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
*5 (90 minute) Blocks
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
*4 (90 minute) blocks
FCIM/ Focus Calendar
1) Classification
evolutionary relationships
methods to
discern/categories
*3 (90 Minute) blocks
2) Animals:
Like Protists
*3 (90 minute) blocks
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
*3 (90 minute) blocks
5) Mollusks
Ties to annelids
Coelom; other char.
Classes
*4 (90 minute) blocks
6) Annelida
Metamerism
Classes
7) Pseudocoelmate Body Plan
Aschelminths
Phylums
Pseudocoeloms/other
char.
*3 (90 minute) blocks
FCIM/ Focus Calendar
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
*4 (90 minute) blocks
3) Hemichordates/Invertebrate
Chordates
Characteristics:
Notochord
Pharyngeal gills
Dorsal tubular nerve
cord
Postanal Tail
*6 (90 minute) blocks
4) Vertebrates: Fish
Craniates
Subphylum vertebrata
Adaptations/adaptive
Radiation
*4 (90 minute)blocks
FCIM/ Focus Calendar
1) Vertebrate: Amphibians
Terrertial
Tetrapods
Orders/adaptations
*4 (90 minutes) blocks
2) Vertebrates: Reptiles
Primitive Amniotes
Orders/Adaptations
Lineages to Aves and
Mammalia
*5 (90 minute) Blocks
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
Topic: Lab Safety, Intro to Zoology, Cells, Photosynthesis/Cellular Respiration, Evolution, and Ecology
Time Frame - 1st Quarter
13 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
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
Informal Assessments:
Labs/Activities:
Word Wall Activities:
H.S. Zoology
Topic: Lab Safety, Intro to Zoology, Cells, Photosynthesis/Cellular Respiration, Evolution, and Ecology
Time Frame - 1st Quarter
14 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
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
Informal Assessments:
Labs/Activities:
Word Wall Activities:
H.S. Zoology
Topic: Lab Safety, Intro to Zoology, Cells, Photosynthesis/Cellular Respiration, Evolution, and Ecology
Time Frame - 1st Quarter
15 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
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
Informal Assessments:
Labs/Activities:
Word Wall 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)
16 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
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.
SC.912.L.15.7: Discuss
distinguishing characteristics of
vertebrate and representative
invertebrate phyla, and chordate
classes using typical examples.
SC.912.L.15.7: Discuss
distinguishing characteristics of
vertebrate and representative
invertebrate phyla, and chordate
classes using typical examples.
Formal Assessments:
Quizzes
Chapter Test
Informal Assessments:
Labs/Activities:
Word Wall 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)
17 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
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
SC.912.L.15.7: Discuss
distinguishing characteristics of
vertebrate and representative
invertebrate phyla, and chordate
classes using typical examples.
SC.912.L.15.7: Discuss
distinguishing characteristics of
vertebrate and representative
invertebrate phyla, and chordate
classes using typical examples.
Formal Assessments:
Quizzes
Chapter Test
Informal Assessments:
Labs/Activities:
Word Wall Activities:
H.S. Zoology
Topics: Arthropods, Echinoderms, Hemichordates/Invertebrate Chordates, and Vertebrate: Fish
Time Frame - 3rd Quarter (4.5 Weeks)
18 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
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.
SC.912.L.14.36: Describe the
factors affecting blood flow
through the cardiovascular
system.
SC.912.L.14.12: Describe the
anatomy and histology of bone
Formal Assessments:
Quizzes
Chapter Test
Informal Assessments:
Labs/Activities:
Word Wall Activities:
H.S. Zoology
Topics: Arthropods, Echinoderms, Hemichordates/Invertebrate Chordates, and Vertebrate: Fish
Time Frame - 3rd Quarter (4.5 Weeks)
19 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
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.
SC.912.L.14.50: Describe the
structure of vertebrate sensory
organs. Relate structure to
function in vertebrate sensory
systems.
SC.912.L.15.7: Discuss
distinguishing characteristics of
vertebrate and representative
invertebrate phyla, and
chordate classes using typical
examples
SC.912.L.15.7: Discuss
distinguishing characteristics of
vertebrate and representative
invertebrate phyla, and
chordate classes using typical
examples.
Formal Assessments:
Quizzes
Chapter Test
Informal Assessments:
Labs/Activities:
Word Wall Activities:
H.S. Zoology Topics: Vertebrates: Amphibians, Vertebrates: Reptiles, Vertebrates: Birds, and Vertebrates: Mammals
Time Frame: 4th Quarter (4.5 weeks)
20 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
What is unique about
amphibians?
What enables reptiles to be
more terrestrial?
Describe characteristics of Vertebrates:
Amphibians
- Terrestrial
- Tetrapods
- Orders/ Adaptations
Describe characteristics of Vertebrates:
Reptiles
- Primitive Amniotes
- Orders/ Adaptations
- Lineages to Aves and Mammals
SC.912.L.14.51: Describe the
function of the vertebrate
integumentary system.
SC.912.L.15.7: Discuss
distinguishing characteristics of
vertebrate and representative
invertebrate phyla, and chordate
classes using typical examples
SC.912.L.14.36: Describe the
factors affecting blood flow
through the cardiovascular
system,
SC.912.L.15.7: Discuss
distinguishing characteristics of
vertebrate and representative
invertebrate phyla, and chordate
classes using typical examples
Formal Assessments:
Quizzes
Chapter Test
Informal Assessments:
Labs/Activities:
Word Wall Activities:
H.S. Zoology Topics: Vertebrates: Amphibians, Vertebrates: Reptiles, Vertebrates: Birds, and Vertebrates: Mammals
Time Frame: 4th Quarter (4.5 weeks)
21 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
What adaptations do birds
have for flight?
What are some common
mammalian characteristics?
Describe characteristics of Vertebrates:
Birds
- Archosaur Lineage
- Adaptations for Flight
- Endothermy
Describe characteristics of Vertebrates:
Mammals
- Subclasses/ Adaptations
- Brain: Communication/ Nervous/
Sensory Systems
- Integumentary System
- Hominids
SC.912.L.15.7: Discuss
distinguishing characteristics of
vertebrate and representative
invertebrate phyla, and
chordate classes using typical
examples
SC.912.L.15.7: Discuss
distinguishing characteristics of
vertebrate and representative
invertebrate phyla, and
chordate classes using typical
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.
SC.912.L.14.12: Describe the
anatomy and histology of bone
tissue.
Formal Assessments:
Quizzes
Chapter Test
Informal Assessments:
Labs/Activities:
Word Wall 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.
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
Labs and Activities From Within the Map – By Quarters
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)
Suggestions for Improvement:
2. How it maintains homeostasis, how gets
energy, how it reproduces, etc.,
(worth up to 17 points) ------- -------- -------
Appendix D
Labs and Activities From Within the Map – By Quarters
27
Revised6/2011
Suggestions for Improvement:
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) _____ _____ _____
Suggestions for Improvement:
Total Points: _____
Appendix D
Labs and Activities From Within the Map – By Quarters
28
Revised6/2011