Sunday, August 7, 2011

7th Grade Unit#1 - Diversity of Life.A

Grade 7 - Diversity Of Life   


VSC CONTENT INDICATORS AND OBJECTIVES
3.7.A. Diversity of Life
1. Compile evidence to verify the claim of biologists that the features of organisms connect or differentiate them—these include external and internal structures (features) and processes.
a. Provide examples and explain that organisms sorted into groups share similarities in external structures as well as similarities in internal anatomical structures and processes which can be used to infer the degree of relatedness among organisms.
b. Identify general distinctions among organisms that support classifying some things as plants, some as animals and some that do not fit neatly into either group.
c. Use analogies, models, or drawings to represent that animals and plants have a great variety of body plans and internal structures that define the way they live, grow, survive and reproduce.      
VSC SKILLS AND PROCESSES INDICATORS
1.6-8.A Constructing Knowledge
1. Design, analyze or carry out simple investigations and formulate appropriate conclusions based on the data obtained or provided.
1.6-8.B. Applying Evidence and Reasoning
1. Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment.
1.6-8.C Communicating Scientific Information
1. Develop explanations that explicitly link data from investigations conducted, selected readings and when appropriate, contributions from historical discoveries.
1.6-8.D Making Models
  1. Analyze the value and the limitations of different types of models in explaining real things and processes.

BIG IDEAS
·    Organisms possess structures and behaviors, which indicate their relatedness.
·    Organisms have adaptations that allow them to survive in the environments in which they live.
·    Scientists have classified life into many different groups based on similarities.
·    The main groups of organisms are the 6 kingdoms: Animals, Plants, Protists, Fungi, Eubacteria, and Archeabacteria.

PREREQUISITE KNOWLEDGE

·    Living things grow, use food, reproduce, and respond to their surroundings.
·    Biologists use a classification system to organize living things into groups by shared characteristics.
·    Animals and plants can be grouped by observable features and can be placed in different groups.
·    Some organisms consist of only a single cell, while others are multicellular.
·    Living things are made of cells.
·    Cells vary greatly in appearance and perform very different roles in the organism
·    Some organisms have characteristics that make them better suited to certain environments. 



VOCABULARY
Heterotroph
Autotroph
Reproduce
Adaptation
Growth
Response
Cell
Cell Wall
Energy
Lifespan
Metabolism
Prokaryotes
Eukaryotes
Phylum
Kingdom
Species
Bilateral Symmetry
Radial Symmetry
Monera
Eubacteria
Archeabacteria
Protists
Fungi
Plants
Animals
Sponges
Cnidarians
Mollusks
Echinoderms
Arthropods




PRETEST- Please copy in your journal, date it, and 
complete it there

·     What are the characteristics of living things?
·     How are living things classified?
·     What are the distinguishing characteristics of bacteria? 
·     What are the characteristics of protists?  How do protists differ?
·     What are the defining characteristics of fungi?
·     What are the defining characteristics of plants? How do plant groups differ?
·     What are the defining characteristics of animals? What are the main characteristics of the following groups of animals: sponges, cnidarians, worms, mollusks, echinoderms, arthropods?
What are the major groups of vertebrates and how do they differ? 





Please copy in your journal, date it, and 
complete it there

Date ___________________
Complete each sentence using the words in the word list.

lifespan"ReproduceLifespan

MetabolismResponseGrowth


_______________1.  We made graphs to show the plants' ____.
_______________2.  Most bacteria ____ by binary fission.
_______________3.  The ____ of the mercantile industry, or trading industry, led to the economic success of the U.S. colonies.
_______________4.  Individuals with a fast ____ burn calories quickly.
_______________5.  Jasper's ____ processed Cheez Doodles into energy quickly.
_______________6.  Do you think not getting enough sleep will stunt your ____?
_______________7.  A definition of "____; is how long something lives.
_______________8.  Some organisms have a faster ____ that others.
_______________9.  Scientists stay that the ____ of a wild sun bear is still unclear.
_______________10.  The relationship of the rain to the crops affects their ____.
_______________11.  Not everyone's ____ is the same.
_______________12.  A stimulus is a change that causes a ____.
_______________13.  His ____ showed how virtuous he truly.
_______________14.  Allice's face turned red in ____ to her social gaffe.
_______________15.  All Muslims should make a pilgrimage to Mecca at some time during their ____.
_______________16.  Lack of water caused the plants ____ to be stunted.


Five Kingdoms of Life

by Beth Rowen
leopard

Related Links

Every living creature on Earth belongs to a kingdom. Scientists debate how many kingdoms there are, 
but most agree there are five. Here is how the five kingdoms are organized.          




  • Please copy this graphic organizer into your journal, date it, and 
    complete it there from the reading above


Main Idea and 4 Details graphic organizer

Monera

Monera are single-celled organisms that don’t have a nucleus. Bacteria make up the entire kingdom. 
There are more forms of bacteria than any other organism on Earth. Some bacteria are 
beneficial to us, such as the ones found in yogurt. Others can cause us to get sick.  




  • Please copy this graphic organizer into your journal, date it, and 
    complete it there from the reading above



Main Idea and 4 Details graphic organizer

Protists

Protists are mostly single-celled organisms that have a nucleus. They usually live in water. Some 
protists move around, while others stay in one place. Examples of protists include some algae, 
paramecium, and amoeba.        




  • Please copy this graphic organizer into your journal, date it, and 
    complete it there from the reading above


Main Idea and 4 Details graphic organizer

Fungi

Fungi are usually motionless organisms that absorb nutrients for survival. They include mushrooms, 
molds, and yeasts.  




  • Please copy this graphic organizer into your journal, date it, and 
    complete it there from the reading above



Main Idea and 4 Details graphic organizer

Plants

Plants contain chlorophyll, a green pigment necessary for photosynthesis, a process in which plants 
convert energy from sunlight into food. Their cell walls are made sturdy by a material called cellulose,
and they are fixed in one place. Plants are divided into two groups: flower- and fruit-producing plants 
and those that don’t produce flowers or fruits. They include garden flowers, agricultural crops, grasses, 
shrubs, ferns, mosses, and conifers. 




  • Please copy this graphic organizer into your journal, date it, and 
    complete it there from the reading above


Main Idea and 4 Details graphic organizer

Animals

Animals are the most complex organisms on Earth. Animals are multi-celled organisms, eat food for 
survival, and have nervous systems. They are divided into vertebrates and invertebrates and include 
mammals, amphibians, reptiles, birds and fish.
  • More about Animals  


    Please copy this graphic organizer into your journal, date it, and 
    complete it there from the reading above



    Main Idea and 4 Details graphic organizer



Please copy in your journal, date it, and 
complete it there
Date ___________________
Complete each sentence using the words in the word list.

MetabolismReproduceResponseLifespanGrowth

_______________17.  Those marks on the wall show Kevin's ____.
_______________18.  The tree has shown a lot of ____ this year.
_______________19.  Many turtles have a very long ____.
_______________20.  Such an enormous ____ was astonishing.
_______________21.  Homeostasis is a natural ____ by your body to keep your inside temperature the same even when the outside temperature changes.
_______________22.  Usually when reptiles ____ they lay eggs on land.
_______________23.  The processes of ____ include ingestion, digestion, respiration, and excretion.
_______________24.  mushrooms use spores to ____.
_______________25.  Most plants are dependent on sunlight for ____.
_______________26.  Lack of water caused the plans ____ to be stunted.
_______________27.  ____ includes the building up and breaking down of substances needed for life.
_______________28.  The ____ of a hamster is about 2 years.
_______________29.  When conditions for ____ are suitable, the embryo inside the seed develops into a young plant.
_______________30.  Ribosomes allow the cell to grow, repair itself, and ____.
_______________31.  I bobbed my head in ____ to the question.



Please read this article and complete  the 
assignments that go with it

Animal Classification  



1     When we go to a bookstore, we see thousands of books neatly arranged first by subjects (such as novels, memoirs, comics, and history) and then by the alphabetical order of authors' last names. Since all the books are put away in a methodical order, it is easy for us to look up a book that we are interested in.
 2     Scientists use a similar approach to categorize all the animals that have ever lived on Earth. By observing each animal's anatomy and behaviors, scientists are able to identify animals with comparable traits and group them together. From there, scientists make further distinctions among animals of a given group and break the group into many smaller groups. Scientists continue this process until they can dissect the group no more.





  • Please copy this graphic organizer into your journal, date it, and 
    complete it there from the 2 paragraphs of reading above

Main Idea and 4 Details graphic organizer
















 






3     If we are to draw out a diagram to demonstrate scientists' methodology, we will construct a multi-level classification system. The rule of thumb is this: the higher a level is in the animal classification scheme, the more animals it has. Let's look at the table below to see how many levels the animal classification system has and how scientists classify giraffes.
 4     

Levels (from the highest to the lowest)Example
KingdomKingdom Animalia is the broadest category of all in the animal classification system. It includes every animal.
Phylum (plural: Phyla)Phylum Chordata includes all animals of the Kingdom Animalia that have spinal cords.
ClassClass Mammalia includes all warm-blooded animals of the Phylum Chordata that have hair and feed their young with milk.
OrderOrder Artiodactyla includes all animals of the Class Mammalia that have an even number of toes in their hooves.
FamilyFamily Giraffidae includes all animals of the Order Artiodactyla that have long legs, a long narrow head with small horns, thin lips, and long tongues.
Genus (plural: Genera)Genus Okapia and Genus Giraffa
SpeciesSpecies camelopardalis, also known as giraffes in English.

 5     As you go through the example above, you may have a hard time pronouncing some of the words (such as Animalia and Artiodactyla). Well, just in case you wonder if you are reading English, you really are not! These words, in either Greek or Latin, are the scientific names that scientists use in their animal classification system. Why do they give animals scientific names? Well, with over 6,000 languages in the world, scientists from any two countries may name the same animal differently. For instance, while we are very excited to see "giraffes", children in China are very excited to see "long neck deer". To avoid confusion, scientists all over the world use animals' scientific names. Hence, in the case of giraffes, scientists from both China and the United States call them Giraffa camelopardalis. The first part of the name is giraffes' genus name, and it always begins with a capital letter. The second part of the name is giraffes' species name, and it always begins with a lower case letter.
 






  • Please copy this graphic organizer into your journal, date it, and 
    complete it there from the reading above

6   






The history of the animal classification system can be traced back to the 18th century. Carl von Linné, a Swedish botanist, established taxonomy, the science of identifying, classifying, and naming all the organisms. He even gave himself a scientific name: Carolus Linnaeus!





  • Please copy this graphic organizer into your journal, date it, and 
    complete it there from the reading above



 7     Due to his hard work as well as other taxonomists' painstaking efforts, we have a well-structured classification system for not only animals, but also other living things on Earth.
Copyright © 2011 edHelper



Please copy in your journal, date it, and 
complete it there
_____________________________

Date ___________________
Animal Classification

1.How many levels does the animal classification system have?
  Ten
  Seven
  Three
  Four
2.Taxonomy is the science of identifying, classifying, and naming all living things.
  False
  True
3.Which of the following animal classification levels contains the LEAST number of animals?
  Genus
  Order
  Family
  Kingdom
4.Which of the following animal classification levels contains the MOST number of animals?
  Class
  Species
  Order
  Family
5.Which of the following about the animal classification system is correct?
  A Class contains more animals than a Family.
  Carolus Linnaeus, a Swiss botanist, was the driving force behind the animal classification system.
  Phylum Mammalia includes all animals that have hair and an even number of toes in their hooves.
  Scientific names used in the animal classification system are in either German or Latin.
6.Which of the following TWO animal classification levels do scientists use when they refer to an animal? (Please choose two of the best answers.)
  Species
  Phylum
  Family
  Genus
7.The giant panda's species name is melanoleuca and its genus name is ailuropoda. How do scientists all over the world refer to the giant panda?
  Melanoleuca ailuropoda
  Ailuropoda Melanoleuca
  Ailuropoda melanoleuca
  Melanoleuca Ailuropoda
8.The lower a level is in the animal classification system, the more animals it has.
  False
  True



Please copy in your journal, date it, and 
complete it there

Animal Classification  



taxonomists
categorize


further
classify


warm-blooded
botanist


classifying
dissect


methodology
reading


novels
anatomy


history
multi-level


classification


Directions:  Fill in each blank with the word that best completes the reading comprehension.

     When we go to a bookstore, we see thousands of books neatly arranged first by subjects (such as (1)  _______________________  , memoirs, comics, and(2)  _______________________  ) and then by the alphabetical order of authors' last names. Since all the books are put away in a methodical order, it is easy for us to look up a book that we are interested in.
     Scientists use a similar approach to (3)  _______________________   all the animals that have ever lived on Earth. By observing each animal's (4)  _______________________   and behaviors, scientists are able to identify animals with comparable traits and group them together. From there, scientists make (5)  _______________________   distinctions among animals of a given group and break the group into many smaller groups. Scientists continue this process until they can (6)  _______________________   the group no more.
     If we are to draw out a diagram to demonstrate scientists' (7)  _______________________  , we will construct a (8)  _______________________   classification system. The rule of thumb is this: the higher a level is in the animal classification scheme, the more animals it has. Let's look at the table below to see how many levels the animal classification system has and how scientists (9)  _______________________   giraffes.
     
Levels (from the highest to the lowest)Example
KingdomKingdom Animalia is the broadest category of all in the animal classification system. It includes every animal.
Phylum (plural: Phyla)Phylum Chordata includes all animals of the Kingdom Animalia that have spinal cords.
ClassClass Mammalia includes all (10)  _______________________   animals of the Phylum Chordata that have hair and feed their young with milk.
OrderOrder Artiodactyla includes all animals of the Class Mammalia that have an even number of toes in their hooves.
FamilyFamily Giraffidae includes all animals of the Order Artiodactyla that have long legs, a long narrow head with small horns, thin lips, and long tongues.
Genus (plural: Genera)Genus Okapia and Genus Giraffa
SpeciesSpecies camelopardalis, also known as giraffes in English.

     As you go through the example above, you may have a hard time pronouncing some of the words (such as Animalia and Artiodactyla). Well, just in case you wonder if you are(11)  _______________________   English, you really are not! These words, in either Greek or Latin, are the scientific names that scientists use in their animal(12)  _______________________   system. Why do they give animals scientific names? Well, with over 6,000 languages in the world, scientists from any two countries may name the same animal differently. For instance, while we are very excited to see "giraffes", children in China are very excited to see "long neck deer". To avoid confusion, scientists all over the world use animals' scientific names. Hence, in the case of giraffes, scientists from both China and the United States call them Giraffa camelopardalis. The first part of the name is giraffes' genus name, and it always begins with a capital letter. The second part of the name is giraffes' species name, and it always begins with a lower case letter.
     The history of the animal classification system can be traced back to the 18th century. Carl von Linné, a Swedish (13)  _______________________  , established taxonomy, the science of identifying, (14)  _______________________  , and naming all the organisms. He even gave himself a scientific name: Carolus Linnaeus!
     Due to his hard work as well as other (15)  _______________________  ' painstaking efforts, we have a well-structured classification system for not only animals, but also other living things on Earth.
 

Copyright © 2011 edHelper

Assignment=Vocabulary  - Please look up and store in your journal



Vascular
Nonvascular
Chlorophyll
Xylem
Phloem
Germination
Transpiration
Pollination
Spores
Endothermic
Ectothermic
Anus
Gill
Lung
Kidney
Exoskeleton
Endoskeleton
Invertebrate
Vertebrate
____________________________
Date ___________________


Please copy in your journal, date it, and 
complete it there

 _____________________________
Date ___________________
(Key 1 - Answer ID # 0712913)
Write a paragraph using all of the words that are given.

1.  comparable, lowest, identify, classify, among  





2.  classification, identify, further, anatomy  










Habitats* Game




































Name _____________________________
Date ___________________
Complete each sentence using the words in the word list.

MetabolismReproduceResponseGrowth

_______________32.  The rain was conducive to the plants' ____ in the spring.
_______________33.  Amphibians live on land and breathe air, but they must return to water to ____.
_______________34.  The environment can affect the ____ and health of living things.
_______________35.  The biosphere has all the materials living things need to live, grow, and ____.
_______________36.  To ____ and to lay eggs is to spawn.
_______________37.  Water is needed for ____.
_______________38.  Animals and some plants ____ with sexual reproduction.
_______________39.  Sea stars can ____ through regeneration.
_______________40.  Mosses and ferns ____ by means of spores.
_______________41.  Spring is a time for ____.
_______________42.  The bush showed vigorous ____ in the spring.
_______________43.  His ____ to the teacher's question was very interesting.
_______________44.  My ____ rate was slower than my brother's.
_______________45.  The abnormal ____ of the plant was due to an untested plant feed.


























POST TEST - Animal Classification

1.How many levels does the animal classification system have?
  Ten
  Three
  Four
  Seven
2.Taxonomy is the science of identifying, classifying, and naming all living things.
  False
  True
3.Which of the following animal classification levels contains the LEAST number of animals?
  Order
  Kingdom
  Family
  Genus
4.Which of the following animal classification levels contains the MOST number of animals?
  Order
  Family
  Class
  Species
5.Which of the following about the animal classification system is correct?
  Phylum Mammalia includes all animals that have hair and an even number of toes in their hooves.
  Carolus Linnaeus, a Swiss botanist, was the driving force behind the animal classification system.
  Scientific names used in the animal classification system are in either German or Latin.
  A Class contains more animals than a Family.
6.Which of the following TWO animal classification levels do scientists use when they refer to an animal? (Please choose two of the best answers.)
  Species
  Phylum
  Family
  Genus
7.The giant panda's species name is melanoleuca and its genus name is ailuropoda. How do scientists all over the world refer to the giant panda?
  Ailuropoda Melanoleuca
  Ailuropoda melanoleuca
  Melanoleuca ailuropoda
  Melanoleuca Ailuropoda
8.The lower a level is in the animal classification system, the more animals it has.
  False
  True

















Conceptual Understanding





 Living things have a level of complexity and organization not found in lifeless objects. At its most fundamental level, a living thing is composed of one or more cells.
·     Biologists use classification to organize living things into groups so that organisms are easier to study.  Biological classification compares organism’s chemical make-up to find relatedness.
·     Bacteria are prokaryotes. They are classified into two different kingdoms:  Eubacteria and Archeabacteria.  These organisms used to be classified in one kingdom: Monera.
·     Protists are classified in their own kingdom. They are eukaryotes and all live in moist places or surroundings.  Protists are a varied group, some of which are animal-like while others plant-like.
·     Fungi are eukaryotes that have cell walls, are heterotrophs that feed by absorbing their food,
    and use spores to reproduce.
·     Plants are autotrophs that make food through photosynthesis.  They are eukaryotes and have cells with cell walls.
·     Nonvascular plants do not have vascular tissue and grow low to the ground. Vascular plants have well-developed vascular tissue for support and to transport materials efficiently.
·     There are many different groups of plants.
·     Sponges are invertebrate animals with no body symmetry and no tissues or organs. 
·     Cnidarians are invertebrate animals that use stinging cells to capture food and for defense.   
·     Mollusks are invertebrates with soft, unsegmented bodies that are often protected by a hard outer shell.
·     Biologists classify worms into three phyla –flatworms, roundworms and segmented worms.
·     Arthropods are invertebrates that have an external skeleton, a segmented body and jointed attachments called appendages. 
·     Echinoderms are invertebrates with an internal skeleton and a system of fluid –filled tubes. 
·     Fishes are aquatic vertebrates; most fishes have paired fins, scales and gills. Fins are used for movement, scales for protection and gills for exchanging gases. 
·     Amphibians are vertebrates that are ectothermic and spend their early life in water. 
·     Birds are endothermic vertebrate with feathers, four-chambered hearts, and lay eggs with shells. 
All mammals are endothermic vertebrates that have a four chambered heart and skin covered with fur or hair.
Students will identify and describe the   characteristics of living things.
Students will examine and sort the objects. 
Index cards
Pictures of living things
Sample of non-living materials
Candle
3 x 5 index cards
Large newsprint paper
markers
 “Classifying Organisms “

Students will explain why scientists organize living things, describe early classification systems, and name the seven levels of classifications.
Refer: Prentice Explorer- “From Bacteria to Plants” Discover pgs. 28-39

Activity 45  “The World of Microbes”

Investigation 10:Kingdom of Life
           (Bacteria/Fungi)

Students will  describe the distinguishing characteristics of  kingdom monera according
to; type of cells, mode of reproduction, and mode of obtaining food and energy and role of bacteria in nature.      
SEP UP Text book = pgs. c-70 - c-76

Delta Foss “Diversity of Life” (Teacher Guide) pgs. 302-322, Diversity Lab Notebook pgs. 68-71
“Observing Protozoan”
Students will identify and describe the   distinguishing features of animal-like and plant-like protists by observing pond water or hay infusion

Medicine dropper
Stock culture or water from an open  source
Hay Infusion
Prepared slide of protozoans
Microscope
Glass slide
Investigation:  “What’s for Lunch?”


Students will identify and describe the general characteristics/structures of fungi.

Students will investigate how the presence of sugar or salt affects the activity of yeast. 
Prentice Hall: Science Explorer “From Bacteria to Plants” pgs. 96-97



Procedure:
1. Examine each kind of nonvascular plant and vascular plants using hand lens and forceps.
2. Compare the structures of nonvascular plant with vascular plant specifically the root like structure of nonvascular plants.
3. Record your observations. 
Students will identify the characteristics of plant, examine/observe and describe nonvascular/vascular plants.

Mosses
Liverworts
Hand lens or microscope
Forceps
Any kind of vascular plants with roots
Biology textbooks
Worksheet

Science Literacy Reading
  After reading, let the students complete the 3 T column   Chart, comparing and contrasting sponges and cnidarians. (refer Prentice Hall Science Explorer page 15)

Field Trip (National Aquarium , Baltimore or Maryland Zoo)
Students will identify how to classify animals, define symmetry, types of circulatory system; identify and describe the characteristics of sponges/cnidarians.
Prentice Hall: Science Explorer “Animals” pgs. 6-23






Film Viewing (United Streaming)
Science Literacy Reading 
(Mollusks)Comparing and contrasting: Using 3 Column Chart to explain how they are alike and different.  (Science Explorer page 40)
Students will identify and describe the   characteristics of mollusks, compare and contrast the three groups using 3   Column Chart.
Prentice Hall: Science Explorer “Animals”  pgs. 38-45
Comparing and contrasting: Using 5 T- Column Chart or graphic organizers to explain how they are alike and different.  (see samples Science Explorer pages 49,
70 )
Students will identify the major groups of arthropods and echinoderm; describe how each group differs from one another.
Prentice Hall: Science Explorer “Animals”  pg. 33
“Classifying Vascular Plants”
Students will name and describe the general characteristics/structures of vascular plants like fern, gymnosperm, and angiosperm. 
Prentice Hall: Science Explorer “Bacteria to Plants” pgs. 138-157
    Ferns
    Pine tree (leaves/cones)
    Any sample of angiosperms
   Flower/Fruit 
Investigation 9 “Roaches”
Students will investigate and describe how insects adapt to their environment.
Delta Foss Teacher Guide “Diversity of Life” pgs. 273-287
Delta Foss: “Diversity of Life Lab. Notebook” pgs. 56-66
Students make a graphic organizers or diagrams like ;
·     KWL
·     QAR
·     Web Diagram/Concept Web
·     Triple Journal
·     T- Column Chart
·     Science Journal
·     Alike/Different Chart
·     Prediction/Confirmation Chart
(Word/What I Predict It Means/What I Know It Means)
Identifying Main Ideas/Details Organizer (see Science Explorer pg. 99)
Students will identify and describe the main features of the different group of vertebrates according to their;

·     Movement
·     Nutrition
·     Reproduction
·     Nervous System
·     Circulatory System
·     Adaptation
·     Diversity
Prentice Hall: Science Explorer “Animals”  pg. 6-125
Other Science textbooks
Pictures of birds and reptiles
Power point presentation
·       (www.google.com) then type ppt then the topic ; example ppt reptile  


Resources
SEPUP
Delta/Foss
Other Resources
Activity 75 “Classifying Animals”
    pgs. E-19-E-22
Diversity of Life (Teacher Guide)
Living and Non-living pp.43-62
Diversity of Life (Lab. Notebook)
   pgs. 1-6
Discover Activity – “How Quickly Can Bacteria Multiply? “
Prentice Hall: Science Explorer “From  Bacteria to Plants” pg. 48
Activity  43 “Microbes Under View”
    pgs.  C-64-C-67
Investigation 10: Kingdoms of Life
Delta Foss: Diversity of Life Teacher Guide pp.   308-311
Delta Foss Diversity of Life (Lab. Notebook) pgs. 67-69
Investigation: “Will mosses absorb water?”
Prentice Hall: Science Explorer “From  Bacteria to Plants” pg. 122 (Discover Activity)
20 ml sand
Graduated cylinder
Peat moss
water
Activity 32  “ Who Infected Whom”
    pgs. C-12-C16
Investigation 8 “Snails”

Delta Foss: Diversity of Life Lab. Notebook pgs.   49-58
Skills Lab:
“ Earthworm Responses”
Prentice Hall: Science Explorer “Animals”  pg. 33

Investigation 9 “Roaches”
Delta Foss Teacher Guide “Diversity of Life” pgs. 273-287
Delta Foss: Diversity of Life Lab. Notebook pgs. 56 - 66



Additional Online Resources



CONCEPT
ASSESSMENT
MULTIPLE CHOICE QUESTION BANK
OTHER WAYS TO ASSESS
 









All mammals are endothermic vertebrates that have a four chambered heart and skin covered with fur or hair.


Students will identify and describe the   characteristics of living things.
Students will examine and sort the objects. 
Index cards
Pictures of living things
Sample of non-living materials
Candle
3 x 5 index cards
Large newsprint paper
markers
 “Classifying Organisms “

Students will explain why scientists organize living things, describe early classification systems, and name the seven levels of classifications.
Refer: Prentice Explorer- “From Bacteria to Plants” Discover pgs. 28-39

Activity 45  “The World of Microbes”

Investigation 10:Kingdom of Life
           (Bacteria/Fungi)

Students will  describe the distinguishing characteristics of  kingdom monera according
to; type of cells, mode of reproduction, and mode of obtaining food and energy and role of bacteria in nature.      
SEP UP Text book = pgs. c-70 - c-76

Delta Foss “Diversity of Life” (Teacher Guide) pgs. 302-322, Diversity Lab Notebook pgs. 68-71
“Observing Protozoan”
Students will identify and describe the   distinguishing features of animal-like and plant-like protists by observing pond water or hay infusion

Medicine dropper
Stock culture or water from an open  source
Hay Infusion
Prepared slide of protozoans
Microscope
Glass slide
Investigation:  “What’s for Lunch?”


Students will identify and describe the general characteristics/structures of fungi.

Students will investigate how the presence of sugar or salt affects the activity of yeast. 
Prentice Hall: Science Explorer “From Bacteria to Plants” pgs. 96-97



Procedure:
1. Examine each kind of nonvascular plant and vascular plants using hand lens and forceps.
2. Compare the structures of nonvascular plant with vascular plant specifically the root like structure of nonvascular plants.
3. Record your observations. 
Students will identify the characteristics of plant, examine/observe and describe nonvascular/vascular plants.

Mosses
Liverworts
Hand lens or microscope
Forceps
Any kind of vascular plants with roots
Biology textbooks
Worksheet

Science Literacy Reading
  After reading, let the students complete the 3 T column   Chart, comparing and contrasting sponges and cnidarians. (refer Prentice Hall Science Explorer page 15)

Field Trip (National Aquarium , Baltimore or Maryland Zoo)
Students will identify how to classify animals, define symmetry, types of circulatory system; identify and describe the characteristics of sponges/cnidarians.
Prentice Hall: Science Explorer “Animals” pgs. 6-23






Film Viewing (United Streaming)
Science Literacy Reading 
(Mollusks)Comparing and contrasting: Using 3 Column Chart to explain how they are alike and different.  (Science Explorer page 40)
Students will identify and describe the   characteristics of mollusks, compare and contrast the three groups using 3   Column Chart.
Prentice Hall: Science Explorer “Animals”  pgs. 38-45
Comparing and contrasting: Using 5 T- Column Chart or graphic organizers to explain how they are alike and different.  (see samples Science Explorer pages 49,
70 )
Students will identify the major groups of arthropods and echinoderm; describe how each group differs from one another.
Prentice Hall: Science Explorer “Animals”  pg. 33
“Classifying Vascular Plants”
Students will name and describe the general characteristics/structures of vascular plants like fern, gymnosperm, and angiosperm. 
Prentice Hall: Science Explorer “Bacteria to Plants” pgs. 138-157
    Ferns
    Pine tree (leaves/cones)
    Any sample of angiosperms
   Flower/Fruit 
Investigation 9 “Roaches”
Students will investigate and describe how insects adapt to their environment.
Delta Foss Teacher Guide “Diversity of Life” pgs. 273-287
Delta Foss: “Diversity of Life Lab. Notebook” pgs. 56-66
Students make a graphic organizers or diagrams like ;
·     KWL
·     QAR
·     Web Diagram/Concept Web
·     Triple Journal
·     T- Column Chart
·     Science Journal
·     Alike/Different Chart
·     Prediction/Confirmation Chart
(Word/What I Predict It Means/What I Know It Means)
Identifying Main Ideas/Details Organizer (see Science Explorer pg. 99)
Students will identify and describe the main features of the different group of vertebrates according to their;

·     Movement
·     Nutrition
·     Reproduction
·     Nervous System
·     Circulatory System
·     Adaptation
·     Diversity
Prentice Hall: Science Explorer “Animals”  pg. 6-125
Other Science textbooks
Pictures of birds and reptiles
Power point presentation
·       (www.google.com) then type ppt then the topic ; example ppt reptile  


Resources
SEPUP
Delta/Foss
Other Resources
Activity 75 “Classifying Animals”
    pgs. E-19-E-22
Diversity of Life (Teacher Guide)
Living and Non-living pp.43-62
Diversity of Life (Lab. Notebook)
   pgs. 1-6
Discover Activity – “How Quickly Can Bacteria Multiply? “
Prentice Hall: Science Explorer “From  Bacteria to Plants” pg. 48
Activity  43 “Microbes Under View”
    pgs.  C-64-C-67
Investigation 10: Kingdoms of Life
Delta Foss: Diversity of Life Teacher Guide pp.   308-311
Delta Foss Diversity of Life (Lab. Notebook) pgs. 67-69
Investigation: “Will mosses absorb water?”
Prentice Hall: Science Explorer “From  Bacteria to Plants” pg. 122 (Discover Activity)
20 ml sand
Graduated cylinder
Peat moss
water
Activity 32  “ Who Infected Whom”
    pgs. C-12-C16
Investigation 8 “Snails”

Delta Foss: Diversity of Life Lab. Notebook pgs.   49-58
Skills Lab:
“ Earthworm Responses”
Prentice Hall: Science Explorer “Animals”  pg. 33

Investigation 9 “Roaches”
Delta Foss Teacher Guide “Diversity of Life” pgs. 273-287
Delta Foss: Diversity of Life Lab. Notebook pgs. 56 - 66



Additional Online Resources



CONCEPT
ASSESSMENT
MULTIPLE CHOICE QUESTION BANK
OTHER WAYS TO ASSESS
 























































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