Structures, processes, and responses of animals

1. Structures, processes, and responses of animals By Michelle A. O’Malley League Academy of Communication Arts 2006 - 2007 http://www.ucmp.berkeley.edu/phyla/phyla.html

2. Standard 6-3.1 Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms, mollusks, and arthropods) and vertebrate animals (fish, amphibians, reptiles, birds, and mammals).

3. Standard 6-3.1 Essential Questions: 1) What do all animals have in common? 2) What are the characteristic structures of invertebrates? 3) What are the characteristics of vertebrates? 4) What are the differences and similarities of vertebrates and invertebrates? Unit vocabulary: heterotrophs, multi-cellular, animals, vertebrate, invertebrates, classification or taxonomy, kingdom, species, scientific name, plantae, animalia, fungi, protists, and monera, sponges, segmented worms, echinoderms, cnidarians, mollusks, arthropods, fish, amphibians, reptiles, birds, mammals, animals,

4. Standard 6-3.1: Unit Vocabulary Heterotroph – An organism that cannot make food for itself, and must obtain food by eating other organisms. Multi-cellular – a type of organism that is made up of many cells vertebrates – An animal that has a backbone. Classification or Taxonomy – The scientific study of how living things are classified. Kingdom – a taxonomic category of the highest rank, grouping together all forms of life having certain fundamental characteristics in common: in the five-kingdom classification scheme adopted by many biologists, separate kingdoms are assigned to animals (Animalia), plants (Plantae), fungi (Fungi), protozoa and eukaryotic algae (Protista), and bacteria and blue-green algae (Monera). Species – a group of similar organisms that can mate and produce fertile offspring in nature Scientific Name – A name used by scientists, especially the taxonomic name of an organism that consists of the genus and species. Scientific names usually come from Latin or Greek. An example is Homo sapiens, the scientific name for humans. Plantae – the taxonomic kingdom comprising all plants.

5. Standard 6-3.1: Unit Vocabulary Animalia – the taxonomic kingdom comprising all animals. Fungi – Any of numerous eukaryotic organisms of the kingdom Fungi, which lack chlorophyll and vascular tissue and range in form from a single cell to a body mass of branched filamentous hyphae that often produce specialized fruiting bodies. The kingdom includes the yeasts, molds, smuts, and mushrooms. Protists - Any of a large variety of usually one-celled organisms belonging to the kingdom Protista. Protists are eukaryotes and live in water or in watery tissues of organisms. Monera - a taxonomic kingdom of prokaryotic organisms that typically reproduce by asexual budding or fission. Animals – are many celled organisms that must obtain their food by eating other organisms. Invertebrates – are animals that do not have a backbone. Sponge – is the simplest of Multicellular organisms, which has a body that is something like a bag that is pierced all over with openings called pores. Segmented worms – are worms such as earthworms that have bodies that are made up of many linked sections called segments.

6. Standard 6-3.1: Unit Vocabulary Echinoderms – are radially symmetrical invertebrates that live on the ocean floor and have a spiny internal skeleton. Cnidarians – are animals whose stinging cells are used to capture their prey and defend themselves, and who take their food into a hollow central cavity. Mollusks – are invertebrates with a soft, unsegmented body; most are protected by hard out shells. Arthropods – are invertebrates that have an external skeleton, a segmented body, and jointed attachments called appendages. Fish – an ectothermic vertebrate that lives in the water and has fins. Amphibians – an ectothermic vertebrate that spends its early life in water and its adulthood on land, returning to water to reproduce. Reptiles – an exothermic vertebrate that has lungs and scaly skin. Birds – an endothermic vertebrate that has feathers and a four-chambered heart, and lays eggs. Mammals – an endothermic vertebrate with a four chambered heart, skin-covered with fur or hair, and which has young fed with milk from the mother’s body.

7. Video Clips • Biology: The Science of Life: The World of Animals (20:00) • VIDEO 1: This video offers a survey of the major phyla of the kingdom Animalia from the simplest sponges to the most complex vertebrates • Classification of Living Things (27:00). • VIDEO 2: This video provides simple examples to an exploration of each of the five kingdoms, this tour provides a concrete foundation for a complex subject

8. Standard 6-3.1: Animals • Organisms that are multi-cellular but cannot make their own food • They are heterotrophs – they must get energy by eating plants or other animals. • Animals are classified according to whether or not they have a backbone. • Vertebrates are animals that have a backbone. • Each vertebrate organism will belong to one of the following smaller groups: fish, amphibians, reptiles, birds, or mammals. • Invertebrates are animals that lack a backbone such as sponges, segmented worms, echinoderms, mollusks, and arthropods.

9. Video Clips • Animals with Backbones: The Vertebrate Story: The Mammal Story (19:07) • VIDEO 3: The video clips Mammals, the fifth and most complex vertebrate group, have characteristics that no other vertebrate shares. • Animals with Backbones: The Vertebrate Story: Fish and Amphibians (18:35) • VIDEO 4: This video clip shows that as different as fish and amphibians are from each other, they have physical characteristics in common and even share characteristics with animals such as snakes, birds, and humans. • Animals with Backbones: The Vertebrate Story: Reptiles and Birds (17:42) • VIDEO 5: This video clip explores the three major reptile groups: snakes and lizards, turtles, and alligators and crocodiles. • Life Science: Fish and Amphibians (20:00) • VIDEO 6: This video clip shows the first vertebrates to leave the seas for land were the amphibians, and today they dwell on every continent except Antarctica. • Basics of Biology, The: The Kingdom of Animals: From Simple to Complicated (21:23) • VIDEO 7: This video shows live-action imagery that excites the imagination as students learn some basic facts about the incredible diversity that exists in the animal kingdom.

10. VERTEBRATES AMPHIBIANS http://www.kidport.com/RefLib/Science /Animals/AnimalIndexV.htm REPTILES http://www.kidport.com/RefLib/Scie nce/Animals/Reptiles.htm FISH http://www.kidport.com/RefLib/Science /Animals/AnimalIndexV.htm BIRDS http://www.kidport.com/RefLib/Science/Animals/Birds.htm MAMMALS http://www.kidport.com/RefLib/Science/Animals/Mammals.htm

11. Standard 6-3.1: Vertebrates • Animals with backbones • Vertebrates share other physical characteristics; for example • a protective skin covering • an inside skeleton • muscles • blood that circulates through blood vessels • lungs (or gills) for breathing. • Vertebrates have legs or fins for movement • Vertebrates have a nervous system with brains that process information from their environments through sensory organs, such as ears or tongues • Vertebrates also contain many highly developed systems associated with their specialized organs. • There are thousands of species of vertebrates divided into five groups: fish, amphibians, reptiles, mammals, and birds.

12. Standard 6-3.1: Vertebrates - Fish FISH http://www.kidport.com/RefLib/Science /Animals/AnimalIndexV.htm • Fish have backbones • Fish are cold-blooded (ectothermic) • Fish obtain dissolved oxygen in water through gills • Most fish lay eggs • Fish have scales • Fish have fins • Fish live in the water

13. Standard 6-3.1: Vertebrates - Amphibians AMPHIBIANS http://www.kidport.com/RefLib/Science /Animals/AnimalIndexV.htm • Amphibians have backbones • Amphibians are cold-blooded (ectothermic) • Amphibians can breathe in water with gills early in life, and breathe on land with lungs as adults • Amphibians go through metamorphosis and lay jelly-like eggs • The major groups of amphibians are frogs, toads, and salamanders • Frogs and salamanders have smooth, moist skin, through which they can breathe; and live part of their life in water and part on land. • Toads have thicker, bumpy skin and live on land.

14. Standard 6-3.1: Vertebrates - Reptiles REPTILES http://www.kidport.com/RefLib/Scie nce/Animals/Reptiles.htm • Reptiles have backbones • Reptiles are cold-blooded (ectothermic) • Reptiles breathe with lungs • Most Reptiles lay eggs; although in some the eggs hatch inside the female • Reptiles have scales or plates

15. Standard 6-3.1: Vertebrates - Mammals MAMMALS http://www.kidport.com/RefLib/Science/Animals/Mammals.htm • Mammals have backbones • Mammals are warm-blooded (endothermic) • Mammals breathe with lungs • Mammals have babies that are born live • Mammals have fur or hair • Mammals produce milk to feed their young

16. Standard 6-3.1: Vertebrates - Birds BIRDS http://www.kidport.com/RefLib/Science/Animals/Birds.htm • Birds have backbones • Birds are warm-blooded (endothermic) • Birds Breathe with lungs • Birds Lay eggs • Birds have feathers • Birds have a beak, two wings, and two feet

17. Video Clips • Animals Around Us: Invertebrates: What Are They? (13:00) • This video explores the world of invertebrates in their habitats. This program introduces sponges, cnidarians, worms, mollusks, echinoderms, and arthropods. • Life Science: Invertebrates (20:00) • This video shows how regardless of the lack of a backbone, invertebrates are anything less than amazing. • Animals Without Backbones: The Invertebrate Story (36:03) • This video allows the viewer to visit such exciting locations as the Everglades, coral reefs, Okeefenokee Swamp, Atlantic beaches, coastal marshes and the Great Smoky Mountains in search of invertebrates.

18. Invertebrates Echinoderms http://www.kidport.com/RefLib/Scienc e/Animals/AnimalIndexInv.htm SEGMENTED WORMS http://www.backyardnature.net/worms.htm SPONGE http://www.seasky.org/reeflife/sea2a.html GIANT CLAIM – MOLLUSK http://www.seasky.org/reeflife/sea2f.html ARTHROPODS http://en.wikipedia.org/wiki/Arthropod

19. Standard 6-3.1: Invertebrates - Sponges SPONGE http://www.seasky.org/reeflife/sea2a.html • Sponges are very simple animals that have many pores (holes) through which water flows. • Water moves into a central cavity and out through a hole in the top. • Sponges obtain their food and eliminate wastes through this passage of water. • Sponges live in fresh or salt water.

20. Standard 6-3.1: Invertebrates • Invertebrates are animals withoutbackbones • There are more invertebrates than there are vertebrates • 90% of all animals are invertebrates • The largest group of invertebrates are the arthropods • Invertebrates consist of the following groups: sponges, segmented worms, echinoderms, arthropods, and mollusks

21. Standard 6-3.1: Invertebrates – Segmented Worms SEGMENTED WORMS http://www.backyardnature.net/worms.htm • Segmented worms have long –tube-like bodies that are divided into segments. • Segmented worms are the simplest organisms with a true nervous system. • Segmented worms have a long digestive tube that runs down the length of the worm’s inside body. • Examples of segmented worms are earthworms and leeches.

22. Standard 6-3.1: Invertebrates – Echinoderms Echinoderms http://www.kidport.com/RefLib/Scienc e/Animals/AnimalIndexInv.htm • Echinoderms have similar parts (arms) that extend from the middle body outwards. • Echinoderms have tube feet and spines • Echinoderm examples are starfish, brittle stars, sea cucumbers, or sea urchins.

23. Standard 6-3.1: Invertebrates – Arthropods ARTHROPODS http://en.wikipedia.org/wiki/Arthropod • Arthropods have jointed legs. • Arthropods live on land and in water. • Arthropods have hard outer coverings called exoskeletons. • Arthropods have segmented bodies. • Some arthropods have wings. • Examples of arthropods are insects, spiders, and crustaceans.

24. Standard 6-3.1: Invertebrates – Mollusks GIANT CLAIM – MOLLUSK http://www.seasky.org/reeflife/sea2f.html • Mollusks have soft bodies. • Most Mollusks have a thick muscular foot for movement or to open and close their shells. • Mollusks live in salt or fresh water or on land. • Some mollusks have shells • Examples of mollusks are snails, claims, and octopuses.

25. Compare and Contrast Vertebrates and Invertebrates Vertebrates Invertebrates Does not have A backbone Has a backbone What else can you add to your Venn diagram?

26. Characteristics of Animals HELPFUL WEBSITES • http://www.geocities.com/mrsevon/webquest.html • http://www.hhmi.org/coolscience/critters/index.html • http://www.lethsd.ab.ca/mmh/grade3c/Gr3Web/Animals/animal_groups.htm Vertebrates and InvertebratesHELPFUL WEBSITES • http://www.emints.org/ethemes/resources/S00001121.shtml • http://www.kidport.com/RefLib/Science/Animals/AnimalIndexInv.htm • http://can-do.com/uci/lessons98/Invertebrates.html • http://www.amonline.net.au/invertebrates/ • http://www.lethsd.ab.ca/mmh/grade3c/Gr3Web/Animals/animal_groups.htm • http://www.edhelper.com/animals/htm

27. Standard 6-3.2 Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain resources.

28. Standard 6-3.2 Essential Questions: 1)What adaptations help animals to survive? 2) What adaptations help animals obtain resources? Unit vocabulary: adaptations, hiding (camouflage and mimicry), flight, and physical features, deposit-feeders, substrate-feeders, and opportunistic-feeders, ectothermic (cold-blooded), and endothermic (warm-blooded)

29. Standard 6-3.2: Unit Vocabulary • Adaptation – A characteristic that helps an organism survive in its environment or reproduce. • hiding (camouflage and mimicry) – a protective coloration; a common animal defense. • Flight - The act or an instance of running away; an escape. physical features – adaptations that allow an animal to make a direct attack due to features such as horns, claws, quills, stingers. Etc. • deposit-feeders - are organisms that feed on the particles of matter in the soil, usually the top. • substrate-feeders - Animals such as earthworms or termites that eat the soil or food through which they burrow. • opportunistic-feeders - opportunistic feeder is one that will eat whenever food is available.

30. WORD WEBWhat word(s) would help describe ADAPTATION? adjust Make do ADAPTATION? survive Be flexible Compromise change

31. Video Clips • Animals Around Us: Animal Adaptations: What are They? (14:00) • This video clip shows examples of how animals have adapted to their environments. • Animal Adaptations (24:00) • This video clip helps students learn about the adaptations animals have to make in order to live and prosper. This video covers both the physical and behavioral adaptations of animals in regard to getting food, water, oxygen, protection from predators, shelter, and reproduction.

32. Standard 6-3.2 • Animals have structures with basic functions that allow them to defend themselves, to move, and to obtain resources. • Animals have special structures that function for defense. • Special features that enable an animal to survive in its environment are called adaptations. • Examples of these adaptations are hiding adaptations, flight adaptations, and physical features.

33. Standard 6-3.2 • Hiding adaptations – these adaptations allow an animal to avoid the predator entirely. • Examples are camouflage and mimicry

34. Standard 6-3.2 • Flight adaptations – these adaptations allow an animal to flee from predators and escape from danger. • for example, birds and bats have light skeletons and wings to fly away • Some animals have long legs for extra speed or strong legs for jumping • Some animals have paws or toenails that allow them to construct holes or tunnels to run into and hide.

35. Standard 6-3.2 • Physical features – these adaptations allow an animal to make a direct attack painful • For example, horns, claws, quills, stingers, shells, smells, or mechanisms that allow an animal to change its size • In addition some physical features allow animals to taste bad or be poisonous to the predator • For example, some monarch butterflies are brightly colored but poisonous to animals.

36. Standard 6-3.2 • Animals have special structures that function for movement. • Animals move to fulfill their needs and to move their bodies from one place to another. • Movement is an important means for animals to find food and escape predators. • Animals have certain structures for movement • For example, legs, feet, tails, shape, and skeleton

37. Standard 6-3.2 • Animals have different structures that allow them to obtain needed resources. • Examples of some of these structures are: • Filtering adaptations for filter feeders (such as sponges or claims) that consume food found in the water. • Tube-Shaped mouth parts for fluid-feeders. For example mosquitoes, aphids, or hummingbirds. • Feeders that consume large prey. These animals usually have specially adapted body parts; • For example, tentacles, pinchers, claws, fangs, expandable stomachs or flexible jaws. • Feeders that consume food where it is located. • Examples of structures for these animals are different shaped beaks; sharp teeth for ripping and tearing of flesh; large rounded teeth for grinding plants; rough tongues for drinking water; or long necks or legs to get food.

38. Adaptations for Survival HELPFUL WEBSITES • http://www.lpzoo.org/education/zebra/student/formfunction/c.html Adaptations to Obtain Resources HELPFUL WEBSITES • http://www.woodlands-junior.kent.sch.uk/homework/adaptation.htm • http://www.kineticcity.com/

39. Standard 6-3.3 Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation.

40. Standard 6-3.3 Essential Questions: How do endothermic animals differ from ectothermic animals in their response to temperature changes? Unit vocabulary: ectothermic (cold-blooded) and endothermic (warm-blooded) UNIT VOCABLARY DEFINITIONS: • ectothermic (cold-blooded) – an animal whose body does not produce much internal heat. • endothermic (warm-blooded) – An animal whose body controls and regulates its temperature by controlling the internal heat it produces.

41. Video Clip • Life Science: Reptiles (20:00) • This video shows how ectothermic, or cold-blooded reptiles have adapted for life in both water and on dry land.

42. Standard 6-3.3 • Animals differ in their abilities to regulate body temperature. • Warm-bloodedand cold-bloodedare terms often used to describe how an animal maintains its body temperature. • These terms tend to give the false impression that a cold-blooded animal has cold blood. More accurate terms for identifying these two groups are endothermic(warm-blooded) and ectothermic (cold-blooded).

43. Standard 6-3.3: Ectothermic Endo means inside Ecto means outside Therm means heat • Animals that do not maintain a constant internal temperature and must gain heat to perform internal activities. • They depend on the sun to heat up their bodies and allow any activity.

44. Standard 6-3.3: Ectothermic • If the environment is cold, ectothermic animals are slow moving and sluggish. • For example, snakes, lizards, fish, frogs, or insects. • Snakes must bask in the sun before they can move about to hunt for food. If the temperature gets too hot, a snake must find shade or burrow in the ground to keep its body cool or die. • If an animal is cold blooded, they take on the temperature of their surroundings so they don’t have to use food energy to keep warm. This means they don’t have to eat as often.

45. Standard 6-3.3: Endothermic • Animals that maintain a constant internal temperature. • An endothermic animal’s body metabolism works hard to keep its body the right temperature for activity all the time. • When the outside temperature is too hot, an endothermic animal can cool off by sweating, panting changing position, or changing location in the world.

46. Standard 6-3.3: Endothermic • Sweating and panting work by generating heat loss through evaporating water. • Changing posture allows animals to control to some extent the heat absorbed from the environment around them. • While changing position or location simply means seeking shad or shelter when it is too hot. • Endothermic animals must eat much more often than an ectothermic animal. • For example, a lion (endothermic) eats its weight in food every seven to ten days.

47. T-Chart Summary of Endothermic and Ectothermic What else can you add to your T-Chart?

48. Endothermic Vs. EctothermicHELPFUL WEBSITES • http://instruct1.cit.cornell.edu/courses/biog105/pages/demos/105/unit3/bodytempregulation.html • http://www.songsforteaching.com/twoofakind/coldblooded.htm

49. Standard 6-3.4 Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating, panting, and food gathering).

50. Standard 6-3.4 Essential Questions: 1) What physical responses do animals have to stimuli that aid in survival? Unit vocabulary: response (simple and complex), stimulus, adaptation, shedding, sweating, panting, shivering, blinking, and food gathering