North
American
Mammals
HALL OF
EDUCATOR’S GUIDE
amnh.org/education/na_mammals
INSIDE:
• Suggestions to Help You Come Prepared
• Essential Questions for Student Inquiry
• Strategies for Teaching in the Exhibition
• Map of the Exhibition
• Online Resources for the Classroom
• Correlation to Standards
• Glossary
Featuring
Carnivorans
Essential QUESTIONS
More than 25 Museum expeditions across this continent produced the specimens displayed in this hall’s magnificent
dioramas. Many belong to the order of mammals called Carnivora (carnivorans), one of the most diverse orders
within the mammal group. Use the Essential Questions below to connect the dioramas to your curriculum.
What is a mammal?
You might have grown up thinking that all mammals share
certain traits, like fur and giving birth to live young, and
most living mammals do. But what defines this diverse
group of animals is that they all are descended from a common ancestor shared with no other living animals. Because
of this common ancestor (and unlike other vertebrates),
all mammals have three middle ear bones. The group is
divided into over 20 orders, which include Primates (e.g.
humans), Rodentia (e.g. squirrels and voles), Artiodactyla
(e.g. moose and bison), and Carnivora (e.g. dogs and cats).
What is a carnivoran?
While you might think that Carnivora means “meat-eater,”
this isn’t true! The ecological term for a meat-eating animal
is carnivore, which is a bit confusing. But while most
carnivorans eat mainly meat, Carnivora is one of the
major orders of placental mammals and one of the most
diverse. Some carnivorans eat both meat and plants—and
a few, like the giant panda, subsist almost entirely on
plants. Carnivora is divided into two main groups based on
relationships. The Feliformia are typically “cat-like” and
include cats, hyenas, and mongooses, while Caniformia
are the more “dog-like” species, such as bears, badgers,
and skunks. There are over 270 living species of carnivorans, ranging in size from the 50-gram (1.5 ounce) least
weasel to the southern elephant seal, which can weigh up
to 4,000 kilograms (8,800 pounds). Carnivorans do just
about everything that other mammals do except fly. They
live in water (seals), form complex social groups (wolves),
climb trees (raccoons), and can be found in a every kind of
habitat, from tundra to desert.
How do carnivorans differ from other
mammals?
Because they share a common ancestor, carnivorans all
share particular traits that are found in no other groups of
mammals, such as certain features of bones in the limbs
and ear region, and—most importantly—special, bladelike
teeth called carnassials. When carnivorans bite, these
elongated blades shear past each other, slicing like scissors. This ability to shred meat allows them to digest their
food more easily. Some carnivorans retain complicated
molars, allowing them to grind food like seeds or plants,
while others have no teeth behind their carnassials.
Despite their shared characteristics, carnivorans can
look radically different from each other.
How have traits of the Carnivora helped
the order survive and diversify?
As environments change over time, living things must
respond by migrating, adapting, or sometimes going
extinct. Different traits are favored in different habitats
and are passed on to future generations. For example,
carnivorans take care of their young until they are old
enough to hunt, which helps them live to adulthood.
Also, the diversity of their teeth has helped carnivorans
adapt to more habitats
than other orders of
mammals. Primitive
carnivorans had teeth
with both shearing
and grinding surfaces.
Over time, the shearing capability was
enhanced or reduced in
different species. The
shear diminished in the
fruit-eating kinkajou,
for example, while cats
evolved teeth specialized for shearing at the
expense of their grinding surfaces. This can
put animals at a
disadvantage when the
kinkajou
environment changes.
That’s why lions and tigers didn’t survive North America’s
last ice age, unlike bears and wolves, whose teeth allowed
them to eat more kinds of food.
How do scientists study carnivorans?
Scientists observe mammals like carnivorans in their
environments, and analyze modern and fossil specimens
back in the laboratory. They look for differences and
similarities in specific features, such as fur color or the
shape of bone, that were inherited from a common ancestor. Scientists also extract DNA and compare genetic
information across species. This can be combined with
morphological observations to determine how different
Carnivora are related. This helps scientists answer questions about their evolution, such as how members of the
order adapted to different environments, how large brains
evolved multiple times across different groups, or how
body size has changed over time.
Glossary
Come Prepared
carnassials: a pair of bladelike teeth that are
unique to carnivorans. The last premolar in the
upper jaw has an elongated blade, which shears
past a similar one on the first lower molar like
scissors. Molars typically are the flat, grinding
teeth at the back of a mammal’s mouth, and
premolars are the teeth between them and the
pointed canines.
Plan your visit. For information about reservations, transportation, and lunchrooms, visit amnh.org/education/plan.
carnivorans: members of a diverse order of
placental mammals, the Carnivora. The majority
have large, sharp teeth and powerful jaws, and
prey on other animals.
carnivore: an ecological term for any meat-eating animal, including non-carnivorans such as
dolphins and non-mammals such as crocodiles.
Caniformia: one of two major sub-groups—
the more “dog-like”—in the order Carnivora.
Caniformia include bears, dogs, raccoons, seals,
sea lions, skunks, walruses, and weasels.
desert: an area with little rainfall. Deserts can
be hot, like the Sahara, or cold, like Antarctica.
Feliformia: one of two major sub-groups—
the more “cat-like”—in the order Carnivora.
Feliformia include cats, civets, hyenas, and
mongooses.
morphological: based on physical form, both
exterior (shape, color, pattern) and internal
(bones and organs). A morphological feature of
your hand is that it has five sets of finger bones.
order: a principal category in the classification
of organisms, ranking below class (e.g. Mammalia, or mammals) and above family (e.g. Ursidae,
or bears)
placental: having a placenta, an organ that
nourishes a growing fetus in live-young-bearing
mammals. Most modern mammals are
placentals.
tundra: a vast, treeless, polar desert
vertebrates: animals that have backbones.
This large group contains seven classes, including mammals, birds, reptiles, amphibians,
and fishes.
Read the Essential Questions in this guide to see how the
dioramas in the Hall of North American Mammals connect to
your curriculum. Identify the key points that you’d like your
students to learn from the exhibition.
Review the Teaching in the Exhibition section of this guide
for an advance look at the dioramas that you and your class
will be encountering.
Plan how you will use the student worksheets. Designed for
use before, during, and after your visit, these activities focus
on themes that correlate to the NYS Science Core Curriculum:
• Mammals & Their Features (grades 3–5)
• Mammals & Their Environments (grades 6–8)
• Carnivorans: Similarities & Differences (grades 9–12)
Decide how your students will explore the Hall of North
American Mammals. Suggestions include:
• You and your chaperones can facilitate the visit using the
Teaching in the Exhibition section of this guide.
• Your students can use the student worksheets to explore
the exhibition on their own or in small groups.
• Students, individually or in groups, can use copies of the
map to choose their own paths.
Correlations to Standards
Your visit to the Hall of North American Mammals can be
correlated to the national standards listed below.
National Science Education Standards
All Grades • A1: Abilities necessary to do scientific inquiry
K–4 • C1: The characteristics of organisms • C3: Organisms
and environments • F4: Changes in environments
5–8 • C1: Structure and function in living systems
• C3: Regulation and behavior • C4: Populations and
ecosystems • C5: Diversity and adaptations of organisms
• F2: Populations, resources, and environments
9–12 • C3: Biological evolution • C4: Interdependence of
organisms • C6: Behavior of organisms • F2: Population
growth • F5: Natural and human-induced hazards
Teaching in the EXHIBITION
As you walk through the Hall of North American Mammals, you’ll see breathtaking dioramas that capture every
detail of places exactly as they looked when the animals were collected. Most of the mammals in the hall are
carnivorans, and we’ve selected ten of them for the Guided Explorations below.
1 Alaska Brown Bear (Ursus arctos)
Family: Ursidae (Caniformia)
Environment: Canoe Bay, Alaska Peninsula
One of the largest living carnivorans, the Alaska Brown
Bear’s size is related to its rich food supply: abundant
salmon in the summer and plentiful vegetable food in the
spring and fall. They are omnivorous—they eat both plants
and other animals.
GUIDED EXPLORATION: Posture & Food Supply
Encourage students to think about the bears’ postures and
their food supply. Ask:
• What do you think the bears are looking at?
(Answer: The standing bear is in alert pose. It might have
spotted another animal. The bear on all fours is looking at
its prey.)
• Think of how a dog or cat stands. How is this bear’s
posture different?
(Answers: The bear is standing upright, with its hind feet
flat on the ground.)
• What feature enables bears to stand upright?
(Answers: Like humans, and the ancestors of carnivorans,
bears stand on the whole foot, not on just the toes, like
cats and dogs. The larger surface supports their weight
better.)
• What is the evidence that their Alaskan habitat can
provide abundant food for the bear?
(Answer: Very large animals like bears require many
sources of nutrition. The river is most likely a good source
of fish, and the surrounding vegetation provides fruits,
nuts, and other edible plant material.)
2 Mountain Lion (Puma concolor)
Family: Felidae (Feliformia)
Environment: Grand Canyon, Arizona
This large cat is also known as the cougar, puma, or
panther. In North America, mountain lions range from
Western Canada to Central America. Their chief prey is
deer, although they also hunt rabbits, mountain sheep, and
domestic livestock. Mountain lions are feliforms (cat-like).
GUIDED EXPLORATION: Physical Form & Hunting
Methods
Invite students to compare the mountain lion to another
carnivoran, the Alaska brown bear, and explore how they
move and what they eat. Ask:
• Look at the body types of the mountain lion and the
Alaska brown bear. How are they alike? How are they
different? What do their body types suggest about how
they move?
(Answers will vary. While there are many differences
between the two animals, such as coat color, length of
tails, ear shape, etc, make sure the students think about
how the mountain lion is much slimmer and seems lighter
on its feet.)
• The ranges of these two animals can overlap. Do you
think the mountain lion and bear compete for food like
deer?
(Answer: It’s unlikely. A bear will attack a baby deer, but
adults are too swift and agile for the lumbering bears.
However, the slim mountain lion routinely succeeds in
catching adult deer.)
Teaching in the EXHIBITION cont’d
3 Jaguar (Panthera onca)
Family: Felidae (Feliformia)
Environment: Box Canyon, Mexico
Good climbers in spite of their size, jaguars live chiefly in
dense rainforests and will attack their prey (mostly large
and medium-sized animals) from trees. Mountain lions are
more likely to chase their prey over longer distances.
GUIDED EXPLORATION: Physical Form & Hunting
Methods
Have students compare the physical features and hunting
patterns of the jaguar and the mountain lion. Ask:
• What physical differences do you note in the two big cats?
(Answers will vary. There are many differences, but the
jaguar is much more muscular than the mountain lion,
which means it is stronger but not as fast.)
• The jaguar and the mountain lion are both ambush
predators. How do you think they hunt, and what do you
think they eat?
(Answer: Ambush predators hunt by hiding motionless,
waiting for the prey to come within striking distance, and
then attacking. Both the jaguar and the mountain lion
feed on medium-sized animals such as deer.)
• These two big cats can share a habitat. When their ranges
overlap, how do you think their hunting patterns might
change?
(Answer: When the ranges overlap, the more powerful
jaguar is able to hunt larger animals so the mountain lion
adapts by eating smaller prey.)
4 Lynx (Lynx canadensis)
Family: Felidae (Feliformia)
Environment: Mount Albert, Quebec
The Canada Lynx lives exclusively in northern forests—it is
both well adapted to and solely dependent on this type of
habitat. This one is hunting a hare, its primary food source,
although lynxes will also feed on other small mammals,
birds, and even deer and foxes.
GUIDED EXPLORATION : Adaptation to Environment
& Food Supply
Invite students to examine the thick fur of the lynx and to
explore how it is adapted to its environment. Ask:
• The lynx is closely related to the jaguar and the mountain
lion. Look closely at the lynx’s fur. How does it compare to
the coats of the other big cats you observed?
(Answer: All of these cats have similar fur, but the lynx’s
fur is relatively longer and denser.)
• How do the lynx’s features help it survive in this habitat?
(Answer: The lynx is well adapted to its life on a snowy
Canadian mountain. Its soft and thick fur keeps it warm,
and its large feet with fur-padded soles form a broad
surface for traveling across snow.)
• What do you think the lynx preys on? (Help students find
the hare hiding under the bush on the left.)
(Answer: Small animals such as hares, foxes, and birds.
The Varying Hare is the main food of the Canada Lynx.)
• How might lynx populations and hare populations be
linked? What would happen if the hare population
decreased?
(Answer: If the hare population decreases, so does the
lynx’s, unless these cats can find new sources of food.)
• What other factors do you think might influence the
population of the lynx?
(Answers may include: habitat destruction, competition
for prey from other predators such as the mountain lion,
being hunted by other animals, and the amount of
vegetation available for hares to eat.)
Teaching in the EXHIBITION cont’d
5 Wolf (Canis lupus)
Family: Canidae (Caniformia)
Environment: Gunflint Lake, Minnesota
The wolf once ranged over most of North America, but
as Europeans colonized the continent, they trapped and
hunted it to the point of scarcity. Since the bison population has all but disappeared, deer now form an important
part of the wolf’s diet. Wolves also may eat domesticated
livestock.
GUIDED EXPLORATION: Environmental Change
Have students examine the factors that contributed to the
decline of the wolf population. Ask:
• How are wolves typically portrayed in stories (e.g. Little
Red Riding Hood, Three Little Pigs)?
(Answers may include: Wolves are often portrayed as
scary animals that attack and kill. The same features that
make wolves such effective predators—large size, strong
teeth and jaws, speed, pack behavior, etc.—can be frightening to humans.)
• Humans rarely eat wolf meat. So why do you think
humans hunt and kill wolves?
(Answers may include: Humans and wolves often share
the same habitat. Humans typically kill wolves to protect
their livestock, and may also fear being attacked
themselves.)
• The wolf is now scarce in most parts of the United States.
Do you think this carnivoran should be protected? Why or
why not?
(Answers will vary. Tell students that the wolf is a top
predator important in ecosystems and is listed on the
U.S. Endangered Species List.)
6 Coyote (Canis latrans)
Family: Canidae (Caniformia)
Environment: Yosemite Valley, California
Coyotes are close relatives of wolves but much smaller and
more solitary. They eat jack rabbits and rodents like prairie
dogs, but will eat larger animals like deer if available.
GUIDED EXPLORATION: Competition for Resources
Have students compare and contrast the coyote and the
wolf, and to explore the success of the coyote population.
Ask:
• What characteristics do coyotes and wolves share?
How do they differ?
(Answers many include: Both mammals are dog-like
carnivorans and they look quite alike, although wolves are
larger and much more muscular.)
• While both animals chase down their prey, coyotes are
more solitary while wolves live and hunt in packs. If the
coyote and the wolf share a habitat, how do you think the
overlapping range would affect their hunting patterns?
(Answer: Because wolves are larger and hunt in packs,
they prey upon larger animals such as deer. Coyotes
tend to eat smaller animals such as rabbits and rodents.
However, coyotes will hunt deer if there are no wolves to
compete with.)
• Unlike wolves, coyotes have increased in number since
the 1700s. What do you think might explain this?
(Answer: The coyote is not hunted by humans as much
as wolves are. The coyote population also benefits from
the absence of its key competitor, the wolf. Also, because
the coyote is a solitary animal, its presence can go largely
undetected.)
Teaching in the EXHIBITION cont’d
7 Spotted Skunk (Spilogale putorius)
& Cacomistle (Bassariscus sumichrasti)
Family: Mephitidae & Procyonidae (Caniformia)
Environment: Ship Rock, New Mexico
Smaller and more active than its more familiar striped relative, the spotted skunk will rear up on its front feet when
it feels threatened (as this one is doing) and spray smelly
musk oil in the direction of its attacker. The cacomistle, a
nocturnal, omnivorous carnivoran, is closely related to the
raccoon and tends to hunt small mammals such as mice.
GUIDED EXPLORATION: Defensive Behavior
Invite students to explore the relationship between the two
mammals in this diorama. Ask:
• What do skunks eat? What about cacomistles?
(Answer: The skunk’s diet consists chiefly of insects,
but it also preys on birds, their eggs, reptiles, and small
mammals. The cacomistle has a similar diet, but also eats
fruits and other plant matter.)
• What adaptations do skunks possess to ward off
predators?
(Answer: Skunks can spray foul-smelling musk very
accurately, but they don’t have to resort to this tactic
every time they’re threatened. Their distinct coloration
and their unusual pre-spray posture are warning signs,
enabling skunks to scare off potential threats without
having to expend energy on spraying.)
• The cacomistle is not a known predator of the skunk.
What do you think might have provoked the skunk’s
response to the cacomistle?
(Answers may
include: While the
cacomistle probably
would not attack
the skunk, which is
much larger than
its normal prey,
the skunk wants to
ensure that there
will be no incident.
It may also be
protecting young
skunks hidden
nearby.)
8 Short-Tailed Weasel (Mustela nivalis)
Family: Mustelidae (Caniformia)
Environment: Mount Katahdin, Maine
This weasel is one of the smallest carnivorans. An aggressive animal and fierce hunter, its main prey is small rodents
such as the vole, but it also eats berries and other plant
material. Despite the size difference, the weasel is more
closely related to a bear than a bear is to the big cats
in this hall. Both the weasel and the bear belong to the
Caniformia group.
GUIDED EXPLORATION:
Physical Form & Hunting Methods
Invite students to explore the postures
of the weasel and the vole. Ask:
• What do you think the weasel is
looking at? Why? (Answer: It is looking at the vole.)
• Think about the weasel’s small size. What does this
enable it to do?
(Answers may include: The weasel can easily follow small
animals like the vole into tunnels and burrows. It also requires much less food than larger animals such as bears
or big cats, which could never survive on a diet of voles.)
9 Badger (Taxidea taxus)
Family: Mustelidae (Caniformia)
Environment: Jackson Hole, Wyoming
In the same family as the weasel, the badger hunts
burrow-dwelling animals like ground squirrels and prairie
dogs. It lives in extensive underground dens and can dig
astonishingly fast.
GUIDED EXPLORATION:
Physical Form & Hunting Methods
Badgers and coyotes both hunt
rodents, but in very different ways.
Have students compare the advantages and disadvantages of stalking
prey in open country versus pursuing it underground. Ask:
• What features allow badgers to hunt underground
successfully?
(Answer: Its large claws and powerful short arms enable
the badger to dig and pursue animals that have taken
shelter in their home tunnels.)
• Badgers and coyotes both hunt rodents. Which predator
do you think would have a better chance of catching field
mice?
(Answer: This depends on where the field mice are. The
same features that make the stout badgers great diggers
make them slow above ground. The long limbs of the coyote enable it to chase and catch its prey in open country.)
Online RESOURCES
Dioramas
amnh.org/dioramas/
Explore these renowned and beloved exhibits at the Museum. With precise
depictions of geographical locations and the careful, anatomically correct
mounting of specimens, these stunning dioramas are windows onto a world
of animals, their behavior, and their habitats.
Extreme Mammals Exhibition
amnh.org/extrememammals
Check out the biggest, smallest, and most amazing mammals of all time. Find
out what makes a mammal a mammal, and trace the ancestry and evolution of
this remarkable group of animals.
Moving Mammals
MAMMAL
FACTS
• There are more than 5,400
species of mammals living
today.
• Some mammals are hairless,
like the river dolphin, while a
few others, like the echidna,
or spiny anteater, lay eggs.
amnh.org/ology/movingmammals
Walk, hop, gallop, swim, glide, burrow, and even swing from trees. Explore this
interactive to see how fast, and slow, mammals can move.
Mammal Flipbooks
amnh.org/ology/mammal_flipbooks
With more than 5,400 species, mammals move in all kinds of ways. Create
flipbooks to see six mammals in action.
Super Teeth
amnh.org/ology/superteeth
Mammal teeth are specialized for their diets. Use the matching game and
coloring book to explore the four types of mammal teeth: incisors, canines,
premolars, and molars.
In Pictures: Extreme Mammals
amnh.org/ology/pics_extrememammals
From the extinct Cynognathus and Repenomamus to the plant-eating dugongs
and manatees, explore some of Earth’s most unusual mammals.
• Some living groups of
carnivorans, such as dogs,
have both slicing and grinding teeth. That’s why dog
food contains vegetables
and grain as well as meat.
• The ancestors of many
Carnivora were many times
larger — or smaller — than
their living relatives.
• Carnivorans have special,
bladelike teeth called
carnassials. When these
mammals bite, their teeth
shear past each other,
slicing like scissors!
Wallace Wing of Mammals and Their Extinct Relatives
amnh.org/exhibitions/permanent/fossilhalls/virtualtours/
Take a virtual tour of the Halls of Primitive Mammals and Advanced Mammals.
CREDITS
Photo Credits
This material is based upon work supported by the National Science Foundation under
Grant Nos. DEB-0629811 and DEB-0614098.
All diorama photos, coyote skull, and range
maps, © American Museum of Natural History.
Kinkajou, © Stockbyte/AGE Fotostock.
Illustrations of wolf, brown bear, and otter teeth,
courtesy of R. Pocock. Illustration of lion teeth,
courtesy of H. F. Osborne.
© 2010 American Museum of Natural History. All rights reserved.
Hall of North American Mammals
As you walk through the Hall of North American Mammals, you’ll see breathtaking dioramas that capture every
detail of places exactly as they looked when the animals were collected. More than 25 Museum expeditions across
this continent produced the specimens displayed in these dioramas.
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© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
Carnivoran CARNASSIALS
Carnivorans all share particular traits that are found in no other group of mammals—most
importantly, a special pair of bladelike teeth called carnassials. The last premolar in the upper
jaw has an elongated blade, which shears past a similar one on the first lower molar like
scissors. Molars are typically the flat, grinding teeth at the back of a mammal’s mouth, and
premolars are the teeth between them and the pointed canines.
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Skull of Coyote (Canis latrans)
When carnivorans bite, these elongated blades shear past each other, slicing like scissors. This ability to shred
meat allows them to digest their food more easily.
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
Carnivora FAMILY TREE
Scientists create diagrams called cladograms to show how species are related. Like a family tree, a cladogram such
as the one below shows close and distant relatives.
The class Mammalia is divided into over 20 orders, one of which is Carnivora. Wherever they’re found, all carnivorans—from
the jaguar to the weasel—are related because they all share a common ancestor. This distinct group of placental mammals
share certain traits such as bladelike teeth called carnassials.
The order Carnivora is divided into two suborders: the
catlike Feliformia and the doglike Caniformia. The suborders
are further divided into families such as Felidae, Canidae,
and Ursidae. Today there are over 270 living species of
carnivorans, ten of which are pictured here.
Nandinia
Felidae
Feliformia
Felidae
Jaguar
Panthera onca
Mountain Lion
Puma concolor
Lynx
Lynx canadensis
Canidae
Viverridae
Carnivora
Hyaenidae
Herpestidae
Malagasy
Carnivora
Wolf
Canis lupus
Coyote
Canis latrans
Ursidae
Canidae
Ursidae
Caniformia
Alaska Brown Bear
Ursus arctos
Pinnipedia
Arctoidea
Mephitidae
Procyonidae
Ailurus
Mephitidae
Musteloidea
Procyonidae
Spotted Skunk
Spilogale putorius
Cacomistle
Bassariscus sumichrasti
Mustelidae
Mustelidae
Short-Tailed Weasel
Mustela nivalis
© 2010 American Museum of Natural History. All rights reserved.
Badger
Taxidea taxus
amnh.org/dioramas
HALL OF
North American Mammals
Activities for Grades 3-5
Explore Mammals & Their Features
OVERVIEW
New York State Science Curriculum
Students will observe physical features and explore how mammals
are adapted to their environments.
LE 3.1c In order to survive in their
environment, plants and animals must
be adapted to that environment.
BACKGROUND FOR EDUCATOR
Mammals can be found in every kind of environment, from snow-capped mountains to the hottest desert.
Their physical features enable them to adapt to and survive in their environment. For example, carnivorous
mammals such as the jaguar and the badger use their bladelike teeth and sharp claws to hunt prey. The
lynx’s thick fur keeps it warm on the Canadian mountains and the skunk can ward off predators with its
spray of musk oil.
BEFORE YOUR VISIT
Activity: Mammal Adaptations
Show students a picture of a cat and/or a dog. Have them observe
the mammal and make a list of the body parts, or features (e.g. eyes,
fur, teeth, legs). Then ask students to think about how each feature
would help the animal survive if it lived in the wild.
(Answers may include: The cat’s claws would help it catch prey, such
as birds.)
Point out to students that both cats and dogs are mammals. They
are also carnivores—animals that eat meat. Tell students that at the
Museum, they will observe much bigger cats and dogs, such as
jaguars and wolves, which live in different parts of North America.
Plan how your students will
explore the Hall of North American
Mammals using the student
worksheets. You might choose to
divide your class into nine groups.
Within each group, you may also
choose to have students work in pairs.
Distribute copies of the student
worksheets to students before coming to the Museum. You may want to
review the worksheets with them (and
their chaperones) to make sure they
understand the activity before
entering the hall.
DURING YOUR VISIT
Hall of North American Mammals
1st floor (30–45 minutes)
Have students use the student worksheets to explore mammals and how they’re adapted to their habitats.
Divide your class into nine groups and assign each group to one of the nine dioramas featured in the
Teaching in the Exhibition section: (1) Alaska Brown Bear, (2) Mountain Lion, (3) Jaguar, (4) Canada Lynx,
(5) Wolf, (6) Coyote, (7) Spotted Skunk & Cacomistle, (8) Short-Tailed Weasel, (9) Badger. When groups have
completed their observations of the first diorama, direct each group to visit a second diorama that displays
a very different environment (for example, the Alaska Brown Bear group might want to pick a diorama with
a desert or forest scene). It is important that all students within the group visit the same second diorama.
Milstein Hall of Ocean Life
1st floor (20-30 minutes)
On the Lower Level of this hall, have students explore the polar bear diorama and elephant seal diorama.
Invite students to observe physical features, such as ears, feet, tails, and fur. Ask them to think about why
the seal can live in water and swim so much better than the polar bear. (Answers may include: The seal’s
webbed feet enable them to easily propel water.)
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
Activities for Grades 3-5
BACK IN THE CLASSROOM
Activity: Mammals & Their Environments
Have students work in the same groups as at the Museum. Ask them to review Sections 1 and 2 of their
worksheets and combine their data from the first two columns of the table to create a group list of
(1) features and (2) how each feature helps the mammal survive in its environment.
Then create a class list, and have students point out features that all these mammals share. Point out to
students that the mammals they observed have two different types of adaptations: (1) adaptations that
help them find food and (2) adaptations that help them survive the environment. For example, sharp claws
and teeth are features that will help any mammal find food, and these features are shared by most of these
mammals. Other features, such as coat length, vary from habitat to habitat, even if the mammals are hunting similar prey.
Then have students discuss Section 4 of their worksheets and combine their data from the third column of
the table. Ask students to discuss what happened when they imagined the mammal moving to a different
environment. (Be sure to tell students that while mammals aren’t going to suddenly swap environments,
their environments may change due to factors such as habitat destruction or climate change.) Help students understand that adaptations that are suitable for some environment may or may not be suitable for
other environments. For example, the lynx’s heavy fur coat would not work in the mountain lion’s desert.
But sharp claws would help in any environment because they’re all predators. Ask:
• What features help your mammal survive in its environment?
(Answers may include: It uses its claws to catch and kill prey. Its fur keeps it warm.)
• What features do you think would work in any environment? Why?
(Answers may include: Sharp claws would help in any environment because the mammal is a predator.)
• What features are really specific to its environment? Why?
(Answers may include: The lynx’s heavy fur coat might not work in the mountain lion’s desert.)
ONLINE RESOURCES
Moving Mammals
amnh.org/ology/movingmammals
Walk, hop, gallop, swim, glide, burrow, and even swing from trees. Explore this interactive to see how fast,
and slow, mammals can move.
Super Teeth
amnh.org/ology/superteeth
Explore mammals’ teeth with this matching game and coloring book.
Mammal Flipbooks
amnh.org/ology/mammal_flipbooks
Create six flipbooks that show how mammals move.
In Pictures: Extreme Mammals
amnh.org/ology/pics_extrememammals
From the extinct Cynognathus and Repenomamus to the plant-eating dugongs and manatees, explore some
of Earth’s most unusual mammals.
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
STUDENT WORKSHEET
Grades 3-5
Explore Mammals & Their Features
Welcome to the American Museum of Natural History! Today you will explore mammals that live in
different environments in North America.
1. Pick a mammal from the list. These are all carnivores (meat-eaters).
Alaska Brown Bear
Jaguar
Short-Tailed Weasel
Badger
Lynx
Spotted Skunk & Cacomistle
Coyote
Mountain Lion
Wolf
Observe this carnivore and draw it in the box.
Describe its environment.
What animals do you think
it eats?
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
Grades 3-5
North American Mammals
2. What features help this mammal survive? For example, what features help it hunt and eat?
Protect itself from other animals? Not get too hot or too cold?
Fill in the first two columns below. (You will complete the 3rd column later.)
Feature
How does this feature help the
animal survive?
How will this feature work in a very
different environment?
3. Label the features from the chart in your drawing.
4. Next, go to a different diorama that shows a very different environment.
Diorama:
Name of Environment:
Compare the two environments.
What’s the same?
What’s different?
Imagine that your animal lived in this new environment. Would it be harder or easier to survive
there? Why?
Would the features you listed in your chart help it or hinder it in this new environment? Fill in the
third column of the chart.
Do you think your animal would be able to find its normal prey? How would what it eats have to
change?
Would it have to change its behavior in any way to survive in the new environment? How?
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
STUDENT WORKSHEET
Explore Mammals & Their Features
Grades 3-5
ANSWER KEY
Welcome to the American Museum of Natural History! Today you will explore mammals that live in
different environments in North America.
1. Pick a mammal from the list. These are all carnivores (meat-eaters).
Alaska Brown Bear
Jaguar
Short-Tailed Weasel
Badger
Lynx
Spotted Skunk & Cacomistle
Coyote
X
Wolf
Mountain Lion
(Sample Answer)
Observe this carnivore and draw it in the box.
Describe its environment.
(Sample Answer: It lives in the
Grand Canyon. It’s dry and rocky,
with very few plants.)
What animals do you think
it eats?
(Sample Answer: It eats animals
such as deer and rabbits.)
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
Grades 3-5
North American Mammals
ANSWER KEY
2. What features help this mammal survive? For example, what
features help it hunt and eat? Protect itself from other animals? Not get too hot or too cold?
Fill in the first two columns below. (You will complete the 3rd column later.)
Feature
How does this feature help the
animal survive?
(Sample answer: claws)
(Sample answer: It uses its claws to
catch and kill prey.)
(Sample answer: fur)
(Sample answer: Its fur keeps it warm.)
How will this feature work in a very
different environment?
(Sample: It would still use its claws to
hunt prey.)
(Sample: Its fur is too short and can’t
keep it warm on the snowy mountain
3. Label the features from the chart in your drawing.
4. Next, go to a different diorama that shows a very different environment.
(Sample answer: Musk Ox)
Diorama:
Name of Environment: (Sample answer: Ellesmere Island,
Canada)
Compare the two environments.
What’s the same?
(Sample answer: Both environments are rocky and
mountainous, with both high and low elevations.)
What’s different?
(Sample answer: The Grand Canyon is very dry and it
looks very hot. It has a few plants. The environment
of the musk ox is very cold and snowy. I don’t see any
plants here.)
Imagine that your animal lived in this new environment. Would it be harder or easier to survive
there? Why?
(Sample answer: I think the mountain lion would be very cold and may not survive.)
Would the features you listed in your chart help it or hinder it in this new environment? Fill in the
third column of the chart.
Do you think your animal would be able to find its normal prey? How would what it eats have to
change?
(Sample answer: No, I think that the deer it normally eats is not there. It would have to try to hunt the larger
prey and it might have a hard time.)
Would it have to change its behavior in any way to survive in the new environment? How?
(Sample answer: Yes. It would have to try to stay warm. It might have to find new prey, since it would not find
its normal prey, the deer.)
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
Activities for Grades 6-8
Explore Mammals & Their Environments
OVERVIEW
New York State Science Curriculum
Students will observe physical features and explore how mammals
compete with one another for food.
LE 3.2a In all environments, organisms with similar needs may compete
with one another for resources.
BACKGROUND FOR EDUCATOR
Carnivorans* are a distinct group of mammals. They can be found
in every kind of environment, from snow-capped mountains to the hottest desert. Because they share a
common ancestor, carnivorans share certain features such as bladelike teeth and sharp claws. Species
with similar adaptations have some similar needs (e.g. most carnivorans are meat-eaters), but they also
have differences. These differences help allow each species to survive in their particular environment.
*Refer to the Essential Questions to clarify the difference between carnivoran and carnivore.
BEFORE YOUR VISIT
Activity: Mammals & Their Food
Show students pictures of a cat and a dog. Have them observe the
animals and make a list of the body parts, or features (e.g. eyes, fur,
teeth, legs). Then ask students to think about how each feature
would help the animal survive if it lived in the wild. (Answers may
include: The cat’s claws would help it catch prey. The dog’s nose would
help it track and hunt prey.) What other animals might it compete with
for food? (Answers may include: raccoon, fox, coyote)
Point out to students that both cats and dogs are mammals. In particular, they belong to a group of mammals known as “carnivorans.”
Tell students that at the Museum, they will explore bigger cats and
dogs, such as jaguars and wolves, that live in different parts of
North America.
Plan how your students will
explore the Hall of North American
Mammals using the student
worksheets. There are two worksheets: A and B. You might choose to
divide your class into two groups, so
that half the class is exploring cats (A)
and the other half is exploring dogs
(B). Or you might choose to have all
students explore both cats and dogs.
Distribute copies of the student
worksheets to students before coming to the Museum. You may want to
review the worksheets with them to
make sure they understand what they
are to do.
DURING YOUR VISIT
Hall of North American Mammals
1st floor (30–45 minutes)
Have students use the student worksheets to explore carnivorans and the competition of resources. Divide
your class into two groups. Have one group use Worksheet A to explore the cats (jaguar, mountain lion, and
lynx) and the other group use Worksheet B to explore the dogs (wolf, coyote, and fox).
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
Activities for Grades 6-8
Akeley Hall of African Mammals
2nd floor (20-30 minutes)
Visit the upper level of this hall to explore the mammals of Africa. Invite students to identify the carnivorans. (Answers: cheetah, leopard, African wild dog, jackal, and hyena) Then have them compare the African
carnivorans to those in the Hall of North American Mammals to determine which animals are more closely
related to the cats (felids) or dogs (canids). (Answers: The wild dog and jackal are dogs. The cheetah and leopard
are cats, and the hyena is closely related to felids. Note that despite the hyena’s doglike appearance, detailed examination of skulls and teeth, as well as modern molecular studies, show that the hyena is actually more closely related
to cats than dogs.)
BACK IN THE CLASSROOM
Activity: Mammals & Their Resources
Divide your class into small groups that looked at the same set of carnivorans in the Museum (cats or
dogs). Ask them to review their worksheets and combine their data to create a group list of (1) features,
(2) its diet, and (3) its environment.
Distribute maps that illustrate the range of their carnivorans. Have students compare and contrast the
maps. Ask them to discuss:
• Which carnivorans share some of their range with each other?
(Answers will vary, and may include: The range of the mountain lion overlaps with both the lynx and the
jaguar. The coyote, wolf, and fox all overlap to some extent.)
• Do you think each predator in the overlapping zone has a different behavior or diet than the other(s)?
(Answer: Yes, this is how they are able to share the same range, by partitioning their resources.)
• How do you think interactions with the other two carnivorans change its behavior or diet?
(Answers: A predator has to be more limited in its available prey if it competes with another predator.
For example, coyotes have to live on smaller prey if wolves are around.)
After group discussion, create a class list of data, and compare the cats and dogs.
ONLINE RESOURCES
Moving Mammals
amnh.org/ology/movingmammals
Play this interactive to see how fast, and slow, mammals can move.
Super Teeth
amnh.org/ology/superteeth
Explore the four types of mammal teeth: incisors, canines, premolars, and molars.
In Pictures: Extreme Mammals
amnh.org/ology/pics_extrememammals
From the extinct Cynognathus and Repenomamus to the plant-eating dugongs and manatees, explore some
of Earth’s most unusual mammals.
Extreme Mammals Exhibition
amnh.org/extrememammals
Check out the biggest, smallest, and most amazing mammals of all time.
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
STUDENT WORKSHEET A:
CATS
Explore Mammals & Their Environments
1. Draw each mammal on a separate piece of paper. They belong to a
distinct group of mammals called Carnivora (carnivorans).
Grades 6-8
Visit three dioramas:
• Jaguar
• Mountain Lion
• Lynx
2. Observe the carnivorans’ physical features and describe them
below. Come up with your own features to complete the table (it has a few to get you started).
Feature
Jaguar
Mountain Lion
Lynx
size
build
fur length
leg length
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
A: CATS
North American Mammals
3. What do you think each predator would eat?
Jaguar would eat:
Mountain lion would eat:
Lynx would eat:
4. Describe their environment. For example, what kinds of vegetation do you see? Does the place
look wet or dry? Are there other animals in the diorama
Jaguar’s enviroment:
Mountain lion’s enviroment:
Lynx’s enviroment:
5. Think about it.
If the jaguar, mountain lion, and lynx lived in the same area, do you think they would eat the same
thing? Why or why not?
If they’re trying to hunt the same thing, what do you think would happen?
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
STUDENT WORKSHEET A:
CATS
Explore Mammals & Their Environments
Grades 6-8
ANSWER KEY
1. Draw each mammal on a separate piece of paper. They belong to a
distinct group of mammals called Carnivora (carnivorans).
Visit three dioramas:
• Jaguar
• Mountain Lion
• Lynx
2. Observe the carnivorans’ physical features and describe them
below. Come up with your own features to complete the table (it has a few to get you started).
Feature
Jaguar
Mountain Lion
Lynx
size
(Answer: large)
(Answer: large)
(Answer: small)
build
(Answer: stocky)
(Answer: slim)
(Answer: it’s fluffy and hard
to tell)
fur length
(Answer: short)
(Answer: short)
(Answer: long)
leg length
(Answer: short)
(Answer: long)
(Answer: short)
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
A: CATS
North American Mammals
3. What do you think each predator would eat?
Jaguar would eat:
(Answers may include: deer)
Mountain lion would eat:
(Answers may include: deer,
rabbits, squirrels)
ANSWER KEY
Lynx would eat:
(Answers may include: hare,
birds, deer, foxes)
4. Describe their environment. For example, what kinds of vegetation do you see? Does the place
look wet or dry? Are there other animals in the diorama
Jaguar’s enviroment:
(Answers may include: dry
and rocky valley, with plants
like cactus)
Mountain lion’s enviroment:
(Answers may include: Grand
Canyon—rocky, dry, very few
plants like the cactus)
Lynx’s enviroment:
(Answers may include: snowy
mountaintop with lots of
pine; there’s a hare hiding
under a bush)
5. Think about it.
If the jaguar, mountain lion, and lynx lived in the same area, do you think they would eat the same
thing? Why or why not?
(Answers may include: Yes. They have a lot of prey in common. The jaguar and mountain lion both hunt
larger animals like deer, and the mountain lion and lynx both hunt smaller animals like rabbits.)
If they’re trying to hunt the same thing, what do you think would happen?
(Answers may include: The jaguar will probably be more successful than the mountain in hunting the
larger prey, while the mountain would be better than the lynx in hunting the smaller prey.)
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
STUDENT WORKSHEET B:
DOGS
Explore Mammals & Their Environments
1. Draw each mammal on a separate piece of paper. They belong to a
distinct group of mammals called Carnivora (carnivorans).
Grades 6-8
Visit three dioramas:
• Wolf
• Coyote
• Fox
2. Observe the carnivorans’ physical features and describe them below. Come up with your own
features to complete the table (it has a few to get you started).
Feature
Wolf
Coyote
Fox
size
build
fur length
leg length
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
B: DOGS
North American Mammals
3. What do you think each predator would eat?
Wolf would eat:
Coyote would eat:
Fox would eat:
4. Describe their environment. For example, what kinds of vegetation do you see? Does the place
look wet or dry? Are there other animals in the diorama?
Wolf’s environment:
Coyote’s environment:
Fox’s environment:
5. Think about it.
If the wolf, coyote, and fox lived in the same area, do you think they would eat the same thing?
Why or why not?
If they’re trying to hunt the same thing, what do you think would happen?
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
STUDENT WORKSHEET B:
DOGS
Explore Mammals & Their Environments
Grades 6-8
ANSWER KEY
1. Draw each mammal on a separate piece of paper. They belong to a
distinct group of mammals called Carnivora (carnivorans).
Visit three dioramas:
• Wolf
• Coyote
• Fox
2. Observe the carnivorans’ physical features and describe them below. Come up with your own
features to complete the table (it has a few to get you started).
Feature
Wolf
Coyote
Fox
size
(Answer: large)
(Answer: medium)
(Answer: small)
build
(Answer: stocky)
(Answer: slim)
(Answer: slim)
fur length
(Answer: long)
(Answer: short)
(Answer: short
leg length
(Answer: long)
(Answer: long)
(Answer: short)
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
B: DOGS
North American Mammals
3. What do you think each predator would eat?
Wolf would eat:
(Answers may include: deer,
chickens, turkeys, rabbits)
Coyote would eat:
(Answers may include: chickens, turkey, rabbits, squirrels,
other rodents)
ANSWER KEY
Fox would eat:
(Answers may include: small
rodents, some fruit, rabbits)
4. Describe their environment. For example, what kinds of vegetation do you see? Does the place
look wet or dry? Are there other animals in the diorama?
Wolf’s environment:
(Answers may include: snowy,
open ground)
Coyote’s environment:
(Answers may include: mountainous rocky slopes)
Fox’s environment:
(Answers may include: forest)
5. Think about it.
If the wolf, coyote, and fox lived in the same area, do you think they would eat the same thing?
Why or why not?
(Answers may include: The wolf and coyote both hunt larger animals like the deer and possibly slightly
smaller ones like turkeys, groundhogs, and opossums. The coyote and fox would both eat the smaller
animals like rodents and rabbits.)
If they’re trying to hunt the same thing, what do you think would happen?
(Answers may include: The wolf will probably be more successful than the coyote in hunting the larger prey,
while the coyote would be better than the fox in hunting the medium-sized prey.)
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
North American Mammals
Jaguar
© 2010 American Museum of Natural History. All rights reserved.
Mountain Lion
The maps below illustrate the geographical areas where populations of a species can be found.
Species Range Maps: Cats
HALL OF
amnh.org/dioramas
Lynx
North American Mammals
Wolf
© 2010 American Museum of Natural History. All rights reserved.
Coyote
The maps below illustrate the geographical areas where populations of a species can be found.
Species Range Maps: Dogs
HALL OF
amnh.org/dioramas
Fox
HALL OF
North American Mammals
Activities for Grades 9-12
Investigate Carnivorans: Similarities and Differences
OVERVIEW
New York State Science Curriculum
Students will examine structural similarities and differences
between carnivorans, a distinct group of mammals.
BACKGROUND FOR EDUCATOR
LE 3.1e Natural selection and its
evolutionary consequences provide
a scientific explanation for the fossil
record of ancient life-forms, as well as
for the molecular and structural similarities observed among the diverse
species of living organisms.
Individuals inherit traits, or features, from their parents. Those
members of a species with traits that help them survive in a particular environment pass on these characteristics. Generation after
generation, individuals with the advantageous trait, or adaptation,
will survive longer and produce more offspring, until most or even all members of the species possess it.
Called natural selection, this is the main mechanism of evolution.
Scientists use taxonomy as a method for classifying groups of organisms based on common characteristics
and evolutionary relationships. The animals in the class Mammalia all descended from a common ancestor
that have three middle ear bones. The class is divided into over 20 orders, one of which is Carnivora*, a
diverse group of placental mammals with certain traits such as bladelike teeth called carnassials. Carnivora
is further divided into two main groups: the catlike Feliformia and the doglike Caniformia. Today, there are
over 270 living species of carnivorans that are found in every kind of habitat.
*Refer to the Essential Questions to clarify the difference between carnivoran and carnivore.
BEFORE YOUR VISIT
Activity: Carnivorans & Their Shared Traits
Have students explore the Dioramas website (amnh.org/dioramas)
and to compare and contrast the following seven mammals from
the Hall of North American Mammals:
• Bison
• Brown Bear
• Moose
• Mountain Goat
• Mountain Lion
• Pronghorn
• Wolf
Ask students to identify mammals that have all these characteristics:
Plan how your students will
explore the Hall of North American
Mammals using the student
worksheets. You might choose to
have students explore the exhibition
individually or in pairs.
Distribute copies of the student
worksheets to students before coming to the Museum. You may want to
review the worksheets and the map of
the exhibition with them to make sure
they understand what they are to do.
• claws
• necks that are shorter than those of other mammals
• eyes that are closer together than those of other mammals
• large canines
• no hooves
• no horns
• can eat meat
Review the correct list of mammals with students. (Answers: Brown Bear, Wolf, and Mountain Lion)
Tell students that they just identified a distinct group of mammals called carnivorans, and that they will
study them further at the Museum.
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
Activities for Grades 9-12
DURING YOUR VISIT
Hall of North American Mammals
1st floor (45 minutes)
Have students use the worksheets to compare and contrast 12 carnivorans in this hall. Working individually
or in pairs, they will examine physical features and investigate the similarities and differences within this
group of mammals. You may wish to provide copies of the hall map so they can easily locate the dioramas.
Wallace Wing of Mammals & Their Extinct Relatives
4th floor (20-30 minutes)
Divide your class into two groups. Have one group investigate the exhibition area titled “Carnivores: Cats,
Dogs, Bears, Seals, and Their Relatives.” There they can examine fossils of extinct carnivorans such as the
saber tooth tiger, dire wolf, and cave bear and observe their bladelike teeth called carnassials (marked in
red). Direct the other group to the Mammals Theater to the right. Have them watch the film “The Evolution
of Mammals and their Extinct Relatives” to learn about mammal diversity, the characteristics scientists use
to classify them, and cladograms. When students are done, have the groups swap locations.
BACK IN THE CLASSROOM
Activity: Classify Carnivorans
Tell students that when determining the evolutionary relationships between mammals, scientists examine
not only the external physical features, they also look at bones and teeth. Tell them that they will now
examine four types of teeth to collect more data about the four groups of carnivorans they studied at
the Museum.
Have students work individually or in small groups. Distribute pictures of teeth and worksheets.
ONLINE RESOURCES
Extreme Mammals Exhibition
amnh.org/extrememammals
Trace the ancestry and evolution of this remarkable group of animals.
Wallace Wing of Mammals & Their Extinct Relatives
amnh.org/exhibitions/permanent/fossilhalls/virtualtours/
Take a virtual tour of the Halls of Primitive Mammal and Advanced Mammal. (Scroll down to the middle
of the page.)
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
STUDENT WORKSHEET
Grades 9-12
Investigate Carnivorans: Similarities & Differences
1. Identify the Groups
The 12 animals below belong to a distinct group of mammals called Carnivora (carnivorans). Within the
order of Carnivora, they are further divided into four groups. How would you group the animals? Complete
the table below.
• black bear
• brown bear
• coyote
Group 1: Bears
• fox
• grizzly bear
• jaguar
Group 2: Dogs
• lynx
• marten
• mink
Group 3: Cats
• mountain lion
• weasel
• wolf
Group 4: Mustelids
2. Explore Similarities within Each Group
What physical features did you use to determine the groupings? Look more closely at the animals within
each group. What physical features do all the animals share? (For example, do they all have similar snout
length or posture?) Describe at least four features that are share by the animals in each group.
Physical Features Shared by All Animals in Each Group
Bears
Dogs
Cats
Mustelids
© 2010 American Museum of Natural History. All rights reserved.
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HALL OF
Grades 9-12
North American Mammals
3. Explore Differences Between the Four Groups
Select features from the previous chart and list the general features in the first column below (for example,
instead of “short snout” write “snout length”). Then describe the group’s feature.
Features
Bears
Dogs
Cats
© 2010 American Museum of Natural History. All rights reserved.
Mustelids
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HALL OF
North American Mammals
STUDENT WORKSHEET
Grades 9-12
ANSWER KEY
Investigate Carnivorans: Similarities & Differences
1. Identify the Groups
The 12 animals below belong to a distinct group of mammals called Carnivora (carnivorans). Within the
order of Carnivora, they are further divided into four groups. How would you group the animals? Complete
the table below.
• black bear
• brown bear
• coyote
• fox
• grizzly bear
• jaguar
Group 1: Bears
Group 2: Dogs
• lynx
• marten
• mink
Group 3: Cats
• mountain lion
• weasel
• wolf
Group 4: Mustelids
(Answer: black bear)
(Answer: coyote)
(Answer: jaguar)
(Answer: marten)
(brown bear)
(fox)
(mountain lion)
(mink)
(grizzly bear)
(wolf)
(lynx)
(weasel)
2. Explore Similarities within Each Group
What physical features did you use to determine the groupings? Look more closely at the animals within
each group. What physical features do all the animals share? (For example, do they all have similar snout
length or posture?) Describe at least four features that are share by the animals in each group.
Physical Features Shared by All Animals in Each Group
Bears
(Answers may include: short tails, bulky bodies, flat heads, round ears, stand on their whole
foot with the foot flat on the ground)
(Answers may include: pointed snout, fluffy tails, long legs)
Dogs
(Answers may include: short snouts, large paws, whiskers, claws can retract)
Cats
(Answers may include: smaller bodies, longer torsos, short legs, small ears)
Mustelids
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
Grades 9-12
North American Mammals
ANSWER KEY
3. Explore Differences Between the Four Groups
Select features from the previous chart and list the general features in the first column below (for example,
instead of “short snout” write “snout length”). Then describe the group’s feature.
Features
Bears
Dogs
Cats
Mustelids
(Sample answer:
tails)
(short)
(long)
(long)
(short)
(Sample answer:
tails)
(rounded)
(pointed)
(pointed)
(rounded)
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
Grades 9-12
STUDENT WORKSHEET: Back in the Classroom
Classify Carnivorans
In the Hall of North American Mammals you observed similarities and differences in physical features
between four groups of carnivorans: bears, dogs, cats, and mustelids. Now take a closer look at the teeth
of these carnivorans to further investigate how the four groups are related.
1. Examine
the four sets
of teeth.
Place an X in
the chart below
to indicate
the features
it possess.
Features
Bears
Dogs
Cats
Mustelids
4th premolar is broad (not narrow)
Has only 2 cusps on p4
Has carnassials
2. Make Your Own Cladogram
Using the data from your chart
above, complete the cladogram
below. Two boxes have been
filled in as an example. The
animal in a given box shares
the features of its node and all
nodes below it, but has none
of the features of the nodes
above it.
Bears
ANIMAL
NAMES
ON
M
M
CO URE
T
AS AT
LE FE
BRANCH
NODES
FEATURES
has
carnassials
ON
M
M
O
E
T C TUR
S
O EA
F
M
3. Expand Your Cladogram
Analyze the data that you collected at the Museum. Use other physical traits to build out your cladogram.
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
North American Mammals
Grades 9-12
STUDENT WORKSHEET: Back in the Classroom
ANSWER KEY
Classify Carnivorans
In the Hall of North American Mammals you observed similarities and differences in physical features
between four groups of carnivorans: bears, dogs, cats, and mustelids. Now take a closer look at the teeth
of these carnivorans to further investigate how the four groups are related.
1. Examine
the four sets
of teeth.
Place an X in
the chart below
to indicate
the features
it possess.
Features
Dogs
4th premolar is broad (not narrow)
X
Has only 2 cusps on p4
X
X
Has carnassials
X
X
2. Make Your Own Cladogram
Using the data from your chart
above, complete the cladogram
below. Two boxes have been
filled in as an example. The
animal in a given box shares
the features of its node and all
nodes below it, but has none
of the features of the nodes
above it.
ANIMAL
NAMES
Bears
Cats
X
X
X
Bears
4th molar
is broad
ON
M
M
CO RE
ST ATU
A
LE FE
has only
2 cusps on p4
BRANCH
NODES
FEATURES
has
carnassials
X
Mustelids
Dogs
Cats
Mustelids
ON
M
OM E
T C TUR
S
O EA
F
M
3. Expand Your Cladogram
Analyze the data that you collected at the Museum. Use other physical traits to build out your cladogram.
© 2010 American Museum of Natural History. All rights reserved.
amnh.org/dioramas
HALL OF
Grades 9-12
North American Mammals
Classify Carnivorans
KEY:
M: upper molar
P: upper premolar
CR: upper carnassial
m: lower molar
p: lower premolar
cr: lower carnassial
x: cusp = a pointed tip on a tooth (only cusps on p4 are shown)
DOGS
Wolf (Canis lupus)
BEARS
Brown Bear (Ursus arctos)
M2
M1 P4 & CR
P4 & CR
P1
P3 P2 P1
P3
M2 M1
m1
m2
m1 & cr
p4
p1
m2
m1 & cr
p4
p3
p2 p1
m3
X
X
X X
MUSTELIDS
Otter (Lutrogale perspicillata)
CATS
Lion (Panthera leo)
M1
M1 P4 & CR P3 P2
m1 & cr p4
P3 P2
P4 & CR
p3
p4
m2
p3 p2
m1 & cr
X
X
X
© 2010 American Museum of Natural History. All rights reserved.
X
X
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