Resources

Classification - Phylum Platyhelminthes

1. Select which group of worms the name Platyhelminthes refers to.
2. Connect the following words to their meaning.
3. Identify the key characteristics of animals in this phylum.

Reef animals have some unusual behaviours at night.

Can you guess what they are?

Classification

1. Complete the table below using the information on Page 2 to help you.
2. This table lists the common features or characteristics that are used to group
animals into different Phyla. Use this information to help you to complete the
table.

Classification

1. Class features - Using the information from page 1, find examples of reef animals for each of the Classes to
complete the table below. Include the Genus and species name for each animal if you can. In
the last column, record the features of the animal that group it in this Class.
2. What’s in a name?
a. Explain how we can tell they are different species if they have the same species name?
b. Investigate what the word “lineatus” means. Record your findings below.
c. Explain why both fish have the same species name of lineatus?

Dichotomous Keys - Coupled Statements

Dichotomous Keys use coupled statements about key features that an animal may possess to help identify it.

1. Using the key below determine which phylum each animal at the bottom of the page belongs to. First select an animal, then beginning at statement one, work through all
statements until you find the one that best fits that animal.
2. Record the phylum for each animal below its image.

Dichotomous Keys - Graphical & Coupled

1. Coupled statements - Using the animal clues and names provided on page 2, place each of the animals in their correct place in the key below
2.Graphical representation – Using the animal clues and names provided on page 2, write the name of each animal in their correct place in the key below.

Everyone can help reduce marine debris, even if you live far away from the coast. Land and ocean are connected through waterways, and every action from changing consumption habits to cleaning up the environment to big scale projects can make a difference to one of the largest environmental issues.

Aims/Outcomes:
• Students develop an understanding of how litter ends up as marine debris
• To challenge students to identify ways to reduce litter at its source in their schools
• To promote student involvement in on the ground projects and actions in their schools

Conduct a litter survey by collecting and recording any litter you find around your school grounds. You could conduct a number of these or just one in a lunch break. Once you have collected your data, analyse it on the following page. Any items that not listed below you can create an additional item in the blank sections.

Captain Popper Stopper is a fun skit talking about the pros and cons of poppers and reusable bottles.

The survey slate used when conducting a 10-minute timed-swim survey as part of the Rapid Monitoring: Be a Marine Biologist for a Day program.