Comparative anatomy: A continuum
Website Address:https://www.curriki.org/oer/Comparative-anatomy-A-continuum
Type:
E-book, Lesson PlanDescription:
In groups, students will design a presentation that will trace the development of an organ system through the major phyla of the animal kingdom looking for the relationships between structure and function by documenting adaptations. This lesson is also available on the Learn NC website.
Subjects:
- Information & Media Literacy > General
- Science > General
Education Levels:
- Grade 9
- Grade 10
Keywords:
systems digestive system digest chemically and mechanically pass/move taxonomy classificationLanguage:
EnglishAccess Privileges:
Public - Available to anyoneLicense Deed:
Creative Commons Attribution 3.0Collections:
NoneSCI.9-11.10.A: Science
describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals;
SCI.9-11.10.B: Science
describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants; and
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Desired Learner Outcomes:
Standards:
North Carolina Standard Course of Study Biology The learner will develop an understanding of the unity and diversity of life. Objective 4.01 Analyze the classification of organisms according to their evolutionary relationships.
Gather information from the most effective resources (print, non-print, electronic). Objective 4.06 Comply with the Copyright Law (P. L. 94-553). Objective 4.07 Organize and use information. Objective 4.08 Credit sources of information. Objective 4.09 Produce and present findings in various formats (print, graphical, audio, video, multimedia, web-based). Objective 4.10 Evaluate the product.
SummativeAssessment(s) :
Pre-Requisite Knowledge & Skills:
Begin with a discussion of taxonomy and classification, explaining how organisms fit into the levels of classification. Discussion may include a review of the kingdoms of life and a review of binomial nomenclature. If you plan to use PowerPoint, you may do a quick introduction to the program using the PowerPoint in a Nutshell presentation, attached below. Script for the presentation is visible in Notes view.
Procedures:
Follow the development of your system through the major phyla of the animal kingdom, looking for advantages or adaptations in the system. Trace the system from simple organisms, such as sponges, through to the most complex, mammals. Working in your group, prepare a comprehensive presentation on the assigned system.
Materials:
Print sources to research animal systems Materials necessary to create visuals for an oral presentation, such as poster board, overhead transparencies, etc. Internet access and CD ROM resources, as available PowerPoint or another multi-media presentation tool, as available Data projector or other presentation device(s)
Modifications, Adaptations, & Accommodations:
Modifications Create a timeline for the project. #2 list parts and functions. #4 provide information on a lower reading level. Use native language resources. Alternative assessment Create a presentation and visual rubric just for the ELL’s. Allow LEP students to point when teammates are speaking.
Required Attachments:
Reflection:
Suggested Timeline Day 1: Discussion of assignment, expectations, group roles, initial planning by groups Days 2–5: Research Days 6–10: Work on Presentation/Research This timeline does not include the days needed for your students to present their projects. The assignment limits their presentations to fifteen minutes, encourage them to be short and to the point. Ideally, we envisioned three minutes per student for a total of twelve minutes. Individual Assignment This assignment should be given to each student at the conclusion of the presentations. You may require the students to complete this as a homework assignment, or it can be given to them as an in class assignment. In grading this assignment, please refer to the Teacher’s Lesson Goals/Objectives, and direct students to the objectives that pertain to each system for this assignment. You want the students to demonstrate an understanding of the adaptations that each system has to function successfully in the environment. Group Selection About two weeks before I give the students the assignment, I ask them to raise their hands if they have created a PowerPoint presentation and feel like they know this software. I write down the names of these students. When it comes time to put together groups, I make sure that every group has at least one person who is comfortable with the software.
| Students will be able to… | Students will know… |
|---|---|
| Describe characteristics of an organ system | how to: |
| Compare the advantages of aquatic and terrestrial environments for animals | Identify sources in print and non-print media |
| Compare the mechanism of food getting and digestion in a variety of animals | Evaluate sources for credibility |
| Explain how some animals can exist without specialized organs for oxygen-carbon dioxide exchange | Select material to support the assignment |
| Describe the differences between open and closed circulatory systems | Document sources using an established citation method |
| Explain the role of the nervous system in coordination | Produce and present findings verbally using multimedia tools |
| State the advantages of endoskeletons and exoskeletons | |
| Compare the stages of development in a variety animals | |
| Identify relationships between the process of oxygen-carbon dioxide exchange and water balance in both aquatic and terrestrial animals | |
| Compare reproductive adaptations in a variety animals |
Standards:
North Carolina Standard Course of Study Biology The learner will develop an understanding of the unity and diversity of life. Objective 4.01 Analyze the classification of organisms according to their evolutionary relationships.
- The historical development and changing nature of classification systems.
- Similarities and differences between eukaryotic and prokaryotic organisms.
- Similarities and differences among the eukaryotic kingdoms: Protists, Fungi, Plants, Animals.
- Classify organisms using keys.
- Unicellular protists, annelid worms, insects, amphibians, mammals, non vascular plants, gymnosperms and angiosperms.
- Transport, excretion, respiration, regulation, nutrition, synthesis, reproduction, and growth and development.
Gather information from the most effective resources (print, non-print, electronic). Objective 4.06 Comply with the Copyright Law (P. L. 94-553). Objective 4.07 Organize and use information. Objective 4.08 Credit sources of information. Objective 4.09 Produce and present findings in various formats (print, graphical, audio, video, multimedia, web-based). Objective 4.10 Evaluate the product.
Summative
| Describe Performance Tasks | Explain &/or Reference Criteria |
|---|---|
| presentation will be assessed on content, design and delivery | use rubric, attached |
Pre-Requisite Knowledge & Skills:
Begin with a discussion of taxonomy and classification, explaining how organisms fit into the levels of classification. Discussion may include a review of the kingdoms of life and a review of binomial nomenclature. If you plan to use PowerPoint, you may do a quick introduction to the program using the PowerPoint in a Nutshell presentation, attached below. Script for the presentation is visible in Notes view.
Procedures:
Follow the development of your system through the major phyla of the animal kingdom, looking for advantages or adaptations in the system. Trace the system from simple organisms, such as sponges, through to the most complex, mammals. Working in your group, prepare a comprehensive presentation on the assigned system.
- Choose a representative organism from each of the sixteen listed phyla.
- This presentation must not exceed fifteen minutes.
- Every group member must contribute verbally during this presentation.
- Sources must be credible and must be given credit in a bibliography on the last slide(s) of your presentation.
- My group member encouraged others with positive and constructive comments when he/she…
- I encouraged others with positive and constructive comments when I…
- My group member showed willingness to help others when…
- I showed willingness to help others when…
- My group member successfully solved a problem by…
- I successfully solved a problem by…
- I liked the group responsibilities and roles because…
- I disliked the group responsibilities and roles because…
- My group member gave ideas to the group including…
- I gave ideas to the group including…
- My group member listened to the ideas of others without judging them including…
- I listened to the ideas of others without judging them including…
- One great resource our group found was…
- Another way I could show my understanding of animal systems is…
Materials:
Print sources to research animal systems Materials necessary to create visuals for an oral presentation, such as poster board, overhead transparencies, etc. Internet access and CD ROM resources, as available PowerPoint or another multi-media presentation tool, as available Data projector or other presentation device(s)
Modifications, Adaptations, & Accommodations:
Modifications Create a timeline for the project. #2 list parts and functions. #4 provide information on a lower reading level. Use native language resources. Alternative assessment Create a presentation and visual rubric just for the ELL’s. Allow LEP students to point when teammates are speaking.
Required Attachments:
 | nutshell.ppt |
| | Rubrics.htm |
| | assignhandout.htm |
| | journalprompts.htm |
| | roleshandout.htm |
| | ComparativeAnatomywebsites.rtf |
Reflection:
Suggested Timeline Day 1: Discussion of assignment, expectations, group roles, initial planning by groups Days 2–5: Research Days 6–10: Work on Presentation/Research This timeline does not include the days needed for your students to present their projects. The assignment limits their presentations to fifteen minutes, encourage them to be short and to the point. Ideally, we envisioned three minutes per student for a total of twelve minutes. Individual Assignment This assignment should be given to each student at the conclusion of the presentations. You may require the students to complete this as a homework assignment, or it can be given to them as an in class assignment. In grading this assignment, please refer to the Teacher’s Lesson Goals/Objectives, and direct students to the objectives that pertain to each system for this assignment. You want the students to demonstrate an understanding of the adaptations that each system has to function successfully in the environment. Group Selection About two weeks before I give the students the assignment, I ask them to raise their hands if they have created a PowerPoint presentation and feel like they know this software. I write down the names of these students. When it comes time to put together groups, I make sure that every group has at least one person who is comfortable with the software.
