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Repty Reptile World

Section 3
by

Christine Lies

on 6 May 2010

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Transcript of Repty Reptile World

Repty Reptile World
By:
Christine Lies
Jessica Stolp
Jennifer Sims
Heather Hicks
Annie Hawkins Field Trip:
Where: Museum of Nature and Science, Dallas, Texas

Why: Reptile Feast-Hands-on activites and seminars to educate museum guests.
1. What makes reptiles and amphibians different from other animals in nature.
2. The social repsonsibility people have in keeping these animals as pets.
3.How the environment impacts people place on wildlife habitat.

Price: adults=8.75
youth=7.75
children=5.50

Aim: Students will learn about all the differnt reptiles and the imprtance of keeping them as pets.

Contact information: www.matureandscience.org Activity One The Guided Lesson
Researching The Data TEKS
(5) Science concepts. The student knows that organisms, objects, and events have properties and patterns. The student is expected to:

(A) classify and sequence organisms, objects, and events based on properties and patterns.
The 5 E's
Engagement:
1. Have you ever seen a creature that looks like this? (Holds up a picture of a lizard)
2. Do you know what they are or what they do?
Explore:
1. The students will look through the reptile books to find information about the lizards they did not know before.
2. The students will watch videos on reptiles to find infomation about them.
3. The students will write the new information in the "L" column.
Explain:
1.The students will start off filling in the column "K" on a KL chart
2. Once they have looked in books and video's they will fill in the "L" column.
3. Students will be looking for any type of information about the reptiles.
Elaborate:
The students will write a story about a reptile using all the information they have listed on the chart. They need to use as much detail as possible that they learned about reptiles. This will show what they have learned in a creative way.
Examine:
The students will demonstrate their new understanding and skills by using their knowledge to create a story and act it out with the puppets. This information about reptiles will be found in books. This will show that they understood what they read about. The students will write atleast five sentences about reptiles.
Reptile Books
*All About Lizards by Jim Arnosky
*Eyewitness Reptile by Colin McCarthy
*Lizards (True Books) by Trudi Strain Trueit
*Fun Facts About Lizards! (I Like Reptiles and Amphibians!) by Carmen Bredeson
*Smart Kids Reptiles and Amphibians Book
*Eyewitness: Reptile by Colin McCarthy
*A Field Guide to Reptiles & Amphibians of Eastern & Central North America (Peterson Field Guide Series) by Roger Conant
*Smithsonian Handbooks: Reptiles and Amphibians (Smithsonian Handbooks) by Mark O'Shea, Tim Halliday, and Jonathan Metcalf
*Smart Kids Reptiles by Simon Mugford
*Everything Reptile: What Kids Really Want to Know about Reptiles (Kids Faqs) by Cherie Winner
*National Geographic Readers: Snakes! by Melissa Stewart
*The Best Book of Snakes by Christiane Gunzi
Reptile Clips Activity Two (Inquiry)
Nature Of Science TEKS
Organism and environment. The students know that living organisms have basic needs that must be met for them survived within their environment. The student is expected to identify the basic needs of plants and animals.
The 5 E's
Engagement:
1. Where does a lizard sleep at night?
2. What are two things a frog needs to survive?
Explore:
1. As a groupd finds out what the reptile needs to survive, have the students look through the library books and use the computer.
2. How does a natural habitat look for the reptile your group is discussing.
Explain:
1. Create a replica of the natural habitat for the retile your group is studying.
2. Present and explain your babtat and the needs of your reptile.
Elaborate:
In writing have the students write about a day of their reptile in their journals.
Evaluate:
Groups will present replica of their reptile's habitat and explain it to the class.

Materials:
*Shoe boxes
*Nature items (sticks, stones, rockes, glass, dirt, blue construction paper, and sand)
*Glue
*Pencil
*Paper to write on
*Computer
*Library books Activity Three (Challenge)
Dude, There Is Nothing To Eat! TEKS
9. Science concepts. The students knows that living organisms have basic needs.
(A) Identify the external characteristics of different kinds of plants and animals that allow their needs to be met.
(B) Compare and give examples of the ways living organisms depend on each other and on their environments. Activity 1
The students will be in groups of four. On each table there will be a bag of tools they will use to represent a reptile. The tools are tongs, staple remover, clothes-pin, and long piece of tape. The students will use these tools to grab different types of food. More detail in lesson. Activity 2
The students will use the knowledge that they gained in activity 1 to research a reptile that they were assigned to. Then the students will predict what will happen to a reptile that changes its food source. The purpose of this is for students to learn about what reptiles eat in their environment. The 5 E's
Engagement:
1. I will have homemade cookies hidden in the classroom. The students will use their senses to smell and sight to locate the cookies.
Ask the student how they found the cookies.
Ask the student when they found the cookies what did they want to do with it.
Explore:
The students will pick which tool they think will help them in survivual of food.
Ask the students questions which reptiles got the most in getting this food and which reptiles did the worst.
Ask the students which reptile would have survived in this habitat.
The students will be grouped into groups of four. Each group will be assigned a reptile.
The groups will research the eating habits of their reptile using the computer and non-fiction books.
The group will design a picture or sculpture of their reptile eating habitat.
The group will present their picture or sculpture and infromation they found about the reptile eating habits.
Explain:
In the first activity the students will make a graph of each person catches.
The class will discuss what they found out by using the tools to catch food that represented the reptiles.
The research each group will explain through their research how retiles eat which means if they want a reptile as a pet they need to explain what they eat and how they eat.
Elaborate:
After doing activity 1 and 2 the groups will present to the class their findings. Materials
*Big paper brown bag
*Marker for labeling the bags
*Goldfish
*Chex-mix
*Chocolate eggs
*Animall crackers
*5 or more tongs
*5 or more 6in pieces of tape
*5 or more staple removers
*cups for each student
*Bags
*Graph paper
*Pencile
*Computer
*Paper
*Crayons
*Clay
*Play-doe THE END
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