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Classification of Vertebrates and Invertebrates
All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions.
Students should conclude that both models (from the hands-on-activity) demonstrate the strength and flexibility of a backbone. The model using the gelatin rings-most resembles the structure and function of a real backbone (written in Science Journal)
-Students will take the review quiz at the end of each section
-Each student will invent an animal that shows an observable body part for each of the following functions: movement and support. Each student must present their design in one of the following forms: storybook, flipbook, drama, or 3D model, Each presentation must also include a written explanation of the body’s observable characteristics and the function it fulfills. (Rubric to be given before)
Students will take the online quiz during class-teacher will retrieve immediate results:
Students will play the online jeopardy game in teams to get a better understanding of the lesson, this online assessment will be used for a review.
- Students will watch this YouTube video online to see how other students react to classifying, observing, and use basic reasoning for vertebrates and invertebrates.
Students will play an interactive game of kahoot with other students to gain knowledge on vertebrates and invertabrates
Students will use this Web 2.0 tool “Animoto” to present their video at the end of each lesson to sow what key component they learned
Students will have a group discussion each Friday with their instructor and peers on the lesson that was taught that previous week on Edmodo.
Ooovo will allow the instructor and the student face to face interaction, personalized learning, and a short period of time to review over each lesson. https://www.oovoo.com/
-Students will take a vertebrates group quiz from quizlet flashcards, to mark their progress (quizlet.com)
Time management skills, Strong study skills,Highly motivated, An engaged learner,Basic Computer skills, Comfort in navigating the web, Word processing skills and Online communication skills.
- I will utilize a student readiness rubric or survey which will let me know how prepared my students are for online learning. I will also use the Parent Guide to Online Learning so parents can have an idea of what is expected in an Online course AND I would also send out a letter to my parents (using the following format: https://micourses.org/resources/pdf/toolkit/parent_letter.pdf )
- Before beginning my unit, I would send out an Animoto video to my students so they can get an idea of what they will be learning in this course. Also, I will use the app Oovoo to communicate with students, face to face, one day out of the week, so they will be more comfortable. I would ask questions to my students in regards to their experience with biological classification. I may also send an email sharing my expectations for the unit. I will use survey monkey to conduct a survey of the students’ prior knowledge of the upcoming content.
- I would also at the beginning of each section: 2.1, 2.2 and 2.3, give the students an online log. In addition to students maintaining their own log, I will also log their progress. I would have them log and keep track of how often they are accessing the lesson. This will enable me to assess student needs and time management. Students will also have an in-class log to track their progress with group discussions and group quizzes.
- At the beginning and end of each subsection, students would have a meeting at the end of class on Thursdays to introduce the new lesson in an Animoto Video. This is designed to prepare students for the expectations of the course. Also, at the beginning of each sub-section, a parent letter (email and print) would be sent out advising them of upcoming meetings. The letter would introduce the next section in a visual way for students. It would set forth the objective, online activities and classroom activities. If the parents have any concerns they can schedule an online “Oovoo” call or email me.
The following is summarization of my Course Planning Document.
- Classroom activities I used for this unit are: Assessments; trivia games on classifying vertebrates; group discussions and quizzes; reading; online development; basic reasoning; critical thinking; post-it note opinions; and online Jeopardy to determine what animal groups make up most vertebrates. Also, using 3 minute group presentations, students will choose their favorite vertebrate and compare and contrast vertebrates and invertebrates among each other. Animoto videos will be utilized to show differences among some of the vertebrates.
- Online Activities: Students will: Research classification of vertebrates; Interactive game using the backbone and spinal column to decide if an animal is a vertebrate or not; Compare and contrast biological classification; YouTube Videos; and CNN videos related to biological classification.
- Classroom Assessment: The following tools will be used to assess students in the classroom: Discussions; pop quizzes; small day to day assignments; Jeopardy; Kahoot Interactive Game; Note-taking; Filmora videos; and students grading each other on a rubric on their presentations. Students will create a Filmora Video with graphics, design, pictures, and key information from their notes. Students will choose 3 main points and explain what made the lesson stand out. Students will classify which animals are vertebrates by creating a food chain.
*Text Analysis: Using Microsoft Word, students will complete the following essay question:
What is the advantage of amphibians that have thin, moist, skin?
Use no more than 3 paragraphs, 5 sentences in each paragraph. Compare and contrast animals that are not vertebrates with animals that are vertebrates to answer this question. Include images and videos of the animals to help answer this question.
Students will also use the Web 2.0 tool Animoto. Students may use Animoto to upload videos and images and include their essay question in the presentation to present it visually. Students may use Yahoo, AOL, or Gmail to send their presentation.
*Edmodo: Enables students to share knowledge, respond to prompts, share examples, give students the opportunity to earn badges, give online quizzes, and communicate to each student in a group setting.
I would create an Instagram page and ask students to:
Explain the main differences between vertebrates and invertebrates. Pick six of the following animals displayed in the notes and evaluate its bone structure, environment, rank in the food chain, and what animals are they closely related to.
*Respond to at least 2 peers and give responses to their postings.
Blogger: Students will analyze their peer’s responses and compare their responses to other students’ responses. This kind of feedback is useful in analyzing one’s own work.
-Animals are classified into several groups. Animals in one of these groups all have a backbone that protects the spinal cord and helps support the body. In this investigation students will make and use a model backbone.
-Materials: Chenille stem, wagon-wheel pasta (uncooked),
candy gelatin rings
-Trivia games on classifying vertebrate
-Group discussion & quizzes, reading,
-Online development, basic reasoning, & critical thinking,
- Post-it note opinions,
-3 minute group presentations for animoto videos,
- Online Jeopardy
-Kahoot Interactive Game: Difference Between Vertebrates & Invertebrates
Read Animal Classification pages A44-47 Harcourt Book
-Students will view the YouTube video and take notes and prepare for questions on the discussion board:
-Students will research with their group (compare/contrast) about vertebrates and invertebrates.
-Research classification of vertebrates
- Interactive game using the backbone and spinal column to decide if an animal is a vertebrate or not;
-CNN videos related to biological classification.
-Oovoo calls between the teacher and student to review the lesson each week
-Microsoft Word answering essay statement; to compare vertebrates & invertebrates
-Edmodo: Group Discussion tool to connect with the instructor and student
-Filmora Video: 3 minute Group Presentation on a key component that stood out to the students
-Studens will create/work on an ongoing portfoloio in which they will add weekly reflections/summaries of content learned and what could have been done differently and pictures to support the reflection
-Student will create a Prezi (presentation must include definitions and illustrations) for the following vocabulary words: vertebrate, mammal, reptile, amphibian, fish, birds, invertebrates
What was your experience, both successes and challenges, using this lesson object with your students?
This Unit was designed with the hopes of ensuring that all students could receive understanding about this subject. While each child possesses a different intelligence, one standard set of lessons taught one way with some enhancement, is not going to reach each student. Therefore, the combination of online/media/technological learning with traditional learning seemed best if every student was going to be allowed a chance to succeed. This method affords all learners the chance to move at their own pace, and experience a variety of lessons to help build their knowledge about the subject. Students will now be afforded the opportunity to receive personal face to face when needed on a much more regular basis, before moving on to the next scheduled unit- HUGE difference.