1. Continuing to stress the adaptive significance of body plan features such as the coelom, add segmentation to the list of developments that opened many avenues for specialization and adaptive radiation.

2. Show Figure 35.1 and discuss metamerism, including the fact that most animals, including humans, are segmented.

3. Discuss the advantages for movement allowed by segmentation, show Figure 35.2, and also photos of animals such as segmented worms and insects that have taken advantage of this feature.

1. Show Figure 35.3 and discuss the repetition of body parts associated with metamerism.

2. Make a list, with student participation, of all the systems in an earthworm that are considered to be metameric (e.g. circulatory, nervous, excretory).

3. Earthworms are interesting for many ecological reasons; include information from recent research concerning the effects of earthworms on the soil ecology of various regions.

4. Discuss the closed circulatory system.

5. Show Figures 35.4 and 35.5, along with photos and, if possible, videos of polychaetes, especially those showing their movement.

6. Show pictures of leeches (Figure 35.6) and include photos or videos regarding their use in medicine, both in the past and currently (they are used to drain blood from limb reattachment sites in humans).

1. One would have difficulty spending too much time on the significance of arthropods–they represent the most successful phylum of animals in terms of adaptive radiation, they are critical to the agriculture industry, their members have been used extensively for genetic research, and so on.

2. Discuss the distinguishing features of arthropods (e.g. segmented appendages, external skeleton that is shed by molting, compound eyes in most members), while showing photos of representative members of this group. Show Figure 35.8 in discussing specialized appendages.

3. If possible, bring a living arthropod, such as a Madagascar hissing cockroach, or a live crayfish (in water) to class, and allow students to observe their features. If a crayfish is available, a feeding demonstration using bloodworms in a plastic pipette shows the specialized appendages nicely. Also, different locomotory appendages can be shown by watching the animal move both forward toward food and backwards in escape mode.

4. Show Figure 35.9 and discuss the compound eye and its advantages for sensing movement.

5. Review the open circulatory system, the tracheal system, and book lungs, and show Figures 35.10 and 35.11.

6. Present the distinguishing features of crustaceans, and show many pictures of representative organisms, including Figure 35.14.

7. Present the distinguishing features of uniramians, and their two classes, emphasizing the insects and their orders (Figures 35.15—17).

1. Introduce the molluscs by showing many color photos of members of the group, including videos showing their locomotion (review the hydrostatic skeleton).

2. Use Figure 35.18 to cover the molluscan body plan.

3. Discuss the mollusc classes and their distinguishing features, and show pictures of representatives.

4. Discuss the importance of the mollusc foot (Figures 35.21 and 35.22) and show videos of clams digging, if possible.

1. A nice way to introduce the Echinodermata is by showing a living specimen. One good demonstration is to bring a live starfish (in a bowl of seawater), place it on its aboral side, and let the class watch it turn over as you discuss the unique water vascular system.

2. Show Figures 35.25 and 35.26, and discuss the unifying features of these animals, including their special version of radial symmetry (it's actually pentaradial).

3. At this point, return to your simple phylogenetic tree and add the groups that have been covered so far, pointing out that the echinoderms are closely related to the chordates.

1. Show Figures 35.27, 35.28, and 35.29 and present the unique features of the phylum Chordata.

2. Be certain to include mention of the fact that humans have pharyngeal gill slits, and a postanal tail in the embryonic stage.

3. Tunicates (Urochordata) have recently been found to contain chemical compounds that are effective in fighting cancer. Use this, along with a living tunicate specimen if possible, to impress students with the fact that these animals (in spite of their appearance) are more closely related to humans than are any animals discussed so far.

4. Discuss the Cephalochordata and use amphioxus as a representative member and also one that shows all chordate features in the adult stage.

1. The importance of bone in the adaptive radiation of the vertebrates is one topic to stress in covering this section.

2. Present the distinguishing features of the vertebrates, and show pictures of representative members of the group. Humans, of course, represent good, familiar, examples.

1. Show Table 35.1 to introduce the fishes, and cover the unique features of the major classes.

2. Again emphasize the importance of bone in the evolution of the vertebrates, and include information on jaw evolution and the types of bone that have evolved, if possible.

3. Show Figure 35.32 and go over the bony fish characteristics. Mention the fact that fish scales are actually a type of bone covered with a thin epidermis.

1. Show pictures of familiar amphibians, such as frogs and salamanders, while discussing the features of these animals.

2. Review the life cycle of an amphibian, and bring live tadpoles to class, if possible.

3. Show Figure 35.33 and discuss neotony; bring a live axolotl to class if possible and mention their use in regeneration research.

1. Show Figure 35.35 and introduce the reptiles.

2. Present the distinguishing features of the reptiles, and discuss the amniotic egg and its adaptive significance in allowing these animals to become independent of aquatic habitats.

3. Show Figure 35.37 and briefly discuss the lines of evolution in the reptilian class.

4. Discuss the movie Jurassic Park (show it if possible!) and discuss the strengths and weaknesses of the biological techniques it presents.

1. Show Figures 35.38 and 35.39 and discuss the current debate over the origin of the birds.

2. Discuss the unique features of birds that allow flight (Figure 35.40).

3. Show many pictures to represent the major bird orders.

1. Table 35.2 presents the classification of the mammals; use it to introduce this section.

2. Present the distinguishing characteristics of the mammals.