NAME ______________________________________________________
TAXONOMY
K_______________________
P_______________________
C_______________________
O_______________________
F_______________________
G_______________________
S_______________________
Which two taxa are used in the binomial
nomenclature of the scientific name?
VENN DIAGRAMS
1. Prokaryote vs Eukaryote
2. Multicellular Kingdoms: Animalia vs Plantae vs Fungi
3. Unicellular Kingdoms: Protista vs Eubacteria vs Archaebacteria
QUICKWRITE
1. What benefit is there to categorize living things?
2. How does taxonomy illustrate the relatedness of organisms?
EXTRA PRACTICE: (10 POINTS EACH)
CLASSIFICATION COMPARISON CHART:
Kingdoms Animalia
Kingdoms Plantae and Kingdoms Animalia,
and Fungi share these Fungi share these two Fungi, and Plantae all
three characteristics
characteristics
share this
characteristic
1.
1.
1.
Kingdoms Protista
and Eubacteria share
these three
characteristics
1.
2.
2.
3.
2.
3.
ANIMAL KINGDOM DICHOTMOUS KEY
Use the Chart on the back to create a dichotomous key for the six animal kingdoms.
Example. 1 a. prokaryote……………………..….. go to 2
b. eukaryote………………………….. go to 3
Name ___________________________________________________
Monster Dichotomous Key
1. Wings ……………………….Go to 2
No wings ……………………Go to 3
2. Tail …………………Greedy rodento
No Tail ………………………Go to 4
3. 0 to 2 legs …………………..Go to 7
More than two legs ………...Go to 5
4. Horns …………………Maxter wingus
No Horns …………...Bug eyed slinx
5. One eye …………………….Go to 6
Two eyes …………..Slurp opotomous
6. Teeth …………………….Poly Opicus
No teeth ……………….Mono octopus
7. Four eyes ……………………Quarto slugo
Two eyes …………………………..Go to 8
8. Antennae ………………………..Sniggle
Horns ………………...Horned lab
monster
Name ____________________________________________________________
CLASSIFICATION CHART
Euk or Prok?
Domain?
Kingdom?
Animalia
Plantae
Autotroph (A) or
heterotroph (H)
or both (B)?
Motile(M) or
immotile(I)
Examples
(3 each)
Unicellular (U)
or multicellular
(M) or both (B)?
Last two rows will be filled in week 2
Fungi
Protista
Eubacteria
Archaeabacteria
Name ____________________________________________ Period ________ date ____________
#1 HUMAN BODY SYSTEMS
Rank the following in order from smallest (1) to largest (8):
______a) Atom
______d) Organ
______b) Cells
______e) Organelle
______c) Molecules
______f) Organism
______g) Organs
system
______h) Tissue
Identify the system described and fill in the blanks with the missing information
Description: fill in missing information
Name of System
 Skin, mucus, oil, sweat, tears and saliva also work to
prevent ____________________ from entering body
 Variety of ____________ ____________
______________to defend against invasion of
pathogens
 Consists of lymphatic vessels, lymph nodes, tonsils,
spleen and thymus
 Responsible for ______________ _______________
 Kidneys filter blood to remove wastes from it,
helping to maintain
___________________________ of body fluids
 Kidneys also help control level of sodium
 Includes: kidneys, urinary tract, bladder, ureters,
and urethra




Includes: testes and ovaries
Males produce sperm.
Females produce eggs.
Controlled by __________________
 Works with _________________ system to maintain
____________________
 Made up of a series of _____________ that release
chemicals directly into bloodstream
 Controls body through release of ________________
 Hormones provide information to body cells about
metabolism, growth, development and behavior.
 Organs include: thyroid, pituitary gland, and
hypothalamus
_____________________
 Allows for body movement by providing points of
attachment for _____________________
 Protects internal organs
 Provides a framework for body tissues
 Two types of bone tissue (compact bone and spongy
bone) that differ in density
 Produces __________ ____________ ___________
in marrow
 Stores minerals and _______
 Includes: bones, ligaments, tendons, and joints
 Controls organs in times of stress and when body is
at rest
 Relays information to and from ______________
and _______________________ muscles
 Relays information to internal ________________
 Includes: nerves, brain, and spinal cord
 Breaks down food both ______________________
and ____________________________
 Breaks down food you eat into molecules that can be
used as _________________ for your body cells
 Includes: mouth, stomach, small and large
intestines, and esophagus
 Involved in getting ___________________ to your
body cells and removing __________________
________________________
 Cleans the dirty air you breathe
 Controlled partially by chemistry of the blood
 Includes: mouth, nose, lungs, and diaphragm
 ______________ blood cells: large; several types; all
have nuclei; defend body against disease
 ______________ blood cells: transport oxygen and
some carbon dioxide; lack a nucleus; contain
hemoglobin
 Platelets: cell fragments needed for blood clotting
 Plasma: liquid; has proteins; transports red and
white blood cells, platelets, nutrients, enzymes,
hormones, gases and inorganic salts
 Includes: heart, veins, and arteries
 _____________________ carry blood to the heart.
 ___________ carry blood away from the heart.
 Exterior layer of epidermis helps protect from
exposure to bacteria, heat, and chemicals
 Interior layer of epidermis has melanin to help
____________________ body cells from damage by
solar radiation
 Helps maintain ______________________ by
regulating internal body temperature (sweat)
 Functions as a _________________ organ
 Flexible and responsive organ
 Produces essential vitamins
 Main organ is the _______________ and covers
body surfaces
 Three types: skeletal, smooth, and cardiac
 ___________________: involuntary; interconnected
network that helps heart contract efficiently
 _______________________: voluntary; attaches to
and moves bones
 ___________________: involuntary; lines organs,
and most often squeezes to exert pressure on the
space inside the tube or organ it surrounds in order
to move material through it
 Able to contract to do work and move the body
Which system(s) is/are involved in
a) Regulation? ______________________________________________________
b) Nutrient absorption? ________________________________________________
c) Reproduction? _____________________________________________________
d) Defense/ protection? ________________________________________________
e) Illness in animals? _________________________________________________
Name ____________________________________________ Period ________ date ____________
#2 ABIOTIC VS BIOTIC FACTORS
Identify each of the following as abiotic (non-living) or biotic (living) factors
1.
2.
3.
4.
5.
6.
Water
Trees
Trash
Bacteria
Sunlight
Mushrooms
7.
8.
9.
10.
11.
12.
Abitotic factors
Gravel
Birds
Rocks
Grass
Soil
Worms
13.
14.
15.
16.
17.
18.
Minerals
Insects
Temperature
Rabbits
Rain
Mice
19.
20.
21.
22.
23.
24.
Biotic Factors
Flood
Flowers
Storms
Weeds
Drought
Deer
Name ____________________________________________ Period ________ date ____________
#3 PLANT ADAPTATIONS
Match the plant adaptation to its biome.
BIOME: TUNDRA, AQUATIC, PLANT ADAPTATION
OR DESERT?
 Chlorophyll found in upper surface of leaves, surface
has waxy coating.
 Leaves and stems are flexible and move with water
currents.
 Leaves float on top of the water exposing the leaves
to sunlight.
 Plant covered with hair to protect it from cold
weather.
 Plants grow close to each other to protect from wind
and cold.
 Plants have no leaves or small leaves that grow
immediately after it rains.
 Plants small and low-growing to keep plants from
freezing.
 Plants store water in their stems or leaves.
 Stems have air spaces that hold the plant upright in
the water.
 Waxy coating on stems and leaves to reduce water
loss.
Tundra: Extremely cold climate, Low
biotic diversity, Simple vegetation
structure, Limitation of drainage, Short
season of growth and reproduction,
Energy and nutrients in the form of
dead organic material
Desert: Most deserts have a
considerable amount of specialized
vegetation, as well as specialized
vertebrate and invertebrate animals.
Soils often have abundant nutrients
because they need only water to
become very productive and have little
or no organic matter
Aquatic biomes (marine and
freshwater): Although water
temperatures can vary widely,
aquatic areas tend to be more
humid and the air temperature
on the cooler side
Name ____________________________________________ Period ________ date ____________
PLANTS: PARTS AND FUNCTIONS
Read the descriptions to help answer the questions
Roots
Stems
Leaves
Flower structures








Absorb water and
minerals
Anchor plant
May have hairs to aid
absorption
Often function as water
or food storage sites
(ensures long-term
survival when water is
scarce)
Contain vascular tissues
for transport to and
from stem


Bundled or circular
arrangement of vascular
tissue surrounds mass
of parenchyma tissue
Contain vascular tissues
that transport water,
dissolved minerals and
sugars to and from
roots and leaves
o Xylem: transports
water and
minerals
o Phloem:
transports food
(sugar; organic
molecules)
Support leaves and
flowers





Gases move in and out
through stomata
Most have relatively
large surface area that
receives sunlight
Primary function is
photosynthesis
Some are adapted to
store food
Some are modified to
release irritants when
broken or crushed
Water vapor is lost
through transpiration,
encourages water pulled
up through roots







Carpel: The female reproductive organ of
the plant (includes stigma, style, and
ovary)
Stigma: Receives pollen during pollination
Style: Slender stalk that connects the
stigma to the ovary
Ovule: Part of the ovary that usually has
one egg; it becomes the seed after
fertilization
Ovary: Hollow base of the carpel; contains
one or more ovules
Stamen: Male reproductive organ of a
flower (contains anther and filament)
Anther: Tip of the stamen-produces pollen
that eventually becomes sperm
Filament: Thin stalk with anther at top
Which structures have similar transport functions like the circulatory system?
Which two structures are the male and female reproductive structures of plants?
Which structure functions like the respiratory system, where carbon dioxide is exchanged for oxygen?
Name ____________________________________________ Period ________ date ____________
PLANT RESPONSE
Plants have systems that allow them to respond to the
environment.
Which tropism is illustrated: gravitropism, nastic
movement, phototropism, or thigmotropism? Explain
your reasoning. (3)
ANSWER THE FOLLOWING ON YOUR OWN PAPER
BODY SYSTEMS INTERACTION ACTIVITY
Each student draws two physical activity cards and two combinations of body systems
cards. Describe how each of the systems on their card is involved in achieving the
physical activity
FOCUS QUESTIONS
1. How is homeostasis maintained within all levels of organization?
2. As environmental conditions change how do body systems interact to maintain
homeostasis?
3. Explain why a living organism cannot survive and reproduce without one or more
of its systems.
4. How do the circulatory and excretory systems work together to conserve water
when an animal becomes dehydrated?
Name __________________________________________ period ____________
Roundworm
Rabbit
Bacteria
Bison
strawberry
rat
grasshopper
robin
club fungus
hawk
flowring plant
Lizard
snake
Acorn (oak tree seed)
tick
Deer
earthworm
mountain lion
coyote
caterpillar
(butterfly)
dead organism
bee
cocoyote
squirrel
grass
bear
egret (bird)
butterfly
prairie vole (rodent)
Part A: Eating Habits
From the chart, identify examples of each of the following
Herbivore
Carnivore
Omnivore
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
Decomposer
1.
2.
3.
Detrivore
1.
2.
Part B: Food Chains
Use the Chart provided to create 3 food chains
Label each with as many of the terms below as possible
o A= autotroph, H= heterotroph
o P= producer
o 1C= primary consumer, 2C secondary consumer, 3C tertiary consumer, etc
examples
dead organism
P
-->
club fungus -->
1C,H
deer
2C, H
-->
mountain lion
3C, H
#1
_____________ -->
____________ --> _____________ -->
_____________
#2
_____________ -->
____________ --> _____________ -->
_____________
#3
_____________ -->
____________ --> _____________ -->
_____________
Part C: Food Webs
Use the food chains above to create a food web in the space below
Part D: Energy Pyramids
Using the Food web created in part B, create an energy pyramid by placing the names of the
organisms into the correct level
Label the levels:
o producer, primary consumer, secondary consumer, tertiary consumer, quaternary
consumer,
o autotroph(s), heterotroph(s),
o percent energy available at each level
Questions:
1. Why is the bottom of the pyramid wider than the top of the pyramid?
2. Why is there a loss of energy as you go up the pyramid? (where does the energy go?)
3. List 5 natural and 5 human-made dangers to your food web
Natural
Human-made
Part E: Interactions part 1
Using the cards provided, list at least 5 examples of each type of interaction.
Predation
Mutualism
Commensalism
Parasitism
1.
1.
1.
1.
2.
2.
2.
2.
3.
3.
3.
3.
4.
4.
4.
4.
5.
5.
5.
5.
Part F: Interactions Part 2
Using your food web, make 10 pairs or organisms. Identify the type of interaction
Organism Pair
Example
Roundworm
and
Type of Interaction
coyote
Parasitism
1. _______________ and ______________________
___________________________
2. _______________ and ______________________
___________________________
3. _______________ and ______________________
___________________________
4. _______________ and ______________________
___________________________
5. _______________ and ______________________
___________________________
6. _______________ and ______________________
___________________________
7. _______________ and ______________________
___________________________
8. _______________ and ______________________
___________________________
9. _______________ and ______________________
___________________________
10. _______________ and ______________________
___________________________
NOTES: ECOLOGY
Food chains and webs: the order that animals feed on other plants and animals;
Sequence of who eats who in an ecosystem to obtain nutrition
Energy pyramid: Trophic Levels:
the position it holds in a food chain and the amount of energy available at each level
1. ______________________ (organisms that make their own food from
sunlight and/or chemical energy from deep sea vents) are the base of every food
chain - these organisms are called __________________________.
2. _______________________________ are animals that eat primary
producers; they are also called _______________________________
(plant-eaters).
3. __________________________ eat primary consumers. They are
_______________________ (meat-eaters) and
_______________________ (animals that eat both animals and plants).
4. _________________________ eat secondary consumers.
5. _________________________ eat tertiary consumers.
6. Food chains "end" with top predators, animals that have little or no natural
enemies.
When any organism dies, it is eventually eaten by _____________________ (like
vultures, worms and crabs) and broken down by
____________________________ (mostly bacteria and fungi), and the
exchange of energy continues.
Interactions
type of symbiosis; both benefit
type of symbiosis; one benefits, the other
is unaffected
type of symbiosis: one benefits, the other Predator (an organism that is hunting)
is harmed (loses food, shelter, body fluids, feeds on its prey (the organism that is
etc)
attacked).[
Bioaccumulation is the increase in
concentration of a substance in organisms
as they take in contaminated air, water,
or food.
As bigger animals eat smaller animals, the
level of contamination in the food is
added to the level of contamination
already in their body.
Example:
A mouse eats crops sprayed with DDT. An
eagle then eats the infected mouse. The
eagle is infected with the toxins. The
eagle's system is then damaged and its
eggs shells will become softer and the
chick inside will either die, or be born
without being properly developed.
A more simple example might be a bird
flying over a factory and getting some
acid. Then, a bigger bird eats that bird,
then a different animal eats that bird, and
eventully, the acid is collected and brings
viruses or/and death.
Class




Example: grass, grasshopper, mouse, lizard, rabbit, snake, hawk
Create a and label a food chain (3 organisms)
Create a and label a food web (all organisms)
Create and label an energy pyramid (all organisms)
Identify the type of reactions found between 4 pairs of organisms.