Why study invertebrates?

Invertebrates are the most abundant animals on the planet, making up about 90% of the total animal species! These creatures have been around for millions of years and occupy almost every type of habitat. Without invertebrates, many other animals would not exist. Invertebrates are key to many food chains and without them, the chain would collapse. Invertebrates have played important roles in discovering a lot of key information such as how the nervous system works and even the first complete DNA sequence was obtained from an invertebrate! So let's learn about these fascinating creatures!!
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WHAT'S THE CLASS? SLIDESHOW:





NAME THAT SYMMETRY SLIDESHOW!!:




NOTES PACKET:


PHYLUM POWERPOINTS:

INTRODUCTION:

PORIFERA:

CNIDARIA:

PLATYHELMINTHES (FLATWORMS):

NEMATODA (ROUNDWORMS):

ANNELIDA (SEGMENTED WORMS):

ECHINODERMATA:

MOLLUSCA:

ARTHROPODA:


Tuesday April 28: UNIT TEST DAY




Monday April 27: REVIEW DAY



HOMEWORK:



All notes in packet need to be completed if they have not already been completed; Unit Test tomorrow


Friday April 24: Live Lab Day 2/Review



EQ:



  • What are invertebrates?
  • What is the difference between hydra and daphnia?
  • What is similar and different about all of the phyla represented in the lab?

Today we finished the lab dealing with the microinvertebrates. We observed hydra and daphnia as well as their interactions with each other.




HOMEWORK:



All notes in packet need to be completed if they have not already been completed; 5 notecards for password; finish review packet for unit test on Tuesday April 28


Thursday April 23: Live Lab Day 1



EQ:



  • What are invertebrates?
  • What is the difference between platyhelminthes and nematoda?

Today we began a two day lab with the live microinvertebrates. We observed their behaviors (with the planaria) as well as the differences between the planaria (platyhelminthes) and vinegar eels (nematoda).





HOMEWORK:



All notes in packet need to be completed if they have not already been completed; Take Home Quiz due tomorrow


Wednesday April 22: Crayfish Dissection- Internal



EQ:



  • What are the internal features of a crayfish?
  • What are gills?
  • What type of digestive system do crayfish have?
  • What type of circulatory system do crayfish have?

Today we finished with the dissection of a crayfish and we did the internal dissection. We reviewed parts from yesterday's lab and then we began to fill in the internal features diagram. We then cut into the crayfish and looked at the gills, digestive system, and circulatory system.






HOMEWORK:



All notes in packet need to be completed if they have not already been completed; Take Home Quiz due Friday April 24



Tuesday April 21: Crayfish Dissection- External

EQ:

  • What are the external features of a crayfish?
  • What is segmentation?
  • How are they adapted to survive in their environment?

Today we began the dissection of a crayfish. We started with the external features and answered questions and filled in a diagram of the external features as we went through the dissection, We observed the jointed legs, the segmentation, and how the crayfish is able to eat.





HOMEWORK:



All notes in packet need to be completed if they have not already been completed; Take Home Quiz due Friday April 24


Monday April 20: Phylum Arthropoda



EQ:

  • What is Phylum Arthropoda?
  • What is segmentation and why is it important?
  • What are jointed limbs?

Today we did station work dealing with phylum Arthropoda as well some stations that were review for the entire unit. Students also received their take home quizzes today that are due Friday.

STATION 1: We classified arthropods by looking at various pictures of them on a slideshow (What's the class?) and choosing the correct sub-phyla for them based on their observable characteristics.

STATION 2: We reviewed the unit with a game of password. Several notecards were already made up with words for the students to guess. One student in the group tried to get the others to guess the word and then they would all switch.

STATION 3: We worked on a word search using key terms from the phylum Arthropoda. The definitions for the key terms were clues as to the words they needed to find in the word search.

STATION 4: We used play-doh to build the two sets of segmentation in arthropods (cephalothorax and abdomen; head, thorax, abdomen). Students then drew a picture of it and labeled the segments and answered a few questions.

STATION 5: We created our own arthropods and answered a few questions on the key characteristics of arthropods and how they are adapted to survive in their environments.

STATION 6: We drew a picture and labeled the two sides (ventral and dorsal) and two ends (anterior and posterior) of a bug. We then had 8 specimens from all the various phyla and identified the phylum they were from.



HOMEWORK:

All notes in packet need to be completed if they have not already been completed; Take Home Quiz due Friday April 24








Friday April 17: Phylum Arthropoda


EQ:
  • What is Phylum Arthropoda?
  • What is segmentation and why is it important?
  • What are jointed limbs?

Today we took some notes on the phylum Arthropoda. We reviewed key characteristics of this phylum, such as jointed limbs, segmentation, exoskeletons, and circulatory systems.

HOMEWORK:

All notes in packet need to be completed if they have not already been completed; finish Arthropoda notes; review all papers for upcoming quiz

Thursday April 16: Movie Day!


Due to testing, we watched Freak the Mighty in all core classes.

Wednesday April 15: Phylum Mollusca


EQ:
  • What is Phylum Mollusca?
  • Are octopi really that intelligent?
  • Why are shells important?

Today we began by reviewing the article and questions from yesterday. In the phylum Mollusca, many of the animals have shells. We began the phylum by talking about a few animals that do not have shells. We moved on today to talking about animals with shells and how they could be used as defense. Students rated types of shells from most effective defense to least effective defense and told why they chose that. We then watched a few videos about mollusks.




HOMEWORK:

Finish notes through Mollusca (Porifera, Cnidaria, Platyhelminthes, Nematoda, Annelida, Echinodermata, and Mollusca); review notes for upcoming quiz

Tuesday April 14: Phylum Echinodermata and Phylum Mollusca


EQ:
  • What is Phylum Echinodermata?
  • Why are tube feet important?
  • Are octopi really that intelligent?

Today we began by finishing the station work from Monday (see below for specific station topics). We watched a few video clips about octopi and then the students read an article about the brains (more specifically the neurons) in an octopus.





HOMEWORK:

Finish notes through Mollusca (Porifera, Cnidaria, Platyhelminthes, Nematoda, Annelida, Echinodermata, and Mollusca); review notes for upcoming quiz

Monday April 13: Phylum Echinodermata


EQ:
  • What is Phylum Echinodermata?
  • Why are tube feet important?

Today we began by reviewing certain key features of the phylum Echinodermata. We watched several video clips about the phylum specifically focusing on how they eat and move. Students then worked at the lab stations at 4 different mini stations.

Station 1: We played a "game" dealing with the symmetry of animals (asymmetry, bilateral symmetry, and radial symmetry). Students looked at various pictures of organisms and picked the type of symmetry that best suited it.

Station 2: We did a crossword puzzle using key terms dealing with echinoderms. Students used their note packets to help figure out the key terms.

Station 3: We drew a picture of a sea star and labeled various parts and answered questions about movement and digestion.

Station 4: We did a Venn Diagram comparing Echinodermata with any other phyla that we have learned so far in this unit (Porifera, Cnidaria, Platyhelminthes, Nematoda, and Annelida). Students also answered various questions about what makes an animal complex.

Video Clips shown in class and from powerpoint
Jonathan Bird's Blue World

Sea stars eating mussels (in power point)

World's Weirdest- Sea Cucumbers (in power point)

Army of Sea Urchins- BBC




HOMEWORK:

Finish lab write-up due Tuesday April 14 and make sure all notes up through Mollusca are finished

Friday April 10: Phylum Annelida- live lab!


EQ:
  • How are annelids adapted to survive in their environments?

Today we did a live lab with live earthworms!! We did a lab to test their behavior in certain environments. Students took an earthworm and tested whether they preferred moist/dry environments or dark/light environments. Students wrote up the procedure, question, hypothesis, research, and the conclusion questions.



HOMEWORK:

Finish lab write-up due Tuesday April 14 and do notes for Echinodermata and Mollusca


Thursday April 9: Phylum Annelida

EQ:
  • How are nematodes, flatworms, and annelids similar and different?
  • How are they adapted to survive in their environments?

Today we began by looking at prepared slides of flatworms (the scolex of a tapeworm) and roundworms (full and cross sections). We drew our observations and answered a few questions about the two phyla. We then did an online dissection of an earthworm, labeling parts of the interior and exterior of the worm and answered questions comparing the three phyla.

ONLINE DISSECTION





HOMEWORK:

Finish all analysis questions due tomorrow

Wednesday April 8: Phylum Platyhelminthes and Nematoda


EQ:
  • Why are flatworms flat?
  • What is a parasite?
  • Why might nematodes be important?

Today we discussed the questions related to the article read yesterday. We talked about nematodes and how they can be beneficial to us, even though they are mostly parasitic. We watched several video clips dealing with different types of flatworms and different functions of flatworms. We then took notes in our packet about phylum Nematoda.


HOMEWORK:

Annelida (segmented worm) notes due tomorrow

Tuesday April 7: Phylum Cnidaria/ Phylum Platyhelminthes and Nematoda

EQ:
  • What are cnidarians?
  • Why might nematodes be important?

Today we finished the station work from Thursday (see Thursday's post for more details). After the activities were finished, we watched a few video clips about tapeworms and roundworms. Students then read an article about nematodes and how they can be extremely helpful in detecting cancer in patients.

Article:


Questions:



HOMEWORK:

Platyhelminthes (flatworm) notes due tomorrow; finish article and questions due tomorrow

Thursday April 2: Phylum Cnidaria

EQ:
  • What adaptations do cnidarians have that help them to survive in their environment?
  • What are cnidocytes and how are they helpful?
  • Why do cnidarians have different body plans?

Today we learned about Phylum Cnidaria. We took notes and watched a few video clips about cnidarians and their habits. We then completed station work with four different stations.
Here is a link to the 7 deadliest jellyfish: 7 Deadliest Jellyfish


Station 1- Cnidocytes
We played a game about cnidocytes and how fast they are. We answered why they need to be so fast.
LINK to GAME

Station 2- Body plans
We built the two different body plans for cnidarians out of play-doh.

Station 3- What is a hydra?
We looked at microscope slides of hydras and answered questions.

Station 4- Animal v Plant cells; osmosis and diffusion in animals
We answered questions comparing animal and plant cells and talked about why these animals go through osmosis and diffusion.

Links for the videos are all in the powerpoint.


Lab sheet:



HOMEWORK:
Review terms for Porifera and Cnidaria

Wednesday April 1: Phylum Porifera


EQ:
  • What adaptations do sponges have that help them to survive in their environment?
  • Why are pores necessary?

Today we learned about Phylum Porifera. We took notes and watched a few video clips about sponges and their habits. We then did two different demonstrations. The first demonstration was to show what type of sponge, natural or artificial, holds the most water and by how much. We were able to see that the natural sponges are able to hold a lot more water because of their adaptations to the environment in which they live. We also did an activity to see how fast pores allow water to enter and exit a sponge. We used cups with holes in them and added more holes with each trial to see if more holes allowed the water to enter and exit faster and why this might be good for a sponge.
Links for videos are all in the powerpoint.


Lab sheet 1:


Lab sheet 2:


HOMEWORK:
Finish the analysis questions due tomorrow

Tuesday March 31: Introduction to Invertebrates



EQ:
  • What are invertebrates?
  • Why are they important to the different ecosystems?

Today we made our invertebrates flip book which is the note packet for the unit that will be able to be used on the quizzes and test throughout the unit. In addition to this book, there will be worksheets and labs that will NOT be able to be used on the tests that will need to be reviewed at home. We also went over the idea of doing notes at home for the next few phyla. Today we went over the introduction to invertebrate notes. We also watched a bit of the Bill Nye video about invertebrates and began a worksheet dealing with taxonomy.

Bill Nye Invertebrates (0:00-4:04)



Taxonomy worksheet:



HOMEWORK:
Finish the taxonomy worksheet due tomorrow

Monday March 30: Introduction to Aquatic Biomes and Overfishing


EQ:
  • Why are aquatic biomes important?
  • Why is overfishing a problem?

Today we went over some key features of the two aquatic biomes in which most of our invertebrates live. We also talked about overfishing and why this could be a problem to society. We watched a quick video clip about why the oceans are important. We then played a game that simulated overfishing.



Lab sheet:


HOMEWORK:
Finish the analysis questions (#1-7) on the Go Fish! worksheet due tomorrow