1. Introduce this chapter by showing slides of plants and animals.

2. Discuss generally the root, shoot, and vascular systems of plants and show Figures 32.1 and 32.2.

3. Discuss generally the terms motile and sessile, and show pictures illustrating both, and consider showing organisms (e.g. Obelia, Hydra) that have both characteristics in their life cycles.

4. Discuss the general animal features and show Figure 32.3 along with other pictures of animals.

5. Show Table 32.1 and review the specific distinctions for both kingdoms.

6. Discuss symmetry and the terms caudal, posterior, anterior, and cephalic, and show a diagram of an organism, or show Figure 32.5, with planes drawn through it. Consider asking a student to volunteer in front of the class and point out on their body where these planes are. Alternatively, bring or use nonliving objects such as a chair, a frisbee, a compact disc, a pencil, to illustrate symmetry.

1. Show pictures of sea anemones, or Figure 32.7, and discuss radial symmetry.

1. Generally discuss surface tissues, connective tissues, and bulk tissues, and show Figures 32.8—32.12.

2. To illustrate surface tissues, bring an onion to class and peel its skin to a one cell layer sheet of epithelia; if possible, put this on a projection microscope.

3. For connective tissue, snap a stalk of celery in half and show the "strings."

4. The packing in between the connective tissues of celery are mostly bulk tissues.

1. To discuss the general features of organs, show Figure 32.13 and also bring a dissected kidney or other organ (preserved or fresh from a slaughter house) showing epithelium, parenchyma, vascular elements, and nerves.

1. Show Figures 32.14—32.16 and discuss unitary versus modular, and stress that both plants and animals can be both.

1. Discuss in very general terms the difference between photosynthesis and respiration. Consider writing the general chemical equations for each.

1. Illustrate tracheae by showing Figure 32.17, and also bring an insect to class and show the spiracles on the body surface using a projection system. Madagascar hissing cockroaches will eject air through the spiracles when they are disturbed.

2. Illustrate stomata by showing Figure 32.17 and also obtain a video showing the guard cells opening and closing around the stomata.

1. Discuss water balance problems generally and show Figure 32.20.

2. Bring a wilted leafy plant to class and water it well at the beginning of the period; by the end of class the turgor pressure should be somewhat restored.

3. Show Figure 32.22 and emphasize that cells can actively move ions but not water through pump systems.

1. Show photos of algae and moss, and discuss their lack of a vascular system (also, mention how this limits their size).

2. Show Figure 32.23 and other photos or slides of xylem and phloem.

3. Show a chart or picture of the human circulatory system and discuss contractile hearts and closed circulatory systems.

4. Also, discuss open circulatory systems, such as those found in insects and other arthropods.

1. Show Figure 32.24 and discuss ways in which terrestrial organisms have become independent from water for reproduction (e.g. pollen, seeds, amniotic eggs, internal fertilization, and so on).

2. Review the moss and algae situation and mention that these taxa, among other primitive plants, need water for reproduction.

3. Remind students of where certain types of animals and plants are typically found (e.g. in moist places, or in dry places) and ask students to think about reproductive strategies that either allow or disallow fertilization in these terrestrial environments.

1. Show Figure 32.25 and discuss size with respect to generation time.

2. Discuss the general principle that surface to volume ratios change with size, and show Figure 32.26.

3. Show a photo of a plant with enormous leaves, then compare with a picture of pine needles, and discuss the different surface to volume ratios.

4. Show a picture of a small insect, then show an elephant, and discuss the different surface to volume ratios.

5. Figure 32.27 shows adaptations that are dictated by surface to volume considerations.

1. Illustrate mass/area relationships by showing Figure 32.28.

1. Present and discuss the terms poikilothermic, endothermic, homeothermic, and ectothermic by showing several slides of organisms that regulate in these ways.

2. Ask your students to tell you in which categories do humans fall.

3. Discuss the basal metabolic rate by showing Figures 32.30—32.32, and extend this into a discussion of human weight management.

4. Use the example of a furnace or air conditioner thermostat to help students understand set points.