Read pp. 606 to 61o in Miller & Levine and answer #1 - 4 on p. 610. Then do the following activity:
Within your group, make a 17" x 22" poster showing the different ways that animals survive, from pp. 608 to 610. Do not copy diagrams out of the book; rather, use the available magazines and markers to make a well-designed poster!
Read pp. 611 to 616 in Miller & Levine and answer #1 - 4 on p. 616. Then do the following activity:
Individually, you will design a "fantasy" animal by choosing variations of features from the Body Plans chart on p. 614. You will sketch the animal on an 8.5" x 11" (one sheet) poster (you may use a collage of cutouts from magazines, etc.) and be ready to present it to others, describing its body plan. You should show both internal and external features.
What is the relationship between cells, tissues and organs? Create a diagram to demonstrate.
What does it mean that something has symmetry?
What kinds of organisms have radial body symmetry? Make a sketch of radial body symmetry.
What kinds of organisms have bilateral body symmetry? Make a sketch of bilateral body symmetry.
We've spoke about insect body segmentation. What are the three main body segments of an insect?
Cephalization is the presence of a brain. Which types of organisms have cephalization?
In a group, make a deck of 31 playing cards if one has not been made already that you can use. Cut 16 index cards in half. Label each card with information from the Body Plans chart:
Names of each animal phylum with a quick sketch (9 cards):
Examples of the seven body plan features (22 total):
Specialized cells, tissues, and organs (3 of these)
No body symmetry
Radial body symmetry
Bilateral body symmetry (3 of these)
No body segmentation (3 of these)
Body segmentation present (3 of these)
Cephalization present (4 of these)
No cephalization (2 of these)
When playing, deal out four cards to each group member. Take turns removing a card from the top of the deck and then returning the card from your pile to the bottom of the deck. Students win by matching up four cards that include the name of an animal phylum and three features that correctly describe that phylum's body plan (e.g., having the Sponges card with No organs, No body symmetry and No cephalization). Try it once using the chart and then play without using the chart. Extra credit to the winners!
Read pp. 634 to 637 and do #1 - 5 on p. 637. Then, in your group, you will make a large poster (17" x 22") showing the "Out of Africa" theory of human evolution. However, instead of using the exact map from the book, I want you to do research on the computer and then create a world map, showing how and when humans migrated to all of the continents in the world. Include detail and pictures, as much as possible!
Match up the organs with their appropriate organ systems from the table at the bottom.
For each of the following types of tissues, list the organs that contain those tissues: Skeletal Muscle Tissue, Cardiac Muscle Tissue, Smooth Muscle Tissue, Nerve Tissue, Epithelial Tissue, Connective Tissue
Using a one-month calendar and three pencils of different colors, you will make a schedule of the menstrual cycle from p. 821 in Miller & Levine. You will block out the first through the twelfth day with an arrow labeled Follicular Phase. Use a single color to record the follicular ovulation and luteal phases on your calendar. Use a second color to label days on which each hormone reaches its highest level. Use a third color to indicate the days on which menstruation takes place. You should check each other's calendars to check for clarity and accuracy!
Frogs and humans are vertebrates and they have very similar organ systems. Although all of the internal organs are not exactly the same, it is helpful to learn about anatomy through dissection. We will be looking at each body system and exploring the individual organs of the frog. We will be making comparisons between the frog and yourself.
Some individuals argue that dissecting a frog is cruel. Dissection would be a cruel practice if the frogs were mistreated. The frogs that we use in lab for our dissection were bred in Mexico for the sole purpose of scientific study. The companies use a very safe preservative to make the frogs as safe as possible. We still need to wear gloves and wash our hands while working with the frogs.
Computers can be used to simulate a dissection. This method is very popular with some students. I do not believe that the computer experience is anywhere near as valuable as the actual dissection. But, I do think that it is a good tool. We will be going through a ‘Virtual Dissection’ to help prepare for our actual dissection.
The frogs we use, gave their lives for science. They are ‘Organ Donors’ who would like us to learn more about them (and ourselves). In order to best use this opportunity to learn and show respect for the frog, we must follow all instructions and safety procedures.
For our safety, we will be wearing gloves and goggles during the dissection. Aprons will be available for students. EVERYBODY must wash their hands before they leave the room. Hair should be tied back. No gum chewing or eating at all.
Characteristics of amphibians
Because their eggs are not in a shell, they must develop in a wet environment. Most amphibians do not have scales. Their skin is thin, smooth, and moist. They do not drink water! Instead, they absorb it through their skin. This is a major reason why most amphibians prefer to live in damp environments (or near water). Amphibians can breath through their lungs or through their skin.
Amphibians are often called ecological indicators. When large numbers of amphibians begin to die or show deformities, this may indicate a problem with the environment. Sometimes deformities are caused by other living organisms. They are good ecological indicator because their skin is responsible for gas and water exchanges- and thus they are extremely sensitive to changes in air and water quality.
1.Frogs are amphibians, and do not drink water. How do frogs get their water?
2.Why are amphibians considered to be a good ecological indicators?
After you have completed #1 and #2 above, you may choose which of the following to do in any order you want. I have ranked them based on the quality of the site, and how much I think you will enjoy them (highest to lowest). Some links (teachertube.com) will require you to watch a short ad before viewing the video.