Unit 7: Animals Form and Function
Time Line: 6 Weeks
1. Distinguish the characteristics of animals from other organisms.
2. Analyze the phylogeny of the animal kingdom.
3. Evaluate the characteristics of the animal phyla from Porifera to Arthropoda.
4. Derive an understanding of the characteristics of the phylum chordata.
5. Compare and contrast the characteristics of the seven classes of vertebrates
6. Analyze the form and function of animal tissue.
7. Analyze the form and function of the organs of the mammalian digestive system.
8. Identify and evaluate human nutritional needs and be able to analyze a nutritional label on packaged foods.
9. Develop a working knowledge of the human circulatory system.
10. Evaluate the form and function of the human respiratory system.
11. Differentiate between the non-specific and specific defense mechanisms of the human immune system.
12. Develop a working knowledge of the human kidney.
13. Develop a working knowledge of the human endocrine system and its affect in the body.
14. Analyze the form and function of the human reproductive system.
15. Develop a working knowledge of vertebrate embryonic development
16. Apply the forms of animal behavior to various situations.
1. Teacher worksheet: On the phylogeny of the animals. Chart to be completed covering all animal phyla subdivided based on Tissue composition, symmetry, development of the coelom, and development of blastocoel. Objectives: 1 and 2. Worksheet
2. Teacher Lab: A series of short papers on the characteristics of of each of the invertebrate phyla. Guided Practice Objective: 3.
3. Summative exercise: Construction of a flow chart comparing and contrasting the invertebrate systems. Objective 3.
4. Teacher Lab: A series of short papers on the characteristics of each class of vertebrates. Guided Practice. Objectives: 4 and 5.
5. Teacher Lab: Compare and contrast the 4 groups of human tissue. Prepared slides of assorted tissue and the compound microscope. Guided Practice. Objective: 6.
6. Worksheet: Form and function of the human digestive system. Students are to trace the digestion of a meal through the human alimentary canal. Independent Practice, Objectives: 7 and 8.
7. A P Lab # 10, Circulation. Objective: 9.
8. Teacher Demonstration: How the Lungs fill and empty its air. Objective: 10.
9. Teacher worksheet: Compare and contrast the specific and non-specific defense mechanisms. Objective: 11.
10. Teacher Lab: Fetal Pig Dissection. Objectives: 7,9,10,11,12,13, and 14.
11. A P Lab # 11, Behavior Habitat Selection. Objectives 15 and 16.
1. A P Labs are summative.
2. Major tests are summative and will follow the A P test format.
3. Fetal Pig Dissection is summative.
4. The flow chart on invertebrate characteristics is summative.
5. Teacher labs are formative.
6. Pop quizzes are formative and will not count in final grade.
1. A P Biology Laboratory Manual, The College Board and Educational Service, Form C, 1992.
2. Biology Fourth Edition, Neil Campbell, Obj. 1, Pp. 603-04; Obj.
2, Pp. 604-07; Obj. 3, Pp. 607-34; Obj. 4, Pp. 641-45; Obj. 5, Pp.
645-64; Obj. 6, Pp. 782-88; Obj. 7, Pp. 798-806; Obj. 8, Pp. 807-
814; Obj. 9, Pp. 813-27; Obj. 10, Pp. 827-38; Obj. 11, Pp. 849-66
Obj. 12, Pp. 882-92; Obj. 13, Pp. 916-27; Obj. 14, Pp. 936-52;
Obj. 15, Pp. 959-61; Obj. 16, Pp. 1139-1162.
3. The Biology Problem Solver, Research and Education Assoc.,
Pp. 326-414; 418-567; 661-751; 996-1022.