This publication contains a detailed list of the birds, mammals, fish, amphibians, reptiles, and invertebrates found in Alaska. Part I lists the species by geographical regions. Part II lists the species by the ecological regions of the state. (CO)

Discusses using amphibians and reptiles as an excellent resource for students to observe and gain an understanding of the process of science. These animals are easy to maintain in the classroom and play important roles in ecosystems as the prey for many birds and mammals and as the predators of various organisms. (SAH)

Lists journal articles and publications dealing with marine mammals. Entries (from the Sawyer Marine Resources Collection) also include references to marine reptiles and fish. (ML)

Reviews the role of interferon, (a nonspecific antiviral protein developed by mammals, birds, a reptile and fish after infection), in recovery from virus infection. (AL)

Young learners are invited to learn about the natural world through engaging activities that encourage the observation, exploration, and appreciation of nature. Weaving together a stimulating tapestry of folktales, personal narratives, and hands-on activities, this book teaches children about the earth and all of its creatures--birds, plants,…

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. The ancestors of reptiles date back to the dinosaurs. After the dinosaurs died out, it was one of the best-adapted species that survived and…

Fragile, ethereal, beautiful, the butterfly is at the same time decidedly strange in appearance. They are without mandibles, unlike most insects, but sport instead a proboscis, sometimes one and a half times their body length, which they use to drink liquids as if through a straw. They have large, compound eyes, tiny nails or claws, and strange…

Outlines New York and federal laws governing the collection of natural materials (plants, animals, birds, reptiles, amphibians, insects, bird nests) for teaching purposes. Notes sources of helpful information and required permits. (MH)

Discusses the preparation of the Reptile and Amphibian exhibition at the American Museum of Natural History. Various steps involved in developing the ten showcases in a six-year period are presented. (SA)

The story from the museum may not be read by visitors, who come with their own knowledge and understanding and read a different story in the animals. The visitors read a story which makes sense to them and builds on what they already know and interests them. Increasingly, robotics models are being used in natural history museums, science centers,…

Several examples of coevolution which can be used in biology classes are presented. Discussed are evolutionary processes in general, giant cacti, and reptile and cacti association. The effects of human interference are briefly described. (CW)

The use of actographs for studying animal activity is discussed. Described are running recorders for rodents, perching and feeding recorders for birds, and tilting box recorders for studying the movement of reptiles, amphibians, and arthropods. (CW)

This is an annotated bibliography for secondary school students. It contains fourteen entries on marine vertebrates, nine entries on birds, twenty-nine entries on mammals, and one on amphibians and reptiles. Some of the entries are fiction. (BB)

In this National Science Teachers Association (NSTA) publication, the advantages of having living things in the classroom are discussed. Also given is a brief description of the facilities and environments required for various common mammals, fish, amphibians, reptiles, and plants. (CP)

Presents a hands-on activity to help primary, intermediate, and advanced students learn about and compare the general characteristics of reptiles and amphibians. Suggests "herp stations" to provide experiences. Details materials, background and procedures necessary for using this activity. (CW)