Procedure:

• Have the students brainstorm what the word adaptation means. List ideas on the board.
  
  
• Have students describe what kinds of adaptations people have that might be different than a Dall sheep. Use the pictures to help stimulate discussion.
  
  
• Break the class into small groups. Give each group a picture of a Dall sheep adaptation and have the students examine it closely. Have them answer a series of questions as part of the investigation and write the answers down. Questions could include: What is this part? What is it used for? How is this a useful adaptation for a Dall sheep?
  
  
• When the group is done with the adaptation, have them pass it to the next group. Continue until each group has seen each adaptation. Hand out the fact sheets and have each group present its original adaptation to the others, explaining its uses and adaptations. Allow the other groups to ask questions or add comments.

Suggested Assessment:
Hold a mini-lab and place all the pictures or parts out on a table. Have the students go around the table and answer questions about the part. Add other mammal parts or pictures of parts and have the students figure out what the part is and why they think it is that part. For example, put a picture of a moose leg or jaw on the table and have them discuss what the part is and how they came to that conclusion.