T2 Week 4_Science_G7_Chordata

QaD Teacher Support Materials

Focus: Differences among classes of chordates

Contents and Instructions Make sure you have downloaded the Weekly Class Report and have this with you as

you plan the weekly Follow-up lesson. Use this to determine which group (score 0 or 1 = Red, score 2 or 3 = Yellow, score 4 or 5 = Green) that students will be in for the Suggested Activities.

Please refer to the ‘QaD Teacher Guide’, and also the ‘Using the Teacher Support Materials Video’ to assist you in understanding and using the Class Report and Teacher Support Materials.

QaD Weekly Questions These are the questions completed by the students this week. Please refer to these as you look at the Weekly Class Report. Each student will also need a copy of these questions.

Misconceptions Information (by Day) Use these with the Weekly Questions and the ‘Weekly Class Report’ to better understand student errors.

What TIMSS content and skills are assessed by Thursday’s question? This table shows the content and skills that Thursday’s question assesses. This is an international framework and may not align with your current curriculum. The QaD Thursday question attempts to assess long-term learning and higher order thinking.

Summary, focus and purpose of QaD Weekly Follow-up Lesson (by Group)

This table connects the Weekly Class Report to the Follow-up Lesson with differentiated information for the three ability groups. It provides a quick overview of the focus and intent of the Weekly Follow-up Lesson for each of the Red, Yellow and Green groups. Use the table to focus the lesson, plan the activities and organise the required equipment.

Follow-up Lesson The Follow-up Lesson is the key component of the Teacher Support Materials document.

The Follow-up Lesson has been specifically developed to address student needs according to demonstrated ability. It is recommended that the format of this Follow-up Lesson have three parts:

Introduction (whole class)

Suggested Activities (in colour groups, and then back together as whole class) Explicit instruction in solving the QaD ‘Thursday’ question (whole class)

Suggested Activities Student worksheets have been provided for each colour Group.

‘Red Group Worksheet’

‘Yellow Group Worksheet’

‘Green Group Worksheet’

T2 Week 4_Science_G7_Chordata

QaD Weekly Questions

Sunday

What feature do all invertebrate animals have in common?

A: They have many legs.

B: They do not live on land.

C: They all have a hard shell.

D: They do not have a bony skeleton.

Monday

Vertebrates are the largest group of the phylum Chordata.

What important feature do all vertebrates have?

A: They all have fur.

B: They all have a hard bone skeleton.

C: They all breathe air with lungs.

D: They all lay eggs.

T2 Week 4_Science_G7_Chordata Tuesday

Tunicates and Lancelets are unusual members of the Phylum Chordata. Both live in water.

Both of these creatures do not have a feature that other members of the Phylum Chordata have.

What is this feature?

A: skin

B: backbone

C: nervous system

D: respiratory system

Wednesday

Mammals differ from the other vertebrates in a number of ways.

Which of these is a characteristic only found in mammals?

A: The have binocular vision.

B: They have four limbs.

C: They eat both plants and animals.

D: They feed their young with milk produced by the mother.

T2 Week 4_Science_G7_Chordata Thursday

An animal has the following features:

Has no fur on its body.

Lays eggs.

Breathes through gills for part of its life.

What type of vertebrate is the animal most likely to be?

A: bird

B: fish

C: reptile

D: amphibian

T2 Week 4_Science_G7_Chordata

Misconception Information (by Day)

Sunday

A Some invertebrates have no legs at all and insects have only 6.

B Many invertebrates live on land e.g. worms.

C Many invertebrates do not have an exoskeleton e.g. jellyfish.

D Key

Monday

A Birds have feathers, reptiles and fish have scales, and amphibians have a smooth skin.

B Key

C Fish have gills.

D Not all vertebrates lay eggs e.g. many mammals do not lay eggs.

Tuesday

A Have a skin, though not the same as each other.

B Key

C Have a nervous system but not highly developed.

D They extract oxygen from water.

Wednesday

A Most predators regardless of type have binocular vision.

B Many reptiles have four limbs.

C Many of each class of chordates are omnivores.

D Key

Thursday

A No fur or gills.

B Breathes through gills for all of their lives.

C No fur or gills.

D Key

T2 Week 4_Science_G7_Chordata

What TIMSS content and skills are assessed by Thursday’s question?

(see TIMSS 2019 Science Framework, IEA)

Summary, focus and purpose of QaD Weekly Follow-up Lesson (by Group)

Focus: Differences among classes of chordates. Red (0 or 1) Yellow (2 or 3) Green (4 or 5)

What does the

Class Report

show?

Has not attempted, or has chosen answers that look most obvious but are incorrect.

Can identify characteristics of different classes of chordata.

Can identify the class of an animal in phylum chordata by its characteristics.

This week’s

Follow-up

Lesson

learning focus

Classify different animals as vertebrates or invertebrates.

Use a classification key to identify different classes of vertebrates.

Use a classification key to identify different classes of vertebrates.

This week’s

Follow-up

Lesson activity

focus

Identify aniamls as being either vertebrates or invertebrates.

Use a classification key to identify different classes of vertebrates.

Use a classification key to identify different classes of vertebrates. Identify an animals based on its given features.

Curriculum link 6L2 6L2 6L2

Cognitive Skills Knowing Knowing Applying

Strategies Interpret a key

Interpret a key

Construct and interpret a key

Preparation/

Materials Copy of Questions

for each student

Copy of ‘Red group Worksheet’

Copy of Questions for each student

Copy of ‘Yellow group Worksheet’

Copy of Questions for each student

Copy of ‘Green group Worksheet’

Cognitive Area Applying

Cognitive Skill Compare, contrast, classify

Strand Biology

Content Area Characteristics and Life Processes of Organisms

TIMSS Topic 1. Differences among major taxonomic groups of organisms

T2 Week 4_Science_G7_Chordata

Follow-up Lesson (15-20 minutes)

1. Introduction (whole class): a) Introduce the focus of the Lesson: ‘Differences among classes of chordates’ and remind

students that the Question-a-Day questions they did over the last week were about classifying

animals based on their features.

b) Explain the central idea that animals are classified according to unique features that identify

animals as belonging to a particular group.

Vertebrates (mostly) have an internal skeleton but invertebrates do not.

There are a small number of invertebrate animals in the Phylum Chordata.

Animals are classified to their particular class by their physical features.

c) Go through the Vocabulary and explain the meaning of all words listed

d) Go through the Remember! point and remind students of what they need to do when

answering questions.

2. Suggested Activities (in colour groups, and then back together as whole class)

Red Yellow Green

1. Read through ‘Sunday’ and ‘Monday’ questions. For the ‘Sunday’ question, why is a bony skeleton the correct answer? Why are the other options incorrect? For the ‘Monday’ question, get some students to explain how they arrived at the correct answer.

2. Students work in pairs or

small group. Give students

the ‘Red Group Worksheet’

on identifying vertebrates

and invertebrates.

1. Read through ‘Tuesday’ question. Why are the Tunicate and Lancelets classified as Chordates when they don’t have a skeleton? Is the skeleton the most important feature of vertebrates?

2. Give students the ‘Yellow Group Worksheet’ on classifying animals.

Please note. Avoid allowing Green and Yellow groups access to each other’s sheets.

1. Read through the ‘Wednesday’ question. Ask students to explain their answers. Look carefully through each of the incorrect options and explain/discuss with students why they were wrong for this question. Students should note that each of A, B and C were correct statements but did not apply to all the animals in the vertebrate group.

3. Give students the ‘Green Group Worksheet’ on classifying animals.

Remember! Read the question closely

Are there any words that are unfamiliar?

Identify key information

Read all the answers

Eliminate impossible or unlikely answers

Vocabulary

Phylum First classification group below kingdom

Respiratory System

Set of organs that allows a living thing to obtain oxygen and remove carbon dioxide

Binocular Vision

Vision using two eyes that are on the front of the face, rather than on the side of the face

T2 Week 4_Science_G7_Chordata

3. Explicit instruction in solving the QaD ‘Thursday’ question (whole class): a) Show the ‘Thursday’ question.

b) Go through the problem step by step, showing each part of the question and show how to

solve the problem.

The following provides a suggested step-by-step approach to solving Thursday’s question.

Read the Thursday question out aloud to all students.

Then discuss:

Teacher: What type of vertebrate is the animal most likely to be?

Students: An amphibian

Teacher: Explain what it means by having gills for part of its life.

Students: The amphibian has gills only while it is a tadpole. As it changes into an adult it

loses the gills and gets lungs.

Teacher: Sometimes the options in a multiple choice question are partly correct. You

have to then choose the ‘best’ answer, one that is fully correct. That is

sometimes hard to do. If not sure, try to reduce your choices by getting rid of

weaker answers.

Teacher: Look at the three features.

Why can’t it be a bird?

Students: A bird lays eggs and doesn’t have fur. It doesn’t have gills.

Answers to that effect or partial answers may be given.

Teacher: Why can’t it be a reptile?

Students: A reptile lays eggs but doesn’t have fur or gills.

Answers to that effect or partial answers may be given.

Teacher: Why can’t it be a fish?

Students: A fish lays eggs and doesn’t have fur, but does have gills for all of its life

Answers to that effect or partial answers may be given.

T2 Week 4_Science_G7_Chordata

Answers to ‘Red Group Worksheet’

T2 Week 4_Science_G7_Chordata

Answers to ‘Yellow Group Worksheet’

A Key can help us

identify an animal.

Use the key to

identify the features

of the animals at the

bottom of the page

T2 Week 4_Science_G7_Chordata

Answers to ‘Green Group Worksheet’

A Key can help us

identify an animal.

Use the key to

identify the features

of the animals at the

bottom of the page

T2 Week 4_Science_G7_Chordata

Red Group Worksheet

1. Draw lines connecting each animal to the correct label: vertebrate or

invertebrate.

T2 Week 4_Science_G7_Chordata

Yellow Group Worksheet

A Key can help us identify an animal.

Some animals are placed in the key

below. Use the key to identify the

features of the animals at the bottom of

the page.

T2 Week 4_Science_G7_Chordata

Green Group Worksheet

A Key can help us identify an animal.

Some animals are placed in the key

below. Use the key to identify the

features of the animals at the bottom of

the page.

Also add the missing labels.

Hint: Place as many animals as you can

first from the information given