mates. Most frogs and toads have use a non-food item that you can ture fluctuates with the temperature large external tympanums, or reuse year after year, try Ping-Pong of their environment. This does not eardrums, located just behind the balls or large bath beads. mean that their temperature is exactly eyes. Like the human eardrum, the DEVELOPMENT: You may want the same as the temperature outside. tympanum vibrates when sound to enhance this station with plastic The body temperature may be slightly waves reach it. mounts that show the life cycle of an raised by the metabolic processes amphibian and that of a reptile. going on within, and amphibians Preparation Such models are available from and reptiles have ways of adjusting 1. The materials needed for this Carolina Biological (800-334-5551.) body temperature. Lying on a rock lesson are generally not found in the in the morning sun is one way to science classroom and may require HEARING: The tuning fork and cymbal may be available from your raise temperature, and finding a extra effort to obtain. Below, listed school’s music department. If not, damp shady place is a way to stay by station, are hints for obtaining cool on a hot day. Some lizards will and storing the required materials. tuning forks are inexpensive and are available at music stores. Music even elevate body temperature to fight SKIN: The “reptile skin” made of stores also carry cymbals, but they an invading organism, much like clay and seeds can be assembled on humans and other mammals will get are rather expensive. If you cannot a piece of heavy cardboard. After borrow one, you may want to a fever. (Endotherms get fevers in the activity, cover tightly with plastic improvise with a metal garbage can response to infection because the wrap to protect it, so that it can be increased body temperature is often lid or something similar. The beads stored for reuse. Play-doh is likely must be lightweight, such as plastic. effective in killing the invading to crumble when it dries, but if Some dry tapioca also works well. organism. The body temperature is modeling clay is used it should BONES: Skeleton models are raised by increased heat production, harden and remain intact. To avoid available in science catalogues. such as shivering, and by increased confusion, instead of an ordinary heat conservation, such as vasocon- rubber glove, use the type designed 2. Make copies of the Getting in striction, which results in the skin for handling hazardous materials. Touch with “Herps” Worksheet and and extremities feeling cold.) Students may think the smooth of the task and station cards. You Use of the senses also differs rubber glove represents an amphib- may want to enlarge the task and among the amphibians and reptiles. ian skin. The heavier, textured station cards for your students. You Some can hear just as humans do — gloves may be available in your may also want to laminate these by detecting airborne sound waves. chemistry department, or purchase cards to protect them. Others rely on feeling vibrations in them in a store that sells men’s work 3. Set up stations around the room. the ground. Pennsylvania lizards clothes. They will be located with Make sure there is enough room at have ears that can detect sound the work gloves. waves; in fact their external ear each station for a small group to EGGS: You may find pearl tapioca openings are an important charac- work together. You will find that the in your grocery store or at a spe- teristic for identification. However, set up does take some time, espe- the lizards also can detect vibrations cialty foods store. If you cannot find cially the first time you do the it, regular tapioca works fine. You moving from the ground through activity. The set up is described will not need much for the activity, their forelegs and into a small bone below. so store what remains of the dry in their inner ear. Station 1 - Skin tapioca in an air-tight container; it Snakes and turtles depend on Materials: A piece of plastic wrap will keep indefinitely. When setting feeling vibrations because their sense glued to an index card and coated up the activity, allow plenty of time of hearing is not well developed. Of with vegetable oil (labeled A); clay for the tapioca to soak and absorb all amphibians and reptiles, frogs may with seeds stuck in it in an overlapping
Pennsylvania Amphibians and Reptiles Awareness • Getting in Touch with “Herps” 53 manner to resemble the skin of a Directions: Study cards A and B. Directions: Strike the tuning fork reptile (labeled B); rubber gloves; Which hatchlings — amphibian or against the table and hold it up to cotton gloves; a large pan of water. reptile — are more likely to need a your ear. What do you hear? Strike wet or moist environment? Which the tuning fork again, but this time Directions: Touch A and B. Which hatchlings are more likely to live in a hold the base of it against your chin. do you think is like the skin of an habitat that differs from that of their What do you hear? What do you amphibian? Which do you think is parents? feel? Which time were you “hear- like the skin of a reptile? ing” like a snake? Put a rubber glove on one hand Station 4 - Respiration Hold the cymbal about one foot and a cotton glove on the other Materials: Cards showing the snake above the coffee can and strike the hand. Immerse both hands in the lung (A) and a gilled salamander cymbal with the mallet, creating a water. Which hand got wet? Which (B), photocopied from page 60. loud noise. Observe the beads while glove represents the skin of an you do this. Why do the beads amphibian, and which represents the Directions: Study the cards. How move? Which amphibians and skin of a reptile? Which is more do reptiles breathe? How do reptiles have a tympanum (or likely to lose water through its skin if amphibians breathe? Do all sala- eardrum) that works the same way it is in a dry environment — an manders have gills? Do young as the plastic? amphibian or a reptile? Which amphibians breathe the same way would need to live near water? their parents do? Besides getting Station 7 - Body Temperature oxygen through their lungs or gills, Materials: Cards showing tempera- Station 2 - Eggs how else might amphibians absorb ture charts labeled A and B, photo- Materials: A plastic tub containing oxygen? copied from page 62. one tablespoon of tapioca (large or pearl tapioca works best) that has Station 5 - Feet Directions: Study the cards. Which been soaked in a quarter cup of very Materials: Cards showing the foot card illustrates the likely body tem- hot water (container A); a second of a lizard (A) and that of a salamander perature of an amphibian or reptile? tub containing sand with grapes or (B), photocopied from page 61. Name an animal that would have a small mushrooms resting on top body temperature illustrated by chart Directions: Study the cards. What (container B). Alternative: Use Jello A. Name an animal that would have is the difference between the two feet for amphibian eggs and Ping-Pong a body temperature illustrated by pictured? Which belongs to an balls for reptile eggs. chart B. amphibian and which belongs to a Directions: Touch the contents of reptile? How might reptiles use Station 8 - Bones container A and container B. Which these special feet? How might an Materials: Cards showing skeletons represents the eggs of an amphibian amphibian use its special feet? of amphibians and reptiles, photo- and which represents the eggs of a copied from page 63; models or reptile? What would happen if we Station 6 - Hearing samples of amphibian and reptile emptied the containers and let the Materials: Tuning fork, plastic skeletons (optional). contents sit out overnight? Which wrap, empty coffee can, small plastic animals — amphibians or reptiles — beads, rubber band, a cymbal or Directions: Study the skeletons. deposit their eggs on dry land? metal lid from a garbage can or large Do amphibians and reptiles have Which eggs are dependent on water? pot, a mallet. endo-skeletons or exoskeletons? Are Stretch the plastic wrap tightly “herps” vertebrates or invertebrates? Station 3 - Development over the open end of the coffee can Materials: Cards showing the and hold it in place with the rubber Procedure developmental stages of amphibians band. Place beads (or dry tapioca if 1. Discuss the adaptations of (A) and reptiles (B), photocopied you don’t have beads) on top of the amphibians and reptiles with your from page 59. plastic. class. Stress that, although there are similarities between the two groups,
Pennsylvania Amphibians and Reptiles 54 Awareness • Getting in Touch with “Herps” ©2001 PFBC, CMNH All rights reserved.
they are two separate classes of reptile species that do not lay eggs. Resources animals. Emphasize the differences Gans, Carl; A. d’A. Bellairs; and 3. Discuss endotherms and ecto- between amphibians and reptiles and Thomas S. Parsons. Biology of the therms and their temperature charts. how these different adaptations relate Reptilia, Vol. 1, Morphology.. New Is an ectotherm’s body temperature to habitat, life cycle, and diet. York: Academic Press, 1969. equal to the air temperature? Why 2. Divide students into groups of two would it differ from the air tempera- Guyton, Arthur C. Textbook of or three. Give each student a copy ture? (They can modify their Medical Physiology. Philadelphia, of the Getting in Touch with behavior, or sometimes even change Pa.: W.B. Saunders Company, “Herps” Worksheet. Groups visit color, to increase or decrease body 1986. each station, spending three or four temperature.) Does an endotherm’s Halliday, Tim R., and Kraig Adler. minutes reading and following the body temperature always remain The Encyclopedia of Reptiles and directions on the card. They should constant? Why would it fluctuate? Amphibians. New York: Facts on write their answers to the questions (An endotherm could have a fever, File, 1986. at each station in the appropriate or become hypothermic. Also, some place on the worksheet. mammals hibernate, dropping their Pritchard, Peter C. H. Living Turtles temperature far below normal.) of the World. Jersey City, N.J.: Conclusions T.F.H. Publications, 1967. Amphibians and reptiles are Tadpole Option Ranger Rick’s NatureScope: Let’s ectothermic vertebrates. Despite 1. Discuss the similarities and Hear It for Herps! Washington, these similarities, there are distinct differences between amphibians and D.C.: National Wildlife Federation, differences between these two classes reptiles. Name some animals that 1987. of animals. are amphibians and some that are reptiles. Hold up pictures or toys Shaffer, Larry L. Pennsylvania Assessments such as Beanie Babies that represent Amphibians and Reptiles. Harris- 1. Evaluate completed worksheets. amphibians or reptiles. Ask the burg, Pa.: Pennsylvania Fish Com- students, “Is this an amphibian or mission, 1991. 2. Give each student a piece of reptile?” Place amphibians in one paper that has a line dividing it into pile and reptiles in another. two columns. Have them write ▼ Notes “amphibians” at the top of one 2. Set up the stations as described, column and “reptiles” at the top of but do not put out the task cards. the other. Then have students list You may want to eliminate stations the adaptations of each in the that seem too complex in concept, appropriate column. such as the hearing or body tem- perature stations. Extensions 3. In small groups, have the stu- 1. Place frog eggs or tadpoles in an dents visit the stations. Have them aquarium in your classroom. Have pick which “skin” is like an students observe their development. amphibian’s and which is like a Ask questions that require students reptile’s. Do the same for eggs, to recall what they learned in this development, respiration, feet, and lesson about amphibian life cycles. bones. It may help to have a picture 2. Explain that there are some of an amphibian and a reptile at each “herps” that give birth to live young station. instead of laying eggs. Define and discuss the terms oviparous, vivipa- rous, and ovoviviparous. Have students research amphibian and
Pennsylvania Amphibians and Reptiles Awareness • Getting in Touch with “Herps” 55 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○Getting in Touch with “Herps” Task Cards ✄ STATION 1 – SKIN STATION 2 – EGGS
Touch A and B. Which do you think is like the Touch the contents of container A and container skin of an amphibian? Which do you think is like B. Which represents the eggs of an amphibian the skin of a reptile? and which represents the eggs of a reptile? What would happen if we emptied the containers and Put a rubber glove on one hand and a cotton glove let the contents sit out overnight? Which animals on the other hand. Immerse both hands in the — amphibians or reptiles — deposit their eggs water. Which hand got wet? Which glove repre- on dry land? Which eggs are dependent on water? sents the skin of an amphibian, and which repre- sents the skin of a reptile? Which is more likely to lose water through its skin if it is in a dry envi- ronment — an amphibian or a reptile? Which would need to live near water?
Pennsylvania Amphibians and Reptiles Pennsylvania Amphibians and Reptiles GETTING IN TOUCH WITH “HERPS” TASK CARD GETTING IN TOUCH WITH “HERPS” TASK CARD
STATION 3 – DEVELOPMENT STATION 4 – RESPIRATION
Study cards A and B. Which hatchlings — Study the cards. How do reptiles breathe? How amphibian or reptile — are more likely to need a do amphibians breathe? Do all salamanders have wet or moist environment? Which hatchlings are gills? Do young amphibians breathe the same way more likely to live in a habitat that differs from their parents do? Besides getting oxygen through that of their parents? their lungs or gills, how else might amphibians absorb oxygen?
Pennsylvania Amphibians and Reptiles Pennsylvania Amphibians and Reptiles
GETTING IN TOUCH WITH “HERPS” TASK CARD GETTING IN TOUCH WITH “HERPS” TASK CARD
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Pennsylvania Amphibians and Reptiles Awareness • Getting in Touch with “Herps” 57 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○Getting in Touch with “Herps” Task Cards ✄ STATION 5 – FEET STATION 6 – HEARING
Study the cards. What is the difference between Strike the tuning fork against the table and hold the two feet pictured? Which belongs to an am- it up to your ear. What do you hear? Strike the phibian and which belongs to a reptile? How tuning fork again, but this time hold the base of might reptiles use these special feet? How might it against your chin. What do you hear? What do an amphibian use its special feet? you feel? Which time were you “hearing” like a snake?
Hold the cymbal about one foot above the coffee can and strike the cymbal with the mallet, creat- ing a loud noise. Observe the beads while you do this. What happened and why? Which herps have a tympanum (or eardrum) that works the same way as the plastic?
Pennsylvania Amphibians and Reptiles Pennsylvania Amphibians and Reptiles GETTING IN TOUCH WITH “HERPS” TASK CARD GETTING IN TOUCH WITH “HERPS” TASK CARD
STATION 7 – BODY TEMPERATURE STATION 8 – BONES
Study the cards. Which card illustrates the body Study the skeletons. Do herps have endoskeletons temperature of an amphibian or reptile? Which or exoskeletons? Are herps vertebrates or inver- illustrates the body temperature of an animal that tebrates? is not an amphibian or reptile? Name an animal that would have a body temperature illustrated by Chart A. Name an animal that would have a body temperature illustrated by Chart B.
Pennsylvania Amphibians and Reptiles Pennsylvania Amphibians and Reptiles
GETTING IN TOUCH WITH “HERPS” TASK CARD GETTING IN TOUCH WITH “HERPS” TASK CARD
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Pennsylvania Amphibians and Reptiles 58 Awareness • Getting in Touch with “Herps” ✄ STATION 3 – DEVELOPMENT – A
Pennsylvania Amphibians and Reptiles • GETTING IN TOUCH WITH “HERPS” ✄ STATION 3 – DEVELOPMENT – B
Pennsylvania Amphibians and Reptiles • GETTING IN TOUCH WITH “HERPS”
Pennsylvania Amphibians and Reptiles Awareness • Getting in Touch with “Herps” 59 ✄ STATION 4 – RESPIRATION – A
Pennsylvania Amphibians and Reptiles • GETTING IN TOUCH WITH “HERPS” ✄ STATION 4 – RESPIRATION – B
Pennsylvania Amphibians and Reptiles • GETTING IN TOUCH WITH “HERPS”
Pennsylvania Amphibians and Reptiles 60 Awareness • Getting in Touch with “Herps” ✄ STATION 5 – FEET – A
Pennsylvania Amphibians and Reptiles • GETTING IN TOUCH WITH “HERPS” ✄ STATION 5 – FEET – B
Pennsylvania Amphibians and Reptiles • GETTING IN TOUCH WITH “HERPS”
Pennsylvania Amphibians and Reptiles Awareness • Getting in Touch with “Herps” 61 ✄ STATION 7 – TEMPERATURE – A
100 AVERAGE BODY TEMPERATURE
50 TEMPERATURE (FAHRENHEIT) TEMPERATURE
0 JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC
Pennsylvania Amphibians and Reptiles • GETTING IN TOUCH WITH “HERPS” ✄ STATION 7 – TEMPERATURE – B
AVERAGE BODY TEMPERATURE
100
50 TEMPERATURE (FAHRENHEIT) TEMPERATURE
0 JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC
Pennsylvania Amphibians and Reptiles • GETTING IN TOUCH WITH “HERPS”
Pennsylvania Amphibians and Reptiles 62 Awareness • Getting in Touch with “Herps” ✄ STATION 8 – BONES – A
Pennsylvania Amphibians and Reptiles • GETTING IN TOUCH WITH “HERPS” ✄ STATION 8 – BONES – B
Pennsylvania Amphibians and Reptiles • GETTING IN TOUCH WITH “HERPS”
Pennsylvania Amphibians and Reptiles Awareness • Getting in Touch with “Herps” 63 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○○Getting in Touch with “Herps” Worksheet
STATION 1 — SKIN Which do you think is like the skin of an amphibian? Which do you think is like the skin of a reptile? Which hand got wet? Which glove represents the skin of an amphibian? Which glove represents the skin of a reptile? Which is more likely to lose water through its skin? Which would need to live near water?
STATION 2 — EGGS Which represents the eggs of an amphibian? Which represents the eggs of a reptile? What would happen if we emptied the containers and let the contents sit out overnight?
Which animals, amphibians or reptiles, deposit their eggs on dry land? Which eggs are dependent on water?
STATION 3 — DEVELOPMENT Which hatchlings, amphibian or reptile, are more likely to need a wet or moist environment? Which hatchlings are more likely to live in a habitat that differs from that of their parents?
STATION 4 — RESPIRATION How do reptiles breathe? How do amphibians breathe? Do all salamanders have gills? Do young amphibians breathe the same way as their parents do? Besides getting oxygen through their lungs or gills, how else might amphibians absorb oxygen?
Worksheet continues on other side
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Pennsylvania Amphibians and Reptiles Awareness • Getting in Touch with “Herps” 65 STATION 5 — FEET What is the difference between the two feet pictured? Which belongs to an amphibian and which belongs to a reptile? How might reptiles use these special feet? How might an amphibian use its special feet?
STATION 6 — HEARING What do you hear when you hold the tuning fork to your ear? What do you hear when you hold the tuning fork to your chin? What do you hear when you hold the tuning fork against your chin? Which time were you “hearing” like a snake? What happened and why?
Which “herps” have a tympanum (or eardrum) that works the same way as the plastic?
STATION 7 — BODY TEMPERATURE Which card illustrates the likely body temperature of an amphibian or reptile? Which illustrates the body temperature of an animal that is not an amphibian or reptile? Name an animal that would have a body temperature illustrated by chart A. Name an animal that would have a body temperature illustrated by chart B.
STATION 8 — BONES Do “herps” have endoskeletons or exoskeletons? Are “herps” vertebrates or invertebrates?
Pennsylvania Amphibians and Reptiles 66 Awareness • Getting in Touch with “Herps” TEACHER’S ANSWER SHEET ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Getting in Touch with “Herps” Worksheet
STATION 1 — SKIN Which do you think is like the skin of an amphibian? A. The oil-coated plastic. Which do you think is like the skin of a reptile? B. The seeds representing scales. Which hand got wet? The one wearing the cotton glove. Which glove represents the skin of an amphibian? The cotton glove. Which glove represents the skin of a reptile? The rubber glove. Which is more likely to lose water through its skin? Amphibian. Which would need to live near water? Amphibian.
STATION 2 — EGGS Which represents the eggs of an amphibian? A. The tapioca soaked in water. Which represents the eggs of a reptile? B. The mushrooms, grapes, or bath beads in sand. What would happen if we emptied the containers and let the contents sit out overnight? The “amphibian eggs,” or tapioca, would dry up. The “reptile eggs” would remain the same. Which animals, amphibians or reptiles, deposit their eggs on dry land? Reptiles. Which eggs are dependent on water? Amphibians.
STATION 3 — DEVELOPMENT Which hatchlings, amphibian or reptile, are more likely to need a wet or moist environment? Amphibians. Which hatchlings are more likely to live in a habitat that differs from that of their parents? Amphibians, because the young usually live in water and the adults on land.
STATION 4 — RESPIRATION How do reptiles breathe? With lungs. How do amphibians breathe? With gills (according to the picture on the card.) Do all salamanders have gills? No. Most have gills only when in the larval stage. Do young amphibians breathe the same way as their parents do? No, not in most cases. Besides getting oxygen through their lungs or gills, how else might amphibians absorb oxygen? Through their skin.
STATION 5 — FEET What is the difference between the two feet pictured? The foot pictured on card A has claws. Which belongs to an amphibian and which belongs to a reptile? A is the reptile, B is the amphibian. How might reptiles use these special feet? For digging, for climbing trees and rocks. How might an amphibian use its special feet? For swimming, for climbing trees and plants if the toes are like suction cups.
Pennsylvania Amphibians and Reptiles Awareness • Getting in Touch with “Herps” 67 STATION 6 — HEARING What do you hear when you hold the tuning fork to your ear? A musical note. What do you hear when you hold the tuning fork to your chin? The same musical note, but louder. What do you hear when you hold the tuning fork against your chin? The jawbone feels the vibration of the tuning fork. Which time were you “hearing” like a snake? When the tuning fork was held against the jaw. What happened and why? Sound waves travelled through the air from the cymbal causing the plastic to vibrate, moving the beads. Which “herps” have a tympanum (or eardrum) that works the same way as the plastic? Frogs have a large tympanum that is important for hearing the calls of other frogs.
STATION 7 — BODY TEMPERATURE Which card illustrates the likely body temperature of an amphibian or reptile? B, the one that varies. Which illustrates the body temperature of an animal that is not an amphibian or reptile? A, the one that stays the same throughout the year could only be an endotherm. Name an animal that would have a body temperature illustrated by chart A. A bird or mammal. Name an animal that would have a body temperature illustrated by chart B. An amphibian, reptile, fish, or invertebrate.
STATION 8 — BONES Do “herps” have endoskeletons or exoskeletons? Endoskeletons. Are “herps” vertebrates or invertebrates? Vertebrates.
Pennsylvania Amphibians and Reptiles 68 Awareness • Getting in Touch with “Herps” “Herp” Sweet Home Adapted from “Water, Water Everywhere,” in Living in Water, Edition 1 (Baltimore, Md.: National Aquarium, 1987).
The entire state of Pennsylvania is Summary part of a temperate deciduous forest Students use a dichotomous key and biome, a biome characterized by mid- a flow chart to classify common range temperatures and high levels of Pennsylvania habitats. Each of these precipitation. The final stage of ecologi- habitats is a potential home to many cal succession in Pennsylvania is a species of amphibians and reptiles. deciduous forest dominated by large hardwood trees such as oak, maple, and • GRADE LEVELS: Objectives beech. Before the European settlement 6 – 12 Students in grades 6 through 8 will of this state, about 98 percent of it was • SUBJECT AREAS: • define habitat. covered by forest. Today, only small, Environmental Studies, • use a flow chart and a dichotomous inaccessible patches of old growth forest Science key. remain, notably in Cook Forest State • name and describe three different • DURATION: Park, Susquehannock State Forest, and Pennsylvania habitats. 2 sessions Bald Eagle State Forest. Second and Students in grades 9 through 12 will third growth forests now cover approxi- • SETTING: • analyze the usefulness of dichotomous mately 60 percent of the state. A major Classroom keys to scientific investigation. part of Pennsylvania has been cleared • SKILLS: • describe several habitats, listing the for agriculture, the number one industry Classifying, comparing, typical vegetation and other defining in the Commonwealth. As the popula- concluding, describing, properties. tion grows, more and more land is developing vocabulary, becoming residential, and wildlife and following directions, • given a habitat type, name two amphib- interpreting, reading, ians or reptiles that live in that habitat. humans must share backyard habitats. reasoning In rural areas, and even in some suburbs, • VOCABULARY: Materials small stands of second growth trees dot Biome, bog, deciduous Copies of Key to Pennsylvania Habitats the landscape. These woodlots are forest, dichotomous key, (page 147); copies of Pennsylvania home to many species, including several habitat, marsh, swamp, amphibians and reptiles. vernal pool, wetland, wet Habitat Flow Charts (pages 149–151); meadow copies of habitat cards (pages 153–167), The forest was not the only habitat one per student. found in Pennsylvania before colonial • CHARTING THE times. There were naturally occurring COURSE: Class Field Guide; Background meadows or prairies (the result of pond Herpetology Field Trip; Dichotomous keys are used in or lake succession), and the mountainous “Herp” Habitat Haggle; regions of the state contained rocky Park It Here!; Before the science to classify many types of things, Well Runs Dry; Carry On!; usually living organisms. The user is outcrops that still exist today. Aquatic What Every “Herp” Needs; offered two choices at each step, and by habitats abounded, including over Froggy Swamp; What Do 50,000 miles of flowing water. (In fact, You Know About “Herps?”; choosing between the two the user is led Oh “Herps!”; Isn’t That to an answer or to another choice. Alaska is the only place in the United Special? These keys can seem daunting at first States that has more miles of rivers and streams than Pennsylvania.) Unfortunately, • “HERP” HAPPENINGS: due to their minute detail. Introducing some of this flowing water has been A Tiny Turtle in Danger of students to a simple key allows them to Disappearing; Leave No become accustomed to the concept degraded by human activities like farming, Stone Unturned; Sandstone without being overwhelmed. A flow industry, and mining. Abandoned mine and Salamanders; Swamp drainage is the primary pollutant, Rattlers chart offering two choices at each step is essentially the same as a key, but the impacting more than 3,000 miles of layout of the flow chart can help Pennsylvania streams. It may come as a children visualize how a dichotomous surprise that there were far fewer lakes key works. and ponds in Pennsylvania prior to the
Pennsylvania Amphibians and Reptiles Habitat • “Herp” Sweet Home 143 aquatic habitats that are covered by Stream Orders water for all or part of the year. This water can be flowing, as in a river or 1 1 stream. Rivers and streams are formed by the runoff of precipitation 1 or by water coming up from under- ground. When groundwater reaches 2 1 1 2 the surface, it forms a spring. Streams and rivers are classified by 2 2 order. A first-order stream has no 3 3 tributaries; it is formed directly from runoff or a spring at its headwaters. When two first-order streams join, they form a second-order stream. It remains a second-order stream, even when other first-order streams 4 converge with it. However, when it meets with another second-order stream, it becomes a third-order stream. The designation “river” is somewhat arbitrary and is based immigration of Europeans, but most amount of water or the type of primarily on the size of the body of of the lakes and ponds we have today vegetation. Also, since some habitats water. However, most flowing bodies are artificial. Of course, Lake Erie are created by human activity, of water with an order of five or existed, holding a wealth of species human impact and the proximity of above are considered rivers. It is before an influx of sewage and homes and other buildings are also very rare for a river to reach the agricultural fertilizer led to it being considered. tenth order, but the Mississippi River declared biologically dead in the Terrestrial habitats are those is twelfth order. (See diagram.) 1960s. (Today, Lake Erie is recover- which are not covered with water for Size is the only real difference ing and is once again home to many a significant amount of time, al- between lakes and ponds, and these species, although some, such as the though they may be covered with two habitats share many characteristics. blue pike, are now extinct.) Exclud- water immediately after a rainfall or They have open water and are not ing Lake Erie, Pennsylvania’s two when snow melts. These include dominated by emergent vegetation, largest lakes — Raystown Lake and forests, both old growth and second although plants may grow around the Lake Wallenpaupack — are both growth; woodlots, which are small periphery. Algae, duckweed, and lilies artificially created. In addition, wooded areas surrounded by other, may, however, appear throughout a Pennsylvania once had an abundance usually human habitats; rocky lake or pond. Lakes and ponds in of wetlands, including swamps, outcrops that have occurred natu- temperate climates will also have a bogs, marshes, wet meadows, and rally in mountainous areas or have temperature gradient. In general, vernal pools. Today, 56 percent of been exposed by human activities; the surface water will be coldest in those wetlands have been eradicated meadows, or open areas of land that winter and in fact may be frozen, by human activities like filling and have been cleared of trees by fire or while the water at the bottom will be flooding, and we are still losing other natural occurrences; farmland 4° Celsius. (Water is densest at 4° wetlands each year. that may be cultivated for crops or Celsius, and therefore this heavier The dichotomous key and flow cleared for pasture; and backyards, water will sink to the bottom.) In chart used in this activity distinguish those areas immediately surrounding warm months, the top layer will be between different habitats by using residences. warmest due to the sun, the bottom distinctive characteristics like the Pennsylvania has a diversity of layer will be coldest, and the area in
Pennsylvania Amphibians and Reptiles 144 Habitat • “Herp” Sweet Home the middle will have a thermocline or Habitat Flow Chart. (You can copy Conclusions marked decrease in temperature one per student or allow two or three A dichotomous key works in the from top to bottom. At some point students to share.) Copy and cut same manner as a flow chart, using a in both spring and autumn, all the out the Habitat Cards. You can glue series of choices to arrive at a final water in the lake or pond reaches the these to poster board or index cards category. These tools can be used to same temperature and, therefore, the and laminate them for future use. classify a variety of things, including same density. At this point, the Gather pictures, drawings, or habitats. Even a small state like water mixes freely. photographs of the habitats used in Pennsylvania has a diversity of There are five habitat types in this activity. These can be glued to habitats. Pennsylvania that are described as the back of the appropriate habitat wetlands. A wetland is an area that card. Good sources include nature Assessments is underwater for at least part of the magazines and posters. The follow- 1. Have students define “habitat,” year and contains hydric soils (soils ing habitats are included in this then ask them to name some of the that are saturated with water and activity: forest; vernal pool; marsh; categories of habitats found in show signs of anaerobic conditions) woodlot; pond; wet meadow; rocky Pennsylvania (aquatic, terrestrial, and hydrophytic plants (plants that outcrop; lake; bog; meadow; flowing water, standing water, grow in water). The type of vegeta- brook; swamp; farmland; spring; wetlands). tion is important to distinguishing stream; backyard; river. 2. Have each student list three among different wetland habitats. Pennsylvania habitats and describe The predominant vegetation in a bog Procedure each one. Have them name one or is moss; bogs tend to have low 1. Lead a class discussion. Have two amphibians or reptiles that live (acidic) pH and are usually found at students define “habitat.” Ask them in each habitat. For older students, high elevations. Swamps are charac- to name some habitats. What are have them describe the habitat in terized by trees that grow in standing some major differences in the habitats detail, including the vegetation found water; species found in Pennsylvania they have named? there. swamps include willows, red maples, 2. Pass out one Habitat Card to and sycamores. A marsh has grasses 3. Watch a nature video and have each student. (You may wish to have and shrubs growing in it. A wet students identify the habitats they see. younger students color the cards first meadow resembles a marsh, but this so they are more familiar with the 4. For older students, discuss the wetland looks like a meadow or habitat.) Distribute the Pennsylvania use of dichotomous keys. For what pasture. Upon close inspection, it Habitat Flow Chart and the Key to other categories might dichotomous becomes obvious that the ground is Pennsylvania Habitats. Explain to keys be useful? (They are frequently very wet, at times with a few inches students how to use a dichotomous used for identifying plant and animal of water on the surface, and the soil key. species.) Why would a key be more is saturated. Another wetland type accurate than a field guide? Are 3. Have each student use the flow found in Pennsylvania is a vernal there any drawbacks to using pool. These tiny pools, often found chart to name the habitat on his or dichotomous keys? in forests and woodlots, are formed her assigned Habitat Card. Once in winter or spring. In most years, they have done this, they can use the Extensions the water evaporates or is absorbed dichotomous key to name the same 1. Take students outside and have into the soil by late summer. habitat. them name the habitats in the area For a list of Pennsylvania am- 4. Have students trade cards, then around the school, or have them phibians and reptiles and the habitats have them try using the key to name make a list of all the habitats they see in which they live, see Appendix I. their new habitats. If they have trouble on their way to school. using the key, they can return to the 2. Have students search for newspa- Preparation flow chart to find the answer. Copy the Key to Pennsylvania per articles about Pennsylvania Habitats and the Pennsylvania habitats being degraded or saved.
Pennsylvania Amphibians and Reptiles Habitat • “Herp” Sweet Home 145 ©2001 PFBC, CMNH All rights reserved.
How might human activities affect “Water, Water, Everywhere.” In “herp” species in these areas? Living in Water, Edition 1. Balti- more, Md.: National Aquarium, 3. Have students (alone or in 1987. groups) create their own dichoto- mous key for any category they The Wonders of Wetlands. Bozeman, choose. Mont.: The Watercourse, 1995.
Tadpole Option Give each student a habitat card to color. Have them draw in the “herps” mentioned in the descrip- tion. You may want to enlarge the cards for this activity.
Resources “Acid Mine Drainage/Abandoned Mine Land Fact Sheet.” Pottsville, Pa: Eastern Pennsylvania Coalition for Abandoned Mine Reclamation, 1997. Bier, Charles. “Patterns of Biogeogra- phy in Watersheds.” Allegheny Watershed Network Notes. November 1997. Cole, Gerald A. Textbook of Limnol- ogy. Prospect Heights, Ill.: Waveland Press, 1983. Endangered and Threatened Species of Pennsylvania. Harrisburg, Pa.: Wild Resource Conservation Fund, 1995. Facts about Wetlands 5. Washing- ton, D.C.: U. S. Environmental Protection Agency, February 1995. Miller, G. Tyler. Living in the Environment. Belmont, Calif.: Wadsworth Publishing, 1994. Shaffer, Larry L. Pennsylvania HERP JOKE Amphibians and Reptiles. Harris- How many spotted salamanders burg, Pa.: Pennsylvania Fish Com- mission, 1991. does it take to screw in a light bulb? None. They’re nocturnal.
Pennsylvania Amphibians and Reptiles 146 Habitat • “Herp” Sweet Home ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○ Key to Pennsylvania Habitats
1. a. Terrestrial habitat...... 2 b. Aquatic habitat...... 7
2. a. Covered densely with trees...... 3 b. Open land (trees sparse or absent)...... 4
3. a. Large tract of land with few or no buildings present...... Forest b. Small area surrounded by developed or agricultural land...... Woodlot
4. a. Rocky, with little or no vegetation, usually in a mountainous region...... Rocky Outcrop b. Covered with vegetation...... 5
5. a. Human impact minimal...... Meadow b. Area impacted by humans...... 6
6. a. Cultivated land or pasture...... Farmland b. Part of a residential area...... Backyard
7. a. Standing water...... 8 b. Flowing water...... 14
8. a. Open water...... 9 b. Water with emergent vegetation...... 11
9. a. Very large body of standing water...... Lake b. Smaller body of standing water...... 10
10. a. Temporary, arising in late winter or spring...... Vernal Pool b. Permanent, not seasonal...... Pond
11. a. With trees...... Swamp b. Without trees...... 12
12. a. With mosses and bushes...... Bog b. With grasses and shrubs...... 13
13. a. Open water more prominent than grasses...... Marsh b. Grasses more prominent than open water...... Wet Meadow
14. a. Small body of flowing water, low order...... 15 b. Large body of flowing water, high order...... River
15. a. Arising from underground...... Spring
b. Formed by springs or runoff...... Stream
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A Jefferson salamander spends most of its time deep in the soil, while a wood turtle walks along the leaf-covered surface. Small mammals hide among the many trees, often falling prey to copperheads and milk snakes.
Pennsylvania Amphibians and Reptiles “HERP” SWEET HOME HABITAT CLUE CARDS
Under small rocks and damp leaf litter, slimy and redback salamanders abound. A tiny smooth earth snake competes with them for earthworms, oblivious to the nearby cars and homes.
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High on an Appalachian ridge, a timber rattlesnake rests on the protruding rocks. The bluish tail of a young coal skink is barely visible between two stones.
Pennsylvania Amphibians and Reptiles “HERP” SWEET HOME HABITAT CLUE CARDS
As the sun begins to climb over the horizon, tall grasses and wildflowers hide a black rat snake as it swallows a mouse. A Fowler’s toad, after a long night of foraging, buries itself in the dirt.
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Basking in the sun, a northern fence lizard rests on an old fencepost. Weeds grow thick along the field’s edge, where a rough green snake hunts for grasshoppers.
Pennsylvania Amphibians and Reptiles “HERP” SWEET HOME HABITAT CLUE CARDS
A ringneck snake hides in the compost pile. Under the woodpile, a box turtle escapes the afternoon heat.
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The spring sun warms the water left behind from melting snow. Wood frog tadpoles fill the water. Soon they will be gone, becoming adults before the water disappears.
Pennsylvania Amphibians and Reptiles “HERP” SWEET HOME HABITAT CLUE CARDS
An adult red-spotted newt has returned to the water to breed. A common snapping turtle moves through the open water, feeding its voracious appetite on a variety of tadpoles and fish.
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Below the deep, open water, a mudpuppy blends in with the muddy bottom. Not even its blood-red gills are evident. Closer to shore, a spiny softshell turtle has buried itself in a sandbar.
Pennsylvania Amphibians and Reptiles “HERP” SWEET HOME HABITAT CLUE CARDS
The croak of a pickerel frog can be heard coming from somewhere among the cattails and bulrushes. A brightly colored ribbon snake suns itself along the water’s edge.
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A northern leopard frog hops through the grass, its belly wet from the water that seeps up every time it lands. It is unaware of the eastern massasauga that lurks in a clump of grass, waiting for a meal.
Pennsylvania Amphibians and Reptiles “HERP” SWEET HOME HABITAT CLUE CARDS
A spongy mat of sphagnum hides young four-toed salamanders, but if you look closely you may see their gilled heads peeking out from under the moss. The acidic water does not seem to bother the spotted turtle who seeks refuge here.
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The trees rise right out of the water. One has fallen, and on this rotting log a wood turtle is warmed by the sun’s rays. A green frog swims near the water’s edge, searching for aquatic insects to eat.
Pennsylvania Amphibians and Reptiles “HERP” SWEET HOME HABITAT CLUE CARDS
The water gurgles as it sweeps over rocks, rocks that hide many northern dusky salamanders. The crayfish also hide under these rocks, trying to escape the queen snake who searches for a crustacean meal.
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The water is cold as it bubbles from the earth. Laden with dissolved limestone, it tumbles over newly hatched northern spring salamanders as it makes its way downhill.
Pennsylvania Amphibians and Reptiles “HERP” SWEET HOME HABITAT CLUE CARDS
The brown water seems to move slowly here, and it is a long way to the other bank where a northern water snake has draped itself on an overhanging branch. A midland painted turtle crawls along the soft, sandy bottom, hiding in the vegetation on the water’s edge.
Pennsylvania Amphibians and Reptiles
“HERP” SWEET HOME HABITAT CLUE CARDS
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Pennsylvania Amphibians and Reptiles Habitat • “Herp” Sweet Home 167 Who Am I?
Summary moist or wet environment to prevent desiccation. Many amphibians undergo In this game, students determine a transformation after hatching from the the identity of an amphibian or reptile egg. Referred to as metamorphosis, the whose picture is taped to their backs. transformation occurs as the amphibian By asking each other questions to progresses from the larval stage to the discover their “herp” identities, juvenile stage. All Pennsylvania frogs and students learn the characteristics of toads go through metamorphosis. Pennsylvania amphibians and reptiles. • GRADE LEVELS: However, not all salamanders go through 3 – 8 Objectives a metamorphic change — some emerge • SUBJECT AREAS: from the egg without gills and are able Students will Communication, Environ- to live on land immediately. In Pennsyl- • identify six characteristics of Pennsyl- mental Studies, Science vania, the genus Plethodon has this type vania amphibians and reptiles. of life cycle. Frogs and toads of Penn- • DURATION: • distinguish the Pennsylvania amphibians sylvania begin their lives as eggs and 1 session and reptiles from one another. then hatch into tadpoles. Tadpoles, the • SETTING: Materials larval form of frogs, have gills and a tail Classroom and live in water. Tadpoles slowly Identity tags each with a name and transform into adults by growing legs, • SKILLS: picture of a Pennsylvania amphibian or losing their tails, and undergoing Analyzing, classifying, reptile species, one per student; tape or cooperating, formulating rearrangement of some internal organs. safety pins; field guides; Pennsylvania questions, listening Some amphibians are unique in that Fish and Boat Commission amphibian they have external ear openings or • VOCABULARY: and reptile posters; several copies of Amphibian, ectotherm, tympanums. On some frogs and toads, Simple Key to Pennsylvania Amphibians metamorphosis, reptile, such as bullfrogs and northern green and Reptiles (page 271). scutes, tadpole, tympanum frogs, these are easily visible as the • CHARTING THE Background circular disks located on the head COURSE: somewhere behind the eyes. Amphibians and reptiles are among Looking for Differences; Pennsylvania’s amphibians can easily Getting in Touch with the oldest living vertebrates found on be grouped into orders, simply by “Herps”; Puzzles; What’sss Earth today. They have many unique My Name?; “Herp” Habitat dividing them into two groups — those characteristics that distinguish them Haggle; Replica Round Up; with tails and those without. The What Do You Know About from other vertebrates and from each salamanders, order Caudata, have tails. “Herps?”; “Herp” Prints; other. Both amphibians and reptiles are Key in to “Herps” The frogs, order Salientia, do not ectothermic or “cold-blooded.” This possess tails as adults. The salamanders • “HERP” HAPPENINGS: means that an amphibian’s or reptile’s can be further grouped into those that What’s So Important About body temperature, rather than being Museums and Specimens? spend their entire lives in water maintained internally, can fluctuate with (mudpuppies and hellbenders,) the large the temperature of its surroundings. To mole salamanders (marbled, spotted, help them regulate their body tempera- and Jefferson,) Pennsylvania’s only newt tures, amphibians and reptiles must utilize (red-spotted,) and the lungless sala- their environment: they commonly seek manders. The frogs can be grouped shelter from extreme heat and cold by arbitrarily into frogs and toads, with the burrowing deep underground or toads represented by the true toads and sunbathing on rocks. spadefoots. The remaining frogs can be Most amphibians have smooth, grouped into tree frogs and true frogs. moist skin. Amphibian eggs, which The skin of reptiles is dry and scaled. have a gelatinous protective coating but When reptiles hatch out of their shells lack a hard shell, must be deposited in a
Pennsylvania Amphibians and Reptiles Identification • Who Am I? 267 they look like miniature adults. individual species within each group, Procedure Their eggs are covered by a tough, however, one can see that distin- 1. Explain to the students they will leathery shell that allows them to be guishing between the different each be given the identity of an deposited in a dry environment. In animals is not so difficult. amphibian or reptile that is found in fact, all reptiles, including aquatic Pennsylvania. They will not know turtles, lay their eggs on dry land. Preparation their assigned identities, but instead Reptiles do not go through meta- 1. Help your students become must discover their identities by morphosis; from birth they breathe familiar with Pennsylvania’s amphib- asking a series of yes or no ques- through lungs, making them mainly ians and reptiles. Hang posters and tions. Point out the resources land dwellers. Reptiles have skin pictures of “herps” around the room around the room (field guides, with scales; this is easily seen in and provide students with books and posters, Simple Key to Pennsylvania snakes and lizards. The skin of magazine articles about them. Appen- Amphibians and Reptiles, etc.) turtles is also scaly. In addition, dix V lists references and posters Explain that the resources are there turtles have a shell covered with available through the Pennsylvania to help them discover their identities. scutes — horny plates that in some Fish and Boat Commission. You can 2. Explain the rules to the class turtles are shed as the shell grows; also show slides of amphibians and before handing out the identity tags. they overlie the bony layer of the reptiles and lead a classroom discus- You may want to write the rules on shell. (Only aquatic turtles shed sion about them. Appendix V lists the board so they are not forgotten scutes, tortoises and terrapins do audiovisual materials. during the activity. not.) 2. To ensure your students have a. Ask only questions that can be Pennsylvania’s reptile species can enough background information to answered with a yes or no. be grouped into turtles, lizards, and do this activity, you may want to do b. Ask only one question of each snakes. The turtles, order Testudines, one or two activities from the person. When a person has have a hard or semi-hard shell. The awareness section first. Puzzles and answered your question, you may lizards, order Squamata, suborder Getting in Touch with Herps provide answer one for them, then move Lacertilia, have four limbs with a good background for the differ- on to another person to ask your clawed toes, external ear openings, ences between amphibians and next question. and movable eyelids. Though there reptiles. What’sss My Name? is c. Each student must ask at least are exceptions to this, all Pennsylva- another good activity to do before five questions. nia lizards fit this description. The this one. snakes, order Squamata, suborder 3. Attach an identity tag to the back Serpentes, are legless and lack 3. Make an identity tag for each of each student. Do not let them see eyelids and external ear openings. student, with the name and picture the identity of the amphibian or The turtles can be further of an amphibian or reptile species reptile. Stress to the class that they grouped into snapping turtles, musk found in Pennsylvania. A convenient should not reveal other classmates’ and mud turtles, softshell turtles, and source for pictures is the Pennsylva- identities. Have everyone stand and the largest group, the pond, marsh, nia Fish and Boat Commission move to an area where they will have and box turtles. Pennsylvania’s amphibian and reptile poster set. space to move around. Allow them lizards include one iguanid lizard Cut out the individual pictures and to begin asking questions. Note: You (northern fence lizard) and three write the species name on the may find that this activity is difficult species of skinks. Most Pennsylvania picture. Laminate them before to do with a big class. If you have a snakes are in the family Colubridae, handing them out to students. Be large class size, divide your class into with the exception of the three sure to have a second set of posters two groups. Let each group do the venomous species of the family on hand to hang around the room, activity simultaneously but in Viperidae. and also display copies of the Simple different areas. Be sure to have At first glance, amphibians and Key to Pennsylvania Amphibians and enough references and resources for reptiles seem to be very similar in Reptiles. Your students will need both groups (i.e., two sets of posters.) their characteristics. After studying both of these to complete the activity.
Pennsylvania Amphibians and Reptiles 268 Identification • Who Am I? 4. When the students have either reptile].” Have students write down other members of my species.” learned their identity or appear to be the series of questions and answers it Student writes, “frog or toad.” nonplussed, stop the game and have would take to identify that species. Teacher repeats first and second them return to their seats. Ask those Collect the papers and grade them that successfully discovered their for correctness and efficiency (arriv- clues and adds, “I am one of the smaller members of my group and I identity what types of questions they ing at the species with the fewest climb trees.” asked. Was there a logical order to questions). their questions? Lead the students Student narrows the focus to the 3. Have students list five character- to recognize that beginning with frogs and writes, “small frog.” istics of the last amphibian or reptile “Am I an amphibian?” followed by they were assigned. In writing, have Teacher repeats all clues and adds, questions such as “Do I have a tail?” them explain how those five charac- “In early March, I can be heard leads one to the right answer. On teristics helped them in the identifi- making loud peeping sounds at night.” the other hand, beginning with “Am cation process. Student may write, “spring peeper.” I a bullfrog?” tends to lead to an Teacher repeats all clues and adds, “I endless line of questions that may Extensions not arrive at the final answer or have a dark X pattern on my back.” 1. A variation of this activity would identity. This discussion should aid be to use Pennsylvania amphibians Student writes, “spring peeper.” the students in devising a more and reptiles and their characteristics 3. Allow students to play the role of strategic line of questioning. to play Hangman. Put a list of several teacher. Let them make up their 5. Collect the identity tags and characteristics of both amphibians own clues of the characteristics of redistribute them. Each student and reptiles on a chalkboard or poster. Pennsylvania amphibians and reptiles should now have a different identity Choose a specific Pennsylvania and ask their classmates which than before. Remind them to use a species and have the students guess animal they are describing. strategy for questioning, then have characteristics of the animal from 4. Have the students choose a the class play the game again. You the list. For each incorrect guess, can play several rounds so that they draw a portion of the animal hanging particular species of Pennsylvania amphibian or reptile and write a practice the questioning and reason- from the gallows. Continue this until report about it, including important ing process, and also so that they the correct answer emerges. become familiar with more amphib- facts about what the animal eats, 2. This activity could also be used what its specific habitat requirements ian and reptile species. as a review. Give the class clues are, etc. Conclusions about the identity of a Pennsylvania amphibian or reptile. With each This pattern of providing and Tadpole Option clue, the students write down what For younger students, make sure repeating clues will help students they know about the animal. When learn physical characteristics, habi- they understand the differences someone knows the answer, he or between amphibians and reptiles tats, behaviors, and other interesting she calls it out. before beginning. Have a class facts about Pennsylvania amphibians and reptiles. Example discussion on the different groups, Teacher says, “I am an animal who or orders, of amphibians and Assessments has moist, water permeable skin” or, reptiles. Hold up pictures and ask 1. After practicing, evaluate the “who has eggs that must be laid in “Is this an amphibian or reptile?” and such questions as “Is it a kinds of questions the students ask water or a damp environment.” Use salamander or a frog?” Then have each other and the number of any general amphibian or reptile questions it takes to arrive at an characteristic. the students play the game, but only identify the order of the assigned answer. Student writes, “amphibian.” amphibian or reptile. They need only 2. Make the statement, “I am a Teacher repeats first clue and adds, identify themselves as salamanders, [name a species of amphibian or “I have a vocal sac for calling to frogs, turtles, lizards, or snakes.
Pennsylvania Amphibians and Reptiles Identification • Who Am I? 269 ©2001 PFBC, CMNH All rights reserved.
Resources ▼ Notes Halliday, Tim R., and Kraig Adler. The Encyclopedia of Reptiles and Amphibians. New York: Facts on File, 1986.
Shaffer, Larry L. Pennsylvania Amphibians and Reptiles. Harris- burg, Pa: Pennsylvania Fish Commission, 1991.
HERP JOKE
Ernie: My dad was bitten by a milk snake once. Chris: Oh yeah? What happened? Ernie: He’s been lactose intolerant ever since!
Pennsylvania Amphibians and Reptiles 270 Identification • Who Am I? ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ TOAD FROG rough or wart- rough skin covered not wet or slimy SNAKE LIZARD SALAMANDER smooth skin, moist or slimy TURTLE ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ • Who Am I? has external ear opening has legs lacks external ear opening lacks legs long-limbed, tailless hindlimbs much longer than forelimbs short-limbed, has a tail Identification Pennsylvania Amphibians and Reptiles Pennsylvania has a hard bony shell has a hard lacks shell AMPHIBIAN REPTILE Simple Key to Pennsylvania Amphibians and Reptiles to Pennsylvania Simple Key clawless, scaleless moist skin dry skin, scale-covered may have clawed feet “HERP” 271 Bog Turtle Hurdles Adapted from “Turtle Hurdles” in Project WILD’s Aquatic Education Activity Guide (Bethesda, Md.: Council for Environmental Education ©1987, 1992.) Adapted with permission from Project WILD.
Summary Bog turtles reach sexual maturity in five to seven years. Mating occurs in Students become bog turtles and May and early June. During June or limiting factors in a highly active July they lay a single clutch of one to six simulation game. flexible-shelled one-inch eggs in a nest that the female has dug. The hatchlings Objectives emerge in August and September, or Students will they may over-winter and emerge in • GRADE LEVELS: • describe the life cycle of bog turtles. the spring. 4 – 12 • define limiting factors and identify Bog turtles are active from April to • SUBJECT AREAS: specific threats to bog turtles. mid-October, a bit longer than some Environmental Studies, • make inferences about the effects of other turtles. They eat tadpoles, slugs, Mathematics, Physical threats to bog turtle populations. snails, worms, and insects. In turn, Education, Social Studies, predators of the eggs and young bog Science • make recommendations for ways to minimize the threats to bog turtles. turtles include herons, foxes, minks, and • DURATION: even snapping turtles. Recent research 1 – 2 sessions Materials has confirmed the impact of vole and field mice predation on bog turtle eggs • SETTING: Thin rope or clothesline to mark playing Outdoors or gymnasium area (about 500 feet); uncooked in the nest. macaroni/rigatoni or beans; identity tag The first turtle to be placed on the • SKILLS: for each “limiting factor”; bottle caps, Pennsylvania List of Endangered Analyzing, applying, poker chips, or checkers for year Species, the bog turtle is considered the computing, discussing, inferring, observing tokens; wastebasket or other container rarest of North American turtles. for “dead turtle zone.” Optional: four Besides the natural predators that serve • VOCABULARY: traffic cones for corners; flag-football to keep the population at a stable level, Endangered species, flags or belts for two-thirds of the class. bog turtles are threatened by human limiting factors, predator, wetland collectors (bog turtles are highly valued Background by turtle collectors in this country and • CHARTING THE Bog turtles are very small turtles that overseas, and bring a good price in COURSE: illegal sales) and primarily from human Class Field Guide; live in the bogs, or wetlands, of Pennsyl- Decisions, Decisions; vania and other northeastern states. development of wetland areas. In fact, Froggy Swamp; Puzzles; They range in size from 3 to 4½ inches the main cause for loss, or endanger- Picture This; Park It Here!; and could easily fit in the palm of your ment, of species is habitat destruction Turtles: What’s Their Cover?; What Every hand. These dark-shelled turtles can and degradation. A large percentage of “Herp” Needs most easily be identified by the large red- the species on Pennsylvania’s endan- gered and threatened lists rely on • “HERP” HAPPENINGS: orange or yellow blotch behind each eye. wetlands for part or all of their life A Tiny Turtle in Danger of Although bog turtles like to sun Disappearing; What’s So themselves on grassy patches in marshy cycle. These areas are rapidly being Important About Museums meadows and bogs, they are very secre- turned into housing developments and and Specimens? tive. The bog turtle may be encountered shopping malls, and in the Poconos basking on sedge tussocks or moving region wetlands are mined for peat slowly about under concealing vegeta- (decaying sphagnum moss). Wetland tion. When danger threatens, they habitats are being degraded by illegal burrow rapidly into the mucky bottom dumping sites for garbage, unwanted of spring runs. Their favorite spots in cars and large appliances, and toxic their wetland homes tend to be narrow, chemicals. shallow, slow-moving little streams. Bog turtles must face a myriad of
Pennsylvania Amphibians and Reptiles Responsible Human Actions • Bog Turtle Hurdles 383 hazards that serve as limiting may want to have the class play the B. While turtles are maturing in the factors in the completion of their life game once at a slow pace (just bog zone, they try to avoid various cycle. Limiting factors are factors walking) to be certain they under- limiting factors. If tagged by a limiting that reduce the population of living stand the rules. With this type of factor, a turtle stops and gives one organisms. Sometimes the limiting game, it is easy for students to get macaroni or bean (representing a factors are natural and sometimes overly excited and not focus on the baby turtle) to the limiting factor. they are the result of human inter- game’s purpose. If your class is too C. Patches of concealing vegetation vention with natural systems. energetic, you may have to limit in the bog provide safety zones for them to just walking to avoid chaos. turtles where limiting factors cannot Procedure tag them. The teacher may set a 6. Conduct the activity. 1. Set up the playing field as shown time limit for how long a turtle may in the diagram (page 387). The Playing Field rest in the vegetation zone. “dead turtle” container (wastebas- D. Limiting factors must obey the Nest Zone (start/finish line): the ket) is to be placed in the mortality following rules: place where the eggs are laid and zone. • They must use both hands to tag hatch. This is the zone to which the a turtle. (Option: Turtles may 2. Divide the class into two groups. surviving turtles will return in six wear flagging that the limiting About two-thirds of the students will years. This is also where the baby factors must pull, like flag football.) represent a population of turtles that turtles hatch and begin their journey • They cannot tag the same turtle hatch from one wetland. The other in the bog. twice in a row. one-third will be predators or other Bog Zone: the zone where the • They cannot tag turtles that are “threats” to the turtle population. hatchlings must spend six years stopped and paying out a baby (This activity is designed for a class moving between the two side zones. turtle (macaroni/bean) to another of 25 to 30 students.) This is the zone where the limiting limiting factor. factors can tag the turtles. 3. Group 1—Turtles. Give each • Once they have tagged three Stream Zone and Mud Hole Zone: student a packet of six macaronis or turtles, they must leave the field the two zones that the turtles must beans which represent baby turtles. and put their “baby turtles” in the visit to get the year cards necessary Group 2—Limiting Factors. Divide “dead turtle” container. to “mature” to six years of age (three this group into two smaller groups, E. Any turtle that loses all six visits to each zone). During the predators and threats. The predators macaronis/beans is dead and must trips between the zones the turtles are raccoons, herons, field mice, go to the Nest Zone and become a are vulnerable to limiting factors. skunks, mink, snakes, snapping shopping mall. If the malls (sitting Turtles are safe from limiting factors turtles. The other threats are human side by side) eventually block the when they are inside either year zone. egg collectors, highway construc- access to the nesting site, the Vegetation Zones: places where the tion, ATVs, mining for peat moss, remaining turtles die without repro- turtles are safe from limiting factors. pollution, dumping, draining for ducing and starting the next cycle. agriculture, development of building Rules F. The activity ends when all turtles lots for residences. are either dead or have returned to A. Turtles must hatch and spend six Give each student a sign to wear the nesting site. years in the bog. The time in the that indicates what kind of limiting bog is simulated by the turtles factor he or she represents. Conclusions running between the mud hole zone Both human and natural factors 4. Walk the class through the and the stream zone, picking up a limit the survival and breeding activity as you explain the playing token at each zone. Each token success of bog turtles. In particular, field and rules. represents one year of successful bog destruction of wetland habitats has survival. After collecting six tokens, 5. Review the rules two times to decreased the number of bog turtles turtles return to the nesting area to make sure the students understand to the point of endangering the reproduce. their roles and the procedures. You species.
Pennsylvania Amphibians and Reptiles 384 Responsible Human Actions • Bog Turtle Hurdles ©2001 PFBC, CMNH All rights reserved.
Assessments habitat change the number of Resources 1. After completing the activity, surviving turtles? Endangered and Threatened Species of Pennsylvania. Harrisburg, Pa.: encourage the students to discuss the 3. Add another zone such as a Road Wild Resource Conservation Fund, results. It is likely that some stu- Zone between the nesting site and 1995. dents will be disturbed by the high the bog with “car” limiting factors in number of turtles that died. Tell it. Replay the simulation and see Shaffer, Larry L. Pennsylvania them that there are groups actively how many turtles can cross the road Amphibians and Reptiles. Harris- trying to stop humans from collect- without getting flattened. Compare burg, Pa.: Pennsylvania Fish and ing bog turtles (it is illegal) and from this version of the game with the Boat Commission, 1991. destroying wetlands. results from the original simulation. However, it is also important to “Turtle Hurdles” in Aquatic Project emphasize that the natural threats 4. Allow a few children to be on the WILD, Bethesda, Md.: Council for are built into the scheme of things. sidelines and “collect” a few turtles Environmental Education, 1992. The If all bog turtle eggs survived, there to take to their “homes,” “nature complete Activity Guide can be might well be an overabundance of center,” or “pet store.” Compare obtained by attending a KARE these creatures. Many animals the results of this version with the workshop. For more information, produce more young than will original results. The turtles that are contact the Pennsylvania Fish and survive, serving as food for other removed from their habitat are lost Boat Commission at (717) 657-4540. species as a part of nature’s dynamic from the wetland forever. Turtles balance. that are collected from the wild and kept in captivity can die from stress, ▼ Notes 2. Ask the students to briefly poor nutrition, or improper han- describe the life cycle of bog turtles. dling. 3. Summarize the importance of the 5. Discuss other species that seem high numbers of turtles that result to have the odds against them (other from the reproduction of two endangered species). List the turtles—six baby turtles. Identify reasons they are endangered and and discuss the factors that limit the discuss plans that have been devel- turtles’ survival. Since bog turtles oped (by state or federal agencies) to are threatened with extinction, the increase the numbers of these threats to their survival seem to be species. Watch the video Bog out of balance. What specific Turtles: Living on the Edge. (Avail- recommendations would the students able from the Pennsylvania Fish and suggest to increase the successful Boat Commission; see Appendix V: reproduction and survival of bog Education Resource Catalog.) turtles? (By saving wetlands, we save bog turtles and many other 6. Declare an “Endangered Species plants and animals that live there.) Day” (or week) at your school. Have your students work up a play Extensions about local endangered species (like 1. Change the ratio of predators and bog turtles) and perform it for the hazards to turtles (one-third turtles school. Help other classes learn and two-thirds limiting factors) and about local endangered species replay the simulation. Describe and through posters, daily announce- discuss the differences. ments, bumper stickers, and t-shirts made with a common theme. 2. Replay the simulation with a small bog. How does a shrinking
Pennsylvania Amphibians and Reptiles Responsible Human Actions • Bog Turtle Hurdles 385 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○○ Bog Turtle Hurdles Playing Field
MORTALITYurtle Container) ZONE (Dead T
NEST ZONE (start/finish)
VEGET
ZONE
ATION
STREAM ZONE
(year tokens)
BOG ZONE
MUD HOLE ZONE (limiting factors)
(year tokens)
VEGET
ZONE
ATION
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Pennsylvania Amphibians and Reptiles Responsible Human Actions • Bog Turtle Hurdles 387 “HERP” HAPPENINGS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○
©2001 PFBC, CMNH A Tiny Turtle in Danger All rights reserved.
population with a range from southern New England to of Disappearing Delaware and Maryland, including Pennsylvania and New York, and the southern population whose range is a small patch of the Appalachian Mountains from southern Virginia to northern Georgia. The southern population t’s early April, and you are walking through the is not threatened, but the northern bog turtle population marshy bottom of a cow pasture in Lancaster is declining, especially in Pennsylvania where the turtle ICounty, Pennsylvania. You move each foot from one was first found. These turtles are found in the southeast- clump of tall, dry grass to the next, trying to avoid ern corner of the state, north to the Pocono Mountains stepping in the muck. As you go to place your foot on and west to Franklin County. They once lived in three another grassy tussock, you see that it is already occu- counties in the northwestern part of Pennsylvania, but pied by a small turtle. You have just enough time to note they have not been located there in recent years. that this turtle has a dark brown shell with a few yellow There are many reasons for the decline of the bog markings and, behind each eye, a large orange yellow turtle. Because they are very rare, very small, and so blotch of color. Then the turtle scurries off the grass uniquely marked, they are prized by reptile collectors, and quickly burrows in the mud. especially in Europe and Asia. Although it is illegal to You have just met a bog turtle, the rarest turtle in capture, keep, sell, or harm bog turtles in Pennsylvania, North America. Growing to just 3 to 4 inches, it is also poachers continue to smuggle them to other states where one of our smallest turtles. If you really did see a bog their sale is permitted. (It is protected in many north- turtle in early April, you could be fairly certain that it had eastern states.) Also, since it is impossible to distinguish just awakened from winter hibernation, crawled out of a northern bog turtle from a southern bog turtle, they the deep wet mud that allowed it to escape winter’s can be passed off as nonendangered southern bog freezing temperatures, and climbed onto a tuft of grass turtles. to bask in the warmth of the sun. After gathering some More important, the bog turtle is disappearing solar energy, the turtle will probably find some food. No because humans continue to destroy the wetlands in finicky eater, it will eat anything from tender plants and which it lives. Muhlenberg’s turtle may not be a finicky ripe berries to snails, millipedes, insects, tadpoles, and eater, but it sure is choosy about where it lives. Not just even carrion. any old wetland will do; it must be spring-fed, with If it is mature (at least 5 to 7 years old) the bog turtle relatively shallow water, a soft, muddy bottom, and may mate during April, May, or June. Some evening in emergent soil covered with grasses or sphagnum moss. late June or July, it (if it is a female) will then find a In addition, the area cannot be overshadowed by tall grassy tussock or patch of sphagnum moss in which it plants because the turtle’s eggs must incubate in a sunny will make a depression. In this nest it will deposit 1–6 spot. Unfortunately, this type of wetland is disappearing white, oval, flexible eggs, leaving the nest exposed to the faster than others because it is generally small and does sun. After incubating for 6 to 8 weeks, the young will not have a large expanse of standing water. A lot of emerge in August or early September. In the meantime, people do not even realize that these are wetlands! It is the adult turtles may estivate in July and August: just as common for such small bogs to be drained for develop- in hibernation, they will burrow in the mud, but in this ment or farmland, or to be flooded to make a pond. case it is to avoid the hot temperatures of summer. In Sometimes, just developing land adjacent to the wetland mid-October when the air cools, the adults and young can destroy it; use of water in a new development may will begin hibernation. lower the groundwater level, causing the wetland to What you may not know about the bog turtle, or dry up. Muhlenberg’s turtle, is that it is an endangered species in Contributing to the problem is the fact that bog Pennsylvania. In fact, it was the first turtle to be placed turtles have small clutch sizes, and it’s not uncommon on the Pennsylvania List of Endangered Species. There for some of the eggs to be infertile. These turtles, are two distinct populations of bog turtles: the northern moreover, do not reach sexual maturity until at least five
Pennsylvania Amphibians and Reptiles Responsible Human Actions • A Tiny Turtle in Danger of Disappearing 389 years of age. Also, because the nest site must be exposed Wildlife Service has listed this turtle as “threatened” so it to sunlight, they are vulnerable to predation. New will be protected by federal regulation under the Endan- housing developments nearby can worsen the problem: gered Species Act. This means it will be illegal in any they tend to attract opossums, skunks, and raccoons, all state to buy, sell, or trade any bog turtle, northern or of which find turtle eggs to be a quick and easy meal. southern. Violators of these regulations could spend up The northern population of bog turtles has declined to one year in prison or pay up to $50,000 in fines! 50 percent, and there may be only 2 or 3 sites in Penn- There will also be more money generated for bog turtle sylvania with a good habitat and a viable turtle popula- research and habitat protection. Existing habitats may tion. (Viable means there are enough turtles of the right be improved, and there will be money for conservation age to keep reproducing.) Of 165 bog turtles sites easements (agreements with landowners to protect the remaining in the Northeast, only 35 are considered turtles and their habitat). Eventually, bog turtles may be “good” by the U.S. Fish and Wildlife Service. But there reintroduced to suitable habitats, and their numbers may is good news for the bog turtles: the U.S. Fish and increase.
Pennsylvania Amphibians and Reptiles 390 Responsible Human Actions • A Tiny Turtle in Danger of Disappearing