Chapter 34 Intro to Animals Image from:

Animals Invertebrates (animals without a backbone) Porifera Cnidaria Worms Mollusks Echinoderms Arthropods

Animals Vertebrates- Animals with backbones Fish Amphibians Reptiles Birds Mammals

Animal Groups Image from:

Characteristics of ALL Animals: 1.Are ____________________ cells have nucleus & membrane bound organelles 2. Are ____________________ get food from consuming other organisms 3. Are ____________________ made of many cells 4. Show __________________ different kinds of cells do different jobs EUKARYOTES HETEROTROPHIC MULTICELLULAR SPECIALIZATION

Characteristics of ALL Animals: 5. _____________ (at some point in life cycle) for food, find mates, escape danger 6.Contain _____________ which carries the genetic code 7. ____________________ Make offspring Most have sexual reproduction (few asexual) MOVE REPRODUCE DNA

10 Body Systems : 1. _____________________ OUTSIDE BODY COVERING (fur, skin, scales, feathers) INTEGUMENTARY Covers and protects, ID, prevents heat & water loss Orangutan image from: Fish image from: Frog image from: Cardinal image from:

10 Body Systems : 2. _________________ Breaks down food to obtain nutrients & gets rid of undigested waste DIGESTIVE Image from:

NO OPENINGS: Food enters through skin

Only one opening: FOOD IN and WASTE OUT through same opening Images from:

Two openings: FOOD IN at one end (mouth) WASTE OUT at other end (ANUS) Image from:

Two openings: Most efficient If food flows only one direction it allows for organ specialization (Different parts can start to do different jobs) Image from:

10 Body Systems : 3. __________________ Transports nutrients/oxygen to body cells Carries carbon dioxide/nitrogen waste away from cells Circulatory fluid can be: inside blood vessels = _________ loose inside body spaces = _______ CIRCULATORY CLOSED OPEN Image from:

10 Body Systems : 4. ___________________ RESPIRATORY Image from: Exchange gases with the environment take in oxygen get rid of waste gases (CO 2 &/or ammonia)

10 Body Systems : 5. ___________________ Get rid of nitrogen waste made by cells Help with HOMEOSTASIS by maintaining water/ion balance (_________________________) EXCRETORY OSMOREGULATION

NITROGEN WASTE : _________________ Most TOXIC Must be removed QUICKLY Needs MOST water to dilute _________________ Made from ammonia by liver Less toxic than ammonia Can be stored if diluted with water (Needs less water to dilute than ammonia) _________________ LEAST TOXIC Can be stored if diluted with water (Needs LEAST amount of water to dilute) AMMONIA UREA URIC ACID

NITROGEN WASTE

ALL WASTE is NOT THE SAME! DIGESTIVE WASTE NITROGEN WASTE WHERE ITS MADE? Body system used? In what form? made by cells from break down of proteins Handled by excretory system ammonia, urea, or uric acid Feces (poop) left over from undigested food Handled by digestive system

10 Body Systems : 6. ___________________ Framework to support body/protection Skeleton on inside = _______________ Skeleton on outside = _______________ SKELETAL ENDOSKELETON EXOSKELETON Walking skeleton image from: Insect lefg image from:

10 Body Systems : 7. _______________ Locomotion- move body itself OR move substances through body (EX: food through digestive system; blood through vessels) MUSCULAR Image from:

10 Body Systems : 8. _____________________ - Produce offspring by combining genetic material from 2 parents = __________________________ REPRODUCTIVE SEXUAL REPRODUCTION ASEXUAL REPRODUCTION Family image from: Planaria animation: Produce offspring using genetic material from only 1 parent =_____________________________

10 Body Systems : ______________ DEVELOPMENT immature LARVA looks different than adult __________ DEVELOPMENT young are smaller versions on adults INDIRECT DIRECT Metamorphosis image from: Frog image from: Image from:

Sperm and egg join outside female’s body = ___________________ Sperm and egg join inside female’s body = ____________________ External fertilization Internal fertilization Animation from:

9. ___________________ Receive sensory info about environment & send response signals NERVOUS

10. __________________ Make hormones that regulate other body systems (only in higher animals) ENDOCRINE Image from:

Kinds of Symmetry No symmetry Radial symmetry Bilateral symmetry

___________________ No symmetry Doesn’t matter how you cut it; you never get 2 identical halves. ASYMMETRY Image from:

_______ Symmetry Get 2 identical halves in several directions. Radial Jelly fish image: Image from:

___________ Symmetry If divide animal down the middle you get 2 mirror images BUT only divides equally in ONE direction Bilateral Image from:

3. EMBRYOLOGY Image from: 1.Where does BLASTOPORE end up? 2.What do embryos look like as they divide? 3.When do cells decide what they will be?

Image from: EMBRYONIC DEVELOPMENT Becomes digestive system

1.Where does BLASTOPORE end up? Images modified from:

What do embryos look like as they divide? Images from: SPIRALRADIAL CLEAVAGE CLEAVAGE

When do cells decide what they will become? Image from:

Images modified from: Cells decide earlyCells decide later Removing cell causes death Removing cell OK DETERMINATE INDETERMINATE

THAT’S WHERE TWINS COME FROM!

ANIMALS Blastopore becomes MOUTH Blastopore becomes ANUS Decide very early (DETERMINATE) Decide later (INDETERMINATE) ALL INVERTEBRATES except ECHINODERMS ALL VERTEBRATES (Fish, amphibians, birds, reptiles, mammals) plus ECHINODERMS SPIRAL cleavage RADIAL cleavage PROTOSTOMES DEUTEROSTOMES

EMBRYOLOGY __________________ are the “exception to the rule”! They are INVERTEBRATES but their embryos act like _________________________ Echinoderms DEUTEROSTOMES Image from:

Image from: EMBRYONIC DEVELOPMENT Becomes digestive system

All animals except sponges, jellyfish, anemones have 3 germ layers in their embryos Endoderm Mesoderm Ectoderm Muscle, excretory, bones, circulatory Digestive system, respiratory Outer skin, brain, nervous system

Types of Coeloms (See-Lums) No cavity (space) around organs Image from: ACOELOM = “without space”

FLATWORMS are ACOELOMATES!

Types of Coeloms (See-Lums) Space around organs but only lined with mesoderm on one side (lines body wall BUT NOT around gut) Image from: PSEUDOCOELOM

ROUND WORMS are PSEUDOCOELOMATES!

Kinds of Coeloms (See-Lums) EUCOELOM: Body cavity (space) lined on BOTH sides by mesoderm Image from: EUCOELOM = TRUE COELOM = COELOM

EUCOELOMATES ALL VERTEBRATES & SOME INVERTEBRATES ALL ANIMALS you will dissect this year are EUCOELOMATES!

3 Types of Coeloms ectoderm mesoderm endoderm Image from: ACOELOM PSEUDOCOELOM EUCOELOM

Advantages of having a COELOM (body space): In animals without a skeleton- Fluid in coelom space can act as a HYDROSTATIC skeleton In animals without blood vessels- Fluid in coelom space can circulate nutrients and oxygen to cells Provides space for internal organs

WHY is a EUCOELOM the best? Digestive organ muscles and body wall muscles come from MESODERM in different places so organism can digest food and move at same time. Images from:

Which way is up? ANTERIOR head end POSTERIOR tail end DORSAL (top) VENTRAL (underneath) Image from:

________________ Concentration of nervous tissue and sensory organs in anterior end of an organism (head area) CEPHALIZATION

SOUTH DAKOTA CORE SCIENCE STANDARDS 9-12.L.1.1. Students are able to relate cellular functions and processes to specialized structures within cells. LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things

SOUTH DAKOTA CORE SCIENCE STANDARDS 9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary relationship of major taxa. (APPLICATION) Kingdoms Examples: animals, plants, fungi, protista, monera Phyla Examples: invertebrates, vertebrates, divisions of plants LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things

SOUTH DAKOTA CORE SCIENCE STANDARDS 9-12.L.1.3. Students are able to identify structures and function relationships within major LIFE SCIENCE: Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things

Core High School Life Science Performance Descriptors High school students performing at the ADVANCED level: predict the function of a given structure; predict how homeostasis is maintained within living systems; High school students performing at the PROFICIENT level: describe the relationship between structure and function explain how homeostasis is maintained within living systems; High school students performing at the BASIC level recognize that different structures perform different functions; define homeostasis

SOUTH DAKOTA ADVANCED SCIENCE STANDARDS 9-12.L.1.5A. Students are able to classify organisms using characteristics and evolutionary relationships of domains. (SYNTHESIS) Examples: eubacteria, archaebacteria, and eukaryotes

SOURCES Crab from: Ant from: Clam from: Anemone from: Snail from:

Starfish from: Millipede from: Jellyfish from:

Turtle: Tree frog: Bird: Orangutan: Fish from:

Earthworm : /Exxon/Food%20Chain%20images/ExxonPicsLarge/Earthworms.jpg Crab from: Snail from: Starfish from:

All images on this page from: