6th Grade Curriculum
Unit 1:
Microscopes and Life
Unit 2:
Viruses and Simple organisms (bacteria, protists, and fungi)
Unit 3:
The animal and plant kingdoms
PA Academic Standards
3.1.6.A1: Describe the similarities and differences of major physical characteristics in plants, animals, fungi,
protists, and bacteria.
3.1.6.A4: Recognize that all organisms are composed of cells and that many organisms are unicellular and must
carry out all life functions in one cell.
3.1.6.A5: Describe basic structures that plants and animals have that contribute to their ability to make or find
food and reproduce.
3.1.6.A6: Identify examples of unicellular and multicellular organisms.
3.1.6.A8: SCALE: Explain why the details of most cells are visible only through a microscope.
3.1.6.A9:
* Understand how theories are developed.
* Identify questions that can be answered through scientific investigations and evaluate the appropriateness of
questions.
* Design and conduct a scientific investigation and understand that current scientific knowledge guides
scientific investigations.
* Describe relationships using inference and prediction.
* Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances
accuracy and allows scientists to analyze and quantify results of investigations.
* Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence,
have logically consistent arguments, and are based on scientific principles, models, and theories.
* Analyze alternative explanations and understanding that science advances through legitimate skepticism.
* Use mathematics in all aspects of scientific inquiry.
* Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an
investigation or new technologies to improve data collection.
3.1.6.C1: Differentiate between instinctive and learned animal behaviors that relate to survival.
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Classroom Expectations
1. Be prepared for class every day. You will need a pencil, folder, workbook, and agenda book every day.
Pens are optional for everything except lab work and tests!
2. Be on time. If you arrive after the bell rings, be prepared to go to the office for a late pass.
3. Be respectful of your classmates, your teacher and your self.
4. When I am speaking, YOU are NOT!
5. Your full attendance is required. By this I mean you must be both mentally and physically present in class.
Participating in discussions, and volunteering will add to your educational experience, as well as keeping class
interesting for you!
6. IF you are absent it is YOUR responsibility to make up all missed work. Please see me at the beginning of
class as soon as you return, so I can get you any information you missed. All missing work is recorded as a 0%
until it is made up. Then full credit will be given if assignments are turned in by the appropriate deadline given.
7. Lab work is REQUIRED. If you are absent on a lab day, it is your responsibility to schedule a make-up lab
during period 7.
8. Passes for band lessons will not be accepted on test or lab days.
9. If you have any questions or concerns please see Mrs. Bicher as soon as possible. I don’t want you to get
behind. I am happy to help, but YOU need to let me know that you need help!
10. Please check PowerSchool, and Blackboard from home to keep on top of homework assignments and
grades! This is a great tool that will help you to succeed in my class.
GRADE SCALE
A+
A
AB+
B
B-
98% - 100%
93% - 97%
90% - 92%
87% - 89%
83% - 86%
80% - 82%
C+
C
CD+
D
D-
77% - 79%
73% - 76%
70% - 72%
67% - 69%
63% - 66%
60% - 62%
F 0% - 59%
Please read through the above information with your parents. If you have any questions or concerns you can
reach me best through e-mail. abicher@elcosd.org
Please sign the appropriate line below, and have your parents sign as well to show me you read and understand
the classroom expectations for 6th grade biology.
_________________________________________
__________________________________
Student signature
parent signature
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Label the microscope below
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FUNCTIONS OF MICROSCOPE PARTS
Ocular: This is the eyepiece lens that usually magnifies by a power of 10. (Note: To determine the power of
the microscope, one multiplies the power of the ocular by the power of the objective lens being used.)
High-power objective: It is located just above the stage. It is the longer of the objectives. Its lens has a
magnifying power usually of 40.
Low-power objective: It is located just above the stage. It is the shorter objective. Its lens has a magnifying
power usually of 4.
Medium-power objective: It is located just above the stage. It is the medium size objective. It has a
magnifying power usually of 10.
Stage: This is a horizontal platform just below the objectives that supports the microscope slide for
observation.
Revolving nosepiece: The objective lenses are attached to this part. It can be manually rotated to select the
objective lens that you wish to use.
Stage clips: They clamp over the edges of the microscope slide to secure it to the stage.
Diaphragm (or condenser): Located just below the stage, it can be hand adjusted to regulate the amount of
light entering the microscope. An image viewed through the microscope should not be dark but should have
plenty of light.
Mirror: This is adjusted to reflect light from the microscope lamp up into the microscope. Although the
mirror is sometimes used to regulate the amount of light entering the microscope, this is not good technique.
Coarse adjustment: This is used to focus the microscope. It is always used first, and it is used only with the
low-power objective.
Fine adjustment: This is used to focus the microscope. It is used with the high-power objective to “fine tune”
the focus.
Arm: This is the back of the microscope and it is used along with the base to transport the microscope.
Base: This is the bottom of the microscope and it is used along with the arm to transport the microscope.
Note: Both eyes should be open when viewing through the microscope. This prevents eye fatigue, which
occurs when the non-viewing eye is kept closed. Keeping both eyes open does take some practice, but it is
highly recommended.
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Learning Match-ups: Fill in the blanks in the left hand column with the letter of the proper answer from the
right-hand column.
______ 1. Can be hand adjusted to regulate the amount of light
entering the microscope.
______ 2. Used first and with low-power objective in focusing.
______ 3. The lens that has a magnifying power usually of 40.
______ 4. The lens that magnifies the image usually by a factor of
10; also referred to as the eyepiece.
______ 5. The two parts used in carrying the microscope.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
mirror
ocular
arm and base
fine adjustment
stage
high-power objective
coarse adjustment
low-power objective
diaphragm
stage clips
revolving nosepiece
base and ocular
______ 6. Can be manually turned in selecting the objective lens
that you want to use.
Questions:
1. Explain the important thing to remember as you turn the high-power objective into place.
_____________________________________________________________
_____________________________________________________________
2. How do you determine the power of a microscope?
_____________________________________________________________
_____________________________________________________________
3. What is the power of your classroom microscope when you are using the high-power objective?
_____________________________________________________________
_____________________________________________________________
4. What should you always remember when using the coarse adjustment?
_____________________________________________________________
_____________________________________________________________
5. Under what conditions would you use the diaphragm?
_____________________________________________________________
_____________________________________________________________
6. What should you remember when handling microscope slides (prepared or otherwise)?
_____________________________________________________________
_____________________________________________________________
7. What is the function of the stage clips?
_____________________________________________________________
_____________________________________________________________
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BrainPop Activity
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MICROSCOPE LAB
Introduction
"Micro" refers to tiny, "scope" refers to view or look at. Microscopes are tools used to enlarge
images of small objects so as they can be studied. Microscopes range from a simple magnifying
glass to the expensive electron microscope. The compound light microscope is the most common
instrument used in education today. It is an instrument containing two lenses, which magnifies,
and a variety of knobs to resolve (focus) the picture. It is a rather simple piece of equipment to
understand and use. In this lab, we are going to learn the proper use and handling of the
microscope.
Objectives
*
Demonstrate the proper procedures used in correctly using the compound light microscope.
*
Prepare and use a wet mount.
*
Determine the total magnification of the microscope.
*
Develop a checklist to insure the proper handling of the microscope.
Materials
*
Compound microscope
*
Glass slides
*
Cover slips
*
Eye dropper
*
Beaker of water
*
The letter "e" cut from newsprint
*
Scissors
Proper Handling of the Microscope
1. Carry the microscope with both hands: one on the arm and the other under the base of the microscope.
2. One person from each group will now go over to the microscope storage area and properly transport
one microscope to your working area.
3. The other person in the group will pick up a pair of scissors, newsprint, a slide, and a cover slip.
4. Remove the dust cover and store it properly. Plug in the scope. Do not turn it on until told to do so.
Preparing a wet mount of the letter "e”.
1.
With your scissors cut out the letter "e" from the newsprint.
2.
Place it on the glass slide so as to look like (e).
3.
Cover it with a clean cover slip. See the figure below.
4. Using your eyedropper, place a drop of water on the edge of the cover slip where it touches the glass slide.
The water should be sucked under the slide if done properly.
5. Turn on the microscope and place the slide on the stage; making sure the "e" is facing the normal reading
position (see the figure above). Using the course adjustment and low power, focus until the "e" can be seen
clearly. Draw what you see in the space below.
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6. Describe what you see:
____________________________________________________________________________________
7. Why does the image appear upside down?
____________________________________________________________________________________
8. Looking through the eyepiece move the slide to the right. Which way does the slide appear to be moving?
____________________________________________________________________________________
9. Looking through the eyepiece move the slide to the left. Which way does the slide appear to be moving?
____________________________________________________________________________________10. Recenter the slide and change the scope to medium power. You will notice the "e" is out of focus. Do NOT touch
the coarse focus knob; instead use the fine focus to resolve the picture.
11. Locate the diaphragm under the stage. Move it and record the changes in light intensity as you do so.
____________________________________________________________________________________
Determining Total Magnification:
1. Write out the rule for determining total magnification of a compound microscope.
____________________________________________________________________________________
2. Locate the numbers inscribed on the eyepiece and the low power objective and fill in the blanks below.
Eye piece magnification
(X)
Objective Magnification
=
Total Magnification
3. Do the same for the medium power objective.
Eye piece magnification
(X)
Objective Magnification
=
Total Magnification
4. Do the same for the high power objective.
Eye piece magnification
(X)
Objective Magnification
=
Total Magnification
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What is life?
1.
QUESTION:
ARE THE OBJECTS IN THE BEAKER LIVING?
2.
HYPOTHESIS:
__________________________________________________________________________
__________________________________________________________________
OBSERVATIONS
INFERENCES
3. What is a living thing? Try to write a definition that defines life.
__________________________________________________________________________
__________________________________________________________________________
______________________________________________________________
4.
Make a brainstorm list of features/characteristics that are common to
ALL living things:
__________________________________________________________________________
__________________________________________________________________________
______________________________________________________________
5.
CONCLUSION:
HYPOTHESIS?
DID YOUR OBSERVATIONS AND INFERENCES SUPPORT YOUR
EXPLAIN.
__________________________________________________________________________
__________________________________________________________________________
______________________________________________________________
LIVING?
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Today you are going to try your hands at being a scientist. Using the
steps below you are going to create an experiment to determine if the
object in your box is living or non-living. Fill in the questions below
as you work.
Step 1: Obtain your box with unidentified object.
Step 2: Create your hypothesis, answering the question…”Is the object
living or non-living?” Be sure to explain why.
Step 3: Set up an experimental procedure to help you prove your
hypothesis.
Step 4: Carry out your experiment and record all data that you collect
Step 5: Write your conclusion. This should tell me if you’ve proven your
hypothesis true or false, based on the data you recorded during your
experiment.
Step 6: Using a lap top, type up your experiment.
Hypothesis:
(Be sure to answer the question why?)
____________________________________________________________________
____________________________________________________________________
________________________________________________________
Procedure:
1. ____________________________________________________________________
______________________________________________________________________
2.
____________________________________________________________________
______________________________________________________________________
3.
____________________________________________________________________
______________________________________________________________________
4.
____________________________________________________________________
______________________________________________________________________
5.
____________________________________________________________________
______________________________________________________________________
6.
____________________________________________________________________
______________________________________________________________________
7.
____________________________________________________________________
______________________________________________________________________
8.
____________________________________________________________________
______________________________________________________________________
Data:
In the space below you should record your data.
a data chart.
If possible create
IF using a microscope be sure to include drawings of what
you observed.
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Conclusion: Be sure to refer back to your hypothesis, and tell me if you
have or have not proven your hypothesis.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________
Based on what you’ve learned from your experiment.
Brainstorm a list of
characteristics that you think all living things MUST have in common.
1.
____________________________________________________________________
2.
____________________________________________________________________
3.
____________________________________________________________________
4.
____________________________________________________________________
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5.
____________________________________________________________________
6.
____________________________________________________________________
7.
____________________________________________________________________
8.
____________________________________________________________________
9.
____________________________________________________________________
10. ____________________________________________________________________
If you could change anything about your experiment, what would you change
and why?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______
Biological Classification
What is taxonomy? ___________________________________________________
__________________________________________________________________
Who is Carl Linneaus? _________________________________________________
__________________________________________________________________
How does the Linnaean system of classification work? __________________________
__________________________________________________________________
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__________________________________________________________________
The 7 levels of classification in order from largest group to smallest group
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
6. _________________________________
7. _________________________________
King Phillip Crossed Over Four Green States
Your sentence: ______________________________________________________
Fill in the levels in the image below:
What two levels make up a scientific name? _________________________________
What language is a scientific name written in? ________________________________
What is the scientific name for humans? ___________________________________
What do you think: Are Panthera leo and Panthera tigris related? Explain
_______________________________________________________________________
_______________________________________________________________________
What do you think: Are Passer domesticus and Felis domesticus related? Explain.
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_______________________________________________________________________
_______________________________________________________________________
What is the scientific classification of humans?
Kingdom
Phylum
Class
Order
Family
Genus
Species
Classification of Life
Sites for this assignment are located on Mrs. Bicher’s Blackboard page. Click on class websites,
then 6th grade, then look for the titles that are listed below.
Site #1: Classifying Critters
1. What is the name given to animals with a backbone? _________________________
2. Click the Golden Eagle to start the online activity.
Complete the following statements as you work through each section.
All birds have ________________________________________________________
Amphibians are_______________________________________________________
Mammals are ________________________________________________________
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All fish have _________________________________________________________
All reptiles are _______________________________________________________
Site #2: The Secret of the Bones
Use the information on the page to complete the statements.
1. Scientists classify all living things into seven major groups: ______________,
____________, __________, _________, __________, __________, ___________.
2. This classification system is based on grouping things with similar _______________, from
the most _____________ to the most _____________. The _____________is the largest
and most general group. Each kingdom is divided into several ____________, the second
largest group. Phyla are divided into ___________, and so on. A __________is the smallest
and most specific group.
3. Click the Begin the Challenge button to begin. Write the scientific name for each
classification below as you work through the activity.
Kingdom -
_______________________
Phylum -
_______________________
Class -
_______________________
Order -
_______________________
Family -
_______________________
What is the common name for this organism? ___________________________________
Site #3: PBS Classifying Life
1. What phrase is given to help you remember the classification categories?
2. Classify each organism and complete the chart.
Category
Bear
Orchid
Kingdom
Phylum
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Sea Cucumber
Class
Order
Family
Genus
Species
Site #4: A Touch of Class
To play the game, click on all of the organisms that match the category listed at the top.
When you think you have all of them, click to GO button to check your answers. Record your
scores for each round in the space below.
Category - ____________________________________ Points Earned = __________
Category - ____________________________________Points Earned = __________
Category - ____________________________________Points Earned = __________ Final
Score = ______________
Taxonomy, Classification, and Dichotomous Keys
Help! Scientists have discovered quite a few new creatures on planet Pamishan. They
need your help to identify and classify them. Use the dichotomous key on the next page
to identify these creatures.
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
A Key to New Pamishan Creatures
1. a. The creature has a large wide head........................go to 2
b. The creature has a small narrow head.....................go to 11
2. a. It has 3 eyes ............................................go to 3
b. It has 2 eyes ............................................go to 7
3. a. There is a star in the middle of its chest................go to 4
b. There is no star in the middle of its chest ..............go to 6
4. a. The creature has hair spikes ......................Broadus hairus
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b. The creature has no hair spikes...........................go to 5
5. a. The bottom of the creature is arch-shaped..........Broadus archus
b. The bottom of the creature is M-shaped .............Broadus emmus
6. a. The creature has an arch-shaped bottom ...........Broadus plainus
b. The creature has an M-shaped .....................Broadus tritops
7. a. The creature has hairy spikes ............................go to 8
b. The creature has no spikes...............................go to 10
8. a. There is a star in the middle of its body ....Broadus hairystarus
b. The is no star in the middle of its body .................go to 9
9. a. The creature has an arch shaped bottom ........Broadus hairyemmus
b. The creature has an M shaped bottom ..............Broadus kiferus
10. a. The body is symmetrical ...........................Broadus walter
b. The body is not .................................Broadus anderson
11. a. The creature has no antennae ............................go to 12
b. The creature has antennae ...............................go to 14
12. a. There are spikes on the face .....................Narrowus wolfus
b. There are no spikes on the face .........................go to 13
13. a. The creature has no spike anywhere ..............Narrowus blankus
b. There are spikes on the right leg ...........Narrowus starboardus
14. a. The creature has 2 eyes..................................go to 15
b. The creature has 1 eye ..........................Narrowus cyclops
15. a. The creature has a mouth.................................go to 16
b. The creature has no mouth................................go to 17
16. a. There are spikes on the left leg .................Narrowus portus
b. There are no spikes at all ......................Narrowus plainus
17. a. The creature has spikes .................................go to 18
b. The creature has no spikes ....................Narrowus georginia
18. a. There are spikes on the head ............................go to 19
b. There are spikes on the right .................Narrowus montanian
19. a. There are spikes covering the face ..............Narrowus beardus
b. There are spikes only on the outside edge of head.Narrowus fuzzus
Classifications
There are many organisms in the world. Some organisms share
characteristics, while others do not. That is why scientists have
classified organisms into various groups. Each group shares similar
characteristics. Ancient organisms that relate to modern-day organisms
have been grouped similarly. This helps scientists to understand exactly
how organisms have evolved over the centuries.
Biologists study both living and dead organisms in order to determine
where the organisms should be classified. Based on the characteristics of
the organism the biologist will decide which groups of classification the
organism fits into. However, not all biologists agree with where an
organism is classified. So, ultimately it is up to the biologist, who may
consult other biologists, to determine the placement of organisms within a
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specific classification.
The languages that are used to classify organisms are Latin and Greek.
This is because, in ancient times, almost all scholars and scientists
spoke both Latin and Greek. Organisms are classified in the seven main
groups. Every organism in the world that scientists know about has been
classified into all seven groups.
Groups of Classification
The seven groups of classification are:
•
•
•
•
•
•
•
Kingdom
Phylum (Divisions)
Class
Order
Family
Genus
Species
The first level of classification is the Kingdom. This is the biggest unit
of classification. The smallest, or most basic, level of classification is
the species. You may know a species by a more common name such as a human,
a fish, or an oak tree. Classification levels between Kingdom and species
gets smaller in size, when moving from the top level down to the bottom.
Kingdom
It was previously stated that the Kingdom was the highest level of
classification. Originally, it was believed that there were only two types
of Kingdoms: Animalia and Plantae. However, in the 1960s it was discovered
that there will were many microscopic organisms that simply did not fit
the mold of these groups. So the classification system was redeveloped to
incorporate additional Kingdoms.
Currently, there are five different classifications of Kingdom. The five
classifications are: Animalia, Plantae, Fungi, Protista, and Monera.
The largest classification at this level is Animalia. Over one million
species are classified within this Kingdom. Many of the organisms you
recognize such as dogs, tigers, and sharks fit into this group. You
probably already know that humans fit into this group as well.
There are thousands of species within the Kingdom Plantae. Some of the
most common organisms to fit in this group include flowers, trees,
grasses, and other plant life.
The next largest group, are the Fungi. If you have ever eaten mushrooms,
then you've seen a part of the Kingdom Fungi. Another member of this group
is mold. You may have seen mold on foods such as bread or oranges.
One of the smaller Kingdoms is known as Protista. This Kingdom is also
small in terms of the size of the organisms. In fact, some organisms are
so small. You cannot see them without a microscope! If you've ever seen
algae on the top of a pond, then you’ve seen something from the Kingdom
Protista. Algae are one of the few types of organisms in this group that
can be detected by the human eye. Flagellates, sporozoans, and ciliates
also fit into this group.
The Kingdom Monera is made up of prokaryotes. Prokaryotes are organisms,
which are unicellular, comprised of one cell. If you've ever heard of
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bacteria, which you probably have, then you know of organisms which fit
into this group.
Phylum
Within each Kingdom organisms with similar characteristics are grouped
into Phylum. The word Phylum is specifically used for organisms grouped in
Kingdom Animalia. The Kingdoms of Plantae, Fungi, and Protista use the
word Divisions instead of Phylum. However, scientists disagree on what to
call groups within Kingdom Monera.
There are several different Phyla within the animal Kingdom. Some Phyla
which are the most well known include: Mollusca, Porifera, Cnidaria,
Platyhelminth, Nematoda, Annelida, Arthropoda, Echinodermata, and
Chordata. Each group shares basic characteristics. For instance, humans
fit into Phyla Chordata. This is because humans have asymmetrical,
bilateral bodies. This means when the body is split in half, each side
mirrors the other. So, we have two ears, two arms, two eyes and if we were
to fold our bodies in half they would line up almost perfectly
(asymmetrically). All animals in this group have asymmetrical, bilateral
bodies. This is just one of the characteristics chordates share.
There are 10 main divisions of plants. Among the ten are: Bryophyta,
Filicophyta, Sphenophyta, Cycadophyta, Ginkgophyta, Pinophyta, Gnetophyta,
and Anthophyta. Similar to animals, plant division is based on shared
characteristics. For instance, plants with flowers fit into the division
Anthophyta. That is the characteristic, all plants within this division
share.
There are five main divisions of Fungi. The divisions are classified
mainly by how reproduction occurs. The divisions include: Deuteromycota,
Basidiomycota, Ascomycota, and Mycophycophyta. Fungi within the division
Ascomycota reproduce spores using small pods which are called asci. This
is the characteristic organisms within this division share.
There are 18 main divisions within Kingdom Protista. These include:
Acrasiomycota, Chrysophyta, Euglenophyta, Rhizopoda, Actinopoda,
Chromista, Foraminifera, Rhodophyta, Apicomplexa, Ciliophora, Myxomycota,
Zoomastigophora, Bacillariophyta, Dinoflagellata, Oomycota, Chlorophyta,
Diplomonada, and Phaeophyta. Similar to plants, some organisms use
chlorophyll and are green in color. One division, known as the green
algae, is Chlorophyta which is based on the word chlorophyll. However,
most organisms are divided based on how they move. Scientists refer to
this as their locomotion.
Kingdom Monera is divided into three main phyla: Archaebacteria,
Cyanobacteria, and Eubacteria. Organisms with any each group are
classified based on where they're located, how they reproduce, and their
function. For example, if you've ever had a bacterial infection, then the
bacterium in your body was a part of phyla Eubacteria. This is because
bacteria within this group are free living and/or the cause of disease.
Class, Order, and Famiy
Within the each classification organisms become more and more alike. While
there are more organisms within a class than an order organisms that share
the same order are more alike. The same is true with order and family.
While there are more organisms within an order than a family, the
organisms within a family are more alike. Essentially, the classification
system aims to put organisms into smaller boxes of classification, until a
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single type, or species, is within the smallest box it can fit.
Humans are within the class known as Mammalia. You may have heard of
humans being called mammals. All mammals, share the following
characteristics:
•
•
•
•
•
•
Reproduction occurs within the mother
Babies drink milk produced by the mother
Strong jaws and various types of teeth (canines, incisors, etc.)
Endothermic (warm-blooded)
Body covered with hair
Sweat Glands
Humans fit into the order Primata. If you've ever been to the zoo, you may
have heard the word primate. When humans think of primates, they typically
think of apes, monkeys, and gorillas. There are approximately 350
different kinds of primates. This is sometimes why scientists compare
humans with apes.
All organisms, which fit into the order Primata share the following
characteristics:
•
•
•
•
Five fingers
Fingernails
A specific dental pattern
A primitive body plan
Humans are in the family in known as Hominidae. Chimpanzees also fit into
this family in a sub-category. While there are no clear characteristics
for this family it is believed that organisms within this group have some
form of basic culture, share DNA with the majority of the human genome,
and have the ability to communicate through some form of language. The
language may be written, spoken, or through gestures.
Genus & Species
Genus and species are usually written together. The genus is the first
word, and begins with a capital letter. The species is the second word,
and is written all in lowercase. Humans are known as Homo sapiens. The
English translation for this Latin phrase means wise man.
Homo sapiens have highly developed brains, are bipeds (this means they
walk upright on two legs as opposed to 4), are primarily social creatures,
are able to manipulate objects thanks to having opposing thumbs, and
require food, liquid, and sleep to survive.
How to Remember Classifications
It is easy to remember the classifications if you use the acronym KPCOFGS
to remember Kingdom, Phylum, Class, Order, Family, Genus, and species.
Just use the first letter in each to create an acronym. Scientists and
school teachers have found a way for everyone to remember the
classifications, by taking the first letter of each classification and
making a phrase.
The phrase that is used is:
Kings Play Chess On Fine Glass Stools
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By classifying organisms scientists are able to better understand
organisms and how they work. By understanding how organisms work when
problems, such as diseases, occur scientists can focus on finding a way to
fix the problem. Through classification, scientists are able to improve
conditions for all kinds of organisms. It also allows them to study how
humanity began.
Matching
1. _____ Homo sapiens
2. _____ prokaryotes
3. _____ Kingdom
4. _____ bipeds
5. _____chordates
Match for Humans
6. _____ Kingdom
7. _____ Phylum
8. _____ Class
9. _____ Order
10. _____ Family
11. _____Genus
12. _____ species
A. Phylum with bilateral bodies
B. Walks upright
C. Unicellular
D. Wise man
E. The highest level of classification
A.
B.
C.
D.
E.
F.
G.
sapiens
Hominidae
Primata
Homo
Animalia
Chordata
Mammalia
Fill in the Blank
13. The phrase he used to remember the classifications is ___________
___________
___________ ___________ ___________ ___________ ___________.
14. Mushrooms are in Kingdom ___________.
15. There are _____________ divisions of Plantae.
16.
Write your own phrase to help you remember the order of
classification.
__________________________________________________________________________
__________________________________________________________________
22
The 3 Domains of Life:
Living things are grouped into 3 domains:
1. Eukaryota: Is the largest domain, this is where plants, animals, fungi
and protists would be grouped
2. Bacteria: This group consists of cyanobacteria and common bacteria
that are found in normal places
3. Archaea: This group consists of specific bacteria that can only be
found in harsh environments. Two examples are thermophiles and halophiles
Biological History:
In our survey of life, we will examine the simplest forms of life, and
move onto the more complex life forms. As life forms grow and develop,
certain adaptations (characteristics that help organisms to survive in
their environment) are passed on to offspring. This adaptation will help
the organism to survive in their environment, and so they are able to
reproduce and pass on the new trait. This passing on of new traits is
what leads to new species and is the basis of our biological history.
23
Brainpop The Six Kingdoms
1. What are the 6 kingdoms?
2. What kingdom is made up of bacteria that live in mild conditions?
3. What are protists?
4. Which Kingdom do fleas belong to?
5. How would you classify an amoeba?
6. What 2 groups did all living things use to be divided into?
7. Where does a mushroom belong?
8. How are plant cells different from animal cells?
9. Into what category would you put coral, the organism that makes coral reefs?
10. Why have we classified living things into 6 groups?
11. What kingdom caused the Irish Potato Famine?
12. What new fact did you learn from this film?
Match the word with the correct definition
Plant
_________________Prokaryotic, live in mild conditions, no nucleus
Animal
_________________Break down the remains of dead plants and animals for food
Archaebacteria
_________________Oldest form of life on earth, live in extreme environments
Fungi
_________________Use chlorophyll to conduct photosynthesis
Protists
_________________Multicell organism that eats food to survive
Eubacteria
_________________Single cell with nucleus, some capture their food and others
make their own food
24
Kingdoms of Life
The Kingdom group is the 2nd largest group in the Linnaean System of
classification.
There are 5 main groups shown in the picture below.
The
Kingdom of Monerans can be split into two groups the Archaeabacteria and
the Eubacteria.
Survey of Simple Organisms
25
Organisms from the Kingdom Monera, Protista and Fungi are often referred
to as simple organisms. Biologists describe them as "simple" because they
are not particularly specialized and complicated in structure, and so can
be fairly easily studied (usually using the microscope). Even though they
are not as "advanced" as some other groups, each one carries out the 7
processes of life, perhaps with certain limitations.
We will start with
the simplest group Monerans.
Characteristics of the Kingdom Monera:
1.
____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
Archeaebacte
ria
Both
Eubacteri
a
Where can we find bacteria?
Hypothesis:
26
Materials: (per group of 4 students)
1 petri dish with agar (2 students use each half of the dish)
2 cotton Q-tips
permanent marker
2 index cards with sample location
an incubator
Procedure:
1.
Choose an index card to determine your sample location
2.
Turn the Petri dish upside down.
Using your marker, draw a line down
the middle of the dish so that you have two equal halves.
3.
Place your initials, class period, date, and sample location along the
bottom perimeter of the dish, NOT in the middle.
4.
When you and your partner are ready, come up and get your sterile Q-
tips.
Be very careful not to touch the side that will collect your
sample, your hands can contaminate the Q-tip and alter your results.
5.
Go to your assigned area, open your Q-tip and swipe it across the area
indicated on your card. Return quickly!
6.
Carefully open your Petri dish (like Pac Man) and lightly rub your Q-
tip across the agar on your side of the dish
7.
Tape the dish shut and draw what your dish looks like in Figure 1.
8.
Place your petri dish upside down on the tray.
9.
We will examine the dishes in a few days and you will draw your
finding in Figure 2.
Data:
27
FIGURE 1
FIGURE 2
SAMPLE LOCATION
NUMBER OF COLONIES
Analysis: (Answer in complete sentences!)
1.
How many clusters of bacteria appear to be growing in each petri
dish?
2. Which perti dish had the most growth? The Least?
3. Why was the agar sterilized before this investigation?
4. What kind of environmental conditions seem to influence where
bacteria are found?
5. How can you control the amount of bacteria that you will encounter?
Conclusion:
2-3 sentences on what you learned.
__________________________________________________________________________
__________________________________________________________________________
______________________________________________________________
Bacterial cells
Bacteria are uni-cellular organisms, which means all of their life
functions must be carried out inside of just one cell. Think of all the
life processes that occur in your bodies, all of these things are
happening inside of just one cell! Amazing isn’t it. Eubacteria are the
more complex group. Eubacteria are also the most common group. This is
what most people think of when you talk about bacteria. Eubacteria are
found everywhere, on your skin, in your gut, some are even used to produce
our favorite foods! Some bacterial cells are specialized to do
photosynthesis. This is the process the cell goes through to turn
sunlight energy into food. Cyanobacteria is a type of eubacteria that
28
contains a structure called a chloroplast. Inside the chloroplast is a
pigment called chlorophyll. Chlorophyll is what makes the cell green, it
is also the place within the cell where photosynthesis takes place.
In the circle below, draw and color the bacteria cells you see when
observing cyanobacteria under the microscope. Start in low power, move to
medium, then high. Do your drawing of what you see in medium or high
power!
Cyanobacteria
1. Describe what you see when viewing cyanobacteria.
__________________________________________________________________________
__________________________________________________________________
Now we are going to look at some common Eubacteria. The bacteria on these
slides are the causes of common human illness. Don’t worry, they can’t
make you sick. Draw what you see in the circle below. Also write the
name of the bacteria on the line below the circle.
_____________________
2. Describe what you see when viewing common eubacteria.
__________________________________________________________________________
__________________________________________________________________
Another group of bacteria is known as Archeabacteria. Archaebacteria are
the oldest living organisms on earth. They are prokaryotes ( no nucleus or
membrane bound organelles) and unicellular. Archaebacteria are found in
very harsh conditions (such as at the bottom of the sea or in volcanic
vents). This is thought to be because the early Earth’s atmosphere was
filled with poisonous gases and was very hot – nothing could survive,
except the archaebacteria. These slowly gave way to modern organisms when
29
the Earth’s conditions settled down and oxygen was introduced to the
atmosphere.
Archaebacteria can NOT live in the presence of oxygen. Halophiles are a
type of archaebacteria that can only grow in the presence of salt. Salt
will normally kill bacteria, however halophiles thrive in this
environment. Thermoacidophiles are another type of archaebacteria. These
bacteria are found in extremely acidic conditions and in areas with very
high temperatures. They can survive in areas with temperatures as high as
230 degrees Fahrenheit and with pHs below 2 (hydrochloric acid, which is
incredibly strong, has a pH of 1). These locations include volcanic vents
and hydrothermal vents (cracks in the ocean floor where scalding water
leaks out). These bacteria can also do chemosynthesis. Chemosynthesis is
like photosynthesis, but instead of using energy from the sun to make
their food, they use energy from the chemicals emitted from the
hydrothermal vents to make their food.
Questions:
1.
Which type of bacteria is the oldest living organism on earth?
_________________
Why do we think this?
________________________________________________
2.
Which type of bacteria is more complex?
________________________________ when determining age of an organism why
do you think complexity is considered?
__________________________________________________________________________
__________________________________________________________
3.
Where can archeabacteria be found?
___________________________________
__________________________________________________________________
4.
What is a thermacidophile?
__________________________________________
5.
What is a halophile?
6.
What is chemosynthesis? _____________________________________________
7.
What is cyanobacteria? _____________________________________________
8.
Where are eubacteria found?
9.
Are all bacteria bad?
_______________________________________________
________________________________________
If not, how can they be good?
_______________________
__________________________________________________________________
10.
Why are cyanobacteria no longer considered algae?
________________________
30
__________________________________________________________________
11.
How are Archaebacteria and Eubacteria similar?
How are they
different?
__________________________________________________________________________
__________________________________________________________________________
______________________________________________________________
12.
What is photosynthesis and where does it take place?
____________________________
______________________________________________________________________
13.
What does it mean to be a uni-cellular organism?
_______________________________
______________________________________________________________________
BRAINPOP ACTIVITY
31
QuickTime™ and a
decompressor
are needed to see this picture.
32
Protist Kingdom: Are the second group of simple organisms we will study.
Protists are next on the evolutionary ladder. They are more complex than
the bacteria, but simpler than the fungi.
What are protists?
__________________________________________________
Eukaryotic: _________________________________________________________
Autotrophic _________________________________________________________
Heterotrophic _______________________________________________________
Algae _____________________________________________________________
Protozoa ___________________________________________________________
Binary fission ________________________________________________________
3 TYPES OF PROTISTS:
1. ____________________________
2. ____________________________
3. ____________________________
1.
ANIMAL LIKE PROTISTS:
__________________________________________________________________
Types of movement:
1. ____________________________________________________
_____________________________________________________
2. ________________________________________________________________
__________________________________________________________________
3. ______________________________________________________
________________________________________________________
4.
_______________________________________________________________
2.
PLANT – LIKE PROTISTS:
__________________________________________________________________
__________________________________________________________________
33
3.
FUNGUS LIKE PROTISTS:
__________________________________________________________________
__________________________________________________________________
Questions to Ponder!
1.
How are algae similar to plants? How are they different?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2.
Why are slime molds no longer placed with the Fungi Kingdom?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
34
35
Kingdom Protista
The Kingdom Protista contains both unicellular and multicellular organisms. The majority are
microscopic. The kingdom can be separated into three major categories: animal-like (protozoa),
plant-like (algae), and fungus-like organisms (slime molds, etc.). They live in aquatic habitats and
most eat bacteria, other small organisms, or particles they find in the water. The algae,
however, are autotrophs (self-feeders through photosynthesis).
ANIMAL LIKE PROTISTS:
This group of protists is considered animal – like because they move and consume their food.
They can not produce their own food, they must hunt for food.
Protists are classified by how they move, some have cilia, which are small hairs that sway in the
water and allow the organism to move. The paramecium is a protist that uses cilia to move.
Flagella is another method of locomotion. The flagellum is a long whip like tail that the protist
uses to move through water, it kind of acts like a motor. The amoeba has an unusual way of
creeping along by stretching its cytoplasm into fingerlike extensions called pseudopods. (The
word "pseudopodia" means "false foot".) When looking at amoeba under a microscope, an
observer will note that no amoeba looks the same as any other, the cell membrane is very
flexible and allows for the amoeba to change shape. Amoebas live in ponds or puddles, and can
even live inside people.
There are two types of cytoplasm in the amoeba, the darker cytoplasm toward the interior of
the protozoan is called endoplasm, and the clearer cytoplasm that is found near the cell
membrane is called ectoplasm. By pushing the endoplasm toward the cell membrane, the amoeba
causes its body to extend and creep along. It is also by this method that the amoeba consumes
its food. The pseudopodia extend out and wrap around a food particle in a process call
phagocytosis. The food is then engulfed into the amoeba and digested by the enzymes contained
in the amoeba's lysosomes. As the food is digested it exists in a structure called a food
vacuole.
Also visible in the amoeba is the nucleus, which contains the amoeba's DNA. In order to
reproduce the amoeba goes through mitotic division, where the nucleus duplicates its genetic
material and the cytoplasm splits into two new daughter cells, each identical to the original
parent. This method of reproduction is called binary fission. Another structure easily seen in
the amoeba is the contractile vacuole, who's job is to pump out excess water so that the
amoeba does not burst.
Amoebas can cause disease. A common disease caused by the amoeba is called Amoebic
Dysentery. A person becomes infected by drinking contaminated water. The amoeba then
upsets the person's digestive system and causes cramps and diarrhea. A person is most likely to
be infected in countries where the water is not filtered or purified.
36
1.
2.
3.
4.
Cell Membrane
nucleus
vacuole
ectoplasm
5.
6.
7.
8.
Endoplasm
pseudopodia
food vacuole
cyst
Another interesting protist is the euglena. The euglena is both an autotroph and a hetertroph.
All euglena have chloroplasts and can make their own food by photosynthesis. Chloroplasts
within the euglena trap sunlight that is used for photosynthesis and can be seen as rod shaped
structures throughout the cell. Euglena also have an eyespot at the anterior end that detects
light. This helps the euglena find bright areas to gather sunlight to make their food. They can
also gain nutrients by absorbing them across their cell membrane when light is not available.
Euglena move by flagellum, which is a long whip-like structure that acts like a little motor. The
flagellum is located on the anterior (front) end, and twirls in such a way as to pull the cell
through the water.
Questions:
37
1. Label the types of mobility is shown in the images below.
_________________
_________________
_________________
2. What organelle carries out photosynthesis?
3. How are protozoans classified?
4. How does an amoeba move? Explain
5. How does an amoeba reproduce? Explain.
6. What disease is caused by an amoeba and how is it spread? What can be done to control the
spread of this disease?
7. Compare the paramecium, euglena, and amoeba. Be sure to include how they are alike and
how they are different.
Protist Kingdom Lab activity
38
In this lab, you will be observing preserved specimens of organisms in the Kingdom Protista. You
will be looking at a slide with several different protist types. Your job is to find one that fits
each of the descriptions below, draw them in the circles, and identify them using the protist
identification chart.
Locomotion: pseudopod
Locomotion: cillia
Locomotion: flagella
Locomotion: sessile (non-mobile)
Fungus Kingdom
39
Fungi are everywhere. The mushrooms on pizza are a type of fugus. The yeast used tomake bread is a fungus.
And if you’ve ever had athletes foot, you can thank a fungus for that too.
Fungi are eukaryotic heterotrophs. Which means all of their cells have a nucleus (eukaryotic), and they can
NOT make their own food, they must consume something else for energy (heterotroph). They have rigid cell
walls like plant cells. The difference is that fungi cell walls are made of chitin, and plant cell walls are made of
cellulose. They are so different from other organisms that they are placed in their own kingdom. Fungi can
come in a variety of shapes and sizes.
witch’s hat fungus
straight coral fungus
Food for Fungi
Fungi are heterotrophs, but they cannot catch or surround food. Fungi must live on or near their food supply.
Most fungi are consumers. These fungi get nutrients by secreting digestive juices onto a food source and then
absorbing the dissolved food. Many fungi are decompsers, which feed on dead plant or animal matter. Other
fungi are parasites. Parasites are organisms that have an ecological relationship with other organisms
(symbiosis), in which one organism, the parasite, benefits from the relationship, and the other organism, the
host, is harmed by the relationship. For example, some fungi will attack plants, like the fungus that caused the
Irish potato famine. In this case, the fungus benefited from the relationship, but the potatoes were harmed and
would die. The Irish potato famine caused a massive starvation period where an estimated one million people
across Ireland died.
Some fungi live in mutualism with other organisms. This is a type of symbiosis, where both organisms benefit
from the relationship. For example, many types of fungi grow on or in the roots of a plant. The plant provides
nutrients to the fungus. The fungus helps the root absorb minerals and protects the plant from some diseasecausing organisms.
Reproduction
Reproduction in fungi may be either asexual or sexual. Asexual reproduction in fungi occurs in two ways. Ine
one type of asexual reproduction, the hyphae (non-reproductive filament of a fungus) break apart, and each new
piece becomes a new fungus. Asexual reproduction can also take place by the production
of spores. Spores are small reproductive cells that are protected by a thick cell wall.
Kinds of Fungi
Fungi are classified based on their shape and the way that they reproduce. There are four
main groups of fungi. Most species of fungi fit into one of these groups.
40
Threadlike fungi Is the fuzzy mold that grows on bread. A mold is a shapeless, fuzzy fungus. Most fungi in
this group live in the soil and are decomposers. Some are parasites. Sac fungi are the largest group of fungi.
Sac fungi include yeasts, powdery mildews, truffles, and morels. Most sac fungi are multi-cellular (made of
many cells), however yeasts are single celled sac fungi. Some sac fungi are very useful to humans, like yeast
to make bread. However sac fungi are also responsible for the Dutch Elm disease and the American chestnut
blight. This fungi has essentially wiped out these two trees from their native ecosystems. Club fungi are
unbrella shaped mushrooms, and the ones most people are familiar with. This group gets their
This puffball mushroom
name from structures the fungi grow during reproduction. This is the type of fungi that we put
is releasing spores to
on our pizzas, however not all club fungi are edible. Imperfect fungi group includes all of
produce new fungi.
the species of fungi that do not quite fit in other groups. One common fungi that is grouped
here is athlete’s foot, another well known imperfect fungi produces a poison called aflatoxin, which can cause
cancer. Some imperfect fungi are useful too. Penicillium, is the source of the antibiotic penicillin. Other
imperfect fungi are used to produce medicines, cheeses, soy sauce, and citric acid found in soda!
Lichens are another group worth mentioning here. A lichen is a combination of a fungus and an alga that
grow together. The alga lives inside the protective walls of the fungus. The resulting organism is different
from eith organism growing alone and is a great example of a mutualistic relationship.
Discussion and Application Questions:
1. Which of the following statements about fungi is true?
a. All fungi are eukaryotic
b. all fungi are decomposers.
c. all fungi reproduce by sexual reproduction
d. all fungi are producers
2. Which statement about fungi is true?
a. fungi are producers
b. fungi cannot eat or engulf food
c. fungi are found only in the soil
d. fungi are primarily single celled
3. What is a lichen?
___________________________________________________________________________________
___________________________________________________________________________________
4. How are fungi helpful to humans?
___________________________________________________________________________________
___________________________________________________________________________________
5. Give an example of where you might find each of the following fungi:
threadlike fungi ____________________________________________________________________
sac fungi_______________________________________________________________________
club fungi_______________________________________________________________________
imperfect fungi_____________________________________________________________________
41
6. Why do you think bread mold turns moldy less quickly when it is kept in a refrigerator than when it is kept
at room temperature?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________
Fungi Reproduction Lab
Problem: ______________________________________________________________
________________________________________________________________________
42
Hypothesis: ___________________________________________________________
________________________________________________________________________
Materials:
3 test tubes
sugar
3 rubber bands
Test tube rack
salt
water
3 balloons
Procedure:
DAY 1
1. Fill each test tube ½ full with water. Sit in rack.
2a. Add ½ teaspoon salt to tube 1. Shake. Add a pinch of yeast to
salt solution. Cap with balloon. Secure balloon with rubber band.
Return to rack. Record balloon color: ________________________
2b. Observe tube for 3 minutes. Record observations on Data Table 1.
3a. Add ½ teaspoon sugar to tube 2. Shake. Add a pinch of yeast to
salt solution. Cap with balloon. Secure balloon with rubber band.
Return to rack. Record balloon color: ________________________
3b. Observe tube for 3 minutes. Record observations on Data Table 1.
4a. Cap test tube 3 with a balloon. Secure with a rubber band. Return to
rack. Record balloon color: _________________________
4b. Observe tube for 2 minutes. Record observations on Data Table 1.
5. Predict what you believe will happen in each of the test tubes over the
next 24 hours. (what and why)
Salt solution: _____________________________________________________
__________________________________________________________________
Sugar solution: __________________________________________________
__________________________________________________________________
Water: __________________________________________________________
__________________________________________________________________
6. Allow the tubes to sit undisturbed for 24 hours.
7. Return to table and complete day 1 questions.
DAY 2
1. Observe each of the test tubes and record observations on Data Table
2. Include observations of the balloon, solution and yeast.
43
2. Predict what you believe will happen in each of the test tubes over the
next 24 hours. (what and why)
Salt solution: _____________________________________________________
__________________________________________________________________
Sugar solution: __________________________________________________
__________________________________________________________________
Water: __________________________________________________________
__________________________________________________________________
3. Allow the tubes to sit undisturbed for 24 hours.
DAY 3
1. Observe each of the test tubes and record observations on Data Table 3. Include
observations of the balloon, solution and yeast.
2. Clean up.
Throw away balloons.
Rinse test tubes and place upside down in rack.
Wipe counter.
Return rubber bands to instructor.
3. Return to table and complete day 3 questions.
Data Table 1
44
Salt
Sugar
Water
Sugar
Water
Sugar
Water
Data Table 2
Salt
Data Table 3
Salt
45
Yeast: A Fungus Among Us
Vocabulary:
Yeast: unicellular fungus used as a tool by humans
Fermentation: energy released fro food without the need for oxygen
Anaerobic: organism that does not require oxygen for life processes
Cellular Respiration: Series of chemical reactions that breaks down food
molecules and releases energy
Mitosis: Division of a cell’s nucleus that leads to cell division
Yeast: Yeast is a unicellular anaerobic organism. This means that they do not require the
presence of oxygen to live. They produce carbon dioxide and alcohol as waste products
when given nutrients such as sugar. These properties make yeast convenient to use as a
method for bakers to cause bread to rise, brewers to make beer and vintners to make wine.
Cellular Respiration: Respiration is a series of chemical reactions that breaks down food and
releases energy in the process. Most all organisms go through respiration. Respiration takes
place in the mitochondria of the cell. Respiration is important because although food
contains energy, it is not able to be used by the cell in its original form. It must be broken
down into usable molecules. As the food is broken down energy is released.
Your Lab: In this lab you will test for the production of carbon dioxide as a waste product of
yeast reproduction. You will provide sugar and salt as food sources for the yeast and
observe the results of, not only the reproduction of yeast, but also what happens when the
food supply is gone and waste products have built up in the environment.
46
DAY 1 QUESTIONS
_____ 1. Identify the independent variable in this investigation.
a. food source provided
b. color of balloons
c. amount of water
d. number of test tubes
_____ 2. Identify the dependent variable in this investigation.
a. amount of reproduction
b. amount of water
c. number of test tubes
d. color of balloons
_____ 3. Identify the control for this investigation.
a. sugar solution tube
b. salt solution tube
c. water tube
DAY 3 QUESTIONS
Explain how this investigation demonstrates cellular respiration. Include:
- process
- waste products
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________
_____ 1. The balloon on the tube expanded throughout this experiment.
this happened because:
a. the yeast pulled in more air from outside in order to
reproduce
b. cellular respiration produced carbon dioxide that inflated
the balloon.
c. anaerobic organisms inflated the balloon with waste.
d. both b and c
_____ 2. The following life functions could NOT be observed during this
investigation.
a. reproduction
b. extracting energy from food
c. movement
d. secretion of waste
47
_____ 3. The way this investigation demonstrated the life functions of a
was:
a. yeast participated in cell division
b. yeast produced food from the energy they were provided
c. yeast produced waste products internally and removed
them from the cell
d. yeast required water and oxygen to reproduce
e. A,B,C and D
f. A and C
g. B and D
h. A,C and D
The purpose of cell division in a unicellular organism is to reproduce. Explain how this
investigation demonstrated cell division.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Predict what you believe would have happened if you had added twice the sugar to the
water in tube 2. Support your response with details/observations from the lab.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
48
BRAINPOP ACTIVITY: ANTIBIOTIC RESISTANCE
49
Fighting Off Micro-Invader Epidemics
Emily Sohn
Every year when school starts, you hear it in the classroom: a cough here, a snuffle there. Some
weeks, more than half your class may be sneezing or hacking away. Colds spread quickly, passing
from person to person. Then there's the flu season: sore throats, runny noses, fevers, aches
and pains, and absences from school.
It could be worse. Earlier this year, many people died in China and other countries from a
disease called SARS (Severe Acute Respiratory Syndrome). Some schools and hospitals in
Toronto, Canada, and elsewhere had to shut down for days to help keep the disease from
spreading.
And if you've been following the news lately, you may have heard about the dangers of not only
SARS but also monkeypox, mad cow disease, and the West Nile virus. Animals have died. People
have gotten sick. Sometimes, panic has set in.
The culprits responsible for most of these ailments are tiny, tiny organisms called viruses.
Unlike people, animals, and plants, viruses are not made up of cells, but they do contain some of
the building blocks of cells. The most important pieces are the molecules DNA and RNA: sets of
instructions that tell cells how to make more cells of the same kind. A virus carries instructions
for making more viruses.
When certain viruses invade your body's cells, they can cause your body to react, and you get
sick. Your body gets so busy making new copies of a virus that it can't do what it's supposed to
do. And when viruses spread easily from person to person or from animal to person, a disease
epidemic may occur.
Respect for microbes
In the midst of the SARS outbreak last spring, I came down with a horrible cold that kept
getting worse. Many of my symptoms sounded like SARS. My lungs hurt. I had a sharp cough. I
felt feverish. Terrified, I rushed to the doctor. When he told me I had bronchitis, I was
relieved. I still felt miserable, but my fear of having SARS had far outweighed any suffering I
felt from bronchitis.
But we don't have to be scared all the time. By arming ourselves with knowledge and adopting a
few good habits, experts say, people can stay healthy and strong. We might even learn a few
things about the invisible world around us.
The first lesson is respect, says Amy Vollmer, a microbiologist at Swarthmore College in
Swarthmore, Penn.
50
"We survive on this planet not because we're superior," Vollmer says. Bacteria and viruses far
outnumber us, and the tiny organisms have been here a lot longer than we have.
"Microbes have been on the planet for 4 billion years. Humans have been here for a million or
so," Vollmer says. "They were here first. We have developed and survive around them."
Most microbes don't affect us at all. Some actually help keep us healthy. But the ones that get
our attention are the ones that make us sick, especially if they can easily jump from one person
to another.
Our immune systems help protect us against such microscopic invaders. These systems are like
soccer players: They get better with practice.
Vaccines such as flu shots help your body gear up to fight viruses.
When an infectious pathogen attacks your body for the first time, you might get really sick for
about a week, while your immune system gears up to fight back. The next time you face the
same virus, though, your body remembers what to do. Your immune system takes only a few days
to kick into gear. You might not even feel any symptoms.
Vaccines such as flu shots take advantage of this gearing up. They expose your body to a little
bit of a disease, which gives your immune system a dress rehearsal for fighting the invader in
case of a more serious attack later on.
Identifying the culprit
In recent years, infectious diseases such as SARS and monkeypox have become more common all
over the world, says parasitologist Peter Daszak of the Consortium for Conservation Medicine in
Palisades, N.Y. The trend is probably our own fault, he says.
"Diseases evolved to be very good at moving from one population to another," Daszak says. "It's
what they do best. What we're doing now is creating ways for them to move like they've never
done before."
Many people get sick when they take trips to exotic places where they encounter unfamiliar
microbes. If it takes a few days before infected travelers show symptoms, they can spread a
disease without knowing it. Some people may even carry and spread a virus without ever getting
sick themselves.
When a new epidemic first shows up, scientists start looking for its source. They conduct
interviews to uncover patterns about where patients have been or what they've eaten. At the
same time, doctors keep infected people in isolation to try to stop the disease from spreading.
During the SARS outbreak, people in Asia wore surgical masks in public so they wouldn't inhale
the virus.
51
Next, scientists race to identify the culprit by extracting it from an infected person and
testing whether it can cause an infection. When researchers are sure of the cause, biochemical
analysis begins.
Investigations quickly showed SARS to be caused by a coronavirus, one of many different
families of viruses. Analyses of the monkeypox virus revealed that monkeypox is related to a
horrible disease called smallpox. This kind of information can help scientists narrow their
search for the right kind of drugs or vaccines to prevent future outbreaks.
Animal links
As scientists learn more about disease epidemics, animals turn out to be a vital link.
SARS, for example, started out as a disease in palm civets. A palm civet is a badger-like mammal
with spotted fur and a long tail that lives in southern Asia and tropical Africa. Now, researchers
have found that cats and ferrets can carry the SARS virus, but no one is sure whether they can
spread it to people.
Mosquitoes transmit the West Nile virus. Monkeypox first spread to people in the midwestern
United States through pet prairie dogs. The disease had previously appeared only in western
Africa.
Yet, animals might be as much a casualty as a cause of epidemics, Daszak says. Diseases may be
spreading more often from animals to people simply because people are handling animals without
being careful enough, he says.
"We shouldn't really blame animals," Daszak says. "We should blame humans that change animal
habitats, humans that trade animals and move them from one place to another, and humans that
destroy forests and invade animal homes."
By protecting animals, he says, we also protect ourselves.
For now, all the talk about disease epidemics doesn't mean you need to hide inside all day long.
"The best way to stay healthy with all these diseases is to know about them," Daszak says. "It's
really fascinating rather than scary."
Washing your hands often and carefully can help keep infections from spreading.
Simple precautions can make a big difference. Avoid mosquitoes to protect yourself from the
West Nile virus. To prevent monkeypox, don't buy exotic animals. If you do want an exotic pet,
have a doctor screen it for diseases first.
It also really helps if you wash your hands a lot. And, if you're sick, you should stay away from
school and other people.
52
Most important of all, Vollmer says, is to take care of yourself. By eating well and sleeping
enough, your immune system will stay nice and strong.
"If you can learn that early and keep it up as you get older," she says, "you can live a long and
healthy life."
http://www.sciencenewsforkids.org/articles/20031105/Feature1.asp
From Science News for Kids Nov. 5, 2003.
Copyright (c) 2003 Science Service. All rights reserved.
Questions:
1.What are some of the main building blocks of cells? Which ones are important for viruses?
2. What is the difference between a virus and an epidemic?
3. How are we able to fight off viruses when they attack?
4. Why do we have vaccines?
5. Where did monkeypox first emerge?
6. What are some precautions we can take to protect us from viruses?
7. How do you keep your immune system working smoothly?
8. Microbiologist Amy Vollmer claims that we haven't survived on the planet out of sheer
strength or superiority. Why do you think she believes this? What evidence does she use to
support her idea?
9. Why do scientists, after a new epidemic emerges, immediately try to locate its source?
10. How might protecting animals help us reduce the chances of getting infected by viruses?
53
Simple Organisms Review:
1. What 3 Kingdoms are classified as simple organisms?Why?
2. What 2 groups of bacteria are included in the Moneran Kingdom?
3. Compare and contrast the two groups of bacteria that make up the Moneran Kingdom.
Include how they live, where they live, how they eat, and physical characteristics.
4. What is a prokaryote? Give an example.
5. What is a eukaryote? Give an example.
6. What is an autotroph? Give an example.
7. What is a heterotroph? Give an example.
8. What is photosynthesis and where does it take place? Which simple organisms are
capable of performing photosynthesis?
9. Why are cyanobacteria no longer consider to be algae?
10. What are the 3 different types of movement used by protozoa? Explain how they work.
11. Why are slime molds not included in the fungi kingdom with the other molds?
12. What is a lichen?
13. Explain how fungi can be both harmful and helpful.
14. Are all bacteria bad? Explain.
54
15. Which simple organism is the most primative, least complex and is thought to be the first
life form on earth? Why?
16. What is yeast?
17. What is fermentation?
18. Define independent variable, dependent variable and control.
19. During our yeast lab, why did some of the ballons fill up more than others?
20. What is binary fission? Explain how it works.
55
Kingdom Plantae
What are some ways that we depend on plants every day? Try to think of 3 things we use ever
day that come from plants!
1. ___________________________
2. ___________________________
3. ___________________________
What are the four basic needs of plants?
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
What are the 6 parts of a plant?
1. ___________________________
2. ___________________________
3. ___________________________
http://urbanext.illinois.edu/gpe/
case1/c1facts2a.html
4. ___________________________
5. ___________________________
6. ___________________________
What is the job of the roots? ____________________________________________
__________________________________________________________________
What is the job of the stem? ____________________________________________
__________________________________________________________________
Xylem: _____________________________________________________________
Phloem: ____________________________________________________________
What is the job of the leaves? __________________________________________
__________________________________________________________________
What is the job of the flowers? __________________________________________
56
What is the job of the fruit? ____________________________________________
__________________________________________________________________
What is the job of the seeds? ___________________________________________
__________________________________________________________________
What are some ways that seeds can be dispersed? ____________________________
_________________________________________________________________
Label the parts of a plant on the diagram below:
What is pollination? ___________________________________________________
__________________________________________________________________
57
Photosynthesis
All plants are AUTOTROPHS, which means they can make their own food through the process
of photosynthesis. For photosynthesis to take place a plant needs the following things:
1. Water
2. Sunlight energy
3. Carbon Dioxide
The plant takes in these things and turn them into:
1. Glucose (sugar)
2. Oxygen
The process of photosynthesis takes place in the CHLOROPLAST, the chloroplast is a structure
inside of plant cells that makes the plant green!
58
BRAIN POP ACTIVITY: POLLINATION
59
60
Welcome to Pollen Park!
Follow the steps below.
1. Click on the arrow that says enter, then click on Bumbles
2. Choose how many people are in your group and type in your names
3. When you come to the sign post choose Flower Garden first, click on bumbles to put the
parts of the flower together, as you place the parts into the flower define the following words
1. Ovary _______________________________________________________
2. Style _______________________________________________________
3 Ovum _______________________________________________________
4. Sepals _______________________________________________________
5. Petals ______________________________________________________
6. Ovule _______________________________________________________
7. Stamen _____________________________________________________
8. Anther ______________________________________________________
9. Filament _____________________________________________________
10. Stigma _____________________________________________________
4. Now click on the Woodland walk and answer the question:
1. What is a seed? _______________________________________________
2. What are the 4 main ways in which seeds are dispersed?
__________________________________________________________________
5. What plant or plants has seeds made for wind dispersal? ______________________
Why? ______________________________________________________________
6. What plant/plants have seeds made for animal dispersal? _____________________
Why? _____________________________________________________________
7. What plant/plants have seeds made for explosion dispersal? __________________
Why? _____________________________________________________________
8. What plant/plants have seeds made for water dispersal? ______________________
Why? ______________________________________________________________
61
NEXT CLICK ON PLAY AREA: Here you will do a word find, you can choose anyone that you like.
When you are finished with the word search click on the PICNIC AREA.
On the lines below write the paragraph about how plants reproduce:
In order for plants to reproduce, _________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________
Explain how each of the flowers are pollinated and why.
Flower #1 ___________________________________________________________
__________________________________________________________________
Flower #2 __________________________________________________________
__________________________________________________________________
Flower #3___________________________________________________________
__________________________________________________________________
FEATURES OF FLOWERS POLLINATED
FEATURES OF FLOWERS POLLINATED
BY WIND
BY INSECTS
1.
1.
2.
2.
3.
3.
4.
4.
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EXPLAIN FERTILIZATION, what happened after your drug the pollen grain to the stigma?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
What is the difference between pollination and fertilization?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
NOW GO TO PARK LAKE
What is germination? __________________________________________________
What are the 3 things needed for a seed to germinate:
1. ________________________________________
2. ________________________________________
3. ________________________________________
63
MORE PLANTS!!
VASCULAR
NON-VASCULAR
ANGIOSPERM
GYMNOSPERM
64
BRAIN POP ACTIVITY: SEED PLANTS
65
Draw the following characteristics:
Simple Leaf
Compound Leaf
Broad Leaf
Needle like Leaf
Opposite
Alternate
Whorled
66
Lobed leaf margin
Entire leaf margin
Serrated leaf margin
Pinnate veins
Palmate veins
Parallel veins
67
Using the Identification Key, identify the leaves and branches that are displayed. Record your
answers in the spaces below.
COMMON NAME
SCIENTIFIC NAME
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
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They're round. They're full of fiber. But unless you're a termite, you can't eat tree cookies!
Tree cookies are cross sections of tree trunks that foresters and teachers use to illustrate how trees
grow. Tree cookies reveal the many different layers that make up a tree. And each layer can tell us
something about the tree's life and the climate in which it grew.
Item 1 is called the cambium. It is a
layer or zone of cells, just one cell
thick, inside the inner bark. The
cambium produces both the xylem and
phloem cells. This is where diameter
growth occurs, and where rings and
inner bark are formed.
Item 2 is the phloem or inner bark.
This layer carries sugar made in the
leaves or needles down to the
branches trunks and roots, where it is
converted into the food the tree needs
for growth.
Item 3 is the xylem or sapwood. This
layer carries the sap (water plus
nitrogen and mineral nutrients) back up
from the roots to the leaves. Sapwood
gives a tree its strength.
Item 4 is a growth ring. The lighter
portion is called the "early wood"
(beacuse it grows in the spring), and
the darker portion the "late wood"
(which grows in the summer).
Together, they represent one year of
growth. (You can count the rings to see how old a tree is!)
Item 5 is the heartwood. Heartwood develops as a tree gets older. It is old sapwood that no longer
carries sap, and gives the trunk support and stiffness. In many kinds of trees, heartwood is a darker
color than sapwood, since its water-carrying tubes get clogged up. The tree cookie at right, like many
of its fellow young pines, has not developed heartwood yet.
Layer 6 is the outer bark. This layer protects a tree from insects and disease, excessive heat and
cold, and other injuries.
-----------------------------------------------------------------------69
The rings of a tree give us a lot of information about the age of the tree, its health, and the climate
conditions during each year of its growth. Just for fun, predict the number of rings on each of the tree
cookies on this page. They are about the same size, but are they of the same age? Count the rings
and find out. Hmmmm. How might you account for the differences? (HINT: Think about all the things
a tree needs in order to grow.)
Stumped (tee hee)? Here are some explanations to help you think about it: The first tree cookie
shown has a small number of wide rings, indicating that it came from a young tree that grew in an
area where it had little competition for the things a tree needs to grow -- such as sunlight, water, and
nutrients.
The second cookie (below) has many tight rings. It is from an older tree that grew with more
competition. The fact that the center rings are offset indicates that the tree either grew on a slope or
had to grow around some sort of obstruction. If you were a forest manager, how could you use your
knowledge about tree growth to manage a forest for wood production? For wildlife habitat? For water
quality? Or for all three? (Most forest managers manage for all these benefits -- and more! What an
interesting and challenging job!)
70
Reading Tree Cookies
What happened to this tree? The off-centered rings show that at one
time it started growing at an angle. It could be growing on a slope, or
may have been pushed on by another tree, or a rock.
This tree was injured when it was only four years old! It has
a scar that is healing over. The tree might have been
injured by a fire.
This tree shows a fast growth pattern. It is only 5 years old, but it
has grown a lot each year.
This tree has had very slow growth its entire life. It is 16 years
old, but is the same size as the tree above. It may not be getting
enough water, nutrients, or sunlight due to an overcrowded
forest.
This tree had slow growth during the first years of its life. It was
suppressed. Then something happened, and the tree started
growing faster. Was there a drought for many years, and then a
lot of rain? Or perhaps the tree was in crowded conditions, and
then the trees around it were trimmed or cut down. This would
give it more water, sun, and nutrients to grow.
71
BRAIN POP ACTIVITY: CARNIVEROUS PLANTS
The Animal Kingdom
72
Generally, we think of an animal as something with four legs, eyes, ears, a nose and a mouth. However, the
Animal Kingdom includes all organisms (living things) which: a.) have more than one cell, b) do not make
their own food, and c) produce embryos (young forms) from an egg and a sperm.
Scientists classify organisms by similarities in internal and external structures. One system classifies animals
based on whether they have backbones. A backbone is a set of bones that run along an animal’s back.
Scientists call animals with backbones vertebrates. They call animals without backbones invertebrates.
The backbone is part of a vertebrate’s internal skeleton, or endoskeleton. It supports a vertebrate’s body from
the inside and gives it shape. It is also made of bones that grow as animals get bigger. Vertebrates include
animals such as mammals, birds, fish, and reptiles.
Invertebrates include animals such as jellyfish, squid, crags, worms, spiders, and insects. Insects have a hard
exoskeleton that covers and protects their soft bodies. Unlike an endoskeleton, the exoskeleton does not grow
as an insect gets bigger. An insect must shed its old exoskeleton and produce a new one as it grows.
Although vertebrates do not have exoskeletons, they have other types of body coverings. Birds have feathers
that provide insulation and allow for flight. Fish and reptiles are covered in hard scales. Mammals are covered
in fur or hair.
Animals also have different body plans. A body plan is how the parts of an organism are arranged. Most
animals have symmetric body plans. That means an imaginary line can divide their bodies into mirror images.
Symmetric body plans can be radial or bilateral. A few kinds of invertebrates have radial symmetry. In radial
symmetry, body parts radiate out from a central point like the spokes of a wheel radiate out from the hub.
Some invertebrates and all vertebrates have bilateral symmetry. In bilateral symmetry, the animal has right and
left sides and front and back ends. The front end typically has a concentration of sense organs. In general,
animals with bilateral symmetry can move more easily in one direction than animals with radial symmetry can.
Types of circulatory systems also differ among different groups of animals. Vertebrates have closed circulatory
systems. In a closed circulatory system, blood flows through the body in a network of large and small blood
73
vessels. Many invertebrates, such as insects, crustaceans, and mollusks, have open circulatory systems. In an
open circulatory system, blood empties from large blood vessels into a body cavity.
Animals also have different kinds of appendages for moving and sensing their environment. An appendage is
an external structure that projects out from an animal’s body. Appendages include legs, wings, fins, claws, and
antennae. An organism’s appendages are adaptations for the organism’s environment.
An adaptation is any feature that helps an organism survive and reproduce in its environment. A lobster’s claws
on its front appendages help it get food. Some animals have adaptations that help them survive in certain
climates. Jackrabbits live in deserts that are hot and dry. They have very long ears. Excess heat from their
bodies escapes from the large surface area of the rabbit’s ears, helping the rabbit stay cool.
The list below gives the nine major phyla (groups) in the Animal Kingdom. They are listed from the simplest
form to the most complex form. Scientists have put animals with similar structures into the same phylum.
Animals in the first five phyla have increasingly complex structures. The animals in phyla 5,6,and 7 have
similar embryos. The animals in phyla 8 and 9 also have embryos which are similar. These are some reasons
why scientists have placed the phyla in this order.
Major Animal Phyla
1.
2.
3.
4.
5.
6.
7.
8.
9.
Sponges – sponges
Coelenterates – hydras, jellyfish, sea anemones, and corals
Flatworms – free-living flatworms, flukes, and tapeworms
Roundworms – roundworms
Segmented worms – bristle worms, earthworms and their relatives, leeches
Mollusks – chitons, clams, snails, and octopuses
Arthropods – insects, crustaceans, centipedes, millipedes and arachnids
Echinoderms – starfish, sea urchins, sea cucumber, brittle star, and sea lilly
Chordates – vertebrates such as fish, amphibians, reptiles, birds, and mammals
Use the above information to answer the following questions:
1. What are the three characteristics of an animal? ________________________________________________
_________________________________________________________________________________________
2. What is a vertebrate? _____________________________________________________________________
Give 2 examples of vertebrates. _______________________________________________________________
3. What is an invertebrate? ___________________________________________________________________
Give 2 examples of invertebrates. ______________________________________________________________
4. What is an exoskeleton? ___________________________________________________________________
Give 2 examples of organisms with an exoskeleton. ________________________________________________
5. What is an endoskeleton? __________________________________________________________________
Give 2 examples of organisms with an endoskeleton. _______________________________________________
6. What is a symmetric body plan? Can organisms have a body plan with no symmetry? Give an example.
__________________________________________________________________________________________
__________________________________________________________________________________________
7. What is radial symmetry? __________________________________________________________________
74
8. What is bilateral symmetry? ________________________________________________________________
9. What is the difference between an open circulatory system and a closed circulatory system? Give an
example of an organism with each type of system. _________________________________________________
__________________________________________________________________________________________
10. Which group (s) of animals is covered in scales? _______________________________________________
11. Which group(s) of animals is covered in hair or fur? _________________________________________
12. Which group(s) of animals is covered in feathers? ___________________________________________
13. What is an adaptation? ________________________________________________________________
14. Give an example of how an organisms appendages can be an adaptation for their environment.
__________________________________________________________________________________________
__________________________________________________________________________________________
15. Which of the following is mostly likely true of an animal that has wings for flying?
A It has antennae
B. It has a backbone.
C. It has an exoskeleton
D. It has bilateral symmetry
CHARACTERISTICS OF THE ANIMAL KINGDOM
All animals:
1.
2.
__________________________________________________________
__________________________________________________________
75
3.
__________________________________________________________
VERTEBRATES
INVERTEBRATES
CHARACTERISTICS OF ARTHROPODS:
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
INSECTS
ARACHNIDS
CRUSTACEANS
Arthropods
Arthropods are a group of animals in the Kingdom Animalia. All arthropods have a hard
exoskeleton made of chitin, a body divided into segments, and jointed appendages. Three main
groups of the arthropods include the insects, arachnids, and crustaceans.
Insects
76
Insects have three body segments --- the head, thorax (middle region) and the abdomen.
Often you can see segments on the abdomen of insects. Locate all the insects on the coloring
sheet and label and color the head red, the thorax yellow, and the abdomen green. Insects
have three sets of legs (6), which are attached to the thorax. Label and color all the insect
legs blue. You will also note that each insect has a pair of antenna on the head. Label and color
over the antenna in gray. The mouthparts of insects have a pair of mandibles (jaws) that chew
food. Unlike the teeth of other animals, mandibles open from side to side. Locate the
mandibles (they are only visible on two of the insects pictured) and color and label the
mandibles purple. Some, but not all insects have wings, which also attach to the thorax. Color
and label the wings pink. An additional body part can be seen on the grasshopper. This part is
behind the head and covers and protects part of the thorax. It is called the pronotum. Label
and color the pronotum brown.
Grasshoppers are a common type of arthropod. Read the definitions, then label and
color the grasshopper anatomy diagram below:
abdomen - the segmented tail area of a grasshopper, which contains the heart, reproductive
organs, and most of the digestive system (red)
antennae - like all insects, grasshoppers have 2 segmented antennae that sense touch and
odors (gray)
compound eye - grasshoppers have 2 faceted eyes made up of many hexagonal lenses (light
green)
head - the head is at the front end of the grasshopper's body and is the location of the brain,
the two compound eyes, the mouth parts, and the points of attachment of its two antennae.
(brown)
jumping legs -the long, hindmost pair of the grasshopper's six legs (dark green)
mandibles - the jaws, located near the tip of the head, by the palps; the jaws crush the food
(purple)
palps - long, segmented mouth parts (under the jaws) that grasp the food (violet)
spiracles - a series of holes located along both sides of the abdomen; they are used for
breathing
thorax - the middle area of the grasshopper's body - where the legs and wings are attached
(tan)
walking legs - the four, short front legs that are used for walking (yellow)
wings - grasshoppers have two long wings, used for flying (light blue)
Figure 1 - External Grasshopper Anatomy
77
Arachnids
Arachnids are a group of arthropods that include spiders and ticks. They have two body
parts --- the cephalothorax (head and thorax combined)) and the abdomen. Label and color
the cephalothorax orange and the abdomen green. Arachnids have 8 legs, instead of the 6 that
you find in insects. Label and color the legs blue. Notice that arachnids do not have antennae,
but you can see the mandibles on the spider pictured. Label and color the mandibles purple.
Tiny eyes (also called ocelli) that can only detect light and dark are located on top of the
spider's cephalothorax. Most species of spiders have 8 eyes, but other species have more.
Label and color the ocelli red. The pedicel, spider's waist, connects the cephalothorax and the
abdomen. Label the pedicel. Pedipalps, also called palps, are two sensory feelers that look like
very short legs attached to the front of the spider. Pedipalps help taste food. Label and color
the pedipalps light purple. The spider’s jaws are also called chelicera. They are located below
the eyes. The jaws are tipped with fangs that can inject poison. Label and color the chelicera
or fangs brown. Spinnerets are where the spider's silk is released. They are located at the tip
of the abdomen. Label the spinnerets.
78
Figure 2 – External Arachnid (Spider)
Locate the arachnids on the coloring sheet and label and color the cephalothorax red and the
abdomen green.
Crustaceans
Crustaceans are a group of arthropods that mainly live in the water; they include
lobsters, crabs, shrimp, and crayfish. Crustaceans usually have two body segments --- the
cephalothorax (orange) and the abdomen (green). The number of appendages on crustaceans
can vary. Many of them have large claws called chelipeds used for capturing prey. Label and
color the claws or chelipeds on the lobster brown. Walking legs are attached to the thorax.
Label and color the walking legs blue. Notice the small leg-like attached to the underside of
the abdomen on the lobster. The lobster uses these for swimming and holding eggs and young.
Male lobsters and crayfish have a pair of these modified to transfer sperm to the female.
These appendages are called swimmerets. Label and color the swimmerets dark blue.
Crustaceans also have sensory antenna. Label and color the antenna gray.
79
Centipede
Centipedes have long flat bodies and many legs. In fact, the word "centipede" means
"hundred legs.” Centipedes actually have 4 or 2 pairs of legs on each body segment. Label and
color the legs of the centipede blue and each of its body segments red. Centipedes have a pair
of sensory antenna on the head. Label and color the antenna gray. Centipedes are often
poisonous and feed on insects or other arthropods.
Questions:
1. How many body segments does an insect have? how many legs?
2. How many body segments does an arachnid have? how many legs?
3. Which groups of arthropods have antennae?
4. What part of the body can you see segmentation?
5. What are the chewing mouthparts of arthropods called?
6. To what part of the body do the wings attach?
7. The head and thorax are fused together in some arthropods to form the
_______________.
80
Arthropod coloring page
81
Insect Life Cycle
Many insects go through developmental stages called metamorphosis. Dramatic physical
changes of the insect’s body takes place in these stages. Some insects do not go through
metamorphosis and just increase in size. There are two main types of metamorphosis --complete and incomplete. The stages in complete metamorphosis are: Egg --> Larva -->
pupa ---> adult (example: butterflies). The stages in incomplete metamorphosis are: Egg -->
nymph --> adult (example: crickets). Label the stages in each type of metamorphosis.
In incomplete metamorphosis, the nymph develops from an egg and looks like the adult,
but it does NOT have fully developed wings. Color the nymph yellow and the egg red. In
complete metamorphosis, a worm-like stage called the larva or caterpillar develops from the
egg. This stage eats lots of vegetation storing food energy for the next stage. Color the eggs
red and the caterpillar yellow. The larva or caterpillar spins a cocoon or chrysalis in which the
pupa develops into an adult insect. Color the cocoon light green. The butterfly in the picture is
a Monarch. Color the Monarch orange.
82
Questions Continued:
8. Name the two types of metamorphosis in insects and tell how they differ.
9. What is the function of chelicera? Chelipeds?
10. Arachnids have simple eyes called _________.
11. Give three uses for swimmerets.
12. Where are the walking legs of crustaceans found?
13. What arthropod has pedipalps and what are they used for?
14. What is a chrysalis?
83
Born
Alive or
Eggs
Body covering
Warm blooded
(endothermic) or
Cold blooded
(exothermic)
Vertebrates
Mammals
Birds
84
How it
breathes
Heart
Distinctive
Characteristics and
Unique adaptations
Born
Alive or
Eggs
Body covering
Warm blooded
(endothermic) or
Cold blooded
(exothermic)
Fish
Reptiles
Amphibians
85
How it
breathes
Heart
Distinctive
Characteristics and
Unique adaptations
Kingdoms Review Worksheet
What are the 5 Kingdoms
What caused the Irish potato famine?
What is a prokaryote?
What is a eykaryote?
What is heterotrophic?
What is autotrophic?
ANIMAL KINGDOM:
What is an invertebrate?
What is a vertebrate?
Give an example of a vertebrate
Give an example of an invertebrate
What is an exoskeleton?
What is an endoskeleton?
What are the characteristics of a fish?
What are the characteristics of a reptile?
What are the characteristics of an amphibian?
Explain the lifecycle of a frog.
What are the characteristics of a bird?
What are the characteristics of a mammal?
What is radial symmetry?
Give an example of an organism with radial symmetry.
What is bilateral symmetry?
Give an example of bilateral symmetry.
What are the characteristics of arthropods?
Explain the lifecycle of a butterfly. (metamorphosis)
PLANT KINGDOM:
What is an angiosperm? Give an example
What is a gymnosperm? Give an example
What is a conifer? Give an example
What is xylem?
What is phloem?
What is a vascular plant?
What is a non-vascular plant?
What is the job of the leaves?
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What is the job of the roots?
What is the job of the stems?
Where does photosynthesis take place?
FUNGUS KINGDOM:
What is symbiosis?
What is mutualism?
What are hyphae
Are fungi ever helpful? How?
Are fungi ever harmful? How?
How do fungi eat?
PROTIST KINGDOM:
What are protozoan?
How are protozoan grouped?
What are the 3 main groups of protozoan, and explain each.
What type of protozoan are responsible for giving us most of the oxygen we need to breathe?
What is the only type of protist that can make their own food?
BACTERIA, ARCHAEBACTERIA AND VIRUSES
What is the difference between bacteria and archaebacteria?
Are viruses living? Why or Why not?
Can bacteria move?
What is chemosynthesis?
Are bacteria ever helpful? If so how?
Are Virus’s ever helpful? If so how?
Where can archeabacteria be found?
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KINGDOM
EUKARYOTIC
OR
PROKARYOTIC
AUTOTROPH
OR
HETEROTROPH
ANIMAL
PLANT
FUNGUS
PROTIST
MONERAN
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MULTI-CELLULAR
OR
UNI-CELLULAR
HABITAT
(WHERE DO THE
ORGANISMS LIVE)