Linnaeus Divided up the Whole of the Living World Into Two Large Groups, the Kingdoms Of

Academic Standard 6-3 Topic: Structures, Processes, and Responses of Animals

6-3 Students will demonstrate an understanding of structures, processes, and responses of animals that allow them to survive and reproduce. (Life Science)

Key Concepts: Invertebrates: sponges, segmented worms, echinoderms, mollusks, and arthropods Vertebrates: fish, amphibians, reptiles, birds, and mammals Structures: locomotion, defense, camouflage, adaptations, mimicry Internal temperature: Endothermic (warm-blooded), ectothermic (cold-blooded), Responses to stimuli: migration, hibernation, foraging, sensory behavior

Indicators 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). Taxonomy level: 2.6-B Understand Conceptual Knowledge

Previous/future knowledge: Students have previously studied animals in 2nd grade, 3rd grade, and 4th grade. In 4th grade (4-2.1) students studied vertebrate animals but not invertebrate animals. In 6th grade students will study more detail about vertebrates and will study the invertebrates in detail and determine associations between the structures of vertebrates and invertebrates. Students will focus on the study of humans in 7th grade.

It is essential for students to know the major groups of animals and that they are classified as vertebrates or invertebrates based on physical and internal characteristics. It is not necessary for students to know the actual scientific names. Animals Organisms that are multi-cellular but cannot make their own food. They are heterotrophs -they must get energy by eating plants or other animals. Animals are classified according to whether or not they have a backbone. Vertebrates are animals that have a backbone. Each vertebrate organism will belong to one of the following smaller groups: fish, amphibians, reptiles, birds or mammals. Invertebrates are animals that lack a backbone such as sponges, segmented worms, echinoderms, mollusks, and arthropods.

Vertebrates Animals with backbones. Vertebrates share other physical characteristics; for example, a protective skin covering, an inside skeleton, muscles, blood that circulates through blood vessels, or lungs (or gills) for breathing. Most have legs or fins for movement and a nervous system with brains that process information from their environments through sensory organs, for example eyes, ears or tongues. Vertebrates also contain many highly developed systems associated with their specialized organs. There are more than 45,000 species of vertebrates divided into five groups—fish, amphibians, reptiles, mammals, and birds.  Fish have backbones; are cold-blooded (ectothermic); obtain dissolved oxygen in water through gills; most lay eggs; have scales; have fins; and live in water. There are two major types of fish, bony fishes and cartilaginous fishes Examples of cartilaginous fish are sharks, rays, and lampreys. Examples of bony fishes are tuna, salmon, and goldfishes.

1 Academic Standard 6-3 Topic: Structures, Processes, and Responses of Animals

 Amphibians have backbones; are cold-blooded (ectothermic); can breathe in water with gills, and breathe on land with lungs; go through metamorphosis; lay jelly-like eggs; have smooth, moist skin; and live part of their life in water and part on land.  Reptiles have backbones; are cold-blooded (ectothermic); breathe with lungs; lay eggs; and have scales or plates.  Mammals have backbones; are warm-blooded (endothermic); breathe with lungs; have babies that are born live; have fur or hair; and produce milk to feed their young.  Birds have backbones; are warm-blooded (endothermic); breathe with lungs; lay eggs; have feathers; and have one beak, two wings, and two feet.

Invertebrates Animals without backbones. 90% of all animals are invertebrates. Some invertebrates have fluid-filled bodies like the jellyfish or worms. Others have a hard outer shell, for example insects and crabs. Some invertebrates have colorless blood, for example earthworms and horseshoe crabs.  Sponges have many pores (holes) through which water flows, and live in fresh or salt water. Sponges are asymmetrical.  Segmented worms have long tube-like bodies that are divided into segments with bilateral symmetry. They are the simplest organism with a true nervous system. Examples of segmented worms are earthworms and leeches. There are also two other types of worms: flatworms that are unsegmented (for example, flat like tapeworms and planaria); and round worms that are smooth with no segments and two body openings (for example hookworms).  Echinoderms have similar parts (arms) that extend from the middle body outwards. They have tube feet, spines and are radially symmetrical. Examples are starfish, brittle stars, sea cucumbers, or sea urchins.  Arthropods have jointed legs; live on land and in water; have hard outer coverings called exoskeletons, have segmented bodies with bilateral symmetry and some have wings. Examples are insects, spiders, and crustaceans.  Mollusks have soft bodies with bilateral symmetry; live in salt water, fresh water and on land; and some have shells. Examples are snails, octopuses, and clams.  Cnidarians have a hollow body cavity with only one opening and a mouth surrounded by tentacles and are radially symmetrical. Examples are jellyfish and sea anemone.

It is not necessary for students to know the classification systems for the vertebrates and invertebrates.

Assessment Guideline: The objective of this indicator is to compare the structures of vertebrates and invertebrates. Therefore, the primary focus of assessment should be to detect ways that these organisms are alike and different. However, appropriate assessments should also require students to identify specific invertebrate and vertebrate groups based on a description of characteristics; or illustrate the different kinds of vertebrates and invertebrates by their distinctive differences.

6.3.2 Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain resources. Taxonomy level: 2.4-B Understand Conceptual Knowledge

Previous/future knowledge: In 3rd grade (3-2.2) students explained how physical adaptations (including defense, locomotion and movement, and food obtainment) of animals allowed them to survive in their environments. In 6th grade students should summarize the functions of animal structures. It is essential for students to know that animals have structures with basic functions that allow them to defend themselves, to move, and to obtain resources. Animals have special structures that function for defense. Special features that enable an animal to survive in its environment are called adaptations. Examples of these adaptations are: Hiding adaptations These adaptations allow an animal to avoid the predator entirely. Camouflage and mimicry are examples of hiding adaptations. Flight adaptations These adaptations allow an animal to flee from predators and escape danger. For example, birds have wings to fly away; some animals have long legs for extra speed; and some animals have the ability to construct holes or tunnels to run into and hide. Physical features These adaptations allow an animal to make a direct attack painful (for example, horns, claws, quills, stingers, shells, smells or mechanisms that allow an animal to change its size) or allow the animal to be unpalatable to the predator. For example, some monarch butterflies are brightly colored but poisonous animals. While they may not be blending in with their environment, their colors tell predators they are poisonous. Predators avoid them as if they were entirely hidden. Animals have special structures that function for movement. Animals move to fulfill their needs and to move their bodies from one place to another. Movement is an important means for animals to find food and escape predators. Animals have certain structures for movement; for example, legs, feet, tails, shape, and skeleton. Animals have different structures that allow them to obtain needed resources. Examples of some of these structures are:  Filtering adaptations for filter feeders that consume food suspended in water.  Tube-shaped mouth parts for fluid-feeders. Examples are mosquitoes, aphids, or hummingbirds.  Deposit-feeders consume microscopic or decaying organisms in dirt. Examples are earthworms or termites.  Substrate-feeders live in or on their food source. An example is maggots.  Bulk-feeders consume large prey. These animals usually have specially adapted body parts; for example, tentacles, pinchers, claws, fangs, expandable stomachs or flexible jaws.  Opportunistic-feeders consume food where it is located. Examples of structures for these animals are different shaped beaks; sharp teeth for ripping and tearing of flesh; large rounded teeth for grinding plants; rough tongues for drinking water; or long necks or legs to get food.

It is not essential for students to know animal behaviors and how they allow for movement, defense, or obtainment of resources.

Assessment Guidelines: The objective of this indicator is to summarize basic functions of structures for movement, food obtainment and defense; therefore, the primary focus of assessment should be to generalize major points about the parts of an organism that allow for these functions,. However, appropriate assessments should also require students to identify individual structures and their primary functions; illustrate structures using words, pictures, or diagrams; or classify structures by their function.

6.3.3 Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation. Taxonomy level: 2.6-B Understand Conceptual Knowledge

Previous/future knowledge: In 3rd grade (3-2.2) students explained how hibernation allowed animals to survive. This is the first time students have been introduced to the concepts of endothermic and ectothermic.

It is essential for students to know the characteristics of endothermic and ectothermic animals. Students need to be able to explain how the environmental temperature affects animals’ internal temperature. Animals differ in their abilities to regulate body temperature. Warm-blooded and cold-blooded are terms often used to describe how an animal maintains its body temperature. These terms tend to give the false impression that a cold-blooded animal has cold blood. More accurate terms for identifying these two groups are endothermic (warm-blooded) and ectothermic (cold-blooded). Endo means inside; ecto means outside; therm means heat. Ectothermic Animals that do not maintain a constant internal temperature and must gain heat to perform internal activities. They depend on the sun to heat up their bodies and allow any activity. If the environment is cold, ectothermic animals are slow moving and sluggish. Examples are snakes, lizards, fish, frogs or insects. Snakes must bask in the sun before they can move about to hunt for food. If the temperature gets too hot, a snake must find shade or burrow in the ground to keep its body cool or die. If an animal is cold blooded, they take on the temperature of their surroundings so they don't have to use food energy to keep warm. This means they don't have to eat as often. Endothermic Animals that maintain a constant internal temperature. An endothermic animal's body metabolism works hard to keep its body the right temperature for activity all the time. When the outside temperature is too hot, an endothermic animal can cool off by sweating, panting, changing position, or changing location in the world. Sweating and panting work by generating heat loss through evaporating water; changing posture allows animals to control to some extent the heat absorbed from the environment around them; while changing position or location simply means seeking shade or shelter when it is too hot. Endothermic animals must eat much more often than an ectodermic animal. For example, a lion (endothermic) eats its weight in food every seven to ten days. It in not essential for students to understand the chemical processes involved with warm-blooded and cold-blooded animals. Assessment Guidelines: The objective of this indicator is to compare responses of cold-blooded (ectothermic and warm- blooded (endothermic organisms to their environment); therefore, the primary focus of assessment should be to compare ectothermic to endothermic organisms. However, appropriate assessments should also require students to identify organisms that are cold-blooded and those that are warm- blooded; to exemplify responses that would occur due to changes in the environment; or classify by responses and characteristics endothermic and ectothermic organisms. 5 Academic Standard 6-3 Topic: Structures, Processes, and Responses of Animals

6.3.4 Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating, panting, and food gathering). Taxonomy level: 2.7-B Understand Conceptual Knowledge

Previous/future knowledge: In 3rd grade (3-2.4) students explained how changes in habitats affect the survival of plants and animals. In 4th grade (4-2.5) students explained how an organism’s behavior is related to its environment. In 6th grade (6-3.2, 3) students studied structures that allow animals to obtain resources and compared warm-blooded and cold-blooded responses in animals.

It is essential for students to know that animals have physical responses that are caused by environmental stimuli. Students should be able to construct cause and effect models for the following responses: shedding, blinking, shivering, sweating, panting, and food gathering.

All organisms respond to their environment.  A response is a reaction to a stimulus. For example, if a lion charges a gazelle, the gazelle may respond by running away.  Responses may be simple or complex. A simple response may be moving away from strong heat. A complex set of responses is called behavior. The annual migration of a bird is a behavioral response to changes in the season. Climate affects the vegetation and animals in an area causing a variety of responses.

Most living things have adaptations that help them survive. Adaptations are responses by organisms to an internal or environmental stimulus that help them survive.  A polar bear is adapted to a cold climate. It has a heavy fur coat and lots of body fat. A polar bear would not be able to survive in a desert.  Plants also have adaptations. Cacti have adaptations for living in deserts. They have stems that store water.

Examples of animal responses to temperature changes that help maintain internal temperature: Shedding To maintain internal temperatures, animals form thick coasts of fur to insulate their body from cold weather; similarly in hot weather animals will shed this extra fur, providing a cooling effect. Sweating Sweating is an organism’s major way of getting rid of excess body heat, which is produced by metabolism or working muscles. Sweat can be made in response to nerve stimulation, hot air, and exercise. When sweat evaporates from the surface of the skin, it removes excess heat and cools the animal.

Panting Some animals don't sweat and even if they did, they are covered with fur which would insulate them and keep the heat in. So they pant to get rid of excess heat from their bodies. The heat turns the water in their mouths into water vapor. In other words, the heat is used for a different purpose; instead of heating the dog's body, it is used to evaporate the water from the animal’s mouth.

Shivering Shivering is a mammalian mechanism to increase heat production. Shivering is an involuntary response to a drop in the temperature of air in contact with the body. It is a method that the body uses to increase the rate at which energy is transformed for use. The same effect could occur by exercising, which would be a voluntary method of raising the metabolic rate

Examples of other common responses to weather, temperature and moisture are: Blinking Blinking is a response to moisture loss; it also provides protection to the eye. Animals need to blink to keep their corneas covered with a tear film. This tear film serves to protect the eye from drying out and from potential infection. It also helps to nourish the eye with oxygen. Without this tear film eyes would dry out. The blink response also serves to protect the eye from injury. Food gathering The process of finding food by hunting or fishing or the gathering of seeds, berries, or roots, rather than by the cultivation of plants or the domestication of animals sometimes called foraging.  Storing food: Many animals will begin to gather and store food for the winter. One such animal is a squirrel.  Storing nutrition in the form of fat: Many animals will overeat and reduce their physical activity to conserve energy in response to environmental stimuli such as cold weather or drought.

It is not essential for students to know the chemical mechanisms for the responses studied here.

Assessment Guidelines: The objective of this indicator is to explain the effects environmental stimuli have on physical responses in animals; therefore, the primary focus of assessment should be to construct cause and effect models of the various ways that animals are affected by their environment. However, appropriate assessments should also require students to recall physical characteristics of various animals; or exemplify (give examples of) the ways that the environment affects animals.

6.3.5 Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to environmental stimuli. Taxonomy level: 2.2-B Understand Conceptual Knowledge

Previous/future knowledge: Students have previously studied hibernation and animal defense in 3rd grade (3-2.2). In 4th grade (4-2.5) students explained how an organism’s behavior is related to its environment.

It is essential for students to be able compare and explain the difference between hibernation, migration, defense, and courtship. Students should also explain environmental stimuli associated with each response and be able to give an example of an animal that has each behavioral response. Behavioral responses refer to how animals cope with changes in their environments. Examples of behavioral responses to environmental stimuli that animals exhibit are: Hibernation Cold weather (stimuli) causes some animals to hibernate to conserve food stores in the body. Some animals "hibernate" for part or all of the winter (stimuli). This is a special, very deep sleep. The animal's body temperature drops, and its heartbeat and breathing slow down. It uses very little energy. Some ectothermic animals become dormant. When the weather gets cold (stimuli), they move to the bottom of lakes and ponds. Examples of this type of hibernation are when frogs, turtles or some fish hide under rocks, logs, or fallen leaves. They may even bury themselves in the mud and become dormant.

Migration Cold weather (stimuli) causes some animals migrate to find food. This means they travel to other places where the weather is warmer or they can find food. The cycle is controlled by changes in the amount of daylight and the weather.

Defense Defense mechanisms vary with different types of animals. Some examples are:  Camouflage is a protective coloration to aid an animal to survive in its environment. Some animals develop their camouflage in response to the weather; for example the artic fox and snowshoe hare. They develop a white coat for the winter to blend in with the snow and a gray coat in the summer to blend in with the forest.  Smells: Skunks use an offensive odor in response to fear. The skunk turns the predator's sense of smell against it by issuing a stream of oily, foul smelling musk.  Stingers: Wasps and bees use a stinger for protection when frightened or threatened.  Ejection: The black ink cloud of an octopus is an adaptation because it allows the animal a chance to run away without being eaten. When the horned lizard gets really scared, it shoots blood out of its eyes by increasing the blood pressure in its sinuses until they explode. The blood doesn't hurt the lizard's enemy but it scares them, so the horned lizard has time to escape.  Mimicry: When a weaker animal copies stronger animals' characteristics to warn off predators. Viceroy butterflies look like monarch butterflies and use this disguise to ward off predators.

Courtship Courtship in animals is usually a behavioral process whereby sexually mature individuals of a species become mating pairs. Environmental stimuli such as warmer weather and longer days will stimulate courtship. Often sensory cues will attract a potential mate. Chemical odor cues often serve as sexual attractants in animals. For example, the female cockroach produces a smell that attracts males from great distances.

It is not essential for students to know the chemical mechanisms for the behaviors studied here.

Assessment Guidelines: The objective of this indicator is to illustrate behavioral responses to environmental stimuli therefore, the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show aspects of these concepts. However, appropriate assessments should also require students to recall information about hibernation and other types of animal defenses; or exemplify (give examples of) behavioral responses of animals as being for hibernation, migration, defense, or courtship.

6.3.6 Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals ensure their survival. Taxonomy level: 2.4-B Understand Conceptual Knowledge

Previous/future knowledge: Students have previously studied hibernation and animal defense in 3rd grade (3-2.2). In 4th grade (4-2.5) students explained how an organism’s behavior is related to its environment. They also studied how animals use their senses to detect signals in the environment and how their behaviors are influenced by these signals. In 6th grade students should be able to summarize how these internal stimuli ensure the animal’s survival.

It is essential for students to know that animals have internal stimuli, or cues, including hunger, thirst, and sleep, that ensure their survival. Hunger Animals need food for several reasons. If animals did not have the hunger stimulus, they may not eat and could not survive

Thirst Animals have mechanisms for surviving long periods of time without food before they die, but some can only survive for a few days without water. Survival is dependent on water.

Sleep Sleep is triggered by a stimulus from the brain. Sleep is not an option; it is required for survival

It is not essential for students to know the internal chemical mechanisms for the stimuli studied here.

Assessment Guidelines: The objective of this indicator is to summarize how internal stimuli ensures an animals survival; therefore, the primary focus of assessment should be to generalize the main points in the description of stimuli and effects on behavior and to generalize stimuli related to animals behaviors. However, appropriate assessments should also require students to identify internal stimuli such as hunger, thirst, and sleep; exemplify stimuli or compare animals’ behavioral responses.

6.3.7 Compare learned to inherited behaviors in animals. Taxonomy level: 2.6-B Understand Conceptual Knowledge

Previous/future knowledge: Students has previously learned about behavioral adaptations in both 3rd and 4th grade. This is the first time they have had learned about inherited behaviors. In 7th grade (7-2.5, 7-2.7) students will study how genetic information is passed from parent to offspring and will distinguish inherited traits from environmental influences.

It is essential that students to know that some animal behaviors are instincts, or traits that the animal is born with, and some are learned behaviors, or behaviors that were taught to the animal, often by its parent. The word behavior refers to a specific action that an animal does that can be observed. These different behaviors influence animal survival. Learned behavior Behavior that has changed because of a certain experience. For example, a goldfish can be trained to come to the water’s surface when a light is flashed. When the environment changes behavior patterns also change. Learned behaviors are modified by experience. An organism’s pattern of behavior is related to the organism’s environment, including  kinds and numbers of other organisms present,  the availability of food and other resources,  the physical characteristics of the environment.

Inherited behaviors Behaviors that are passed on from parents to offspring. In higher invertebrates and vertebrates, the simplest form of inherited behavior is a reflex. A reflex, such as a frog jumping when touched, is simply an automatic reaction. A more complex inherited behavior is called an instinct. When a snail digs a hole to lay its eggs, or when a fiddler crab waves its claw to attract a female, the animals are acting on instinct.

It is not essential for students to know how inherited traits are passed from parents to offspring. This concept will be developed in 7th grade.

Assessment Guidelines: The objective of this indicator is to compare learned and inherited behaviors; therefore, the primary focus of assessment should be to compare behaviors that are learned from those that are inherited. However, appropriate assessments should also require students to identify a particular behavior as learned or inherited; exemplify (give examples of) behaviors that would occur due to learning or inheritance; or classify behaviors as learned or inherited.

11 Academic Standard 6-3 Topic: Structures, Processes, and Responses of Animals S upporting Content Web Sites

Animal Characteristics http://www.uhigh.lsu.edu/faculty/afont-wb/11-04/Animals/Animal_Groups.htm This website compares the structures of vertebrate and invertebrate animals. 6-3.1 Animal Diversity Web http://animaldiversity.ummz.umich.edu/site/index.html This website provides information on animal history, classification, sounds, and pictures. 6-3.1 Blue Planet Biomes http://www.blueplanetbiomes.org/animals.htm This website features pictures and facts about animals living in various biomes. 6-3.2 What’s It Like Where You Live? http://www.mbgnet.net/ This website features pictures and facts about animals living in various biomes. 6-3.2 Warm and Cold-Blooded http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/coldwarm.html This website discusses how warm and cold-blooded animals respond to their environment. Infrared pictures are also displayed to show how the animals’ body temperature responds to the environment. 6-3.3 Body Temperature http://www.factmonster.com/ce6/sci/A0808083.html This website provides information on how warm and cold-blooded animals respond to their environment. 6-3.3 Activity in a Changing Climate http://www.saburchill.com/ans02/chapters/chap029.html This website discusses how animals adapt to a changing climate. 6-3.4 Animals on Defense http://oncampus.richmond.edu/academics/education/projects/webunits/adaptations/This website shows the different ways humans and animal survive. 6-3.2; 6-3.5 Backyard Animals http://www.backyardnature.net/animals.htm This website provides information about animals commonly found North America. Pictures are also included. 6-3.2; 6-3.5

12 Academic Standard 6-3 Topic: Structures, Processes, and Responses of Animals Creature Feature http://www.nationalgeographic.com/kids/creature_feature/archive/ This website provides information on a variety of animals. Photographs, video, audio, fun facts, and links to other animal resources are included as well. 6-3.2, 6-3.5; 6-3.6

Suggested Literature

Hickman, P. & Stephens, P. (2000). Animals in motion: how animals swim, jump, slither, and glide. New York: Kids Can Press Ltd. ISBN 1-55074-573-5 This book describes the movements of several animals including the cheetah and the albatross. 6-3.2

Hickman, P. (2004). Animals and their mates: how animals attract, fight for and protect each other. New York: Kids Can Press Ltd. ISBN 1553375459 This book provides several examples of the courtship and mating behaviors of animals. 6-3.5

Hickman, P. & Stephens, P. (2005). Animals hibernating: how animals survive extreme conditions. New York: Kids Can Press Ltd. ISBN 1553376625 This book describes why animals hibernate and how they prepare to hibernate. Additional teacher resource materials such as experiments and activities for students are included in the book. 6-3.5

Kaner, E. (1999). Animal defenses: how animals protect themselves. New York: Kids Can Press Ltd. ISBN 1-55074-421-6 This book describes the defense skills of animals. 6-3.2

Kaner, E. & Stephens, P. (2002). Animals at work: how animals build, dig, fish and trap. New York: Kids Can Press Ltd. ISBN 1-55074-673-1 This book describes how animals create places to live and obtain food. 6-3.2

McLeod, B. (2000). Nature undercover series: growing up. Woodbridge, CT: Blackbirch Press. I SBN 1-56711-501-2 This book provides answers to how animals survive the early part of their lives. Topics within this book include preparation for young, how life begins, the fight for life, getting fed, stages of life, learning, parental care, and families. 6-3.2; 6-3.5

13 Academic Standard 6-3 Topic: Structures, Processes, and Responses of Animals McLeod, B. (2000). Nature undercover series: staying alive. Woodbridge, CT: Blackbirch Press ISBN 1-56711-502-0 This book illustrates the behaviors that help animals survive. Topics of discussion include animal homes, rest, food and water, cooperation, movement, and body temperature. 6-3.5; 6-3.6 Middleton, D. (2001). Polar bears. Chicago: Raintree Publishers. ISBN 0-8172-4578-2 This book provides interesting facts about polar bears including information on about their habitats, food, and socializing activities. 6-3.5 Stonehouse, B. & Bertram, E. (2004). How animals live: the amazing world of animalsin the wild. New York: Scholastic Inc. ISBN 0439548349 This book contains many illustrations and facts about a variety of animals and how they are able to survive in the wild. 6-3.5

Swinburne, S. (2003). Black bear: north america's bear. Honesdale, PA: Boyds Mills Press ISBN 159078023X This book describes the black bear’s adaptation to survival in the wild. 6-3.5 Suggested Streamline Video Resources: The Basics of Biology: The Kingdom of Animals: From Simple to Complicated Starting with one-celled animal-like protists, this program examines a variety of animal phyla: sponges, sea anemones, spiny-skinned animals, flatworms, nemertine worms, segmented worms, mollusks, arthropods, and vertebrates. ETV Streamline SC 21:23 6-3.1

Biology: The Science of life: The World of Animals This program examines the major phyla of the kingdom Animalia from the simplest sponges to the most complex vertebrates. Special emphasis is placed on evolutionary relationships, bio-symmetry, and methods of animal reproduction. ETV Streamline SC 20:00 6-3.1

Science of the Sea: Dolphins, Rays, and Other Adaptations This program examines dolphins, rays, and sea birds, and tells how their various adaptations help them survive. ETV Streamline SC 15:00 6-3.2

In Control: Our Brain and Nervous System This program illustrates how the brain, spinal cord, and nerves control a response to a stimulus. ETV Streamline SC 25:00 min 6-3.4

Animal Instincts Marine Migration 7:19 Hibernation and Homing 7:39 The segments examines the migration of the humpback whale during the winter months, how bears use their homing instinct to return from far-away journeys for food, and what happens during hibernation. ETV Streamline SC 0:05 to 14:30 6-3.5

Biomes: Adapting to Deserts and Other Ecosystems This program allows students to learn about the adaptations that enable animals to live and to flourish in some of Earth’s most challenging environments. ETV Streamline SC 56:01 6-3.5

Concepts in Nature: Adapting to Changes in Nature This program explains how animals cope with both routine and unpredictable changes in nature. ETV Streamline SC 14:06 6-3.5

Animal Intelligence This program explores the animal kingdom with a focus on intelligence. ETV Streamline SC 18:41 6-3.7

15 Academic Standard 6-3 Topic: Structures, Processes, and Responses of Animals Career Connections

Ethologist Ethologists are scientists who study animal behavior. (6-3)

Neurobiologist Neurobiologists commonly study animals that have exaggerated or specialized sensory, motor or behavioral capacities in order to learn about some aspect of neural function common to all complex animals including rats and humans. (6-3)

Invertebrate biologist Invertebrate biologists study many aspects of the biology of animals without backbones. (6-3)

Vertebrate morphologist Vertebrate morphologists focus on the biology of form and structure; their perspectives include evolutionary, functional and developmental aspects. Vertebrate morphologists can act as consultants for the entertainment industry, especially animators that need to know how animals really move or may combine their training with engineering to work in industries that range from movie-making to the design and production of prosthetic devices. (6-3)

Zoologist Zoologists study animals and many aspects of animal life such as behavior, diet, evolution, classification, and distribution. (6-3)