Introduction

You're riding your bike in your neighborhood and you a hear scream from your neighbor’s yard. You quickly scrabble from your bike to see what’s happening. Rounding the corner at the back of Mrs. Henderson’s house, you see her in the garden frozen to one spot. She’s pointing and screaming at a tree. You run over and observe a black-colored snake coming out of the birdhouse. A short lesson from science class comes to mind about snakes in the environment. What will you do to help Mrs. Henderson?

(Photo by K. Loudermilt in her backyard, 6/7/01)

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The Task
Snakes, by their very name, bring fearful images to old and young alike. Snakes, however, are an important part of our ecosystem. They are probably the least understood of most of the common animals seen, and the usual reaction is to kill them immediately. Students are naturally curious about unusual animals and will respond much more positively to accurate information about them than typically do adults. Using this curiosity it is intended:
1. That students will be able to understand and share what the role of all organisms are in “the balance of nature” and when needed, use the information to seek changes in the response to certain situations with “wild” animals.
2. That students will learn basic identification skills of the snakes in their own environments.
3. That students will understand the effects that accurate knowledge has in relation to controlling our fears and the fears of others about unfamiliar objects and/or circumstances.

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The Process
To accomplish these tasks, students will need work in groups of four and assume the roles of the characters in this scenario. 
1. Hysterical Mrs. Henderson – The neighbor who is screaming and pointing at the snake in her birdhouse. She obviously wants it to go away and never come back. Usually, killing the snake is the first instinct of most people to make it go away
2. Neighborhood Kid – The boy/girl riding his/her bike, hears the screams of Mrs. Henderson and goes to investigate. This kid must decide how to help Mrs. Henderson in a matter of a few seconds.
3. Biologist Neighbor – This person lives down the street and works for the Parks and Recreation Department for the state. He/she gives programs at the local community center on animals that are native to the area.
4. Local reporter – This person is always on the lookout for local human-interest stories and is a friend of the biologist. He/she decides to talk to all the parties involved and get a perspective on both sides of living with your “wild” neighbors.

For each role, you will use online resources that are provided to read and collect background information to help you complete your assigned task.

1. Hysterical Mrs. Henderson – Create a multimedia (HyperStudio or PowerPoint) presentation that describes your feelings and emotions about the encounter with the snake and provide solutions as to how you could change these initial feelings.
2. Neighborhood Kid – Draw two cartoon strips that illustrate the initial situation and what the outcome could be based on what Hysterical Mrs. Henderson would want you to do and what the Biologist Neighbor would have you do. Convert the illustrations into a transparency using a scanner and PowerPoint software. (Links to help with drawing cartoons)
3. Biologist Neighbor – Create a multimedia presentation (HyperStudio or PowerPoint) that provides information about the benefits of living with our “wild” neighbors. This should include factual information about habitats, food chains, and population growth impact.
4. Local Reporter – Write two newspaper articles reporting the situation and the outcomes based on what Hysterical Mrs. Henderson would have preferred and one based on what the Biologist Neighbor would have wanted. Convert the articles into an audio and/or video broadcast for the "school's news station".

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1. Hysterical Mrs. Henderson

PHun PHobia PHacts - The Varieties of Fear

Caring for Snakes

Snake Mythology

How To Get Along With Snakes

2. Neighborhood Kid

Link in the Food Chain

History of Snakes

Easy Snake Test

Guide to Florida's Venomous Snakes

3. Biologist Neighbor

Protection of Snakes

Snakes of Massachusetts

Snakes of North America

Identification Key to Snakes of Florida

Color Patterns of Snakes

4. Local Reporter

Snake Test

Snakes and People

Treating and Preventing Venomous Bites

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	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Participation	Student followed the instructions of other group members, but contributed no suggestions of their own.	Student made at least one suggestion that contributed to the project.	Student contributed 2-3 ideas to the brainstorming sessions and lead the group in at least one area.	Student contributed more than 3 ideas and lead the group on more than one occasion to achieve set group goals.	1 2 3 4
Use of Resources	Student used at one of the resources provided.	Student used more than one of the suggested resources.	Student use more than two of the listed resources and found an additional resource to contribute to the project.	Student use two or more of the suggested resources and contributed two or more additional resources to the development of the project goals.	1 2 3 4
Presentation	Student stood with the group for the presentation.	Student took on a small speaking role during the presentation.	Student gave an 4-5 minute oral presentation using visual aids during the group presentation.	Student gave a 5-10 minute presentation with a dramatic flair using visual aids.	1 2 3 4
Cooperation	Student listened during group planning and followed directions as assigned by group.	Student completed more than one task as assigned by the group on time.	Student completed more than two tasks on time and helped another group member complete their assigned tasks.	Student completed three or more assigned tasks on time and helped two or more group members complete their tasks.	1 2 3 4

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At the completion of these activities, students will have gained knowledge and understanding about the impact that human populations have upon our "wilder" neighbors and how accurate information can help us all to live together in balance. They will also be able to communicate accurate information about native snakes that they and their families can encounter.

Using the natural curiosity of children provides many avenues for lesson ideas, ranging from gathering scientific information/data to creative writing. This webquest was created with the intent of educating students about snakes through the use of self-discovery, in a "safe, snake-controlled environment", and inductive thought.

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Print Resource:
Amphibians and Reptiles of the Carolinas and Virginia
by Bernard S. Martof, William M. Palmer, Joseph R. Bailey, and Julian R. Harrison III 
paper $21.95 ISBN 0-8078-4252-4; Available online from UNC Press

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Goals and Objectives from North Carolina Standard Course of Study
6th grade Science Obj. 2 – Ecosystems
8th grade Science Obj. 2 – Population Dynamics
6-8 grade Language Arts Goal 1 - Expression & Perspectives
6-8 Technology Goal 3 - Using Variety of Technology to Analyze & Communicate Information

Additional Requirements:
For each of the four project roles, the three to four project members are expected to participate as the group distributes the work. A group and/or individual journal will be maintained that will include all assignments, list of brainstorming ideas, bibliography of sources used by each member, contributions made by individual members, and assistance provided by members. A formal presentation of the four roles will be presented to the class with each team member leading an oral component of the presentation.

The suggested timeline for completion is two weeks, to provide ample time for software/hardware instruction, student research and collaboration, and presentation of work. Ethical use of information and graphics should be incorporated into daily use of the computer technology. Students are expected to abide by the school/district rules and procedures for equipment and internet use.

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