Classification of an invertebrate:Sponge

Giles, Carol                           Collins High School
1313 S. Sacramento Blvd                542-4300
Chgo, IL 60623 

Objectives: 

  To become familiar with primitive animals.  

Materials: 
  A. Sample sponges-two authentic sponges, one synthetic sponge, a 
     large rock, a rubber band, a fish-like tank container (one gallon).

  B. A picture of a knight in armor.

  C. Dissecting microscope, dissecting needles, scalpel or single 
     edge razor blade, sponge; Grantia.
                   
  D.)Discovery Center-microprojector, spicules slides, a poster 
     displaying the geological time periods, a plant, a horny sponge,  
     loofah illustrating five types of sponges, a picture of a 
     finger sponge & a jellyfish.

Recommended Strategy:
 1.  Show the students a model of a knight in armor.

 2.  Ask the students, "What did the knight in armor use to insulate 
     his armor?" (expected response: sponge)

 3.  Show the students a synthetic sponge and an authentic one.  Ask 
     students which of the sponges were used to insulate the knight's
     armor (expected response: the authentic sponge).  Inform the 
     students that the synthetic sponge wasn't manufactured until 
     1936.

 4.  State some historical background about the sponge. Include
     various naturalist, zoologist & biologist points of view. 
     Discuss the uses of sponges.

 5.  Show the students an authentic sponge.  Ask the students, "What do
     you see?"  (expected response: holes, pores).  Explain to the 
     students that these pores caused the biologist to assign the 
     animal to the phylum Porifera (pore bearing).

 6.  Show the students a container filled with water.  Insert a sponge
     attached to a rock by a rubber band.  Ask the students, "Can the 
     sponge move?"  (expected response: No. It's sessile). Then ask, 
     "What does the rock represent?"  (expected response: a substrate). 
  
 7.  Ask the student how he/she thinks the sponge obtains its food.
     (expected response:water).

 8.  Activity 1: 
     Pass out a handout depicting how the sponge feeds.  
     Discuss the handout in detail.  (Use an overhead projector to 
     illustrate this activity.) 

 9.  Activity 2:
     Laboratory exercise.  The lab consists of students viewing the 
     sponge, Grantia, under a dissecting microscope.  In addition,
     the student will answer eleven questions.

l0.  Activity 3: 
     After the students have completed the laboratory exercise, 
     instruct them to view six exhibits & answer the questions in the 
     Discovery Center.

Evaluation:
  Have the students compare the observable characteristics of a sponge 
  to the jellyfish.
  
  Students will write a short essay entitled Why Study The Sponge?

References:
  Send a self- addressed stamped envelope to Carol Giles Box l392 Chgo, 
  Il 60690