FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
SCIENCE DEPARTMENT
LABORATORY ZOOLOGY
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
Grade Level: 11 and 12
Department: Science
Course Title:
Credits: 2.5
Laboratory Zoology
Course Code: 04290X
BOARD OF EDUCATION INITIAL ADOPTION DATE: AUGUST 30, 2010
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.
3
Freehold Regional High School District
Curriculum Map
Laboratory Zoology
Relevant
Standards1
Enduring
Understandings
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.
5.1.12.D.3
5.3.12 E.3
Scientists group
animals based on
shared characteristics.
Assessments
Essential Questions
Diagnostic
(before)
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
How can animals be studied safely?
How are invertebrates different from vertebrates?
How are animal groups similar and different from one
another?
Pretest
Student Survey
Oral
Questions/
Discussion
Anticipatory
Set Questions
Student Survey
Oral
Questions/
Discussion
Anticipatory
Set Questions
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?
Pretest
Student Survey
Oral
Questions/
Discussion
Anticipatory
Set Questions
Formative
(during)
Lab Activities
Quizzes
Chapter Test
Written Assignments
Oral Presentations
Observations
Participatory Rubrics
Research Assignments
Guest Speakers
Educational
Excursions
Lab Activities
Quizzes
Chapter Test
Written Assignments
Oral Presentations
Observations
Participatory Rubrics
Research Assignments
Guest Speakers
Educational
Excursions
Lab Activities
Quizzes
Chapter Test
Written Assignments
Oral Presentations
Observations
Participatory Rubrics
Research Assignments
Guest Speakers
Educational
Excursions
Summative
(after)
Final Exam
Final Exam
Final Exam
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Freehold Regional High School District
Course Proficiencies and Pacing
Laboratory Zoology
Unit Title
Unit #1: Characteristics of
Animals
Unit #2: Simple Animals
Unit #3: Worms
Unit #4: Phylum Mollusca
Unit #5: Phylum
Arthropoda
Unit Understandings and Goals
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.
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.
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.
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.
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.
Recommended
Duration
3 weeks
2 weeks
2 weeks
3 weeks
3 weeks
5
Unit #6: Phylum
Echinodermata
Invertebrate
Chordates
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 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.
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
2 weeks
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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
Content, Themes, Concepts, and
Instructional Resources
Teaching Strategies
Questions
Skills
and Materials
What are the characteristics of
animals?
Content:
Key terms relevant to the characteristics,
classification and bioethics of animals.
How are animals classified?
What is Bioethics?
What are the safety precautions
during a dissection?
Human Impact Research
Skills: Appropriate internet research
skills
Using lab tools and following proper
laboratory procedures.
Assessment
Strategies
Current textbook and resource
ancillaries
Class notes via lecture, power point, smart
board and overhead projector.
Written tests and
quizzes
Internet
Class discussion
Worksheets
Multimedia video
Cooperative learning “jig-sawing”
Laboratory Activity and
Analysis
Mobile computer lab centers
Project Based Learning
Laboratory Tools and Safety
Equipment
Student centered computer based activities
Project assessments
Diagram analysis
Hands on manipulation
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.
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Freehold Regional High School District
Laboratory Zoology
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.
Duration of Unit: 2 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
Instructional
Guiding / Topical
Content, Themes, Concepts, and Skills
Teaching Strategies
Resources and
Questions
Materials
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.
Assessment
Strategies
Current textbook and
resource ancillaries
Class notes via lecture, power point,
smart board and overhead projector.
Written tests and
quizzes
Internet
Class discussion
Worksheets
Multimedia video
Cooperative learning “jig-sawing”
Laboratory Activity
and Analysis
Mobile computer lab
centers
Project Based Learning
Laboratory Tools and
Safety Equipment
Project assessments
Student centered computer based
activities
Diagram analysis
Hands on manipulation
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
Freehold Regional High School District
Laboratory Zoology
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.
Duration of Unit: 2 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
Instructional
Guiding / Topical
Content, Themes, Concepts, and Skills
Resources and
Teaching Strategies
Questions
Materials
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.
Current textbook and
resource ancillaries
Internet
Human Impact Research
Multimedia video
Skills: Appropriate internet research skills
Using lab tools and following proper laboratory procedures.
Class notes via lecture, power
point, smart board and overhead
projector.
Class discussion
Assessment
Strategies
Written tests and
quizzes
Worksheets
Cooperative learning “jig-sawing”
Laboratory Activity
and Analysis
Mobile computer lab
centers
Project Based Learning
Project assessments
Laboratory Tools and
Safety Equipment
Student centered computer based
activities
Diagram analysis
Hands on manipulation
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.
9
Freehold Regional High School District
Laboratory Zoology
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
Instructional Resources
Teaching Strategies
Content, Themes, Concepts, and Skills
Questions
and Materials
What are the
characteristics of
mollusks?
What are examples of
mollusks?
Assessment
Strategies
Content: Key terms relevant to the characteristics,
classification and bioethics of the Phylum Mollusca.
Current textbook and
resource ancillaries
Class notes via lecture, power point,
smart board and overhead projector.
Written tests and
quizzes
Human Impact Research
Internet
Class discussion
Worksheets
Skills: Appropriate internet research skills
Multimedia video
Cooperative learning “jig-sawing”
Using lab tools and following proper laboratory
procedures.
Mobile computer lab centers
Project Based Learning
Laboratory Activity
and Analysis
Laboratory Tools and Safety
Equipment
Student centered computer based
activities
Project assessments
Diagram analysis
Hands on manipulation
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.
10
Freehold Regional High School District
Laboratory Zoology
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.
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
Instructional Resources
Guiding / Topical
Teaching Strategies
Content, Themes, Concepts, and Skills
and Materials
Questions
What are the
characteristics of
arthropods?
What are examples of
arthropods?
Assessment
Strategies
Content: Key terms relevant to the characteristics,
classification and bioethics of the Phylum Arthropoda.
Current textbook and
resource ancillaries
Class notes via lecture, power point,
smart board and overhead projector.
Written tests and
quizzes
Human Impact Research
Internet
Class discussion
Worksheets
Skills: Appropriate internet research skills
Multimedia video
Cooperative learning “jig-sawing”
Laboratory Activity
and Analysis
Using lab tools and following proper laboratory
procedures.
Mobile computer lab centers
Project Based Learning
Laboratory Tools and Safety
Equipment
Student centered computer based
activities
Project assessments
Diagram analysis
Hands on manipulation
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.
11
Freehold Regional High School District
Laboratory Zoology
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.
Duration of Unit: 2 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
Instructional
Guiding / Topical
Content, Themes, Concepts, and Skills
Resources and
Teaching Strategies
Questions
Materials
What are the characteristics of
echinoderms and invertebrate
chordates?
Content: Key terms relevant to the characteristics,
classification and bioethics of the Phylum Echinodermata
and Invertebrate Chordates.
What are examples of
echinoderms and invertebrate
chordates?
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
Assessment
Strategies
Written tests and
quizzes
Worksheets
Cooperative learning “jig-sawing”
Laboratory Activity
and Analysis
Project Based Learning
Project assessments
Student centered computer based
activities
Diagram analysis
Hands on manipulation
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.
12
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.
Duration of Unit: 2 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
Instructional Resources
Teaching Strategies
Content, Themes, Concepts, and Skills
Questions
and Materials
What are the
characteristics of
Chordates?
What are examples of
Chordates?
Assessment
Strategies
Content: Key terms relevant to the characteristics,
classification and bioethics of the Phylum Chordata.
Current textbook and
resource ancillaries
Class notes via lecture, power point,
smart board and overhead projector.
Written tests and
quizzes
Human Impact Research
Internet
Class discussion
Worksheets
Skills: Appropriate internet research skills
Multimedia video
Cooperative learning “jig-sawing”
Project assessments
Using lab tools and following proper laboratory
procedures
Mobile computer lab centers
Project Based Learning
Laboratory Tools and Safety
Equipment
Student centered computer based
activities
Diagram analysis
Hands on manipulation
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.
13