Cnidarian Lab Lesson Plan
Cnidarian Lab Lesson Plan
Name: Beau Kaelin School: Atherton Date: 1-12-04 Grade Levels: 11-12
Length of Lesson: Two lessons, 50 minutes each
Description of students: Approx. 30 who chose the course as an elective (expressed interest in subject).
# of IEPs: none
Content Area: Marine Biology
Topic(s): Cnidarian Classes and characteristics
I. ABOUT THE LESSON
The focus of the lesson is for students to become more comfortable with the classes of Cnidaria that have been presented over the past three days. Beforehand, students received worksheets and diagrams designed to familiarize them with the terminology of the basic bodily structure of all four classes. Now they get to see several examples of each class so that connections between the text and the actual animal kingdom can be made and that they may further their understanding of what makes each Cnidarian class unique.
II. GOALS AND OBJECTIVES
This lab requires for students to be able to “use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives” (LG 1) as they work from station to station. Students “make sense of the various things they observe” (AE 1.3) as they analyze one specimen to the next. Placing specimens in correct taxonomic classes requires them to “organize information through development and use of classification rules and systems” (AE 1.10). Lastly, students are expected to sketch each specimen to enhance familiarity with each Cnidarian class, ensuring that the students will be able to “communicate ideas with the visual arts” (1.13).
The main objective is students will be able to identify, draw and label members of the four classes of the Phylum Cnidaria. This will help familiarize students with the different classes in order that they may understand that “organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their relationships” (SC-H-3.4.3)
Multiple Intelligences: Visual for the students will be examining actual specimens. Natural for the specimens being examined are part of the world around us. Interpersonal for students can work with each other in their groups of four to complete each task. Intrapersonal-each student is held accountable for their work and are to turn in a sheet separately. Logical for the basis in which the organisms are classified is the main intention of this lab.
Materials: Handout to accompany lab, specimens to be observed, lab station signs, colored pencils, blank paper.
Lesson Procedures
Introduction: “Today we will be performing a lab exercise. This is to familiarize you with what the members of Cnidaria truly look like. This activity is very similar to what colleges use, so this will serve as excellent practice for those of you who will be going on to college after you graduate this year.”
Activity-
Tell students that at each station, they are to match the number with the number on their handout. They then have ten minutes to follow directions to complete that station’s task. The time will be tracked by an egg timer, so it is objective and students can’t complain about my waiting too long or not enough. When the bell rings, they move to the next station in numeric order. Table will be scooted together in twos to permit larger workstations as well as more room for groups of four students to walk from station to station without much traffic. They will only get through four today and five will be on Tues. At the end of the period, they are to turn in their progress thus far and put the number of the station they are to start at on Tuesday next to their name so I can have things all ready for when they come in to save on lost time. Books, colored pencils and spare paper are also provided at every station to avoid departures to lockers and lost time.
Also, remind them of the safety procedures-no throwing/stealing/breaking of specimens and leave each at its station to save on confusion.
Adaptations- Gifted students will respond to this lab activity for it permits them to examine specimens typically only found in colleges and it calls upon them to evaluate open-ended questions such as why certain organisms are given the names they receive. Students with disabilities will respond to the hands-on approach that allows them to touch organisms and draw what they observe. Students with behavior disorders will respond to the movement and structured pace of the lab so they are not forced to sit quietly for fifty minutes. Students with physical handicaps would be able to easily move about for the tables have been arranged in a manner that permits low student traffic incidences.
Student assessment- As students are going from station to station, their process will be monitored. Check to make sure that they are not only drawing the organisms but they are answering the questions as well. This might get overlooked by some. If a group is hesitant about moving to the next station because they are having trouble, provide them with help, but not the answers. For example, if they struggle when labeling the brain coral’s class, remind them that corals and sea anemones are both considered “flowers of the sea” (triggering the memory of an ant holding a flower~Anthozoa as used in previous lecture). Students will attach their drawings and answers to the handout and turn them in, thus giving them individual accountability within their groups.
Closure- Ask students why this lab is important to their learning. Take answers. If not guessed, let them know that these specimens will be seen on their lab practical, and that it is also the way in which college students examine specimens, so it is preparing them for higher education outside of Atherton. Also point out that all four classes of Cniderians were represented, and see if they notice the similarities and differences within each, permitting for group discussion until end of period.
III DESCRIPTION, ANALYSIS/REFLECTION.
Description-
On Monday, the students seemed to have a bit of trouble comprehending the whole idea of going from station to station. It took me a bit longer to explain than planned and I even gave the first set eleven minutes before allowing bell to ring for next station. Some students ([names removed]) got ahead of the others. At first I thought it was too easy for them, but when they turned in their papers for the end of the day, I saw they hadn’t filled out some of the questions and that’s why they were getting done so early, so I will need to tell them to take care of those next time. By the end of the class, the class seemed to be getting done in time, so I might cut it down to about eight minutes tomorrow per station. Having everything at every station (pencils, books) avoided locker trips nicely and most everyone was quiet because they were keeping too busy to get really distracted.
Tuesday, everyone went right to their stations and this pleased me. [name removed]and her group went back after the end of the sessions and caught up on what they missed. Everyone seemed to get done early now that they were used to the pace, so this gave us some extra time for discussion at the end of the period. I got some nice choral responses on citing the classes and phylum, but they had trouble bringing up the Domain and Kingdom, so obviously I need to keep reiterating these to keep the larger picture fresh in their memories. Luckily, no specimens were harmed in the execution of this lab J
Analysis/Reflection-
Despite Mr. [name removed]still being gone and the students hating me for the better part (since the mean Mr. Kaelin is having them do work and Mr. Farrar never does because they are seniors. Yeah, right), I think this went very well. Everyone was cooperative and I think it was because they were getting up and about instead of being stationary. One change that it could use. I can’t add more stations, but I could add another question or two per station since students got used to the pace pretty quick. One other time: if I do something like this again, remind the students not only to not get up and switch stations before the bell, but to complete ALL the tasks asked of them Most were content to draw the organism and move on. Other than that, this was probably one of my better successes since I started.