Topic: Reptiles - masters of survival

Author: Zyta Sendecka

Target group

6th grade student of elementary school

Core curriculum

11 ) reptiles - student:

a) observes reptile representatives (photos, films, schemes, natural specimens in the field, etc.) and presents their common features and describes the reptilian adaptation to life on land;

b) specifies reptiles as cold‑blooded animals;

c) presents the method of reproduction and development of reptiles;

d) explains the meaning of reptiles in nature and for humans.

Lesson objectives

Students describe selected Polish reptiles.

The criteria for success

• you will list and describe six species of Polish reptiles;

• you will explain the terms: masking colouring and poikilothermy.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• mathematical competence and basis competences in science and technology; 

• digital competence;

• learning to learn;

• social and civic competences.

Methods/forms of work

Talk, direct observation, exposition, working with text, educational project.

Individual activity and activity in groups.

Teaching aids

• abstract;

• interactive whiteboard or traditional blackboard;

• tablets/computers;

• an exotic snake from a snake farm;

• photographs and descriptions of Polish reptiles.

Before classes

The teacher prints photographs of the species of reptiles found in Poland („Portraits of our reptiles” gallery) and prepares their descriptions based on an article by Adam Wajrak
entitled “Zaskroniec udaje trupa”(A grass snake pretends to be dead), posted on the site: http://wyborcza.pl/piatekekstra/1,129155,14178302,Zaskroniec_udaje_trupa.html and other sources. Descriptions should not be biological characteristics, but rather case studies. They should arouse sympathy for reptiles, admiration for their clever survival strategies and the awareness of the need to protect these extraordinary animals.

Lesson plan overview

Introduction

1. The teacher starts the lesson, holding the snake borrowed from a snake farm. The teacher asks the students what they associate the word “reptile” with. The teacher says that reptiles have generally bad reputation, and meanwhile are interesting and harmless animals - at least in Poland - that need our protection. The teacher explains that, during the classes, students will choose a reptile for a friend. The students will have to analyse descriptions of different species of reptiles and choose the one that will become the most important for them.

2. The teacher specifies the subject and the objective of the lesson and the criteria for success.

Realization

1) The teacher walks around the classroom while holding the snake. The teacher informs the students that the snake has recently eaten a meal, that is why it is very calm. The teacher allows students to touch and pet the reptile. The teacher asks the students to describe how they perceive its skin.

2) The teacher asks the following questions:

• Why is the snake warm even though the temperature outside is lower?

• When can a snake bite you?

• Has the snake got eyelids?

• What does it use its tongue for?

• What are the differences between the scales on the back and the belly of the snake?

The teacher comments on the students' statements, corrects them and encourages them to ask questions about the snake. The teacher explains the terms: masking colouring and poikilothermy.

3) The teacher distributes photographs of reptiles and their descriptions. Students look at them and choose the snake that they like the best.

4) Students who have chosen the same species are grouped together. The task of each group is to prepare a presentation about their snake. The teacher writes on the board auxiliary questions for the presentation:

• Where can you find it?

• How can you identify it?

• What problems does it encounter?

• What should we -humans not do to it?

5) The representatives of the groups present “their” reptiles.

6) The teacher offers students a chance to take part in an educational project “Portrety naszych gadów” (Portraits of our reptiles), the aim of which is to make people aware that reptiles are useful and are not a big threat, as well as to convince them to protect reptiles. All groups can participate in the project, and the prize for the winning group is a trip to the zoo, a meeting with the reptiles' caretakers and the animals themselves. The teacher informs that the project will last two months and invites the students to the first meeting as part of the biology circle, where the details of the project method will be discussed.

Summary

Students answer the following questions to the text:

• What have I learnt today?

• How to like a stranger?

Homework

Students perform an interactive exercise.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Representatives of reptiles in Poland

Only one species of turtle lives in Poland – European pond turtle. Its natural habitat are shallow lakes. It hunts tadpoles, snails and insects. It has dark coloration. It has got small bright spots on the underside of the shell as well as on the skin of the paws and neck. It is very skittish. Alarmed, it pulls the head and limbs into the armor.

Viviparous lizard is the smallest Polish lizard. It can be found throughout the country. Especially often occurs in the mountains and foothills. It feeds on insects, slugs, earthworms and spiders. Attacked by a predator, it can discard its tail that moves rapidly for a few minutes, which distracts the attacker's attention and creates the opportunity for the lizard to escape. After some time, the lost tail grows back.

Common European adder is the only poisonous snake occurring in Poland. It lives in the forest edges, glades, neglected gardens, dry mountain meadows. It can often be seen to be basking in the sun. It is not aggressive. It attacks only when it feels threatened and its venom is not lethal. It feeds mainly on small mammals, frogs, eats bird chicks and insects. It has a broad, heart‑shaped head and a stocky body structure. Unlike other snakes, its pupils are vertical. Most adders have got a zigzag pattern on their back, the so‑called cain ribbon.

The grass snake is most often found near water basins, where it hunts amphibians and their larvae. It is a great swimmer. It can be easily distinguished from the Common European adder because it has got yellow, crescentspots on both sides of its head.

Reptiles, similarly to amphibians, are perceived by humans as useful animals. They regulate the numbers of insects, snails and small vertebrates, especially rodents that are pests to forests and fields. In addition, they constitute food for other vertebrate animals, mainly birds and mammals.

• All Polish reptiles are under species protection.