Unit Name: Structure and Function of the Major Invertebrate Phyla, Part I
Grade Level: 7
Subject/Topic Area(s): Sponges, Cnidarians, Flatworms, Round Worms,
and Segmented Worms
Time Frame: 3 weeks
Class Description/Developmental Needs of Students: This 7th grade
class has 14 girls and 14 boys, including 11 GATE students, 1 former ELD
student, and 2 students with special needs (IEP).
STAGE ONE: DESIRED RESULTS
ESTABLISHED GOALS (State and/or National Content Standard (s)): G
S 7.2 A typical cell of any organism contains genetic instructions that specify its traits. Those traits
may be modified by environmental influences. As a basis for understanding this concept: a) students
know the differences between the life cycles and reproduction methods of sexual and asexual
organisms.
S 7.3 Biological evolution accounts for the diversity of species developed through gradual processes
over many generations. As a basis for understanding this concept: d) students know how to construct
a simple branching diagram to classify living groups of organisms by shared derived characteristics
and how to expand the diagram to include fossil organisms.
S 7.5 The anatomy and physiology of plants and animals illustrate the complimentary nature of
structure and function. As a basis for understanding this concept: a) students know plants and
animals have levels of organization for structure and function, including cells, tissues, organs, organ
systems and the whole organism. b) Students know that organ systems function because of the
contributions of organs, tissues and cells. The failure of any part can affect the whole system.
UNDERSTANDINGS: U
ESSENTIAL QUESTIONS: Q
Students will understand how, through
evolutionary forces, different species of animals
emerged over time and adapted to their
environment.
How are animals classified?
How did different kinds of invertebrates evolve
over time?
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Students understand the relationship between a
species’ physical and chemical structures and
their functions.
How are animal bodies typically organized?
Students will understand the relationship between
the hypothesis, the chosen methodology, and the
results for a given experiment. They will be able
to draw conclusions based on their analysis of
experimental results.
KNOWLEDGE: K
SKILLS: S
Students know the main characteristics of each
invertebrate Phylum: Porifera, Cnideria,
Platyhelminthes, Nematoda and Annelida.
Students will be able to identify the different
Phyla (and some Classes) of Invertebrates.
Students will know the variety of roles that worms
play in the lives of humans.
Students will know about the natural history (ex.
habitat) of different kinds of invertebrates.
Students know the following key terms: anatomy,
physiology, bilateral symmetry, radial symmetry,
vertebrate, invertebrate, phylum, polyp, larva,
medusa, brain, parasite, host, anus, closed
circulatory system, open circulatory system,
hydraulic skeleton, clitellum, metamerism,
photoreceptors, prostomium, circular muscles,
longitudinal muscles.
Students will be able to compare and contrast the
anatomy and physiology the different Phyla of
worms with each other, as well as with simpler
animals (ex. Sponges and Cniderians), and with
more complex organisms such as humans.
Students will be able to carry out laboratory
experiments with worms, as well as write up their
experiments, using the scientific method.
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STAGE TWO: ASSESSMENT EVIDENCE
PERFORMANCE TASKS (STUDENTS WILL
DEMONSTRATE STANDARD BY): T
OTHER EVIDENCE (FORMATIVE): OE
Planaria Quiz
Planaria Lab: student groups will carry out a
simple experiment and record their results and
conclusions using a scientific method format.
Their lab write-up will be grades according to a
rubric.
Annelid Quiz
Summative Test (will be given the week after the
unit). The test will consist of multiple choice and
fill in the blanks.
Earthworm Experiment Lab: Student groups will
design and carry out a simple experiment with
live earthworms. They will write their experiment
using the scientific method format: introduction,
methods, results and conclusions. Their lab writeups will be graded using a rubric.
Earthworm Dissection
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STAGE THREE: LEARNING PLAN
(UNIT SEQUENCE)
LEARNING ACTIVTIES (WHERETO):
Sponges and Cniderians Class discussion before direct instruction using Cloze Notes. (What do you
know? What do you want to know?)
(Modification for ELD students: I ask students for the Spanish word for “Sponge” and “Jelly Fish.”
Platehelminthes (Flatworms) Class Discussion before direct instruction.
Students take notes in their Phyla Chart.
(Modification for ELD students and some special needs students: I provide completed notes.)
Planaria Laboratory Experiment: Students work in groups of two to three. They first feed their
Planaria, then cut the Planaria into three sections (head, mid-section and tail) under the dissecting
microscope. They then monitor the process of regeneration over the next two weeks and record their
experimental results in a lab book.
(ELD student is placed in a group with a bilingual student. A student with special needs is placed in a
group with a high-performing peer buddy.)
Nematode (Roundworms) Class Discussion before direct instruction. Students take notes in their
Phyla Chart
Nematode Microscope observation: Students use microscopes to observe live nematodes in soil
samples taken from different locations.
Annelid (Segmented worms) Class Discussion before direct instruction. Students take notes in their
Phyla Chart.
Earthworm Dissection: Students work in groups of 2-3. Students dissect a preserved earthworm and
place pins on the major organs.
Earthworm Experiment: Students observe live worms, then choose a hypothesis and develop an
experimental method: 1) Do worms prefer darkness or light? 2) Do worms prefer a rough or a dry
surface? They record their results and conclusions in their lab book.
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MONDAY
TUESDAY
WEDNESDAY
Introduction to
Invertebrates:
What is an
animal? Sponges
and Cniderians:
class discussion
Correct Animal
Worksheet
Correct Planaria
worksheet
Class discussion:
Introduction to
Flatworms
Video:
Platyhelminthes
P-H DVD
“Sponges,
Cnidarians,
Worms”( 7 min.)
Direct instruction:
Students take
notes their Phyla
Chart
Sponges and
Cniderians Direct
Instruction using
Cloze Notes.
Students also take
notes using Phyla
Chart.
Flatworms:
handout and
Planaria
worksheet
Planaria Lab:
Instructions and
rubric for lab write
up.
THURSDAY
Planaria Lab
Day1: Movement
and Feeding;
Regeneration
experiment
Cutting into three
parts
FRIDAY
Class discussion:
Introduction to
Nematodes
Nematodes:Direct
Instruction:
Students take
notes in their
Phyla Chart
Mini
Lab:Nematode
observation
Platyhelminthes
Quiz Review
assignment
Chapter 11
Invertebrates
workbook
assignment,
pages 192-218,
Due in 4 weeks.
“What is an
Animal” worksheet
MONDAY
Correct
Platyhelminthes
Quiz Review
TUESDAY
Annelids: Direct
Instruction:
Students take
WEDNESDAY
Correct
Earthworm
Coloring
THURSDAY
Earthworm
Experiment Lab
FRIDAY
Give Instructions
and rubric for
Earthworm
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assignment
Platyhelminthes
Quiz
Class Discussion:
Introduction to
Annelids
MONDAY
notes in their
Phyla Chart
Instructions for
Earthworm
Experiment Lab
Annelid Quiz
Begin Lab Writeup (Due Wed.)
Give Instructions
and rubric for
Earthworm
Experiment Lab
and write -up
TUESDAY
WEDNESDAY
Day11: Planaria
Lab: monitor
progress of
regeneration
Dissection
Earthworm
dissection
Earthworm Quiz
Review
assignment
Annelids Handout
and Earthworm
Coloring
worksheet
Turn in Earthworm
Quiz Review
Unit Test Review
Correct
Earthworm
dissections.
worksheet
THURSDAY
Unit Test
FRIDAY
Day 13: Planaria
Lab –record final
progress of
regeneration
Planaria Lab due
Monday.
Work on
Earthworm
Experiment writeup
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REFLECTIONS
Describe the effectiveness of this lesson in helping students meet the learning goals.
How will you apply what you have learned in future instruction?
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