Objective Students will investigate, observe, describe, and sketch dangerous animals. They will form hypotheses about the adaptive advantages of the dangerous features of the animals they observe. Set up the classroom in stations, each station having one specimen. Number the stations and label with animal's common and scientific name.
Students work individually or in cooperative learning groups.
If time allows, rotate all student groups through the stations, allowing a minimum of five minutes at each station. After observations, lead a class discussion about the students' findings. Using their information, have student groups formulate hypotheses about the adaptive advantages of the dangerous features of the animals examined. Students state arguments in support of their hypotheses. Students visit the library or internet to find out what other scientists have hypothesized and discovered about the adaptive advantages of the animals' dangerous features.