7th Grade Science
http://science.howstuffworks.com/animal-camouflage2.htm
http://www.1biology.50megs.com/anteriorskeleton.htm
© Fall 2005, Pflugerville ISD, 7th Grade
http://www.ucfv.bc.ca/biology/terry/111/mendel3.jpg
Unit 2:
Life Science
Chapter 9: Introduction to the
Human Body
Section 1: Body Organization
Section 2-4: Body System
Interactions
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapters 7,8,9,10,14
Unit : 2
Life Science
Chapter 10: Mendel and Heredity
Section 1: Mendel and His Peas
Section 2: Introducing Meiosis
Section 3: Evolution
Chapter 14: Animals and Behavior
Section 1: What is an Animal?
Section 2: Animal Behavior
Section 3: Living Together
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapters 7,8,9,10,14
Introduction to the Human Body
What Do You Think?
Why is water an important
part of homeostasis?
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 1
Introduction to the Human Body
• Remember from Chapter 8 that
homeostasis is the bodies way of
having a stable internal environment.
• In order for all of the systems of our
body to work together, we must
maintain homeostasis.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 1
Let’s Review!
- 1-
Describe how bones help your
body maintain a stable internal
condition while you live in a
changing external environment.
http://rds.yahoo.com/S=96062883/K=skeletal+system/v=2/SID=e/l=IVR/SIG=11sghop8u/EXP=1130873051/*-http%3A//www.fihm.com/html/syl/syl_10.html
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 1
Answer
• Bone support your body, store
and release minerals, and
enable your muscles to move
the body. Some bones also
make blood cells.
• All of these things help
maintain homeostasis.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 1
Introduction to the Human Body
Systems of the Body and their Functions
System
Integumentary
System
Muscular System
Skeletal System
Cardiovascular
System
© Fall 2005, Pflugerville ISD, 7th Grade
Function
Your skin, hair, and nails
protect underlying tissue.
Your muscles move your
bones.
Your bones support and
protect body parts.
Your heart pumps blood
through your blood vessels
to the rest of your body.
Unit 2 : Chapter 9 : Section 1
Introduction to the Human Body
Systems of the Body and their Functions
System
Nervous System
Lymphatic System
Digestive System
Endocrine System
© Fall 2005, Pflugerville ISD, 7th Grade
Function
Receives and sends electrical
messages throughout the body.
Returns leaked fluid to blood
vessels. It also helps get rid of
germs.
Breaks down the food you eat into
nutrients that can be absorbed in
your bloodstream.
Made of glands that regulate body
functions by sending out chemical
messages.
Unit 2 : Chapter 9 : Section 1
Introduction to the Human Body
Systems of the Body and their Functions
System
Function
Respiratory System
Your lungs absorb oxygen and
release carbon dioxide.
Urinary System
Removes wastes from the blood
and regulates body fluids.
Reproductive System
The male reproductive system
produces and delivers sperm.
Reproductive System
The female reproductive system
produces eggs and nourishes
and shelters the unborn baby.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 1
Interactions of the Human Body
Websites to visit:
An interactive tour of all of the body systems.
Interactive Human Body
Kids Health: "My body"
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 1
Introduction to the Human Body
Your bones are machines!
• You may not think of bones
as simple machines, but they
are.
• What simple machines would
your bones act as?
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 2-4
Introduction to the Human Body
• Bones function as levers!
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 2-4
Introduction to the Human Body
What Do You Think?
How do our organ systems
work together?
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 2-4
Introduction to the Human Body
How are organ systems
interrelated?
• All of the organ systems rely on
each other for our whole body to
work.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 2-4
Introduction to the Human Body
How are organ systems interrelated?
• An example is that your muscular
system needs your skeletal system,
so it will have bones to support the
muscles. If we did not have bones
to hold up our muscles, we would be
a big blob on the ground!
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 2-4
Introduction to the Human Body
How are organ systems
interrelated?
• Our cardiovascular system relies on
the respiratory system to oxygenate
the blood.
• All of our systems rely on the
integumentary system to hold our
organs in place.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 2-4
Introduction to the Human Body
As a group at your table. Describe in your
notes how each of these systems rely on each
other.
1.
2.
3.
4.
5.
The cardiovascular and nervous system.
The digestive and muscular system.
The skeletal and nervous system.
The urinary and muscular system.
The respiratory and nervous system.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 2-4
Let’s Review
- 1Why would the muscular system
need the skeletal system?
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 2-4
Introduction to the Human Body
• The muscles need the bones to
help them stand up. Without the
bones, our muscles would be a
big blob on the ground!
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 2-4
Introduction to the Human Body
Pre-AP Website
http://www.texashste.com/html/APHS.HTM
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 9 : Section 2-4
Mendel and His Peas
What Do You Think?
Some of your science class has
brown eyes, some blue eyes,
some hazel eyes. Where do
people get these different traits?
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
Vocabulary Chapter 10
1. Heredity- the passing of traits from
parent to offspring.
2. Self-pollinate- A plant is often able to
pollinate by itself because it contains
both the male and female
reproductive structures. This only
requires 1 parent.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
3. True-breeding- all of the offspring will
have the same trait as the parent
when self-pollinated
4. First-generation- the very first set of
offspring from two parents
5. Dominant trait- the trait observed
when at least one dominant allele
for a characteristic is inherited
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
6. Recessive trait- a trait that is
apparent only when two recessive
alleles for the same characteristic
are inherited
7. Genes- a segment of DNA that
carries hereditary instructions and is
passed from parent to offspring
8. Alleles- multiple forms of the same
gene
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
9. Genotype- an organisms inherited
combination of alleles
10. Phenotype- an organisms
inherited appearance
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
Gregor Mendel
• Gregor Mendel, born in 1822,
is named the “Father of
Genetics”.
http://www.pitt.edu/~biohome/Dept/Frame/pisumprize.htm
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
Gregor Mendel
• Mendel began doing
experiments with garden peas.
He studied the shape of the
seeds, how tall the plants grew
to be, as well as the color of
the flowers produced.
http://www.fieldmuseum.org/exhibits/traveling_mendel.htm
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
Gregor Mendel
• Mendel crossed flowers that were
true-breeding for each
characteristic.
• He crossed a purple flowered plant
with a white flowered plant.
http://biology.kenyon.edu/courses/biol114/KH_lecture_images/Mendel/Mendel.html
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
Purple Parent
Gregor Mendel
• He created a
first-generation
of plants that all
had purple
flowers.
• Where did the
white color go??
© Fall 2005, Pflugerville ISD, 7th Grade
W
h
i
t
e
P
a
r
e
n
t
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
• Mendel took two of
his four first
generation purple
flowered plants
and crossed them
together.
• He then got three
purple plants, and
one white flowered
plant.
© Fall 2005, Pflugerville ISD, 7th Grade
Purple Parent
P
u
r
p
l
e
P
a
r
e
n
t
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
Gregor Mendel
• Mendel noticed in the first generation,
all of the white flowers seemed to
disappear. He called this a recessive
trait. The white color faded into the
background at first. It then showed
back up as he pollinated the flowers
again.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
Gregor Mendel
• The color (purple) that seemed to
mask over the recessive color was
named the dominant trait.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
Gregor Mendel
• Mendel was responsible for figuring
out that each plant carried two sets of
instructions for each characteristic
(one from the “mom” and one from
the “dad”).
• Like many scientists, his work was
not accepted until after his death.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Let’s Review
-11. If you crossed a true-breeding
black rabbit with a true-breeding
white rabbit, all of the offspring
would be black. Which trait is
dominant in rabbits: black fur or
white fur?
2. Which trait is recessive?
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Answer
• The trait for
black fur is
dominant over
the trait for
white fur. The
white fur trait is
recessive.
Black Rabbit
W
h
i
t
e
R
a
b
b
i
t
http://www.buckeyevalleyfarms.freeservers.com/photo.html
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 1
Mendel and His Peas
What Do You Think?
What is the difference between
sexual reproduction and asexual
reproduction?
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 2
Mendel and His Peas
Sexual Reproduction Asexual Reproduction
Two parents needed
One parent needed
New organism shares
traits of both parents.
New organism is an
exact copy of parent.
Most multi-celled
organism reproduce
this way.
Most single-celled
organism reproduce
this way.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 2
Let’s Review!
-1Which kind of reproduction results in
offspring that are different from the
parents- sexual or asexual
reproduction?
Explain why.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 2
Answer
Sexual reproduction results in
offspring that are different from the
parents. In sexual reproduction,
two parent cells join together to
form a new individual who has his
or her own combination of genes.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 10 : Section 2
Mendel and His Peas
What Do You Think?
How do mutations relate to DNA
and genetics?
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
Evolution
• Many scientists believe that changes
in the plants and animal species on
earth can be explained by evolution.
• The theory of evolution is the process
by which populations accumulate
inherited changes over time.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
Mutations and Natural Selection
• According to the theory of evolution,
two processes are necessary for
populations to change over time.
These are mutations and natural
selection.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
Mutations
• In order for a population to change,
genes must be able to change.
• Genes are made of DNA.
• DNA is made of 4 parts, called
nucleotides.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
Mutations cont…
• The order of the nucleotides that are
put together determines what
characteristics you will receive from
your parents.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
Mutations cont…
• Changes in the type or
order in which these
bases appear are known
as mutations.
• Mutations can be harmful,
helpful, or not change an
individual at all.
http://www.wolflodge.org/visibiliti/prophecy/three%20legged%20frog.jpg
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
Click below to see a video on
mutations
http://www5.unitedstreaming.com/index.cfm
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
Natural Selection
• Natural selection is
a word that Charles
Darwin made very
popular.
http://www.darwin.pan.pl/img/darwin.jpg
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
Natural Selection
• According to Darwin’s theory, natural
selection says that:
- organisms that are better able to
survive and reproduce in an
environment are more likely to pass
their traits on to future generations.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
Natural Selection
Natural selection can be divided
into four steps:
1. Overproduction
2. Genetic Variation
3. Struggle to Survive
4. Successful Reproduction
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
1. Overproduction
• More individuals
are born than
will become
adults.
• Not all of these
frog eggs will
become adults.
© Fall 2005, Pflugerville ISD, 7th Grade
http://www.davidbjack.com/011113_Frog_on_eggs.jpg
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
2.Genetic Variation
• The individuals in a population are not
exactly the same.
• Each has its own set of traits, such as
size, color, and the ability to find food.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
2.Genetic Variation
• Some traits make an
individual more likely
to survive and
reproduce.
• Other traits make
survival and
reproduction less
likely.
© Fall 2005, Pflugerville ISD, 7th Grade
http://www.knowlton.clara.net/family/Albinism/Albino_lionmale_s.jpg
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
3.Struggle to Survive
• An environment might not be able to
support all of the individuals born.
• Also, many individuals are killed by
other organisms.
• Only some of the individuals in a
population become adults and
reproduce.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
4. Successful Reproduction
• The organisms that survive and
reproduce have traits that are carried
on by their many offspring.
• This makes the “good” traits more
dominant in the populations of
individuals.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Let’s Review!
-1-
How are the feathers
of peacocks and the
bright flowers of
some plants related
to successful
reproduction?
http://news.nationalgeographic.com/kids/2004/05/images/peacock-big.jpg
http://www.mooseyscountrygarden.com/gardening-articles/colour-bright-pink-flowers.jpg
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Answer
• The feathers of peacocks attract
mates. The bright coloring of
some flowers attracts pollinators.
Both of these traits increase the
chances of successful
reproduction.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Mendel and His Peas
Websites to Visit
http://gslc.genetics.utah.edu/teachers/
Adaptations
Toothpick Fish Activity
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 :Chapter 10 : Section 3
Animals and Behavior
What Do You Think?
What is the difference between
vertebrates and invertebrates?
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 1
Animals and Behavior
• The Animal Kingdom consists of both
vertebrates and invertebrates.
• A vertebrate is an animal that has a
skull and a backbone.
• An invertebrate is an animal without a
backbone.
• Less than 5% of known animal
species are vertebrates!
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 1
Animals and Behavior
There are 5 characteristics
shared among ALL animals.
1. Animals have many cells.
- All animals are multicellular or
made of many cells.
Cheeks cells come
from a multicellular
animal…you!
http://www.mc.maricopa.edu/~dwilson/Images%20of%20cells2/thumbnails/Cheek%20cells.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 1
Animals and Behavior
Continued…
• Animals have
many cells.
- Animal cells
are eukaryotic,
which means
they have a
nucleus.
© Fall 2005, Pflugerville ISD, 7th Grade
http://www.ebi.ac.uk/microarray/biology_intro_files/cell.jpe
Unit 2 : Chapter 14 : Section 1
Animals and Behavior
Continued…
• Animals have many cells.
- Animal cells do not have cell walls,
they are surrounded only by a cell
membrane.
Cell Membrane
http://www.wappingersschools.org/RCK/staff/teacherhp/johnson/visualvocab/cellMembrane.jpg
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 1
Animals and Behavior
2. Animals usually reproduce by
sexual reproduction.
- Animal sex cells (the egg and
sperm) join together.
- The cell divides and eventually
becomes an embryo.
http://www.sptimes.com/News/112001/photos/pulse-embryo.jpg
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 1
Animals and Behavior
3. Animals have many specialized parts.
- Animal cells differentiate (change) as
an organism is growing and
developing.
- The cells eventually become liver
cells, bone cells, and tongue cells.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 1
Animals and Behavior
3. Animals have many specialized
parts.
- These cells form tissues, which
may form organs.
http://medicalimages.allrefer.com/large/liver.jpg
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 1
Animals and Behavior
4. Animals move.
- There are many different ways
that animals can move.
- Animals move in search of food,
mates, or shelter.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 1
Animals and Behavior
5. Animals are consumers.
- Animals cannot make their own
food.
- They are consumers, which means
they eat other organisms.
- Animals consume everything from
other animals, plants, lichens, to
even drinking blood!
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 1
Let’s Review!
- 1Rabbits are consumers.
Describe how rabbits use food
resources.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 1
Answer
Rabbits eat plants, which give the
rabbits energy for life functions.
http://www.all-creatures.org/picc/rabbit-14_small.jpg
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 1
Animals and Behavior
What Do You Think?
What is the difference between
and learned behavior and an
innate behavior?
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 2
Animals and Behavior
Animal Behavior Vocabulary
1. Innate behavior- a behavior that is
influenced by genes and does not
depend on learning or experience
2. Learned behavior- a behavior that
has been learned from experience
or observation
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 2
Animals and Behavior
3. Migrate- to travel from one place to
another
4. Hibernation- a period of inactivity
and lowered body temperature that
some animals experience in the
winter
• Estivation- a period of reduced
activity that some animals
experience in the summer.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 2
Animals and Behavior
There are some traits among species
that help to enhance the survival of
those species.
Examples are:
• Animals use many different methods
to get food. Chimpanzees use sticks
to get ants out of an anthill. This way
they can get enough food while using
the least amount of energy.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 2
Animals and Behavior
• Some animals use
camouflage to blend into
the environment.
• Some animals can drive
other animals away by
using external stimuli.
Skunks use chemicals as
external stimuli.
http://rds.yahoo.com/S=96062883/K=animal+camouflage/v=2/SID=e/l=IVR/SIG=12r
puefkp/EXP=1131649864/*http%3A//www.harcourtschool.com/glossary/science/define/gr4/camouf4a.html
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 2
Animals and Behavior
• Many animals are brightly colored
and use this external stimulus as
warning coloration.
• Often bright colored organisms
are poisonous, and predators stay
away from them.
http://www.utexas.edu/opa/pubs/oncampus/01oc_issues/oc010320/oc_snakes2.html
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 2
Animals and Behavior
• Hibernation, estivation,
and migration help many
animals survive in harsh
conditions.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 2
Animals and Behavior
Look Here!
•
•
•
•
Natureworks: Coloration
Natureworks: Adaptations
Natureworks: Migration
NOVA: Seeing Through Camouflage
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 2
Animals and Behavior
What Do You Think?
Explain why communication
among humans is so important.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 3
Animals and Behavior
Communication is very important
to an animals survival.
• Communication is where a
message travels from one animal
to another, and the receiver
responds in some way.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 3
Animals and Behavior
Animals communicate in many
different ways.
• Communication helps animals live
together, find food, keep away from
enemies, and protect their homes.
• Birds communicate by songs.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 3
Animals and Behavior
Click on the link below to listen to
several different bird songs.
http://www.harcourtschool.com/activity/bird_songs/
Were you able to differentiate between
fear, mating, food calls, etc…?
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 3
Animals and Behavior
• Other animals
communicate
through
pheromones.
Pheromones are
chemicals given off
by animals as
communication
signals.
http://www.medaille.edu/vmacer/120_graphic_05pheromone.jpg
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 3
Animals and Behavior
• Dolphins and whales communicate
by complex noises and whistles. At
the bottom of the page on this
internet link, you can hear dolphin
and whale sounds.
http://neptune.atlantisintl.com/dolphins/sounds.html
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 3
Animals and Behavior
• All of these forms of communication
help animals to live together, find
food, keep away from enemies, and
protect their homes.
• All of these things are crucial to their
survival.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 3
Let’s Review!
-1Both wild turkeys and
fireflies have traits that
enhance their
reproduction.
Compare those traits.
http://static.flickr.com/25/54275872_21a5082e99.jpg
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 3
Answer
• Male wild turkeys and fireflies
use visual displays to enhance
reproduction.
• Turkeys display their
impressive tail and chest during
the day.
• Fireflies flash bursts of light at
night to attract a mate.
http://www.arbec.com.my/fireflies/images/firefly2.jpg
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 3
Animals and Behavior
Websites to visit:
Animal Facts
Animal Phyla Details
Natureworks: Communication
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Section 3
Animals and Behavior
Pre-AP Extensions
• Another way that scientists divide
animal groups is by body
arrangement known as symmetry.
• Symmetry is the arrangement of an
animals body parts around a central
location.
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Pre-AP
Animals and Behavior
There are three types of symmetry.
1.Radial
symmetry is
shaped like a
wheel. There
is a center
point around
which the
body parts are
arranged.
http://www.uic.edu/classes/bios/bios100/labs/animaldiversity.htm
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Pre-AP
Animals and Behavior
2. Bilateral
symmetry is when
an animal could
be divided down
the middle and
each side should
be a reflection of
the other.
http://www.uic.edu/classes/bios/bios100/labs/animaldiversity.htm
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Pre-AP
Animals and Behavior
3. Asymmetrical
organisms are
not arranged in
any particular
order around a
center point.
http://www.scubaheartland.com/photos/sponges.jpg
© Fall 2005, Pflugerville ISD, 7th Grade
Unit 2 : Chapter 14 : Pre-AP