BACKGROUND:
There are many organisms that live on
Earth. Some have feet, some swim, and some fly. They come in all shapes and
sizes. They all have two things in common: (1) they have to reproduce and (2)
they have to eat. In order for humans to determine how many organisms there
are, scientists developed a way to name and group them. The more we learn
about organisms the more we refine our groups. In ancient Greek times,
Aristotle grouped things into Animal and Plant. Now we group them into 6
kingdoms including: Animals, Plants, Fungi, Protist, Eubacteria (true
bacteria), and Archaeobacteria (primitive type of primitive bacteria.)
Students have previously learned about
large animals, and now we turn their attention to the smaller animals, or
those called invertebrates. The animal kingdom is divided into two major
groups according to the presence or absence of a spinal column (backbone).
Animals with a backbone are called vertebrates and those without are called
invertebrates. The development of the backbone was a major step in large
animal evolution because it allowed these organisms to develop a successful
life on land.
PROCEDURE:
- Ask students which animals they think
belong to either vertebrates or invertebrates. If they say "insects"
or "crabs," put them under "invertebrates." As they give
you examples, group them into the two groups on the board. Get the students to
see that vertebrates tend to be larger organisms. Show students examples from
the Display Kit of Invertebrates.
VERTEBRATES |
INVERTEBRATES |
birds |
crabs |
fish |
clams |
lions |
lobsters |
bears |
bugs |
- Use the following diagram to illustrate
students that invertebrates are a diverse group. They account for most of the
biomass on Earth. Go over the key characteristics of each group. Students will
be looking at the invertebrates in lab by observing with their eyes and the
microscope. However, they need to develop a way to describe these organisms.
GROUP |
EXAMPLES |
CHARACTERISTICS |
Porifera |
sponge |
pores, no organs |
Cnidaria |
corals, jellyfish |
digestive organs |
Arthropods |
barnacles, shrimps, bugs |
organs developed |
Annelids |
worms |
segmented |
Mollusca |
clams |
organs developed |
Echinoderms |
sand dollars, sea urchins
|
organs developed |
- Have students take notes. If you have
internet access you may want students to start to find more information that
will help them describe the different samples they will see in lab. Use some
of the children’s search engines.
|