Biology Unit 12

Big Idea:

Vertebrate origins. Fish diversity. A closer look at bony fish. Amphibians. Vertebrates on Land. A closer look at amniotes (reptiles, birds, mammals).

Student Expectations:

Priority TEKS

B.7A analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental

B.7B examine scientific explanations of abrupt appearance and stasis in the fossil record

B.7C analyze and evaluate how natural selection produces change in populations, not individuals;

B.7D analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success

B.7E analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species

B.7F analyze other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination.

B.8B categorize organisms using a hierarchical classification system based on similarities and differences shared among groups

B.8C compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals

Focus TEKS

B.8A define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community

B.10A describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals;

Ongoing TEKS

B.1A demonstrate safe practices during laboratory and field investigations

B.1B demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials

B.2F collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as data-collecting probes, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, balances, gel electrophoresis apparatuses, micropipettes, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures

B.2G analyze, evaluate, make inferences, and predict trends from data

B.2H communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports

Student Learning Targets:

• I will describe the origins of vertebrates and discuss what it means to be a vertebrate.
• I will identify and differentiate the different types of vertebrates.
• I will list and describe the subtypes of each kind of vertebrate.

Essential Questions:

• What evidence places fish as the first vertebrates?
• Name the four groups of jawed fish that developed during the Paleozoic era? Which ones are still alive today?
• What anatomical differences help an amniote retain moisture?
• How did the development of an amniotic egg allow vertebrates to reproduce on land?
• What characteristics do reptiles share?
• What are three anatomical features that birds share with their theropod ancestors?
• What features make mammals different than reptiles?

Extra Information:

Adopted Textbook: Biology, Houghton Mifflin Harcourt, Holt McDougal

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