Yawa

Republic of the Philippines
Laguna State Polytechnic University

Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)
Course Zoo 1
Sem/AY First Semester/2022-2023
Module No. 4
Lesson Title General Zoology
Week
13-17
Duration
Date November 14 to December 16, 2022
Description of This module includes five major topics:
the Lesson
Chapter 12. The Fishes: Vertebrate Success in Water
This chapter deals with the simplest vertebrates living in aquatic environments.
Chapter 13. Amphibians: The First Terrestrial Vertebrates
This chapter discusses the group of vertebrates having a dual environment, being able to
survive and thrive in both aquatic and terrestrial environments.
Chapter 14. Reptiles: Diapsid Amniotes
This chapter deals with the first vertebrate group to have evolved the amniotic egg, allowing
them to exclusively inhabit terrestrial environments.
Chapter 15. Birds: Reptiles by Another Name
This chapter discusses bird’s evolutionary link that highlights the way in which birds share a
common ancestor with reptiles.
Chapter 16. Mammals: Synapsid Amniotes
This chapter deals with mammals and its independent evolutionary history.
Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning  Define zoology and understand the significance of its study in preserving the
Outcomes animal kingdom.
 Appreciate two different perspectives in the study of zoology.
 Start the study of animals from the lowest level of organization to the highest.
 Enumerate the parts of the basic unit of life, the cell.
 Explain how each part of an animal is involved in maintaining internal balance,
or homeostasis.
 Understand the importance of homeostasis in the animal kingdom.
Targets/ At the end of the lesson, students should be able to:
LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

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Objectives  Explain the significance of the dual environment that amphibians exploit.
 Describe the characteristics of the non-avian reptiles.
 Critique the statement that “vertebrate flight evolved first in the dinosaurs.”
 Enumerate the characteristics that distinguish mammals from non-mammalian
vertebrates.
Student Learning Strategies
Online Activities 1. Online Discussion via Google Meet

(Synchronous/ You will be directed to attend an online meeting each week. Google Meet room and
Asynchronous) schedule will be announced on the Google Classroom assigned for this course.. A
total of four major topics will be discussed in this period. To have access to the
Online Discussion, refer to this link: ____________________.
(For further instructions, refer to your Google Classroom and see the schedule of
activities for this module.)
2. Learning Guide Questions:
1. What steps should be taken to save imperiled amphibians? Name some

things that you could do as a student.
2. Explain how the skin of amphibians is used in temperature regulation.
Under what circumstances might cooling interfere with water
regulation?
3. Explain the recent changes in the higher taxonomy of the amniotes. Do
you think Reptilia should be retained as a formal class designation? If so,
what groups of animals should it contain?
4. What characteristics of the life history of turtles make them vulnerable
to extinction? What steps do you think should be taken to protect
endangered turtle species?
5. Why is flight much more complicated than just flapping wings?
6. Why is the normal body temperature of birds higher than the normal
body temperature of mammals?
7. How are biogeographical events important influences on mammalian
evolution?
8. How is pelage considered to be an adaptation for mammals?
Note: The insight that you will post on online discussion in our google Classroom)
will be graded and will represent your class participation.
Offline Activities Lecture Guide
(e-Learning/Self- Week 13

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Paced) Chapter 12
The Fishes: Vertebrate Success in Water
EVOLUTIONARY PERSPECTIVE
Importance of water: Water is a buoyant medium. It resists rapid fluctuations in

temperature. Water covers over 70% of the earth’s surface. Life began in water. The
living tissues of the organism are mostly made up of water. Therefore, life is
impossible without water.
Adaptations in fishes: The fishes are adapted to aquatic. No other animal is adapted
to aquatic environment like fishes. A variety of beautiful fishes is present
everywhere. A variety of evidence of adaptive radiation in fishes. The adaptive
radiations in fishes started more than 500 million years ago. These radiations are
still continuing. Fishes dominant many watery environments. They are also
ancestors of all other members of the subphylum Vertebrata.
PHYLOGENETIC RELATIONSHIPS
Fishes are members of the chordate subphylum Vertebrata. They have vertebrae.
These vertebrates surround the spinal cord. Vertebral column provides the primary
axial support. Fish also have a skull. It protects the brain. Zoologists do not know
about the first vertebrate. Molecular evidences are gathered by comparing gene of
cephalochordates.
These evidences suggest that the vertebrate lineage goes back to 750 million years.
This date cannot be confirmed by fossil evidence. Cladistic analysis indicates that
hag fishes are the most primitive vertebrates. Two key vertebrate characteristics
develop connection between this lineage and other vertebrates. These
characteristics are brain and bone.
SURVEY OF FISHES
Infraphylum Hyperotreti — Class Myxini

- Hagfishes
- Head supported by cartilaginous bars.
- Lack vertebrae and retain notochord
- 4 pairs of sensory tentacles around mouth
- Ventrolateral slime glands
- Marine
- Scavenge dead and dying fish Figure 12.1 Class Myxini

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Infraphylum Vertebrata
 Vertebrae
- Vertebrae surround nerve cord.
 Ostracoderms
- Extinct agnathans
- Bony armor
- Bottom dwellers
Figure 12.2 Agnatha (Jawless fish) Figure 12.3 An ancient Silurian

seafloor with two ostracoderms
(Pteraspis and Anglaspis)
Class Petromyzontida
- Marine and freshwater
- Most are predators as adults, filter-feeders as
larvae
- Brook lampreys
 Adults do not feed.
- Life cycles involve open water adult stages and
stream or river larval stages (figure 12.4).
Figure 12.4 Class

Petromyzontida
(Petromyzon marinus).
LIFECYCLE OF A SEA LAMPREY

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Superclass Gnathostomata
- Jaws developed from
anterior pharyngeal arches.
- Paired appendages
- Classes
 Chondrichthyes
 Actinopterygii
 Sarcopterygii
Figure 12.5 Paired pectoral and pelvic appendages

of a member of the Gnathostomata.
Class Chondrichthyes
- Placoid scales, cartilaginous skeleton
- Subclass Elasmobranchii
 Sharks, skates, rays A
- Subclass Holocephali
 Ratfish
 Operculum present

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B C
Figure 12.6 Class Chondrichthyes. (A and B) Subclass Elasmobranchii. (A) Reef shark
(Carcharhinus perezi). (B) A bullseye stingray (Urolophus concentricus). (C) Subclass
Holocephali. The ratfish (Hydrolagus colliei).
Class Sarcopterygii
- Lobe-finned fishes
 Fins with muscular
lobes
- Lungs used in gas
exchange.
- Lungfish
 3 genera
 Australia, Africa,
South America Figure 12.7 Class Sarcopterygii. The lungfish,
- Coelacanths Lepidosiren paradoxa.
 2 species
 African and Indonesian coasts
- Tetrapodomorpha
 Extinct ancestors of ancient amphibians and all tetrapods.
Figure 12. 8 Class Sarcopterygii.

The coelacanth Latimeria.

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Class Actinopterygii
- Ray-finned fishes
 Fins lack muscular lobes
- Swim bladders
- Chondrosteans
 Sturgeons and paddlefish
- Neopterygii
 Garpike (Lepisosteus) and
dogfish or bowfin (Amia)
 Modern bony fish—the teleosts
Figure 12.9 Class Actinopterygii,

the chondrosteans.
(top) Shovelnose sturgeon
(Scaphirhynchus platorynchus).
(bottom) Paddlefish (Polydon
spathula).
Figure 12.10 Class Actinopterygii, the teleosts. (left) A flounder

(Pseudopleuronectes americanus). (right) Yellowtail snappers (Ocyurus
chrysurus).
EVOLUTIONARY PRESSURES
- Locomotion
 Streamlined shape, mucoid secretions, buoyancy of water, body-wall
muscles, and fin shape all promote efficient locomotion.
- Nutrition and the digestive system
 Filter feeders and scavengers
o Modern filterers use gill rakers.
 Predators (most modern fish)
o Swallow food whole
 External parasites (lampreys)

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 Herbivores
 Digestive tract
o Specializations include spiral valve (sharks) and pyloric cecae (bony
fishes).
- Circulation
 Closed
 Heart
o 4 embryological enlargements of ventral aorta
 Sinus venosus
 Ventricle
 Atrium
 Conus arteriosus
 Most fish have single circuit.
 Lungfish
o Pulmonary circulation
o Pulmonary and systemic circuits
- Gas exchange
 Water movement over gills
o Opercular and pharyngeal muscles pump water in most fishes.
o Ram ventilation in elasmobranchs and open-ocean bony fish
 Gas exchange surfaces
o Visceral arches support gills.
o Gill filaments and pharyngeal lamellae
 Countercurrent exchange mechanism
- Swim bladders and lungs

 Pneumatic sacs connect to digestive tract in nonteleost fish.
o Function as lungs in lung fish, climbing perch and ancient
rhipidistians
o Function as swim bladders in other bony fish
 Buoyancy Regulation
o Low density compounds
o Fins provide lift.
o Reduction of heavy tissues
o Swim bladders
 Pneumatic duct (gulp air)
 Counter current exchange at rete mirabile

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- Nervous and sensory functions
 Brain and spinal cord
 Sensory receptors
o External nares
o Eyes
 Lidless and round lens
o Inner ears
 Equilibrium, balance, and hearing
o Lateral line system
 Sensory pits in skin detect water movements.
o Electroreception
 Prey detection by chondrichthyians
 Gymnarchus
 Electrophorus (electric eel)
- Excretion and Osmoregulation

 Kidneys
o Filter nitrogenous wastes, ions, water, and small organic compounds at
nephrons
 Glomerulus is filtering capillary network.
 Tubule system promotes reabsorption.
 Freshwater fishes
o Excess water must be excreted.
o Ions and organic compounds are selectively reabsorbed.
 Marine fishes
o Water must be conserved.
o Excess ions excreted.
 Elasmobranchs
o Sequester urea in body tissues
o Rectal gland
 Diadromous fishes
o Gills cope with both uptake and excretion of ions.
 Nitrogen wastes
o 90% ammonia (diffusion across gill surfaces)
o 10 % urea, creatine or creatinine (kidneys)
- Reproduction and development

 Most oviparous
o Some ovoviviparous (some elasmobranchs) or viviparous (other
elasmobranchs)
 Fertilization

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o Most external
o Copulatory structures
 Claspers in elasmobranch males
 Development
o Usually little or no parental care
o Some tend nests or brood young
FURTHER PHYLOGENETIC CONSIDERATIONS

 Two series of evolutionary events
o Radiation of teleost fishes
o Evolution of terrestrialism
 Terrestrialism
o Tetrapodomorpha
 Osteolepiform sarcopterygians
- Common features with amphibians
 Jaws, teeth, vertebrae, limbs
 Tiktaalik (the “fishapod”)
- Fins, gills, scales
- Dorsoventrally compressed and widened skull
- Tetrapod-like forelimbs
- Lacked opercular supports and dorsal and anal fins
- Pectoral girdle and freely moveable neck
Figure 12. 11 The fishapod Tiktaalik. This 375-million-year-old fossil helps us

understand the transition between sarcopterygian fish and tetrapods. Its tetrapod-
like features were probably used in foraging the water’s edge for prey.

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Week 14
Chapter 13
Amphibians: The First Terrestrial Vertebrates
Origin and Evolution of Amphibians

•Lobe – finned fish
– Bone structure within their fins allowed for them to function as “legs”
– Modified pouches in digestive tract evolved into lungs of the lungfish and
swim bladder of modern fish
– Amphibians also share skull and vertebral column
Lobed – finned fish: Coelocanth
Crossopterygians had no gills but they had internal nostrils and a primitive lung that
may have enabled them then to respire for periods of time on land.
• Oldest amphibian fossils were dated to 360 m.y.a

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• Between 359 – 299 m.y.a amphibians split into two main evolutionary lines
– Modern amphibians
– Ancestors of reptiles
PHYLOGENETIC RELATIONSHIPS
Fossil record provides evidence of many extinct taxa and no one knows what
animal was the first stegocephalian.
Taxonomists agree that amphibians are monophyletic and closely related to
reptiles, birds, and mammals.
Evolution of Amphibians
----END OF THE LESSON---

Classification
Domain: Eukarya
Kingdom: Animalia
Phylum: Chordata
Subphylum: Vertebrata
Class: Amphibia, 4500 species
 Order Anura, largest order contains the frogs and toads
 Order Caudata, contains salamanders
 Order Gymnophiona, contains caecilians

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 "Amphibian" comes from the Greek meaning "both life". Amphibians can live
on water and on land.
 Scientist infer that amphibians evolved from lobe-finned fishes called
crossopterygians.
Amphibians are cold-blooded, which means

their blood temperature rises and falls with
that of the surrounding environment.
They use gills, lungs, skin, and mouth cavity in respiration.
They have moist, smooth, thin skin with no scales. Feet are webbed and the toes lack
claws.

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Amphibians have many prominent characteristics that are adaptations to a life
spent both on land and in water:
They change from an aquatic larval stage to a terrestrial adult form. This
transformation is called metamorphosis.
Figure 13.1 Frog Metamorphosis
Illustration of the
diversity of life cycles
associated with
different ecologies.
Single phase cycles
with direct
development (gold
outline), viviparous
(dark green outline)
and paedomorphic
species (blue outline)
in contrast to
complex phase cycles
with biphasic species
(red outline). Light
blue background
illustrates aquatic
phases whereas the yellow Illustration 13.1 Salamander Metamorphosis
background illustrates
terrestrial phases. Copyright: Anne-Claire Fabre.

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Amphibians enter a state of dormancy or torpor when conditions are unfavorable.
They often bury themselves in mud or leaves, emerging when conditions are better.
Such states of inactivity are known as known as:

 Hibernation when it occurs in the winter.
 Estivation when it occurs in the summer.
Feeding in Amphibians
 Larvae – filter feeders, herbivores, grow very quickly
 Adults – carnivorous
o Mouth – esophagus – stomach – small intestine – large intestine –
and cloaca.
Respiration in Amphibians
 Adults – lungs, mouth, and skin
 Larvae – skin or gills - tadpoles, salamander larvae, some adult salamanders
have gills
Circulation in Amphibians
 Larvae have a two chambered heart; adults have a three chambered heart
that pumps blood through a double-loop system
 Adults
–Loop 1: Heart – lungs – heart
–Loop 2: Body – heart
 Larvae –Single loop like fish: heart – gills – body – heart
Excretion in Amphibians
 Kidneys – send urine to cloaca or urinary bladder
Response in Amphibians
 Well-developed brain
 Hear and make sounds
 See well for hunting
 Evade predators by hiding, running away, toxic chemicals (poison arrow
frogs)
Movement in Amphibians
 Larvae swim like fish
 Adults use their four limbs
Reproduction in Amphibians
 Females lay eggs in water and the male fertilizes them (external fertilization)

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– frogs and toads
 Sperm packet – salamanders
 Parental care – some carry larvae or eggs on back
GROUPS OF AMPHIBIANS
2 major groups of Amphibians
 Salamanders
 Frogs and toads
Salamanders
 A few centimeters to 2 meters
 Some totally aquatic, others live both on land and in water
 Can regenerate lost limbs
Figure 13. 2 Examples of Salamanders
Frogs and Toads

 Common
 Frogs more aquatic, toads more terrestrial
 Cannot regenerate lost limbs

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Figure 13.3 Difference between Frog and Toad
The Life Cycle of a Frog
Week 15
Chapter 14
Reptiles: Diapsid Amniotes
Taxonomy
Kingdom: Animalia

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Phylum: Chordata
Subphylum: Craniata
Infraphylum: Vertebrata
Class: Reptilia
Figure 14.1 Different kinds of Reptiles

Evolutionary Adaptations
 Evolved ~ 350 mya
 Able to live on land….thanks to the 
amniotic egg
Amniotic Egg
 Extraembryonic membranes to…
o Protect the embryo from
desiccation (drying out)
o Cushion the embryo
Figure 14.2 Amniotic Egg
o Promote gas transfer

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o Store waste materials
 Leathery or hard shells for protection
 Albumen for cushion, moisture, & nutrients
 Yolk supplies the foods
Reptile Adaptations to Life on Land

 Amniotic Egg
 Impervious skin
 Horny nails- used for digging & locomotion
 Water-conserving kidneys
 Enlarged lungs
 Loss of lateral-line system
Reptile Characteristics
 Thick, dry, & keratinzed skin (covered in
scales)
o May secrete pheromones through
their skin for sex recognition &
defense
o Shed their skin (ecdysis)
 Due to low blood flow to the
outer layer of skin
o Skin may be colored for sex
recognition, mimicry, and for cryptic
purposes.
Figure 14.3 Reptile’s skin
 Skeleton:
o Longer skull- development for
breathing and better smell
o More cervical vertebrae for head
movement
o Ribs modified
 Fused to create the shell in
turtles
 Muscular connections for
movement in snakes
o Tail vertebrae may possess a
fracture plane
 Can break their tail off when Figure 14.3 Reptile’s skeleton
threatened

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 Nutrition & Diet

o Carnivores
 Except turtles
(may be
carnivores,
herbivores, or
omnivores)
 May have sticky tongues for
catching prey
o May extend the
length of their body
 Skull and jaw bones may
spread apart to allow room
for bigger prey
Figure 14.4 Different Feeding

style of reptile
 Circulation, Gas Exchange, &

Temperature Regulation
o 3 chambered heart
 2 atria & 1
ventricle
 Ventricle is
partially divided
(completely
divided in
crocodiles)
o Breathe with lungs
o Thermoregulate with
external heat sources Figure 14.5 Reptile’s Heart
(ectothermic)
 Tend to bask in sunlight for warmth
 Nervous System
o Developed brain
o Vision is the dominant sense
 Upper & lower eyelids and nictitating membrane

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 May detect light with a
median (parietal) eye
o Jacobson’s (vomeronasal) organs-
olfactory organs
 Connected to the forked
tongues in snakes
Figure 14.5 Reptile’s Nervous system
 Reproduction & Development

o Dioecious
o Internal fertilization
o Sex organs contained inside of the
cloaca
o Courtship behavior is species
specific
o Mother abandons eggs after she
lays them
o Alligator nest temperature
determines gender of young
 <31.5°C= females
 32.5°C-33°C= males
 32°C= males & females
Figure 14.6 Reptile’s Mating and egg

hatching
Class: Reptilia
Order: Testudines
 Turtles
 Characteristics:
o Bony shell

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o Limbs articulating internally to the ribs
o Keratinized beak rather than teeth
 Shell
o Dorsal=carapace
o Ventral=plastron
Class: Reptilia
Order: Testudines
 North American box turtle
o Shell has hinges to allow the
anterior & posterior regions to
raise up or down
 The shell closes when the
turtle pulls in it’s head &
tail
 Long life spans

o Large tortoises live >100 years
 Reach sexual maturity between 7 & 8
years
 Oviparous- lay eggs
 Females dig out nests in the soil
o Cover the eggs with soil
 Eggs take 4 weeks to 1 year to develop
 Young are independent from parents
(no parental care)
 Turtles vs. Tortoises

Turtles- aquatic & have webbed feet Tortoises- terrestrial & do not have webbed
feet
 Conservation
o Turtles are vulnerable due to…
 Slow growth rates

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 Long juvenile periods
o Nearing extinction thanks to young turtle predators & turtle hunters
Class: Reptilia
Order: Crocodylia
 Alligators, crocodiles, gavials, & caimans
 Derived from archosaurs (ancient
reptiles)
 Triangular eye orbits
 Laterally compressed teeth
 Mildly evolving over the past 170 my
 Nostrils are at the tip of the snout (can
breathe while mostly submerged)
 Muscular & elongated tail
o Swimming, offense, defense, &
attacking prey
 Swallow food whole
 Oviparous & take care of their young
Class: Reptilia
Order: Squamata
 Lizards
o 2 pairs of legs
o Upper & lower jaws unite anteriorly
o Geckos- nocturnal & can vocalize with
clicking sounds
o Iguanas- can glide from a tree for at
least 30 m
o Chameleons- arboreal & consume
insects
 Change color in response to
illumination, temperature, &
behavioral state
o Gila monster- venomous lizard
 Southwest U.S.
 Venom released when they chew
(not fatal to humans)

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 Snakes
o 2,900 species (300 are
venomous…not poisonous!!!)
o Scale patterns can determine
whether the snake is venomous or
not
o 30,000 people die a year from snake
bites (mostly in SE Asia)
 Only 9-15 die from snake bites
each year in the U.S.
o Long & lack limbs
o May contain more than 200
vertebrae
o May swallow large prey whole
(movable jaw)
 Worm Lizards
Amphisbaenians
are a group of
burrowing lizards, and
one of the most
mysterious groups of
reptiles. They're named
after Amphisbaena, a
Greek serpent with a
second head on its tail –
indeed, amphisbaeneans
do have tails that look a bit Figure 14.7 Bipes biporus, one of the only
like their heads. worm-lizards with legs. Photograph:
o Live in the soils of Marlin Harms/Wikimedia Commons
Africa, South America,
the Caribbean, & the Mideast
o Legless
o Single median tooth in the upper jaw
o Ringlike folds in the skin (annuli)
o Easily move forwards or backwards
Week 16
Chapter 15
Birds: Reptiles by Another Name

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---END OF LESSON---
Performance Tasks
Online Assignment
WEEK 11-13
 Online Assignment #19 in Multiple Choice posted at the end of the school week through Google Forms
 Worksheet #5 about Phylum Arthropoda
 Video about Phylum Arthropoda https://youtu.be/Ca2Xur4mVd4
 Worksheet #6 about Pancrustacea (crustacea and hexapoda)

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 Video about
a. Crustacea - https://youtu.be/wkzGwZQ_IqI
b. Hexapoda - https://youtu.be/E_MTXklzYRA
 Worksheet #7 about Ambulacraria
 Video about:
a. Echinodermata - https://youtu.be/P0oRWMUn87I
b. Hemichordata - https://youtu.be/3AVfGMjuXwc
c. both - https://youtu.be/QSG5JA0NCBE
Understanding Directed Assess
Scoring Scheme for Online Assignment
Raw Score Grade

5 100
4 90
3 80
2 70
1 60
0 50

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Learning Resources
References:
http://comenius.susqu.edu/biol/205/day-2/lab-2.htm
https://blog.nature.org/science/2017/12/11/recovery-why-sea-lampreys-need-to-be-restored-and-
killed/
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for criticism, comment, news reporting, teaching including multiple copies for classroom use,
scholarship, research, and similar purposes is not an infringement Sec. 185 of RA 8293, which
states, of copyright”.
The unauthorized reproduction, use, and dissemination of this module, without the joint consent
of the authors and LSPU, is strictly prohibited and shall be prosecuted to the full extent of the
law, including appropriate administrative sanctions, civil, and criminal.

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Laguna State Polytechnic University

LSPU Self-Paced Learning Module (SLM)

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Student Learning Strategies

Online Activities 1. Online Discussion via Google Meet

2. Learning Guide Questions:

1. What steps should be taken to save imperiled amphibians? Name some

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Importance of water: Water is a buoyant medium. It resists rapid fluctuations in

Infraphylum Hyperotreti — Class Myxini

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Figure 12.2 Agnatha (Jawless fish) Figure 12.3 An ancient Silurian

Figure 12.4 Class

LIFECYCLE OF A SEA LAMPREY

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Figure 12.5 Paired pectoral and pelvic appendages

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Figure 12. 8 Class Sarcopterygii.

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Figure 12.9 Class Actinopterygii,

Figure 12.10 Class Actinopterygii, the teleosts. (left) A flounder

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

- Swim bladders and lungs

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

- Excretion and Osmoregulation

- Reproduction and development

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

FURTHER PHYLOGENETIC CONSIDERATIONS

Figure 12. 11 The fishapod Tiktaalik. This 375-million-year-old fossil helps us

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Origin and Evolution of Amphibians

Lobed – finned fish: Coelocanth

• Oldest amphibian fossils were dated to 360 m.y.a

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

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LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Amphibians are cold-blooded, which means

They use gills, lungs, skin, and mouth cavity in respiration.

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Figure 13.1 Frog Metamorphosis

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Such states of inactivity are known as known as:

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Figure 13. 2 Examples of Salamanders

Frogs and Toads

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Figure 13.3 Difference between Frog and Toad

The Life Cycle of a Frog

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Figure 14.1 Different kinds of Reptiles

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Reptile Adaptations to Life on Land

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

 Nutrition & Diet

Figure 14.4 Different Feeding

 Circulation, Gas Exchange, &

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

Figure 14.5 Reptile’s Nervous system

 Reproduction & Development

Figure 14.6 Reptile’s Mating and egg

LSPU SELF-PACED LEARNING MODULE: ZOO 1 (GENERAL ZOOLOGY) /WLDEOCAMPO

 Long life spans