Living Things Share Certain Characteristics and Are Distinctly Different In Other Ways Grade Seven

Transcription

1 Ohio Standards Connection: Life Sciences Benchmark A Explain that the basic functions of organisms are carried out in cells, and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures. Indicator 1 Investigate the great variety of body plans and internal structures found in multicellular organisms. Lesson Summary: This lesson provides students the opportunity to investigate a variety of body plans and internal structures found in multicellular organisms. Students will then choose one organism to research and prepare a page to contribute to a book titled, The Great Book of Body Plans and Internal Structures. (Book could be assigned per class; however, total seventh grade participation will bring greater variety to the final product.) A panel discussion ensues where student-produced handouts will assist in teaching either the plant or animal aspect of multicellular organisms. The book will be shared within each class in the seventh grade. Students have the choice of drawing or doing a written explanation of body types and internal organs for their test. Estimated Duration: Five hours and 50 minutes Commentary: Publishing student work generates pride and ownership of the product. Conceptually, the great variety of body plans and internal structures within multicellular organisms will be more fully understood by students with total seventh grade participation. The pre-assessment not only assesses student s background knowledge of internal structures of plants and animals vs. their classification, but also prepares them for the graphic representation of that organism. Pre-Assessment: Draw a diagram of an animal that identifies at least seven different internal structures and a plant with at least four different internal structures. Label the type of body the animal possesses. Scoring Guidelines: Assess student s level of understanding of the concept identified by the grade level indicator. 1

2 Depth of understanding of body plans and internal structures of multicellular organisms Level Four Level Three Level Two Level One 12 out of out of out of 12 9 out of 12 internal internal internal internal structures and structures and structures and structures and body type body type body type body type labeled. labeled. labeled. labeled. Post-Assessment: Draw one plant and identify at least four internal structures. Draw three animals, at least one each from vertebrate and invertebrate category and one of your choosing. Identify the body plan and at least seven internal structures. Scoring Guideline: Assess student s level of understanding of the grade level indicator for this benchmark. Provide intervention (through extension activities) as needed for any student not achieving at least the proficient level. Depth of understanding of body plans and internal structures of multicellular organisms Level Four Level Three Level Two Level One out of out of out of out of 28. Drawings of Drawings of Drawings of Drawings of plant and plant and plant and plant and animals were animals were animals were animals were accurate and accurate and accurate and accurate and labeled. labeled. labeled. labeled. Instructional Procedures: Day One 1. Administer the pre-assessment. 2. Place overhead of Attachment A, Categories of Plants and Animals on projector and display on the screen. 3. Differentiate between the categories of plants and animals. Discuss how the organisms are alike and different. 4. Inform students that they will publish a book titled, The Great Book of Body Plans and Internal Structures, and that each student is going to contribute one page. (This could easily be modified as a whole grade-level assignment rather than a single class.) 5. Provide background information for students on plant and animal kingdoms: 2

3 Plants are multicellular. Their cells have nuclei, organelles and cell walls. Their bodies are organized into organs. Most members make their own food by photosynthesis. Included are ferns, cone-bearing plants and flowering plants. Animals are multicellular organisms. Their cells have nuclei and organelles. All but the simplest forms show the organ system level of organization. All members obtain energy by ingesting and digesting food. Included are annelids, mollusks, echinoderms, arthropods, fish, reptiles, amphibians, birds and mammals. 6. Have students sign up to investigate individual plants and animals as identified from the master list. (See Attachment B, Master List of Plants and Animals.) 7. Explain that in keeping the book as rich and diverse as possible, each student will choose a different plant or animal although all plants and animals have certain shared characteristics. Day Two 8. Present a sampling of plants and animals (See Attachment B, Master List of Plants and Animals), and label the body type (symmetrical, radial, asymmetrical, etc) and internal structure with the students. Discuss each category, noting the similarities of body types and internal structures. 9. Define vocabulary with each example. Encourage students to identify structures that are similar among and/or between plants and animals. 10. Remind students of the plant or animal that they chose to research. 11. Explain that they will include the following information on one sheet of paper in a publishable format. A. Illustrate the plant or animal in color. B. Draw a picture and identify the type of the body plan represented, e.g., symmetrical, radial, asymmetrical, etc. C. Identify internal structures found in the plant or animal and label the parts. e.g., head, circulatory system, nervous system, vascular system, etc. D. Identify distinguishing features and other relevant information. 12. In addition, explain to students that they are expected to construct a handout to distribute as part of their presentation during the expert group discussion. The hand-out should include a drawing and an explanation of the plant group or animal the group researched. Instructional Tip: Divide the instructional information from day two through day four or discuss and complete all instruction before the group begins. Day Three and Four 13. Allot class time to complete the Body Types book assignment. 14. Have students share their findings with the class via an expert group discussion. 15. Assign students to small groups comprised of members that have researched different classifications of plants and animals. Instruct students, that as the resident expert on their assigned plant or animal, they need to educate their fellow classmates about the unique 3

4 qualities their plant or animal possesses. Require that students take two-column notes on the presentation of information from each plant and animal expert. 16. Administer the post-assessment. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Trace animals and internal structures. Cut out plants and animals from magazines. Photograph plants and animals; write or discuss internal structures and body plans. Make a Living Things concept map, placing plants and animals within their perspective categories. Create a play, dance, poem or song, using creative creatures and internal structures. Present to the class. Extension: Have students research one of the various body types and photograph or draw several plants or animals within this type. Have students use a Venn diagram and compare and contrast two body types or internal structures. Have students create a model of a plant or animal. Homework Options and Home Connections: Design a cover for the book. Visit a zoo, aquarium or botanical garden to find examples of different body types and internal structures. Examine plants and animals at home to identify body types and internal structures. Complete the assignment for one animal if you were assigned a plant, or complete the assignment for one plant if you were assigned an animal. Use online or library resources, and investigate threatened and endangered plants and animals. Interdisciplinary Connections: English Language Arts Reading Process Benchmarks C: Make meaning through asking and responding to a variety of questions related to text. Indicator 5: Select, create and use graphic organizers to interpret textual information. Reading Applications Benchmark C: Explain how main ideas connect to each other in a variety of sources. Indicator 5: Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays. 4

5 Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. For the teacher: For the students: Textbooks, research materials and reference books, overheads, overhead pens. Paper, markers, pen, textbooks, research materials and reference books. Vocabulary: body plans internal structures symmetrical radial asymmetrical Technology Connections: Have students take digital photographs of plants and animals; Have students create a slideshow presentation of plants and animals research; Have students construct a database of plant and animals; Assist students in using video or online resources to find examples of a variety of plants and animals to share with the class; Allow students to publish the book on the computer. Research Connections: Marzano, R. et al. Classroom Insturction that Works: Research-Based Strategies for Increasing Student Achievement Alexandria, Va: Association for Supervision and Curriculum Development, Identifying similarities and differences enhances students understanding of and ability to use knowledge. This process includes comparing, classifying, creating metaphors and creating analogies and may involve the following: asking students to independently identify similarities and differences; presenting students with explicit guidance in identifying similarities and differences; representing similarities and differences in graphic or symbolic form. 5

6 Summarizing and note taking are two of the most powerful skills to help students identify and understand the most important aspects of what they are learning. Homework and practice provide students with opportunities to deepen their understanding and skills if content that has been presented to them. General Tips: Many of the terms used in this lesson may be unfamiliar to students. The development of common vocabulary is critical to the conceptual development in this lesson. All students need to be involved in the presentation in some way. Students may be provided the opportunity to design a cover page for the book titled, The Great Book of Body Plans and Internal Structures. Post cover designs. Students may be assigned the task of completing a table of contents and dividers between the categories of organisms: Table of Contents A. Plants Plants with conducting tubes Mosses B. Animals Vertebrates Invertebrates Attachments: Attachment A, Categories of Plants and Animals Attachment B, Master List of Plants and Animals 6

7 Attachment A Categories of Plants and Animals Plants Mosses Plants with conducting tubes Ferns Cone-bearing Flower-bearing Animals Vertebrates Fish Amphibians Reptiles Birds Mammals Invertebrates Annelids Mollusks Echinoderms Arthropods Insects Crustaceans Arachnids Millipedes/ Centipedes 7

8 Attachment B Master List of Plants and Animals Plants Mosses-moss Plants with conducting tubes: Ferns-Fiddlehead Fern, Horsetails, Maidenhair Ferns Cone-bearing plants-white Pine, Cedar, Spruce, Fir, Hemlock Flower-bearing plants-oak, Hickory, Beech, Maple, Elm trees Rose, Lily, Zinnia, Coleus, Geranium, Ivy, Violet, Begonia, Impatients, Marigolds, Daisies, Lilacs, Phlox, Jade, Aloe, Asparagus, Peas, Onions, Corn, Pumpkins, Melons, Squash, Cucumbers, Tomatoes, Carrots, Spinach, Lettuce, Radishes Animals Vertebrates Fish-Bass, Shark, Pike, Guppy, Sunfish, Catfish Amphibians-Frog, Toad, Salamander Reptiles-Snake, Alligator, Turtle Birds-Owl, Robin, Pheasant, Cardinal, Swan, Duck Mammals-Bat, Fox, Rabbit, Horse, Cat, Dog, Lion Invertebrates Annelids-Earthworm, Leech Mollusks-Clam, Octopus, Scallop, Oyster Echinoderms-Starfish, Sea Star, Sand Dollar, Sea Urchin Arthropods Insects-Grasshopper, Mosquito, Fly Arachnids-Spider, Harvestman (daddy longlegs), Tarantula Crustaceans-Crayfish, Lobster, Crab Millipedes/Centipedes Other-Jellyfish, Flatworm, Anemone, Rotifer 8