Comparative anatomy: A continuum

In groups, students will design a presentation that will trace the development of an organ system through the major phyla of the animal kingdom looking for the relationships between structure and function by documenting adaptations.

A lesson plan for grades 9–12 English Language Development, Information Skills, and Science

By Joan Warner and Melissa Thibault

Credit

About the authors

Joan Warner is a NBC Biology Teacher at WG Enloe High School in Raleigh. This plan was created with Melissa Thibault, then a Media Specialist at WG Enloe H.S., during a LearnNC/NCCAT sponsored session.

Learn more

• Animal Diversity Web University of Michigan, University of Michigan Museum of Zoology
• University of Michigan, University of Michigan Museum of Zoology Portal to animal websites
• The On-Line Biology Book Click on BIOLOGICAL DIVERSITY: ANIMALS I, II or III.
• UCMP Taxon Lift Click on On-Line Exhibits: Web Lift to: Animals, Plants, etc., then METAZOA (Animals), then choose your phyla
• Yahoo Kids Animals
• 10 Big Myths about copyright explained An attempt to answer common myths about copyright seen on the net
• Electronic Reference Formats Recommended by the American Psychological Association Covers commonly asked questions regarding how to cite electronic media
• OWL at Purdue Using APA format

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Related topics

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Learning outcomes

Biology objectives

• Describe characteristics of an organ system
• Compare the advantages of aquatic and terrestrial environments for animals
• Compare the mechanism of food getting and digestion in a variety of animals
• Explain how some animals can exist without specialized organs for oxygen-carbon dioxide exchange
• Describe the differences between open and closed circulatory systems
• Explain the role of the nervous system in coordination
• State the advantages of endoskeletons and exoskeletons
• Compare the stages of development in a variety animals
• Identify relationships between the process of oxygen-carbon dioxide exchange and water balance in both aquatic and terrestrial animals
• Compare reproductive adaptations in a variety animals

Information Skills objectives

• Identify sources in print and non-print media
• Evaluate sources for credibility
• Select material to support the assignment
• Document sources using an established citation method
• Produce and present findings verbally using multimedia tools

Teacher planning

Time required for lesson

10 days

Materials/resources

• Print sources to research animal systems
• Materials necessary to create visuals for an oral presentation, such as poster board, overhead transparencies, etc.

Technology resources

• Internet access and CD ROM resources, as available
• PowerPoint or another multi-media presentation tool, as available
• Data projector or other presentation device(s)

Pre-activities

Begin with a discussion of taxonomy and classification, explaining how organisms fit into the levels of classification. Discussion may include a review of the kingdoms of life and a review of binomial nomenclature. If you plan to use PowerPoint, you may do a quick introduction to the program using the PowerPoint in a Nutshell presentation attached to this lesson plan. Script for the presentation is visible in Notes view.

Activities

Follow the development of your system through the major phyla of the animal kingdom, looking for advantages or adaptations in the system. Trace the system from simple organisms, such as sponges, through to the most complex, mammals.

Working in your group, prepare a comprehensive presentation on the assigned system.

1. Choose a representative organism from each of the sixteen listed phyla.
2. Research and describe the structure and function of your assigned organ system in each of the representative organisms you have chosen.
3. Use text and images to illustrate the advantages and adaptations you have discovered in the system as you moved through the sixteen phyla.
4. Use at least three different formats for your sources. You may choose to use your textbook, other print sources, CD ROM sources, or Internet sites.

PowerPoint Presentions. This assignment should not be the first PowerPoint students have done.

1. This presentation must not exceed fifteen minutes.
2. Every group member must contribute verbally during this presentation.
3. You must include text and illustrations. Illustrations may be drawn, scanned, or captured from a website. All images must be credited to the source using a standard format.
4. Sources must be credible and must be given credit in a bibliography on the last slide(s) of your presentation.

Alternative: if PowerPoint, Hyperstudio or another multimedia presentation program is unavailable, students may make posters or diagrams and present with a flip-chart.

Maintain a Journal. Students will keep a journal throughout the project for reflection, as well as for self and peer evaluation. You may choose to use some of the following prompts.

1. My group member encouraged others with positive and constructive comments when he/she…
2. I encouraged others with positive and constructive comments when I…
3. My group member showed willingness to help others when…
4. I showed willingness to help others when…
5. My group member successfully solved a problem by…
6. I successfully solved a problem by…
7. I liked the group responsibilities and roles because…
8. I disliked the group responsibilities and roles because…
9. My group member gave ideas to the group including…
10. I gave ideas to the group including…
11. My group member listened to the ideas of others without judging them including…
12. I listened to the ideas of others without judging them including…
13. One great resource our group found was…
14. Another way I could show my understanding of animal systems is…

Individual Assignment. A unifying theme in biology is that an organism and its environment are complementary. Animal structure is interconnected with the requirements of animal life and the means of coping with the environment. Choose one organism from any phylum and explain how that organism illustrates this principle. Discuss each system and how that system enables that organism to live successfully in its environment.

Assessment

Presentation Rubric

Supplemental information

Assignment Handout

Group Roles

Phyla and Systems

Websites Handout

Journal Prompts

Modifications

Create a timeline for the project.

#2 list parts and functions.

#4 use LEARN NC database for information on a lower reading level.

Use native language resources.

Alternative assessments

Create a presentation and visual rubric just for the ELL’s.

Allow LEP students to point when teammates are speaking.

Critical vocabulary

• digestive system
• digest
• chemically and mechanically
• pass/move
• taxonomy
• classification

Comments

Suggested Timeline

Day 1: Discussion of assignment, expectations, group roles, initial planning by groups

Days 2–5: Research

Days 6–10: Work on Presentation/Research

This timeline does not include the days needed for your students to present their projects. The assignment limits their presentations to fifteen minutes, encourage them to be short and to the point. Ideally, we envisioned three minutes per student for a total of twelve minutes.

Individual Assignment

This assignment should be given to each student at the conclusion of the presentations. You may require the students to complete this as a homework assignment, or it can be given to them as an in class assignment. In grading this assignment, please refer to the Teacher’s Lesson Goals/Objectives, and direct students to the objectives that pertain to each system for this assignment. You want the students to demonstrate an understanding of the adaptations that each system has to function successfully in the environment.

Group Selection

About two weeks before I give the students the assignment, I ask them to raise their hands if they have created a PowerPoint presentation and feel like they know this software. I write down the names of these students. When it comes time to put together groups, I make sure that every group has at least one person who is comfortable with the software.