Standard:
3.1.7.A1 Describe the similarities and differences of physical characteristics in diverse organisms
3.1.7.A5 Explain how the cell is the basic structural and functional unit of living things.
3.1.7B2 Compare sexual reproduction with asexual reproduction.
Objective: SWBAT contrast distinguishing characteristics of each phyla of invertebrates INVERTEBRATES - (Porifera,
Cnidarians, Platyhelminthes, Nematodes, Mollusks, Annelids, Echinoderms, Arthropods, five classes of vertebrates:
fish, amphibians, reptiles, birds and mammals. As the students work individually, in pairs, and in small groups, they will
be able to identify the basic structures and functions of animals belonging to each class and to differentiate between
vertebrates and invertebrates.
Vocabulary:
Radial Symmetry- symmetry around a center
Bilaterial Symmetry-two same sides can be cut laterally
Asymmetry-no symmetry
invertebrates are animals without backbones or internal skeletons
vertebrates are animals with backbones and internal skeletons
Cold Blooded Vertebrates-cannot maintain body temperature homeostasis REQUIRE environment help
Fish: aquatic animals, breathe through gills, cold-blooded, most have scales, most develop from eggs that the female
lays outside her body
Amphibians: live part of their lives in water and part on land, have gills when young, later develop lungs, cold-blooded,
usually have moist skin
Reptiles: hatch from eggs, cold-blooded, dry, thick, scaly skin
Warm Blooded Vertebrates maintain body temperature homeostasis
Birds: warm-blooded, most can fly, feathers and wings, most build nests, hatch from eggs, most baby birds must be fed
by parents and cared for until they can survive on their own
Mammals: warm-blooded, hair on their bodies, parents care for their young, females produce milk for babies, breathe
through lungs, most are terrestrial (live on land) though some are aquatic (dolphin)
herbivore, omnivore, insectivore, and carnivore
HOMEWORK FOR THE WEEK OF JANUARY 19TH TO JANUARY 24TH
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Monday January 19th No School MLK
1 U2L6 Animal Behavior digital lesson, lab only to the simulation using radar, cool how birds crash planes 2 define bottle
neck, seasons of migration, converge
3 Fusion pages 150 to 161 if not done already
CW Introduction to Animals Lesson 1
Tuesday JANUARY 20th
Read LIfe Science page 300-312
Wednesday January 21st
Read Life Science Read 314-318
Future: you will be making a chart for Platelhyminthes, Nematoda, and Annelids.
Future: you will be using a rubric to make a poster the same as page 303 that will need space to include words to show
major evolution.
Thursday January 22nd
Life Science Read 310 Cnidarians p. 310 to 312
Complete a chart just like you glued in your notebook for Cnidarians
Friday January 23rd
Concept Mapping Introduction to animals
Reinforcement Experiments Using Animals
Study Guide Simple Invertebrates
Use upper level DOK so use phyla not examples of organisms
Lesson One: Introduction to Animals ”Vertebrates vs. Invertebrates” The Simplest Invertebrates” “Sponges”
Objective: SWBAT Differentiate between vertebrate and Invertebrate and recognize that most animals and
invertebrates, create a pie chart to demonstrate DOK, and evaluate the ethics of Experiments using Animals.
Process
YOU DO Turn in HW (prior lesson ended with quarterly so no HW) and Copy HW
I DO Credit HW, distribute animal packet Blank Poster Page, “Animal Phylenology” Transparency 21, Concept Mapping
The Simplest Invertebrates, SGR 53 The Simplest Invertebrates
I DO discuss Animal Kingdom Poster Rubric Tree of Life Poster and Poster Rubric p. 303 Life Science Book and Blank
Poster Page, “Animal Phylenology” Transparency 21 Show model of prior poster done by a student
WE DO check for understanding of Poster and Homework
WE DO watch and discuss media for concept and vocabulary of the day
SPONGES
http://www.fossweb.com/delegate/ssi-fossucm/Contribution%20Folders/FOSS/multimedia_ms_1E/PopulationsandEcosystems/organismdatabase/orgpages/114
6_0.html
SPONGE EATING
http://www.youtube.com/watch?v=RmPTM965-1c
SEXUAL REPRODUCTION IN SPONGES
http://www.youtube.com/watch?v=mVavqt4Sbyo
I DO give instructions for group activity simulation of filter feeding
WE DO Complete group activity
HOMEWORK
Complete Math Connection #17 Introduction to animals
Reinforcement 53 The simplest invertebrates
Transparency Introduction to Animals Color individual organs
different colors, if systems exist, keep these organs the same color
Review Concept Mapping Introduction to Animals
Using page 303 Life Science, phyla/class charts, and Transparency 21 students will
create a poster of the Phylogeny of The Animal Kingdom and record the major
Structural change that resulted in the creation of a new phylum. Students use
rubric Poster Rubric
Porifera
Sponges
Cnidarian
Jelly fish
Coral
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Review Concept Mapping The Simplest Invertebrates
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Porifera
Planarian
Sponges
Platyhelminthes
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Cnidarian
jellyfish
sea anemone
coral
hydra
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Platyhelminthes
planarians
tapeworm
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Nematoda
Trichinella
hookworm
heartworm
Trichinella
Nematoda
Heartworm
hookworm
Study Guide 53 The Simplest Invertebrates
1. B
2. A
3. B
4. A
5. C
6. C
7. Meduca
8. Egg and sperm
9. Sexual reproduction
10. Larvae C
11. A polyp
12. meduca
13. Asexual reproduction
Reinforcement 52 Experiments Using
Animals
1. A, B, F
2. C, D, E
3. D
4. A
5. Antibiotics rats, Pesticides dogs,
drug addiction cats, malaria
canaries, diabetes dogs and rabbits,
pigs, organ transplants cows
6. Animals can only be tested if they
are not harmed unless already
injured or sick in a comparable
manner to the tested illness and
are kept in humane conditions.
Refer to file Lesson Plan Jan 19 to 23 intro to animals DOL.pptx
for answers to U2L5 Introduction to Animals Fusion Slides
Week of January 26th to Jan. 30th
Standard:
3.1.7.A1 Describe the similarities and differences of physical characteristics in diverse organisms
3.1.7.A5 Explain how the cell is the basic structural and functional unit of living things.
3.1.7B2 Compare sexual reproduction with asexual reproduction.
Objective:
Lesson Two Continuation of Introduction to Animals, Porifera, and Introduce Cnidarians
Objective: Evaluate the characteristics of Porifera that resulted in Taxonomist creating
the Animal Kingdom to theorize the most likely Phylum and Class of Origin (Protista and
animal like protista)
YOU DO Turn in HW and Copy HW
I DO Credit HW, distribute new HW and HW that has been stamped or signed for credit
WE DO check for understanding of HW and Review Prior HW
WE DO watch and discuss media for concept and vocabulary of the day
I DO give instructions for group activity as needed
WE DO Complete group activity
Vocabulary
1 coevolution
2 Incomplete and complete systems
Homework Week of January 26th to January 30th
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January 26th early dismissal
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January 27th No School
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Animal Kingdom / Phyla Poster with a completed Rubric Check List will be due the day after completing Mammals.
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Tree of Life Poster
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JANUARY 28TH
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REINFORCEMENT 53 THE SIMPLEST INVERTEBRATE
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STUDY GUIDE EXPERIMENTS USING ANIMALS
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MATH CONNECTION INTRODUCTION TO ANIMALS
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January 29th
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Graphic organizer color phylum and examples the same color
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SGR 54 Simple Worms
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January 30th
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with your substitute review
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Graphic organizer color phylum and examples the same color
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SGR 54 Simple Worms
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Watch Clips for Mollusk
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Complete SGR Mollusk and worksheet
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Add a table for mollusk in your notebook refer to link on homework page for Animal Phyla
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https://www.youtube.com/watch?v=0a7j5prL8hc mollusks song
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https://www.youtube.com/watch?v=tRPJavxrxRo 6th phylum mollusks
January 27th no school
January 28th Lesson Three Cnidarians
I DO provide purpose or listening which is SWBAT complete phyla chart for Cnidarians and discuss the
evolution from Porifera to Cnidarians
WE DO Classwork Watch and discuss
HYDRA, SEA ANEMONE, JELLY FISH
http://www.fossweb.com/delegate/ssi-fossucm/Contribution%20Folders/FOSS/multimedia_ms_1E/PopulationsandEcosystems/organismdatabase/
orgpages/525_0.html
ANEMONE EATING
http://www.youtube.com/watch?v=RYVHK2vM1_Y
ASEXUAL (polyp make polyp) BUDDING IN JELLY FISH AND SEXUAL REPRODUCTION (mudusa can be
male or female so sperm and egg meet in water)
http://www.youtube.com/watch?v=ct9KyLmnu0I
A JELLY FISH IS BORN
http://www.youtube.com/watch?v=bcQs3dkrH0A
January 28th Lesson Four Platyhelminthes or Flat Worms
I DO provide purpose or listening which is SWBAT complete phyla chart for Platyhelminthes and discuss the evolution from Cnidarians to
simple worms (Platyhelminthes)
WE DO Classwork Watch and discuss
PLANARIAN EATING
http://www.youtube.com/watch?v=w0QzSYQGsnA
ALL ABOUT PLATYHELMINTHES
http://www.youtube.com/watch?v=fWVMKLsRE6s
I DO PROVIDE WORDWALL CARDS LINK TO HOMEWORK PAGE KINGDOM PHYLA
CHART DATA TO BE IN STUDENT NOTEBOOKS AS A CLASS FOR EACH PHYLUM INCLUDES…
Phylum
MEANS
BODY PLAN
CELL ORGANIZATION IS OMITTED AT SIMPLE WORMS AS FULL SYSTEMS NOW EXIST.
ORGANS AND SYSTEMS
FEEDING
SYMMETRY
EXAMPLES
January 29th Lesson Five Nematoda Round Worms
Objective:
I DO provide purpose or listening which is SWBAT complete phyla chart for Nematoda and
discuss the evolution from Platyhelminthes to Nematoda
WE DO Classwork Watch and discuss
Nematoda and Annelids
http://www.youtube.com/watch?v=pZdz05_aH1o
I DO PROVIDE WORDWALL CARDS LINK TO HOMEWORK PAGE KINGDOM PHYLA
CHART DATA TO BE IN STUDENT NOTEBOOKS AS A CLASS FOR EACH PHYLUM INCLUDES…
Phylum
MEANS
BODY PLAN
CELL ORGANIZATION IS OMITTED AT SIMPLE WORMS AS FULL SYSTEMS NOW EXIST.
ORGANS AND SYSTEMS
FEEDING
SYMMETRY
EXAMPLES
WE DO in small groups observe preserved organisms and organize jars by evolution of
phylum
January 30th Lesson Six Mollusks
Objective: SWBAT infer from models, text, and media evidence animal structures that support coevolution or
organisms from Mollusks to Arthropods and in future lessons from Echinoderms to Chordates. I DO provide purpose or
listening which is SWBAT complete phyla chart for Mollusk and discuss the coevolution of species.
Invertebrates Diversity Mollusks A case Study part 2
http://www.youtube.com/watch?v=RvyMBRquwEA
Invertebrates Diversity Part 1 Porifera to Annelids
http://www.youtube.com/watch?v=CymI0LJquko
octopus tool use: the world's smartest invertebrate
http://www.youtube.com/watch?v=AP_dpbTbess
I DO PROVIDE WORDWALL CARDS LINK TO HOMEWORK PAGE KINGDOM PHYLA
CHART DATA TO BE IN STUDENT NOTEBOOKS AS A CLASS FOR EACH PHYLUM INCLUDES…
Phylum
MEANS
BODY PLAN
CELL ORGANIZATION IS OMITTED AT SIMPLE WORMS AS FULL SYSTEMS NOW EXIST.
ORGANS AND SYSTEMS
FEEDING
SYMMETRY
EXAMPLES
WE DO in small groups observe preserved organisms and organize jars by evolution of phylum
YOU DO Students will individually observe and feed snails.
I DO provide snails, algae, and tweezers. Instruct students on proper care and respect of life forms before giving out
snails. Discuss mantle of a snail.
http://redslime.typepad.com/quizzes/ecosystem1.htm
Cool testing site
Homework February 2nd to February 6th
February 2nd
1 Go to the link on the homepage for Animal Phyla to watch videos to complete notebook page for Annelids and Mollusks.
2 Also watch for your enjoyment the link demonstrating how smart an octopus can be and an giant annelid being eaten by a leech.
3 Order and Number Animal Packet Worksheets
1 Concept Mapping Introduction To Animals
2 Math Connection Introduction to Animals
3 Experiments Using Animals SG
Experiments Using Animals R
4 Simplest Invertebrates SG
Simplest Invertebrates R
5 Flow Chart Animal Kingdom through Planarians
Transparency Introduction to Animals Planarians
6 SGR SimpleWorms
7 Flow Chart Animal Kingdom through Chordates
8 SGR Mollusks
February 3rd
SGR Segmented worms
Transparency 25 Invertebrates
Color Complex Invertebrates
February 4th
Under each class on the Arthropoda flow chart draw an example of a member and define if it undergoes complete or incomplete
metamorphosis.
Read Article in Packet to discover difference between insect and bug.
Answer Q/A after article
Watch clips on Animal phyla weblink
Feb. 5th
Insect Parts and Insect Development
SGR 59 Echinoderms goes with pages 342-344
Chart Echinoderms
FEB. 6th
Finish Evolution Drawings for Your Sort from class today
Watch Enchinoderm eating http://www.youtube.com/watch?v=A100m5EpfFI
Reveiw Answers to Animal Phylum worksheets in this PP.
February 2nd Maps Testing both 7th grades had class it was just disrupted Lesson Seven Annelids
Objective: SWBAT infer from models, text, and media evidence animal structures that support
coevolution or organisms from Nematoda to Annelid and refer to the organs of an earth room to make
connections to evolution of mammals. I DO provide purpose or listening which is SWBAT complete
phyla chart for Annelids and discuss the coevolution of species.
EARTHWORM
LEECHES
http://www.youtube.com/watch?v=1KWOJebT-RI
Monstor Leech swallows giant worm
http://www.youtube.com/watch?v=0fGGz6d3vC4
I DO PROVIDE WORDWALL CARDS LINK TO HOMEWORK PAGE KINGDOM PHYLA
CHART DATA TO BE IN STUDENT NOTEBOOKS AS A CLASS FOR EACH PHYLUM INCLUDES…
Phylum
MEANS
BODY PLAN
CELL ORGANIZATION IS OMITTED AT SIMPLE WORMS AS FULL SYSTEMS NOW EXIST.
ORGANS AND SYSTEMS
FEEDING
SYMMETRY
EXAMPLES
WE DO in small groups observe preserved organisms and organize jars by evolution of phylum
YOU DO Students will individually observe earthworms.
I DO provide worms, petridish, lenses and tweezers. Instruct students on proper care and respect of life
forms before giving out worms. Discuss complete digestive system and satea. Have students turn petri
dish over and watch worm cling.
February 3rd Maps Testing Lesson Nine Echinoderms
Objective: SWBAT infer from models, text, and media evidence animal structures that
support coevolution or organisms from Mollusks to Arthropods and in future lessons from
Echinoderms to Chordates
SWBAT infer from models, text, and media evidence animal structures that support
coevolution or organisms from Echinoderms and refer to the organs Echinoderms and
Annelids to make connections to evolution of mammals. I DO provide purpose or listening
which is SWBAT complete phyla chart for Echinoderms and discuss the coevolution of
species.
BRITTLE STAR, SEA STAR, SEA URCHIN, SAND DOLLARS, SEA CUCUMBERS SOFT BODY
http://www.youtube.com/watch?v=A100m5EpfFI
I DO PROVIDE WORDWALL CARDS LINK TO HOMEWORK PAGE KINGDOM PHYLA
CHART DATA TO BE IN STUDENT NOTEBOOKS AS A CLASS FOR EACH PHYLUM INCLUDES…
Phylum
MEANS
BODY PLAN
CELL ORGANIZATION IS OMITTED AT SIMPLE WORMS AS FULL SYSTEMS NOW EXIST.
ORGANS AND SYSTEMS
FEEDING
SYMMETRY
EXAMPLES
WE DO look at real modesl of echinoderms
February 4th Objective: SWBAT infer from models, text, and media evidence animal structures that support coevolution or
organisms from Mollusk to Arthropoda
I DO provide purpose or listening which is SWBAT complete phyla chart for Arthropoda and discuss the coevolution of
species.
5 CLASSES
1 ARACHNIDS 8 LEGS 2 BODY PARTS
2 CENTIPEDE CARNIVORES A PAIR OF LEGS ON EACH SEGMENT
3 MILLIPEDES HERBIVORES TWO PAIRS OF LEGS ON EACH SEGMENT
4 CRUSTACEAN CLAWS PINCHERS
5 INSECTS SIX LEGS 3 BODY PARTS
FOSS FIND THE 9 INSECTS IN ON LAND OR IN A POND
http://www.fossweb.com/delegate/ssi-fossucm/Contribution%20Folders/FOSS/multimedia_2E/InsectsPlants_MM_2E/activities/insecthunt.html
I DO PROVIDE WORDWALL CARDS LINK TO HOMEWORK PAGE KINGDOM PHYLA
CHART DATA TO BE IN STUDENT NOTEBOOKS AS A CLASS FOR EACH PHYLUM INCLUDES…
Phylum
MEANS
BODY PLAN
CELL ORGANIZATION IS OMITTED AT SIMPLE WORMS AS FULL SYSTEMS NOW EXIST.
ORGANS AND SYSTEMS
FEEDING
SYMMETRY
EXAMPLES
WE DO in small groups observe preserved organisms and organize jars by evolution of phylum
YOU DO Students will individually observe earthworms.
I DO provide worms, petridish, lenses and tweezers. Instruct students on proper care and respect of life forms before
giving out worms. Discuss complete digestive system and satae. Have students turn petri dish over and watch
February 5th and February 6th were needed to regroup and review work missed from Maps testing and makeup
maps testing that resulted in more than half of classes being absent since the first day students were told not
to report to Maps testing.
Friday Feb. 6th while some students made up
work from being out at MAPS testing other
students had the opportunity to make a flow
chart of phyla from agar models of organisms.
The objective was to see if students recognized
that arthropoda and chordata had classes within
the phyla represented in the samples.
Next Week February 9th through Feb 13th Lesson Nine Chordates
Standard:
3.1.7.A1 Describe the similarities and differences of physical characteristics in diverse organisms
3.1.7.A5 Explain how the cell is the basic structural and functional unit of living things.
3.1.7B2 Compare sexual reproduction with asexual reproduction.=
Objective: SWBAT distinguish between the classes of cold and warm blooded chordates and determine the
evolutionary structures as well as functions that resulted in the creation of a new class in the Chordata phylum
ANNELID COMPLEX INVERTEBRATES
ARTHROPODS-INSECT PARTS INSECT
DEVELOPMENT
ECHINODERMS-STUDY GUIDE REINFORCMENT