Brown Snake in the Classroom

Introduction:

This lesson is mainly to get students involved in exploring the internet in a safe yet realistic manner. This is a beginner lesson because the links are only one or two links deep. Once students become familiar with the use of the mouse and ‘linking’ to other sites and how to return to the ‘home page’, then the lesson can be expanded to several levels deep.

I developed this Web Quest to let students explore the internet in a way that either you or I would. To get specific information about a particular content area. In this lesson students will determine if snakes would be a good classroom pet.

Content Area and Grade Level:

The Web Quest I developed is for 1-3 grade. I tried to make the reading appropriate for this level. In doing that, most of the ‘links’ that I have are custom made. It is hard to find Web Sites for younger students on this particular subject. However, this lesson could be easily modified for older students and use the sites where I got most of my information:

Also since I wanted to make this Web Quest for younger students, I picked the type of snake for them to study. By doing this I narrowed the field of information dramatically from deadly/non, common/rare, endangered, etc. Most of the sites you will find are about poisonous, and deadly snakes, unless they are very general in nature.

Curriculum Standards:

(a) Introduction:

    1.  In Grade 2, the study of science includes planning and conducting simple classroom and field investigations to help students develop the skills of making measurements using standard and non-standard units, using common tools such as rulers and clocks to collect information, classifying and sequencing objects and events, and identifying patterns. Students also use computers and information technology tools to support their investigations.

(b) Knowledge and skills.

(2.2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:

(A) ask questions about organisms, objects, and events;

(B) plan and conduct simple descriptive investigations;

(C) compare results of investigations with what students and scientists know about the world;

(D) gather information using simple equipment and tools to extend the senses;

(E) construct reasonable explanations and draw conclusions using information and prior knowledge; and

       (F) communicate explanations about investigations.

(2.3) Scientific processes. The student knows that information and critical thinking are used in making decisions. The student is expected to:

(A) make decisions using information;

(B) discuss and justify the merits of decisions; and

(C) explain a problem in his/her own words and identify a task and solution related to the problem.

(2.4) Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:

(A) collect information using tools including rulers, meter sticks, measuring cups, clocks, hand lenses, computers, thermometers, and balances;

(2.8) Science concepts. The student distinguishes between living organisms and nonliving objects. The student is expected to:

(A) identify characteristics of living organisms,

(2.9) Science concepts. The student knows that living organisms have basic needs. The student is expected to:

    (A) identify the external characteristics of different kinds of plants and animals that allow their needs to be met; and

1. compare and give examples of the ways living organisms depend on each other and on their environments.

Implementation Overview:

This Brown Snake lesson is intended to last about one week.  It is part of a multidisciplinary, thematic unit in which the class will read about, write about, and experiment with reptiles and snakes -- social studies, science, math, health, art, technology, and language arts.  This particular lesson focuses on reading, writing, science, art, and technology.  Think about grouping the students in working pairs at the computer.

Resources Needed:

Classroom computers with Internet access, preferably one computer for every 2-3 students.

Any other books, articles, poetry, or thematic resource materials pertaining to reptiles in general and snakes specifically.

Book List:

Ungerer, T. (1984). Crictor. New York: HarperCollins Juvenile Books.

Allard, H., & Delaney, N. (1993). The cactus flower bakery. New York: HarperTrophy.

Arnosky, J. (1998). Crinkleroot’s visit to Crinkle Cove. New York: Simon & Schuster.

Noble, T. H. & Kellogg, S. (1980). The day Jimmy’s boa ate the wash. New York: Dial Books for Young Readers.

Johnson, A. & Ransome, J. (1993). The girl who wore snakes. New York: Orchard Books.

Coxe, M. (1994). The great snake escape. New York: Harpercrest.

Baker, K. (1991). Hide and snake. New York: Harcourt Brace.

Davol, M. W. & McDonald, M. (1996). How snake got his hiss: an original tale. New York: Orchard Books.

Jonell, L. & Mathers, P. (1998). I need a snake. New York: Putnam Pub Group.

O’Neill, A & Hillyard, P. (1996). I wonder why snakes shed their skin: and other questions about reptiles. New York: Kingfisher Books.

Fowler, A. (1992). It’s best to leave a snake alone. New York: Children’s Press.

Markle, S. (1995). Outside and inside snakes. New York: Atheneum.

Gray, L. M. & Meade, H. (1994). Small green snake. New York: Orchard Books.

Simon, S. (1992). Snakes. New York: Harpercollins.

Fichter, G. S. & Mooney, D. (1993). Snakes and lizards. New York: Golden Press.

 

Entry Level Skills and Knowledge:

Students should have some mastery of reading and some experience with independent research. 

 

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