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Scales, Scutes & Skins Lesson Plan

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Scales, Scutes & Skins Lesson Plan Program Purpose: V. Conclusion The purpose of this program is to learn about adaptations VI. Tour animal room (if time) of reptiles and amphibians while dispelling common fears about them through hands-on experiences with live Materials: animals. 1 Dry Erase Board and Marker 1 Spray bottle of water Program Length: 1-1½ hours 1 Blanket 1 Photo of snake on tree Ages: Grades 1st - 12th 1 Coral Snake 1 Rubber snake in pillowcase Maximum Number of Participants: 35 1 Snake skin (yellow) 1 Snake shed (clear) Objectives: 1 Pair of sunglasses with lenses covered with waxed or After completion of this activity students should be able tissue paper to: Cartoons: Explain the difference between reptiles and Snake eating mouse amphibians Snake movements (3) Identify at least 3 adaptations of reptiles and 3 Snake organs adaptations of amphibians Snake tongue and Jacobson’s organ Demonstrate proper herp handling techniques Various turtle shells 1 Wooden snake jaw Wisconsin Standards: 1 Sponge F.8.2 Show how organisms have adapted structures to 1 Slinky match their functions, providing means of encouraging 1 Flipper individual and group survival within specific Frog metamorphosis toy (4 stages) environments Pictures of different reptiles and amphibians F.8.7 Understand that an organism's behavior evolves through adaptation to its environment Introduction: F.8.8 Show through investigations how organisms both Have the students raise their hands if they like snakes, depend on and contribute to the balance or imbalance of frogs, and turtles. Ask them why they think that these populations and/or ecosystems, which in turn contribute animals are not liked by much of population? Listen to to the total system of life on the planet their answers and explain that today they are going to be learning about reptiles and amphibians because they are Preparation: often misunderstood animals but, that are very important Before the class arrives: to our ecosystems. Lay objects for “A herp never forgets” game on a table and cover them with a blanket. Ask them to picture a lizard and a frog in their minds. Put animals you will be using for the program into Ask them to name some differences between these two easily accessible containers (pillow case, clear animals or, in general, reptiles and amphibians. Write plastic bucket with lid, etc.) or make sure that the these up on the board. animal room is unlocked *Note: Do not leave animals unattended. Either keep Reptiles: A group of animals evolved from amphibians. them locked in animal room or stay with them. Have claws on their feet Dry skin covered in scales Basic Outline: Lay shelled eggs on land I. Introduction (10 min) Newly hatched reptiles look like a miniature version II. A herp never forgets game/discuss adaptations of the adults (30 min) III. Bring out Reptiles and Amphibians Amphibians: (40 min) Have clawless feet IV. Threats to our amphibians and reptiles (5 min) Moist skin Scales, Scutes & Skins Lesson Plan February 2006 Upham Woods 4-H Outdoor Learning Center Eggs they are shell-less and often laid in the water. Amphibian means “double life” referring to the fact Live Reptile and Amphibians: that most amphibians go through metamorphosis When you have finished playing “a herp never forgets,” before becoming adults. explain to the students that next they will have an opportunity to meet some live reptiles and amphibians. Next, list different examples of reptiles and amphibians Have the students sit either in a circle or rows with space up on the board. Hold up the various pictures that for you to walk between (whichever you are most correspond with each animal that can be found in the comfortable with). Make sure to tell the students that program box. they need to follow directions during this part so that they do not scare any of the animals. You do not want to Reptiles: snakes, lizards, turtles, crocodiles and the put yourself, the students, or any of the animals in tuatara danger. Amphibians: frogs and toads (grouped together by As you bring out each animal, explain to the students the scientists), and salamanders. Newts and mud puppies proper way of handling it: fall into the category of salamanders. Students should wash their hands between groups of animals (turtles, snakes, frogs, salamanders) in order Explain why the class is called “scales, scutes, and to prevent the spreading of disease. Also this will skins.” A scale is a plate-like unit on the skin of reptiles prevent the animals from thinking the student is food that helps protect them. A scute is any plate on a reptile since many of our animals would eat each other in including the belly plates on a snake and the plates that the wild. form a turtle’s shell. The reason skin is in the title of Before allowing the students to touch the this class is because of the special adaptations of amphibians, spray their hands with water. Explain amphibian skin we will be discussing later in the class. that amphibians have very delicate skin. It is not covered with scales, fur, or feathers like most other A Herp Never Forgets: animals. Many amphibians can breath through their After you have finished the introduction, explain that you skin and the oils on our hands will clog their pores. will be playing a game that will help you learn about Wetting our hands before we touch them will some of the incredible adaptations of reptiles and prevent this from happening. amphibians. Explain that an adaptation is something an Snakes should only be pet in the directions the animal has or does to help it survive in its environment. scales are lying, from head to toe, never against the Have the class split up into two teams. Instruct the scales. students to choose a team name that has something to do Students should not pet the snakes on or near the with reptiles or amphibians. Give them about 30 seconds head, and they should not stare the snake in the eyes to choose a name. Next explain the rules of the game: (human noses make good targets). Each team will be given 20 seconds to come to the When handling the turtles, students again should not front of the room and look at the items under the touch near the head. blanket. Students should try to remember as many DO NOT let the students hold or touch the snapping of the items as possible and think of ways they turtle. might be related to reptiles and amphibians. If students feel uneasy about handling the animals, While one team is looking under the blanket, all reassure them and allow them to watch their members of the other team must face the back of the classmates, but don’t force them to handle the room. animals. After each team has had an opportunity to look at the items, you will begin calling on one team at a While the students are handling the animals, have them time to tell you what they can remember from under discuss the specific adaptations the herps have (see the blanket. You can keep score in several ways. Appendix B). This is also a good time to answer any For younger students you can give a point for questions they have. remembering an item that was under the blanket and just have them guess how it is related. For older Threats to our Amphibians and Reptiles students, you may wish to give a point only if they These animals are very important to our ecosystem but, can come up with some way that it is related. See many people think of them as pests and gross. Ask the Appendix A for a list of items and what adaptations students if they think of ways that they are important? they may represent. Play important roles as predators and prey After explaining all of the rules, play the game Keep insect and rodent populations in control discussing each adaptation as you go. Indicator species of local environmental conditions For high school students you may want to skip the game Aesthetics and simply discuss adaptations using the materials from the game. Scales, Scutes, & Skins Lesson Plan Page 2 Upham Woods 4-H Outdoor Learning Center Ask the students that if they had to guess what the What are some ways to help these animals? biggest threats to Wisconsin's amphibian and reptiles, what would they think they are? Some answers could be Tour Animal Room: habitat loss, roads and automobiles, increase of Sometimes there will be time left at the end of class predators, invasive species, climate change, pollution depending on how many questions the students ask. from a variety of sources (mercury, acid rain, salt, During this time, if there is another adult present, have nutrient loads, and fossil fuel spillage). them supervise the other students while you tour the Five of Wisconsin's eleven turtle species are listed as animal room with about 3 kids at a time. Make sure endangered or threatened (Blanding’s turtle, wood students do not touch things in the animal room. While turtle, midland smooth softshell turtle, ornate box students are touring the animal room the others can turtle, false map turtle) inspect the “herp never forgets” items again, or begin 12 species of snakes are listed as endangered washing their hands. threatened, or are of special concern (eastern massasauga rattlesnake, northern ribbon snake, Make sure all of the materials from “a herp never queen snake, western ribbon snake, Butler’s garter forgets” are returned if they were passed around.
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