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. |
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PREREQUISITE KNOWLEDGE |
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· 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.
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 |
Vascular Nonvascular Chlorophyll
Xylem Phloem Germination Transpiration Pollination Spores Endothermic Ectothermic
Anus Gill Lung Kidney Exoskeleton Endoskeleton Invertebrate |
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? |
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Complete each sentence using the words in the word list.
| lifespan" | Reproduce | Lifespan |
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| Metabolism | Response | Growth |
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| 1. | We made graphs to show the plants' ____. |
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| 2. | Most bacteria ____ by binary fission. |
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| 3. | The ____ of the mercantile industry, or trading industry, led to the economic success of the U.S. colonies. |
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| 4. | Individuals with a fast ____ burn calories quickly. |
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| 5. | Jasper's ____ processed Cheez Doodles into energy quickly. |
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| 6. | Do you think not getting enough sleep will stunt your ____? |
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| 7. | A definition of "____; is how long something lives. |
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| 8. | Some organisms have a faster ____ that others. |
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| 9. | Scientists stay that the ____ of a wild sun bear is still unclear. |
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| 10. | The relationship of the rain to the crops affects their ____. |
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| 11. | Not everyone's ____ is the same. |
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| 12. | A stimulus is a change that causes a ____. |
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| 13. | His ____ showed how virtuous he truly. |
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| 14. | Allice's face turned red in ____ to her social gaffe. |
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| 15. | All Muslims should make a pilgrimage to Mecca at some time during their ____. |
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| 16. | Lack of water caused the plants ____ to be stunted.
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Five Kingdoms of Lifeby Beth RowenEvery 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.
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| Main Idea and 4 Details graphic organizer |
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MoneraMonera 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.
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ProtistsProtists 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.
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FungiFungi are usually motionless organisms that absorb nutrients for survival. They include mushrooms,
molds, and yeasts.
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PlantsPlants 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.
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AnimalsAnimals 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
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| Date ___________________ |
Complete each sentence using the words in the word list.
| Metabolism | Reproduce | Response | Lifespan | Growth |
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| 17. | Those marks on the wall show Kevin's ____. |
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| 18. | The tree has shown a lot of ____ this year. |
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| 19. | Many turtles have a very long ____. |
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| 20. | Such an enormous ____ was astonishing. |
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| 21. | Homeostasis is a natural ____ by your body to keep your inside temperature the same even when the outside temperature changes. |
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| 22. | Usually when reptiles ____ they lay eggs on land. |
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| 23. | The processes of ____ include ingestion, digestion, respiration, and excretion. |
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| 24. | mushrooms use spores to ____. |
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| 25. | Most plants are dependent on sunlight for ____. |
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| 26. | Lack of water caused the plans ____ to be stunted. |
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| 27. | ____ includes the building up and breaking down of substances needed for life. |
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| 28. | The ____ of a hamster is about 2 years. |
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| 29. | When conditions for ____ are suitable, the embryo inside the seed develops into a young plant. |
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| 30. | Ribosomes allow the cell to grow, repair itself, and ____. |
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| 31. | I bobbed my head in ____ to the question.
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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.
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| 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.
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| 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.
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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!
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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 |
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Animal Classification
| 1. | How many levels does the animal classification system have?
 Ten
 Seven
 Three
 Four |
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| 2. | Taxonomy is the science of identifying, classifying, and naming all living things.
False
True |
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| 3. | Which of the following animal classification levels contains the LEAST number of animals?
Genus
Order
Family
Kingdom |
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| 4. | Which of the following animal classification levels contains the MOST number of animals?
Class
Species
Order
Family |
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| 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. |
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| 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 |
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| 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 |
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| 8. | The lower a level is in the animal classification system, the more animals it has.
False
True |
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Please copy in your journal, date it, and |
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| Animal Classification | | |
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| taxonomists | categorize |
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| further | classify |
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| warm-blooded | botanist |
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| classifying | dissect |
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| methodology | reading |
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| novels | anatomy |
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| history | multi-level |
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| classification |
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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
| ____________________________ |
| | Date ___________________ |
Please copy in your journal, date it, and |
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| _____________________________ |
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(Key 1 - Answer ID # 0712913) |
Write a paragraph using all of the words that are given.
| 1. | | comparable, lowest, identify, classify, among |
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| 2. | | classification, identify, further, anatomy |
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Habitats* Game
| Name _____________________________ |
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Complete each sentence using the words in the word list.
| Metabolism | Reproduce | Response | Growth |
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| 32. | The rain was conducive to the plants' ____ in the spring. |
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| 33. | Amphibians live on land and breathe air, but they must return to water to ____. |
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| 34. | The environment can affect the ____ and health of living things. |
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| 35. | The biosphere has all the materials living things need to live, grow, and ____. |
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| 36. | To ____ and to lay eggs is to spawn. |
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| 37. | Water is needed for ____. |
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| 38. | Animals and some plants ____ with sexual reproduction. |
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| 39. | Sea stars can ____ through regeneration. |
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| 40. | Mosses and ferns ____ by means of spores. |
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| 41. | Spring is a time for ____. |
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| 42. | The bush showed vigorous ____ in the spring. |
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| 43. | His ____ to the teacher's question was very interesting. |
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| 44. | My ____ rate was slower than my brother's. |
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| 45. | The abnormal ____ of the plant was due to an untested plant feed.
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· 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
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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
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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
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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
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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
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Additional Online Resources
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| CONCEPT ASSESSMENT | MULTIPLE CHOICE QUESTION BANK | OTHER WAYS TO ASSESS |
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