Transcript Life Science - Teacher Pages

LIFE SCIENCE
CHAPTER ONE : LIVING THINGS
SECTION 1: WHAT IS LIFE
SECTION 2: CLASSIFYING ORGANISMS
SECTION 3: DOMAINS AND KINGDOMS
SECTION 4: THE ORIGIN OF LIFE
C1: SECTION ONE: WHAT IS LIFE?
• A.1.1.1 List the characteristics all living things share
• A.1.1.2 Explain where living things come from
• A.1.1.3 Identify what all living things need to survive.
C1: SECTION ONE: WHAT IS LIFE?
1. What characteristics do all living things
share?
2. Where do living things come from?
3. What do living things need to survive.
C1: SECTION ONE: WHAT IS LIFE?
The Characteristics of Living Things:
• All living things have a cellular organization, contain similar chemicals,
use energy, respond to their surroundings, grow and develop, and
reproduce.
• Cellular Organization:
• A cell is the basic unit of structure and function in an organism.
• Unicellular – single-celled organisms, for example bacteria cell.
• Multicellular – organisms composed of many cells.
C1: SECTION ONE: WHAT IS LIFE?
1. The Chemicals of Life: The cells of all living things are
composed of chemicals:
• Most abundant – water
• Cells energy source – carbohydrates
• Proteins and lipids (fats) – building materials of cells
C1: SECTION ONE: WHAT IS LIFE?
2. Energy Use: The cells of organisms use energy to do what living things must do, such as grow and
repair injured parts.
3. Response and Surroundings: A change in an organism’s surroundings that causes the organism to react
is called a stimulus. An organism reacts to a stimulus with a response.
4. Growth and Development: Growth is the process of becoming larger and development is the process
of change that occurs during an organism’s life to produce a more complex organism.
5. Reproduction: Another characteristic of organism is the ability to reproduce, or produce offspring that
are similar to the parents.
C1: SECTION ONE: WHAT IS LIFE?
LIFE COMES FROM LIFE: Living things arise from living
things through reproduction. The mistaken idea that living
things can arise from nonliving sources is called
spontaneous generation. It took hundreds of years of
experiments to convince people that spontaneous
generation does not occur.
C1: SECTION ONE: WHAT IS LIFE?
Animation:
http://www.sumanasinc.com/webconte
nt/animations/content/scientificmethod
.html
1. Redi placed meat in three sets of jars. Using
two identical jars for each set, he placed meat
in the first uncovered, the second sealed tight
so no air could get in, and the third set with a
net covering allowing air to get in.
2. After a few days, Redi saw maggots (young
flies) on the decaying meat in the open jars
and netted jars. There were no maggots in the
covered jar.
3. Redi reasoned: flies had laid eggs on the meat
in the open jar. The eggs hatched into
maggots. Because flies could not lay eggs in
the covered jar, there were no maggots. Redi
concluded decaying meat did not produce
maggots.
C1: SECTION ONE: WHAT IS LIFE?
• This simple Louis Pasteur experiment is perfect for teaching kids the basics of microbiology. The steps of
his experiment are as follows:
• Louis Pasteur designed an experiment to test whether sterile nutrient broth could spontaneously
generate microbial life. To do this, he set up two experiments. In both, Pasteur added nutrient broth to
flasks, bent the necks of the flasks into S shapes, and then boiled the broth to kill any existing microbes.
• After the broth had been sterilized, Pasteur broke off the swan necks from the flasks in Experiment 1,
exposing the nutrient broth within them to air from above. The flasks in Experiment 2 were left alone.
• Over time, dust particles from the air fell into the broken flasks of Experiment 1. In Experiment 2, dust
particles remained near the tip of the swan necks, but could not travel against gravity into the flasks,
keeping the nutrient broth sterile.
• The broth in the broken flasks quickly became cloudy--a sign that it teemed with microbial life.
However, the broth in the unbroken flasks remained clear. Without the introduction of dust--on which
microbes can travel--no life arose. Thus, the Louis Pasteur experiment refuted the notion of
spontaneous generation.
C1: SECTION ONE: WHAT IS LIFE?
Animation of Pasteur’s Experiment:
http://www.pasteurbrewing.com/the-life-and-work-oflouis-pasteur/experiments/louis-pasteurs-experiment-torefute-spontaneous-generation/204.html
C1: SECTION ONE: WHAT IS LIFE?
Redi and Pasteur Classwork/Homework Questions:
1. Which variables in these two experiments are the manipulated
variables (independent), and which are dependent?
C1: SECTION ONE: WHAT IS LIFE?
The Needs of Living Things: All living things must
satisfy their basic needs for food, water, living space,
and stable internal conditions.
C1: SECTION TWO: CLASSIFYING ORGANISMS
• A.1.2.1 Tell why biologists classify organisms
• A.1.2.2 Relate the levels of organisms to the relationships
between organisms.
• A.1.2.3 Explain how taxonomic keys are useful.
• A.1.2.4 Explain the relationship between evolution and
classification.
C1: SECTION TWO: CLASSIFYING ORGANISMS
1. Why do biologists organize living things into groups?
2. What do the levels of classification indicate about the relationship between organisms?
3. How are taxonomic keys useful?
4. What is the relationship between classification and evolution?
Discover Activity:
Empty the contents of your bag and examine the objects.
Decide on three groups into which you can sort them.
Place each object into one of the groups, based on how the item’s features the characteristics of the group.
C1: SECTION TWO: CLASSIFYING ORGANISMS
Classification is the process of grouping things based
on their similarities. Biologists use classification to
organize living things into groups so that the
organisms are easier to study. The scientific study of
how living things are classified is called taxonomy.
C1: SECTION TWO: CLASSIFYING ORGANISMS
The figure shows, a domain is the highest
level of organization. Within a domain,
there are kingdoms, within kingdoms there
are phyla, within phyla are classes, and
within classes are orders. Within orders are
families. Each family contains one or more
genera, and finally, each genus contains one
or two species. The more classification
levels that two organisms share, the more
characteristics they have in common.
Classwork/Homework: Look at the figure.
Look carefully at the organisms pictured
together at the Kingdom level. Make a list
of characteristics that the organisms share.
C1: SECTION TWO: CLASSIFYING ORGANISMS
The Naming System of Linnaeus:
Linnaeus placed organisms in groups based on their observable features. Based
on his observations, Linnaeus gave each organism a unique, two-part scientific
name. The naming system Linnaeus used is called binomial nomenclature. The
word binomial means two names.
• The first word in an organism’s scientific name is its genus. The second word
is its species name.
• Example: Felis Concolor (Puma) Felis means cat. Concolor means the “same
color” in Latin.
• Felis Domesticus (House Cat) Domesticus means “of the house” in Latin.
C1: SECTION TWO: CLASSIFYING ORGANISMS
Classwork/Homework: Math/Science: Analyzing Data
Pg. A-19 Aristotle and Classification (1-5)
C1: SECTION TWO: CLASSIFYING ORGANISMS
Taxonomic Keys: Taxonomic Keys are useful tools for determining
the identity of organisms.
Practice on pg. A-22 using figure 14. Homework/Classwork –
Practice Worksheet
C1: SECTION TWO: CLASSIFYING ORGANISMS
Lab Skills: Living Mysteries
Groups of Two – pg. A25.
1. Read the problem and follow the procedures; creating a taxonomic key.
2. Answer the questions 1-4 Analyze and Conclude; and more to explore.
3. Hand in Lab Report for grading (labs are 20% of your grade – be sure to turn
in)
C1: SECTION THREE: DOMAINS AND KINGDOMS
• A.1.3.1 List that characteristics used to classify organisms
A.1.3.2 Contrast bacteria and archaea
• A.1.3.3 Name the kingdoms within Eukarya.
C1: SECTION THREE: DOMAINS AND KINGDOMS
1.What characteristics area used to classify organisms?
2.How do bacteria and archaea differ?
3.What are the Kingdoms within the domain Eukarya?
C1: SECTION THREE: DOMAINS AND KINGDOMS
Organisms are placed into domains and kingdoms based on their cell type, their
ability to make food, and the number of cells in their bodies.
There are 3 Domains of Life:
1. Domain Bacteria
2. Domain Archaea
3. Domain Eukarya (Kingdoms: Protists, Fungi, Plants, and Animals)
Classwork/Homework: Target Skills Reading – pg. A26; Complete Characteristics
of Organisms chart in your notebook.
C1: SECTION THREE: DOMAINS AND KINGDOMS
Domain Bacteria: Members of the domain Bacteria are prokaryotes. Prokaryotes
Are organisms whose cells lack a nucleus.
Some Bacteria are autotrophs (make their own food), while some are
Heterotrophs, (cannot make their own food). Additionally, some
Bacteria is good for you – such as the bacteria in your mouth
and stomach, or in yogurt. Also, some bacteria is very harmful,
such as the type that cause strep throat.
C1: SECTION THREE: DOMAINS AND KINGDOMS
Domain Eukarya
Organisms in the domain Eukarya have cells with a nuclei. Scientists classify
organisms in the domain Eukarya into one of four kingdoms: Protists, Fungi,
Plants, or Animals.
- Protists: The kingdom that is sometimes called the odds/and ends kingdom,
because the members are so different from one another. Most protists are
unicellular, but some, are weeds, which are multicellular.
- Fungi: Mushrooms, mold, and mildew are all fungi. Most fungi are
multicellular Eukaryotes. Yeast is an example of a unicellular fungi. Most
fungi is found on land. All fungi are heterotrophs; feeding off dead or
decaying organisms.
C1: SECTION THREE: DOMAINS AND KINGDOMS
Domain Eukarya
- Plants: Plants are multicellular Eukaryotes: mosses, grass etc. Most live on
land and are autotrophs – plants provide most of the food for most of the
heterotrophs on land.
- Animals are also multicellular Eukaryotes. All animals are heterotrophs.
Animals have different adaptations that allow them to locate food, capture it,
eat it, and digest it.
- Homework/classwork: page A29 Writing in Science
C1: SECTION THREE: DOMAINS AND KINGDOMS
Domain Archaea
Archaea – Greek word for “ancient”.
Archaea can be found in some of the most extreme environments on Earth,
including hot springs, very salty waters, swamps, and the intestines of cows.
Scientists think the conditions that Archaea live on are very similar to those of
ancient Earth.
Like Bacteria, Archaea are unicellular Prokaryotes, and some are autotrophs and
heterotrophs. Archaea are classified in their own domain because of their
chemical make-up and structure, which differs from Bacteria.
C1: SECTION FOUR: THE ORIGIN OF LIFE
• A.1.4.1 Contrast the atmosphere of early Earth with
today’s atmosphere.
• A.1.4.2 Describe how scientists hypothesize that life arose
on Earth.
C1: SECTION FOUR: THE ORIGIN OF LIFE
• Scientists hypothesize that the small chemical units of life formed
gradually over millions of years in Earth’s waters. Some of these
chemical units joined to form the large chemical building blocks
found in cells. Eventually, some of these large chemicals joined
together and became the forerunners of the first cells.
CHAPTER ONE - ASSESSMENT PREP AND TEST
Page A35 (1-10); and Page A37 1-5 (Answers only in
notebook)
Complete Review Sheet
Assessment Date: _____________________