Sparta High School Zoology and Animal Behavior Unit: Foundations of Zoology Crosscutting Idea: Ecology+Genetics+Time=Evolution Established Goals: 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. A. Organization and Development : Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. B. Matter and Energy Transformations : Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms. 5.3.12.B.1; Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. C. Interdependence : All animals and most plants depend on both other organisms and their environment to meet their basic needs. 5.3.12.C.1; Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. E. Evolution and Diversity: : Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time. 5.3.12.E.2; Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence). 5.3.12.E.3; Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures, etc.). Students will understand that Essential Questions: The world does not work in the naïve way we think the world works. The primary process for adaptive evolution is natural selection. Niche is a lot like a collective identity. And when a niche is vacant, natural selection will favor those whose exploit it. (A niche is the sum total of everything that a living thing is: adaptations, habits, range of tolerance, and interactions.) Animal species exist in temporal and spacial contexts that influence their evolutionary fate. Change is the only constant. Frame of reference influences our perspectives of success, time, and charisma. Humans depend on functioning ecosystems for our wellbeing; and human beings have a profound effect on the world around them. Animal interactions exist in a dynamic context of exploitation and cooperation. Unit Students will know: Students will be able to: Concepts: Species concept Niche concept Carrying capacity Feedback Natural selection Coevolution Conservation of matter Conservation of energy Range of Tolerance Homology vs. Analogy Inference Evolutionary tradeoffs Phylogenetics Content Evolutionary mechanisms include: natural selection, genetic drift, genetic recombination, mutation, and sexual selection. Interactions Invasive species The HIPPO problem The 4-7 main points of the theory of natural selection. The difference between convergent and divergent evolution. DKPCOFGS Patterns of population growth Types of limiting factors and their effects on populations. Reproductive patterns Survivorship curves Limiting factors explain population dynamics. Interactions represent selective pressures on populations. Habitat and range are determined through range of tolerance and ecological relationships. Niches are partitioned in evolutionary time resulting in more diversity and less competition. Enzymes The 4 types of biological macromolecules Levels of organization in animals Why do we study Zoology? How did the huge diversity of animal kingdom get here over time? (What are the biological mechanisms that explain how animal life changes over time?) How is the statement, “No species is an island.” true? How are the challenges of life for a single cell magnified and answered through multicellularity? Course How do we know what is really true? What is the justification for saying that the earth and life on it have evolved together and that each has deeply influenced the other? What makes an animal an animal? What are the criteria for dividing animals into different phyla? What can we learn about ourselves by studying the behaviors, structures, and fundamental ecological roles of members of the animal kingdom? Humans often consider themselves to be the most successful animal on the planet, but are there other ways to define “most successful”? If you were to draw a stereotypical animal, what would it look like? How should we treat the members of species other than our own? Apply the theory of natural selection to explain adaptive feature of members of the animal kingdom. Produce an accurate timeline for the events of earth’s history Explain the evidence for evolution, common decent, and natural selection. Read an evolutionary tree. Identify selective pressures, advantages and disadvantages. Explain coevolution and the concept of evolutionary trade-offs. Evaluate evidence in regard to four alternative hypotheses concerning the origin and relationship of living things. Assemble and Interpret graphical data correctly. Use scientific concepts and data to inform decisions. Predict consequences/outcomes of human choices within ecological settings. Explain why populations are dynamic. Explain why some populations can remain at carrying capacity for long periods of time while others experience cycles of boom and bust. Describe the adaptive value of various physical, physiological or behavioral characteristics of animals. Benchmark Assessments: Other Evidence: Under Development Learning Activities Lecture: Zo Intro Population Genetics Mendelian Genetics Natural Selection SpeciationPhylogeny General Ecology/Niche Concept Population Ecology Community Ecology Biodiversity Development Animal Origins Graphs Class discussion Informal journal writing Point/Counterpoint Debates Use of scientific data to support claims Quizzes Ability to apply scientific concepts in class conversations, debates and discussions. Ability to play “devil’s advocate” Use of appropriate vocabulary Fast Five questions Biweekly multiple choice 20 questions in 24 minutes (clickers or scantron quiz forms) Reference Material Disscusion: Heterozygote advantage Genetics and Evolution Evolution in schools Problems in Classification Homogenization of the planet Limits to growth Stability How long is a long time? Lab: Human Traits Hardy Weinberg Evodots Natural Selection in Technological design Invertebrate Diversity Phylostrat Invasive Species Mark & Recapture Study Competition among protists Nine Months that made you Animalian Characteristics Activity: Integrated Principles of Zoology 14th Ed. Hickman & Roberts Zoology 5th Ed. Miller & Harley Fish & Wildlife: Principles of Zoology and Ecology, 3rd Ed. Burton Grzimek’s Animal Life Encyclopedia: Evolution Sparta High School Zoology and Animal Behavior Unit: Origins of the Animal Kingdom Crosscutting Ideas: Unity and Diversity (primitive vs. ancestral) Established Goals: 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. B. Matter and Energy Transformations : Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms. 5.3.12.B.1; Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. C. Interdependence : All animals and most plants depend on both other organisms and their environment to meet their basic needs. 5.3.12.C.1; Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. E. Evolution and Diversity: : Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time. 5.3.12.E.2; Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence). 5.3.12.E.3; Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures, etc.). Students will understand that Essential Questions: Unit The world does not work in the naïve way we think the world works. All groups of animals have the potential to be invasive. All groups of animals are beneficial for research for pure science or technological application. All Animals have a skeleton of some sort. Every animal group has characteristics that humans would consider at the level of superpowers. How were the fundamental characteristics for animals established with the evolution of sponges, cnidarians, and flatworms? What characteristics place sponges at the root of the animal family tree and maintain sponges as successful organisms? Will alien life demonstrate radial symmetry? Why or Why not? Will alien life demonstrate bilateral symmetry? Why or Why not? Course How do we know what is really true? What is the justification for saying that the earth and life on it have evolved together and that each has deeply influenced the other? What makes an animal an animal? What are the criteria for dividing animals into different phyla? What can we learn about ourselves by studying the behaviors, structures, and fundamental ecological roles of members of the animal kingdom? Humans often consider themselves to be the most successful animal on the planet, but are there other ways to define “most successful”? If you were to draw a stereotypical animal, what would it look like? How should we treat the members of species other than our own? Why should I care about zoology/animals? Students will know: Students will be able to: Concepts: Natural selection Selective advantage, disadvantage, pressure Niche Invasiveness (Impacts) Self-interest (point of view) Phylogenetics Coevolution Species concept Range of Tolerance Evolutionary tradeoffs Content Symmetry patterns: asymmetry, radial, bilateral Monophyletic vs. paraphyletic vs. polyphyletic Eight characteristics of Poriferans asconoid, syconoid, and leuconoid body types Poriferan anatomy: ostia, osculum, spongocoel, apopyles, prosopyles, spicules Poriferan cell types: pinacocytes, choanocytes, archaeocytes, sclerocytes, spongocytes, collencytes skeletons of each class of Poriferan Poriferan systems Ten characteristics of Cnidarians Hydrostatic skeleton “jelly skeleton” polyp and medusa phases in Cnidarians Cnidarian anatomy: hydrorhiza, hydrocaulus, coensosarc, perisarc, hydranth, gonangium, manubrium, siphonoglyph; primary septa or mesenteries; incomplete septa; septal fi laments; acontia threads. Cnidarian body systems statocyst vs. rhopalium; scyphomedusae vs. hydromedusae; scyphistoma, strobila, vs. ephyrae; velum, velarium, vs. pedalium; Hexacorallia vs. Octocorallia. Intermediate & Primary Host Cestode anatomy: scolex, microtriches, proglottids, strobila. Classes within Platyhelminthes: Turbellaria, Monogenea, Trematoda, Cestoda Read phylogenetic trees Apply tree thinking Apply natural selection to specific scenarios in the Animal Kingdom. Complete technical drawings of preserved specimens. Use appropriate directional terminology in descriptions, diagrams, and dissections. Analyze and identify clades as monophyletic, paraphyletic, or polyphyletic. Benchmark Assessments: Other Evidence: Under Development Learning Activities Lecture: Porifera Cnidaria Cnidaria/Toxins Cnidaria/Osmosis Platyhelminthes Platyhelminthes/Regeneration Graphs Class discussion Informal journal writing Point/Counterpoint Debates Use of scientific data to support claims Quizzes Ability to apply scientific concepts in class conversations, debates and discussions. Ability to play “devil’s advocate” Use of appropriate vocabulary Fast Five questions Biweekly multiple choice 20 questions in 24 minutes (clickers or scantron quiz forms) Reference Material Disscusion: How do you spell success? Medical Applications for chemicals Behavior from a nerve net Organs vs Organ systems Lab: Moon Jelly Osmosis Planaria Regeneration Activity: Technical drawing Integrated Principles of Zoology 14th Ed. Hickman & Roberts Zoology 5th Ed. Miller & Harley Fish & Wildlife: Principles of Zoology and Ecology, 3rd Ed. Burton Grzimek’s Animal Life Encyclopedia: Evolution Sparta High School Zoology and Animal Behavior Unit: Invertebrates: Spineless Superheroes Crosscutting Idea: Variation on a Theme Established Goals: 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. B. Matter and Energy Transformations : Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms. 5.3.12.B.1; Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. C. Interdependence : All animals and most plants depend on both other organisms and their environment to meet their basic needs. 5.3.12.C.1; Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. E. Evolution and Diversity: : Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time. 5.3.12.E.2; Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence). 5.3.12.E.3; Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures, etc.). Students will understand that Essential Questions: Unit The world does not work in the naïve way we think the world works. Success depends on point of view. The world of life is dirty and intimate in ways that we usually don’t think about. Certain animals on Earth really seem like aliens when you analyze their characteristics and behavior. Patterns and characteristics of animals represent something like jazz improvisation… Start with a basic theme and play with it and see what beauty comes out. What makes nematodes so successful? How can clams, snails, and octopi be so different and still share a common ancestor? Are burrowing worms the most ecologically important group of animals for the health of the planet? What makes arthropods so hugely successful in terms of species diversity? Why have echinoderms “opted for” radial symmetry when most of the animal kingdom has a head and bilateral symmetry? Course How do we know what is really true? What is the justification for saying that the earth and life on it have evolved together and that each has deeply influenced the other? What makes an animal an animal? What are the criteria for dividing animals into different phyla? What can we learn about ourselves by studying the behaviors, structures, and fundamental ecological roles of members of the animal kingdom? Humans often consider themselves to be the most successful animal on the planet, but are there other ways to define “most successful”? If you were to draw a stereotypical animal, what would it look like? How should we treat the members of species other than our own? Why should I care about zoology/animals? Students will know: Students will be able to: Concepts: Natural selection Selective advantages, disadvantages, pressures Niche Invasiveness (Impacts) Self-interest (point of view) Phylogenetics Content Read phylogenetic trees Apply tree thinking Apply natural selection to specific scenarios in the Animal Kingdom. Complete technical drawings of preserved specimens. Use appropriate directional terminology in descriptions, diagrams, and dissections. Analyze and identify clades as monophyletic, paraphyletic, or polyphyletic. Benchmark Assessments: Other Evidence: Under Development Learning Activities Lecture: Nemotoda Nemotoda/Parasitology Annelida: Polychaeta Annelida: Oligochaeta Annelida: Hirudinea/Medical History Mollusca: Bivalvia Mollusca: Gastropoda Mollusca: Cephalopoda/ Camoflage Arthropoda: Insecta Arthropoda: Chelicerata Arthropoda: Crustacea Echinodermata: Sea Stars Echinodermata: Urchins Echinodermata: Sea Cucumbers Graphs Class discussion Informal journal writing Point/Counterpoint Debates Use of scientific data to support claims Quizzes Ability to apply scientific concepts in class conversations, debates and discussions. Ability to play “devil’s advocate” Use of appropriate vocabulary Fast Five questions Biweekly multiple choice 20 questions in 24 minutes (clickers or scantron quiz forms) Reference Material Disscusion: How do you spell success? (Nematodes) Do parasites Rule the world? Snowball Earth Soil Health Leaches return to medicine What life is this? (Bivalves) Alien intelligence (Cephalopods) How do you spell success? (Arthropods) Bugs of the sea (Crustaceans) Giving up Bilateral symmetry How do you spell success? (Sea Cucumbers) Lab: Parasitic Life Cycles Earthworm Dissection Clam Dissection Snail locomotion and feeding Squid Dissection Grasshopper Dissection Crayfish Dissection Sea Star Dissection Sea Cucumber Dissection Activity: Technical drawing Integrated Principles of Zoology 14th Ed. Hickman & Roberts Zoology 5th Ed. Miller & Harley Fish & Wildlife: Principles of Zoology and Ecology, 3rd Ed. Burton Grzimek’s Animal Life Encyclopedia: Evolution Sparta High School Zoology and Animal Behavior Unit: Vertebrates: Skeletons in the Closet Crosscutting Idea: Architecture Established Goals: 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. B. Matter and Energy Transformations : Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms. 5.3.12.B.1; Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. C. Interdependence : All animals and most plants depend on both other organisms and their environment to meet their basic needs. 5.3.12.C.1; Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. E. Evolution and Diversity: : Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time. 5.3.12.E.2; Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence). 5.3.12.E.3; Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures, etc.). Students will understand that Essential Questions: The world does not work in the naïve way we think the world works. Success depends on point of view. The world of life is dirty and intimate in ways that we usually don’t think about. Certain animals on Earth really seem like aliens when you analyze their characteristics and behavior. Patterns and characteristics of animals represent something like jazz improvisation… Start with a basic theme, play with it and see what beauty comes out. A fish is not necessarily a fish or is it? Unit Students will know: Students will be able to: Concepts: Natural selection Selective advantages, disadvantages, pressures Niche Invasiveness (Impacts) Self-interest (point of view) Phylogenetics neutral buoyancy countercurrent fl ow r vs. K reproductive strategies osmosis homeostasis Content oviparous, ovoviviparous, viviparous Who am I and what can my world tell me about myself? What characteristics of the vertebrate body plan enabled the largest animals the planet has ever known come into being? Course How do we know what is really true? What is the justification for saying that the earth and life on it have evolved together and that each has deeply influenced the other? What makes an animal an animal? What are the criteria for dividing animals into different phyla? What can we learn about ourselves by studying the behaviors, structures, and fundamental ecological roles of members of the animal kingdom? Humans often consider themselves to be the most successful animal on the planet, but are there other ways to define “most successful”? If you were to draw a stereotypical animal, what would it look like? How should we treat the members of species other than our own? Why should I care about zoology/animals? Read phylogenetic trees Apply tree thinking Apply natural selection to specific scenarios in the Animal Kingdom. Complete technical drawings of preserved specimens. Use appropriate directional terminology in descriptions, diagrams, and dissections. Analyze and identify clades as monophyletic, paraphyletic, or polyphyletic. Predict the habitat/niche of a fish from its body plan Characteristics of classes of fish Benchmark Assessments: Other Evidence: Under Development Learning Activities Lecture: Vertebrata: Chondrychthyes Vertebrata: Osteichthyes Vertebrata: Herps Vertebrata: Non-Herps Graphs Class discussion Informal journal writing Point/Counterpoint Debates Use of scientific data to support claims Quizzes Ability to apply scientific concepts in class conversations, debates and discussions. Ability to play “devil’s advocate” Use of appropriate vocabulary Fast Five questions Biweekly multiple choice 20 questions in 24 minutes (clickers or scantron quiz forms) Reference Material Disscusion: “free” protein How do you spell success? Lab: Perch Dissection Rat Dissection Activity: Technical drawing Integrated Principles of Zoology 14th Ed. Hickman & Roberts Zoology 5th Ed. Miller & Harley Fish & Wildlife: Principles of Zoology and Ecology, 3rd Ed. Burton Grzimek’s Animal Life Encyclopedia: Evolution Sparta High School Zoology and Animal Behavior
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