Desired Learner Outcomes:
North Carolina Standard Course of Study
|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|| |
The learner will develop an understanding of the unity and diversity of life.
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.
Analyze the processes by which organisms representative of the following groups accomplish essential life functions including:
- Unicellular protists, annelid worms, insects, amphibians, mammals, non vascular plants, gymnosperms and angiosperms.
- Transport, excretion, respiration, regulation, nutrition, synthesis, reproduction, and growth and development.
The learner will IDENTIFY and USE criteria for excellence to evaluate information and formats.
Determine accuracy, relevance, and comprehensiveness of information resources.
The learner will EXPLORE and USE research processes to meet information needs.
Gather information from the most effective resources (print, non-print, electronic).
Comply with the Copyright Law (P. L. 94-553).
Organize and use information.
Credit sources of information.
Produce and present findings in various formats (print, graphical, audio, video, multimedia, web-based).
Evaluate the product.
Pre-Requisite Knowledge & Skills:
|Describe Performance Tasks||Explain &/or Reference Criteria|
|presentation will be assessed on content, design and delivery||use rubric, attached|
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.
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 assignment should not be the first PowerPoint students have done.
- 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.
if PowerPoint, Hyperstudio or another multimedia presentation program
is unavailable, students may make posters or diagrams and present with
Maintain a Journal
keep a journal throughout the project for reflection, as well as for
self and peer evaluation. You may choose to use some of the following
- 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…
unifying theme in biology is that an organism and its environment are
complementary. Animal structure is interconnected with the requirements
of animal life and the means of coping with the environment. Choose one
organism from any phylum and explain how that organism illustrates this
principle. Discuss each system and how that system enables that
organism to live successfully in its environment.
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:
Create a timeline for the project.
#2 list parts and functions.
#4 provide information on a lower reading level.
Use native language resources.
Create a presentation and visual rubric just for the ELL’s.
Allow LEP students to point when teammates are speaking.
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.
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.
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.