1. Field
Trip
Unit
Plan
Christen
Mamenko
Unit:
Kingdoms
(Animal)
–
Block
5
Introduction
• Lesson
topic:
Echinoderms
and
Comparing
Invertebrates
• Length
of
Lesson:
45
min
lesson;
30
min
lab
• VA
Standards
of
Learning
(highlighted
standards
are
reached
by
the
lab
–
by
Block
7):
°
BIO
1.a,
1.d,
1.h
–
Students
will
plan
and
conduct
investigations
in
which
observations
of
living
organisms
are
recorded
in
the
lab
and
in
the
field;
graphing
and
arithmetic
calculations
are
used
as
tools
in
data
analysis;
chemicals
and
equipment
are
used
in
a
safe
manner
°
BIO
5.b-­‐c
–
Students
will
investigate
and
understand
life
functions
of
animals,
including
comparison
of
their
metabolic
activities
and
analyses
of
their
responses
to
the
environment
°
BIO
7.a
–
Students
will
investigate
and
understand
bases
for
modern
classification
systems,
including
structural
similarities
among
organisms
°
BIO
9.a-­‐e
–
Students
will
investigate
and
understand
dynamic
equilibria
within
populations,
and
ecosystems,
including
interactions
within
and
among
populations
including
carrying
capacities,
limiting
factors,
and
growth
curves;
nutrient
cycling
and
energy
flow
through
ecosystems;
succession
patterns
in
ecosystems;
analysis
of
the
flora,
fauna,
and
microorganisms
of
VA
ecosystems,
including
the
Chesapeake
Bay
and
its
tributaries
Cognitive
Objectives
for
All
Students
• Students
will
recognize
that
millions
of
different
organisms
that
live
on
Earth
today
share
many
structural
and
metabolic
features,
including
cellular
organization,
common
molecular
mechanisms
for
energy
transformation
and
utilization
and
maintenance
of
homeostasis,
common
genetic
code,
and
mechanisms
for
the
transmission
of
traits
from
one
generation
to
the
next
• Students
will
examine
the
diversity
that
is
evident
in
the
natural
world
and
compare
it
in
the
local
environment
• Students
will
demonstrate
prior
knowledge
by
prior
knowledge
by
completing
“entrance
ticket”
anticipatory
guide
• Students
will
participate
–
at
least
by
listening
–
in
whole
class
discussions
• Students
will
rate
themselves
on
their
understanding
of
the
content
by
completing
a
crossword
puzzle
Cognitive
Objectives
to
Challenge
Students:

2. • Students
will
participate
–
by
contribution
–
in
the
whole
class
discussions
Materials
and
Advanced
Preparation
• Miller
and
Levine’s
Biology
textbook
(Miller
&
Joseph,
2008):
Chapter
28.4
–
29
• PowerPoint
lecture
with
accompanying
fill-­‐in-­‐the-­‐blank
handout
• Crossword
Puzzle
• Temperature
probe
or
thermometer
• pH
probe
or
strips
• Dissolved
oxygen
probe
or
test
kit
• Conductivity
probe
or
hydrometer
• Turbidity
probe
or
Secchi
disk
• Flow-­‐rate
probe
or
flotation
measurement
device
• Observation
stations
for
Stonefly
larvae,
Dragonfly
larvae,
Midgefly
larvae,
Mayfly
larvae,
Damselfly
larvae,
Blackfly
larvae,
Caddisfly
larvae,
Alderfly
larvae,
Aquatic
worms,
Dobsonflies,
Cranefly
larvae,
Leeches,
Riffle
Beetles
(adult),
Riffle
Beetle
larvae,
Snails,
Water
Penny
larvae,
Clams
or
mussels,
Planaria,
Crayfish,
Scuds,
and
Sowbugs
Teaching
and
Learning
Sequence
• Introduction/Anticipatory
Set
°
Begin
with
an
oral
overview
of
what
was
taught
the
day
before,
answering
questions
as
needed
°
Have
the
students
fill
out
an
anticipatory
guide
(attached)
for
the
understanding
of
invertebrates
°
After
discussing
the
above,
ask
if
students
know
are
the
different
classifications
of
invertebrates?
What
makes
them
the
same?
What
makes
them
different?
• Lesson
Development
(refer
to
PowerPoint
Breakdown)
°
Overview
of
Echinoderms
(form/function,
feeding,
respiration/circulation,
excretion,
response/movement,
reproduction)
°
Discuss
the
different
classes
of
echinoderms
–
have
representative
drawings
in
journal
°
Discuss
the
ecology
of
echinoderms
°
Explain
molecular
paleontology
and
the
study
of
invertebrates
°
Compare
the
life
functions
of
invertebrates
in
journal
• Closure
°
Oral:
ask
students
the
different
types
of
echinoderms?
Environmental
effects?
Comparison
questions
about
the
life
functions
of
invertebrates?
°
Break
students
down
into
two
groups
begin
the
Freshwater
Field
Study
lab
(Virginia
Department
of
Education,
2010)
°
Review
all
safety
procedures
and
emphasize
that
they
must
wear
warm,
waterproof
clothes
when
working
in
the
stream;
bring
spare
socks,
shoes,
and
clothing
°
While
working
their
groups,
have
students
complete
the
crossword
puzzle
°
Have
students
in
group
1
review
how
to
use
the
equipment
in
their
journals
°
Have
students
in
group
2
review
the
different
organisms
they
may
see
in
their
journals

3. °
Assign
students
to
review
their
journals
for
homework;
bring
in
change
of
clothes;
bring
in
journal
and
pencil;
bring
a
bagged
lunch
Homework
• Assign
students
to
review
their
journals
for
homework;
bring
in
change
of
clothes;
bring
in
journal
and
pencil;
bring
a
bagged
lunch
Assessment
• Formative
–
Asking
the
students
questions
during
the
lesson
(refer
to
PowerPoint
Breakdown)
to
re-­‐enforce
the
segment
being
taught;
anticipatory
guide;
exit-­‐ticket
crossword
puzzle;
group
work
in
lab
• Summative
–
After
completion
of
the
lab,
students
will
be
evaluated
on
their
data
sheet
and
journals,
which
incorporate
the
lesson
References
Miller,
K.,
&
Joseph,
L.
(2008).
Biology.
Pearson
Prentice
Hall.
Virginia
Department
of
Education.
(2010).
Science:
Biology:
Scope
and
Sequence.
Retrieved
August
31,
2010,
from
Virginia
Department
of
Education:
http://www.doe.virginia.gov/testing/sol/scope_sequence/science_scope_sequence/sco
peseq_science_biology.pdf
Appended
Materials
• Instructional
Content
and
Strategies
Organizer
• Curriculum
Framework
Document
• Anticipatory
Guide
• Crossword
Puzzle
• Fill-­‐in-­‐the-­‐Blank
Handout
• Lab

4.
Instructional
Content
and
Strategies
Organizer
Instructional
Content
• Introduction:
Begin
with
an
oral
overview
of
what
was
taught
the
day
before,
answering
questions
as
needed
• Introduction:
Have
the
students
fill
out
an
anticipatory
guide
(attached)
to
gauge
prior
knowledge
of
invertebrates
• Lesson:
Millions
of
different
organisms
that
live
on
Earth
today
share
many
structural
and
metabolic
features
(Refer
to
PowerPoint
Breakdown)
o Cellular
organization
o Common
molecular
mechanisms
for
energy
transformation
and
utilization/maintenance
of
homeostasis
o Common
genetic
code
o Mechanisms
for
the
transmission
of
traits
from
one
generation
to
the
next
• Lab
Work:
The
diversity
that
is
evident
in
the
natural
world
can
be
studied
in
the
local
environment
in
the
context
of
variations
on
a
common
theme
(Refer
to
Lab
Handout)
• Lab
Work:
Define
abiotic
factors
and
explain
how
they
affect
the
biodiversity
of
a
freshwater
ecosystem(Refer
to
Lab
Handout)
• Lab
Work:
Learn
new
equipment
as
laid
out
in
lab
(Refer
to
Lab
Handout)
• Lab
Work:
Learn
specific
organisms
as
laid
out
in
lab
(Refer
to
Lab
Handout)
Instructional
Modifications
to
Major
Instructional
Strategies
Instructional
Modifications
to
ASSIST
Students
CHALLENGE
Students
• Meet
IEP
• Oral
review
• Using
critical
thinking
Requirements
• Anticipatory
guide
skills
to
ascertain
the
• Extend
lesson
as
• Visually-­‐stimulating
critical
differences
needed
to
make
sure
lesson
between
invertebrates
all
students
• Begin
lab
• Field
Study
Lab:
understand
lesson
working
with
new
• Additional
information
equipment
on
website
for
• Assisting
other
group
instruction
mates
• Students
with
reading
disabilities:
if
they
do
not
understand
the
text
they
read,
the
visual/auditory
lesson
should
enhance
comprehension;
group
work
• Auditory
learners:
learn
by
discussions
in
the
class;
group
work

5. • Visual
learners:
learn
by
the
PowerPoint
lesson
that
includes
pictures,
charts,
and
graphs;
group
work
• Students
with
ADHD:
work
hands-­‐on
during
the
lab

7.
Anticipatory
Guide
Based
on
last
night’s
reading
of
comparing
invertebrates,
place
a
√
(checkmark)
next
to
the
statements
that
you
think
are
true: