UNIT 2 – LIVING THINGS - UAB Barcelona
UNIT 2 – LIVING THINGS .1. HOW DO WE CLASSIFY ORGANISMSScientists study many characteristics to classifyorganisms into groups. They look at the organism’s shape, thenumber of cells ( one or many), if the cells have nucleus andother cell parts, how it gets food, if it moves from place toplace, how it grows and develops before it is born.To describe organisms, scientists developed a classificationsystem. This system divides the organisms into large groupscalled kingdoms.Organisms in each kingdom share basic traits orcharacteristics. Organisms that belong to one kingdom aresimilar to others in that kingdom. They are different fromorganisms in other kingdoms.2. THE NEED OF CLASSIFICATION (English class)The science that studies all the diversity and the relationshipsbetween different organisms is called SYSTEMATIC. Tobecome aware of the need and the characteristics of aclassification here you have some questions to answer.STUDY OF SYSTEMATICa) Imagine a supermarket where you can buy all ebooksZippersWinePensJamDetergentFruitFishFrozen meatCheeseBooksHamNeedlesCleaning productsFrozen vegetablesLiqueurWhat do you think is it necessary to make any product (suchas a 50-cm-long red zipper) easier to find?50
UNIT 2 – LIVING THINGSb) When is making a classification necessary?c) How is it made?d) What is the difference between a group and aclassification?51
UNIT 2 – LIVING THINGSLABORATORY 1- EUGLENA, IS IT A PLANT OR ANANIMAL?1. Make a slide of pond water with Euglena in order to look atits characteristics. Make a drawing and a little description.In case we cannot look directly into the microscope, we couldbegin this activity by watching a movie m/euglena/2. Write a prediction, first individually and afterwards in asmall group about what kind of organism you think theEuglena is.3. You will be given the charts with the facts about theEuglena and a sheet of paper with a chart to place them. Youwill do this in small groups. You have to give your verdictabout whether the Euglena is an animal or a plant or neitheran animal nor a plant, using convincing arguments.52
UNIT 2 – LIVING THINGS4. Every group will say their verdict and explain the evidenceusing convincing arguments. The others can assess anddiscuss it.5. Finally the teacher will explain what scientists have decidedabout Euglena and why. The teacher will also explain thatdiscussions like this are very frequent among scientists andthat this is a way of controlling and advancing scientificknowledge.53
UNIT 2 – LIVING THINGS54
UNIT 2 – LIVING THINGSThe following chart can help you organize information aboutthe organisms in each kingdom:KingdomNumber of cellsNucleusFoodMove from placeto placeMoneraonenoMake or obtainsomeProtistone or manyyesMake or obtainsomeFungione or nimalOrganisms that can make their own food are autotrophic.Organisms that obtain food from others are heterotrophic.Complete:Fungi and Animals are .Plants are Monera and Protists can be . or . Can you name the five kingdoms?55
UNIT 2 – LIVING THINGSACTIVITY 1Now complete the following chart beginning with: It can be 56
UNIT 2 – LIVING THINGSACTIVITY 2On the Earth there are two million described species of livingthings, and every year we discover new ones. In fact, wecalculate that these two million species represent a lowpercentage of the total amount, maybe only 1%. In the tablebelow you can observe the number of known species in eachkingdom of eukaryotic ALSNUMBER OF KNOWNSPECIES22.500270.000100.000800.0001. Which percentage of species corresponds to each of thefour kingdoms of eukaryotic living things?57
UNIT 2 – LIVING THINGS2. Make a bar graphic that represents the perceptualdistribution of species in the four eukaryotic kingdoms.3. Which is the kingdom that includes a bigger number oforganisms?Of all the known animals, only 45.000 are vertebrate animals.Which percentage corresponds to vertebrates in relation to thetotal number of animals?And in relation to eukaryotic organisms?And in realation to the total number of living things, if thereare two million?58
UNIT 2 – LIVING THINGSACTIVITY 3CONSTRUCT DYCHOTOMIC KEYSScientists visited an uninhabited island and discovered somepreviously unknown insects shown below. Construct a keywhich would enable a visitor to the island to identify them.a) Begin by choosing one feature which sorts the insectsinto two groups.b) Sort the two groups into smaller groups by choosingother differences, then look for one feature whichseparates each insect from all the others.c) Produce a key using the features you have chosen byarranging the features into numbered pairs.d) The first pair of features should separate the insectsinto two groups, and subsequent pairs should eitheridentify an insect or lead on to another pair of features.These words will help esHairs59
UNIT 2 – LIVING THINGSLABORATORY 2- OBSERVATION AND CLASSIFICATIONOF LEAVESPart One: ObservationThe leaf is one of the most important parts of the plantbecause it is in charge of photosynthesis, respiration andtranspiration.Parts of the leaf:There are different types of leaves, which allows us todistinguish the different kinds of plants, but essentially, eachleaf is formed by the following parts:MidribEdgeThe blade is the expanded part of the leaf. Inside the bladewe can distinguish the following parts:- The veins are like wrinkles or pipes running along the blade.- The midrib is the main vein.- The edge is the limit of the blade.The petiole is the connection of the stem to the blade. Theleaves having petiole are called petiolated, the leaveswithout petiole are called stalkless or sessile.60
UNIT 2 – LIVING THINGSPart Two: ClassificationThere is an enormous variety in the shapes and sizes ofleaves in the plant kingdom. In pairs, use the following stepsto create your own classification system.1. Collect samples from the garden:Collect as many different samples of leaves as possible.Remember, pine needles are leaves!2. Establish criteria for classifying the samples:a. Separate the leaf samples into two different groups. Youmust use discriminating and objective criteria so everybodywill decide on the two different groups, without personalopinions.b. Now choose new criteria to separate these groups into twomore groups.c. Repeat this process again with the new groups, until all theleaf samples in a particular group have similar characteristics.3. Create a key to explain the classification.a. Write down your selection criteria.For example: Group A: leaves shaped like needles.b. Test your classification system and key. Ask a classmate toadd new leaf samples to a group. If this is done correctly, youwill know your classification works.61
UNIT 2 – LIVING THINGSACTIVITY 4: The Five kingdomsCut and paste the following organisms in the boxes below.Then, write the main characteristics of each kingdom.SNAILPENICILLIUM TOISEPARAMECIUMSLIME MOLDPENGUINBEE62
UNIT 2 – LIVING THINGSANTGREEN ALGAEPINEFERNMAGNOLIASEACUCUMBER63
UNIT 2 – LIVING THINGSKINGDOM MONERAMain characteristicsKINGDOM PROTISTSMain characteristics64
UNIT 2 – LIVING THINGSKINGDOM FUNGIMain characteristicsKINGDOM PLANTSMain characteristics65
UNIT 2 – LIVING THINGSKINGDOM ANIMALMain characteristics66
UNIT 2 – LIVING THINGS3. MONERA, THE KINGDOM OF BACTERIABacteria are microbes. Microbes are living things which areso small that can only be seen through a microscope. Theyare one-celled organisms. They do not have a cell nucleus.Bacteria have a cell wall. Most bacteria do not make their ownfood. They break down or decompose living or dead things.Some bacteria (Cyanobacteria) make their own food. They are grouped into two groups:The eubacteria, or “true bacteria”, a group that includesbacteria that cause diseases and decay matter in soil.The archaebacteria, or “ancient bacteria”, a group thatincludes bacteria that were found on Earth long ago. Thesebacteria are usually founding salt marshes, sulphur springsand volcanic vents on the ocean floor.Bacteria come in three shapes. They can be shaped like aspiral, like a rod, or like a sphere.Photos of different shapes of bacteriaACTIVITY (internet searching)There are bacteria that cause illnesses, but many of them arehelpful. For example, some help us make foods such ascheese and buttermilk and other break down dead plants andanimals.* Find out three illnesses caused by bacteria and name threebacteria that are helpful.67
UNIT 2 – LIVING THINGS* Describe what a virus is. Explain if a virus is living ornonliving and give some reasons why you think so.68
UNIT 2 – LIVING THINGSLABORATORY 3- OBSERVATION OF DIFFERENTPROTISTS (SEAWEEDS) USING THE STEREOSCOPICMICROSCOPE.Part One: The Binocular lensDescription and function:- You take the binocular lens out of the box.- You turn the adjusting knob.- You adjust the body tube.- You tighten the knob to keep the ring in place.- You place the material on the stage.- You adjust the eyepiece lens as required.- While you are looking, you focus with the focusing knob.- For every observation, you must make a detailed drawingwith a short explanation. Do not forget the magnification.Questions1- Write down the parts of the stereoscopic microscope.2- Say the differences between the microscope and thestereoscopic microscope.69
UNIT 2 – LIVING THINGSBinocular nse)MagnificationSlide70
UNIT 2 – LIVING THINGSPart Two: Observation of different protistsINTRODUCTION: Protists make up the most diverse of thekingdoms. This kingdom includes one-celled organisms likeEuglena. It also includes larger organisms. So, we can findone-celled organisms and multi-celled organisms in thiskingdom. There are also protists that can make their own foodand others that take in food from their surroundings.The aim of this laboratory class is to study the seaweeds. Wewill need samples of seaweeds and binocular lens.A. View without lens( naked eye) and draw the algae youhave in the Petri dish. Then, look through the binocular lens tosee the differences. Draw what you can see.Naked eye:Binocular lens:magnification:.71
UNIT 2 – LIVING THINGSB. Answer the questions with a complete sentence (forexample, Seaweeds belong to the kingdom.):- Which kind of cells are protists made up of?- Which kingdom do seaweeds belong to?- How are the cells organized?- How do they get their food? So, you can say that theirnutrition is.C. Take a book about different algae and have a look. Can youfind the exact algae you are studying? If not, you can use themost similar one to complete the following description card:- Common name:- Scientific name:- Living place:- Description and other characteristics:72
UNIT 2 – LIVING THINGS4. PROTIST KINGDOMProtozoa are animal-like protists. They move by a variety ofmethods:-Some have flagella that look like whips. Euglena canmove around using its flagellum.Other protozoa move by using tiny hairs called cilia. AParamecium and several other protozoa move by usingcilia.Other species move by extending pseudopodia or falsefeet. For example, amoeba.-Algae or seaweeds are protists that make their own food.They are classified according to the type of pigment, or colour.They are brown, green and red algae but they are not reallyplants because they have no proper roots, stems or leaves.They can be small seaweeds to giant kelps. They all producetheir own food as plants do.73
UNIT 2 – LIVING THINGS5. KINGDOM FUNGIFungi (the plural of fungus) are mostly multi-celled organisms,but there are some one-celled organisms. Fungi cannot maketheir own food. They absorb and digest food out of the body.They are classified into different groups:--Some are microbes, one-celled organisms called Yeasts.Some are parasites but others are useful for makingbread, wine, and beer.There are moulds. You may know the blue-black mouldson bread, on other foods but there are moulds useful tohumans. In 1928, Alexander Fleming discovered thatthe mould Penicillium notatum killed bacteria. Scientistswere able to make an antibiotic called penicillin. Today,people all over the world use penicillin.Mushrooms are another group of fungi. They are animportant source of food.MouldsMushrooms74
UNIT 2 – LIVING THINGSLABORATORY 4- OBSERVATION OF DIFFERENT FUNGI.AimObservation of different fungi.MaterialBread, mould, mushroom and Binocular lens.Observationa) Bread mould- View without the lens (naked eye) and draw the mouldwhich you see. Draw what you can see and identify hyphae(threads) and spores (dots).Naked eye:Binocular lens:magnification:.- What kind of cells are fungi made up of?75
UNIT 2 – LIVING THINGSb) Mushroom- Draw the mushroom you have on the tray and identify itsparts compared with the picture below:Picture:Naked eye:(Write down the scientificCatalan, Spanish andEnglish names)- Why do you think mushrooms were included in the plantkingdom?- Why don't we consider moulds and mushrooms plantsanymore?76
UNIT 2 – LIVING THINGSSome moulds and mushrooms feed on dead things that arecalled saprophytes. Others feed on living things and causediseases. They are called parasites. Ringworm in humans andmildew in plants are caused by parasitic fungi. Backet fungikill trees, then digest the wood, so it is a . .- Find out four mushrooms that you can eat and four that arepoisonous. (In Catalan.)77
UNIT 2 – LIVING THINGS6. PLANT KINGDOMThe plant kingdom is made up of many cells, which formtissues, eukaryotic, autotrophic living things. They liveattached to the soil but they are able to make somemovements, for example, they grow towards the light.Usually they have roots, stems and leaves.Plants areflowering. classifiedintwoNon-flowering plantsflowers or utMosses: They are small and they have noconductor vessels. This means that they do nothave conductor vessels to move water andminerals. They are nonvascular plants. Theyhave to be low to the ground in wet places.Mosses do not have roots, but they haverhizoids, fibres that look like hairs that help themto stick to their surroundings.Mosses are seedless. They grow from spores.Spores are cells that become new organisms. Theyare tiny and they grow in a small container calleda spore capsule.capsulefilamentMosses78
UNIT 2 – LIVING THINGSLiverworts-Ferns: Like mosses, ferns are seedless plants, butthey are vascular. This means that they havevascular tissue. Vascular tissue has cells that looklike long tubes. These cells move water andminerals inside the plant. Vascular plants do nothave to be low to the ground. This is why they cangrow very tall.FernsA long time ago, the Earth had huge forests of ferns. Youcan still find ferns in the woods. Maybe you grow ferns athome. Leaves of ferns are called fronds. On the bottom of aleaf you can find spore cases. The spore cases have millionsof spores. Sometimes spore cases open. They spray spores onthe ground. The spores can then grow into new ferns. Frondsare connected to a stem under the ground. This stem is calledrhizome. Roots are also connected to the rhizome. The rootskeep the plant in the ground or stuck to a tree.79
UNIT 2 – LIVING THINGSFronds with spore cases:ACTIVITY 1 Internet searchingFind out the life cycle of a fern. Draw a diagram about it.Ferns, like mosses, have two steps in their life cycle. Whatdoes this mean?80
UNIT 2 – LIVING THINGSLABORATORY 5- OBSERVATION OF MOSSES AND FERNSAimStudy of non-flowering plants.MaterialMoss, ferns, water.InstrumentsMicroscope, binocular lens, slide, cover-slips, mountedneedle, dropper.Observation1) Identify the moss and the fern.2) Write down the parts that you know.3) Write a short description of each.81
UNIT 2 – LIVING THINGSA- Is this plant vascular or non-vascular? Why?- How does it get water?- Does this plant grow from seeds?B- Is this plant vascular?- Does this plant grow from seeds?On the bottom of a leaf you can find spore cases which havemillions of spores. You can look at spores through amicroscope. Just scrape the spore case with a toothpick andput the spores on a slide.82
UNIT 2 – LIVING THINGS. Flowering plants: These plants are more complex, withflowers and seeds. They are also vascular. This means thatthey have tubes to move water and nutrients. They also haveroots, stems, and leaves. Most of the plants you see everydayare seed plants. For example, trees, grass, bushes Flowering plants are divided into two groups related toreproduction:- Gymnosperms: They have seeds inside a falsefruit, like a pinecone.- Angiosperms: They have seeds inside a realfruit.Gymnosperms:They are the oldest seed plants. Theyappeared on Earth 250 million years ago.The Earth was cold and dry. That is whythey are adapted to cold and dry climates.For example, they do not have wide leaves.They have thin needles. A thick cuticleprotects them in order to lose less waterthan flowering plants.Most Gymnosperms are evergreens, likepine trees and sequoias.Flowers of Gymnosperms are small. They group together intoinflorescences or cones. These cones are male and female.Male cones have pollen grains with sperm cells. Female cellshave egg cells. Pollen grains fall. The wind pushes themthrough the air and they can land on a female cone. That ishow sperm cells can fertilize an egg cell. The fertilized cellbecomes a seed inside the female cone. The seeds cangerminate if they land in the right place.female conemale conePhoto of a pine tree with male cones, which contain pollen andfemale cones, called pinecones, which contain seeds, calledpine nuts.83
UNIT 2 – LIVING THINGSAngiosperms:They appeared more recently than gymnosperms. This groupis the largest division of the plant kingdom. There are manydifferent kinds of angiosperms but all of them have flowersand seeds inside a fruit.Flowers are for reproduction, we will study the parts in thelab.They live in different climates. They can also be differentsizes. Some of them cannot make their own food becausethey do not have chlorophyll. They are parasitic. They live onother organisms.To classify angiosperms scientists use the number ofcotyledons. A cotyledon is a tiny structure in the seeds. Itlooks like a leaf. Some angiosperms have one cotyledon.These are called monocots. Coconut palms, corn, rice,wheat, and grass are monocots.Some angiosperms have two cotyledons. These are calleddicots.Bean plants, maple trees, rose plants, and cactuses aredicots.84
UNIT 2 – LIVING THINGSLABORATORY 7- OBSERVATION OF A FLOWERPart OneObserve the parts of a flower and complete the text below:Humans have male and female sex organs, and so doflowering plants. If you slice a flower open you will seesomething like this:The male sex organ is called.Its parts are: the . made up of pollen sacs, full ofpollen grains that contain the male sex cells of the plant. Thestalk or . of the stamen.The female sex organ is called.The . is where pollen grains stick during pollination.The . that protects the ovule. The ovule contains thefemale sex cells.Some petals are coloured and scented to . insects.Insects help plants to make seeds.Sepals . the flower when it is in bud.85
UNIT 2 – LIVING THINGSPart TwoDraw the flower you have brought. Identify all its parts andidentify the function they carry out.The flower86
UNIT 2 – LIVING THINGSACTIVITY 2Angiosperm”ABCDictation“ThelifecycleofanThe class is divided into three groups: A, B, C. Each studentwill be given a piece of paper and will cut or tear it in fours
KINGDOM FUNGI Main characteristics . KINGDOM PLANTS Main characteristics . UNIT 2 – LIVING THINGS 66. KINGDOM ANIMAL Main characteristics . UNIT 2 – LIVING THINGS 67. 3. MONERA, THE KINGDOM OF BACTERIA . Bacteria are microbes. Microbes are living things which are so small that can only be seen through .
1. LIVING THINGS AND NON LIVING THINGS. In this unit we are going to study “LIFE”. Biolo. gy is the study of livin. g things. Consider what this means for a minute or two. Think about the different kinds of living things you know. The study of living things teaches us that, in life, there is a great diversity, but also a great unit. All .
UAB GL End User UAB Attributes UAB TASC Form . Using the UAB TASC Form . The Account String Control Form will appear as shown below. This form can only be used to query the Oracle system for attribute information regarding a specific GL account string. Organizational subsetted security is
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UNIT 1 The pupils will be able to: LIVING AND NON-LIVING THINGS 1.1.1 group materials into living and non -living things . Note 1.1.2 state the characteristics of living things. 1.1.3 group living things into plants and an imals . 1.1.4 describe some external appearance of plants . Living and Non -living things
LIVING AND NONLIVING THINGS. What is a LIVING thing? If something is LIVING - it is ALIVE ! x A plant is a living thing. x A n animal is a living thing. x YOU are a living thing. These are . living things: a tree . a cat a person . What can living th ings
Living things are made up of millions of very small units called cells. A cell is the smallest living unit which makes up a living thing. The number of cells in a living thing varies. Some living things are made up of a single cell, so we call them unicellular. Other living things are made up of many cells, so we call them multicellular.
Unit 2A 1.3 Living and growing 1Bp1 Know animals or plants are living things. pages 33–36 pages 34–38 pages 21–25 3.1 Living and non-living 3.2 Living and non-living 3.5 Living things around me 6.2 Parts of a plant 6.7 What plants need 6.4 Where do plants come from? 1Bp2 Know that there are living things
I believe my brother’s sons have weak interpersonal communication skills, and I’m convinced this is partly due to their lifelong infatuation with the personal computer. They have few skills at reading or expressing empathy. If they were more skilled, they might have been able to assess their father’s reduced self-esteem, personal control and belongingness, and then do something about it .
