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Suggested for Beginning of Year Review

"These materials are produced by St. Clair County Regional Educational Service Agency and are not authorized by the Michigan Department of Education. Please use these materials within the guidelines of the Office of Educational Assessment and Accountability (OEAA) of the Michigan Department Education. These guidelines can be found at: http://www.michigan.gov/documents/Prof_Assessmt_Practices_108570_7.pdf "

8th Grade Life Science Toolbox St. Clair County RESA 2006 0

Teacher’s Toolbox

INSTRUCTIONAL PLANS

Life Science Toolbox for Eighth Grade

Created by Michigan Teachers for Michigan Students

St. Clair County Regional Educational Service Agency499 Range Road PO Box 1500Marysville, Michigan 48040Phone: 810/364-8990 Fax: 810/364-7474www.sccresa.org

http://www.sccresa.org/

Eighth Grade Life Science Toolbox

Table of Contents

Letter of Introduction........................................................................................................2

Important Notices.............................................................................................................3

How to Read a Lesson Plan.............................................................................................5

Materials Needed for Lesson Activities............................................................................6

Overview of Life Science Toolbox....................................................................................7

Lesson 1: Is it Made of Cells?..........................................................................................8

Lesson 2: Plant and Animal Cells...................................................................................13

Lesson 3: Classifying Organisms...................................................................................20

Lesson 4: Photosynthesis..............................................................................................34

Lesson 5: Fossils............................................................................................................42

Lesson 6: Feeding Relationships within Food Webs......................................................49

Lesson 7: Food Webs: Writing in Science......................................................................53

Lesson 8: Forest Management.......................................................................................60

8th Grade Life Science Glossary.....................................................................................65

8th Grade Life Science Toolbox St. Clair County RESA 1

Letter of Introduction

Dear Educators,

While creating this toolbox, we spent a great deal of time worrying. We worried about:

devoting enough time to reviewing the benchmarks taught in previous grades; being developmentally appropriate; including just the right amount of best practice instructional activities; incorporating to, with, and by into the Day-by-Day lesson plans; interpreting and aligning the Benchmarks accurately; making the lessons interesting and motivating; and addressing the teaching and learning standards within the lessons.

We worried about everything, so you wouldn’t have to worry. We know teaching is a difficult profession at best and even more difficult when faced with increased academic standards and content expectations. We wanted to help you through this transition period by providing this easy-to-use model designed to prepare Michigan’s students for future statewide assessments.

We realize we are providing a way for you to prepare your students for the MEAP. We also understand the best way for students to prepare for the MEAP is through excellent instruction aligned to a carefully designed curriculum. With changing content expectations and statewide assessments, it has been challenging for schools and districts to keep pace. We offer this Toolbox in light of the previous statements. We hope you will find, within these day-by-day lesson plans, instructional strategies, and pedagogical ideas you can use everyday of the school year. If you do, we have done our job. It means we have created more than MEAP preparation materials. It means we have influenced your instruction and possibly your curriculum.

St. Clair County teachers created this Toolbox for use by Michigan teachers with Michigan students. It was a time consuming effort we hope other teachers find useful and will appreciate. We would like to extend a special thanks to Autumn McClellan, a 2005 graduate of Yale High School, for her help in the production of the Bell in a Jar video.

Sincerely,

Eighth Grade Toolbox Team

Monica Hartman - St. Clair RESAMarea Sherwood, Crystal Harris - St. Clair RESASteven Hunt, Julie McDowell -Yale Public SchoolsMichael Larzelere - Port Huron Area School DistrictKathy Lentz - Capac Community SchoolsMike Maison, Jason Letkiewicz - St. Clair RESAGlen McBride – Marysville School DistrictBarbara Smith – East-China School DistrictTracie Stubbs - Algonac Community Schools


http://www.natclo.com/0201/image/worried.jpg

Important Notices

Michigan Curriculum Framework: Science Benchmarks

The science toolboxes are a suggested review at the beginning of the year for Michigan’s eighth grade students. Our emphasis is placed on the constructing and reflecting benchmarks. We embed them in the Physical, Earth and Life Science content standards of the Michigan Curriculum Framework. Use of these toolboxes does not guarantee all benchmarks have been addressed. The benchmarks chosen are the ones that are among the bigger ideas in science or the ones that seem to be more difficult for many students.

The lessons are designed to make use of the “to”, “with”, and “by” format. First, you model the skills and strategies for your students. Modeling means explicitly showing how the skill or strategy is completed and all the thinking that goes on during its completion. Second, you help your students practice the skills and strategies. This help can be whole class, small group, or individual guidance. Third, you let your students complete the skills and strategies on their own. This format starts on the first day. Model the inquiry process. Think aloud as you ask the investigation question, make a prediction, graph data, interpret results and draw a conclusion. In the lessons that follow, students will be given opportunities to practice these skills with less and less intervention until they can do them on their own.

Each daily lesson is designed to engage the students for the full science period of 50-60 minutes. However, depending on the students’ prior experiences, some lessons may require more time. This Toolbox is designed as a review of content taught in fifth through seventh grade. During instruction, it is important for students to participate in the hands-on activity. In the Toolbox, however, the students are not doing the investigations themselves. Rather they are graphing, analyzing, and interpreting data collected by the project teachers or their students. This is not the best way to teach science, but given the time constraints of fifteen days, this is the format we chose. In a few cases, pictures and videos were made of the data collection. The video clips are provided on a separate CD. We invite teachers to extend the full investigation to their students, when time permits. Use your professional judgment and consider the needs of your students.

We hope that some of the ideas presented will be springboards to further inquiry projects after the review period. We look forward to your suggestions and feedback.


Children do not learn by doing.They learn by thinking,

discussing,and reflecting

on what they have done.


How to Read a Lesson Plan


Lesson 2

Using Physical Science

Matter

Lesson FocusIdentifies lesson focus and lists the topics for the lesson

Lesson 2: Arrangement and Motion of Molecules

IV.1.M.4 Using Physical Science Knowledge

Describe the arrangement and motion of molecules in solids, liquids, and gases. Key concepts: Arrangement—regular pattern, random. Distance between molecules—closely packed, separated. Molecular motion—vibrating, bumping together, moving freelyReal-world contexts: Common solids, liquids, and gases, such as those listed above.

LESSONDuring the elementary grades, students study the visible properties of solids, liquids and gases. In the middle school, students learn the molecular properties. In this lesson, students are asked to draw a picture of molecules in a flask filled with air and again, after the air is removed. The big ideas in this lesson are 1) all matter is made of particles that have mass and take up space; 2) the particles are evenly distributed, and 3) the molecules in matter are always moving. These ideas are difficult for students because you cannot see atoms and molecules. It is especially difficult for students to understand that molecules in a solid are moving.

KEY QUESTIONHow can you best represent air particles before and after most of the air in a flask is removed by a vacuum pump?

PROCEDUREStudents complete Journal page 6 independently. While students are working, walk around the room, looking for students who may still hold naïve ideas.Compare students’ ideas with the scientific ones. Read the text, Solids, Liquids, and Gases, from the Student Journal page 7 with the class.Pass out copies of the rubric from page 17 in the Teachers’ Toolbox to the students and discuss them with the class. This rubric includes the big ideas that are needed for the explanation and drawing of the air molecules in the flask. Give students time to read the anonymous student work included in the Teachers’ Toolbox on pages 20 - 24 individually.

RESOURCES

Step-by-step instructions for lesson delivery

Benchmark clarification with key concepts and real-world contexts

Lesson description and management

Key Question to drive the inquiry

Procedures to follow

Additional Resources

Indicates scientific vocabulary needed to understand the benchmark and lesson

Indicates everything you need to prepare for the lesson and activities

Vocabulary

molecule

motion

Materials

Student Journal pages 6-8.Transparencies of student page 6Make transparencies of the anonymous student work on pages 20 -24 from the Teachers’ Toolbox and/or make paper copies for each student. Make copies of scoring rubric, Teachers Toolbox page 17, for each student. Note: There are two rubrics on each page.

Materials Needed for Lesson Activities

Lesson 1Set of “Is it made of cells?” cards for each group from Teachers Toolbox pages 10-11

Lesson 3One set of animal classification cards for each group. Copy pages 22-31 on card stock. A different color card stock for each set makes it easier to keep the cards in sets.

Lesson 5Fossilization cards (teacher page 45)

Lesson 7Transparency of rubric from Teacher Toolbox page 56Copies of teacher pages 57 and 58, one for each student

Lesson 8Poster Paper and markers


Overview of Life Science Toolbox

Day 1 Day 2 Day 3 Day 4 Day 5Cells

Is It Made of Cells?

Demonstrate evidence that all parts of living things are made of cells.

Cells

Plant and Animal Cells

Demonstrate evidence that all parts of living things are made of cells.

Explain why and how selected specialized cells are needed by plants and animals.

Organization of Living Things

Classifying Organisms

Compare and classify organisms into major groups on the basis if their structure.


Photosynthesis

Describe evidence that plants make and store food.

Evolution

Fossils

Explain how scientific theory traces possible evolutionary relationships among present and past life forms.

Day 6 Day 7 Day 8Ecosystems

Feeding Relationships within Food Webs

Describe common patterns of relationships among populations

Describe how organisms acquire energy directly or indirectly from sunlight

Constructing New scientific KnowledgeEcosystems

Use sources of information in support of scientific investigations

Describe how organisms acquire energy directly or indirectly from sunlight

Ecosystems

Evaluate the strengths and weaknesses of claims, arguments, or data.

Develop an awareness of and sensitivity to the natural world.

Describe ways in which humans alter the environment


Lesson 1: Is it Made of Cells?

III. 1.M.1 Using Life Science Knowledge Demonstrate evidence that all parts of living things are made of cells.Key concepts: Types of living things: plants, animals; parts of organisms: tissues, organs, organ systems; all functions of organisms are carried out by cells. Tools: Hand lens, microscope. Real-world contexts: Common plant or animal cells: Elodea leaf cells, onionskin cells, and human cheek cells. Single-celled organisms: Paramecium.

LESSON

This lesson begins with a review to assess students’ ideas about cells. Cells are the fundamental unit of life. All living things or once-living things are made of cells. Inorganic materials such as water are found within cells but are not made of cells. Students may confuse the idea that atoms and molecules are the fundamental units of matter with this cell concept of living things.

KEY QUESTIONSWhich of these things are made of cells?

PROCEDURE1. Assign students to small groups of at least two students but not

more than 4. 2. Give each group of students one set of the “Is it made of cells?”

cards.3. Students work together to sort the cards into two groups: 1) made

of cells and 2) not made of cells. 4. As students work, listen to their ideas. 5. Students record their answers on Journal page 1.6. When all groups have finished, discuss their ideas.

DISCUSSIONAll the materials in the table that are made of cells are from living things, but these materials may include other materials that are not made of cells. For example, blood contains plasma as well as blood cells. Milk and saliva are made by cells but are not cells.


Vocabularyplant cells

animal cells

tissue

organs

organ systems

Lesson Focus

Cells

Using Life Science

Lesson 1

MaterialsStudent Journal page 1Set of “Is it made of cells?” cards for each group from Teachers Toolbox pages 11-12

Cells use, manufacture, contain, or transform non-cellular materials like DNA, chlorophyll, proteins, and sugar, but these materials commonly associated with cells are not made of cells. Cells are capable of reproducing themselves. Rocks, water, and sand are made of matter, not cells. Molecules and atoms are the basic building blocks of cells as well as matter.

RESOURCESKeeley, P., Eberle, F., & Farrin, L. (2005). Uncovering student Ideas in science: 25 formative assessment probes (Vol. 1). Arlington, VA: NSTA Press.


Name _________________________________________ Life Science Lesson 1

Is It Made Of Cells?

Made of Cells Not Made of Cellsapple √atoms √bacteria √blood √bone √calcium √cell membrane √chlorophyll √chromosomes √DNA √flowers √hamburger √leaf √lungs √milk √molecules √mushrooms √paramecium √protein √rocks √saliva √sand √seeds √skin √sugar √water √worms √

Cards: Is It Made Of Cells?

8th Grade Life Science Toolbox St. Clair County RESA 2006 10SP 1

apples atoms bacteria

blood bone calcium

cell membrane chlorophyll chromosomes

DNA flowers hamburger

leaf lungs milk


molecules mushrooms paramecium

protein rocks saliva

sand seeds skin

sugar water worms


Lesson Focus

Cells

Using Life Science

Lesson 2: Plant and Animal Cells

III. 1.M.1 Using Life Science Knowledge Demonstrate evidence that all parts of living things are made of cells.Key concepts: Types of living things: plants, animals; parts of organisms: tissues, organs, organ systems. All functions of organisms are carried out by cells. Tools: Hand lens, microscope. Real-world contexts: Common plant or animal cells: Elodea leaf cells, onionskin cells, and human cheek cells. Single-celled organisms: Paramecium.

III. 1.M.2 Using Life Science Knowledge Explain why and how selected specialized cells are needed by plants and animals. Key concepts: Specialized functions of cells—reproduction, photosynthesis, transport, movement, disease-fighting. Real-world contexts: Specialized animal cells: red blood cells, white blood cells, muscle cells, bone cells, nerve cells, egg/sperm cells; specialized plant cells—root cells, leaf cells, stem cell

III. 2.M.1 Using Life Science Knowledge Compare and classify organisms into major groups on the basis if their structure.Key concepts: Characteristics used for classification – vertebrates/invertebrates, cold-blooded/warm-blooded, single-cell/multicellular, flowering / non-flowering; groups of vertebrates – mammals, birds, fish, reptiles, amphibians.Observation tools: Hand lens, microscopeReal-world contexts: Representative organisms, such as dog, worm, snake, Amoeba, geranium, bacterium, insect, mold

LESSONThis lesson begins with a review of plant and animal cells. Plants have two unique structures: 1) Cell walls made of cellulose that that give the cell a well-defined shape. They also provide structure and support to the


Vocabularyreproduction

photosynthesis

transport

movement

disease-fighting

red blood cells

white blood cells

muscle cells

bone cells

nerve cells

egg / sperm cells

root cells

leaf cells

stem cells

Lesson 2

MaterialsStudent Journal pages 2-5

plant. 2) Chloroplasts so plants can absorb sunlight and use the energy to complete a chemical reaction, changing carbon dioxide and water to sugar and oxygen.

Special cells work together to form tissue, tissue forms organs, and organs form organ systems. Students review the functions of selected specialized cells. Then they identify whether pond water organisms are single-celled or multicellular by observing their structure.

KEY QUESTIONSWhat are the differences and similarities between plant and animal cells?How are specialized cells needed by plants and animals?How can you tell if an organism is single-celled (unicellular) or multicellular?

PROCEDURE1. Students look carefully at the pictures of the animal and plant cell in the first question

and fill in the table independently.2. Students complete the rest of the questions working together in pairs or small groups to

discuss ideas.3. Discuss the correct answers as a class.4. If United Streaming is available, view the suggested video

RESOURCES

CellsAssignment Discovery: Cells. Discovery Channel School (2004). Retrieved July 16, 2006, from unitedstreaming: http://www.unitedstreaming.com/ Take a larger-than-life look at human and plant cells, and watch these tiny building blocks of life in action. Observe how the body repairs damaged cells after an encounter with boiling water. This program includes four short segments. (Grade 6 - 8)

Assignment Discovery: Cells (24:40)Cell Division (03:44)Brief History of the Cell (04:21)Types of Cells (06:02)

Types of Cells: Amoeba and Animal Cell (02:16)Types of Cells: Human Cell (00:41)Types of Cells: Plant Cell (02:43)

Plant Cells - Unique Roles (03:25)Plant Cells: Function of Root and Leaf Cells (01:46)Plant Cells: Underground Operation - Root Function (01:39)

The Wonders of the Cell (04:43)The Wonders of the Cell: Cell Structure (03:17)The Wonders of the Cell: Studying Human Consciousness (01:26)

Cells Alive Worksheethttp://www.biologycorner.com/worksheets/cellailve.html

The Cell http://web.jjay.cuny.edu/~acarpi/NSC/index.htm Choose “The Cell” from the menu on the left.

Interactive cell diagrams


http://web.jjay.cuny.edu/~acarpi/NSC/index.htm

http://www.biologycorner.com/worksheets/cellailve.html

http://www.cellsalive.com

How Big? http://www.cellsalive.com/howbig.htmAn interactive animation that compares the size of cells from dust mites to Ebola on the head of a pin.

Pumping Myocytes: The Beat of a Single Cell http://www.cellsalive.com/myocyte.htmAn animation that shows the beating of a single cell from an embryonic chicken heart and then the beating cells that have grown together that pump in unison.

The Cell-Down to Earthhttp://www.beyondbooks.com/lif71/4.asp

Anthony Capri’s website for the Natural Science 107 course at John Jay Collegehttp://web.jjay.cuny.edu/~acarpi/NSC/13-cells.htm

Cell diagramshttp://sun.menloschool.org/~cweaver/cells/

Mitosis and meiosis (cell division) slide showhttp://www.pbs.org/wgbh/nova/baby/divide.html

Cell informationhttp://www.purchon.com/biology/index.htm


http://www.purchon.com/biology/index.htm

http://www.pbs.org/wgbh/nova/baby/divide.html

http://sun.menloschool.org/~cweaver/cells/

http://web.jjay.cuny.edu/~acarpi/NSC/13-cells.htm

http://www.beyondbooks.com/lif71/4.asp

http://www.cellsalive.com/myocyte.htm

http://www.cellsalive.com/howbig.htm

http://www.cellsalive.com/

Name _____________________________________Life Science Lesson 2

Cells

1. All living things are made of cells, or in some cases, a single cell. Below is a diagram of an animal cell and a plant cell. Use the diagram to fill in the table below:

Indicate with an X whether the part of the cell listed in the first column is found in plants, animals, or both.

2. Use the pictures and table from question 1 to help you describe the difference between plant and animal cells.


Cell Part Plant Animal

cell wall X

chloroplast X

mitochondria X X

nucleus X X

plasma membrane X X

SP 2

3. One of these cell pictures below shows onion cells and one shows cheek cells. Identify which cell is a plant cell and which is an animal cell. Explain how you know.

4. Specialized cells work together to perform functions needed for survival. Identify the type of cell needed for the processes in the table on the next page. Use the list of cells at the top of that page to fill in the chart.


Plant – onion cells Animal – cheek cells

Plant cells have cell walls that give it a

more regular shape.

Plant cells have cell walls and chloroplasts and animal cells do not. Plant cells use the

chloroplasts to make its food. The cell wall gives the plant shape. Plant and animal

cells both have mitrochondria, a nucleus, and plasma membrane.

SP 3

Name ______________________________________________ Life Science Lesson 2

white blood cells

red blood cells

muscle cells

bone cells

sperm cell

plant leaf cells

plant root cells

egg cells

Single Celled or Multicellular

The students collected pond water. Their teacher wanted them to observe the microscopic organisms in the water. She wanted them also to observe these pond organisms fulfilling their needs by eating, moving around in search for food, or moving water in order to obtain oxygen.

They placed a drop of water on a slide and looked at it under a microscope. The organisms they found are pictured on the next page.


Processes Cell Type

Reproduction

Fight disease

Photosynthesis

Movement

Take in water and minerals from the soil

Carry oxygen throughout the parts of the body

Sperm cells, egg cells

White blood cells

Plant leaf cells

Muscle cells, bone cells

Plant root cells

Red blood cells

SP 4


Label each of the following animals as single-celled or multicellular.

Diatoms

Water Flea

Paramecium

Amoeba

Euglena

Mosquito Larvae

Rotifers

Fairy Shrimp

Hydra

How did you know which organisms were single-celled and which ones were multicellular?

Are all the cells in the multicellular organism the same?

multicellular

multicellular

multicellular multicellular

single-cell

single-cell

single-cell

single-cell

single-cell

You can see the cell wall and other parts of the cell inside the single-celled organisms.

No. Not all cells in a multicellular organism do the same thing. Different cells have different functions to support the organism. Some are responsible for acquiring food, some for digesting food, some for disposing waste, etc.

SP 5


Constructing New Scientific Knowledge

Using Life Science

Lesson Focus

Lesson 3: Classifying Organisms

I.1.M.2 Constructing New Scientific KnowledgeDesign and conduct scientific investigations.Key concepts: The process of scientific investigations—test, fair test, hypothesis, theory, evidence, observations, measurements, data, conclusion. Forms for recording and reporting data—tables, graphs, journals.Real-world contexts: Any in the sections on Using Scientific Knowledge; also, recognizing differences between observations and inferences; recording observations and measurements of everyday phenomena.

I.1.M.6 Constructing New Scientific KnowledgeWrite and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and sketches. Key concepts: Purpose, procedure, observation, conclusion, data. Real-world contexts: Listing or creating the directions for completing a task, reporting on investigations.

III. 2.M.1 Using Life Science Knowledge Compare and classify organisms into major groups on the basis if their structure.Key concepts: Characteristics used for classification – vertebrates/invertebrates, cold-blooded/warm-blooded, single-cell/multicellular, flowering / non-flowering; groups of vertebrates – mammals, birds, fish, reptiles, amphibians.Observation tools: Hand lens, microscopeReal-world contexts: Representative organisms, such as dog, worm, snake, Amoeba, geranium, bacterium, insect, mold

LESSONStudents reviewed one classification in Lesson 2 of this toolbox – single-cell vs. multicellular. In this lesson they will look at other invertebrates and the vertebrates. In the first part of this lesson, students read about and respond to an investigation measuring the heart beat of worms and review what it means to be cold-blooded or warm-blooded. This will give students an opportunity to review procedures in a science investigation.

Vocabulary

vertebrate

invertebrate

cold-blooded

warm- blooded

single cell

multicellular

mammal

bird

fish

reptile

amphibian

Lesson 3

MaterialsStudent Journal pages 6-7 Set of Animal Classification Cards for each group of 4

Teacher pages 22-31

In the second part, students review classification of animals by playing the Animal Classification game.

KEY QUESTIONSWhat are different ways animals are classified?How do worms respond to warm and cool temperatures? How does this response determine a way that they are classified?

PROCEDUREThe first life on Earth was the single-celled organisms. Later, plant-like organisms (algae) evolved. Through their process of photosynthesis, Earth’s atmosphere became oxygen-rich. Then many multicellular organisms evolved. The sponge was one of the first. Flatworms developed the first “eyes” (photoreceptors) and the beginnings of a brain. Segmented worms developed the first one-way digestive system.

RESOURCES

Game for the Computer Lab:http://www.hhmi.org/coolscience/critters/index.htmlHoward Hughes Medical Center, Classifying Critters. In this game, students are shown an animal and 3 other animals. They must choose the animal that belongs to the same class as the first animal shown.

WormsWorm Worldhttp://yucky.kids.discovery.com/noflash/worm/index.html

Heart Beat of Worms Moviehttp://yucky.kids.discovery.com/noflash/worm/multi/heart.mov

http://yucky.kids.discovery.com/noflash/worm/multi/heart.mov

http://yucky.kids.discovery.com/noflash/worm/index.html

http://www.hhmi.org/coolscience/critters/index.html

A Mammal

o Warm-bloodedo Gives milk to their youngo Has live birth

A Gorilla

A Mammal


A Whale

A Mammal


A Horse

A Mammal


A Dolphin

An Amphibiano Cold-bloodedo Has moist, smooth skino Lays eggs in watero Has a tadpole phase

Toad


A Newt


A Frog


A Salamander

A Reptile

o Cold-bloodedo Has scaleso Lays eggs on land

A Snake

A Reptile


A Chameleon

A Reptile


A Sea Turtle

A Reptile


A Crocodile

A Bird

o Warm-bloodedo Has feathers, wings and

no teetho Lays eggs on land

A Flamingo

A Bird



A Blue Jay

A Bird



An Eagle

A Bird



A Penguin

A Mollusk

o Invertebrateo Soft bodyo Usually has a shell

A Snail

A Mollusk


An Octopus

A Mollusk


A Clam

A Mollusk


An Oyster

An Insecto Invertebrateo Has an exoskeletono Has 3 pair of legso Has one pair of antennae

A Dragonfly


A Beetle


An Ant


A Butterfly

An Echinoderm

o Invertebrateo Radial symmetryo Marine animalso Name means spiny skin

A Sand Dollar

An Echinoderm


A Sea Star

An Echinodermo Invertebrateo Radial symmetryo Marine animalso Name means spiny skin

A Sea Urchin

An Echinoderm


A Sea Cucumber

An Arachnid

o Invertebrateo Has an exoskeleton o Has four pairs of legso Has no antennae

A Tick

An Arachnido Invertebrateo Has an exoskeleton o Has four pairs of legso Has no antennae

A Scorpion

An Arachnido Invertebrateo Has an exoskeletono Has four pairs of legs o Has no antennae

A Spider

An Arachnido Invertebrateo Has an exoskeletono Has four pairs of legso Has no antennae

A Mite

A Crustacean

o Invertebrate o Exoskeletono Usually has 5 pairs of legso 2 pairs of antennae

A Shrimp

A Crustacean


A Crab

A Crustacean


A Lobster

A Crustacean


A Hermit Crab

A Bony Fish

o Has a skeleton made of bone

o Has covered gillso Usually has scales

A Bass

A Bony Fish



A Goldfish

A Bony Fish



A Trout

A Bony Fish



A Walleye


Investigating Worms

The first life on Earth was the single-celled organisms. Later, plant-like organisms (algae) evolved. Through their process of photosynthesis, Earth’s atmosphere became oxygen-rich. Then the multicellular organisms evolved. The sponge was one of the first. Flatworms developed the first “eyes” (photoreceptors) and the beginnings of a brain. Segmented worms developed the first one-way digestive system. Jelly-like animals developed the first nerves and muscles.

Scientists organize living things based on their structure. Some living things are classified as warm-blooded or cold-blooded. The following investigation will help you understand a little bit more about how worms respond to temperature and what it means to be cold-blooded.

Mark’s class was studying worms. He learned that worms have five “hearts” that pump blood from the front to the back along their underside, and then back to their hearts along the upper blood vessel. Mark’s class raised Redworms for their compost container. It was easy to see the hearts pulsing blood through the bodies of these worms. He would use these worms in his investigation.

Mark wondered how the worms would respond to hot and cold temperatures. He set up an investigation to find out.

Question: How do redworms respond to hot and cold temperatures?

Hypothesis: (What do you think will happen? Why?)

Procedure:1. Prepare two liters of hot and cold water from distilled or aged water. The hot

water should be 35 C. Add ice cubes made from distilled or aged tap water to make the temperature of the cold water about 5C.

2. Cool the worm’s body temperature by placing it in the larger top part of a petri dish that is 1/2 full of the cold water for one minute. Dispose of that water and fill the Petri dish 1/4 full of cold water.

SP 6

3. Place the smaller part of the Petri dish on top of the worm and press lightly on the worm’s back. Count the number of pulses for 30 seconds. Double this number to get the number of pulses per minute. Record.

4. Repeat three times with cold water.

5. Follow the same procedure three times with the warm water. (Be sure the water is not above 40C, because this will kill the worm.)

Results:

35C 5CTrial 1 39 beats 22 beatsTrial 2 40 beats 24 beatsTrial 3 36 beats 23 beats

Write a description of the results. Use data from the table.

Conclusion:

Write a general statement about what you now know about how worms respond to temperature.

Reflection:

How does this compare to what you predicted? What new questions do you have? What would you do to make this investigation better?

At 35 degrees Celsius, the worms’ hearts beat from 36 beats per minute to 40 beats per minute. At 5 degrees Celsius, the hearts beat slower – 22 to 24 beats per minute.

Worms’ hearts slow down when they are cold. This characteristic enables them to survive in the cold winters because their metabolism slows down and they do not need to eat as much food or use up much energy in moving.

SP

SP 7


Constructing New Scientific KnowledgeReflecting on Scientific KnowledgeUsing Life Science

Lesson Focus

Lesson 4: Photosynthesis

I.1.M.2 Constructing New Scientific KnowledgeDesign and conduct scientific investigations.Key concepts: The process of scientific investigations—test, fair test, hypothesis, theory, evidence, observations, measurements, data, conclusion. Forms for recording and reporting data—tables, graphs, journals.Real-world contexts: Any in the sections on Using Scientific Knowledge; also, recognizing differences between observations and inferences; recording observations and measurements of everyday phenomena.

I.1.M.6 Constructing New Scientific KnowledgeWrite and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and sketches. Key concepts: Purpose, procedure, observation, conclusion, data. Real-world contexts: Listing or creating the directions for completing a task, reporting on investigations.

II.1.M.1 Reflecting on Scientific KnowledgeEvaluate the strengths and weaknesses of claims, arguments, or data. Key concepts: Aspects of arguments such as data, evidence, sampling, alternate explanation, conclusion; inference, observation. Real-world contexts: Deciding between alternate explanations or plans for solving problems; evaluating advertising claims or cases made by interest groups; evaluating sources of references

III.1.M.2 Using Life Science Knowledge Explain why and how selected specialized cells are needed by plants and animals. Key concepts: Specialized functions of cells—reproduction, photosynthesis, transport, movement, disease-fighting. Real-world contexts: Specialized animal cells: red blood cells, white blood cells, muscle cells, bone cells, nerve cells, egg/sperm cells; specialized plant cells—root cells, leaf cells, stem cells.

Vocabularyhypothesis

evidence

observations

measurements

data

table

graph

conclusion

photosynthesis

starch

sugar

oxygen

carbon dioxide

Lesson 4

MaterialsStudent Journal pages 8-12

III.2.M.3 Using Life Science Knowledge Describe evidence that plants make and store food. Key concepts: Process and products of food production and transport—photosynthesis, starch, sugar, oxygen, carbon dioxide, water. Real-world contexts: Plant food storage organs, such as potato, onion; starch storage in plants grown under different conditions.

LESSONIn this lesson, students read through a series of investigations to develop the concept of photosynthesis. Middle school students struggle to accept the fact that plant material is made from the invisible gas carbon dioxide! Chloroplasts in plant cells transform the energy of the sun to chemical energy. They combine carbon dioxide and water to make sugar molecules and use them immediately or the plant can store them as starch molecules. This was a difficult concept for scientists too. By giving students a chance to compare their ideas with earlier scientists, they may be able to proceed through the process of acquiring this concept with deeper understanding.

KEY QUESTIONSWhat is photosynthesis? What does it mean for plants to make their own food?What do plants need to make their own food?

PROCEDURE1. The first question addresses the misconception that scientists from the 1600’s had and that many students of this age hold too; when plants grow, their increase in mass is somehow due to the soil. Let students predict this one and explain their thinking, on paper and in a class discussion. Do not evaluate or judge ideas at this time. Students may wish to agree or disagree with each other and this should be encouraged.2, Students read about Jean Van Helmont’s ideas and experiment. They evaluate the possible conclusions and choose the best. Give students time to think about this one, and then discuss it. This time, let students know the correct answer – that soil and minerals are not food for plants since there was not much change in the amount of soil over the five year period of time. Some soil may have washed out of the bucket. The plant uses some minerals.3. Another experiment is described. Discuss the controlled and manipulated variables in a scientific investigation.4. The table lists data collected from the experiment. Give students a chance to look it over and discuss it with a partner or in a small group before discussing it as a whole group.5. Again, choose the conclusion for the investigation. Although plants need all the things listed, and seeds can germinate in the dark, the big idea that is meant to come across is that plants get their energy from light to make food and grow. Read the rest of this page with students, making sure they are beginning to see the process of photosynthesis. 6. Questions 6-12 are sample questions that could be asked to see if students are correctly interpreting the graphs and are able to see the relationships between light and CO2 and light and oxygen. Although the increase in CO2 when the lights are out can also be a result of cellular respiration, this topic is not a middle school benchmark, but if it has been studied or students are aware of this process, except that as a correct explanation for question 9.

RESOURCES

How Do Plants Get Food? Follow up this activity with Dr. Universe’s description of Van Helmont’s ideas. http://www.wsu.edu/DrUniverse/plants.html

Photosynthesishttp://biology.clc.uc.edu/courses/bio104/photosyn.htm

Illuminating PhotosynthesisA simulation from NOVA: http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html

http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html

http://biology.clc.uc.edu/courses/bio104/photosyn.htm

http://www.wsu.edu/DrUniverse/plants.html

Name ____________________________________________ Life Science Lesson 4

Photosynthesis: Food for Plants

1. If you placed a five-pound tree in a bucket with 200 pounds of soil and let it grow for one year, predict what would happen to the mass of the tree and the mass of the soil.

As the tree grows, the tree would weigh………… more ……… less

As the tree grows the soil would weigh …………. more ……… less

Explain why you think that:

During the 1600’s, people believed that soil and minerals in the soil provided food for plants. They thought that plants use soil the way people use food. For example, if a person eats 50 pounds of food and eliminated 45 pounds as waste, the person would gain 5 pounds.

A scientist named Jean Van Helmont wanted to prove this was true. He placed a five-pound tree in a bucket with 200 pounds of soil. He watered the plants regularly but he did not add any more soil. The table below shows the results of his experiment after five years:

Mass of Plant Mass of Soil

Beginning Weight 5 lbs. 200 lbs.

After 5 years 169 lbs. 3 oz. 199 lbs. 14 oz.

2. What conclusion should be drawn from the evidence in this investigation?

A. Soil and minerals were food for plants.B. Soil and minerals were not food for plants.C. Plants must gain their mass from water.D. Plants must gain their mass from light.

Correct Answer: B

SP 8

ANOTHER INVESTIGATION

After his investigation, Van Helmont hypothesized that plants use water for food because he watered his tree regularly.

QUESTION:Do plants use water food food?

Other scientists designed another investigation.

They filled six identical pots with the same kind of soil and planted 20 grass seeds in each pot.

They watered all the pots thoroughly and let them drain for a few minutes. They placed three of the pots into a box with the top open. They placed the other three pots into the same kind of box with the top closed

to keep out all light. They wrote the date on the outside of both boxes. Both boxes were places in the same area so they received some direct light

each day.

VARIABLES

3, In a scientific investigation the manipulated variable is what you change and the controlled variables are what you don’t change.

In this investigation, which variables were being controlled?

water light soil temperature

Which variable was being manipulated?

water light soil temperature

OBSERVATIONS:

The scientists observed the pots after five days, seven days, and nine days. They opened the box that was closed very quickly so that not much light got in. They found that the seeds in the dark grew! They recorded their observations in a journal.

But the plants that grew in the dark did not look healthy. They did not stand up very well and were not green.

The results are in the following table:

SP 9

Name _____________________________________________Life Science Lesson 4

RESULTS:

4. Describe the results from this investigation:

Plants in Box with No Light

Number of Sprouts

Height of Tallest Color

Day 5

Box 4

6

Box 4

1 cm

Box 4

whiteishBox 5

6

Box 5

1 cm

Box 5

whiteishBox 6

7

Box 6

1.2 cm

Box 6

whiteish

Day 7

Box 4

12

Box 4

2.5cm

Box 4

yellowishBox 5

12

Box 5

2.7cm

Box 5

yellowishBox 6

13

Box 6

2.3 cm

Box 6

yellowish

Day 9

Box 4

17

Box 4

3.2 cm

Box 4

yellowishBox 5

16

Box 5

4.0 cm

Box 5

yellowishBox 6

17

Box 6

3.3 cm

Box 6

yellowish

The plants that grew in the dark were taller than the plants that grew in the light (3.2 – 4.0

cm compared to 1.2-1.5cm). The plants that grew in the dark were yellowish, the plants

that grew in the light were green. About the same number of seeds sprouted in each. The

plants that grew in the dark did not appear healthy

SP 10

The plants that grew in the dark were taller than the plants that grew in the light (3.2 – 4.0

cm compared to 1.2-1.5cm). The plants that grew in the dark were yellowish, the plants

that grew in the light were green. About the same number of seeds sprouted in each. The

plants that grew in the dark did not appear healthy

CONCLUSION:

5. What should these scientists conclude from this investigation?

A. These plants needed minerals to grow wellB. These plants needed water to grow wellC. These plants needed light to grow wellD. These plants needed soil to grow well

What Plants Need to Survive

The scientists saw that plants in the box that had the light grew the best after nine days. They determined that plants get their energy from light.

Plants do something that no other living organism can do. Today, scientists know that plants make their own food. The energy that plants need to make their food comes from the sunlight. The materials that they need to do this come from carbon dioxide in the air and water.

How Do Plants Make Their Food?

Like other living things, plants are made of cells. The plant cells are specialized to perform different functions. Plant cells have chloroplasts. Light energy from the sun is transformed into chemical energy by the chloroplasts in the leaves. To do this the chloroplasts use carbon dioxide in the air and water from the soil. The sugar molecules they make are stored as starch molecules in the plant.

What Happens When Plants Make Their Food?

A plant growing in a 2-liter bottle was covered with a large plastic bag and tied securely. It was placed on a windowsill where it could receive sunlight. In addition to the sunlight, two 100-watt light bulbs were placed next to the plant so they could shine more light on the leaves. A light meter was placed next to the plant to measure the amount of light it was receiving. Oxygen and carbon dioxide probes were placed inside the bag to measure the amount of those gases.

The light was turned on and the meters began to collect data. Then the light was turned off for a while before it was turned back on again. When the light was turned off, the shades to the window were pulled down to block as much light from outside as possible. Use the graphs on the next page to answer the questions.

SP 11

Name ___________________________________________ Life Science Lesson 4

6. About what time was the light

turned off?

7. About what time was the light

turned back on?

8. How long did this experiment last?

9. What happened to the levels of

carbon dioxide after the lights were

turned off?


oxygen after the lights were turned

off?


carbon dioxide and oxygen when the

lights were turned back on?

12. Explain what could be happening

to the levels of carbon dioxide and

oxygen when the plant is receiving

the most light?

Light

0500

10001500200025003000350040004500

060

012

0018

0024

0030

0036

0042

0048

00

Time (seconds)

lux

Oxygen

19.9

20

20.1

20.2

20.3

20.4

20.5

20.6

060

012

0018

0024

0030

0036

0042

0048

00

Time (seconds)

Perc

ent

Carbon Dioxide

0200400600800

10001200140016001800

060

012

0018

0024

0030

0036

0042

0048

00

Time (seconds)

ppm

about 1200 seconds or 20 minutes

3000 seconds or 50 minutes

4800 seconds or 80 minutes

Levels of CO2 increased

Levels of oxygen decreased

Levels of oxygen increased

Levels of CO2 decreased

When the plant receives enough light, the plant uses carbon dioxide to make food. When the plant makes food it also makes oxygen. The process of food making in plants is called photosynthesis.

SP 12

Lesson Focus

Vocabulary

fossil

extinct

ancient

modern

evidence

geological history

MaterialsStudent Journal Pages 13-15Fossilization cards Teacher page 45

Lesson 5: Fossils

III.4.MS.1 Using Life Science Knowledge Explain how scientific theory traces possible evolutionary relationships among present and past life forms.Key concepts: Selected evidence of common ancestry – geological time, fossil, bone, embryo, limbReal-world contexts: Fossils that show evidence of common ancestry, such as vertebrate limb boned, similarity of early vertebrate embryos, similarity of fossil bones to those of contemporary animals i.e. horse legs.

LESSONThe mysterious processes by which evidence of past life is preserved are explored in this lesson. By thinking about and participating in some simulated sedimentary processes, children will be able to remove much of the mystery behind fossils and fossilization. This activity reviews the concept that fossils are remains or traces of ancient living things. They will also begin to think about how rare event fossilization is.

DISCUSSIONFossilization is a rare event. The chances of a given individual being preserved in the fossil record are very small. Some organisms, however, have better chances than others because of the composition of their skeletons or where they lived. This also applies to the various parts of organisms. For example, plants and vertebrates (animals with bones) are made up of different parts that can separate after death. The different parts can be transported by currents to different locations and be preserved separately. A fossil toe bone might be found at one place and a fossil rib at another location. We could assume that they are from different animals when, in fact, they came from the same one.

Much information is lost in the fossilization process. Think, for example, of a vertebrate (such as ourselves). Much of what we consider important about our own biology is in the soft tissues, such as skin, hair, and internal organs. These characteristics would usually be unknown in

Lesson Focus

Using Life Science KnowledgeUsing Earth Science Knowledge

Evolution

Lesson 5

the fossil state, because most of the time only bones and teeth are preserved (there are exceptional cases where soft parts are preserved). Bones and teeth are not always preserved together. This exercise is designed to get children to think about the quality of information that comes from the fossil record.

This lesson is adapted from Brent H. Breithaupt’s Fossilization and Adaptation Page found at:http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#FIG3

KEY QUESTIONSWhat do we know about fossilized animals?How does a living thing become a fossil?

PROCEDURE

1. List facts about a living animal. The skeleton of a horse is used here, but there are many other possibilities (e.g., cow, dog, cat, sheep). The list of facts on the horse might include, but not be limited to: large size, fast runner, eats grass, has grinding teeth, has long hair for a mane and tail, whinnies, is intelligent, is sociable with other horses, makes a good pet.

2. What would we know if this animal was extinct? Point out an important generalization of fossilization: most of the time, only the hard parts (bones and teeth) are preserved as fossils. Go through the list and ask the class what we would know about the horse if horses were extinct and all we had were fossilized bones and teeth of horses. We would know that it was a large animal and could probably make some good guesses about its weight. We would know that it had grinding teeth and therefore could probably guess that it ate some sort of tough vegetation like grass. The hooves would not be preserved, but the shape of the foot bones would be a good indicator that it had hooves. The skeleton would also be useful to tell us that it was a fast runner. But no details of the hair or skin would be known. Everything about social behavior and vocalization would also have to be guesses.

3. What do we know about fossilized animals? Pass out the diagram of the fossil Stegosaurus (Figure 2) and interpret it in light of what we do know. Use the list you made in discussing the living animals. What paleontologists know comes from studying the hard anatomy, in this case bones and teeth. Anything else is a guess, although in most cases it is possible to base the guess on sound biological principles.

PROCEDURE FOR FOSSILIZATION GAME 1. Choose environment. The game begins with the class or smaller group choosing an

environment in which there is a depositional setting such as a lake, pond, stream, river in a forest, or sea floor. The students can use their imaginations to describe this setting in as much detail as they desire.

2. Choose roles. Roles that the participants choose for themselves are possible animal or plant inhabitants of the chosen setting. For example, in the aquatic settings, possible roles include not only snails, clams, fish, salamanders, turtles, alligators, and other

http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#FIG3

aquatic animals, but also horses, deer, monkeys, rabbits, and birds that came there to drink.

3. Begin play. When play begins, the children act out their roles, with each one given a turn to make vocalizations or gestures. For example, a child playing a fish could wiggle his/her body with a fishlike motion and make gulping motions with his/her mouth. A child playing a prairie dog might pretend to dig a burrow and make high-pitched barks. They can also interact with each other as they would in their natural environment. For example, the carnivores could chase the herbivores.

4. "Freeze" and decide the fate of the characters. At a time determined by the teacher, action "freezes" and the time for possible fossilization begins. The students draw cards which tell their fate. Possible cards might be: -You are eaten by scavengers; -You rot away before you can be preserved; -You are swallowed by a crocodile; -You are buried by a mudslide and preserved as a fossil. You can make several copies of the page of cards (included with this activity) to use in this. If you make your own, the proportion of "fossilization" cards to "destruction" cards should be small, mimicking the small chance of becoming fossilized in the real world.

5. Discuss the meaning of this exercise. When the entire class has drawn cards, discussion can begin. Have each student discuss his or her role as an organism and what happened to this organism after it died. Make a list of these organisms on the blackboard. Which animals became fossils? Which were destroyed? Remember, the only animals and plants future paleontologists will know anything about are the ones that become fossils. You will become aware of the important question of bias in the fossil record when you compare the list of fossils with the complete list of living animals. Is the list of fossils a good representation of the living community? Why not?

6. If time allows, play the game again with the same animals and plants. How are the results similar or different?

RESOURCESThis lesson is adapted from Brent H. Breithaupt’s Fossilization and Adaptation Page found at:http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#FIG3

http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#FIG3

Fossilization Cards

DRY UP DRY UP ROT AWAY

ROT AWAY ROT AWAY SWALLOWED BY ALLIGATOR

SWALLOWE BY CROCODILE

SWALLOWED BY CROCODILE SWALLOWED BY BIG FISH

SWALLOWED BY BIG FISH EATEN BY SCAVENGERS EATEN BY SCAVENGERS

BURIED IN SOFT MUD – YOU BECOME A FOSSIL!

BURIED IN MUDSLIDE -YOU BECOME A FOSSIL!

WASHED AWAY BY WAVES

WASHED AWAY BY WAVES

WASHED AWAY BY CURRENT

WASHED AWAY BY CURRENT


Name ____________________________________________ Life Science Lesson 5

What do you know about a horse?

Go back to your list above and cross out the things you would not know if all you had as evidence that the horse once lived were some fossils of bones and teeth.

Explain what we can know about extinct animals from studying their fossils.


Hair color Sounds it makes

Eye color What it eats

Make a good pet How fast it runs

Height Weight

How long its hair is It has hooves

We could tell how big it was from the kind and the size of its bones. We could tell if it

was a fast runner from studying its leg bones. We could guess what it ate from its teeth.

We would not be able to know its skin or hair color. We would not be able to know what

sounds it made or how it acted.

SP 13

How is the Stegosaurus similar to the horse?

How is the Stegosaurus different from the horse?

Use your imagination. Put muscles and skin on the diagram of Stegosaurus. Remember, skin color and texture are largely the choice of the artists, since fossil bones are of no help, although some skin impressions have been found.

SP 14

Name ___________________________________ Life Science Lesson 5

Fossils and How They Are Made

The chance of a plant or animal being preserved as fossil is very small. However, some

organisms have better chances than others because of the kind of skeleton they have or

because of where they lived. Animals with shells, bones, and teeth have a better chance of

becoming a fossil. Organisms that live in a lake, pond, stream, river in the forest, or on the sea

floor also have a better chance of becoming a fossil.

It may not be possible to know some details of what an ancient animal or plant was like

because many parts of its anatomy may not become fossils. Usually fossils show the hard parts

of the animal such as shells, teeth, or bones. This is because the soft parts are destroyed

quickly after death. Sometimes you will find the actual shells.

Plants and animals are made up of different parts. The parts can separate after death.

The different parts can be transported by currents to different locations and be preserved

separately. A fossil toe bone might be found at one place and a fossil rib at another location.

Most fossils are actually casts of animals or plants. Here's how an animal fossil might be

made:

The animal dies and sinks to the sea floor.

The body begins to decay and is buried under layers of sediment such as mud or

sand.

These layers become rock.

The hard parts of the animal are replaced with minerals such as iron pyrites or

silica.

These minerals form the fossil.

Sometimes you find trace fossils. Trace fossils are not of the animals themselves but of

evidence of living plants or animals, such as worm burrows or dinosaur footprints. Most fossils

are found in sedimentary rocks - rocks which were created when shells or small loose bits of

rock are laid down in layers. Examples of sedimentary rocks are limestone, sandstone, clay and

chalk.

SP 15

MaterialsStudent Journal Pages 16-17

Lesson 6: Feeding Relationships within Food Webs

III.5.MS.1 Using Life Science KnowledgeDescribe common patterns of relationships among populations.Key concepts: Participants and relationships – predator, prey, parasite, competition, mutually beneficial Real-world contexts: Relationships among plants and animals in an ecosystem – mutually helpful relationships such as insects and flowering plants, birds eating fruit and spreading seeds; parasitic (harmful) relationships such as humans and mosquitoes, trees and mistletoe; competitive relationships, including squirrels and seed eating birds, weeds and garden plants.

II.5.MS.1 Using Life Science KnowledgeDescribe how organisms acquire energy directly or indirectly from sunlight.Key concepts: Sunlight, plants, food, photosynthesis, producers, consumers, food websReal-world contexts: Selected food webs, including humans

LESSONIn this lesson students describe common patterns of relationships among populations. An organism can be a participant in more than one relationship, so they will look at these relationships from more than one perspective.

KEY QUESTIONSHow can I describe the feeding relationships in a food chain and food web?

PROCEDURE1. Brainstorm and discuss examples of different relationships of

organisms, such as parasitic relationships, producer/consumer, predator/prey, and mutually beneficial relationships.

2. Use student page 16 as an assessment.3. Discuss how organisms can be identified with multiple roles. For

example, a snail can be identified as a consumer, since it eats leaves. It can also be identified as an Herbivore. Since other animals eat snails, they can also be identified as prey.

Lesson 6 Lesson Focus

Using Life Science Knowledge

Ecosystems

Vocabularyproducer

consumer

decomposer

predator

prey

habitat

community

4. Have students identify the relationships of the organisms listed on the next journal page by checking the boxes in the columns that describes the organisms’ roles.

5. Discuss some patterns in this relationships.

RESOURCESFood Chain Mystery, The. 100% Educational Videos (2000). Retrieved May 14, 2006, from unitedstreaming: http://www.unitedstreaming.com/

Food Chain Mystery, The (15:00) Introduction (00:01) Energy in Habitats (02:45) Plants (01:05) Animals (00:40) Producers and Consumers (01:18) Herbivores, Carnivores, and Omnivores (00:59) Decomposers (00:56) More Food Chains (00:52) Energy Pyramid and Food Web (01:44) Review (01:12) Conclusion (01:05)

The following websites have food chain activities:

Fun With Food Chains (Harcourt School)http://www.harcourtschool.com/activity/food/food_menu.html

http://www.bbc.co.uk/schools/revisewise/science/living/Revise Wise Science from the United Kingdom

http://www.bbc.co.uk/schools/revisewise/science/living/

http://www.harcourtschool.com/activity/food/food_menu.html

http://www.unitedstreaming.com/


Patterns of Relationships

Identify these relationships in the pictures below: mutually beneficial the consumer/producer

predator/prey parasitic / host

Fill in the blanks to explain the relationship.

1. These two organisms have a __parasitic__

relationship. The human is the ____host ____ and

the mosquito is the __parasite__.

2. These two organisms have a __consumer/producer__

relationship. The hummingbird is the ____consumer _____

and the flower is the __producer__.

3. These two organisms have a __mutually beneficial__

relationship. The _bee_ helps the flower by ___pollinating __ it.

The ___flower__ helps the bee by __providing nectar__.

4. These two organisms have a

_____predator/prey___________

relationship. The fly is the ___prey____ and the

spider is the ______predator_________.

frog

SP 16

Name ______________________________________________________________ Life Science Lesson 7

Describing Feeding Relationships in Food Chains and Food Webs

The food source for each organism in the first column is listed in the second column. Place a check in each of the other columns that describes its relationship in a food chain. Organism Food Source Producer Consumer Herbivore Omnivore Carnivore Predator Preysnail leaves √ √ √robin worms, seeds √ √ √ √mouse seeds/beetles √ √ √ √grass photosynthesis √fox rabbits/ √ √ √rose plant photosynthesis √worm rotting leaves √ √ √owl frogs/mice √ √ √rabbit plants √ √ √corn plant photosynthesis √frog worms/flies √ √ √ √cat mice/birds √ √ √ √squirrel nuts/snails √ √ √raccoon berries/fish √ √ √ √deer grass/shrubs √ √ √

How can you best describe organisms that are producers? _______________________________________

How can you best describe organisms that are consumers? ______________________________________

Which group of consumers are not predators? _________________________________________________

Organisms that are producers are plants

Organisms that are consumers are animals

Herbivores are the consumers that are not predators because they

don’t hunt other animals.

SP 17

Lesson Focus Constructing New Scientific

Knowledge Using Life Science Knowledge

Ecosystems

MaterialsStudent Journal page 18Transparency of rubric from Teacher Toolbox page 56Copies of teacher pages 57 and 58, one for each student

Lesson 7: Food Webs: Writing in Science

I.1.MS.5 Constructing New Scientific KnowledgeUse sources of information in support of scientific investigationsTools: Periodicals, reference books, trade books, web sites, computer software,; forms for presenting scientific information, such as figures, tables, graphs.Real-world contexts: Listing or creating the directions for completing a task, reporting on investigations.

III.5.MS.1 Using Life Science KnowledgeDescribe common patterns of relationships among populations.Key concepts: Participants and relationships – predator, prey, parasite, competition, mutually beneficial Real-world contexts: Relationships among plants and animals in an ecosystem – mutually helpful relationships such as insects and flowering plants, birds eating fruit and spreading seeds; parasitic (harmful) relationships such as humans and mosquitoes, trees and mistletoe; competitive relationships, including squirrels and seed eating birds, weeds and garden plants.

II.5.MS.1 Using Life Science KnowledgeDescribe how organisms acquire energy directly or indirectly from sunlight.Key concepts: Sunlight, plants, food, photosynthesis, producers, consumers, food websReal-world contexts: Selected food webs, including humans

LESSONThis is the same question that was in the pre-assessment section of the toolbox. If students did this question, this would be the opportunity to look at what other students wrote and how they were scored and then go back and score their own work. They should be given an opportunity to

KEY QUESTIONSWhich animals compete for food in a food web? What are the characteristics of good writing in science?

Lesson 7

Vocabularyproducer

consumer

decomposer

predator

prey

habitat

community

PROCEDURE1. If students did not do question 38 on the pre-assessment, they should complete page 18

in the student journal.2. Discuss the science rubric from teacher page 57.3. Do the first student example together. First, let students read it and score it alone. Then

discuss the scores they gave. Discuss what would make the response a better response.

4. Students do the next examples on their own, and then discuss them in small groups before having a whole class discussion. The scores and comments from the released items are included on teacher page 58.

5. Students exchange their journal page 18 or, if available, the work they did during the pre-assessment. They will score each other’s work. You may want to give students an opportunity to revise their responses before exchanging their papers.

RESOURCESAll the released items and scoring guides can be downloaded from the MDE site. Look under “Content Areas”, “Released Items”.http://www.michigan.gov/mde/0,1607,7-140-22709_31168---,00.html

Name _______________________________________________Life Science Lesson 7

Writing In Science

Based strictly on the interactions in this food web:

Identify one organism that the salmon and lake trout compete with for food. Identify one consumer or group of consumers that have no competition for food. Identify a predator-prey relationship

SP 18

Science Rubric for the Great Lakes Food Web

Acceptable responses:1. Organism salmon and lake trout compete with for food

a) Eaglesb) Herring gullsc) Snapping turtles

2. Consumer or group of consumers that have no competitiona) Invertebratesb) Ducks eating the vegetation

3. Predator-prey relationshipa) Humans - Snapping turtlesb) Humans - Ducksc) Humans - Lake trout/Salmond) Eagles - Salmon/Lake troute) Eagles - Herring Gullsf) Eagle - Small fishg) Snapping turtles-Small fishh) Salmon/Lake trout - Small fishi) Ducks - Planktonj) Herring Gulls – Small fishk) Small fish - Invertebratesl) Small fish- Plankton

Scoring Guide:

3 points The student correctly identifies one organism, one consumer/group of consumers that has no competition, and one predator-prey relationship.

2 points The student correctly identifies one organism and one consumer/group of consumers

ORThe student correctly identifies one organism and one predator -prey relationship

ORThe student correctly identifies one consumer/group of consumers and one predator-prey relationship

1 point The student correctly identifies one organism.OR

The student correctly identifies one consumer/group of consumers.OR

The student correctly identifies one predator-prey relationship.

0 points Student fails to understand the task.

Student #1 Points Scored:

The salmon and lake trout compete with plankton and invertebrates.

One consumer or group that doesn’t compete for food is the eagle. A

predator and prey relationship would be ducks and herring gull.


One organism that salmon and lake trout compete each other for is the

small fish. One consumer group that does not compete is the duck

because nothing else eats the vegetation. And a predator-prey

relationship is the herring gill and the eagle.


Competition The salmon and Lake trout competition would be with the

snapping turtle.

No Competition Invertebrates have no competition because they are

the only consumers that eat bacteria and fungi

Predator-Prey Relationship Eagle and The small fish.

Student #4 Points Scored: 2

The organism that the salmon and lake trout compete with for food is

the small fish. The invertebrates have no competition for food. The eagle

and salmon and Lake Trout is a predator-prey relationship.


The Salmon and lake trout compete with the herring gull for food. The

invertebrates have no competition for their food. A predator-prey

relationship would be human and salmon and lake trout.

Student #6 Points Scored: 2

The salmon and lake trout compete with the snapping turtle for food.

Humans are the consumers that don’t compete for food. A predator-prey

relationship would be between the eagle and the herring gull because

the eagle eats the herring gull.

ScoresStudent 1 - Points Scored: 0The student has failed to understand the task. “Plankton and invertebrates” are incorrectly named as organisms that the salmon and lake trout compete with for food. Salmon and lake trout eat small fish, but neither plankton nor invertebrates eat them. An “eagle” is incorrectly named as a consumer that has no competition for food. Both the eagle and the salmon and lake trout eat small fish; therefore the eagle does have competition for food. A predator-prey relationship.

Student 2 - Points Scored: 1The student correctly identifies a consumer that has no competition for food (the duck because nothing else eats the vegitation). Stating that “One organism that salmon and lake trout compete each other for is the small fish” shows a misunderstanding of the task, because salmon and lake trout are grouped together on the food web. Their competitors are other organisms which also eat small fish. Stating “a predator-prey relationship is the herring gull and the eagle” is incorrect. The order is reversed since it is the eagle that eats the herring gull. As is stated in the prompt, unless it is otherwise indicated in the response, the order in which animals are given is assumed to identify the first

Student 4 - Points Scored: 2The student correctly identifies “invertebrates” as a group of consumers that have no competition for food and “The eagle and Salmon and Lake Trout” as a predator-prey relationship. An organism that the salmon and lake trout compete with for food is incorrectly identified as “small Fish.” Small fish are prey of salmon and lake trout and do not compete with them for food. Competitors of salmon and lake trout are organisms which also eat small fish.

Student 5 - Points Scored: 3The student correctly identifies “herring gull” as an organism that the salmon and lake trout compete with for food. A group of consumers that have no competition for food are correctly identified as “invertebrates.” A predator-prey relationship is correctly identified (human and salmon and lake trout).

Student 6 - Points Scored: 2The student correctly identifies one organism that the salmon and lake trout compete with for food (snapping turtle) and a predator-prey relationship (the eagle and the herring gull, because the eagle eats the herring gull). The statement “Humans are the consumers that don’t compete for food” is incorrect. Salmon and lake trout are eaten by humans and eagles; therefore humans do have competition for food.

Student 3 - Points Scored: 3The student correctly identifies one organism that the salmon and lake trout compete with for food (snapping turtle), a group of consumers that have no competition for food (Invertebrates have no competition because they are only consumers that eat bacteria and fungi), and a predator-prey relationship (Eagle and The small fish).

Lesson Focus

Ecosystems

Reflecting on Scientific Knowledge Using LifeScience

Lesson 8: Forest Management

II.1.M.1 Reflecting on Scientific KnowledgeEvaluate the strengths and weaknesses of claims, arguments, or data. Key concepts: Aspects of arguments such as data, evidence, sampling, alternate explanation, conclusion; inference, observation Real-world contexts: Deciding between alternate explanations or plans for solving problems; evaluating advertising claims or cases made by interest groups; evaluating sources of references

II.1.M.5 Reflecting on Scientific KnowledgeDevelop an awareness of and sensitivity to the natural world. Key concepts: Appreciation of the balance of nature and the effects organisms have on each other, including the effects humans have on the natural world Real-world contexts: Any in the sections on Using Scientific Knowledge appropriate to middle school

III. 5.M.6 Using Life Science Knowledge Describe ways in which humans alter the environment. Key concepts: Agriculture, land use, renewable and non-renewable resource development, resource use, solid waste, toxic waste, biodiversityReal-world contexts: Human activities, such as farming, pollution from manufacturing and other sources, hunting, habitat destruction, land development, reforestation, and species reintroduction.

LESSONWhile change is an integral part of Earth’s natural processes, not all changes occur naturally. The management of forests was debated before the Industrial Revolution. Man has impacted the forest ecosystems not only to manage them but to benefit himself. Forestry is a practice where trees are managed and harvested. Trees are treated as any other agricultural crop, with its goal to provide wood products, such as paper, lumber and charcoal. Logging companies

Vocabularydata

evidence

sampling

conclusion

inference

observation

renewable resource

non-renewable resource

solid waste

toxic waste

biodiversity

Lesson 8

MaterialsStudent Journal pages 19-21 Poster paperMarkers

use many different methods to harvest trees, not always keeping in mind the balance of the forest and the rate of tree growth. Unfortunately, when dealing with “old-growth” forests, a complete biological ecosystem that contains trees centuries old and hundreds of feet tall, sustainable management is impossible. It takes hundreds of years to replace what has been logged. This is why the management of “old-growth” forests is so controversial. The debate on whether or not to log “old growth” forests, or leave them alone is raging today.

Students will be involved in a discussion of the issues. A compromise may need to be made to reach a decision on how to manage several acres of forest. They will evaluate the options and explore the consequences of their decision.

KEY QUESTION What are the advantages and disadvantages of your decision? How will your decision impact the forest ecosystem? Are there other alternative decisions that can be proposed?

PROCEDURE

1. Explain to students the scenario of today’s lesson. The students will be working as a team for their community. The community has been given a large parcel of “old-growth” forest in their town to do with it as they see fit. Students in their groups must decide how they will manage or use the land and be prepared to share their ideas with the class.

2. Divide students into groups of four. Each group will read the proposals.3. They will use the discussion questions from the Community Management Assessment

page to evaluate their proposals and prepare a presentation to the class for the next day. They will use poster paper to record their ideas for the presentation.

4. Allow students time to present their posters on Day 15.

ASSESSMENTExamine the students’ decisions and their reasoning to see how well they understand the complexity of the decision and how each decision has consequences of their own, both positive and negative.

OPTIONAL ASSESSMENT Put a copy of the poem below on the board and have students interpret its meaning.

“The tree which moves some to tears of joy is in the eyes of others only a green thing that stands in the way.” -William Blake


Proposed Management Decision

Your community has been given 250 acres of land just outside of town. Your town is a medium-sized town with the largest business being a lumbering company. Many of the people who live in this town work for the lumbering company. Others work for a computer company in a nearby town. The donated land is completely covered with forest including 100 acres of “old-growth” forest. This old-growth forest has enormous trees over 150 years old. There is a pond that is home for swans and ducks to rest during migration and nest during mating season. Deer, raccoon, fox, and other animals also make their home there. It is the job of the community team to decide which proposal would best suit the needs of the community.

Proposal #1 – The town’s local environmental organization wants to keep the land and manage it as a protected natural area. They have proposed building hiking trails and look out points for avid wildlife watchers. “No hunting” signs would be posted and the local DNR would help to police the area. The 100 acres of “old-growth” forest would be left as it is, while the other 150 acres would be managed. Dead trees would be cleared to allow room for new seedlings to emerge and grow.

This area is unique. It is home to many plants and animals. If the trees are cut down, their habitat will be destroyed.

The town does not need a mall. There are enough stores to meet the needs of the community. If a mall were built, the people who own businesses downtown would go out of business!

There are no forests like this in town. Why should the people of this town sacrifice their natural heritage so some businesses can make a lot of money?

Setting this area aside and maintaining hiking trails would be the best thing for the people of our town.

Proposal #2 – A local developer would like to purchase the 250 acres to build a shopping mall and new homes.

Shopping malls are convenient places to shop, with all the stores indoors and under one roof.

With a wide variety of stores, there would be more competition and this would mean better prices for things the people in the community need.

Malls draw people from a wide area and would mean big money for the town. The money earned from the sale of the land to the developer and from the property

taxes would create revenue for the town to pay for schools, medical clinics, and roads.

The developer is proposing that part of the 100 acres of “old-growth” forest would be left alone to provide “forest character” for the new homes built there.

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The developer assures us that although many of the trees will be cleared, the pond would be preserved so the wildlife would still have a place for migration and breeding.

Proposal #3 – The town’s lumber company proposes purchasing the land for commercial and ecological purposes.

This company has already managed other forests near the town successfully. Lumber from their company has been in high demand for construction proposes.

They can provide this lumber at better prices. The lumber company would carefully control the harvesting of the trees. Their

regular practice is to immediately replant the harvested areas with seedlings. They would set aside part of the “old growth” forest and set up a buffer zone to

protect the habitat there. They would allow hiking and other recreation in the forest. The purchase would provide the town with an economic boost. It would provide the

town with the money it needs to balance the budget, provide funds for the local library, school expenses, medical clinics, and road management.

The proposal will create new jobs for foresters, scientists, loggers, truckers and mill workers which would lower the unemployment rate of the community.

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Community Management Assessment

Your community team must work together to decide what to do with this gift of land. You can accept a proposal from one of the three that have been presented. You may also choose to make a compromise or offer another proposal. Each team member must agree with the team’s decision. When making your decision, you need to consider the questions below. Keep in mind what is best for the entire community. Be prepared to present your ideas to the class.

1. What facts were presented in the proposal?2. Which statements were opinions?3. What will it cost the town to adopt the proposal?4. What are the advantages and disadvantages of the proposal?5. What negative effects could happen to the community and the environment?6. Who benefits most from your proposal?7. Are there any changes you would make to either of the proposals?

What is the decision of your community team and why?

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8th Grade Life Science Glossary

amphibian - A cold-blooded, smooth-skinned vertebrate of the class Amphibia. ancient - Of great age; very old.biodiversity - The number and variety of organisms found within a specified geographic

region.bird - Any of the class Aves of warm-blooded, egg-laying, feathered vertebrates with

forelimbs modified to form wings.bone cells - A cell that is part of a bone.carbon dioxide - A colorless, odorless, incombustible gas, CO2, formed during

respiration, combustion, and organic decomposition and used in food refrigeration, carbonated beverages, inert atmospheres, fire extinguishers, and aerosols.

cold-blooded - Having a body temperature not internally regulated but approximating that of the environment.

community - A group of plants and animals living and interacting with one another in a specific region under relatively similar environmental conditions.

conclusion – A judgment or decision reached after deliberation.consumer - A heterotrophic organism that ingests other organisms or organic matter in

a food chain. data – Factual information, especially information organized for analysis or used to

reason or make decisions.decomposer - An organism, often a bacterium or fungus, that feeds on and breaks

down dead plant or animal matter.egg cells - The female reproductive cell; the female gamete.embryo - An organism in its early stages of development, especially before it has

reached a distinctively recognizable form.evidence - A thing or things helpful in forming a conclusion or judgment.extinct - No longer existing or living.fertilization - The act or process of initiating biological reproduction by insemination or

pollination.fish - Any of various mostly cold-blooded aquatic vertebrates usually having scales and

breathing through gills.flowers - The reproductive structure of some seed-bearing plants, characteristically

having either specialized male or female organs or both male and female organs.fossil -A remnant or trace of an organism of a past geologic age, such as a skeleton or

leaf imprint, embedded and preserved in the earth's crust.fruit - The ripened ovary or ovaries of a seed-bearing plant, together with accessory

parts, containing the seeds and occurring in a wide variety of forms. geological history - The scientific study of the origin, history, and structure of the

earth.germination - To cause to sprout or grow.graph - A pictorial device, such as a pie chart or bar graph, used to illustrate

quantitative relationships. Also called chart. habitat - The area or environment where an organism or ecological community normally

lives or occurs.

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hypothesis - A tentative explanation for an observation, phenomenon, or scientific problem that can be tested by further investigation.

inference – The act of reasoning from factual knowledge or evidence.invertebrate - Lacking a backbone or spinal column; not vertebrate.leaves - A usually green, flattened, lateral structure attached to a stem and functioning

as a principal organ of photosynthesis and transpiration in most plants.mammal - Any of various warm-blooded vertebrate animals of the class Mammalia,

including humans, characterized by a covering of hair on the skin and, in the female, milk-producing mammary glands for nourishing the young.

measurement – 1) The act or process of measuring. 2) A figure, extent, or amount obtained by measuring.

modern - Of or relating to recent times or the present.movement - The act or an instance of moving; a change in place or position.multicellular - Having or consisting of many cellsmuscle cells - An elongated contractile cell that forms the muscles of the body nerve cells - The body of a neuron without its axon and dendrites.non-renewable resource - Any natural resource from the Earth that exists in limited

supply and cannot be replaced if it is used up.observation – The act of noting and recording something, such as a phenomenon, with

instruments.organs - A differentiated part of an organism, such as an eye, wing, or leaf, that

performs a specific function.ovary - The usually paired female or hermaphroditic reproductive organ that produces

ova and, in vertebrates, estrogen and progesterone.oxygen - A nonmetallic element constituting 21 percent of the atmosphere by volume

that occurs as a diatomic gas, O2, and in many compounds such as water and iron ore. It combines with most elements, is essential for plant and animal respiration, and is required for nearly all combustion.

photosynthesis - The process in green plants and certain other organisms by which carbohydrates are synthesized from carbon dioxide and water using light as an energy source. Most forms of photosynthesis release oxygen as a byproduct.

pollen - The fine powder like material consisting of pollen grains that is produced by the anthers of seed plants.

predator - An organism that lives by preying on other organisms.prey - An animal hunted or caught for foodproducer - A photosynthetic green plant or chemosynthetic bacterium, constituting the

first trophic level in a food chain; an autotrophic organism.red blood cells - A cell in the blood of vertebrates that transports oxygen and carbon

dioxide to and from the tissues. In mammals, the red blood cell is disk-shaped and biconcave, contains hemoglobin, and lacks a nucleus. Also called erythrocyte, red cell, red corpuscle.

renewable resource - Any natural resource that can replenish itself naturally over timereproduction - The act of reproducing or the condition or process of being reproduced. reptile - Any of various cold-blooded, usually egg-laying vertebrates of the class reptilia,

such as a snake, lizard, crocodile, turtle, or dinosaur, having an external covering of scales or horny plates and breathing by means of lungs.

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root - The usually underground portion of a plant that lacks buds, leaves, or nodes and serves as support, draws minerals and water from the surrounding soil, and sometimes stores food.

sampling - To take a sample of, especially to test or examine by a sample.seed - A ripened plant ovule containing an embryo.single cell - Having a single cell (and thus not divided into cells).starch - A naturally abundant nutrient carbohydrate, (C6H10O5)n, found chiefly in the

seeds, fruits, tubers, roots, and stem pith of plants, notably in corn, potatoes, wheat, and rice, and varying widely in appearance according to source but commonly prepared as a white amorphous tasteless powder.

stem - The main ascending axis of a plant; a stalk or trunk.sugar - Any of a class of water-soluble crystalline carbohydrates, including sucrose and

lactose, having a characteristically sweet taste table - An orderly arrangement of data, especially one in which the data are arranged in

columns and rows in an essentially rectangular form.tissue - An aggregation of morphologically similar cells and associated intercellular

matter acting together to perform one or more specific functions in the body. There are four basic types of tissue: muscle, nerve, epidermal, and connective.

toxic waste - Poisonous waste materials; can cause injury.transport - To carry from one place to another; convey.vertebrate - Having a backbone or spinal column.warm-blooded - Having warm blood; specifically : having a relatively high and constant

body temperature relatively independent of the surroundingswhite blood cells - Any of various blood cells that have a nucleus and cytoplasm,

separate into a thin white layer when whole blood is centrifuged, and help protect the body from infection and disease. White blood cells include neutrophils, eosinophils, basophils, lymphocytes, and monocytes. Also called leukocyte, white cell, white corpuscle.

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