1. Show Table 34.1 and discuss the unifying and defining features of the animal kingdom.

2. Show Figure 34.1 and discuss animal body plans.

1. Show pictures of sponge types and discuss the Parazoa.

2. Show or draw a phylogenetic tree with basic branches representing the taxa in this section (Eumetazoa, Parazoa, Radiata, Bilateria).

3. Show pictures of members of the Radiata, such as sea anemones and jellyfish.

4. Show pictures of members of the Bilateria, such as earthworms, insects, and mammals.

5. Schematically illustrate acoelomate, pseudocoelomate, and coelomate body plans, and go over the differences with regard to embryonic tissue layers.

1. Show Figure 34.4 and discuss the basic anatomy of a simple sponge, along with the functions of the cell types.

2. Show Figure 34.5 and discuss the structure and functions of collar cells; also mention that collar cells may have evolved from a colonial flagellate.

3. Show Figure 34.6 and bring specimens or show color photos of the three sponge types, if possible (note that most household sponges are synthetic these days).

4. Show Figures 34.8 and 34.9 and project slides of sponge spicules; discuss the two basic compositions (silica and calcium carbonate).

5. Mention that sponges can reproduce either sexually or asexually and describe each method.

6. Include the fact that sponge cells appear to communicate with one another, though sponges have no nerves or hormones.

1. Show Figure 34.10 and discuss the basic body plan of cnidarians and their polyp and medusoid forms, including the fact that they are diploblastic.

2. Discuss cnidocytes, how they are triggered, the cells that enclose them, and the nematocysts that are released by them (Figure 34.11).

3. If you have living sea anemones and a microscope projection system available, bring an anemone to class in a dish of seawater, squirt the anemone with seawater to irritate it, and it will release acontial filaments (threads containing nematocysts). The acontia can be placed on a slide and the nematocysts will be visible and will continue to fire for a short while.

4. Show pictures and photos of representatives from the three cnidarian classes.

5. Show a video of a medusa pulsing and of a sea anemone catching food. Bring a sea anemone to class and show (using a visual presenter) it catching live food such as brine shrimp or bloodworms, which should be available at a local pet store.

6. Show Figure 34.12 and discuss sexual reproduction in cnidaria.

7. Show Figure 34.13 and present the basic distinguishing features of the ctenophora.

1. Introduce the phylum Platyhelminthes by bringing a finger bowl of living planaria to class and showing them on a projection system, while you discuss their basic features and methods of locomotion (by the use of mucus and cilia).

2. Show Figure 34.14, and spend some time reviewing acoelomate, pseudocoelomate, and coelomate body plans. Include discussion of the planarian body design, which has just one opening, and which includes flame cells for excretion of waste.

3. Review bilateral symmetry, and discuss its adaptive significance with respect to animals having direction in movement, for feeding, and for escape, and also for cephalized nervous systems.

4. Mention that planaria are used in regeneration studies and show Figure 34.15.

5. Show Figure 34.16 and review the fluke life cycle (Figure 15.18).

6. Show Figure 34.17 and discuss the life cycle and anatomy of the tapeworm.

7. Bring to class a preserved tapeworm specimen, or show a photo of one.

1. Show Figure 34.18 and cover the anatomy of the Nemertea.

1. Discuss the hydrostatic skeleton as a major body plan innovation for locomotion and evolution of an anterior end.

2. Bring a filled water balloon to class and demonstrate how a hydrostatic skeleton works, stressing the fact that fluids are incompressible.

3. Extensively review the importance of the coelom and show Figure 34.19.

1. Show a simple phylogenetic tree (or show a version of Figure 34.25) that contains branches for the major body plan features you have discussed so far: presence or absence of tissues, number of tissue layers, symmetry, and presence or absence of coelom or pseudocoelom.

2. Introduce the Protostomia and Deuterostomia and discuss the distinguishing features of each group.

1. The nematodes are an extremely important group for health control and economic reasons, among others.

2. Show Figure 34.26 and discuss the unique features of the group.

3. Show pictures of humans who have suffered from parasitic roundworm diseases (e.g. elephantiasis).