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![](media/image3.jpeg){width="5.220138888888889in"
height="7.227777777777778in"}***Elementary School***

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# Section 6 -- Animal Activities

-   **Riparian Area Activities**

-   **Bird Watching**

-   **Fishing for Bugs**

-   **Habitat Cards**

-   **Whoooo's Been Here?**

-   **Home is Where the Nest is**

-   **Camouflage**

-   **Freeze**

-   **Alike and Different**

-   **Sometimes Alike**

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**Riparian Area Activities**

**Pre-Visit, Field-Trip and Post-Visit Activities**

**Intermediate Level**

**Science** (Inquiry, Life)**, Mathematics** (Unifying Concepts, Numbers
& Operations)

**Monitor One Week at Home, 45-Minute Session, 2-Hour Field Trip**

**Objective(s).** Students will investigate water usage, water flow and
pond life in order to better understand and appreciate the Rattlesnake
Springs Unit of Carlsbad Caverns National Park.

Students will determine impact of a riparian zone in a desert
environment.

Students will identify Rattlesnakes Springs as a riparian zone by
determining the characteristics of a riparian zone.

**Related NM Content Standards with Benchmarks.** SC5-M2, SC6-M2,
SC10-M1, MA2-M2, MA4-M2, MA7-M4

**Method.** Students conduct activities at home, in the classroom and at
Rattlesnake Springs.

**Materials.**

-   Water, Water, Everywhere: paper, pencils

-   Water Speeds: ping-pong balls, stopwatch, paper, pencils

-   What's Bugging You?: jars, white trays for viewing, insect and pond
    life identification books

-   Flyin' High: bird feathers, glass of water, glass of oil, soil

**Key Vocabulary.** riparian, velocity, preen

**Background.** Rattlesnake Springs is an area known as a riparian zone.
The term riparian refers to an area bordering a stream, lake, spring or
tidewater. Carlsbad Caverns National Park has a few riparian areas
within its boundaries. In stark contrast to the dry areas of the
Chihuahuan Desert, these water-available zones are alive with plant and
animal life in a way that one would expect to find in a more temperate
climate.

**Suggested Procedure for "Water, Water Everywhere."** Inform students
that they will monitor water usage for a week. Make two small charts.
The first chart will be used by each student to measure his/her
individual water usage. The second chart will be used by each student to
measure his/her household water usage. A third chart will be larger. It
will be used by all students to record the amount of water students use
collectively while at school. At the end of the week have students
answer the following questions:

-   How much water was used in a week per student?

-   How much water was used in a week per household?

-   How much water was used in a week by the class during school hours?

During the field trip, have students count the Cottonwood trees at
Rattlesnake Springs. Inform students that each mature Cottonwood tree at
the Springs uses 250 gallons of water per day. Then ask students the
following questions:

-   How much water is used daily by the Cottonwoods? Per week?

-   How much water is used by the Cottonwoods weekly?

-   How much water is used by the Cottonwoods monthly?

-   How much water is used by the Cottonwoods yearly?

-   What is the average amount of water charted at the Springs for the
    year?

-   What is the average rainfall for the area?

-   Where does the water come from?

**Suggested Procedure for "Water Speeds."** As a post-visit/homework
assignment, have students measure water flow (velocity) by floating
ping-pong balls in water at various locations. Instruct students to
measure the time it takes for the distance covered.

**Suggested Procedure for "What's Buggin' You?"** During the field trip,
have students carefully catch insects in jars without harming any. Using
white trays for viewing and insect/pond life identification books, have
students identify what common insects live in a riparian area. Are there
some insects that live in the water? Release all insects back to their
proper environments upon completion of this activity. Remind students
that it is against park regulations to collect insects at a national
park---even for a required insect collection project!

**Suggested Procedure for "Flyin' High."** Discuss with students that
clean water is important in many ways. During the field trip, collect
three bird feathers **from the ground**. Show students how the feather's
barbs separate and then close the barbs back up. Discuss bird preening.

**Teacher's Note:** Questions for discussion and demonstrations.

Ask why birds have feather? Dip one feather in a glass on water, one in
a glass of oil and one feather in some soil. Next, *rough up* the
feathers and discuss the results. Soil comes off quickly. Water does not
stick to the feather. But what about oil? On some rivers you will see
oil slicks or film just on the surface. What problems does this cause
for water birds? What would be possible consequences of oil on their
skins?

Note: Please be sure that your class remains on national park land. One
area is a Nature Conservancy Preserve.

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**Bird Watching**

**Pre-Visit, Field-Trip, Post-Visit Activities**

**Primary and Intermediate Levels**

**Science** (Inquiry, Life)

**One Class Session and a Field Trip**

**Objective(s).** Students will exercise observation skills.

**Related NM Content Standards with Benchmarks.** SC5-E2, SC6-E1,
SC10-E1

**Method.** After a bird study, students will sharpen their observation
skills through bird watching.

**Materials.**

-   Each Student: small notepad, pencil, binoculars (if available)

-   The Class: several good field guides to share, bird calendar

**Key Vocabulary.** ornithologist

**Background.** An ornithologist is a scientist who studies birds. But,
you do not need to be a scientist to learn the art of birdwatching.
Millions of people from all around the world enjoy birdwatching. The
Rattlesnake Springs unit of the park is a popular place to watch birds
because more than 300 species birds have been spotted there. Some bird
watchers come equipped with only an observant mind; others bring along a
pair of binoculars. Many bird watchers rise early to spot birds that are
most active at dawn. The goal of some bird watchers is to see for
themselves as many of the more than 8,600 species of birds in the world
as they can. To keep track of the birds they have seen, they keep a
*life list*. It is a list of every type of bird that they have ever
identified. An average list for a bird watcher in North American might
have seen between 300 and 500 birds. Bird watchers who travel the world,
have more than 6,000 birds on their lists.

You too can be a bird watcher. Just remember that there is more to birds
than counting them. Take your time, observe each bird's way of life and
its beauty. With practice, you will sharpen your observation skills and
be able to identify birds by their body structure, by their colors, by
their habits and by their songs.

Migration provides a wonderful opportunity to watch birds. You may see
birds that you would never otherwise see. Migration generally occurs in
the spring and fall, along routes that run north and south. Migrating
birds follow the same routes year after year. These routes are called
*flyways*. The birds exhibit an extraordinary sense of direction and an
ability to recognize landmarks. Some birds navigate by the sun and moon,
others by the positions of the stars and constellations. Some birds have
a built-in *compass* which enables them to sense the earth's magnetic
field. Just as the sun rises in the east and sets in the west, you can
count on the flyways of migrating birds.

**Suggested Procedure for Pre-Visit Activity.** Following a study unit
on birds, use one class period to prepare students for a bird watching
field trip to the Rattlesnake Springs unit of the park. Below are listed
points that should be covered.

1.  Birds have very keen senses and some are wary of people.

2.  Pay attention to your appearance. Wear clothing that blends in with
    the surroundings in which you will be watching for birds. Avoid
    bright colors.

3.  Pay attention to the noise you make. Wear clothing that you can move
    silently in. Avoid making sudden movements or noises; be still and
    quiet as much as possible.

4.  You will describe birds better when you know what to look for. As
    you watch birds, ask these questions:

    -   What size and shape is its body?

    -   What does its tail, head and bill look like?

    -   Does the bird have a distinctive pattern of color?

    -   Does it flick its tail as it perches?

    -   Does it run down the tree trunk or climb up it?

    -   Does it feed on the ground?

    -   What does its song sound like?

        To accurately describe a bird, you will need to know terms for
        the parts of the bird and for other characteristics that vary
        from bird to bird. Features of a bird include the following:
        tail feathers, tail coverts, rump, back, mantle, nape, crown,
        forehead, bill, chin, ear coverts, throat, wing coverts, breast,
        belly and flank.

**Suggested Procedure for Field Trip Activity.** If your school is able
to visit Rattlesnake Springs, plan your field trip in advance so that
arrangements can be made for a park ranger to assist the group with bird
watching. The park has a number of binoculars that students may use.

**Suggested Procedure for Post-Visit Activity.** Make a bird calendar on
which to record the arrival of birds to your area in the spring. On the
calendar, have columns for the name of the bird, the date it was
observed, where it was seen and who saw it. Consult a field guide to
determine which birds are migrants from or to your area and which birds
are year-round residents.

+----------+------------+------------+----------------+---------------+
| > **Bird |            |            |                |               |
| > Ca     |            |            |                |               |
| lendar** |            |            |                |               |
+==========+============+============+================+===============+
| >        | > **Date** | > **       | > **Seen By**  | >             |
| **Bird** |            | Location** |                | **Migratory** |
+----------+------------+------------+----------------+---------------+
|          |            |            |                |               |
+----------+------------+------------+----------------+---------------+
|          |            |            |                |               |
+----------+------------+------------+----------------+---------------+
|          |            |            |                |               |
+----------+------------+------------+----------------+---------------+
|          |            |            |                |               |
+----------+------------+------------+----------------+---------------+
|          |            |            |                |               |
+----------+------------+------------+----------------+---------------+

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**Fishing for Bugs**

**Field-Trip Activity**

**Primary/Elementary, Intermediate and Secondary Levels**

**Science** (Inquiry, Life)

**2-Hour Field Trip**

**Objective(s).** Students will identify several types of aquatic
insects.

**Related NM Content Standards with Benchmarks.** SC6-M1, SC10-E1,
SC10-E2, SC10-M2, SC10-H2, SC11-E2, SC11-M2

**Method.** Students observe and identify insects from the canal at
Rattlesnake Springs.

**Materials.** insect and pond life identification books, jars,
magnifying glasses, shallow white pan or bowl

**Key Vocabulary.** aquatic, insect, specimen

**Background.** Numerous types of insects live in the waters of
Rattlesnake Springs. Many cling to the bottom side of rocks. Some even
build tiny rock homes around them. These insects are easy to find by
just simply picking up rocks and looking at the rock closely. You may
also place the jar just down stream of a rock, then lift the rock
gently. Some insects may float right into the container!

**Suggested Procedure**

1.  Ask students what they expect to find in a canal.

2.  Have students collect a few specimens of insect life. Place about a
    half-inch of water from the canal into the pans, then add the
    insects.

3.  Use the magnifying glass to get a closer look. Using the guides,
    identify each organism. Are they all insects? What is unique about
    these animals? How do they breath? How do they stay on the rocks
    without being swept away by the water? What do they eat? What eats
    them? What stages of insect life are represented? How will the
    larvae look as adults? How do they get around?

4.  Stress to students that the organisms are to be released unharmed
    and undamaged. Remind students that all living creatures play
    important roles in the ecosystem.

5.  Have students return the insects to the canal after observing them.

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**Habitat Cards**

**Pre-Visit or Post-Visit Activity**

**Intermediate Level**

**Science** (Life)**, Language Arts** (Unifying Concepts, Expressive
Language),

**Art** (Visual)

**Two 50-Minute Sessions**

**Objective(s).** Students will compare and contrast habitats found in
Carlsbad Caverns National Park.

Students will distinguish the flora and fauna that live in those
habitats.

Students will use related vocabulary.

**Related NM Content Standards with Benchmarks.** SC10-M2, LA1-M2,
LA5-M3, AE8-M9

**Method.** Students study vocabulary words pertaining to wildlife
(flora and fauna) and their habitats.

Students design and produce a mural depicting one or more habitats and
their inhabitants.

**Materials.** habitat cards (17 vocabulary words made according to
directions), clock or stopwatch, paper, pencils, copies of "Habitat
Survey" student worksheet

**Key Vocabulary.** habitats, flora, fauna, indicator species, sotol,
lechuguilla

**Background.** Carlsbad Caverns National Park is one of the few
protected areas within the Chihuahuan Desert ecosystem. What at first
glance appears to be a sparse wasteland, actually provides habitat for a
rich diversity of breeding birds, mammals, reptiles and insects. The
Chihuahuan Desert, the largest of four major desert regions in North
America, has unique ecological features that create a living observatory
for biological discovery.

The Cavern supports the northernmost and largest colony of cave swallows
in the United States. The park has 76 species of mammals, including mule
deer, rock squirrel, ringtail and the Mexican free-tailed bat.

Many of the 800 plant species found in the park are at the edge of their
geographical distribution, including several threatened and endangered
species. The lechuguilla plant and the sotol plants grow only in the
Chihuahuan Desert, making them indicator species of the Chihuahuan
Desert.

See "Wildlife at Carlsbad Caverns National Park" in Section 2 -- Just
the Facts.

**Suggested Procedure**

1.  Discuss with your class various habitats found at Carlsbad Caverns
    National Park, as well as plant and animal life found in each.

2.  Have students research each habitat. Make a class list of
    characteristics specific to each habitat, as well as examples of
    flora and fauna common to each.

3.  While students work, prepare seventeen vocabulary words that name
    something found in Carlsbad Caverns National Park. (Use flora, fauna
    and various habitat words---cavern walls, desert floor, riparian
    area, etc. Write one-half of each word on different pieces of
    colored poster board. For example, if you choose the word
    *peregrine*, write *pere* on a green piece of poster board and
    *grine* on a blue piece of poster board. When the green and blue
    sections of poster board are placed correctly side by side, they
    spell out the word *peregrine*.

4.  Shuffle the completed cards and give each student one card, face
    down. At a given signal, have students show their cards and try to
    find their mate in three minutes or less.

5.  When time is up, review and define the vocabulary words with your
    students.

6.  Ask the pairs who are displaying the habitats to spread out across
    the room. Ask the remaining pairs to locate and stand behind the
    habitat which is common to their vocabulary word.

7.  Facilitate a class discussion about the selections made by each
    pair. Are there other possibilities? What happens to habitats when
    pollutants are introduced? How might development change various
    habitats? What natural factors cause destructions of natural
    habitats?

8.  Instruct students to choose their favorite habitats and complete the
    student worksheet. Upon completion, allow students to share their
    surveys within groups of seven.

9.  Have students design a mural depicting one or more habitats and
    their inhabitants. Place mural in school hallway to exhibit their
    knowledge of life science and their artistic talents.

**Habitat Survey**

Student Worksheet

**Choose a Habitat**

What is your favorite plant or wild animal?

What habitat are you presently "standing" in?

How much moisture is available?

**Species Diversity**

List two plants that live here.

List two animals that live here.

Does your favorite plant/animal live in this habitat?

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**Whoooo's Been Here?**

**Pre-Visit or Post-Visit Activity**

**Intermediate Level**

**Science** (Unifying Concepts, Inquiry, Life**), Language Arts**
(Receptive Language)

**45 Minutes**

**Objective(s).** Students will dissect owl pellets to determine owl
diet and determine their contents.

Students will make determine the position of the owl in the food chain.

**Related NM Content Standards with Benchmarks.** SC4-M3, SC5-M2,
SC10-M2, SC 11-M2, LA4-M1, LA4-M4

**Method.** Students listen to a story. Students study the diet of a
carnivorous bird by dissecting sterilized, regurgitated owl pellets and
classifying the bones and other hard remains of consumed prey. Students
make generalizations about the food eaten by owls while studying the
food chain to which the owl belongs.

**Materials.** *Owl Moon* (source: school library, public library, book
store), one owl pellet per student (source: Pellets, Inc., 3004
Pinewood, Bellingham WA 98225; or, Carolina Biological Supply Company,
2700 York Road, Burlington NC 27215, 1-800-334-5551), tweezers, metric
rulers, metric weights, balance scale, chart paper, mark, toothpicks,
copies of a bone sorting chart (included in the Owl Pellet Study Kit
ordered through Carolina Biological Supply Company)

**Key Vocabulary.** raptor, bird, mole, rodent, shrew, regurgitate

**Background.** Owls are a type of bird known as a raptor, which means
they hunt at night for rodents and small birds. When they catch
something, they eat it whole. Later they regurgitate the bones and fur
as a small oval-shaped pellet. Most raptors use this behavior.

When visiting the Rattlesnake Springs Unit of Carlsbad Caverns National
Park, be sure to look for a horned owl in one of its natural habitats.

**Suggested Procedure**

1.  Order owl pellets.

2.  Have a student volunteer to read the book, *Owl Moon,* aloud to the
    class.

3.  Facilitate a class discussion about how owls eat and hunt.

4.  Give each student an owl pellet and a metric ruler. The student is
    to measure the pellet and record its length and its weight.

5.  Supply students with bone sorting charts for identification
    purposes.

6.  Give students tweezers and a few toothpicks. Have them separate the
    pellet and remove the bones. Instruct students to match and sort the
    bones by type.

7.  Have students make a class chart of their discoveries.

8.  Discuss impact on owls when the food source population grows or
    depletes.

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**Home is Where the Nest is**

**Pre-Visit and Field-Trip Activities**

**Primary/Elementary Level**

**Science (**Unifying Concepts, Life**)**

**1 Hour**

**Objective(s).** Students will construct a model of a nest without
using their thumbs and then explain how a bird builds a nest.

Students will describe where a bird may build its nest and what
materials could be used.

Students will identify bird nests on a field trip to Carlsbad Caverns or
Rattlesnake Springs.

**Related NM Content Standards with Benchmarks.** SC2-E3, SC2-M3,
SC11-E1, SC11-E7

**Method.** Students search for places that appear safe from predators
and direct sunlight. They will then build nests using the same materials
a bird would use. By taping their thumbs to their hand, students create
the nest mimicking the manner in which a bird builds a nest.

**Materials.** camera and film, bird research books, nesting materials,
tape (masking, packaging or adhesive)

**Key Vocabulary.** predator

**Background.** Birds build nests in a variety of places---in trees, in
caves, floating in marshy areas, even in cacti! Nest building supplies
may include any of the following: mud, sticks, stones, grass, cacti,
spider webs, snake skins or feathers. Some birds are very choosy where
they build their nests and the materials they use. Others are not.

**Suggested Pre-Visit Procedure**

1.  Select birds common to your area, such as the Cave Swallow and
    Canyon Wren, and any that may be nesting in your school yard or a
    nearby park. Divide students into groups, assigning each a different
    bird.

2.  Have students research the bird's nesting habits (what the nest is
    made of, where the bird prefers to build its nest, etc.) What
    considerations does a bird take into account when building a nest?
    Discuss.

3.  Take students to the school yard or park and ask them to find a good
    nesting site for their bird. Remind them that most birds build their
    nests where they are sheltered from rain, sun and predators. After
    visiting the *nest sites*, have the class collectively decide which
    is the best site.

4.  Using the same materials the bird would use, have each group build a
    nest. Before they begin tape their thumbs to their hands. Explain
    that birds do not have thumbs to help them build nests and that they
    should build their nests similar to the way the bird does. Each nest
    should be approximately the correct size and shape. You may elect to
    have all the teams work together to find materials. When they are
    finished, display the nests and talk about each one. Show your
    students that you are pleased with their efforts by taking pictures
    of the process from beginning to end.

5.  Arrange to have their nests displayed at the park's visitor center
    during migratory bird week.

**Suggested Field-Trip Procedure.** Take your students on a field trip
to Carlsbad Caverns National Park to look for different types of nests.
The Guano Trail and Rattlesnakes Springs are both excellent areas for
hiking. If you hike portions of the Guano Trail in the spring or summer,
stop by the natural entrance of the cave to see Cave Swallows. Look at
the cholla plants for the Canyon Wren. Keep your eyes open because they
are well hidden!

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**Camouflage**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary Level**

**Science** (Unifying Concepts, Life)

**45 Minutes**

**Objective(s).** Students will simulate how predators use their eyes to
find food.

Students will describe ways in which animals use camouflage.

**Related NM Content Standards with Benchmarks.** SC2-E3, SC10-E1,
SC11-E1

**Method.** Students play a game in which they are the hungry predator.

**Materials.** 15 gray pieces of yarn, 15 green pieces of yarn, 15 red
pieces of yarn, 15 yellow pieces of yarn, 15 purple pieces of yarn, 15
pieces of yarn that matches the color of the playing surface (Yarn
pieces should be two inches long.), poster board

**Key Vocabulary.** predator, camouflage, prey

**Background.** Many animals camouflage themselves in their surroundings
for survival. Rabbits with their brown fur blend with brown grass.
Lizards who have gray bodies and darker gray patches blend with the
rocks. Camouflage is a disguise, keeping predators from spotting
potential victims. Predators also use camouflage. Those who blend in
with their surroundings are able to hide as they draw closer and closer
to their prey.

Why do soldiers or hunters dress in camouflage? Why do soldiers now have
two different colors and patterns of camouflage---one with shades of
green and the other with shades of tan? Which color of camouflage would
be most usual in a Middle East desert environment? Which color of
camouflage in a forest?

**Suggested Procedure**

1.  Before students arrive, scatter the pieces of yarn around the
    playing field.

2.  Explain the term camouflage. Ask students to think of animals that
    use camouflage. How does camouflage help them survive?

3.  Divide the group into two to four equal teams. Tell them that they
    will be *birds* and they will have to hunt to survive.

4.  Show students the *worms*.

5.  Arrange the groups at the starting line. Tell them that when you say
    "go," they must run out into the playing field and find a *worm*.
    When they do find a worm, they must run back and sit with their
    group. The first group to have each *bird* find a *worm* and return,
    wins.

6.  After one round, record the results onto the poster board. What
    color worms were found? What color was the most common? What color
    was the least common? Why?

7.  Have the teams repeat the game. Record the results. Was it harder to
    find the worms this time? Why?

8.  Repeat the game until all the *easy* colors have been found. After
    most of the *worms* have been found, discuss the results. Do not
    forget to collect all your *worms*!

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**Freeze**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary Level**

**Science** (Unifying Concepts, Life)

**45 Minutes**

**Objective(s).** Students will define predator and prey.

Students will describe the importance of adaptation.

Students will participate in a food gathering model in order to better
relate to predator and prey.

**Related NM Content Standards with Benchmarks.** SC2-E3, SC10-E1

**Method.** Students play a modified version of freeze tag.

**Materials.** red material, pieces of cardboard for food tokens (3 per
student), 4 or 5 hula hoops

**Key Vocabulary.** predator, prey, adaptation, native species,
non-native species, ecosystem, negative impact

**Background.** Animals display a variety of behaviors in predator/prey
relationships. These adaptations help them survive. Some animals run to
get away from a predator. Animals may also signal to others that danger
is near. If a predator is too close to the prey and cannot run away or
hide, the prey may freeze. Sometimes being very still can help the
animal go unnoticed by the predator. Also, the color of the prey's body
can help it camouflage itself.

By law, wildlife within the boundaries of Carlsbad Caverns National Park
is protected. In most cases, park rangers do nothing to protect animals
against their animal predators. That is because it is often best to
allow nature to take its own course. However, to preserve a natural
ecosystem, park rangers sometimes have had to protect native species
from their non-native predators. Animals, such as mule deer, raccoons,
rock squirrels, several species of rattlesnakes and lizards, ringtails,
coyotes and mountain lions are native to Carlsbad Caverns National Park.
On the other hand, Bayberry sheep and cow birds are not native. These
non-native species have negative impacts on some of the park's native
species.

**Suggested Procedure**

1.  Select predators and have them wear a red piece of material to
    identify themselves as predator. (There should be 1 predator for
    every 4 to 6 prey). Using a gym or playing field, identify one end
    as the food source and the other end as shelter. In between these
    areas, scatter the hula hoops around on the ground. These will
    represent temporary shelters. Scatter the food tokens (pieces of
    cardboard) on the ground in the food source areas.

2.  The prey must collect 3 food tokens to survive. They must do this,
    however, without being caught by a predator. The predator must catch
    2 prey in order to survive.

3.  To begin, all the prey should be in the permanent shelter. The
    predators should be scattered about between the permanent shelter
    and the food tokens.

> At the command of go, each prey moves toward the food source. Prey can
> avoid being captured by a predator by having one foot in a temporary
> shelter. A predator cannot tag prey that is in a shelter. Prey can
> also avoid capture by freezing when a predator is within 5 feet. A
> predator cannot tag a prey that is frozen.
>
> Each prey tries to move to the food source without being tagged.
> He/She tries to pick up 1 food token at a time and return to the
> permanent shelter. Efforts continue until each prey has 3 tokens.
> However, if a prey is tagged in the process, he/she must stand on the
> sidelines.

4.  Play several rounds and allow each student to be both a predator and
    a prey. After the game, discuss which ways of escape worked best.
    Which were easiest? What did predators do when the prey froze?

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**Alike and Different**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary Level**

**Science** (Life)**, Language Arts** (Unifying Concepts)**, Art**
(Theater, Visual)

**2 Hours**

**Objective(s).** Students will compare and contrast reptiles and
amphibians.

Students will explain the importance of a healthy, global ecosystem.

**Related NM Content Standards with Benchmarks.** SC10-E1, SC10-M2,
LA1-E2, LA1-M2, AE1-E10, AE1-M10, AE1-E14, AE1-E15

**Method.** Students reach stated objectives by making puppets and
presenting a puppet show.

**Materials.** The Class: pictures of reptiles and amphibians, chart
paper, copies of play, stapler, 2 long tables for a stage, two bed
sheets

Each Student: copies of the puppet show script, old socks, construction
paper or felt, glue and/or tape, crayons or markers, thin cardboard,
scissors, rulers, pencils or small sticks

**Key Vocabulary.** amphibians, reptiles, metamorphosis, global
ecosystem, tuatara, herp

**Background.** See "Reptiles and Amphibians" in Section 2 -- Just the
Facts.

**Suggested Procedure**

1.  Hang pictures of reptiles and amphibians on a bulletin board. Place
    a table under the pictures with an aquarium containing an easily
    cared for amphibian. Another aquarium could contain reptiles. Have
    students observe and discuss what they notice about amphibians and
    reptiles. Have students dictate a class list comparing and
    contrasting the animals.

2.  Tell students that they will be taking part in a play about
    amphibians and reptiles. Distribute copies of the script and assign
    parts. Prepare the puppets, using as a reference, pictures of
    amphibians and reptiles. And let the show begin!

3.  After the show, review the similarities and differences between
    reptiles and amphibians.

**Puppet Preparation of Snakes and Caecilians.** Use long socks to cover
the hand and arm. The mouth is made between the thumb and hand inside
the sock. Make eyes and tongue from construction paper or felt, then
glue in place. Use colored socks (green, brown, etc.) or color with
crayons or markers to look like the animal.

**Puppet Preparation of Other Animals.** Fold thin cardboard in half and
draw the animal's face and front of body on one side. Cut out the animal
holding both halves together, giving a front and back to the puppet.
Staple or glue the edges of both sides together, leaving the bottom
open. On the second half, draw the back side of the same animal. Color
both halves, then insert a ruler, pencil or small stick in the bottom.
Glue, tape or staple the puppet in place.

**Tips**

-   Because there are only 13 characters, present the show twice so all
    students may participate. The repetition will help students learn.

-   Allow the class to read from their scripts.

-   Cover a long table with a sheet for a stage. Have students kneel
    down behind the table with their puppets showing above the table.
    All puppets remain on stage at all times. Each puppet moves as it
    says its lines.

**Script for Alike and Different Puppet Show**

**Cast of Characters:**

> Narrator: Fancy Frog
>
> Amphibian Chairperson: Caesar Caecilian
>
> The Reptiles: Bossy Boa
>
> Granny Gecko
>
> Too-Old Tuatara
>
> Iffy Iguana
>
> Colorful Chameleon
>
> Timely Turtle
>
> Alley Alligator
>
> The Amphibians: Tidy Toad
>
> Buddy Bullfrog
>
> Salamander Sal
>
> Spanky Spadefoot Toad

[Fancy Frog]{.underline}. Amphibians and reptiles from all over the
world have gathered to discuss an important issue. They're tired of
being thought of as creepy, crawly, unimportant animals. Let's listen .
. .

[Caesar Caecilian]{.underline}. As chairperson, I call to order the
first meeting of SARA---Society for the Advancement of Reptiles and
Amphibians. We all know why we're here, right?

[Tidy Toad]{.underline}. We're going to show everyone that we are
important animals worth knowing.

[Bossy Boa]{.underline}. Yes, let's put the squeeze on those who think
we are worthless and gross.

[Everyone]{.underline}. (Cheer with your animal sounds!)

[Caesar Caecilian]{.underline}. Order, order! (Pound on table.) Does
anyone here have some serious suggestions for what we should teach
others?

[Buddy Bullfrog.]{.underline} I have one! We should tell them what it's
like to be cold-blooded.

[Timely Turtle]{.underline}. That's a good idea, Buddy. Cold-blooded
animals like us spend a lot of time looking for places where we won't
get too hot or too cold. We don't need as much food as warm-blooded
animals, so we eat less than birds and mammals.

[Buddy Bullfrog.]{.underline} That's for sure! Some mammals never stop
looking for food. I bet Sylvester the Shrew hasn't ever taken a break to
sit in the sun; he's always running around looking for insects and
salamanders to eat.

[All Amphibians]{.underline}. (Gasp.) How Horrible!

[Granny Gecko.]{.underline} Hey, I think this skin thing is really
important. Some folks think that it's disgusting that we shed our skin
all at once and then eat it. Well, don't they know that they shed tiny
pieces of skin every day?

[Iffy Iguana]{.underline}. That's true, but I must admit, people don't
shed their skin so obviously. And people don't eat their own skins.
(pause) However, I have seen more than one person eat chicken skins!

[Everyone]{.underline}. (Laugh with your animal sounds.)

[Iffy Iguana]{.underline}. Personally, I like the taste of my own
skin---and it's full of protein!

[Salamander Sal]{.underline}. Well, I have a complaint. I'm tired of
being called a lizard. Lizards are okay, but I'm an amphibian. I think
we should make it clear that we salamanders are not reptiles.

[All Amphibians]{.underline}. (Cheer with your animal sounds.)

[Colorful Chameleon]{.underline}. I'm soooo confused! What IS the
difference between reptiles and amphibians?

[Timely Turtle]{.underline}. Colorful, sometimes I think you have the IQ
of an earthworm. There are some big differences!

[Caesar Caecilian]{.underline}. Now, now, Timely. You must remember that
we are not here to make fun of each other.

[Alley Alligator]{.underline}. Caesar, for one thing, most amphibians
have smooth, moist skins, unlike us reptiles. Special glands in their
skin keep them slimy. And other glands make them taste bad to predators.

[Bossy Boa]{.underline}. You aren't kidding! Have you ever tasted a
toad?

[Salamander Sal]{.underline}. And the eggs that amphibians lay don't
have shells. We lay our eggs in water, which keeps them from drying out.
At least, that's what most of us do.

[Granny Gecko]{.underline}. So that's why so many of you amphibians live
in wet places!

[Iffy Iguana]{.underline}. We reptiles have dry, scaly skin. And our
eggs have shells. We can lay our eggs on land. If it doesn't get too
hot, they won't dry out.

[Spanky Spadefoot]{.underline}. What a minute! I'm an amphibian, but my
skin isn't moist. It's bumpy and dry. And I live in the desert!

[Buddy Bullfrog.]{.underline} That's right, Spanky. There are some
exceptions. You have a lot of neat tricks for staying alive in the
desert, like burrowing three feet under the ground before the hot summer
season hits.

[Timely Turtle]{.underline}. And that's another thing---we aren't all
the same. There are a lot of unusual reptiles and amphibians in the
world!

[Salamander Sal]{.underline}. Hold on, Timely! Don't forget the one
thing that makes most of us amphibians---METAMORPHOSIS!

[Timely Turtle]{.underline}. Wow, I sure would have felt silly if we
forgot that one!

[Salamander Sal]{.underline}. Many of us amphibians hatch from eggs laid
in water. Then we go through metamorphosis and become adults. After
that, many of us spend a lot of time on land.

[Alley Allegator]{.underline}. Most reptiles also hatch from eggs, but
we lay our eggs on land. And unlike most of your amphibians, we don't go
through metamorphosis.

[Caesar Caecilian]{.underline}. Well, now that we've talked about the
differences between amphibians and reptiles---hat else do we think
others should know about us?

[Bossy Boa]{.underline}. That they'd better watch out for toads---they
give you warts!

[All Reptiles]{.underline}. (Laugh with your animal sounds.)

[Tidy Toad]{.underline}. That's not true, and you know it! You're just
an old, dry, scaly-skinned creep!

[Everyone]{.underline}. (Reptiles and amphibians start arguing.)

[Caesar Caecilian]{.underline}. Order! Order! (Pound on table.) Must I
also remind you, Tidy AND Bossy, that we are not here to make fun of
each other.

[Fancy Frog]{.underline}. I would like Too-Old Tuatara to speak.

[Everyone]{.underline}. (Pause for a moment of silence as Too-Old
Tuatara slowly comes to a stand.)

[Too-Old Tuatara]{.underline}. (Use a shaky, old voice.) I've been alive
for more than a hundred years. That's more than most of you put
together. I'm a reptile and I'm also a herp. There are lots of important
things about both amphibians and reptiles that we can teach others. For
example, Colorful Chameleon can change the color of her skin in less
than a minute. There are other animals that cannot change the color of
their skin in an entire life time. Have you noticed park ranger skin? No
matter where they work or travel, their skin never changes color.

[Colorful Chameleon]{.underline}. Well now, Timely. I guess it doesn't
matter if I do have the intelligence of an earthworm. After all, I have
a colorful way of surviving!

[Too-Old Tuatara]{.underline}. That's right, Colorful. And some snakes
and lizards, and even toads like Spanky Spadefoot, can survive in desert
temperatures over 130° F. In those high temperatures finding food and
water is difficult.

[Spanky Spadefoot Toad]{.underline}. You can say that again! I hung out
in my burrow for two years during the last big drought. I pity humans
who have to carry gallon bottles of water with them to just survive a
few days in the desert.

[Buddy Bullfrog.]{.underline} Oh my, what a heavy load they must carry!

[Too-Old Tuatara]{.underline}. Before I take my seat, I want to make one
thing perfectly clear. We all live on the same planet. All plants and
all animals, including humans, have important roles to play in our
global ecosystem. Not only must we value each other to survive; we must
also respect our natural resources, such as soil, water and air.

[Colorful Chameleon]{.underline}. Thanks, Too-Old. I think everyone here
today has learned a lot.

[Bossy Boa]{.underline}. I think that I'll put the squeeze on some on
mammals, birds, insects, and fish to attend our next meeting. We all
have our place in a healthy, global ecosystem.

[Granny Gecko.]{.underline} I make a motion that we rename our society.
I suggest SAL for Society for the Advancement of Life.

[Caesar Caecilian]{.underline}. Does anyone wish to second the motion?

[Salamander Sal]{.underline}. I will.

[Caesar Caecilian]{.underline}. Sal has seconded the motion, those in
favor say "aye."

[Everyone]{.underline}. Aye!!!

[Caesar Caecilian]{.underline}. Those opposed?

[Everyone]{.underline}. (Total Silence.)

[Caesar Caecilian]{.underline}. The ayes have carried the motion. For
generations to come, our organization shall be known as the Society for
the Advancement of Life---

[Salamander Sal]{.underline}. (Speak with great expression.) SAL!!!
Imagine that, a society named for ME!!!

[Everyone]{.underline}. (Very cheerfully laugh with your animal sounds.)

THE END

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**Sometimes Alike**

**Pre-Visit or Post-Visit Activity**

**Primary/Elementary and Intermediate Levels**

**Science** (Life)

**30 Minutes**

**Objective(s).** Students will compare and contrast reptiles and
amphibians.

**Related NM Content Standards with Benchmarks.** SC10-E2, SC10-M2

**Method.** Using a Venn diagram, students classify characteristics as
to belonging to reptiles, amphibians or both.

**Materials.** copies of *Venn* diagram student worksheet, pencils

**Key Vocabulary.** reptiles, amphibians, intersect, *Venn* diagram

**Background.** See "Reptiles and Amphibians" in Section 2 *--* Just the
Facts.

**Suggested Procedure**

1.  Distribute copies of the student worksheet.

2.  In the left section, have students list the unique characteristics
    of amphibians.

3.  In the right section, have students list the unique characteristics
    of reptiles.

4.  Where the two circles overlap, have students list characteristics
    that reptiles and amphibians share in common.

**Sometimes Alike**

Student Worksheet

Both

Amphibians Only Amphibians Reptiles Only

&

Reptiles

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height="5.201388888888889in"}