Vertebrates and Invertebrates Production
You have just been employed by a Larner Books & Videos to design and create a storybook or educational video. The storybook or video should be
visually stimulating, colorful, and to the heart of the content to increase student understanding.
You will have to create your storybook and video and present it to the publishing company and staff (teacher and class!)
Students in groups will create a video (3 people max) or storybook (2 people) full of information, visual aides, and other creative ideas. Videos should
include sound.
Task #1 Choose an appropriate title for the book or video. The name must be based on characteristics of vertebrate and invertebrate animals.
Task #2 You must design and create the following “chapters”/sections:
1. What is a Vertebrate? 6. Mammals 11. Echinoderms
2. Fish 7. What is an Invertebrate? 12. Worms
3. Amphibians 8. Sponges 13. Mollusks
4. Reptiles 9. Cnidarians 14. Compare and Contrast Vertebrates and
5. Birds 10. Arthropods Invertebrate
Chapters 1-6 must include the following information Chapters 8-13 should include the following information
Habitat Movement
Movement Body Symmetry
Symmetry Reproduction
Reproduction Feeding & Digestion
Nutrition/diet/digestive system Circulation (blood flow)
Circulation Respiration (breathing)
Nervous system Excretion
Behaviors/adaptations Segmentation
Each chapter/section should include at least 3 pictures, drawings, or graphics of the group being described. When creating a video you may use three dimensional
examples or incorporate pictures into your video.
Task #3 Design a Book Cover or Intro.
Introduction (Front Cover) must include:
Names of authors/directors
Title
Color illustration, graphic or picture
Credits (Back Cover) must include:
Names of actors and/or producers…
Copyright/Production symbol with year and names of authors
~~~~~ EXPLORING VERTEBRATES ~~~~~
Movement Symmetry Reproduction Nutrition Circulation Behavior Habitat Adaptation
FISH
Examples:
AMPHIBIANS
Examples:
REPTILES
Examples:
BIRDS
Examples:
MAMMALS
Examples:
~~~~~ EXPLORING INVERTEBRATES ~~~~~
Movement Body Reproduction Feeding & Circulation Respiration Excretion Segmentation
Symmetry Digestion (blood flow) (breathing)
SPONGES
Examples:
CNIDARIANS
Examples:
ARTHROPODS
Examples:
ECHINODERMS
Examples:
WORMS
Examples:
MOLLUSKS
Examples:
Production Rubric:
CATEGORY 40 30 20 10 TOTAL
Attractiveness The video or book is The video or book is The video or book is The video or book is
exceptionally attractive in terms of acceptably attractive distractingly messy or
attractive in terms of design, layout and though it may be a bit very poorly designed.
design, layout, and neatness. messy. It is not attractive.
neatness.
Effectiveness Project includes all Project includes most Project is missing Project is lacking
material needed to material needed to more than two key several key elements
gain a comfortable gain a comfortable elements. It would and has inaccuracies
understanding of the understanding of the make an incomplete that make it a poor
topic. It is a highly material but is lacking study guide. study guide.
effective study guide one or two key
elements. It is an
adequate study
guide.
Creativity The graphics or The graphics or The video or book There is little
objects used in the objects used in the contains a few evidence of creativity
video or book reflect video or book reflect creative graphics. in the video or book.
an exceptional student creativity.
degree of student
creativity.
Required The video or book All required elements Most of the required Several required
Elements includes all required are included on the elements are elements were
elements as well as video or book. included on the video missing.
additional or book.
information.
Mechanics Grammar is correct There are almost no There are a few There are many
throughout the video errors in grammar. errors in grammar. errors in grammar.
or book.
FINAL GRADE /200
Multiple Intelligence Lesson Planning
Invertebrates & Vertebrates Production
Student must speak Students must use Movie
clearly and create the Maker and cut and mix
“script” for the video or videos to create final
use proper grammar in product or use Microsoft
storybook. Publisher for storybook
.production
Students are “performing” in
their videos to explain the Vertebrate & Movement – Students
characteristics or must use Invertebrate are allowed to move
creative ideas and techniques Productions around and perform or
to make a visually
stimulating.
to gather information.
Students can use Students must work Students will reflect
in groups to create individually on
music within their
productions. assignment and will be
video. required to recall specific
information.
A Reflection on Video Productions by A. Larner
For years I have had my students create storybooks about the Kingdoms of Life or Vertebrates and
Invertebrates. Trying to keep up with the newest technology and with the interests of the students, I decided this
semester to branch out and allow students to create videos using Movie Maker and flip cameras. What an adventure,
but what entertainment!
Students were provided with “Exploring Vertebrates and Invertebrates” charts and provided access to the
internet and their textbook. They worked within their groups filling out the charts.
After the charts were completed and the information was verified, they were assigned the task of “planning”
their production – either storybook or video. They planned either a layout for their storybook or came up with ideas
and plans for the scenes for their videos.
Once they planned their process, they were provided laptops and flip cameras. Students creating a storybook
were guided to use Microsoft Publisher and to create a booklet or use Microsoft Power point and create a power point
that would be printed out and bound as a book. Students creating a video were provided with a Flip camera and set
out to film their videos. They were provided with Movie Maker and Microsoft Power point to create their videos.
Students were allowed access to music and sounds to include in their videos.
I was AMAZED with the involvement and creativity with the video productions. Students, who are not
normally as engaged, were present every day, were excited about working, and were very pleased and proud of their
productions.
This project was able to capture the strengths of each individual student. What a wonderful activity to
experience and observe!
Angela Larner
WMHS Science Department