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Biology I Zoology AP Biology Physical Science Science News!
Zoology: Course Description and MaterialsBiology II is a continuation of the concepts covered in Biology I. This course is for students who are inquisitive about the animal kingdom, animal interaction, behavior or breeding? We have designed this course especially for you.
This course explores the animal kingdom and all it entails. Understanding animal characteristics and how they interact with one another and their environment can help us connect with them appropriately. Explore how animals respond and behave in their environment and interact with each other and their surroundings. Gain insight into how food energy is transferred in an ecosystem and understand the relationship between producers and primary, secondary and tertiary consumers. Information covered in this course includes, but is not limited to: scientific method and classification, biodiversity, microorganisms, infectious diseases including viruses and vaccines, biotechnology, and careers in the field of biology. This course will require dissection of animal specimens. If this is problematic, it should be addressed promptly.
Course Goal:
This course aims to provide students with a deeper understanding of the creation, continue to prepare them for additional courses, improve their ACT and expose students to biology related careers.Course Materials:
Biology NGSS Biozone, Thinkpad Laptop and Charger, 1-inch 3-ring Binder, Pens (black and blue) and Lab Journal.Unit 1: Introduction to Animals
This unit is designed to develop students’ understanding of zoology. It will guide students through historical and Linnaean classification. Students will engage in interpreting and creating dichotomous keys. Students will be introduced to the concept of binomial nomenclature. Students will classify animals based on common traits. This unit identifies general characteristics and examples of each phylum. Animals traits based on evolution, development, nutrition, movement, and reproduction will be analyzed. Basic prefixes and anatomical terminology relating to zoology will be introduced to provide a basis for understanding future material. Students will participate in collaborative activities, discussions, and analysis of digital media to reinforce these concepts. Students will engage in the use of several manipulative models to demonstrate animal diversity and complexity.Essential Questions: These questions establish inquiry to unify the unit’s assignments and assessments.
Why do we study zoology? How do we classify animals? How is a dichotomous key used? What is binomial nomenclature? How is an animal different from other organisms? How do animals develop? How do animals reproduce? How do animals obtain and utilize energy? How do different animals move? How do the trends of evolution explain animal diversity? How can animals be studied safely?Student Measurable Objectives for Lessons
Define zoology.Explain the difference between historical and modern classification systems. Distinguish between scientific names and common names. Organize animals based on observable traits. Utilize a dichotomous key. Create a dichotomous key. Demonstrate use of binomial nomenclature. Identify animal characteristics. Organize animals into phyla. Characterize animals based on behavior and/or development. Describe organisms using morphological terminology.Unit 2: Phylum Protozoa, Porifera, Cnidaria, and Ctenophora
This unit is designed to develop students’ understanding of the phyla Protozoa, Porifera, Cnidaria, and Ctenophora. It will guide students through taxonomy and general characteristics. Students will identify behavioral and developmental traits for each phyla. This unit describes morphology, engaging students with pictures and videos.. Animal traits based on evolution, nutrition, movement, and reproduction will be analyzed. It will also list general characteristics for the main classes of each phyla. Ecological importance will be emphasized for each phyla. Students will participate in collaborative activities, discussions, and analysis of digital media to reinforce these concepts. Students will engage in the use of several manipulative models to demonstrate animal diversity and complexity.Essential Questions: These questions establish inquiry to unify the unit’s assignments and assessments.
What characteristics of protozoans distinguish them from other animals? How does body plan in Porifera differ from simpler animals? By which methods are Porifera able to reproduce?How do the three main classes of sponges differ from each other? How can movement be used to classify cnidarians? How do cnidarians reproduce? How do cnidarians differ in development? What adaptations have increased the fitness of cnidarians? What is the ecological importance of the phylum Cnidaria? 10. What are the main classes of Cnidaria? 11. What characteristics of ctenophores distinguish them from other animals? 12. How does Ctenophora compare to Cnidaria in form and reproduction?Student Measurable Objectives for Lessons
Describe the general characteristics of protozoans Describe the body plan of a porifera Explain adaptations of porifera that allow them to feed, reproduce, move etc. Describe the two different body plans of Cnidarians Explain the development of the three body layers of Cnidarians Explain adaptations of Cnidarians that allow them to feed, reproduce, move etc. Identify influences of Cnidaria on other species Compare and contrast different classes of Cnidaria List differences that distinguish Ctenophora from CnidariaUnit 3 Summary: Phyla Platyhelminthes, NematodaThis unit is designed to develop students’ understanding of the phyla Platyhelminthes and Nematoda. It will guide students through taxonomy and general characteristics. Students will identify behavioral and developmental traits for each phyla. This unit describes morphology, engaging students with pictures and videos.. Animal traits based on evolution, nutrition, movement, and reproduction will be analyzed. It will also list general characteristics for the main classes of each phyla. Ecological importance will be emphasized for each phyla. Students will participate in collaborative activities, discussions, and analysis of digital media to reinforce these concepts. Students will engage in the use of several manipulative models to demonstrate animal diversity and complexity. Students will perform an observational lab to gain first hand experience with body form and adaptive behaviors of flatworms. Students will read and write to expand knowledge of the phyla’s impact on human activities.
Essential Questions: These questions establish inquiry to unify the unit’s assignments and assessments.
How do the important characteristics of flatworms separate them from simpler animals? How do acoelomate, pseudocoelomate, and coelomate body plans differ? How does a worm’s digestive and nervous system allow for more complex body structures? What evolutionary adaptations have led to increased fitness for flatworms? What are the positive ecological impacts of roundworms? What are the common types of parasitic roundworms How do people become infected with roundworms? How can this be prevented? What evolutionary adaptations have led to increased fitness for roundworms? Why is it important to avoid parasites?Student Measurable Objectives for Lessons
Identify differences between worms and simpler organisms Explain flatworm body plan and anatomical changes Diagram simple worm anatomy Compare the three classes of flatworms Explain the evolution of flatworm nervous and digestive systems Summarize the life cycle of a flatworm Explain differences between acoelomate, pseudocoelomate, and coelomate development Explain the impact of flat/round worms on human society Summarize the life cycle of a roundworm Predict the outcome of a parasitic infection Compare and Contrast flatworms vs roundwormsUnit 4 Summary: Phyla Mollusca and AnnelidaThis unit is designed to develop students’ understanding of the phyla Mollusca and Annelida. It will guide students through taxonomy and general characteristics. Students will identify behavioral and developmental traits for each phyla. This unit describes morphology, engaging students with pictures and videos.. Animal traits based on evolution, nutrition, movement, and reproduction will be analyzed. It will also list general characteristics for the main classes of each phyla. Ecological and economic importance will be emphasized for each phyla. Students will participate in collaborative activities, discussions, and analysis of digital media to reinforce these concepts. Students will engage in the use of manipulative models and animal dissection to demonstrate animal diversity and complexity.
Essential Questions: These questions establish inquiry to unify the unit’s assignments and assessments.
What characteristics of mollusks distinguish them from other animals? What is the economic and ecological importance of the phylum Mollusca? What are the main parts of the mollusk body plan? How does the internal anatomy differ among mollusks? What are the main classes of Mollusca? What characteristics of Annelida distinguish them from other animals? What are the distinguishing characteristics of annelid organ systems? How do the main classes of Annelida differ? Why is the Class Oligochaeta important? How is Mollusca related to Annelida?Labs: Dissect an octopus and identify distinguishing characteristics.
Research Lab: Choose a specific species from Mollusca or Annelida to research specific traits and biological impacts.
Sample Measurable Objectives for Lesson Planning
Describe identifying characteristics of mollusks.
Explain the economic and ecological importance of mollusks.
Identify the main parts of the mollusk body plan.
Distinguish between the internal anatomy of mollusks.
Compare and contrast the main classes of Mollusca.
Describe identifying characteristics of annelids.
Analyze the organ systems of annelids.
Compare and contrast the main classes of Annelida.
Describe the importance of earthworms.
Compare and contrast Mollusca and Annelida.
Unit 5 Summary: Phylum Arthropoda
This unit is designed to develop students’ understanding of the phylum Arthropoda. It will guide students through taxonomy and general characteristics. Students will identify behavioral and developmental traits for each subphyla. This unit describes morphology, engaging students with pictures and videos.. Animal traits based on evolution, nutrition, movement, and reproduction will be analyzed. It will also list general characteristics for some classes of each subphyla. Ecological importance will be emphasized for the phylum. Students will participate in collaborative activities, discussions, and analysis of digital media to reinforce these concepts. Students will engage in the use of several manipulative models to demonstrate animal diversity and complexity. Students will perform a dissection lab to gain first hand experience with body form.. Students will read and write to expand knowledge of the phyla’s impact on human activities.
Essential Questions: These questions establish inquiry to unify the unit’s assignments and assessments.
What characteristics of arthropods distinguish them from other animals? What is the economic and ecological importance of the phylum Arthropoda? How do insects develop? What are the main subphyla of Arthorpoda? How do arthropod subphyla differ from each other? What are the distinguishing characteristics of Arthropod organ systems? How does insect social behavior aid in survival? What evolutionary adaptations have led to increased fitness for arthropods? What defense mechanisms have evolved in Arthropods? What modes of motility are utilized by different arthropods?Labs: Dissection/Observation Various Arthropods (Scorpion, Grasshopper, Crayfish)
Lab Insect Collection: students will go outside, collect insects and study them using dissection microscopes
Sample Measurable Objectives for Lesson Planning
Describe characteristics of the phylum Arthropoda. Explain how arthropods impact human society both positively and negatively. Explain insect metamorphosis and its function. List and identify the main subphyla of arthropods. Compare and contrast arthropod subphyla. Explain the function and significance of arthropod organ systems as compared to other phyla Identify features of insect social behavior. Describe the main evolutionary adaptations of arthropods that have led to increased fitness. Explain insect defense mechanisms. Create a model of an arthropod and explain its body plan Compare the different body structures that arthropods use for movement.Unit 6 Summary: Phyla Echinodermata and Chordata
This unit is designed to develop students’ understanding of the phylum Echinodermata and Chordata. It will guide students through taxonomy and general characteristics. Students will identify behavioral and developmental traits for each phyla. This unit describes morphology, engaging students with pictures and videos.. Animal traits based on evolution, nutrition, movement, and reproduction will be analyzed. It will also list general characteristics for classes of each subphyla. Ecological importance will be emphasized for each phylum. Students will participate in collaborative activities, discussions, and analysis of digital media to reinforce these concepts. Students will engage in the use of several manipulative models to demonstrate animal diversity and complexity. Students will perform a dissection lab to gain first hand experience with body form.. Students will read and write to expand knowledge of each phyla’s impact on human activities.Essential Questions: These questions establish inquiry to unify the unit’s assignments and assessments.
What characteristics distinguish Echinoderms from other animals? What anatomical features do echinoderms have? What are the classes of the phylum Echinodermata? How do the echinoderm classes differ? What characteristics distinguish Chordates from other animals? What are the three main subphyla of Chordata? What are the 2 main superclasses of Chordata? How do Chondrichthyes and Osteichthyes differ? How did tetrapods evolve from Osteichthyes? What are the general characteristics of Class Amphibia? What are the three main orders of amphibians? What is the difference between a frog and a toad? What are the general characteristics of Class Reptilia? What are the three main orders of reptiles? What is the difference between a turtle and a tortoise? What is the difference between an alligator and a crocodile? What are the distinguishing characteristics of Class Aves? How are birds adapted for flight? How are birds important to humans? What are some of the major orders of birds? What are the general characteristics of mammals? What are the three main groups of mammals? What behavioral adaptations do mammals share? How are mammals anatomically different from other chordate classes? What are examples of animals in the main orders of mammals?Labs (25%)
Dissection/Observation Bony Fish (Perch, Dogfish)
Dissection/Observation Reptiles (Turtle, Lizard, Snake)
Dissection/Observation Mammals (Rats, Rabbits)
Classification of specimens all types (Specimen Jars)
Student Measurable Objectives for Lessons
Describe the characteristics of the phylum Echinodermata. Identify anatomical features of echinoderms. Distinguish between the classes of echinoderms. What are the characteristics of chordates. List the subphyla of Chordata. Distinguish between chordates with and without jaws. Compare and contrast Chondrichthyes and Osteichthyes. Analyze the evolution of tetrapods. Describe the characteristics of Class Amphibia. Identify the three main orders of amphibians. Compare and contrast frogs and toads. Identify characteristics of Class Reptilia. Distinguish between the three main orders of reptiles. Compare and contrast a turtle and a tortoise. Compare and contrast an alligator and a crocodile. Describe the characteristics of birds. Identify and explain the adaptations of birds that allow flight. Explain the importance of birds' influence on human populations. Describe traits of the major orders of birds. Make a list of the characteristics of mammals vs. other chordates. Classify organisms based on observable traits into phyla, class, order… Explain the behavioral traits that mammals utilize to increase fitness. Diagrams the anatomical features of mammals that differentiate them from other chordates. List some of the main groups of mammals and describe their characteristics.Give examples and explain the impact of mammalian life on human activities.
Possible Dissections:
Nightcrawlers, Clam, Squid, Crayfish, GrassHopper, BullFrog, Pregnant Rat, and Perch/Shark ... and others.
You should consider if this is the course for you if you have any problems with dissecting animals. You can scroll through the units below to see when the dissections occur. The above is a list of dissection possibilities, and substitutes may be made.
You should consider if this is the course for you if you have any problems with dissecting animals. You can scroll through the units below to see when the dissections occur. The above is a list of dissection possibilities, and substitutes may be made.
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