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Adaptations dominoes Pregnant woman I sleep hanging upside down. My wings are not built for take-off from the ground. By sleeping upside down, I can take-off immediately if there is danger. Bat I have a long trunk to reach tree-tops. I also have strong teeth made for grinding difficult branches. Elephant I withdraw my head, legs and tail into my shell to protect against predators. I also dig shallow pits to catch water for drinking. Desert tortoise I huddle close with other members of my species, to help me survive in very cold conditions. The members at the centre are the warmest. Penguin I am a plant. My leaves are small spikes, so that not a lot of water is let out through my leaves. This is important because I live in the desert. Cactus I have long eyelashes. This protects my eyes from the sand, which is important because I live in the desert. Camel I ride waves, or wakes of boats, because this helps me move very fast without using up much energy. © www.teachitscience.co.uk 2016 25828 Page 1 of 3 Adaptations dominoes Dolphin I have white fur which gives me camouflage. I also have large feet which spreads my weight, so I don’t sink into the snow. Polar bear I continue to make ‘meow’ noises at humans who look after me. This ensures I am fed. Wild members of my species do not do this. Domestic cat I am found in Australia where there are often droughts. If I am pregnant when a drought happens, I have the ability to ‘freeze’ the development of the embryo until food becomes available. Kangaroo I am the only type of mammal that is venomous. This means I produce a poison to protect me from predators. Solenodon My lower jaw is not connected to my skull. This allows me to easily dislocate my jaw, so that I can eat things that are much bigger than my head. Snake When I come towards the end of my pregnancy, my brain releases a special hormone called oxytocin. This hormone makes my breasts produce milk for my baby. © www.teachitscience.co.uk 2016 25828 Page 2 of 3 Adaptations dominoes Teaching notes This activity is designed as a starter activity to be used as a recap of adaptations and classification of organisms as an introduction to evolution. Use follow up discussion about how adaptations arise to ascertain students’ prior knowledge and understanding of the process of evolution by natural selection. Print out and cut up the dominoes before the lesson (the names of the animals could be left attached to the pictures or separated). Give a set of cards to small groups of 2-3 students and ask them to match up the descriptions with the pictures to form a loop of cards. Going further Ask students to underline the adaptation(s) on each card. Can they think of any more adaptations for any of the organisms? As a class, discuss which adaptations are physical and which are behavioural. Are there any adaptations that are shared with other organisms in the group? (e.g. producing milk for young). Discuss with the class how they think these adaptations have arisen. The activity can also be linked to classification. Can students put the organisms into groups e.g. plants/animals – mammals, reptiles, birds? Ask them which of the five kingdoms are not represented by the cards (fungi, prokaryotes and protoctists, they may give examples of organism from the groups rather than naming the group). Which phylum of animals is not represented? (invertebrates). Which classes of vertebrates are not shown on the cards? (fish and amphibians). As an extension or a homework activity students could research an organism and their adaptations from each of the missing groups to add to the dominoes activity or use as a display. © www.teachitscience.co.uk 2016 25828 Page 3 of 3