Download Lizard Evolution Virtual Lab and more Lab Reports Biology in PDF only on Docsity!
Grade Level: 6-
Next Generation Sunshine State Standards SC.6.L.15.1; SC.6.N.2. SC.7.L.15; SC.7.L.15. SC.8.N.4.1; SC.8.N.4.
Program Overview Reptiles Rock! Meet live reptiles up close and investigate what makes reptiles so unique. Uncover how reptiles have survived for millions of years and their importance in our local ecosystem and beyond.
Learning Objectives Students will be able to:
- Analyze and describe how reptiles are classified according to shared characteristics.
- Explore the scientific theory of evolution by examining the evolutionary history of reptiles.
- Investigate adaptations that help reptiles survive in various environments.
- Explain how scientific research influences reptile protection and management in Florida.
Pre-Program Activity 1: Reptile Research
Duration of Activity: 1-2 hours
Materials: computer & projector, computer lab
Directions:
- Show any of the following videos. The videos are all introductory videos about reptiles and vary in length. Reptiles (Discovery Channel) https://www.youtube.com/watch?v=TAtGDQkZzZ8 approx. 3.05 mins Reptile Round-Up (Animal Atlas) https://www.youtube.com/watch?v=RsY7G0ZieH8 approx. 22.34 mins Animal Planet 2015- Reptile Documentary https://www.youtube.com/watch?v=VxqxDopjiwI approx. 1 hour
- Have each student select a Florida reptile of choice. Some ideas are: Lizards : Iguana, Brown Anole, Green Anole, Eastern glass lizard (a legless lizard!), Gecko, Scrub lizard Alligators : American alligator, saltwater crocodile Snakes : Eastern indigo snake, Florida pine snake, King snake, Red rat/Corn snake, Yellow rat snake, Banded water snake, Black racer, Eastern diamondback rattlesnake, Pygmy rattlesnake, Cottonmouth/Water Moccasin, Coral snake, Timber rattlesnake, Copperhead, Coachwhip Turtles : Gopher tortoise, Box turtle, Peninsula Cooter, Yellow-bellied slider, Red-eared slider, Mud turtle, Chicken turtle, Diamondback terrapin, Green sea turtle, Loggerhead sea turtle, Leatherback sea turtle, Hawksbill sea turtle, Kemp’s Ridley sea turtle
- Go to the library or computer lab and have students research their chosen animal, focusing on the following questions (or any others that you choose): 1) Is it native to Florida? If it is exotic, how did it get to Florida? 2) What are its characteristics? 3) What type of habitat does it live in? 4) What does it eat? 5) Is it venomous? 6) Does this animal have any adaptations to help it survive in its habitat? 7) What role might this animal play in the ecosystem? ( predator, scavenger, prey, keystone species, etc.) 8) Any other ‘fun facts’?
- Have students create a 1-2 page report about their chosen animal and share with the rest of the class if time allows.
upon smaller green anoles (e.g., Gerber 1991, Echternacht 1999, Campbell 2000). Therefore, Brown Anoles are considered an Invasive Species. An invasive species can be a plant, animal, or pathogen that is non-native (or alien) to the ecosystem under consideration and whose introduction causes or is likely to cause harm. Explain to students that their assignment is to count how many Brown Anoles they can spot around their school and also observe their behavior.
- Pick an open place outside near your school where students can move around (ideally a place with a few trees and some shade).
- Bring Species Inventory worksheet, pencil and clip boards if possible.
- Ask students to try to find Green Anoles in the trees or around them, but explain to students that they are difficult to find.
- Once you are back in the classroom compile and discuss the data. Explain that sometimes these two similar species compete for resources and the Brown Anoles are out-competing the Green Anoles.
- Create a bar graph of the species abundance of brown anoles and green anoles with the data collected.
(see below for worksheet)
Species Inventory Worksheet
Name:_______________________________________________
Species Abundance
Brown Anoles
Green Anoles
Brown Anoles Green Anoles
- Have students come up with 1-2 adaptations that reptiles have to survive in their environment that they may remember from the Reptile Rendezvous presentation. Have students discuss this with a neighbor. After students have shared, discuss a few of the adaptations mentioned as a class.
- If time allows, show the “Origin of Species-Lizard Evolutionary Tree” video. Short clips of this video will be shown during the virtual lab. So you can choose to show the whole video now and have the option to skip the short clips during the virtual lab.
- The virtual lab can be completed as a class or individually if a computer lab is available. Depending on the grade level it may be best to complete the lab as a class.
- Follow the following link to the “Lizard Evolution-Virtual Lab”. http://www.hhmi.org/biointeractive/lizard-evolution-virtual-lab Click on the “Enter Virtual Lab” icon under the Summary label.
- Follow the Virtual Lab prompts to complete Module #1. This module will have students classifying different types of anoles into categories, take measurements of the hind leg lengths, body length , tail length and toe pad size of various anole species, compute ratios based on measurements, graph data and reexamine the initial grouping of anoles into different categories based on the data found. Throughout the virtual lab, students are also shown researchers data to compare their results with results found in the field by biologists. By the end of the virtual lab, students will have gathered data on various different anoles and will be able to categorize the anoles based on morphological adaptations and ecological niches or habitats.
- Provide students with the “Lizard Evolution-Virtual Lab” worksheet provided. This can be completed during and after the virtual lab.
(see below for worksheet)
LIZARD EVOLUTION VIRTUAL LAB
Answer the following questions as you complete the virtual lab.
- At the beginning of the virtual lab, you were asked to sort eight lizards into categories. What traits or characteristics did you use when sorting the lizards into groups? Color? Size? Shape?
- An adaptation is trait that is common in a population because it enhances the ability to survive and reproduce in a particular environment. Provide one example and an explanation of on adaptation in the Anolis lizards.
- Provide one evolutionary explanation for why lizards living in the same part of the habitat (i.e. grass, tree limbs, etc.) would have similar characteristics?
- What is an ecomorph? Give one example from the virtual lab.
- At the end of the virtual lab, you looked again at the eight lizards that you had sorted. Did you change any of the categories? If so, what traits or characteristics did you use when sorting lizards into groups this time? If so, why did you change your categories? If not, then why did you not have to make any changes to your categories?
Directions :
- Briefly review the characteristics of reptiles. Ask students to brainstorm ideas of characteristics they may remember from the Reptile Rendezvous program.
- Tell students that we will be focusing on the importance of temperature. Temperature is probably the most important single physical factor in the ecology of reptiles and amphibians.
- Next, explain the concept of surface to volume ratio using children’s play blocks. One block has 6 sides so its surface to volume ratio is 6:1. Now arrange 27 blocks of equal size into a larger cube shape. Now the surface to volume ratio has changed to 54:27 (54 exposed sides: 27 blocks) or when the numbers are reduced it becomes a surface to volume ratio of 2:1. Ask students to imagine that a single block is a reptile – maybe a tortoise. The single block with the 6:1 ratio has a greater surface to volume ratio and would heat up rapidly in the direct sun. Also with its small volume, it would not hold heat for an extended period. Ask students to imagine the larger block that you have created with the 27 small blocks is a larger tortoise. The larger block (created from the 27 smaller blocks) has a smaller surface to volume ratio (2:1) and would take a longer period of time to heat up and due to its greater volume would hold the heat longer also. So this larger “tortoise” could stay in the sun much longer than could the smaller one. Now arrange the 27 blocks in a straight line and ask students to imagine it is a snake. Have students try to figure the surface to volume ratio (Answer 110:27 or a little more than 4:1). Ask them to consider how shape is important. The “snake” could not withstand periods in the sun as long as the larger block “tortoise” even though the total volume (number of blocks) is the same because it surface to volume ratio is larger. We know this may be difficult for some students to totally understand but in all probability they will get the general idea. Surface to volume ratio is essential to understanding an animal’s size and shape.
- Next explain that color is important to reptiles for various reasons. Light colors are often found in populations where heat from the sun is intense; light colors reflect heat. Dark colors are often found in animals from cooler areas; dark absorbs heat. Many reptiles can change the skin color from light to dark.
- Place a thermometer under a sheet of black paper and place it in the sun or under a heat lamp. Place another thermometer under a sheet of white paper. Show that temperatures under the lack paper are warmer. Explain that reptiles like crocodiles may be light in color to reflect heat because they live in the tropics; alligators, on the other hand, live in the cooler sub-tropics and
may have darker skin to absorb heat. Use a cutout of a black paper lizard. Demonstrate that if the cutout is positioned perpendicular to the sun it absorbs the full impact of the sun’s heat. If it is turned so that the length of the paper lizard is parallel to the rays of the sun (only the thickness of the paper is exposed to the heat), it remains cooler.
- Pass out the “Reptile Thermal Ecology” worksheet. Have students complete the worksheet individually, in pairs or as a class.
(See Student Worksheet below)
- Why do most reptiles and amphibians in cold climates “brumate” (hibernate) during winter months? Why is it possible for most mammals to stay active? Remember cold- blooded reptiles rely on outside temperatures to stay warm.
- How can a reptile adjust its temperature by behavior?
- A reptile must have heat to digest food. How does the size and shape determine how quickly it can digest its food?
- Reptile eggs require heat. In cool northern climates, many female reptiles hold the eggs inside their body until the babies are fully developed and then the young are born alive. Why is size and shape important for a snake that holds its eggs (hint: the mother snake positions herself in the sun for warmth)?
- What could be one explanation as to why alligators are darker in color than most crocodiles? Remember crocodiles live in warmer climate than alligators.
