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. 1 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 2 Label the microscope below 3 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. 4 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? _____________________________________________________________ _____________________________________________________________ 5 BrainPop Activity 6 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. 7 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 8 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? 9 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. 10 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. ____________________________________________________________________ 11 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? __________________________ __________________________________________________________________ 12 __________________________________________________________________ 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. 13 _______________________________________________________________________ _______________________________________________________________________ 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 ________________________________________________________ 14 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 15 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. 16 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 17 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 18 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 19 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 20 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 21 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. 62 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. 68 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? 86 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? 87 KINGDOM EUKARYOTIC OR PROKARYOTIC AUTOTROPH OR HETEROTROPH ANIMAL PLANT FUNGUS PROTIST MONERAN 88 MULTI-CELLULAR OR UNI-CELLULAR HABITAT (WHERE DO THE ORGANISMS LIVE)