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" Reproduce Lifespan Metabolism Response Growth _______________ 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 Related Links Classifying Animals Estimated Number of Animal Species Animal Groups 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. Metabolism Reproduce Response Lifespan Growth _______________ 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 Kingdom Kingdom 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. Class Class Mammalia includes all warm-blooded animals of the Phylum Chordata that have hair and feed their young with milk. Order Order Artiodactyla includes all animals of the Class Mammalia that have an even number of toes in their hooves. Family Family 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 Species Species 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 Kingdom Kingdom 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. Class Class Mammalia includes all (10)  _______________________   animals of the Phylum Chordata that have hair and feed their young with milk. Order Order Artiodactyla includes all animals of the Class Mammalia that have an even number of toes in their hooves. Family Family 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 Species Species 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 http://www.crickweb.co.uk/ks2science.html#variation2c Name _____________________________ Date ___________________ Complete each sentence using the words in the word list. Metabolism Reproduce Response Growth _______________ 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. Science Investigation “Exploring Living Things” 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 Investigation: “Classifying Plants” 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 http://www.umsl.edu/~microbes/activities.html http://sciencespot.net/Media/classlifewkst.pdf http://www.enchantedlearning.com/subjects/plants/activity/key.shtml http://www.science-teachers.com/life.htm http://home.howstuffworks.com/worm-activities.htm http://www.science-teachers.com/life.htm http://home.howstuffworks.com/worm-activities.htm http://home.howstuffworks.com/worm-activities.htm http://web.vims.edu/bridge/lesson.html?svr= http://www.lessonplanet.com/search?media=lesson&keywords=mollusks&grade=68&rating=3&x=27&y=17www#middle http://www.science-teachers.com/life.htm http//www.lessoplanet.com/search?media=lesson&keywords=protists http://www.umsl.edu/~microbes/activities.html http://www.fungi4schools.org/KS2-3_resources.htm http://www.kidport.com/RefLib/Science/Videos/ScienceVideoIndex.htm http://www.biology4kids.com/files/studies_kingdoms.html (slides show) http://authors.ck12.org/wiki/index.php/TE_Plants#Laboratory_Activity http://www.nisd.net/hr/substitutes/sponge.htm http://atozteacherstuff.com/Tips/Sponge_and_Transition_Activities/index.shtml http://www.lessonplanet.com/search?media=lesson&keywords=sponges&grade=All+Grades&rating=3 http://www.lessonplanet.com/search?media=lesson&keywords=cnidarians&grade=All+Grades&rating=3 http://www.science-teachers.com/life.htm http://www.lessoncorner.com/Science/Biology?p http://www.lessonplanet.com/search?media=lesson&keywords=Echinoderms&grade=6-8&rating=3age=3 http://www.lessonplanet.com/search?media=lesson&keywords=arthropods&grade=6-8&rating=3 http://www.kiddyhouse.com/Themes/frogs/ http://www.proteacher.com/cgi-bin/outsidesite.cgi?id=13732&external=http://www.e-tutor.com/demo/lessons/2/index.htm#act&original=http://www.proteacher.com/110011.shtml&title=Frogs%20and%20Toads http://www.proteacher.com/110011.shtml http://www.k12connections.iptv.org/PDFs/reptiles.pdf http://www.theteacherscorner.net/thematicunits/reptiles.htm http://www.dltk-kids.com/animals/snakes.htm http://edtech.kennesaw.edu/web/reptiles.html http://www.nhm.org/birds/guide/classroom/summary.html http://fsc.fernbank.edu/birding/classroom_activities.htm http://www.seaworld.org/just-for-teachers/classroom-activities/9-12/pdf/Survival%20of%20the%20Fittest.pdf http://www.theteachersguide.com/Mammals.html http://www.google.com/search?hl=en&q=classroom+activities+and+experiment+on+mammals&btnG=Google+Search&aq=f&oq=&aqi= 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. Science Investigation “Exploring Living Things” 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 Investigation: “Classifying Plants” 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 http://www.umsl.edu/~microbes/activities.html http://sciencespot.net/Media/classlifewkst.pdf http://www.enchantedlearning.com/subjects/plants/activity/key.shtml http://www.science-teachers.com/life.htm http://home.howstuffworks.com/worm-activities.htm http://www.science-teachers.com/life.htm http://home.howstuffworks.com/worm-activities.htm http://home.howstuffworks.com/worm-activities.htm http://web.vims.edu/bridge/lesson.html?svr= http://www.lessonplanet.com/search?media=lesson&keywords=mollusks&grade=68&rating=3&x=27&y=17www#middle http://www.science-teachers.com/life.htm http//www.lessoplanet.com/search?media=lesson&keywords=protists http://www.umsl.edu/~microbes/activities.html http://www.fungi4schools.org/KS2-3_resources.htm http://www.kidport.com/RefLib/Science/Videos/ScienceVideoIndex.htm http://www.biology4kids.com/files/studies_kingdoms.html (slides show) http://authors.ck12.org/wiki/index.php/TE_Plants#Laboratory_Activity http://www.nisd.net/hr/substitutes/sponge.htm http://atozteacherstuff.com/Tips/Sponge_and_Transition_Activities/index.shtml http://www.lessonplanet.com/search?media=lesson&keywords=sponges&grade=All+Grades&rating=3 http://www.lessonplanet.com/search?media=lesson&keywords=cnidarians&grade=All+Grades&rating=3 http://www.science-teachers.com/life.htm http://www.lessoncorner.com/Science/Biology?p http://www.lessonplanet.com/search?media=lesson&keywords=Echinoderms&grade=6-8&rating=3age=3 http://www.lessonplanet.com/search?media=lesson&keywords=arthropods&grade=6-8&rating=3 http://www.kiddyhouse.com/Themes/frogs/ http://www.proteacher.com/cgi-bin/outsidesite.cgi?id=13732&external=http://www.e-tutor.com/demo/lessons/2/index.htm#act&original=http://www.proteacher.com/110011.shtml&title=Frogs%20and%20Toads http://www.proteacher.com/110011.shtml http://www.k12connections.iptv.org/PDFs/reptiles.pdf http://www.theteacherscorner.net/thematicunits/reptiles.htm http://www.dltk-kids.com/animals/snakes.htm http://edtech.kennesaw.edu/web/reptiles.html http://www.nhm.org/birds/guide/classroom/summary.html http://fsc.fernbank.edu/birding/classroom_activities.htm http://www.seaworld.org/just-for-teachers/classroom-activities/9-12/pdf/Survival%20of%20the%20Fittest.pdf http://www.theteachersguide.com/Mammals.html http://www.google.com/search?hl=en&q=classroom+activities+and+experiment+on+mammals&btnG=Google+Search&aq=f&oq=&aqi= CONCEPT ASSESSMENT MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS