9 classification compression guide: chapter planning...

OBJECTIVES LABS, DEMONSTRATIONS, AND ACTIVITIES TECHNOLOGY RESOURCES

Compression guide:To shorten instructionbecause of time limitations,omit the Chapter Lab.

ClassificationChapter Planning Guide

Chapter Opener

OSP Lesson Plans (also in print) TR Bellringer Transparency* TR L32 Evolutionary Relationships

Among Organisms* TR L31 Levels of Classification* TR L33 A Dichotomous Key* SE Internet Activity, p. 224gVID Lab Videos for Life ScienceCD Science Tutor

TE Demonstration Classifying Objects, p. 222g SE Quick Lab A Branching Diagram, p. 223g

CRF Datasheet for Quick Lab* TE Activity Branching Diagrams, p. 223g SE Skills Practice Lab Shape Island, p. 234g

CRF Datasheet for Chapter Lab* LB EcoLabs & Field Activities Water Wigglers*g

Section 1 Sorting It All Out• Explain why and how organisms are classified.• List the eight levels of classification.• Explain scientific names.• Describe how dichotomous keys help in identifying

organisms.

OSP Lesson Plans (also in print) TR Bellringer Transparency* TR LINK TOLINK TO EARTH SCIENCEEARTH SCIENCE E9 Intrusive

Igneous Rock Bodies*CRF SciLinks Activity*gCD Science Tutor

TE Activity Grouping Animals, p. 228g TE Connection Activity Environmental Science,

p. 229g TE Connection Activity Real World, p. 230a TE Activity Plant Identification, p. 231b SE Connection to Social Studies Animals That Help,

p. 232g LB Long-Term Projects & Research Ideas The Panda

Mystery*a SE Inquiry Lab Voyage of the USS Adventure,

p. 770gCRF Datasheet for LabBook*

PACING • 45 min pp. 228–233Section 2 Domains and Kingdoms• Explain how classification developed as greater

numbers of organisms became known.• Describe the three domains.• Describe four kingdoms in the domain Eukarya.

OSP Parent Letter �

CD Student Edition on CD-ROM CD Guided Reading Audio CD �

TR Chapter Starter Transparency*VID Brain Food Video Quiz

SE Start-up Activity, p. 221gpp. 220–227PACING • 135 min

CRF Vocabulary Activity*g SE Chapter Review, pp. 236–237g

CRF Chapter Review* �g

CRF Chapter Tests A* �g, B*a, C*s SE Standardized Test Preparation, pp. 238–239g

CRF Standardized Test Preparation*gCRF Performance-Based Assessment*gOSP Test Generator, Test Item Listing

CHAPTER REVIEW, ASSESSMENT, ANDSTANDARDIZED TEST PREPARATION

PACING • 90 min

Online and Technology Resources

Visit go.hrw.com foraccess to Holt OnlineLearning, or enter thekeyword HL7 Homefor a variety of freeonline resources.

This CD-ROM package includes:• Lab Materials QuickList Software• Holt Calendar Planner• Customizable Lesson Plans• Printable Worksheets

• ExamView® Test Generator• Interactive Teacher’s Edition• Holt PuzzlePro®

• Holt PowerPoint® Resources

9

219A Chapter 9 • Classification

STANDARDS CORRELATION SKILLS DEVELOPMENT RESOURCES SECTION REVIEW AND ASSESSMENT CORRELATIONS

CRF Directed Reading A* �b, B*sIT Interactive Textbook* Struggling ReadersStruggling Readers

CRF Vocabulary and Section Summary* �g

SE Reading Strategy Reading Organizer, p. 222g TE Connection to Math, p. 223b TE Support for English Language Learners, p. 225 TE Inclusion Strategies, p. 226 MS Math Skills for Science A Shortcut for Multiplying Large

Numbers*g

SE Reading Checks, pp. 222, 225, 226g TE Reteaching, p. 226b TE Quiz, p. 226g TE Alternative Assessment, p. 226g SE Section Review,* p. 227 �g

CRF Section Quiz* �g

UCP 1; SAI 2; HNS 1, 2, 3; LS5a; Chapter Lab: UPC 1; SAI 1

CRF Directed Reading A* �b, B*sIT Interactive Textbook* Struggling ReadersStruggling Readers

CRF Vocabulary and Section Summary* �g

SE Reading Strategy Reading Organizer, p. 228g TE Reading Strategy Prediction Guide, p. 229b TE Support for English Language Learners, p. 230 SE Math Practice Ring-Around-the-Sequoia, p. 231g TE Inclusion Strategies, p. 231 MS Math Skills for Science Arithmetic with Decimals*gCRF Reinforcement Worksheet Keys to the Kingdoms*bCRF Critical Thinking A Breach on Planet Biome*a

SE Reading Checks, pp. 229, 231, 233g TE Homework, p. 230a TE Reteaching, p. 232b TE Quiz, p. 232g TE Alternative Assessment, p. 232g SE Section Review,* p. 233 �g

CRF Section Quiz* �g

UCP 5; SAI 1; HNS 1, 2; LS1b, 1f, 2a, 2c, 4b, 4c, 4d, 5b;LabBook: UCP 1; SAI 1

SE Pre-Reading Activity, p. 220gOSP Science Puzzlers, Twisters & Teasersg

National ScienceEducation Standards

UCP 1

CRF Chapter Resource File SS Science Skills Worksheets IT Interactive TextbookOSP One-Stop Planner MS Math Skills for Science Worksheets * Also on One-Stop Planner

SE Student Edition LB Lab Bank CD CD or CD-ROM � Requires advance prepTE Teacher Edition TR Transparencies VID Classroom Video/DVD � Also available in Spanish

KEY

Maintained by the NationalScience Teachers Association.See Chapter Enrichment pagesthat follow for a complete listof topics.

www.scilinks.orgCheck out Current Sciencearticles and activities byvisiting the HRW Web siteat go.hrw.com. Just typein the keyword HL5CS09T.

• Lab Videos demonstratethe chapter lab.

• Brain Food Video Quizzeshelp students review thechapter material.

ClassroomVideos

Holt Lab GeneratorCD-ROM

Search for any lab by topic, standard,difficulty level, or time. Edit any labto fit your needs, or create your ownlabs. Use the Lab Materials QuickListsoftware to customize your labmaterials list.

• Guided Reading Audio CD(Also in Spanish)

• Interactive Explorations• Virtual Investigations• Visual Concepts• Science Tutor

ClassroomCD-ROMs

Chapter 9 • Chapter Planning Guide 219B

Planning ResourcesTEST ITEM LISTINGPARENT LETTERLESSON PLANS

Visual ResourcesCHAPTER STARTER

TRANSPARENCYBELLRINGER

TRANSPARENCIES

TEACHING TRANSPARENCIES

TEACHING TRANSPARENCIES

CONCEPT MAPPING TRANSPARENCY

TEST ITEM LISTING

Copyright © by Holt Rinehart and Winston All rights reserved

The World of ScienceMULTIPLE CHOICE

1. A limitation of models is thata. they are large enough to see.b. they do not act exactly like the things that they model.c. they are smaller than the things that they model.d. they model unfamiliar things.Answer: B Difficulty: I Section: 3 Objective: 2

2. The length 10 m is equal toa. 100 cm. c. 10,000 mm.b. 1,000 cm. d. Both (b) and (c)Answer: B Difficulty: I Section: 3 Objective: 2

3. To be valid, a hypothesis must bea. testable. c. made into a law.b. supported by evidence. d. Both (a) and (b)Answer: B Difficulty: I Section: 3 Objective: 2 1

4. The statement "Sheila has a stain on her shirt" is an example of a(n)a. law. c. observation.b. hypothesis. d. prediction.Answer: B Difficulty: I Section: 3 Objective: 2

5. A hypothesis is often developed out ofa. observations. c. laws.b. experiments. d. Both (a) and (b)Answer: B Difficulty: I Section: 3 Objective: 2

6. How many milliliters are in 3.5 kL?a. 3,500 mL c. 3,500, 000 mLb. 0.0035 mL d. 35,000 mLAnswer: B Difficulty: I Section: 3 Objective: 2

7. A map of Seattle is an example of aa. law. c. model.b. theory. d. unit.Answer: B Difficulty: I Section: 3 Objective: 2

8. A lab has the safety icons shown below. These icons mean that you should weara. only safety goggles. c. safety goggles and a lab apron.b. only a lab apron. d. safety goggles, a lab apron, and gloves.Answer: B Difficulty: I Section: 3 Objective: 2

9. The law of conservation of mass says the tot al mass before a chemical change isa. more than the total mass after the change.b. less than the total mass after the change.c. the same as the total mass after the change.d. not the same as the total mass after the change.Answer: B Difficulty: I Section: 3 Objective: 2

10. In which of the following areas might you find a geochemist at work?a. studying the chemistry of rocks c. studying fishesb. studying forestry d. studying the atmosphereAnswer: B Difficulty: I Section: 3 Objective: 2

TEACHER RESOURCE PAGE

Lesson Plan

Section: Waves

PacingRegular Schedule: with lab(s): 2 days without lab(s): 2 days

Block Schedule: with lab(s): 1 1/2 days without lab(s): 1 day

Objectives1. Relate the seven properties of life to a living organism.

2. Describe seven themes that can help you to organize what you learn aboutbiology.

3. Identify the tiny structures that make up all living organisms.

4. Differentiate between reproduction and heredity and between metabolismand homeostasis.

National Science Education Standards CoveredLSInter6: Cells have particular structures that underlie their functions.

LSMat1: Most cell functions involve chemical reactions.

LSBeh1:Cells store and use information to guide their functions.

UCP1:Cell functions are regulated.

SI1: Cells can differentiate and form complete multicellular organisms.

PS1: Species evolve over time.

ESS1: The great diversity of organisms is the result of more than 3.5 billion yearsof evolution.

ESS2: Natural selection and its evolutionary consequences provide a scientificexplanation for the fossil record of ancient life forms as well as for the strikingmolecular similarities observed among the diverse species of living organisms.

ST1: The millions of different species of plants, animals, and microorganismsthat live on Earth today are related by descent from common ancestors.

ST2: The energy for life primarily comes from the sun.

SPSP1: The complexity and organization of organisms accommodates the needfor obtaining, transforming, transporting, releasing, and eliminating the matterand energy used to sustain the organism.

SPSP6: As matter and energy flows through different levels of organization ofliving systems—cells, organs, communities—and between living systems and thephysical environment, chemical elements are recombined in different ways.

HNS1: Organisms have behavioral responses to internal changes and to externalstimuli.

This CD-ROM includes all of the resources shown here and the following time-saving tools:

• Lab Materials QuickList Software

• Customizable lesson plans

• Holt Calendar Planner

• The powerful ExamView ® Test Generator

Chapter Resources

Dear Parent,

Your son's or daughter's science class will soon begin exploring the chapter entitled “The

World of Physical Science.” In this chapter, students will learn about how the scientific

method applies to the world of physical science and the role of physical science in the

world. By the end of the chapter, students should demonstrate a clear understanding of the

chapter’s main ideas and be able to discuss the following topics:

1. physical science as the study of energy and matter (Section 1)

2. the role of physical science in the world around them (Section 1)

3. careers that rely on physical science (Section 1)

4. the steps used in the scientific method (Section 2)

5. examples of technology (Section 2)

6. how the scientific method is used to answer questions and solve problems (Section 2)

7. how our knowledge of science changes over time (Section 2)

8. how models represent real objects or systems (Section 3)

9. examples of different ways models are used in science (Section 3)

10. the importance of the International System of Units (Section 4)

11. the appropriate units to use for particular measurements (Section 4)

12. how area and density are derived quantities (Section 4)

Questions to Ask Along the Way

You can help your son or daughter learn about these topics by asking interesting questions

such as the following:

• What are some surprising careers that use physical science?

• What is a characteristic of a good hypothesis?

• When is it a good idea to use a model?

• Why do Americans measure things in terms of inches and yards instead of centimeters

and meters ?

219C Chapter 9 • Classification

9

from thefrom thefrom the from the

divisions arebased on

the fossil records of

using

Cenozoic

plants

is an outline of Earth’shistory created by

era

The History of Life on Earth CONCEPT MAPPING

Copyright © by Holt, Rinehart and Winston. All rights reserved.

Use the following terms to complete the concept map below:geologic time scale, mammals, Mesozoic, paleontologists, eukaryotes,relative dating, absolute dating, Paleozoic, dinosaurs, Precambrian


Ro

cks: Min

eral Mixtu

resTEA

CHIN

G TR

AN

SPAR

ENCY

Intrusive Igneous Rock Bodies

Igneous intrusive bodies have different shapes and sizes.

Volcan

ic neck

Dike

Dike

Stock

Sill

Bath

olith

Bath

olith

Chapter: Rocks: Mineral MixturesCopyright © by Holt, Rinehart and Winston. All rights reserved.

Classificatio

nTEA

CHIN

G TR

AN

SPAR

ENCY

A Dichotomous Key

1. a.This m

amm

al flies. Its “hand” forms a w

ing. little bro

wn

bat

b. This m

amm

al does not fly. It’s “hand” does not form a w

ing. Go

to step

2.

2. a. This mam

mal has no hair on its tail. G

o to

step 3.

b. This m

amm

al has hair on its tail. Go

to step

4.

3. a. This mam

mal has a short, naked tail. eastern

mo

leb

. This mam

mal has a long, naked tail. G

o to

step 5.

4. a. This mam

mal has a black m

ask across its face. raccoo

nb

. This mam

mal does not have a black m

ask across its face. Go

to step

6.

5. a.This m

amm

al has a tail that is flat and paddle shaped. beaver

b.This m

amm

al has a tail that is not flat or paddle shaped. op

ossu

m

6. a.This m

amm

al is brown and has a w

hite underbelly. Go

to step

7.b

.This mam

mal is not brow

n and does not have a white underbelly. G

o to

step 8.

7. a.This m

amm

al has a long, furry tail that is black on the tip. lon

gtail weasel

b.This m

amm

al has a long tail that has little fur. wh

ite-foo

ted m

ou

se

8. a.This m

amm

al is black and has a narrow w

hite stripe on its forehead and broad w

hite stripes on its back. striped

skun

kb

.This mam

mal is not black and does not have w

hite stripes. Go

to step

9.

9. a.This m

amm

al has long ears and a short, cottony tail. eastern co

tton

tailb

.This mam

mal has short ears and a m

edium-length tail. w

oo

dch

uck

A dichotom

ous key can help you identify organism

s.


Classificatio

nTEA

CHIN

G TR

AN

SPAR

ENCY

Evolutionary RelationshipsBetw

een Organism

s

Platyp

us

Bro

wn

Bear

Lion

Ho

use C

at

Retractable

claws

Giving birth to live young

Hair, m

amm

ary glands

Ability

to purr

Pine treeHibiscus

Moss

Fern

Ability to live on land

Tissues that transport m

aterials

Seeds Flowers

Classification CHAPTER STARTER

Skunks have been thrown out of theirfamily. It wasn’t their awful smell thatgot them thrown out, though. It wastheir DNA.

Skunks were once thought to be mostclosely related to weasels, ferrets, minks,badgers, and otters. Those furry, short-legged, long-bodied, meat-eating mam-mals are grouped together in a familycalled Mustelidae (moo STEL i dee).Mustelidae is from the Latin word for“mouse.” Skunks were classified along withweasels and ferrets because they all shareseveral physical characteristics with mice,such as short, round ears and short legs.

However, a researcher at theUniversity of New Mexico’s Museum ofSouthwestern Biology discovered that theDNA of skunks is very different from the

DNA of the other members of Mustelidae.By comparing the DNA of differentspecies, scientists can tell how closelyrelated the species are. The DNA of twoclosely related animals—a house cat anda tiger, for example—are more similarthan the DNA of two animals that aredistantly related—such as a house cat anda chicken.

So where does that leave the littlestriped stinkers? Right in their own, newlycreated scientific family—Mephitidae (me FIT i dee). Mephitid is from the Latinword that means “bad odor”!

In this chapter you will learn whyscientific names are important and howscientists classify organisms. You will alsolearn about the six major kingdoms intowhich all organisms are classified.


This Really Happened!

Classification BELLRINGER TRANSPARENCY


Section: Sorting It All OutThink about the different ways humans classifythings. List five groups of things that humans classify,such as library books, department store merchandise,and addresses. Is there such a thing as too muchclassification? What happens when you put somethingin the wrong group? Can objects or ideas belong inmore than one group at the same time?

Record your responses in your science journal.

Section: The Six KingdomsList seven musical artists, bands, or acts. Categorizethe names on your list by style of music. Describethe categories you chose, and explain which bandsmight fit into more than one category.

Record your responses in your science journal.

Levels of ClassificationClassification TEACHING TRANSPARENCY


Family Felidae

Animals in the familyFelidae are cats. They have a backbone, nurse their young, have special teeth for tearing meat, and have retractable claws.

Genus Felis

Animals in the genusFelis have traits of other animals in the same family. However, these cats cannot roar; they can only purr.

Species Felis domesticus

The species Felisdomesticus is the com-mon house cat. The house cat shares traits with all of the organisms in the levels above the species level, but it also has unique traits.

Kingdom Animalia

All animals are in the kingdom Animalia.

Phylum Chordata

All animals in the phylum Chordata have a hollow nerve cord. Most have a backbone.

Class Mammalia

Animals in the classMammalia have a backbone. They also nurse their young.

Order Carnivora

Animals in the orderCarnivora have a back-bone and nurse their young. They also have special teeth for tearing meat.

SAMPLE SAMPLE SAMPLE

Meeting Individual Needs

Review and Assessments

Labs and Activities

DIRECTED READING A VOCABULARY ACTIVITY REINFORCEMENT

STANDARDIZED TEST PREPARATIONCHAPTER TEST BCHAPTER REVIEWSECTION QUIZ

SCILINKS ACTIVITY

MARINE ECOSYSTEMS

Go to www.scilinks.com. To find links relatedto marine ecosystems, type in the keywordHL5490. Then, use the links to answer thefollowing questions about marine ecosys-tems.

1. What percentage of the Earth’s surface iscovered by water?

2. What percentage of the Earth’s water is found in the oceans?

3. What is the largest animal on Earth?

4. Describe an ocean animal.

Name Class Date

SciLinks ActivityActivity

Developed and maintained by theNational Science Teachers Association

Topic: Reproductive SystemIrregularitiesSciLinks code: HL5490


Name Class Date

Vocabulary ActivityActivity

Getting the Dirt on the SoilAfter you finish reading Chapter: [Unique Title], try this puzzle! Use the clues belowto unscramble the vocabulary words. Write your answer in the space provided.

1. the breakdown of rock intosmaller and smaller pieces:AWERIGNETH

2. layer of rock lying beneath soil:CROKDEB

3. type of crop that is plantedbetween harvests to reduce soilerosion: CROVE

4. action of rocks and sedimentscraping against each other andwearing away exposed surfaces:SABRONIA

5. a mixture of small mineral frag-ments and organic matter: LISO

6. rock that is a source of soil:PRATEN CORK

7. type of reaction that occurs whenoxygen combines with iron toform rust: oxidation

8. type of weathering caused byphysical means: CLEMANIACH

9. the chemical breakdown of rocksand minerals into new substances: CAMILCHETHEARIGWEN

10. layers of soil, to a geologist:SNORHIZO

11. the uppermost layer of soil:SPOTOIL

12. process in which rainwater car-ries dissolved substances fromthe uppermost layers of soil to thebottom layers: HELANCIG

13. small particles of decayed plantand animal material in soil:MUUSH

14. the process in which wind, water,or ice moves soil from one location to another: ROOSINE

15. the methods humans use to takecare of soil:OSIL VASETONRICON

VOCABULARY AND SECTION SUMMARY


Section: EnergIn the space provided, write the letter of the description that best matches theterm or phrase.

______ 1. building molecules that can be used asan energy source. or breaking down moleculesin which energy is stored

______ 2. the process by which light energy is convertedto chemical energy

______ 3. an organism that uses sunlight or inorganicsubstances to make organic compounds

______ 4. an organism that uses sunlight or inorganicsubstances to make organic compounds

______ 5. an organism that consumes food to get energy

______ 6. the process of getting energy from food

In the space provided, write the letter of the term or phrase that best completeseach statement or best answers each question.

Name Class Date

Section QuizAssessment

a. photosynthesis

b. autotroph

c. heterotroph

d. cellular respiration

e. metabolism

f. cellular respiration

______ 7. Which of the following mostclosely resembles cellularrespiration?a. warm water moving

through copper pipesb. people movimg alomg a

escalatorc. mixing different foods in

a blenderd. logs burning in a fire

______ 8. An organism’s reproductivecells, such as sperm or eggcells, are called?a. genesb. chromosomesc. gamates.d. zygotes.

______ 9. An organism’s reproductivecells, such as sperm or eggcells, are called?a. genesb. chromosomesc. gamates.d. zygotes.

______10. Which of the following mostclosely resembles cellularrespiration?a. warm water moving

through copper pipesb. people movimg alomg a

escalatorc. mixing different foods in

a blenderd.

logs burning in a fire


Section: ExploringTHAT’S SCIENCE!

1. How did James Czarnowski get his idea for the penguin boat, Proteus?Explain.

2. What is unusual about the way that Proteus moves through the water?

MATTER + AIR ➔ PHYSICAL SCIENCE

3. What do air, a ball, and a cheetah have in common?

4. What is one question you will answer as you explore physical science?

5. Chemistry and physics are both fields of . Chemists

study the different forms of and how they interact.

and how it affects are

studied in physics.

Identify the field of physical science to which each of the following descriptionsbelongs by writing physics or chemistry in the space provided.

_______________________ 6. how a compass works

_______________________ 7. why water boils at 100°C

_______________________ 8. how chlorine and sodium combine to form table salt

_______________________ 9. why you move to the right when the car you are inturns left

Directed Reading A

Name Class Date

Skills Worksheet

Section: UniqueVOCABULARY

In your own words, write a definition of the following term in the space provided.

1. scientific method

2. technology

3. observation

Name Class Date

Vocabulary & NotesSkills Worksheet

Name Class Date

ReinforcementSkills Worksheet

The Plane TruthComplete this worksheet after you finish reading the Section: [Unique SectionTitle]

You plan to enter a paper airplane contest sponsoredby Talkin’ Physical Science magazine. The personwhose airplane flies the farthest wins a lifetime sub-scription to the magazine! The week before the con-test, you watch an airplane landing at a nearbyairport. You notice that the wings of the airplane haveflaps, as shown in the illustration at right. The paperairplanes you’ve been testing do not have wing flaps.What question would you ask yourself based on these observations? Write yourquestion in the space below for “State the problem.” Then tell how you could usethe other steps in the scientific method to investigate the problem.

1. State the problem.

2. Form a hypothesis.

3. Test the hypothesis.

4. Analyze the results.

5. Draw conclusions.

Flaps


CRITICAL THINKING

SECTION REVIEW

Section: UniqueKEY TERMS

1. What do paleontologist study?

2. How does a trace fossil differ from petrified wood?

3. Define fossil.

UNDERSTANDING KEY IDEAS

Name Class Date

Section ReviewSkills Worksheet


[UniqueMULTIPLE CHOICE


______ 1. Surface currents are formed by a. the moon’s gravity. c. wind.b. the sun’s gravity. d. increased water density.

______ 2. When waves come near the shore, a. they speed up. c. their wavelength increases.b. they maintain their speed. d. their wave height increases.

______ 3. Longshore currents transport sediment a . out to the open ocean. c. only during low tide.b. along the shore. d. only during high tide.

______ 4. Which of the following does NOT control surface currents?a. global wind c. Coriolis effectb. tides d. continental deflections

______ 5. Whitecaps break a. in the surf. c. in the open ocean.b. in the breaker zone. d. as their wavelength increases.

______ 6. Most ocean waves are formed by a . earthquakes. c. landsides.b. wind. d. impacts by cosmic bodies.

______ 7. Which factor controls surface currents? a. global winds c. continental deflectionb. the Coriolis effect d. all of the above

______ 8. Streamlike movments of ocean water far below the surface arecalleda. jet currents c. surface currents.b. Coriolis currents. d. deep currents.

______ 9. When the sunlit part of the moon that can be seen from Earthgrows larger, it is a. waxing. c. in the new moon phase.b. waning. d. in the full moon phase.

______10. The Milky Way is thought to be a. an elliptical galaxy. c. a spiral galaxy.

Name Class Date

Chapter Test BAssessment


READING

Read the passages below. Then, read each question that follows the passage.Decide which is the best answer to each question.

Passage 1 adventurous summer camp in the world. Billy can’twait to head for the outdoors. Billy checked the recommendedsupply list: light, summer clothes; sunscreen; rain gear; heavy,down-filled jacket; ski mask; and thick gloves. Wait a minute! Billythought he was traveling to only one destination, so why does heneed to bring such a wide variety of clothes? On further investiga-tion, Billy learns that the brochure advertises the opportunity to“climb the biomes of the world in just three days.” The destinationis Africa’s tallest mountain, Kilimanjaro.

______ 1. The word destination in this passage means A camp B vacation.C place. D mountain.

______ 2. Which of the following is a FACT in the passage? F People ski on Kilimanjaro.G Kilimanjaro is Africa’s tallest mountain.H It rains a lot on Kilimanjaro.J The summers are cold on Kilimanjaro.

______ 3. Billy wondered if the camp was advertising only one destination afterhe read the brochure, which said thatA the camp was the most adventurous summer camp in the world. B he would need light, summer clothes and sunscreen.C he would need light, summer clothes and a heavy, down-filled

jacket.D the summers are cold on Kilimanjaro.

Name Class Date

Standardized Test PreparationAssessment

PERFORMANCE-BASEDASSESSMENT

OBJECTIVEDetermine which factors cause some sugar shapes to break down faster than others.

KNOW THE SCORE!As you work through the activity, keep in mind that you will be earning a gradefor the following:

• how you form and test the hypothesis (30%)

• the quality of your analysis (40%)

• the clarity of your conclusions (30%)

ASK A QUESTIONSWhy do some sugar shapes erode more rapidly than others?

MATERIALS AND EQUIPMENT

Name Class Date

Performanced-Based AssessmentAssessment SKILL BUILDER

Using Scientific Methods

• 1 regular sugar cube • 90 mL of waterCopyright © by Holt, Rinehart and Winston. All rights reserved.

USING VOCABULARY

1. Define biome in your own words.

2. Describe the characteristics of a savanna and a desert.

3. Identify the relationship between tundra and permafrost.

4. Compare the open-water zone and the deep-water zone.

5. Use each of the following terms in an original sentence: plankton, littoralzone, and estuary.

6. Describe how marshes and swamps differ.

Name Class Date

Chapter ReviewSkills Worksheet

SCIENCE PUZZLERS, TWISTERS & TEASERS

CHAPTER TEST A






______ 4. Which of the following does NOT control surface currents?a global wind c Coriolis effect

Name Class Date

Chapter Test AAssessment

CHAPTER TEST C






______ 4. Which of the following does NOT control surface currents?a global wind c Coriolis effect

Name Class Date

Chapter Test CAssessment

For a preview of available worksheets covering math and science skills, see pages T26–T33. All of these resources are also on the One-Stop Planner®.

Chapter 9 • Chapter Resources 219D

DIRECTED READING B

Section: ExploringTHAT’S SCIENCE!

1. How did James Czarnowski get his idea for the penguin boat, Proteus?Explain.

2. What is unusual about the way that Proteus moves through the water?

MATTER + AIR ➔ PHYSICAL SCIENCE

3. What do air, a ball, and a cheetah have in common?

Directed Reading B

Name Class Date

Skills Worksheet

Classification Riddles1. You have learned that living things are classified into groups based

on genetic similarity. Try to solve the following riddles about realorganisms that aren’t so easy to classify.

a. I have a beak like a bird,And my arms are like snakes. I have more ink than a pen,But I write to confuse.What am I?

b. I have a bill like a duck,But the hair of a mammal.I lay eggs like a bird,

Name _______________________________________________ Date ________________ Class______________

SCIENCE PUZZLERS, TWISTERS & TEASERS9

Classification

CHAPTER

A Solar Solution

Name Class Date

Critical Thinking Skills Worksheet

Joseph D. Burns

Inventors’ Advisory Consultants

Portland, OR 97201

Dear Mr. Burns,I’ve got this great idea for a new product called the BlissHeater. It’s a portable, solar-powered space heater. The heater’s design includes these features:•T

he heater will be as longas an adult’s arm and aswide as a

packing box.

•T

he heater will have aglass top set at an angleto catch the sun’s rays.

•T

he inside of the heaterwill be dark colored toabsorb solar heat.If you think my idea will work, I will make the Bliss

Heaters right away without wasting time and money on test-ing and making models. Please write back soon with youropinion.SPECIAL NEEDS

GENERAL GENERAL

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GENERAL SPECIAL NEEDS

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LONG-TERM PROJECTS & RESEARCH IDEAS

ECOLABS & FIELD ACTIVITIES

Picture a raccoon, scurrying around in the woods, getting into campers’ food andtrash cans. Now imagine a brown bear—enormous and clumsy. They are pretty dif-ferent animals, right? Maybe not. In 1869, a biologist named Pere David, who wasone of the first Europeans to study the giant panda of China, attempted to classifythe giant panda as a bear. Other scientists then pointed out that the animal’sbones and teeth more closely resembled those of a raccoon. Since then, no onecould agree on which animal the giant panda more closely resembled.

Confusing the matter further is the red panda, which behaves much like thegiant panda but has even more raccoonlike features. These relationships have ledmany scientists to group the red panda and giant panda together as relatives of theraccoon. But this isn’t the end of the story. So, is the giant panda a bear or a rac-coon? What about the red panda?

Solve the Mystery1. In the 1980s, a group of scientists used molecular methods

of classification, including DNA hybridization and immu-nological comparisons, to examine the relationshipsbetween the giant panda and the red panda. How do thesemethods of classification work? What did they help scien-tists discover about the evolution of the giant panda andthe red panda? What other applications do these methodshave? Write a news article to share your findings withyour class.

Other Research Ideas2. Believe it or not, three new large mammals were recently

discovered in Vietnam. The muntjac, a barking deer, thegiant muntjac, its larger relative, and the saola, a goatlikecreature, are among 10 large mammals that have been dis-covered in the twentieth century. Learn more about thesenewly discovered mammals, and research the process thatwas used to classify them. How often are new species dis-covered? How many new species are estimated to be outthere? Present your research in the form of a nature video,magazine article, or oral presentation.

Long-Term Project3. You probably don’t realize how many forms of life inhabit

your own neighborhood! Use a field guide or classificationmanual to identify 10 animal species found in your neigh-borhood. Then make a field guide that includes where tofind the 10 species in your neighborhood, as well as infor-mation such as scientific names and interesting facts. Becreative!

Name ___________________________________________________ Date _________________ Class _____________

STUDENT WORKSHEET9

The Panda Mystery

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INTERNETKEYWORDS

DNA hybridization

panda evolution

INTERNETKEYWORDS

muntjac

saola

classification

Water Wigglers

STUDENT WORKSHEET

FIELD ACTIVITY

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Name Date Class

If you liked Sea Monkeys, you’ll love our new Water Wiggler Zoo!Call now, and you’ll receive a critter zoo not visible with the naked eye! In

this fabulous kit, you get a Super-Duper Microscope—complete with slides forviewing—and your Water Wiggler water droplets. But let’s not stop there . . .

You can also classify your Water Wigglers into fun and interesting categoriesthat you design! By the time you are done, you will have spent hours of fun de-veloping your own critter classification. In the end, you will have your very ownzoo! So order now! Your Water Wigglers await!

(Water Wigglers are not guaranteed to be in every water droplet.)

Ask a QuestionHow would you develop a classification system for organisms?

Make a Prediction1. What will you observe in a drop of pond water?

Make Observations2. At the collection site: Carefully fill a jar with water from a

natural water source. Tightly close the lid.

3. Label the jar with the names of your group members. Whenyou get back to class, store the jar in the area designated byyour teacher.

4. In class: Each group will make one slide. Gently shake thejar, open the lid, and place the tip of a pipet in the water.Pinch the bulb and release it so that the pipet fills with wa-ter. Securely close the jar’s lid. Squeeze a small drop of wateronto the center of a slide. Carefully place a cover slip overthe water droplet.

5. Place the slide over a sheet of white paper. Examine the wa-ter sample with the magnifying glass. What do you see?Record your observations in your ScienceLog. Take turnswith all the members of your group.

6. Carefully place the slide on the microscope stage. Rotate theclips to hold the slide in place.

MATERIALS

• small glass jar with a lid

• 25 mL of pond water• permanent marker• plastic microscope

slide• plastic coverslip• 2 disposable pipets• sheet of white paper• magnifying glass• compound light

microscope with 2 or3 objectives

• slowing agent• toothpick• cotton balls• rubbing alcohol

GENERAL

DATASHEETS FOR QUICKLABS

DATASHEETS FOR QUICK LABS


Name Class Date

Reaction to StressQuick Lab DATASHEET FOR QUICK LAB

BackgroundThe graph below illustrates changes that occur in the membrane potential of aneuron during an action potential. Use the graph to answer the followingquestions. Refer to Figure 3 as needed.

Analysis1. Determine about how long an action potential lasts.

SAMPLE

DATASHEETS FORCHAPTER LABS

Teacher’s NotesTIME REQUIRED

One 45-minute class period.

RATINGTeacher Prep–3Student Set-Up–2Concept Level–2Clean Up–2

MATERIALS

The materials listed on the student page are enough for a group of 4–5 students.Large, dried beans of any kind will work well in this exercise.

SAFETY CAUTION

Remind students to review all safety cautions and icons before beginning this labactivity.

Using Scientific MethodsSkills Practice Lab DATASHEET FOR CHAPTER LAB


1 2 3 4Easy Hard

Jason MarshMontevideo High

and Country School

SAMPLE

DATASHEETS FORLABBOOK

Teacher’s NotesTIME REQUIRED

One 45-minute class period.

Does It All Add Up?Skills Practice Lab DATASHEET FOR LABBOOK LAB


Jason MarshM t id Hi h

SAMPLE

Chapter Enrichment

This Chapter Enrichment provides relevant and

interesting information to expand and enhance

your presentation of the chapter material.

Sorting It All OutAristotle’s Classification System• The great Greek philosopher and scien-

tist Aristotle (384–322 BCE) began classi-fying animals into logical groupingsmore than 2,000 years ago. AlthoughAristotle did not view different kindsof organisms as being related bydescent, he arranged all living thingsin an ascending ladder with humansat the top.

• Aristotle separated animals into two major groups—those with red blood and those without red blood—that correspond very closely with our modernclassification of vertebrates and invertebrates.

• Animals were further clas-sified according to theirway of life, their actions,and their body parts.

• Aristotle categorized plants asherbs, shrubs, or trees, based ontheir size and appearance.

Species in Classification• In the late 1600s, the English scientist John Ray estab-

lished the species as the basic unit of classification.

Basis for Modern Classification System• Our modern system of classification was codified by

Swedish scientist Carolus Linnaeus. He published abook on plant classification in 1753 and a book onanimal classification in 1758.

• Organisms were classified according to their structure.Plants and animals were arranged into the categoriesof genus and species, and the categories of class andorder were introduced.

• Species were given distinctive two-word names.Linnaeus’s system is still in use today, although it hasgone through many changes.

• “Carolus Linnaeus” is the Latin translation of theSwedish scientist’s given name, Carl von Linné.

Subgroups in the Animal Kingdom• Baron Georges Cuvier first divided the animal king-

dom into subgroups, such as Vertebrata, Mollusca,Articulata, and Radiata, in 1817.

Domains and KingdomsVariations of the Classification System• Variations of the

five-kingdomclassificationsystem introducedby R. H. Whittakerin 1969 are usedby some modernscientists. Whittaker’ssystem classifies organismsaccording to whether they areprokaryotic or eukaryotic, whetherthey are unicellular or multicellular,and whether they obtain food by photo-synthesis, ingestion, or absorption of nutri-ents from their environment.

• Studies of prokaryotic DNA indicate that significantgenetic differences exist between prokaryotic organ-isms. These differences are so vast that the prokary-otes formerly known as archaebacteria are no longerconsidered to be bacteria and are now called archaea.Likewise, the prokaryotes once known as eubacteria arenow called bacteria. Classification has undergone somemajor revisions to accommodate this new evidence.Now the largest divisions in modern taxonomicsystems are three domains — Archaea, Bacteria, andEukarya — within which the traditional kingdoms andsmaller groups have been incorporated. Prokaryotes aredivided between the domains Archaea and Bacteria.The domain Archaea, which contains the traditionalkingdom archaebacteria, is made up of archaea (singu-lar, archaeon). The domain Bacteria, which containsthe traditional kingdom eubacteria, is made up of bac-teria. All eukaryotes belong to the domain Eukarya.Domain Eukarya contains the traditional kingdoms:Protista, Plantae, Animalia, and Fungi.

219E Chapter 9 • Classification

9

For background information about teaching strategies and

issues, refer to the Professional Reference for Teachers.

Life Within the Planet• When we organize life on Earth into categories, it is

important to remember that organisms are not equallydistributed throughout our classification system. Weoften think of the Earth’s living things in terms ofplants and animals—organisms that live above theEarth’s surface and within its waters. However, thelargest group in terms of the number of individualsand total biomass are prokaryotes. And some prokary-otes’ most common home may be deep within theEarth’s crust.

• Scientists have known for some time that prokaryotesexist all around us. For example, bacteria can be foundin the gut of a cow or in the roots of plants. Some pro-karyotes have the ability to live in extreme environ-ments. For example, some archaea live in hot geysers;other archaea live in water that has such high salt con-centrations that no other organisms can survive in thewater. Scientists have also known that many archaeacan thrive in anaerobic and high-pressure environ-ments, such as those found underground. But onlyrecently have scientists learned just how far under-ground many different kinds of prokaryotes are found.

• In 1987, scientists were drilling in the rock beneaththe Savannah River in South Carolina to investigatethe safety of the drinking water. The cores of the rockthey investigated harbored prokaryotes at a depth of500 m. Other scientists found prokaryotes in the oceanat a depth 750 m. A South African gold mine yieldedother prokaryotes from as far down as 5 km.

• Once scientists knew to look deep in the Earth forlife-forms, they began looking for—and finding—organisms in the sediment under the ocean. Somescientists predict that further exploration will revealorganisms that live as deep as 15 km within thesediment. If that is the case, then the total biomassof these organisms beneath the surface of the Earthmay exceed the total biomass of all the living thingson the Earth’s surface.

• No one knows exactly how these microorganismstolerate the tremendous pressures and temperaturesof their environment, but scientists have learned thatthese organisms are meeting their nutritional needs ina variety of ways. Some live on oxidized forms of sul-fur; others live on bits of organic matter found in thesediment. Some prokayotes have even been foundin igneous rocks, where they apparently subsist onthe carbon dioxide and hydrogen gas trapped inthe rock.

SciLinks is maintained by the National Science Teachers Associationto provide you and your students with interesting, up-to-date links thatwill enrich your classroom presentation of the chapter.

Developed and maintained by theNational Science Teachers Association

Visit www.scilinks.org and enter the SciLinks code for moreinformation about the topic listed.

Topic: Basis for ClassificationSciLinks code: HSM0138

Topic: Levels of ClassificationSciLinks code: HSM0870

Topic: Dichotomous KeysSciLinks code: HSM0402

Topic: KingdomsSciLinks code: HSM1397

Standards Correlations

National Science Education Standards

The following codes indicate the National Science EducationStandards that correlate to this chapter. The full text of thestandards is at the front of the book.

Chapter OpenerUCP 1

Section 1 Sorting It All OutUCP 1; SAI 2; HNS 1, 2, 3; LS 5a

Section 2 Domains and KingdomsUCP 5; SAI 1; HNS 1, 2; LS 1b, 1f, 2a, 2c, 4b, 4c, 4d, 5b;LabBook: UCP 1; SAI 1

Chapter LabUPC 1; SAI 1

Science in ActionHNS 1, 3; LS 5a

OverviewTell students that this chapterwill help them learn about clas-sification in life science. Thechapter covers methods of clas-sification and the six kingdomsof organisms.

Assessing PriorKnowledgeStudents should be familiar withthe following topics:

• characteristics of living things

• history of life on Earth

IdentifyingMisconceptionsAs students learn the material inthis chapter, some of them maybe confused about how scientistsclassify organisms. Some stu-dents categorize by characteris-tics such as numbers of limbs orthe shape of leaves rather thanmore fundamental distinctions.Furthermore, students often relyon the information found incommon names. For example,students may mistakenly catego-rize a jellyfish as a fish.

220 Chapter 9 • Classification

9

Classification

About the

Look at the katydids, grasshoppers, andmantids in the photo. A scientist is classifyingthese insects. Every insect has a label describ-ing the insect. These descriptions will be usedto help the scientist know if each insect hasalready been discovered and named. Whenscientists discover a new insect or otherorganism, they have to give the organism aname. The name chosen is unique and shouldhelp other scientists understand some basicfacts about the organism.

Booklet Before you readthe chapter, create theFoldNote entitled “Booklet”

described in the Study Skills sectionof the Appendix. Label each page ofthe booklet with a main idea from thechapter. As you read the chapter, writewhat you learn abouteach main idea on theappropriate page of thebooklet.

SECTION

Organisms are classifi edinto groups based on theircharacteristics.

9

1 Sorting It All Out . . . . . . . . . . . 222

2 Domains and Kingdoms . . . . . 228

START-UP vvM A T E R I A L S

FOR EACH GROUP• marker• shoes, 10 different kinds (from

class members, a secondhandstore, or a garage sale)

• tape, masking

Teacher’s Notes: Make certainthat students understand thatthe list of shoe characteristicsshould be unique to a particularset of 10 shoes.

Characteristics of shoes listedshould be easily observed. Forexample, whether a shoebelongs to a boy or to a girlis not always obvious to anobserver.

You can offer the following asa model for the statement forProcedure step 4:

a. This is a red sandal.

b. This is not a red sandal. (Go to step 2.)

Answers

1. Sample answer: Listing theshoes’ features helped me findsome features that were com-mon and some features thatwere unique.

2. Each student may describe theshoes differently, but the stu-dents’ descriptions should beclear enough to lead the otherstudents to the same conclusion.

Classification CHAPTER STARTER

Skunks have been thrown out of theirfamily. It wasn’t their awful smell thatgot them thrown out, though. It wastheir DNA.

Skunks were once thought to be mostclosely related to weasels, ferrets, minks,badgers, and otters. Those furry, short-legged, long-bodied, meat-eating mam-mals are grouped together in a familycalled Mustelidae (moo STEL i dee).Mustelidae is from the Latin word for“mouse.” Skunks were classified along withweasels and ferrets because they all shareseveral physical characteristics with mice,such as short, round ears and short legs.

However, a researcher at theUniversity of New Mexico’s Museum ofSouthwestern Biology discovered that theDNA of skunks is very different from the

DNA of the other members of Mustelidae.By comparing the DNA of differentspecies, scientists can tell how closelyrelated the species are. The DNA of twoclosely related animals—a house cat anda tiger, for example—are more similarthan the DNA of two animals that aredistantly related—such as a house cat anda chicken.

So where does that leave the littlestriped stinkers? Right in their own, newlycreated scientific family—Mephitidae(me FIT i dee). Mephitid is from the Latinword that means “bad odor”!

In this chapter you will learn whyscientific names are important and howscientists classify organisms. You will alsolearn about the six major kingdoms intowhich all organisms are classified.


This Really Happened!

Chapter Starter TransparencyUse this transparency to help studentsbegin thinking about classifyingorganisms.

CHAPTER RESOURCESTechnology

Transparencies• Chapter Starter Transparency

Student Edition on CD-ROM

Guided Reading Audio CD• English or Spanish

Classroom Videos• Brain Food Video Quiz

Workbooks

Science Puzzlers, Twisters & Teasers • Classifi cationg

READINGSKILLS

Chapter 9 • Classification 221

START-UPClassifying ShoesIn this group activity, each group will develop a sys-tem of classification for shoes.

Procedure1. Gather 10 shoes. Number pieces of masking tape

from 1 to 10. Label the sole of each shoe with anumbered piece of tape.

2. Make a list of shoe features. Make a table that hasa column for each feature. Complete the table bydescribing each shoe.

3. Use the data in the table to make a shoe identifi-cation key.

4. The key should be a list of steps. Each step shouldhave two contrasting statements about the shoes.The statements will lead you either to the nextstep or to a specific shoe.

5. If your shoe is not identified in one step, go on tothe next step or steps until the shoe is identified.

6. Trade keys with another group. How did the othergroup’s key help you identify the shoes?

Analysis1. How was listing the shoe features before making

the key helpful?

2. Were you able to identify the shoes using anothergroup’s key? Explain.

READING STRATEGY

1 Sorting It All OutImagine that you live in a tropical rain forest and must get your own food, shelter, and clothing from the forest. What do you need to know to survive in the forest?

To survive in the rain forest, you need to know which plantsare safe to eat and which are not. You need to know whichanimals you can eat and which might eat you. In other words,you need to study the living things around you and organizethem into categories, or classify them. ClassificationClassification is puttingthings into orderly groups based on similar characteristics.

Why Classify?For thousands of years, humans have classified living thingsbased on usefulness. The Chácabo people of Bolivia know of360 types of plants that grow in the forest where they live. Ofthese 360 plant types, 305 are useful to the Chácabo.

Some biologists, such as those shown in Figure 1, classifyliving and extinct organisms. Scientists classify organisms tohelp make sense and order of the many kinds of living thingsin the world. Biologists use a system to classify living things.This system groups organisms according to the characteristicsthey share. The classification of living things makes it easierfor biologists to answer many important questions, such asthe following:

• How many known species are there?

• What are the defining characteristics of each species?

• What are the relationships between these species?

��Reading Check What are three questions that classifying organ-isms can help answer? (See the Appendix for answers to Reading Checks.)

classificationclassification the division of organisms into groups, or classes, based on specific characteristics

Figure 1 These biologists are sorting rain-forest plant material.

What You Will Learn

Explain why and how organisms areclassified.List the eight levels of classification.Explain scientific names.Describe how dichotomous keyshelp in identifying organisms.

Vocabularyclassificationtaxonomydichotomous key

Reading Organizer As you readthis section, create an outline of thesection. Use the headings from thesection in your outline.

1

OverviewIn this section, students learnabout the modern biological classification system. The sec-tion explains how organisms areclassified based on their sharedcharacteristics and how their sci-entific names are determined.Finally, students learn how toidentify animals by using adichotomous key.

BellringerAsk students to think about thedifferent ways humans classifythings. Ask them to list at leastfive things that humans classify.You may want to give themexamples, such as library books,department-store merchandise,and addresses.

Demonstration --------------gClassifying Objects Display avariety of small, solid objects.Ask students for their ideas onways to put the objects intogroups. For each grouping,record the defining characteris-tic and the objects that belongin the group. Identify objectsthat fit in more than one group-ing. Discuss how putting objectsinto groups can behelpful. l Visual ee

Answer to Reading Check

• How many known species are there? What arethe defining characteristics of each species,and what are the relationships between thesespecies?

CHAPTER RESOURCES

Chapter Resource File

CRF • Lesson Plan• Directed Reading Ab• Directed Reading Bs

Technology

Transparencies• Bellringer• L32 Evolutionary Relationships Among

Organisms

Workbooks

Interactive Textbook Struggling Readers Struggling Readers


Platypus Brown Bear Lion House Cat

Retractableclaws

Giving birth to live young

Hair, mammary glands

Abilityto purr

How Do Scientists Classify Organisms?Before the 1600s, many scientists divided organisms intotwo groups: plants and animals. But as more organisms werediscovered, some did not fit into either group. In the 1700s,Carolus Linnaeus (KAR uh luhs li NAY uhs), a Swedish scientist,founded modern taxonomy. TaxonomyTaxonomy (taks AHN uh mee) isthe science of describing, classifying, and naming living things.Linnaeus tried to classify all living things based on their shapeand structure. Today, scientists use a system of classificationthat is very similar to the one that Linnaeus developed.

Classification TodayTaxonomists use an eight-level system to classify living thingsbased on shared characteristics. Scientists also use shared char-acteristics to hypothesize how closely related living things are.The more characteristics the organisms share, the more closelyrelated the organisms may be. For example, the platypus, brownbear, lion, and house cat are thought to be related becausethey share many characteristics. These animals have hair andmammary glands, so they are grouped together as mammals.But they can be further classified into more-specific groups.

Branching DiagramsLook at the branching diagram in Figure 2. Several character-istics are listed along the line that points to the right. Eachcharacteristic is shared by the animals to the right of it. All ofthe animals shown have hair and mammary glands. But onlythe bear, lion, and house cat give birth to live young. Thelion and the house cat have retractable claws, but the otheranimals do not. Thus, the lion and the house cat are moreclosely related to each other than to the other animals.

Figure 2 This branchingdiagram shows the similaritiesand differences between fourmammals.

taxonomytaxonomy the science ofdescribing, naming, and classifyingorganisms

A Branching Diagram1. Construct a diagram simi-

lar to the one in Figure 2.2. Use a frog, a snake, a kan-

garoo, and a rabbit in yourdiagram.

3. Think of one major changethat happened before thefrog evolved.

4. For the last three organ-isms, think of a changethat happened betweenone of these organismsand the other two. Writeall of these changes inyour diagram.

vv---------------------------------------------------g

PORTFOLIO

Branching DiagramsFossils show that one

difference between ancestralforms of the modern horse,Equus, is the number of toes:

• Eohippus (55 mya*)—four toes

• Mesohippus (35 mya)—threetoes

• Merychippus (26 mya)—onelarge toe, two small toes

• Pliohippus (3 mya)—one largetoe surrounded by a hoof

• Equus (modern)—one largetoe, more broad and flat,surrounded by a hoof

(* mya � million years ago)

Have students use this informa-tion to construct their ownbranching diagram. Use thediagram on this page asa model.l Logical ee

CONNECTION toCONNECTION toMath ---------------------------------------------------------------b

Tell students the following:

“Suppose that there are about1,260,000 known species ofinsects in the world. The num-ber of insect species accounts forabout 70% of all known spe-cies.” Ask students to calculatethe approximate total number ofEarth’s known species. (1,260,000� 0.7 � 1.8 million species)l Logical

CONNECTION toCONNECTION toEnvironmental Science -------------------g

Rain-Forest Pharmacy Many tropical rainforests are being cut down. Scientists sus-pect that these forests may be pharma-ceutical treasure-troves. One-fifth of theworld’s known plant species live in tropicalrain forests. Only a small percentage of thespecies have been studied. Some unstudiedspecies may be beneficial to humans. Askstudents to think of ways that rain forestscan be preserved while the needs ofhumans are also met. l Logical/Auditory

Answer to Quick Lab

Sample answer:

frogsnake

kangaroorabbit

air breathing; abilityto live on land

lay eggs on dry land; dry skin

fur; live birth

young developfully inside mother

Section 1 • Sorting It All Out 223

Levels of ClassificationEvery living thing is classified into one of three domains.Domains are the largest and most general groups. All livingthings in a domain are sorted into kingdoms. The members ofone kingdom are more like each other than they are like themembers of another kingdom. All living things in a kingdomare further sorted into phyla (singular, phylum). The membersof a phylum are sorted into classes. Each class includes oneor more orders. Orders are separated into families. Familiesare broken into genera (singular, genus). And genera are sortedinto species. A species is a group of organisms that are closelyrelated and can mate to produce fertile offspring. Figure 3 showsthe classification of a house cat from the kingdom Animaliato the species Felis domesticus.

Scientific NamesBy classifying organisms, biologists can give organisms scientificnames. A scientific name remains the same for a specific kindof organism even if the organism has many common names.Before Linnaeus’s time, scholars used names that were as longas 12 words to identify species. This system was hard to workwith because the names were so long. The system was alsohard to use because individual scientists named organisms dif-ferently. So, an organism could have more than one name.

Kingdom Animalia

All animals are in thekingdom Animalia.

Phylum Chordata

All animals in thephylum Chordata havea hollow nerve cord.Most have a backbone.

Class Mammalia

Animals in the classMammalia have abackbone. They alsonurse their young.

Order Carnivora

Animals in the orderCarnivora have a back-bone and nurse theiryoung. They also havespecial teeth for tearingmeat.

For another activity relatedto this chapter, go togo.hrw.com and type in thekeyword HL5CLSW.

Figure 3 The eight levelsof classification are domain,kingdom, phylum, class, order,family, genus, and species.

Discussion --------------------------------------bClassification Drill To help stu-dents understand what consti-tutes a species, genus, family,order, class, phylum, and king-dom, ask them the followingquestions:

• What does a species contain?(organisms that have the samecharacteristics)

• What does a genus contain?(similar species)

• What does a family contain?(similar genera)

• What does an order contain?(similar families)

• What does a class contain?(similar orders)

• What does a phylum contain?(similar classes)

• What does a kingdom contain?(similar phyla)l Logical/Auditory

Using the Figure------g

Classification Refer students toFigure 3. Then, ask them toanswer the following questions:

• Which animals are pictured atthe kingdom level? (beetle, bird,lion, lynx, bear, human, and housecat)

• Which of these pictured ani-mals does not fit the descrip-tion of a chordate? (the beetle)

• Which of the animals picturedat the chordate level does notfit the description of a mam-mal? (the bird)l Visual ee CHAPTER RESOURCES

Technology

Transparencies• L31 Levels of Classifi cation

Is That a Fact!The term dinosaur wasn’t coined untilthe 19th century. Before then, as dino-saur fossils were uncovered all over theworld, the most widely accepted viewwas that the fossils were the remains ofdragons.


Two-Part NamesLinnaeus simplified the naming of living things by giving eachspecies a two-part scientific name. For example, the scientificname for the Asian elephant is Elephas maximus (EL uh fuhsMAK suh muhs). The first part of the name, Elephas, is thegenus name. The second part, maximus, is the specific name.No other species has the name Elephas maximus. Naming ruleshelp scientists communicate clearly about living things.

All genus names begin with a capital letter. All specificnames begin with a lowercase letter. Usually, both words areunderlined or italicized. But if the surrounding text is italicized,the scientific name is not, as Figure 4 shows. These printingstyles show a reader which words are the scientific name.

Scientific names, which are usually in Latin or Greek,contain information about an organism. The name of theanimal shown in Figure 4 is Tyrannosaurus rex. Tyrannosau-rus is a combination of two Greek words and means “tyrantlizard.” The word rex is Latin for “king.” The name tells youthat this animal was probably not a passive grass eater! Some-times, Tyrannosaurus rex is referred to as T. rex. To be correct,the scientific name must consist of the genus name (or itsabbreviation) and the specific name.

��Reading Check What are the two parts of a scientific name?

Figure 4 You wouldnever call Tyrannosaurusrex just rex!

Family Felidae

Animals in the familyFelidae are cats. Theyhave a backbone, nursetheir young, have specialteeth for tearing meat,and have retractableclaws.

Genus Felis

Animals in the genusFelis have traits of otheranimals in the samefamily. However, thesecats cannot roar; they canonly purr.

Species Felis domesticus

The species Felisdomesticus is the com-mon house cat. Thehouse cat shares traitswith all of the organismsin the levels above thespecies level, but it alsohas unique traits.

Classifying Ideas Have stu-dents consider the impor-tance of classification tohuman thought. Ask studentsto try to think of somethingthat cannot be classified insome way. Suggest that theytest any item or concept thatthey come up with by plac-ing it in the following sen-tence:

(A) _____ is a type of _____.

For example, if the word isspeech, the sentence could befilled in as follows:

Speech is a type of communication.

You may wish to hold a con-test or have students sharetheir examples in class.l Logical/Verbal

MISCONCEPTIONALERT

Scientific Names Althoughmost scientific names havetheir origins in Latin orGreek, not all scientificnames do. Some scientificnames indicate the locationwhere the animal was found.And some names includewords in languages native tothe region where the animalwas found.


genus name and specific nameSUPPORT FOR

English Language LearnersScientifi c Names Some students maybe confused by the order of scientifi cnames. Ask pairs of students to writetheir first and last names on a sheet ofpaper. Then, ask them to write theirnames in reverse order, last name first.Have one student model this on theboard. Tell students that this method ofwriting people’s names is like that forscientifi c names, with the genus beforethe species. Note that writing familynames before given names is customaryin some cultures.l Verbal Section 1 • Sorting It All Out 225

Dichotomous KeysYou might someday turn over a rock and find an organ-ism that you don’t recognize. How would you identifythe organism? Taxonomists have developed special guidesto help scientists identify organisms. A dichotomous key(die KAHT uh muhs KEE) is an identification aid that usessequential pairs of descriptive statements. There are only twoalternative responses for each statement. From each pair ofstatements, the person trying to identify the organism choosesthe statement that describes the organism. Either the chosenstatement identifies the organism or the person is directed toanother pair of statements. By working through the statementsin the key in order, the person can eventually identify theorganism. Using the simple dichotomous key in Figure 5, tryto identify the two animals shown.

�Reading Check What is a dichotomous key?

dichotomous key an aid that isused to identify organisms and thatconsists of the answers to a series ofquestions

1. a. This mammal flies. Its “hand” forms a wing. little brown batb. This mammal does not fly. It’s “hand” does not form a wing. Go to step 2.

2. a. This mammal has no hair on its tail. Go to step 3.b. This mammal has hair on its tail. Go to step 4.

3. a. This mammal has a short, naked tail. eastern moleb. This mammal has a long, naked tail. Go to step 5.

4. a. This mammal has a black mask across its face. raccoonb. This mammal does not have a black mask across its face. Go to step 6.

5. a. This mammal has a tail that is flat and paddle shaped. beaverb. This mammal has a tail that is not flat or paddle shaped. opossum

6. a. This mammal is brown and has a white underbelly. Go to step 7.b. This mammal is not brown and does not have a white underbelly. Go to step 8.

7. a. This mammal has a long, furry tail that is black on the tip. longtail weaselb. This mammal has a long tail that has little fur. white-footed mouse

8. a. This mammal is black and has a narrow white stripe on its foreheadand broad white stripes on its back. striped skunk

b. This mammal is not black and does not have white stripes. Go to step 9.

9. a. This mammal has long ears and a short, cottony tail. eastern cottontailb. This mammal has short ears and a medium-length tail. woodchuck

Figure 5 A dichotomouskey can help you identifyorganisms.

Reteaching -------------------------------------bName That Bird Display a pic-ture of a bird whose commonname is not well known to yourstudents. Ask students to givethe bird a name. List students’answers on the board. Help stu-dents understand that scientistswould have difficulty sharinginformation about the bird ifthey used more than one namefor it. l Visual

Quiz ---------------------------------------------------------------------g

1. Why do scientists classify ani-mals? (to make studying themeasier)

2. What is the basis of modernclassification systems? (sharedcharacteristics)

AlternativeAssessment ---------------------------g

PORTFOLIO

Cartooning Have stu-dents create a cartoon

that shows how using differentcommon names for an animalinstead of its scientific namecreates confusion. Studentsmust include scientific namesin their cartoon.l Visual ee

Answer to Dichotomous Key

Mammal on the top left: 1b, 2b, 4b,6a, 7a, longtail weaselMammal on the top right: 1b, 2b, 4b,6b, 8b, 9b, woodchuck


A dichotomous key is an identifica-tion aid that uses a series of descrip-tive statements. 2. Is it made of metal? If yes, it is a

stapler. If no, go to step 3.

3. Is it made of paper? If yes, go tostep 4. If no, go to step 5.

4. Is it intended to be read? If yes, it isa book. Is it intended to be thrown?If yes, it is a paper wad.

5. Is it used for writing? If yes, it is amarker. Does it have a sticky side?If yes, it is tape.l Logical ee

StrategiesStrategiesINCLUSIONINCLUSION

• Developmentally Delayed• Hearing ImpairedUse this activity to clarify the procedure.Place the following six objects on a table:stapler, marker, zipper bag of ice, book,roll of tape, and piece of wadded-uppaper. Use the following questions toidentify the items by their physicalcharacteristics:

1. Is it very cold, and could it melt?If yes, it is ice. If no, go to step 2.


For a variety of links related to thischapter, go to www.scilinks.org

SummarySummary

Review

A Growing SystemYou may think that all of the organisms on Earth have alreadybeen classified. But people are still discovering and classifyingorganisms. Some newly discovered organisms fit into existingcategories. But sometimes, someone discovers new evidence oran organism that is so different from other organisms that itdoes not fit existing categories. For example, in 1995, scientistsstudied an organism named Symbion pandora (SIM bee AHN panDAWR uh). Scientists found S. pandora living on lobster lips!Scientists learned that S. pandora had some characteristics thatno other known organism had. In fact, scientists trying to clas-sify S. pandora found that it didn’t fit in any existing phylum.So, taxonomists created a new phylum for S. pandora.

•• In classification, organ-isms are groupedaccording to the charac-teristics the organismsshare. Classification letsscientists answer impor-tant questions about therelationships betweenorganisms.

•• The eight levels ofclassification are domain,kingdom, phylum, class,order, family, genus, andspecies.

•• An organism has onetwo-part scientific name.

•• A dichotomous key isa tool for identifyingorganisms that uses aseries of paired descrip-tive statements.

Using Key Terms

1. In your own words, write adefinition for each of the fol-lowing terms: classification andtaxonomy.

Understanding Key Ideas

2. The two parts of a scientificname are the names of thegenus and the

a. specific name.b. phylum name.c. family name.d. order name.

3. Why do scientists use scientificnames for organisms?

4. List the eight levels ofclassification.

5. Describe how a dichotomouskey helps scientists identifyorganisms.

Critical Thinking

6. Analyzing Processes Biologiststhink that millions of species arenot classified yet. Why do youthink so many species have notbeen classified yet?

7. Applying Concepts Both dol-phins and sharks have a tail andfins. How can you determine ifdolphins and sharks are closelyrelated?

Interpreting Graphics

Use the figure below to answer thequestions that follow.

8. Which plant is most similar tothe hibiscus?

9. Which plant is least similar to thehibiscus?

Topic: Basis for Classification; Levels ofClassification

SciLinks code: HSM0138; HSM0870

Pine tree HibiscusMoss Fern

Ability to live on land

Tissues that transportmaterials

Seeds

Flowers

Answers to Section Review

1. Sample answer: Classification isgrouping things according tosimilar characteristics.Taxonomy is the science of clas-sifying and naming organisms.

2. a3. Sample answer: Scientists use

scientific names for organisms tobe clear and precise when theyrefer to a living thing.

4. domain, kingdom, phylum, class,order, family, genus, and species

5. Sample answer: A dichotomouskey is organized into a series ofpairs of descriptive statements.By matching an organism’s char-acteristics to the statements inthe key, one can identifyunknown organisms.

6. Sample answer: Before beingclassified, organisms need to bediscovered and then studied.Both discovery and study taketime. Scientists are discoveringand classifying organisms often,but it is a slow process.

7. Sample answer: I could comparemany characteristics to see ifthe characteristics are sharedbetween dolphins and sharks.For example, I could ask, “Dodolphins and sharks both havegills?” If the answer is nobecause one animal has gills andthe other animal doesn’t havegills, then dolphins and sharkswould not be very closelyrelated, even though they havefins and similar body shapes.

8. pine tree9. moss

CHAPTER RESOURCES


CRF • Section Quizg• Section Reviewg• Vocabulary and Section Summaryg• Datasheet for Quick Lab

Technology

Transparencies• L33 A Dichotomous Key

Section 1 • Sorting It All Out 227

READING STRATEGY

2 Domains and KingdomsWhat do you call an organism that is green, makes its own food, lives in pond water, and moves? Is it a plant, an animal, or something in between?

For hundreds of years, all living things were classified as eitherplants or animals. But over time, scientists discovered speciesthat did not fit easily into these two kingdoms. For example,an organism of the genus Euglena, such as the one shown inFigure 1, has characteristics of both plants and animals. Howwould you classify such an organism?

What Is It?Organisms are classified by their characteristics. For example,euglenoids, which include members of the genus Euglena, havethe following characteristics:

• Euglenoids are single celled and live in pond water.

• Euglenoids are green and make their own food byphotosynthesis.

These characteristics might lead you to conclude that eugle-noids are plants. However, you should consider the followingcharacteristics of euglenoids:

• Euglenoids move by whipping their “tails,” which are calledflagella.

• Euglenoids can feed on other organisms.

Plants do not move around and usually do not eat otherorganisms. So, are euglenoids animals? As you can see, eugle-noids do not fit into plant or animal categories. Scientistssolved this classification problem by adding another kingdom—kingdom Protista—to classify organisms such as euglenoids.

As scientists learned more about living things, they changedthe classification system. Today, there are three domains inthe classification system. Domains represent the largest dif-ferences between organisms. These domains are divided intoseveral kingdoms.

Figure 1 How would you classify this organism? This member of the genus Euglena, which is shown here highly magnified, has characteristics of both plants and animals.

What You Will Learn

Explain how classification developedas greater numbers of organismsbecame known.Describe the three domains.Describe four kingdoms in thedomain Eukarya.

VocabularyArchaea FungiBacteria PlantaeEukarya AnimaliaProtista

Discussion Read this section silently.Write down questions that you haveabout this section. Discuss your ques-tions in a small group.

2

OverviewThis section explains howimproved understanding oforganisms leads to revisions inour system of biological classifi-cation. Students are introducedto the three domains:

Archae, Bacteria, Eukarya.

They learn how organisms fromeach domain are distinguished.

BellringerHave students list seven musicalartists, bands, or acts. Then havestudents categorize the nameson their lists by style of music.Ask them to describe in theirscience journal the categoriesthey chose and to explain whichbands might fit into more thanone category.

vv---------------------------------------------------g

Grouping Animals Have stu-dents write letters to zoos torequest a copy of visitors’ maps.Students could then comparethe layouts of many zoos andthe ways that animals aregrouped. Be sure to have stu-dents include a stamped, self-addressed envelope with theirletter describing the project.l Logical

CONNECTION toCONNECTION toEarth Science ---------------------------g

Rocky Habitats Bacteria have been foundliving in igneous rocks deep in the Earth’scrust. The rocks contain little water and noorganic matter. The bacteria subsist on car-bon dioxide and hydrogen gas dissolved inthe rock and slowly make their ownorganic compounds. Use the teachingtransparency entitled “Intrusive IgneousRock Bodies” to in troduce informationabout igneous rocks that may be unfamiliarto students. l Visual

CHAPTER RESOURCES


CRF • Lesson Plan• Directed Reading Ab• Directed Reading Bs

Technology

Transparencies• Bellringer• LINK TOLINK TO EARTH SCIENCEEARTH SCIENCE E9 Intrusive Igneous

Rock Bodies

Workbooks

Interactive Textbook Struggling Readers Struggling Readers


Domain ArchaeaThe domain ArchaeaArchaea (ahr KEE uh) is made up entirely of archaea. Archaea are one of two kinds of prokaryotes (proh KAR ee OHTS). Prokaryotes are single-celled organisms that do not have a nucleus. Archaea were first discovered living in extreme environments, where other organisms could not sur-vive. Figure 2 shows a hot spring in Yellowstone National Park. The yellow and orange rings around the edge of the hot spring are made up of billions of archaea. Some archaea can also be found in moderate environments, such as the open ocean.

✓✓Reading Check Describe one characteristic of an organism in

the domain Archaea.

Domain BacteriaAll bacteria (bak TEER ee uh) belong to the domain Bacteria.Bacteria.Bacteria are another kind of prokaryote. Bacteria can be found in soil, water, and even on and inside the human body! For example, Escherichia coli (ESH uh RIK ee uh KOH LIE), shown in Figure 3, is present in large numbers in human intestines, where it produces vitamin K. One kind of bacterium converts milk into yogurt. Some bacteria cause diseases, such as pneu-monia. Other bacteria make chemicals that help humans fight disease-causing bacteria.

Figure 3 Specimens of E. coli are shown on the point of a pin under a scanning electron microscope. These bacteria live in the intestines of animals and decompose undigested food.

Figure 2 The Grand Prismatic Spring in Yellowstone National Park contains water that is about 90°C (194°F). The spring is home to archaea that thrive in its hot water.

ArchaeaArchaea in a modern taxonomic system, a domain made up of pro-karyotes (most of which are known to live in extreme environments) that are distinguished from other prokary-otes by differences in their genetics and in the makeup of their cell wall; this domain aligns with the tradi-tional kingdom Archaebacteria

BacteriaBacteria in a modern taxonomic system, a domain made up of pro-karyotes that usually have a cell wall and that usually reproduce by cell division; this domain aligns with the traditional kingdom Eubacteria

READING STRATEGY --------------------b

Prediction Guide Before stu-dents read this section, ask them whether the following state-ments are true or false. Students will discover the answers as they explore this section.

• All living things were once classified as either plants or animals. (true)

• Members of the kingdom Protista are prokaryotes. (false)

• The kingdom Fungi contains multicellular, photosynthetic organisms. (false)

• The kingdom Animalia con-tains multicellular organisms that do not photosynthesize. (true)l Verbal/Auditory

Research -------------------------------------------aWriting Sanitation and Hygiene

Have students work in teams to use the Internet

to conduct research and write reports on measures that protect humans against harmful bacte-ria. Have students answer the following questions: “How can bacteria be killed? How can bac-teria be prevented from growing on living tissues? When harmful bacteria get inside the body, how does the body defend itself?” l Verbal/Interpersonal

cc

Answer to Reading CheckOne characteristic of organisms in

the Domain Archaea is that they are

commonly found in extreme environ-

ments.

CONNECTION CONNECTION vvEnvironmental Science ------------------------g

Penguin Problem Recently, signs of Salmonella infection were found in the droppings of an Antarctic gentoo penguin. The bacteria were most likely introduced from outside the Antarctic. The bacterium, Salmonella enteritidis, is not endemic to penguins. Scientists think that sewage dumped from passing ships or visiting

albatrosses that feed on waste-contaminated squid in the oceans surrounding South America might be the sources of the bacte-ria. The bacterium could kill the penguins if it becomes infectious and pathogenic. Have students create a poster informing ship owners of the danger that human wastes pose to native wildlife. l Visual

Section 2 • Domains and Kingdoms 229

lf07te_clss02-228-233 229 6/13/07, 3:02:23 PM

Domain EukaryaAll organisms whose cells have a nucleus and

membrane-bound organelles are called eukaryotes. Eukaryotes belong to the domain Eukarya.Eukarya. Four kingdoms currently make up the domain Eukarya: Protista, Fungi, Plantae, and Animalia.

Kingdom ProtistaToday, members of the kingdom ProtistaProtista (proh TIST uh), commonly called protists, are single-celled or simple multicellular organisms. Scientists think that the first protists evolved from ancient bacteria about 2 billion years ago. Eventually, ancient protists gave rise to fungi, plants, and animals. The kingdom Protista contains many kinds of organisms. Some animal-like protists are called protozoans. Some plantlike protists are called algae. Protists also include slime molds, such as the one shown in Figure 4, and euglenoids.

Kingdom FungiMolds and mushrooms are examples of the complex, mul-ticellular members of the kingdom FungiFungi (FUHN JIE). Unlike plants, fungi do not perform photosynthesis. Unlike animals, fungi do not eat food. Instead, fungi absorb nutrients from substances in their surroundings. They use digestive juices to break down the substances. Figure 5 shows a very poisonous fungus. Never eat wild fungi.

EukaryaEukarya in a modern taxonomic system, a domain made up of all eukaryotes; this domain aligns with the traditional kingdoms Protista, Fungi, Plantae, and Animalia

ProtistaProtista a kingdom of mostly one-celled eukaryotic organisms that are different from plants, animals, bacteria, and fungi

FungiFungi a kingdom made up of nongreen, eukaryotic organisms that have no means of movement, reproduce by using spores, and get food by breaking down substances in their surroundings and absorbing the nutrients

Figure 5 This beautiful fungus of the genus Amanita is poisonous.

Figure 4 This slime mold is a protist.

h-----------------------------a

Writing Researching Protists

Have students research protists, such as

Paramecium, slime mold, and giant kelp. Have them write descriptions about each protist, including information about its size, form, method of obtaining nutrients, method of reproduc-tion, and, in the case of the giant kelp and other algae, the commercial uses of the organism. l Verbal

CONNECTION CONNECTION vvReal World ---------------------------------------------a

Exploring Mushrooms Tell stu-dents that Pennsylvania, which has many caves, is one of the major mushroom-growing regions of the United States. Caves are ideal places in which to grow some kinds of edible mushrooms. Ask students to research and write a report on mushroom farming in the United States. What kinds of mushrooms are grown commercially, and what special conditions does each species require? Inex pensive kits are available for growing mushrooms, and interested stu-dents might enjoy the experience of raising their own. Caution stu-dents not to attempt to cultivate or eat mushrooms that they find in the wild. Some toxic species are difficult to distinguish from nontoxic ones. Accidental inges-tion of toxic mushrooms can be fatal. l Kinesthetic/Verbal

SUPPORT FOR

English Language LearnersCharacteristics of a Kingdom Provid-ing concrete examples of living things found in each kingdom will help students absorb the general information. After they have read about each of the six kingdoms, assign each student one kingdom to consider in depth. Have students imagine a new organism that represents all the basic characteristics of members of their assigned kingdom. They should name and draw their organism, labeling all the

characteristics that make it a member of that particular kingdom. Students should be able to explain the characteristics they have included to the class. Check the drawings for accuracy and spelling, and have students make corrections if nec-essary. Display the drawings under the proper kingdom heading on a bulletin board for students to refer to in later units. l Visual/Verbal


lf07te_clss02-228-233 230 6/14/07, 5:55:32 PM

Kingdom PlantaeAlthough plants vary remarkably in size and form, mostpeople easily recognize the members of the kingdom Plantae.PlantaePlantae consists of organisms that are eukaryotic, have cell walls,and make food through photosynthesis. For photosynthesis tooccur, plants must be exposed to sunlight. Plants can thereforebe found on land and in water that light can penetrate.

The food that plants make is important not only for theplants but also for all of the organisms that get nutrients fromplants. Most life on Earth is dependent on plants. For example,some fungi, protists, and bacteria consume plants. When theseorganisms digest the plant ma terial, they get energy and nutri-ents made by the plants.

Plants also provide habitat for other organisms. The giantsequoias in Figure 6 and the flowering plants in Figure 7 providebirds, insects, and other animals with a place to live.

✓✓Reading Check How do plants provide energy and nutrients toother organisms?

PlantaePlantae a kingdom made up ofcomplex, multicellular organisms thatare usually green, have cell wallsmade of cellulose, cannot movearound, and use the sun’s energy tomake sugar by photosynthesis

Figure 6 Giant sequoias canmeasure 30 m around at thebase and can grow to more than91.5 m tall.

Ring-Around-the-SequoiaHow many students wouldhave to join hands to form ahuman chain around a giantsequoia that is 30 m in cir-cumference? Assume for thiscalculation that the averagestudent can extend his or herarms about 1.3 m.

Figure 7 Plants such as theseare common in the Tropics.

Using the Figure ---------b

Comparing Structures Ask stu-dents what structures are com-mon to the plants in Figure 6

and Figure 7. (stems, leaves, and

so on) Ask students to assess dif-ferences and similarities between features on various kinds of plants, such as maple leaves and pine needles or tomato stems and tree trunks.l Visual ee

vv------------------------------------------b

Plant Identification Have students work in small groups to find magazine pictures of ferns and flowering plants that grow in North America. Provide resource books for students to use to identify the plants. Then, have students mount the plant pictures on poster board and label the pictures. l Visual ee

Answer to Math Practice24 students (30 � 1.3 � 23.1 stu-

dents; round up because you cannot

have a fraction of a student)

StrategiesStrategiesINCLUSIONINCLUSION

• Learning Disabled• Developmentally Delayed• Hearing ImpairedMany students understand information more easily when the main facts are isolated in a meaningful way. Using two interlocking circles, create a Venn dia-gram on the board. Ask stu-dents to add the similarities and differences between plants and fungi to the diagram.l Visual

ee

Answer to Reading CheckSample answer: Plants make energy through

photosynthesis. Some members of the kingdoms

Fungi, Protista, and Animalia consume plants.

When these organisms digest plant material,

they get energy and nutrients made by the

plants.

CulturalAwarenessCulturalAwareness g

Sequoia The name sequoia comes from Sequoyah, the name of a Cherokee who is credited with developing the Cherokee written language during the 1820s.


lf07te_clss02-228-233 231 6/13/07, 3:02:41 PM

Kingdom AnimaliaThe kingdom AnimaliaAnimalia contains complex, multicellular organ-isms that don’t have cell walls, are usually able to move around,and have specialized sense organs. These sense organs helpmost animals quickly respond to their environment. Organismsin the kingdom Animalia are commonly called animals. Youprobably recognize many of the organisms in the kingdomAnimalia. All of the organisms in Figure 8 are animals.

Animals depend on the organisms from other kingdoms.For example, animals depend on plants for food. Animals alsodepend on bacteria and fungi to recycle the nutrients foundin dead organisms.

AnimaliaAnimalia a kingdom made up ofcomplex, multicellular organismsthat lack cell walls, can usually movearound, and quickly respond to theirenvironment

WRITINGSKILL

Animals That Help Humans have depended onanimals for thousands of years. Many people around

the world still use oxen to farm. Camels, horses, donkeys, goats,and llamas are all still used as pack animals. Dogs still help herdsheep, protect property, and help people hunt. Scientists are evendiscovering new ways that animals can help us. For example, sci-entists are training bees to help find buried land mines. Using thelibrary or the Internet, research an animal that helps people. Makea poster describing the animal and the animal’s scientific name.The poster should show who uses the animal, how the animal isused, and how long people have depended on the animal. Find ordraw pictures to put on your poster.

Figure 8 The kingdom Animaliacontains many differentorganisms, such as eagles,tortoises, and beetles.

Reteaching -------------------------------------bWriting New domain Have stu-

dents describe and illus-trate in their science

journal an organism that might require the formation of a fourth domain. Students should explain why they think the organism should be classified in its own domain. l Visual/Logical

Quiz ---------------------------------------------------------------------g

1. What causes increases in the number of kingdoms in the modern classification system? (discovery of some organisms

that do not fit into established

kingdoms)

2. Which of the three domains have prokaryotic organisms, and which have eukaryotic organisms? (prokaryotic:

Archaea, Bacteria; eukaryotic:

Eukarya)

Alternative Assessment ---------------------------g

PORTFOLIO

Making a Chart

Have students construct a chart of the four kingdoms in the domain Eukarya. They should list the major characteristics of each kingdom on the chart and include a representative organ-ism for each kingdom. l Visual/Logical ee

MISCONCEPTION ALERT

Misleading Similarities Physical simi-larities can be misleading indicators of the relatedness of two organisms. For example, a small lizard, such as a skink, may look more like a salamander than like a turtle, but the skink is more closely related to the turtle. Both the lizard and turtle are reptiles, and the salamander is an amphibian.


lf07te_clss02-228-233 232 6/13/07, 3:17:29 PM

For a variety of links related to thischapter, go to www.scilinks.org

SummarySummary

Review

Strange OrganismsClassifying organisms is often not easy. Like animals, someplants can eat other organisms to obtain nutrients. Some pro-tists can use photosynthesis as plants do and can move aroundas animals do. The kingdom Animalia also includes membersthat might surprise you, such as worms, insects, and corals.

The red cup sponge in Figure 9 is also an animal. Spongesare usually considered the simplest animals. They lack senseorgans, and most of them cannot move. Scientists used toclassify sponges as plants. But sponges cannot make their ownfood. They must eat other organisms to get nutrients, whichis one reason that sponges are classified as animals.

��Reading Check Why were sponges once thought to be plants?Figure 9 This red cup sponge isa simple animal.

•• In the past, organismswere classified as plantsor animals. As scientistsdiscovered more species,they found that organ-isms did not alwaysfit into one of thesetwo categories, so theychanged the classifica-tion system.

•• Today, domains are thelargest groups of relatedorganisms. The threedomains are Archaeaand Bacteria, both ofwhich consist of prokary-otes, and Eukarya, whichconsists of eukaryotes.

•• The kingdoms of thedomain Eukarya are Pro-tista, Fungi, Plantae, andAnimalia.

Using Key Terms

For each pair of terms, explain howthe meanings of the terms differ.

1. Archaea and Bacteria

2. Plantae and Fungi

Understanding Key Ideas

3. Biological classification schemeschange

a. as new evidence and morekinds of organisms arediscovered.

b. every 100 years.c. when scientists disagree.d. only once.

4. Describe the characteristics ofeach of the three domains.

5. Describe the four kingdoms ofdomain Eukarya.

Math Skills

6. A certain bacterium can divideevery 30 min. If you begin with1 bacterium, when will you havemore than 1,000 bacteria?

Critical Thinking

7. Identifying RelationshipsHow are bacteria similar tofungi? How are fungi similar toanimals?

8. Analyzing Methods Why doyou think Linnaeus did notinclude classification kingdomsfor categories of archaea andbacteria?

9. Applying Concepts The Venus’flytrap does not move around. Itcan make its own food by usingphotosynthesis. It can also trapinsects and digest the insects toget nutrients. The flytrap alsohas a cell wall. Into which king-dom would you place the Venus’flytrap? What makes this organ-ism unusual in the kingdom youchose?

Topic: KingdomsSciLinks code: HSM1397

Answers to Section Review

1. Sample answer: Archaeaare commonly found in extremeenvironments. Bacteria can befound in soil, water, and othernon-extreme environments.

2. Sample answer: The king-dom Plantae contains organ-isms that can make their ownfood. The kingdom Fungi con-tains organisms that can’t maketheir own food.

3. a4. Organisms in the domain

Archaea are single-celledorganisms without a nucleus.Bacteria are prokaryotes thatusually have a cell wall andusually reproduce by cell divi-son. Organisms in the domainEukarya have cells with anucleus and membrane-boundorganelles.

5. Protista are single-celledor simple multicellular organ-isms including protozoans andalgae. Fungi are multicellularorganisms that do not performphotosynthesis and do not eatfood, but that use digestivejuices to break down sub-stances. Plantae are complex,multicellular organisms withcell walls made of cellulose,that use the sun’s energy tomake sugar by photosynthesis.Animalia are complex, multicel-lular organisms without cellwalls, that can move aroundand respond quickly to theirenvironment.

6. after 5 h7. Sample answer: Bacteria

and fungi are both decom-posers; Fungi and animals areboth unable to make their ownfood.

8. Sample answer: Linnaeusmay not have had access tomicroscopes that could allowhim to study bacteria.

9. Sample answer: Plantae;Most plants are not consumers.


Sponges don’t have sense organs, and theyusually can’t move around.

CHAPTER RESOURCES


CRF • Section Quizg• Section Reviewg• Vocabulary and Section Summaryg• Reinforcement Worksheetb• SciLinks Activityg• Critical Thinkinga


LabSkills Practice

Classify organisms.

Name organisms.

Shape IslandYou are a biologist exploring uncharted parts of the world tolook for new animal species. You sailed for days across theocean and finally found Shape Island hundreds of miles southof Hawaii. Shape Island has some very unusual organisms. Theshape of each organism is a variation of a geometric shape.You have spent more than a year collecting and classifyingspecimens. You have been able to assign a two-part scientificname to most of the species that you have collected. Now,you must assign a two-part scientific name to each of the last12 specimens collected before you begin your journey home.

Procedure

1 Draw each of the organisms pictured on the facing page.Beside each organism, draw a line for its name, as shownon the top left of the following page. The first organismpictured has already been named, but you must name theremaining 12. Use the glossary of Greek and Latin prefixes,suffixes, and root words in the table to help you name theorganisms.

Analyze Results

1 Analyzing Results If you gave spe-cies 1 a common name, such asround-face-no-nose, would any otherscientist know which of the newlydiscovered organisms you werereferring to? Explain. How many oth-ers have a round face and no nose?

2 Organizing Data Describe two char-acteristics that are shared by all ofyour newly discovered specimens.

OBJECTIVES

Greek and Latin roots,prefixes, and suffixes Meaning

ankylos angle

antennae external sense organs

bi- two

cyclo- circular

macro- large

micro- small

mono- one

peri- around

-plast body

-pod foot

quad- four

stoma mouth

tri- three

uro- tail

Skills PracticeSkills Practice LabLab

Shape Island

Teacher’s Notes

Time RequiredOne 45-minute class period

Lab Ratings

rTeacher Prep f

Student Set-Up f

Concept Level ff

Clean Up f

Lab NotesThis lab will help students dem-onstrate an understanding ofbinomial nomenclature by usinga key to assign scientific namesto fictional organisms. Aftercompleting the lab, studentsshould be able to explain thefunction of the scientific nam-ing system. This chapter on clas-sification uses the term two-partscientific name instead of bino-mial nomenclature. You may wishto introduce the latter here. Thisactivity may be more successfulif you review prefixes, suffixes,and root words briefly beforebeginning. Remind students thatthe genus name is capitalizedbut the species name is not andthat both words are underlinedor italicized.

CHAPTER RESOURCES


CRF • Datasheet for Chapter Lab• Lab Notes and Answers

Technology

Classroom Videos• Lab Video

• The Voyage of the USS AdventureMaurine Marchani

Raymond Park Middle SchoolIndianapolis, Indiana

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Draw Conclusions

3 Applying Conclusions One more organismexists on Shape Island, but you have not beenable to capture it. However, your suppliesare running out, and you must start sailingfor home. You have had a good look at theunusual animal and can draw it in detail. Drawan animal that is different from all of the oth-ers, and give it a two-part scientific name.

Applying Your DataLook up the scientific names Mertensiavirginica and Porcellio scaber. Answer the fol-lowing questions as they apply to each organ-ism: Is the organism a plant or an animal?How many common names does the organismhave? How many scientific names does it have?

Think of the name of your favorite fruit orvegetable. Find out if it has other commonnames, and find out its two-part scientificname.

1. _________________________

2. _________________________

3. _________________________

Cycloplast quadantennae(cyclo + plast quad + antennae)

1 2

5 6

3 4

7 8

9 10

1112

13

Procedure

1. Students’ answers may vary, butstudents should demonstrate anunderstanding of the key pro-vided. Each name should consistof two words. The first describesthe organism generally, and thesecond describes it more spe-cifically. Sample answer:

1. Cycloplast quadantennae 2. Cycloplast biantennae 3. Quadankylosplast

monoantenna 4. Quadankylosplast bipod 5. Triankylosplast triantennae 6. Cycloplast stoma 7. Triankylosplast stoma 8. Quadankylosplast

periantennae 9. Cycloplast monopod

10. Triankylosplast uromonopod 11. Triankylos macroplast 12. Quadankylos microplast 13. Cycloplast uro

Analyze the Results

1. no; Five species have roundfaces and lack noses.

2. Sample answer: All have geo-metric shapes and two eyes. Allare the same color. All are ani-mals. All are living organisms.

Draw Conclusions

3. Answers may vary. Studentsshould demonstrate anunderstanding of binomialnomenclature.

Applying Your DataMertensia virginica, commonly knownas the Virginia bluebell, is a plant.Other common names for this speciesinclude Virginia-cowslip, Roanoke-bells, lungwort, and oysterleaf. Thesewildflowers are found in April andMay in shady areas, mostly in moistspots near streams. Flower buds arepink but turn blue when the flower isfully opened. This wildflower is verycommon in western Kentucky.Porcellio scaber is a species of woodlouse. Common names for Porcellioscaber include dooryard sowbug andcommon rough woodlouse. Wood liceare crustaceans related to shrimps,crabs, and lobsters, and they belongto a class of arthropods calledIsopoda.

CHAPTER RESOURCESWorkbooks

EcoLabs & Field Activities• Water Wigglersg

Long-Term Projects & Research Ideas• The Panda Mysterya

Chapter 9 • Chapter Lab 235

Complete each of the following sen-tences by choosing the correct termfrom the word bank.

Animalia ProtistaBacteria PlantaeArchaea classificationtaxonomy

1 Linnaeus founded the science of .

2 Prokaryotes that live in extremeenvironments are in the domain .

3 Complex multicellular organismsthat can usually move around andrespond to their environment are inthe kingdom .

4 A system of can help group ani-mals into categories.

5 Prokaryotes that can cause diseases arein the domain .

Multiple Choice

6 Scientists classify organisms by

a. arranging the organisms in orderlygroups.

b. giving the organisms many commonnames.

c. deciding whether the organisms areuseful.

d. using only existing categories ofclassifi cation.

7 When the eight levels of classifi cationare listed from broadest to narrowest,which level is sixth in the list?

a. classb. orderc. genusd. family

8 The scientifi c name for the Europeanwhite waterlily is Nymphaea alba. Towhich genus does this plant belong?

a. Nymphaea c. water lilyb. alba d. alba lily

9Animalia, Protista, Fungi, and Plantaeare the

a. scientifi c names of differentorganisms.

b. names of kingdoms.c. levels of classifi cation.d. scientists who organized taxonomy.

0 The simple, single-celled organismsthat live in your intestines areclassifi ed in the domain

a. Protista. c. Archaea.b. Bacteria. d. Eukarya.

q What kind of organism thrives inhot springs and other extremeenvironments?

a. fungus c. archaeanb. bacterium d. protist

USING KEY TERMS

UNDERSTANDING KEY IDEAS

ANSWERS

Using Key Terms1. taxonomy2. Archaea3. Animalia4. classification5. Bacteria

Understanding Key Ideas6. a7. d8. a9. b

10. b11. c

Assignment GuideSECTION QUESTIONS

1 1, 4, 6–9, 12–13, 15,17–18, 20–23

2 2–3, 5, 10–11, 14, 16, 19


Short Answer

w Why is the use of scientifi c namesimportant in biology?

e What kind of evidence is used by mod-ern taxonomists to classify organismsbased on evolutionary relationships?

r Is a bacterium a type of eukaryote?Explain your answer

t Scientists used to classify organisms aseither plants or animals. Why doesn’tthat classifi cation system work?

yConcept Mapping Use the followingterms to create a concept map: king-dom, fern, lizard, Animalia, Fungi, algae,Protista, Plantae, and mushroom.

uAnalyzing Methods Explain how thelevels of classifi cation depend on thesimilarities and differences betweenorganisms.

iMaking Inferences Explain why twospecies that belong to the same genus,such as white oak (Quercus alba) andcork oak (Quercus suber), also belong tothe same family.

o Identifying Relationships What char-acteristics do the members of the fourkingdoms of the domain Eukarya havein common?

Use the branching diagram of selectedprimates below to answer the questionsthat follow.

p Which primate is the closest relative tothe common ancestor of all primates?

a Which primate shares the most traitswith humans?

s Do both lemurs and humans havethe characteristics listed at point D?Explain your answer.

d What characteristic do baboons havethat lemurs do not have? Explain youranswer.

CRITICAL THINKING

INTERPRETING GRAPHICS

Bipedal, language

Lemur HumanChimpanzeeBaboon

A

B

C

D

Muchlarger brain

Color vision

Binocular vision,opposable thumbs

12. Sample answer: Each speciesis unique, and scientific namesmake it possible for scientiststo know specifically whichorganism is being discussedwithout the confusion of com-mon names.

13. Taxonomists classify organ-isms based on their sharedcharacteristics.

14. no, A bacterium is a prokaryotebecause it does not have anucleus.

15. Sample answer: Some organ-isms, such as slime molds andmushrooms, have characteris-tics that neither plants noranimals have.

Critical Thinking16. An answer to this

exercise can befound at the endof this book.

17. Sample answer: Each level ofclassification groups organismsaccording to characteristicsthey share. At broader levels ofclassification, such as kingdomand phylum, organisms sharefewer characteristics than theydo at more specific levels, suchas genus and species.

18. Sample answer: The familylevel of classification containsgenera and all the species inthose genera. All of theQuercus genera are in thesame family because of sharedcharacteristics.

19. All members of the domainEukarya have cells with anucleus and membrane-boundorganelles.

Interpreting Graphics20. lemur21. chimpanzee22. no; Lemurs branched off

between points A and B.23. Baboons have color vision, but

lemurs do not. Color visionappears on the diagram afterlemurs branched off and beforebaboons branched off.

CHAPTER RESOURCES


CRF • Chapter Reviewg• Chapter Test Ag• Chapter Test Ba• Chapter Test Cs• Vocabulary Activityg

Workbooks

Study Guide• Study Guide is also available in Spanish.

Chapter 9 • Chapter Review 237

READINGRead each of the passages below. Then, answer the questionsthat follow each passage.

Passage 1 When organizing life on Earth intocategories, we must remember that organisms arenot equally distributed throughout the categoriesof our classification system. We often think ofEarth’s living things as only the plants and animalsthat live on Earth’s surface. However, the largestdomains in terms of the number of individualsand total mass are the domains Archaea andBacteria. And a common home of archaea andbacteria may be deep within the Earth’s crust.

1. In the passage, what does distributed mean?

A dividedB importantC visibleD variable

2. According to the passage, what are most of theorganisms living on Earth?

F plantsG animalsH fungiI archaea and bacteria

3. Which of the following statements is a factaccording to the passage?

A All organisms are equally distributed overEarth’s surface.

B Plants are the most important organisms onEarth.

C Many archaea and bacteria may live deepwithin Earth’s crust.

D Archaea and bacteria are equally distributedover Earth’s surface.

Passage 2 When you think of an animal, whatdo you imagine? You may think of a dog, a cat, ora parrot. All of those organisms are animals. Butthe animal kingdom also includes some membersthat might surprise you, such as worms, insects,corals, and sponges.

1. In the passage, what is coral?

A a kind of animalB a kind of insectC a color similar to pinkD an organism found in lakes and streams

2. What can you infer from the passage?

F All members of the animal kingdom arevisible.

G Parrots make good pets.H Not all members of the animal kingdom

have DNA.I Members of the animal kingdom come in

many shapes and sizes.

3. Which of the following can you infer from thepassage?

A Worms and corals make good pets.B Corals and cats have some traits in

common.C All organisms are animals.D Worms, corals, insects, and sponges are in

the same family.

4. In the passage, what does members mean?

F teammatesG limbsH individuals admitted to a clubI components

Answers to the standardizedtest preparation can help youidentify student misconcep-tions and misunderstandings.

Teacher’s NoteTo provide practice under morerealistic testing conditions, givestudents 20 minutes to answerall of the questions in thisStandardized Test Preparation.

Passage 21. A2. I3. B4. I

Question 2: Students may struggle with thetask of inferring. None of the answers offered areexplicitly stated in the passage. But the fourth sen-tence links corals, sponges, worms, and insects todogs, cats, and parrots. Because the passage indi-cates that both groups are in the animal kingdom,students can conclude that all the organisms men-tioned share characteristics.

Passage 11. A2. I3. C

Question 1: Students selectingan incorrect answer may benefit froma review of how context can help areader understand new terms. Thewords equally and categories offerclues to the reader that the worddistributed indicates that the organ-isms are divided into thecategories.

Question 3: Answer B is arguablytrue, but it is not stated in the pas-sage. The correct answer is found inthe last sentence of the paragraph.

READING

MISCONCEPTIONALERT


Sta

nd

ard

ize

d Te

st Pre

pa

ratio

n

The Venn diagrams below show two classifica-tion systems. Use the diagrams to answer the questions that follow.

Read each question below, and choose the best answer.

1. Scientists estimate that millions of species have not yet been discovered and classifi ed. About 1.8 million species have been discovered and classifi ed. If scientists think that this 1.8 million makes up only 10% of the total number of species on Earth, how many species do scientists think exist on Earth?

A 180 million B 18 millionC 1.8 millionD 180,000

2. Sequoia trees can grow to more than 90 m in height. There are 3.28 feet in 1 meter. How many feet are in 90 m?

F 27.4 ftG 95.2 ftH 270 ftI 295.2 ft

1. For Classifi cation system A, which of the following statements is true?

A All organisms in group 6 are in group 7.B All organisms in group 5 are in group 4.C All organisms in group 6 are in group 1.D All organisms in group 2 are in group 1.

2. For Classifi cation system A, which of the following statements is true?

F All organisms in group 3 are in group 2.G All organisms in group 3 are in group 4.H All organisms in group 3 are in group 1.I All organisms in group 3 are in every

other group.

3. For Classifi cation system B, which of the following statements is true?

A All organisms in group 1 are in group 6.B All organisms in group 6 are in group 1.C All organisms in group 3 are in group 1.D All organisms in group 2 are in group 5.

4. For Classifi cation system B, which of the following statements is true?

F All organisms in group 4 are in group 1, 2, and 5.

G All organisms in group 4 are in groups 3 and 5.

H All organisms in group 4 are in groups 5and 6.

I All organisms in group 4 are in groups 1, 5, and 6.

5. In Classifi cation system B, which group contains organisms that are not in group 1?

A 2B 4C 5D 6

INTERPRETING GRAPHICS

1 2 3 4 5 6 7

Classification system A

1

2

3 4 5 6

Classification system B

MATH

Chapter 9 • Standardized Test Preparation 239

CHAPTER RESOURCES


CRF • Standardized Test Preparation g

State Resources

For specifi c resources for your state, visit go.hrw.com and type in the keyword HSMSTR.

INTERPRETING GRAPHICS1. A2. G3. C4. F5. D

Question 1: In Classification sys-tem A, the larger number contains all of the organisms in the groups smaller than it. So, the correct answer to this question will have to be the answer that lists a smaller group in a larger group. Answer option A is the only answer with that characteristic.

Question 5: In Classification sys-tem B, the only organisms that are not in group 1 are those outside the circle marking group 1. The only organisms outside that circle are in group 6.

MATH1. B2. I

Question 1: Students who select incorrect answers here may benefit from a review of how percentages are calculated. Showing students how to transfer the written problem into an equation may help them solve for the correct variable.

in Action

MathVelociraptor lived between 115 million and150 million years ago. Find the average ofthese two numbers. Use that average toanswer the following questions: How manyweeks ago did Velociraptor live on Earth?How many days ago did Velociraptor live onEarth?

Language ArtsGive the gladiator bug a newnickname. Write a short essay

about why you chose that particular namefor the insect.

WRITINGSKILL

Scientific DebateBirds and DinosaursDid birds evolve from dinosaurs? Some sci-entists think that birds evolved from small,carnivorous dinosaurs such as Velociraptorabout 115 million to 150 million years ago.This idea is based on similarities of modernbirds and these small dinosaurs. These simi-larities include the size, shape, and numberof toes and “fingers,” the location and shapeof the breastbone and shoulder, and thepresence of a hollow bone structure. Manyscientists find this evidence convincing.

However, some scientists think thatbirds developed 100 million years beforeVelociraptor and its relatives did. These sci-entists point out that Velociraptor and itsrelatives were ground dwellers and were thewrong shape and size for flying.

Scientific DiscoveryA New Insect OrderIn 2001, Oliver Zompro was studying a fossilinsect preserved in amber. Although thefossil insect resembled a grasshopper or awalking stick, it was unique and could notbe classified in the same group as either one.Zompro wondered if he might be seeing anew type of insect or an insect that was nowthought to be extinct. The fossil insect wasless than 4 cm long. Its spiny appearanceearned the insect the nickname “gladiator.”The gladiator bug that Zompro discoveredis so unusual that it cannot be classifiedin any of the 30 existing orders of insects.Instead, the gladiator bug constitutes itsown new order, which has been namedMantophasmatodea.

Scientific DebateBackgroundA 1997 find in Argentina givessome support to the proponentsof the birds-from-dinosaurshypothesis. A 6 ft long fossilfound in Argentina shows themost birdlike dinosaur ever dis-covered. Its skeletal structureindicates it had arms that couldflap and fold like wings. It had abirdlike pelvis as well. The sedi-ments in which the dinosaurfossil was found suggest that it is90 million years old. But thisfossil, too, has fueled the debate.Some experts say the dinosaurexisted long after the develop-ment of modern birds. Birds,they argue, evolved fromanother line of reptiles.

Scientific DiscoveryBackgroundIn basic research, entomolo-gists study insect classification,distribution, and behavior.Entomologists help farmers andranchers to produce crops orlivestock more efficiently. Theymay also work in forestry toprotect trees from insect pests.Forensic entomologists use theirknowledge of insect physiology,behavior, and distribution tohelp law enforcement officialssolve crimes or resolve legalissues.

Answer to Math Activity

115 million years� 150 million years� 265 million years,265 million years � 2 � 132.5 million years;132.5 million years � 52 weeks/year �927.5 million weeks;927.5 million weeks � 7 days/week � 6.49 billion days

Answer to Language Arts Activity

Nicknames may vary, but essays should giveclear reasons for the name chosen forthe insect.


Social StudiesMany organizations around the world are committed to helping

preserve biodiversity. Conduct some Inter-net and library research to find out about an organization that works to keep species safe from extinction. Create a poster that describes the organization and some of the species that the organization protects.

WRITINGSKILL

To learn more about these Science in Action topics, visitgo.hrw.com and type in thekeyword HL5CLSF.

Check out Current Science®

articles related to this chapter by visiting go.hrw.com. Just type in the keyword HL5CS09.

Michael FayCrossing Africa Finding and classifying wild animals takes a great deal of per-severance. Just ask Michael Fay, who spent 15 months crossing 2,000 miles of uninhabited rain forest in the Congo River Basin of West Africa. He used video, pho-tography, and old-fashioned note taking to record the types of animals and vegeta-tion that he encountered along the way.

To find and classify wild animals, Fay often had to think like an animal. When coming across a group of monkeys swinging high above him in the emerald green canopy, Fay would greet the monkeys with his imitation of the crowned eagle’s high-pitched, whistling cry. When the monkeys responded with their own distinctive call, Fay could identify exactly what species they were and would jot it down in one of his 87 waterproof notebooks. Fay also learned other tricks, such as staying downwind of an elephant to get as close to the elephant as pos-sible. He could then identify its size, its age, and the length of its tusks.

Chapter 9 • Science in Action 241

People in Sciencevv ---------------------------------------- GENERAL

Have students research Michael Fay and “Megatransect,” the official name of his exploration, on the Internet. Once students have found a Web site that traces Fay’s route, have them trace it along a map or a globe. Then, have students research some of the national parks that have been created since Fay’s trip, such as the Wonga-Wongué, the Ogooué Wetlands, and Mont Iboundji. Students could then pick a particular national park and draw their own map of that area, including pictures and information about the plants and animals there.

Answer to Social Studies Activity

Answers may vary. Groups, such as the World Wildlife Fund, the Nature Conservancy, and Conservation International, work around the world to preserve biodiversity. They help protect many animals and habitats and raise public awareness about the importance of preserving biodiversity.

9 classification compression guide: chapter planning...

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