1. 1

2. Homepage
Introduction
Exercise 1: Graph That Diversity
Exercise 2: Find that Animal
Exercise 3: Phylogenetic Relationships
Exercise 3a.
Exercise 3b.
Suggested Reading & Links 2

3. Introduction
There are so many different organisms on Earth
 To help deal with the great diversity of organisms, scientists
have assigned them into general groups called Kingdoms.
 The members of each Kingdom share physical characteristics
and similar feeding patterns.
There are five Kingdoms in all.
 The Kingdom Monera
– Microscopic organisms (bacteria and blue-green algae) that
have their genetic material (DNA) loose in a single cell.
– The cell thus has no compartments where specific cell
functions would be carried out.
 The Kingdom Protista
– One-celled organisms with compartmentalized cells. The
genetic material that passes on the traits of parents to their
offspring is located in a compartment called the nucleus.
3

4. Like the Kingdom Protista, the following three
Kingdoms have cells with compartmentalized
function. Organisms belonging to these Kingdoms,
however, are composed of many cells and are much
larger and more complex than the protists.
 The Kingdom Fungi
– Organisms (e.g., mushrooms and molds) that feed on non-
living organic matter (deceased organisms and fecal
material ). into their simpler chemical compounds.
– In the process these organisms decompose or breakdown
the organic material into simpler chemicals.
 The Kingdom Plantae
– Organisms (e.g., trees, ferns and mosses) that make their
own food using the energy from sunlight.
 The Kingdom Animalia
– All of the multi-celled organisms (like insects, fish and
mammals) that depend on other living organisms for food 4

5. Unit 6 Materials List
 Spinner Insect 7B
 Magnifying glass Jellyfish 2A
 Game poster for phylogenetic
tree Leech 6B
 Mystery Animal Octopus 5B
 Phylum Representatives Planaria3C
Amphioxus 9A Roundworm 4
Bristle worm 6A Sand dollar/starfish 8
Clam 5A Snail 5C
Coral 2C
Crustacean 7A Sponge 1
Fish 9B Spider 7C
Fluke 3B Tapeworm 3A
Hydra 2B Urchin 8B
5

6. The student will:
 Understand the level of diversity (richness of
species) that exists in the different kingdoms
 Learn how scientists group organisms in the
animal kingdom by common characteristics
 Learn that scientists have different views on
how organisms should be grouped.
6

7. Exercise1. Graph that Diversity
The Kingdom Animalia has by far, the
greatest diversity of named organisms
(approximately 1,000,000 kinds or
species)
Compared to…
– The Plantae (300,000 species),
– The Fungi (70,000 species)
– The Protista (31,000 species)
– The Monera (10,000 species).
7

8. Objective
Exercise 1 You have already been
provided the numbers of described
species for each Kingdom. However it
is often easier to compare numbers by
looking at them visually (in a picture
called a graph).
 In this exercise students will compare
the diversity among the kingdoms
graphically.
8

9. Level Science Standard Math Standard
3 3.5.1 3.1.1, 3.5.1
4 4.5.1 4.1.1, 4.5.1
5 5.5.1 5.1.1, 5.5.1, 5.5.3
6 6.1.1, 6.5.1, 6.5.2, 6.5.3
7 7.1.1, 7.5.1, 7.5.2, 7.5.3
8 8.5.2 8.1.1, 8.5.1, 8.5.2, 8.5.3 9

10. Directions
 Divide the class into groups of three or four students
 Each group will use graph paper (template provided
for zeroxing on next page) to visually compare the
diversity of organisms among the different
Kingdoms using the three forms of graph listed
below:
– Bar graph (vertical and horizontal)
– Pie Chart
– Line Graph
 Examine the examples of graphs to help guide you
in making your graphs.
10

11.  Each group should make a bar graph, line graph,
and pie chart using the numbers of species described
(named) for each Kingdom listed again below:
Animalia: 1,000,000
species
Plantae: 300,000
species
Fungi: 70,000
species
Protista: 31,000
species
Monera: 10,000
species 11

12. Graph paper
template
12

13. Example of a bar graph that compares the
number of students in different grades at a
school.
Vertical or Y-axis
Class Size
800
Number of students
600
400
200
0
1st 2nd 3rd 4th 5th
Grade
Horizontal or X-axis
13

14.  When you are done checking your bar graph, look at the other
graph types shown below.
 Then construct your own pie and line graphs after those
shown.
14

15. Time to check your answers
15

16. Graphs
Diversity of Living Organisms
1200000
Number of Species
1000000
800000
600000 Diversity of Living Organisms
400000
200000
lia
tis Fun a nt im a
0
Kingdoms
Pl A n
gi ae
ia
ta
Pr a
e
i
ng
er
ta
al
is
an
on
Fu
m
ot
ni
Pl
M
A
ta
Kingdoms
on o
Pr
a
er
0 5E+0 1E+0 2E+0
M
5 6 6
Number of Species
A. Vertical Bar Graph
or
B. Horizontal Bar Graph
16

17. Number of species
Monera
C. Pie Graph/Chart
Protista
Fungi
Plantae
Animalia
Diversity of Living Organisms
Number of Species
1500000
1000000
Series1
500000
0
ia
Pl gi
ta
Pr r a
An ae
D. Line Graph
al
n
is
e
t
Fu
im
an
on
ot
M
Kingdoms
17

18. Exercise 2. Find That Animal
 This box contains a sample of the huge
diversity of creatures that can be found
throughout the animal kingdom. Some of
these sure do not look much like animals but
they are.
18

19. Objective
Exercise 2 familiarizes students with the
characteristics/traits that are used by
scientists to pigeon-hole animals
(place them into groups based on traits
they share in common).
19

20. Level Science Standard
1 1.5.1
2 2.5.1
3 3.5.1
4 4.5.1
5 5.5.1
8 8.5.2
Gateway 5.1, 5.2, 5.3
Life Science 5.1, 5.2, 5.3
Biology II 1.1, 1.2, 1.3
20

21. Directions
 Divide the class into groups of three or four students
 The specimens should be placed at stations around the
room by number along with the picture and fact sheet
for each animal
 Each group should visit each station and:
1) Read the fact sheet that explains the body plan and other
characteristics of this particular animal group
2) Examine the specimen noting the characteristics you have read
about and any clues that will help you in recognizing this
animal type should you see it again
21

22. Directions cont…..
After you are finished looking at the animals and their
descriptions:
 Your teacher will spin the pointer on the game board and read
out the number that it lands on.
 Each group should write this clue number down on a sheet of
paper.
 The teacher will look up the number on the clue sheet and read
the characteristics of this mystery animal to the class.
 Each group needs to attempt to match the description with the
appropriate animal from their notes and and commit this name
to writing under the clue sheet number.
End exercise 22
Clue Sheet on next page

23. Spin # Clue: Characteristics
0A Hinged shell in fan shape
0B Tentacles line with suction cups
1A Tube-like with tentacles: tiny
1B Distinct jointed legs & wings
CLUE 2A Coiled shell with small opening
SHEET 2B Radial (circular) disk with arms
3A Scales, side, top and tail fins
3B Segments, suction cup tapered tail
4A Asymmetrical, plant-like, pores
4B Tiny, brown flat worm
5A Thin white ribbon, segments
5B Branch-like stone with many pores
6A Plate-shaped transparent, tentacles
6B Circular pimpled shell with top hole
7A Segments with legs,cylindrical body
7B Jointed legs,pinchers,tail,antennae
8A Eel-like, thin sliver, no lateral fins
8B 8 eyes, 2 part body, 8 jointed legs
9A Long round worm, tapered ends
23
9B Very flat worm, sucker mouth

24.  Once all groups have made their decision and recorded it,
the teacher will record on the board all of the choices made
and how many groups made each one.
 Now you can check the answer on the next page and you
can discuss the characteristics of the animal that make it
unique versus similar to other specimens
 Repeat these steps as many times as desired.
 In the end, the group with the most correct
answers WINS!!!!
Pictures and Fact Sheets follow
The answer sheet
24

25. ANSWER SHEET
Spin# Clue Characteristic Answer ID#, type, Phylum
0A Hinged shell in fan shape 5A clam: Mollusca
0B Tentacles line with suction cups 5B octopus: Mollusca
1A Tube-like with tentacles: tiny 2B hydra: Cnidaria
1B Distinct jointed legs & wings 7B insect: Arthropoda
2A Coiled shell with small opening 5C snail: Mollusca
2B Radial (circular) disk with arms 8A starfish: Echinodermata
3A Scales, side, top and tail fins 9B fish: Chordata
3B Segments, suction cup tapered tail 6B leech: Annelida
4A Asymmetrical, plant-like, pores 1 sponge: Porifera
4B Tiny, brown flat worm 3C planaria: Platyhelminthes
5A Thin white ribbon, segments 3B tapeworm: Platyhelminthes
5B Branch-like stone with many pores 2C coral: Cnidaria
6A Plate-shaped transparent, tentacles 2A jelly fish: Cnidaria
6B Circular pimpled shell with top hole 8B sea urchin: Echinodermata
25
Continued

26. Answer Sheet continued
Spin# Clue Characteristic Answer ID#, type, Phylum
7A Segments with legs,cylindrical body 6A bristle worm: Annelida
7B Jointed legs,pinchers,tail,antennae 7A crustacean: Arthropoda
8A Eel-like, thin sliver, no lateral fins 9A amphioxus: Chordata
8B 8 eyes, 2 part body, 8 jointed legs 7C spider: Arthropoda
9A Long round worm, tapered ends 4 roundworm: Nematoda
9B Very flat worm, sucker mouth 3A fluke: Platyhelminthes
Picture key and Fact Sheets follow
26

27. 27

28. 1. Porifera -Sponges
 Filter feeders on dead organic matter
that rains down on them.
 1st animals to consist of many cells.
 Their cells, however, are not
specialized into tissues but are of
four types:
 Boundary- provide structure and
protection from the external
environment.
 Pore- border canals that water
flows through
 Collar- line the walls of the
central chamber. Circulate water
through sponge & trap food
particles
 Amoeboid- slithers around,
collecting food from the collars,
digesting it and distributing the
nutrients throughout the sponge 28

29.  May have silica (glass), calcium carbonate (limestone) or a
protein that makes them inedible.
 Defenses are necessary because the sponge is a sessile
organism that is permanently anchored onto some substrate.
 Sponges can’t run away from predators, so they do not have a
nervous system.
 The sponge is covered with canals that permit water to enter
into a central circulating chamber.
 Central chamber collar cells each has a long hair called a
flagellum that forces water through the sponge so that food
particles will be left behind trapped in the picket fence-like
collar.
 Sponges vary in size from just a few millimeters to over a meter
in diameter.
29

30. 2. Cnidaria- Jellyfishes, hydra, corals etc
 The Cnidaria or Coelenterata are
the first organisms to have
tissues.
 From outside to inside, these
tissues are ectoderm (outer),
mesoderm (middle) and
endoderm (inner).
 Phylum can be recognized by its
stinging cells called 2-basic forms
nematocysts.
 These cells are ectodermal
and are continuously
produced as they are used.
They kill prey and defend the
animal.
Floating medusa 30
Anchored hydra

31.  Endoderm lines the digestive cavity.
 Mesoderm is only present as buds or globs (mesoglea)
between the other two layers.
 Mesoglea gives the Cnidaria their body shape and also
gives the jellyfishes buoyancy, allowing them to float in the
ocean currents.
 The Cnidaria have many characteristics that reflect an inactive
or sessile life style.
– Radially symmetrical or circular (shaped much like a pie).
This allows the sessile animal to interact with its
environment from all directions.
– Cannot move away from predators and thus have stinging
cells for defense.
– Nervous system is undeveloped and present only as a
nerve net that permits pulsing contractions but no directed
movement.
– Reproduction is asexual or vegetative through budding.
– Use their tentacles to set up water currents, which carry
potential food items to these stationary organisms. 31

32. 2A Jellyfish
 The jellyfish takes on the
medusa body shape as an adult
animal.
 It uses buds of mesoderm to
float in the seas.
 The largest jellyfish has a body
that is 3 meters in diameter with
tentacles extending 80 meters
below the rest of the body.
 Generally, jellyfish are marine/
live in salt water where there is
greater support offered to this
floating organism.
 The largest species are located in cold 32
waters.

33. 2B Hydra
 Hydras are found in both marine
and fresh water systems.
 They are an example of the sessile
or anchored form of the phylum
Cnidaria.
 They wave their tentacles to bring
food to their mouths and may
contract and shrink in size in
response to encounter with an
adverse stimulus.
 The hydra gets its name from the
Greek Goddess Hydra who wore
snakes in her hair. The waving
tentacles around the mouth give the
hydra this same appearance. 33

34. 2C Coral
 Corals are hydra, which live in
colonies.
 The specimen in this box is the
calcium carbonate skeleton the
coral hydra secrete around
themselves.
 Each hole in the stone-like
cylinder would contain a living
individual hydra.
 Thus hydra with the aid of algae
(plant-like seaweeds) build their
own houses.
 Each species of coral builds a
unique skeletal shape. Hence the
names, star coral, fire coral,
staghorn coral and finger coral. 34

35. Flatworms: Platyhelminthes
 Flatworms, with their three clearly defined cell layers (ectoderm,
endoderm, mesoderm) and bilateral symmetry, represent an
important advance in early animal evolution.
 Flatworms lack a body cavity and are flat so that materials can be
transported to all parts of the body through simple diffusion.
35

36.  The flatworms are the first organisms to possess some form of
organ. These organs are simple kidneys called nephridia and are
mesodermal in tissue origin as all organs are.
 The flatworms are capable of directed movement
and thus have nerves and the concentration of nervous tissue
in the head region, which is called cephalization.
 They also exhibit bilateral body symmetry with distinct
right and left sides. Cephalization and bilateral symmetry
facilitate movement towards and away from stimuli.
 The size of an individual flatworm is limited by the fact that it has
no respiratory or circulatory system and all exchange of gases
occurs through the skin through the process of diffusion.
The body is paper thin to bathe all of the cells in oxygen.
 Because of these limitations most flatworms have taken on a
parasitic existence where they exist off the nutrients produced by
other organisms.
 Two examples are provided here of parasitic forms along with
one free-living form.
36

37. 3A Liver Fluke
 The flukes live as parasites
on or in animals.
 Most flukes have large
sucker-like mouthparts and
many attack fish.
 The animal pictured here is a
swordfish fluke.
 On your specimen, the white
central area is full of
reproductive organs as that
is what parasites do:
reproduce thousands of 37
offspring.

38. 3B Tapeworm
 The tapeworm above is about 90
cm long, much bigger than the
dog tapeworm you have
embedded in plastic.
 All tapeworms spend the adult
phase of their lives as parasites
in the guts of their primary host
animals.
 Tapeworms also spend other
parts of their life cycle in the
tissues of one or more other
animals (called intermediate
hosts).
38

39.  An adult tapeworm consists of
 a knoblike head, or scolex, equipped with hooks for
attaching to the intestinal wall of the host
 A neck region
 A series of flat, rectangular body segments, or proglottids,
generated by the neck
The chain of proglottids may reach a length of 15 or 20 ft
and are the reproductive segments. Each can produce a
new worm as its breaks off from the chain and is passed
though the gut in feces.
39

40. 3C Planaria
 The planaria are free-living
flatworms.
 They search for their own food
and are not dependent on a host
as parasitic flatworms are.
 Planaria, in fact are carnivores
(meat eaters). They creep along
the bottom of ponds or under
rocks in streams seeking prey.
 They are also known for their
great power of regeneration in
which the two pieces of an
individual each replaces its
missing parts following the
initial split. 40

41. 4 Pseudocoelomates
 The pseudoceolomate phyla
are grouped together because
they all have what is called a
false body cavity, that is lined
on the inside by endoderm and
on the outside by mesoderm.
 This type of body cavity functions to give
the body shape as it is filled with fluid.
 It is also important to movement which
occurs through opposing muscle masses
applying pressure on the fluid filled cavity.
This deforms the flexible body wall. Needless
to say movement is a non directed
flip flopping in the pseudocoelomate worms.
41

42. 4 Roundworms/ Phylum Nematoda
 The roundworms are the most abundant
animals in the World, with as many as 1.5
million individuals in a cubic foot of soil.
 Most are parasitic and perhaps the worm that
is found encysted in pork is the best known as
it causes trichinosis in humans.
 Many roundworms are important parasites and
consumers of crop plants so they are of
considerable economic importance.
 Roundworms are tapered at both ends and
utilize a hydrostatic skeleton to move
(opposing muscles acting on a fluid filled
body). They merely flip flop.
 Since the roundworm has such an inefficient
form of locomotion, parasitism is a good
feeding mode for it.
 Your specimen is a dog roundworm. That is, it
lives in the digestive tracts of dogs, stealing 42
nutrients from their hosts.

43. 5 Molluscs/ Phylum Mollusca
 Mollusc (soft shell). All
molluscs have a shell, but in
the squids and octopi, it is
greatly reduced and internal.
 Very successful group that
was even more prominent in
the seas before the
introduction of the fishes.
 The archetype is a schematic
of what is considered to be
the generalized ancestor of
modern groups.
43

44.  Two features are present, a muscular head foot and
a mantle cavity that serves in gas exchange and the
ridding of wastes (excretion).
 Modern forms have either emphasized the head foot
(the snails and chitons) or the mantle cavity (the
clams and squids).
 There are about 75,000 species in marine, freshwater
and even terrestrial systems (the land snails)
44

45. 5A Clams
45

46.  Clams belong to the mollusc class,
Bivalvia because they possess two shells
housing greatly expanded gills
 In addition to providing for gas
exchange, the the gills are used in
filter feeding, trapping particles much
as occurs in the sponge collar cell.
 In other molluscs, the gills are much
smaller and are used only for gas
exchange.
 Your specimen is only one shell of a clam.
 The two halves would have been attached
at the narrow dorsal end of this shell.
 The mouth and gills would have extended
ventrally towards the shell edge that
opens exposing them when the animal is
feeding.
46

47. 5B Octopus
 The octopus is an active predatory
mollusc that is found worldwide in
tropical and warm temperate marine
waters.
 They range in size from less than an
inch (2.54 cm) to 15 feet (5 meters) in
length.
 The octopus uses its mantle cavity as
a jet propulsion mechanism for fast
locomotion.
 Water is sucked into the chamber
and forced out through the use of
opposing muscle masses that
surround the cavity.
 The octopus has a well-developed
brain and keen eyesight for hunting
at night. 47

48.  The octopus seizes its prey with its eight long arms.
These arms bear two rows of suckers each.
 The hundreds of suckers that line their arms help the
octopus to hold on to their prey, mainly crustaceans
(shrimp, crabs etc.).
 If an octopus loses one of its tentacles, it will soon
grow another one in the same place.
48

49. 5C Snails
 Snails (Gastropods) have only one
shell naturally.
 This shell opens at only one end
and is twisted into a spiral coil with
a gradually increasing diameter
towards the opening.
 Most coils have a right-handed
spiral. Looking from the opening up
to the tip, what is the direction of the
spiral on your specimen? Why does
the snail have a spiral?
 The need to carry the shell to one
side and its coiling is related to the
fact that snails have a twisted gut
that brings the mantle cavity and
gills to the front of the body. This
modification helped the larval snail
to escape predation as it permitted
it to pull its head into the shell first
as opposed to the tail which is less
49
vital to survival.

50. 6 Segmented Worms/Phylum Annelida
 The annelid worms have increased
the efficiency of the hydrostatic
skeleton that utilizes opposing
muscles a fluid-filled body cavity
and a flexible body wall.
 The body cavity has been divided
into segments with individual
muscles, nerves etc. This permits
the more controlled movement
required of a burrowing animal.
 In the ancestral segmented worms,
there may have been as many as 200
segments.
50

51. There are three classes of segmented worms
 Primitive marine worms that swim with
fleshy limbs called parapodia
 Terrestial burrowing earthworms
 The parasitic leeches which feed on the
blood of vertebrates
51

52. 6A Bristle Worm
 A bristle worm is a
member of the marine
worm class Polychaeta.
 Each segment of the worm
has a pair of fleshy limbs
called parapodia or ‘almost
feet’ that are used in
crawling on or burrowing
in the seafloor.
 Most polychaetes are
predators and can also
swim in an undulating
fashion.
52

53. 6B Leech
 Most leeches are parasites
 They have a sucker at the mouth
and sometimes the tail that are
used in attaching to the host
during feeding.
 The leech used as bait by
fisherman is a scavenger in
streams and ponds, not a parasite.
 It has suckers at both ends for
attachment to rocks.
 Leeches were used in the past to
bleed humans when they were sick
(ridding them of bad blood).
 Few species of leeches are
parasitic on humans. 53

54. 7 Phylum Arthropoda
 The Arthropods are specialized,
segmented animals.
 Movement has both increased in
efficiency over the annelids and
diversified through the reduction in
the number of segments through
fusion and specialization for a
variety of functions.
 For instance, some of the segments
are present as mouthparts and each
pair of legs differs in shape and
function.
 There has also been the
development of a hard external
skeleton for the legs to push
against.
 This eliminated the functioning
of a hydrostatic skeleton. 54

55.  The arthropods use a lever system, hence the name joint-
legged.
 The hard exoskeleton also does not permit gas exchange
through the body surface. Thus respiratory tube systems have
been developed, though gas exchange between the tubes and
tissue is still passive through diffusion (no lungs).
 The arthropods are the most successful of all animals in terms
of numbers of species.
 Of the three major classes, the crabs, spiders and their
relatives, and insects, the insects are the most successful. The
development of wings in insects is responsible for this
success.
55

56. 7A Class Crustacea
 Members of the arthropod class
Crustacea are primarily aquatic,
though the amphipods (pill bugs) are
a terrestrial example.
 Your specimen is a krill.
 The krill are small shrimp-like
crustaceans, which are the most
important zooplankton species
associated with the sea ice and play
a key role in the Antarctic food web.
 Krill occur in groups or large
swarms and feed primarily on
phytoplankton or sea ice algae.
56

57.  The krill's feeding apparatus is built to filter
phytoplankton out of the water column and to scrape
algae from the ice.
 Krill are the main food source of small fish in the
Antarctic seas.
 Note the jointed legs and claws and the hard
exoskeleton that are characteristic arthropod
features.
57

58. 7B Class Insecta
 Note the wings on the horse fly. These
are an example of specialized segments
characteristic of the arthropods.
 It is the wings that insects possess that
have led to their tremendous success in
terrestrial habitats. Winged insects can
readily disperse from one habitat into
another and move between feeding
patches.
 There are more different insect species
in the World than there are of any other
organism.
 You can use the wing pictures above to
help you identify the type of insect you
have in your box.
 Insect legs and mouthparts are also 58
used in their identification.

59. 7C Class Arachnida
 Spiders belong to the arthropod
class Arachnida.
 The arachnids have
 four pairs of walking legs,
 an accessory pair of pincher-like
appendages in the front that have
fangs and are used in subduing
prey,
 two main body segments.
 Spiders are all predators and are
best known for their use of silk.
 About half of the 30,000
described species of spiders
build web traps. 59

60.  All spiders, including the ambush and
wandering types use silk as a dragline to
prevent injury from falls and to encase their
eggs in a protective environment.
 Spiders have external digestion, taking only
liquid meals.
60

61. 8 Echinoderms/Phylum Echinodermata
 The echinoderms have
complex body plans but
superficially look more like the
sponges than the chordates,
their closest relatives.
 The larval stage is bilaterally
symmetrical like all of the
advanced animal groups.
 The adults have a radial body
symmetry reflecting the
sedentary lifestyle they exhibit.
61

62.  The primitive group, the crinoids were anchored like
sponges, and the star fish, sea cucumbers and sea
urchins all are slow moving with movement achieved
through a hydrostatic skeleton
 Echinoderms are named because of the bony plates
they possess in their exoskeletons.
 All members of this animal group are marine.
62

63. 8A Class Asteroidea: Starfish
 True starfish are
distinguished from the
brittle stars in that they have
no sharp demarcation
between the arms and
central body.
 In fact the sand dollars do
not have distinct arms but
only a central disk.
 Starfish move only through
tube feet rather than by
wiggling their arms.
 The starfish are the most
speciose of the predatory 63
echinoderm classes.

64.  They use their tube feet shown above to pry open
clams, which are preferred food items.
 Some starfish can extrude part of their stomachs out
through the mouth, and thus digest food outside of
the body.
64

65. 8B Class Echinoidea: Sea Urchins
 Urchins are browsers: The sea
urchin uses a conveyor belt-like
apparatus called a radula to
scrape algae off rocks in shallow
marine waters or on coral reefs.
 The specimen you have lacks the
protective spines shown in this
picture. This is because all that
remains is the calcareous
skeleton called a teste.
 The teste clearly shows the
radial body symmetry of the
echinoderm and in the living
specimen, a spine would extend
out of each pimple on the teste.
65

66. 9 Chordata
 The chordates all have a dorsal hollow nerve chord,
a flexible skeletal rod called a notochord and gill
slits at some stage in the life cycle.
66

67. 9A Cephalochordata
 While members of the
subphylum Cephalochordata
look like fish, they are advanced
burrowing animals that have the
notochord in the adult stage.
 The lancelet, Amphioxus is a
filter-feeder that buries itself in
the sea floor in shallow marine
waters.
 It uses its notochord to aid in
burrowing. The gills, which are
used in breathing also collect
small food particles floating by.
67

68. 9B Subphylum Vertebrata/ Bony Fish
Class
 Fish are representative
vertebrates, chordates that have
the dorsal hollow nerve chord
protected by ectodermal
material.
 These bones take on the form of
a segmented skeleton.
 In more advanced vertebrates a
pelvic girdle is hung from the
vertebral column to support the
limbs
 In most vertebrates, the
notochord is only present during
embryonic development.
68

69.  It is the protection of the nervous system and its greater
development that has led to the tremendous success of this
subphylum of chordates.
 Fish have two characteristics that have led to their great
success.
– First, they have lateral (side) fins that allow for increased
speed and turning compared to the early verterbrates and
swimming, non-vertebrate chordates.
– Second, fish can breathe while stationary by muscular
operation of a protective flap (operculum) over their gills.
The moving operculum draws water through the mouth,
over the gills and expells the oxygen depleted water back
out.
69

70. Exercise 3. Relatives of Relatives
Figure 1a resembles a tree.
 It represents the phylogenetic tree for the major
types of organisms in the Kingdom Animalia.
 A phylogenetic tree is used to show the historic
relationships among a group of organisms.
 At the base of the trunk are organisms that appeared
first in history
 They are the ancestors of other groups of organisms
that branch off of the trunk as each gains new
characteristics. 70

71. Fig. 1a. Phylogenetic Tree for Major Phyla of Animal Kingdom
71

72.  Thus, this tree demonstrates the idea that new kinds of
animals come into existence as modifications appear
in existing animals. As a result, the Animal Kingdom
today has 30 phyla, each with a distinctive body plan
The major changes in body plan that have occurred over
time have been added to the tree in Fig. 1b
 Examine Fig 1b, noting the different changes in body
plan that have occurred with the appearance of new
branches.
72

73. Fig.1b. Changes in body plan added (-------)
73

74.  For example, the sponges are the first branch of
multicellular animals. Organisms below the sponges were
single celled and not included in the Animal Kingdom.
One-celled organisms are the acestors of animals that are
all multicellular.
 And the jellyfish and corals branched off even higher
than the sponges as the multiple cells they possess are
specialized into tissues that perform different functions in
the body Ectoderm, endoderm & mesoderm.
74

75.  Ectodermal tissue…
 Forms the boundary layer between the contents of an
animal’s body and the external environment.
 It also provides structural support in many animals
 Skin, hair, feathers, fur and bones are examples of ectodermal
tissue.
 The stinging cells of jellyfish & corals are also ectodermal.
 Endodermal tissue…
 Is associated with the digestion of food
 The guts of all animals above the sponges on the tree are
lined with endodermal tissue.
 Mesodermal tissue
 Muscles
 Organs such as the heart, lungs and kidneys
75

76.  Once a new characteristic develops along
the main trunk of the tree, all new branches
that come off of the trunk have the new
characteristic.
Example: Organs first appeared in the flatworms in the
form of primitive kidneys that removed waste. The
animal groups on all of the branches above the
flatworms have some form of kidney.
 Other organs such as the heart, lungs and liver first
appear in animal groups that are further up on the
phylogenetic tree. These organs are developed into
increasingly more complex structures in the higher
branches.
76

77.  Notice that the trunk of the tree splits into two smaller
(secondary) trunks after the appearance of the clams and their
relatives representing the molluscs.
 The animal groups formed after the split are related to
members of the opposite branch only to the extent that their
ancestors were organisms on the main trunk before the split
occurred.
 Thus, the annelid worm group to which the earthworms belong
is according to this historical tree the ancestor of the
arthropods (insects, spiders, and crabs) but is not the ancestor
of the vertebrates (fish, amphibia, reptiles, birds and
mammals).
 Rather, the vertebrates are more closely related to the
echinoderms (starfish, sea urchins and sea cucumbers).
77

78. Objective
Exercise 3 permits students to use their
new knowledge about the organism’s
characteristics by asking them to
construct a phylogenetic tree
Level Science Standard
8 8.5.2
Gateway 5.1, 5.2, 5.3
Life Science 5.1, 5.2, 5.3
78
Biology II 1.1, 1.2, 1.3

79. Exercise 3a. Understanding Historical
Relationships
Now that you know how the phylogenetic tree works, see if you can
determine where all of the animals in the trunk go on the tree.
 Study Fig. 1b noting the changes in body plan that are associated
with each branch and the animal group that is associated with the
new feature.
 Now find the poster with a similar tree to that shown in Fig. 1 in the
box. This tree has branches without the animal groups shown on it.
It is also displayed on the next slide
 Lay out the poster on a flat surface at the front desk
 As a class decide and place each specimen on the tree branch you
think it belongs on without referring to Fig. 1.
Note: A key to the colors on the tree is available (Hand Out). Each
color represents a few characteristics that the animal must
possess in order to fit on that branch.
Use this key to help you place the animals in the appropriate position
on the tree poster. 79

80. 80

81. KEY (handout)
81

82. Time to check your answers
82

83. 83

84. Exercise 3b. Comparing Trees
Figure 2 demonstrates an important aspect of biology and science in
general. There may well be different hypotheses as to how systems
function and, in this case, how organisms are related to one another.
Fig. 2. Comparison of two different proposed branching patterns for higher
invertebrates
Based on one gene &
presence/absence of cuticle skin covering Based on pattern of
development
Cuticle Lack Cuticle True Coelom
Sheds Skin No Shedding
Arthropod Annelid False Arthropod
Coelom
Rotifer Annelid
Mollusc Rotifer
Nematode
Nematode
Mollusc
coelom
level
Flatworm Flatworm
84
organ level

85. Directions
 Find examples of the animals that are represented in
Fig. 2.
 Now compare the lineages shown in Fig. 2 to that
you have been working with in Fig. 1.
Note: The lineage on the right side of the chart is the
most widely accepted hypothesized tree.
The tree on the left has been recently hypothesized to
explain the molecular results of the analysis of one
gene system.
The animals possessing a skin covering called a
cuticle that must be periodically shed during growth
are more similar in their genetic make-up than the
animals lacking this cuticle. 85

86. Question 1: Which animal groups are displaced in the tree
depicted in Figure 2 from where they are located in the tree
based on development?
Stop!!! The answer is next!!
The Arthropods including spiders, crabs and insects which have a
true coelom or body cavity developed to house complex
organ systems are taken out of the lineage containing other
groups that have a true coelom (molluscks and segmented)
worms) and moved into a lineage that includes organisms
that have a false coelom or a body cavity designed mainly to
provide shape in the absence of a skeleton.
Question 2: How might the validity of the two alternative trees be
tested?
Stop!!! The answer is next!!
One thing that can be done is to examine more genes to
determine whether the relationships suggested with the
sequencing of one gene are supported by other gene
sequences. 86

87. Suggested Reading
1. The Beauty of the Beast: Poems from the Animal Kingdom
Jack Prelutsky, Meilo So (Illustrator), Meilo So
(Illustrator)
3. Sponges, Jellyfish and Other Simple Animals by
Steve Parker, Daniel Gilpin, Steve Parker (Illustrator)
5. Variation and Classification
by Ann Fullick
4. Sponges, Jellyfish, and Other Simple Animals (Animal
Kingdom Classification). Steve Parker.
5. What’s That Bug? Nan Froman. Illustrated by Julian
Mulock.
87

88. Links
Exercise 1
http://waynesword.palomar.edu/trfeb98.htm
Kingdoms
http://www.worldagroforestrycentre.org/sites/RSU/resources/biodiver
sity/analysistypes/richness.asp
Species Richness
http://nces.ed.gov/nceskids/graphing/creating graphs
Exercise 2
http://waynesword.palomar.edu/trnov01.htm
http://cas.bellarmine.edu/tietjen/images/general_overview_of_animal_
phyla.htm
88
http://ebiomedia.com/gall/awob/index.html

89. Exercise 3
http://aleph0.clarku.edu/~djoyce/java/Phyltree/cover.html
constructing phylogenetic trees
http://www.tolweb.org/tree/
Tree of Life Project
89