2010 lab zoology - freehold regional high school …...unit #4: phylum mollusca animals have evolved...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SCIENCE DEPARTMENT

LABORATORY ZOOLOGY

Grade Level: 11-12

Credits: 2.5

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 30, 2010 SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING

APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS

APPENDIX B: ASSESSMENT EVIDENCE

APPENDIX C: INTERDISCIPLINARY CONNECTIONS

https://docs.google.com/document/d/1mEcdd5YsukZgMjnuU4GLQbRsGh-qzbT5eC0sUSt3M0o/edit?usp=sharing

3

Course Philosophy

This course provides students an opportunity to explore the animal kingdom through the infusion

of 21st century learning techniques. This course is designed to introduce students to the

characteristics of animals as well as their biological classification and will emphasize the anatomy and

physiology of animals as well as their role and impact on the environment.

Course Description

Laboratory Zoology is a half-year science course designed for students interested in exploring the

diversity of organisms in the animal kingdom. The course emphasizes the comparative anatomy and

physiology of various invertebrates and vertebrates, and students learn through a combination of

classroom activities, including dissection, hands-on experiments, projects and the integration of

technology.

4

Freehold Regional High School District Curriculum Map

Laboratory Zoology

Assessments Relevant

Standards1 Enduring

Understandings Essential Questions Diagnostic

(before) Formative (during)

Summative (after)

5.1.12.C.3 5.3.12.A.5 5.3.12.D.3 5.3.12.E.2 5.3.12.E.4

Animals have evolved over time which has led to animal diversity.

Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups?

Pretest Student Survey Oral Questions/ Discussion Anticipatory Set Questions

Lab Activities Quizzes

Chapter Test Written Assignments Oral Presentations Observations Participatory Rubrics Research Assignments Guest Speakers Educational Excursions

Final Exam

5.1.12.D.3 5.3.12 E.3

Scientists group animals based on shared characteristics.

How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another?




Final Exam

5.3.12.C.2 Humans and animal populations impact each other.

How do animals and humans interact? How does bioethics impact the study of Zoology?




Final Exam

5

Freehold Regional High School District Course Proficiencies and Pacing

Laboratory Zoology

Unit Title

Unit Understandings and Goals Recommended

Duration Unit #1: Characteristics of Animals

Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list the characteristics of animals. 2. The students will be able to apply appropriate laboratory safety techniques. 3. The students will be able to utilize prior knowledge of microscopy and other lab tools. 4. The students will be able to understand the modern system of classification. 5. The students will understand and explain how animals impact each other.

3 weeks

Unit #2: Simple Animals

Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list the characteristics of the Phylum Porifera and Phylum Cnidiaria. 2. The students will be able to describe the anatomy and physiology of a sponge. 3. The students will be able to list and differentiate the various types of Cnidaria. 4. The students will understand and explain how animals impact each other.

2 weeks

Unit #3: Worms Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list and differentiate the types of worm classes. 2. The students will be able to compare the anatomy and physiology of the worm classes. 3. The students will understand and explain how animals impact each other.

2 weeks

Unit #4: Phylum Mollusca Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list and differentiate the Classes of Mollusks. 2. The students will be able to compare the anatomy and physiology of the various Mollusca classes. 3. The students will understand and explain how animals impact each other.

3 weeks

Unit #5: Phylum Arthropoda

Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list and differentiate the characteristic of the Phylum Arthropoda. 2. The students will be able to compare the anatomy and physiology of the Arthropoda classes. 3. The students will be able to discuss why Arthropods have evolved as the most successful group of

animals. 4. The students will understand and explain how animals impact each other.

3 weeks

6

Unit #6: Phylum Echinodermata Invertebrate Chordates

Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list and differentiate the characteristic of the Phylum Echinodermata. 2. The students will be able to compare the anatomy and physiology of different types of

Echinoderms. 3. The students will be able to list the characteristic of the Invertebrate Chordates. 4. The students will be able to compare the anatomy and physiology of different types of Invertebrate

Chordates. 5. The students will be able to list and differentiate the types of Invertebrate Chordates. 6. The students will understand and explain how animals impact each other.

2 weeks

Unit #7: Phylum Chordata Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list and differentiate the characteristic of the Phylum Chordata. 2. The students will be able to compare the anatomy and physiology of different types of Chordates. 3. The students will understand and explain how animals impact each other.

2 weeks

7

Freehold Regional High School District Laboratory Zoology

Unit #1: Introduction to Zoology Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Dissection and lab safety are essential to the study of Zoology. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list the characteristics of animals.

The students will be able to apply appropriate laboratory safety techniques. The students will be able to utilize prior knowledge of microscopy and other lab tools. The students will be able to understand the modern system of classification. The students will understand and explain how animals impact each other.

Duration of Unit: 3 weeks NJCCCS: 5.1.12.C.2, 5.1.12.C.3, 5.3.12.A.5, 5.3.12.D.3, 5.3.12.E.1, 5.3.12 E.2, 5.3.12.E.4

Guiding / Topical Questions

Content, Themes, Concepts, and Skills

Instructional Resources and Materials

Teaching Strategies Assessment Strategies

What are the characteristics of animals? How are animals classified? What is Bioethics? What are the safety precautions during a dissection?

Content: Key terms relevant to the characteristics, classification and bioethics of animals. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures.

Current textbook and resource ancillaries Internet Multimedia video Mobile computer lab centers Laboratory Tools and Safety Equipment

Class notes via lecture, power point, smart board and overhead projector. Class discussion Cooperative learning “jig-sawing” Project Based Learning Student centered computer based activities Diagram analysis Hands on manipulation

Written tests and quizzes Worksheets Laboratory Activity and Analysis Project assessments

Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, supplementary research

opportunities, peer mentoring, additional testing time, and use of visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.

8


Unit #2: Simple Animals Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list the characteristics of the Phylum Porifera and Phylum Cnidiaria.

The students will be able to describe the anatomy and physiology of a sponge. The students will be able to list and differentiate the various types of Cnidaria. The students will understand and explain how animals impact each other.


Guiding / Topical Questions Content, Themes, Concepts, and Skills

Instructional Resources and

Materials Teaching Strategies

Assessment Strategies

What are the characteristics of simple animals?

Content: Key terms relevant to the characteristics, classification and bioethics of the Phylum Porifera and Phylum Cnidaria. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures.






9


Unit #3: Worms

Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list and differentiate the types of worm classes.

The students will be able to compare the anatomy and physiology of the worm classes. The students will understand and explain how animals impact each other.






What are the characteristics of worms? What are examples of worms?

Content: Key terms relevant to the characteristics, classification and bioethics of the Phylum Platyhelminthes, Phylum Nematoda and Phylum Annelida. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures.






10


Unit #4: Phylum Mollusca Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list and differentiate the Classes of Mollusks. The students will be able to compare the anatomy and physiology of the various Mollusk classes.

The students will understand and explain how animals impact each other. Duration of Unit: 3 weeks NJCCCS: 5.1.12.C.2, 5.1.12.C.3, 5.3.12.A.5, 5.3.12.D.3, 5.3.12.E.1, 5.3.12 E.2, 5.3.12.E.4

Guiding / Topical Questions Content, Themes, Concepts, and Skills Instructional Resources

and Materials Teaching Strategies


What are the characteristics of mollusks? What are examples of mollusks?

Content: Key terms relevant to the characteristics, classification and bioethics of the Phylum Mollusca. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures.






11


Unit #5: Phylum Arthropoda

Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list and differentiate the characteristic of the Phylum Arthropoda.

The students will be able to compare the anatomy and physiology of the Arthropoda classes. The students will be able to discuss why Arthropods have evolved as the most successful group of animals. The students will understand and explain how animals impact each other.





What are the characteristics of arthropods? What are examples of arthropods?

Content: Key terms relevant to the characteristics, classification and bioethics of the Phylum Arthropoda. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures.






12


Unit #6: Phylum Echinodermata and Invertebrate Chordates Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list and differentiate the characteristic of the Phylum Echinodermata.

The students will be able to compare the anatomy and physiology of different types of Echinoderms. The students will be able to list the characteristic of the Invertebrate Chordates. The students will be able to compare the anatomy and physiology of different types of Invertebrate Chordates. The students will be able to list and differentiate the types of Invertebrate Chordates. The students will understand and explain how animals impact each other.






What are the characteristics of echinoderms and invertebrate chordates? What are examples of echinoderms and invertebrate chordates?

Content: Key terms relevant to the characteristics, classification and bioethics of the Phylum Echinodermata and Invertebrate Chordates. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures






13

Freehold Regional High School District

Laboratory Zoology Unit #7: Phylum Chordata

Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list and differentiate the characteristic of the Phylum Chordata.

The students will be able to compare the anatomy and physiology of different types of Chordates. The students will understand and explain how animals impact each other.





What are the characteristics of Chordates? What are examples of Chordates?

Content: Key terms relevant to the characteristics, classification and bioethics of the Phylum Chordata. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures



Written tests and quizzes Worksheets Project assessments



2010 lab zoology - freehold regional high school …...unit #4: phylum mollusca animals have evolved...

Documents