Welcome to Zoology and Honors Zoology!
“If someone considers the study of the other animals to lack value, he ought to think the same thing about himself as well.” —Aristotle, History of Animals
Course Description
Zoology is a college-preparatory, project-based science elective that allows students to explore the scientific study of the animal kingdom. In the 4th century BCE, Aristotle stated that “if someone considers the study of the other animals to lack value, he ought to think the same thing about himself as well.” Therefore, we will not just be studying animals because we can learn valuable information about their lives, but we are studying animals to learn about ourselves and our environments as well. We will gradually progress through the animal kingdom phylum-by-phylum according to evolutionary relationships from the most ancient animals (e.g. protozoa and sea sponges) to the most recently-evolved animals (e.g. birds and mammals). Therefore will be studying both invertebrates and vertebrates, and we will be studying their evolution, classification, anatomy, physiology, behavior, development, and ecology. Students receiving Honors credit for the course will complete more in-depth studies, have a more rigorous grading scale, and participate in a book study of Thomas French’s Zoo Story. Prerequisite Students should have successfully taken and passed Biology or Honors Biology before enrolling in this course. |
Topic Outline of Quarter 1: Invertebrate Zoology
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Topic Outline of Quarter 2: Vertebrate Zoology
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Unit 1: Introduction to Zoology
LEARNING TARGETS
Notes
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Resources - Evolution and Classification
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Key Vocabulary
analogous structure bestiary Carl Linnaeus Charles Darwin clade cladistics cladogram (and phylogenetic tree) evolution fossil geographic isolation homologous structure natural selection scientific name speciation species systematics taxonomy vestigial structure |
LEARNING TARGETS
- I can apply anatomical directional vocabulary to 2-D models, 3-D models, and to actual specimens for dissection.
Resources - Basic Anatomy and Physiology
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Key Vocabulary
collagen circulation digestion dissection excretion gonad integument metabolism muscular system nervous system reproduction (sexual vs. asexual) respiration skeletal system Directional Anatomy anterior caudal cranial distal dorsal frontal plane lateral posterior proximal sagittal plane transverse plane ventral |
Unit 2: Protists and Microscopic Zoology
LEARNING TARGETS
- I can compare and contrast prokaryotic unicellular organisms (bacteria) and eukaryotic unicellular organisms (protists).
- I can explain a model for how protists evolved from bacteria and how animals evolved from heterotrophic protists.
- I can identify and classify protists based on similarities and differences in structures, methods of locomotion, and methods of metabolism (autotroph, heterotroph, saprotroph).
- I can analyze the varied roles of protists in ecosystems, including as primary producers in aquatic and marine ecosystems, as prey for microinvertebrates, and as parasites of animals.
Notes
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Resources
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Key Vocabulary
algae cilia (and ciliates) eukaryote flagella (and flagellates) nucleus phytoplankton plankton prokaryote (bacteria) protist protozoa pseudopod zooplankton |
Unit 3: Poriferans
LEARNING TARGETS
- I can identify distinguishing structural features of poriferans and classify poriferans based on similarities and differences in structure.
- I can explain the evolution of poriferans in terms of the relationship between cell differentiation and greater metabolic efficiency in multicellular organisms.
- I can model and analyze how sponge porosity affects rates of filter feeding.
Notes
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Key Vocabulary
archaeocytes / amoebocytes asconoid asymmetry benthic budding calcareous cell differentiation choanocyte choanoflagellates collagen collenocytes collar (on a choanocyte) external fertilization filter feeding flagellum fragmentation internal fertilization leuconoid metazoan monoblastic monoecious / hermaphroditic multicellularity osculum ostia pinacocytes poriferan porocytes sclerocytes sessile siliceous spicules spongin spongocoel syconoid |
Unit 4: Cnidarians and Coral Reefs
LEARNING TARGETS
- I can identify distinguishing structural features of cnidarians and classify cnidarians based on similarities and differences in structure.
- I can explain how the evolution of nerves allows for mobility and defense in animals, like cnidarians.
- I can model and analyze the life cycle of sea jellies and other cnidarians.
- I can explain the ecological significance of cnidarians in marine ecosystems and environmental issues involving cnidarians, including sea jelly blooms and coral reef bleaching.
Notes
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Resources - Cnidarians in General
Resources - Anemones Resources - Sea Jellies
Resources - Hydra |
Key Vocabulary
anthozoan (Class Anthozoa) anus cnidarian (Phylum Cnidaria) cnidae / nematocysts cnidocytes cubozoan (Class Cubozoa) dioecious diploblastic ectoderm endoderm ephyra epidermis gastrodermis gastrovascular cavity hydrozoan (Class Hydrozoa) Hydra hydraulic skeleton jellyfish bloom medusa mesoglea nerve net pelagic planula / larva polyp radial symmetry scyphozoan (Class Scyphozoa) staurozoan (Class Staurozoa) strobila / strobilating polyp |
Key Vocabulary - Coral Reefs
atoll barrier reef calcium carbonate / limestone coral bleaching ecosystem engineer fringing reef photic zone range of tolerance symbiosis zooxanthellae |
Unit 5: Worms
LEARNING TARGETS
- I can identify distinguishing structural features of worms and classify worms based on similarities and differences in structure among Phylum Platyhelminthes, Phylum Nematoda, and Phylum Annelida.
- I can explain how the evolution of a coelom allows for more complex organ systems and more complex life functions.
- I can experiment with and model the regeneration of body parts in flatworms.
- I can research and orally communicate how species of worms have become successful predators and parasites.
- I can relate the development of increasingly complex nervous systems to increasingly sophisticated behaviors in worms.
Notes
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Key Vocabulary
acoelomate annelid (Phylum Annelida) anticoagulant aortic arches auricles bilateral symmetry castings cephalization cestode (Class Cestoda) circular muscles cirri clitellum cocoon coelom complete digestive tract crop cuticle diffusion ectoparasite endoparasite esophagus flame cells flatworm (Phylum Platyhelminthes) ganglia gastrovascular cavity gizzard hydrostatic skeleton intestine lateral nerve cord leech (Class Hirudinean) longitudinal muscles mesoderm monoecious nematode (Phylum Nematida) neoblast ocelli oligochaete (Subclass Oligochaeta) parapodia pharynx polychaete (Class Polychaete) pseudocoelom segmentation setae transverse nerve triploblastic turbellarian (Class Turbellaria) vermiform |
Unit 6: Arthropods
LEARNING TARGETS
- I can identify distinguishing structural features of arthropods and classify arthropods based on similarities and differences in structure among crustaceans, chelicerates, hexapods, and myriapods.
- I can compare the adaptive variations in the form and function of arthropod body plans based on environment.
- I can compare and contrast the advantages of exoskeletons and endoskeletons, including the implications for development.
- I can research and summarize the increased complexity and sociality of arthropod behaviors.
- I can understand and directly observe the biodiversity of arthropods present in all types of ecosystems.
Notes
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Key Vocabulary
abdomen appendages arthropod (Phylum Arthropoda) bilateral symmetry cephalization chelicerate (Subphylum Chelicerata) chitin crustacean (Subphylum Crustacea) dorsal blood vessel ecdysis (molting) epidermis hemolymph hexapod (Subphylum Hexapoda) myriapod (Subphylum Myriapoda) open circulatory system Panarthropoda exoskeleton segmented body tardigrade (Phylum Tardigrada) thorax velvet worm (Phylum Onychophora) Key Vocabulary - Myriapods Class Chilopoda (centipedes) Class Diplopoda (millipedes) detritus scavenger |
Resources - Crustaceans
Resources - Crustaceans: Isopods |
Key Vocabulary - Crustaceans
barnacle (Class Maxillopoda) biramous branchiopod (Class Branchiopoda) brood pouch cheliped cirri commensalism Daphnia diecious decapod (Order Decapoda) gills isopod (Order Isopoda) krill (Order Euphausiacea) mandible maxilla maxilliped operculum parasitism pereon (thorax) pleon (abdomen/tail) spermcasting swimmerets telson uropod |
Resources - Insects
Ants Bees
Beetles |
Key Vocabulary - Insects
blattodean (Order Blattodea) Class Insecta coleopteran (Order Coleoptera) complete metamorphosis compound eyes convergent evolution cuticle dipteran (Order Diptera) dorsal blood vessel entomology external mouthparts hemipteran (Order Hemiptera) hymenopteran (Order Hymenoptera) incomplete metamorphosis instar larva lepidopteran (Order Lepidoptera) mantids (Order Mantodea) nymph odonatan (Order Odonata) ommatidia open circulatory system orthopteran (Order Orothoptera) ostia (in tubular hearts) ovipositor phasmatodean (Order Phasmatodea) pupa proboscis spiracles tracheal tubes tracheole tubular hearts |
Unit 7: Mollusks
LEARNING TARGETS
- I can... identify distinguishing structural features of all mollusks.
- I can... classify mollusks based on similarities and differences in structure among bivalves, gastropods, and cephalopods.
Notes
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Resources - Bivalves and Gastropods
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Key Vocabulary
adductor muscles bivalve (Class Bivalvia) calcium carbonate conchiolin excurrent siphon filter feeder gastropod (Class Gastropoda) hemolymph hinge ligament incurrent siphon kleptoplasty mantle mollusk (Phylum Mollusca) muscular foot nacre open circulatory system operculum pearl radula scallop torsion visceral mass |
Resources - Cephalopods
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Key Vocabulary
blind spot branchial hearts central nerve ring cephalization chromatophore closed circulatory system cuttlefish head-foot ink sac mantle mantle cavity Nautilus octopus squid systemic heart tentacle visceral mass |
Unit 8: Echinoderms and Developmental Zoology
LEARNING TARGETS
- I can identify distinguishing structural features of echinoderms and classify echinoderms based on similarities and differences in structure among asteroideans and echinoideans.
- I can identify and describe the features of a water vascular system and infer how it makes use of hydraulic pressure to enable movement.
- I can analyze the role of echinoderms in marine ecosystems, including as keystone species and in trophic cascades.
Notes
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Resources - Echinoderms
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Key Vocabulary
aboral surface ambulacral grooves ampulla (plural: ampullae) Aristotle's lantern brittle stars (Class Ophiuroidea) calcareous shell / test cardiac stomach cuverian tubules digestive ceca feather stars (Class Crinoidea) endoskeleton eyespots gonad hydraulic pressure keystone species madreporite nerve ring oral surface ossicles pedicellariae pentaradial symmetry pyloric stomach radial canal radial nerves ring canal sea cucumbers (Class Holothuroidea) sea star (Class Asteroidea) sea urchins, sand dollars (Class Echinoidea) skin gills spines trophic cascade tube feet water vascular system |
LEARNING TARGETS
- I can compare and contrast the modes of development in protostomes and deuterostomes.
- I can identify, sequence, describe, and model the stages of animal development.
Resources - Developmental Zoology
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Key Vocabulary
blastocoel blastopore blastula cleavage deuterostome differentiation diploid ectoderm endoderm flagella gastrula gastrulation haploid mesoderm mitosis morula ova (eggs) protostome radial cleavage spermatozoa (sperm) spiral cleavage tissue zygote |
Unit 9: Chordates
LEARNING TARGETS
- I can identify and describe the distinguishing structural characteristics of chordates.
- I can compare and contrast invertebrates (including invertebrate chordates) with vertebrates.
Notes
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Key Vocabulary
Amphioxus bilateral symmetry chordate / Phylum Chordata closed circulatory system complete digestive system dorsal nerve cord deuterostome invertebrate lancelet myomere / segmented muscles notochord phyrangeal slits postanal tail Subphylum Cephalochordata Subphylum Urochordata Subphylum Vertebrata tunicate / sea squirt vertebrate |
Unit 10: Fishes
LEARNING TARGETS
- I can... classify fish based on their traits and evolutionary lineages as agnathans, gnathostomes, chrondrichthyans, or osteichthyans.
- I can... trace the evolution of crania, jaws, and bony skeletons within the evolution of fishes prior to the evolution of tetrapods.
- I can... identify structural adaptations, feeding adaptations and behaviors, and reproductive adaptations and behaviors in jawless fish, sharks and rays, and bony fish.
- I can... identify causes of declining fish biodiversity (including sharks) and propose solutions to aid fish biodiversity conservation.
Notes
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Resources - Agnathans
Resources - Chondrichthyans (Sharks and Rays)
Resources - Osteichthyans (Bony Fish) |
Key Vocabulary - Introduction
agnathan chondrichthyes gnathostome hagfish lamprey ostracaderms osteichthyes Key Vocabulary - Chondrichthyans Megalodon oviparous ovoviviparous viviparous Key Vocabulary - Osteichthyans |
Unit 11: Amphibians
LEARNING TARGETS
- I can explain the evolution of tetrapods from lobe-finned fishes using evidence from fossils, comparative anatomy, and DNA.
- I can identify and describe distinguishing structural and physiological characteristics of amphibians.
- I can relate the amphibians' sensitivity to environmental conditions to the causes of global amphibian biodiversity loss.
Notes
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Resources - Amphibians (General)
Resources - Amphibian Growth, Development, and Reproduction Resources - Amphibian Biodiversity Loss |
Key Vocabulary
amphibian (Class Amphibia) amplexus atria and ventricles cutaneous respiration ectotherm estivation glottis hibernation incomplete ribs larynx lobe-finned fishes Order Anura Order Apoda (caecilians) Order Caudata pulmonary circulatory system systemic circulatory system tetrapod torpor |
Unit 12: The Mesozoic and Reptiles, Living and Extinct
LEARNING TARGETS
- I can identify and describe distinguishing structural features of reptiles (and all other amniotes) in contrast to amphibians.
- I can identify and describe structures of an amniotic egg and analyze its adaptive value to terrestrial life.
- I can trace the history and analyze the arguments involving reptile classification.
- I can distinguish between the use of taxonomic categories such as amniote, synapsid, sauropsid, archosaur, dinosaur, and reptile.
- I can distinguish the orders of living reptiles (Testudines, Crocodilia, Squamata, Rhynchocephalia, Serpentes) based on similarities and differences in structures.
- I can analyze the snake biodiversity of North Carolina by identifying and describing local snake species.
Unit 13: Birds
LEARNING TARGETS
- I can compare the evolution and classification of modern birds to modern non-avian reptiles and dinosaurs.
- I can explain how the evolution of flight occurred among dinosaurs, and I can relate the advantages of structural adaptations in birds to the challenges of flight.
- I can observe, record, and analyze the biodiversity of local birds as a citizen scientist.
- I can model and explain how the evolution of a more complex four-chambered heart allows for more efficient circulation of nutrients and gases.
- I can compare and contrast the metabolic strategies of endotherms and ectotherms.
Notes
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Resources - Bird Evolution
Resources - Miscellaneous Birds
Resources - NC Birds |
Key Vocabulary
air sacs altricial young amniotic egg Archaeopteryx bird / Class Aves cloaca crop (the organ) endothermic erythrocyte (red blood cell) generalist vs. specialist species gizzard keratin homologous structure migration molting navigation ornithology ovary and oviduct parabronchi pellet (as in owl pellet) photoperiod precocial young preening sexual dimorphism sternum theropod unidirectional air flow ureter uric acid vs. urea ventricle (in the heart) |
Unit 14: Mammals
LEARNING TARGETS
- I can relate the evolution of stem mammals from reptiles to differences in skull structure (anapsid vs. diapsid vs. synapsid).
- I can create a cause-and-effect model for describing the diversification of mammal species due to adaptive radiation during the Cenozoic Era after the mass extinction of the dinosaurs.
- I can identify and describe the distinguishing structural characteristics of mammals.
- I can characterize the diversity of mammals based on differences in dentition (carnivore, herbivore, omnivore) and differences in reproduction (monotreme, marsupial, placental).
- I can evaluate the use of mammals as umbrella species in conservation biology and critique various conservation practices.