Zoology Lesson Plans

Students identify the parts and functions of a mussel. They explain how its physical adaptations help it survive in its habitat. They label the parts as a quiz to complete the lesson.

Students review information on a website which shows different types of spiders. They sort images of spiders from other insects. They create their own spider out of materials and share them with their classmates.

Learners review the information they gathered on different websites to write a poem about spiders. They use other websites to gain more information if needed. They share their poem with the class.

Learners complete a graphic organizer after identifying three interesting facts from a web site. They role play that the NASA space probe has landed on Mars where a large animal was found and they develop the important questions they answer on the graphic organizer.

Students incorporate the knowledge they learned about spiders on the ISM Web site, Spider Collection, and other Web sites they viewed on spiders to write a rhyming poem (possibly choosing a poem type illustrated here) about an aspect of spider anatomy, habitat, or behavior.

Students build a scale model of the Solar System and determine the time other planets take to travel around the Sun in comparison to the time of the Earth's revolution. The velocity of the planets are also determined in this lesson.

Learners compare and contrast photosynthesis and chemosynthesis as sources of primary production for biological communities, and describe sources of primary production observed in biological communities associated with volcanoes of the Marianas Arc.

Students compare and contrast the Sidewinder of the U.S. Southwest and the Namib Desert. They watch and discuss a video, complete a journal entry, color templates of both types of sidewinders, and discuss the differences between the two.

Students read Lamarck's obituary and respond to questions.Students can work individually or in small groups.This activity can be used at the beginning of an evolution unit.

Students explore and research the most widely distributed terrestrial carnivore, the wolf. They critique the true mystery of this animal and then form an opinion about this creature. The restriction-site analysis of mitochondrial DNA is composed.