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Invertebrate Animals Invertebrate Animals How does this jellyfish Invertebrate animals find food and eat? have a variety of body plans and adaptations. Key Concepts SECTION Most animals are 1 invertebrates. Learn about sponges and other invertebrates. SECTION Cnidarians and worms 2 have different body plans. Learn how the body plans of cnidarians are different from those of worms. SECTION Most mollusks have 3 shells, and echinoderms have spiny skeletons. Learn about how mollusks and echinoderms meet their needs. SECTION Arthropods have 4 exoskeletons and joints. Learn about insects, crus- taceans, and arachnids. Prepare and practice for the FCAT • Section Reviews, pp. 416, 423, 430, 439 • Chapter Review, pp. 440–442 • FCAT Practice, p. 443 CLASSZONE.COM • Florida Review: Content Review and FCAT Practice 410 Unit 3: Diversity of Living Things Worm-Watching Find a worm and observe it for a while in its natural environment. How much can you learn about how a worm meets its needs by watching it for a short time? Record your observations in your notebook. Observe and Think What body parts can you identify on a worm? How would you describe a worm’s activities and behavior? Insects and You Think about times when you have seen or noticed insects. Make a list of your experiences in your notebook. Then, start keeping a list of all the insects you see for the next week. How long do you think this list will be? Observe and Think How many different types of insects did you see? Where did you see them? What char- acteristics do you think insects share? Internet Activity: Invertebrate Diversity Go to ClassZone.com to learn more about different types of invertebrates. Observe and Think Of every 20 animal species on Earth, 19 are invertebrates. How many types of inverte- brates can you name? NSTA scilinks.org Sponges Code: MDL042 Chapter 12: Invertebrate Animals 411 CHAPTER 12 CONCEPT REVIEW VOCABULARY REVIEW •All animals need energy, predator p. 353 materials, and living space. prey p. 353 • Animals get energy and adaptation See Glossary. materials from food. • Animals have different adap- tations and behaviors for meeting their needs. FLORIDA REVIEW CLASSZONE.COM Content Review and FCAT Practice TAKING NOTES COMBINATION NOTES To take notes about a Notes new concept, first make Sponges are simple animals an informal outline of the information. Then make a • no organs sketch of the concept and •attached to one place label it so you can study it •remove food from water later. Use arrows to con- nect parts of the concept when appropriate. CHOOSE YOUR OWN STRATEGY For each new vocabulary Description Wheel Four Square Word Triangle term, take notes by choosing one of the feature Definition Characteristics strategies from earlier ture fea chapters—description sketch wheel, four square, or sentence feature WORD feature TERM word triangle. You can using the word also use other vocabulary feature WORD: definition ture strategies that you might Examples Nonexamples already know. fea 412 Unit 3: Diversity of Living Things KEY CONCEPT Most animals are invertebrates. Sunshine State BEFORE, you learned NOW, you will learn STANDARDS • Animals are consumers; they • About the diversity of SC.F.2.3.3: The student get food from the environment invertebrates knows that generally •Most animals have body systems, • About six groups of organisms in a popula- including tissues and organs invertebrates tion live long enough to reproduce because • Animals interact with the envi- • How sponges get energy they have survival ronment and other animals characteristics. SC.G.1.3.3: The student understands that the classification of living THINK ABOUT things is based on a given set of criteria What makes an and is a tool for under- standing biodiversity animal an animal? and interrelationships. A sponge is an animal. SC.H.2.3.1: The student recognizes that pat- It has no head, eyes, ears, arms, terns exist within and or legs. A sponge doesn’t have a across systems. heart or a brain or a mouth. It doesn’t move. Typically, it spends its life attached to the ocean floor. Many people used to think that VOCABULARY sponges were plants that had adapted to life in the water. Scientists, invertebrate p. 413 however, classify them as animals. How might you decide if the organ- sponge p. 415 ism in the photograph is an animal? sessile p. 415 larva p. 416 Invertebrates are a diverse group of organisms. COMBINATION NOTES About one million invertebrate species live on Earth. Invertebrates Make notes and dia- are animals that do not have backbones. In fact, invertebrates do not grams for the first main idea: Invertebrates are a have any bone tissue at all. Invertebrates can be found just about diverse group of organ- everywhere, from frozen tundra to tropical forests. Some invertebrates isms. Include a sketch of live in water, while others survive in deserts where there is almost no a member of each group. water. Many invertebrates live inside other organisms. Most invertebrate animals are small. Crickets, oysters, sea stars, earthworms, ants, and spiders are some examples of invertebrates. The fact that invertebrates do not have backbones for support tends to limit their size. However, some ocean-dwelling invertebrates can be quite large. For example, the giant squid can grow to 18 meters (59 ft) in length and can weigh over 450 kilograms (992 lb). Chapter 12: Invertebrate Animals 413 Invertebrates SKILL FOCUS Which types of invertebrates live near you? Observing PROCEDURE 1 Cut the potato in half lengthwise. Scoop out a hole and carve a channel so it looks like the photograph below. 2 Put the two halves back together and wrap them with masking tape. Leave MATERIALS the channel uncovered. It is the entrance hole. • potato •knife 3 Take the potato trap outside and bury it upright in soil, with the entrance • spoon hole sticking out of the ground. Wash your hands. • masking tape TIME 4 Collect the potato the next day. Remove the masking tape and look inside. 20 minutes WHAT DO YOU THINK? • Observe the contents of the potato. Record your observations. •Would you classify the contents of the potato as living or nonliving? Do you think they are animals or plants? CHALLENGE Predict how your observations would be different if you buried the potato in a different place. In this chapter, you will learn about six groups of invertebrates: • Sponges are the simplest invertebrates. They live in water. They filter food from the water that surrounds them. • Cnidarians also live in water. Animals in this group have a cen- tral opening surrounded by tentacles. They take in food and eliminate waste through this opening. Jellyfish, sea anemones, hydras, and corals are cnidarians. • Worms are animals with soft, tube-shaped bodies and a distinct head. Some worms live inside other animals. Others live in the water or on land. • Mollusks have a muscular foot that allows them to move and hunt for food. Some mollusks live on land. Others live in water. Clams, snails, and octopuses are mollusks. • Echinoderms are water animals that have a central opening for taking in food. Sea stars and sand dollars are echinoderms. • Arthropods are invertebrates that are found on land, in the water, and in the air. They have legs. Some have wings. Insects, spiders, crabs, and millipedes are arthropods. 414 Unit 3: Diversity of Living Things Sponges are simple animals. Sponges are the simplest multicellular animals on Earth. These inver- VOCABULARY tebrates are sessile (SEHS-EEL)organisms, which means they live Make a description wheel for sponge. Include infor- attached to one spot and do not move from place to place. Most live in mation on its specialized the ocean, although some live in fresh water. Sponges have no tissues cells. or organs. The body of a sponge is made up of a collection of cells. The cells are organized into a body wall, with an outside and an inside. Sponges are adapted to feed continuously. They feed on plank- ton and other tiny organisms that live in the water. Specialized Cells A sponge meets its needs with cells specialized for different functions. Pore cells along the body wall create tiny openings throughout the body. The pores lead into larger canals and sometimes a central open- ing, where cells with tiny hairs, or flagella, move water through the sponge. As water moves out, more water enters, as shown in the dia- gram below. Specialized cells filter out food particles and oxygen. Other specialized cells digest the food. Check Your Reading What adaptations does a sponge have for obtaining food? Feeding in Sponges Structures in a sponge’s body function to remove food from water. 2 Flagella along the inside of the sponge move water through the sponge. 1 Water flows into the sponge through pores in the body wall. flow of water 3 pores Specialized cells 4 inside of pick up food Specialized cells digest sponge particles as the the food particles. water moves by. Chapter 12: Invertebrate Animals 415 Another adaptation sponges have are structures that make the body stiff. Most sponges have spicules (SPIHK-yoolz), which are needlelike spines made of hard minerals such as calcium or silicon. Spicules help give the sponge its shape and provide support. In some sponges, spicules stick out from the body. This may make the sponge less likely to become a source of food for other animals. Reproduction Sponges can reproduce asexually. Buds form alongside the parent sponge or the buds break off and float away. Tiny sponges can float quite a distance before they attach to the ocean floor or some under- water object and start to grow. Sponges also reproduce sexually, as most multicellular organisms do.
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