What Can We Learn About Interdependence at the Pond?

• Lesson A - Should We Introduce Mosquitofish into the Habitat Area Pond?
• Lesson B - Reptiles and Amphibians

Lesson B - Reptiles and Amphibians

FYI

Habitat for reptiles and amphibians, like that for other species, is shrinking in Oregon. Species such as the western pond turtle (Clemmys marmorata) need large areas to roam along waterways and do not become sexually mature until they are 8 or more years old. The western pond turtle and the red-legged frog (Rana aurora) both are listed by the U.S. Fish and Wildlife Service as species of concern and by the Oregon Department of Fish and Wildlife (ODFW) as sensitive.

In contrast, the bullfrog (Rana catesbeiana) is an introduced species that is thriving. It is native to North America east of the Rocky Mountains. Both the tadpoles and adults are aggressive predators that are blamed for the decline of many aquatic species including western pond turtle, spotted frogs (Rana pretiosa), and native fish. It is a game species in Oregon. Created habitat areas with ponds have the potential to attract and provide homes to reptiles and/or amphibians. The long-toed salamander (Ambystoma macrodactylum), northwestern salamander (A. gracile), Pacific giant salamander (Dicamptodon tenebrosus), and rough-skinned newt (Taricha granulosa) are aquatic amphibians that lay their eggs in water where the young hatch as aquatic larvae. Of these four, only the long-toed salamander is found east of the Cascades.

If the habitat area is completely enclosed by buildings, leaders may want to consider using the space as a vivarium. Reptiles and amphibians available in pet shops can be kept successfully in the classroom, where learners can observe them over time and share duties for their care. You also could do this on a larger scale with an enclosed natural area. Do not introduce non-native species, including bullfrogs, into the outdoor habitat. Contact your local ODFW office and the U.S. Fish and Wildlife Service for information and regulations on native species.

MATERIALS

Part 1

• Oregon Herptiles Poster Key (PDF - 865KB)
• Herp Species Cards (PDF - 96KB)
• If possible, buy plastic models of reptiles and amphibians.
  (Science museum gift shops are a good source.) The models do not have to be of Oregon species. Look for land- and sea-turtle varieties for comparison; lizard; snake; salamander or newt; toad; frog (if possible, a frog life cycle model set including tadpole, "tailed" frog, and adult frog); crocodile.
• If plastic models are not available, find color pictures to illustrate these animals.
• Black stuff-sack to hold the plastic models used in the lesson

Part 2

• Reptiles OR Amphibians Facts Game (PDF - 42KB)

Part 3 (older learners)

• Reptiles and Amphibians of Oregon (PDF - 45KB), one copy for each learner. There is one page for "West of the Cascades" and one for "East of the Cascades."

Part 4 (younger learners)

• Herptile Habitat page, one copy for each learner or pair of learners

PREPARATION

• Create an Oregon Herptiles Poster Key. You will need a sheet of 22- by 28-inch (approximately) poster board, Velcro squares, scissors, glue, and access to a laminator.
• Prepare the Herp Species Cards. Photocopy the boxes and cut them out. Laminate the boxes to strips of poster board. Glue Velcro to the back of the cards. Then, glue Velcro to the poster where indicated by the X boxes.
• Review the information on the Oregon Herptiles Poster Key before leading the introductory discussion with learners.
• Photocopy the Reptiles and Amphibians of Oregon page that applies to your area.

PROCEDURE

Part 1

Lead a discussion about reptiles and amphibians. How are they alike and how are they different? Be sure learners can list the major characteristics of reptiles and amphibians before continuing on to construct the poster.

Show learners the Oregon Herptiles Poster Key. They have had some experience with keys in other lessons, so this should look somewhat familiar. Hand one of the laminated Herp Species cards to a learner, and ask him or her to work through the key and place it on the board in the right place. Guide learners to match the characteristics on the key with the Herp Species card rather than simply placing the card by its number.

Continue handing out the Herp Species cards until the key is completed.

Now introduce the black stuff-sack. Explain that herpetologists often use sacks like this to transport reptiles. Ask one learner to reach into the black sack, without telling him or her what is inside, and remove one item.

Ask learners to work together to identify the plastic model using the key. This will reinforce the characteristics of the different groups of herps. Ask learners, "Which herps are not represented in the wild in Oregon?" (Crocodilians and Tuatara)

Part 2

Play the "Reptiles OR Amphibians Facts Game" to review the new information from Part 1. You'll need a fairly large playing area for this game.

Divide the group into two equal teams. One team is the Reptiles; the second team is the Amphibians. Line up the two teams facing each other on two start lines. The start lines should be about 4 feet apart. About 10 feet behind each team's start line, mark off a home base line.

Explain that for each round of the game, you will be reading a fact statement. The statement will be either a fact about (1) reptiles or (2) amphibians. Learners will have a short time to think about the fact, then you will say "GO." Learners are not to move until the leader says GO.

If the fact is about reptiles, then the Reptile team is to chase the Amphibian team toward the Amphibian home base. If the fact is about amphibians, then the Amphibian team is to chase the Reptile team toward the Reptile home base. If a runner is tagged before crossing the home base line, the runner must join the other team.

Not all answers are obvious. Some members of each team may run towards each other while others run back to their home base.

The leader should remain silent and neutral as long as the pandemonium is not too great. After each round, return the teams to their start lines and check to see that they all know the correct answer to the statement.

Part 3 (for older learners)

Pass out a copy of "Reptiles and Amphibians of Oregon" for each learner. (Use the sheet that pertains to your area: "West of the Cascades" or "East of the Cascades.")

Ask learners to brainstorm a list of plants or physical features that might be added to the habitat area to attract or support reptiles or amphibians. Work with learners to diagram a herptile habitat web on the board or flip-chart paper. Remind learners of the stream web they created with the cards and rope in Lesson 5B Part 2.

Divide the group into teams. Ask each team to choose a particular species to research. Their reports should include information on the animal's life cycle, feeding requirements, shelter, and other details of interest to the learners. At the end of this research project, the team should be able to answer the question, "Can our species of reptile (or amphibian) live in the habitat area as it is now?" If the team determines that their animal could not live in the habitat as it is now, they should make recommendations for changes.

Plan a day for teams to report on their research so that the whole group can benefit from the information gathered.

Part 4 (for younger learners)

Pass out a copy of the Herptile Habitat (PDF - 53KB) page to each learner or pair of learners. Take the group to the school habitat area or any nearby pond to complete this activity. Ask the learners or pairs of learners to find a place in the habitat where their chosen animal might live.

EXTEND THE LEARNING

A Palette of Fun (4-H 713L): Papier Mache. Create a reptile or amphibian and write about where it lives, what it eats, how it has young, and other things of interest to learners.

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