Miss Wilcox

Biology I

Natural Selection

Approximate time: 50 minutes

Objectives: TSW

1. Identify and describe five main groups of the Phylum Chordata (vertebrates).

Materials:

Whiteboard, markers, 40 index cards, pencils, passages on main groups of chordates 

Warm-up:

1.Identify the main difference between invertebrates and vertebrates.

2.Give an example of at least 5 of the phyla we described yesterday (Porifera, Cnidaria, Platyhelminthes, Nematoda, Annelida, Mollusca, Echinodermata, Arthropoda).

Set: (review, objectives, involve, relevance)

Say, “Yesterday we identified the characteristics of all animals, recognized the difference between vertebrates and invertebrates, and differentiated among the eight invertebrate phyla. Today we will discuss the ninth phylum of Animalia, Chordata, which contains all of the vertebrates. Specifically, we will identify and describe its 5 main groups.”

Ask where can you find a great diversity of animals? List them. Say, “By the end of today, we'll be able to name what main group each of these belongs in.”

Procedures:

1.Write general notes on Chordata on board. (All vertebrates are Chordates. Every Chordate except tunicates and lancelets are vertebrates. Tunicates, lancelets are soft-bodied animals that live in marine habitats. All vertebrates have a supporting backbone (vertebral column). Supports and protects with the advantage it does not have to be shed. Within it, the spinal cord.  Vertebrates can be ectoderms (body temp depends on environment, fishes, amphibians, reptiles) or endoderms (can regulate their internal body temp, birds, mammals).

2.Hand out Chordate group passages. Assign each student a group. Ask students to read and note the main points of their passage. When they are done, instruct them to write their notes on the board.

3.Review, correct, and add to their notes.

4.Card activity. Handout index cards labeled with main classes to the students who gave notes on those classes (Agnatha-1, Chondrichthyes-2, Osteichthyes-2, Amphibia-3, Reptilia-3, Aves-3, Mamalia-1 monotreme, 2 marsupials, 3 placental). Ask students to draw one or more examples of the class on one side of the card. Hand out the same number blank cards as labeled cards to the students. Ask them to write the characteristics we went over on the board on one side of the card.

5.Card practice. Instruct students on rules of game (40 cards total. 6 students. 2 cards to each student. Drawing pile. Like Go Fish. Example: Student A, who is looking at a picture of  a dove, “Fellow students, do you have Class Aves?” Students examine cards, looking for the matching description to Class Aves. If a student has it, they read it out loud. If it is correct, the first student takes the card as a pair, and the student who supplied the correct card goes next. If it is incorrect, teacher says go fish. Student takes a card from pile. Play continues to the right until all cards are paired. Get most pairs. )   

Closure: (restate, review, involve, preview)

Say, “Today, we identified and described five main groups of the Phylum Chordata (vertebrates).”

Ask what are the main groups? Facts? Examples? Tomorrow, we will identify, describe, and contrast Archeabacteria and viruses.” Handout homework sheet. 

Assessment:

    Informal: TTW observe and correct the cardplay on main groups of Chordata.

    Formal:  TTW check the warm up on the divisions of invertebrates. TTW grade the homework sheet to determine if students were able to identify and describe the main groups of Phylum Chordata (vertebrates). The grades will be recorded in the grade book.