Topic: Reptiles

Supplementary material for use in lessons in the group of natural sciences (nature, biology, chemistry, geography, physics), additional classes, science clubs. It can serve as a resource for expanding knowledge, preparing students for science competitions.

Target group

Students of an elementary school (biology).

Core curriculum

Grade IV
VI. The natural environment of the immediate area. Pupil:
7) recognizes and names common organisms occurring in the immediate vicinity of the school.

General aim of education

Pupils describe the characteristics of reptiles.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• indicate the characteristic features of reptile building;

• exchange the reptile's adaptation to life away from water;

• recognize reptiles occurring in Poland;

• explain why all reptiles in Poland are protected.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers;

• illustrations showing the next stages of the life cycle of reptiles with space for description.

Lesson plan overview

Before classes

• Students get acquainted with the content of the abstract. They prepare to work on the lesson in such a way to be able to summarize the material read in their own words and solve the tasks themselves.

Introduction

• The teacher explains the aim of the lesson and together with students determines the success criteria to be achieved.

Realization

• The teacher instructs the pupils to read the fragment Fri „How to survive away from water?”. Students prepare a note that answers the question in the title of the passage. The volunteer or student indicated by the teacher reads his note. The teacher corrects any inaccuracies or errors.

• The teacher asks pupils to explain the concept of „flawlessness”. Then he asks whether this reptile trait helps them to survive on land, or whether it makes it difficult.

• The teacher gives students illustrations showing the next stages of the life cycle of reptiles. Pupils describe them and arrange them in the right order.

• After completing the task, the students compare the effects of their work with the interactive illustration. Supplement possible gaps, correct mistakes.

• Students look at photographs of representatives of four groups of reptiles („Gallery 1”) and write in the notebooks the names of individual groups and the species representing them.

• Students read the fragment Fri „Reptiles living in Poland.” The teacher presents pictures of selected species of reptiles found in our country („Gallery 2”). Students describe their characteristic traits.

• The teacher instructs students to find information on the protection of reptiles in Poland in available sources, for example on the Internet..

Summary

• The teacher asks students to carry out the recommended interactive exercise themselves.

Homework

• Carry out tasks number 2.1 in the abstract.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Reptiles

Reptiles, like amphibians, are quadrupeds (with the exception of snakes, whose ancestors used to have appendages millions of years ago). In contrast to amphibians, reptiles can spend their entire life away from water. All reptiles breathe atmospheric air through lungs. They are oviparous animals, with certain species being ovoviviparous. They lay eggs exclusively on land. They are protected from drying out by special membranes and strong, leathery casing, sometimes saturated with calcium salts. When eggs hatch, the young whose internal structure and appearance closely resembles adult specimens emerge – therefore, they have no larval form. The skin of reptiles is covered in scales or scutes. This makes their skin completely impermeable to water, which allows them to survive far away from it. Some reptiles even inhabit the desert. Reptiles can be classified into several groups.

• Serpents are legless reptiles. They move by bending their body and using scales on their abdomen.

• Lizards usually have appendages. Some of them are legless – they differ from serpents by the absence of scales on their abdomen.

• Turtles are distinguished by a body covered with casing made of large scales.

• Crocodiles resemble large lizards, but their bodies are covered by hard horny scales.

Reptiles have an important role to play in nature. First of all, wherever they are present they act as predators who reduce the population of other animals. They themselves also constitute a source of food for many birds and mammals. Secondly, snake venom is used as an ingredient in various medicines. In certain countries, venomous snakes are hunted or bred specifically for this purpose.

Poland is a country in which winter reigns part of a year. So, it is not a reptile country. At least 9 species of these animals live in our country: 4 species of lizards, 4 species of snakes and 1 species of turtles. There are also reports on other species of reptiles in Poland. They are usually wild animals, but sometimes one can also encounter animals that escaped the breeders, especially turtles.

• Reptiles are fully adapted to life on land. They lay eggs on land, breathe through lungs, their skin does not permeate water and is covered with scales or scutes.

• Modern reptiles belong to only several groups, the most prominent of which include serpents, lizards, turtles and crocodiles.