Lesson Plan

Title: Identifying Animals from Analysing Skulls

Grades: 6
Subject/Course: Science
Strand: Understanding Life Systems - Biodiversity
Time: 2 hours

Lesson Description

Skulls can tell us many things about animals and how they survive in their natural environments.
We can discover what the animal ate, whether the animal was a predator or prey and which
senses were most important for the animal’s survival.

This lesson will be a hands on exploration activity of animal skulls with 3 main objectives:
• Objective 1: Identify what the animal ate based on dentition (teeth characteristics and pattern)
with the purpose of identifying the animal as a Carnivore, Herbivore or an Omnivore

• Objective 2: Focus on identifying animals as either Predator or Prey based on the characteristics
of teeth, the orientation of the orbital socket, the length of the snout and the complexity of the
nasal cavity particularly the turbinates and the size of the auditory cavity. Elements of survival
will be discussed for each skull as they relate to the senses of smell, sight and sound. The
predator/prey relationship will be discussed and linked to biodiversity and stability within an
ecosystem

• Objective 3 - Apply student learning knowledge of skull characteristics to identify and classify
several mystery skulls using a dichotomous key and measurement techniques and record their
findings

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TEACHER INFORMATION
Objective 1
Carnivore = Meat Eater = Predator (Lynx, Fox)
Smaller less developed incisors, canine teeth are long and pointed, premolars/molars (cheek
teeth) are sharp and pointed, some of the upper cheek teeth overlap lower teeth (Carnaissal
teeth), do not have the ability to move their lower jaw from side to side in a chewing motion,
teeth tend to be clean and white because they are not stained by plant matter
Herbivore = Plant Eater = Prey (Rabbit, Deer)
Large well developed incisors for cutting plant material, canines resemble incisors in form and
function, most ruminant (cud chewing) herbivores (deer, sheep and cattle) do not have upper
incisors or canines instead have a hard upper palate, cheek teeth are large and wide with high
sharp crowns for grinding and chewing plant material, cheek teeth do not overlap but make
surface contact that allows for grinding action, side to side movement of the lower jaw permits
chewing, the action grinding and chewing wear teeth with age, teeth are often stained from
substances in plants
Omnivore = Plant and Meat Eater (Black bear)
Combination of carnivore and herbivore teeth characteristics, fairly large and well developed
incisors for cutting plant material, canine teeth are long and pointed, combination of sharp
scissor like Carnaissal check teeth for shearing meat and rounded cusp teeth for grinding and
crushing plant material, Surface contact between some upper and lower molars, do not have side
to side lower jaw movement (except some primates), check teeth perform sharing/crushing
action but do not grind or chew, Omnivores are either predominantly meat eaters or plant eaters
and their check teeth indicate their predominant feeding strategy
Objective 2
Sense of Sight (Vision)
Size of the Orbital/Eye Socket in relation to the size of the skull
Large orbital socket indicates sharper vision
Very large orbital socket is typical of nocturnal animals, an adaptation to see better in the dark
Position of the Orbital socket
PREDATOR — Forward eye placement allows for greater binocular “tunnel” vision which allows
for greater depth perception which is fundamental for a predator’s survival
PREY — Side of the head placement allows for greater peripheral vision and a greater field of
view 180 degrees/eye which allows for a greater ability to locate predators which is essential for
a prey’s survival
Sense of Smell - Within the Nasal Cavity are long narrow bone plates called Turbinates which
provide the framework for the membranes that sense smell/odour
More complex Turbinates indicate a better sense of smell
Long snout and complex large turbinates is indicative of a very keen sense of smell and is
fundamental for an animal’s survival
Sense of Sound - Auditory bullae are bony portions of the skull that encase structures of the inner
and middle ear. The larger and more inflated this cavity structure appears indicates a greater
sense of hearing
Objective 3
Dichotomous Key is a scientific tool that asks a specific series of questions that leads the user to
the correct name of a given animal from the natural world

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 Stage 1: Desired Results

Fundamental Concepts/Skills

• Systems and Interactions

• Sustainability and Stewardship

Big Ideas/Essential Question

BIG IDEAS
• Biodiversity includes diversity of individuals, species, and ecosystems
(Overall expectations 2 and 3)

• Classification of the components within a diverse system is a beginning point for

understanding the interrelationships among the components (Overall expectations 2 and 3)

• Because all living things are connected, maintaining diversity is critical to the health of the
planet (Overall expectations 1 and 3)

ESSENTIAL QUESTIONS
• What skull characteristics can we use to determine if an animal is a Carnivore, Herbivore or an
Omnivore?
• Skull Analysis - How can we identify if an animal is a Predator or Prey?
• In what ways does the Predator/Prey relationship relate to Biodiversity and the Stability of an
ecosystem?
• How can we use a dichotomous key to identify a specific animal?

Ontario Curricular Overall Expectation(s)

1. Investigate the characteristics of living things, and classify diverse organisms according 

to specific characteristics
2. Demonstrate an understanding of biodiversity, its contributions to the stability of natural
systems, and its benefits to humans

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Ontario Curricular Specific Expectation(s)

2. Developing Investigation and Communication Skills

2.2 Investigate the organisms found in a specific habitat and classify them according to a
classification system

2.3 Use scientific inquiry/research skills to compare the characteristics of organisms within the
animal kingdom

2.4 Use appropriate science and technology vocabulary in oral an written communication

2.5 Use a variety of forms to communicate with different audiences and for a variety of purposes

3. Understanding Basic Concepts

3.1 Identify and describe the distinguishing characteristics of different groups of animals and use
those characteristics to further classify various kinds of animals

3.2 Demonstrate an understanding of biodiversity as the variety of life on earth, including variety
within each species of plant and animal, among species of plants and animals in communities,
and among communities and the physical landscapes that support them

3.5 Describe interrelationships within species, between species, and between species and their
environments and explain how these interrelationships sustain biodiversity

Lesson Goals

• Students will learn the differences and similarities among animals and how an animal’s skull
can reveal certain characteristics about it’s ability to survive in its natural habitat

• Students will learn the skull characteristics for several animals. They will learn how an animal’s
teeth can tell us what the animal eats, and whether the animal is a carnivore, herbivore or an
omnivore

• Students will define whether an animal is a PREDATOR or PREY based on the skull
characteristics and composition that correspond with dentition, sight, smell and sound

• Students will apply their learning knowledge of skull characteristics to identify and classify
several mystery skulls using a dichotomous key and skull measurement techniques and record
their findings

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Key concepts and/or skills to be Background Knowledge
learned/applied

• Students will learn the differences • Students will have prior experience with
between carnivores, omnivores and standardized measurement using centimetres
herbivores based on dentition (the and millimetres
arrangement and characteristics of an • Students will have an understanding of habitat
animal’s teeth) and the roles and relationships of animals as
• Students will learn the differences either predator or prey
between a predator and prey and • Students have and understanding of the terms
identification techniques based on the Carnivore, Herbivore and Omnivore
location and size of the orbital socket, the • Students will have prior understanding of
size and complexity of the nasal passage, incisor, canine and molar teeth
the size of the auditory cavity and
dentition
• Students will gain an understanding of
the relationship between predator and
prey animals and how this relates to
biodiversity and stability within an
ecosystem
• Students will gain real life experience with
animal identification through the practice
of measurement and using a dichotomous
identification key

Stage 2: Planning learning experience and instruction

Student Groupings Instructional Strategies

• Large Group • Group Discussion - Community Circle

• Small Group • Pair Exploration
• Pairs • Pair Share Discussions

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Materials Considerations

• Dichotomous key for Skull Identification
• Overview Reminder Document
• Skull Observation Chart
• Set of Canadian wildlife skulls (Bear, Wolf,
Coyote, Fox, Weasel, Deer, Moose, Elk,
Rabbit)
• Class set of metric rulers (one ruler per
student)
• Class set of pencils and erasers (one pencil
and eraser per student)
• Student Activity Sheets “Mystery Skull
Identification Challenge” and “Skull
Identification Challenge”
• A large photo or poster of the live animal for
each skull
• Animal artefacts - furs for each animal
discussed
• Placards containing the words: Carnivore,
Herbivore, Omnivore, Predator, Prey,
Incisor, Canine, Molar, Orbital Socket, Nasal
Cavity, Auditory Bullae
• Students, especially younger ones could be
disturbed by skulls — go slowly, gently. After
the initial introduction, most students are
eager to handle skulls and to learn about them
• Caution and closely supervise students when
they are handling the skulls. Skulls are
breakable and difficult to repair or replace. The
children should be encouraged to touch the
skulls and the features pointed out in this
lesson, but the teacher/leader should retain
control by holding the skull until the hands-on
activity near the end of the lesson plan. If the
students are seated in a circle on the floor, they
can pass the skulls around the circle where
there is less chance of the skulls being dropped

Accommodations

• Provide pictures of the animals discussed during the lesson

• Provide pictures of the animals habitats
• Bring in artefacts (furs) of the animals to allow for further discussions
• Provide students with diagram pictures of Carnivore, Herbivore and Omnivore Skulls -
showing teeth characteristics, location of orbital socket, auditory cavity and nasal passage
• Review the Mystery Skulls and Skull Identification Challenge worksheets together as a class
• Provide Skull Observation Chart and review as a class
• Assist with measurements, where needed
• Provide students with an Overview sheet - information reminder
• Adaptations for students should be on a case-by-case basis 


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 Stage 3: Learning experience and instruction

Motivational Hook (15 MINS)

https://youtu.be/8I7xhTcYJO8
• Watch the BBC video on the Predator/Prey relationship between an Eagle and a Hare (5min)
• Discuss the advantages and disadvantages for survival as related to the Eagle and the Hare

Open (35 MINS)

Full Class Discussion

Show 3 different skulls one at a time and ask the following questions:
• What does this animal eat?
• What are the canine teeth like?
• What are the incisor teeth like?
• Describe the molar teeth? Is this animal able to chew?
• Describe the orbital socket - position and size?
• Describe the nasal cavity - what does this indicate for this animal’s sense of smell?
• Describe the auditory passage - what does this indicate for this animal’s sense of sound?
• Invite guesses and discussion to the questions posed but do not identify the animals yet
• Show corresponding animal artefacts -fur and discuss unique adaptations for each animal’s
chance of survival in their habitat

Body (50 MINS)

Full Class Discussion

What is a Dichotomous Key?
• How do they work and what do they show?
Pair Activity
Mystery Skull Identification and Skull Identification Challenge worksheets
• Using the dichotomous key, measurement techniques and the skull characteristics we have
learned about identify 8-10 skulls
• Record your measurements and findings

Close (20 MINS)

Full Class Carpet Circle

• Identify what animals belong to the 3 skulls discussed in the opening of this lesson
• Discuss Biodiversity and Predator/Prey Relationships
Pair Sharing
• Describe what animal skulls you identified and share evidence for your decision

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Link to Future Lessons

Design an Animal
• Students design and draw a fictional animal including diagrammatic details of dentition and
skull characteristics
Predator/Prey Game
• Students participate in an active game where 1-2 students act as the predator(s) and the rest of
the class represents the prey. The prey are able to collect life cards from randomly distributed
boxes attached to trees. When all of the prey life cards have been collected by the predators
that person is out of the game. Prey are permitted to hide. Best played in a forest setting

Assessment

Take notes and observe the following:

• Are students participating in the group discussions
• Are all students engaged and participating in the mystery challenge identification activity
• Are students being respectful of the artefacts
• Are paired students cooperating and collaborating
Use a checklist to assess the following:
• Are students accurate in their measuring technique
• Are students understanding and considering all of the skull characteristics discussed -
dentition, position and size of orbital socket, size and complexity of the nasal passage, size of
the auditory cavity
• Are students recording all data on their worksheet and is it legible and organized
• Are students making connections between predator/prey relationships and biodiversity

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 Additional Resources
1) DENTITION

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2) SIGHT

Notice the very large orbital socket indicative of a nocturnal animal

Position of the Orbital Socket - Predator or Prey

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3) SMELL

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4) CARNIVORE SKULL

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5) HERBIVORE SKULL

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6) OMNIVORE SKULL - predominantly a meat eater

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7) Mystery Skull Challenge

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8) Student Overview

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9) Skull Observation Chart


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10) Skull Identification Challenge


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11) Dichotomous Key

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