Reptiles, Author(s): Frederick J. Wadnola II, Grade Level: 5, Subject Area: Science, Technology, Language Arts, Introduce the unit with the CD ROM ZooGuides Reptiles by REMedia. Use the introduction segment of the disc to begin. After the introduction, teach the characteristics of Reptiles; they are ectothermic (Their body temperature assumes the temperature of the surroundings), they have backbones, they have dry, rough, scaly skin, and most lay eggs (some are live bearers).

Planning Guide

Creating Learner-Focused
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* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Reptiles	Author(s): Frederick J. Wadnola II
Grade Level: 5th	School Address: Route 233, Westmoreland, NY 13490
Subject Area: Science, Technology, Language Arts	School Phone/Fax: (315)853-6191

CONTENT KNOWLEDGE

Declarative	Procedural
The characteristics of reptiles.	How to correctly use a computer to access information.
The defense mechanisms, camouflage, and mimicry of reptiles.
How reptiles are similar to, and different from, other animals.
How reptiles reproduce.

ESSENTIAL QUESTIONS

What is a reptile?
How are they both similar and different to other animals?
What adaptations, defense mechanisms, and camouflage have allowed them to change and survive?
How do reptiles reproduce?

INITIATING ACTIVITY

Introduce the unit with the CD ROM ZooGuides Reptiles by REMedia. Use the introduction segment of the disc to begin. After the introduction, teach the characteristics of Reptiles; they are ectothermic (Their body temperature assumes the temperature of the surroundings), they have backbones, they have dry, rough, scaly skin, and most lay eggs (some are live bearers).

If the CD-ROM is unavailable, an overhead transparency with the characteristics of Reptiles written on it can be used. Pictures can help to show the characteristics in addition to the transparency. Many quality illustrations are available on the Internet and in various books and periodicals. A discussion with the students experiences with Reptiles is also helpful in supporting the information being presented, e.g. Who has ever touched a snake? Was it dry? Could you feel a backbone or any bones for that matter? etc. Use the WORDSPLASH activity to have the students list the words that they already know regarding Reptiles. Refer back to this list as the unit progresses.

Connection to State Learning Standards

Content Area: REPTILES

Level: Grade 5

Benchmarks: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Benchmarks: Living things are both similar to and different from each other and nonliving things. Individual organisms and species change over time. Plants and animals depend on each other and their physical environment.

Standard: Students will access, generate, process, and transfer information using appropriate technologies.

Standard:Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Unit Theme:

REPTILES

Standard: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Standard:

Benchmarks: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.

Benchmarks:

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

The characteristics of reptiles.

The defense mechanisms, mimicry, and camouflage of reptiles. How reptiles are similar to, and different from, other animals.

How reptiles reproduce.

The student will research information from various sources. The characteristics will also be displayed with live reptiles brought into class. If no live specimens are available, there are many quality books and videos that can be substituted.

An example of camouflage activity will be performed by the students leading into the discussion of defense mechanisms, and mimicry.

A graphic organizer to compare and contrast reptiles and any other animal species should be used. Do separate charts for comparisons and contrasts.

With the information the students find in researching their Creature Biography, and having done the compare/contrast activity, the student will discover the various ways reptiles reproduce.

The knowledge will be reinforced and learned in the student writing their Creature Biography. The information form provided helps organize their information.

The activity will show how camouflage helps an animal to hide in the wild. The students research will be the basis for the discussion about defense mechanisms and mimicry.

The information that the students have found during their research will be that basis for this activity. This activity will also be a reinforcement for the students knowing the characteristics of reptiles.

The students will see photos and information displayed on transparencies directly from the books that they have been using for their research.

The characteristics are introduced with the Intro. activity. Reptiles have dry, rough, scaly skin. They have lungs for breathing. They have a backbone. Most lay eggs (some are live bearers). They are ecto themic (they assume the temperature of their surroundings).

The students are split up into small groups. Each group has a piece of black construction paper, and black and white paper dots (made using a hole puncher). The paper is in the center of the group. Then turn out the lights. Spread the black dots evenly across the paper. Turn off the lights and instruct the students that they can only pick up ONE dot at a time. Give the students about five second. Repeat the activity using the white dots. Compare the results and see which was easier to see, the black dots or the white ones.

In small groups, have the students complete graphic organizer for comparison and contrast, using reptiles and the same animal species for each chart. Venn diagrams, or any other chart works well with this activity. The students will present their information to the class and then there will be discussion as to the validity of the information.

**A transparency will be displayed with the information, OVIPARITY (egg laying) and VIVIPARITY (live bearing). a diagram of the reptile egg will be displayed to show all the important structures (embryo, chorion, allantois, yolk sac, shell). A discussion of why reptiles reproduce differently even among similar groups and how climate may play a role as well.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:	What will be done to help students construct models, shape & internalize the knowledge?	Describe what will be done.
Correctly use a computer to access information.	There will be modeling of how to access information on the Internet, how to use a web browser, and how to use a CD-ROM to research information about reptiles and other animals as needed.	After showing the students how to access information using the computer, the students will need to research their reptile for their Creature Biography and oral presentation.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…	What reasoning process will they be using?	Describe what will be done.
The students will be extending and refining their knowledge of reptiles and the contrasts and comparisons to other animals. The student will be extended their knowledge of the details about the retile species. The students will be refining their knowledge about the specific information about reptiles and how they are both similar to, and different from, other animal species.	Comparing Classifying Inductive Reasoning Deductive Reasoning Error Analysis Analyzing Perspectives Constructing Support Abstracting Other:	The students will incorporate the information they have found in researching their Creature Biography, and from the other learning experiences into refining and extending their overall knowledge of reptiles and of the reptiles species.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Creature Biography Oral Presentation	Creature Biography Written Report
Weights	None	None
4	Presents thorough and correct information about the reptile species with the use of charts and/or visual aids. The presenter speaks clearly and makes eye contact with the audience. The presenter answers questions from the audience in a knowledgeable manner in reference to their assigned creature.	Report has thorough and correct information about the reptile species. Neatly done on a word processor, computer or hand written. No mechanical errors (spelling, grammar, run-on sentences, punctuation, etc.). Report has correct format: Introduction, Body, Conclusion, Bibliography/Resources.
3	Presents thorough and correct information about the reptile species with the use of charts and/or visual aids. the presenter speaks clearly and makes eye contact with the audience. The presenter has difficulty answering questions from the audience in a knowledgeable manner in reference to their assigned creature.	Report has mostly thorough and correct information about the reptile species. Some key information is missing. Done on a word processor, computer or hand written. 1-3 mechanical errors (spelling, grammar, run-on sentences, punctuation, etc. ). Report has correct format: Introduction, Body, Conclusion, Bibliography/Resources.
2	Presents mostly thorough and correct information about the reptile species with the use of charts and/or visual aids. The presenter has difficulty speaking clearly and making eye contact with the audience. The presenter has difficulty answering questions from the audience in a knowledgeable manner in reference to their assigned creature.	Report is lacking thorough and correct information about the reptile species. Done on a word processor, computer or had written, but appears messy and disorganized. Report has incorrect format for: Introduction, Body, Conclusion, Bibliography/Resources. 4-6 mechanical errors (spelling, grammar, run-on sentences, punctuation, etc.). Report does not have correct format: Introduction, Body, Conclusion, Bibliography/Resources.
1	Presents little or no correct information about the reptile species. There is little or no use of charts and/or visual aids. The presenter does not speak clearly and makes little or no eye contact with the audience. The presenter answers questions from the audience incorrectly in reference to their assigned creature.	Report has little or no thorough and correct information about the reptile species. Done on a word processor, computer or hand written, but appears illegible, messy and disorganized. Report has incorrect format for: Introduction, Body, Conclusion, Bibliography/Resources. 6 or more mechanical errors (spelling, grammar, run-on sentences, punctuation, etc.). Report does not have correct format for: Introduction, Body, Conclusion, Bibliography/Resources.

NOTE: Rubric or other performance assessment instruments may be used.

Have You Considered These Yet?

Learn to Learn Skills:

Assessment Modifications:

Unit Schedule/Time Plan:

Three to four weeks, approximately.

Written Overview:

This unit can be taught successfully with access to the Internet and various print resources, video, and CD-ROM's. The Creature Biography was assigned soon after the Introductory lesson. The students were given ample time during the course of the unit to access information and do their research. The information they discovered along way was incorporated into each new lesson as the unit progressed. Utilizing the students prior information made for some interesting discussions along the way. Time was set aside every couple of days to answer questions or help students find information that they were having trouble finding. I didn't actually find the information that they were having trouble finding. I didn't actually find the information for them, but I directed them were the information may be found. As the need arose, I brought in more books and materials for the students to use. Using reptiles as the core subject matter sparked a great interest by the stud ents, in looking at other animal groups with the same detailed analysis as with the reptile species. In all of the time that I have worked with reptiles, I've found few students that didn't take a genuine interest in studying about them further. The Creature Biographies were a huge success. The quality of the student work was impressive.