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Educator’s Guide to the Assembly Program:

Backyard Reptiles Alive!

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Program Overview

For young scientists and explorers, it is exciting to learn about the animals that they can find

right in their own backyards. “Backyard Reptiles Alive!” is a live animal assembly designed to

introduce audiences to native species of reptiles and amphibians. Students will learn about the

greater Washington DC region’s ecosystems and how animals are adapted to their habitat.

Other topics introduced in this program include why habitat conservation is important and how

students can help local wildlife.

This guide provides materials that will aid students in getting the best out of this program,

including: facts, vocabulary, suggested resources and activities which can be adapted for

different age groups and SOL needs.

Below is a list of possible animals your audience might meet during this program:

Depending on the duration of your program, students will meet 5-6 animals (30- minute show) or

7-8 animals (45-minute show).

1. Amphibians

• American Bullfrog • American Toad • Spotted Salamander

2. Snakes

• Corn Snake • Eastern Rat Snake • Hognose Snake

3. Turtles

• Eastern Box Turtle • Northern Diamondback Terrapin • Spotted Turtle

For more details on individual animals, visit:

http://reptilesalive.com/animals/animals.htm

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What are the differences between amphibians and reptiles?

Amphibians form the class of vertebrate animals that is evolutionarily between the fishes and

reptiles. The term amphibia is derived from two Greek words meaning “both life”. Most

amphibians hatch from gelatinous eggs laid in or near fresh water. Most hatch in to an aquatic

larval form and remain in water until metamorphosis. Some species spend the aquatic larval

stage within the egg until metamorphosis. In general, most amphibians have four limbs, two to

five toes without claws, and a moist smooth skin.

Reptiles evolved from primitive amphibians and were the dominate life form on earth for millions

of years. Reptiles are not nearly as moisture dependent as amphibians and as a result were

able to utilize manly terrestrial environments. Reptiles have dry scaly skin and where limbs are

present, there are five toes with claws.

Both amphibians and reptiles are classified as ectothermic, meaning they depend on the

environment to regulate body temperature.

Snakes in the Backyard

There are approximately 20 different species of snakes native to the greater DC metro area

and nearly all of them are harmless to humans.

Copperheads are the only venomous snake species native to the immediate DC metro area.

Timber rattlesnakes, which are also venomous, occur in the mountains to the west, including

western Prince William County and western Loudoun County, VA. Venomous cottonmouths (aka

water moccasins) are not found in the greater DC area, but do occur in the far southeastern

corner of Virginia in the Virginia Beach/Hampton Roads area.

Copperheads are shy and rely on excellent camouflage as their primary defense mechanism.

They are not aggressive, however, as with any animal species, they will defend themselves if

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they feel cornered and threatened. Many non-venomous snakes including garter snakes,

northern water snakes, and juvenile rat snakes are often misidentified as copperheads.

To stay safe around snakes, do not attempt to touch or hurt them. The safest method of dealing

with any snake is to just leave it alone. Snakes are a normal, natural, and important part of the

DC area’s ecosystem.

Six Snakes Commonly Encountered in the Backyard

Eastern (Black) Ratsnake (harmless)

● DC area’s largest species of snake, they can grow over 6 feet long

● Juvenile ratsnakes have a pattern of dark squares or diamonds on a light gray background

● Like many snakes, ratsnakes flatten their head into a triangle shape and rattle their tail when they are frightened.

Eastern Gartersnake (harmless)

● Up to 43 inches in length

● Ranges in color from brown to vibrant yellow with checkered/stripe pattern

● May distort their head shape into a triangular shape when threatened. Northern Watersnake (harmless)

● Up to 54 inches in length

● Often misidentified as a cottonmouth/water moccasin which do NOT occur in the DC area

● Large, heavy bodied snake with a pattern of reddish bands on a dark brown background. In addition to the typically patterned northern watersnake, we also have a uniformed patterned variation.

● May distort their head shape into a triangular shape when threatened

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Northern Brownsnake (harmless)

● Up to 15 inches in length

● Very common around homes and urban areas

● Brownish in color with a pattern of dark spots and/or stripes

● May distort their head shape into a triangular shape when threatened Northern Ring-necked Snake (harmless)

● Up to 20 inches in length

● A small snake that often finds its way into basements

● Distinctive ring or collar around the neck with a bluish black back and a and yellowish belly with dark spots

Northern Copperhead (venomous)

● Up to 48 inches in length

● Only native venomous species in the DC area (timber rattlesnakes occur in the mountains to the west, but not in the immediate DC area)

● Not common in backyards, but does occasionally turn up in populated areas, even in the city

● Many harmless species are misidentified as copperheads

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How to Help Turtles in the Backyard A variety of turtles live in the DC metro area. Eastern box turtles are imperiled locally due to

habitat destruction, road mortality, and collection from the wild to be kept as pets. Here are 3

ways people can help turtles in the DC area:

1. Pick up litter - Trash can actually kill turtles when plastic is confused for real food and

is consumed or when it wraps around the necks or heads of turtles. Turtles and other

wildlife will benefit from people cleaning up trash and litter from local habitats.

2. Move turtles to the other side of the road - If it’s safe to do so, a turtle crossing

the road can be moved (by adults only) in the direction it is headed to the other side.

Do not relocate turtles as they have small home ranges and often do not survive being

moved to distant locations by humans. Be aware to keep hands and other body parts

away from the turtle's head, as all animals can bite. Wash hands with soap and water

after touching any animal. Large snapping turtles (identified by having a very long,

dragon like tail) should only be moved by experts.

3. Leave turtles where you find them - Do not take a wild turtle out of its home.

Box turtles reproduce so slowly that the removal of one adult can have devastating

consequences to a local population. Leaving a turtle in the location it was found is the very best

way to help that turtle.

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Amphibian Life Cycles in the Backyard

Most amphibians go through metamorphosis (body change) in their life cycle. Native frogs and

most salamanders lay their eggs in still water, either ponds or vernal pools (see below). Many

of these species can lay hundreds and even thousands of eggs at a time! Juvenile frogs are

commonly called tadpoles, are born with no limbs, and have internal gills. Juvenile salamanders

are known as larvae, have legs with webbed feet and external feathery gills.

Image used with permission of River Bend Nature Center, Witchita.

Habitats in the Backyard

Deciduous Forests

Deciduous forest habitats are distinguished by trees and shrubs that lose their leaves during the

cold season. Most of the eastern coast of the United States is dominated by deciduous forest.

In this habitat there are four distinct seasons: spring, summer, fall, and winter. During winter

months, temperatures can fall below freezing. Reptiles and amphibians hibernate underground

or underwater to survive the winter in the DC metro area.

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Sandy Woodlands

Along parts of the Potomac River and certain other areas along the coastal plain are forests

with sandy soil or exposed bedrock. Most of these forests are dominated by hardy evergreens

and even cactus. Eastern hognose snakes, eastern fence lizards and many other reptile species

are found in this habitat.

Meadows

Grassy fields, often called meadows, attract many rodents, birds, and insects which in turn

attracts a variety of reptiles and amphibians. These open spaces have very few trees and are

very sunny, allowing for flowers and fruit to grow. In the DC area, meadows must be managed

with mowing or fire or they will go through succession to become forests.

Aquatic Habitats

The greater DC metro area is in the Chesapeake Bay Watershed. The Potomac River, all of

the creeks and streams, and even the storm sewers along the streets will ultimately drain

water into the Chesapeake Bay.

Within this watershed are marshes and swamps that may or may not be tidal and may be

fresh-water or brackish-water. Many species of amphibians, aquatic turtles, and common

water snakes occur in freshwater ponds, swamps, and marshes. Diamondback terrapins are

found in brackish marshes near the Chesapeake Bay and lower tidal Potomac River.

Vernal pools are ponds that dry up during the summer so fish cannot survive in them. They

are important breeding habitat for many amphibian species. Bullfrogs, however, are not able

to use vernal pools because the aquatic portion (tadpole stage) of their life cycle lasts more

than a year.

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Activities

Explore the world outside

By bringing nature into the classroom, students can get a hands on introduction to their

backyard habitats. Allow the students to interact with elements of nature from locations

at home and at school. Have them look at the difference between leaves (from deciduous trees)

and pine needles (from coniferous trees). Leaf rubs are a great craft for any time of year, and

especially in the fall.

1. Collect leaves and evergreen needles or have students bring some from home.

2. Remove the paper from crayons ahead of time.

3. Lay thin paper or parchment over arranged leaves on a hard table surface.

4. Use the peeled side of the crayon to rub the paper over the leaf. This will bring out the

imprint of the leaf.

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Slimy Frog Eggs Sensory activities are great to explore the natural world. Try making a bag of pretend frog

eggs. Slime is a fun science activity, and if you add tapioca pearls, it becomes a clump of soon-

to-be tadpoles.

1. Purchase Elmer’s glue, liquid starch, and sandwich bags (optional).

2. Mix equal parts glue, water, and starch together in a large bowl (for example ½ cup of

each). Practice before hand to determine how much to make.

3. Add tapioca pearls to the slime, enough to resemble the deposit of frog eggs.

4. Create a sensory station for kids to touch and feel or pour mixture into sandwich bag for

each student to have their own. For added measure, tape bag opening to prevent spills or

leakage.

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Food Web Activity

Have students study their backyard or schoolyard to see if they can find any animals (birds,

squirrels, insects and even dogs and cats all count.) Collect a list of animals seen. Try to

determine why these animals are hanging out in this area. Are they finding food? Or maybe

shelter? Guide your students through building a food web. Explain that food chains are rarely

simple. Give them a list of animals that live locally and figure out which are predators, which

are prey, and which are both. Use the below food webs as a guide.

Resources

How can students learn more about reptiles & amphibians?There are many ways students

can pursue their interest in animals and learn more about reptiles and amphibians.

1. Visit your local library for great books about herps.

2. Take a trip to a nature center, museum, zoo, or aquarium. Be sure to read the information

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about the animals on display. There are usually staff members available to answer your

questions.

3. Check out nature and animal programs that are offered at nature centers, libraries and

other venues across the area. Visit the website of your local nature center or library for a list

of upcoming programs.

4. You can email animal questions to Reptiles Alive LLC: reptilesalive@gmail.com

How can students help reptiles and other wild animals?The best way students can help

reptiles and other animals is to educate themselves about wildlife and then teach others what

they have learned. People are more likely to care for and respect animals they understand -

education leads to conservation.

How can students become Zoologists or Herpetologists?A great link to learn about how

one develops a career in herpetology is at https://ssarherps.org/all-about-herps/how-to-be-a-

herpetologist/

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GlossaryA

abiotic - Any non-living thing.

adaptation - Any change that improves a living thing’s chances of survival.

amphibian - A category of vertebrate animal that is characterized by thin skin covered in mucous, and part of life spent in water.

anterior - near the front of the body.

aquatic - Having to do with or living in water.

arboreal - living in trees.

B

biotic - Any living thing.

C

camouflage - The ability of an animal to blend into the environment in which they belong.

carapace - The top shell of a turtle or tortoise

coniferous - A forest or plant characterized by the retention of leaves or needles all

year.

D

deciduous - A forest or plant characterized by the annual loss of its leaves.

defense mechanism - Any adaptation that helps a living thing protect itself or prevents itself from being eaten or harmed.

diversity - The relative quantity of life in a given area or habitat.

dorsal - the top side or back of an animal

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E

ecology - The study of how living and non-living things interact.

ecosystem - An area in which living (biotic) and non-living (abiotic) things interact as a community.

ectotherms - animals that primarily gains heat through the environment.

endotherms - animals that primarily produces its own heat.

estuary - a partly enclosed coastal body of brackish water with one or more rivers or streams flowing into it, and with a free connection to the open sea.

evolve - The gradual change in appearance or behavior of a species over hundreds of years.

F

froglet - A phase in the life cycle of a frog in between a tadpole and an adult during which the tadpole has grown legs and is gradually absorbing its tail.

H

habitat - A space that includes all of the qualities necessary for an animal to survive, including shelter, water, and food.

herpetologist - A scientist who focuses on the study of reptiles and amphibians.

hibernate - The seasonal behavior of slowing body functions to conserve energy.

I

Invertebrate - an animal lacking a backbone

L

larvae - An early life stage used to describe salamanders, insects, and others.

M

marine - of, found in or produced by the sea.

metamorphosis - The life cycle or gradual dramatic change of an animal from birth to adulthood. Used to describe amphibians and most insects.

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N

native - An animal or plant that has existed and evolved to live in a specific region or habitat.

non-native/exotic - An animal or plant that has been introduced to a new region or habitat in which they did not previously exist.

P

plastron - The bottom shell of turtle or tortoise

poison - A toxin that must be consumed, inhaled, or applied to the skin in order to do

damage/harm. Differs from venom.

posterior - near the end of the body

R

reptile - A category of vertebrate animal characterized by scaly skin and uses ectothermic thermoregulation.

S

scientist - An individual who asks questions and conducts research to find the answers. Research can be as simple as going to the library and reading a book.

T

tadpole - An early life stage (larvae stage) of an amphibian.

terrestrial - of, on, or relating to the earth

thermoregulation - The act of maintaining a suitable body temperature. Humans and other mammals are considered endotherms as we produce our own body heat. Reptiles and amphibians are considered ectotherms as they regulate their body temperature by using the environment. For example basking in the sun.

• endotherms - animals that primarily produces its own heat.• ectotherms - animals that primarily gains heat through the environment.

V

venom - A toxin that must penetrate the skin in order to do damage/harm. Differs from poison.

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ventral - the bottom or belly of an animal

vernal pool - A small body of water that is not present all year but dries during the early

summer and late fall

vertebrate - Any living thing that has a backbone or spine (vertebrae).

Z

zoologist - A scientist who focuses on the study of living things, typically referring to large animals that can be seen without a microscope.