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Multicellular Organisms

Unit Plan

Multicellular Organisms

Objectives

In this unit, students learn about the appearance of multicellular organisms during the Cambrian period and what environmental conditions stimulated their appearance. Students will:

  • identify and differentiate characteristics of multicellular organisms.
  • examine fossil evidence from the Cambrian period.
  • compare and contrast how organisms respond to changes in the environment.

Essential Questions

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Formative Assessment

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    Multiple-Choice Items:

    1. Which environment did most organisms live in during the Cambrian period?

    A

    Water

    B

    Land

    C

    Water and land

    D

    Sky

    2. Which is a characteristic of a mollusk?

    A

    Lamp shells

    B

    Spiny-skinned invertebrate

    C

    Flattened oval body

    D

    Fleshy, muscular body

    3. Which of the following is an example of a response to hearing a loud sound?

    A

    An explosion

    B

    Holding your ears

    C

    Sleeping

    D

    Eating a meal

     

    4. Which is a characteristic of a brachiopod?

     

    A

    Lamp shells

    B

    Spiny-skinned invertebrate

    C

    Flattened oval body

    D

    Fleshy, muscular body

    5.  What are two types of behaviors present in living organisms?

    A

    Instinct and learned

    B

    Instinct and extinction

    C

    Stimulus and response

    D

    Learned and stimulus

    6.  Which best describes the Cambrian period?

    A

    A period when many complex organisms appeared

    B

    A period when the dinosaurs became extinct

    C

    A period when single-celled organisms appeared

    D

    A period when the ice age took place

    7.  Which is present in all multicellular organisms?

    A

    The ability to swim underwater

    B

    The same kinds of instinctive behaviors

    C

    Cells that can perform different functions

    D

    Existence since the Cambrian period

    8.  How long ago was the Cambrian period?

    A

    About 300 million years ago

    B

    About 500 million years ago

    C

    About 700 million years ago

    D

    About 900 million years ago

    9.  Which of the following is a modern-day cephalopod?

    A

    Lobster

    B

    Starfish

    C

    Octopus

    D

    Clam

    Multiple-Choice Answer Key:

    1. A

    2. D

    3. B

    4. A

    5. A

    6. A

    7. C

    8. B

    9. C

     

    Short-Answer Items:

    10. Give an example of a stimulus and response in a dog. Explain which is the stimulus and which is the response. Also, explain whether the response is a learned or instinctive behavior.

    11. Define the word extinction and explain what causes the extinction of a species. Give two examples of environmental changes that could cause a species to become extinct.

    Short-answer key and Scoring Rubrics:

    10.  Give an example of a stimulus and response in a dog. Explain which is the stimulus and which is the response. Also, explain whether the response is a learned or instinctive behavior.

    Points

    Description

    2

    The student completes all three of the following:

    • Gives an example of a stimulus and a response.
    • Correctly identifies the stimulus and response.
    • Correctly describes the response as learned or instinctive.

    1

    The student completes two of the following:

    • Gives an example of a stimulus and a response.
    • Correctly identifies the stimulus and response.
    • Correctly describes the response as learned or instinctive.

    0

    The student completes one or none of the following:

    • Gives an example of a stimulus and a response.
    • Correctly identifies the stimulus and response.
    • Correctly describes the response as learned or instinctive.

     

     

    11. Define the word extinction and explain what causes the extinction of a species. Give two examples of environmental changes that could cause a species to become extinct.

    Points

    Description

    2

    The student completes all of the following:

    • Correctly defines extinction.
    • Explains that species become extinct when they cannot survive environmental changes.
    • Gives at least two examples of environmental changes that could cause a species to become extinct.

    1

    The student:

    • Correctly defines extinction.
    • Does not explain that species become extinct when they cannot survive environmental changes.
    • Gives one example of an environmental change that could cause a species to become extinct.

    0

    The student:

    • Incorrectly defines extinction.
    • Does not explain that species become extinct when they cannot survive environmental changes.
    • Does not give any correct examples of environmental changes that could cause a species to become extinct.

     

     

     

    Performance Assessment:

    Create a mini-poster on a sheet of unlined paper. Choose one of the multicellular pond organisms that you observed during Lesson 2. Your poster should include:

    • a drawing or picture of the organism.
    • the correct name of the organism.
    • a description of the organism’s appearance.
    • an explanation of why having many cells is useful to the organism.
    • an explanation of how the organism meets its needs for survival.

    Performance Assessment Scoring Rubric:

    Points

    Description

    5

    The student completes all five of the requirements:

    • Includes a drawing or picture of the organism.
    • Correctly names the organism.
    • Describes the organism’s appearance.
    • Correctly explains why having many cells is useful to the organism.
    • Explains how the organism meets its needs for survival. 

    4

    The student completes four of the requirements.

    3

    The student completes three of the requirements.

    2

    The student completes two of the requirements.

    1

    The student completes one of the requirements.

    0

    The student demonstrates lack of understanding or does not attempt to complete the assessment. 

     

DRAFT 05/09/2011
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