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Big Idea
Evolution of animals has led to new classification systems and complex body structures.
Essential Questions
Demonstrate knowledge of dissection vocabulary.
Compare the essential functions for the three phyla of worms.
What effect does each phyla of worm have on the human population?
Standards


SCHS-S03-C01-01
Evaluate how the processes of natural ecosystems affect, and are affected by, humans.
SCHS-S04-C03-01
Identify the relationships among organisms within populations, communities, ecosystems, and biomes.
SCHS-S04-C05-05
Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems.
SCHS-S03-C03-02
Describe biotic (living) and abiotic (nonliving) factors that affect human populations.
Science & Engineering Practices
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.
  • Communicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-LS4-1)
Content/Core Ideas
  • Directional vocabulary used during dissections is the anterior (head), posterior (tail), dorsal (back), and ventral (belly).  
  • Tools used during dissections include scalpels, scissors, probes, forceps and dissection pans.
  • Each phyla of worm is more complex than the previous one.
  • Although worms have some common traits in body plan they show extremely different digestive and circulatory processes.
  • Both platyhelminthes and nematodes can be parasitic worms which cause human sickness and disease.  
  • Annelids burrow through the soil helping crops to grow and they also act as a food source to many animals.
Learning Practices
CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Design and use graphic organizers to show relationships between and within content topics (flowcharts, venn diagrams, cladograms, mind maps...).

Active Engagement Partner work:  Students work with partner(s) to solve basic problems, build models, think pair share...
Academic Vocabulary
anterior
posterior
dorsal
ventral
scalpel
probe
forceps
specimen
pharynx
flame cell
ganglion
eyespot
fission
scolex
proglottid
septum
seta
crop
gizzard
closed circulatory system
open circulatory system
nephridia
clitellum
No new vocab
Resources
Assessments
These are SOME ways to assess student knowledge and understanding of the content.
  • Students will show understanding of dissection tools and vocabulary by doing a gummy worm dissection.
  • Students will complete a graphic organizer comparing and contrasting the 7 essential functions of Platyhelminthes, Nematodes and Annelids.
  • Students will create a graphic organizer that shows the relationship between the essential functions in annelids
  • Student will design an informational pamphlet explaining the effects worms have on humans.