Key Concepts in Science
VERTEBRATES
TEACHER GUIDE
© 2015 Sally Ride Science
VERTEBRATES: CONTENTS
Student handouts are at the back of the Teacher Guide.
Correlation to Standards ............................................................................................................................. 3-4
Sally Ride Science Teacher Guides ................................................................................................................ 5
Vertebrates: About the Book .......................................................................................................................... 6
Getting Started: In Your World .........................................................................................................................7
Preview Vertebrates, read the introduction, and make a Venn diagram.
Chapter 1: A Super Skeleton ........................................................................................................................ 8-9
Model making vocabulary flash cards, read Chapter 1, and discuss key concepts in the chapter.
Students: Chapter 1 handout
Chapter 2: Traits and Talents ......................................................................................................................... 10
Model summarizing with a two-column chart, read Chapter 2, and discuss key concepts in the chapter.
Students: Chapter 2 handout
Chapter 3: Vertebrate Groups ................................................................................................................... 11-12
Model summarizing with concept map, read Chapter 3, and discuss key concepts in the chapter.
Students: Chapter 3 handout
Create a Science Poster ................................................................................................................................ 13
Pick a vertebrate and make a poster showing the traits that make it successful in its environment.
Students: Create a Science Poster handout
Thinking Like a Scientist .......................................................................................................................... 14-15
Read Thinking Like a Scientist and answer the questions about predator and prey populations.
Students: Thinking Like a Scientist handout
How Do We Know?
> Read How Do We Know? ........................................................................................................................ 16
Read How Do We Know?, about herpetologist Kiisa Nishikawa, and answer the questions.
Students: How Do We Know? handout
> Investigation Connection ........................................................................................................................ 17
Model how a toad catches flies with its tongue.
Students: Investigation Connection handout
> Science Biography .................................................................................................................................. 18
Write about a scientist who studies vertebrates.
Students: Science Biography handout
Study Guide: Hey, I Know That! ...................................................................................................................... 19
Complete the study guide questions.
Students: Hey, I Know That! handout
© 2015 Sally Ride Science
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CORRELATION TO STANDARDS
Correlation to Science Standards
For information on alignment to state science standards and NGSS, visit
https://sallyridescience.com/learning-products/product-standards
Correlation to Common Core
Sally Ride Science’s Key Concepts and Cool Careers book series provide students with authentic literacy experiences
aligned to Common Core in the areas of Reading (informational text), Writing, Speaking and Listening, and Language
as outlined in Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects. Vertebrates: Built on Backbones and the accompanying activities align to the
following standards:
Reading Standards for Informational Text K-5 (RI), Grades 3-5
Key Ideas and Details
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers. Grade 3
Refer to details and examples in a text when explain what the text says explicitly and when drawing inferences
from the text. Grade 4
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text. Grade 5
2. Determine the main idea of a text; recount the key details and explain how they support the main idea. Grade 3
Determine the main idea of a text and explain how it is supported by key details; summarize the text. Grade 4
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the
text. Grade 5
Craft and Structure
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade
appropriate topic or subject area. Grades 3-5
Integration of Knowledge and Ideas
7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur). Grade 3
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time
lines, animations, or interactive elements on Web pages) and explain how the information contributes to an
understanding of the text in which it appears. Grade 4
Range of Reading and Level of Text Complexity
10.By the end of the year, read and comprehend informational texts, including history/social studies, science, and
technical texts. Grades 3-5
Writing Standards K-5 (W), Grades 3-5
Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Grade 3 a.-d.,
Grade 4 a.-e., Grade 5 a.-e.
Production and Distribution of Writing
4. With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose. Grade 3
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose,
and audience. Grades 4 and 5
© 2015 Sally Ride Science
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CORRELATION TO STANDARDS
Research to Build and Present Knowledge
7. Conduct short research projects that build knowledge about a topic. Grade 3
Conduct short research projects that build knowledge through investigation of different aspects of a topic. Grade 4
Conduct short research projects that use several sources to build knowledge through investigation of different
aspects of a topic. Grade 5
8. Recall information from experiences or gather information from print and digital sources; take brief notes on
sources and sort evidence into provided categories. Grade 3
Recall relevant information from experiences or gather relevant information form print and digital sources; take
notes and categorize information, and provide a list of sources. Grade 4
Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources. Grade 5
9. Draw evidence from literary or informational texts to support analysis reflection, and research. Grade 4 b.,
Grade 5 b.
Range of Writing
10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Grades 3-5
Speaking and Listening Standards K-5 (SL), Grades 3-5
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade appropriate topics and texts, building on others’ ideas and expressing their own clearly.
Grades 3-5 a.-d.
2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally. Grade 3
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally. Grade 4
Summarize a written text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally. Grade 5
Language Standards K-5 (L), Grades 3-5
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Grade 3 a.-b.,
Grade 4 a.-c., Grade 5 a., b.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade
appropriate reading and content, choosing flexibly from a range of strategies. Grade 3 a.-d., Grade 4 a.- c.,
Grade 5 a.- c.
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases,
including those that:
signal spatial and temporal relationships. Grade 3
signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to
particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation.) Grade 4
signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition). Grade 5
© 2015 Sally Ride Science
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SALLY RIDE SCIENCE TEACHER GUIDES
The Sally Ride Science Key Concepts in Science and Cool Careers book series are available as print books
and eBooks.* A Teacher Guide accompanies each of the 36 Key Concepts books and 12 Cool Careers books.
More information: sallyridescience.com/learning-products
*Book pages pictured in the Teacher Guides are from eBook editions. Some pages in the print books have different images or layouts.
Cool Careers
Cool Careers in Biotechnology
Cool Careers in Earth Sciences
Cool Careers in Engineering (Upper Elementary)
Cool Careers in Engineering (Middle School)
Cool Careers in Environmental Sciences (Upper Elementary)
Cool Careers in Environmental Sciences (Middle School)
Key Concepts in Science
Adaptations
Biodiversity
The Biosphere
Cells
Earth’s Air
Earth’s Climate
Earth’s Energy
Earth’s Natural Resources
Earth’s Water
Elements and Compounds
Energy Basics
Energy Transformations
Cool Careers in Green Chemistry
Cool Careers in Information Sciences
Cool Careers in Math
Cool Careers in Medical Sciences
Cool Careers in Physics
Cool Careers in Space Sciences
Flowering Plants
Food Webs
Forces
Genetics
Geologic Time
Gravity
Heat
Life Cycles
Light
Motion
Organic Molecules
Photosynthesis and Respiration
Physical Properties of Matter
Plant and Animal Systems
Plate Tectonics
The Rock Cycle
Solids, Liquids, and Gases
Sound
Space Exploration
Sun, Earth, and Moon
Units of Measurement
Vertebrates
The Water Cycle
Weathering and Erosion
Sally Ride Science provides professional development and classroom tools to build students’
passion for STEM fields and careers. Founded by Dr. Sally Ride, America’s first woman in space,
the company brings science to life for upper-elementary and middle school students.
Visit us at SALLYRIDESCIENCE.COM for more information.
© 2015 Sally Ride Science
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VERTEBRATES: Built on Backbones
About the Book
Vertebrates: Built on Backbones introduces students to the fascinating world of vertebrate animals. Students learn
that every vertebrate has a backbone, the key feature that separates vertebrates from invertebrate animals. Students
learn about the characteristics that have allowed vertebrates to be successful in ecosystems around the world and
through the ages. Students delve into the diversity of vertebrates by reading about the five main vertebrate groups.
At the end of each two-page spread, a statement called The Bottom Line reinforces students’ understanding by
summing up the key ideas covered in those pages.
In Your World sparks students’ interest in the animal world by asking the difference between an ant and an
elephant. Students learn that one key difference is something that’s not so easy to see—the elephant has a
backbone, and the ant does not. Students learn that animals are divided into two groups: vertebrates (animals with
backbones) and invertebrates (animals without backbones). They discover that vertebrates, including people, are
among the biggest and fastest animals on Earth. This brief scenario piques students’ curiosity about why vertebrates
are so amazing.
Chapter 1 explains that a backbone is only part of a vertebrate’s endoskeleton, the internal structure that supports
the body and gives it shape. Students discover how the vertebrae that make up the backbone permit flexible
movement and protect the spinal cord, which allows the brain to communicate with the rest of the body. The chapter
explains that some invertebrates have exoskeletons that protect them, but they must shed these exoskeletons
to grow. The endoskeleton of a vertebrate, in contrast, grows along with the animal. Together, endoskeletons and
muscles make vertebrates strong and fast.
Chapter 2 explores the characteristics that have made vertebrates successful in ecosystems throughout the world.
Students learn that vertebrates have paired limbs and well-developed mouths that help them get food. They also have
closed circulatory systems and well-developed senses and brains. Students learn that dinosaurs were vertebrates
that dominated their ecosystems for millions of years.
Chapter 3 examines the vertebrate groups. Students learn that vertebrates can be classified as either cold-blooded
or warm-blooded, but the most common way to group vertebrates is by the five main classes—fish, amphibians,
reptiles, birds, and mammals. Vivid photos help students compare and contrast the unique characteristics of
vertebrates within each class.
Thinking Like a Scientist opens with an exciting high-speed chase between a Canadian lynx and a snowshoe
hare. Students analyze graphs to learn how this classic predator-prey relationship affects the populations of the two
vertebrates.
How Do We Know? introduces students to Kiisa Nishikawa, a herpetologist who studies how the muscles in
amphibians work when they capture prey. By examining time-lapse images, Kiisa learns how a toad uses its jaw
muscles to capture an insect in just one-fiftieth of a second. In Investigation Connection, students mimic how the
toad’s jaw muscles work.
Hey, I Know That! allows students to assess their own learning through a variety of assessment tasks relating to the
key concepts covered in Vertebrates.
© 2015 Sally Ride Science
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VERTEBRATES: GETTING STARTED
In Your World
Preview the book
Ask students to browse through Vertebrates: Built on Backbones. Have them look at the
table of contents and chapter titles. Encourage them to read the headings at the top of
each page and to look at the photos and diagrams and their captions. Draw their attention
to the special features, such as The Wow!, The Weird!, and So That’s Why!, as well as
Thinking Like a Scientist and How Do We Know? Explain that paying attention to all of
these features will provide clues as to what the text is about and help them understand it
better as they read.
Read In Your World (pages 4 and 5) and make a Venn diagram
Tell students to read In Your World and study the photographs. Then tell students they
can compare and contrast an ant and an elephant by making a Venn diagram. Draw a
Venn diagram on the board. Label the left circle Ant, the right circle Elephant, and the
overlapping area Both.
Have students copy the Venn diagram into their science notebooks.
Then have students work in pairs to complete the diagram. Remind
them to list characteristics under the name of each animal that go with
that animal but not with the other. Characteristics that are the same
for both animals go under Both. Explain that the finished diagram will
show how an ant and an elephant are alike and different. [Sample
answers: Ant: small size, lightweight, two antennae on head, body is
segmented, has six legs, does not have a backbone.
Elephant: large size; weighs several tons; has large ears and a long
trunk; has four legs, a tail, and tusks; covered with thick skin; has a
backbone.
Both: are animals, have two eyes, can move by walking, live on land.]
Call on several pairs to share their ideas with the class and fill in
the diagram on the board. Have students revise their diagrams if
necessary. Then ask,
What two main groups do the ant and elephant represent? [The ant
represents invertebrates, and the elephant represents vertebrates.]
Do you think there are smaller groups within each category of
invertebrates and vertebrates? Why or why not? [Sample answer: Yes,
when you think about all of the different types of animals on Earth,
you would need to place them into smaller groups based on similar
characteristics to keep track of them. Having smaller groups also helps scientists classify a newly discovered animal
more easily.]
© 2015 Sally Ride Science
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VERTEBRATES: CHAPTER 1
A Super Skeleton
Read Chapter 1: A Super Skeleton
Before reading: Model making vocabulary flash cards
Tell students that learning science vocabulary can make understanding science concepts
easier. Explain that you will model how to create expanded flash cards that students can
use to help them remember science vocabulary terms.
Begin by drawing two rectangles, representing the front and back of an enlarged flash
card, on the board. Next, have students look at page 5. Say,
Let’s start with the word vertebrae.
Write vertebrae at the top of the first rectangle on the board, representing the front of the
model flash card. Then say,
Sometimes you can learn about what a word means by reading sentences around it.
Read aloud this sentences from page 5: The elephant has a backbone—a long chain of
bones, called vertebrae, that runs down its back. The ant does
not. Then say,
This means that vertebrae are the bones that make up the
backbone. I’ll check the definition in the glossary to see if I’m
correct.
Read aloud the definition of vertebrae from the glossary, first
noting that vertebrae is the plural of vertebra: A vertebra is one
of a series of hard bones in a vertebrate’s back that are joined
by flexible cartilage and protect the spinal cord.
Write this definition on the back of the model flash card on
the board. Call on two students to use the word vertebrae in
a sentence, and write those on the model flash card as well.
Explain that adding pictures can help you remember the word’s
meaning. Tell students to include the page number where the
word is introduced. Then if they have questions about the word
later, they will know where to look.
Have students create flash cards for important or unfamiliar word as they read Vertebrates. Give students time to quiz
each other with their flash cards.
Read Chapter 1: A Super Skeleton (pages 6-9)
Ask students to read Chapter 1: A Super Skeleton. Give them the Chapter 1 handout and tell them to use it to take
notes as they read. Point out that there is a space on the handout for them to make a Venn diagram of for Exoskeleton
and Endoskeleton. Remind students to make vocabulary flash cards for this chapter.
After reading: Discuss key concepts
Direct students’ attention to the illustration on page 6. Ask,
© 2015 Sally Ride Science
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VERTEBRATES: CHAPTER 1
A Super Skeleton
How is the structure of backbones the same in different
animals? [Backbones are part of an endoskeleton in any
vertebrate. Every backbone surrounds a spinal cord. Every
backbone is made of vertebrae with cartilage between them.]
What is the function of each part of a backbone? [The vertebrae
support the neck, chest, and abdomen and form a protective
barrier around the spinal cord. The cartilage cushions the
vertebrae, acts like a shock absorber, and allows the backbone
to twist and turn without the vertebrae grinding together.]
What does a backbone allow a person to do? [A backbone
allows a person to stand, sit, walk, run, bend, and twist.]
Then direct students’ attention to the photos on page 8. Ask,
ADDRESS MISCONCEPTIONS
Some students equate animals with mammals,
which helps lead to the misconception that all
animals are vertebrates, since all mammals are
vertebrates. As students will learn in Chapter 1 of
Vertebrates, about 97 percent of all animal species
on Earth are invertebrates. Within this large group,
insects take the prize for the most species. More
than 900,000 species of insects are known, and
the number grows every year as more species are
discovered. Most biologists estimate that at least
5 million insect species exist, and some scientists
think it’s more like 30 million! Regardless of the
actual number, it’s clear that we’ve discovered and
described only a small fraction of the incredible
diversity of life on our planet. Why does the praying mantis need to replace its skeleton but
the alligator does not? [The praying mantis has an exoskeleton
that is outside its body and does not grow. As the animal’s body
grows, it has to shed the exoskeleton that is too small and grow
a larger one. The alligator has an endoskeleton that grows as the other parts of its body grow. It doesn’t have to make
a new skeleton because the old one grows with the body.]
© 2015 Sally Ride Science
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VERTEBRATES: CHAPTER 2
Talents and Traits
Read Chapter 2: Talents and Traits
Before reading: Model summarizing with a two-column chart
Before students read Chapter 2: Talents and Traits, give them the Chapter 2 handout. Point
out that the handout has a space for them to make a two-column chart summarizing the
talents and traits that make vertebrates successful in their ecosystems.
To get students started, draw a two-column chart on the board and tell students to copy
it on their handouts. Label the left-hand column Talents and traits of vertebrates and the
right-hand column Descriptions and details.
Have a students take turns reading aloud the text on page 11, about the paired limbs and
well-developed teeth of vertebrates. Then ask,
What are some traits of vertebrates that I can write in the left-hand column of my chart?
Call on students to offer suggestions. Guide them in arriving at a couple of concepts
and write those in the chart: Vertebrates have paired limbs and Vertebrates have welldeveloped mouths. Then say,
I would like to give some details about paired limbs in the right-hand column. What can I write there?
Again, call on students and write their responses in the right-hand column: Paired limbs include legs, wings, and fins
and Paired limbs help vertebrates move in coordinated ways.
Tell students to continue filling in the chart on their handouts as they read Chapter 2. [Other talents and traits that
students should add to their two column charts are: Vertebrates have closed circulatory systems; Most vertebrates
have well-developed sense organs; Vertebrates have well-developed brains.]
Read Chapter 2: Talents and Traits (pages 10-15)
Ask students to read Chapter 2: Talents and Traits. Tell students to take notes on their handouts as they read and add
to their two-column charts. Remind students to make vocabulary flash cards for this chapter.
After reading: Discuss key concepts
After students complete the reading, ask these questions to check their understanding of concepts in Chapter 2.
What are some advantages of having a closed circulatory system? [This system delivers oxygen and removes carbon
dioxide from cells efficiently because blood flows through a system of vessels to reach all of the body cells. This
is one reason why vertebrates can have large bodies and are very active. Having a closed circulatory system has
contributed to the success of vertebrates.]
What are some advantages of having a well-developed brain? [Having a well-developed brain allows vertebrates to
interact with their environment in more complex ways than invertebrates do. It gives vertebrates more control over
the other organs in their bodies. This allows them to respond to changes in their environment (for example, a predator
running after them) more quickly and in a more coordinated way. Once a vertebrate spots a predator, the vertebrate’s
heart pumps harder and the animal breathes faster, both of which prepare the vertebrate to fight or flee.]
Call on several students to share their ideas.
© 2015 Sally Ride Science
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VERTEBRATES: CHAPTER 3
Vertebrate Groups
Read Chapter 3: Vertebrate Groups
Before reading: Model summarizing with a concept map
Before students read Chapter 3: Vertebrate Groups, give them the Chapter 3 handout. Point
out that it has a space for them to make a concept map of key ideas in the chapter. To get
students started, draw an oval at the top of the board and write Vertebrate groups in the
oval. Then draw a row of five ovals under the top oval and connect each one to the main
oval with a line. Tell students to copy the concept map on their handouts. Say,
We are going to read about the five main classes of vertebrates. Making a concept map
will help us remember what the classes are and what their traits are.
Ask a student to read the first two paragraphs of page 17, about fish. Then ask,
What is the first vertebrate class that I should write on my concept map?
Listen to students’ responses and then write Fish in one of the second-level ovals. Then
draw three or four ovals below the Fish circle, connecting them with lines. Ask,
What are some details about the fish class that I can write in the third level of my concept
map?
Again, listen to students’ responses and write some features of fish in the third level of ovals: Fish are the only
vertebrates that live entirely in water and Fish have fins for swimming.
Tell students that as they read the chapter, they can add the other major vertebrate classes in the second level of the
concept map and add details about each class in the third level.
Read Chapter 3: Vertebrate Groups (pages 16-23)
Have students read Chapter 3: Vertebrate Groups. Tell them to use the Chapter 3 handout to take notes. They should
also complete the concept map about the five vertebrate classes. Remind students to make vocabulary flash cards
for Chapter 3.
After reading: Discuss key concepts
Check students’ comprehension of topics in Chapter 3 by asking these questions:
Why do warm-blooded animals need to eat more food than cold-blooded animals? [Warm-blooded animals use lots
of energy to maintain a near-constant body temperature. That means they need to eat lots of food to release enough
energy during cell respiration to stay warm. Cold-blooded animals don’t maintain a near-constant body temperature.
Their body temperatures vary with the temperature of their environment. That means they don’t need to eat as much
food. Instead, they adjust their activity level.]
Finish this sentence: There are more species of _____ than any other group of vertebrates. [There are more species
of fish than any other group of vertebrates.]
How is a turtle’s shell like its internal skeleton? [The shell grows out of the internal skeleton. It helps protect the
turtle, as the bones of its internal skeleton do, and the shell grows along with the turtle, also as its internal skeleton
does.]
© 2015 Sally Ride Science
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VERTEBRATES: CHAPTER 3
Vertebrate Groups
How do feathers help a bird survive? [Feathers hold in body
heat, they are waterproof, and they help a bird fly.]
Which characteristic do scientists use to divide mammals into
three subgroups—monotremes, marsupials, and placental
mammals? [The subgroups are based on the way mammals
reproduce. Monotremes are the only mammals that lay eggs.
Marsupials give birth to live young that are not fully formed. The
babies complete their development inside the mother’s pouch.
Placental mammals give birth to young that are more fully
developed.]
Call on students to answer the questions and offer additions or
clarifications to each other’s answers.
ADDRESS MISCONCEPTIONS
While some students have a misconception that all
animals are vertebrates, other students may have
the misconception that only birds and mammals are
vertebrates. It is difficult for some students to think
of fish, amphibians, and reptiles as vertebrates.
The body shapes, types of limbs, body coverings,
and habitats of these animals may make it difficult
for students to think of them as vertebrates. Some
students may confuse amphibians and reptiles as
well, thinking that a frog is a reptile or that a snake
is an amphibian. Review students’ concept maps to
be sure they understand the main characteristics
that distinguish one group from another.
© 2015 Sally Ride Science
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VERTEBRATES
Create a Science Poster
Profile of a Vertebrate
Give students the Create a Science Poster handout. Have them work individually or in pairs
to choose a vertebrate and research information about the traits that make the animal
successful in its environment.
Remind students that The Bottom Line statements throughout the book summarize the
key concepts on those pages, and students can use these statements as a guide
for their research. Encourage students to choose different animals and to create
engaging visual presentations by using titles, researching and writing about the
animal, and developing drawings, diagrams, and captions.
The poster should explain:
> which vertebrate class the animal belongs in.
> what traits make the animal successful in its environment.
There is a space on the handout for students to design their posters. Give them
poster board and colored pencils or markers to complete their final posters.
When students are finished, call on several to present their science posters.
© 2015 Sally Ride Science
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VERTEBRATES: THINKING LIKE A SCIENTIST
Predator and Prey
Read Thinking Like a Scientist (pages 24 and 25) and answer the questions
Ask students to read Thinking Like a Scientist. Give them the Thinking Like a Scientist
handout and tell them to use it to answer the questions on page 25. They should refer to
the graphs of lynx and hare populations, shown here, as they formulate their answers.
Then call on students to share their answers. Discuss the answers together as a class.
Interpreting Data
These graphs show how many lynxes and hares were trapped in Canada each year from
1845 to 1925. The two graphs have different population scales. That’s because prey
species far outnumber predators.
ANSWER KEY
1. The population of snowshoe hares soars and crashes in a regular cycle. About how long
is this cycle? [This cycle is about 10 years. The Population Cycles graph for hares shows
this because the graph line peaks and dives about every 10 years.]
2. When did the number of hares reach its highest point? What could have caused this
increase? [The number of hares reached its highest point in
about 1865. This is shown by the highest peak on the hare
graph. This could have been caused by a low population
of lynxes, because lynxes prey on hares. In 1865 the lynx
population was growing but it hadn’t peaked yet for that cycle.
So the hare population was still high. A good supply of plants
to eat also could have helped cause the increase in the hare
population.]
3. When there are more hares, what happens to the number of
lynxes? What could cause this to happen? [When there are
more hares, the number of lynxes goes up. This happens
because the hares are food for the lynxes. With enough food,
the lynxes are healthy and able to reproduce and live longer.
Once the number of hares goes down, however, the number of
lynxes also goes down because a large part of the lynxes’ food
is gone.]
4. What happens to the hare population after it reaches a high
point? What could cause this change? [The hare population
falls sharply after it reaches a high point. This could be caused
by the lack of plants because a large population of hares might
eat all the available plants. Without enough food, the hares
get sick and die before they have a chance to reproduce. The
decrease in the hare population could also be caused by an
increase in the lynx population. With more lynxes hunting and
eating the hares, the hare population goes down.]
© 2015 Sally Ride Science
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VERTEBRATES: THINKING LIKE A SCIENTIST
Predator and Prey
SCIENCE BACKGROUND
Because there is a long history of data on snowshoe hare and lynx populations in Canada and Alaska, it is one of the best
known examples of predator-prey interaction. Data show that about every 10 years, both the hare and the lynx populations
have a sharp increase followed by an equally fast decline. Scientists often refer to this as a boom-and-bust cycle. Although
the data for the hare population closely match the data for the lynx population, scientists believe the population fluctuations
are caused by a combination of factors. Scientists hypothesize that the hare population may be influenced by shortages of
food during winter, caused by overgrazing, as well as by the presence of lynxes and other predators, including coyotes, foxes,
and owls. Recent experiments in the field suggest that the hare population declines because of a combination of limited food
resources and extensive predation. Scientists think that the fluctuations in the lynx population are more directly related to the
changes in the population of the hares. As the availability of hares decreases, the lynx population decreases. As the number of
hares increases, so does the number of lynxes.
© 2015 Sally Ride Science
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VERTEBRATES: HOW DO WE KNOW?
Meet herpetologist Kiisa Nishikawa
Read How Do We Know? (pages 26-29) and answer the questions
Give students the How Do We Know? handout for Vertebrates. Have them read the
questions about The Issue section, then read that section of the book and answer the
questions. Have them complete the rest of the sections (The Expert, page 27; In the Field,
page 28; Technology, page 29) in the same way. Tell students to share their answers in
pairs. Then go over each question as a class. Call on two or three students to share their
answers to each question.
ANSWER KEY
1. How did the photographs on page 26 help make you interested in reading about the
toads? [Sample answer: The photos show a toad gobbling up a cricket with its tongue.
This is cool because it’s something I don’t usually see.]
2. How does the movement of the toad’s jaw show the importance of a vertebrate’s
endoskeleton? [The jaw, which is a bone and part of the endoskeleton, provides a place
for muscles to attach. When the toad shortens the muscles that connect the lower jaw
and skull, the jaw opens and the tongue jumps out to capture the prey.]
3. What is one way that engineers might apply what Kiisa has learned about how toads
use their tongues? [Sample answer: Engineers could develop new kinds of robotic replacement limbs for people
based on how toads shorten the muscles in their tongues.]
4. How much time does it take for the toad in Kiisa’s terrarium to grab the cricket with its tongue? [The toad grabs
the cricket in one-fiftieth of a second.]
5. Why does Kiisa use high-speed video cameras in her work? [A toad’s tongue moves very quickly. So this type of
technology is needed to capture the motion, then slow it down frame by frame so that scientists can understand
more about how the motion works.]
© 2015 Sally Ride Science
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VERTEBRATES: INVESTIGATION CONNECTION
It’s a Snap
Conduct the Investigation Connection activity
Give students the Investigation Connection handout and have them work in pairs to
complete the activity. After they simulate the movement of a toad’s tongue using their arm,
they will draw a diagram on their handouts showing how the motion they modeled is like a
toad using its tongue to snap up an insect.
Call on two or three students to share their diagrams with the class.
Investigation Connection: It’s a Snap
You can demonstrate how a toad’s tongue works. First stand up and place
your right hand on your right shoulder. Next grab your bent elbow with your left
hand. Imagine your left arm is the toad’s jaw muscle and your right forearm is
its jawbone. Now jerk your bent elbow down toward your right hip. Your right
hand should flick out like a toad’s tongue!
© 2015 Sally Ride Science
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VERTEBRATES
Science Biography
Write about a scientist who studies vertebrates
Give students the Science Biography handout. Tell them they will write a biography of a
scientist who studies vertebrates. They may write about one of these scientists or choose
another scientist who studies vertebrates. If they choose another scientist, they should
submit the subject to you for approval.
> Kiisa Nishikawa (amphibians)
> Jane Goodall (chimpanzees)
> Konrad Lorenz (geese)
> Raymond Lee Ditmars (reptiles)
After students choose their scientist, allow them to use the school library
or the Internet to conduct research. They can use their handouts to write an
outline for their biography. Then they should write the biography on separate
sheets of paper.
Here are some points students’ biographies should cover:
> Tell where the person lives and works. If the scientist is dead, tell when and where she or he lived.
> Explain an important event or achievement in the scientist’s life.
> Provide supporting details to explain why the event or achievement is important.
> Include what the writer thinks about the person.
> Include pictures or drawings to make the story more interesting.
When students have finished their biographies, remind them to reread what they have written to check for complete
sentences that are clear and interesting, and for correct spelling and punctuation. Invite students to read their
biographies aloud to the class.
© 2015 Sally Ride Science
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VERTEBRATES: HEY, I KNOW THAT!
Study Guide
Ask students to use the Hey, I Know That! handout to answer the questions on page 30 of
Vertebrates. Have pairs of students discuss their answers. Ask several students to read their
answers aloud, and encourage others in the class to comment and expand on the answers.
ANSWER KEY
1. What do all vertebrates have that invertebrates do not? (pages 5 and 6) [All vertebrates
have a backbone and an endoskeleton. Invertebrates do not have backbones, and while
some have exoskeletons, they do not have endoskeletons.]
2. How are a vertebrate’s endoskeleton and an invertebrate’s exoskeleton alike? How are
they different? (pages 8 and 9) [Both endoskeletons and exoskeletons provide support
and protection to the body. An endoskeleton is on the inside of a vertebrate’s body
and is made of living material, so it can grow. An exoskeleton is on the outside of an
invertebrate’s body and it does not grow along with the animal, so it must be shed in
order for the invertebrate to grow.]
3. Name at least three traits of vertebrates that help them move quickly and get food.
(pages 11-15) [Sample answer: Vertebrates have paired limbs, well-developed jaws, a
closed circulatory system (which delivers oxygen to cells quickly and efficiently), and
complex sense organs. These traits help them to find and obtain the food they need.]
4. Explain the difference between a warm-blooded and a cold-blooded vertebrate, and give an example of each.
(pages 16 and 17). [Warm-blooded vertebrates are able to keep their body temperature nearly the same all the
time, whether their surroundings are hot or cold. Cold-blooded vertebrates have body temperatures that change
with the temperature of their surroundings. Fish, amphibians, and reptiles are cold-blooded. Birds and mammals
are warm-blooded.]
5. Complete this chart for each vertebrate class. The fish class is done to show you an example.
Cold-blooded?
Special characteristics
Fish
X
Live only in water
Amphibians
X
Start life in water, move onto land
Reptiles
X
Live on land, have scales, and lay eggs with
a leathery shell to keep from drying out
Vertebrate class
Warm-blooded?
Birds
X
Have feathers, almost all can fly
Mammals
X
Have fur, produce milk for young
Caption: In what way does an amphibian—like this salamander—lead a double
life? (page 18) [Amphibians start their lives in water, with gills. As they develop,
they move to living partly on land, with lungs and legs.]
© 2015 Sally Ride Science
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Key Concepts in Science
VERTEBRATES
STUDENT
HANDOUTS
© 2015 Sally Ride Science
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VERTEBRATES • Chapter 1
A Super Skeleton: Notes for Chapter 1
As you read Chapter 1, write down the most important information you come across. Resist the urge to write down
everything that you read. Instead, focus on the big ideas, or gist, of what you are reading.
STANDING TALL
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INSIDE JOB
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INSIDE VS. OUT
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MOVE IT!
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© 2015 Sally Ride Science
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VERTEBRATES • Chapter 1
PICTURE THIS
Review your notes for Chapter 1. Make a Venn diagram that compares and contrasts endoskeletons and exoskeletons. For
your Venn diagram, draw two large circles that overlap in the middle. Label one circle Endoskeletons and the other circle
Exoskeletons, and fill in the circles with characteristics of each. Label the overlapping area Both, and fill in the area with
characteristics of both endoskeletons and exoskeletons.
PUT IT ALL TOGETHER
Use your notes and Venn diagram to help you identify and list the most important ideas—the key concepts—in Chapter 1.
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© 2015 Sally Ride Science
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VERTEBRATES • Chapter 2
Talents and Traits: Notes for Chapter 2
As you read Chapter 2, write down the most important information you come across. Resist the urge to write down
everything that you read. Instead, focus on the big ideas, or gist, of what you are reading.
VERTEBRATES RULE!
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GRAB A BITE!
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SPECIAL DELIVERY
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SENSITIVE CREATURES
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BRAIN POWER
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SECRETS OF SUCCESS
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© 2015 Sally Ride Science
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VERTEBRATES • Chapter 2
PICTURE THIS
Review your notes for Chapter 2. Summarize your notes by making a two-column chart. At the top of the left-hand
column, write Talents and traits of vertebrates. At the top of the right-hand column, write Descriptions and details. As
you read, fill in the chart with information about the traits of vertebrates and how those traits help them succeed in their
ecosystems.
PUT IT ALL TOGETHER
Use your notes and two-column chart to help you identify and list the most important ideas—the key concepts—in
Chapter 2.
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© 2015 Sally Ride Science
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VERTEBRATES • Chapter 3
Vertebrate Groups: Notes for Chapter 3
As you read Chapter 3, write down the most important information you come across. Resist the urge to write down
everything that you read. Instead, focus on the big ideas, or gist, of what you are reading.
GETTING ORGANIZED
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FISH—IN THE SWIM
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AMPHIBIANS—A DOUBLE LIFE
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REPTILES—LIFE ON THE LAND
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BIRDS—FEATHERED FRIENDS
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DIETS AND DESTINATIONS
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MAMMALS—WARM AND FUZZY
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THE BRAIN TRUST
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© 2015 Sally Ride Science
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VERTEBRATES • Chapter 3
PICTURE THIS
Summarize Chapter 3 by drawing a concept map of the five main vertebrate classes. Draw an oval at the top of the box
and label it Vertebrate groups. Then draw a level of five ovals connected by lines to the top oval. Write the names of the
five vertebrate classes in these ovals. Draw a third level of ovals with details about the traits of each vertebrate class.
PUT IT ALL TOGETHER
Use your notes and concept map to help you identify and list the most important ideas—the key concepts—in Chapter 3.
__________________________________________________________________________________________
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© 2015 Sally Ride Science
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VERTEBRATES • Create a Science Poster
Create a Science Poster: Profile of a Vertebrate
You are going to make a science poster about a vertebrate. Choose a vertebrate and research information about it. Your
poster should explain:
> which vertebrate class the animal belongs in.
> what traits make the animal successful in its environment.
Create an engaging visual presentation by using titles, researching and writing about the animal, and developing drawings,
diagrams, and captions.
Animal: _____________________________________________________________________________________
Vertebrate class: _____________________________________________________________________________
Traits and talents: ____________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Use this space to design your poster. Then create your final poster on poster board.
© 2015 Sally Ride Science
VERTEBRATES • Thinking Like a Scientist
Thinking Like a Scientist: Predator and Prey
Read Thinking Like a Scientist on pages 24 and 25 of Vertebrates. Then use
the information on those pages and the graphs to answer the questions.
Interpreting Data
These graphs show how many lynxes and hares were trapped in Canada
each year from 1845 to 1925. The two graphs have different population
scales. That’s because prey species far outnumber predators.
1. The population of snowshoe hares soars and crashes in a regular cycle.
About how long is this cycle?
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2. When did the number of hares reach its highest point? What could have caused this increase?
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3. When there are more hares, what happens to the number of lynxes? What could cause this to happen?
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4. What happens to the hare population after it reaches a high point? What could cause this change?
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© 2015 Sally Ride Science
VERTEBRATES • How Do We Know?
How Do We Know? Really Fast Food
Review the questions below for each section of How Do We Know? Then read
each section in the book and answer the questions.
THE ISSUE
1. How did the photographs on page 26 help make you interested in reading about the toads?
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2. How does the movement of the toad’s jaw show the importance of a vertebrate’s endoskeleton?
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THE EXPERT
3. What is one way that engineers might apply what Kiisa has learned about how toads use their tongues?
_______________________________________________________________________________________
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IN THE FIELD
4. How much time does it take for the toad in Kiisa’s terrarium to grab the cricket with its tongue?
_______________________________________________________________________________________
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TECHNOLOGY
5. Why does Kiisa use high-speed video cameras in her work?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
© 2015 Sally Ride Science
VERTEBRATES • Investigation Connection
Investigation Connection: It’s a Snap
You can demonstrate how a toad’s tongue works. First stand up and place your
right hand on your right shoulder. Next grab your bent elbow with your left hand.
Imagine your left arm is the toad’s jaw muscle and your right forearm is its
jawbone. Now jerk your bent elbow down toward your right hip. Your right hand
should flick out like a toad’s tongue!
Draw a diagram
Now draw a diagram showing how the motion you modeled with your arm is like
a toad using its tongue to snap up an insect. Be sure to add labels and a caption
to your diagram.
Caption: ___________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
© 2015 Sally Ride Science
VERTEBRATES • Science Biography
Science Biography: Write About a Scientist Who Studies Vertebrates
You will write a biography of a scientist who studies vertebrates. You may write about one of these scientists or choose
another scientist who studies vertebrates. If you choose another scientist, submit the subject to your teacher for approval.
> Kiisa Nishikawa (amphibians)
> Jane Goodall (chimpanzees)
> Konrad Lorenz (geese)
> Raymond Lee Ditmars (reptiles)
After you choose a scientist, follow your teacher’s direction for using the school library or the Internet to conduct
research. Use this worksheet to write an outline for the biography. Then write the biography on separate sheets of paper.
The biography should cover these points:
>
>
>
>
>
Tell where the person lives and works. If the scientist is dead, tell when and where she or he lived.
Explain an important event or achievement in the scientist’s life.
Provide supporting details to explain why the event or achievement is important.
Include what you think about the person.
Include pictures or drawings to make the story more interesting.
Scientist’s name: ___________________________________________________________________________
Outline: ___________________________________________________________________________________
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© 2015 Sally Ride Science
VERTEBRATES • Hey, I Know That!
Hey, I Know That! Study Guide
Use this sheet to answer the Hey, I Know That! questions on page 30 of Vertebrates.
1. What do all vertebrates have that invertebrates do not? (pages 5 and 6)
_______________________________________________________________________________________
_______________________________________________________________________________________
2. How are a vertebrate’s endoskeleton and an invertebrate’s exoskeleton alike? How are they different? (pages 8 and 9)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Name at least three traits of vertebrates that help them move quickly and get food. (pages 11-15)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. Explain the difference between a warm-blooded and a cold-blooded vertebrate, and give an example of each.
(pages 16 and 17).
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. Complete this chart for each vertebrate class. The fish class is done to show you an example.
© 2015 Sally Ride Science
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VERTEBRATES • Hey, I Know That!
Caption: In what way does an amphibian—like this salamander—lead a
double life? (page 18)
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© 2015 Sally Ride Science
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