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.

History of superficiality in interpreting/analyzing their environment; lack of experience/skill in critical analysis

Lead students to analyze appropriate materials including advertising claims of having been scientifically “proven”

Pre-Test question # 1, 14

Quiz/test questions over a stated problem;

Student analysis of a published paper

2) Explain the role of evolution in the history of animal life on Earth.

Students’ perception of conflict between scientific and personal/theological views

Have students research and debate pro & con, scientific explanation of origin and current appearance of life on earth

6, 32, 34

Students’ personal journals maintained during assignment

3) Describe the mechanisms of evolutionary change.

15, 21, 30, 33, 39, 50

4) Describe the classification of living animals.

High level of specificity of information for unfamiliar organisms; poor study habits/reading skill

Students assigned to work in groups to develop a catalog of and dichotomous key for various phyla

4, 12, 16, 18, 22, 27, 29, 36, 37, 38, 41, 44, 49

Students’ use of others’ keys in lab to identify organisms

5) Identify and characterize the major taxonomic categories.

12, 24, 37, 328, 41, 47, 49

6) Describe the structure and life processes of animals.

Students’ lack of motivation to master such information

Assignment to 1) describe life history/lifestyle of an organism (or group) and 2) relate that to structural features which enable the lifestyle demonstrated

5, 6, 7, 9, 10, 12, 13, 17, 18, 19, 20, 22, 23, 25, 26, 31, 35, 40, 42, 43, 45, 46, 48

Lab activity relating functions of animal structures to lifestyles; Paper on dependence of lifestyle to anatomical features

7) Describe the interactions of animals with their environment.

5, 13