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Fall 2005, Pflugerville ISD

Fall 2005, Pflugerville ISD. Unit 3 Living Things. Chapter 7: Cells: The Basic Units of Living ThingsSection 1: Discovery and Diversity of CellsSection 3: Organization of Living ThingsChapter 8: Population Changes and HereditySection 1. Changes Over TimeSection 2: How Do Populations Change Ove

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Fall 2005, Pflugerville ISD

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    1. Fall 2005, Pflugerville ISD

    2. Fall 2005, Pflugerville ISD Unit 3 Living Things

    3. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Discover and Diversity of Cells

    4. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Discover and Diversity of Cells

    5. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Discover and Diversity of Cells Robert Hooke first to describe the cell. In 1665, he built a microscope and looked at cork or bark cells. He looked at plants, feathers, fish scales, and fly eyes.

    6. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Anton van Leeuwenhook- looked at protist under his own microscope. He looked at blood cells and was the first person to see bacteria. He discovered yeast is a single-celled organism. Discover and Diversity of Cells

    7. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Place a small dot of yogurt on a slide. Add a drop of water and a cover-slip. Use a microscope to examine the slide. What do you see? Discover and Diversity of Cells Bacteria in Your Lunch page 188 Quick Lab.Bacteria in Your Lunch page 188 Quick Lab.

    8. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Discover and Diversity of Cells All organisms are made of one or more cells. The cell is the basic unit of all living things. All cells come from existing cells.

    9. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Discover and Diversity of Cells The largest cell on Earth is the yolk of an ostrich. If the cell gets too large, the cells surface area will not be large enough to take in enough nutrients or pump out enough waste.

    10. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Discover and Diversity of Cells

    11. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Discover and Diversity of Cells A plant cell is easier to see than an animal cell because of the cell wall.

    12. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Eubacteria- are the most common type of cells. They live everywhere. They dont have a nucleus and they dont have membrane-bound organelles. Archaebacteria- are not as common as eubacteria. These cells are single-celled organisms. They have circular DNA and they lack a nucleus and membrane-bound organelles. Discover and Diversity of Cells

    13. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Eukayotic are the largest cells. These cells have a nucleus and membrane-bound organelles. Discover and Diversity of Cells

    14. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Discover and Diversity of Cells

    15. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Learn how to use the microscope by view what an animal cell and plant cell look like. Draw and label the parts of the cell you see. Discover and Diversity of Cells E lab with microscopes. Also do the Cheek and Elodea Lab.E lab with microscopes. Also do the Cheek and Elodea Lab.

    16. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Review the cell parts and their functions by clicking here. Look at both an plant cell and a animal cell and their parts. Discover and Diversity of Cells

    17. Chapter 7 Section 1 Fall 2005, Pflugerville ISD How are parts of a cell like a city? How do the parts interact with one another? Draw a plant or animal cell, label all the parts and compare the organelles to the parts of a city. Pre-AP Extension Cell City- you can find many of these activities online. Just type in Cell City.Cell City- you can find many of these activities online. Just type in Cell City.

    18. Chapter 7 Section 1 Fall 2005, Pflugerville ISD 1. What basic structure carries out functions to sustain life? Lets Review

    19. Chapter 7 Section 1 Fall 2005, Pflugerville ISD Cells carry our functions to sustain life. Answer

    20. Chapter 7 Section 1 Fall 2005, Pflugerville ISD 2. Why are cells small? Lets Review

    21. Chapter 7 Section 1 Fall 2005, Pflugerville ISD A large cell would be unable to take I enough nutrients or get rid of enough waste. Answer

    22. Chapter 7 Section 1 Fall 2005, Pflugerville ISD 3. What are the three basic types of cells, and how are they different? Lets Review

    23. Chapter 7 Section 1 Fall 2005, Pflugerville ISD The three basic types of cells are eubateria, archaebacteria, and eukaryotes. Archaebacteria and eubacteria don have a nucleus or other membrane-bound organelles, as eukaryotes do. Answer

    24. Chapter 7 Section 3 Fall 2005, Pflugerville ISD The Organization of Living Things

    25. Chapter 7 Section 3 Fall 2005, Pflugerville ISD The Organization of Living Things

    26. Chapter 7 Section 3 Fall 2005, Pflugerville ISD The benefits to being multi-cellular are: Many different cells allows organisms to perform many functions. Each cell is specialized to do a particular job. The Organization of Living Things

    27. Chapter 7 Section 3 Fall 2005, Pflugerville ISD A tissue is a group of cells that work together to perform a specific job. Cardiac cells make-up the cardiac muscles. The Organization of Living Things

    28. Chapter 7 Section 3 Fall 2005, Pflugerville ISD Animals have the following types of tissue: Nerve tissues Muscle tissues Connective tissues Protective tissues The Organization of Living Things

    29. Chapter 7 Section 3 Fall 2005, Pflugerville ISD

    30. Chapter 7 Section 3 Fall 2005, Pflugerville ISD Muscle Tissue The Organization of Living Things

    31. Chapter 7 Section 3 Fall 2005, Pflugerville ISD The Organization of Living Things

    32. Chapter 7 Section 3 Fall 2005, Pflugerville ISD The Organization of Living Things

    33. Chapter 7 Section 3 Fall 2005, Pflugerville ISD Plants have the following type of tissue: Transport tissue Protective tissue Ground tissue The Organization of Living Things

    34. Chapter 7 Section 3 Fall 2005, Pflugerville ISD Transport tissue moves water and nutrients through the plants. The Organization of Living Things

    35. Chapter 7 Section 3 Fall 2005, Pflugerville ISD The Organization of Living Things

    36. Chapter 7 Section 3 Fall 2005, Pflugerville ISD Ground tissue is where photosynthesis takes place. The Organization of Living Things

    37. Chapter 7 Section 3 Fall 2005, Pflugerville ISD The Organization of Living Things Tissues work together and groups of tissues form an organ.

    38. Chapter 7 Section 3 Fall 2005, Pflugerville ISD Cell The Organization of Living Things

    39. Chapter 7 Section 3 Fall 2005, Pflugerville ISD Structure is the shape of a part and the material the part is made of. Function is the job the part does. The Organization of Living Things

    40. Chapter 7 Section 3 Fall 2005, Pflugerville ISD Even though the earthworm looks like a simple organism, it has external and internal parts that work together to help the organism survive. Dissect an earthworm to explore the parts of the worm. The Organization of Living Things

    41. Chapter 7 Section 3 Fall 2005, Pflugerville ISD The Organization of Living Things Anything that can live on its own is an organism. An organism that is singled celled is called unicellular.

    42. Chapter 7 Section 3 Fall 2005, Pflugerville ISD The nervous system involves the brain, spinal cord, peripheral nerves and the sensory organ. One function of the nervous system is reflexes. Test your reflexes to see how quickly your brain and nerves respond to stimuli. Pre-AP Extension Use any lab that uses a body system- Reflex lab. You can find many of these labs on the web.Use any lab that uses a body system- Reflex lab. You can find many of these labs on the web.

    43. Chapter 7 Section 3 Fall 2005, Pflugerville ISD 1. What are tissues made of? What are organs made of? Lets Review

    44. Chapter 7 Section 3 Fall 2005, Pflugerville ISD Cell; tissues Answer

    45. Chapter 7 Section 3 Fall 2005, Pflugerville ISD 2. Differentiate between structure and function in organ systems using the lung and heart as an example. Lets Review

    46. Chapter 7 Section 3 Fall 2005, Pflugerville ISD The structure of the lungs is a group of sacs surrounded by small blood vessels. The function of the lungs is to exchange gases. Oxygen enters the bloodstream. Carbon dioxide enters the sac and is breathed out. The heart is a set of muscular chambers. When a chamber contracts, it pushes blood to its next destination. Valves keep the blood from moving backwards. Answer

    47. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Change Over Time

    48. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Change Over Time

    49. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Inherited Characteristics- passed from one generation to another and can change over time. This is known as evolution. Population is a group of the same kind of organism living in the same place Change Over Time

    50. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Favorable characteristics that enable an organism to live and reproduce will be passed to the next generation. Change Over Time

    51. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Change Over Time Fossils are used to study organisms of the past. A fossil is physical evidence of a living thing.

    52. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Change Over Time Fossils are found in the old layers of the earths crust.

    53. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Change Over Time Trace fossils are evidence of animal activity like a footprint. Mold is a cavity in rock where a plant or animal was buried. Cast is a cavity is filled in with minerals, sand or dust.

    54. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Click here to observe how a fossil can form. Change Over Time

    55. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Flatten some clay and place it into the bottom of a cup. Press a seashell into the clay. Pour some plaster of Paris into the cup on top of the shell. Let it dry. Remove the everything the next day. What kind of fossil did you make? Change Over Time Modeling Fossils page 216 Quick Lab.Modeling Fossils page 216 Quick Lab.

    56. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Change Over Time The fossil record is the timeline of life. The deeper into the earths crust the older the fossil.

    57. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Change Over Time There is a gap in the fossil records due to present conditions. In order for a fossil to form there needs to be a lack of oxygen.

    58. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Bones have modified to fit their function over time. Change Over Time

    59. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Change Over Time Adaptations are characteristics that help an organism survive and reproduce in its environment. Example: smoky jungle frog.

    60. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Take 25 colored marshmallows and 25 white marshmallows and spread them out. Ask you partner to pick the first marshmallow he or she sees. Do this 10 times. What was the most common color marshmallow your partner picked? Why? Change Over Time Out of Sight Out of Mind Quick lab page 219.Out of Sight Out of Mind Quick lab page 219.

    61. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Change Over Time The individuals that are better adapted to their environment are more likely to pass their traits to future generations.

    62. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Fossils are traces of organisms that lived in the past. The age and morphologies (appearances) of fossils can be used to place fossils in sequences that often show patterns of changes that have occurred over time. Analyze the characteristics of fossils and compare placement of fossils over time. Pre-AP Extension Examine the Fossil Record at http://www.biologycorner.com/worksheets/fossilrecord.htmlExamine the Fossil Record at http://www.biologycorner.com/worksheets/fossilrecord.html

    63. Chapter 8 Section 1 Fall 2005, Pflugerville ISD 1. How can the fossil record be used to suggest that living things have changed over time? Lets Review

    64. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Fossils provide a historical sequence of life. The deeper in the Earths crust fossils are fund, the less they look like present day organisms. Answer

    65. Chapter 8 Section 1 Fall 2005, Pflugerville ISD 2. Characteristics that help organisms survive and reproduce are called_______. Lets Review

    66. Chapter 8 Section 1 Fall 2005, Pflugerville ISD Adaptations are characteristics that help an organism survive and reproduce in its environment. Answer

    67. Chapter 8 Section 2 Fall 2005, Pflugerville ISD How Do Populations Change?

    68. Chapter 8 Section 2 Fall 2005, Pflugerville ISD How Do Populations Change?

    69. Chapter 8 Section 2 Fall 2005, Pflugerville ISD Charles Darwin traveled around the world as a naturalist. He visited the Galapagos islands- 965 miles west of Ecuador. How Do Populations Change?

    70. Chapter 8 Section 2 Fall 2005, Pflugerville ISD How Do Populations Change? The animals on the Galapagos Islands are similar to the animals on Ecuador although the finches were different. Their beaks adapted to the way they fed.

    71. Chapter 8 Section 2 Fall 2005, Pflugerville ISD Traits are distinguishing qualities that can be passed from parents to offspring. Selective breeding is when humans select which plants or animals will reproduce based on certain traits. Dogs are a good example of selective breeding. How Do Populations Change?

    72. Chapter 8 Section 2 Fall 2005, Pflugerville ISD How Do Populations Change?

    73. Chapter 8 Section 2 Fall 2005, Pflugerville ISD How Do Populations Change? Darwin was impressed that farmers could make large changes in just a few generations. He learned from geologist that the Earth was older than first thought according to Charles Lyell.

    74. Chapter 8 Section 2 Fall 2005, Pflugerville ISD How Do Populations Change? Thomas Malthus study the population growth in Europe in 1700s. He thought that there would be too many people and not enough food. Hunger, sickness and food help keep population under control. Darwin thinks this is the same for animals and plants.

    75. Chapter 8 Section 2 Fall 2005, Pflugerville ISD How Do Populations Change? On the Origin of Species by Charles Darwin. The book states that organisms that are best adapted to their environment are more likely to survive and reproduce - natural selection.

    76. Chapter 8 Section 2 Fall 2005, Pflugerville ISD How Do Populations Change? 1. Overpopulation- more offspring born then will live to adulthood. 2. Differences in a Population- same species are different from one another.

    77. Chapter 8 Section 2 Fall 2005, Pflugerville ISD How Do Populations Change? 3. Struggle to survive- not enough food for all to survive. 4. Successful Reproduction- find a mate to reproduce.

    78. Chapter 8 Section 2 Fall 2005, Pflugerville ISD Go to http://www2.edc.org/weblabs and click on Natural Selection to explore Darwins theory of Natural Selection. How Do Populations Change?

    79. Chapter 8 Section 2 Fall 2005, Pflugerville ISD 1. What traits changed in the Galapagos finches as they adapted to the different islands? Lets Review

    80. Chapter 8 Section 2 Fall 2005, Pflugerville ISD The beaks of the Galapagos finches adapted to the different ways the birds get food. Answer

    81. Chapter 8 Section 2 Fall 2005, Pflugerville ISD 2. How do farmers get animals and plants with desired traits? Lets Review

    82. Chapter 8 Section 2 Fall 2005, Pflugerville ISD Farmers allow only the plants and animals with the desired traits to breed. Answer

    83. Chapter 8 Section 3 Fall 2005, Pflugerville ISD Natural Selection in Action

    84. Chapter 8 Section 3 Fall 2005, Pflugerville ISD Natural Selection in Action

    85. Chapter 8 Section 3 Fall 2005, Pflugerville ISD Bacteria can be resistant to antibiotics. They can pass this trait on to their offspring. Natural Selection in Action

    86. Chapter 8 Section 3 Fall 2005, Pflugerville ISD Natural Selection in Action Dark peppered moths rare before 1850, but now more common. Reason- dark moths were easy to see for prey ( birds) but added smoke after 1850 made it hard to see the dark moths.

    87. Chapter 8 Section 3 Fall 2005, Pflugerville ISD Species are a group of organisms that can mate with one another to produce fertile offspring. New Species can form after a group gets separated from original population. Speciation- when a single species divides into two. Natural Selection in Action

    88. Chapter 8 Section 3 Fall 2005, Pflugerville ISD Natural Selection in Action Grand Canyon environment is different on both sides. More rain on the north side than the south thus speciation can occur.

    89. Chapter 8 Section 3 Fall 2005, Pflugerville ISD Explore animal adaptation and see how animals adapt to their environment. Click here Natural Selection in Action

    90. Chapter 8 Section 3 Fall 2005, Pflugerville ISD Protective coloration helps some animals to survive in nature. Model predatory behavior while feeding on toothpick (insects) prey in an outdoor area. Pre-AP Extension Toothpick Birds from the LTF book page 376.Toothpick Birds from the LTF book page 376.

    91. Chapter 8 Section 3 Fall 2005, Pflugerville ISD 1. How did the traits of the peppered moth population in industrial areas of Europe change after 1850? Lets Review

    92. Chapter 8 Section 3 Fall 2005, Pflugerville ISD After the 1850s, the population of dark-colored peppered moths increased, and the population of light-colored peppered moths decreased. Answer

    93. Chapter 8 Section 3 Fall 2005, Pflugerville ISD 2. How do you think speciation affected the Galapagos finches? Lets Review

    94. Chapter 8 Section 3 Fall 2005, Pflugerville ISD Accept any reasonable answer. Answer

    95. Chapter 8 Section 4 Fall 2005, Pflugerville ISD Inheritance

    96. Chapter 8 Section 4 Fall 2005, Pflugerville ISD Inheritance

    97. Chapter 8 Section 4 Fall 2005, Pflugerville ISD Gregor Mendel grew up in Heinzendorf, Austria on the family farm. There he learned a great deal about flowers and plants. Inheritance

    98. Chapter 8 Section 4 Fall 2005, Pflugerville ISD Inheritance Mendel noticed that some traits appeared in one generation but not in another. To find out Mendel decided to study peas.

    99. Chapter 8 Section 4 Fall 2005, Pflugerville ISD Inheritance Mendel decided to study one trait at a time. One trait always appeared while the other trait vanished. First- generation is the offspring of the breeding of plants.

    100. Chapter 8 Section 4 Fall 2005, Pflugerville ISD Inheritance Proteins act as chemical messengers. Proteins are the reason why living things come in all shapes and sizes.

    101. Chapter 8 Section 4 Fall 2005, Pflugerville ISD Asexual is a single parent produces offspring that are exactly like the parent. Most single-celled organisms are asexual. Sexual are two parents produce an offspring that is not exactly like the parents. Sex cells combine and get half of its genes from the mother and half from the father. Inheritance

    102. Chapter 8 Section 4 Fall 2005, Pflugerville ISD Go to http://www2.edc.org/weblabs/ and select Mendels Peas. Explore the characteristics Mendel studied. Inheritance

    103. Chapter 8 Section 4 Fall 2005, Pflugerville ISD Have you noticed the different eye color, hair color and different types of earlobes of your classmates? Create a table for each trait and count the number of classmates with each trait. What are some common traits? Inheritance Page 231 in text- Create Tables.Page 231 in text- Create Tables.

    104. Chapter 8 Section 4 Fall 2005, Pflugerville ISD Collect data from your class of who has different dominant traits. Some traits to look for are: tongue rolling, free earlobe, interlocking fingers, dimples, bent little finger, double jointed thumbs, freckles, PTC taste and widows peak. Create a graph use Excel with your results. Pre-AP Extension Introduce Microsoft Excel from the LTF book page 116Introduce Microsoft Excel from the LTF book page 116

    105. Chapter 8 Section 4 Fall 2005, Pflugerville ISD 1. What are genes, and what role do they play in inheritance? Lets Review

    106. Chapter 8 Section 4 Fall 2005, Pflugerville ISD Genes are sections of DNA that spell out sequences of amino acids for specific proteins. Proteins determine your traits. Answer

    107. Chapter 8 Section 4 Fall 2005, Pflugerville ISD 2. What is the difference between recessive traits and dominant traits? Lets Review

    108. Chapter 8 Section 4 Fall 2005, Pflugerville ISD Dominant traits occur most often and recessive traits seem to disappear yet can reappear at any time. Answer

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