1
Comparative
Vertebrate Zoology
(Compilation of Laboratory Activity)
Vertebrata
By: Geonyzl L. Alviola
Name __________________________________
Course and Year _________________________
Teacher ________________________________
Table of Contents
Activity no#
Titles
Homology, Analogy and Homoplasy
Adaptations (Behavioral, Structural and Physiological)
Phylogeny Tree
Phylum Chordate
Biological Design
Embryology : Cleavage and Blastula
Embryology : Gastrula
Integumentary System: Skin
Integumentary System: Epidermal and Dermal Derivatives
10
Skeletal System: Cranium
11
Skeletal System: Axial Skeletal System
12
Skeletal System: Appendicular Skeletal System
13
Muscular System (origin, insertion and action)
14
Respiratory System
15
Circulatory System
16
Digestive System
17
Urogenital System
18
Endocrine System
19
Nervous System
20
Sensory
Name _______________________
Score: __________
Date ________________________
Activity 1
Title: Homology, Analogy and Homoplasy
Objectives :
1. To identify the structures if it is homology, analogy and homoplasy.
2. To discuss the relationship of the structures to the environment.
Materials:
pencil
paper
internet
books
ruler
animal pictures
Procedure:
1. Provide a wallet size picture of the selected animals and identify what
morphological concepts will be used
a. Hindlimb of human and horse
b. Dorsal fin of shark and dolphin
c. Tongue of frog and chameleon
d. Leaf hopper and leaf of a tree
e. Spine of the porcupine and Sea urchin spine
2. Use the this
diagram to determine the morphological concept used to compare
structures see fig. 1.
Fig1. The morphological concepts.
Data
A. Hindlimb of human and horse
What is the morphological concept was used ? ___________________________
Why?________________________________________________________________
_________________________________________________________________
B. Dorsal fin of shark and dolphin
What is the morphological concept was used ? ___________________________
Why?__________________________________________________________________
__________________________________________________________________
C. Tongue of frog and chameleon
What is the morphological concept was used ? ________________________________
Why?_________________________________________________________________
_________________________________________________________________
D. Leaf hopper and leaf of a tree
What is the morphological concept was used ? ________________________________
Why?_________________________________________________________________
_________________________________________________________________
E. Spine of the porcupine and Sea urchin spine
What is the morphological concept was used ? ________________________________
Why?_________________________________________________________________
______________________________________________________________________
B. Encircle the following diagram that does not belong in the group and observe the
similarities that the others share.
C. Identify the analogous structure between two animals.
1. Bat and Bird - _________________________
2. Butterfly and Bird - _____________________
3. Shark and Dolphin - _____________________
4. Whale and turtle - ______________________
5. Frog and Chameleon - ___________________
Name ________________________
Score :
Date _________________________
Activity 2
Title: Adaptations (Behavioral, Structural and Physiological)
Objectives:
1. To identify the type of adaptation (behavioral, structural and physiological)
of each animal.
2. To discuss the adaptation in relation to the environment.
Materials:
Pencil
eraser
toy animals
references
internet source
Procedure:
1. Identify the adaptation of each animal based on behavior, structure and
physiology.
2. Discuss the following adaptation relation to the environment.
Data:
1. Shark
Structural Adaptation
Behavioral Adaptation
Physiological Adaptation
1.___________________
1. ___________________
1. ___________________
_____________________
_____________________
_____________________
______________________ _____________________
_____________________
______________________ _____________________
_____________________
___________________
_____________________
_____________________
2.____________________
2. ___________________
2. ___________________
______________________ _____________________
_____________________
______________________ _____________________
_____________________
______________________ _____________________
_____________________
__________________
_____________________
_____________________
2. Poison Dart Frog
Structural Adaptation
Behavioral Adaptation
Physiological Adaptation
1.___________________
1. ___________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
2.____________________
2. ___________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Structural Adaptation
Behavioral Adaptation
Physiological Adaptation
1.___________________
1. ___________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
2.____________________ 2. ___________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
3. Philippine cobra
4. Philippine Eagle
Structural Adaptation
Behavioral Adaptation
Physiological Adaptation
1.___________________
1. ___________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
2.____________________
2. ___________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Behavioral Adaptation
Physiological Adaptation
1.___________________
1. ___________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
2.____________________
2. ___________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
5. Philippine Tarsier
Structural Adaptation
9
Name ________________________
Score :
Date _________________________
Activity 3
Title: Phylogeny Tree
Objectives:
1. To construct a phylogenic tree based on the given characteristics.
2. To identify the different clades from the phylogeny tree.
Materials:
Pencil
books
internet references
Procedure:
1. In the table identify the homologous, analogous structures of the following
animals.
2. Using the identified characteristics to construct a phylogenic tree.
3. After constructing a phylogeny tree, identify the different clades
characteristics from the group and explain their relationship.
Data:
A.
Animal
1. Cichlid
2. Frog
3. Turtle
4. Kangaroo
5. Mouse
6. Human
(1) Synapomorphy
(1) Autapomorphy
(Derived Structure)
(Acquired Structure)
using
10
B. Phylogeny Tree (15 points)
Question :
1. What
is the difference
between the
derived characteristics and
acquired
characteristics? Give one example each.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________
11
Name __________________________
Score :
Date ___________________________
Activity 4
Title: Phylum Chordata
Objectives:
1. To determine the characteristics of the Chordate group.
2. To identify the parts of the amphioxus.
Materials:
Prepare slides (amphioxus anterior and whole)
Pencil
reference book
dissecting microscope
Eraser
internet
microscope
Procedure:
1. Observe the prepared slide using the microscope or dissecting microscope.
2. Draw and label the parts.
Data and Drawing:
A. Amphioxus (anterior)
B. Amphioxus (whole)
12
Answer to question:
1. What are the characteristics of Amphioxus fitted to the Chordate group?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________
2. Fill in the table to compare the following Chordate groups.
Chordate Group
Notochord
Nerve Cord
Post Anal Tail
1. Urochordates
2. Craniata
Answer the following:
Identify whether the terms are associated to Chordata, Urochordata, Cephalochordata
and or Vertebrata.
______________________ 1. amphioxus
______________________ 2. Compressed and transparent body
______________________ 3. craniate
______________________ 4. deuterostomes
______________________ 5. dorsal hollow nerve cord
______________________ 6. encased in a tunic
______________________ 7. exclusively marine
______________________ 8. hagfishes
______________________ 9. lampreys
______________________ 10. lancelets
______________________ 11. notochord
______________________ 12. pharyngeal slits
______________________ 13. postanal tail
______________________ 14. tunicates
______________________ 15. vertebral column
13
Name __________________________
Score :
Date ___________________________
Activity 5
Title: Biological Design
Objectives:
1. Observe the basic shapes found in the body of an animal.
2. Discuss how the basic shapes affect the behavior and lifestyle of an animal.
Materials:
2 Animal pictures
pencil
eraser
glue
scissor
Procedure:
1. Prepare pictures of an animal from the magazines.
2. In a picture the basic shapes in the animal body. Draw the basic shapes on the
picture.
3. Draw an animal using the basic shapes.
Results:
A. Picture 1 : ____________________________
Question:
1. How were these shapes affect the animal's body and behavior?
___________________________________________________________________
___________________________________________________________________
____________________________________________________
14
Picture 2: ______________________________
Question:
1. How were these shapes affect the animal's body and behavior?
___________________________________________________________________
___________________________________________________________________
____________________________________________________
B. Draw an animal using the basic shapes.
15
Name __________________________
Score :
Date ___________________________
Activity 6
Title: Embryology: Cleavage and Blastula
Objectives:
1. To observe the cleavage and blastula stage.
2. To describe and
differentiate the cleavage and
blastula stage of the
vertebrate.
Materials:
Prepared slides (early blastula, late blastula, early cleavage stage and
late cleavage)
pencil
internet references
electric microscope
lab manual
reference books
Procedure:
1. Observe the prepared slides using the microscope.
2. Draw and label parts.
Drawings with label:
A. Early Blastula
B. Late Blastula
16
C. Early Cleavage
D. Late Cleavage
17
Name ________________________
Score :
Date _________________________
Activity 7
Title: Embryology: Gastrula Stage
Objectives:
1. To observe the parts found in both early and late gastrula stage.
2. To differentiate the gastrula from the cleavage stage and blastula stage.
Materials:
Microscope
Reference books
Pencil
Eraser
Internet
Prepared slides (Gastrula Early and late gastrula stage)
Procedure:
1. Observe the slides using the microscope.
2. Draw and label the parts.
Drawing with labels:
A. Early Gastrula
B. Late Gastrula
18
Name ________________________
Score :
Date _________________________
Activity 8
Title: Integument Skin
Objective:
1. To observe the
integument of the fish, amphibians, reptiles, aves and
mammals.
2. To identify the parts and layers of the skin within the vertebrate group.
Materials.
Tilapia (preserved specimen)
Pencil
Frog (preserved specimen)
Eraser
Snake (preserved specimen)
Magnifying lens
Human Skin Model
Chicken (preserved specimen)
Human Skin Prepared slide
Stereo microscope
Electric Microscope
Procedure:
A. Human Skin
1. Observed the prepared slide of human skin using the microscope.
2. Draw and label the parts.
3. Place your hand on the stereo microscope. Observe the details. Draw and
label.
B. Other Vertebral Skin
1. Use the magnifying lens or the stereo microscope to observe the integument of
the tilapia, frog, snake, bird and human.
2. Make a table to write your observations.
Data and Drawings:
A. Human External
B. Human Skin (Prepared Slide)
19
C. Comparison of Integuments
Animal
Epidermal
No. of
Location of
Structure
Epidermal
Chromatophores
Layers
1. Tilapia
(bony fish)
2. Frog
3. Snake
4. Philippine
Eagle
5. Humans
Glands
20
Name ________________________
Score :
Date _________________________
Activity 9
Title: Integument Dermal and Epidermal Derivatives
Objectives:
1. To identify the different types of dermal and epidermal derivatives.
2. To identify the function of each derivatives.
Materials:
Carabaos horn
human hair
turtle shell
Tilapia scales
human nail
snake skin
Chicken feathers
chicken claw
stereo microscope
Pencil
eraser
Procedure:
1. Observe the following derivatives using the stereo microscope.
2. Classify the following derivatives if it is dermal or epidermal origin and write in
a table.
3. Draw and label the specimens.
Data:
A. Sort the specimen above based on the origin of development.
Dermal Derivative
Epidermal Derivative
21
Drawing with labels:
A. Human Hair
B. Human nail
D. Feather : ______________________ (type of feather )
22
E. Carabaos Horn
F. Fish scale
23
Name ________________________
Score :
Date _________________________
Activity 10
Title: Skeletal System: Cranium
Objective:
1. To differentiate the skull of fish, frog, turtle, bird and human
2. To classify the following skulls according to fenestra.
Materials:
Skull of fish, frog, turtle, chicken and cat
Pencil
Stereomicroscope
Procedure:
1. Draw and label the skulls of the following animals(fish, frog, turtle, bird and
human)
2. Observe the changes within the craniums within the vertebrate groups.
Data and Drawings:
A. Fish
B. Frog
24
C. Turtle
D. Bird
E. Cat
25
Questions:
1. In comparing the cranium, make the fish as the basis of comparison. What bones are
added on each class and its function to each animal representative?
Primary skull: Fish
Frog (Amphibians)
Turtle (Reptiles)
Chicken (Aves)
Cat (Mammals)-
26
Name ________________________
Score :
Date _________________________
Activity 11
Title: Skeletal System Axial
Objectives:
1. To identify the bones in axial skeletal system.
2. To compare the axial skeletal system of humans and aves.
Materials:
Axial bones (ribs, sternum, vertebral bone) of the bird and human
Pencil
Eraser
Procedure:
1. Draw and label the axial bones of the two specimen. Identify the part which
are common among two bones. Write the common parts between the
diagram.
2. Compare the set bones of bird and human.
Data and Drawing:
A. Keel or Sternum
Bird
Labels
Human
B. Vertebral bone (cervical)
Bird
Human
27
C. Vertebral bone (thoracic)
Bird
Human
D. Vertebral bone (lumbar)
Bird
Human
E. Ribs
Bird
Human
What have you observed when we compare the two bones? What would be the reason
why there were changes on the bone structure? _______________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________
28
Name ________________________
Score :
Date _________________________
Activity 12
Title: Skeletal System Appendicular
Objectives:
1. To identify the appendicular bones of human and bird.
2. To differentiate the appendicular bones of human and bird.
Materials:
Pencil
eraser
Skeletal System of human and bird
magnifying lens
Procedure:
1. Identify the appendicular bones of human and bird.
2. Draw and label the bones separately.
3. Make a
table
to present the
skeletal system.
Data and Drawing:
A. Bird (upper and lower limb)
difference of human and bird appendicular
29
B. Human (upper and lower limb)
30
C. Table:
Appendicular
bone (upper)
Human
Bird
Human
Bird
Humerus
Radius
Ulna
Carpals
Phalanges
Appendicular
bone (Lower
Limb)
Femur
Tibia
Fibula
Tarsals
Phalanges
31
Name ________________________
Score :
Date _________________________
Activity 13
Title: Muscular System
Objectives:
1. Compare the muscles of fish, frog, aves and human.
2. Familiar with muscles of the given vertebrates.
Materials:
PPE (Personal Protective Equipment) : Laboratory gown, goggles, mask
Animal Sample: Frog, Fish, Human model
Pencil
Eraser
Procedure:
1. Compare the given pictures together with the dissected animal samples.
2. Skinned the frog and fish exposing the muscles. For fishes, have a cross section cut
as see on the figure below.
2. Identify the parts and fill up the table if you are familiar with the muscle.
Data:
A. Fish (bony)
32
B. Frog.
21
22
23
24
26
27
28
29
10
30
11
31
12
32
13
33
14
34
15
35
16
36
17
37
18
38
19
39
20
40
33
C. Human Model
18
19
20
21
22
23
24
25
26
10
27
11
28
12
29
13
30
14
31
15
32
16
33
17
34
Name _________________________
Score :
Date _________________________
Activity 14
Title: Respiratory System
Objectives:
1. To compare the respiratory system of the following representative animals.
2. Trace the evolutionary progress of the system to a type of environment.
Materials:
Pencil
vertebrate atlas
human model
Preserved animal samples (fish, frog, chicken)
Procedure:
1. Dissect the animal samples and extract the respiratory organ. Using vertebrate
altas to identify the parts. Compare the samples to your human respiratory model.
Take note of the differences
2. Draw and label the respiratory system of the representative animal.
3. Discuss how gases enter, travel and exits the body of the animal
Drawings:
Fish:
Gas flow in the body:
35
Frog:
Gas flow in the body
Chicken
Gas flow in the body
36
Humans
Gas flow in the body
Question:
1. Why cant humans breathe under water? ______________________________
_________________________________________________________________
_________________________________________________________________
2. What are the three parts of the amphibian respiratory system? How are
amphibian lungs different than ours? ___________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. How do amphibians breathe with their skin? ___________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Why do birds need more oxygen than humans (2 reasons)?
_________________________________________________________________
_________________________________________________________________
5. How are reptile lungs different than humans (2 ways)?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
37
Name _________________________
Score:
Date _________________________
Activity 15
Title: Circulatory System
Objectives:
1. Learn the anatomy of the heart and the blood vessels branching to and from it in each
animal.
2. Understand how blood flows through the heart, to the lungs, and to the rest of the
body.
Materials:
Animal samples: fish, frog
Dissecting set
laboratory gown
Human heart model
gloves
mask
Dissecting pans
vertebrates atlas
human atlas
Dissecting miscroscope
Procedure:
A. Fish
1. Carefully skin the insides of the pharynx, top and bottom, concentrating on the area
between the gills to the transverse septa. Expose the heart on the ventral floor of the
mouth and the afferent arteries leading to the gills. Use a dissecting microscope if
necessary.
2. Draw the blood flow of the fish.
3. After
illustrating the
fishs blood flow, extract the
heart and
study the
parts.
Compare the fishs heart with the human heart model.
4. Draw and label the fishs heart.
B. Frog
1. Open the thoracic cavity by cutting through the diaphragm, which separates the
abdominal from the thoracic cavity. Cut through the ribs on the left side of the sternum,
leaving the sternum in position. Lift the ribs to look sideways at the thoracic cavity.
2. Draw the blood flow of the frog.
3. Extract the heart and know the parts. Draw and label the parts of the frogs heart.
Compare the frogs heart with the human heart model. Draw and label the parts.
Draw and label:
A. Fishs heart
Blood Flow
38
B. Frogs heart
Blood Flow
C. Human heart model
Blood Flow
Questions:
1. Where does the blood become oxygenated in fishes? Where does the unoxygenated
blood enter the gills? _____________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Compare the three blood flow of the three representative animal.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
39
Name _________________________
Score:
Date _________________________
Activity 16
Title: Digestive System
Objectives:
1. To compare the digestive organs of the following representatives.
2. To discuss the digestive process of cat, fish, chicken, snake and cat
3. To differentiate the digestive system of cat, fish, chicken, snake and cat.
Materials:
digestive system (fish, frog, chicken and human)
Pencil
dissecting set
hairnet
Eraser
gloves
vertebrate atlas
Lab gown
goggles
human atlas
Procedure:
1. Open the abdomen of the mentioned animals.
2. Study the organs involved in digestion and glands that also participate in
digestion using the atlas as our guide.
3. Draw and label the parts.
4. Compare the digestive system of the mentioned animals.
Draw and label:
1. Fish
2. Frog
40
3. Chicken
4. Human
B. Comparison
Animal
Shape of the
stomach
1. Fish
2. Frog
3. Chicken
4. Human
Process of Digestion
41
Questions to answer:
1. What are the reasons for having coiled long small intestines in mammals?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_____________________________
2. What caused the color of our feces?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. What is the reason for having a 4 chambered stomach in most herbivores?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Enumerate the intestinal enzymes and the substrate they acted upon?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. What are
the
digestive glands found in humans and its function during
digestion?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
42
Name _________________________
Score:
Date _________________________
Activity 17
Title: Urogenital System
Objectives:
1. Compare the urogenital system of the following animal samples.
2. Discuss the function of the system to each class.
Materials:
Pictures of animal male and female urogenitals fish, frog, bird and human
Crayons or colored pencil
Glue
Scissor
Procedure:
1. Obtain pictures urogenital system of the following animals ( fish, frog, bird and human)
2. Color the parts that are homologous to each class. Use different color for another
organ. For example: color the testes with orange in fish, frog, bird and human.
3. Compare the pictures and take note the variations in terms of position, function and
its neighboring organs.
Pictures:
A. Male and Female Fish
43
B. Male and Female Frog
C. Male and Female Bird
44
D. Male and Female Humans
Questions:
1. What are the different types of kidney and differentiate each? __________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
45
Name ______________________________
Score
Date _______________________________
Activity 18
Title: Endocrine System
Objectives:
1. To compare the endocrine system of the following animal
representatives.
2. Discuss the function of the endocrine organs in relation to the animal
function.
Materials:
Pencil
animal samples (fish, frog, chicken)
Vertebrate atlas
Human atlas
human model
Procedure:
1. Compare the diagram with the animal sample with the aid of an
atlas.
2. Fill in the table for the identified parts.
Data:
10
11
12
46
B. Draw and label the frog endocrine system.
C. Chicken (Color and identify the organ that are involved in the endocrine
system)
47
D. Human endocrine system
Organ
Hormone
Released
Target organ(s)
Function
48
Name ______________________________
Date _______________________________
Activity 19
Title: The Nervous System
Objectives:
1. Identify the parts and regions of the brain samples.
2. Compare the brains among the animal samples.
Materials
Brain pictures (fish, frog, bird and humans)
Reference book.
Procedure:
1. Obtain brain pictures and compare each brains.
2. Make a table to show the differences of each brain.
Drawing:
Score
49
50
Name ______________________________
Score
Date _______________________________
Activity 20
Title: Sensory System
Objectives:
1. Compare the sensory organs of the following animals.
Materials
reference book
pen or pencil
pictures
Procedure:
1. Fill up the table to compare the sensory organs of f vertebrates.
2. Secure a picture of the senses for fish, frog, snake and bird.
A. Olfaction and Taste
Vertebrates
Olfactory
Taste
Olfactory
Taste
Bony Fishes
Frog (Amphibians)
Crocodile (Reptiles)
Chicken (Aves)
Human (Mammal)
B. Hearing and Vision
Vertebrates
Bony Fishes
Frog (Amphibians)
Crocodile (Reptiles)
Chicken (Aves)
Human (Mammal)
51
B. Arrange the pictures of each senses according to evolutionary process. Use the
animal samples in the table. Identify the evolutionary advancements in each class.
B.1 Olfatory
B.2 Taste
B.3 Hearing
