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Biology  Weekly  Packet    February  25th  -­‐  March  1st,  2013  

Monday  February  25,  2013  Catalyst  

 

 

   Tuesday  February  26,  2013  

Invertebrate  Animals  Animals:    Multicellular,  no  cell  wall  or  chlorophyll,  eukaryotic,  heterotrophs  

 Body  Symmetries:  

-­‐ Asymmetrical:    bodies  do  not  have  any  certain  shape    -­‐ Radial  symmetry:    bodies  are  arranged  around  a  central  point  (can  cut  it  any  way  and  the  two  halves  are  

mirror-­‐images  of  each  other)  -­‐ Bilateral  symmetry:    can  divide  the  animal  lengthwise  into  two  equal  halves  

 Phylum  Porifera:    Sponges.    Attached  to  a  surface,  many  holes  in  their  bodies  called  pores,  filter  food  and  oxygen  from  the  water  as  it  moves  through  their  bodies.    Asymmetrical.      Phylum  Cnidaria:    Jellyfish,  sea  anemone,  coral.    Radial  symmetry.    Carnivores-­‐eat  zooplankton  (little  baby  animals  in  the  water).    Mouths  at  the  center  of  their  bodies  surrounded  by  tentacles  that  have  special  stinging  cells  called  cnidocytes.    If  you  touch  the  stinging  cell,  a  tiny  stinger  called  a  nematocyst  shoots  out  and  paralysis  the  victim.        Phylum  Platyhelminthes:    Flatworms  (planarians,  tapeworms).    Bilateral  symmetry.    Free  living  or  parasitic.    Simple  nervous  system  (can  respond  to  stimuli  using  eye  spots).    Regeneration:    re-­‐grow  damaged  body  parts.        Phylum  Nematoda:    Roundworms  (heartworm,  hookworm).    Free  living  or  parasitic  (mostly  parasitic).    Complete  digestive  system.    Bilateral  symmetry.      Phylum  Annelida:    Segmented  worms  (earthworm,  leach).    Bilateral  symmetry.    Body  divided  into  ring-­‐like  segments.    Blood  contained  in  blood  vessels,  good  nervous  system.    Can  be  filter-­‐feeders  or  carnivores.    Phylum  Echinodermata:    Sea  stars,  sea  urchins,  sand  dollars,  sea  cucumbers.    Spiny-­‐skinned.    Radial  symmetry.    Move  by  using  tube  feet.    Have  a  water  vascular  system  they   use  to  power  movement,  respiration  (breathing)  and  circulation  (moving  things  through  the  body).        Phylum  Mollusca:    soft  body  and  muscular  foot.      

-­‐ Gastropods:    snails  and  slugs.    May  or  may  not  have  a  shell.    Use  their  file-­‐like  tongue  (radula)  to  scrape  food.    Move  on  slime  trail  they  produce.      

-­‐ Bivalves:    clams  and  oysters.    Two  shells,  use  their  foot  to  help  them  dig  into  the  ground.    Filter  feeders.      

-­‐ Cephalopods:    Squids  and  octopus.    Well  developed  brain,  squid  have  an  internal  shell  (pen),  many  can  change  color  to  blend  in  or  communicate  with  each  other  and  squirt  ink  to  run  away  from  predators.  

 Phylum  Arthropoda:    segmented  bodies,  exoskeleton  made  of  chitin,  jointed  appendages.    Must  molt  (shed  their  old  skeleton)  to  grow-­‐leaves  them  vulnerable  until  the  new  shell  hardens  because  it  starts  off  soft.      

-­‐ Crustaceans:  lobster,  crabs,  crayfish,  shrimp,  barnacles.    Often  have  ten  legs.    Have  two  sets  of  antennae  and  set  of  chewing  mouthparts  called  mandibles.      

-­‐ Arachnids:    Eight  legs.    Spiders  can’t  chew  food  so  they  liquefy  it  and  then  drink  it.    Scorpions  have  a  venomous  stinger  and  their  claws  are  modified  mouth  parts.      

-­‐ Millipedes  and  centipedes:    Lots  of  legs.    Centipedes  are  carnivores  and  have  one  set  of  legs  per  body  segment.    Millipedes  are  herbivores  and  have  two  sets  of  legs  per  body  segment.      

-­‐ Insects:    six  legs.    Three  body  segments  (head,  thorax,  abdomen).    Go  through  metamorphosis  to  grow.    

   Phylum  Chordata:    At  some  point  in  their  lives,  they  have    

1)  a  spinal  cord    2)  a  notochord  (usually  turns  into  a  backbone)      3)  Gills        4)    a  tail.      

 The  non-­‐vertebrate  chordates  are  called  tunicates  and  sea  squirts  Vertebrate  chordates  are  defined  by  having  a  backbone  that  contains  the  spinal  cord.  All  have  bilateral  symmetry.  Catalyst  

 

 

 

Wednesday  February  27,  2013  Catalyst  

   Weekly  Vocabulary  Circulation-­‐  moving  or  flowing  in  a  circle  Cnidocyte-­‐  the  stinging  cells  of  jellyfish  and  their  relative  Molt-­‐  to  shed  or  cast  off  the  outer  covering  (skin,  feathers,  exoskeleton)  Pores-­‐  holes  Regeneration-­‐  the  ability  to  re-­‐grow  lost  body  parts  Respiration-­‐  breathing,  inhaling  and  exhaling    Weekly  Objectives  Monday:  SWBAT  apply  their  knowledge  of  plants  and  plant  structures  in  a  lab.  Tuesday:  SWBAT  explain  the  distinguishing  features  of  invertebrates.  Wednesday:  SWBAT  explain  the  distinguishing  features  of  invertebrates.  Thursday:  Discovery  Test  Friday:  Finish  Discovery  Test  &  Scientific  Literacy  Day  

   

 

Homework  Monday  February  25,  2013  All  flowering  plants  have  the  same  general  body  plan:  roots,  stems  and  branches,  leaves,  flowers,  and  fruits.    Complete  the  table  below  by  describing  the  function  for  each  plant  part.  

     Over  the  last  140-­‐180  million  years  of  angiosperm  evolution  natural  selection  has  resulted  in  many  different  variations  on  this  basic  form  and  not  all  of  the  parts  are  where  you  might  expect  them  to  be.    For  example,  much  of  a  tulip’s  belowground  energy  storage  is  not  in  roots  like  most  plants  but  in  an  underground  stem  surrounded  by  fleshy  leaves,  a  bulb.        

   Humans  began  domesticating  plants  over  12,000  years  ago.    During  domestication,  plants  (and  animals)  undergo  evolution  by  selection  as  farmers  choose  which  individuals  in  the  population  will  reproduce.    When  this  human  preference  is  the  environment  that  exerts  a  selective  force  on  a  population,  we  call  the  selection  artificial  selection.    By  only  allowing  plants  with  traits  we  enjoy,  like  larger  and  sweeter  fruits,  to  reproduce,  humans,  like  nature,  have  caused  many  changes  in  plant  form.        In  today’s  lab  your  goal  is  to  identify  which  part  (root,  stem,  leaf,  flower,  or  fruit)  of  a  domesticated  plant  we  eat.    Before  you  start  it  will  be  helpful  to  review  the  structure  of  flowers  and  the  meaning  of  the  word  “fruit.”    Sometimes,  a  plant  organ  that  is  biologically  a  fruit  is  called  a  “vegetable”  in  everyday  English.    This  is  because  these  fruits  have  lower  amounts  of  the  sugar  fructose  and  are  used  in  savory  rather  than  sweet  cooking.                  

Plant  Part   Function  

Leaves    

Stems  and  

Branches  

 

Fruits    

Roots    

 Examine  the  eatables  given  to  your  group.    First,  write  down  a  quick  hypothesis  for  each  one  without  discussing  it  with  your  group.    Then  examine  each  with  your  group  and  complete  the  chart  below.    

Name  of  food  

 Hypothesis  (fruit  or  veggie)  

Results  (fruit  or  veggie)  

Evidence/Further  information  

Is  this  called  a  fruit  or  

vegetable  in  everyday  English?  

     

   

   

     

   

   

     

   

   

     

   

   

     

   

   

     

   

   

   

   

 

   

   

 

   

   

 

   

   

 

   

   

 

   

   

 

           

 

Homework  Tuesday  February  26,  2013  Over  the  course  of  the  week,  we  are  going  to  learn  about  nine  of  the  major  phyla  of  animals  and  the  big  groups  of  the  vertebrates.    For  each  of  the  groups  listed  below,  you  are  going  to  create  a  page  for  your  Zoobook.    The  point  of  this  Zoobook  is  to  give  you  an  easy  tool  to  review  and  study  the  major  animal  groups.    Invertebrate  Groups     Phylum  Porifera     Phylum  Cnidaria     Phylum  Platyhelminthes     Phylum  Nematoda     Phylum  Annelida     Phylum  Mollusca     Phylum  Arthropoda     Phylum  Echinodermata      For  each  of  the  invertebrate  groups,  your  Zoobook  page  should  include  the  following  things:     Title  of  the  phylum  across  the  top     Picture  of  an  animal  in  the  group     Common  name  of  this  group     Symmetry  of  the  group     Key  characteristics  of  that  group  (key  three  features)     How  they  get  their  food  (carnivores,  herbivores,  parasites,  ect.)    Vertebrate  Groups  

Class  Osteichthyes     Class  Chondrichthyes     Class  Amphibia     Class  Reptilia     Class  Aves     Class  Mammalia    For  each  of  the  vertebrate  groups,  your  Zoobook  page  should  include  the  following  things:     Title  of  the  class  across  the  top     Picture  of  an  animal  in  the  group     Common  name  of  this  group  (and  some  animals  in  the  group)     Key  characteristics  of  that  group  (key  three  features)     How  they  get  their  food  (carnivores,  herbivores,  parasites,  ect.)    Homework  Thursday  February  28,  2013  What  three  things  define  an  animal?        What  are  the  three  body  plans  and  how  is  each  different?            

 What  is  the  body  plan  of  a  sponge?    How  does  it  get  food?    Can  it  move?    What  do  we  call  the  holes  in  it?          What  is  the  body  plan  of  a  jellyfish?    How  does  it  get  food?    What  are  its  stinging  cells  called?              What  are  the  body  plans  of  all  three  worm  groups?    What  is  regeneration?        What  are  the  scientific  and  common  names  of  all  three  worm  groups?    What  makes  an  annelid  different  from  a  nematode?              What  type  of  body  plan  does  a  sea  star  have?    How  does  it  move?    What  does  its  skin  feel  like?            What  are  the  main  two  features  of  phylum  Mollusca?    What  class  do  the  snails  and  slugs  belong  to?    What  class  do  the  clams  and  oysters  belong  to?    What  class  do  the  octopus  and  squid  belong  to?          How  many  shells  do  bivalves  have?    What  do  they  use  their  foot  for?    How  do  squid  communicate?    What  do  they  do  when  they  run  away  from  predators?          What  are  the  three  main  features  of  arthropods?    What  do  they  have  to  do  to  grow?      

 Ph.D.  Extra  Credit  Summarize  the  following  article  for  extra  credit  points.    Summarize  in  your  words:    ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________  ________________________________________________________________________________________________________________________________________________________________________________________________________________  ________________________________________________________________________________________________________________________________________________________________________________________________________________  

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