1

Comparative
Vertebrate Zoology
(Compilation of Laboratory Activity)

Vertebrata

By: Geonyzl L. Alviola

Name __________________________________
Course and Year _________________________
Teacher ________________________________

Table of Contents
Activity no#

Titles

Homology, Analogy and Homoplasy

Adaptations (Behavioral, Structural and Physiological)

Phylogeny Tree

Phylum Chordate

Biological Design

Embryology : Cleavage and Blastula

Embryology : Gastrula

Integumentary System: Skin

Integumentary System: Epidermal and Dermal Derivatives

10

Skeletal System: Cranium

11

Skeletal System: Axial Skeletal System

12

Skeletal System: Appendicular Skeletal System

13

Muscular System (origin, insertion and action)

14

Respiratory System

15

Circulatory System

16

Digestive System

17

Urogenital System

18

Endocrine System

19

Nervous System

20

Sensory

Name _______________________

Score: __________

Date ________________________
Activity 1
Title: Homology, Analogy and Homoplasy

Objectives :
1. To identify the structures if it is homology, analogy and homoplasy.
2. To discuss the relationship of the structures to the environment.
Materials:
pencil

paper

internet

books

ruler

animal pictures

Procedure:
1. Provide a wallet size picture of the selected animals and identify what
morphological concepts will be used
a. Hindlimb of human and horse
b. Dorsal fin of shark and dolphin
c. Tongue of frog and chameleon
d. Leaf hopper and leaf of a tree
e. Spine of the porcupine and Sea urchin spine
2. Use the this

diagram to determine the morphological concept used to compare

structures see fig. 1.

Fig1. The morphological concepts.

Data
A. Hindlimb of human and horse

What is the morphological concept was used ? ___________________________

Why?________________________________________________________________
_________________________________________________________________

B. Dorsal fin of shark and dolphin

What is the morphological concept was used ? ___________________________

Why?__________________________________________________________________
__________________________________________________________________

C. Tongue of frog and chameleon

What is the morphological concept was used ? ________________________________

Why?_________________________________________________________________
_________________________________________________________________
D. Leaf hopper and leaf of a tree

What is the morphological concept was used ? ________________________________

Why?_________________________________________________________________
_________________________________________________________________

E. Spine of the porcupine and Sea urchin spine

What is the morphological concept was used ? ________________________________

Why?_________________________________________________________________
______________________________________________________________________

B. Encircle the following diagram that does not belong in the group and observe the
similarities that the others share.

C. Identify the analogous structure between two animals.

1. Bat and Bird - _________________________
2. Butterfly and Bird - _____________________
3. Shark and Dolphin - _____________________
4. Whale and turtle - ______________________
5. Frog and Chameleon - ___________________

Name ________________________

Score :

Date _________________________
Activity 2
Title: Adaptations (Behavioral, Structural and Physiological)

Objectives:
1. To identify the type of adaptation (behavioral, structural and physiological)
of each animal.
2. To discuss the adaptation in relation to the environment.

Materials:
Pencil

eraser

toy animals

references

internet source

Procedure:
1. Identify the adaptation of each animal based on behavior, structure and
physiology.
2. Discuss the following adaptation relation to the environment.
Data:

1. Shark
Structural Adaptation

Behavioral Adaptation

Physiological Adaptation

1.___________________

1. ___________________

1. ___________________

_____________________

_____________________

_____________________

______________________ _____________________

_____________________

______________________ _____________________

_____________________

___________________

_____________________

_____________________

2.____________________

2. ___________________

2. ___________________

______________________ _____________________

_____________________

______________________ _____________________

_____________________

______________________ _____________________

_____________________

__________________

_____________________

_____________________

2. Poison Dart Frog

Structural Adaptation

Behavioral Adaptation

Physiological Adaptation

1.___________________

1. ___________________

1. ___________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

2.____________________

2. ___________________

2. ___________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

Structural Adaptation

Behavioral Adaptation

Physiological Adaptation

1.___________________

1. ___________________

1. ___________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

2.____________________ 2. ___________________

2. ___________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

3. Philippine cobra

4. Philippine Eagle
Structural Adaptation

Behavioral Adaptation

Physiological Adaptation

1.___________________

1. ___________________

1. ___________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

2.____________________

2. ___________________

2. ___________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

Behavioral Adaptation

Physiological Adaptation

1.___________________

1. ___________________

1. ___________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

2.____________________

2. ___________________

2. ___________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

5. Philippine Tarsier
Structural Adaptation

9
Name ________________________

Score :

Date _________________________
Activity 3
Title: Phylogeny Tree

Objectives:
1. To construct a phylogenic tree based on the given characteristics.
2. To identify the different clades from the phylogeny tree.
Materials:
Pencil

books

internet references

Procedure:
1. In the table identify the homologous, analogous structures of the following
animals.
2. Using the identified characteristics to construct a phylogenic tree.
3. After constructing a phylogeny tree, identify the different clades
characteristics from the group and explain their relationship.
Data:
A.
Animal

1. Cichlid

2. Frog

3. Turtle

4. Kangaroo

5. Mouse

6. Human

(1) Synapomorphy

(1) Autapomorphy

(Derived Structure)

(Acquired Structure)

using

10

B. Phylogeny Tree (15 points)

Question :
1. What

is the difference

between the

derived characteristics and

acquired

characteristics? Give one example each.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________

11

Name __________________________

Score :

Date ___________________________
Activity 4
Title: Phylum Chordata

Objectives:
1. To determine the characteristics of the Chordate group.
2. To identify the parts of the amphioxus.
Materials:
Prepare slides (amphioxus anterior and whole)
Pencil

reference book

dissecting microscope

Eraser

internet

microscope

Procedure:
1. Observe the prepared slide using the microscope or dissecting microscope.
2. Draw and label the parts.
Data and Drawing:
A. Amphioxus (anterior)

B. Amphioxus (whole)

12

Answer to question:
1. What are the characteristics of Amphioxus fitted to the Chordate group?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________

2. Fill in the table to compare the following Chordate groups.

Chordate Group

Notochord

Nerve Cord

Post Anal Tail

1. Urochordates

2. Craniata

Answer the following:

Identify whether the terms are associated to Chordata, Urochordata, Cephalochordata
and or Vertebrata.
______________________ 1. amphioxus
______________________ 2. Compressed and transparent body
______________________ 3. craniate
______________________ 4. deuterostomes
______________________ 5. dorsal hollow nerve cord
______________________ 6. encased in a tunic
______________________ 7. exclusively marine
______________________ 8. hagfishes
______________________ 9. lampreys
______________________ 10. lancelets
______________________ 11. notochord
______________________ 12. pharyngeal slits
______________________ 13. postanal tail
______________________ 14. tunicates
______________________ 15. vertebral column

13

Name __________________________

Score :

Date ___________________________

Activity 5
Title: Biological Design

Objectives:
1. Observe the basic shapes found in the body of an animal.
2. Discuss how the basic shapes affect the behavior and lifestyle of an animal.
Materials:
2 Animal pictures

pencil

eraser

glue

scissor

Procedure:
1. Prepare pictures of an animal from the magazines.

2. In a picture the basic shapes in the animal body. Draw the basic shapes on the
picture.
3. Draw an animal using the basic shapes.
Results:
A. Picture 1 : ____________________________

Question:
1. How were these shapes affect the animal's body and behavior?
___________________________________________________________________
___________________________________________________________________
____________________________________________________

14

Picture 2: ______________________________

Question:
1. How were these shapes affect the animal's body and behavior?
___________________________________________________________________
___________________________________________________________________
____________________________________________________
B. Draw an animal using the basic shapes.

15
Name __________________________

Score :

Date ___________________________
Activity 6
Title: Embryology: Cleavage and Blastula

Objectives:
1. To observe the cleavage and blastula stage.
2. To describe and

differentiate the cleavage and

blastula stage of the

vertebrate.
Materials:
Prepared slides (early blastula, late blastula, early cleavage stage and
late cleavage)
pencil

internet references

electric microscope

lab manual

reference books

Procedure:
1. Observe the prepared slides using the microscope.
2. Draw and label parts.
Drawings with label:
A. Early Blastula

B. Late Blastula

16
C. Early Cleavage

D. Late Cleavage

17
Name ________________________

Score :

Date _________________________
Activity 7
Title: Embryology: Gastrula Stage

Objectives:
1. To observe the parts found in both early and late gastrula stage.
2. To differentiate the gastrula from the cleavage stage and blastula stage.
Materials:
Microscope
Reference books

Pencil

Eraser
Internet

Prepared slides (Gastrula Early and late gastrula stage)

Procedure:
1. Observe the slides using the microscope.
2. Draw and label the parts.
Drawing with labels:
A. Early Gastrula

B. Late Gastrula

18
Name ________________________

Score :

Date _________________________
Activity 8
Title: Integument Skin
Objective:
1. To observe the

integument of the fish, amphibians, reptiles, aves and

mammals.
2. To identify the parts and layers of the skin within the vertebrate group.
Materials.
Tilapia (preserved specimen)

Pencil

Frog (preserved specimen)

Eraser

Snake (preserved specimen)

Magnifying lens

Human Skin Model

Chicken (preserved specimen)

Human Skin Prepared slide

Stereo microscope

Electric Microscope
Procedure:
A. Human Skin
1. Observed the prepared slide of human skin using the microscope.
2. Draw and label the parts.
3. Place your hand on the stereo microscope. Observe the details. Draw and
label.
B. Other Vertebral Skin
1. Use the magnifying lens or the stereo microscope to observe the integument of
the tilapia, frog, snake, bird and human.
2. Make a table to write your observations.
Data and Drawings:
A. Human External

B. Human Skin (Prepared Slide)

19
C. Comparison of Integuments

Animal

Epidermal

No. of

Location of

Structure

Epidermal

Chromatophores

Layers
1. Tilapia
(bony fish)
2. Frog

3. Snake

4. Philippine
Eagle
5. Humans

Glands

20

Name ________________________

Score :

Date _________________________
Activity 9
Title: Integument Dermal and Epidermal Derivatives

Objectives:
1. To identify the different types of dermal and epidermal derivatives.
2. To identify the function of each derivatives.
Materials:
Carabaos horn

human hair

turtle shell

Tilapia scales

human nail

snake skin

Chicken feathers

chicken claw

stereo microscope

Pencil

eraser

Procedure:
1. Observe the following derivatives using the stereo microscope.
2. Classify the following derivatives if it is dermal or epidermal origin and write in
a table.
3. Draw and label the specimens.
Data:
A. Sort the specimen above based on the origin of development.
Dermal Derivative

Epidermal Derivative

21

Drawing with labels:

A. Human Hair

B. Human nail

D. Feather : ______________________ (type of feather )

22

E. Carabaos Horn

F. Fish scale

23

Name ________________________

Score :

Date _________________________
Activity 10
Title: Skeletal System: Cranium

Objective:
1. To differentiate the skull of fish, frog, turtle, bird and human
2. To classify the following skulls according to fenestra.
Materials:
Skull of fish, frog, turtle, chicken and cat
Pencil
Stereomicroscope
Procedure:
1. Draw and label the skulls of the following animals(fish, frog, turtle, bird and
human)
2. Observe the changes within the craniums within the vertebrate groups.
Data and Drawings:
A. Fish

B. Frog

24

C. Turtle

D. Bird

E. Cat

25

Questions:
1. In comparing the cranium, make the fish as the basis of comparison. What bones are
added on each class and its function to each animal representative?
Primary skull: Fish
Frog (Amphibians)

Turtle (Reptiles)

Chicken (Aves)

Cat (Mammals)-

26

Name ________________________

Score :

Date _________________________
Activity 11
Title: Skeletal System Axial

Objectives:
1. To identify the bones in axial skeletal system.
2. To compare the axial skeletal system of humans and aves.
Materials:
Axial bones (ribs, sternum, vertebral bone) of the bird and human
Pencil
Eraser
Procedure:
1. Draw and label the axial bones of the two specimen. Identify the part which
are common among two bones. Write the common parts between the
diagram.
2. Compare the set bones of bird and human.
Data and Drawing:
A. Keel or Sternum

Bird

Labels

Human

B. Vertebral bone (cervical)

Bird

Human

27
C. Vertebral bone (thoracic)

Bird

Human

D. Vertebral bone (lumbar)

Bird

Human

E. Ribs

Bird

Human

What have you observed when we compare the two bones? What would be the reason
why there were changes on the bone structure? _______________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________

28
Name ________________________

Score :

Date _________________________
Activity 12
Title: Skeletal System Appendicular
Objectives:
1. To identify the appendicular bones of human and bird.
2. To differentiate the appendicular bones of human and bird.
Materials:
Pencil

eraser

Skeletal System of human and bird

magnifying lens

Procedure:
1. Identify the appendicular bones of human and bird.
2. Draw and label the bones separately.
3. Make a

table

to present the

skeletal system.
Data and Drawing:
A. Bird (upper and lower limb)

difference of human and bird appendicular

29
B. Human (upper and lower limb)

30
C. Table:
Appendicular
bone (upper)

Human

Bird

Human

Bird

Humerus

Radius

Ulna

Carpals

Phalanges

Appendicular
bone (Lower
Limb)

Femur

Tibia

Fibula

Tarsals

Phalanges

31
Name ________________________

Score :

Date _________________________
Activity 13
Title: Muscular System

Objectives:
1. Compare the muscles of fish, frog, aves and human.
2. Familiar with muscles of the given vertebrates.
Materials:
PPE (Personal Protective Equipment) : Laboratory gown, goggles, mask
Animal Sample: Frog, Fish, Human model
Pencil

Eraser

Procedure:
1. Compare the given pictures together with the dissected animal samples.
2. Skinned the frog and fish exposing the muscles. For fishes, have a cross section cut
as see on the figure below.
2. Identify the parts and fill up the table if you are familiar with the muscle.
Data:
A. Fish (bony)

32
B. Frog.

21

22

23

24

26

27

28

29

10

30

11

31

12

32

13

33

14

34

15

35

16

36

17

37

18

38

19

39

20

40

33
C. Human Model

18

19

20

21

22

23

24

25

26

10

27

11

28

12

29

13

30

14

31

15

32

16

33

17

34
Name _________________________

Score :

Date _________________________
Activity 14
Title: Respiratory System

Objectives:
1. To compare the respiratory system of the following representative animals.
2. Trace the evolutionary progress of the system to a type of environment.
Materials:
Pencil

vertebrate atlas

human model

Preserved animal samples (fish, frog, chicken)

Procedure:
1. Dissect the animal samples and extract the respiratory organ. Using vertebrate
altas to identify the parts. Compare the samples to your human respiratory model.
Take note of the differences
2. Draw and label the respiratory system of the representative animal.
3. Discuss how gases enter, travel and exits the body of the animal
Drawings:
Fish:

Gas flow in the body:

35
Frog:

Gas flow in the body

Chicken

Gas flow in the body

36
Humans

Gas flow in the body

Question:
1. Why cant humans breathe under water? ______________________________

_________________________________________________________________
_________________________________________________________________
2. What are the three parts of the amphibian respiratory system? How are
amphibian lungs different than ours? ___________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. How do amphibians breathe with their skin? ___________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Why do birds need more oxygen than humans (2 reasons)?
_________________________________________________________________
_________________________________________________________________
5. How are reptile lungs different than humans (2 ways)?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

37
Name _________________________

Score:

Date _________________________

Activity 15
Title: Circulatory System

Objectives:
1. Learn the anatomy of the heart and the blood vessels branching to and from it in each
animal.
2. Understand how blood flows through the heart, to the lungs, and to the rest of the
body.
Materials:
Animal samples: fish, frog

Dissecting set

laboratory gown

Human heart model

gloves

mask

Dissecting pans

vertebrates atlas

human atlas

Dissecting miscroscope
Procedure:
A. Fish
1. Carefully skin the insides of the pharynx, top and bottom, concentrating on the area
between the gills to the transverse septa. Expose the heart on the ventral floor of the
mouth and the afferent arteries leading to the gills. Use a dissecting microscope if
necessary.
2. Draw the blood flow of the fish.
3. After

illustrating the

fishs blood flow, extract the

heart and

study the

parts.

Compare the fishs heart with the human heart model.

4. Draw and label the fishs heart.
B. Frog
1. Open the thoracic cavity by cutting through the diaphragm, which separates the
abdominal from the thoracic cavity. Cut through the ribs on the left side of the sternum,
leaving the sternum in position. Lift the ribs to look sideways at the thoracic cavity.
2. Draw the blood flow of the frog.
3. Extract the heart and know the parts. Draw and label the parts of the frogs heart.
Compare the frogs heart with the human heart model. Draw and label the parts.
Draw and label:
A. Fishs heart

Blood Flow

38
B. Frogs heart

Blood Flow

C. Human heart model

Blood Flow

Questions:
1. Where does the blood become oxygenated in fishes? Where does the unoxygenated
blood enter the gills? _____________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Compare the three blood flow of the three representative animal.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

39
Name _________________________

Score:

Date _________________________

Activity 16
Title: Digestive System
Objectives:
1. To compare the digestive organs of the following representatives.
2. To discuss the digestive process of cat, fish, chicken, snake and cat
3. To differentiate the digestive system of cat, fish, chicken, snake and cat.
Materials:
digestive system (fish, frog, chicken and human)
Pencil

dissecting set

hairnet

Eraser

gloves

vertebrate atlas

Lab gown

goggles

human atlas

Procedure:
1. Open the abdomen of the mentioned animals.
2. Study the organs involved in digestion and glands that also participate in
digestion using the atlas as our guide.
3. Draw and label the parts.
4. Compare the digestive system of the mentioned animals.
Draw and label:
1. Fish

2. Frog

40
3. Chicken

4. Human

B. Comparison
Animal

Shape of the
stomach

1. Fish

2. Frog

3. Chicken

4. Human

Process of Digestion

41

Questions to answer:
1. What are the reasons for having coiled long small intestines in mammals?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_____________________________
2. What caused the color of our feces?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. What is the reason for having a 4 chambered stomach in most herbivores?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Enumerate the intestinal enzymes and the substrate they acted upon?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. What are

the

digestive glands found in humans and its function during

digestion?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

42
Name _________________________

Score:

Date _________________________
Activity 17
Title: Urogenital System

Objectives:
1. Compare the urogenital system of the following animal samples.
2. Discuss the function of the system to each class.

Materials:
Pictures of animal male and female urogenitals fish, frog, bird and human
Crayons or colored pencil
Glue
Scissor
Procedure:
1. Obtain pictures urogenital system of the following animals ( fish, frog, bird and human)
2. Color the parts that are homologous to each class. Use different color for another
organ. For example: color the testes with orange in fish, frog, bird and human.
3. Compare the pictures and take note the variations in terms of position, function and
its neighboring organs.
Pictures:
A. Male and Female Fish

43
B. Male and Female Frog

C. Male and Female Bird

44
D. Male and Female Humans

Questions:
1. What are the different types of kidney and differentiate each? __________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________

45
Name ______________________________

Score

Date _______________________________
Activity 18
Title: Endocrine System

Objectives:
1. To compare the endocrine system of the following animal
representatives.
2. Discuss the function of the endocrine organs in relation to the animal
function.
Materials:
Pencil

animal samples (fish, frog, chicken)

Vertebrate atlas

Human atlas

human model

Procedure:
1. Compare the diagram with the animal sample with the aid of an
atlas.
2. Fill in the table for the identified parts.
Data:

10

11

12

46

B. Draw and label the frog endocrine system.

C. Chicken (Color and identify the organ that are involved in the endocrine
system)

47

D. Human endocrine system

Organ
Hormone
Released

Target organ(s)

Function

48
Name ______________________________
Date _______________________________
Activity 19
Title: The Nervous System

Objectives:
1. Identify the parts and regions of the brain samples.
2. Compare the brains among the animal samples.
Materials
Brain pictures (fish, frog, bird and humans)
Reference book.
Procedure:
1. Obtain brain pictures and compare each brains.
2. Make a table to show the differences of each brain.
Drawing:

Score

49

50
Name ______________________________

Score

Date _______________________________
Activity 20
Title: Sensory System

Objectives:
1. Compare the sensory organs of the following animals.
Materials
reference book

pen or pencil

pictures

Procedure:
1. Fill up the table to compare the sensory organs of f vertebrates.
2. Secure a picture of the senses for fish, frog, snake and bird.
A. Olfaction and Taste

Vertebrates

Olfactory

Taste

Olfactory

Taste

Bony Fishes

Frog (Amphibians)

Crocodile (Reptiles)

Chicken (Aves)

Human (Mammal)

B. Hearing and Vision

Vertebrates
Bony Fishes

Frog (Amphibians)

Crocodile (Reptiles)

Chicken (Aves)

Human (Mammal)

51

B. Arrange the pictures of each senses according to evolutionary process. Use the
animal samples in the table. Identify the evolutionary advancements in each class.
B.1 Olfatory
B.2 Taste
B.3 Hearing