chapter 13: mollusks, worms, arthropods, echinoderms...mollusks, worms, arthropods, echinoderms 7...

Glencoe Science

Chapter Resources

Mollusks, Worms,Arthropods, Echinoderms

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

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Glencoe Science

Photo CreditsSection Focus Transparency 1: Reuters NewMedia Inc./CORBIS;Section Focus Transparency 2: (r) Charles Fisher, Penn State, (l) Charles Fisher, Penn State;Section Focus Transparency 3: Hans Pfletschinger/Peter Arnold, Inc.;Section Focus Transparency 4: Animals Animals/Joyce & Frank Burek

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theMollusks, Worms, Arthropods, Echinoderms program. Any other reproduction,for use or sale, is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-867103-5

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05 04

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Reproducible Student Pages■ Hands-On Activities

MiniLAB: Observing Metamorphosis . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Modeling the Strength of Tube Feet . . . . . . . . 4Lab: Observing a Crayfish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: What do worms eat? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Earthworm Anatomy . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Characteristics of Some Arthropods . . . . . . . . 13Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 46Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Mollusks, Worms, Arthropods, Echinoderms 1

ReproducibleStudent Pages

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2 Mollusks, Worms, Arthropods, Echinoderms

Hands-OnActivities

Hands-On Activities


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Observing Metamorphosis

Data and Observations

Analysis1. What type of metamorphosis do fruit flies undergo?

2. In which stages are the flies the most active?Ha

nds-

On A

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Procedure1. Place a 2-cm piece of ripe banana in a jar and leave it open.

2. Check the jar every day for two weeks. When you see fruit flies, cover themouth of the jar with cheesecloth.

3. Identify, describe, and draw all the stages of metamorphosis that youobserve.

Day Observation Drawing

1

2

3

4



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Modeling the Strength of Tube FeetProcedure1. Hold your arm straight out, palm up.

2. Place a heavy book on your hand.

3. Have your partner time how long you can hold your arm up with the bookon it.

Hands-On Activities

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Analysis1. Describe how your arm feels after a few minutes.

2. If the book models the sea star and your arm models the clam, infer how a sea star successfullyovercomes a clam to obtain food.


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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. What safety symbols are associated with this lab?

2. What type of outer covering do all arthropods have?

A crayfish has a segmented body and a fused head and thorax. It has a snoutand eyes on movable eyestalks. Most crayfish have pincers.

Real-World QuestionHow does a crayfish use its appendages?

Materialscrayfish in a small aquariumuncooked ground beefstirrer

Goals■ Observe a crayfish.■ Determine the function of pincers.

Safety Precautions

Procedure1. Use Table 1 to record all of your observa-

tions during this lab.2. Your teacher will provide you with a

crayfish in an aquarium. Leave the crayfishin the aquarium while you do the lab. Usethe space in the Data and Observationssection to draw your crayfish.

3. Gently touch the crayfish with the stirrer.How does the body feel?

4. Observe how the crayfish moves in thewater.

5. Observe the compound eyes. On whichbody region are they located?

6. Drop a small piece of ground beef into theaquarium. Observe the crayfish’s reaction.Wash your hands.

7. Return the aquarium to its proper place.

Observing a Crayfish

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Table 1

Hands-On Activities

Communicating Your Data

Compare your observations with those of other students in your class. For more help,refer to the Science Skill Handbook.

Conclude and Apply1. Infer how the location of the eyes is an advantage for the crayfish.

2. Explain how the structure of the pincers aids in getting food.

3. Infer how the exoskeleton provides protection.

Body Region Number of Appendages Function

Head

Thorax

Abdomen

My Crayfish Drawing

(continued)


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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Why does this lab include safety symbols for animal safety and waste disposal?

2. Name the variables in this lab.

Earthworms are valuable because they improve the soil in which they live.There can be 50,000 earthworms living in one acre. Their tunnels increaseair movement through the soil and improve water drainage. As they eat thedecaying material in soil, their wastes can enrich the soil. Other than decay-ing material, what else do earthworms eat? Do they have favorite foods?

Real-World QuestionWhat types of foods do earthworms eat?

Goals■ Construct five earthworm habitats.■ Test different types of foods to determine

which ones earthworms eat.

Safety Precautions

WARNING: Do not handle earthworms withdry hands. Do not eat any materials used inthe lab.

Materialsorange peels humusapple peels *peat mossbanana peels earthwormskiwi fruit skin black constructionwatermelon rind paper (5 sheets)*skins of five masking tape

different fruits markerwidemouthed jars (5) rubber bands (5)potting soil *Alternate materials

water

Procedure1. Pour equal amounts of soil into each of the

jars. Do not pack the soil. Leave severalcentimeters of space at the top of each jar.

2. Sprinkle equal amounts of water into eachjar to moisten the soil. Avoid pouring toomuch water into the jars.

3. Pour humus into each of your jars to adepth of 2 cm. The humus should be loose.

4. Add watermelon rinds to the first jar,orange peels to the second, apple peels tothe third, kiwi fruit skins to the fourth, anda banana peel to the fifth jar. Each jarshould have two cm of fruit skins on top ofthe layer of humus.

5. Add five earthworms to each jar.6. Wrap a sheet of black construction paper

around each jar and secure it with a rubberband.

7. Using the masking tape and marker, labeleach jar with the type of fruit it contains.

8. Place all of your jars in the same cool, darkplace. Observe your jars every other day fora week and record your observations inTable 1.

What do worms eat?

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Hands-On Activities

Communicating Your Data

Use the results of your experiment and information from your reading to help you writea recipe for an appetizing dinner that worms would enjoy. Based on the results of yourexperiment, add other fruit skins or foods to your menu you think worms might like.

Analyze Your Data1. Record the changes in Table 1.

2. Compare the amount of skins left in each jar.

3. Record which fruit skin had the greatest change. The least?

Conclude and Apply1. Infer the type of food favored by earthworms.

2. Infer why some of the fruit skins were not eaten by the earthworms.

3. Identify a food source in each jar other than the fruit skins.

4. Predict what would happen in the jars over the next month if you continued the experiment.

Date

Fruit Wastes

WatermelonRind

OrangePeels

ApplePeels

KiwiSkins

BananaPeels

(continued)

Data and ObservationsTable 1


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Earthworm Anatomy

The earthworm is an invertebrate that has a segmented body and specialized body parts.Oxygen from the air moves into its body through its moist skin. Carbon dioxide moves out of itsbody through the skin. The earthworm has a series of enlarged tubes that act as hearts. The tubespump blood through the blood vessels of an earthworm’s body. The segmented body plan makesan earthworm’s anatomy easy to study.

StrategyYou will observe the external parts of an earthworm.You will dissect an earthworm.You will identify the internal organs and organ systems of an earthworm.

Materials earthworm (preserved)paper toweldissecting panhand lensdissecting pinsdissecting scissorsdissecting needle

Visit the Glencoe Science Web site at msscience.com for an alternate activity about earthworm anatomy.

ProcedurePart A—External Structure1. Place a preserved earthworm lengthwise on

a paper towel in the dissecting pan with thedarker side up. This is the dorsal or top side.

2. Examine the external structure and identifythe parts shown in Figure 1.

3. Run your fingers lightly along the top,bottom, and sides of the earthworm. Thebristles that you feel are setae. Examine thesetae with a hand lens. Estimate the number of setae on each segment.

4. Locate the mouth. The part that hangs overthe mouth is called the prostonium.

5. Find the thickened band circling the body.This is the clitellum. It forms a cocoon fordepositing the eggs during reproduction.

6. Locate the anus. See Figure 1.

LaboratoryActivity11

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Segment

ClitellumMouth Anus

Figure 1



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Laboratory Activity 1 (continued)

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Figure 2

Part B—Internal Structure1. Read the following procedure carefully and

study Figures 1 and 2 before you begin tocut. Identify structures to be cut before youbegin. Record the organs found in each system in Table 1. WARNING: Always becareful with all sharp objects.

2. With the dorsal side up, pin both ends ofthe worm to the wax in the dissecting pan.

3. With scissors, begin about 2 centimeters infront of the clitellum and cut forwardthrough the body wall just to the left of thedorsal blood vessel. Use care to cut throughonly the body wall. See Figure 3.

4. Separate the edges of the cut. Observe thespace between the body wall and the intestine. This is the body cavity or coelom.

5. Observe the partitions between segments from the body wall to theintestines. Use a dissecting needle tobreak these partitions. Then pin down thesides of the body wall.

6. Observe the tubelike digestive system.Identify the pharynx in segments 4 and 5.It is used to swallow food.

7. Follow the esophagus to segment 15.8. Locate the large thin-walled crop. Food is

stored in the crop until it is digested.9. Locate the gizzard just behind the crop.

Food is broken down by a grinding actionhere. The intestine extends from the gizzard to the anus. Digestion of foodoccurs in the intestine.

10. Each earthworm has both male andfemale reproductive organs. Alongside theesophagus in segments 9 and 10 are twopairs of seminal receptacles. The seminalreceptacles receive sperm from anotherworm. In front of the receptacles in segments 10, 11, and 12 are seminal vesicles where sperm is stored.

Hands-On Activities

Aortic arches (hearts)

EsophagusBrain

Mouth

Pharynx

Seminal receptacle

Ventral blood vessel

Ventral nerve cordCrop Gizzard

Intestine

Clitellum

Dorsal blood vessel

Seminal vesicles

Nephridia

Head

Begin cutting here

2 cm

Tail

2 cm

Figure 3


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11. Use a hand lens to find the small ovarieswhere eggs are produced. They are locatedunder the seminal vesicles.

12. Locate the dorsal blood vessel. Carefullyremove the white seminal vesicles from theleft side of the body. Find the aortic arches,which branch from the dorsal blood vesseland pass around the esophagus. They jointhe ventral blood vessel below the esopha-gus. These aortic arches contract and func-tion as hearts. The ventral blood vesselcarries blood toward the skin and intestine.

13. Use a hand lens to observe the small whitetubes along each side of the digestive tract.These tubes are excretory organs called

nephridia. They are found in all segmentsexcept the first three and the last. Theyremove the waste from the body cavity.

14. Find the double nerve ganglion, or brain,of the earthworm near segment 2. Thebrain connects with the ventral nervecord, which extends the length of thebody. The nerve cord is a white line on theventral body wall.

15. WARNING: Give all dissected materials toyour teacher for disposal. Always washyour hands after a dissection procedure.

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Systems and Organs of an Earthworm

System Organs

Digestive 1.

Reproductive 2.

Circulatory 3.

Excretory 4.

Nervous 5.


Table 1

Questions and Conclusions1. About how many setae were located on each segment?

2. What is the function of the setae?



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3. Describe the function of the following organs.

a. pharynx

b. crop

c. gizzard

d. aortic arches

e. dorsal blood vessel

f. ventral blood vessel

g. clitellum

h. nephridia

i. seminal vesicles

j. intestine

k. ganglia

4. Why is it said that the earthworm has a “closed” circulatory system?

Strategy Check

Can you dissect an earthworm?

Can you identify the external and internal parts of the earthworm?

Hands-On Activities


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Characteristics of Some Arthropods

Ticks, fleas, bedbugs, and lice all are arthropods. Arthropods share certain traits that distinguishthem from other animal groups. Which traits do they share?

StrategyYou will observe four arthropods.You will determine the traits of arthropods.

Materials preserved tick, flea, bedbug, and lousepetri dishforcepsmetric rulerstereoscopic microscope

Procedure1. Obtain a petri dish that contains a tick

specimen. Examine the tick using a stereo-scopic microscope. Use forceps to turn theanimal over so that you can observe bothsides.

2. Observe whether wings are present. Recordyour observations in the table in the Dataand Observations section.

3. Look to see if antennas are present. If yousee antennas, observe whether they are seg-mented. Record your observations in thetable.

4. Observe the body. Are three regions easilyseen? Record your observations in the table.

5. Look at the legs. Count the number of legs.Notice if the legs are segmented. Note ifthere are claw-like ends on the legs. Recordyour observations in the table.

6. Research what part of the human body thetick feeds on. Record your findings.

7. Measure the length of the tick. Place a met-ric ruler under the glass dish alongside thetick. Read the millimeters on the rulerthrough the stereoscopic microscope.Record the length of the tick in the table.

8. Repeat steps 1 through 7 using a flea, abedbug, and a louse.

9. When the table is complete, note the simi-larities and differences among the four animals.

LaboratoryActivity22

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Hands-On Activities

Questions and Conclusions1. List three traits that are similar in all the arthropods that you studied.

2. Compare the traits listed for the ticks with those listed for the other three arthropods. List twotraits that the tick does not have that the other three animals do have.

3. Are all four animals studied insects? Explain your answer.

4. Which is the largest of the four animals? The smallest?

Strategy Check

Can you observe arthropods?

Can you determine the traits of arthropods?

Trait Tick Flea Bedbug Louse

1. Wings present?

2. Antennas present?

3. Antennas in segments?

4. Three body regions easily seen?

5. Abdomen in segments?

6. Legs in segments?

7. Number of legs?

8. Claw-like ends on legs?

9. Feeds on human ____________

10. Body length (mm)


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.Mollusks, Worms, Arthropods, Echinoderms

Directions: Use this page to label your Foldable at the beginning of the chapter.

Mollusks

Worms

Arthropods

Echinodermsexamples: earthworms,leeches

examples: sea stars,sand dollars, sea urchins

examples: snails, clams,squid

examples: spiders,butterflies, crabs

segmented bodies covered by a hard exoskeleton

soft-bodied invertebrates,usually with one or two shells

tube-shaped bodies divided into segments and bristlelike structures to help them move

water vascular system, tube feet, and a hard exoskeleton covered by a thin bumpy or spiny epidermis

Name Date Class

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Sea star

Cuttlefish

Leech

Centipede



Meeting IndividualNeeds

Meeting Individual Needs


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Directions: Using the word list below, complete this concept map that compares how some different invertebratesare adapted to obtain and eat food.

prey shells spiders echinoderms segmented worms enzymes

earthworms tentacles soil tube feet cuttlefish

Mee

ting

Indi

vidu

al N

eeds

Directed Reading for

Content Mastery

OverviewMollusks, Worms, Arthropods,Echinoderms

include

such as such as such as such as

to openfor capturing

which have many which release which use

to digest foodsuch as

which is groundin the

which eat bytaking in

Invertebrates

gizzard insects

mollusks arthropods

sea stars

1.

2.

3. 5.

6.

8. 10.

11.

4. 7.

9.


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Section 1 ■ MollusksSection 2 ■ Segmented Worms

Directions: Identify the following as a gastropod, bivalve, or cephalopod.

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Content Mastery


1.

2.

3.

Directions: Check (✓) the statements that are true.

4. The lungs of worms are directly related to the gills of mollusks.

5. Setae are bristle-like structures on the outside of an earthworm’s body.

6. Worms and leeches are annelids.

7. Aortic arches pump blood through an earthworm’s body.

8. Leeches feed only on the blood of humans.

9. The earthworm nerve cord connects the crop to the intestine.

10. The gizzard is a muscular structure that grinds soil.

11. Earthworms have an open circulatory system.

12. The crop of an earthworm is a sac used for storage.

13. Mollusks and segmented worms probably share a common ancestor.

14. Earthworms have two blood vessels that run along the sides of the body.

15. The earthworm intestine is called a setae.

16. Leeches secrete a substance to keep blood from clotting.


a b

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Directions: Write the letter of the term that best completes each sentence.1. The largest group of complex invertebrates are the ______.

a. millipedes b. insects

2. The series of changes many insects go through to become adults is called ______.

a. dividing b. metamorphosis

3. The largest group of animals is made up of ______.

a. arthropods b. insects

4. Maggots and caterpillars are examples of ______.

a. larvae b. arachnids

5. Spiders and ticks are examples of ______.

a. insects b. arachnids

6. From time to time, an arthropod will shed its ______.

a. thorax b. exoskeleton

7. Lobsters and shrimp are examples of ______.

a. crustaceans b. chitin

Directions: Match the echinoderms on the left with the illustrations by writing the correct letter in each blank.

8. sea star

9. sea urchin

10. sand dollar

11. brittle star

12. sea cucumberM

eetin

g In

divi

dual

Nee

ds


Content Mastery

Section 3 ■ ArthropodsSection 4 ■ Echinoderms


Name Date Class


Key TermsMollusks, Worms, Arthropods, Echinoderms

Directions: Use the clues below to complete the crossword puzzle.

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Content Mastery


1 2

3

4 5 6

7

8

9

10

Across1. Openings through which air enters

and waste gases are released

4. A series of changes in body form

8. The organ that exchanges dissolvedcarbon dioxide for dissolved oxygen

9. A leg, antenna, claw, or pincer

10. A sac used for storing ingested soil

Down1. Structure segmented worms use to

hold on to the soil and to move

2. The arthropod’s hard, thick, outercovering

3. A muscular structure that grindssoil and bits of organic matter

4. A thin layer of tissue that covers thebody organs of a mollusk

5. Process of an arthropod sheddingits exoskeleton and replacing it witha new one

6. A tongue-like organ with rows ofteeth

7. A ______-vascular system thatallows echinoderms to move,exchange carbon dioxide and oxy-gen, capture food, and release waste


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Moluscos, gusanos segmentados, artrópodos y equinodermos 21

Nombre Fecha Clase

Lectura dirigida para

Dominio del contenido

Satis

face

las n

eces

idad

es in

divi

dual

es

Instrucciones: Usa las siguientes palabras para completar el mapa de conceptos que compara cómo los distintosinvertebrados están adaptados para obtener y consumir su alimento.

presa conchas arañas equinodermos gusanos segmentados enzimas

lombrices de tierra tentáculos suelo pedicelo sepia

SinopsisMoluscos, gusanos segmentados,artrópodos y equinodermos

incluyen

como como como como

para abrirpara capturar

que tienen muchos que liberan que usan

para digerir el alimento,como por ejemplo,

que muelen en la

que se alimentantomando

Los invertebrados

molleja insectos

moluscos artrópodos

estrellas de mar

1.

2.

3. 5.

6.

8. 10.

11.

4. 7.

9.


1.

2.

3.

22 Moluscos, gusanos segmentados, artrópodos y equinodermos

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Satisface las necesidades individuales

Sección 1 ■ MoluscosSección 2 ■ Gusanos segmentados

Instrucciones: Identifica los siguientes como gastrópodo, bivalvo ó cefalópodo.

Instrucciones: Marca con una (✓) las afirmaciones que están de acuerdo con el libro de texto.

4. Los pulmones de las lombrices están directamente relacionados con lasbranquias de los moluscos.

5. Las setas son estructuras como cerdas en la parte externa del cuerpo delas lombrices de tierra.

6. Las lombrices y las sanguijuelas son anélidos.

7. Los arcos aórticos bombean sangre a todo el cuerpo de la lombriz de tierra.

8. Las sanguijuelas se alimentan solamente de la sangre de los seres humanos.

9. El cordón nervioso de una lombriz de tierra conecta el buche con elintestino.

10. La molleja es una estructura muscular que muele el suelo.

11. Las lombrices de tierra tienen un sistema circulatorio abierto.

12. El buche de una lombriz de tierra es una bolsa usada para el almacenaje.

13. Los moluscos y los gusanos segmentados tienen probablemente unancestro común.

14. Las lombrices de tierra tienen dos vasos sanguíneos que corren a lolargo de los lados del cuerpo.

15. El intestino de una lombriz de tierra se conoce como una seta.

16. Las sanguijuelas secretan una sustancia que evita que la sangre coagule.


a b

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Moluscos, gusanos segmentados, artrópodos y equinodermos 23

Nombre Fecha Clase



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Instrucciones: Escribe la letra del término que completa mejor cada oración.1. El grupo más grande de invertebrados complejos es el de los ______.

a. milípedos b. insectos

2. La serie de cambios por la que pasan muchos insectos para convertirseen adultos se llama ______.

a. división b. metamorfosis

3. El grupo más grande de animales es el de los ______.

a. artrópodos b. insectos

4. Las cresas y las orugas son ejemplos de ______.

a. larvas b. arácnidos

5. Las arañas y los ácaros son ejemplos de ______.

a. insectos b. arácnidos

6. Cada cierto tiempo los artrópodos mudan el ______.

a. tórax b. exoesqueleto

7. Las langostas y los camarones son ejemplos de ______.

a. crustáceos b. quitina

Instrucciones: Empareja el nombre de cada equinodermo de la izquierda con la ilustración escribiendo la letracorrecta en el espacio en blanco.

8. asteroideo

9. equinoideo

10. escutélido

11. ofiúrido

12. holotúrido



Sección 3 ■ ArtrópodosSección 4 ■ Equinodermos


24 Moluscos, gusanos segmentados, artrópodos y equinodermos

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Satisface las necesidades individuales

Términos clavesMoluscos, gusanos segmentados,artrópodos y equinodermos

Instrucciones: Usa las pistas para completar el siguiente crucigrama.

Horizontales3. abertura a través de la cual entra el

aire y salen los gases de desecho

7. órgano que parece una lengua confilas de dientes

8. pata, antena, garra o tenaza

9. serie de cambios en la forma delcuerpo

10. estructura muscular que muele elsuelo y fragmentos de materiaorgánica

Verticales1. cubierta externa dura y gruesa de

los artrópodos

2. bolsa que se usa para almacenar elsuelo que se ha ingerido

4. estructura que usan los gusanossegmentados para sostenerse alsuelo y empujarse

5. órgano que intercambia dióxido decarbono disuelto por oxígeno di-suelto

6. proceso por el cual un artrópodopierde el exoesqueleto y lo reem-plaza con uno nuevo

11. El sistema vascular ______ permite alos equinodermos moverse, inter-cambiar dióxido de carbono yoxígeno, capturar alimento y desha-cerse de los desechos

1

2

3 4

5

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7

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Directions: Classify each mollusk pictured by writing gastropod, bivalve, or cephalopod.

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1. 2. 3.

4. 5. 6.

7. Explain how the circulatory system of cephalopods is different from that of other mollusks.

8. What is the purpose of a mollusk’s gills, and where are they located?

9. How is a radula used?

10. Where are the body organs of a mollusk located?



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Segmented Worms

Directions: Study the following diagram of an earthworm. Then label the parts on the diagram and describethe function of each part on the lines below.

Reinforcement22


1.

2.

3.

4. 5.

6.

1.

2.

3.

4.

5.

6.

Directions: Answer the following questions on the lines provided.7. When a leech attaches to another organism, what keeps the wound bleeding?

8. Why are segmented worms called “annelids”?

9. How do earthworms get oxygen to their cells?

10. Through what organs, and in what order, does soil pass between an earthworm’s mouth

and anus?


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Directions: This drawing of an arthropod shows three distinct body regions. Label them with the correct terms.

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1.2.

3.

Directions: Answer the following questions on the lines provided.4. Why do scientists think arthropods and segmented worms have a common ancestor?

5. Why is molting necessary for arthropod growth?

6. If spiders cannot chew, how can they eat?

7. What is the main difference between the body plan of ticks and that of insects?

8. What is the main difference between centipedes and millipedes?

9. What is attached to an insect’s thorax?

10. What do some insects use for chewing plant tissue? For lapping up nectar?

11. What are the four stages of development in complete metamorphosis?

12. What is a nymph?



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Echinoderms

Directions: Write the name of the echinoderm under each picture.

Reinforcement44


1. 2. 3.

4. 5.

Directions: Answer the following questions on the lines provided.6. Describe how a sea star feeds on a clam.

7. What evidence is there that echinoderms are the most advanced group of invertebrates?

8. How do the tube feet of an echinoderm help the animal?

9. What happens if a sea star loses an arm?

10. Why are echinoderms important to the marine environment?


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Snail Behavior

Procedure1. Search for snails near a rotting log. Turn

over moist logs, boards, or leaves.2. Place the snails into an aquarium or jar

along with woodland materials. Punchholes in the top of the jar for air, or place aglass top over the aquarium leaving a smallopening for air.

3. Feed the snails fresh lettuce every day.

4. Observe the snails eating.5. Watch for snail activity during daytime

hours and during nighttime hours.6. For one 24-hour period, place the jar or

aquarium into a dark closet during the dayand shine a strong light onto the environ-ment during the night. Observe the snails’activity.

As you know from your textbook, snails are a type of mollusk in the class known as gastropods.Snails like damp, dark environments and can be found under leaves and near rotting logs. Whensearching for snails, go to a natural area in a park or woodlot. Use gloves when picking up snails.Handle them gently. When your observations are completed, return the snails to their naturalenvironments.

Materials old aquarium or clear wide-mouthed jarglass top for aquarium or jar lid with holesfresh lettucesnailswoodland materials—leaves, soil, twigs, etc.

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Observations1. How fast does a snail move?

2. How long does it take a snail to eat a leaf of lettuce?

3. Were the snails more active during the day or night?

4. What happened when you changed the pattern of light?

5. From your observations, would you conclude that snails in their natural environment are moreactive at night or during the day?



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Earthworm Compost

Farmers and gardeners have long knownthe value of earthworms. By their naturalactions of burrowing and feeding, earthwormsmix and enrich the soil. According to one esti-mate, the earthworms in one acre of soil willproduce 12 to 18 tons of topsoil a year.

Today, earthworms are also beginning toprovide a service to city dwellers who neednew ways of getting rid of garbage. By following the directions here, you can makean indoor compost pile for home or school.The earthworms in the compost pile will turnwasted food into compost that can be addedto gardens in the spring.

Materials wooden boxnewspapersbucketwaterpeat mossearthwormsscreeningtape

Procedure1. Place the wooden box in an out-of-the-way

place such as the basement, a closet, orunderneath some shelves.

2. Fill the bottom of the box with shreddednewspaper. About half the box should contain this material.

3. In the bucket, mix about a gallon of waterwith a few handfuls of peat moss. Make themixture thick with the peat moss, but keepthe mixture mostly liquid.

4. Pour the water-peat moss mixture into thebox.

5. Add a box of earthworms purchased at abait shop.

6. Place the screening over the box and tape itinto place.

7. After about a week, begin adding foodwastes and other organic garbage. Lift thescreen and bury the waste under the oldcompost. Do this daily. Do not add bonesor meat.

Enrichment22


Observations1. Describe the appearance of the shredded newspaper after a few weeks.

2. What do you think happened to the newspaper?

3. What took the newspaper’s place?

4. Did your earthworm compost have a bad smell?


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Crickets

Procedure1. Catch a cricket in a field or buy one from a

pet or bait store.2. Place the cricket in the jar. Cut a top for the

jar from the old nylon stocking. Secure thecover with the rubber band.

3. Observe the cricket’s body parts and, in theData and Observations section, make asketch of the arthropod. Label your sketchwith these terms: head, thorax, abdomen.

4. Wait until the cricket is chirping regularly.While watching the second hand of theclock, count how many chirps the cricketmakes in 15 seconds. Add 40 to the numberof chirps you counted. Compare that sumto the temperature of the room.

5. Move the jar to a warmer place (near asunny window, for example). Make yourcount again.

A common member of the insect class is the cricket, a small animal with antennae, wings, andpowerful hind legs. The word cricket comes from a French word meaning “to click or creak.”Anyone who has had a cricket in the house has observed their noise-making abilities. Crickets caneasily be found from spring through fall in fields and vacant lots. They can also be purchased atpet stores or bait stores that sell fishing supplies.

Materials cricketswide-mouthed clear glass jarscissorsold nylon stockingrubber bandclock with second handthermometer

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Conclude and Apply1. How did the sum of the number of chirps compare with the temperature reading?

2. What happened to the number of chirps when you moved the jar to a warmer place?

3. How does temperature affect cricket activity?



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A Day in the Life of an Echinoderm

Scientists think that the echinoderms are the most advanced invertebrates.Although they live a relatively slow-pacedlife, echinoderms can get themselves intounique situations.

On the lines below, write a first-personaccount of a day in the life of one of theechinoderms mentioned in your textbook: seastar, sand dollar, sea urchin, sea cucumber, orbrittle star. You will need to do some researchto gather facts. At the library, look for bookson ocean life or books that cover many kindsof animals. Ask the librarian for help. Whenyou find a portion of a book that discussesone of the echinoderms, use that informationfor the details of your story. Use your imagination for the rest of the story.

When writing your story, keep these questions in mind:

■ What do I (an echinoderm) eat?■ What tries to eat me?■ How do I kill my prey?■ Where do I live?■ What is the environment around me like?

Enrichment44



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Section 1 Mollusks

A. _____________—soft-bodied invertebrates with bilateral symmetry and usually one or twoshells with organs in a fluid-filled cavity

1. Thin layer of tissue called the _______________ covers the body organs.

2. Mantle cavity (between soft body and mantle) contains ______________.

3. For most mollusks, an _____________ circulatory system moves blood through vesselsand into open spaces around body organs.

4. Well-developed head has a ______________ and some sensory organs.

5. Underside is a muscular _____________ used to move.

B. Mollusks are ___________________ into three common groups based on shell presence, shelltype and foot type.

1. __________ usually have a single shell.

a. Include _______________, _______________, and garden slugs __________

b. Use _______________ (a tongue-like organ with rows of teeth) to get food

c. Some have foot glands that secret a layer of ______________ for sliding

2. ________ have a hinged, two-part shell and include clams, oysters, and scallops.

3. ___________ are the most specialized and complex mollusks.

a. Include squid, octopuses, cuttlefish, and chambered nautiluses

b. Cephalopods have a well-developed head and many __________________ for capturingprey.

c. A ________________ circulatory system moves blood through the body in a series ofclosed vessels.

d. Cephalopods use _______________________ to move at speeds of 6 m/s.

e. Mollusk fossils date to more than ____________ million years ago.

C. Among other uses, mollusks provide _____________ for people and other animals as well aspearls and shells for jewelry and decorations.

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Note-takingWorksheet

Mollusks, Worms, Arthropods,Echinoderms



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Section 2 Segmented Worms

A. ________, segmented worms, have setae (bristlelike structures) to hold on to the soil and tomove; they also have bilateral symmetry, a body cavity holding organs, and two body openings(mouth and anus).

B. __________ have more than 100 segments and move using their setae and two sets of musclesin the body wall.

1. Earthworms ingest soil which moves to the crop for storage, then to the ________________for grinding, then to the intestine; wastes exit the anus and helps fertilize the soil.

2. Earthworms have a _______________ circulatory system and exchange oxygen and carbondioxide through skin covered with watery mucus.

3. Earthworms have a small brain which is connected to nerves in each segment; they

are _______________________ that must exchange sperm with another earthworm toreproduce.

C. ____________, or polychaetes, have segments with setae in bundles.

1 Some polychaetes are ________________, and some build tubes around their bodies forprotection.

2. Some polychaetes such as the bristleworm are ____________________.

D. _______ are segmented worms without setae; they feed on blood from other animals.

1. Leeches are used in medicine to prevent blood from ____________________ and to healsurgical sites.

2. Leeches release __________________ that are being studied as treatments for heart and circulatory diseases, strokes, arthritis, and glaucoma.

E. Segmented worms are valuable since they aerate the _____________, produce medically usefulchemicals, and provide food for many fish, invertebrates, and mammals.

F. Segmented worms probably ________________ in the sea and may have had a commonancestor with mollusks.

Section 3 Arthropods

A. Arthropods have jointed appendages, bilateral symmetry, segmented bodies, an

____________________, a body cavity, a digestive system with two openings, and a nervous system; and most species have separate sexes.

1. Some arthropods have many segments, while others have ______________ segments forming body regions.


Note-taking Worksheet (continued)


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2. A hard, thick, outer covering called an exoskeleton covers, supports, and protects the

arthropod; it is shed and replaced occasionally in a process called ________________.

B. _______ have three body regions.

1. An insect’s head has a pair of _________________, eyes, and a mouth.

2. The _______________ has three pairs of legs; if the insect has wings, they are attached tothe thorax.

3. The abdomen contains reproductive structures and an open circulatory system; insects

obtain air and release waste gases through openings called __________________.

4. _____________—series of body changes as insects become adults

a. __________ metamorphosis stages—egg, nymph, adult

b. ________ metamorphosis stages—egg, larva, pupa, adult

5. Insects eat plants, blood of animals, nectar, decaying materials, wood, and clothes; mouth

parts are diverse and adapted to _____________.

6. Insects are ___________________ due to their exoskeletons, ability to fly, rapid reproductivecycles, and small sizes.

C. _________ such as spiders and ticks have two body regions (the cephalothorax and abdomen),four pairs of legs, and no antennae.

1. _________ have a sharp, poison-filled stinger at the end of their abdomen.

2. Spiders inject their prey with ________________ to digest it.

3. _____ and ______________ are generally parasites; ticks often carry diseases.

D. __________ and ___________________ have long bodies with many segments, many legs,antennae, and simple eyes.

E. ___________ such as crabs, shrimp, and barnacles have one or two pairs of antennae andmandibles for crushing food.

F. Arthropods are a ____________ source, aid agriculture, and are an important part of ecological

communities in which humans live; some arthropods are ______________ that carry diseaseor damage property.

1. ____________ can kill insects, but cause other environmental problems; biological methodsfor controlling insects are being developed.

2. Some arthropod fossils are more than 500 million years old; arthropods probably

________________ from a segmented worm ancestor.

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Section 4 Echinoderms

A. Echinoderms have a hard _______________________ covered by a thin, bumpy or spiny epi-dermis; they are radially symmetrical, have a mouth, stomach, and intestines; they have nohead or brain, but they do have a nerve ring around the mouth.

1. The water-vascular system allows echinoderms to _____________, exchange carbon dioxide

and oxygen, capture _____________, and release wastes.

2. Echinoderms have a _______________________ system, a network of water-filled canalsconnected to thousands of tube feet.

B. About ______________ species of echinoderms exist.

1. _________ have at least five arms arranged around a central point; they reproduce sexuallyand can regenerate a lost arm.

2. _____________ allow a predator to break off an arm, while the brittle star escapes; theyquickly regenerate the lost parts.

3. ___________ and _____________________ are disk- or globe-shaped animals coveredwith spines.

4. _____________ are soft-bodied with a leathery covering.

C. Echinoderms help ________________ materials and are used in research as possible medicinesources.

D. Echinoderms date back more than ____________ million years and more closely resemble vertebrates than any other group of invertebrates.





Assessment

Assessment


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Chapter Review


Part A. Vocabulary ReviewDirections: Use the clues below to complete the crossword puzzle.

Asse

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1

4

12

6

9

11

8

2 3

7

5

10

Across1. Shedding of the exoskeleton

4. Changes some animals go through tobecome adults

6. Circulatory system in which blood is contained in vessels

8. Act like strong suction cups and help theanimal move, feed, get oxygen, and dispose of water

9. Organ that exchanges oxygen and carbondioxide with water

11. Food storage sac in segmented worms

12. Structure that grows out from a body, likea leg or antenna

Down1. A thick layer of tissue that secretes

the shell

2. Outer covering on arthropods

3. Air opening in the abdomen ofarthropods

5. Tongue-like structure in gastropods thatworks like a file

7. Circulatory system in which blood is notin vessels but spreads over organs

9. Muscular structure in earthworms thatgrind soil

10. Bristlelike structures that help segmentedworms move


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Chapter Review (continued)


Part B. Concept ReviewDirections: Give three examples of each type of mollusk listed.1. Gastropods

a. ____________________ b. ____________________ c. ____________________

2. Bivalves

a. ____________________ b. ____________________ c. ____________________

3. Cephalopods

a. ____________________ b. ____________________ c. ____________________

Directions: For items 4 and 5, name two reasons scientists think segmented worms and mollusks share an ancestor.

4.

5.

6. Relate the structure of the exoskeleton to its function.

Directions: For questions 7 and 8, identify the following stages of metamorphosis and name an organism foreach that develops that way.

7. egg/larva/pupa/adult: ____________________; example: ____________________

8. egg/nymph/adult: ____________________; example: ____________________

Directions: Identify each organism by using one of the following terms.

annelid arachnid crustacean echinoderm insect

Assessment

10.11.

12. 13.

9.


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Chapter Test

Mollusks, Worms, Arthropods, Echinoderms

I. Testing ConceptsDirections: Match the description in the first column with the item in the second column by writing the correctletter in the space provided. Some items in the second column may not be used.

1. soft-bodied invertebrates that usually have shells

2. antennae, legs, claws, and pincers

3. sac used for temporary food storage in earthworm

4. muscular structure that grinds soil

5. invertebrates with jointed appendages

6. hard, thick, outer covering

7. shedding of the exoskeleton

8. changes some animals go through to become adults

9. spiny-skinned invertebrates living in the ocean

10. appendages that act like suction cups

Asse

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a. appendages

b. arthropods

c. crop

d. echinoderms

e. exoskeleton

f. gizzard

g. mantle

h. metamorphosis

i. mollusks

j. molting

k. radula

l. setae

m. tube feet

Directions: For each of the following, write the letter of the term or phrase that best completes each sentence.

11. Simple worms have a body plan with ______.a. asymmetrical form c. radial symmetryb. bilateral symmetry d. spherical symmetry

12. A system where blood is not in vessels, but spreads over the organs in some areas iscalled a(n) ______ system.a. closed circulatory c. open circulatoryb. fluid-filled d. water vascular

13. Mollusks are NOT classified according to ______.a. the kind of foot they have c. the kind of shell they haveb. whether or not they have a shell d. how they reproduce

14. Gastropods have a ______, a tongue-like organ that works like a file.a. crop b. radula c. setae d. spiracle

15. The class of mollusks with the most specialized members are the ______.a. bivalves b. cephalopods c. pseudopods d. gastropods

16. Segmented worms have bristle-like structures called ______ to help them move.a. gills b. radula c. setae d. tube feet

17. Like mollusks, segmented worms have a ______.a. body cavity for organs c. mantleb. crop d. muscular foot


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Chapter Test (continued)


18. The blood of earthworms is contained in vessels, thus they have a(n) ______.a. closed circulatory system c. open circulatory systemb. fluid-filled system d. water vascular system

19. A(n) ______ resembling a spinning top with cilia in the middle is the best evidencethat mollusks and segmented worms share a common ancestor.a. appendage b. gill c. larva d. spiracle

20. ______ are NOT examples of appendages.a. Antennae b. Arms c. Claws d. Intestines

21. All arthropods DO NOT have ______.a. a body cavity c. a nervous systemb. a mouth and anus d. three body segments

22. The lightweight ______ covers, supports, and protects the arthropod’s body withmaterial that also keeps the body from drying out.a. exoskeleton b. mantle c. shell d. skin

23. Unlike other arthropods, arachnids have ______ legs.a. 4 b. 6 c. 8 d. 10

24. ______ make up the largest group of complex invertebrates.a. Arachnids b. Crustaceans c. Insects d. Worms

25. All echinoderms have a body plan with ______.a. asymmetrical form c. radial symmetryb. bilateral symmetry d. spherical symmetry

II. Understanding Concepts

Skill: Classifying

Directions: Place the mollusks listed below opposite their correct classifications. Not all of the blanks will be used.

clam scallop nautilus slug

octopus snail oyster squid

1. Gastropod:

2. Bivalves:

3. Cephalopod:

Assessment


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Skill: Comparing and Contrasting

Directions: Descriptions of two annelids are listed in the table below. Complete the table by writing the correctname of the organism next to its description.

Asse

ssm

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Skill: Interpreting Scientific Illustrations

Directions: Use the diagram to label the head, thorax, and abdomen regions of the arthropod shown below.

6. 7.

8.

Skill: Observing and Inferring

Directions: Answer the following question on the lines provided.9. Imagine an insect that looks like a small stick with legs. It is called a walking stick. With the

picture of the walking stick in mind, infer whether this insect lives in a desert or in an area withplant life. What are your reasons?

Directions: Complete the paragraph by filling in the blanks.

Different as they are, mollusks all have the same basic body plan. They all have a soft body

usually covered by a hard shell. Covering the soft body is the 10. ____________________. It

secretes the shell and protects the bodies of those that do not have a shell. Next, they have a space

that houses the 11. ____________________, which are organs that exchange oxygen and carbon

dioxide with the water. The body organs of a mollusk are located together in an area called the

12. ____________________

Annelid Description

tube-shaped, segmented body; crop; gizzard; setae; feed on soil

short segmented body; suckers; feed on blood of other animals

4.

5.


Directions: List the three stages of incomplete metamorphosis.

5.

6.

7.

Directions: List four features of echinoderms.

8.

9.

10.

11.

Directions: Match each animal with its type of organism by writing the correct letter in the space provided.

12.

13.

14.

15.

16.

17.

18.

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III. Applying ConceptsDirections: List the four stages of complete metamorphosis.

Assessment

12.

16.

17.18.

15.

14.13.

IV. Writing SkillsDirections: Using complete sentences, answer the following questions.1. How are mollusks beneficial to humans?

2. How does a sea star obtain and digest its food?

a. annelid

b. arachnid

c. bivalve

d. cephalopod

e. crustacean

f. echinoderm

g. insect

1.

2.

3.

4.


Transparency Activities


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Section FocusTransparency Activity11


Giant squids, the world’s largest invertebrates, are quite mysteriouscreatures. No one has ever seen them in the very deep waters of theirpreferred habitat. Specimens have, however, been caught in the oceanor found washed on shore.

A Rare Giant

1. Describe the different features of this giant squid.

2. What might a squid and a clam have in common?

3. How might living in the ocean help an invertebrate?


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Below is a close-up of an ice worm, a segmented worm that lives onunderwater methane ice mounds, shown on the right. These wormsare part of a recently discovered ecosystem 700 meters below the sur-face of the Gulf of Mexico.

A Monster from the Deep?

1. How is this animal’s body divided?

2. How is this animal similar to an earthworm?

3. What is unusual about worms living in mounds of ice 700 metersbelow the surface of the ocean?


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The name ladybird beetle is commonly used for several differentspecies of beetles. While a few ladybird beetles are harmful to crops,most of these beetles actually eat the pests that damage plants. Thismeans they sometimes can be used instead of chemicals to protectcrops.

Natural Pest Control

1. What advantages do ladybird beetles have over chemicals for pestcontrol?

2. Describe the appearance of this beetle. Does it look hard or softon the outside?


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The crown-of-thorns sea star lives and feeds on the coral reefs ofthe Pacific and Indian Oceans. These sea stars have few predators andcan cause great damage to the reefs. When there are few corals left tofeed on, the number of crown-of-thorns sea stars often declines.Unfortunately, damaged portions of the reef may never recover.

Tangled Up with Reefs

1. Why is it a problem for reefs that crown-of-thorns sea stars haverelatively few predators?

2. Why might there be few predators of this sea star?

3. Name some other animals that have a skin similar to the seastar’s.


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Earthworm AnatomyTeaching TransparencyActivity22

Seta

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Mou

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Inte

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Teaching Transparency Activity (continued)

1. What is the function of the earthworm’s setae?

2. Which organs make up the digestive system of the earthworm?

3. What type of circulatory system do earthworms have?

4. Describe the earthworm’s heart.

5. Describe the earthworm’s brain and nervous system.

6. How do earthworms exchange oxygen and carbon dioxide?



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AssessmentTransparency Activity


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Directions: Carefully review the graph and answer the following questions.

1. According to the graph, which year had half the number ofinfestations that occurred in 1976?A 1993 C 1984B 1977 D 1991

2. According to the graph, the year that probably had the highestpopulation of southern pine beetles was ___.F 1992 H 1982G 1976 J 1985

3. According to the graph, which year had twice as many infestationsas 1977?A 1986 C 1996B 1991 D 1987

Southern Pine Beetle Infestations

0

5

10

15

75 77 79 81 83 85 87 89 91 93 95 97

Infe

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Year


chapter 13: mollusks, worms, arthropods, echinoderms...mollusks, worms, arthropods, echinoderms 7...

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