hs zoology curriculum map - lake county · hs zoology curriculum map . table of contents 2...

1

Revised6/2011

HS

ZOOLOGY

Curriculum Map

Table of Contents

2

Revised6/2011

1. Preface 3 – 4

2. How to read the Benchmark, Big Ideas Key, Differentiated Instruction Strategies 5

3. Big Ideas by Grade Level K – 12 6

4. Reading, Writing, and Discussion in the Science Classroom 7 – 9

5. Foreword for Middle and High Schools – Basic course requirements 10

6. Pacing Guide for course 11

7. First Quarter 12 – 15

8. Second Quarter 16 – 17

9. Third Quarter 18 – 19

10. Fourth Quarter 20 - 21

11. Appendix A – Labs Correlated to the Textbook 22

12. Appendix B - Book List by Topic 23

13. Appendix C – Web Sites by topic 24

14. Appendix D - Labs and Activities From Within the Map – By Quarters 25 - 28

Preface

3 Revised 6/2011

Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the

district receive a common curriculum. The maps help ensure that all state requirements are taught and that the

content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your

instruction but provide flexibility based on the individual needs of students. The maps are living documents and

feedback is requested of teachers to ensure continuous improvement.

All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps

were designed for the instruction to take place by quarter. There is some flexibility within the quarters for

mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its

entirety. The maps have been structured in such a way as to scaffold student learning.

Listed below are a few of the new or updated features common to all curriculum maps:

Essential Question(s):

o Provide application of the skills/concepts

o Have more than one right answer which promotes student discourse

o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning

o Are referred to at the beginning, middle, and end of the lesson

o Require you to make a decision

o Promote critical thinking and problem solving

o Encourage interdependence

o Are open-ended

Academic Vocabulary are: o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction

o Not necessarily the bold words in the chapter.

o Cumulative and continuously used throughout the year.

o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.

Preface

4 Revised 6/2011

Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these):

Purpose: For the student to know what is being taught and what the student will learn

o Date

o Benchmark

o Measurable, student-friendly objective

o Essential Question

o Bell work

o Agenda (Specific daily schedule)

o Homework

o Exit Strategy/Card

Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There

should be daily: o Teacher to student and student to student discourse utilizing academic vocabulary.

o Reading and authentic writing

o Writing that includes higher-order thinking

o Incorporation of effective reading and writing instructional strategies

Maps are organized to include the following:

o Pacing

o Objective

o Essential questions, content and understanding, benchmarks, and assessment

o Appendix/ resources

Preface

5 Revised 6/2011

Next Generation Sunshine State Standards

Science Benchmark Coding Scheme

SC. 5. A. 1. 1

Subject Grade Level Body of Knowledge Big Idea / Supporting Idea Benchmark

Body of Knowledge Key

N ~ Nature of Science E ~ Earth Space Science

L ~ Life Science P ~ Physical Science

Big Idea Key

#1 – The Practice of Science #10 – Forms of Energy

#2 – The Characteristics of Scientific Knowledge #11 – Energy Transfer and Transformation

#3 – The Role of Theories, Laws, Hypotheses, and Models #12 – Moon Objects

#4 – Science and Society #13 – Forces and Changes in Motion

#5 – Earth in Space and Time #14 – Organization and Development of Living Organisms

#6 – Earth Structures #15 – Diversity and Evolution of Living Organisms

#7 – Earth Systems and Patterns #16 – heredity and Reproduction

#8 – Properties of Matter #17 – Interdependence

#9 – Changes in Matter #18 – Matter and Energy Transformations

Language Arts and Mathematic Benchmarks

The Language Arts and Mathematic benchmarks are in the course description. These benchmarks have been integrated throughout the

curriculum map.

Differentiated Instruction Strategies

The following differentiated instruction strategies should be incorporated throughout the entire course:

Cooperative Groups Computer Assisted Instruction Tiered Assignments Centers

Flexible Grouping Curriculum Compacting/Contracts Learning Stations Scaffolding

Hands-on Instruction Leveled Texts/Resources Teacher Led Small Groups Web Quest

Preface

6 Revised 6/2011

This chart is to show where the Big Ideas are located by grade level.

This will help to give an understanding as to why complete coverage of the NGSSS at each grade level is essential! Big Idea #1

The Practice

of Science

Big Idea #2 The

Characteristics of

Scientific Knowledge

Big Idea #3 The Role

of Theories, Laws,

Hypotheses, and

Models

Big Idea #4 Science

and

Society

Big Idea #5 Earth

in

Space and Time

Big Idea #6

Earth

Structures

K K

1st 1st 1st

2nd 2nd

3rd 3rd 3rd 3rd

4th 4th 4th 4th 4th

5th 5th 5th

6th 6th 6th 6th

7th 7th 7th 7th

8th 8th 8th 8th 8th

HS HS HS HS HS HS #7 Earth Systems

and Patterns #8 Properties

of Matter #9 Changes

in Matter #10 Forms of Energy

#11 Energy Transfer and Transformations

#12 Motion of Objects

K K K K

1st

2nd

2nd 2nd 2nd

3rd 3rd 3rd 3rd

4th 4th 4th 4th 4th

5th 5th 5th 5th 5th

6th 6th 6th

7th 7th 7th

8th

HS HS HS HS HS HS

#13 Forces

and Changes

in Motion

#14 Organization

and Development

of Living Organisms

#15 Diversity

and Evolution of

Living Organisms

#16 Heredity

and Reproduction

#17

Interdependence

#18 Matter

and Energy

Transformations

K K

1st 1st 1st 1st

2nd 2nd 2nd 2nd

3rd 3rd 3rd

4th 4th

5th 5th 5th 5th

6th 6th 6th

7th 7th 7th

8th

HS HS HS HS HS HS

Reading Writing Discussion in the Classroom Everyday

7 Revised 6/2011

Reading Writing Discussion in the classroom everyday (33% R, W, and D)

This means that during each class period the students should be reading, writing, and talking about Science.

Many of these overlap in a combination of Reading, Writing, and Discussion.

Reading Writing Discussion in the Science Classroom:

What do these look like in the Science classroom?

What DOES the reading process look like?

Modeling - reading and thinking out loud

Students in small groups or pairs

Whole group when referring to a specific portion of the text

Use of graphic organizers

Reading and following lab instructions

Reading a section for homework at home

What DOES the writing process look like?

Lab report

Small group or pairs jotting down important points

Journal writing

Answering selected questions from the textbook in complete sentences

Completing graphic organizer

Entry or Exit card

Taking notes

Writing prompt

Responding to open ended questions

What DOES the discussion process look like?

Student discourse – discussion among and between the students about the topic (Could

be in small group, pair, pair share, lecture ({should involve two way communication})

Reading Writing Discussion in the Classroom Everyday

8 Revised 6/2011

About labs, reading, current events, responses to open ended questions, essential

questions, etc.

Imbedding vocabulary terms/word wall, academic vocabulary, into the discussion

The county approved textbook is a resource.

How to best use of the textbook to aid student comprehension: At the beginning of each term have the students participate in a “preview” of the textbook.

o Table of contents

o Chapter titles

o Headings/subheadings

o Graphics on the page, i.e. charts, graphs, pictures, maps tables,

o Bold, italic, highlighted words

o Glossary

o Appendices

Incorporate the following for each chapter:

By doing the following you will enhance a student’s comprehension: Before reading – preview, skim for new vocabulary, look at headings and

subheadings, graphics,

During reading – Review the reading column of the chart for suggested activities.

After reading – Review writing and discussion columns of the chart for suggested

activities.

Reading Writing Discussion in the Science Classroom

9 Revised 6/2011

Reading Writing Discussion

Silent reading

At home reading

Oral

Read Aloud

Think Aloud

Lab instructions (pre, during, post)

Silently Sustained Reading – student

choice

Research paper

*Reading could be from textbook,

current event, supplemental texts,

websites, etc.

Essential Question

Cornell notes

Small group notes

Entry or Exit Card

Graphic Organizers

Writing Prompt

Selected textbook questions

(Answered with complete

sentences)

Worksheet

3-2-1Strategy

Lab Write up

Journal writing

Responding to open ended

questions

Research paper

Paired reading

Jig Saw

Think Pair Share

Share out/Group presentations

*Lectures (should involve two way

communication)

Read Aloud

Think aloud

3-2-1Strategy

Lab Write up

Lab instructions (pre, during, post)

Research paper

The above chart contains a sampling of suggestions and is not intended to be comprehensive.

FOREWORD for Middle School and High School Science

10 Revised6/2011

Lab requirements:

Teachers will complete the “List of labs” form and a copy of the form will be given to the department chair

at the end of each quarter for both middle and high schools.

For ALL middle school Science courses:

a minimum of 8 labs per nine weeks

For high school Science course:

For Regular courses – 1 per week

For Honors courses – 2 per week

Research paper requirements:

All Science courses in Lake County will complete a Science research paper for the content area of the

course. APA format required.

Science Fair or Competition:

All middle and high school have the traditional Science Fair option for all grade levels to participate. Each

school has a Science Fair Coordinator to help with the process for the students and the teachers.

There are additional types of “Science” competitions, different from the traditional Science Fair at some

schools, that students are encouraged to participate.

Board Approved Programs: These programs are schedule by the schools. At high School this is through the HOPE

course.

Human Growth and Development

Mendez Drug Program

H. S. Zoology Pacing Guide

11 These NGSSS are to be used throughout the map: LA.910.2.2.3, LA.910.4.2.2, MA.912.S.1.2, and MA.912.S.3.2. Updated 6/2011

First Quarter Second Quarter Third Quarter Fourth Quarter FCIM/ Focus Calendar

1) Laboratory Techniques

Lab Safety and Quiz

Scientific Method

1(90 minute) block

2) Introduction to Zoology

Study of animals

Evolutionary processes

Ecological principals

*3 (90 minute) Blocks

3) Cells

Membrane

structure/function

Movement across

Organelles

Nucleus/genetics

Cell division/inheritance

Structural/functional

tissue

organs

systems


4) Photosynthesis/Cellular

Respiration

Energy transfer/cycles

corals: food web

Environmental

Concerns

*4 (90 minute) blocks

5) Evolution/Change over time

Natural selection

Evidences for theory

5 (90 minutes) blocks 6) Ecology

components

relationships


FCIM/ Focus Calendar

1) Classification

evolutionary relationships

methods to

discern/categories

*3 (90 Minute) blocks

2) Animals:

Like Protists


3) Multicellular Tissue Levels

of Organization

Porifera

Cnidarians

Ctenphpora

*4 (90 Minute) Blocks

4) Triploblastic/Acoelomate

Boby Plan

Phylums

Radial/Bilateral Symmetry

True Mesoderm

Nervous System


5) Mollusks

Ties to annelids

Coelom; other char.

Classes


6) Annelida

Metamerism

Classes

7) Pseudocoelmate Body Plan

Aschelminths

Phylums

Pseudocoeloms/other

char.



1) Arthropods

Characteristics:

Metamerism

Tagmatization

Exoskeleton

Metamorphosis

Respiratory System: gills

Respiratory System: Lungs

Subphylums

Hexapods/Myriapods

Excretory Systems

*8(90 minute) blocks

2) Echinoderms

Deuterstome Lineage

Pentaradial Symmetry

Water-Vascular System


3) Hemichordates/Invertebrate

Chordates

Characteristics:

Notochord

Pharyngeal gills

Dorsal tubular nerve

cord

Postanal Tail


4) Vertebrates: Fish

Craniates

Subphylum vertebrata

Adaptations/adaptive

Radiation

*4 (90 minute)blocks


1) Vertebrate: Amphibians

Terrertial

Tetrapods

Orders/adaptations

*4 (90 minutes) blocks

2) Vertebrates: Reptiles

Primitive Amniotes

Orders/Adaptations

Lineages to Aves and

Mammalia


3) Vertebrates: Birds

Archosaur Lineage

Adaptations for

flight/endothermy

*5 (90 minutes) blocks

4) Vertebrates: Mammals

Subclasses/adaptations

Brain

Communication

Nervous system

Sensory system

Integumentary System

Hominids

*9 (90 minute ) blocks

H.S. Zoology

Topic: Lab Safety, Intro to Zoology, Cells, Photosynthesis/Cellular Respiration, Evolution, and Ecology

Time Frame - 1st Quarter

12 These NGSSS are to be used throughout the map: LA.910.2.2.3, LA.910.4.2.2, MA.912.S.1.2, and MA.912.S.3.2.

Revised 6/2011

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

Why is lab safety important?

What is Scientific Method, and

why is it important?

Lab safety:

- review lab safety rules and

procedures

- identify common equipment

and glassware used in

laboratories

- understand importance of

scientific method

SC.912.N.1.1 Pose a question about the

natural world, 2) conduct systematic

observations, 3) examine books and

other sources of information to see what

is already known, 4) review what is

known in light of empirical evidence, 5)

plan investigations, 6) use tools to

gather, analyze, and interpret data(this

includes the use of measurement in

metric and other systems, and also the

generation and interpretation of

graphical representations of data,

including data tables and graphs), 7)

pose answers, explanations, or

descriptions of events, 8) generate

explanations that explicate or describe

natural phenomena (inferences), 9) use

appropriate evidence and reasoning to

justify these explanations to others,

10)communicate results of scientific

investigations, and 11) evaluate the

merits of the explanations produced by

others.

SC.912.N.1.2 Describe and explain what

characterizes science and its methods.

SC.912.N.2.4 Explain that scientific knowledge is both durable and robust

and open to change. Scientific

knowledge can change because it is

Formal Assessments

Chapter Test

Informal Assessments:

Labs/Activities:

As a small group,

brainstorm and design

an experiment, and

write up a lab report.

Word Wall Activities:

H.S. Zoology




Revised 6/2011


What do we know about

changes over time in animal

populations?

Introduction to Zoology:

- Describe as the study of

animals

- Explain evolutionary

processes and evidences

- Identify ecological principals

and effects on populations

often examined and re-examined by

new investigations and scientific

argumentation. Because of these

frequent examinations, scientific

knowledge becomes stronger, leading

to its durability.

SC.912.L.15.1: Explain how the scientific

theory of evolution is supported by the

fossil record, comparative anatomy,

comparative embryology,

biogeography, molecular biology, and

observed evolutionary change.

SC.912.L.15.13: Describe the conditions

required for natural selection, including:

overproduction of offspring, inherited

variation, and the struggle to survive,

which result in differential reproductive

success.

SC.912.L.17.8: Recognize the

consequences of loss of biodiversity due

to catastrophic events, climate

changes, human activity, and the

introduction of invasive, non-native

species.

Formal Assessments:

Quizzes

Chapter Test


Labs/Activities:


H.S. Zoology




Revised 6/2011


What are cells, and how do

they carry out processes

necessary for life?

How can cells control what

enters and leaves them?

How is energy transferred and

used by living organisms?

Cell Structure and Function:

- identify and describe the

function of the organelles,

- explain processes of osmosis,

diffusion, and active transport

- describe the function of the

cell membrane, cell wall, and

nucleus

- genetics

- identify organization levels of

multicellular organisms

- describe cell specialization

-

Photosynthesis and Cellular

Respiration:

- explain how plants and animals

get their energy

- describe the role of ATP in

cellular activities

- explain the chemical reactions

involved in photosynthesis and

cellular respiration

- identify three pathways the

body uses to release energy

- describe food webs and

trophic levels

- Discuss coral’s symbiotic

SC.912.L.14.1: Describe the scientific

theory of cells (cell theory) and relate

the history of its discovery to the process

of science.

SC.912.L.14.2: Relate structure to function

for the components of plant and animal

cells. Explain the role of cell membranes

as a highly selective barrier (passive and

active transport).

SC.912.L.14.3: Compare and contrast the

general structures of plant and animal

cells. Compare and contrast the general

structures of prokaryotic and eukaryotic

cells.

SC.912.L.14.5: Explain the evidence

supporting the scientific theory of the

origin of eukaryotic cells.

SC.912.L.15.15: Describe how mutation

and genetic recombination increase

genetic variation.

SC.912.L.18.9: Explain the

interrelatedness nature of photosynthesis

and cellular respiration.

SC.912.L.17.9: Use a food web to identify

and distinguish producers, consumers,

and decomposers. Explain the pathway

of energy transfer through trophic levels

and the reduction of available energy at

successive trophic levels.

Formal Assessments:

Quizzes

Chapter Test


Labs/Activities:


H.S. Zoology




Revised 6/2011


How can forces cause species

to change over time?

How do we know about these

changes?

Why are all components in an

ecosystem important?

relationship, and environmental

concerns

Evolution/ Change Over Time

- Explain Natural Selection

- Discuss Evidences for theory

Ecology

- Describe interrelatedness

among organisms.

SC.912.L.18.1: Describe the basic

molecular structures and primary

functions of the four major categories of

biological macromolecules.

SC.912.L.15.14: Discuss mechanisms of

evolutionary change other than natural

selection such as genetic drift and gene

flow

SC.912.L.15.3: Describe how biological

diversity is increased by the origin of new

species and how it is decreased by the

natural process of extinction.

SC.912.L.17.6: Compare and contrast the

relationships among organisms, including

predation, parasitism, competition,

commensalism, and mutualism.

SC.912.L.17.7: Characterize the biotic

and abiotic components that define

freshwater systems, marine systems, and

terrestrial systems.

Formal Assessments:

Quizzes

Chapter Test


Labs/Activities:


H.S. Zoology

Topics: Classification, Multicellular Tissue Levels of Organization, Triploblastic/Acoelomate Body Plan, Mollusks, Annelids, and Pseudocoelomate

Body Plan

Time Frame - 2nd Quarter (4.5 Weeks)


Revised 6/2011


How are species classified?

What are some differences

between various phyla and

classes?

Classification

- Describe evolutionary relationships

- Identify methods to discern

categories

Animal-Like Protists

- Identify

- Classify

Multicellular Tissue Levels of Organization

- Relate structure to function with

Porifera

- Describe characteristics of

Cnidarians

- Identify characteristics of

Ctenophora

Triploblastic/ Acoelomate Body Plan

- Compare and Contrast Phylums

- Explain Radial/ Bilateral Symmetry

- Describe what a True Mesoderm is

- Identify components of the

Nervous System on models

SC.912.L.15.4: Describe how and

why organisms are hierarchically

classified and based on

evolutionary relationships.

SC.912.L.15.5: Explain the reasons

for changes in how organisms are

classified.

SC.912.L.15.6: Discuss

distinguishing characteristics of the

domains and kingdoms of living

organisms.


distinguishing characteristics of

vertebrate and representative

invertebrate phyla, and chordate

classes using typical examples.






Formal Assessments:

Quizzes

Chapter Test


Labs/Activities:


H.S. Zoology

Topics: Classification, Multicellular Tissue Levels of Organization, Triploblastic/Acoelomate Body Plan, Mollusks, Annelids, and Pseudocoelomate

Body Plan

Time Frame - 2nd Quarter (4.5 Weeks)


Revised 6/2011


What are some similarities

between phyla and classes?

Mollusks

- Describe Ties to Annelids

- Describe the Coelom; other

characteristics

- Identify Classes

Annelida

- Explain Metamerism

- Identify Classes

- Describe Relationships

Pseudocoelomate Body Plan

- Describe Ascelminths

- Compare Phylums

- Describe Pseudocoeloms/ Other

Characteristics











Formal Assessments:

Quizzes

Chapter Test


Labs/Activities:


H.S. Zoology

Topics: Arthropods, Echinoderms, Hemichordates/Invertebrate Chordates, and Vertebrate: Fish

Time Frame - 3rd Quarter (4.5 Weeks)


Revised 6/2011


How is form related to

function?

What is unique about

arthropods?

What are some characteristics

of echinoderms?

What distinguishes chordates?

Arthropods

- Relate structure to function with

Metamerism/ Tagmatization/

Exoskeletons/ Metamorphosis

- Describe differences between gills

and lungs of Respiratory Systems

- Identify Subphylums

- Describe Hexapods and Myriapods

- Describe Excretory Systems

Echinoderms

- Describe Deuterostome Lineage

- Explain characteristics of Pentaradial

Symmetry

- Describe a Water- Vascular System

Hemichordates/ Invertebrate Chordates

- Describe Characteristics: Notochord/

SC.912.L.14.44: Describe the

physiology of the respiratory

system including the

mechanisms of ventilation, gas

exchange, gas transport, and

the mechanisms that control

the rate of ventilation.


factors affecting blood flow

through the cardiovascular

system.


anatomy and histology of bone

Formal Assessments:

Quizzes

Chapter Test


Labs/Activities:


H.S. Zoology

Topics: Arthropods, Echinoderms, Hemichordates/Invertebrate Chordates, and Vertebrate: Fish

Time Frame - 3rd Quarter (4.5 Weeks)


Revised 6/2011


What adaptations do fish have

for living in water?

pharyngeal slits, dorsal tubular nerve

cord, post-anal tail.

Describe characteristics of Vertebrates:

Fishes

- Craniates

- Subphylum Vertebrata

- Adaptations/ Adaptive Radiation

tissue.


structure of vertebrate sensory

organs. Relate structure to

function in vertebrate sensory

systems.




invertebrate phyla, and

chordate classes using typical

examples






examples.

Formal Assessments:

Quizzes

Chapter Test


Labs/Activities:


H.S. Zoology Topics: Vertebrates: Amphibians, Vertebrates: Reptiles, Vertebrates: Birds, and Vertebrates: Mammals

Time Frame: 4th Quarter (4.5 weeks)


Revised 6/2011


What is unique about

amphibians?

What enables reptiles to be

more terrestrial?


Amphibians

- Terrestrial

- Tetrapods

- Orders/ Adaptations


Reptiles

- Primitive Amniotes

- Orders/ Adaptations

- Lineages to Aves and Mammals


function of the vertebrate

integumentary system.





classes using typical examples


factors affecting blood flow

through the cardiovascular

system,





classes using typical examples

Formal Assessments:

Quizzes

Chapter Test


Labs/Activities:


H.S. Zoology Topics: Vertebrates: Amphibians, Vertebrates: Reptiles, Vertebrates: Birds, and Vertebrates: Mammals

Time Frame: 4th Quarter (4.5 weeks)


Revised 6/2011


What adaptations do birds

have for flight?

What are some common

mammalian characteristics?


Birds

- Archosaur Lineage

- Adaptations for Flight

- Endothermy


Mammals

- Subclasses/ Adaptations

- Brain: Communication/ Nervous/

Sensory Systems

- Integumentary System

- Hominids






examples






examples

SC.912.L.14.26: Identify the

major arts of the brain on

diagrams or models.

SC.912.L.15.11 Discuss specific

fossil hominids and what they

show about human evolution.


anatomy and histology of bone

tissue.

Formal Assessments:

Quizzes

Chapter Test


Labs/Activities:


Appendix A: Correlation of Textbook Labs

By Topics

22

Revised6/2011

Appendix B: Book List by Topics

23

Revised6/2011

Appendix B: Book List by Topics

24

Revised6/2011

Adopted Text: ZOOLOGY 8th Edition, Miller & Harley Additional Website Resources: www.glencoe.com/miller8

A password-protected Instructor’s Manual, Laboratory

Resource Guide, and PowerPoint files are available at

the On-line Learning Center.

http://www.glencoe.com/miller8

Appendix D

Labs and Activities From Within the Map – By Quarters

25

Revised6/2011

Some Suggested Activities:

1. “Group Sit/ Environmental Resources” Activity is from

Project Wild: (students sit on each others’ knees in

large circle, supporting each other’s weight. Each

holds a card representing resources – air, water, food,

shelter, etc. As each card is eliminated, the support

system begins to collapse, and students see the

analogy to components in the environment).

2. “I- Chart” and “RAFT” Activities are from FOR-PD.

(Florida On-Line Resources for Professional

Development).

a. I-Chart is a group activity with poster board.

Columns are marked off for three items of each:

“What I Already Know About the Subject”, “What I

Want to Know More About the Subject”, and “What

We Found Out About the Subject” (students must

cite sources, and may research online, or use other

resources). A further horizontal column across the

bottom reads “What We Are Still Curious About”.

This activity allows students to investigate what they

perceive as more valuable information, as it relates

to their understandings and curiosity

b. RAFT is a group activity in which students project

and expand their thinking from a different

viewpoint. They choose their Role (a marine

biologist, a piece of coral, a lawmaker, a

zookeeper, etc.), their Activity (what they are doing

(speaking to Congress, swimming in the ocean,

teaching young children, interviewing, etc.), their

Format (a newscast, a presentation to a scientific

symposium, a lecture, a rap, poem, political

cartoon, etc.), and their Topic (can be teacher-

chosen).

Appendix D


26

Revised6/2011

(Culminating Project): “Create An Animal” (teacher generated) Activity &

Rubric:

Create an Animal”—Zoology Name: _________________

For this project, you will construct an imaginary animal and build a model of it with crafts materials, in

addition to writing a report about it. You will include: (on paper)

1. Where does this animal live, and how is it suited to its habitat, climate, biome, landforms,

soil, rainfall, etc.? What characteristics help with these adaptations? Does it have a dwelling?

If so, what is it? What anatomical structures help it survive in this environment?

2. What Phylum would it belong to? What characteristics enable you to classify it in this

phylum? Does it move around? What is its means of locomotion? How does it get oxygen?

How does it maintain body temperature, fluids- homeostasis?

3. Animal’s behavior: Does it care for its young? If so, how? How does it reproduce? Mating

behaviors? How does it obtain food or energy? How does it fit into the food web?

How does it defend itself?

““CCRREEAATTEE AANN AANNIIMMAALL”” EEVVAALLUUAATTIIOONN Animal Construction: My Classmate’s Teacher’s

(worth up to 50 points) Score Score

Score

Creativity/ Originality: The student spent ____ _____ _____

considerable time and thought on the project

and displayed creative, unique, original ideas.

worth up to 10 points.

Effort: The student exerted considerable

effort in constructing the animal

worth up to 30 points ------- -------- -------

The project was neat, organized, and

conveyed the idea of your animal ------- -------- -------

worth up to 10 points.

Suggestions for Improvement:

Report Content: (worth up to 50 points)

Guiding Questions provided were answered

in the body of the report:

1.Description of Animal’s Niche and

Adaptations to it are addressed (including

anatomical structures, means of gas exchange,

and any locomotive structures. ____ _____ ____

(worth up to 17 points)


2. How it maintains homeostasis, how gets

energy, how it reproduces, etc.,

(worth up to 17 points) ------- -------- -------

Appendix D


27

Revised6/2011


3.Animal’s Behavior is Described, including

how it cares for young, any mating rituals, how

it defends itself,behaviors to pursue food, etc.

(worth up to 16 points) _____ _____ _____


Total Points: _____

Appendix D


28

Revised6/2011

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