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Title: The University of Michigan Museum of Zoology. ... Museum o


1
Classifying Organisms Using the Internet and
Smart Board
  • Michelle Ledford
  • The College of New Jersey

2
Introduction
3
Introduction
  • The following lessons were implemented within a
    simultaneous
  • communication sophomore Biology class within a
    high school for the
  • deaf. The students within this class ranged in
    age from 15-17. The
  • time frame for this unit was approximately two
    weeks. Included
  • within this time frame was preparation time, as
    well as the time
  • needed to create the newly discovered organism.
  • The idea for these lessons was inspired by a
    unit created by
  • Mary K. Bechold of Freehold Boro High School,
    Freehold, NJ.
  • Specifically, the phylums and classes to be
    researched by the
  • students, the traits within these phylums and
    classes to be
  • researched, and portions of the rubric were
    adapted from Ms.
  • Becholds lessons. A link for Ms. Becholds
    lessons can be obtained
  • in the reference section of this document.

4
Goals
5
Goals
  • Within the following lessons students will
    attempt to classify a
  • newly discovered organism. This new organism
    will contain traits
  • that would allow for it to fall into a number of
    different phylums and
  • classes. It is the responsibility of each
    student to label the
  • kingdom, phylum, and class that they feel best
    describes their
  • organism.
  • The students will also create a PowerPoint
    Presentation that
  • will educate their classmates on this newly
    discovered organism.
  • A diagram of the organism will also be created by
    each of the
  • students. A rubric will be presented so that
    the students are
  • fully aware of the teachers expectations.

6
Objectives
7
Objectives
  • SWBAT select a phylum and class for their
    organism that will
  • correspond with each of the provided traits, and
    list these phylums and classes on the provided
    worksheet.
  • - SWBAT research each of the selected phylums
    and classes, and indicate their findings under
    the characteristics of phylum/class column of
    the provided worksheet.
  • - SWBAT construct their newly discovered
    organism based upon the information acquired
    during their Internet searches.
  • - SWBAT classify the kingdom, phylum, class,
    genus, and species that they believe the
    organism belongs to.
  • - SWBAT create a PowerPoint Presentation to
    display their findings of the newly discovered
    organism.
  • - SWBAT give a presentation on their newly
    discovered organism using the Smart Board.
  • - SWBAT objectively evaluate the presentations of
    their classmates using the provided evaluation
    sheet.

8
Standards
9
Standards
  • These lessons adhere to the following New Jersey
    Core Curriculum Content Standards
  • Standard 1.3 All students will utilize arts
    elements and arts media to produce artistic
    products and performances.
  • Standard 5.1 (Scientific Processes) All
    students will develop problem-solving,
    decision-making and inquiry skills, reflected by
    formulating usable questions and hypotheses,
    planning experiments, conductive systematic
    observations, interpreting and analyzing data,
    drawing conclusions, and communicating results.

10
Standards
  • Standard 5.2 (Science and Society) All students
    will develop an understanding of how people of
    various cultures have contributed to the
    advancement of science and technology, and how
    major discoveries and events have advanced
    science and technology.
  • Standard 5.4 (Nature and Process of Technology)
    All students will understand the
    interrelationships between science and technology
    and develop a conceptual understanding of the
    nature and process of technology.

11
Standards
  • Standard 5.5 (Characteristics of Life) All
    students will gain an understanding of the
    structure, characteristics, and basic needs of
    organisms and will investigate the diversity of
    life.

12
Unit Overview
13
Unit Overview
  • Days 1-4 Lesson Preparation
  • Day 5 Lesson introduction, selecting phylums
    and classes for each trait of the newly
    discovered organism, begin research
  • Day 6 - Complete research, begin construction of
    creature
  • Day 7 Complete construction of creature, select
    a kingdom, phylum, class, genus, and species for
    organism

14
Unit Overview
  • Day 8 Create a PowerPoint Presentation to
    educate classmates about the newly discovered
    organism
  • Days 9 10 Present PowerPoint Presentations
    using the Smart Board

15
Lesson Preparation
  • Days 1 to 4

16
Background Information
  • Prior to beginning the lessons, in which the
    students would begin to classify their newly
    discovered creature, it is necessary to provide
    them with an introduction to classification.
  • Within this preparation the students would be
    asked to define the word classify, and also to
    label things around them that are classified
    (grades within schools, aisles within a grocery
    store, etc.)
  • Linneaus and Aristotles methods of
    classification would also be discussed.

17
Background Information
  • One activity that I implemented to illustrate how
    scientists classify living organisms was
    illustrated by providing the students with
    different types of beans. The students worked
    with a partner to classify the beans using any
    rule they wished. The students began with one
    group, which they divided into two. They
    continued to divide the groups until there were
    eight groups.
  • A sample of this division can be seen on the
    right side of this slide.
  • The purpose of this activity was to display that
    scientists begin with very broad traits and move
    to very specific traits to classify organisms.

18
Background Information
  • This activity was then related to a scientists
    use of classification beginning with the most
    broad (kingdoms) and moving towards much more
    specific traits (species).
  • After the students had complete their
    classifications, each set of partners labels the
    rules they used for their methods of classifying.
    The purpose of this activity is to display that
    any rule can be used within classification as
    long as the person doing the classifying
    continuously adheres to that rule.

19
Lesson Introduction
  • Day 5

20
Problem
  • The teacher states to the student that they are
    to imagine that they are scientists who have just
    discovered a new organism on another planet, in a
    galaxy far away. It is now their mission to show
    and present their organisms to the scientific
    world.
  • The teacher would then provide the students with
    a table, and indicate that the only information
    that they have on the creature is information
    regarding the traits listed on that table. (See
    Identifying Your Organism slides). At this time
    any new vocabulary would be discussed.

21
Problem
  • The teacher would then state that they will be
    finding information to go along with these traits
    and then creating their own organisms based upon
    this information. The students would be informed
    that they will be creating a genus and species
    name for their creature as well at a later time.
    They would also be informed that they will making
    a PowerPoint presentation to describe their newly
    discovered organisms. At this time the teacher
    would present the students with the rubric that
    is to be used in grading this project. (See
    Rubric slides).

22
Listing of Materials
23
Materials
  • 10 party cups
  • Labels for the cups
  • Note cards with phylums and classes written on
    them
  • Laptops
  • Rubrics
  • Worksheet Identifying Your Organism
  • Paper to create organism
  • Scissors
  • Glue
  • Markers
  • Crayons
  • Textbooks
  • Worksheet Classifying Your Newly Discovered
    Creature
  • Smart Board
  • Evaluation Sheets

24
Identifying Your Organism
  • Worksheets

25
Identifying Your Organism   Students
Name __________________________________  
Name of Organism _________________________
_______  
26
Identifying Your Organism Page 2
27
Identifying Your Organism Page 3
28
Rubric
29
Rubric for Grading of the Newly Discovered
Organism Project
  • Name _________________________________________
  • Important! A rubric is a tool to help you earn a
    good grade on your project. This project is
    worth a lot of points, and it is very important
    that you read this paper so that you know what
    you are being graded on. It may help you to
    check off the items as you go along so that you
    know you have not forgotten anything. If you
    have any questions please ask!
  • When Completed Item Being Graded
    Possible Points Points
    Received
  • Work Ethic
  • On task while
  • _________ researching 10
    ________
  • _________ Completed worksheet
    10 ________
  • On task while making
  • _________ creature 10
    ________

30
Rubric for Grading of the Newly Discovered
Organism Project
  • When Completed Item Being Graded
    Possible Points
  • Points Received
  • On task while designing
  • PowerPoint
  • __________ Presentation 10
    _______
  • Graded during
  • presentation
  • Provided a name for
  • __________ creature 10 _______
  • Provided a kingdom,
  • phylum, and class for
  • __________ the creature 10
    _______
  • Labeled reproduction
  • __________ method of organism 5
    _______

31
Rubric for Grading of the Newly Discovered
Organism Project
  • When Completed Item Being Graded
    Possible Points
  • Points Received
  • Labeled how the animal
  • ____________ eats 5
    ________
  • Labeled the type of
  • ____________ vision 5
    ________
  • Labeled type of body
  • ____________ covering 5
    ________
  • Labeled how the
  • organism is protected
  • ____________ from predators 5
    ________
  • Labeled if creature
  • was warm blooded or
  • ____________ cold blooded 5
    ________

32
Rubric for Grading of the Newly Discovered
Organism Project
  • When Completed Item Being Graded
    Possible Points
  • Points Received
  • Labeled if organism
  • gives birth to live
  • ___________ animals or lays eggs
    5 ________
  • Labeled type of
  • ___________ skeleton 5
    ________
  • Labeled method of
  • ___________ breathing 5
    ________
  • Appropriate completion
  • of evaluation sheets of
  • ___________ classmates 5
    ________

33
Rubric for Grading of the Newly Discovered
Organism Project
  • When Complete Item Being Graded
    Possible Points
  • Points Received
  • Other Items
  • Total creativity of
  • __________ creature 15
    ________
  • Total Points _______/125 _______
  • RememberIf you have any questions ask!!

34
Selecting Phylums and Classes
  • Day 5

35
Selecting Phylums and Classes
  • The teacher would explain to the students that
    they will be selecting a phylum and class for
    each of the traits listed within the first
    objective.
  • Eleven party cups would be presented to the
    students, each labeled with a different trait,
    which are listed on the Identifying Your
    Organism worksheet. Inside each of the cups
    would be a card with each of the phylum/class
    combinations. (See following slide for listing
    of combinations).

36
Phylum/Class Combinations
  • Phylum Porifera
  • Phylum Cnidarian
  • Phylum Echinodermata
  • Phylum Molluska, Class Bi-Valve
  • Phylum Molluska, Class Cephalopod
  • Phylum Arthropod, Class Crustacean
  • Phylum Chordata, Class Chondrichthyes
  • Phylum Chordata, Class Osteichthyes
  • Phylum Chordata, Class Reptilia
  • Phylum Chordata, Class - Mammalia

37
Selecting Phylums and Classes
  • The students would select a phylum/class card out
    of each of the cups that would correspond to each
    of the traits of their organisms.
  • As the students select a phylum and class for
    each trait they would write the phylum and class
    onto the provided worksheet in the assigned
    phylum/class column.

38
Research
  • Days 5 6

39
Research
  • The students would use their laptops to acquire
    information for each phylum and class that they
    selected so that they may complete the provided
    worksheet.  
  • The teacher would email the students the
    following links to help them begin their search
  • http//animaldiversity.ummz.umich.edu/
  • http//www.abdn.ac.uk/nhi708/classify/animalia/
  • http//www.virtualology.com/virtualmuseumofnatura
    lhistory/halloftaxonomy/
  • In addition to using those websites given, the
    students would need to independently find other
    information on the Internet to complete their
    research.

40
Construction of Organism
  • Days 6 7

41
Construction of Organism
  • After the students have completed their research,
    they would begin construction of their newly
    discovered organism.
  • The students would utilize the information
    acquired during their research to create this
    organism.
  • The students would be given the choice of how
    they will construct their organism. They may
    either use their computers, or use the other
    materials provided to them including white paper,
    construction paper, glue, scissors, markers and
    crayons.

42
Selecting a Kingdom, Phylum, Class
  • Day 7

43
Selecting a kingdom, phylum, class
  • After creating the organism, the students will
    attempt to find the one kingdom, phylum, and
    class that they feel their organism best fits
    into.
  • When selecting the phylum and class they must
    classify the creature using the traits that
    appear to be most important.
  • The students are likely to become frustrated with
    this task, since the creature would be likely to
    fit into a number of phylums. When this occurs,
    the teacher would take the opportunity to explain
    how difficult it is for scientists to classify
    newly discovered creatures.

44
Selecting a kingdom, phylum class
  • The students would be reminded that there is no
    right or wrong means of classification as
    long as you can justify the rules that were used.
  • The students would then complete the following
    worksheet while classifying their organism. (See
    following slides). The purpose of this worksheet
    is to assist the students in the process of
    classification.
  • The students would select a genus and species
    name for their organism on this day.
  • The students would be reminded that the genus
    describes the body structure, while the species
    is often named after the person who discovered
    the creature.

45
Classifying Your Newly Discovered Organism
  • Worksheets

46
Name ____________________________________ Date
____________________Classifying Your Newly
Discovered Organism1. What kingdom did you
place your organism into?2. Why did you
select this kingdom?3. What phylum did you
place your organism into?4. Why did you
choose this phylum? List the traits that you
felt were most important when classifying your
organism into a phylum.
47
Classifying Your Newly Discovered Organism Page
25. How did you decide which traits were more
important than others in your classification?6
. What class did you classify your creature
into?7. Why did you choose this class? List
the traits that you felt were most important when
classifying your creature into a class.8. If
you can justify your reasons for classifying your
creature in this way, can anyone tell you that
you are incorrect?
48
Creating a PowerPoint Presentation
  • Day 8

49
Creating a PowerPoint Presentation
  • The students will then prepare a PowerPoint
    Presentation, which would contain information
    regarding each of the different traits of the
    newly discovered creature.
  • The PowerPoint Presentation would also include
    the final kingdom, phylum, class, genus, and
    species selected by each of the students.
  • If students are having difficulties with this
    task the teacher may suggest that the make a
    slide for each of the different traits of their
    creature.

50
Presenting the PowerPointPresentations
  • Days 9 10

51
Presenting the PowerPoint Presentations
  • The students would then present information to
    their classmates regarding the traits of their
    newly discovered creatures taken from the
    PowerPoint Presentations that they had developed.
  • The PowerPoint Presentation would be displayed on
    the Smart Board so that all of the students may
    see it, and so that they would gain experience
    using the Smart Board.
  • The students would also discuss the pictures of
    the creatures that they had created based upon
    those traits.

52
Presenting the PowerPoint Presentations
  • The students would then objectively evaluate the
    presentations of each of their classmates to
    ensure that all of the necessary components are
    included within the presentations.
  • The students would be given an evaluation sheet
    to foster the evaluation of their classmates.
    (See following slides).

53
Evaluation Sheets
54
Evaluation Sheet
  • Name of classmate that you are evaluating
    ____________________________
  • Genus and species name of organism
    __________________________
  • Item Being Evaluated Yes No
  • Did he/she label the method of reproduction?
  • Did he/she label how/what the animal eats?
  • Did he/she label how the creature move?
  • Did he/she discuss the creatures vision?
  • Did he/she discuss the creatures body covering?

55
Evaluation Sheet Page 2
  • Item Being Evaluated Yes No
  • Did he/she discuss the creatures ability to
    protect
  • itself from predators?
  • Did he/she label if the creature is warm blooded
    or
  • cold blooded?
  • Did he/she discuss if babies are born through
    live
  • birth or hatched from eggs?
  • Did he/she label the type of skeleton?
  • Did he/she label how the animal breathers?

56
My Reflection
57
My Reflection
  • I was extremely impressed with the amount of
    effort that each of the students put into these
    lessons.
  • It was interesting to see how each of the
    students decided to set up their PowerPoint
    Presentation. It was also very interesting to
    see how each of the students decided to create
    their creature.
  • Some of the students drew their creatures on
    paper, while others created them using the
    computer. Those students who created their
    creatures using the computer were then able to
    display their creatures on the Smart Board.

58
My Reflection
  • It was especially helpful for the students to see
    the creatures displayed on the Smart Board
    because it allowed all of the students to clearly
    see the actual creature that their classmate had
    described at the same time.
  • Having access to the Smart Board greatly enhanced
    this project. It allowed those students who were
    watching the presentations to be given the
    information twice. They first saw it signed by
    their classmates, and they were then able to read
    the information on the screen.

59
My Reflection
  • This repeat of information was also helpful to
    the students due the fact that they were using
    very technical scientific names since they were
    discussing the different classifications of their
    creatures.
  • Through the Smart Board the students were able to
    see their classmates fingerspell these words, and
    then were also able to see the printed version of
    the words on the screen in front of them.
  • In addition, using the Smart Board in this manner
    allowed for the presentations to be more exciting
    than if the students had simply stood up, told
    about their creature, displayed a picture, and
    then sat back down.

60
References
61
References
  • Animal diversity web. 2004. The University of
    Michigan Museum of Zoology. Retrieved November
    30, 2003, from http//animaldiversity.ummz.umich.e
    du/.
  • Bechold, M. K. Taxonomic twisters. Ocean
    Biogeographic Information Systems. Retrieved
    November 30, 2003, from http//www.iobis.org/educa
    tion_twister.shtm.
  • Hall of taxonomy. Museum of Natural History.
    Retrieved November 30, 2003, from
    http//www.virtualology.com/virtualmuseumofnatural
    history/halloftaxonomy/.

62
References
  • New Jersey core curriculum content standards,
    Retrieved November 30, 2003, from the New Jersey
    Department of education Web site
    http//www.state.nj.us/njded/cccs/.
  • The phyla of kingdom animalia. Zoology Museum
    The Major Phyla. Retrived November 30, 2003, from
    http//www.abdn.ac.uk/nhi708/classify/animalia/
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