Notes
Diversity of Living Things &
Plants: Anatomy, Growth, and Function
Unit Plan
Assessment
- Note Summary
- Climate Change Friend or Foe Mould Investigation
- Unit Test
Lesson Notes
Taxonomy
1. INTRODUCTION TO TAXONOMY
Students will work in their lab groups to complete the following.
- Video: Introduction to Taxonomy
1. Begin by making a list of all of the plants, animals, and fungi that they know
of in Red Lake. You should be able to name a minimum of 15 different
organisms.
2. Now make a separate list with three different columns titled plants, animals,
and fungi. You will write the name of each of the organisms under one of the
columns.
3. Now make another list with three columns that has plants, animals, and fungi
as the column headings. Within each of your plant, animal, and fungi columns,
you will create subgroups which are based on similarities and differences
between each of the group’s members. For example, you might divide your
animal column into warm blooded and cold blooded animals. You might divide
your plant column into plants with bark on their stems and plants without bark
on their stems.
4. You will continue to make new lists and divide your columns using new
criteria until you cannot divide them any further.
We will discuss as a class the various lists that were created, focusing on the
fact that taxonomy is the scientific process of dividing living organisms into
specific groups based on features that we have decided are important in
distinguishing each group. By doing this we are able to determine relationships
between various organisms.
Teacher
Notes and
Links
2. TAXONOMY
- Note: Taxonomy
(Password Protected)
- Each student will now develop their own pneumonic to remember the levels of
classification.
- Test your identifying skills by determining which kingdom this unidentified
worm found in a classroom pond sample should be placed in
3. HOW ARE SPECIES RELATED: PHYLOGENY
- Note: Evidence of Phylogeny
4. TAXONOMY
Complete “Using a Classification Key” on pg. 332 of textbook.
5. TAXONOMY
- Book computer lab for this task.
- Computer Research Worksheet: The Kingdoms of Life
6. TAXONOMY
- Note: Characteristics of the three Domains
BACTERIA
Further Reading (Password Protected)
1. Mortal Chemical Combat Typifies the World of Bacteria
2. How Anthrax Bacteria Impair Immune Response
3. Researchers Train Bacteria to Convert Bio-wastes into Plastic
4. Researchers Kick-Start Ancient DNA
5. Fountain of Youth Pill Fights Bacteria and Viruses
6. Antibiotic resistance found in ancient bacteria
7. DIVERSITY OF BACTERIA
- Lab: Micro-organisms in the Environment
(Password Protected)
- DO NOT print this worksheet, it
is too long. Put it on the K drive
for them to access in the computer
lab.
8. DIVERSITY OF BACTERIA
-Note: Eubacteria and Archebacteria
9. BACTERIAL REPRODUCTION
1. Video: Binary Fission
2. Video: Conjugation video
10. IDENTIFYING BACTERIA: GRAM STAINING
1. Powerpoint: Gram Staining Bacteria
2. Video: Gram staining
Video Resource Reference
1. Bacteria Growth. YouTube user
dizzo95. Accessed at
http://www.youtube.com/watch?v=gEwzD
ydciWc
2. Bacterial Conjugation: Transfer of a
Plasmid. McGraw Hill. Accessed at
http://www.mcgrawhill.ca/school/applets/a
bbio/ch18/bacterialconjugationtra.swf
Video Resource Reference
Gram Stain Procedure. YouTube user
cegodsey. Accessed at
http://www.youtube.com/watch?v=OQ6Cgj_UHM
11. HELPFUL BACTERIA
- Lab: Making Yoghurt
- This lab must be conducted in the Family Studies Room for safety reasons.
12. HARMFUL BACTERIA
- Video: Ecoli infection strategy
- Assignment: Bacterial Antibiotics Research Assignment
(In development)
Video Resource Reference
E.coli Infection Strategy. YouTube user
YelloowTree. Accessed at
http://www.youtube.com/watch?v=gnNFN
I9_pT0
PROTISTS
13. PROTISTS
-Note: Protists
- Video: Paramecium budding reproduction
Video Resource Reference
Pond Life Movie Gallery. Nikon
Microscopy U. Accessed at
http://www.microscopyu.com/moviegaller
y/pondscum/paramecium/
Video Resource Reference
All videos accessed at Pond Life Movie
Gallery. Nikon Microscopy U. Accessed at
http://www.microscopyu.com/moviegaller
y/pondscum/index.html
14. PROTIST DIVERSITY
- Lab: Protists in the Environment
Some common protists that you could see in your pond samples
Video: Euglena
Video: Paramecium
Video: Euplotes
Video: Stentor
Video: Coleps
Some common protists that you likely will not see in your pond samples
Video: Amoeba
Video: Actinophrys
Video: Volvox
Video: Vorticella
Video: Peranema
15. IDENTIFYING PROTISTS
- Activity: Build your own protist dichotomous key
- Video: Instructions for this activity
(Password Protected)
16. PARASITIC PROTISTS – THE SPOROZOANS
Sporozoans are parasitic protists which infect animals. They enter the animal
and ingest the nutrients they need from it. Some relationships between
organisms involve both organisms benefiting from a relationship, or one
benefiting while the other does not benefit but is unharmed. The relationship
between a parasite and its host involves the parasite benefiting from the host
while the host is harmed by the parasite. Parasitic infections can result in death
if they are severe.
Video Resource Reference
Malaria: Lifecycle of Plasmodium.
McGraw Hill. Accessed at
http://highered.mcgrawhill.com/olc/dl/120090/bio44.swf
- Video: Lifecycle of Plasmodium: Malaria
FUNGI
17. FUNGI
- Lab Assignment: Climate Change: Friend or Foe?
18. FUNGI DIVERSITY
- Discussion: Fungus Among us Discussion (Weblink)
Resource Reference
Taylor, Tish. Fungus Among Us.
Retrieved from
http://www.accessexcellence.com/A
E/ATG/data/released/0347TishTaylo
r/index.php
July 28, 2010.
19. FUNGI STRUCTURE AND FUNCTION
- Note: Fungi
20. FUNGI DIVERSITY
View the following prepared slides in class
Saccharomyces (Yeast)
Penicillium
Coprinus Mushroom Gill
Mold
(You must draw proper, scientifically labeled diagrams of each slide AND
explain how humans use each organism.)
21. FASCINATING FUNGI
- Video: Cordyceps Fungi
ANIMALS
22. ANIMALS
- Note: Kingdom Animalia
23. ANIMAL STIMULUS AND RESPONSE
- Observe planaria flatworm and stimuli
(Not yet developed)
VIRUSES
Further Reading (Password Protected)
1. Scientists Identify Antivirus System
2. Why humans are more sensitive to certain viruses
3. Cellular protein hobbles H.I.V.
4. H.I.V. Therapies Provide Near Normal Lifespan
Video Resource Reference
Cordyceps: attack of the killer fungi - Planet
Earth Attenborough. BBC wildlife. Accessed
at
http://www.youtube.com/watch?v=XuKjBIB
BAL8
24. CHARACTERISTICS OF LIVING ORGANISMS
Note: Characteristics of Living Things
25. VIRUS STRUCTURE AND FUNCTION
- Note: Viruses
(Password Protected)
- Video: Lifecycle of a Virus
26. VIRUS DIVERSITY
Microslide Viewer
a) Use the microslide viewer and filmstrip book titled "The Virus" to draw and
label THREE different viruses
b) Summarize the following aspects of each of the
viruses:
i)Name
ii) Shape/Structure
iii) Size
c) Describe how viruses reproduce.
27. VIRUSES
- Read “Frontiers of Technology” pg. 338-339.
Complete the following questions from the textbook:
1. Why aren’t viruses placed on a phylogenetic tree?
2. How might a bacteriophage prove to be useful?
3. List the characteristics of a virus that make it different from living
things.
4. Retroviruses, which are RNA viruses that infect animal cells, have a
lysogenic cycle. What does this mean?
5. Why are viruses, although considered to be nonliving, frequently
referred to as parasites?
6. What future applications do you see for viruses as vectors of foreign
genes?
28. HELPFUL VIRUSES
- Discussion: Ecological Role of Viruses
Video Resource Reference
Virus. YouTube user alokkms. Accessed at
http://www.youtube.com/watch?v=gU8Xe
qI7yts
29. HARMFUL VIRUSES: H.I.V.
- Activity: Viral Infection Strategy
(Password Protected)
1. Video: H.I.V. Replication
2. Video: Treatment of H.I.V.
30. HARMFUL VIRUSES: PREVENTION
- Video: Constructing Vaccines
31. HARMFUL VIRUSES
- Lab: Making Vaccines
(In development)
- Flash Animation: Making Vaccines
The following materials will be provided for your vaccine stations
- simulated bacteria
- simulated formaldehyde
- simulated aluminum salts
- simulated vectors
- tweezers
- simulated purifier
- syringe
- sterile Petri dish
- simulated tissue culture
- simulated growth medium
- simulated yeast culture
PRIONS
Further Reading (Password Protected)
1. Prions Mutate and Adapt to Host Environment
Video Resource References
1. H.I.V. Replication. McGraw Hill.
Accessed at http://highered.mcgrawhill.com/sites/0072495855/student_view0/
chapter24/animation__hiv_replication.htm
l
2. Treatment of H.I.V. McGraw Hill.
Accessed at http://highered.mcgrawhill.com/olc/dl/120088/treatmentHIV.swf
Video Resource References
1. Constructing Vaccines. McGraw Hill.
Accessed at http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::
535::535::/sites/dl/free/0072437316/12007
8/bio39.swf::Constructing%20Vaccines
Animation Resource Reference
Making Vaccines. Nova Online. Accessed
at
http://www.pbs.org/wgbh/nova/bioterror/v
acc_flash.html
Video Resource Reference
How Prions Arise. McGraw Hill. Accessed
at http://highered.mcgrawhill.com/olc/dl/120088/bio43.swf
Video Resource Reference
Mad Cow Disease. Argosy Medical.
Accessed at
http://www.argosymedical.com/Cellular/sa
mples/animations/Mad%20Cow/index.htm
l
32. PRIONS
- Video: How Prions Arise
- Video: Mad Cow Disease
33. UNIT TEST REVIEW
- Review: Diversity of Life Jeopardy
- Review: Diversity of Living Things
(Password Protected)
34. UNIT TEST
- Diversity of Life Unit Test
Student Copy
(Password Protected)
Teacher Copy
(Password Protected)
PLANTS
1. PLANT STRUCTURE AND FUNCTION
- Note: Anatomy, Growth, Function
(Password Protected)
2. PLANT STRUCTURE AND FUNCTION
- Note: Roots, Stems, Reproduction
3. PLANT BIODIVERSITY
- Assignment: Creating a Local Field Guide
- Grading Rubric
4. PLANT CHEMISTRY
- Lab: Is carbon dioxide necessary for photosynthesis
5. PLANT CHEMISTRY
- Note: Soil Nutrients
6. PLANT BIODIVERSITY
- Discuss the value to pharmaceutical research of having large amounts of
biodiversity at the following three levels – genetic, species, ecosystem,
structural. Continue this discussion with regards to the impact that various
human activities are having on the diversity of living things across the globe.
COURSE SUMMATIVE – CREATING YOUR OWN ANTIBIOTIC
- Course Summative Outline
This summative is based on “The Red Lake Outbreak” mystery which has been
followed in class over the course of the Diversity of Life / Plants unit. The
story line is not available outside of my class, however, if you are a teacher
wanting to use this summative it can be used independently from the story.
Before beginning the course summative, go over the following resources
- Video: Bill Nye Antibiotic Resistance (This will be viewed in class)
Use the following bacteria:
Kocuria rhizophilia (Micrococcus
luteus)
- Found in water, air, soil, and on
skin
- Yellow pigmented
- Gram +ve
- Cocci in tetrads
- Incubated at 25o C on Tryptic
Soy Agar
- Discuss the following paper in order to familiarize the class with the Disc
Diffusion Method
The following videos are used during courses that Mrs. Nummelin is not
available to conduct the ethnobotanical walk with our class. They are not
available outside of class.
Ethnobotany Search
- Video: Bullrushes
- Video: Chico Baby Powder
- Video: Juniper
- Video: Tamarack I
- Video: Tamarack II
- Video: Tamarack III
IMPORTANT: Refer to the
“Boreal Living Materials Care
Sheet for Bacteria” or another
reliable source for proper
laboratory procedures when
working with bacteria.
Diversity of Living Things
Overall Expectations
By the end of this course, students will:
B1. analyse the effects of various human activities on the diversity of living things
B2. investigate, through laboratory and/or field activities or through simulations, the principles of scientific
classification, using appropriate sampling and classification techniques
B3. demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and
phylogeny.
Specific Expectations
By the end of this course, students will:
B1.1 analyse some of the risks and benefits of human intervention (e.g., tree plantations; monoculture of
livestock or agricultural crops; overharvesting of wild plants for medicinal purposes; using pesticides to control
pests; suppression of wild fires) to the biodiversity of aquatic or terrestrial ecosystems [AI, C]
Sample issue: Stocking lakes with fish provides recreation for fishing enthusiasts and increases the amount of
food available for humans and other animals. However, this practice also increases the competition for food,
which could threaten native species and affect the natural biodiversity of the aquatic ecosystem.
Sample questions: What types of conservation efforts have been made to help protect local wetlands from urban
developments? In what ways does the planting of native species in a disturbed area help to improve the
ecosystem? How and why might some species benefit from human intervention?
B1.2 analyse the impact that climate change might have on the diversity of living things (e.g., rising
temperatures can result in habitat loss or expansion; changing rainfall levels can cause drought or flooding of
habitats) [AI, C]
Sample issue: Some scientists believe that we are in the early stages of a human-made mass extinction partly
caused by rapid climate change. Many species that cannot tolerate the change will become extinct. However,
Earth’s history has shown that extinction of some species creates opportunities for surviving species to adapt,
evolve, and flourish.
Sample questions: Why do higher temperatures affect the survival of some species in freshwater environments?
Why would an increase in ocean temperatures endanger many species that depend on coral as a home and food
supply? In what ways have longer growing seasons, which may include a second harvest, affected the
biodiversity of agricultural lands? How might species such as the Eastern Massasauga rattlesnake be affected by
increased water levels in their habitats?
B2. Developing Skills of Investigation
By the end of this course, students will:
B2.1 use appropriate terminology related to biodiversity, including, but not limited to: genetic diversity, species
diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature, and morphology [C]
B2.2 classify, and draw biological diagrams of, representative organisms from each of the kingdoms according
to their unifying and distinguishing anatomical and physiological characteristics (e.g., vertebrate or invertebrate
organisms, vascular or nonvascular plants)[PR, AI, C]
B2.3 use proper sampling techniques to collect various organisms from a marsh, pond, field, or other ecosystem,
and classify the organisms according to the principles of taxonomy[PR, AI, C]
B2.4 create and apply a dichotomous key to identify and classify organisms from each of the kingdoms [PR, AI,
C]
B3. Understanding Basic Concepts
By the end of this course, students will:
B3.1 explain the fundamental principles of taxonomy and phylogeny by defining concepts of taxonomic rank
and relationship, such as genus, species, and taxon
B3.2 compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses
(e.g., compare and contrast genetic material, metabolism, organelles, and other cell parts)
B3.3 describe unifying and distinguishing anatomical and physiological characteristics (e.g., types of
reproduction, habitat, general physical structure) of representative organisms from each of the kingdoms
B3.4 explain key structural and functional changes in organisms as they have evolved over time (e.g., the
evolution of eukaryotes from prokaryotes, of plants from unicellular organisms)
B3.5 explain why biodiversity is important to maintaining viable ecosystems (e.g., biodiversity helps increase
resilience to stress and resistance to diseases or invading species)
Plants: Anatomy, Growth, and Function
Overal Expectations
By the end of this course, students will:
F1. evaluate the importance of sustainable use of plants to Canadian society and other cultures;
F2. investigate the structures and functions of plant tissues, and factors affecting plant growth;
F3. demonstrate an understanding of the diversity of vascular plants, including their structures, internal
transport systems, and their role in maintaining biodiversity.
Specific Expectations
By the end of this course, students will: (The following expectations are covered during the course
summative)
F1.1 evaluate, on the basis of research, the importance of plants to the growth and development of Canadian
society (e.g., as a source of food, pharmaceuticals, Aboriginal medicines, building materials, flood and
erosion
control; as a resource for recreation and ecotourism) [IP, PR, AI, C]
Sample issue: The agricultural sector holds great economic potential as demand increases for products such as
biofuels, biochemicals, and biopharmaceuticals. Bioresources could also support our efforts to produce
renewable energy, improve health, and minimize environmental impact. However, critics are concerned about
the impact of bioresources on the availability of food crops and the price of food.
Sample questions: In what ways does the local food movement contribute to community development? How
does the re-introduction of native plant species along river banks help to prevent land erosion? What plant
species are considered important in sustaining Canada’s growth in the agricultural sector? How might the
increasing demand for straw-bale housing materials support Canada’s agricultural sector and increase the
sustainability of other natural resources?
F1.2 evaluate, on the basis of research, ways in which different societies or cultures have used plants to sustain
human populations while supporting environmental sustainability (e.g., sustainable agricultural practices in
developing countries such as crop rotation and seed saving; traditional Aboriginal corn production practices)
[IP, PR, AI, C]
Sample issue: Aboriginal peoples living near Canada’s boreal forest rely on forest plants for food and medicine.
Plants are harvested by traditional methods to maintain natural habitats and local biodiversity. However, these
traditional practices are threatened as more areas are subject to development and commercial resource
exploitation.
Sample questions: How are strategies for the conservation and sustainable use of medicinal plants being used by
small communities and traditional healers in some developing countries? What effect does the re-establishment
of wetland plants in agricultural settings have on the natural balance of the ecosystem? How are plants being
used to clean wastewater from fish farms so that the water can go back into local streams?
F2. Developing Skills of Investigation
and Communication
By the end of this course, students will:
F2.1 use appropriate terminology related to plants, including, but not limited to: mesophyll, palisade,
aerenchyma, epidermal tissue, stomata, root hair, pistil, stamen, venation, auxin, and gibberellin [C]
F2.2 design and conduct an inquiry to determine the factors that affect plant growth (e.g., the effects on plant
growth of the quantity of nutrients, the quantity and quality of light, and factors such as temperature and water
retention or percolation rate) [IP, PR, AI]
F2.3 identify, and draw biological diagrams of, the specialized plant tissues in roots, stems, and leaves (e.g.,
xylem, phloem), using a microscope and models [PR, AI]
F2.4 investigate various techniques of plant propagation (e.g., leaf cutting, stem cutting, root cutting, seed
germination) [PR]
F3. Understanding Basic Concepts
By the end of this course, students will:
F3.1 describe the structures of the various types of tissues in vascular plants, and explain the mechanisms of
transport involved in the processes by which materials are distributed throughout a plant (e.g., transpiration,
translocation, osmosis)
F3.2 compare and contrast monocot and dicot plants in terms of their structures (e.g., seeds, stem, flower, root)
and their evolutionary processes (i.e., how one type evolved from the other)
F3.3 explain the reproductive mechanisms of plants in natural reproduction and artificial propagation (e.g.,
germination of seeds, leaf cuttings, grafting of branches onto a host tree)
F3.4 describe the various factors that affect plant growth (e.g., growth regulators, sunlight, water, nutrients,
acidity, tropism)
F3.5 explain the process of ecological succession, including the role of plants in maintaining biodiversity and the
survival of organisms after a disturbance to an ecosystem