lesson 3 | phylum chordata - home - highmark charter...

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Student Labs and Activities Page

Launch Lab 45

Content Vocabulary 46

Lesson Outline 47

MiniLab 49

Content Practice A 50

Content Practice B 51

Language Arts Support 52

School to Home 54

Key Concept Builders 55

Enrichment 59

Challenge 60

Lab A 63

Lab B 66

Lab C 69

Chapter Key Concepts Builder 70

Lesson 3 | Phylum Chordata

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How can you model a backbone?All vertebrates have backbones. Most backbones are made out of a stack of short bones called vertebrae. Some vertebrae are shaped like discs with holes in the center. The largest structure passing through the center of the stack of vertebrae is the spinal cord. Between each of the vertebrae are padlike structures, called discs, that cushion the bones. Try building a model of a backbone.

Procedure

Launch Lab LESSON 3: 10 minutes

1. Read and complete a lab safety form.

2. Obtain pasta wheels, circular gummy candies, and a chenille stem.

3. Assemble the materials to make a model of a backbone.

4. Gently bend and move your model backbone. Observe how the parts move and interact with each other. Write your observations in the Data and Observations section below.

Data and Observations

Think About This 1. When you bend your model backbone, how are the vertebrae, the discs, and the spinal

cord affected?

2. When you compress your model backbone, how are the vertebrae, the discs, and the spinal cord affected?

3. Key Concept How do you think the structure of the backbone provides advantages to the body plan of vertebrates?

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Phylum ChordataDirections: Answer each question on the lines provided. You must include the terms below in your answer.

amphibian chordate egg notochord scale

1. Which part of a reptile is covered in scales?

2. How are bird eggs different from most reptile eggs?

3. What are the four characteristics of a chordate?

4. What are three examples of amphibians?

5. Which human structure develops from a notochord?

Content Vocabulary LESSON 3


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Lesson Outline LESSON 3

Phylum ChordataA. Characteristics of Chordates

1. A(n) is an animal that has a notochord, a nerve cord, a tail, and structures called pharyngeal pouches.

2. A(n) is a flexible, rod-shaped structure that supports the body of a developing chordate.

3. Most chordates are , but the chordates also include two

groups of : tunicates and lancelets.

B. Characteristics of Vertebrates

1. All vertebrates have a(n) , also called a spinal column or spine.

2. Bones that form a backbone are called .

3. All vertebrates have digestive systems with two ,

circulatory systems that move through the body,

and nervous systems that include .

C. Fish

1. Fish have two important characteristics in common:

that absorb oxygen gas from water and paired that aid in swimming.

2. Hagfish and lampreys lack and are in a group called

fish.

3. Sharks, skates, and rays are fish.

4. Jawless and cartilaginous fish have internal structures made

of .

5. Trout, guppies, perch, tuna, mackerel, and thousands of other species have

and are grouped together as

fish.

D. Amphibians

1. Frogs, toads, and salamanders belong to the class .

2. Most amphibians spend part of their lives in and

part on .


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Lesson Outline continued

3. Amphibians lay that do not have hard protective

coverings, or .

4. Young amphibians live in water and have ; most adults

develop and live on land.

E. Reptiles

1. Lizards, , turtles, crocodiles, and alligators belong to the

class .

2. All reptiles have skin that is covered

in .

3. Like amphibians, most reptiles have three-chambered .

4. Unlike amphibians, lizards and other reptiles have throughout their lives.

5. Most reptiles lay fluid-filled with

shells.

F. Birds

1. All birds are in the class .

2. Many birds can , and they have stiff

that enable them to move through the air.

3. Birds have and do not chew their food; instead, their

digestive systems include , which are organs that help grind food into smaller pieces.

4. Birds lay fluid-filled with hard shells and feed and

care for their .

G. Mammals

1. All mammals have hair or covering their bodies.

2. glands produce milk that feeds young mammals.

3. Although many mammals have young, a few species, including the duck-billed platypus, lay eggs.


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MiniLab LESSON 3: 15 minutes

Whose bones are these?The skeletons of vertebrates are made up of bones. Bones have different characteristics depending on the animal in which they are found and their function in the body. Observe bones from different animals.

Procedure 1. Read and complete a lab safety form.

2. Obtain a collection of bones.

3. Examine the shape, the texture, the mass, and the size of the bones.

4. Record your observations in the table shown in the section below. Use the Other Observations column if you notice other characteristics you would like to record.

Data and Observations

Bone Shape Texture Mass Size Other Observations

1

2

3

4

Analyze and Conclude 1. Compare What traits did all the bones you observed share?

2. Contrast What was the biggest difference among the bones you observed?

3. Key Concept Use your observations to identify bones from two different classes of vertebrates.


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Phylum ChordataDirections: Complete the concept map with the correct terms in the space provided.

Classes of Vertebrates

Directions: On each line, write the term from the word bank that correctly completes each sentence in the paragraph.

chordate notochord pharyngeal pouches vertebrates

A (1.) is an animal that has a notochord, a nerve cord, a tail,

and structures called pharyngeal pouches. In (2.) , these structures

are only present during embryonic development. A (3.) is a

flexible, rod-shaped structure that supports the body of a developing chordate.

The (4.) are between the mouth and the digestive system.

Content Practice A LESSON 3


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Content Practice B LESSON 3

Invertebrate PhylaDirections: Answer each question on the lines provided.

1. What is a chordate?

2. Are all chordates vertebrates? Explain.

3. What are two characteristics of fish?

4. What are two characteristics of amphibians?

5. What are two characteristics of reptiles?

6. What are two characteristics of birds?

7. What are two characteristics of mammals?


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Writing Activity: Summarizing Information in TablesLearning the SkillTables, charts, and diagrams are important tools in science writing. These tools convey complicated information in an organized and easy-to-read format. Tables are useful for comparing and contrasting different topics or for showing the relationships among different categories. Because tables can present large amounts of information in a small space, they can be particularly helpful for summarizing information.

Practicing the SkillDirections: Use the information from Lesson 2 in your textbook to complete the table below. Some of the answers have been done for you. Then use the completed table to answer the questions that follow.

Invertebrate Phyla

Example Organism Body Plan Characteristic

Features Where It Lives

Porifera asymmetrical

Cnidaria jellyfish

Platyhelminthes water or moist environments

Nematoda

Mollusca octopus

Annelida soft, segmented bodies

Arthropoda

Echinodermata radial symmetry

1. Which of the invertebrate phyla have body plans with radial symmetry?

2. Which of the invertebrate phyla have soft, segmented bodies?

3. Which of the invertebrate phyla includes organisms that can live in dry environments?

LESSON 3 Language Arts Support

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Applying the Skill Directions: Read the paragraph below. Then summarize the information in the table provided. Be sure to include labels for each column in the first row.

The five major groups of vertebrates are fish, amphibians, reptiles, birds, and mammals. The groups have similarities and differences. As a method for gas exchange, fish have gills, but reptiles, birds, and mammals have lungs. Young amphibians have gills, but adult amphibians have lungs. All vertebrates have hearts, but various groups have hearts with different numbers of chambers. Fish have two-chambered hearts. Amphibians and most reptiles have three-chambered hearts. Birds and mammals have four-chambered hearts. All vertebrates do not produce offspring in the same way. Birds lay eggs with hard shells, but reptiles lay eggs with leathery shells. Amphibians lay eggs in moist environments, and the eggs do not have protective coverings. Most fish lay eggs that do not have protective coverings. Fish also lay eggs in moist environments. Almost all mammals give birth to live young. Although there are many differences among the major groups of vertebrates, they also share certain characteristics. For example, all vertebrates have a backbone and well-developed organ systems.

LESSON 3Language Arts Support

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Phylum Chordata Directions: Use your textbook to answer the question or respond to each statement.

1. The phylum Chordata contains animals called chordates.

What is a chordate?

2. Vertebrates are animals that have a backbone, or spinal column.

Describe the other characteristics of vertebrates.

3. Vertebrates can be broken down into five major groups.

List the five groups of vertebrates and name two animals in each group.

School to Home LESSON 3

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Phylum ChordataKey Concept What are the characteristics of all chordates?

Directions: Complete the concept map with the correct terms in the space provided.

Key Concept Builder LESSON 3

Directions: Answer each question on the lines provided.

1. Are the characteristics of chordates always present in vertebrates? Explain.

2. What happens to the notochord in humans?

3. How are tunicates and lancelets different from other chordates?

Characteristics of Chordates

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Phylum ChordataKey Concept What are the characteristics of all vertebrates?

Directions: Answer each question in the space provided.

Questions Answers

1. What is a backbone?

2. What are two other terms for backbone?

3. What is a spinal cord?

4. What are the bones in the backbone called?

5. How many openings does the digestive system of a vertebrate have?

6. What is the function of a vertebrate’s circulatory system?

7. In which system is the brain found in a vertebrate?



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Phylum ChordataKey Concept How do the classes of vertebrates differ?

Directions: Complete the concept map with the correct terms in the space provided.


Directions: Explain the differences between each set of terms on the lines provided.

1. gills, fins

2. feathers, scales

3. eggs, mammary glands

Classes of Fish

bony fish

lampreys

example exampleexample


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Phylum ChordataKey Concept How do the classes of vertebrates differ?

Directions: Complete the chart with the correct terms in the space provided.

Classes of Vertebrates

Characteristic Vertebrate Class

fluid-filled eggs with leathery shells 1.

mammary glands 2.

feathers 3.

water-proof skin 4.

eggs without hard protective covers 5.

gills and paired fins 6.

fur or hair on body 7.

Directions: On each line, write two examples of each vertebrate class.

8. fish

and

9. amphibians

and

10. reptiles

and

11. birds

and

12. mammals

and



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Enrichment LESSON 3

The platypus is truly unusual in just about every way. It isn’t a duck, a beaver, an otter, a mole, or a reptile. Yet, incredibly, it has some characteristics of each of these animals.

The Amazing PlatypusThe platypus is about the size of a small

dog or a grown cat. It is covered with two layers of molelike, waterproof hair except for its bill and feet. It has a bill similar to a duck’s bill, but the platypus’s bill is more pliant. It has five claws on each foot, and its feet are webbed. Its legs are positioned to the sides of its body like a lizard’s legs.

A platypus has a broad, flat tail like a beaver. It is used to carry things like nest-building materials, as a rudder when it is swimming, to curl around young to keep them warm, and to store fat for when food is scarce. Adult males have a venomous spur on their hind feet.

ReproductionThe platypus is a monotreme, meaning

“an egg-laying mammal.” After mating, the female incubates her eggs (usually two) internally for about 28 days while she extends and reinsulates her burrow. The

The Perplexing But Perfectly Plausible Platypus burrow is on the riverbank with the entrance about a foot above the water level. Then she lays her eggs and curls around them to keep them warm for another 10 days before they hatch. The young are born blind and hairless and are fed their mother’s milk.

Platypuses have mammary glands but no teats. The mother has grooves on her abdomen where milk puddles so the babies can lap it up. The young are usually fed in this manner for three or four months. The mother leaves the nest to forage briefly, and then for longer periods. Finally, the young leave the nest to forage for themselves at about four months of age.

Habitat and ConservationThe platypus has an extensive range

along the eastern coast of Australia. Its distribution inland is not well known, but it is known to be extinct in South Australia. It does not appear to have an immediate ecological threat, but its habitats and traditional range have been impacted by human construction of dams, irrigation, netting, and trapping. Because their nesting burrows and breeding environment are difficult to simulate, captive breeding programs have had limited success.

Applying Critical-Thinking SkillsDirections: Answer each question.

1. Analyze What is one practical result of mother platypuses having no teats for baby platypuses to feed from?

2. Classify If you were looking at a platypus for the first time, how would you determine its biological classification?

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Challenge

Living on LandThe first vertebrates lived in water. Over time, some animal species evolved from living

all their lives in water to living only part of their lives in water. Still others underwent changes over time that allowed them to live all their lives on land. These changes were not made on purpose, because animals wanted to live on land. Rather, changes happened randomly until eventually all the members of that species could live on land.

Write a Land Animal Operator’s ManualSuppose animals could make decisions about adaptations that they wanted. Write an

operator’s manual that describes how an animal can adapt to living on land by completing the table below or by providing the same information in another form, such as a list or an outline. Give specific, step-by-step instructions that an animal needs to follow to meet the challenges of living on land.

How to Adapt to Living on Land

Challenge Possible Adaptations

movement

reproduction without water

breathing air

coping with gravity to walk

drying out

LESSON 3

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Lab A 60 minutes

Design Your Own Phylum In this chapter, you have learned that different types of animals have different characteristics. Some animals have radial symmetry. Others have bilateral symmetry. Still others have no symmetry at all. Vertebrates have backbones. Invertebrates do not have backbones. Your task is to design a new phylum of alien animals that has never before been described. What are the characteristics of the animals in your phylum? Remember that animals must perform tasks in order to survive, such as capturing food and reproducing. What characteristics enable the animals in your phylum to survive?

QuestionWhat characteristics enable you to identify animals in your new phylum? What differentcharacteristics do animals in your phylum have?

Materialsmarkers

colored pencils


2. Spend time thinking about your phylum.

Write down characteristics that are common to all the animals in your phylum.

Try writing a list of structures animals must have and functions that animals must perform as a guide for creating your phylum’s characteristics.

Create a name for your phylum.

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Lab A continued

3. Create five different species of animals in your phylum.

Write a list of characteristics for each of these animals that make them different from each other.

Name each animal.

4. On five separate pieces of paper, draw each of your animals to the best of your ability.

5. Build a dichotomous key that someone could use to identify the animals in your phylum.

6. Trade pictures of animals and dichotomous keys with a classmate.

Using your classmate’s dichotomous key, identify each of the animals in the

drawings.

7. Analyze Show your classmate your identifications. Were your answers correct? If not, make modifications to your identifications. Record your changes below.

Lab Tips • Try thinking about the environment where you would find your phylum to help you

think of characteristics that enable it to live there.

• Think about the animals that might have been ancestors to phyla that exist today. What predators might the animals in your phylum have?


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Lab A continued

Analyze and Conclude 8. Compare your phylum with your classmate’s phylum. What characteristics did the

two phyla share?

Name some characteristics that were different.

9. Evaluate What types of characteristics were the most useful for identifying animals?

What types were the hardest to use?

10. The Big Idea If your new phylum was included in Kingdom Animalia, where would it go?

Why would it be placed in that location?

Communicate Your ResultsSuppose that you are a zoologist, and you have discovered animals in your new phylum. Prepare a press release describing your phylum. Use your pictures to illustrate the characteristics of the animals you discovered. Explain where you found your animals, how they survive in the wild, and any other information that makes your phylum interesting.

Remember to use scientific methods.

Ask a Question

Form a Hypothesis

Test your Hypothesis

Analyze and Conclude

Communicate Results

Make Observations


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Design Your Own Phylum In this chapter, you have learned that different types of animals have different characteristics. Some animals have radial symmetry. Others have bilateral symmetry. Still others have no symmetry at all. Vertebrates have backbones. Invertebrates do not have backbones. Your task is to design a new phylum of alien animals that has never before been described. What are the characteristics of the animals in your phylum? Remember that animals must perform tasks in order to survive, such as capturing food and reproducing. What characteristics enable the animals in your phylum to survive?

QuestionWhat characteristics enable you to identify animals in your new phylum? What different characteristics do animals in your phylum have?

Materialsmarkers

colored pencils


2. Spend time thinking about your phylum. Write down characteristics that are common to all the animals in your phylum. Try writing a list of structures animals must have and functions that animals must perform as a guide for creating your phylum’s characteristics. Create a name for your phylum.

3. Create five different species of animals in your phylum. Write a list of characteristics for each of these animals that make them different from each other. Name each animal.

Lab B 60 minutes


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Lab B continued

4. On five separate pieces of paper, draw each of your animals to the best of your ability.

5. Build a dichotomous key that someone could use to identify the animals in your phylum.

6. Trade pictures of animals and dichotomous keys with a classmate. Using your classmate’s dichotomous key, identify each of the animals in the drawings.

7. Analyze Show your classmate your identifications. Were your answers correct? If not, make modifications to your identifications. Record your changes below.

Lab Tips • Try thinking about the environment where you would find your phylum to help you

think of characteristics that enable it to live there.

• Think about the animals that might have been ancestors to phyla that exist today. What predators might the animals in your phylum have?


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Lab B continued

Analyze and Conclude 8. Compare your phylum with your classmate’s phylum. What characteristics did the two

phyla share? Name some characteristics that were different.

9. Evaluate What types of characteristics were the most useful for identifying animals? What types were the hardest to use?

10. The Big Idea If your new phylum was included in Kingdom Animalia, where would it go? Why would it be placed in that location?

Communicate Your ResultsSuppose that you are a zoologist, and you have discovered animals in your new phylum. Prepare a press release describing your phylum. Use your pictures to illustrate the characteristics of the animals you discovered. Explain where you found your animals, how they survive in the wild, and any other information that makes your phylum interesting.

Try building physical models of the animals in your phylum. Use wood, wire, clay, paint, and other sculpting materials.

Remember to use scientific methods.

Ask a Question

Form a Hypothesis

Test your Hypothesis

Analyze and Conclude

Communicate Results

Make Observations

Extension


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Design a New Species Directions: Use the information and data from the Lab Design Your Own Phylum to perform this lab.

You have learned that there are many different phyla of animals. Each phylum has distinct characteristics that help its members survive in their environments. In Lab B, you designed a new animal phylum. Using a phylum designed by a classmate, design a new species that could belong to that phylum.

Please note that you must complete Lab B before beginning Lab C. Also, have your teacher approve your design and safety procedures before beginning your experiment.

Lab C


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Chapter Key Concepts Builder

Animal DiversityEnd-of-Chapter Practice Directions: Work with a group to create a multimedia display about the nine major phyla.

• Have each member of the group focus on a different phylum. For each phylum, answer the following questions:

Phylum

• What kind of animals belong to the phylum?

• What are the major characteristics of the animals?

• What natural habitats do the animals inhabit?

• Then, as a group, decide how you will present your results.

What visual aids will you use? What technology will you use? What other materials will you need?

• Present your results to a younger class. Then display your visual aids in the school library or cafeteria.

Display Requirements: Your display should

• be creative and accurate.

• include at least three different kinds of media.

• include contributions from all group members.

C231_070_070_CRF_CKeyCon_892492.70 70C231_070_070_CRF_CKeyCon_892492.70 70 1/7/10 6:19:07 PM1/7/10 6:19:07 PM

lesson 3 | phylum chordata - home - highmark charter...

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