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Metamorphosis
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The Mandella Environment

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Monday: A Day

Aim: What knowledge have I gathered on prenatal development and childbirth?

Do Now: Distribute study guide packets.

Procedure: Students will complete the information in their study guide packets reviewing the material we discussed about prenatal development and childbirth.

Homework # : No Homework/ Substitute covered. I am attending the workshop on biodiversity labs and the new Part D on teh Living Environment Regents Exam.

Aim: How do animals develop if the female does not have a uterus?

Do Now: Seat students in lab teams. Take an egg to your desk. DO NOT break it open. Also take a paper plate.

Procedure: The AIM question will be asked of the students and they will generate what they know already. Eggs laid outside the female body will develop outside the female body. Frogs, reptiles and birds are examples of this kind of external development. IMPORTANT: Fertilization takes place internally only develop occurs externally. Break open eggs. Look at the parts of the egg.Label a diagram for your notebooks. How do you think each of these parts aids in the development of the chicken. Food supply: Yolk and albumen/Oxygen supply: Through the eggshell and the blood vessels/Waste removal: Gas throught he eggshell, liquid stored in the sac until hatching/Protection: Shell protects from water loss and injury. Discuss our project of hatching the duck eggs. What are the needs of these unhatched embryos? Who will provide the necessary variables for optimum hatching? Discuss the needs of the eggs and allow students to take on rolls. They must create a temperature chart in their notebooks and they must check the temperature each day. They must also check the humidity. Charts will be used later int he hatching process. Double period will complete the study guide worksheet for external development.

Homework #10: Complete the worksheet reviewing incubation and gestation.

Wednesday: A Day

Aim: What is metamoprhosis?

Do Now: Define metamorphosis. Use the focus transparency and ask students to match the developing organism with the adult organism.

Procedure: Discuss the stages of development of the frog. Show the students the sequence of stages using the overhead transparency and showing them a preserved tadpole and then Freddy the frog we have in our classroom which we have watched develop over the last year. Discuss the difference between incomplete (nymph stage that looks like adult: grasshopper, crickets) and complete metamorphosis (has a larvaee and pupa stage that don't look like the adult: butterflies.) Ask students how the pupa and nymph stages differ after showing them the metamorphosis on the overhead transparency. Have students copy the metamorphosis idea map from page 536.

Homework #11: Complete the critical thinking worksheet: What happens to insects in the winter?

Thursday: B Day

Aim: Let's Review Animal development

Do Now: Distribute study guides and complete the vocabulary review assigning the correct terminology to the heading in which it belongs.

Procedure: Students will reveiw material from the animal development unit by playing a reveiw game with me. Jeopardy or Tic Tac Science. They may choose the game they want to play.

Homework: Tomorrow is the exam: Please study for your test. Use your notes and your study guides.

Friday: A Day

Aim: To evaluate the students knowledge of Animal Development.

Do Now: Clear desks and take out a pencil.

Procedure: Students will take the Unit 25 exam for animal development.

Have A Fantastic Weekend!

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