The relationship between crocodiles and humans has been one of fear, fascination, and reverence. Crocodiles have been the focus of legends, songs, and art, as well as being hunted for the use of their skins and as a food source. Extensive hunting of the crocodile has resulted in the disappearance of the supersize croc. In this lesson students will examine how different cultures view the crocodile, write about a real-life event from multiple perspectives, and reflect on the possibilities that the supersize croc will make a re-appearance in the next twenty years.

Grade Level: Grades 9-12

Subject Areas: Science, Language Arts

Learning Objectives

Students will be able to do the following:

• analyze and write about an event from multiple perspectives.
• conduct research and analyze information in order to formulate a prediction.

Materials:

• Computers with Internet access
• The video of the episode “Supersize Crocs”
• “Crocodiles FAQ” handout (PDF)
• “Crocodiles Eat Dozen People in Lake Victoria in Uganda” article from the Xinhua News Agency website (PDF)
• “Crocodile News Report” organizer
• “Crocodile News Report” rubric (PDF)
• “Crocodile Information” organizer (PDF)

Bookmark the following sites:

Florida Museum of Natural History
http://www.flmnh.ufl.edu/cnhc/cbd-faq.htm
This site contains facts and questions about crocodiles.

One World Magazine
http://www.oneworldmagazine.org/tales/crocs/cinder.html
This site contains an Indonesian version of the Cinderella story entitled “Cinderella Crocodile.”

The following websites contain information for crocodile research purposes:

Crocodilians Natural History and Conservation
http://crocodilian.com/

The Paleosuchus Page
http://crocodilian.com/paleosuchus/

Queen’s Land Park and Wildlife Service
http://www.epa.qld.gov.au/nature_conservation/wildlife/native_animals/living_with_wildlife/crocodiles/

STANDARDS

www.mcrel.org

Language Arts
Level III [Grade 9-12] 

Writing

Standard 1. Uses the general skills and strategies of the writing process

5. Uses strategies to address writing to different audiences (e.g., includes explanations and definitions according to the audience’s background, age, or knowledge of the topic, adjusts formality of style, considers interests of potential readers)

6. Uses strategies to adapt writing for different purposes (e.g., to explain, inform, analyze, entertain, reflect, persuade)

7. Writes expository compositions (e.g., synthesizes and organizes information from first- and second-hand sources, including books, magazines, computer data banks, and the community; uses a variety of techniques to develop the main idea [names, describes, or differentiates parts; compares or contrasts; examines the history of a subject; cites an anecdote to provide an example; illustrates through a scenario; provides interesting facts about the subject]; distinguishes relative importance of facts, data, and ideas; uses appropriate technical terms and notations)

Life Sciences

Standard 6. Understands relationships among organisms and their physical environment

1. Knows how the interrelationships and interdependencies among organisms generate stable ecosystems that fluctuate around a state of rough equilibrium for hundreds or thousands of years (e.g., growth of a population is held in check by environmental factors such as depletion of food or nesting sites, increased loss due to larger numbers of predators or parasites)

5. Knows ways in which humans can alter the equilibrium of ecosystems, causing potentially irreversible effects (e.g., human population growth, technology, and consumption; human destruction of habitats through direct harvesting, pollution, and atmospheric changes)

Crocodiles have roamed the earth for millions of years. Differing little from their prehistoric ancestors, they have survived everything from the ice ages to poaching. In this lesson, students will examine the similarities between crocodiles and humans as they compare and contrast skeletal structure, height ratios and body parts.

Grade Level: Grades 6-8

Subject Areas: Science, Math

Learning Objectives

Students will be able to do the following:

• compare the skeletal structure of supersize crocodiles to humans.
• analyze the similar internal structures of humans and crocodiles.
• use ratio to estimate the height of a person.
• use visualization, spatial reasoning, and geometric modeling to create a supersize croc image.

Materials:

• Computer with Internet access
• The video of the episode “Supersize Crocs”  
• “Compare the Facts” worksheet (PDF)
• “How do Supersize Crocs Measure Up?” organizer (PDF)
• “Crocodile and Human Comparison” Venn diagram (PDF)
• Tape measure (one for each group of students)
• Rulers: one per student
• Yardsticks: several
• 18×24 piece of paper: one per student

Bookmark the following sites:

Super Croc website
http://www.supercroc.org/about.htm
This website contain facts about the Sarcosuchus imperator.

Museum of Natural History
http://www.flmnh.ufl.edu/natsci/herpetology/crocs/crocodilephotos.htm
This website contains a large selection of crocodile photographs.

STANDARDS

www.mcrel.org

Math
Level III [Grade 6-8]

Standard 2. Understands and applies basic and advanced properties of the concepts of numbers

7. Understands the concepts of ratio, proportion, and percent and the relationships among them

Standard 3. Uses basic and advanced procedures while performing the processes of computation

6. Uses proportional reasoning to solve mathematical and real-world problems (e.g., involving equivalent fractions, equal ratios, constant rate of change, proportions, percents)

Standard 5. Understands and applies basic and advanced properties of the concepts of geometry

6. Understands the mathematical concepts of similarity (e.g., scale, proportion, growth rates) and congruency

Science
Level III [Grade 6-8]

Standard 5. Understands the structure and function of cells and organisms

4. Knows that multicellular organisms have a variety of specialized cells, tissues, organs, and organ systems that perform specialized functions (e.g., digestion, respiration, reproduction, circulation, excretion, movement, control and coordination, protection from disease)

Standard 7. Understands biological evolution and the diversity of life

4. Knows evidence that supports the idea that there is unity among organisms despite the fact that some species look very different (e.g., similarity of internal structures in different organisms, similarity of chemical processes in different organisms, evidence of common ancestry)