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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Chapter 13: Mollusks, Worms, Arthropods, Echinoderms...Mollusks, Worms, Arthropods, Echinoderms 7 Name Date Class Lab Preview Directions: Answer these questions before you begin the
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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
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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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
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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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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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.
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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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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Laboratory Activity 1 (continued)
Systems and Organs of an Earthworm
System Organs
Digestive 1.
Reproductive 2.
Circulatory 3.
Excretory 4.
Nervous 5.
Data and Observations
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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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.
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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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Moluscos, gusanos segmentados, artrópodos y equinodermos 21
Nombre Fecha Clase
Lectura dirigida para
Dominio del contenido
Satis
face
las n
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idad
es in
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Instrucciones: Usa las siguientes palabras para completar el mapa de conceptos que compara cómo los distintosinvertebrados están adaptados para obtener y consumir su alimento.
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
6
7
8
9
11
10
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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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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.
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
Meeting Individual Needs
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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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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Data and Observations
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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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
Meeting Individual Needs
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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.
Meeting Individual Needs
Note-taking Worksheet (continued)
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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.
Meeting Individual Needs
Note-taking Worksheet (continued)
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38 Mollusks, Worms, Arthropods, Echinoderms
Assessment
Assessment
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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
ssm
ent
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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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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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.
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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.
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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.
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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