UWSP Museum of Natural History Exhibits

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University of Wisconsin Stevens Point

^Snakes

by Amy Carmichael, Ann Neale, Donna Westfall

Grade level: 2

Snake guide

Name:___________________

1. How many snakes are at the museum?

2. What kind are they?

3. Which snake is your favorite?

4. What do the snakes eat?

5. Walk through the museum and find three animals that the snakes might eat. Write them down below.

6. Write down one interesting fact about the snakes.

7. Write down some of the differences you see between the snakes.

Observe a snake and answer the following questions.

1. What does he feel like? Is he cold, warm, wet, dry, slimy? Be creative!!

2. Draw a picture of one snake, and take some notes as to what color he is, any special markings he has, how big he is, and anything you feel is important to remember.

(You may use the back of this sheet for drawings)

Pre-activity: Introduction to snakes

Rationale

It is important for students to learn about snakes because they are a vital part of the world’s ecosystem.

Objectives

	Students will write down their initial reactions to seeing a snake.
	Students will predict what a snake actually feels like.

Materials

Bag; rubber snake; Verdi, by Janell Cannon; A Snake’s Body, by Joanna Cole; sunflower seeds; clay, cellophane, vegetable oil; prediction chart (three columns: name, silky - label A, and slimy – label B ); markers; pencils; and paper.

Procedure

Anticipatory set

Hand out half sheets of paper to students and have them get pencils ready. Show students the bag and explain that there is something very special inside. Explain to students that you are going to show them the object inside the bag. Tell them that they need to write down their initial thoughts and feelings about the object. (5 minutes)

Show the students the snake from the bag and give them time to write down their responses. (10 minutes)

Gather students at the circle time area and talk about the children’s reactions. (10 minutes)

Explain to the students that a snake is a reptile and their bodies are covered in scales. The scales of a snake are different. (Show picture page 9, A Snakes Body) The belly scales are larger and flat and are called "plates", while the rest are smaller in size. When snakes grow they shed their old skin and grow a new one. (2 minutes)

Introduce to students the stuffed snake and story, Verdi. Read the book. (15 minutes)

Explain to the students that on Friday, they will be taking a field trip to the museum and they will be meeting a live snake similar to Verdi. (5 minutes)

"Scales vs. Slime Activity" Explain to the students that they are going to be looking more closely at what a snake really feels like. Have the students individually come up to the table and rub their fingers over the shelled sunflower seeds stuck in clay (labeled A) and over cellophane covered with a thin layer of vegetable oil (labeled B). Talk to the students about the differences they felt in A and B. (10 minutes)

Closure

Have the students predict what they think the live snake will feel like. Fill out chart and allow students to make comments. After chart is completed, have a discussion about the data. Explain to the students that when we come back from our field trip, we will see if our predictions were correct. (10 minutes)

Assessment

Teacher will listen to children’s initial reactions to the snake and the predictions about how it will feel. This information will be used to compare with information gathered at the end of the unit.

Extensions

Bring in a snake skin and have children observe under a microscope.

Take a closer look at how different snakes move.

Have a variety of books and literature about snakes in science center for the students to look at.

Talk about snakes that are found in their communities.

* Make sure to discuss with children the importance of leaving wild snakes alone. Most will be harmless, but some could be poisonous.

On-site activity

Rationale

It is important for students to learn about snakes because they are a vital part of the world’s ecosystem.

Objectives

The students will observe a live snake and record their observations as dictated by museum guide sheet.

Students will draw a picture of the snake.

Students will identify on data sheet what the snakes eat and locate 2-3 animals in the museum that fit that category.

Students will verbally describe a creature or object at museum that interests them.

Students will identify the different types of snakes at museum and write down physical differences.

Materials

Observation sheet for the students, pencils, notebook for students to write on, and camera (for pictures).

Procedures

Anticipatory set

	When we arrive at the museum, the teacher will direct the students where to sit. The teacher will distribute the observation sheet and pencils to the students. The teacher will go over the sheet and explain what the students should look for when observing snakes. (10 minutes)
	The museum interpreter will talk to the class about the snake. At the end, the students may ask questions about the snake. (20 minutes)
	Each child will have the opportunity to pet the snake while the interpreter holds it. Remind the students to think about how the snake feels: slimy, silky, etc. Have them record their feelings on the sheet of paper. (10 minutes)
	The students will work in small groups, each with a chaperon. The students may work with a partner as they record their data. The teacher/chaperons will help students with their observation sheet. (20 minutes)

*Note: The teacher will have groups assigned before we go to the museums.

Closure

When we get back to school, the students will share their thoughts and reactions. Ask them what they liked or disliked at the museum. (15 minutes)

Assessment

Look over the students’ drawings and observation sheet. See if the children input the correct information from the museum. Listen to the children as they share their thoughts and reactions. Answer any questions they may have.

Extensions

	The students will find items on the scavenger hunt list at the museum.
	Have the students draw an animal or object that they liked at the museum.

Post-activity

Rationale

It is important for students to learn about snakes because they are a vital part of the world’s ecosystem.

Objectives

	Students will discuss how they felt after touching the snake at the museum.
	Students will decide if their previous predictions about how a snake would feel were correct.
	Students will each create a booklet describing their museum experience.

Materials

Paper, pencils, markers, crayons, glue, chart from pre-visit lesson, student drawings and observations from museum visit, and How Snake Got His Hiss by Marguerite W. Davol.

Procedures

Anticipatory set

	Discuss with the students their feelings about having touched the snake at the museum. How did they feel before they touched it? How did they feel after they touched it? (10 minutes)
	Bring out the chart from the pre-visit lesson, which shows the students’ predictions of how a snake would feel. Review the predictions that the students made, and ask the students if any of them would change their answers now that they have actually touched a snake. (5 minutes)
	Ask students to offer any observations they made of the snake at the museum: How did it move? What did the scales look like? What color was the snake? Anything else you noticed? (5-10 minutes)
	Using materials, such as: paper, crayons, markers, pencils, glue, etc., have the students create a booklet that describes their visit to the museum. In the booklet students should write a story about their trip. Elements that should be included are as follows: Observations of the snake and other snakes, what color they were, whether or not it moved, and what the scales looked like.
	They should also write about how the snake felt, and how they felt when they touched him. Students should note whether or not their feelings about snakes have changed after this field trip. Drawings of the snake and possibly other items of interest should be included. (30 minutes)

Closure

Have students share their booklets with the class and talk about what they learned about snakes from their experiences. To conclude this lesson, read to the students the book, How Snake Got His Hiss, by Marguerite W. Davol. (10 minutes)

Assessment

Collect the students’ observation sheets that they completed at the museum. Listen to the students as they share their booklets with the class. Compare students’ initial reactions to snakes to their final reactions to see if there has been any change.

Extensions

	Discuss interesting facts about snakes such as hissing, venom and camouflage.
	Have students write their own legends about snakes. (Getting their hiss, why they smell with their tongues, etc…)

Bibliography

	Cannon, Janell; Verdi, Harcourt Brace & Company; 1997.
	Cole, Joanna; A Snake’s Body; William Morrow and Company; 1981.
	Davol, Marquerite; How Snake Got His Hiss; Orchard Books; 1996.
	Gray, Libby Moore; Small Green Snake; Orchard Books.
	Greer, Dr. Allen; Reptiles; Time Life Books; 1996.
	Johnson, Sylvia A.; Snakes; Lerner Publishing Co.; 1986.
	Wexo, John Bonnett; Zoo Books: Snakes; Creative Education, Inc.; 1987.
	National Wildlife Federation; Ranger Rick’s Nature Scope, Let’s Hear it for Herps, 1987.

Adaptations – Snakes

1. Have students search for information that would tell them where the snakes at the museum came from. Have the students observe the snakes' artificial homes and compare it to a snake’s habitat in the wild.

A. After field trip and discussions about the snakes at the museum, have students write and illustrate a short paper that either supports or disagrees with the idea of having wild animals as pets. Students should also provide a list of positive and negative aspects to the argument.

B. Possible debate to follow.

2. Have students study one of the snakes at the museum noting temperature of cage, conditions inside the cage, coloration of the snake, food preferences, facts pertaining to the snake, etc.. Have the students form a prediction, as to what ecosystem the snake might inhabit in the wild.

A. After the field trip have students work in groups of 2-3 and research their selected snake.

Have students write up predictions.

Research snake and write down facts.

Compare predictions with facts.

Create a presentation.

Report findings to the class.

B. Students could also design the ecosystem (illustrate, model, etc..) and show the snake living in its environment. Identifying a unique adaptation the snake may have. (ex. Camouflage)

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