
Capturing curiosity
Given the breadth of a topic like snakes, it was important to narrow down the project and create a
Creating an authentic learning experience

Acquiring a classroom snake
Seeing the students’ excitement after their first-hand experience with snakes made it clear that we needed to get a snake for our classroom in order to create an authentic learning experience. We were able to borrow a corn snake (Harold) from a community member for the duration of our project. Having Harold in the classroom fueled our students’ interest throughout the project, allowing them to observe the everyday behavior of a snake (even eating!) and understand what was involved in owning and caring for a reptile.
Researching snakes
In order to really understand the fear humans commonly attach to snakes, it was important that our students widen their understanding of snakes in general. As a classroom, we came up with eight questions that all together would give us a broader understanding. Students were paired to research and answer their questions.
Collecting data
To complement our research, we also devised a survey that we administered to our immediate school community. With the results gathered in the survey, students now had powerful qualitative data to help inform their conclusion.
Presenting their findings
Using examples and supporting details from their observations, research and survey data, students were asked to write an opinion essay explaining whether or not they believe snakes deserve to be feared by humans. So do they? Based on the students’ discoveries, it appears that the answer wavers depending on age — overall children fear snakes less than adults. More profound perhaps, is the final lesson learned from all of these students’ scaly sleuthing: “Once you learn about something, you become less afraid of it.” We couldn’t agree more!Since finishing this project, several students have taken up the hobby of catching backyard garter snakes and some have even adopted snakes or reptiles as their own pets!