Homework from last class:• Complete Section Review 26-1 questions 1-5 (p.

560)

• Complete Introduction to the Animal Kingdom: Concept map (if not already finished in class)

• Read over class notes and check out the class blog:http://msoonscience.blogspot.com/

• Return Field Trip form by Feb. 7 – Vancouver Aquarium!

• Bring pencil crayons to class for the upcoming Animal Biology unit - lots of colouring ahead!

Section Review 26-1 (p. 560):1) What is an animal? Why is it important to study

animals?

An animal is a multicellular eukaryotic ingestive heterotroph whose cells lack cell walls.

Section Review 26-1 (p. 560):2) List seven essential functions in animals. Define

these functions in your own words.Feeding: eating foodRespiration: taking in O2 and giving off CO2 through cellular metabolismInternal transport: carrying substances from one part of the body to anotherExcretion: eliminating metabolic wastesResponse: reacting to environmental stimuliMovement: changing the position or orientation of body parts or of the entire bodyReproduction: producing offspring

Section Review 26-1 (p. 560):3) Compare two different kinds of symmetry found in

the animal kingdom.

Radial symmetry: body parts repeat around an imaginary line drawn through the centre of the body.

Bilateral symmetry: body parts repeat on either side of an imaginary line drawn down the centre of the body.

Section Review 26-1 (p. 560):4) Describe three basic trends in animal evolution.

1) The level of organization becomes higher as animals become more complex; functions are carried out on the level of organs and organ systems rather than that of cells and tissues.

2) Most complex animals exhibit bilateral symmetry, whereas some of the most simple animals exhibit radial symmetry.

3) Cephalization tends to improve as animals become more complex; the brain and anterior sense organs are generally most highly developed in more complex animals.

Section Review 26-1 (p. 560):5) Why are specialized cells necessary in

multicellular animals?

Specialized cells can carry out specific functions more efficiently than non-specialized cells.

Warm-up activity!

Name that symmetry!

Answer: Radial

Answer: Bilateral

Answer: Bilateral

Answer: Bilateral

Answer: Bilateral

Answer: Radial

Answer: Radial

Answer: Asymmetry!

Sea sponge

Asymmetry – non-symmetrical

Note:Terms in green are definitions

– these are key terms to know

Terms in blue are important words or concepts

- please make note

Biology fun fact of the day:

Within a sponge, it is possible tofind 16,000 other animals!

Phylum Porifera:SpongesChapter 26: Sponges, Cnidarians, and Unsegmented Wormspp. 560-563

Introduction to Sponges•Diversity of species ~ 8000 species• Phylum Porifera ▫ From Greek ‘poros’ meaning ‘passage’ or ‘pore’▫ Sponges have tiny openings all over their body “pore-

bearers”

•Most ancient and primitive of all animals•Most sponges are marine, some live in

freshwater

Introduction to Sponges•Sponges were once thought to be plants because

they are sessile, but they are multicellular animals

•Sponges are different from other animals:▫*do not have a mouth or digestive tract (gut)*▫*no true tissue layers (endoderm, ectoderm,

mesoderm) or organ systems*

•Biologists think that sponges evolved from single-celled ancestors separately from all other animals

• The evolutionary line that gave rise to sponges was a dead end produced no other living groups

Form and Function in Sponges• Sponges do not have

true systems but the following structures fulfill the sponge’s needs: (next slide)

Form and Function in Sponges4 Cell Types:1)Epidermal cells – flat cells

form outer covering (respiration and excretion)

2)Pore cells – water and other substances enter through these cylindrical cells

3)Collar cells – make up inner cell layer• Have collar of microvilli• Have a flagellum they wave

these to maintain a steady current that draws water in through pores

Amoebocyte

Pore cell

Collar cell

Epidermal cell

1

2

3

4

4) Amoebocytes – amoeba-like cells that crawl around the jellylike inner layer (using pseudopodia) and deliver food and O2 to other cells• Amoebocytes absorb nutrients and remove

wastes• Amoebocytes make spicules create sponge

skeleton

• Amebocytes make thin, spiny spicules from either chalklike calcium carbonate (CaCO3) or glasslike silica (SiO2)

• These spicules form the delicate skeleton of the sponge

• Softer sponges (e.g. natural bath sponges) consist of fibers of a protein called spongin (more flexible than spicules)

• Some sponge skeletons are made up of both spongin and spicules

• Osculum – water exits out of this hole

• Sponges are filter feeders – they sift microscopic food particles from the water that passes through themFood particles in water stick

to…

Collar cells

Food particles engulfed by the

collar cells (endocytosis)

Food particles passed on to

the amoebocytes

Food particles digested

Food particles digested

Amoebocytes deliver digested food to other parts of the

sponge

*All digestion in sponges is

intracellular (takes place inside cells)

1 2

Sponge cells

Remove O2

from water

Give off CO2 and metabolic wastes

• The water flowing through a sponge serves as its respiratory, excretory, and circulatory system.

• Sponges pump a huge

amount of water through their bodies

• Osculum – water exits out of this hole

Reproduction•Sponges use the “broadcast method” of

reproduction1) Sexual reproduction – sponges are hermaphrodites (have both male and female reproductive parts)

• Fertilization occurs inside sponge B (amoebocyte carries sperm to egg)• Flagellated larvae develop and leave by the osculum drift off and settle elsewhere

Sperm released from collar cells in sponge

A

Sponge A

water currents

Sperm enters pores of sponge

B

Sponge B

Reproduction2) Asexual reproduction▫Budding – small growth falls off of sponge and

grows a new sponge▫Gemmules - sphere-shaped collections of

amoebocytes surrounded by spicules leave sponge, settle, and wait for improved conditions

Ecology of Sponges•Sponges often live in dark places•Sponges provide shelter and food for other

organisms ▫ Remember the Biology Fun Fact of the Day?

•Certain sponges are involved in symbiotic relationships with bacteria▫ The bacteria provide food and O2 to the sponge and remove

wastes

•Some sponges clean up the ocean floor•Many produce nasty-tasting/toxic chemicals to

discourage munching

Ecology of Sponges• Uses of Sponges:

▫Bath sponges!▫Loofahs

▫Antiviral chemicals, antibacterial chemicals

Activity Time!

Activity: Phylum Porifera WorksheetDirections:1)Get into groups of 4 (5 max).2)Split into pairs A and B.3)Pair A will work on page 1 of the handout, Pair B will work on page 2 of the handout.4)Work with your partner to complete your page of the worksheet.5)When both pairs have completed their page of the worksheet, each pair will teach their page to other pair.

Pair A teaches Pair B page 1 Pair B teaches Pair A page 2

Activity: Phylum Porifera WorksheetDirections:

Once you have finished filling in the worksheet, begin colouring the sponge diagram according to the colour coding system listed on your Animalia Outline handout.

Feeding (digestive system) = blueRespiration (respiratory system) = brownInternal transport (circulatory system) =

redExcretion (excretory system) = greenResponse (nervous system) = orangeMovement (musculoskeletal system) =

greyReproduction (reproductive system) =

yellow

Activity: Phylum Porifera WorksheetDirections:

Fully label the sponge diagram.Colour the diagrams with pencil crayon.

• In simpler organisms such as sponges, some structures may belong to more than one system—if this is the case, use stripes of colour.

Homework for next class:• Complete Section Review 26-2 questions 1-3 (p.

563)

• Fill in and colour the sponge diagram worksheet

• Read over class notes and check out the class blog:http://msoonscience.blogspot.com/

• Study for Quiz on Phylum Porifera next class!

• Return Field Trip form by Feb. 7 – Vancouver Aquarium!

• Bring pencil crayons to class for all the colouring ahead!