Breaking it
Down…Life
Science Style
Ms. Stacey A. Osborne
Mountain View Elementary
Stacey.osborne@cobbk.12org
Standards
S5L1. Students will classify organisms into groups and
relate how they determined the groups with how and
why scientists use classification.
a. Demonstrate how animals are sorted into groups
(vertebrate and invertebrate) and how vertebrates
are sorted into groups (fish, amphibian, reptile, bird,
and mammal).
b. Demonstrate how plants are sorted into groups
Dichotomous Key
• A method for determining the identity of
something by going through a series of choices
that leads the user to the correct name of the
item.
• Dichotomous mean “divided in two parts”
• 20 questions
Bean-O Classification
Procedure:
• Take the beans out of the bag. Observe the beans and look for similarities &
differences.
• Divide the beans into two groups based on observable characteristics. On the
data table, record the two characteristics you chose.
• Continue to divide beans, using a different characteristic each time, until only one
type of bean remains in each group. Continue recording results.
• After you have sorted the beans, write a key.
• Put all your beans back in the bag. Exchange your key with another table.
• That group must now separate the beans using your dichotomous key
Adapted from www.thesciencequeen.net
Bean-O
Plant Classification
• AIMS mini book “Plant Classification”
Very Important Points (VIP) reading strategy
Identify, as you read, the following:
-the most important ideas
-points of interest
-points of confusion
-precise details
-connections
Plant Classification
Dichotomous Key
Plants
Has a tube to carry
food and water
No tube to carry
food and water
Vascular
No seeds or
flowers
Example: Fern
Uses spores to
reproduce
Seeds, but no Flowers
(Gymnosperms)
Example:
Pine Tree
Nonvascular
Seeds and Flowers
(Angiosperms)
Example:
Apple Tree
Small, lowgrowing plants
Example:
Moss
Extension/ Acceleration
Centers
• http://www.sciencespot.net/Pages/classbio.htm
l#invert
• Invertebrates and vertebrates Classification
Challenge
Websites
Inherited
Traits
vs.
Learned
Behaviors
Standards
S5L2. Students will recognize that offspring
can resemble parents in inherited traits
and learned behaviors.
a. Compare and contrast the characteristics of
learned behaviors and of inherited traits.
b. Discuss what a gene is and the role genes
play in the transfer of traits.
Who’s Right?
• Adapted from an AIMS activity
Students will gather statistics to study right-left
preference and use the information to construct a
dichotomous key, Venn diagrams, bar and circle
graphs.
Fill in the following chart
based on your preferences:
Test
Question
Clasp your hands.
Which thumb is on
top?
Fold your arms.
Which arm is in
front?
Cross your legs.
Which leg is on top?
Point to an object.
On which hand is the
finger you used?
Take the first step up
a set of stairs.
Which foot did you
use first?
Cross the palms of
your hands.
Which hand is on
top?
Right
Left
Classify Students using
the dichotomous key.
Where do you
belong?
All Students
Inherited Traits vs.
Learned Behaviors
• Sort Activity
Inherited Traits
Learned Behaviors
Monster Babies
• Using the Trait Data Chart, draw and color each monster parent in
the space provided on the Monster Family page. For example,
Mother Monster will have one horn, one eye, teeth, etc. Father
Monster will have two horns, two eyes, no teeth, etc.
• Use 2 color counters. Flip the counter for each trait for the
offspring. Record the results in the chart. Example: red side = two
horns. (Note: If 2 color counters are not available, you can use a
coin. Heads = Mother Monster traits; Tails= Father Monster traits.)
• After you have completed your chart, draw the “monster offspring”
on a clean sheet of paper.
• Using your data and drawings, complete the analysis page.
Monster Babies
Monster Babies
1.
Which parent does your monster offspring resemble the most? Why?
2.
Which trait do all 3 “monsters” have in common?
Which trait would you expect all of the monster offspring to have in
common? Why?
3.
Where did your monster offspring’s traits come from?
4.
How do the monster offspring in our class look different?
5.
What accounts for these differences?
Extras…
AIMS- Analyzing Attributes…
-students will solve rebus puzzles and identify whether the
answers to the puzzles are inherited traits or learned behaviors
and they will brainstorm additional inherited traits and learned
behaviors.