Simple Animals. Teacher's Guide. Visual Learning Company Editors: Brian A. Jerome, Ph.D. Stephanie Zak Jerome

Transcription

1 Teacher's Guide Editors: Brian A. Jerome, Ph.D. Stephanie Zak Jerome Assistant Editors: Anneliese Brown Louise Marrier Graphics: Fred Thodal Lyndsey Canfield Dean Ladago Union Street Brandon VT 05733

2 A Message from our Company... Visual Learning is a Vermont-based, family owned company specializing in the creation of science programs. As former classroom science teachers, we have designed our programs to meet the needs and interests of both students and teachers. Our mission is to help educators and students meet educational goals while experiencing the thrill of science! Viewing Clearances The video and accompanying teacher s guide are for instructional use only. In showing these programs, no admission charges are to be incurred. The programs are to be utilized in face-to-face classroom instructional settings, library settings, or similar instructional settings. Duplication Rights are available, but must be negotiated with the Visual Learning Company. Television, cable, or satellite rights are also available, but must be negotiated with the. Closed circuit rights are available, and are defi ned as the use of the program beyond a single classroom but within a single campus. Institutions wishing to utilize the program in multiple campuses must purchase the multiple campus version of the program, available at a slightly higher fee. Video streaming rights are available and must be negotiated with the Visual Learning Company. Discounts may be granted to institutions interested in purchasing programs in large quantities. These discounts may be negotiated with the. Use and Copyright: The purchase of this video program entitles the user the right to reproduce or duplicate, in whole or in part, this teacher s guide and the black line master handouts for the purpose of teaching in conjunction with this video,. The right is restricted only for use with this video program. Any reproduction or duplication, in whole or in part, of this guide and student masters for any purpose other than for use with this video program is prohibited. The video and this teacher s guide are the exclusive property of the copyright holder. Copying, transmitting, or reproducing in any form, or by any means, without prior written permission from the copyright holder is prohibited (Title 17, U.S. Code Sections 501 and 506). Copyright 2008 ISBN

3 Table of Contents A Message from our Company Viewing Clearances Use and Copyright National Standards Correlations Student Learning Objectives Assessment Introducing the Program Program Viewing Suggestions Video Script Answer Key to Student Assessments Answer Key to Student Activities Pre-Test Post-Test Video Review Vocabulary Writing Activity Invertebrate Matching Arthropod Adventure The Grouping Game

4 National Standards Correlations Benchmarks for Science Literacy (Project AAAS) Grades 3-5 The Living Environment By the end of the 5th grade, students should know that: Diversity of Life (5A): A great variety of kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group. Features used for grouping depend on the purpose of the grouping. National Science Education Standards (Content Standards: K-4, National Academy of Sciences) Life Science: Content Standard C As a result of activities in grades K-4, all students should develop an understanding of: The Characteristics of Organisms Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms. Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking

5 Student Learning Objectives Upon viewing the video and completing the enclosed student activities, students will be able to do the following: Differentiate between and provide examples of vertebrate and invertebrate animals. Describe the basic body parts of a sponge (porifera). Explain the basic structures of a cnidarian, such as a hydra or sea anemone. Describe some of the characteristics of fl atworms (platyhelminthes), such as their flattened, elongated body; more advanced nervous system; and bilateral symmetry. Explain that nematodes are worms that possess a head, tail, and one-way digestive system. Understand that segmented worms (annelids) have a body made up of many segments and a closed circulatory system. Describe basic functions of mollusks, and give examples of mollusks people commonly eat. Cite some examples of arthropods that live near the school. Explain the characteristics common to most arthropods, including a segmented body, an exoskeleton, and jointed appendages. Understand that there are at least a million different kinds of arthropods on the planet. List examples of echinoderms, such as sea stars, starfi sh, sand dollars, sea cucumbers, and sea urchins. Describe some basic features of echinoderms, including radial symmetry, an internal skeleton, and a water vascular system. Compare and contrast characteristics of different types of simple animals

6 Assessment Preliminary Test (p ): The Preliminary Test is an assessment tool designed to gain an understanding of students preexisting knowledge. It can also be used as a benchmark upon which to assess student progress based on the objectives stated on the previous pages. Post-Test (p ): The Post-Test can be utilized as an assessment tool following student completion of the program and student activities. The results of the Post-Test can be compared against the results of the Preliminary Test to assess student progress. Video Review (p. 18): The Video Review can be used as an assessment tool or as a student activity. There are two sections. The fi rst part contains questions displayed during the program. The second part consists of a fi ve-question video quiz to be answered at the end of the video

7 Introducing the Program Before showing the video to your students, ask this simple question: What is the difference between a dog and a bee? Students will probably immediately say there is a big size difference, one fl ies and the other doesn t, and dogs have fur whereas bees do not. Ask students to think a little bit harder about the body shape, structure, and function of these two very different animals. Write the words vertebrate and invertebrate on the board. Explain to students the difference between vertebrate and invertebrate animals. If you have samples of different types of invertebrates in the classroom, or if you have pictures of various invertebrates, share these with your students. Ask students if they know the names of some of the different animals. If time permits, place the animals into major invertebrate groups. Tell students that the video will briefl y discuss some characteristics of the different invertebrate groups. Tell students to pay close attention to the program to learn more about the many different types of invertebrate animals. Following the video, review the main characteristics of the invertebrate groups discussed in the program. Program Viewing Suggestions The student master Video Review (p. 18) is provided for distribution to students. You may choose to have your students complete this master while viewing the program or do so upon its conclusion. The program is approximately 14 minutes in length and includes a fi vequestion video quiz. Answers are not provided to the Video Quiz in the video, but are included in this guide on page 12. You may choose to grade student quizzes as an assessment tool or to review the answers in class. The video is content-rich with numerous vocabulary words. For this reason you may want to periodically stop the video to review and discuss new terminology and concepts

8 Video Script 1. Have you ever admired the colorful wings of a butterfl y? 2. You have probably seen worms if you have worked in a garden. 3. Or maybe you have eaten shellfi sh, such as lobster, clams, or mussels. 5. If you have had any of these experiences, then you are familiar with simple animals. 6. Why are these simple animals referred to as invertebrates? 7. What do they look like and what are their characteristics? 8. And how are these animals important to us? 9. During the next few minutes, we are going to answer these questions and others, as we explore the fascinating features of simple animals. 11. Graphic Transition What are? 12. You re probably familiar with animals you see around your home, such as birds and squirrels. 14. Maybe you even have a pet, such as a cat, dog, or fi sh. 15. Animals have many characteristics in common. 16. They are made of cells, they move, they reproduce, they eat food, and they grow and change over time. 18. There are over a million different kinds of animals on Earth, with many yet to be discovered. 19. Scientists place animals into groups to make them easier to study. 20. Animals are often classifi ed into two major groups based on whether or not they have a backbone. 21. Animals with backbones are called vertebrates. 22. Horses, fi sh, dogs, deer, frogs, turtles and people are all examples of vertebrates. 23. The other major group of animals are invertebrates. 24. You Decide! What is the common characteristic of invertebrate animals? 25. Invertebrate animals, sometimes referred to as simple animals, do not have a backbone. 26. Worms, starfi sh, and insects are just a few examples of invertebrate animals. 27. Ok, let s take a look at some of the major groupings of invertebrate animals. 28. Graphic Transition Exploring Sponges and Cnidarians 29. Have you ever used a sponge like this to wash dishes? 30. This sponge was once a living animal in the ocean. 31. Sponges are very simple invertebrates. Most live attached to the sea fl oor. 32. Scientists classify sponges in a group called Porifera, which refers to the many pores or holes in their soft bodies. 33. This animal, called a sea anenome, is a member of a more advanced group of invertebrates called Cnidaria. 34. This monster-like hydra seen under a microscope,

9 Video Script this graceful jellyfi sh, and this colorful coral are all cnidarians. 36. Cnidarians live in water and have soft, hollow bodies with a mouth surrounded by tentacles. 37. You Observe! Describe the general shape of this sea anenome. 38. It has a round shape, which scientists refer to as radial symmetry. 39. Cnidarians are more complex than sponges in that they have specialized tissues. 40. Many have specialized stinging cells at the end of their tentacles, which are used to paralyze prey. 41. Cnidarians often use their tentacles to pull prey inside the body where the prey is digested. 42. Graphic Transition Worms 43. When you think of worms, you probably think about earthworms found in the soil around your home. 44. But there are thousands of different kinds of worms. 45. We will briefl y discuss the three major groups of worms. 46. First, let s take a look at fl atworms. They are classifi ed in a group called Platyhelminthes. 47. Flatworms have more advanced nervous systems than the cnidarians. 48. This type of fl atworm, called a planaria, is common in streams and ponds, and has a head with two light-sensing eyespots. 49. The many different types of fl atworms, along with other worms, have bilateral symmetry. What is bilateral symmetry? Well, if we draw a line down the long axis of the worm s body, notice how the two halves appear to be mirror images of each other. 50. The second group of worms are roundworms, also called nematodes. They are more advanced than fl atworms. 51. Nematodes have round, elongated bodies with a head and a tail. 52. They have a tube-like, one-way digestive system where food enters one end and waste comes out the opposite end. 53. The last type of worm we will discuss includes segmented worms, referred to as annelids. 54. Notice how this segmented worm is made up of many segments. 55. Annelids have a one-way digestive system. They also have a closed circulatory system, which includes tubes through which blood is pumped. 56. This strange looking annelid, which lives in freshwater, is a leech. 57. Leeches feed on the blood of other animals, including humans. They attach themselves to fl esh and suck out the blood. 58. Graphic Transition Mollusks 59. If you have ever eaten clams, squid, or mussels, you have eaten invertebrate animals that are members of the group Mollusca

10 Video Script 60. Most mollusks, such as oysters, clams, and snails, protect their soft bodies with hard, external shells. 61. Some mollusks, such as squid, have an internal shell. 62. While others, such as slugs, do not posses shells at all. 63. Mollusks tend to have well-developed nervous systems, including a brain and good sense organs, such as eyes. 64. Graphic Transition Arthropods Around Us 65. Bees, crabs, millipedes, and spiders belong to one of the most amazing invertebrate groups arthropoda. 66. There are at least a million different kinds of known arthropods, with many yet to be discovered. 67. While these animals all seem quite different from each other, they have several things in common. 68. Arthropods have a hard outer shell called an exoskeleton. 69. Arthropods also have bodies that are divided into segments. 70. This insect, for example, has three distinct segments a head, chest or thorax, and abdomen. 71. Many arthropods also have appendages that are jointed. 72. For example, notice how the claw of this crab is attached to a hinged joint that bends. 73. There are hundreds of thousands of different types of arthropods, many of which are very useful to us. 74. Graphic Transition Understanding Echinoderms 75. You Decide! What is this animal? 76. That s right, it is a starfi sh. 77. Starfi sh are members of a group of animals referred to as Echinodermata. 78. Echinoderms have spiny skin. This animal called a sea urchin looks especially spiny. 79. Sea stars, sand dollars, starfi sh, sea cucumbers, and sea urchins are all echinoderms that live in oceans. 80. Adult echinoderms have radial symmetry, an internal skeleton, and tube-like feet connected to a water vascular system, which enable them to walk and obtain food. 82. Graphic Transition Summing Up 83. During the past few minutes, we have explored some of the fascinating characteristics of simple animals. 84. We began by describing the differences between simple invertebrate animals and more complex vertebrate animals. 85. Some of the characteristics of sponges were highlighted. 86. We then discussed the basic characteristics of animals, such as jellyfi sh, coral, and sea anenomes in the group Cnidaria

11 Video Script 87. The three major groups of worms were briefl y discussed, including fl atworms, roundworms, and annelids. 88. The next group of animals we investigated was mollusks. 89. Examples of mollusks include clams, oysters, mussels, squids, and slugs. 90. The largest group of animals, arthropods, was explored. 91. We saw how arthropods possess three general characteristics, including an exoskeleton, segmented bodies, and jointed appendages. 92. The last group of animals we covered were echinoderms. Examples of echinoderms include starfi sh, sand dollars, sea cucumbers, and sea urchins. 93. So, the next time you see an insect near your home, eat shellfi sh, or see a bird eating a worm, think about some of the things we have discussed during the past few minutes. 96. You just might think about simple animals a little differently. 97. Graphic Transition Video Assessment Fill in the correct word to complete the sentence. Good luck and let s get started. 1. Invertebrate animals do not possess a. 2. Jellyfi sh and coral are in the group. 3. Annelids are worms with bodies. 4. Arthropods have a hard, outer shell called an

12 Answer Key to Student Assessments Pre-Test (p ) Post-Test (p ) 1. c - study 2. a - invertebrates 3. b - the sea floor 4. a - tentacles 5. d - bilateral 6. c - Annelida 7. b - clam 8. c - Arthropoda 9. d - exoskeleton 10. a - spiny 11. true 12. true 13. false 14. true 15. false 16. An invertebrate is an animal that does not have a backbone. 17. Examples include clams, earthworms, insects, starfi sh, and sponges. 18. Characteristics of annelids include bodies made up of many segments, a one-way digestion system, and a closedcirculatory system. Some have heart-like structures to pump blood. 19. Arthropods have an exoskeleton, jointed appendages, and a segmented body. 20. Examples of echinoderms include starfi sh, sea urchins, sea cucumbers, and sand dollars. 1. d - exoskeleton 2. b - clam 3. d - bilateral 4. b - the sea floor 5. c - study 6. a - spiny 7. c - Arthropoda 8. c - Annelida 9. a - tentacles 10. a - invertebrates 11. true 12. false 13. true 14. false 15. true 16. Characteristics of annelids include bodies made up of many segments, a one-way digestion system, and a closedcirculatory system. Some have heart-like structures to pump blood. 17. Examples of echinoderms include starfi sh, sea urchins, sea cucumbers, and sand dollars. 18. An invertebrate is an animal that does not have a backbone. 19. Examples include clams, earthworms, insects, starfi sh, and sponges. 20. Arthropods have an exoskeleton, jointed appendages, and a segmented body. Video Review (p. 18) 1. The common characteristic of invertebrate animals is that they do not have a backbone. 2. This sea anemone has a round shape, which scientists refer to as radial symmetry. 3. This animal is a starfi sh. 1. backbone 2. cnidaria 3. segmented 4. exoskeleton 5. radial

13 Answer Key to Student Activities Vocabulary (p. 19 ) 1. invertebrates 2. cnidarians 3. nematodes 4. annelids 5. Mollusca 6. bilateral 7. Arthropoda 8. exoskeleton 9. echinoderms 10. radial Writing Activity (p. 20) There are many different kinds of animals on Earth. Scientists place animals in groups to make them easier to work with and study. Vertebrates are animals that possess a backbone. Invertebrate animals do not have a backbone. Sponges are a type of simple invertebrate animal that live on the sea fl oor and have many pores in their bodies. Cnidarians are hollow-bodied animals with a mouth that is often surrounded by tentacles. There are several different groups of worms. Worms called annelids have bodies made up of many segments. Mollusks, such as clams, are invertebrates with a soft body that is commonly surrounded by a shell. Bees, crabs, millipedes, and spiders are members of a group called Arthropoda. There are at least a million known kinds of arthropods, with many still being discovered. Echinoderms, such as starfi sh and sea urchins, have spiny skin. Most echinoderms live in the ocean. In Your Own Words (p. 20) 1. Many of these animals have a mouth surrounded by tentacles. Special stinging cells are located at the end of the tentacles. When prey comes in contact with the stinging cells it is paralyzed or killed. Tentacles then bring the prey into the mouth. 2. Annelids have a digestive system and a closed circulatory system, whereas sponges do not. Sponges do not have muscles enabling them to move, whereas annelids do. 3. There are many arthropods we eat including lobsters and crabs. Many insect arthropods pollinate fl owers, which produce fruit and vegetables we eat. And, some arthropods, such as bees, produce valuable products, like honey. Invertebrate Matching (p ) 1. Echinodermata 2. Nematoda 3. Annelida 4. Arthropoda 5. Cnidaria 6. Porifera 7. Platyhelminthes 8. Mollusca Arthropod Adventure (p. 23 ) a. spider b. ant c. centipede or millipede d. butterfl y or bee The Grouping Game (p ) Objects grouped by color: Group 1 yellow: yellow lined paper, yellow chalk, #2 pencil Group 2 green: green paper clip, green crayon Group 3 black: black stapler, black pen, blackboard Group 4 blue: blue construction paper, blue marker Group 5 miscellaneous: clear tape, student desk, student chair Objects grouped by materials: Group 1 - paper: yellow lined paper, blue construction paper Group 2 plastic: black pen, clear tape, blue marker, green paper clip Group 3 metal: student desk, student chair, black stapler Group 4 wood: #2 pencil Group 5 miscellaneous: yellow chalk, green crayon, blackboard Objects grouped by function: Group 1 writing utensils: yellow chalk, green crayon, black pen, blue marker, #2 pencil Group 2 objects to write on: yellow lined paper, blue construction paper, blackboard Group 3 furniture: student desk, student chair Group 4 objects used to organize papers: stapler, green paper clip, clear tape

14 Pre-Test Name Circle the best answer for each of the following questions. 1. Scientists often place animals in groups to make them easier to: a. dissect b. play with c. study d. review 2. Animals without backbones are referred to as: a. invertebrates b. mammals c. vertebrates d. reptiles 3. Sponges, in the group Porifera, most commonly live on: a. mountain tops b. the sea floor c. buildings d. other plants 4. Cnidarians, such as jellyfi sh and sea anemones, often catch prey with: a. tentacles b. beaks c. teeth d. fins 5. Worms have the following type of symmetry: a. radial b. vertical c. horizontal d. bilateral 6. Segmented worms, such as earthworms, are in the following group: a. Mollusca b. Mammalia c. Annelida d. Echinodermata 7. Which of the following is a mollusk? a. leech b. clam c. spider d. sea cucumber 8. Bees, crabs, and spiders belong to the following invertebrate group: a. Mollusca b. Annelida c. Arthropoda d. Echinodermata 9. Arthropods have a hard skeleton found on the outside of the body called a(n): a. endoskeleton b. bony c. internal d. exoskeleton skeleton skeleton 10. The skin of echinoderms, such as starfi sh and sea urchins, tends to be: a. spiny b. smooth c. soft d. hairy 14

15 Pre-Test Name Write true or false next to each statement Invertebrate animals do not have a backbone. Many cnidarians, such as jellyfi sh, have specialized stinging cells. All worms are placed in the same group. It is possible to eat many types of mollusks, such as clams, squid, and oysters. There are very few kinds of arthropod animals. Write a short answer for each of the following. 16. What is an invertebrate? 17. List three examples of invertebrate animals. 18. What are two characteristics of worms called annelids? 19. Describe two common characteristics of arthropods. 20. List a few examples of echinoderms. 15

16 Post-Test Name Circle the best answer for each of the following questions. 1. Arthropods have a hard skeleton found on the outside of the body called a(n): a. endoskeleton b. bony c. internal d. exoskeleton skeleton skeleton 2. Which of the following is a mollusk? a. leech b. clam c. sea cucumber d. spider 3. Worms have the following type of symmetry: a. radial b. vertical c. horizontal d. bilateral 4. Sponges, in the group Porifera, most commonly live on: a. mountain tops b. the sea floor c. buildings d. other plants 5. Scientists often place animals in groups to make them easier to: a. dissect b. play with c. study d. review 6. The skin of echinoderms, such as starfi sh and sea urchins, tends to be: a. spiny b. smooth c. soft d. hairy 7. Bees, crabs, and spiders belong to the following invertebrate group: a. Mollusca b. Annelida c. Arthropoda d. Echinodermata 8. Segmented worms, such as earthworms, are in the following group: a. Mollusca b. Mammalia c. Annelida d. Echinodermata 9. Cnidarians, such as jellyfi sh and sea anemones, often catch prey with: a. tentacles b. beaks c. teeth d. fins 10. Animals without backbones are referred to as: a. invertebrates b. mammals c. vertebrates d. reptiles 16

17 Post-Test Name Write true or false next to each statement It is possible to eat many types of mollusks, such as clams, squid, and oysters. All worms are placed in the same group. Invertebrate animals do not have a backbone. There are very few kinds of arthropod animals. 15. Many cnidarians, such as jellyfi sh, have specialized stinging cells. Write a short answer for each of the following. 16. What are two characteristics of worms called annelids? 17. List a few examples of echinoderms. 18. What is an invertebrate? 19. List three examples of invertebrate animals. 20. Describe two common characteristics of arthropods. 17

18 Video Review Name While you watch the video, answer these questions: You Decide! 1. What is the common characteristic of invertebrate animals? You Observe! 2. Describe the general shape of this sea anemone. You Decide! 3. What is this animal? After you watch the video, test your knowledge with these questions. 1. Invertebrate animals do not possess a. 2. Jellyfi sh and coral are in the group. 3. Annelids are worms with bodies. 4. Arthropods have a hard, outer shell called an. 5. Starfi sh have symmetry. 18

19 Vocabulary Name Use these words to fill in the blanks next to the sentences below. Words echinoderms cnidarians annelids Mollusca Arthropoda radial nematodes bilateral exoskeleton invertebrates Animals that do not possess a backbone. Animals with soft, hollow bodies and a mouth surrounded by tentacles. Examples include jellyfi sh and sea anemones. Worms referred to as roundworms that possess a head, tail, and a one-way digestive system. Worms possessing a body made up of many segments. Examples include earthworms and leeches. Most animals in this group possess a soft body surrounded by a shell. Oysters and clams are examples. A type of symmetry exhibited by worms, as well as most arthropods. A large group of animals that includes insects, spiders, and lobsters. The hard casing on the outside of most arthropods bodies. Animals with spiny skin. Examples include sea stars and sea urchins. The type of symmetry exhibited by starfi sh. 19

20 Writing Activity Name Words tentacles mollusks backbone annelids sponges study echinoderms invertebrate cnidarians Arthropoda Use the correct word from above to complete the sentences in the following paragraph. There are many different kinds of animals on Earth. Scientists place animals in groups to make them easier to work with and. Vertebrates are animals that possess a. animals do not have a backbone. are a type of simple invertebrate animal that live on the sea fl oor and have many pores in their bodies. are hollow-bodied animals that have a mouth often surrounded by. There are several different groups of worms. Worms called have bodies made up of many segments., such as clams, are invertebrates with a soft body that is commonly surrounded by a shell. Bees, crabs, millipedes, and spiders are members of a group called. There are at least a million known kinds of arthropods, with many still being discovered., such as starfi sh and sea urchins, have spiny skin. Most echinoderms live in the ocean. In Your Own Words 1. How do cnidarians, such as sea anemones and jellyfi sh, get their food? 2. In what ways are annelid worms more complex than sponges? 3. What are some ways arthropods are benefi cial to us? 20

21 Invertebrate Matching Name Background: There are millions of different animals on planet Earth. Animals can be placed into two main categories: vertebrates and invertebrates. Vertebrates are animals with backbones, such as humans, dogs, cats, and moose. Invertebrates are animals that do not have a backbone. Invertebrates are often referred to as simple animals. There are many different groups of invertebrate animals. Read about the major groups of invertebrate animals in the chart below. Group Description Example(s) Porifera Poriferans are very simple invertebrates sponges with pores or holes in their soft bodies. Cnidaria Cnidarians live in water and have soft, hollow bodies with a mouth surrounded by tentacles. sea anenome, jellyfi sh, coral Platyhelminthes Nematoda Annelida Mollusca Anthropoda Echinodermata Flatworms with bilateral symmetry, a head, and eye spots. Roundworms with a round, elongated body; head; and tail. Segmented worms with a oneway digestive system and a closed circulatory system through which blood moves. Invertebrates with a well-developed nervous system, including a brain, and good sense organs, such as eyes. Most have a hard external shell, but some have an internal shell and others do not have a shell at all. Arthropods have a hard outer shell, called an exoskeleton; bodies divided into segments; and jointed appendages. Echnioderms have spiny skin; radial symmetry; internal skeleton; and tube-like feet connected to a vascular system, which allows them to move and eat. planaria hookworm leech oysters, snails, squid, slugs bees, crabs, millipedes, spiders starfi sh, sand dollars, sea cucumbers, sea urchins 21

22 Invertebrate Matching Name Activity: Use the information in the chart on the previous page to identify the group of invertebrate pictured. In box 8, identify the group that is not pictured here and draw an image of it

23 Arthropod Adventure Name Background: The world is populated by millions of species of animals. A species is a group of animals that produce animals like themselves. In order to study animals, scientists divide them into groups. All animals can be divided into two groups - vertebrate and invertebrate. Vertebrate animals have a backbone and invertebrate animals do not. Invertebrate animals are broken down into smaller groups. Some of the major groups include Porifera, Cnidaria, Platyhelminthes, Nematoda, Annelida, Mollusca, Echinodermata, and Arthropoda. Animals are placed into these groups based on how they look on the outside, the features inside their bodies, how they behave, and other characteristics. For example, arthropods have a hard outer shell, called an exoskeleton. The bodies of arthropods are divided into segments, and many arthropods have jointed appendages, such as legs. Bees, crabs, millipedes, and spiders are all examples of arthropods. Materials: Books and magazines containing images of arthropods, blank paper, and pencils and markers. Preparation: This activity can be conducted inside the classroom or outdoors. If the class is able to go outside, pre-select an area where it is possible to observe many different kinds of arthropods. For an indoor activity, provide students with magazines and books in which they can fi nd images of different arthropods. Warn students not to touch living things, and to keep their distance from harmful arthropods. Activity: 1. Today you are going to search for different arthropods. If you are going outside, your teacher will show you the area in which to look for the arthropods. Be careful not to disturb the arthropods while observing and drawing them. If you are doing the activity inside, your teacher will give you many magazines and books in which to search for different examples of arthropods. 2. Search for 4 different arthropods to match the descriptions below: a. Find an arthropod with eight legs. b. Find an arthropod that has six legs and walks on the ground. c. Find an arthropod that looks like a worm but has dozens of legs. d. Find an arthropod with six legs and wings. 3. On a separate piece of paper, draw an image of the 4 arthropods and write the matching description below each picture. 23

24 The Grouping Game Name Background: People organize things into groups everyday to make their lives easier. For example, the librarians in your school group books so they are easier for you to fi nd. They group them based on the type of the book, such as fi ction, nonfi ction, biography, and reference. People also group their clothes by organizing them in different drawers in a dresser. You might have a drawer for socks, another for pants, and a third drawer for your shirts. Scientists group organisms to make their lives easier. Living things are grouped according to their physical appearance, the features inside their bodies, their behavior, and other special characteristics they possess. In this activity, you are going to experiment with different ways to group objects you use everyday. Materials: yellow lined paper green paper clip student desk yellow chalk black stapler green crayon black pen blue construction paper clear tape blackboard blue maker #2 pencil student chair Activity: 1. Your teacher will divide you into groups of three or four. 2. Study the objects your teacher gave you. Your team s job is to group these objects. For the fi rst set of groups, categorize the objects according to color. Remember that it is okay to have only one object in a group or to have a group of miscellaneous objects. Fill in the chart. 3. Now group the objects according to the materials of which they are made and fi ll in the chart. 4. Group the objects according to their function, or what they do or help you to do. Fill in the chart. 5. Create a new category and group the objects according to this method. 24

25 The Grouping Game Name Directions: Fill in the chart according to how you grouped the objects. In each box, write the name of the group (for example, in the color grouping, one group name will be Yellow) and list all of the items in the group. Color Group 1 Group 2 Group 3 Group 4 Group 5 Materials Function Your category 25