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Breaking it Down…Life Science Style

Breaking it Down…Life Science Style. Ms. Stacey A. Osborne Mountain View Elementary Stacey.osborne@cobbk.12org. Standards. S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification .

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Breaking it Down…Life Science Style

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  1. Breaking it Down…Life Science Style Ms. Stacey A. Osborne Mountain View Elementary Stacey.osborne@cobbk.12org

  2. Standards S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification. a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal). b. Demonstrate how plants are sorted into groups

  3. Dichotomous Key • A method for determining the identity of something by going through a series of choices that leads the user to the correct name of the item. • Dichotomous mean “divided in two parts” • 20 questions

  4. Bean-O Classification Procedure: • Take the beans out of the bag. Observe the beans and look for similarities & differences. • Divide the beans into two groups based on observable characteristics. On the data table, record the two characteristics you chose. • Continue to divide beans, using a different characteristic each time, until only one type of bean remains in each group. Continue recording results. • After you have sorted the beans, write a key. • Put all your beans back in the bag. Exchange your key with another table. • That group must now separate the beans using your dichotomous key Adapted from www.thesciencequeen.net

  5. Bean-O

  6. Plant Classification • AIMS mini book “Plant Classification” Very Important Points (VIP) reading strategy Identify, as you read, the following: -the most important ideas -points of interest -points of confusion -precise details -connections

  7. Plants Has a tube to carry food and water No tube to carry food and water Vascular Nonvascular No seeds or flowers Seeds, but no Flowers (Gymnosperms) Seeds and Flowers (Angiosperms) Small, low-growing plants Example: Fern Uses spores to reproduce Example: Pine Tree Example: Apple Tree Example: Moss Plant Classification Dichotomous Key

  8. Extension/ Acceleration Centers • http://www.sciencespot.net/Pages/classbio.html#invert • Invertebrates and vertebrates Classification Challenge

  9. Websites

  10. Inherited Traitsvs.Learned Behaviors

  11. Standards S5L2. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors. • Compare and contrast the characteristics of learned behaviors and of inherited traits. • Discuss what a gene is and the role genes play in the transfer of traits.

  12. Who’s Right? • Adapted from an AIMS activity Students will gather statistics to study right-left preference and use the information to construct a dichotomous key, Venn diagrams, bar and circle graphs.

  13. Fill in the following chart based on your preferences:

  14. Classify Students using the dichotomous key. Where do you belong?

  15. Inherited Traits vs. Learned Behaviors • Sort Activity

  16. Monster Babies • Using the Trait Data Chart, draw and color each monster parent in the space provided on the Monster Family page. For example, Mother Monster will have one horn, one eye, teeth, etc. Father Monster will have two horns, two eyes, no teeth, etc. • Use 2 color counters. Flip the counter for each trait for the offspring. Record the results in the chart. Example: red side = two horns. (Note: If 2 color counters are not available, you can use a coin. Heads = Mother Monster traits; Tails= Father Monster traits.) • After you have completed your chart, draw the “monster offspring” on a clean sheet of paper. • Using your data and drawings, complete the analysis page.

  17. Monster Babies

  18. Monster Babies • Which parent does your monster offspring resemble the most? Why? • Which trait do all 3 “monsters” have in common? Which trait would you expect all of the monster offspring to have in common? Why? • Where did your monster offspring’s traits come from?  • How do the monster offspring in our class look different? • What accounts for these differences?

  19. Extras… AIMS- Analyzing Attributes… -students will solve rebus puzzles and identify whether the answers to the puzzles are inherited traits or learned behaviors and they will brainstorm additional inherited traits and learned behaviors.

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