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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.
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