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Dtse2007:Phylum Chordata

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LESSON ONE

INSTRUCTIONAL GOAL

Students will become familiar with the phylum Chordata and the five classes that make up the phylum.

PERFORMANCE OBJECTIVE

  • Students will review basics of invertebrates by answering questions in a do now. * Students will be able to classify chordates up to Kingdom, Phylum, and Class.
  • Students will be able to recognize the five classes of chordates: fish, amphibians, reptiles, birds and mammals and give examples from each class.

INSTRUCTIONAL PROCEDURES

  1. DO NOW- Worksheet with four questions asking students to recall information about invertebrates and to take an educated guess on what the distinguishing characteristic of a vertebrate is.
  2. Begin the class with discussion on DO NOW. Make sure that all students are on the same cognitive entry level. We will focus on the evolution question. Why is it beneficial to have a backbone as opposed to not having one?
  3. Once students are clear that vertebrates distinguishing characteristic is having a backbone or notochord, ask students whether or not a fish is a vertebrate.
  4. On board, classify a fish starting with kingdom, then phylum, then class name.
  5. Tell students that this is what they will use as their basis for classifying the rest of the vertebrates for the day.
  6. Inform students that there are five classes of Vertebrates.
  7. Have students collectively come up with a list of animals with a backbone.
  8. Write list on overhead. Have students break the list up into the five classes.
  9. If a couple classes are missing, add them to the list.
  10. Ask students for a couple words to describe each class based on their own knowledge. PISS!!!
  11. Once all classes have been touched upon. Hand out worksheet: BASICS OF VERTEBRATE CLASSES.
  12. I will ask students if they are familiar with the terms ectotherm and endotherm. I will give them the definitions. I will ask students to match cold blooded and warm-blooded up with the correct term. I will ask students which classes are ectothems and which are endotherm.
  13. I will give out clue cards describing a vertebrate. In partners students will figure out the animal and classify it by kingdom, phylum and class and whether or not they are an ectothem or endotherm.

Closure (how you will end the lesson) What are the five classes of vertebrates? What does it mean to be an ectotherm and endotherm?

EVALUATION PROCEDURES

  1. How well they guess the vertebrate
  2. How well they classify the vertebrate
  3. How well they are able to answer the final questions on the worksheet

MATERIALS AND AIDS

    # worksheets
    # clue cards
    # overhead projector
    # overheads

LESSON TWO

INSTRUCTIONAL GOAL

Students will become familiar with the different characteristics of the 3 orders of fish.

Note: Classification of orders as bony, cartilaginous, and jawless is a more simplistic way of teaching classification.

PERFORMANCE OBJECTIVE

  • Students will be able to distinguish between the 3 orders of fish.
  • Students will be able to explain how fish obtain oxygen.
  • Students will be able to give examples of fish adaptations.
  • Students will be able to recognize parts of a typical bony fish.

INSTRUCTIONAL PROCEDURES

  1. I will ask students to name the five chordate classes.
  2. I will ask students to number the chordate classes in order of evolution.
  3. We will go over them. I will tell students we are exploring the first class of chordates in evolution, fish.
  4. I will give a short explanation about each station.

Station 1: Identifying parts of the fish

Station 2: Oxygen by diffusion

Station 3: Classification of Fish

Station 4: Fish adaptations

  1. Closure: Write down three new things you learned about fish. Stand and tell.

EVALUATION PROCEDURES

  1. Station work to be handed in

MATERIALS AND AIDS

  1. station worksheets
  2. PowerPoint of diffusion slides
  3. textbooks

TECHNOLOGY USAGE

PowerPoint for students to view at station 2:

Slide 1: Animation of a fish obtaining oxygen

Slide 2: Animation of oxygen molecules passing from the water to the blood of the fish

[Slides here]

LESSON THREE

INSTRUCTIONAL GOAL

Students will become familiar with the different characteristics of the amphibians.

PERFORMANCE OBJECTIVE

  • Students will be able to recognize members of the amphibian class.
  • Students will be able to recognize the different stages of a frog’s life cycle.
  • Students will become familiar with environmental threats to amphibians.

INSTRUCTIONAL PROCEDURES

  1. I will ask students which class in order of evolution comes after fish? Amphibians. Write down 3 things you know about amphibians.
  2. I will pass out the worksheet guide students will be using as they go to the four stations with a partner.
  3. I will give a short explanation about each station.

Station 1: Life cycle- Metamorphosis Station 2: What is it like to have webbed feet? How is it helpful? Station 3: Environmental effects on amphibians Station 4: Recognizing amphibian members

  1. After students have finished all stations we will go over as a class.
  2. Closure: Add three new facts you learned about amphibians to your original list.
  3. Volunteers to answer.

EVALUATION PROCEDURES

  1. How well they answer station questions
  2. Facts they learned

MATERIALS AND AIDS

    # Station materials: beakers, coffee filters, paper bowls, pipettes, laminated amphibian member sheet, laminated metamorphosis sheets, water bins, plastic bags
    # Worksheet

Station worksheet

Station metamorphosis

LESSON FOUR

INSTRUCTIONAL GOAL

Students will become familiar with the different adaptations of reptiles.

PERFORMANCE OBJECTIVE

  • Students will be able to pick out adaptations that reptiles have in order to live their entire life on land.
  • Students will be able to distinguish between amphibian and reptile eggs.

INSTRUCTIONAL PROCEDURES

  1. I will ask students to what is the next class in order of evolution after amphibians? Reptiles. I will ask the class as a whole to classify by kingdom, phylum, and class. I will show students a bunch of pictures of cool reptiles.
  2. I will ask students to write down in questions section any adaptations that reptiles have in order to live on land their entire life. They will then discuss in partners.
  3. I will get a list going on the overhead and they will record on a worksheet.
  4. I will then explain an experiment I started the night before. I will have them hypothesize what would happen in both incidences. We will discuss their answers.
  5. Students will then answer the questions relating the experiment to reptile eggs and comparing them to amphibian eggs.
  6. Students will break into partners and discuss answers.

We will go over as a class.

EVALUATION PROCEDURES

  1. How well they answer questions on worksheet

MATERIALS AND AIDS

    # LCD projector with pictures on PowerPoint of reptiles
    # Worksheet

Technology Usage

LESSON FIVE

INSTRUCTIONAL GOAL

Students will be able to recognize members of the class Mammalia and their distinguishing characteristics.

PERFORMANCE OBJECTIVE

• Students will review basic characteristics of all mammals. • Students will be able to distinguish between the divisions of mammals based on their methods of reproduction. • Students will be able to recognize different mammals by listening to clue cards that include information they may know already with new information about that mammal.

INSTRUCTIONAL PROCEDURES

    # Drill- T/F Mammals are cold blooded animals.

Answer: False Remind students that we are mammals and that we maintain a constant body temperature. Ask students to distinguish between cold blooded and warm blooded animals.

  1. Begin the class with the taxonomy of Mammals starting with Kingdom, Phylum, and Class. Have students recall the similarities of the Fish taxonomy.
  2. Inform students of the basic characteristics of a mammal and the differences within the mammal class using a power point presentation.
  3. As instructor is informing students of basic characteristics, ask questions and for feedback from students to make sure they understand.

5. Once students have the basic characteristics down, tell students that they are going to take part in a game to see how much they know.

  1. Explain the rules of the game.
  2. The instructor will read clue cards that include information students may know already and new information about a particular mammal. From the clues the instructor reads, students are to guess the mammal and classify it appropriately.
  3. The class will be split into 5 groups. The instructor will read the clue card completely and then ask the groups to write down their response.
  4. One point is given for the correct identification of the mammal and one point for the appropriate classification.
  5. Instructor will have a PowerPoint of pictures of each mammal on the clue card to show once the mammal is guessed.
  6. Closure: Once the game is finished, have students recap the three divisions of reproduction of mammals and give examples for each.
  7. If time persists, have students create their own clue cards and have the class guess the mammal they had in mind.

EVALUATION PROCEDURES

  1. How well they guess the mammal
  2. How well they classify the mammal
  3. How well they are able to answer the final questions about the mammal class.

MATERIALS AND AIDS

    # PowerPoint
    # LCD projector
    # clue cards

Technology Usage

/ Mammals Powerpoint / Clue cards

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