Lesson Plans

Biology 5th Edition ©1999

by Campbell, Reece, Mitchell

Week 23: Invertebrates and Vertebrate Evolution

Chapter 33: Invertebrates
Chapter 34: Vertebrate Evolution and Diversity

College Board Performance Objectives:

• Describe representatives of the major animal phyla.
• Describe the major characteristics of the major animal phyla.
• Explain some evidence that animals are related and how the evidence is used to classify organisms.
• Describe adaptive features that have contributed to the success of animals on land.
• Explain how primate evolution provides a context for understanding human origins.

College Board Lab Objectives:

Suggested Laboratory Experiments:

Resources:

• Chapter 33: Invertebrates, pp. 599–629
• Chapter 34: Vertebrate Evolution and Diversity, pp. 630–667
• Instructor's Guide, pp. 475–520
• Student Study Guide, pp. 238–258
• Test Bank, pp. 386–417
• Lab Manual: none
• CD-ROM: Chapters 33 and 34 include narrated presentations, activities, and links to the Internet.

Pacing Guide:

• Chapter 33: Invertebrates—2.5 days
  Have students sit in groups of three. The first person writes the name of a phylum or class on a card and passes it to the second person, who reads it and writes the name of a distinguishing characteristic and hands that to third person. Person #3 says the name of the phylum or class. If right, student earns two points. If person #2 can't think of a characteristic or gives a wrong characteristic, then student #3 gets one point.
  
  Have students collect and identify various invertebrates. Remove the skin from a baked potato. Cut the potato into fourths or eighths if it is large, and bury each piece in the ground. Moist rich soil is best, or you can investigate the best soil. After 4–7 days, dig up the potato, cut it into tiny pieces, and put it into a funnel in which there is a piece of screen wire to keep the chunks in the wide part of the funnel. Put a short plastic tube on the funnel stem and close it with a clamp. Pour spring water or aged tap water over the potato bits so that water goes down into the stem and tubing. Let it sit for several hours or a day and then draw some of the water from the bottom of the stem at the clamp. Finding numerous nematodes, some with eggs and embryos will be easy with a microscope. This will demonstrate the large number of nematodes in soil.
  
  Also give each group of students mealworms in a small condiments cup with apple and meal to observe. Cover the worms and be sure that there are air holes, and observe and record observations each day. They should observe the mealworm life cycle over a two to three week period. Other insect life cycles can be observed.
• Chapter 34: Vertebrate Evolution and Diversity—2.5 days
  Do the same card exercise as was done with the invertebrates. Go to the pet store to observe the various vertebrates in the various classes. Take pictures if possible and get information about the care and natural habitat of the various animals. Also, have students bring their various pets to class for discussion of characteristics, natural habitats, and pet care.
• Block Scheduling
  Invertebrates and Vertebrate Evolution and Diversity can each be accomplished in 1.5 blocks.

Key Words:

Suggested Exercises:
Critical thinking questions and end-of-chapter activities are included in these exercises.

1. Challenge Questions, p. 629 #1–2 and p. 667 #1–5
2. Science, Technology, and Society, p. 629 #1 and p. 667 #1–3
3. Do parts of Lab Topic17: Animal Diversity, pp. 449–470, and Lab Topic 18: Animal Diversity II, pp. 471–500, to help students get to know these organisms.
4. Have a veterinarian talk to students about the various diseases that the various animals have problems with.
5. Have an entomologist and exterminator talk about invertebrates and pest control.
6. Assign groups of students to answer questions in Section 1A from the Annotated Course Outline. Review AP* Lab 1 and have students explain the objectives of the labs from the Annotated Course Outline.

Troubleshooting Tips/Error Traps: