Technology Lesson Plan

Student: Marisa A. Silvio Professor: Professor Rooney

Course EDU: 5230 Date: 6/15/2019

Grade: 2 Topic: Physiological Adaptations Content Area: Venomous Snakes of North America

INSTRUCTIONAL OBJECTIVES

Students will deepen their understanding of North America’s venomous snakes, including the

effects of the poison they produce and show what they have learned about 1 out of the 3 snake

species by expressing themselves through a visual art task. Students will take a Kahoot quiz

getting 4 out 5 questions correct on the snakes learned about in this lesson.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Next Generation Learning Standards and ISTE Standards

Standard and/or Key Idea and/or Key Concept (refer to lesson plan instructions for details)

LS1.A: Structure and Function

 All organisms have external parts. Different animals use their body parts in different ways to

see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and

take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers,

fruits) that help them survive and grow. (1-LS1-1)

LS1.D: Information Processing

 Animals have body parts that capture and convey different kinds of information needed for

growth and survival. Animals respond to these inputs with behaviors that help them survive.

Plants also respond to some external inputs. (1-LS1-1)

ISTE 1C

Students use technology to seek feedback that informs and improves their practice to

demonstrate their learning in a variety of ways,

ISTE 6D

Students publish or present content that customizes the message and medium for their intended

audience.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 INSTRUCTIONAL RESOURCES

Computer with Internet access and printer Art supplies (Choose from any of the following: pens,

pencils, colored pencils, crayons, markers, paint and paintbrushes; white paper or construction

paper; scrapbooking, tissue or decorative paper; glue; scissors; modeling clay; googly eyes,

pompoms, buttons, pipe cleaners, craft sticks and other “3-D” decorations; recycled and scrap

materials of different textures, etc.

Photo-editing software

Method of projecting and playing a short Web-based video clip in class

MOTIVATION

After playing the YouTube video: https://youtu.be/5CUY4bxs2mo about venomous snakes, the

teacher will discuss the difference between the Coral snake, Copperhead snake, and Cottonmouth

and how their venom is deadly.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Cottonmouth Snake

Coral Snake

Copperhead Snake

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 DEVELOPMENTAL PROCEDURES

Opening: Ask students: What are the physiological adaptations that help an animal survive?

Preparation

Part 1: Learning About Snakes

Say: Snakes are often associated with the spookier things in life. With scary depictions ranging

from Christianity's Lucifer in the Book of Genesis to the movie Anaconda, it's no wonder that

many of us approach these slithery reptiles with fear.

Teach: Dangerous or fatal snake bites are, however, relatively rare in North America. While

there are 1,500 to 8,000 reported snake bites in North America per year, less than a fifth come

from species that are venomous. The average number of deaths caused per year by these bites is

between one and five.

Part 2: There are three types of snake venom:

Say: There are three types of snake venom and they have different effects on the body.

Teach: Neurotoxins paralyze the victim, causing respiration to stop.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Cytotoxins begin to digest the victim, causing tissue collapse and organ failure.

Hemotoxins target blood cells and vessels, causing internal bleeding and clotting.

Most snake species use a combination of the three types of venom, and the danger to humans

varies widely based on (1) how likely the snake is to attack (most snakes will not bite unless

provoked), (2) the potency (strength) of the venom, (3) how much venom the snake delivers in a

bite and (4) how quickly the venom acts on the victim.

Part 3: The 3 Types of Venomous Snakes

Say: Today we will learn about 3 types of venomous snakes; the Cottonmouth, the Coral, and the

Copperhead Snake.

Teach: Cottonmouth (Agkistrodon Piscivorus), also known as Water Moccasins, are defensive

snakes that show their open mouths to warn enemies. The snake’s name derives from this action,

since the inside of its mouth resembles cotton. The cottonmouth is a type of pit viper—a snake

named for the distinctive-looking, heat-sensitive holes (pits) between its eyes and nostrils. The

pits help the snakes find warm-blooded prey. When pushed to bite, the cottonmouth will deliver

a good amount of hemotoxic venom, which will make its victim extremely susceptible to

infection and gangrene. These snakes are typically 25 to 50 inches in length, and they spend a

fair amount of time in the water. Found In - Alabama, Florida, Georgia, Illinois, Kentucky,

North Carolina, Oklahoma, South Carolina, Texas and Virginia. Habitat - Rivers, lakes, swamps

and ponds

Copperhead (Agkistrodon Contortrix): are another type of pit viper. Also known as Highland

Moccasins, copperheads are shorter snakes with copper coloring on the tops of their heads. When

threatened, the copperhead uses camouflage and the surrounding area to hide, remaining frozen
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
until it feels safe. Copperheads typical don’t bite unless physical contact is made. Unfortunately

for many hikers perceived as threats, these snakes are easy to simply step on, and because of

their large population near human civilization, copperheads are the most common human-biters

on the Eastern side of the U.S. Fortunately, their hemotoxic venom isn’t potent and is rarely

fatal. It can, however, cause serious damage. Found In - Alabama, Arkansas, Florida, Illinois,

Kansas, Louisiana, Maryland, Massachusetts, Mississippi, New York, Ohio, Oklahoma,

Tennessee and Texas. Habitat - Both rocky and wooded locations, where they can easily blend in

Rattlesnake (Crotalus, Sistrurus): Also pit vipers, rattlesnakes include the Crotalus genus and the

Sistrurus genus. Crotalus, with 32 species, have many smaller scales covering their heads.

Sistrurus, with only three species, have larger scales that plate their heads. Rattlesnakes are

named for the rattling sound made by their vibrating tails. Some are very aggressive, such as

Western Diamondback rattlesnakes, which mostly live in grasslands and deserts. The Western

Diamondback’s bite injects a large amount of hemotoxic venom that typically causes tissue

damage and severe pain. Some, like the Mojave Rattlesnake, named after the Mojave Desert in

California, have mostly neurotoxic venom that attacks the central nervous system. With bites that

range from moderately venomous to deadly, rattlesnakes can be as small as the 18-inch Pygmy

or as large as the 84-inch Eastern Diamondback. Habitats - Wooded locations, swamps, deserts,

rocky areas, grasslands and lakes

Coral Snake (Micrurus Fulvius): Less than one percent of the poisonous snakebites that occur in

the United States are from coral snakes, and bites happen mostly when the snakes are being

handled intentionally. Corals are not quick to bite, but are very venomous, and are actually a

relative of the cobra family. No one in the United States has died from a coral snake bite since

the creation of its anti-venom. Coral snakes are short, typically less than 42 inches in length, and
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
they must hang from their tails for some time to create venom while biting their prey. The

snake’s short fangs are set in a stiff position, and it must gnaw at its victim, creating an open

wound into which it secretes venom. Only about six out of 10 bites receive the snake’s powerful

neurotoxic venom, which causes the prey’s cardiovascular and respiratory systems to fail. North

America is home to three species of coral snakes. The Eastern Coral Snake—found in Florida,

Mississippi and North Carolina—lives in a variety of habitats including wooded areas and

swamps. The Coral Snake—found in Arkansas, Louisiana and Texas—is sometimes considered

the same species as the Eastern Coral, but typically viewed as a separate, but similar, species.

The Arizona Coral Snake, also called the Western Coral Snake and the Sonoran Coral Snake,

likes deserts and despite its name, lives mostly in New Mexico. These snakes live in wooded

areas, grasslands, deserts and xeric scrublands. Coral snakes are almost always nocturnal, and

they range from 13 to 21 inches in length. Found In - Arkansas, Florida, Louisiana, Mississippi,

North Carolina, New Mexico and Texas Found Mostly In - Wooded and rocky deserts and xeric

scrublands. Habitats - Wooded and rocky locations, swamps, deserts and xeric scrublands, and

grasslands

Part 4: Snake Creation

Step 1 Play: how to draw a snake video https://youtu.be/81J2WLG0sDQ

Step 2: After the students have learned about snakes, have them view images of snakes by

species. Then ask the class to find images of a specific species that they can use as a basis for

their snake creations.

Step 3: Have students pick a different snake from that they have learned to create. Take out the

art supplies (suggestions include pens, pencils, colored pencils, crayons, markers, paint and

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
paintbrushes; white paper or construction paper; scrapbooking, tissue or decorative paper; glue;

scissors; modeling clay; googly eyes, pompoms, buttons, pipe cleaners, craft sticks and other “3-

D” decorations; recycled and scrap materials of different textures, etc.). Alternately, provide

photo-editing software on computers or personal devices. Do not give them specific instructions;

simply let students use creativity to represent their snakes. When they’re done, display students’

creations around the classroom.

INSTRUCTIONAL STRATEGIES

Strategy: Think Pair Share

Indicator: This will be evident when students are paired with a partner and discuss who
was in the section and what happened in the section. Students will share will the class their
drawings.

ADAPTATIONS

 Let students with sound sensitivities work in a part of the classroom, such as a “quiet space”
or study carrel.

 Give easily distracted students the option of sitting at a desk closer to the board.

 Use graphic organizers to arrange key points in a way student can easily grasp.

DIFFERENTIATION OF INSTRUCTION

*The student who is an English learner will be provided content specific vocabulary prior to the

lesson

* Provide textbooks for visual and word learners.

* Give kinesthetic learners the opportunity to complete an interactive assignment online.

© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 ASSESSMENT

Students will take a quiz on Kahoot on the 3 Venomous Snakes they learned about

https://create.kahoot.it/share/venomous-snakes/bddc907a-ad91-41c3-a1de-f983831ee61f

getting 4 out 5 questions correct.

INDEPENDENT PRACTICE

As homework, students briefly research the snake they created from trustworthy source.
Encourage each student to learn about the snake that s/he created in Part 2, so that he or she can
become an expert on a specific species. Students should take notes and select a few interesting
facts to share.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention: The student and the teacher will read together about Venomous
Snakes. The teacher will break the lesson into smaller parts for better understanding.

Academic Enrichment: The student will create a poem based on how to tell which a venomous
snake is.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES
https://www.educationworld.com

https://create.kahoot.it/kahoots/my-kahoots

https://www.livescience.com/34443-deadliest-snakes-most-venomous-snakes.html

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Scientific Drawings: Venomous Snakes

Teacher Name: Ms. Silvio

Student Name: ________________________________________

CATEGORY Weight for Each Category 4 3 2 1

Drawing - X1 (up to 4 points available) Lines are There are a There are a There are
general clear and not few erasures, few erasures, several
smudged. smudged smudged erasures,
There are lines or stray lines or stray smudged
almost no marks on the marks on the lines or stray
erasures or paper, but paper, which marks on the
stray marks they do not detract from paper, which
on the paper. greatly the drawing detract from
Color is used detract from OR color is the drawing.
carefully to the drawing. not used Overall, the
enhance the Color is used carefully. quality of the
drawing. carefully to Overall, the drawing is
Stippling is enhance the quality of the poor.
used instead drawing. drawing is
of shading. Overall, the fair.
Overall, the drawing is
quality of the good.
drawing is
excellent.
Drawing - X1 (up to 4 points available) All assigned Almost all Almost all Fewer than
details details have assigned assigned 85% of the
been added. details (at details (at assigned
The details least 85%) least 85%) details are
are clear and have been have been present OR
easy to added. The added. A few most details
identify. details are details are are difficult to
clear and difficult to identify.
easy to identify.
identify.
Title X1 (up to 4 pts available) Title is Title is Title is The title is
informative, informative informative incomplete
centered, and and larger and and does not
larger than than other centered. clearly
other text. text. indicate what
organism is
pictured.

Labels X2 (up to 8 points available) Every item Almost all Most items Less than
that needs to items (90%) (75-89%) that 75% of the
be identified that need to need to be items that
has a label. It be identified identified need to be
is clear which have labels. have labels. identified
label goes It is clear It is clear have labels
with which which label which label OR it is not
structure. goes with goes with clear which
which which label goes
structure. structure. with with
item.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language