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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
SCIENCE DEPARTMENT
LABORATORY ZOOLOGY
Grade Level: 11-12
Credits: 2.5
BOARD OF EDUCATION ADOPTION DATE:
AUGUST 30, 2010 SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING
APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS
APPENDIX B: ASSESSMENT EVIDENCE
APPENDIX C: INTERDISCIPLINARY CONNECTIONS
3
Course Philosophy
This course provides students an opportunity to explore the animal kingdom through the infusion
of 21st century learning techniques. This course is designed to introduce students to the
characteristics of animals as well as their biological classification and will emphasize the anatomy and
physiology of animals as well as their role and impact on the environment.
Course Description
Laboratory Zoology is a half-year science course designed for students interested in exploring the
diversity of organisms in the animal kingdom. The course emphasizes the comparative anatomy and
physiology of various invertebrates and vertebrates, and students learn through a combination of
classroom activities, including dissection, hands-on experiments, projects and the integration of
technology.
4
Freehold Regional High School District Curriculum Map
Laboratory Zoology
Assessments Relevant
Standards1 Enduring
Understandings Essential Questions Diagnostic
(before) Formative (during)
Summative (after)
5.1.12.C.3 5.3.12.A.5 5.3.12.D.3 5.3.12.E.2 5.3.12.E.4
Animals have evolved over time which has led to animal diversity.
Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups?
Pretest Student Survey Oral Questions/ Discussion Anticipatory Set Questions
Lab Activities Quizzes
Chapter Test Written Assignments Oral Presentations Observations Participatory Rubrics Research Assignments Guest Speakers Educational Excursions
Final Exam
5.1.12.D.3 5.3.12 E.3
Scientists group animals based on shared characteristics.
How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another?
Pretest Student Survey Oral Questions/ Discussion Anticipatory Set Questions
Lab Activities Quizzes
Chapter Test Written Assignments Oral Presentations Observations Participatory Rubrics Research Assignments Guest Speakers Educational Excursions
Final Exam
5.3.12.C.2 Humans and animal populations impact each other.
How do animals and humans interact? How does bioethics impact the study of Zoology?
Pretest Student Survey Oral Questions/ Discussion Anticipatory Set Questions
Lab Activities Quizzes
Chapter Test Written Assignments Oral Presentations Observations Participatory Rubrics Research Assignments Guest Speakers Educational Excursions
Final Exam
5
Freehold Regional High School District Course Proficiencies and Pacing
Laboratory Zoology
Unit Title
Unit Understandings and Goals Recommended
Duration Unit #1: Characteristics of Animals
Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list the characteristics of animals. 2. The students will be able to apply appropriate laboratory safety techniques. 3. The students will be able to utilize prior knowledge of microscopy and other lab tools. 4. The students will be able to understand the modern system of classification. 5. The students will understand and explain how animals impact each other.
3 weeks
Unit #2: Simple Animals
Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list the characteristics of the Phylum Porifera and Phylum Cnidiaria. 2. The students will be able to describe the anatomy and physiology of a sponge. 3. The students will be able to list and differentiate the various types of Cnidaria. 4. The students will understand and explain how animals impact each other.
2 weeks
Unit #3: Worms Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list and differentiate the types of worm classes. 2. The students will be able to compare the anatomy and physiology of the worm classes. 3. The students will understand and explain how animals impact each other.
2 weeks
Unit #4: Phylum Mollusca Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list and differentiate the Classes of Mollusks. 2. The students will be able to compare the anatomy and physiology of the various Mollusca classes. 3. The students will understand and explain how animals impact each other.
3 weeks
Unit #5: Phylum Arthropoda
Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list and differentiate the characteristic of the Phylum Arthropoda. 2. The students will be able to compare the anatomy and physiology of the Arthropoda classes. 3. The students will be able to discuss why Arthropods have evolved as the most successful group of
animals. 4. The students will understand and explain how animals impact each other.
3 weeks
6
Unit #6: Phylum Echinodermata Invertebrate Chordates
Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list and differentiate the characteristic of the Phylum Echinodermata. 2. The students will be able to compare the anatomy and physiology of different types of
Echinoderms. 3. The students will be able to list the characteristic of the Invertebrate Chordates. 4. The students will be able to compare the anatomy and physiology of different types of Invertebrate
Chordates. 5. The students will be able to list and differentiate the types of Invertebrate Chordates. 6. The students will understand and explain how animals impact each other.
2 weeks
Unit #7: Phylum Chordata Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. 1. The students will be able to list and differentiate the characteristic of the Phylum Chordata. 2. The students will be able to compare the anatomy and physiology of different types of Chordates. 3. The students will understand and explain how animals impact each other.
2 weeks
7
Freehold Regional High School District Laboratory Zoology
Unit #1: Introduction to Zoology Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Dissection and lab safety are essential to the study of Zoology. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list the characteristics of animals.
The students will be able to apply appropriate laboratory safety techniques. The students will be able to utilize prior knowledge of microscopy and other lab tools. The students will be able to understand the modern system of classification. The students will understand and explain how animals impact each other.
Duration of Unit: 3 weeks NJCCCS: 5.1.12.C.2, 5.1.12.C.3, 5.3.12.A.5, 5.3.12.D.3, 5.3.12.E.1, 5.3.12 E.2, 5.3.12.E.4
Guiding / Topical Questions
Content, Themes, Concepts, and Skills
Instructional Resources and Materials
Teaching Strategies Assessment Strategies
What are the characteristics of animals? How are animals classified? What is Bioethics? What are the safety precautions during a dissection?
Content: Key terms relevant to the characteristics, classification and bioethics of animals. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures.
Current textbook and resource ancillaries Internet Multimedia video Mobile computer lab centers Laboratory Tools and Safety Equipment
Class notes via lecture, power point, smart board and overhead projector. Class discussion Cooperative learning “jig-sawing” Project Based Learning Student centered computer based activities Diagram analysis Hands on manipulation
Written tests and quizzes Worksheets Laboratory Activity and Analysis Project assessments
Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, supplementary research
opportunities, peer mentoring, additional testing time, and use of visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.
8
Freehold Regional High School District Laboratory Zoology
Unit #2: Simple Animals Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list the characteristics of the Phylum Porifera and Phylum Cnidiaria.
The students will be able to describe the anatomy and physiology of a sponge. The students will be able to list and differentiate the various types of Cnidaria. The students will understand and explain how animals impact each other.
Duration of Unit: 2 weeks NJCCCS: 5.1.12.C.2, 5.1.12.C.3, 5.3.12.A.5, 5.3.12.D.3, 5.3.12.E.1, 5.3.12 E.2, 5.3.12.E.4
Guiding / Topical Questions Content, Themes, Concepts, and Skills
Instructional Resources and
Materials Teaching Strategies
Assessment Strategies
What are the characteristics of simple animals?
Content: Key terms relevant to the characteristics, classification and bioethics of the Phylum Porifera and Phylum Cnidaria. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures.
Current textbook and resource ancillaries Internet Multimedia video Mobile computer lab centers Laboratory Tools and Safety Equipment
Class notes via lecture, power point, smart board and overhead projector. Class discussion Cooperative learning “jig-sawing” Project Based Learning Student centered computer based activities Diagram analysis Hands on manipulation
Written tests and quizzes Worksheets Laboratory Activity and Analysis Project assessments
Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, supplementary research
opportunities, peer mentoring, additional testing time, and use of visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.
9
Freehold Regional High School District Laboratory Zoology
Unit #3: Worms
Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list and differentiate the types of worm classes.
The students will be able to compare the anatomy and physiology of the worm classes. The students will understand and explain how animals impact each other.
Duration of Unit: 2 weeks NJCCCS: 5.1.12.C.2, 5.1.12.C.3, 5.3.12.A.5, 5.3.12.D.3, 5.3.12.E.1, 5.3.12 E.2, 5.3.12.E.4
Guiding / Topical Questions Content, Themes, Concepts, and Skills
Instructional Resources and
Materials Teaching Strategies
Assessment Strategies
What are the characteristics of worms? What are examples of worms?
Content: Key terms relevant to the characteristics, classification and bioethics of the Phylum Platyhelminthes, Phylum Nematoda and Phylum Annelida. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures.
Current textbook and resource ancillaries Internet Multimedia video Mobile computer lab centers Laboratory Tools and Safety Equipment
Class notes via lecture, power point, smart board and overhead projector. Class discussion Cooperative learning “jig-sawing” Project Based Learning Student centered computer based activities Diagram analysis Hands on manipulation
Written tests and quizzes Worksheets Laboratory Activity and Analysis Project assessments
Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, supplementary research
opportunities, peer mentoring, additional testing time, and use of visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.
10
Freehold Regional High School District Laboratory Zoology
Unit #4: Phylum Mollusca Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list and differentiate the Classes of Mollusks. The students will be able to compare the anatomy and physiology of the various Mollusk classes.
The students will understand and explain how animals impact each other. Duration of Unit: 3 weeks NJCCCS: 5.1.12.C.2, 5.1.12.C.3, 5.3.12.A.5, 5.3.12.D.3, 5.3.12.E.1, 5.3.12 E.2, 5.3.12.E.4
Guiding / Topical Questions Content, Themes, Concepts, and Skills Instructional Resources
and Materials Teaching Strategies
Assessment Strategies
What are the characteristics of mollusks? What are examples of mollusks?
Content: Key terms relevant to the characteristics, classification and bioethics of the Phylum Mollusca. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures.
Current textbook and resource ancillaries Internet Multimedia video Mobile computer lab centers Laboratory Tools and Safety Equipment
Class notes via lecture, power point, smart board and overhead projector. Class discussion Cooperative learning “jig-sawing” Project Based Learning Student centered computer based activities Diagram analysis Hands on manipulation
Written tests and quizzes Worksheets Laboratory Activity and Analysis Project assessments
Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, supplementary research
opportunities, peer mentoring, additional testing time, and use of visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.
11
Freehold Regional High School District Laboratory Zoology
Unit #5: Phylum Arthropoda
Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list and differentiate the characteristic of the Phylum Arthropoda.
The students will be able to compare the anatomy and physiology of the Arthropoda classes. The students will be able to discuss why Arthropods have evolved as the most successful group of animals. The students will understand and explain how animals impact each other.
Duration of Unit: 3 weeks NJCCCS: 5.1.12.C.2, 5.1.12.C.3, 5.3.12.A.5, 5.3.12.D.3, 5.3.12.E.1, 5.3.12 E.2, 5.3.12.E.4
Guiding / Topical Questions Content, Themes, Concepts, and Skills Instructional Resources
and Materials Teaching Strategies
Assessment Strategies
What are the characteristics of arthropods? What are examples of arthropods?
Content: Key terms relevant to the characteristics, classification and bioethics of the Phylum Arthropoda. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures.
Current textbook and resource ancillaries Internet Multimedia video Mobile computer lab centers Laboratory Tools and Safety Equipment
Class notes via lecture, power point, smart board and overhead projector. Class discussion Cooperative learning “jig-sawing” Project Based Learning Student centered computer based activities Diagram analysis Hands on manipulation
Written tests and quizzes Worksheets Laboratory Activity and Analysis Project assessments
Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, supplementary research
opportunities, peer mentoring, additional testing time, and use of visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.
12
Freehold Regional High School District Laboratory Zoology
Unit #6: Phylum Echinodermata and Invertebrate Chordates Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list and differentiate the characteristic of the Phylum Echinodermata.
The students will be able to compare the anatomy and physiology of different types of Echinoderms. The students will be able to list the characteristic of the Invertebrate Chordates. The students will be able to compare the anatomy and physiology of different types of Invertebrate Chordates. The students will be able to list and differentiate the types of Invertebrate Chordates. The students will understand and explain how animals impact each other.
Duration of Unit: 2 weeks NJCCCS: 5.1.12.C.2, 5.1.12.C.3, 5.3.12.A.5, 5.3.12.D.3, 5.3.12.E.1, 5.3.12 E.2, 5.3.12.E.4
Guiding / Topical Questions Content, Themes, Concepts, and Skills
Instructional Resources and
Materials Teaching Strategies
Assessment Strategies
What are the characteristics of echinoderms and invertebrate chordates? What are examples of echinoderms and invertebrate chordates?
Content: Key terms relevant to the characteristics, classification and bioethics of the Phylum Echinodermata and Invertebrate Chordates. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures
Current textbook and resource ancillaries Internet Multimedia video Mobile computer lab centers Laboratory Tools and Safety Equipment
Class notes via lecture, power point, smart board and overhead projector. Class discussion Cooperative learning “jig-sawing” Project Based Learning Student centered computer based activities Diagram analysis Hands on manipulation
Written tests and quizzes Worksheets Laboratory Activity and Analysis Project assessments
Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, supplementary research
opportunities, peer mentoring, additional testing time, and use of visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.
13
Freehold Regional High School District
Laboratory Zoology Unit #7: Phylum Chordata
Enduring Understandings: Animals have evolved over time which has led to animal diversity. Scientists group animals based on shared characteristics. Humans and animal populations impact each other. Essential Questions: Why is an animal a living organism? How do animals develop? How do animals respond to their environment? How do animals survive in their environment? How do animals obtain and utilize energy? How do animals move? How do animals pass on genetic information? How to the trends of evolution explain animal diversity? What are the behaviors that distinguish animal groups? How can animals be studied safely? How are invertebrates different from vertebrates? How are animal groups similar and different from one another? How do animals and humans interact? How does bioethics impact the study of Zoology? Unit Goals: The students will be able to list and differentiate the characteristic of the Phylum Chordata.
The students will be able to compare the anatomy and physiology of different types of Chordates. The students will understand and explain how animals impact each other.
Duration of Unit: 2 weeks NJCCCS: 5.1.12.C.2, 5.1.12.C.3, 5.3.12.A.5, 5.3.12.D.3, 5.3.12.E.1, 5.3.12 E.2, 5.3.12.E.4
Guiding / Topical Questions Content, Themes, Concepts, and Skills Instructional Resources
and Materials Teaching Strategies
Assessment Strategies
What are the characteristics of Chordates? What are examples of Chordates?
Content: Key terms relevant to the characteristics, classification and bioethics of the Phylum Chordata. Human Impact Research Skills: Appropriate internet research skills Using lab tools and following proper laboratory procedures
Current textbook and resource ancillaries Internet Multimedia video Mobile computer lab centers Laboratory Tools and Safety Equipment
Class notes via lecture, power point, smart board and overhead projector. Class discussion Cooperative learning “jig-sawing” Project Based Learning Student centered computer based activities Diagram analysis Hands on manipulation
Written tests and quizzes Worksheets Project assessments
Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, supplementary research
opportunities, peer mentoring, additional testing time, and use of visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.