Field Lesson: Reptiles and Amphibians

State Core Standards 5.2 – Interaction and Change: Force, energy, matter, and organisms interact within living and non-living systems

Content Standards 5.2L.1 – Explain the interdependence of plants, animals, and environment, and how adaptation influences survival

Field Journal Copy Pages required to be included in the Student’s Field Journals for this lesson • Reptiles and Amphibians of the 4-H Center

Materials in the Kit at the 4-H Center • Tadpole to Frog metamorphosis Puppet/ Soft toy • Life Cycle Models Kit

Reptile life cycle: Green Sea Turtle, Amphibian life cycle: Bullfrog, Book: The Life Cycle of a Frog

• Classification Activity laminated cards for sorting reptile and amphibian models • 16 Total: Plastic models in black stuff sack to use for Classification Activity

• Reptile models Crocodile & egg Coral snake Side-winder snake Iguana Horned Lizard Desert tortoise Red-eared slider turtle Sea turtle • Amphibian models Marbled salamander Crested newt Mudpuppy Bullfrog large Bullfrog small Frog 4 feet + tail Tadpole with 2 legs Tadpole

• Publications 4x Peterson First Guide: Reptiles and Amphibians 4x National Audubon Society Familiar Reptiles and Amphibians Procedure The students will be rotating through four field lessons on the field trip. Each session will be between 45- 60 minutes long; this will be determined by the teacher(s).

Students have been reading the book My Side of the Mountain, by Jean Craighead George as part of their classroom preparation for the field trip. In this book Sam Gribley runs away from home and learns how to live in the wilds of the Catskill Mountains with the help of some wild animals. After the field trip, students will complete a writing assignment called “You be the Author!” They will be asked to refer to the notes in their field journal to write a story. Remind students to record their observations of nature and your lesson topic today as you proceed through the lesson.

Background Reptiles and amphibians are lumped by scientists into a group called “Herptiles.” The study of reptiles and amphibians is called herpetology.

Reptiles are generally characterized by the following criteria: � Cold-blooded animals with backbones � Reptiles’ temperatures change with the surrounding air temperature. Some lie in the sun to

raise their body temperature � Dry scaly, waterproof skin � Retiles lay eggs. � Eggs have tough, dry shells to protect them from damage Amphibians are generally characterized by the following criteria: � Cold-blooded animals with backbones � Amphibians’ temperatures change with the surrounding air temperature. � Moist skin without scales � Adults breathe with lungs and/or through gills. � Juveniles breath through gills and go through metamorphosis to achieve the adult form � Amphibians lay eggs. � Eggs are moist and are laid in water or wet soil area.

1. Reptile and Amphibian Life Cycles The Background information, above, explains some of the general similarities and differences of reptiles and amphibians. Use the Life Cycle Models Kit in the 4-H Center’s Reptile and Amphibian Discovery Box to explain the life cycles of reptiles and amphibians. The Life Cycle Models Kit includes 1) Reptile life cycle: Green Sea Turtle, 2) Amphibian life cycle: Bullfrog, 3) Book: The Life Cycle of a Frog. There is also a puppet in the kit that turns “inside out” from a green frog, as shown in the photo, to a blue tadpole.

2. Reptile and Amphibian Classification To begin this activity, explain any of the differences between reptiles and amphibians that were not covered in the Life Cycles activity. Locate the Classification Activity laminated cards for sorting reptile and amphibian models in the kit. Lay out the cards for All Amphibians and All Reptiles on two area of a table where all the students can see them. Lay the cards with informational pictures in a central area where the students can see them. These cards are Salamanders, Frogs, Snakes, Turtles, Lizards and Alligator or Crocodile?- keep the Crocodile picture card out of view until the students decide what the model is. Keep the model name cards aside until all the models have been sorted in to groups. The plastic models should all be in the black stuff sack at the start of the activity. Ask one brave student to put their hand in the sack and pull out just one reptile or amphibian model. Which class do the students think the model belongs in- is it a reptile or an amphibian? If it is the mudpuppy it is an amphibian and a salamander. Be sure that students note the costal groves as

shown in the picture on the laminated card. Remind them that amphibians have smooth moist skin without scales. Place the Salamander card in the Amphibian area of the table with the mudpuppy model. Use the guides in the kit for more information about each animal. Have a second student select a model from the sack. Do the students think it is a reptile or an amphibian? If it is the Desert Tortoise it is a reptile and a type of turtle. When students have decided what the model is place the Turtles Card in the Reptile area of the table. Also place the Land turtle card under the turtle card and then place the Desert Tortoise model. Continue to work through the models until they are all sorted. Lay out the model name cards and have students match the model to its name. A picture key to the models is on the following page. When the activity is done the cards on the table should be arranged something like this:

All Amphibians All Reptiles

Salamanders

Turtles

Land turtles

Marbled Salamander Crested Newt Mudpuppy

Desert tortoise Red-eared slider

Frogs

Bullfrog large Bullfrog small Frog 4 feet + tail Tadpole 2 legs Tadpole

Sea Turtle

Snakes

Side-winder Coral Snake

Lizards

Iguana Horned Lizard

Alligator or Crocodile?

Crocodile

Reptile models: Horned Lizard Side-winder Red-eared slider Crocodile Coral snake Iguana Amphibian models: Bullfrog large Crested newt Marbled salamander Mudpuppy

Bullfrog small Frog: 4 feet + tail Tadpole- 2 legs Tadpole

Sea turtle

Desert tortoise

3. Looking for Reptiles and Amphibians Locate the copies of the National Audubon Society Pocket Guide Familiar Reptiles and Amphibians of North America. Read pages 14- 16, Finding Reptiles and Amphibians. Refer students to their Reptiles and Amphibians of the 4-H Center. Which ones do they think they can find? Take a walk to look for reptiles and amphibians.