Procedures:

• Divide the class into teams, no more than 5 students each. Give each team a COMPLETE set of prepared vertebrate mystery stories (i.e. should be 5 envelopes, one cut up story for each vertebrate group).
  
  
• Instruct each team to open one of the envelopes (any one) and pass out the strips of paper to each team member. Divide the strips equally among the team. Leave the other envelopes to the side and do not open them until this story is complete.
  
  
• Each team member will then read their strips aloud to the rest of the team. Once all the strips have been read, one person will be designated “Lead Detective” and write down clues or team ideas on a piece of paper or chalk board.
  
  
• Once the team has examined the clues, they write down what type of vertebrate group the mystery story is depicting.
  
  
• After one story is complete, they go on the the next envelope until they are finished with the set.
  
  
• When the whole class is done with the activity, each team can present their answers to the class.
  
  
• A discussion about the process can be used as a follow-up.

Adaptations:

• To make this activity shorter:Give each team only one or two stories to solve.
  
  
• To make this activity easier: Give examples of animals that represent each of the five vertebrate groups and write names on the chalk board.
  
  
• To make this activity harder: Don’t let students use the “Just the Facts” sheet or books about vertebrates and separate teams from each other or into different rooms. Take out some of the more obvious descriptions or characteristics from each envelope (i.e. This animal has feathers).

Extensions: Have students discuss and/or research the major differences between vertebrates and invertebrates. Develop a timeline of the evolutionary changes of the vertebrates from one group to the next.

Suggested Assessment:
Set up stations around the classroom with pictures, bones, feathers, hair, fur, plastic or toy models, sounds (via CD or tape-deck), etc. that represent major characteristics of a vertebrate class. At each station have a question about that object that relates to what vertebrate group it represents. Have each student go to each station and answer the questions about that object. For example, station one may have a bird feather with the question, “Name the vertebrate group that this belongs too. What does this feather tell you about this vertebrate group?” The student answer would be, “Birds. This vertebrate group has feathers so it can fly. In order to fly, they have hollow bones.” (This assessment can also be done with slides of vertebrates instead of the stations.) Include this activity as one piece of overall unit project or evaluation.

Credit:
Created by Janet Warburton for the National Park Service, 1999.