SYLLABUS IN ZOO 1

Descriptive Title: General Zoology Course Description: The course deals with the study of morphoanatomy and physiology of animals, It also surveys the different branches of zoological studies, such as Cytology, anatomy, morphology, physiology, taxonomy, genetics and evolution as well as the physiological functioning of the cell and animal body as a whole. The laboratory will be practical application of the topics ta en up in the lecture. Credit: ! units " # hours lecture$ % hours laboratory per wee & #re$re%uisite: &ener!l Biolo'( Number o Contr!ct "ours' !(

Colle'e )ision: )*+C+T is envisioned as the premier institution of higher education and source of nowledge especially in the sciences and technology for the sustainable development ,indanao. Colle'e *ission: To contribute actively through relevant academic, research and extension programs in the sciences, technology and education to the sustainable-economic development )avao *riental and beyond. Dep!rtment &o!ls: .. To integrate environmental ideas into circular programs at all levels across various disciplines. /. To provide laboratory facilities and e0uipment to assure educational 0uality and generate maximum learning. Course &ener!l Ob+ectives: To ac0uaint the students with the general information on animals and animal life, how there informations are ac0uired, and of what use these informations are to human being and to whole global ecosystem as a whole. Speci ic Ob+ectives: .. To bring together the most significant facts about animals from the great body of nowledge that zoologist have accumulated. /. To ac0uaint the students with the basic nowledge and s ills in the use of scientific instrument. #. To stimulate appreciation and beauty and usefulness of animals in daily living.

(. To introduce to the students the mechanics of research and scientific method in ac0uiring facts. !. To develop s ill and creativity, critical thin ing and resourcefulness .

Time ,r!me ..1

Topic .. Introduction *verview of Zoology

# hrs

/. The Chemical 8asis of 5ife.

Speci ic Le!rnin' Ob+ectives ..2xplain the concepts underlying the Zoology as a +cience /.2xamine the allied fields in Zoology #.)iscuss the different life processes. .. <eview about matter ; their properties 3 classification /. Identity essential elements in living organism. #.)iscuss how essential elements function in living organism. .. Identify the different part of the cell. /. )ifferentiate unicellular from multi-cellular orgs. #. )ifferentiate pro aryotic from eu aryotic cells. (. 2xplain the processes that ta e place in the cell.

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#. The microscopic +tructure of animals The 7nimal cell

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(. Tissues and *rgans Cancer Tissues

.. To explain the interaction among cells tissues and organs in maintaining the life of an org. /. To explain how cancer cells evolve and destroy normal cells.

Te!c-in' Str!te'ies. *!teri!ls 3 Concept ,apping on zoology as a science. 34ingle ,a ing about allied fields in zoo. 3,a e actual investigation 3<eview matter their properties ; classification through word puzzle. 36roblem solving-case studies study in deficiency of elements. 3Illustration of cellular structure using multimedia >,icroscopic 2xamination of' a& unicellular animals b&cell structures 38e an ?on the scene reporter@ in explaining the function of the cell ; its structures. 3Illustration of Tissues and *rgans using multimedia 3<esearch on behavior of cancer cells ; recent medical treatment on cancer 3Ailm showing on stem cells

/ibbons +tudent Centered 5earning - 6rior nowledge are determined 7ctive 5earning- student choose how they learn best. 82C 5in

Lin0 to B1C 9/-..:derstand the nature of 8iology as a +cience. 9.-.. 8asic 6rocesses in +cience

1v!lu!tion 6resentation evaluation of' 7.&Concept ,ap 8.&Investigation ;

7ctive 5earningstudents 9#- )emonstrate participate in the game$ learning understanding of process. elements and 82C 5in compounds present in 6roblem +olving daily life. 7ctive 5earning- student use 9/- cell structure and e0uipment$ orgs. To illustrate Aunction cellular structure. 82C 7ssessment 6ractices' self assessment, 6eer assessment ; teacher assessment is valid

2valuation of case study through rubrics. =ord 6uzzles

7ssessment of 5aboratory report ; ?on the scene report@. +ummative Buiz on cell ; itCs structure Buiz

7ctive 5earning- students engage 9/- *rgan +ystem in activities to observe varied tissues and organs. D*T+- they are engaged on research to analyze and synthesize facts about cancerous tissues. 6roblem solving-identify causes of cancers ; suggest solutions to avoid them 82C.

-7ssessment of research output on problem about cancer ; its recent treatment -Buiz on the Importance of tissue function in maintaining life -<eaction paper on stem cells

Time ,r!me .1.1

Topic .. The 7nimal 8ody The organ system The Integumentory system The + eletal system ,uscular +ystem )igestive +ystem Circulatory +ystem <espiratory +ystem 2xcretory +ystem 2ndocrine +ystem .

Speci ic Le!rnin' Ob+ectives To describe the parts and functions of the different organ system. To differentiate the developmental differences of the organ system of different animals <ecognize the necessity of an organized system for proper growth and development.

Te!c-in' Str!te'ies. *!teri!ls 3:se of models on the different organ systems 3field trip to a gymnasium to observe how muscle wor among weight lifters. 3Ailm-+howing 3Alow chart 3,odel ,a ing 3Case studies on the effect of hormonal deficiency on disorder.

/ibbons

Lin0 to B1C

1v!lu!tion

7ctive 5earning-student use 9/- IE- The *rgan -2valuation of model material and are engaged in +ystem. through <ubrics. activities -0uiz$test 2valuation of case 82C 5in ed analysis 6roblem +olving- analyze case studies to solve problems. 6resentation ; Alow+tudent Centered 5earning chart +tudent visit gymnasium to motivate interest on how muscles are developed. D*T+- students analyze the path ways of how organ system wor - Earied assessment are used.

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<eproductive +ystem I)2 Deredity and Eariation of 7nimals. 7. Chromosomes basis of Inheritance. 8. Gene Concept C. 6atterns of Inheritance ). Gene expression and <eplication.

32xamine the similarities ; differences in animals and the mechanism underlying such. 3)etermine the factor affecting, controlling the transmission of traits

3Ailm showing 3 6roblem solving in genetics. 3 use of models 3 community survey on common genetic disorders$ group

6roblem +olving 9r. II' Genetics 8' problems are posed$ students identify problems and investigate possible solutions. D*T+ *' students are engaged in a wide variety of tas s e.g-i analyzing ; evaluating 7ctive 5earning- students use e0uipment and materials. )iversity-students using collaborative ; cooperative practices.

-2xercise$)rills on Gene concepts ; pattern of inheritance -6resentation ; evaluation of community survey by peer assessment group assessment teacher assessment

Time ,r!me ./.1

%.1

Speci ic Le!rnin' Ob+ectives )2 2volution and 32xamine the theories and )iversity and +ystematics evidences of animal life ,aFor Groups of 32xamine the mechanism of the 7nimals present diversity of animals 6rotozoa . Invertebrates 3Identify the characters$parameters =orms considered in animal classification 7rthropods Eertebrate $ fish $ 7mphibians $ <eptiles $ 7cres $ Duman )I2 2cology and 3 2xplain factors affecting animal Geography distribution 7. Gature 3)etermine the interrelationship of 8. )estitution animals and its environment. C. Conservation ; 3 )iscuss how human can ma e management proper utilization of animals and their products.

Topic

Te!c-in' Str!te'ies. *!teri!ls 3concept mapping on diversity ; systematic 38rainstorming about the bases of classification "7gree$)isagree& 3)ebate "for ;against evolution& 3,a e a poster on a vertebrate class.

/ibbons

Lin0 to B1C

1v!lu!tion Concept mapping presentation ; evaluation Ailm analysis 7ssessment creative writing of

D*T+ EII. 2volution 3, *' challenges are posed students 2E' 7nimals are engaged in a wide variety of Grade tas s e.g criti0uing and evaluating. +tudent Centered 5earning +' Involve product analysis of written materials. 7ctive 5earning - local examples are used.

2xam on animal classification 6oster on vertebrates

3Invite a resource person 3<ole 6lay "interrelationship& 3Aield wor 3Community tour or field trip

I' use local 2xamples D*T+ *' students are engaged in a wide variety of tas s"e.g. analyzing, synthesizing, evaluating& 7ctive 5earning G' students use e0uipment and materials. +tudent wor in groups, student collect information.

Grade 2E' 7nimals, /..- /.# Grade 2EI' 7nimals, 6lants ; 2nvironment /./- /.H EI' 5iving things and their environment (./(.( EI Change in the 2nvironment !.. EII' 2cosystem, /..-/./

-7ssessment of report on field wor -2valuation of presentation of roleplay -0uiz on interrelation ship.