Field Lesson: Reptiles and Amphibians
State Core Standards
5.2 – Interaction and Change: Force, energy, matter, and organisms interact within living and
non-living systems
Content Standards
5.2L.1 – Explain the interdependence of plants, animals, and environment, and how adaptation
influences survival
Field Journal Copy Pages required to be included in the Student’s Field Journals for this lesson
• Reptiles and Amphibians of the 4-H Center
Materials in the Kit at the 4-H Center
• Tadpole to Frog metamorphosis Puppet/ Soft toy
• Life Cycle Models Kit
Reptile life cycle: Green Sea Turtle, Amphibian life cycle: Bullfrog,
Book: The Life Cycle of a Frog
• Classification Activity laminated cards for sorting reptile and amphibian models
• 16 Total: Plastic models in black stuff sack to use for Classification Activity
• Reptile models
Crocodile & egg
Coral snake
Side-winder snake
Iguana
Horned Lizard
Desert tortoise
Red-eared slider turtle
Sea turtle
• Amphibian models
Marbled salamander
Crested newt
Mudpuppy
Bullfrog large
Bullfrog small
Frog 4 feet + tail
Tadpole with 2 legs
Tadpole
• Publications
4x Peterson First Guide: Reptiles and Amphibians
4x National Audubon Society Familiar Reptiles and Amphibians
Procedure
The students will be rotating through four field lessons on the field trip. Each session will be
between 45- 60 minutes long; this will be determined by the teacher(s).
Students have been reading the book My Side of the Mountain, by Jean Craighead George as part
of their classroom preparation for the field trip. In this book Sam Gribley runs away from home
and learns how to live in the wilds of the Catskill Mountains with the help of some wild animals.
After the field trip, students will complete a writing assignment called “You be the Author!”
They will be asked to refer to the notes in their field journal to write a story. Remind students to
record their observations of nature and your lesson topic today as you proceed through the
lesson.
Background
Reptiles and amphibians are lumped by scientists into a group called “Herptiles.” The study of
reptiles and amphibians is called herpetology.
Reptiles are generally characterized by the following criteria:
Cold-blooded animals with backbones
Reptiles’ temperatures change with the surrounding air temperature. Some lie in the sun to
raise their body temperature
Dry scaly, waterproof skin
Retiles lay eggs.
Eggs have tough, dry shells to protect them from damage
Amphibians are generally characterized by the following criteria:
Cold-blooded animals with backbones
Amphibians’ temperatures change with the surrounding air temperature.
Moist skin without scales
Adults breathe with lungs and/or through gills.
Juveniles breath through gills and go through metamorphosis to achieve the adult form
Amphibians lay eggs.
Eggs are moist and are laid in water or wet soil area.
1. Reptile and Amphibian Life Cycles
The Background information, above, explains some of the general similarities and differences of
reptiles and amphibians. Use the Life Cycle Models Kit in the 4-H Center’s Reptile and
Amphibian Discovery Box to explain the life cycles of reptiles and amphibians. The Life Cycle
Models Kit includes 1) Reptile life cycle: Green Sea Turtle, 2) Amphibian life cycle: Bullfrog,
3) Book: The Life Cycle of a Frog. There is also a puppet in the kit that turns “inside out” from a
green frog, as shown in the photo, to a blue tadpole.
2. Reptile and Amphibian Classification
To begin this activity, explain any of the differences between reptiles and amphibians that were
not covered in the Life Cycles activity. Locate the Classification Activity laminated cards for
sorting reptile and amphibian models in the kit. Lay out the cards for All Amphibians and All
Reptiles on two area of a table where all the students can see them. Lay the cards with
informational pictures in a central area where the students can see them. These cards are
Salamanders, Frogs, Snakes, Turtles, Lizards and Alligator or Crocodile?- keep the
Crocodile picture card out of view until the students decide what the model is. Keep the model
name cards aside until all the models have been sorted in to groups.
The plastic models should all be in the black stuff sack at the start of the activity. Ask one brave
student to put their hand in the sack and pull out just one reptile or amphibian model. Which
class do the students think the model belongs in- is it a reptile or an amphibian? If it is the
mudpuppy it is an amphibian and a salamander. Be sure that students note the costal groves as
shown in the picture on the laminated card. Remind them that amphibians have smooth moist
skin without scales. Place the Salamander card in the Amphibian area of the table with the
mudpuppy model. Use the guides in the kit for more information about each animal.
Have a second student select a model from the sack. Do the students think it is a reptile or an
amphibian? If it is the Desert Tortoise it is a reptile and a type of turtle. When students have
decided what the model is place the Turtles Card in the Reptile area of the table. Also place the
Land turtle card under the turtle card and then place the Desert Tortoise model.
Continue to work through the models until they are all sorted. Lay out the model name cards and
have students match the model to its name. A picture key to the models is on the following page.
When the activity is done the cards on the table should be arranged something like this:
All Amphibians
All Reptiles
Turtles
Salamanders
Land turtles
Marbled Salamander
Crested Newt
Mudpuppy
Desert tortoise
Red-eared slider
Sea Turtle
Frogs
Snakes
Bullfrog large
Bullfrog small
Frog 4 feet + tail
Tadpole 2 legs
Tadpole
Side-winder
Coral Snake
Lizards
Iguana
Horned Lizard
Alligator or Crocodile?
Crocodile
Reptile models:
Horned Lizard
Side-winder
Sea turtle
Red-eared slider
Crocodile
Coral snake
Iguana
Desert
tortoise
Amphibian models:
Bullfrog
large
Crested newt
Marbled
salamander
Mudpuppy
Bullfrog small
Frog: 4 feet + tail
Tadpole- 2 legs
Tadpole
3. Looking for Reptiles and Amphibians
Locate the copies of the National Audubon Society Pocket Guide Familiar Reptiles and
Amphibians of North America. Read pages 14- 16, Finding Reptiles and Amphibians. Refer
students to their Reptiles and Amphibians of the 4-H Center. Which ones do they think they can
find? Take a walk to look for reptiles and amphibians.