Exploring Our Fluid Earth

Teaching Science as Inquiry

 

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Question Set: Phylum Cnidaria
NGSS Science and Engineering Practices
Engaging in Argument from Evidence
NGSS Crosscutting Concepts
Structure and Function
Patterns
NGSS Disciplinary Core Ideas
LS1.A: Structure and Function
LS1.B: Growth and Development of Organisms
LS1.C: Organization for Matter and Energy Flow in Organisms
LS1.D: Information Processing
LS4.A: Evidence of Common Ancestry and Diversity
LS4.C: Adaptation
Table of Contents
Question Set: Phylum Cnidaria
  1. Why are ctenophores no longer in the cnidarian phylum?
     
  2. How might having cnidocytes (stinging cells) be advantageous
    1. to a jellyfish?
    2. to a sea anemone?
       
  3. How does the body plan of a cnidarian (jellyfish, coral, anemone, etc.) differ from that of sponge?
     
  4. Most sea anemones are sessile (attached) animals. What do biologists mean when they say that a sea anemone moves?
     
  5. Jellyfish propel themselves with rhythmic pulsations of their body, yet they are described as plankton (drifting organisms). How might this be explained?
     
  6. What are some examples of mechano-reception, chemoreception, and photoreception in humans? Give specific examples.
Exploring Our Fluid Earth, a product of the Curriculum Research & Development Group (CRDG), College of Education. University of Hawaii, 2011. This document may be freely reproduced and distributed for non-profit educational purposes.