3 bbpt lesson idea 2016 | Animal Science & Nature

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BEYOND-THE-BASIC PRODUCTIVITY TOOLS Name: Benjamin Harmon Grade Level: 12th Grade Content Area: Zoology Beyond-the-Basic Productivity Tool Used: Inspiration Standards Addressed: SZ1. Students will derive the phylogeny of animal taxa (monophyletic clades in a cladogram) using informative characteristics. a. Construct a classification of representative animal taxa including: Porifera, Cnidaria, Platyhelminthes, Nematoda, Annelida, Rotifera, Mollusca, Art
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  BEYOND-THE-BASIC PRODUCTIVITY TOOLS 1 Name: Benjamin Harmon Grade Level: 12 th  Grade Content Area: Zoology Beyond-the-Basic Productivity Tool Used: Inspiration  Standards Addressed: SZ1. Students will derive the phylogeny of animal taxa (monophyletic clades in a cladogram) using informative characteristics . a. Construct a classification of representative animal taxa including: Porifera, Cnidaria, Platyhelminthes, Nematoda, Annelida, Rotifera, Mollusca, Arthropoda (Mandibulata, Chelicerata, and Crustacea), Bryozoa, Brachiopoda, Echinodermata, Hemichordata, Urochordata, Cephalochordata, and Vertebrata. b. Place taxa in a phylogenetic (evolutionary) context and provide data to support hypotheses of relationships    Construct a graphical representation of animal evolution (cladogram)    Recognize characters that are shared and derived, uniting taxa    Interpret graphical representations of animal evolution (cladograms) d. Recognize types of data used to test hypotheses of relationships. SZ3. Students will compare form and function relationships within animal groups (clades) and across key taxa. a. Explain the similarities and differences among major body plans (e.g., asymmetry, radial and bilateral symmetry). b. Compare and contrast taxa based on morphological and genetic characters. c. Relate important structural changes to key functional transitions. d. Dissect representative taxa and describe their internal anatomy and the function of major organ systems and organs and relate to cell specializations. Bloom’s Level of Critical Thinking: Remembering Understanding Applying Analyzing Evaluating Creating Description of how to implement in the class:  In this lesson students will be broken up into 9 groups for the different phylum of animals, about 2-3 to a group. They will then research characteristics of each phyla that makes them unique to the other phyla and how they are similar. Once their research is complete, they will use Inspiration to create a tree diagram for their phyla and what classes of animals make it up. As all the groups finish, we will then combine all of the inspiration trees into one giant tree for the entire Kingdom Animalia. This lesson would best be implemented at the end of the school year when students are about to begin studying for their final exam. The creation process and jig-saw will allow students to revisit the information again and collaborate with their peers. It will be a great way to review all of the information they have learned throughout the school year. Level of Technology Implementation (LoTi): This lesson would most likely implement a LoTi level 4 because the students will be using the software to create their portion of the Kingdom  Animalia. Then collobarating with the rest of the class to complete the full tree of Kingdom  Animalia. Description of the sample BBPT file provided *: In the attached file, students and teachers will be able to see a rough outline of the Inspiration tree that the students will complete to share with one another and use to study for their final in Zoology.  BEYOND-THE-BASIC PRODUCTIVITY TOOLS 2 Other comments about your proposed BBPT Activity: We are doing a version of this lesson in my classroom, but unfortunately the students are creating it by hand so it can get a little disorganized.
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