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Learning Styles Plan #3

Justin Gerlach, ED 381

Where do I belong?

Lesson:  Species Diversity

 Aim:  

  • Students will develop an awareness and appreciation of the diversity of life in our world

 Goals:

  • Students will be able to classify observed organisms into the 6 Kingdoms
  • Students will be able to sketch examples of the different organisms within each of the kingdoms.

Grade Level:  High School Biology (10th grade)


Wisconsin Model Academic Standards:

Life and Environmental Science

  • F.12.1:  Evaluate the normal structure and the general and special functions of cells in single-celled and multiple-celled organisms
  • F.12.5:  Understand the theory of evolution, natural selection, and biological classification

Materials:

  • Student Handout Note Web
  • Butcher Block paper or tag board
  • Colored markers
  • Photos, lab specimens
  • Microscopes with prepared slides

Time Frame:  Lecture on content focus 40-45 minutes, Activity 2-3 class periods

Content Focus:  Important Background information

  • Lecture on Biological Classification
  • Brief History
  • Taxonomy:  the science of naming organisms
  • Carolus Linnaeus:  binomial nomenclature / genus, species
  • Kingdom:  the largest of the classification systems, currently made up of 6 kingdoms
  • Phylum:  contains a large number of very different organisms that all share important characteristics.  Examples are mammals, birds, reptiles etc., are grouped into the phylum Chordata
  • Class:  groups of more specific characteristics such as warm-blooded, body hair, etc.
  • Order:  made up of several families of similar organisms, for example cat, dog, bear, and raccoon belong to the order Carnivora
  • Family:  larger subunits of genera.  For example all catlike animals belong to the family, Felidae
  • Genus:  refers to a small group of organisms that are very similar to each other, but different in certain aspects
  • Species:  smallest group of biological classification which is a population of organisms that share similar characteristics and interbreed in nature

 Lesson Focus: Kingdoms

  • Cell Types:  Prokaryotes / Eukaryotes
  • Cell Structures:  cell walls (makeup—cellulose, peptidoglycan, chitin), organelles present (nucleus, mitochondria, chloroplasts)
  • Body Form:  unicellular or multicellular
  • Nutrition:  autotrophic or heterotrophic
  • Examples: 

General Procedures: 

  • Students will be placed into lab groups of five or six individuals within each group that possess different learning style attributes
  • Each group member according to their learning style will be assigned a specific task within the group to complete and bring back to the group to compile their project
  • Each lab station will have a large sheet of butcher-block paper or tag board along with a set of markers. 
  • At each lab station there will be an array of actual specimens and / or photos of different organisms from all the kingdoms.  Each lab station will have a different variation of organisms.
  • Each lab group is to construct a Kingdom web on their butcher-block paper or tag board using the specimens at their lab station. 
  • Once completed, each group will give a short presentation to the class on the diversity of life found at their lab stations.

Learning Styles Procedures:

CONCRETE SEQUENTIAL

  • Students can be assigned the task of moving to different microscope and specimen stations to observe and record characteristics of the various organisms.  They may begin to construct a Venn diagram to show shared characteristics among organisms.

 ABSTRACT SEQUENTIAL

  • Students can begin to research, collect, and compile data on the characteristics of the various organisms in their respective kingdoms.  Material can be obtained the lecture note web as well as utilizing library resources and scientific journals.

 ABSTRACT RANDOM

  • Pair these students with a Concrete Sequential individual to begin looking at the different specimens.  Students can work together to record data as well as draw pictorial representations of the smaller organisms.

 CONCRETE RANDOM

Students can begin to brainstorm different methods of how to construct their group presentation.  Provide additional thought-evoking questions to consider alternatives in the classification of their organisms. Example questions follow:

  • How else are these organisms related?
  • What other methods can we utilize to present our final group project?
  • What would happen if one kingdom were removed from the diversity of life?
  • Are these organisms dependent upon one another for survival?

Evaluation:

Each group of students is responsible for a 5-10 minute group presentation to the class based upon their research and collaboration.  Each presentation must include the minimum of a web of all kingdoms studied, pictorial representations of example organisms, and characteristics of the organisms that place them in their kingdom.