Evangelical Christian Academy
Instructional Guide: Course Outline
Department: Science
Course Title: Life Science
Course Length: 2 semesters
Unit #7: Vertebrates I, II, Behavior
Chapter 16, 17, 18, possibly 19
Unit Length: 35-38 days
Essential Questions:
 What special adaptations have allowed animals to live in very different habitats?
 How are prokaryotic cells and eukaryotic cells similar and how are they different?
 What are some examples of symbiotic relationships?
 How does the musculo-skeletal system support life functions?
 How does the musculo-skeletal system allow movement?
 How is structure and function relationships demonstrated in the multi-cellular organisms?
 How are endothermic and ectothermic animals similar?
Instructional Objectives:
Students will
 Differentiate between bone and cartilage.
 Compare oxygenated and deoxygenated blood.
 Describe the circulation in two-chambered, three-chambered, and four-chambered hearts, and
name animals that have each type.
 Compare and contrast respiration in gills and lungs.
 Describe the functions of each of the functions of a vertebrate’s digestive system.
 Explain the roles of the urethra, urine, urinary bladder, kidneys, and ureters in the excretory
system.
 Discuss and describe characteristics of a fish that make it especially suited for living in water
 Differentiate characteristics associated with each of the three groupings of fish.
 Describe the metamorphosis of the amphibians emphasizing the frog and how it affects its
different systems and responses to stimuli
 Differentiate between the four groups of living reptiles.
 Compare and contrast the body, special senses, and eating habits of snakes, crocodilians, and
turtle-like organisms
 Compare and contrast endothermic and ectothermic animals.
 Compare and contrast vertebrate vs. aves and mammalian general characteristics
 Compare and contrast aves mode of locomotion vs. mammalian mode of locomotion and how the
respiratory system is connected differently for both
 Compare and contrast the different types of mammals—Egg-laying mammals, Marsupials, and
Plancental mammals
 Discuss intelligence in animals
If time
 Compare and contrast vertebral column and skull. Describe the two parts of the frog’s nervous
system.
 Differentiate between a sensory receptor and a sensory organ.
 Differentiate between the central and peripheral nervous systems, and between cranial and spinal
nerves.
 Describe several hormone-controlled processes in animals.
 Differentiate bird’s care for their young vs vertebrate care
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 Differentiate between the different levels of animal behavior.
 Discuss how pheromones influence behavior
Instructional Resources:
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ActivBoard
Instructional manual
Bible
Fish respiration lab—gold fish/glasses/thermometers/hot plate
Frog dissection—preserved frogs
http://frog.edschool.virginia.edu//home.html
http://froguts.com/flash_content/index.html
http://www.ofsd.k12.wi.us/science/frogdiss.htm
Possible observation lab--down and contour feathers/magnifying lens /rulers /containers /freezer
/thermometer
Possible observation lab—hair from different animals including under hair and guard hairs/
microscope
Biblical Integration: Scripture includes may references to vertebrates.
 Discuss the phrase found in Mark 1:16-18 Make you fishers of men
 Discuss the significance of the Dominion Mandate in regards to the treatment of vertebrates
 Discuss the significance of God’s creation in Genesis 1 Aquatic creatures created on day
5 Vertebrates on day 6
 Discuss God’s attributes such as wisdom and omnipotence--Matthew 17 Coin in fish’s mouth
 Correlate God’s classification of vertebrates with man’s classification--Exodus 11 29-31 clean vs
unclean animals
 Discuss the characteristics of snakes and the correlation to Satan--John 3: 13-15 Serpent and
Christ
 Possible discussion is the wisdom imparted in --Proverbs 30:28 Lizard in king’s palace
 Discuss God’s purpose in using amphibians in Exodus 8:2-13 Plague of frogs/ Why serpents were
one of the signs--Exodus 4:2-5 Rod turned to serpent
 Compare and contrast man as a special creation to other vertebrates •
Assessments:
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Class participation/discussion (grammar, logic, and introductory rhetoric)
Quizzes
Journal entries (grammar, logic)
Homework (review to develop understanding and mastery)
Test
Evaluation of lab investigations and accompanying questions on labs
Student Activities:

Fish respiration lab (observation, analyzation, skill)
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Frog dissection lab (observation, skill)
Possible observation lab--Feather/hair observation lab—(problem solving, observation,
analyzation, skill)
 Possible observation lab-- Down vs Fur lab—(observation, skill)
 Colorado animal project –Research and class presentation (skill)
Name:
Fish
Label the following on the external picture of the bony fish using a straight edge: caudal fin, posterior
dorsal fin, anterior dorsal fin, operculum (gill flap), lateral line, nostrils, pelvic fin, anus, scales, anal fin
External Anatomy
Internal Anatomy
1.
2.
3.
4.
5.
6.
7.
Skeleton:
Ecto or Endothermic
Scales or no scales
Eukaryotic or Prokaryotic
Phylum name:
Respiratory System: Gills or lungs
Habitat:
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8.
9.
10.
11.
12.
13.
14.
15.
16.
Location of brain and spinal cord
Sensory organs
Circulatory system: Closed or open
Circulatory system: 2-chambered, 3-chambered, or 4-chambered heart
Ways fish reproduce
The 3 Fish Groups
Examples of each of the 3 fish groups
How each of the groups are similar
How each of the groups are different
Name: _____________________
How Does Temperature Affect Respiration Rates of Fish?
Introduction: In this lab you will slowly change the water temperature of a fish and determine how
changing the temperature affects the ectothermic fish's respiration rate
Prediction: How do you think the temperature affects breath rate? As the temperature increases, the
respiration rate will: increase, decrease, or stay the same.(circle)
Procedure:
1. The goldfish will start at room temperature. Check the temperature and record the number of
breaths the fish takes at room temperature for 15 seconds.
Multiply by 4 to find out how many times it beats in one minute. Repeat the observation four times.
Record your findings in the chart below. Begin with either step A or step B as directed by your teacher.
Cold Water Bath A. Use an empty bowl and add cold, icy water. Place the fish aquarium in the ice bath.
2. Place a thermometer in the fish's beaker and wait for the aquarium water to cool five degrees
below the original temperature. You may need to add ice to the bowl around the fish.
Immediately determine how many breaths the fish takes.
3. Proceed to step B. Allow fish to settle after removing the ice water and adding the warm water.
Warm Water Bath B. Use an empty bowl and add warm water. Place the fish beaker in the warm water
bath.
2. Place a thermometer in the fish's beaker and wait for the aquarium water to increase five
degrees above the original temperature. You may need to reheat the water in the bowl around the
fish. Immediately determine how many breaths the fish takes.
3. Proceed to step A. Allow fish to settle after removing the water and adding the ice water.
Data
Actual
Temp Co
Beats per one minute
Trial 1
Beats per one minute
Trial 2
Beats per one minute
Trial 3
Beats per one minute
Trial 4
Average
Observation of fish
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Use your data to create a graph. Use one line to represent YOUR FISH, and another line to represent the
AVERAGE.
Analysis
1. When was the fish’s operculum the most active? Least active?
2. What other factors (besides temperature) may have affected the rate?
3. What does it mean to be ectothermic? Describe how the fish's respiration rate changed with the
temperature. Does your data support the concept of a fish characteristic of being ectothermic? If
not, what changes would you need to do to experiment?
4. How did the rate of operculum beats compare to the amount of activity of the fish? Include your
observations.
5. Propose an explanation for why the respiration changed in this way.
6. Check with other groups to determine their averages. Was the “average” similar to your fish data?
Why do we take an average?
7. Was your prediction at the beginning of the lab correct or incorrect?
8. Design an experiment that will test how a fish's respiration rate is affected by light or oxygen levels.
Explain your design. You may wish to draw a picture of your set-up. Include how you will change the
environment and what you would measure.
9. Supposing this experiment was repeated using an endothermic (warm-blooded) animal as a test
subject instead of a fish. Heart and breathing rate is monitored for a mouse as the temperature is
raised and then lowered. Will the mouse’s breathing and heart rate change? Why or why not?
10. Indicate on the graph which line would represent the endothermic animal and which line would
represent the ectothermic animal. Explain how you know this.
Fish Observation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
The temperature range of the water?
Color of fish?
Color of fish scales?
What happens when fish opens mouth?
What happens to the side flap (operculum) covering gills?
What happens when fish tail (caudal fin) moves?
What happens when the upper side fins (pectoral fins) move?
What happens when the lower side fins (pelvic fins) move?
What happens when your hand approaches the glass?
What happens when the thermometer enters the glass?
Describe the eyes do? Do they move?
Describe the nostrils.
How long is the lateral line compared to its body?
Describe the dorsal fins. Does it move?
Describe the anal fin? Does it move?
What happens when the bag of hot water is placed on top of the glass?
What happens when ice is placed in the glass?
Label as many parts of the fish as possible after your observation
Class: Osteichthyes
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Name:
Amphibians
Pre-Lab questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Are amphibians ectothermic or endothermic?
An amphibian has how many chambers in their heart?
Describe an amphibian’s skin.
Why are amphibians described as having a double life?
How does the amphibian respiratory system differ from when it is young to when it is an adult?
How does its digestive system change from when it is young to when it is an adult?
How is an amphibian’s skin used in respiration?
Where are the amphibian’s eggs fertilized? Internally or externally?
What are the two major groups of amphibians? Give two examples of each group.
What is the difference between the two groups of tailless amphibians?
What does it mean for tailless amphibians to resorb their tails?
Compare and contrast frogs and toads.
Compare and contrast hibernation and estivation.
How does a tongue help frogs eat?
Compare and contrast maxillary and vomerine teeth.
How do a frog’s eyes help it swallow?
17. Trace the path of food through the digestive tract.
large intestine, mouth, stomach, small intestine, esophagus, anus.
18. The liver is not directly part of the digestive system. How does the liver help the digestive
system?
19. Trace the path of blood through the circulatory system, starting at the right atrium.
Ventricle, Aorta, Lungs, Left Atria, Right Atria
20. Trace the path of air through the respiratory system. Include the following: Glottis, lungs,
trachea, bronchioles
21. Structures of an animal’s body that fit it for its environment are adaptations. How do the frog’s
powerful hind legs help it to fit into a life both in water and on land?
22. During one mating of frogs, the female lays some 2,000 to 3,000 eggs in water as the male sheds
millions of sperm over them. How do these large numbers relate to the frog’s fitness for life in
water?
23. Is the pancreas directly part of the digestive system or an accessory organ of the digestive
system?
24. Is the liver directly part of the digestive system or an accessory organ of the digestive system?
25. What is stored in the gall bladder?
26. A frog has a 3rd eyelid (nictitating membrane) that is clear. What do you think is the function of
the nictitating membrane, and why?
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Name: _________________
Frog External Anatomy - Observation Guide
Look carefully at the preserved frog.
1. Feel the frog’s skin. Describe its texture. ___________________________________________
2. Notice its powerful hind legs for jumping. The hind legs have five webbed digits (toes), while the
front legs have four digits without webbing.
How long are the forelegs? ________________________cm
How long are the hind legs? ________________________cm
Why do you think the legs vary in length as much as they do?
___________________________________________________________
What is the function of the forelegs? _________________________________
What is the function of the hind legs? ________________________________
3. Observe that the frog's skin is colored and spotted. This coloring can change and is controlled by
pigment cells in the skin called chromatophores. What advantage are these chromatophores to
frogs? _____________________________________
4. Remove a small section of skin from the frog’s back. Look on the underside of the skin and
notice the blood vessels located there. Why would the frog’s skin need a rich supply of blood?
__________________________________________
5. At the base of the frog's back, locate the anus, which is the opening from which waste, eggs, and
sperm are discharged. Hypothesize the sex of the frog. Examine the innermost toes (“thumbs”)
on the forelegs. The innermost toes are enlarged in males.
Frogs don't have external ears, but just behind each eye is a round, flat membrane called a
tympanum (ear drum) that senses sound waves. The tympanum on females is similar in size to
the eye, but much larger on males. ___ male or ___ female
7. Examine one of the frog’s tympanic membranes.
a. What type of stimulus does the tympanic membrane receive?
______________________
b. Press your finger or a pin against one of the tympanic membranes. Describe what
happens. (Be sure not to break the tympanum). ____________________________
8. On the frog's head, observe the large, bulging eyes that rotate to allow sight in many directions.
Examine one of the frog’s eyes. a. Does the frog have an upper eyelid? ________________
b. Does the frog have a lower eyelid? _________________ c. The frog has a thin, transparent
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membrane that it can spread over its eye called the nictitating membrane. Why do you think
this kind of protection would be necessary for the frog? ________________________________
Examine the frog’s mouth
9. Look for the nostrils (external nares) in front of the eyes, then open the frog's mouth to see the
internal opening of the nostrils (internal nares). (Cut the hinge joints of the mouth with scissors
to make it easier to open.) Do you think a frog smells with its nostrils? ___________Why or
why not? _________________________________________________
10. Open the mouth of the frog and notice the groves and ridges along the edge of the jaws. These
grooves and ridges allow the mouth to close tightly. Why does the frog’s mouth need to close
tightly? ___________________________________________________________________
11. Does the frog have lips? Yes or No?
12. Move your finger along the edge of the upper jaw and feel the frog’s tiny teeth. What are these
teeth called? _________________________ How does the frog use them?
__________________________________
13. Near the internal nares are two vomerine teeth on the roof of
the mouth. (Male frogs have openings to the vocal sacs near the
hinges of the lower jaw.)
14. Gently pull the tongue until it extends from the frog’s mouth.
Where does the tongue attach to the jaw?
_________________________________
How is the free end of the tongue shaped?
_______________________________
Normally when the frog is alive, a part of the tongue is sticky.
Why is this characteristic important to the frog?
________________________________________________________________
15. Label the internal nares, the maxillary teeth, the tongue, and the vomerine teeth on the
diagram. E.C. if you can name the remaining structures.
Frog Internal Anatomy - Dissection Guide
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1. Lay the frog on its back, spread out its limbs, and pin them to the
tray. Use forceps to lift the skin between the hind legs and make a
small incision with a scalpel. Continue the cut up the center of the
frog's body with scissors, being careful to cut through the skin
only. Use forceps to hold the skin away from the muscle while you
cut, if necessary. Make horizontal incisions just above the legs and
just below the arms, then fold the resulting flaps back and pin
them. (You may need to use a scalpel to help separate the skin
from the muscle underneath as you fold it back.)
2. Repeat the incisions as before, this time cutting through the
muscle layer to a point just below the arms. Lift the muscle with
the forceps to prevent cutting the organs underneath.
3. When you reach the area just below the arms, turn your scissors and make horizontal cuts
through the hard sternum. Repeat the horizontal cuts just
above the arms, and then remove the bony strips entirely.
Pin the remaining muscle flaps back, just as with the skin.
4. Look into the body cavity. The yellow finger-like
projections on the sides are the fat bodies. It may be
necessary to remove some of these in order to see the
organs clearly.
Fat bodies Notice where these structures are attached.
These structures are usually quite small after hibernation.
What is the purpose of the fat bodies?
______________________________
5. Likewise, a female specimen may have well-developed
eggs filling the body cavity and obscuring the organs.
Remove them as necessary.
Examine the frog’s heart.
6. Surrounding the heart, you will notice a thin membrane called the pericardium.
With a scalpel, cut the pericardium away from the heart. Do not cut through the
blood vessels joining the heart. CAUTION: The scalpel is very sharp. Use it
carefully.
7. Describe what the heart looks like. Include color and shape.
____________________________________________
8. Cut the heart in half, by slicing off the front half with either the scissors or scalper, so that there
is a front half and a back half.
How many chambers does the frog’s heart have? ________________________
What is the function of an upper chamber? ______________________
How many chambers does the frog’s heart have? ________________________
What is the function of a lower chamber? ________________________
Label the atrium (atria) and ventricle(s) on the diagram.
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Examine the frog’s lungs
9.
To locate the lungs, open the frog’s mouth and place a pipette
through the opening that leads to the trachea (not the esophagus). Gently pump air into the
lungs. If the lungs fail to inflate, move the organs in the thorax to try to locate the lungs.
Where are the lungs located in relation to the heart? _____________________________
10. When the frog was alive, how did air enter its lungs? ____Through the nose into the glottis, then
pharynx and then a trachea? ____Through an open mouth and the air just diffuses through the
glottis into a trachea? Or ____Take air into mouth, close mouth, and then force air into the glottis,
then its trachea?
11. Label the lungs on the diagram Amphian 11:
Diagram Amphian 11
Examine the organs belonging to the digestive system
12. Liver
Where is the liver located in relation to the heart? ______________________________
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What color is it? ______________________________
Label liver on diagram Amphian 11
What does the liver produce? ___________________________
13. Gallbladder
The gall bladder is a small greenish sac located between the lobes (sections) of the liver. What is
the function of the gallbladder? _________________
Label gallbladder on diagram Amphian 11.
14. Esophagus and Stomach
Locate the large, muscular stomach. Follow the stomach anteriorly to find the short esophagus.
Describe the esophagus. ____________________________________
Label esophagus and stomach on the diagram above.
What happens to food in the stomach of the frog? ________________________
15. Small Intestine
Follow the stomach posterior to find the narrow, tube like small intestine.
What color is it? _________________
In the frog, what is the job of the small intestine? ________________________
Label small intestine on diagram Amphian 11.
16. Find the light-brown pancreas, which is held in the mesentery between the stomach and the
intestine. Label pancreas in the diagram above.
Does food ever enter the pancreas? ______________________
Why or why not? ___________________________
How is the pancreas involved in digestion? __________________________
17. Spleen
In the mesentery near the stomach, also find a bean-shaped organ called the spleen.
What color is it? _______________
The spleen produces red blood cells and filters out old blood cells.
Label spleen in diagram Amphian 11.
18. Large intestine
Trace the small intestine to the point where it becomes a wider tube. This is the large intestine.
Label large intestine on the diagram.
Remove the digestive system
19. The large intestine leads to the cloaca, the slightly enlarged portion of the digestive tract, which
is just anterior to the cloacal opening or anus.
Remove the digestive tract by cutting through the anterior end of the esophagus and the
posterior end of the large intestine.
20. With your fingers, carefully tear away the mesentery to free the digestive organs. Do not cut
the small intestine. Stretch out the digestive tract. Notice that it is actually just one long tube.
How long is the small intestine? ______________________cm.
21. How long is the large intestine? _________________
Why is the small intestine is called "small" when it is actually much longer than the large
intestine?
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____________________________________
Besides length, how does the large intestine differ from the small intestine?
_________________________
22. With your fingers, press on the stomach and note how it feels. With scissors, make an incision
along the outer curve of the stomach. Spread the stomach walls apart. Is there any food in the
stomach? _____________________
If so, study the contents of the stomach. Can you recognize any of it? ___________ If so, what
did you find? ________________________
23. Rinse out the stomach and study the stomach’s muscular walls. How do these walls help
digestion? ______________________________________
Examine the excretory
and reproductive
systems.
24. Kidneys
The kidneys are oval
organs that are
positioned against the
frog’s body wall. How
many kidneys does the
frog have?
____________
What color are they?
__________________________
What do the kidneys do? ________________________
Label kidney on
Diagram Amphibian 24
diagram Amphibian 24.
25. Urinary Bladder
Find the urinary bladder, which looks like a transparent sac next to the large intestine. These
may have been destroyed when measuring the large intestine. Did you find the urinary
bladder? ____
Connecting the kidneys to the bladder, are tiny, threadlike tubes called ureters. Try to find
these.
Did you find the ureters? __________
Label the kidneys, ureters, urinary bladder, and cloaca on diagram
Amphibian 24.
26. Reproductive structures
Female: Find the reproductive organs in the frog. If you have a female and
have removed the eggs, you also have removed the ovaries. Find the white,
coiled oviducts and follow them down to the posterior end of the frog.
Notice which structure they empty into. The structure they empty into is
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called? (e.c.)_________
Male: If you have a male frog, find the testes, small oval structures on top of the kidneys.
Label the ovaries, oviducts, and testes on diagram Amphibian 24.
27. Was your original hypothesis about the sex of your frog correct? _______________ If not, why
do you think that you made an error. _______________________________________
E.C. Examine the frog’s spinal cord and spinal nerves.
28. Place the frog on its back so that you can see into its body cavity. Look at its backbone. Locate
the yellowish-white cords running out of the backbone and into various parts of the frog’s body.
These are spinal nerves.
29. To which body area do most of the spinal nerves go?________________________
Why do so many of the spinal nerves go to this area?_________________________
The spinal nerves are part of which division of the nervous
system?_____________________________
30. With your scalpel,
carefully scrape away some of
the muscle and backbone that
cover the spinal cord. Be careful
not to damage the spinal cord.
What color is the spinal
cord?___________________________________
31. The spinal cord is part of which division of the nervous
system?___________________________
32. Label the spinal cord and spinal nerves on Diagram Amphibian 28. Which is
included in the central nervous system--the spinal cord or the spinal nerves.
______________________________
Diagram Amphibian 28
Examine the frog’s brain and cranial nerves.
1. To expose the frog’s skull, carefully scrape away the skin from between the frog’s eyes. Use the
handles of your scissors to crack the skull. Carefully pull away pieces of the skull with forceps and
scissors to reveal the brain, which lies just beneath the bone. Be careful not to destroy the lobes of the
brain.
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2. Describe the brain.
What color is the brain?______________________________
What shape is the brain?______________________________
3. Describe any cranial nerves? If so, which ones? (You may carefully use your probe to move the brain
around slightly.) __________________________________
The cranial nerves are part of which division of the nervous system?
_____________________________
Name:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Mammals
Mammals are endothermic or ectothermic.
Name the two unique characteristics found only in mammals.
Compare and contrast hair and fur.
What is the organ that produces hair and where is its location?
Describe keratin.
What is tensile strength and what does it have to do with hair?
Compare and contrast guard hair and underhair.
What is the purpose of erector muscles?
Name several unique purposes for hair.
Name and describe the four type of teeth found in mammals.
Identify the three ways that mammals may bear their young.
Name and describe two egg-laying mammals.
List the category of pouched mammals and describe several pouched mammals. (include such
characteristics as size, how they get their milk or for how long, nesting characteristics, eyesight,
diet, spurs or spines, etc.)
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Name:
Bird and Mammal Research Project
Due Date: Friday, March 30 Choose 1 mammal and 1 bird—include all necessary information
Create a CHART with a picture for each animal (May be hand printed or typed—Minimum font is 22.
The picture can be a photograph, a sketch, or hand drawn—if hand drawn, the drawing is due no later
than April 1)Mammal/Bird Name
______common
______scientific
______Picture
Description
______Size
______Color
______Weight
______Physical characteristics
(what it looks like)
______Extra info
______Range (the states and/or the elevation range where animal is found)
Biome
(Where the animal lives, feeds, builds nest (den), etc.
______Name of Biome
Plants found in biome
(list a minimum of 3 )
______ Plant 1 common name
______ Plant 1 scientific name ______ Plant 2 common name
______ Plant 2 scientific name
______ Plant 3 common name
______ Plant 3 scientific name
______Any extra information about the plants
______3 Abiotic factors found in biome affecting the animal
(things that affect the animal but are not alive such as temperature, rain, sunshine, etc.
______Predators/prey of your animal found in its biome
______Where your animal likes to eat and sleep in your biome (its habitat)
______Daily activity (Diurnal or nocturnal)
______Seasonal activity (Migration, dormancy, hibernation)
______Chart Presentation (neatness, spelling, grammar, etc.)
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