TOOTH AND EYE 3RD TO 5TH GRADE Time: Pre-Visit: 20 minutes Museum Visit: 90 minutes Post-Visit: 20 minutes Supplies: Pictures of Animals Pictures of Skulls Worksheets Pencil Clipboard (Optional) Standards: 3-LS3-2, 3-LS4-2, 3-LS4-3 4-LS1-1 Vocabulary: Adaptation Carnivore Compare Contrast Herbivore Omnivore Prey Predator Survive Vertebrate Concepts: 1. Animals have adaptations that allow them to survive in their habitat. 2. Adaptations are observable on animal skulls. 3. Vertebrates have skeletons and their skeletons are specially adapted to the place that they live. Objectives: 1. Students will know that animals are adapted for survival in their habitat. 2. Students will observe different animal skulls and compare them to one another. 3. Students will hypothesize on what the animals eat and whether they are predator or prey. Outline: 1. In the classroom before visiting the Museum, guide students in a discussion carnivore, herbivore, and omnivores and their tooth types. Also discuss how eye placement on a skull can tell us if an animal is predator or prey. 2. At the Museum students will participate in the Tooth and Eye Dentification program and then explore the skeletons in the museum using the Tooth and Eye scavenger hunt activity. 3. After the visit, in the classroom, students will reflect and review the activity and add to the list of skeletal adaptations. At this time students can also complete the extension activity.
Note to Teachers The materials included in this pre-visit packet is optional. Your students do not need to review this material to participate in our Educational Programs but review of this material is encouraged. Your students do not need to bring anything with them to participate in the educational program. Information will be available to students to refer to during the program at the museum. Information sheets are provided here if you would like to use them in the pre-visit discussion. The museum does not provide copies of the worksheets.
Pre-Visit: In the classroom review the concepts: animals have adaptations that allow them to survive and some adaptations are observable on an animal s skull. Animals can be grouped together by what they eat. The shape of the teeth on a skull can tell you what an animal eats. The placement of an animals eyes can tell you whether the animal is predator or prey. Show students pictures of animals and have them identify them as carnivores, herbivores, or omnivores. Then show students animals next to images of their skulls and have student make observations about the three types of teeth. Record ideas on the Observations Chart. This can be done as a whole class or in small groups that later share their observations with the class. Next, explain how our knowledge of a known animal and its skull can help us understand an unknown animal, one that you only have the skull. Repeat the activity above with unknown skulls. As you go or after completing the list ask students to compare observations they made on the known animals with those that they saw on the unknown animals. Follow these same steps for predator and prey animals. (Eyes in front animal hunts, eyes on side animal hides. A predator will have eyes facing forward, prey will have eyes facing the side.) Museum Visit: At the Museum participate in the Tooth and Eye Detification program, about 45 minutes. Then distribute the worksheet, explain to students they must find examples of carnivores, herbivores and omnivores in the museum. Divide students into small groups with at least one adult chaperone for each group. This activity is to get students to think, there is no one correct answer to each question. If there is extra time, have students go back to their favorite skeleton or skull and have the students explain to their group why it is their favorite. Post-Visit: In the classroom, discuss the answers that the students recorded on their worksheets. Clarify information or ask them to expand on their ideas when needed. Complete the extension activity if time allows or desired. Extension: TOOTH AND EYE 3RD TO 5TH GRADE Have students choose a carnivore, herbivore, omnivore and then have them draw or build an imaginary animal that belongs to that group of animals. Materials collected from nature or scrap supplies can be used to build the new animals.
TOOTH AND EYE 3RD TO 5TH GRADE Vocabulary Adaptation Carnivore Compare Contrast Herbivore Omnivore Predator Prey Survive Vertebrate Invertebrate Definition Features an organism or species has that helps it survive in its environment. Animal that primarily eats meat. (Has canine teeth and sharp cheek teeth) Find the similarity between two things, for example between two skeletons. Find the differences between two things, for example skeletons. Animal that primarily eats plants. (Usually does not have canines, large flat cheek teeth.) Animal that eats both meat and plants. (Has canine teeth, cheek teeth are not as sharp and usually has more teeth than carnivores.) Animal that hunts other animals for food. Eyes in front. Animal that is hunted by other animals for food. Eyes on side. Continue to live or exist, especially in spite of danger or hardship. Any animal that has a backbone or spinal column, including mammals, birds, reptiles, amphibians, and fishes. An animal lacking a backbone including spiders, starfish, butterflies, worms, crabs, etc.
CARNIVORE
HERBIVORE
OMNIVORE
CARNIVORE, HERBIVORE OR OMNIVORE?
Observation Chart: TOOTH AND EYE Observe the pictures of the animals alongside their skull, record observations about the animals teeth below. Name of Animal: Carnivore Observations of Teeth: Name of Animal: Herbivore Observations of Teeth: Name of Animal: Omnivore Observations of Teeth:
1
2
3
TOOTH AND EYE Mystery Skull Observation Chart: Observe the pictures of the mystery skulls, record observations about the animals teeth below. Name of Animal: Carnivore Observations of Teeth: Name of Animal: Herbivore Observations of Teeth: Name of Animal: Omnivore Observations of Teeth:
Tooth Answer Sheet Carnivore Herbivore Omnivore
Predator Prey
Predator Prey
Observation Chart: TOOTH AND EYE Observe the pictures of the animals alongside their skull, record observations about the animals eyes below. Name of Animal: Predator Observations of Eye Placement: Name of Animal: Prey Observations of Eye Placement:
A
B
Omnivore Omnivores will often have eyes that fall in between predator and prey.
Eye Answer Sheet A B Omnivore
TOOTH AND EYE Mystery Skull Observation Chart: Observe the pictures of the mystery skulls, record observations about the animals eyes below. Name of Animal: Predator Observations of Eye Placement: Name of Animal: Prey Observations of Eye Placement:
TOOTH AND EYE Tooth and Eye Scavenger Hunt at the Museum Read the clues and find an animal that fits! In the space provided, name or describe the adaptation that solves the clue and the animal it belongs to. 1. Find a carnivore who lives on land: 2. Find a carnivore who lives in water: 3. Find an herbivore who has antlers: 4. Find an herbivore that is found on a farm: 5. Find an omnivore who lives in Oklahoma: 6. Find the bears, name one that is an omnivore: 7. Find one animal that is a predator: 8. Find one animal that is prey:
TOOTH AND EYE Tooth and Eye Scavenger Hunt at the Museum Read the clues and find an animal that fits! In the space provided, name or describe the adaptation that solves the clue and the animal it belongs to. 1. Find a carnivore who lives on land: Lion Mink Tiger Arctic Fox Mongoose Ferret 2. Find a carnivore who lives in water: Seal Sea Lion Shark Sperm Whale 3. Find an herbivore who has antlers: White Tailed Deer Irish Elk 4. Find an herbivore that is found on a farm: Horse 5. Find an omnivore who lives in Oklahoma: Opossum Skunk Raccoon 6. Find the bears, name one that is an omnivore: Black Bear Spectacled Bear Brown Bear 7. Find one animal that is a predator: Lion Bobcat Tiger Sea Lion 8. Find one animal that is prey: Horse Sheep Deer Llama