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Slithering Snake

Learn about snake habits and habitats, then create a model of a snake in its natural surroundings.

  • Grade 3
    Grade 4
    Grade 5
  • Multiple Lesson Periods
  • Directions

    1. Independently, or in collaborative groups, students research the types of snakes that live in their area. Find out what kind of habitat in which each snake lives. For example, in Australia, the green tree python or the Emerald Tree Boa, is found in trees in the rain forest. The Common Kingsnake is popular in North and Central America. This snake is black and white in California, but different shades in other areas.
    2. Using Crayola® Model Magic, students mold one snake that might be found in their backyards or a park nearby. Find pictures of the snake to share details such as its teeth, markings, or rattles.
    3. Students cover work area with recycled newspaper. Paint snake with Crayola Washable Tempera Paints and Crayola Paint Brushes. Allow time to air-dry.
    4. Some snakes have intricate stripes and designs. An Eastern Coral Snake has rings of red, black, and white that are so bright they look like they were just colored. Use Crayola Glitter Glue add snake designs.
    5. Next, students create their snake's natural habitat with items such as potting soil, twigs, leaves, or grass in a box. Glue materials to the box with Crayola School Glue. Dry. Place the model snake in its natural surroundings.
  • Standards

    LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.

    LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.

    LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

    MATH: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

    SCI: Obtain, evaluate, and communicate information about the types of habitats in which organisms live, and ask questions based on that information.

    SCI: Use evidence to argue that some changes in an organism’s habitat can be beneficial or harmful to the organism.

    SCI: Use data about the characteristics of organisms and habitats to design an artificial habitat in which the organisms can survive.

    VA: Select media, techniques, an processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of choices.

    VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.

  • Adaptations

    Possible classroom resources include: Snakes - Facts About the Most Polarizing Animals on Earth Plus Videos by Mark Farley; 25 of the Most Poisonous Animals in the World! by IP Factly; Incredible Snakes by Mark Smith

    Ask students to work individually or in teams of two to investigate a self-selected snake, its habitat, eating habits, and protection devices. Organize research in preparation for presentation to classmates. Presentation should include a colorful visual showing the snake in its natural habitat. This presentation may also be completed in an electronic format.

    Students working in small groups may investigate various snakes. Compare and contrast habitats, eating habits, and protection devices, as well as other information of interest to the group. Prepare research for presentation to classmates.

    Are there any snakes that are on the endangered species list? How have snake habitats changed in recent years? Students work in teams of two to investigate these questions. Culminate with the preparation of two dioramas - one illustrating a healthy habitat for the researched snake and a second for the unhealthy habitat that is a result of human and/or environmental changes. Students should be prepared to share their findings with classmates in an oral presentation. Use as many recycled materials as possible in building the two dioramas.


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