Progress. Excretory system of an earthworm

Of all classes of animals - higher and primitive - many species use different methods of movement (sometimes very original) on water, under water, in the air and on surfaces. The methods of movement of animals depend on many factors: formation in the process of evolutionary development, the presence or absence of a skeleton, and other structural features of a particular species.

Key Feature

The ability to move is one of the properties to whatever class or species they are classified by scientists. Even plants carry out movement internally at the cellular level. And animals, unlike plants, tend to move their entire body, thereby pursuing various goals: searching for food, reproduction, protection from enemies. Because movement is the very life of living nature and, in particular, its fauna.

Methods of movement of animals. Classification

All of them are divided into several large groups by type.

Evolutionary development

With the evolution of animals from the simplest and unicellular structures of organisms to higher multicellular ones with various organs and functions, the methods of movement of animals also evolved. Over millions of years, complex motor systems have been developed that allow different species to obtain food, run away from enemies, defend themselves and reproduce. It is characteristic that only a few known animals are sedentary. The vast majority move around in a variety of ways.

With the help of muscles

Multicellular representatives of fauna are characterized by movement with the help of muscles, which are formed by a special tissue called muscle. This structure has the ability to shrink. By contracting, the muscles move levers, which are components of animal skeletons. This is how movement occurs.

Who cares

So, with the help of muscle structures, slugs and snails slide along surfaces. Using cavity muscular movement, they cling to uneven soil with their bristles. Leeches use suckers, and snakes use skin scales. Many animals, raising their bodies above the ground, move with the help of their limbs, thus significantly reducing friction. As a result, the speed of movement also increases (the fastest animal on the planet is the cheetah, which reaches speeds of over 110 kilometers). Some animals jump (even on water). Some glide or fly. Some dive or swim through water or in the depths. But muscle strength is used everywhere.

Unusual ways of animal movement

• The freshwater hydra moves using peculiar steps and somersaults. It bends its body and attaches itself to the surface with its tentacles, then pulls up its sole. And sea anemones move very slowly, contracting and relaxing the muscles of the sole itself.
• Cephalopods (squids, octopuses) are capable of jet locomotion. They suck liquid into a special cavity in their body and forcefully throw it out through a narrow funnel. This moves the body in the opposite direction.
• The basilisk lizard runs quickly through the water (2 meters per second). It is held on the surface of the water by air bubbles under the scales of its paws.
• A gecko runs along a vertical glass wall at a speed of 1 meter per second without falling. This occurs due to special suction cups on the lizard’s legs.
• Paradise decorated snakes, living in Asia, fly through the air from tree to tree, using the flattening of their body, which at this time turns into a likeness

Results

Various types of movements are characteristic of all animals that exist on our planet. The process itself is carried out in several ways. Each living organism is adapted to certain types of movements characteristic of it.

This material can be used to teach a lesson on the topic “Methods of movement of animals. 5th grade."

The rain cervix has an elongated body, 10-16 cm long. In cross-section, the body is round, but, unlike roundworms, it is divided by annular constrictions into 100-180 segments. Each segment has small elastic bristles. They are almost invisible, but if we run our fingers from the back end of the worm's body to the front, we will immediately feel them. With these bristles, the worm clings to uneven soil when moving.

Figure: earthworm and worm movement in soil

Earthworm Habitat

During the day, worms stay in the soil, making tunnels in it. If the soil is soft, then the worm drills it with the front end of the body. At the same time, he first compresses the front end of the body so that it becomes thin, and pushes it forward between the lumps of soil. Then the front end thickens, pushing the soil apart, and the worm pulls up the rear part of the body. In dense soil, the worm can eat its way through the soil through its intestines. Heaps of earth can be seen on the surface of the soil - they are left here by worms at night. They also come to the surface after heavy rain (hence the name rain). In summer, worms stay in the surface layers of the soil, and in winter they dig burrows up to 2 m deep.

Skin-muscle bag

If we take a worm in our hands, we will find that its skin is moist and covered with mucus. This mucus facilitates the movement of the worm in the soil. In addition, only through moist skin does the oxygen necessary for breathing penetrate into the worm’s body.
Under the skin there are circular muscles fused with it, and under them a layer of longitudinal muscles - a skin-muscular sac is obtained. The circular muscles make the body of the worm thin and long, while the longitudinal muscles shorten and thicken. Thanks to the alternating work of these muscles, the movement of the worm occurs.

Body cavity of an earthworm

Figure: internal structure of an earthworm

Under the skin-muscle sac is a fluid-filled body cavity in which the internal organs are located. This body cavity is not continuous, like in roundworms, but is divided by transverse partitions according to the number of segments. It has its own walls and is located under the skin-muscle sac

Digestive organs of an earthworm

Picture: Digestive system of an earthworm

The mouth is located at the anterior end of the body. The earthworm feeds on rotting plant debris, which it swallows along with the soil. It can also drag fallen leaves from the surface. Swallowing is done by the muscular pharynx. The food then enters the intestines. Undigested remains, along with soil, are expelled through the anus at the rear end of the body.

Figure: circulatory system of an earthworm

The earthworm's circulatory system serves to transport oxygen and nutrients primarily to the muscles. An earthworm has two main blood vessels: dorsal blood vessel, along which blood moves from back to front, and abdominal blood vessel, through which blood flows from front to back. Both vessels in each segment are connected to annular vessels. Several thick annular vessels have muscular walls, due to the contraction of which blood moves. From the main vessels, thinner ones depart, which then branch into the smallest capillaries. These capillaries receive oxygen from the skin and nutrients from the intestines, and these substances are released from other similar capillaries that branch in the muscles. Thus, the blood moves all the time through the vessels and does not mix with the cavity fluid. Such a circulatory system is called a closed circulatory system.

Excretory system of an earthworm

Liquid unnecessary, processed substances enter the body cavity. Each segment contains a pair of tubes. Each tube has a funnel at the inner end; processed waste substances enter it and are discharged through the tube through the opposite end to the outside.

Figure: earthworm nervous system

A pair of nerve trunks runs along the entire body of the worm along the ventral side. In each segment they have developed nerve nodes- it turns out nerve cord. In the front part, two large nodes are connected to each other by ring jumpers - a peripharyngeal nerve ring. Nerves extend from all nodes to various organs.

Sense organs of an earthworm

There are no special sense organs, but sensitive cells in the skin allow the earthworm to sense touch on its skin and distinguish light from dark.

Reproductive system and reproduction of the earthworm

Earthworms are hermaphrodites. Before laying eggs, two worms come into contact for a while and exchange seminal fluid - sperm. Then they disperse, and mucus is released from the thickening (belt) located on the front of the worm. This mucus contains eggs. Then a lump of mucus with eggs slides off the worm's body and hardens into cocoon. Young worms emerge from the cocoon.

Dear guys!

If you were unable to attend the laboratory work, I invite you to additional classes.This page will be useful to students who did not have time to complete the laboratory work in class or who wish to familiarize themselves with the workshop in advance.

For students interested in biology, I suggest taking a look at the site pages "VIRTUAL EDUCATIONAL LABORATORY". Educational interactive works posted on the site will allow you to conduct virtual experiments on biology, ecology and other subjects in both three-dimensional and two-dimensional space.

Laboratory work No. 1. "Structure and movement of ciliates - shoes and other single-celled animals."

Target: Study the structure of ciliates - shoes and other single-celled animals; identify signs of similarity among protozoan representatives.

Equipment: Plasticine, scissors, wire; Internet resources.

X work code:

1. In a textbook or other biology manual, look at the drawings of the structure of an amoeba, green euglena, and ciliates - slippers.

Common amoeba. Ciliate slipper.

2. Make models of amoeba vulgaris, green euglena, ciliates - shoes from plasticine or other available material, photograph them and send them by e-mail to: [email protected](you can bring it to class for demonstration).

4. Rewrite and complete the tables. Compare single-celled organisms

Features for comparison	Organisms
	Common amoeba	Euglena green	Ciliates - slipper
Core
Shell
Cytoplasm
Digestive vacuole
Contractile vacuole
Chloroplasts
Photosensitive peephole
Cell mouth
Locomotion organoids	pseudopods

5.Draw a conclusion from the table presented about the evolutionary development of the ciliate - the slipper.

Laboratory work№2. " The structure of an earthworm."

Target: study the features of the external structure of the earthworm.

Equipment: wet preparation of a worm, magnifying glass, table “Structure of an earthworm”, drawings.

Progress:

1. Consider the external structure of an earthworm. Determine: body shape - __________________, color - ______________________. Find the segments on the body of the worm, the head and tail sections of the body, the mouth and anus, and the thickening of 7 rings located at the front end - the girdle. Label them in the picture:

1._____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

6. _____________________________________________

Drawing : _____________________________________________________________________

2 . Determine what features the structure of the skin has. Find and examine the bristles with a magnifying glass, what significance they have for movement: ________________________

3 . Place the worm on a piece of paper, observe and describe its movement on the surface:________________________________________________________________________________________________________________________________________________

4. Investigate whether the worm has irritability. Touch the worm's body with a stick. Describe his behavior: ________________________________________________________________________________________________________________________________________________________________________________________________________________

5 . Find out what is the internal structure of an earthworm? Look at the picture and determine what organs the worm has and what organ systems they are combined into.

6 . Fill out the table:

7 . Draw a conclusion about the structural features and movement of the worm in connection with its habitat: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________

Laboratory work No. 3 is performed at the discretion of the teacher.

Laboratory work No. 4. "External structure of shells of freshwater and marine mollusks."

Goal of the work: Establishing similarities and differences in the structure of mollusk shells.

Progress:

1. Examine the shell of a bivalve mollusk:

a) determine its shape, color;

b) find its front (wide) end and back (narrow) end;

c) find the convex part of the shell - the top;

d) find curved lines - growth rings;

e) examine the inner pearlescent layer;

f) try to determine the strength of the shell.

2. Show these features in a picture of a pearl bark and a toothless barnacle.

3. Compare the shells of two mollusks, establish similarities and differences according to the plan:

We will make the report in the form of a table:

4. Establish the relationship between the structure of shells and the living conditions of mollusks

Laboratory work No. 5. "Study of the external structure and diversity of insects."

Target: study the features of the external structure of arthropods using the example of the cockchafer ; get acquainted with the diversity of arthropods.

Equipment: cockchafer, bath, dissecting knife, magnifying glass or drawings of arthropods of different classes, collections of arthropods.

Progress:

I. Study the features of the external structure of the type of arthropod using the example of the class of insects, the May beetle.

1. Examine an undivided cockchafer, determine its size and body color.

2. On a dismembered beetle, find three body sections: head, chest, abdomen.
3. Examine the beetle’s head, find antennae on it - organs of touch, smell, eyes - organs of vision and oral organs.
4. Establish the structural features of the beetle’s legs, determine how many there are and to which part of the body they are attached.
5. On the beetle’s chest, find two pairs of wings: the front pair, or elytra, and the back pair, membranous wings.
6. Examine the abdomen, find notches on it and examine the spiracles with a magnifying glass.
7. Sketch a cockchafer

II. Introduction to the diversity of arthropods.

1. Make a table “Structural features of classes of arthropods.”

2. Identify similarities and differences.

Laboratory work No. 6. "Identification of features of the external structure of fish in connection with their lifestyle."

Target: study the features of the external structure of fish associated with living in the aquatic environment.

Equipment: perch or fish from an aquarium, drawings depicting different types of fish.

Progress:

1. Look at a fish swimming in a jar of water or in an aquarium, determine the shape of its body and explain the significance of this body shape in its life.

2. Determine what the body of the fish is covered with, how the scales are located, what significance does this arrangement of scales have for the life of the fish in water. Use a magnifying glass to examine individual scales. Sketch it. Determine the age of fish by scales. How did you do that?

3. Determine the color of the fish’s body on the ventral and dorsal sides; if it is different, then explain these differences.
4. Find the parts of the fish’s body: head, body and tail, determine how they are connected to each other, what significance such a connection has in the life of a fish.
5. Find the nostrils and eyes on the fish’s head, determine whether the eyes have eyelids, and what significance these organs have in the life of the fish.
6. Find paired (pectoral and ventral) fins and unpaired (dorsal, caudal) fins on the fish you are considering. Observe the action of the fins as the fish moves.
7. Sketch the appearance of the fish, indicate its body parts in the drawing and draw a conclusion about the fish’s adaptability to life in water. Write your conclusion in your notebook.

L Laboratory work No. 7 is carried out at the discretion of the teacher.

Laboratory work No. 8. "The external structure of birds. The structure of bird feathers."

Target: study the features of the external structure of birds associated with adaptation to flight.

Equipment: a set of feathers, a stuffed bird, a magnifying glass or a live bird, drawings of birds.

Progress:

1. Examine the stuffed bird and find the body parts on it: head, neck, torso, tail.
2. Examine the bird’s head, pay attention to its shape and size; find the beak, consisting of a mandible and a mandible; on the beak, look at the nostrils; find the eyes and pay attention to the features of their location.
3. Examine the body of the bird, determine its shape. Find the wings and legs on the body and determine their location. Pay attention to the unfeathered part of the leg - the tarsus and toes with claws. What are they covered with? Remember which animals you studied earlier had such a cover.

4. Examine the bird’s tail, consisting of tail feathers, and count their number.
5. Examine the set of feathers, find among them the contour feather and its main parts: a narrow dense trunk, its base - the quill, fans located on both sides of the trunk. Using a magnifying glass, examine the fans and find the 1st order beards - these are horny plates extending from the trunk.
6. Draw the structure of the outline pen in a notebook and write the names of its main parts.

7. Examine a down feather, find the feathers and fans in it, sketch this feather in a notebook and write the names of its main parts.
8. Based on the study of the external structure of the bird, note the features associated with flight. Make a note in your notebook.

Laboratory work No. 9. "Structure of a bird's skeleton."

Goal of the work: identify structural features of the bird skeleton associated with flight.

Equipment: bird skeletons, a set of bird skeleton bones, or factory-made bird skeleton handouts.

Progress:

1. Examine the skeleton of a bird. What divisions can be distinguished in the skeleton of a bird?
2. Examine the skull. What shape does it have? How are the bones of the skull connected to each other? What explains the lightness of the bones? What is the significance of these features of the bird's skull? How can we explain the presence of large eye sockets? How does the skull of a bird differ from the skull of amphibians and reptiles?
3. Examine the bird's spine. What departments are there? How are the vertebrae in different parts of the spine connected to each other? Why?
4. Examine the chest. What bones is it formed by? What are the structural features of the ribs of birds? What is the significance of such a structure? How are the ribs attached to the spine and sternum? What are the structural features of the sternum of birds? What is this connected with?
5. Consider the belt of the forelimbs. What bones is it formed by? What is the difference between the girdle of the forelimbs of birds and reptiles?
6. Examine the skeleton of the wing. Find the similarities and differences between a bird’s wing and the forelimb of a reptile?
7. Consider the girdle of the hind legs. What bones form it? How are they connected to each other? What is the significance of such a connection? Compare the shape of the belt of the hind limbs of birds and reptiles? How can we explain the differences in the structure of the hind limb girdle of birds and reptiles?
8. Examine the hind limbs of the bird. Find signs of similarities and differences in the structure of the hind limbs of birds and reptiles. How many toes are on a bird's foot? How are they located? Where does the last phalanx of the fingers end? What does it matter?
9. Draw a conclusion about the structural features of the bird skeleton as a whole and its parts in connection with adaptation to flight.

Laboratory work No. 10. “Structure of the skeleton of mammals.”

Goal of the work: study the structure of the skeleton of mammals.

Progress:

1. Consider the skeleton of a mammal. What divisions can be distinguished in the skeleton of a mammal? How does the skull articulate with the spine?

1. Examine the teeth of a mammal. Are they the same? Describe them.
2. Examine the skull. How does it compare to the skulls of other vertebrates?
3. Consider the spine of a mammal. How many vertebrae is it formed by? How are the vertebrae connected to each other? Consider the cervical spine. How many vertebrae form it? What are the structural features of the first and second cervical vertebrae? What is their significance? Consider the thoracic spine. How many vertebrae is it formed by? Consider an individual vertebra. What is its structure? How do the thoracic vertebrae differ from the cervical vertebrae? What are the structural features of the lumbar, sacral and caudal spine?
4. Study the structure of the thorax of a mammal. How was she educated? How is it different from the thorax of birds?
5. Consider the belt of the forelimbs. What bones is it formed by? What is the significance of the forelimb girdle?
6. Consider the skeleton of the forelimb. What bones is it formed by?
7. Consider the girdle of the hind legs. What bones form it? What are the structural features of this section of the skeleton?
8. Examine the skeleton of the hind limbs. What bones is it formed by? What are the skeletal features of the hind limbs of mammals compared to other vertebrates?

In cases where students have controversial grades in a quarter, they are asked to complete the following practical work.

Practical work No. 1 (TO BE DONE AT THE RESULTS OF THE 2ND QUARTER).

"Determining the belonging of animals to a certain systematic group."

Target: learn to determine whether animals living in the NSO belong to a certain systematic group using the example of invertebrates.

Equipment: cards for identifying invertebrate animals.

Progress:

1. Using the identification table of insect orders, determine which order the insects offered to you belong to and enter the name of the order in the table.

Key to insect orders

1) One pair of wings. The posterior one is modified into a haltere order Diptera
– There are two pairs of wings………………………………………………………………………………………2
2) The wings of both pairs are membranous…………………………………………………………..3
– The front and rear pairs of wings differ from each other in structure…………………7
3) Transparent wings…………………………………………………………………………………... 4
– The wings are opaque, densely covered with scales; spiral-shaped mouthparts
twisting proboscis……………………………… order Lepidoptera (butterflies)
4) The front and rear wings are approximately the same length…………………………5
– Front and rear wings of different lengths…………………………………………………………6
5) The wings are rich in venation; head with large eyes and short antennae;
gnawing mouthparts; elongated thin abdomen (its length exceeds its width
5-10 times) ………………………………………………………. Dragonfly squad
– The branches of the veins at the edge of the wings are clearly forked; antennae located between the eyes
………………………………………………………order Reticulata
6) The rear pair of wings is linked to the front one and is smaller than it; at rest the wings
fold along the body, often have a sting………………… order Hymenoptera
– The rear pair of wings is often much shorter than the front; the body is elongated with soft coverings;
the oral organs are reduced; abdomen, except for a pair of long polysegmented cerci,
often has a similar unpaired caudal appendage; as an adult
lives from several hours to several days……………………………… Mayfly squad
7) The front pair of wings has turned into opaque hard elytra, devoid of
obvious venation; at rest, the elytra fold to form a longitudinal suture
……………………………………………………………..order Coleoptera (beetles)
– The front pair of wings has a different structure………………………………………………………8
8) The front pair of wings is transformed into half-elytra with a membranous apical part
and more dense leathery rest; at rest, the wings are usually folded flat on the back
…………………………………………………..order Hemiptera (bugs)
– The wings are divided into denser leathery elongated elytra and a wide,
fan-shaped folding rear pair …………………… …. order Orthoptera

2. Compare the insects with each other according to the characteristics indicated in the table.

Features for comparison

Squad name

Antennae type

Type of mouthparts

Number of wings

Features of the structure of the wings

Limb type

Features of the structure of the head

Features of breast structure

Features of the structure of the abdomen

3. Identify signs of similarity in the external structure of insects.

Cards for practical work No. 1

Using the identification table of insect orders, determine which order the insects offered to you belong to and enter the name of the order in the table.

Card No. 0

Card No. 1

Card No. 2

Insects of the order ________________________________?

Card No. 3

Insects of the order ________________________________?

Card No. 4

Insects of the order ________________________________?

Card No. 5

Insects of the order ________________________________?

Card No. 6

Insects of the order ________________________________?

Card No. 7

Insects of the order ________________________________?

Card No. 8

Insects of the order ________________________________?

Card No. 9

Insects of the order ________________________________?

Laboratory work No. 11 (PERFORMED AT THE RESULTS OF THE 4TH QUARTER).

"Identification of adaptations in animals to the NSO habitat."

Target: study the features of adaptations of NSO animals to their environment.

Equipment: drawings of animals in different habitats.

Progress:

1. Determine the habitat of the animals suggested to you in the pictures.
2. Identify features of adaptation to the environment.
3. Fill out the table

4. Draw a conclusion about the possible adaptations of animals to environmental conditions.

Laboratory work No. 12 (PERFORMED AT THE RESULTS OF THE 4TH QUARTER).

"Pet Recognition"

Target: learn to recognize domestic animals, identify their significance for humans.

Equipment: drawings of domestic and wild animals.

Progress:

1.From the list (1-15), select the numbers of those drawings that depict pets. Fill the table.

Laboratory work No. 13 (PERFORMED AT THE RESULTS OF THE 4TH QUARTER).

"Recognition of organs and organ systems in animals."

Target: learn to recognize organ systems and their component organs in animals.

Equipment: drawings of animal organ systems.

Progress:

1. Look at the pictures, determine under what number a certain system is shown, and enter it into the table.

№	Name of systems	Organs and their components	Functions
	Musculoskeletal Blood Respiratory excretory Sexual Nervous Endocrine	A – heart and blood vessels B – Ovaries and testes B – Skeleton and muscles G - Stomach, intestines, ... D - Kidneys, bladder, ... E – Glands that secrete hormones F - Trachea, gills, lungs, ... H – Brain and spinal cord, nerves	1 – Intake of oxygen into the body, removal of carbon dioxide. 2 – Support, protection of internal organs, movement. 3 – Removal of liquid metabolic products. 4 – Reproduction 5 – Transport of substances in the body. 6 – Digestion of food and absorption of nutrients into the blood 7 – Coordination and regulation of the body’s activities.

2. Find the correspondence: the name of the systems - the organs that make them up - and their functions.

Musculoskeletal system -
Circulatory system -
Respiratory system -
Excretory system –
Reproductive system –
Nervous system -
Endocrine system -

Bibliography:

1.Naboka L.I. Laboratory and practical work in biology. 7th grade. Electronic resource: http://festival.1september.ru/articles/615317/

LABORATORY PRACTICUM

IN ZOOLOGY

7th grade

Laboratory work No. 1:

« Study of the structure and movement of single-celled animals"

PURPOSE: to study the diversity and features of the structure and movement of protozoa;

EQUIPMENT: microscopes, ready-made microspecimens of protozoa

PROGRESS:

Consider the common amoeba. Indicate the features of its movement. Name the main parts of the amoeba and their significance.

Examine a microscopic specimen of a ciliate under a microscope. Look at the shape of their body, how they move, how the front (forward) end of the body differs from the back. What organelles can be seen at low and high magnification? Draw everything you saw under the microscope and label the drawing.

Consider the representative of the Flagellate class, Euglena green. What are the features of its structure? Why is green euglena classified as a representative with a mixotrophic diet?

Laboratory work No. 2:

“Study of the external structure of an earthworm, observation of its movement and reactions to irritations”

PURPOSE: To study the features of the external structure of the earthworm.

Observe his movements and reactions to irritation.

EQUIPMENT: glass jar with damp blotting paper and an earthworm, tweezers, a sheet of thick paper, a piece of glass, a magnifying glass, video clips.

SAFETY INSTRUCTIONS: Use a laboratory apron when working. Be careful when handling glassware.

You should know it! An earthworm is a type of annelid worm. Earthworms live in soil rich in rotting plant debris. They feed on rotting blades of grass and fallen leaves. The elongated shape of the body and the mucus covering the skin make it easier to move through the soil. Mucus also makes it easier for oxygen to pass through the skin during breathing.

PROGRESS:

Remember the habitat of the earthworm.

Earthworm

2. Consider the appearance of the earthworm. Find the head, girdle, rings, anus

3. Determine the difference between the dorsal and ventral sides of the worm. Using a magnifying glass, examine the location of the bristles on the worm's body. Count the number of bristles on one segment. Write it down.

3. Observe the movement of the worm on various surfaces - glass, wood and sprinkled with sand. Watch the video clip.

Describe what you saw.

4. Where is the thickening - the belt? What role does it serve?

5. Touch the worm with the tip of the tweezers. Watch the video clip. Describe how an earthworm reacts to a stimulus.

6. Sketch the earthworm and write captions for the drawing.

7. After work, place the worm in moist soil and then in natural conditions.

Conclusion:

What is the body shape and size of an earthworm?

What is the body of an earthworm made of?

3. How do earthworms move?

4. What features of the external structure of an earthworm are associated with their life in the soil?

Laboratory work No. 3:

“Study of the structure of mollusk shells”

Goal of the work:

Study the structural features of mollusk shells of different classes.

Identify similarities and differences in the structure of mollusk shells.

Equipment: collection of mollusk shells

(toothless shells, pearl barley, mussels, scallops, horny coils, grape snails and other mollusks)

Progress:

Distribute the mollusks from the proposed collection into classes (class Gastropods and class Bivalves).

The shells of representatives of different classes differ in appearance. Compare the structure of the shells of the Toothless, Perlovitsa, Scallop with the shells of the Horny Coil, Grape Snail(optionally). Note the signs of similarity and difference, compare the location of the shell whorls.

3. Sketch the shells of Toothless and Perlovitsa.

Sketch the shells of the grape snail and coils, label the apex (curl) and mouth.

Toothless Perlovitsa

Features of the image of Toothless and Perlovitsa

Scallop

Grape snail Horny coil

Features of the image of the Grape Snail and Horny Coil

Horn coil

Grape snail

Draw a conclusion O:

The structure of shells of representatives of different classes;

The meaning of the shell;

Shell formation.

Laboratory work No. 4:

“Study of the external structure of an insect”

PURPOSE: to study the external structure of insects using the example of the cockchafer;

Find out the characteristic structural features of the insect as a representative of arthropods;

EQUIPMENT: specimens of large insects, laboratory equipment (hand magnifying glass, tray, glass slide, tweezers, ruler).

SAFETY INSTRUCTIONS:

3. Check the integrity of laboratory glassware.

PROGRESS:

Examine and sketch the insect. Determine body size and color.

Describe the body cover.

Find out how many sections can be distinguished on the body of an insect?

Examine the insect's head. What organs are located on the head?

Find out which organs are located on the chest.

Examine the abdomen of the insect, find notches on it.

Draw a conclusion: (it indicates the characteristic structural features of the insect as a representative of arthropods)

1) Examined the insect specimen proposed by the teacher - .... 2) I determined its length and body color, they are as follows: length ....., color - .....

3) I examined the insect’s head and found antennae, eyes and mouthparts. Their functions are…..

4) Established that the legs are attached to ...., determined their number - ..... .

5) I found 2 pairs of wings; in their structure they differ in that... . The wings are attached to…. 6) Examined the abdomen of the insect. It … . Using a magnifying glass, I found spiracles on the abdomen.

Laboratory work No. 5:

“Study of the structure of a vertebrate animal”

PURPOSE: to study the external structure of a vertebrate animal using the example of the lancelet;

Find out the characteristic features of the structure of the lancelet as a representative of the phylum Chordata;

develop laboratory work skills and knowledge about the animal world;

To cultivate a caring attitude towards animals, interest in the subject, and the desire for high results in educational activities.

EQUIPMENT: drawings and photographs of lancelet, wet preparation of lancelet, ruler.

SAFETY INSTRUCTIONS:

1. Carefully study the content and procedure for performing the work, as well as safe methods for performing it.

2. Prepare the workplace for work, remove foreign objects.

3. Check the integrity of laboratory equipment.

4. Accurately follow the teacher’s instructions when carrying out work; do not carry out any work yourself without his permission.

5. At the end of work, put your work area in order and wash your hands thoroughly with soap.

You should know it! Lancelets (lat. Branchiostoma, or Amphioxus) - a genus of primitive marine animals from the lancelet family (Branchiostomidae), subphylum Acrania, class of cephalochordates (Cephalochordata).

Adults lead a benthic lifestyle - they inhabit the sandy bottom of clean sea waters; The larvae are plankton in coastal areas and the open sea. A typical representative of the genus is the European lancelet (Branchiostoma lanceolatum, or Amphioxus lanceolatus). They were considered as an intermediate link between vertebrate and invertebrate animals.

The structure of lancelets is like a diagram of the structure of all chordates. The general plan of their structure includes all the characteristic signs of this type:

presence of a chord

gill slits piercing the pharynx

nervous system in the form of a neural tube; the notochord is located between the neural tube and the intestine

the ventral position of the anus and the presence of a tail, which does not include the intestine, but includes other axial organs - the notochord and the neural tube.

Having buried itself in the sand, the lancelet exposes only the front end of its body, on which there is a mouth opening surrounded by small tentacles.

By drawing water into its mouth, the lancelet also captures microscopic creatures that serve as food for it.

If disturbed, it quickly swims away and then hurries to bury itself in the sand again.

The lancelet does not have real eyes, and it cannot see objects.

Its entire skeleton consists of only one dorsal string (chord).

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1. Brain vesicle. 2. Chord. 3. Neural tube. 4. Caudal fin. 5. Anus. 6. The hind intestine is in the form of a tube. 7. Circulatory system. 8. Atriopor. 9. Periopharyngeal cavity. 10. Gill slit. 11. Throat. 12. Oral cavity. 13. Perioral tentacles. 14. Preoral opening. 15. Gonads (ovaries/testes). 16. Eyes of Hesse. 17. Nerves. 18. Metapleural fold. 19. Blind hepatic outgrowth

PROGRESS:

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Study the external structure of the lancelet on a wet preparation.

Consider the shape of his body, measure the length.

We apply a ruler to the preparation and measure the length of the body.

Find the front and back ends of the body. What is the difference?

Find the dorsal and ventral sides of the lancelet. By what criteria did you identify them?

What signs of the external structure of the lancelet indicate its adaptation to a bottom-burrowing lifestyle?

Sketch the lancelet in your notebook and write down the results of your work.

Laboratory work No. 6:
“Study of the external structure and movement of fish”

Target : study the external structure of fish, highlight adaptations to life in water.

Equipment: illustrations of various representatives of the Pisces class,fish from the aquarium.

You should know it ! Fish evolved from jawless ancestors as a result of aromorphoses. They are ancient proto-aquatic vertebrates. All features of the structure and functions of organs, ecology and behavior are associated with the aquatic habitat. They lead an active lifestyle. They are divided into classes Cartilaginous and Bony fish. There are about 25 thousand species. Progress: 1. Examine the fish. The body of the fish has a streamlined body shape. This helps the fish move in the water. The head goes into the body, and the body goes into the tail. Find the boundaries between the head, body and tail.
2 . In your notebook, sketch the outline of the fish, draw a line between the head and the body, the body and the tail. Label the body parts.
3. Examine the fish. Identify the organs of movement. Fins provide movement for fish. The fin is formed by two layers of skin supported by fin rays.
4. Look at the drawing.

Find all the fins on the fish you are observing. Using a textbook and observing live fish, determine the purpose of each fin. Fill the table:

5. In your notebook, complete the fins in the drawing and label them.
6. Carefully examine the surface of the fish's body.Determine what the fish's body is covered with. How are the scales located, whatThis arrangement of scales is important for the life of fish in water.Write the answer in your notebook.
7 . The fish orients itself in its environment using its senses. List the senses and write the answer in your notebook.
8. Find the fish's organs of vision. These are the eyes. With them, the fish sees at close range, distinguishes the shape of objects and color. In front of each eye there are two openings - these are the nostrils, leading to a blind sac with sensitive cells. This is the organ of smell.
10. The hearing organ is located in the bones of the skull. Not visible from the outside. Fish hear sounds because sound waves in water are well transmitted through the bones of the skull. Touch and taste cells are scattered over the entire surface of the body.
11. Look carefully at one side of the fish. Holes are visible. This is a special sense organ - the lateral line. The lateral line perceives the direction and strength of water flow. Draw the sense organs in the drawing in your notebook and label them.
Draw a conclusion:

In connection with the aquatic lifestyle, fish have developed a number of adaptations during evolution:

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Lab #7:

“Study of the external structure and feather cover of birds”

Target: study the diversity and features of the external structure of birds,associated with adaptation to flight.

Equipment: Stuffed bird, drawings and photographs of birds, sets of bird feathers, hand magnifying glasses.

You should know it ! The Bird class includes about 9 thousand species. Birds are highly organized warm-blooded vertebrates that have adapted to flight. They originated from reptiles of the early Mesozoic as a result of aromorphoses. They have a streamlined body shape, are covered with feathers, and move on two limbs. The movable head is equipped with a beak. They live everywhere from the Arctic to the Antarctic, most live in the tropics. Adapted to a wide variety of conditions. Habitats of life: aquatic, ground-air. There are flying, swimming and running species .

Progress:

Look at photographs, drawings, and a stuffed bird. Describe the shape of their body and indicate what parts it consists of.

Examine the bird's head, pay attention to its shape and size;find the beak, consisting of a mandible and a mandible; on the beak, look at the nostrils; find the eyes and pay attention to their featureslocation.

Examine the body of the bird, determine its shape. On the torsofind the wings and legs, determine their location.Pay attention to the unfeathered part of the leg - the tarsus and toes withgtyami. What are they covered with? Remember which animals studied byno, you have seen such a cover.

Consider the bird's tail, consisting of tail feathers, counttheir number.

Examine the set of feathers, find among them the contour feather and its main parts: a narrow dense trunk, its base - the feather, fans located on both sides of the trunk.

Using a magnifying glass, examine the fans and find the beards of the 1st order - these are horny plates, wastecoming from the trunk.

Draw the structure of a contour pen in a notebook and write the names of its main parts.

Examine a down feather, find the origin and fan in it, sketch innotebook this pen and sign the names of its main parts.

Draw a conclusion:

Based on the study of the external structure of the bird, especially noteties associated with flight.

Laboratory work No. 8:

"Study of the external structure of mammals"

Target: Study the features of the external structure of mammals. Be able to identify features of adaptation of mammals to their environment. Prove that mammals are the most highly organized vertebrates.

Equipment: illustrations and photographs of various representatives of the class Mammals, pets, digital models.

You should know it ! Mammals are the most highly organized vertebrate animals. More than 5,500 species are known. They are distributed almost everywhere: they inhabit all continents, seas and oceans. The body consists of a head, neck, torso, tail, front and hind limbs located under the body. They appeared in the Mesozoic era as a result of a series of aromorphoses. The Mammals class is divided into subclasses: Primal Beasts or Oviparous, Real Beasts. The class includes more than 20 units.

Progress:

Study the external structure of mammals. Describe the shape of the body and indicate what parts it consists of. Find their characteristic signs and features in the external structure of mammals.

How does a mammal move? Find the sections of the limbs, count the number of toes on the front and hind legs. What formation is found on the toes of mammals?

3. How are the limbs of a mammal located in relation to the body? How does this arrangement differ from the arrangement of limbs in reptiles? How does this affect the mobility of mammals?

4. Find out from the picture what the structure of the skin of a mammal is. What does this mean for the life of mammals and their adaptation to their environment?

1. Find out how mammalian hair is structured.What is the importance of fur in the life of an animal?

Examine the head of a mammal.Determine which organs are located on it. Name the organs with which an animal navigates its environment.

Draw a conclusion: List the characteristic features of the external structure of a mammal. What is the adaptation of mammals to their environment?

Laboratory work No. 9:

"Study of the skeleton and dental system of mammals"

Target: Study the structural features of the mammalian skeleton.

Find out the features of the dental system of mammals in connection with their adaptability to feeding on different foods.Equipment: illustrations and photographsskeletons of mammals (dogs, cats, rats), drawings in the textbook.Drawings of the skull of a rabbit, cat, dog, various rodents. Reference card.

You should know it !

Part 1: Like others , mammals have (y there is also in the form of a shell - as an addition to the internal one). Skeleton includes , , , belts And and themselves .

Feature skulls mammal is increase in the volume of the braincase and decrease in the number of bones . In the recesses of the jaws are teeth .

Well visible in the spine five departments: cervical, thoracic, lumbar, sacral and caudal.

Always in the cervical spine seven vertebrae . Thus, the short neck of a mouse and the long neck of a giraffe consist of the same number of vertebrae, but they are different in size. Counts from 12 to 15 thoracic vertebrae , which together with ribs and form the sternum chest . In the lumbar region the number of vertebrae changes from two to nine . They are movably connected to each other. Thanks to this, the torso can bend and unbend here. Sacral vertebrae ( from four to ten ) fused, the pelvic bones are securely attached to them. Caudal vertebrae from three to 49 , which determines the length of the tail.

The mobility of the spine varies among mammals. It is greatest in small running and climbing animals, such as cats and ferrets, which are capable of bending their bodies in different directions and even curling up into a ball. The spine of large mammals (elephant and hippopotamus) is less mobile.

Skeleton of the forelimb belt comprises shoulder girdle . Its basis in mammals is shoulder blades. The crow bones, or coracoids, lost their independence and grew attached to the shoulder blades. The exceptions are the platypus and echidna. Clavicles developed in most mammals, but absent in dogs, horses and cows, whose legs move only along the longitudinal axis of the body.

Skeleton of paired limbs retains structural features five-fingered limb , characteristic of all terrestrial vertebrates. Bones are characterized by relatively low mass and high strength.

The forelimb consists of the upper arm, which consists of the ulna and radius bones, the forearm and the hand.

Skeleton of the hind limb girdle comprises pelvic girdle , which is formed by paired pelvic bones consisting of fused iliac, ischial and pubic bones.

Hind limb skeleton comprises thigh, consisting of the tibia and fibula, tibia and foot.

Part 2: Most dog skull bones do not fuse together, but are connected using sutures. The dog has 12 incisors, 4 canines and 26 molars. Of the molars, the so-called carnassial teeth stand out especially – one in each half of the jaw. The force of pressure of the carnassial teeth is increased by their position in the depths of the mouth, closer to the junction of the jaws.

The cat has small incisors, the canines are well developed, and the molars have tubercles with sharp tips. The last small molar of the upper jaw and the first molar of the lower jaw reach significant sizes and are called carnassial teeth. The sharp edge of the upper carnassial tooth slides along the outer surface of the lower one like a scissor blade. With these teeth, the cat easily gnaws muscles and tendons. She only gnaws bones with her incisors. Cats differ from other predators by having short jaws and a small number of molars (4 in the upper jaw, 3 in the lower).

The teeth of rodents are adapted to feeding on solid plant foods. The front teeth are long, curved incisors, 2 in each jaw. At the free end they are sharpened, like chisels. On the outside, the incisors are covered with a thick layer of durable enamel, and on the inside, there is either no enamel at all, or it covers the incisors with a thin layer. The teeth on the inside wear down faster than on the outside, so the incisors are always sharp. The incisors do not shorten because they do not have roots and grow continuously. Rodents do not have fangs. There is a gap between the incisors and molars. Molars have wide chewing surfaces with uneven or folded enamel. Rodents use them to grind solid plant foods.

Progress:

Part 1: 1. Consider the general structure of the skeleton (Fig. 1). Find its parts: skeletons of the head, torso, limbs. Pay attention to the connection of the bones to each other.

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Indicate in Figure 2 the main elements of the mammalian skeleton.
2. Identify the sections of the spine and the features of their structure.

Indicate in Figure 3 what parts the mammalian spine consists of.

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3. Consider the structure of the chest, remember its significance for the animal.
4. Consider the structure of the skeletons of the belts and free limbs - front and rear. Find and name their main parts.

Indicate in Figure 4 what parts the skeleton of the forelimbs of mammals consists of.

Indicate in Figure 5 what parts the skeleton of the hind limbs of mammals consists of.

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5. Find similarities and differences in the structure of the skeletons of mammals and reptiles.
Write down yourconclusions in your notebook, make the necessary drawings.

Part 2:

Examine in Figures 1-5 the skull of a mammal and the structure of the dental apparatus. Information about them is in the reference card.

Determine which order of mammals the animal belongs to based on the structure of its dental system. Record the results of your work in the table:

Explain what kind of food an animal with such a dental structure eats. Indicate the features of the adaptation of the teeth structure to feeding on this food.

1. Doconclusions .

   

   Rabbit skull

   

   

   Cat skull

   

   Dog skull

   Reference card:

   Order rodents (rats, mice, squirrels, etc.)

   

   There are 2 long curved incisors in each jaw, there are no fangs, there is a gap between the incisors and molars, the molars have wide chewing surfaces with tubercles or folds of enamel, adapted for eating solid food.

   Order Lagomorpha (white hare, brown hare, rabbit)

   The teeth are similar to the teeth of rodents, but there are 4 incisors in the upper jaw: 2 small ones located behind 2 large ones.

   Predator squad (wolf, dog, cat)

   

   The dog has 12 incisors, 4 canines and 26 molars, among the molars there are carnassial teeth, one in each half of the jaw

   The cat has small incisors, well-developed fangs, and lumpy molars with sharp apexes - 4 in the upper jaw and 3 in the lower. The last small molar of the upper jaw and the first molar of the lower jaw reach significant sizes and are called carnassial teeth

   Order Artiodactyls (cow, elk, deer)

   

   A cow has neither incisors nor canines in its upper jaw. They are replaced by the calloused edge of the jaw. The lower jaw has 6 incisors and 2 incisor-like canines. There are 6 molars on each side of the jaw. Adapted to feeding on grass.

   A horse has 6 incisors in front; only stallions have small canines. There is a gap between the teeth, just like a cow. There are 6 molars on each side of the jaw. The chewing surfaces are flat, with folds of enamel.

   Laboratory work No. 10:

   "Study of insect development types"

   Target: study the features of the development of insects with complete and incomplete transformation, learn to compare them with each other.

   Equipment: insect collections, illustrations and photographs of insect development stages.

   You should know it ! Metamorphosis of insects , similar .

   Progress:

   1. Look at the pictures. Determine the type of insect development (with complete or incomplete transformation), sketch and label the names of the development stages.

   
   
   
   
   

   How do larvae with complete metamorphosis differ from insect larvae with incomplete metamorphosis?

   Consider insect collections. Determine where insects with complete and incomplete metamorphosis are represented.

   Doing conclusion, please indicate signs of similarities and differences between direct and indirect development of insects. Nameinsects with complete and incomplete transformation from the collection you considered.

From polychaete worms, oligochaete worms evolved. Oligochaete worms comprise 4000-5000 species. Their body length ranges from 0.5 mm to 3 m. All body segments are identical. There are no paropodia; each segment has four pairs of setae. In sexually mature individuals, a thickening appears in the anterior third of the body - a glandular girdle.

Rice. 65. Representatives of oligochaete worms: 1 - earthworm; 2 - tubifex

Oligochaete worms, particularly earthworms, play a huge role in soil formation. They mix the soil, reduce its acidity, and increase fertility. Aquatic oligochaete worms contribute to the self-purification of polluted water bodies and serve as food for fish.

The body structure of polychaete and polychaete worms is in many ways similar: the body consists of segments - rings. The number of segments in different species of oligochaete worms ranges from 5-7 to 600. Unlike polychaete worms, oligochaete worms lack paralodia and antennae; small bristles protruding from the body wall are preserved. Each segment has two pairs of dorsal and two pairs of ventral setae. They represent the remnants of the supporting elements of the disappeared paralodies that their ancestors had. The bristles are so small that, for example, in earthworms they can only be detected by touch, by running your finger from the back of the worm's body to the front. The small number of bristles on the body of these worms gave the name to the entire class - Oligochaetes. The bristles serve these worms when moving in the soil: curved from front to back, they help the worm stay in the hole and quickly move forward.

Oligochaete worms, like polychaetes, have a head section where the mouth is located, and an anal lobe at the posterior end of the body. The skin epithelium is rich in glandular cells, which is due to the need for constant lubrication of the skin when moving in the soil.

The internal structure of oligochaete worms can be examined using the example of an earthworm.

Muscles and movement. Under each epithelium there is developed muscle, consisting of circular and longitudinal muscles (Fig. 66). By alternating contraction of these muscles, the body of the worm can shorten and lengthen, allowing the worm to move. An earthworm can swallow soil particles, passing them through the intestines, as if eating its way, and at the same time assimilating the nutrient particles contained in the soil.

Rice. 66. Cross section through the body of an earthworm: 1 - bristles; 2 - epithelium; 3 - circular muscles; 4 - longitudinal muscles; 5 - intestine; 6 - dorsal blood vessel; 7 - abdominal blood vessel; 8 - ring blood vessel; 9 - excretory organs; 10 - abdominal nerve chain; 11 - ovary

Laboratory work No. 2

• Subject. External structure of an earthworm; movement; irritability.
• Target. Study the external structure of the earthworm, its method of movement; conduct observations of the worm's reaction to irritation.
• Equipment: a vessel with earthworms (on damp porous paper), a paper napkin, filter paper, a magnifying glass, glass (about 10 x 10 cm), a sheet of thick paper, tweezers, a piece of onion.

Progress

1. Place the earthworm on the glass. Consider the dorsal and ventral sides, the front and back, and their differences.
2. Use a magnifying glass to examine the bristles on the ventral side of the earthworm. Watch how it crawls across the paper and listen for any rustling on the wet glass.
3. Find out the earthworm's reaction to various stimuli: touch it with a piece of paper; bring a freshly cut piece of onion to the front of his body.
4. Sketch the earthworm, make the necessary notations and inscriptions for the drawing.
5. Draw conclusions. Based on your observations of the earthworm, name the characteristic external features of the class Oligochaete worms.

The digestive system of an earthworm consists of well-defined sections: pharynx, esophagus, crop, gizzard, midgut and hindgut.

The ducts of the calcareous glands flow into the esophagus. The substances secreted by these glands serve to neutralize acids in the soil. The dorsal wall of the midgut forms an invagination, which increases the absorptive surface of the intestine. Earthworms feed on rotting plant debris, including fallen leaves, which they drag into their burrows.

The circulatory, nervous and excretory systems of oligochaete and polychaete worms are similar in structure. However, the circulatory system of earthworms differs in that it contains muscular ring vessels capable of contraction - “hearts”, located in 7-13 segments.

Due to their underground lifestyle, the sense organs of oligochaete worms are poorly developed. The organs of touch are sensory cells located in the skin. There are also cells that perceive light.

Breath. Gas exchange in oligochaete worms occurs over the entire surface of the body. After heavy, torrential rain, when water floods the worm holes and air access to the soil is difficult, earthworms crawl out to the soil surface.

Reproduction. Unlike polychaete worms, oligochaete worms are hermaphrodites. Their reproductive system is located in several segments of the anterior part of the body. The testes lie in front of the ovaries.

Fertilization in oligochaete worms is cross-fertilization (Fig. 67, 1). When mating, the sperm of each of the two worms is transferred to the spermatheca (special cavities) of the other.

Rice. 67. Mating (1) earthworms and cocoon formation (2-4)

On the front of the worm's body there is a clearly visible swelling - a belt. The glandular cells of the girdle secrete mucus, which, when dried, forms a muff. Eggs are first laid in it, and then sperm come from the seminal receptacles. Fertilization of the eggs occurs in the clutch. After fertilization, the sleeve slides off the body of the worm, becomes compacted and turns into an egg cocoon, in which the eggs develop. Once development is complete, small worms emerge from the eggs.

Laboratory work No. 3

• Subject. Internal structure of an earthworm.
• Target. Study the internal structure and find signs of complexity of the internal organization of the earthworm compared to planaria.
• Equipment: ready-made earthworm preparation, microscope.

Progress

1. Place the earthworm specimen on the microscope stage and examine it at low magnification.
2. Using the textbook, determine which worm organs you can distinguish under a microscope.
3. Draw what you saw under the microscope, make the necessary symbols and inscriptions.
4. Note the signs of increasing complexity in the organization of the earthworm as a representative of the annelid type in comparison with representatives of flat and round worms.

Leeches. The class of leeches (Hirudinea) belongs to the type of annelids, in which there are about 400 species (Fig. 68). They originated from oligochaete annelids. Leeches live in fresh waters, some in seas and moist soil. In the tropics there are land species. Leeches move by alternately attaching suction cups to the substrate; many are capable of swimming. The body length of representatives of various types of leeches ranges from a few millimeters to 15 cm.

Rice. 68. Different types of leeches: 1 - fish: 2 - horse; 3 - cochlear; 4 - medical; 5 - two-eyed; 6 - false horse

The body of the leech is flattened in the dorsal-abdominal direction, with two suckers - perioral and posterior. Leeches are colored black, brown, greenish and other colors.

Rice. 69. Scheme of the structure of the digestive system of leeches: 1 - mouth; 2 - pockets for storing blood; 3 - anus

The outside of the leech's body is covered with a rather dense cuticle. The underlying epithelium is rich in mucous glands. Leeches lack parapodia, setae, tentacles and gills. On the anterior segments of animals there are several (one to five) pairs of eyes. Under the epithelium there are circular and very strong longitudinal muscles. In leeches they account for up to 65.5% of the total body volume.

Annelids are descended from primitive (lower) worms with undifferentiated bodies, similar to flat ciliated worms. In the process of evolution, they developed a secondary body cavity (coelom), a circulatory system, and the body was divided into rings (segments). From primitive polychaete worms, oligochaetes evolved.

Exercises based on the material covered

1. In what environment do oligochaete worms live? Give examples.
2. How is an earthworm adapted to life in soil?
3. What are the structural features of the earthworm's digestive system?
4. Describe the role of earthworms in soil formation processes.