LIFE SCIENCE 12/13
Course A
ESSENTIAL UNIT 5 (E05)
(Plants and Animals)
(June 2011)
Unit Statement: In this unit the student will be introduced to the kingdoms of plants and
animals. The student will recognize that plants perform a complex chemical pathway to
produce their own food using energy from the sun, whereas animals are uniquely designed
to capture their own food and break it down into useable components. The student will
focus on the special adaptations of plants and animals to meet their needs and interact in a
complex world.
Essential Outcomes:
1. The Student Will identify the major characteristics of plants and their requirements
for living successfully on land. (3.1)
2. TSW distinguish among non-vascular, seedless vascular and seed plants with
respect to plant structure, habitat and reproductive strategies, and give
examples of plants in each group. (3.2)
3. TSW describe vascular tissue structure and function, and explain why it gives
vascular plants an advantage over nonvascular plants. (3.2)
4. TSW diagram the stages of a plant’s life cycle, examining the differences in
sporophyte and gametophyte stages of the three groups of plants listed in
TSW 2. *(see chart following rubric for explanation.) (3.4)
5. TSW state the identifying characteristics of animals and describe their functions. (4.1)
6. TSW explain how animals are classified into groups within the animal kingdom. (4.1)
7. TSW describe how animal bodies are organized and explain the relationship
between symmetry and body structure. (4.2)
8. TSW define an invertebrate and compare and contrast the six major phyla of
invertebrates based on body structures and symmetry. (4.3)
9. TSW name the defining characteristics of a chordate. (4.4)
10. TSW compare how the major groups of vertebrates control body temperature to
maintain homeostasis. (4.4)
11. TSW compare and contrast the five major groups of vertebrates. (4.5)
12. TSW apply the process of scientific inquiry to conduct a full experiment and write
a full lab report using a teacher provided experiment or “Investigating
Stomata” LabZone® or “Earthworm Responses” LabZone® .
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Introduced and Practiced:
1. The Student Will recognize the differences between monocots and dicots. (3.2)
2. TSW illustrate the structures of roots, stems, leaves and flowers, identifying each
part and their functions. (3.3)
3. TSW describe seed structure and the processes of dispersal and development. (3.3)
4. TSW explore tropisms and plant responses to seasonal changes. (3.5)
5. TSW examine the role of plants in the ecosystem and how people use plants. (3.6)
Key Terms:
Vascular tissue
Gymnosperm
Angiosperm
Embryo
Sporophyte
Gametophyte
Fertilization
Zygote
Vertebrate
Symmetry
Chordate
Endotherm
Ectotherm
SUGGESTED RESOURCES & RUBRIC FOUND ON FOLLOWING PAGES………………
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Copyright © 1988-2011
Suggested Materials:
Pearson The Diversity of Life, chapters 3 and 4.
Ancillary materials are listed in the Course Outcome Statement
Suggested Resources:
1. Choose from Lab Zone® hands-on inquiries (see list of 34 different inquiries of
varying length and difficulty in teacher’s edition, pT8, T9
2. Purchase or obtain from nature a variety of live or freshly dead animals for
comparison of symmetry and body structures and complexity.
3. In-text section reviews and enrichment
4. Pearson published activities: “Scenario-based Investigations,” “Interdisciplinary
Activities,” “Chapter Activities,” “Inquiry Skill Activities, “Reading Strategies” for
English Language Learners,” and “Math Skill and Problems-Solving Handbook.”
5. Students interested in further investigation may explore topics in forensic botany (p
132), growing plants in outer space (p 133), methods used in agriculture to
improve plant productivity, genetic engineering of plants, discovery of new species
of animals, designing zoo habitats (p 168), inspiration of the development of
technology by biological research (p 169), adaptations of animals for living in
extreme environments (p 169).
Technology Resources:
Destiny Webpath Express (found on school’s automated library system)
Students complete “Planet Diary” at myscienceonline.com
View “Untamed Science” videos.
Students perform activities in “Interactive Art” and “Virtual Lab” at
myscienceonline.com
5. simulations: http://phet.colorade.edu
6. visuals, virtuals and animations: www.classzone.com
1.
2.
3.
4.
Suggested Assessment Tools and Strategies:
1. Students may create a diagram of plant structures with explanations of the function
of each part. (TSW 5)
2. Students may produce a 3-dimensional model of one or more plant structures. (TSW 5)
3. Students may dissect a large plant and demonstrate to the teacher that they
understand its structure and function of parts. (TSW 5)
4. Students may write a one page essay for any of TSW’s 6, 8 or 9.
5. Observe images or video of a variety of animals and use the information of
compare and contrast body structure and symmetry and or adaptations for living in
different habitats. (TSW 9 & possibly 10)
6. Students complete questions and activities in spaces provided in the text.
7. Students participate in class discussions of text material.
8. ExamView® Computer Test Generator
9. Teacher generated or published Pearson Interactive Science Assessments including
Chapter Test, Performance Assessment and Progress Monitoring Assessments
(TSW’s 2-10)
RUBRIC FOUND ON FOLLOWING PAGE…………………….
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QSI 12/13 LIFE SCI E05
Copyright © 1988-2011
ESSENTIAL UNIT 5 (E05)
(Plants and Animals)
Suggested Rubric
The following rubric may be used by the teacher to distinguish between ‘A’-level and ‘B’-level work
in E05. TSW’s which do not lend themselves to ‘A’-level work do not have suggestions.
Statement
TSW 1
Plant
characteristics
TSW 2
Plant groups
TSW 3
Vascular tissue
TSW 4
Plant life-cycle
‘A’-level
Student can distinguish among the three plant
groups regarding differences in structure,
habitat and reproductive strategies using
scientific terms from the text.
Student can describe vascular tissue as
bundles of tube-like vessels and distinguish
between xylem and phloem function.
Student can create a diagram from memory of
each group’s life cycle and use both words
and a chart to evaluate differences in
sporophyte and gametophyte stages of the
plant groups.
TSW 5
Animals
TSW 6
TSW 7
Animal structure
and organization
TSW 8
Invertebrates
TSW 9
Chordates
TSW 10
Body
temperature
TSW 11
Vertebrate phyla
Student can describe the different levels of
organization of an animal and state the
relationship between symmetry and body
structure, noting the advantages of bilateral
symmetry over radial symmetry.
Student can define an invertebrate and
recognize more than one similarity and one
difference between each of the six major
phyla of invertebrates.
Student can explain using three or more
examples how vertebrates control body
temperature to maintain homeostasis (both
ectotherms and endotherms.)
Student can compare and contrast the five
major vertebrate groups with respect to body
temperature, body structure, reproduction,
water retention.
‘B’-level
Student can name the characteristics of
the plant kingdom and their requirements
for living successfully on land.
Student can distinguish among the three
plant groups regarding differences in
structure, habitat and reproductive
strategies.
Student can describe vascular tissue as
tube-like structures that move water and
materials up and down plant.
Student can create a diagram of each plant
group’s life cycle and state the differences
in sporophyte and gametophyte stages of
the three groups.*(see below)
Student can identify the characteristics
that define the animal kingdom and state
the functions of animals.
Student can state that animals are
subdivided into groups by similarities in
body structure, DNA and means of
development.
Student can state the different levels of
organization of an animal and state the
relationship between symmetry and body
structure.
Student can define an invertebrate and
recognize at least one similarity and one
difference between each of the six major
phyla of invertebrates.
Student can name the defining
characteristics of a chordate.
Student can explain how vertebrates
control body temperature to maintain
homeostasis (both ectotherms and
endotherms.)
Student can name the distinguishing
characteristics of each of the five
vertebrate groups.
Student will complete a laboratory project
provided in LabZone® or provided by the
teacher and complete a lab report. (see lab
report format in appendix.)
TSW 12
Scientific
inquiry
MORE INFORMATION ON FOLLOWING PAGE……………………
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Copyright © 1988-2011
Note that the following information is not clearly delineated in Pearson’s text and should be taught in
order to make this clear to the students and demonstrate the increasing complexity of plants.
Sample chart comparing stages in plant groups
Non-vascular
Vascular, sporebearing
Grows out of and is Is dominant, most
Sporophyte
dependent on
visible stage
gametophyte
Dominant, provides Very small, but
gametophyte
water and nutrients independent from the
to the sporophyte
sporophyte
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QSI 12/13 LIFE SCI E05
Copyright © 1988-2011
Vascular, seed-bearing
Is the dominant and only
visible stage
Microscopic and depends
completely on
sporophyte