STRAND 1 : LIFE AND LIVING
LABORATORY EQUIPMENT ACTIVITY pg 10
1. beaker
2. test tube rack
3. funnel
4. measuring cylinder
5. test – tube holder
6. pipette
7. burette
8. evaporating dish
9. Liebig Condenser
10. stirring rod
2D LABORATORY EQUIPMENT ACTIVITY pg 12
Round bottomed flask
Measuring Cylinder
Flat Bottomed Flask
CHARACTERISTICS OF LIVING THINGS ACTIVITY pg 16
1. Nutrition
2. Respiration
3. Excretion
4. Movement
5. Growth
6. Reproduction
7. Senses
CHALLENGE QUESTION pg 17
Why is a car not a living thing?
Suggested answers:
It cannot reproduce itself.
It cannot move by itself.
It cannot grow.
It does not have senses.
A VARIETY OF LIVING THINGS
PRACTICAL INVESTIGATION pg 18
Answers will vary according to each group’s observations.
ACTIVITY 2 : MIND MAP pg 21
Suggested keywords:
Clothing
Trade
Medicines
Resources
Ecotourism
WHAT IS BIOLOGY ?
ACTIVITY :Classification pg 24
1. Classification means to group things with similar characteristics together.
2. Scientists classify living things in order to name them and to group them according to similar
characteristics which they have in common.
CLASSIFICATION OF LIVING THINGS: STUDY OF A VERTEBRATE ANIMAL: FISH
PRACTICAL LESSON pg 26
1. HABITAT
The body is torpedo – shaped and streamlined.
2. RESPIRATION
The fish has gills which can extract dissolved oxygen from water.
3. BODY COVERING
It has a smooth covering of overlapping scales.
It has mucous to make it smooth and slippery in water.
4.
BODY DIVISIONS
There are 3 body sections: head, trunk and tail.
5.
MOVEMENT
There are 7 different fins for movement.
Unpaired fins – keep the fish upright in water.
Paired fins
- balance and steer the fish.
Tail fin
- propels the fish forward.
The body is smooth , torpedo – shaped and streamlined for ease of movement through water.
6.
FEEDING
The goldfish is a herbivore.
It feeds on plant material.
7.
REPRODUCTION
They are unisexual, meaning there are males and females. After mating with the male, the female
lays eggs. Goldfish are oviparous. (egg laying)
DIAGRAM OF THE EXTERNAL STRUCURE OF A FISH
Parts which should have been observed:
mouth, nostrils, eye, gill cover, gill slit, lateral line, dorsal fin, tail fin, ventral fin, pelvic fins, pectoral fins,
scales.
ACTIVITY: Vertebrate Animals pg 30
1. The term aquatic means living and reproducing entirely in water.
2. The body of a fish is streamlined, torpedo – shaped and it has gills for respiration and fins
for movement.
3. Many predators feed on the eggs and the hatchlings and only a few will survive to
maturity.
4. Unpaired dorsal and ventral fins - keep the fish upright
Paired pelvic and pectoral fins – balance and steer the fish.
Tail fin - propels the fish forward.
5. a. gills
- extract dissolved oxygen from water and excrete carbon dioxide.
b. gill cover – protects the gill chamber
c. lateral line - a sensory organ which can pick up vibrations in the water.
d. swim bladder - helps the fish to stay upright in water and maintain the correct buoyancy.
e. cloaca -
opening for mating
ASSIGNMENT: Assessment Task:External Structure of a Fish pg 32
Labels required:
mouth, nostrils, eye, gill cover, gill slit, lateral line, dorsal fin, tail fin, ventral fin, pelvic fins, pectoral fins,
scales.
CLASSIFICATION OF ANIMALS:STUDY OF A VERTEBRATE ANIMAL:FROG
PRACTICAL LESSON pg 34
1. HABITAT
The body is smooth and moist and it has limbs for movement on land. The hind limbs have webbed
feet for swimming in water.
2. RESPIRATION
In water the frog can take in oxygen through the mucous on its skin. On land it breathes by means
of lungs.
3. BODY COVERING
It has a smooth body covering of skin, which is always moist.
4. BODY DIVISIONS
Two.
Head and trunk.
5. MOVEMENT
On land the frog can hop, because of its well developed hind legs.
In water the well developed hind legs help it to swim. The webbed feet are a special adaptation for
swimming.
6.
FEEDING
The tadpole feeds on plants.
The adult frog catches insects.
7.
REPRODUCTION
Yes, the female lays eggs.
There are distinct males and females.
ACTIVITY : Vertebrate animal: Frog pg 36
a.
The tadpole has hatched from the jelly – like egg. It has a tail, eyes and a sucker –
like mouth for attaching itself to plants to feed. It has external gills for breathing.
b.
The hind legs develop first. The gills are internal. It still feeds on plant matter.
c.
The front legs have grown out of the gill openings. The tadpole had developed
lungs. It requires air.
d.
The tail shortens and is absorbed into the body as additional nutrition while the
froglet prepares to become insectivorous.
e.
The adult frog can live on water and on land. It feeds on insects.
ASSESS YOURSELF pg 38
1.
The word Amphibian means leading two lives: one in water and one on land.
2.
Salamanders, Toads, Newts, Frogs.
3.
It hibernates in order to withstand cold temperatures.
4.
The frog can breathe in three ways:
It can take dissolved oxygen through the mucous on its smooth skin.
It can take oxygen through the palate of its mouth when open.
It can breathe through gills as a tadpole and lungs as an adult.
5.
They reproduce in water.
Their bodies need to stay moist.
6.
Many predators feed on the eggs or the tadpoles. Only a few will reach maturity.
REPTILES
DIAGRAM OF THE LIZARD pg 41
Labels : Left : Downwards :
Right: Downwards
scaly skin
trunk
head
tail
eye
hind limb
nostril
low slung body
eardrum
BIRDS / MAMMALS
ACTIVITY Vertebrate Animals pg 44
1. They are warm blooded.
2. The young develop inside the female’s womb.
The young are suckled on milk by the mother.
The female gives birth.
3. Beaks and feathers for flight.
ASSIGNMENT :ASSESSMENT TASK:pg 46
COMPARISON OF THE CHARACTERISTICS OF THE FIVE TYPES OF VERTEBRATES
Amphibians
How It
Breathes
Body
Covering
Born Alive
or Eggs
Warm or
Cold Blooded
Moist skin
Palate
Lungs
Moist smooth
skin
Eggs
Cold
(1)
(1)
(3)
(1)
Something
that makes
them
distinctive
Can live on
land and in
water
(1)
Birds
Lungs
Feathers
Eggs
Warm
(1)
(1)
(1)
(1)
Feathers
/flight
(1)
Fins
Fish
Gills
Scales
Mucous
Eggs
Cold
Mammals
(1)
Lungs
(2)
Hair or fur
(1)
Born alive
(1)
Warm
(1)
Give birth /
Suckle young/
Hair
Reptiles
(1)
Lungs
(1)
Scales
(1)
Eggs
(1)
Cold
(1)
Crawl
Dry scaly skin
(1)
(2)
(1)
(1)
(2)
SKILLS: Tabulating Information / Application of knowledge
MARKS: / 30
INVERTEBRATES
ACTIVITY: OBSERVE LIVING ARTHROPODS
1.
The legs have segments or joints in them so that they can bend.
2.
Head, thorax, abdomen.
3.
Exoskeleton.
4.
Wings / antennae.
Diagram: pg 49
Insects
6 legs
Arachnids
8 legs
Crustaceans
10 legs
Diplopods
2 pairs of legs
on each segment
Myriapods
many legs
PRACTICAL pg 50 Invertebrates : Insects
(Answers will vary depending on which insect is studied )
e.g. Locust
1.
There are three main body parts : head, thorax and abdomen. It does not have a waist
between the abdomen and thorax.
2.
Six legs.
The hind legs arelarger and stronger.
Stronger hind legs allow for easier movement, such as jumping.
3.
Yes it does have wings. It has two pairs.
The outer wings are larger.
Yes, the outer wings form hard covers.
4.
The locust has biting mouthparts. It eats plants material.
5.
The holes are called spiracles and they are for breathing.
SPIDERS
RESEARCH TASK
Spiders are arachnids not insects, but both spiders and insects belong to the largest group of
animals on Earth, the arthropods (Ancient Greek: arthro = joint, podos = footed) - animals
with hard external skeletons and jointed limbs .
ACTIVITY : Biological Drawing pg 53
Cephalothorax
Pedipalp
Spinerettes
Chelicerae
Pedipalp
Jointed leg
8 simple eyes
Abdomen
ACTIVITY :ARACHNIDS : pg 54
1. An arthropod is an invertebrate which has an exoskeleton and jointed or segmented legs.
2. An arachnid is an arthropod which has 8 legs.
3. Spiders are the only arachnids which produce silk from special structures in their abdomen.
4. Camouflage in their surroundings, colour to attract mates, colour to scare away predators.
5. COMPARISION TABLE:
INSECTS
ARACHNIDS
No. of Body Sections
3
2
6
8
No. of Legs
No. and type of eyes
2 compound eyes
8 simple eyes
Mouthparts
Position of genital
opening
Mandibles:biting mouthparts
Chelicerae : fangs for piercing
Posterior on the abdomen
Anterior on the abdomen
Other appendages
Antennae
Spinerettes
CELLS THE BUILDING BLOCKS OF LIVING THINGS:QUIZ QUESTIONS pg 58
1. b
2. c
3. b
4. d
5. b
6. a
7. a
8. c
9. a
10. d
ACTIVITY :PARAGRAPH : PHOTOSYNTHESIS pg 60
MAIN IDEAS:
Sunlight provides energy.
Chloroplasts contain chlorophyll.
Chloroplast cells absorb energy from the sun.
Roots absorb water from the soil.
Leaves breathe in carbon dioxide from the air.
Chlorophyll plus energy plus water plus carbon dioxide provide a chemical reaction.
The chemical reaction produces starch which can be converted into sugar.
The plant produces oxygen as a by – product.
FOODTESTS pg 62
STARCH TEST
In the presence of starch, Iodine which is usually a yellowish colour, will turn BLACK.
PROTEIN TEST
In the presence of protein, Biuret’s Solution which is usually blue, will turn PURPLE .
FAT / OIL TEST
In the presence of fat or oil, a GREASY mark will be left on filter paper or paper towelling.
ASSIGNMENT : REVIEW TEST: pg 63
SECTION 1 :SCIENTIFIC OBSERVATION
Question 1: Collect data from an investigation:
EXTERNAL STRUCTURE OF A FROG
( Any 9 of these labels required )
Question 2 : EVALUATES DATA AND COMMUNICATES FINDINGS
1.
Nutrition
2.
Movement
3.
Reproduction
4.
Sensory organs
5.
Growth
6.
Respiration
7.
Excretion
Question 3 : Observation of the metamorphosis of tadpoles into frogs
The four main stages from fertilised eggs to adult frog.
Labels: From bottom left to right then top right to left :
Tadpole emerges from the egg. Gills and a sucker like mouth.
Hind legs develop. Gills.
Front legs develop. Gills close.
Tail disappears. Froglet breathes through lungs.
SECTION 2 : APPLICATION OF KNOWLEDGE
Question 1 : Recognises apparatus used in the laboratory / making a scientific diagram.
Mark according to rubric.
Question 2 : Recalls meaningful information.
1.
T
2. T
3. F
4. T
5. T 6. T
7. T 8. F 9. F. 10. F
Question 3 : Applies Knowledge
1.
endoskeleton
2.
vertebral column
3.
amphibian
4.
tympanic membrane
5.
oviparous
6. viviparous
7. ovo – viviparous
8. aquatic
9. reptile
10. abdomen
Question 4 : Interprets Information
1.
Birds have beaks and feathers.
2.
The young develop inside the body of the female.
3.
They are both warm – blooded and they are unisexual.
4.
In order to group them according to similar characteristics and to name them.
SECTION 3 : SCIENCE, SOCIETY AND THE ENVIRONMENT
Question 1 : Understands sustainable use of the Earth’s resources.
1.
Plants are the first producers for all food chains on earth.
2.
All food chains require a variety of living things in order for the food chain to function.
3.
Humans are dependent on food chains for their survival.
4.
Humans are dependent on plant materials for shelter.
5.
Humans are dependent on animal products for survival.
Question 2 : Understands science as a human endeavour.
Mammal
: Gives birth to live young.
Reptile
: Has a dry scaly skin.
Fish
: Has gills for aquatic breathing.
Bird
: Has a body covering of feathers.
Amphibian :
Has a life in water as well as on land.
Question 3 :Understands science as a human endeavour
Initially Biology was not yet known as science. Many of the early biologists were explorers
with an interest in nature. They were usually wealthy men who went abroad and brought
back specimens of plants and animals to study. During the 18th Century Biology became a
more organised science, due to the work of Karl Linnaeus, a Swedish botanist who worked
out a system for naming and grouping things. Each animal or plant was given a name in Latin,
which was the international language of that time. Karl Linnaeus classified plants and
animals. This made Biology much easier to study.