Educator`s Guide to the Assembly Program

Transcription

Educator's Guide
to the Assembly Program:
REPTILES ALIVE!
www.reptilesalive.com
©ReptilesAlive! LLC
1/20
Program overview
The Reptiles Alive! assembly program is a wildly exciting and educational
introduction to a wide variety of reptiles from all over the World!
Your students will meet live animals from Africa, Asia, Australia, North America
and South America while they learn snake secrets and laugh at our lizard stories
and turtle tales.
This program is recommended for providing students with a general
understanding of reptiles and amphibians. Please explore our other programs if
you'd like to focus on specific regions or habitats.
Below is a list of possible animals your students might meet during this program:
1. Snakes(2-3)
Ball Python
Giant Madagascar Hognose
Black rat snake
Bullsnake
Corn snake
Desert King snake
Honduran milk snake
Kenyan sand boa
Nelson's milk snake
Burmese Python
Boa Constrictor
2. Amphibians(1-2)
American Bullfrog
American Toad
Australian Treefrog
Spotted Salamander
3. Lizards(1-3)
Bearded dragon
Blue tongue skink
Tegu
Water Monitor Lizard
4. Turtles/Tortoises(1-2)
Leopard Tortoise
Russian Tortoise
Snapping Turtle
Spiny Softshell Turtle
Box Turtle
Northern Diamondback Terrapin
5. Crocodilians (0-1)
American Alligator
Depending on the duration of your program, students will meet 5-6 animals (30 minute
show) or 7-8 animals (45 minute show).
For detailed information on individual animals please visit our website at
www.reptilesalive.com and click on “Animals”.
The following content provides you with materials that will aid you and your
students in getting the best out of our program including:facts, vocabulary,
suggested resources and activities which can be adapted for different age groups
and SOL needs.
2/20
Introduction to REPTILES
Reptiles are animals from the class Reptilia.
Reptiles inhabit every continent on Earth with the exception of Antarctica.
There are 4 orders of the class Reptilia:
1. Chelonia – Turtles and Tortoises
2. Crocodilia – Alligators, caimans, crocodiles, gavials
3. Rhynchocephalia – tuatara
4. Squamata – amphisbaenians, lizards, snakes
Characteristics:
Reptiles have a backbone. They are vertebrates. (Image 1)
Reptiles are covered in scales.
Reptiles breathe air with lungs.
Most reptiles lay eggs. Some reptiles give birth to live young. (Image 5)
Almost all reptiles are cold-blooded or ectothermic. One of the exceptions is the
leatherback sea turtle, which can regulate its body temperature to some degree.
(Image 3)
Most reptiles do not protect their eggs or young
Introduction to AMPHIBIANS
Amphibians are animals from the class Amphibia.
There are over 6,500 species of amphibians, and they inhabit all continents except
Antarctica, living in varied habitats such as rainforests, rivers and streams, deserts and
alpine environments.
There are 3 orders of the class Amphibia:
1. Anura – frogs and toads
2. Caudata – newts and salamanders
3. Gymnophiona – caecilians
Characteristics:
Amphibians have a backbone and an internal skeleton made of bone. They are
vertebrates. (Image 2)
Amphibians are cold-blooded or ectothermic. They cannot internally regulate their
own body temperature.
Most amphibians start life as an aquatic larvae (tadpole) breathing the water with
gills and then go through metamorphosis to become adults with lungs which
breathe air. Exceptions include the lungless salamanders, such as the red back
salamanders, that lay their eggs on land and even guard them!(Image 4)
Most amphibians do not have scales (the exceptions are some of the caecelians)
and their skin is permeable (that means molecules and gases can pass through
their skin).
3/20
REPTILES vs AMPHIBIANS
Image 1: Snake skeleton
Image 2: Frog skeleton
Image 3:Turtles basking on a log
Image 4: Life cycle of a frog
Image 5: Scales!
4/20
WHAT DO REPTILES AND AMPHIBIANS HAVE IN COMMON?
HOW ARE THEY DIFFERENT?
Shared characteristics of reptiles and amphibians:
1. Vertebrate animals that have internal skeletons made of bone.
2. Ectothermic.
3. Most do not protect their eggs or young (except crocodilians and a few
others).
Differences between reptiles and amphibians:
1. The skin of amphibians is glandular, highly permeable to air and water, and
is usually covered in slimy mucus. The skin of reptiles is covered in dry
keratin scales and is not very permeable to air or water.
2. Amphibian eggs do not have a shell and are usually laid in water. Reptiles
either lay shelled-eggs on land or give birth to live young.
3. Amphibian young are born physiologically different from their adult form
and must go through metamorphosis to develop into adults. Reptiles do
not go through metamorphosis.
5/20
Reptiles Are Important to YOU
Most species of reptiles serve as both predator and prey. The boa constrictor
starts life as a tiny baby at the bottom of the food chain and provides food for
other animals. As the boa grows larger, it nears the top of the food chain and
helps to control populations of
other animals. Food webs in
most of our planet’s ecosystems
depend on reptiles.
Certain reptiles are considered
crucial for the way they modify
their habitat. Desert tortoises
dig burrows that spiders, snakes,
rodents and other creatures
need to survive the harsh desert
conditions. Alligators dig “gator
holes” during droughts that
provide critical habitat for fish,
amphibians, turtles and other
wetland species. Without reptiles, many other animals would disappear.
Some herbivorous reptiles act as seed dispersers and help plants. A few reptiles
are also known to act as pollinators. As the olive white-eye bird has become
scarce, the blue-tailed day gecko (Phelsuma cepediana) is now the main
pollinator for the rare plant Trochetia blackburniana on the island of Mauritius.
Reptiles help humans in other ways as well.
Doctors utilize reptiles to help people every day. Snake venoms are used to make
medicines that treat cancer, heart disease, and other illnesses. Crocodiles and
alligators are being studied for their ability to resist bacterial infections. Lizards
with the ability to regenerate lost tails are helping scientists discover how to help
people with injuries.
Farmers depend on snakes and lizards to reduce populations of rodents and
insects. By eating rats , mice, and insects, reptiles serve as protectors of crop
lands.
Scientists and engineers are studying gecko feet to learn how they are able to
walk up walls and upside down on ceilings. A gecko robot that can walk straight
up a glass wall has already been built. In the future, look out for more amazing
inventions based on gecko feet.
6/20
Reptiles Alive! Dictionary
a
Adaptation: characteristics and behaviors that help an animal or plant survive.
Albino: the complete or partial lack or melanin (dark color) in the skin.
Amphibian: ectothermic, vertebrate animals (frogs, salamanders & caecilians) that typically
have moist, slimy skin, usually lay jelly-like eggs in water, and go through metamorphosis to
become adults.
Amphisbaenians: a group of elongate, snake-like reptiles.
Antivenin/Antivenom: medicine derived from snake venom used to treat venomous
snakebites.
c
Caecilians: a group of legless, snake-like amphibians found mostly in the tropics.
Carapace: the hard upper shell of a turtle, crustacean, or arachnid.
Carnivore: an animal that eats other animals.
Competition: a demand by two or more individuals for the same resource (food, water,
shelter).
Conservation: protecting natural resources.
d
Deforestation: to clear a forest of all trees and vegetation.
Decomposer: organisms that eat or digest dead plants, dead animals, and animal wastes.
e
Ectothermic: (cold blooded) an animal that has a body temperature dependent on the
temperature of the environment.
Endothermic: (warm blooded) an animal that has the ability to maintain its temperature above
the temperature of the surrounding environment.
Extinct: a species that once existed that has died out completely.
f
Fang: a specialized tooth with a closed canal or groove that channels venom into a bite.
7/20
h
Habitat: a combination of climate, plants, geology and other factors combined to create an
animal species home.
Herbivore: a plant-eating animal. Iguanas and tortoises are herbivores.
Herp: a reptile or amphibian – from Latin “to creep or to crawl”.
Herpetology: the scientific study of reptiles and amphibians.
Hibernation: a state of inactivity or torpor, usually involving physiological changes, that many
animals enter to survive winter.
k
m
Keratin: hard, tough material that makes up reptile scales, mammal hair, and bird feathers.
Metamorphosis: a process of physiological change that some animals (including amphibians)
go through to become an adult.
i
n
Invertebrate: an animal that does not have a backbone or spine
Natural Resources: material supplied by nature.
Nocturnal: animals that are active at night and sleep in the day.
p
Photosynthesis: the ability of plants and certain other organisms to create complex organic
materials (including sugar) by using sunlight, water, carbon dioxide, and inorganic salts.
Plastron: the bottom part of the shell of a turtle or tortoise.
Poisonous: an organism that contains a substance that can cause irritation, illness, or death if
another organism handles or eats it. Most amphibians are poisonous.
r
Reptile: ectothermic, vertebrate animals (snakes, lizards, crocodilians, turtles, tuataras) that
have dry, scaly skin and lay eggs with a shell or give birth to live young.
8/20
s
Scute: a bony external plate or scale, as on the shell of a turtle, the skin of crocodilians, and the
feet of some birds.
Species: groups of plants or animals that reproduce young like themselves.
t
Territory: an area within a larger environment that an individual protects from invasion from
others of the same species. Iguanas will fight to protect their territory.
Tropics (tropical): region of our planet lying between the Tropic of Cancer and the Tropic of
Capricorn, 23-27 degrees north or south of the equator.
Tuatara: a reptile resembling, but not related to, a lizard – Tuataras live on islands near New
Zealand.
Tympanum: thin membrane located at the rear of the head belonging to the reptilian auditory
apparatus.
v
Venomous: an organism capable of injecting a toxin by means of a bite or sting.
Vertebrate: an animal with a backbone or spine.
Vomeronasal Organ (Jacobson’s Organ): a sensory organ usually located in the roof of the
mouth that helps an animal taste or smell its environment.
9/20
RELATED EDUCATIONAL
ACTIVITIESsssss
ANATOMY AND PHYSIOLOGY:
Human skeleton
Snake skeleton
Have your class compare a human,and a snake.
Draw or find a picture of each, and list similarities and then the differences under each picture.
Ask your class: What makes them similar? What makes them different?
A few suggestions to get you started:
We all share backbones, hearts, and brains. What else do all three share?
Our skin has hair growing on it. Reptile skin has scales. Both hair and scales are made of keratin.
Salamanders, however, have skin covered in slime made of mucus.
10/20
Create a Venn diagram like this one for humans vs amphibians (you can use the blank diagram
provided below).
Mammals
Amphibians
11/20
ART, LANGUAGE, READING, PUBLIC SPEAKING, AND SCIENCE
Turn Your Students into Scientists and Hold a Herpetological Conference
Each student should pick their favorite herp and then research their animal.
Information can be gathered from books or by interviewing professional
herpetologists at zoos, nature centers, museums, or universities. Size, physical
description, food preferences, habits, habitats, and any other interesting facts
should be compiled. Ask students to find out if there are any threats facing this
animal (habitat destruction, pet trade, etc…) and what people can do to help
protect the animal.
After completing their research, the students can create posters with pictures and
information or have them write papers on their animal.
Now it’s time to hold your “Herpetology Conference” in which each herpetologist
(student) must present their poster or paper to their colleagues (classmates).
Each student should be ready to answer a few questions from their colleagues,
just like at a real conference!
12/20
MATH
The longest snakes in the world are believed by most herpetologists to be the
Anaconda of South America and the Reticulated Python of Southeast Asia. Both
of these snakes have been known to grow nearly 30 feet long!
Use a tape measure to let your class see exactly how long 30 feet really is. You
might have to go outside or into the hall if your classroom isn’t big enough!
Now find out:
1. How many students does it take to form a 30 feet long line?
2. How many inches are in 30 feet?
3. Herpetologists, like all scientists use the metric system so, how many
meters are in 30 feet?, How many centimeters?, How many millimeters?
13/20
DRAMA
Assemble your students into groups of 4 or 5.
Assign each group a situation relating to herps such as: encountering a snake;
seeing a person trying to hurt a snake; finding out a friend has caught a wild herp
to keep as a pet; discovering an injured turtle; seeing a turtle in the middle of the
road; etc…
Have each group decide what they should do in each situation and have them act
out their situation for the class.
When each group is done, have the whole class discuss what happened and what
they might have done differently.
14/20
VISUAL ARTS
Make pictures, paintings, crafts or clay sculptures of favorite herps.
15/20
HEALTHY HABITS / SNACK TIME!
DANCE/MOVEMENT/ANTHROPOLOGY
The Hopi are a nation of Native Americans living in the Southwest United States
who believe snakes were very important. Learn about the Hopi’s snake dance and
create your classroom’s very own snake dance.
16/20
MUSIC
In India, snake charmers play a flute in front of a cobra to “charm” the snake and
make it dance. If possible, find a video recording of an Indian snake charmer
“charming” a cobra and play it for your class.
Discuss with your class the fact that snakes do not have external (outside) ears
the way we do and although snakes can hear low frequency sounds (truck
engine), snakes probably do not hear the snake charmer’s music. The cobra is
afraid of the snake charmer, and is following the movement of the flute to make
sure it doesn’t get too close. By swaying the flute, the snake charmer can make
the snake appear to “dance.”
17/20
RESOURCES
How can students learn more about reptiles & amphibians?
There are many ways students can pursue their interest in animals and learn
more about reptiles and amphibians.
1. Visit your local library for great books about herps.
2. Take a trip to a nature center, museum, zoo, or aquarium. Be sure to read the
information about the animals on display. There are usually staff members
available to answer your questions.
3. Check out nature and animal programs that are offered at nature centers, libraries
and other venues across the area. Visit the website of your local nature center or
library for a list of upcoming programs.
4. You can email animal questions to Reptiles Alive! LLC. Our email is
[email protected]
How can students help reptiles and other wild animals?
The best way students can help reptiles and other animals is to educate
themselves about wildlife and then teach others what they have learned.
People are more likely to care for and respect animals they understand education leads to conservation.
How can students become Zoologists or Herpetologists?
It can be tough to land a career in herpetology. Math and all the sciences are a
requirement for anyone interested in working with animals. Reading, writing, and
communication skills are also required for a career in herpetology. Remind
students to learn as much as they can in these basic areas to help them succeed
when they get to college.
18/20
Older students seriously interested in herpetology may want to join a
herpetological society such as The Virginia Herpetological Society (Website:
http://www.virginiaherpetologicalsociety.com).
Other states and areas have herpetological societies as well that you may find on
the internet.
High school students should consider volunteering at a local nature center or zoo
to gain real life experience working with animals. Most herpetologists and
zoologists began their careers as volunteers or interns.
A great resource for further reptile career reading is
http://www.ssarherps.org/pages/careers.php .
SUGGESTED REPTILE RELATED FIELD TRIPS:
National Zoological Park’s Reptile Discovery Center exhibits a wide variety of live
reptiles and amphibians from all over the world.
http://nationalzoo.si.edu/Animals/ReptilesAmphibians/Exhibit/default.cfm
Smithsonian Museum of Natural History displays a variety of preserved reptiles
and amphibians from all over the world, including extinct species as well as living
species. http://vertebrates.si.edu/herps/
Baltimore’s National Aquarium has a variety of live reptiles and amphibians,
especially in its rainforest exhibit. http://www.aqua.org/
Nature Centers are located throughout the area and usually display live reptiles
and amphibians native to this area. Staff naturalists are usually available to do
programs and guided nature walks, but you need to call the nature center in
advance to schedule a visit.
SUGGESTED READING:
Jeffrey C. Beane, Alvin L. Braswell, Joseph C. Mitchell, William M. Palmer, and
Julian R. Harrison III. 2010. Amphibians and Reptiles of the Carolinas and
Virginia. 2nd Ed, University of North Carolina Press, Chapel Hill, NC. 288 pages.
Linzey, Donald W. and Michael J. Clifford. 2002. Snakes of Virginia. University
Press of Virginia, Charlottesville, VA. 173 pages.
19/20
Pinder, M.J. and J.C. Mitchell. 2001. A Guide to the Snakes of Virginia. Wildlife
Diversity Special Publication Number 2, Virginia Department of Game & Inland
Fisheries. Richmond, VA. 32 pages.
Kleopfer, J.D. and C.S. Hobson. 2011. A Guide to the Frogs and Toads of Virginia.
Bureau of Wildlife Resources Special Publication Number 3, Virginia Department
of Game and Inland Fisheries. Richmond, VA. 44 pages.
Dorcas, Mike & Gibbons, Whit. 2008. Frogs and Toads of the Southeast. University
of Georgia Press. 264 pages.
Mitchell, Joe & Gibbons, Whit. 2010. Salamanders of the Southeast. University of
Georgia Press. 336 pages.
Ernst, C.H. and G.R. Zug. 2004. Snakes in Question. Smithsonian Institution
Press, Washington, D.C. 177 pages.
Buhlmann, Kurt, Tuberville, Tracey & Gibbons, Whit. 2008. Turtles of the
Southeast. University of Georgia Press. 252 pages.
White, James F. Jr. and White, Amy Wendt. 2002. Amphibians and Reptiles of
DELMARVA. Tidewater Publishers, Centreville, MD. 248 pages.
Conant, R. and J.T. Collins. 1998. A Field Guide to Amphibians and Reptiles,
Eastern and Central North America. Expanded, Third Edition. Houghton Mifflin,
Co., Boston, MA. 616 pages.
Further Resources:
www.ReptilesAlive.com has a variety of resources including other lesson plans,
craft and activity ideas. There are also animal pages and general reptile and
amphibian information available.
For more information, projects and ideas please visit our website at
www.reptilesalive.com.
If you have specific questions about this program, please call Reptiles Alive! LLC
at (703) 560-0257 and we will be happy to assist you.
20/20

Educator`s Guide to the Assembly Program

Transcription

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