Chapter 3 Lesson 2 "Vertebrates"

Materials:

• A skeleton if you have one.

Objective:

• Students will list the main features of all vertebrates.
• Students will describe the features of the different vertebrate classes.

Alaska Standards:

• SCI A-12 Students will distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life and understand the theories that describe the importance of diversity for species and ecosystems.
• SCI A-15 Students will use science to understand and describe the local environment.
• SCI B-1 Students will use the processes of science: classifying.
• SCI C-3, Students will understand that society, culture, history, and environment affect the development of scientific knowledge.

Anticipatory Set: Students will be shown a picture of a family tree and then use it to describe how chordates then vertebrates are different from all other organisms. Given several pairs of organisms from the tree, students will identify which two are most closely related and which two have the most differences. How does the family tree relate to the seven levels of classification.

Teacher Input: Students will learn that all vertebrates belong to the phylum Cordata (meaning organisms that have a spinal cord) but not all Cordates are Vertebrates. Vertebrates also have cells that secrete a matrix of nonliving materials around them, the living cells in the skeleton allows the skeletonto grow as the animal grows. Show students a picture or a real skeleton. Students will answer the following questions:

1. How are the bones held together but allow movement?
2. Why does the skull have joints?
3. Why are their different types of joints between bones?

Teacher Modeling:

Show the students the picture comparing Vertebrate Forelims and discuss their similarities and differences. Students will then create a list of all things that vertebrates have in common. Need this in your notes!

1. All have an internal skeleton and muscles for movement.
2. All have a backbone protecting thier spinal cord.
3. All have a skull which protects the brain.

Students will define Vertebrate, cartilage, and vertebra during this discussion.

Check for Understanding:

Teacher will discuss the seven classes of vertebrates using the seven pictures of vertebrate classes and and the worksheet "The Seven Classes of Vertebrates".

Guided Practice:

Show the students a picture of a whale, a dolphin, and a porpoise. Have the student stell what they know about these animals. How they are similar, and how they are different.

Read aloud the question for students on page 54, Science Myth to explain the three pictures.

Closure: Students will discuss other vertebrates that are put in classes that may be inapproariate or strange for them. ex. ostriches, emus, penguins, platapus, skinks.

Independent Practice:

• Students should complete the worksheet, Distinguishing Vertebrates and take the quiz over Chapter 3 Lesson 2.

Duration:

30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).