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Course, Subject

Science, Math, Science & Technology

Duration

Two class periods

Objectives

Students will understand the following:

1. Snakes thrive in almost every region of the world.
2. Different types of snakes have different physical characteristics that help them survive and succeed in their particular habitats.

Materials

For this lesson, you will need:

• Research materials on snakes
• Computer with Internet access

Procedure

1. Ask your students to share any experience they have had or any prior knowledge they have about snakes. Tell them they are going to become amateur herpetologists , or snake experts. (Herpetologists also study amphibians.)
2. Let students know that their goal, as a class, will be to create a snake field guide, with each student contributing a section on one particular type of snake.
3. Divide your class into groups, giving each group time to use available research materials, including the Internet. Instruct students to work together to do preliminary research on snakes in order to discover which type of snake each individual student would like to study in depth.
4. Have each student submit a list of three snakes, in order of preference, that he or she would like to study. Then make assignments, so that there are no duplications.
5. Once assignments have been made, help students to develop their research plans. Students should plan to research topics such as physical characteristics, habitat, range, speed, size, prey, predators, behavior, biology, and if they wish, any legends or stories associated with their snakes.
6. Have each student produce a written description of her or his snake, suitable for inclusion in the class field guide. The description should be accompanied by illustrations or photocopies of pictures of the snake.
7. When all descriptions have been revised, polished, and proofread, compile them, in alphabetical order, into a folder or binder that other students or other classes can use to find out more about snakes.

Adaptations

Adaptations for Older Students:
Have older students do more in-depth research on snake anatomy, accompanying their field guide pages with labeled diagrams, as well as pictures.

Discussion Questions

1. Describe some of the various physical characteristics that can be found in snakes. How do these variations help snakes survive in their diverse habitats?
2. Compare a snake's senses to a human's. How are they similar or different? What advantages and disadvantages do they offer?
3. Discuss the locomotion of a snake. Compare their motion to that of worms and caterpillars.
4. Explain how scientists can determine whether two similar organisms—like the South American and Central American bushmaster snakes—are actually members of separate species.
5. Explain how the Earth's physical features cause separate species to evolve from common ancestors.
6. Describe the particular events in the process of sloughing and its importance to the growth of the snake.

Evaluation

You can evaluate your students on their field guide pages using the following three-point rubric:
Three points: description well organized, complete, and error-free
 
Two points: description lacking in organization, incomplete, with some errors
 
One point: description disorganized, vague and sketchy, with numerous errors
 
You can ask your students to contribute to the assessment rubric by determining what types of information should be included in each description.

Extensions

Herpetologist's Heyday
Divide your students into small groups, and send each group on a fact-finding mission. Assign each group a different basic herpetology concept. These may include, among others, the latest first aid for snakebites, the uses of snake venom, snakes of North America, venomous snakes, constricting snakes, snake reproduction, and snake biology. Ask each group to investigate its herpetology concept and prepare a HyperStudio or PowerPoint presentation for the rest of the class. Alternately, you can ask the groups to prepare an illustrated written report, which can then be combined with the materials developed in the "Snake Field Guide" activity.

Snake Symbolism
Throughout history, snakes have symbolized a wide variety of ideas for different cultures and groups, from Native American tribes to the American Medical Association. Have your students research snake symbolism at different periods in history, being sure that each student chooses a different snake symbol. What have snakes stood for? Where do they appear in culture, politics, religion, and other areas? When research is complete, each student should prepare a brief description and illustration of the symbolic snake he or she has studied. The class can then work together to categorize their results by the qualities and ideas the symbols have embodied throughout history—some of which include eternity, evil, health, and change—and create a class compendium of snake symbols.

Suggested Readings

Herp Help
Lenny Flank, Jr. Howell Book House, 1998.
Don't look to Martha Stewart if you're thinking about inviting a reptile or amphibian into your home—Lenny Flank would make a much better host! More than a basic introduction to reptilian biology, this book tells the interested hobbyist how to house snakes, feed them, and breed them in captivity. It also provides an appendix of useful resources for the budding herpetologist.

The Fascinating World of Snakes
Angels Julivert. Barron's, 1993.
This compelling, detailed book describes the physical characteristics, habits, and natural environment of various kinds of snakes.

Resource

Access this resource at:

Snakes

Links

The World of Snakes
Includes information, visuals, quicktime videos.

The Electronic Zoo
Resources and links to related sites for different types of snakes.

World Famous San Diego Zoo
A database of facts and descriptions.

Content Provider

Discovery Education

Discovery Education offers a breadth and depth of digital media content that is immersive, engaging and brings the world into the classroom to give every student a chance to experience fascinating people, places, and events. All content is aligned to state standards, can be aligned to custom curriculum, and supports classroom instruction regardless of the technology platform.

Whether looking for a digital media library service, an implementation to help you transition your classroom to a 21st century environment or to move completely to replace textbooks with digital resources, Discovery Education offers a continuum of solutions to meet your district's specific needs. In addition, we offer real-time assessment services and a variety of professional development to ensure effective implementation in the classroom. You know your needs. We know our services. Together we can create an effective solution.

And, add the vast number of additional classroom instruction opportunities available such as virtual experiences, compelling Discovery talent, free lesson plans and materials, and a variety of contests and challenges and with Discovery Education teachers are truly able to give students opportunities to soar beyond the traditional textbook for endless possibilities.

Credit: Mary C. Cahill, middle school science coordinator, Potomac School, McLean, Virginia.

Vocabulary

brill
Definition: A transparent scale that covers the eyes of snakes.
Context: A snake's brill becomes milky white in appearance, clouding its eyes, when the snake is ready to slough its skin.

Jacobson's organ
Definition: A sack-shaped organ, found in the mouth of all reptiles, that sends chemicals from the tip of the tongue to the brain.
Context: A snake uses its Jacobson's organ to literally taste the air.

nocturnal
Definition: Active at night.
Context: Nocturnal snakes prefer to do their hunting after the sun goes down.

pit organ
Definition: A concave heat-sensing organ just below the eyes on some snakes that allows them to track their prey with 100 percent accuracy.
Context: Using its pit organ, a snake can track a quick moving rodent almost effortlessly.

sloughing
Definition: The process by which a snake crawls out of its skin, enabling it to grow larger.
Context: A snake often rubs up against a rough rock to begin the process of sloughing its skin.

venom
Definition: A protein mixture made in modified salivary glands that destroys body tissue or attacks the nerve or muscle tissue of prey.
Context: The venom of some snakes can do incredible damage to unsuspecting prey.

Related Academic Standards

New York State

S.MS.LS.2.1 Students who demonstrate understanding can analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

S.MS.LS.2.3 Students who demonstrate understanding can develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

S.MS.LS.4.4 Students who demonstrate understanding can construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

MST4.E.LE.6 Plants and animals depend on each other and their physical environment.

MST4.I.LE.3.Introduction Evolution is the change in a species over time. Millions of diverse species are alive today. Generally this diversity of species developed through gradual processes of change occurring over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations (natural selection). Biological adaptations are differences in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment.

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