HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Zoology Quarter 3 Animal Behavior (Duration 2 Weeks) Big Idea: Essential Questions: 1. Compare and contrast innate and learned behavior 2. Compare and contrast classical and operant conditioning 3. Describe the different mechanisms that animals use to deal with the change in seasons 4. Compare and contrast commensalism, parasitism, and mutualism 5. Describe how an animal s niche is related to its survival 1. What is the difference between innate and learned behavior? 2. What is the difference between classical and operant conditioning? 3. What are the different mechanisms that animals use to deal with the change in seasons? 4. How are the following different from one another: commensalism, mutualism, parasitism? 5. What is a niche? 6. How does an organism s niche lead to its survival or extinction? See list below Strand 4 3 1 4 3 2 4 3 3 Identify the relationships among organisms within populations, communities, ecosystems, and biomes. Describe how organisms are influenced by a particular combination of biotic (living) and abiotic (nonliving) factors in an environment. Assess how the size and the rate of growth of a population are determined by birth rate, death rate, immigration, Page 1 of 2
Strand emigration, and carrying capacity of the environment. Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on 1. Ethology 2. Behavior 3. Response 4. Stimulus 5. Innate behavior 6. Reflex 7. Instinct 8. Learned behavior 9. Classical conditioning 10. Operant conditioning 11. Incite learning 12. Habituation 13. Rhythmic behavior 14. Nocturnal 15. Diurnal 16. Circadian 17. Unwelt 18. Sociobiology 19. Ethogram 20. Ectothernic 21. Endothermic 22. Fixed action pattern 23. Imitation vs invention 24. Migration 25. Mating 26. Hibernation 27. Estivation 28. Symbiosis 29. Mutualism 30. Commensalism 31. Parasitism 32. Communication 33. Pheromones 34. Vocalizations 35. Reproduction 36. Grooming 37. Niche 38. Intelligence Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Zoology Quarter 3 Chordata Fish (Duration 2 Weeks) Big Idea: Essential Questions: 1. Describe the characteristic features that separate the different classes of fish 2. Identify the anatomical parts of a fish, and explain their function 3. Sort and classify specific species of fish according to their class 1. What are the characteristic features that separate the different classes of fish? 2. How is each class of fish different anatomically? See list below Strand 4 4 3 4 4 4 4 4 6 Describe how the continuing operation of natural selection underlies a population s ability to adapt to changes in the environment and leads to biodiversity and the origin of new species. Predict how a change in an environmental factor (e.g., rainfall, habitat loss, non-native species) can affect the number and diversity of species in an ecosystem. Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA analysis), the degree of relatedness among various species. Page 1 of 2
Strand Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on 1. Class agnatha 2. Jawless 3. Lamprey 4. Hagfish 5. Class chondrichthyes 6. Sharks 7. Rays 8. Skates 9. Class ostyeichthyes 10. Bony fish 11. Swim bladder 12. Lateral line 13. Operculum 14. Fins 15. Dorsal fin 16. Caudal fin 17. Pectoral fin 18. Pelvic fin 19. Anal fin Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Zoology Quarter 3 Chordata Amphibia (Duration 2 Weeks) Big Idea: Essential Questions: 1. Describe the distinguishing characteristics of amphibians 2. Explain the evolutionary history of amphibians 3. Explain the process of metamorphosis in the order anura 4. Sort and classify specific species of amphibians according to their order 5. Explain why amphibians are considered to be a bioindicator species 1. What are the distinguishing characteristics of amphibians? 2. When do amphibians show up in the fossil record? 3. What characteristics make amphibians dependent on being near water? 4. How does the process of metamorphosis work? 5. How are specific species of amphibians sorted according to their order? 6. What makes amphibians a good bioindicator species? See list below Strand 4 4 3 4 4 4 4 4 6 Describe how the continuing operation of natural selection underlies a population s ability to adapt to changes in the environment and leads to biodiversity and the origin of new species. Predict how a change in an environmental factor (e.g., rainfall, habitat loss, non-native species) can affect the number and diversity of species in an ecosystem. Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA analysis), the degree of Page 1 of 2
Strand relatedness among various species. Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on 1. Class amphibia 2. Order anura 3. Frogs 4. Toads 5. Order urodela 6. Salamanders 7. Order apodia 8. Caccilians 9. Metamorphosis 10. Tadpoles vs frogs 11. Marsupial frog 12. Bioindicator species Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Zoology Quarter 3 Chordata Reptilia (Duration 2 Weeks) Big Idea: Essential Questions: 1. Describe the distinguishing characteristics of the class reptilia 2. Explain the evolutionary history of the class reptilia 3. Explain how the amniotic egg contributed to reptiles colonizing land away from water sources 4. Sort and classify specific species of reptilia according to their order 5. Compare and contrast venomous snakes and constrictors, and identify which species of snake employ each method of killing 6. Compare and contrast neurotoxin and hemotoxin, and identify which species of snake employ each method of killing 7. Identify the anatomical parts of a turtle/tortoise shell, and explain their function 8. Compare and contrast tortoises and turtles 9. Compare and contrast alligators, crocodiles, caiman, and gharials 1. What are the distinguishing characteristics of the class reptilian? 2. When do reptiles show up in the fossil record? 3. How has the amniotic egg contributed to reptiles colonizing land away from water sources? 4. How are venomous snakes and constrictors alike and different? 5. What types of snakes utilize neurotoxins to kill their prey? 6. What types of snakes utilize hemotoxins to kill their prey? 7. How does a turtles shell contribute to its survival? 8. How are tortoises different from turtles? 9. How are alligators different from crocodiles? See list below Strand 4 4 3 Describe how the continuing operation of natural selection underlies a population s ability to adapt to changes in the environment and leads to biodiversity and the origin of new species. Page 1 of 2
Strand 4 4 4 4 4 6 Predict how a change in an environmental factor (e.g., rainfall, habitat loss, non-native species) can affect the number and diversity of species in an ecosystem. Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA analysis), the degree of relatedness among various species. Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on 1. Class reptilia 2. Amniote egg 3. Order squamata 4. Snakes 5. Lizards 6. Komodo dragon 7. Gecko 8. Frilled lizard 9. Chameleon 10. Gila monster 11. Horned lizard 12. Constrictors 13. Python 14. Boa 15. Venomous 16. Neurotoxin 17. Cobras 18. Coral 19. Puff adder 20. Sea snake 21. Hemotoxin 22. Rattlesnakes 23. Jacobson s organ 24. Pit organ 25. Order cheloia 26. Turtles 27. Tortoises 28. Carapace 29. Plastron 30. Galapagos tortoise 31. Green sea turtle 32. Order crocodilia 33. Crocodiles 34. Alligators 35. Caiman 36. Order rynchocephilia 37. Tuatara Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Zoology Quarter 3 Chordata Aves (Duration 2 Weeks 1 week to be finished in 4 th quarter) Big Idea: Essential Questions: 1. Describe the distinguishing characteristics of the class aves 2. Explain the evolutionary history of the class aves 3. Describe the evolutionary adaptations that birds underwent in order to fly 4. Sort and classify specific species of aves according to their order 5. Compare and contrast the different types of beaks encountered in birds, and describe the function of each 6. Compare and contrast the different types of feet encountered in birds, and describe the function of each 7. Compare and contrast the different types of feathers found on birds 8. Explain the link between color of feathers and reproductive success in birds 1. What are the distinguishing characteristics of the class aves? 2. What is the evolutionary history of the class aves? 3. What are the evolutionary adaptations that birds underwent in order to fly? 4. How are specific species of aves classified according to their order? 5. What is the purpose of having certain shaped beaks (long/thin, short/fat, flat, etc.)? 6. What is the purpose of having certain shaped feet (2 toes, 3 toes, flat, etc.)? 7. What are the different types of feathers found on birds, and how are they associated with that species niche? 8. What is the link between color of feathers and reproductive success in birds? See list below Strand 4 4 3 Describe how the continuing operation of natural selection underlies a population s ability to adapt to changes in the environment and leads to biodiversity and the origin of new species. Page 1 of 2
Strand 4 4 4 4 4 6 Predict how a change in an environmental factor (e.g., rainfall, habitat loss, non-native species) can affect the number and diversity of species in an ecosystem. Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA analysis), the degree of relatedness among various species. Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on 1. Class Aves 2. Birds 3. Feathers 4. Down 5. Contour 6. Flight 7. Beaks 8. Short 9. Thick 10. Long 11. Thin 12. Strong 13. Chisel-like 14. Sharp & curved 15. Curved & pointed 16. Long & flattened 17. Spear shaped 18. Feet 19. Perching 20. 3 toes 21. Climbing 22. 2 toes 23. Webbed 24. Swimming 25. Long & thin 26. Wading 27. Thick & stout 28. Running 29. Order Passeiformes 30. Songbirds 31. Blue birds 32. Robins 33. Sparrow 34. Order Falconiformes 35. Birds of prey 36. Hawk 37. Falcon 38. Eagle 39. Order anseriformes 40. Swimming 41. Duck 42. Goose 43. Swan 44. Order Galliformes 45. Fowl 46. Pheasant 47. Turkey 48. Order Ciconiformes 49. Wading 50. Heron 51. Flamingo 52. Courtship Behavior Page 2 of 2