Supersize Crocs: Are They Gone for Good?
Overview

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:

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)

 

  • http://orderwatchesonline.infoaye.com Ellis Kozan

    Good…I mean, Great Read!

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