Classification+and+variation

= ECOLOGY and CLASSIFICATION =

=__ Variation and Classification __=


 * Biodiversity** is the degree of variation of [|life] forms within a given [|species], [|ecosystem], [|biome], or an entire [|planet]. Biodiversity is a measure of the [|health of ecosystems]. - from wikipedia

CLASSIFYING LIVING THINGS: To sort living things into __ groups __ to make scientists study them easier.


A **species** (from BBC Bitesize) is a category within the classification system.

It is a group of organisms that can reproduce with one another to produce offspring that will also be able to reproduce. Two individuals belonging to different species cannot normally reproduce together. If they do, their offspring is usually infertile and unable to reproduce.

=KINGDOMS:= The largest __ grou __ ps in the classification system for living things. Each kingdom contains a large number of living things that all have a few major __f eatures __ in common. Vertebrates(5 classes: Fish, Amphibians, Reptiles, Birds and Mammals) || (One cell micro organism with **no** nucleus) || Bacteria || Go through this web link and answer these questions: 1. Name 1-2 diseases caused by each organism 2. Why do some scientists say that virus are non living? [|Micro organisms] from BBC bitesize Plenary: Table 7.1 The features of living things in the plant and animal kingdoms
 * Kingdom || Examples ||
 * Animals || Invertebrates(Jellyfish, Flatworms, Annelid worms, Nematode worms, Arthropods, Molluscs, Echinoderms)
 * Plants || Algae, Liverworts and Mosses, Ferns, Conifers, Flowering plants ||
 * Fungi || Moulds, Mushrooms, Yeast ||
 * Monera
 * Protoctista(One cell micro organism with a nucleus) || Amoeba, Flagellate, Ciliate ||
 * Fill in the table below from the text 1 page 105.**
 * Plant kingdom || Animal kingdom ||

=The Plant Kingdom=

__Find the pictures that match the groups below and make a table or a mindmap that describes the 5 plant kingdoms based on your research. You will submit your work in A4 or A3 paper.__ Brainpop: Classification, seed plants, seedless plants, Algae
 * Activity:**
 * Algae || Liverworts and mosses || Ferns || Conifers || Flowering plants ||
 * Very __s imple __ plants that do not have __r oots __, s__ tems __ or leaves but have __c hlorophyll .__ Most species of algae are so small so they can be seen only with a __m icroscope .__ || Liverworts are small plants that do not have true __r oots __, s__ tems __ or __l eaves .__ They grow in __d amp __ places near streams and ponds. Mosses have stems and leaves but they do not have proper roots. They both reproduce by producing __s pores __. They make the spores in a capsule that is raised into the air. __Sp ores __ are carried away by __ air __ currents when the capsule opens. || Ferns have true __ roots __ and __ stems __ and reproduce by making __ spores __. || Conifers have roots, a woody stem and needle like leaves. Most conifers lose and replace their leavers all year round, so called evergreen. Almost all conifers reproduced by making __s eeds __ that develop in __ cones. __ Each seed has a wing that prevents the seed falling quickly and allows it to be blown away by the wind. || A flowering plant has a root, stem and leaves. All of these plants reproduce by __f lowering __ and making __s eeds __. ||

**__Homework: Do questions 8 ~ 12 on text 1 page 113 and 114.__**
Q8: Why do seaweeds not grow on sandy beaches, although they may still be found there? from www.nzunderwaterlife.com Seaweeds do not usually grow on sand or soft rock because the __un stable __ surface does not provide an adequate __ hold __. Most seaweeds need to attach themselves to a solid surface such as rocks, even boats will do.

9. How is a liverwort different from a moss? Liverworts are small plants that do not have true __ roots __, stems or leaves while mosses have stems and leaves but do not have proper __ roots __.

10. In what way are ferns similar to liverworts and mosses? Ferns, liverworts and mosses all reproduce by producing __s pores .__

11. In what ways is a conifer different from a moss? Mosses do not have proper__ roots __ while conifers have. Besides, almost all conifers reproduce by making __ seeds __ while mosses reproduce by producing __s pores .__

12. In what way is the reproduction of conifers, mosses, liverworts and ferns similar? They are non f l __ owering __ plants reproduced by s __ pores __.

__**Plenary**__ What is it called when we group things? __C lassification __ What is it called the largest groups in the classification system for living things? __K ingdoms __ What are the major differences between plant kingdom and animal kingdom? Four features from text p.105 The first set of groups that organisms are divided into are called **kingdoms**. The two largest kingdoms are the **plant kingdom** and the **animal kingdom**.

=The Animal Kingdom=

Identify arthropods as a group and divide this group into its classes.

 * INVERTEBRATES** from The Open Door Web Site**:**

**Animals that do not have inside __ skeleton __ of cartilage or __ bone __.**
Brainpop: Invertebrates Molluscs Cnidarians

Make a table as below in word file and find the pictures from your research. Wonders of sea from oceanicresearc.org h o t o s ||  ||   ||   ||   ||   ||   ||
 * Jellyfish || Flatworms || **Annelid** worms || Nematode worms || **Arthropods** || Molluscs || Echinoderms ||
 * P

What is the meaning of Arthropods? Jointed leg What are the 4 major subgroups and each of the characteristics of the __c lasses __ that are classified under arthropods? (from BBC GCSE Bitesize) 1. Myriapods: millipede, centipede 2. Crustaceans: crabs, lobsters 3. Arachnids: spiders, scorpions 4. Insects: bees, beetles

Create and use simple dichotomous keys to identify plants and animals.
STARTER: Do workbook page 17 1. What are the 7 sub groups under invertebrates? 2. What are the 4 classes under arthropods? 3. What is the meaning of mollusc in Latin?

ACTIVITY: Constructing dichotomous keys to identify organisms: samples and photos

PLENARY: Present the keys to class.

Animals that have an inside s __ keleton __ of cartilage or b __ one __.
Make a table as below in word file and fill in the pictures. Find similar features and characteristics of each based on your observations and your research. h o t o s ||  ||   ||   ||   || Each class is divided up into smaller groups. What does the name called? __O rders __
 * Bony fish || Amphibians || Reptiles || Birds || Mammals ||
 * P
 * __Sc ales __, __Fi ns __, Eggs laid in __ water __. || __S mooth __ skin, __E ggs __ laid in __w ater __. || __S cales __, Soft-shelled eggs laid on __ land __. || __F eathers __, Hard-shelled __ eggs __. || __H air / F ur __, Feed young with __ milk __. ||

An order is made up of smaller groups called __f amilies .__ What f is this?

A __s pecies __ is a group of animals that have a very large number of similarities, and the males and females breed together to produce offspring that can also breed.

Braipop: Vertebrates [|Cold blooded and warm blooded animals from wisegeek.org]

Vertebrate classes and some of their key features from BBC Bite size

 * ~ Class ||~ Features ||~ Examples ||
 * amphibians || moist permeable skin || frog, newt, salamander ||
 * fish || gills, wet scales || goldfish, shark, cod ||
 * reptiles || dry scales || crocodile, lizard, snake ||
 * birds || feathers,beaks || budgerigar, sparrow, ostrich ||
 * mammals || fur, produce, milk || rabbit, kangaroo, human, dolphin ||

Plenary
1. What are the 7 sub groups under invertebrates? (1. Jellyfish, 2. Flatworms, 3. Annelid worms, 4. Nematode worms, 5. Arthropods, 6. Molluscs, 7. Echinoderms) 2. What are the 4 classes under arthropods? (1. Myriapods, 2. Crustaceans, 3. Arachnids, 4. Insects) 3. What is the meaning of mollusc in Latin? soft 4. What are the 5 classes under vertebrates?

5. What are the main features of each class of vertebrates?

Describe and investigate examples of variation within species.
Reading: Take notes after reading your text from page 115 to page 118.

VARIATION: __D ifferences __in living organisms.
Many living things have certain features in common but these features vary from one kind of animal to another. The presence of differences between living things of the same species is called variation. Variation between individuals in a species can have e nvironmental or i nherited causes, continuous or discontinuous.

Q1: What are the features that three animals have in common? Q2: What are the differences that are shown in these features from each animal?
 * Look at the pictures on your text page 115.**

Measure the height of each student in class G7 Amber/Ruby then make a table on the board then draw a bar chart showing the number of student and the range of height. Measure the body masses of each student in class G7 Amber/Ruby then make a table on the board and draw a bar chart showing the number of student and the range of height. Make a table showing gender of students in your class and plot a graph of it. Make a table showing a student who can roll his/her tongue or cannot roll his or hers. Plot a graph of it.
 * Activity:**

Variation can be continuous: The characteristic can have a __w ide __ __r ange __ of values.
Variation can be discontinuous: The characteristic can be one of a __ few __ discrete values. In our experiment __ height __ and __ mass __ show __ continuous __ variation. In our experiment, __ gender __, rolling a tongue and __ curly hair __ show __ discontinuous __ variation.


 * Continuous and Discontinuous Variation** from BBC KS3 Bitesize

**Continuous variation:**
The characteristic can have a wide range of values. Examples) 1. Heights or 2. Body masses

** Discontinuous variation: **
A feature that shows a small number of distinct conditions. There is not a range of values between the two. Examples) 1. Gender or 2. Presence of ear lobes.

**The Causes of Variation:** from BBC KS3 Bitesize 1. __ Inheritance :__ by your genes from parents

2. __E__ nvironment : by surroundings.

= Homework 3rd November 2014: = Do End of chapter questions on your text 1 page 120. Charts should be done on your graph paper.


 * Variation and classification ** REVISION from BBC KS3 Bitesize

Only horses successful on the race track are selected for breeding, so a horse will inherit good racing characteristics from both its parents. When the process is repeated over many generations, a horse is created that is specifically adapted for racing - light build, large, strong muscles, small legs, a thick set jaw and wide nostrils for maximum air intake at high speeds.
 * [|Selective breeding]** from BBC Bitesize

A natural process resulting in the evolution of organisms best adapted to the environment. The process that results in the [|adaptation] of an organism to its environment by means of selectively reproducing changes in its genotype, or genetic constitution. These variations in the genotype that increase an organism’s chances of survival and procreation are preserved and multiplied from generation to generation at the expense of less advantageous ones. Evolution often occurs as a consequence of this process.
 * [|Natural selection] ** from britanica.com

[|Natural Selection], [|Selective Breeding] from BBC Bitesize Test yourself: [|Natural selection vs Selective breeding] BBC GCSE Bitesize

Survival of the Fittest: The process by which individuals that are better suited to their environment survive and reproduce most successfully. Natural selection.

Extinction: Disappearance of a species from all parts of its geographical range. Speciation: The process by which one species splits into two or more species. Genes: Sequence of DNA that codes for a protein and thus determines a trait.

Plenary
//1. What is it called the different features that can be shown in the same kind of animals?// The differences between organisms are known as variation. There is variation between different species and between members of the same species. //2. What are the 2 factors that causes variation?// i) E__ nvironmental __ variation An organism’s surroundings are known as its **environment**. The conditions in an environment are called **environmental factors**. Plants are affected by environmental factors like the amount of light, the amount of water, the amount of warmth and the amount of mineral salts in the soil. Humans who get sunburnt or have scars are examples.

ii) I__ nherited __ variation This is caused by features being passed from **parents** to their **offspring**. In humans, natural eye colour and natural hair colour are both examples of inherited variation.

//3. A bar chart shows a gender of staff working at SSIS. What variation does it show?// //4. A bar chart shows the body masses of students living in Mandarine city. What variation does the graph show?//

= Food Chains and Energy Flow =

[[file:7 predator prey and food chains.ppt]]
Homework for Grade 7 Ivory due by 6th November Thursday. Find reasons and examples of the 2 questions below.

Q2: Explain the role of decomposers
[|Review the website BBC Food chains]

Here are three food chains: A. grass -> rabbit -> fox B. wheat -> mouse -> fox C. wheat -> mouse -> grass snake
 * HOMEWORK for October break**
 * Complete the questions below after reading the text page 66 ~ 69.**

1. Sketch a pyramid of numbers for food chain A. 2. Draw a poster of a food web on A3 paper using all three food chains. Your poster should be neat and well organised/labeled with science information. It will be graded by your peers based on the criteria below. (The number of food chains included) ||  ||   ||   ||   ||   ||   || (Colourful) ||  ||   ||   ||   ||   ||   || (How stable it is but also be creative) ||  ||   ||   ||   ||   ||   || 3. Name one producer in the food web. 4. Name a primary consumer. 5. Name a secondary consumer. 6. Explain the questions below. a) If the mice died, what would happen to the number of grass snakes? b) Why would this happen? c) If the field mice died, what might happen to the number of rabbits? d) Why might this happen?
 * **Criteria** || Level 5 || Level 4 || Level 3 || Level 2 || Level 1 || Any improvement points. ||
 * **Information**
 * **Eye catching**
 * **Layout of the food web**
 * **Total** ||  ||   ||   ||   ||   ||   ||

4. Do the questions below. Habitats and Adaptations

Explain how organisms are adapted for day and night and seasonal change
Adaptation: Inherited characteristic that increases an organisms' chance of survival.


 * Keywords to remember **
 * e nvironment || all the conditions that surround any living organism - both the other living things and the non-living things or physical surroundings ||
 * h abitat || a place where plants and animals live ||
 * p opulation || all the members of a single species that live in a habitat ||
 * c ommunity of living things || all the populations of different organisms living together in a habitat ||
 * e cosystem || a community of animals, plants and micro-organisms, together with the habitat where they live ||

Ecology and behaviour from Brainpop [|Adaptations and behaviours] from BBC Nature Pictures from THE GRIND TV BLOG
 * [[image:sciencelanguagegallery/grasshopper inColorado,.jpg width="333" height="236"]] || [[image:Crabs Hawaii.jpg width="315" height="244"]] ||
 * GRASSHOPPER IN COLORADO || A CRAB IN HAWAII ||
 * [[image:sciencelanguagegallery/a spider disguised as a flower bulb.jpg width="340" height="271"]] || [[image:sciencelanguagegallery/frog in Michigan.jpg width="317" height="271"]] ||
 * A SPIDER DISGUISED AS A FLOWER BULB || A FROG IN MICHIGAN ||
 * [[image:Jaguar is South America.jpg width="340" height="312"]] || [[image:leafy caterpillar in Selangor, Malaysia.jpg width="320" height="307"]] ||
 * A JAGUAR IN SOUTH AMERICA || A LEAFY CATERPILLAR MALAYSIA ||
 * [[image:sciencelanguagegallery/Emperor Dragonfly UK.jpg width="343" height="291"]] || [[image:sciencelanguagegallery/gliding lizard or flying dragon.jpg width="331" height="294"]] ||
 * EMPEROR DRAGONFLY || A GLIDING LIZARD ||

**ADAPTATION**


Camel's adaptation from www.vtaide.com Bat's adaptation from www.factmonster.com [|Seethrough frogs] from nationalgeographic Deep waters creatures from THE GRIND TV BLOG

Revision Ecology from BBC GCSE Bitesize

Ecology and behaviour from Brainpop [|Endangered species] from newscientist.com = Human Influences on the Environment = from KS3 Bitesize [|A timeline of human evolution] from newscientist media type="youtube" key="RHrFBOUl6-8" width="560" height="315" Teachers TV- Climate Change - The Causes Learner Profile Project / Term1 People and the planet/Human influences on the environment = Read Science text 1 chapter 6 and Science text 3 chapter 5 and take notes explaining the below. Design a subpage on your weebly website under the Science tab. Email Ms. Lee your weebly link by Friday, 7th November 2014. = 1. Think who is your audience. 2. Use the photo of your ‘Weather’ project in Art as the central idea. 3. Link the whole project experience to an aspect of the ‘Learner profile’

Show how populations can change with time. Suggest the needs of an increasing human population.
== Discuss positive and negative influence of humans on the environment. ==

e.g. the effect on food chains, pollution and ozone depletion.
== Understand the problems of obtaining enough fresh air, obtaining enough living space and enough clean water. ==

Understand that there are problems associated with intensive farming.
Learner profile
 * || Descriptor || 2 Maximum marks each for total of 10 ||
 * 1 || Well organized and attractive weebly sub-page. ||  ||
 * 2 || Well formatted Art photo. ||  ||
 * 3 || Relates photo and subtopic appropriately. ||  ||
 * 4 || Clear and scientific explanation. ||  ||
 * 5 || Leaner profile link is show. ||  ||

Before reading the two chapters, think about the ways in which we interact with or impact on the environment. For example, if you don't throw the rubbish in the bin, does that have any impact on our classroom, our learning environment? How about people who take too much food at lunch? What happens before and after? What about people who are late for our bus? It is not only time issue when the engine of the bus is idling(It means the engine is on but not driving).