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6-3
STUDENT REVIEW: Structures, Processes, and Responses in Animals
The student will demonstrate an understanding of structures, processes, and responses in
animals that allow them to survive and reproduce. (Life Science)
6-3.1 Compare the characteristic structures of invertebrate animals (including sponges, segmented
worms, echinoderms, mollusks, and arthropods) and vertebrate animals (fish, amphibians,
reptiles, birds, and mammals).
EQ: What characteristics do scientists use to classify invertebrates?
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The Animal Kingdom is divided into different phyla.

These phyla can be classified into two groups: ______________________ and ___________________ based on
external and internal ________________________ characteristics.

All animals share several common characteristics:
(1) Their bodies are ____________________________.
(2) They are ____________________________ (cannot make their own food) and must get their energy by
_____________________________ or _________________________.
(3) It is necessary for all animals to:

obtain_______________________ and ________________________ for energy,

keep their internal conditions in ____________________ (regulated) no matter what is going on outside,

usually ______________________ from place to place, and

________________________________ (sexually and/or asexually).
INVERTEBRATES:
Comprise one phylum of the Animal Kingdom.
Invertebrates share certain physical characteristics:

They do not have internal skeletons, or _____________________________.

Some have external skeletons, called ___________________________.
Sponges
 Very simple animals that have many _________________(holes) through which water flows.

Water moves into a ________________________________________ and out through a hole in the top.

Sponges obtain their _________________and eliminate __________________ by this movement of water.

They have specialized cells for obtaining/filtering _______________ and ________________ from the water.
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6-3
STUDENT REVIEW: Structures, Processes, and Responses in Animals
The student will demonstrate an understanding of structures, processes, and responses in
animals that allow them to survive and reproduce. (Life Science)
Segmented worms
 Have long tube-like bodies that are divided into__________________________.

They are the simplest organisms with a true _____________________ system and ___________________
contained in vessels.

A long ______________________________, for food, runs down the length of the worm’s inner body.

Worms take in dissolved _________________________ from the water through their skin.

Examples of segmented worms may be _________________________ and _____________________.
Echinoderms
 Have _____________________that extend from the middle body outwards.

They have _________________________that take in __________________from the water.

They have __________________ on their skin.

Examples may be_____________________, _______________________, _______________________,
or______________________________________.
Mollusks
 Have ________________ bodies; most have a thick, muscular ______________ for movement or to open and
close their shells.

They have more developed ___________________ systems than sponges or worms.

They take in oxygen through _____________ or _______________.

Some have _________________ as a protective covering.

Examples of mollusks may be _____________, _____________, _____________, and ____________________.
Arthropods
 Have _____________________ legs, _________________________ bodies, and some have_______________.

They have hard outer coverings called __________________________.

They obtain oxygen from the air through _________________or ________________________.

Examples of arthropods may be ________________, __________________, and ________________________.
VERTEBRATES:
Comprise only another phylum of the Animal Kingdom.
Vertebrates share certain physical characteristics:

They have_______________________, an internal skeleton called an ______________________, and
__________________ that help with movement.

They have _______________ that circulates through vessels and __________ or __________ for breathing.

They have a protective ____________ covering.

Most have___________________, ___________________, or ___________________ for movement.

They have a ___________________ system with a __________________ that processes information from their
environment through sensory organs.
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6-3
STUDENT REVIEW: Structures, Processes, and Responses in Animals
The student will demonstrate an understanding of structures, processes, and responses in
animals that allow them to survive and reproduce. (Life Science)
Vertebrates differ in the way that they control their body temperature.

In some (fishes, amphibians, and reptiles), their body temperature is close to that of their environment. They are
considered__________________________________, also called ______________________________.

In others (birds and mammals), their body temperature stays constant regardless of the temperature of the
environment. They are called ___________________________, also called __________________________.
Fish
 Are cold-blooded (________________________); and obtain dissolved oxygen in water through ____________

Most lay ____________________ for reproduction

Most have _____________________ on their skin; and have _____________________ for movement

Live in____________________
Amphibians
 Are cold-blooded (__________________________)

Most can breathe in water with ____________when young, and breathe on land with _____________as adults

Go through __________________________________ in their life cycle

Lay jelly-like ___________________________ for reproduction

Some major groups of amphibians: _______________, ______________, and _______________________.

Frogs and salamanders have smooth, moist _____________________, through which they can
____________________ and live part of their life in ________________ and part on ______________.

Toads have thicker, bumpy _______________________ and live on _______________________.
Reptiles
 Are _____________________________(ectothermic); and breathe with_____________________

Most lay ____________________, although in some the eggs hatch inside the female and babies are born live

Have _____________________or _____________________ on their skin
Birds
 Are _____________________________(endothermic); and breathe with_____________________

Lay ___________________________ for reproduction

Have __________________________ on their skin

Have a _______________________ for eating

Two ________________________ and two _____________________ for movement
Mammals
 Are _______________________________(endothermic); and breathe with _______________________

Most have babies that are born _____________; Mothers produce _________________ to feed their young

Have ________________ or _____________________ on their skin
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6-3
STUDENT REVIEW: Structures, Processes, and Responses in Animals
The student will demonstrate an understanding of structures, processes, and responses in
animals that allow them to survive and reproduce. (Life Science)
Questions to Consider:





How are vertebrates and invertebrates alike? … how are they different?
How would you describe a sponge? …segmented worm? …echinoderm? … mollusk? … arthropod?
How would you describe a fish? … amphibian? … reptile? … bird? …mammal?
Create something (e.g. Venn diagram) that compares vertebrates and invertebrates using pictures and/or words.
How would you classify an animal that:
(1) has wings, no scales, and hair, and why would you classify it that way?
(2) has tube feet, spines, and arms that extend out from the body, and why would you classify it that way?
(3) is cold-blooded, is living in the water, and has smooth skin, and why would you classify it that way?
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6-3
STUDENT REVIEW: Structures, Processes, and Responses in Animals
The student will demonstrate an understanding of structures, processes, and responses in
animals that allow them to survive and reproduce. (Life Science)
TEACHER KEY: 6-3.1
The Animal Kingdom is divided into different phyla.

These phyla can be classified into two groups: ____vertebrates_______ and ____invertebrates____ based on
external and internal _____physical_______ characteristics.

All animals share several common characteristics:
(1) Their bodies are _____multi-cellular____________ (made of many cells).
(2) They are _____heterotrophs______________ (cannot make their own food) and must get their energy by
_____eating plants_________ or _____other animals_________.
(3) It is necessary for all animals to:

obtain_____food__________ and ______oxygen___________ for energy,

keep their internal conditions in ____balance_________ (regulated) no matter what is going on outside,

usually _____move___________ from place to place, and

____reproduce__________________ (sexually and/or asexually).
INVERTEBRATES:
Comprise one phylum of the Animal Kingdom.
Invertebrates share certain physical characteristics:

They do not have internal skeletons, or _____backbones_________________.

Some have external skeletons, called ____exoskeletons_____________.
Sponges
 Very simple animals that have many ___pores________(holes) through which water flows.

Water moves into a _________central cavity______________ and out through a hole in the top.

Sponges obtain their ____food______and eliminate _____wastes______ by this movement of water.

They have specialized cells for obtaining/filtering ____food_____ and ____oxygen_____ from the water.
Segmented worms
 Have long tube-like bodies that are divided into___segments________________.

They are the simplest organisms with a true ____nervous__________ system and _______blood________
contained in vessels.

A long ___digestive tube______________, for food, runs down the length of the worm’s inner body.

Worms take in dissolved ____oxygen_______________ from the water through their skin.

Examples of segmented worms may be _____earthworms____________ and ______leeches_______.
Echinoderms
 Have ____arms____________that extend from the middle body outwards.

They have _____tube feet______________that take in ____oxygen_________from the water.

They have ______spines_______ on their skin.

Examples may be____sea stars_________, _____brittle stars___________, ____sea cucumbers__________,
or______sea urchens_______________________.
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6-3
STUDENT REVIEW: Structures, Processes, and Responses in Animals
The student will demonstrate an understanding of structures, processes, and responses in
animals that allow them to survive and reproduce. (Life Science)
Mollusks
 Have ____soft_______ bodies; most have a thick, muscular ____foot_______ for movement or to open and close
their shells.

They have more developed _____body__________ systems than sponges or worms.

They take in oxygen through ___gills_______ or ____lungs_______.

Some have ____shells________ as a protective covering.

Examples of mollusks may be ___slugs______, __snails______, ____clams______, and ___octopuses_________.
Arthropods
 Have ____jointed__________ legs, ______segmented___________ bodies, and some have__wings_________.

They have hard outer coverings called _____exoskeletons_______________.

They obtain oxygen from the air through ____gills_________or _____air tubes______________.

Examples of arthropods may be _____insects_________, ___arachnids________, and ___crustaceans________.
VERTEBRATES:
Comprise only one phylum of the Animal Kingdom.
Vertebrates share certain physical characteristics:

They have____backbones___________, an internal skeleton called an ___endoskeleton___________, and
___muscles___________ that help with movement.

They have ____blood______ that circulates through vessels and __lungs ____ or ____ gills ___ for breathing.

They have a protective ___skin_____ covering.

Most have_____legs_________, _____wings__________, or ______fins_________ for movement.

They have a ____nervous__________ system with a ____brain__________ that processes information from their
environment through sensory organs.
Vertebrates differ in the way that they control their body temperature.

In some (fishes, amphibians, and reptiles), their body temperature is close to that of their environment. They are
considered______cold-blooded________________, also called ______ectothermic__________________.

In others (birds and mammals), their body temperature stays constant regardless of the temperature of the
environment. They are called _____warm-blooded__________, also called ____endothermic__________.
Fish
 Are cold-blooded (___ectothermic_________); and obtain dissolved oxygen in water through ___gills____

Most lay ____eggs___________ for reproduction

Most have ____scales_____________ on their skin; and have ____fins________ for movement

Live in____water___________
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6-3
STUDENT REVIEW: Structures, Processes, and Responses in Animals
The student will demonstrate an understanding of structures, processes, and responses in
animals that allow them to survive and reproduce. (Life Science)
Amphibians
 Are cold-blooded (____ectothermic___________)

Most can breathe in water with ___gills______when young, and breathe on land with ___lungs______as adults

Go through _______metamorphosis__________________ in their life cycle

Lay jelly-like _____eggs________ for reproduction

Some major groups of amphibians: __frogs________, ___toads________, and ___salamanders___________

Frogs and salamanders have smooth, moist ____skin____________, through which they can
______breathe__________ and live part of their life in ___water_________ and part on ___land_______.

Toads have thicker, bumpy ____skin__________ and live on ______land_____________.
Reptiles
 Are ______cold-blooded____________(ectothermic); and breathe with____lungs_____________

Most lay ____eggs____________, although in some the eggs hatch inside the female and babies are born live

Have _____scales____________or ______plates__________ on their skin
Birds
 Are ____warm-blooded_____________(endothermic); and breathe with____lungs____________

Lay ______eggs________________ for reproduction

Have _____feathers________________ on their skin

Have a ______beak_____________ for eating

Two _____wings_____________ and two ______legs__________ for movement
Mammals
 Are ______warm-blooded______________(endothermic); and breathe with ____lungs_____________

Most have babies that are born __live_______; Mothers produce ___milk_________ to feed their young

Have ____fur_______ or ______hair_____ on their skin
Questions to Consider:





How are vertebrates and invertebrates alike? … how are they different?
How would you describe a sponge? …segmented worm? …echinoderm? … mollusk? … arthropod?
How would you describe a fish? … amphibian? … reptile? … bird? …mammal?
Create something (e.g. Venn diagram) that compares vertebrates and invertebrates using pictures and/or words.
How would you classify an animal that:
(4) has wings, no scales, and hair, and why would you classify it that way?
(5) has tube feet, spines, and arms that extend out from the body, and why would you classify it that way?
(6) is cold-blooded, is living in the water, and has smooth skin, and why would you classify it that way?
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