REPTILE CURRICULUM FOR JUNIOR HIGH SCHOOLS by LLOYD WESLEY SMITH, I I A PROJECT Submitted to the Graduate Studies Committee of the School of Education California State College, Bakersfield in partial fulfillment of the requirements for the degree MASTER OF ARTS IN EDUCATION August 1974 APPROVED: APPROVED: {Michal Clark, Project Committee) APPROVED~ . ~ Committee)onnt;"fen~r/e~~ APPROVED: ii TABLE OF CONTENTS Page Chapter I INTRODUCTION•••••••••••••••••••••••••••••••••••• 1 Purpose. • • . • • . • • . • • . • • • • • . • . • . • . • • • • 1 Curriculum Design........................ 2 Functionality............................ 5 II INSTRUCTIONAL MODULES••••••••••••••••••••••••••• 7 Module I: Classes of Reptiles ••••••••• 7 1-iodule II: Poisonous Reptiles of the United States ••••••••••••••• 11 Nodule III: Poisonous Reptiles in the School Area and State••••••• 15 Module IV: Harmless Reptiles of the Area and State •.•••••••••••• 17 Module V: Giant Snakes •••••••••••••••• 19 Module VI: Environments •••••••••••••••• 21 Module VII: Captive Reptile Houses •••••• Module VITI: Anatomy of Reptiles ••••••••• ~ Module IX: Head Structures of Snakes ••• 28 Module X: Reptile Reproduction•••••••• 29 III SUMMARY AND IMPLICATIONS•••••••••••••••••••••••• 30 BffiLIOGRAP'HY. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 32 APP ENDIXES A TESTS FOR STUDENTS•••••••••••••••••••••••••••••• 34 B STUDENT EVALUATION OF REPTILE CURRICULUM........ 38 C TEACHER EVALUATION OF REPTILE CURRICULUH........ 4l iii CHAPTER I INTRODUCTION Purpose Science curriculums in the junior high schools cover a six week course in most schools. In this six week period science and health are taught together, usually by the same teacher who teaches history. In the schools that offer sci­ ence all year. a science teacher usually selects the content to be used from the framework established by the state. More schools each year are noving to a full year of science and there is a need for material to build an activity centered curriculum. It is the purpose of this curriculum design to develop a unique curriculum that is based on the inquiry method and is activity centered for students. Reptiles are viewed today as being dangerous to man. This view is perpetuated through movies portraying rattle­ snake attacks on cowboys and the spectre of a giant jungle snake hungering to make a meal of a human. Books also show reptiles as only enemies of man by using reptiles in sus­ pense. horror and western stories. This one-sided picture ot the reptile perpetuates a dread and fear by the public. The reaction to this feeling is the indiscriminate killing 1 2 of reptiles regardless of whether they are dangerous or val­ uable to man. As a result some reptiles are now on the en­ dangered list. A reptile information program to change this attitude would be well suited to the junior high school level. At this age students are still curious about reptiles. Although many have already learned to fear reptiles, this fear can still be converted to a healthy respect. People are not com­ pletely repulsed by reptiles as can be evidenced by the heavy attendance at the reptile houses in all zoos. Attendance is second only to the monkey cages. Very little information is displayed by the zoos, however, and agressive acts by fright­ ened reptiles strengthens their bad reputation. If students are exposed to reptiles in a learning situation, there will be an improved understanding of the role of the reptile in our world. Curriculum Design This program is designed to be used by all junior high school science teachers, even those who are not fond of rep­ tiles. The program can be used in three ways with different levels of teacher and student involvement. Student involve­ ment is necessary if negative attitudes are to be changed. This program can be a part of the regular science cur­ riculum or an elective class. Nine weeks is needed for full 3 use of this program. This may seem excessive for a single area of study but the concepts presented will prove to be valuable in other areas as well. Time of year is very important to this program as reptiles can be found in the field only during the first and last parts of the school year. The curriculum is divided into modules to help the instructor present the material according to his own time limitations. Each module has a tape of information to help the instructor. Also in­ cluded are slides, pictures and specimens. During the nine weeks the students will learn about poisonous reptiles of the United States and their area of habitat. A study of harmless reptiles will follow and then a field trip to collect specimens will be taken. Environ­ ment, housing and anatomy will follow, resulting in a gen­ eral knowledge for the student concerning which reptiles to avoid. There are thir y-six days of activities for the stu­ dent and four tests for hilp in evaluating the student's progress. Part of the evaluation is the preparation of a notebook and two papers which the student will turn in to the instructor. Another specific part of the evaluation is the collection of specimens and the preparation of a display for the sehool. An alternative approach can be used without any live 4 reptiles involved. Slides and pictures are used and the mod­ ules dealing with the collection of specimens and building of cages would be deleted. This would shorten the course time to six weeks. There would be three tests for evaluation. This type of program would inform the students and hopefully change their negative attitude toward reptiles but would leave the student's curiosity unsatisfie as to the behavior of a reptile and how it feels to touch a reptile. This short program does not involve the participation of the student to a great extent and requires that a larger role be played by the instructor. This short program could not be activity centered as planned. Another alternative approach would inform the students about their local reptiles, both harmless and poisonous. This program stresses the safety in knowing about the local reptiles. The program has a duration of three weeks during which the students prepare a notebook from viewing slides and pictures and from taking an optional field trip. Pre­ served specimens should be made available if the field trip is not taken. These three approaches describe the major alternatives to which this program can be applied. The taped information helps the teacher to be prepared. This program can be trans­ formed into other small programs to suit the needs of the students. 5 Functionality This program will runction at its best when the follow­ ing requirements are met: 1. Nine weeks are available. 2. A zoo is available for a field trip. 3. An area where students can collect specimens is available. 4. Harmless reptiles can be kept at school. With these factors operating the program can be a success in educating and changing ideas students have concerning reptiles. As the above conditions are deleted success depends more upon the instructor. The instructional modules are desigped so that students learn reptilian concepts in a developmental sequence. Since this subject tends to excite students and cause them to sta~t collecting right away, poisonous reptiles are studied first as a safety factor. Harmless reptiles are studied next to make the collec­ tion of specimens more interesting to the student. The next module covers the giant snakes in which everyone has an in­ terest. After the students are familiar with the different types of reptiles, they study the different environments in which the reptiles live and the way in Which the food chains work. This is important if the student is to understand the 6 necessity for reptiles and if the student plans to keep a live specimen. The final modules present the anatomy of each type of reptile. Instructional modules are designed so that teachers have a great amount of flexibilit7 in presenting the mater­ ial. Supplementary information tor slides is provided by information tapes. These tapes are for the teacher's use and should be supplemented by references provided. CHAPTER II INSTRUCTIONAL MODULES Module I: Classes of Reptiles Overview Reptiles are divided into four types or classes. Each class has structural differences which allow reptiles to be easily classified. There are some structural differences within each class but these are small and still allow groups to be formed within the class. Behavioral Objectives 1. Students will be able to list the tour categories of reptiles and name three repttles found in each category. 2. Students will show more interest in reptiles after the introduction. Concepts 1. The systetn of classi.fication will place reptiles into groups. 2. Identi.fieation .from structural features will be possible. 3. Investigation will be used to add in.formation concerning reptiles. 7 8 Experiences 1. Each student is to observe pictures, slides, pre­ served specimens and/or live specimens of turtles and crocodilians. Students are to make lists of structural details of each group. These lists are to be discussed and a class list is to be made for each group. There should be seven or more types of each group for display and study. After students have approved the lists they should be dittoed so that each student will have a copy. 2. Each student will observe pictures, slides, preserved specimens and/or live specimens of snakes and liz­ ards. Students are to make lists of structural details of each group. These lists are to be dis­ cussed and a class list is to be made for each group. There should be at least fifteen types of each group for display and study. The students should be al­ lowed to handle specimens f'or this exercise. After the students have approved the lists they should be dittoed so that each student will have a copy. 3. Students are to look over their lists and determine if any structural characteristics listed apply to more than one group.