Lesson Plan
Section 3 Modern Reptiles
PACING
Regular Schedule:
Block Schedule:
with lab(s): 2 days
with lab(s): 1 day
without lab(s): 1 day
without lab(s): 1/2 day
OBJECTIVES
1. Compare the anatomy of turtles with that of other reptiles.
2. Describe the structure that allows crocodilians to swallow prey under water.
3. Explain three antipredator defenses of lizards.
4. Describe two ways snakes subdue their prey.
5. Identify two reasons that tuataras are rarely seen.
NATIONAL SCIENCE EDUCATION STANDARDS
UCP5: Form and function
SI1: Abilities necessary to do scientific inquiry
SI2: Understandings about scientific inquiry
SPSP5: Natural and human-induced hazards
FOCUS (5 minutes)
__ Overview, TE Review the objectives listed in the Student Edition. (GENERAL)
__ Bellringer, TE Students observe a living turtle and discuss how both turtles and snakes
could be classified as reptiles. (GENERAL)
MOTIVATE (5 minutes)
__ Activity, Reptiles Up-Close, TE Groups of students observe different live or preserved
reptiles, sketch the organisms, and note special characteristics. (ADVANCED)
TEACH (70 minutes)
__ PowerPoint® Resources Use the customizable presentation to help students master the
concepts in this section.
__ Teaching Tip, Turtles versus Tortoises, TE Students make a graphic organizer to help
them remember the difference between turtles and tortoises. (BASIC)
__ Demonstration, Skeleton Positioning, TE Students observe human skeletal structure on
a real or model skeleton, then compare those structures to those of the turtle. (GENERAL)
__ Reading Skill Builder, Active Reading, TE Before reading the section, students write
down any questions they may have about turtles, snakes, lizards, or crocodilians. (BASIC)
KEY SE = Student Edition TE = Teacher Edition ANC = Ancillary Workbook HBS = Holt Biosources Lab Program
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Modern Biology
1
Chapter 41
Lesson Plan
__ Teaching Tip, Adaptations and Functions, TE Students discuss how the nostrils and
eyes of crocodiles and frogs are similar. (GENERAL)
__ Using the Figure, Lizard Bodies, TE Students describe how the gecko’s body is
different from the salamander’s, and how this is an advantage to the gecko. (BASIC)
__ Internet Activity, Lizards, TE Have students research lizards by using the Internet
Connect box on this page. (GENERAL)
__ Quick Lab, Modeling Snake Swallowing, SE Students use rubber tubing and a small
marble to model the action of a snake swallowing prey. (GENERAL)
__ Datasheets for In-Text Labs, Modeling Snake Swallowing, ANC Students use the
datasheet to complete the Quick Lab. (GENERAL)
__ Teaching Tip, Tuatara Reproduction, TE Students learn how the reproduction scheme
of the tuatara is different from that of other reptiles. (GENERAL)
__ Inquiry Lab, Observing Color Adaptation in Anoles, SE Students observe live anoles
and test whether background color stimulates color change in anoles. (GENERAL)
__ Datasheets for In-Text Labs, Observing Color Adaptation in Anoles, ANC Students
use the datasheet to complete the in-text lab. (GENERAL)
__ Teaching Transparency I21, External Structures of a Timber Rattlesnake Use this
transparency to review the external structures of a timber rattlesnake. (GENERAL)
__ Teaching Transparency I22, Internal Structures of a Timber Rattlesnake Use this
transparency to review the internal structures of a timber rattlesnake. (GENERAL)
CLOSE (10 minutes)
__ Section Review, SE Students are assessed through questions about key concepts and
questions that require critical thinking skills. (GENERAL)
__ Reteaching, Reptile Posters, TE Students prepare a poster featuring the characteristics
of a reptile that interests them. (BASIC)
__ Quiz, TE Students answer true-false questions about this section. (GENERAL)
OTHER RESOURCE OPTIONS
__ Inquiry and Exploration Labs, Using a Dichotomous Key to Identify Lizards, HBS
Students use a dichotomous key to identify lizards. (GENERAL)
__ Visual Concepts CD-ROM Use this multimedia resource to reinforce selected concepts
from the chapter.
__ Occupational Application Worksheet, Emergency Medical Technician, One-Stop
Planner Students learn about careers in science and answer questions. (BASIC)
__ Biology Lab Video with Manual, Observing Color Changes in Anoles, Use this video
to demonstrate a complete lab procedure to students. (GENERAL)
__ Active Reading Worksheets, ANC Students are asked to analyze a passage related to the
chapter text and answer questions about the passage. (BASIC)
KEY SE = Student Edition TE = Teacher Edition ANC = Ancillary Workbook HBS = Holt Biosources Lab Program
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Modern Biology
2
Chapter 41
Lesson Plan
End of Chapter Review and Assessment
PACING
Regular Schedule:
Block Schedule:
with lab(s): N/A
with lab(s): N/A
without lab(s): 2 days
without lab(s): 1 days
__ Alternative Assessment, Continental Reptiles, TE Student groups prepare a report with
information about the reptiles of a certain continent. (ADVANCED)
__ Study Tip, Highlighting Vocabulary, TE Students write down every sentence that
includes a boldface word, then review their sentences each day before class. (GENERAL)
__ PowerPoint® Resources Use the customizable presentation to help students practice
standardized test-taking skills.
__ Chapter Highlights, SE Students review the key concepts of the chapter.
__ Chapter Review, SE Students are assessed through vocabulary exercises, questions
about key concepts, and questions that require critical thinking skills.
__ Standardized Test Preparation, SE Assign these questions with a time limit to prepare
students for standardized testing. (GENERAL)
__ Science Skills Worksheet, ANC This worksheet helps reinforce students’ use of basic
science skills. (GENERAL)
__ Study Guide, ANC Use this worksheet to assess student’s understanding of the main
concepts presented in the chapter. (GENERAL)
__ Graphic Organizer Transparency, Use this graphic organizer exercise to help students
analyze the relationships between concepts presented in the chapter. (GENERAL)
__ Concept Mapping Transparency, Use this concept mapping exercise to help students
analyze the relationships between concepts presented in the chapter. (GENERAL)
__ Concept Mapping Transparency Worksheet, Assign the concept mapping transparency
worksheet for students to map the relationships between concepts presented in the chapter.
(GENERAL)
__ Vocabulary Review, ANC Use this worksheet to reinforce vocabulary terms presented in
the chapter. (GENERAL)
__ Critical Thinking Worksheet, ANC This worksheet exercises students’ critical thinking
skills while applying concepts presented in the chapter. (ADVANCED)
__ Quiz, ANC Assign the one-page chapter quiz for a quick chapter assessment. (GENERAL)
__ Chapter Test A, ANC Assign questions from the appropriate test for chapter assessment.
(GENERAL)
__ Chapter Test B, ANC Assign questions from the appropriate test for chapter assessment.
(ADVANCED)
__ Test Generator, Create a customized homework assignment, quiz, or test using the
ExamView® Test Generator.
KEY SE = Student Edition TE = Teacher Edition ANC = Ancillary Workbook HBS = Holt Biosources Lab Program
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Modern Biology
3
Chapter 41
Lesson Plan
__ Test Item Listing, Use the Test Item Listing to identify questions for a customized
homework assignment, quiz, or test.
__ Holt PuzzlePro® Use this software to create crossword puzzles and word searches that
make learning vocabulary fun.
__ Biology Interactive Tutor CD-ROM, Use these interactive activities to give students a
fun way to extend their knowledge of biology concepts.
OTHER RESOURCE OPTIONS
__ Brain Food Video Quizzes, Use these quizzes to help students review the chapter
material.
KEY SE = Student Edition TE = Teacher Edition ANC = Ancillary Workbook HBS = Holt Biosources Lab Program
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Modern Biology
4
Chapter 41