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Comparative Vertebrate Zoology
(Compilation of Laboratory Activity)
By: Geonyzl L. Alviola
Name __________________________________ Course and Year _________________________ Teacher ________________________________
Vertebrata
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Table of Contents
Activity no# Titles
1 Homology, Analogy and Homoplasy
2 Adaptations (Behavioral, Structural and Physiological)
3 Phylogeny Tree
4 Phylum Chordate
5 Biological Design
6 Embryology : Cleavage and Blastula
7 Embryology : Gastrula
8 Integumentary System: Skin
9 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
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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 ruler animal pictures
internet books
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?________________________________________________________________
_________________________________________________________________
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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?_________________________________________________________________
_________________________________________________________________
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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 - ___________________
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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.___________________
_____________________
______________________
______________________
___________________
2.____________________
______________________
______________________
______________________
__________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
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2. Poison Dart Frog
Structural Adaptation Behavioral Adaptation Physiological Adaptation
1.___________________
_____________________
_____________________
_____________________
_____________________
2.____________________
_____________________
_____________________
_____________________
_____________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
3. Philippine cobra
Structural Adaptation Behavioral Adaptation Physiological Adaptation
1.___________________
_____________________
_____________________
_____________________
_____________________
2.____________________
_____________________
_____________________
_____________________
_____________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
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4. Philippine Eagle
Structural Adaptation Behavioral Adaptation Physiological Adaptation
1.___________________
_____________________
_____________________
_____________________
_____________________
2.____________________
_____________________
_____________________
_____________________
_____________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
5. Philippine Tarsier
Structural Adaptation Behavioral Adaptation Physiological Adaptation
1.___________________
_____________________
_____________________
_____________________
_____________________
2.____________________
_____________________
_____________________
_____________________
_____________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
1. ___________________
_____________________
_____________________
_____________________
_____________________
2. ___________________
_____________________
_____________________
_____________________
_____________________
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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 using
characteristics from the group and explain their relationship.
Data:
A.
Animal (1) Synapomorphy
(Derived Structure)
(1) Autapomorphy
(Acquired Structure)
1. Cichlid
2. Frog
3. Turtle
4. Kangaroo
5. Mouse
6. Human
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B. Phylogeny Tree (15 points)
Question :
1. What is the difference between the derived characteristics and acquired
characteristics? Give one example each.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________
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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)
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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
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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?
___________________________________________________________________
___________________________________________________________________
____________________________________________________
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Picture 2: ______________________________
Question:
1. How were these shapes affect the animal's body and behavior?
___________________________________________________________________
___________________________________________________________________
____________________________________________________
B. Draw an animal using the basic shapes.
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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
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C. Early Cleavage
D. Late Cleavage
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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 Pencil Eraser
Reference books 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
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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)
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C. Comparison of Integuments
Animal Epidermal
Structure
No. of
Epidermal
Layers
Location of
Chromatophores
Glands
1. Tilapia
(bony fish)
2. Frog
3. Snake
4. Philippine
Eagle
5. Humans
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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
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Drawing with labels:
A. Human Hair
B. Human nail
D. Feather : ______________________ (type of feather )
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E. Carabaos Horn
F. Fish scale
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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
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C. Turtle
D. Bird
E. Cat
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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)-
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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 Labels
Bird Human
B. Vertebral bone (cervical)
Bird Human
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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? _______________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________
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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 difference of human and bird appendicular
skeletal system.
Data and Drawing:
A. Bird (upper and lower limb)
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B. Human (upper and lower limb)
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C. Table:
Appendicular
bone (upper)
Human
Bird
Humerus
Radius
Ulna
Carpals
Phalanges
Appendicular
bone (Lower
Limb)
Human
Bird
Femur
Tibia
Fibula
Tarsals
Phalanges
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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)
1 4
2 5
3 6
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B. Frog.
1 21
2 22
3 23
4 24
5 2
6 26
7 27
8 28
9 29
10 30
11 31
12 32
13 33
14 34
15 35
16 36
17 37
18 38
19 39
20 40
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C. Human Model
1 18
2 19
3 20
4 21
5 22
6 23
7 24
8 25
9 26
10 27
11 28
12 29
13 30
14 31
15 32
16 33
17
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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:
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Frog:
Gas flow in the body
Chicken
Gas flow in the body
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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)?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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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
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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.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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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
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3. Chicken
4. Human
B. Comparison
Animal Shape of the
stomach
Process of Digestion
1. Fish
2. Frog
3. Chicken
4. Human
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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?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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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
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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) human model
Vertebrate atlas Human atlas
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:
1 7
2 8
3 9
4 10
5 11
6 12
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B. Draw and label the frog endocrine system. C. Chicken (Color and identify the organ that are involved in the endocrine system)
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D. Human endocrine system
Organ Hormone Released
Target organ(s) Function
48
Name ______________________________ Score
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:
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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
Bony Fishes
Frog (Amphibians)
Crocodile (Reptiles)
Chicken (Aves)
Human (Mammal)
B. Hearing and Vision
Vertebrates Olfactory Taste
Bony Fishes
Frog (Amphibians)
Crocodile (Reptiles)
Chicken (Aves)
Human (Mammal)
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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
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