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Its a Repy Reptile World Out There

By: Jessica, Heather, Jen, and Christine Section 03
by

Christine Lies

on 27 April 2010

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Transcript of Its a Repy Reptile World Out There

REPTY REPTILE WORLD
By:
Christine Lies
Jessica Stolp
Annie Hawkins
Jennifer Sims
Heather Hicks
Learning Goals of the Project Learning Goal One
The students will be able to classify and sequence organisms, objects, and events based on properties and patterns. Learning Goal Two
The students will identify wha tthe needs and habitat would work best for the reptile that is choosen. Learning Goal Three
The students will be able to identify how aniamls meet their needs and how living organismsdepend on eah other and on their environments.
Unit Concept Map Field Trip:
Where: Museum of Nature and Science, Dallas, Texas

Why: Reptile Feast-Hands-on activites ans seminars to educate museum guests.
1. What makes reptiles and amphibians different from other animals in nature.
2. The social repsonsibility people have in kepping 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 Two (Inquiry)
Nature Of Science Activity Three (Challenge)
Dude, There Is Nothing To Eat! The Five "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 lizards books to find information about the lizards they did not know before.
2. The students will watch videos on lizards 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 lizards.
Elaborate:
The students will write a story about a lizard using all the information they have listed on the chart. They need to use as much detail as possible or use atleast five new ideas that they learned about lizards. 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. This information about lizards will be found in books. This will show that they understood what they read about. The students will write atleast five sentences about lizards.
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 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 nees of plants and animals. The 5 E's
Engagement:
1. Where does a lizard shleep 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 Field Trip:
Where: Museum of Nature and Science, Dallas, Texas

Why: Reptile Feast-Hands-on activites ans seminars to educate museum guests.
1. What makes reptiles and amphibians different from other animals in nature.
2. The social repsonsibility people have in kepping 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
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 gfood. More detail in lesson. Activity 2
The students will use the knowledge that they gained in activity 1 toresearch a reptile that they were assigned to. Then the students will predict what will happen to a a reptile that changes it food source. The purpose of this for students to learn about what reptiles eat in their environment be. 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 5 E's
1. I will have homemade cookies hidden in the classroom. The students will use their senses to smell and sight to locate the cookies. Once the student finds the cookies then everyone can eata cookie using their tasting sense.
Ask the student how they found the cookies.
Ask the student when they found the cookies what did they want to do with it.
The students will discover the sense they want to find the cookies and eat the cookies are athe same as reptiles.
Explore
The students will pick which tool they think will help them in survivual of food.
In this food activity the students will discover which tool could pick up the most food which means they would survive in the areas that have this 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 survive id 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 habit such as a snake rapping itself around an animal or lizard caing an insect with its tongue.
The group will present their picture or sculpture and infromation they found about the reptile eating habits.
Explain
In the first activity the student 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 hw they eat.
Elaborate
After doing activity onr and two the groups will present to the class their finds from all three lessons.
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

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