Student Learning Objective (SLO)	High-Risk Issue (Why is it difficult for the students?)	Enhanced Academic Support (activity or way that the SLO is presented?)  Be specific	Evaluation (How will you measure?)  Be Specific
1) Differentiate between science and other fields of knowledge and learning.
2) Explain the role of evolution in the history of life on Earth.			[23, 43]
3) Describe the mechanisms of evolutionary change.			[4, 13, 15, 26]
4) Describe the classification of living organisms.			[16, 27, 28]
5) Identify and characterize the major taxonomic categories.	Unfamiliarity with most invertebrates and the characteristics used to classify them.	Students will work in teams to complete a biodiversity portfolio on the major animal phyla.  The portfolio will include images of representative organisms along with information on major characteristics as specified in the assignment.	Grading rubric based on specific criteria given in assignment [1, 6, 19, 20, 21, 24, 30, 31, 32, 34, 35, 36, 44, 45, 48, 49, 50]
6) Describe the structure and life processes of plants.	Students have less prior knowledge regarding plants than animals and have never had to identify plant structure before.	Students will work in groups to identify major plant groups as well as reproductive and vegetative structures.  The activity will be conducted outdoors on the Blinn campus grounds where specific representatives will be flagged for student identification.	Worksheet to be completed during the activity [9, 18, 25, 33, 42]
7) Describe the structure and life processes of animals.	Students don’t consider how animal form and function relates to habitat and survival	Students will individually be required to culture an invertebrate animal, aquatic or terrestrial, and keep a detailed journal of its daily behavior over the course of 2 weeks.  The journal must also contain information on the care and physical requirements of their organism.	Journal rubric [2, 3, 5, 7, 8, 10, 12, 14, 37, 38, 39, 40, 41, 47]
8) Describe the interactions of organisms with their environment.			[11, 17, 22, 29, 45]