One of the consequences of this modification in some species, specifically birds, is that the feet are a major location for heat loss. This modification significantly increases the surface area of the feet. The webbing can consist of membrane, skin, or other connective tissue and varies widely in different taxa. Several distinct conditions can give rise to webbed feet, including interdigital webbing and syndactyly. Here, the foot has a delta (triangular) shape that allows for the formation of leading edge vortices and likely increases swimming efficiency.Ī webbed foot has connecting tissue between the toes of the foot. What it might get eaten by (Try linking all the creations in an imaginary food web!).The webbed foot of Rana temporaria, the common frog.What it eats (has it a slender beak or a long tongue for drinking nectar? Sharp teeth for meat eating?).Where they think it lives (has it got webbed feet? A tail suitable for helping to climb trees?).Players open out the ‘mystery animal’ and decide Then pass on the completed animal to the player on the left. The legs of the body and then the feet are also added in this way. Players then draw an animal’s body, and again pass on the piece of paper. Players fold over their handiwork so that it cannot be seen, and pass to the person on their left. Make the two lines of the neck just over onto the second panel. On the second panel they draw an animals head - a bird, a lion, a crocodile, etc. Players fold their paper into four, so that the folds run widthways. Reason for playing: To reinforce discussion around adaptationĮverybody sits in a circle, and has a piece of paper and a pencil. Mystery Animal (for age 10 and over 10 to 20 students can play) If no elder is available, ask the students to discuss their classifications at home with their parents and grandparents to compare.ģ. Ask him/her to share any stories, based on indigenous knowledge, about animal classification. Ask the elder to explain to the students how he/she would group them and compare the two systems of classification to see if they are different and if so, how. Have the children explain how they grouped the animals. If possible, invite an elder from the community to this class. This will illustrate the notion of “classification.”Ģ. For example, make a group of animals that has fur and one that has feathers. Using the animal cards that the students have drawn, have students group the animals by similarity based on different characteristics. are covered with scales or smooth leathery skinġ.have three pairs of legs originating from the thorax.have a single pair of antennae on the head.have three body parts: head, thorax, and abdomen.have four legs without claws or nails on toes.breathe with lungs, gills, and/or their skin.lay eggs, usually in a jelly-like mass in water.have no legs or four legs with clawed toes.lay eggs with leathery shells or give birth to fully-formed young.have two wings and most can fly (ostriches and penguins are exceptions).have four legs with toes ending in claws, nails, or hooves (whales and dolphins are exceptions).have hair on at least part of their body. give birth to their young and feed them with milk. The following is a list of characteristics for each group of animals. A way of sorting through all those species is to organize them by similar characteristics. They can breed with each other but not with members of other species. A species is a group of animals that are more like each other than they are like any other group of animals. There are at least five million species on Earth, and some scientists believe there could be double that number.
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