University of Wyoming
Science Posse
20-25 Minute Mini-lesson
MAMMAL ADAPTATIONS
Jamie Crait
Brief Description of Activity:
• In this hands-on activity, students explore mammal skulls and skins to learn how adaptations such as
tooth-type and eye placement differ between predators and prey, and herbivores, carnivores, and
omnivores.
Vocabulary:
• Carnassial tooth: a tooth adapted for shearing through flesh in a scissor-like way, especially one of the
last upper premolar or first lower molar teeth in the mammalian order Carnivora.
• Carnivore: an animal that consumes animal flesh or fluids.
• Herbivore: an animal that eats only plants.
• Omnivore: an animal that has the ability to eat and survive on both plant and animal products.
Content/Concept Focus:
• Students first discuss characteristics that separate mammals from other animal classes, primarily hair
and the production of milk to feed neonates.
• Students compare teeth of herbivores, carnivores, and omnivores and discuss the difference in placement
and shape of incisors, canines, and premolar/molar teeth. For example, herbivorous deer do not have
canine teeth, but instead have large grinding molars, and a lot of lateral jaw movement, for chewing
vegetation. Wolf and bear teeth have similar incisors and canines, but the bear has flatter molars and
lacks carnassial shearing teeth because it is an omnivore that needs to be able to chew vegetation as well
as meat. Both have little lateral jaw movement, but a lot of biting power.
• Students examine eye placement to predict whether an animal is more likely to be a predator or prey.
Predators, such as cats and dogs, have eyes placed on the front of the head because it gives them
stereoscopic (binocular) vision and allows them to judge distance (depth perception). Prey animals,
such as deer, antelope, rodents, etc. tend to have eyes placed on the side of their head, giving them better
peripheral vision to see approaching predators. We also talk about how these two strategies impose a
trade-off. Students are given a rhyme to remember the concept: “Eyes on the side, the animal hides.
Eyes in the front, the animal hunts”.
• Students look at some striking examples of these adaptations. For example, the nocturnal owl monkey
has enormous eyes, platypus and anteaters have modified jaws without true teeth, and the vampire bat
has large canines to enable piercing skin.
• Students are also encouraged to note close mammalian relatives, based on their skulls. For example, the
fox and wolf, and the river otter and weasel, look like adult and young of the same species, but are just
different species within the same family.
Components of the Scientific Method / Scientific Inquiry Demonstrated:
• Throughout the lesson, students are asked to observe the skulls, without being told what they are, and to
make predictions aimed toward pulling out the above content.
• When time permits, students are given a brief quiz in which they move between stations of different
mammal skins, skulls, or tracks. They are asked to guess what the animal is, what type of food it eats,
what other animals at the other stations it is closely related to, and why they made these predictions.
Afterwards they share their answers with others and discuss their findings.
This project was developed with support from
the National Science Foundation (G-K12 Project # 0841298),
the School of Energy Resources and
the University of Wyoming.
University of Wyoming
Science Posse
20-25 Minute Mini-lesson
MAMMAL ADAPTATIONS
Jamie Crait
Requirements:
Space Requirements: Two or three good-sized tables are useful for spreading out all of the skulls and
skins. It is also nice, but not necessary, to have chairs for each student.
Materials/Equipment Needed from the School: Nothing
Materials Provided by the Science Posse: We bring about 20-30 mammal skulls, skins, track molds, and
scats. In addition, we have several books with pictures of mammals. The skulls represent all of the
mammalian orders found in Wyoming, as well as several terrestrial and aquatic species from other parts
of the world.
Extra Considerations:
The main thing to consider is that many of the skull and skin specimens are fragile. We have had several
skulls broken during lessons. Because of this we have begun primarily using replica skulls in recent
years, though the replicas are easily broken as well. It is helpful to remind students several times to be
careful with the specimens.
This project was developed with support from
the National Science Foundation (G-K12 Project # 0841298),
the School of Energy Resources and
the University of Wyoming.