Vertebrates and Invertebrates Production
You have just been employed by a Larner Books & Videos to design and create a storybook or educational video. The storybook or video should be
visually stimulating, colorful, and to the heart of the content to increase student understanding.
You will have to create your storybook and video and present it to the publishing company and staff (teacher and class!)
Students in groups will create a video (3 people max) or storybook (2 people) full of information, visual aides, and other creative ideas. Videos should
include sound.
Task #1
Choose an appropriate title for the book or video. The name must be based on characteristics of vertebrate and invertebrate animals.
Task #2
You must design and create the following “chapters”/sections:
1.
2.
3.
4.
5.
What is a Vertebrate?
Fish
Amphibians
Reptiles
Birds
Chapters 1-6 must include the following information
Habitat
Movement
Symmetry
Reproduction
Nutrition/diet/digestive system
Circulation
Nervous system
Behaviors/adaptations
6.
7.
8.
9.
10.
Mammals
What is an Invertebrate?
Sponges
Cnidarians
Arthropods
11.
12.
13.
14.
Echinoderms
Worms
Mollusks
Compare and Contrast Vertebrates and
Invertebrate
Chapters 8-13 should include the following information
Movement
Body Symmetry
Reproduction
Feeding & Digestion
Circulation (blood flow)
Respiration (breathing)
Excretion
Segmentation
Each chapter/section should include at least 3 pictures, drawings, or graphics of the group being described. When creating a video you may use three dimensional
examples or incorporate pictures into your video.
Task #3
Design a Book Cover or Intro.
Introduction (Front Cover) must include:
Names of authors/directors
Title
Color illustration, graphic or picture
Credits (Back Cover) must include:
Names of actors and/or producers…
Copyright/Production symbol with year and names of authors
~~~~~ EXPLORING VERTEBRATES ~~~~~
Movement Symmetry
FISH
Examples:
AMPHIBIANS
Examples:
REPTILES
Examples:
BIRDS
Examples:
MAMMALS
Examples:
Reproduction
Nutrition
Circulation Behavior
Habitat
Adaptation
~~~~~ EXPLORING INVERTEBRATES ~~~~~
Movement
SPONGES
Examples:
CNIDARIANS
Examples:
ARTHROPODS
Examples:
ECHINODERMS
Examples:
WORMS
Examples:
MOLLUSKS
Examples:
Body
Symmetry
Reproduction
Feeding &
Digestion
Circulation
(blood flow)
Respiration
(breathing)
Excretion
Segmentation
Production Rubric:
CATEGORY
40
30
20
10
Attractiveness The video or book is
exceptionally
attractive in terms of
design, layout, and
neatness.
The video or book is
attractive in terms of
design, layout and
neatness.
The video or book is
acceptably attractive
though it may be a bit
messy.
The video or book is
distractingly messy or
very poorly designed.
It is not attractive.
Effectiveness
Project includes all
material needed to
gain a comfortable
understanding of the
topic. It is a highly
effective study guide
Project includes most
material needed to
gain a comfortable
understanding of the
material but is lacking
one or two key
elements. It is an
adequate study
guide.
Project is missing
more than two key
elements. It would
make an incomplete
study guide.
Project is lacking
several key elements
and has inaccuracies
that make it a poor
study guide.
Creativity
The graphics or
objects used in the
video or book reflect
an exceptional
degree of student
creativity.
The graphics or
objects used in the
video or book reflect
student creativity.
The video or book
contains a few
creative graphics.
There is little
evidence of creativity
in the video or book.
Required
Elements
The video or book
includes all required
elements as well as
additional
information.
All required elements Most of the required Several required
are included on the
elements are
elements were
video or book.
included on the video missing.
or book.
Mechanics
Grammar is correct
throughout the video
or book.
There are almost no
errors in grammar.
FINAL GRADE
There are a few
errors in grammar.
TOTAL
There are many
errors in grammar.
/200
Multiple Intelligence Lesson Planning
Invertebrates & Vertebrates Production
Students must use Movie
Maker and cut and mix
videos to create final
product or use Microsoft
Publisher for storybook
.production
Student must speak
clearly and create the
“script” for the video or
use proper grammar in
storybook.
Students are “performing” in
their videos to explain the
characteristics or must use
creative ideas and techniques
to make a visually
stimulating.
Students can use
music within their
video.
Vertebrate &
Invertebrate
Productions
Students must work
in groups to create
productions.
Movement – Students
are allowed to move
around and perform or
to gather information.
Students will reflect
individually on
assignment and will be
required to recall specific
information.
A Reflection on Video Productions by A. Larner
For years I have had my students create storybooks about the Kingdoms of Life or Vertebrates and
Invertebrates. Trying to keep up with the newest technology and with the interests of the students, I decided this
semester to branch out and allow students to create videos using Movie Maker and flip cameras. What an adventure,
but what entertainment!
Students were provided with “Exploring Vertebrates and Invertebrates” charts and provided access to the
internet and their textbook. They worked within their groups filling out the charts.
After the charts were completed and the information was verified, they were assigned the task of “planning”
their production – either storybook or video. They planned either a layout for their storybook or came up with ideas
and plans for the scenes for their videos.
Once they planned their process, they were provided laptops and flip cameras. Students creating a storybook
were guided to use Microsoft Publisher and to create a booklet or use Microsoft Power point and create a power point
that would be printed out and bound as a book. Students creating a video were provided with a Flip camera and set
out to film their videos. They were provided with Movie Maker and Microsoft Power point to create their videos.
Students were allowed access to music and sounds to include in their videos.
I was AMAZED with the involvement and creativity with the video productions. Students, who are not
normally as engaged, were present every day, were excited about working, and were very pleased and proud of their
productions.
This project was able to capture the strengths of each individual student. What a wonderful activity to
experience and observe!
Angela Larner
WMHS Science Department