NAME ______________________________________________________

TAXONOMY

K_______________________

Which two taxa are used in the binomial nomenclature of the scientific name?

P_______________________

C_______________________

O_______________________

F_______________________

G_______________________

S_______________________

VENN DIAGRAMS

1. Prokaryote vs Eukaryote

2. Multicellular Kingdoms: Animalia vs Plantae vs Fungi

3. Unicellular Kingdoms: Protista vs Eubacteria vs Archaebacteria

QUICKWRITE

1. What benefit is there to categorize living things?

2. How does taxonomy illustrate the relatedness of organisms?

EXTRA PRACTICE: (10 POINTS EACH)

CLASSIFICATION COMPARISON CHART:

Kingdoms Animalia and Fungi share these three characteristics

Kingdoms Plantae and Fungi share these two characteristics

Kingdoms Animalia, Fungi, and Plantae all share this characteristic

Kingdoms Protista and Eubacteria share these three characteristics

1.

2.

3.

1.

2.

1.

1.

2.

3.

ANIMAL KINGDOM DICHOTMOUS KEY

Use the Chart on the back to create a dichotomous key for the six animal kingdoms.

Example. 1 a. prokaryote……………………..….. go to 2

b. eukaryote………………………….. go to 3

Name ___________________________________________________

Monster Dichotomous Key

1. Wings ……………………….Go to 2

No wings ……………………Go to 3

2. Tail …………………Greedy rodento

No Tail ………………………Go to 4

3. 0 to 2 legs …………………..Go to 7

More than two legs ………...Go to 5

4. Horns …………………Maxter wingus

No Horns …………...Bug eyed slinx

5. One eye …………………….Go to 6

Two eyes …………..Slurp opotomous

6. Teeth …………………….Poly Opicus

No teeth ……………….Mono octopus

7. Four eyes ……………………Quarto slugo

Two eyes …………………………..Go to 8

8. Antennae ………………………..Sniggle

Horns ………………...Horned lab monster

Name ____________________________________________________________

CLASSIFICATION CHART

Euk or Prok?

Domain?

Kingdom?

Animalia

Plantae

Fungi

Protista

Eubacteria

Archaea-bacteria

Autotroph (A) or heterotroph (H) or both (B)?

Motile(M) or immotile(I)

Examples

(3 each)

Unicellular (U) or multicellular (M) or both (B)?

Last two rows will be filled in week 2

Name ____________________________________________ Period ________ date ____________

#1 HUMAN BODY SYSTEMS

Rank the following in order from smallest (1) to largest (8):

______a)

______b) Atom

______c) Cells

______d) Molecules

______e) Organ

______f) Organelle

______g) Organism

______h) Organs system

______i) Tissue

Identify the system described and fill in the blanks with the missing information

Name of System

Description: fill in missing information

· Skin, mucus, oil, sweat, tears and saliva also work to prevent ____________________ from entering body

· Variety of ____________ ____________ ______________to defend against invasion of pathogens

· Consists of lymphatic vessels, lymph nodes, tonsils, spleen and thymus

· Responsible for ______________ _______________

· Kidneys filter blood to remove wastes from it, helping to maintain ___________________________ of body fluids

· Kidneys also help control level of sodium

· Includes: kidneys, urinary tract, bladder, ureters, and urethra

· Includes: testes and ovaries

· Males produce sperm.

· Females produce eggs.

· Controlled by __________________

· Works with _________________ system to maintain ____________________

· Made up of a series of _____________ that release chemicals directly into bloodstream

· Controls body through release of ________________

· Hormones provide information to body cells about metabolism, growth, development and behavior.

· Organs include: thyroid, pituitary gland, and hypothalamus

_____________________

· Allows for body movement by providing points of attachment for _____________________

· Protects internal organs

· Provides a framework for body tissues

· Two types of bone tissue (compact bone and spongy bone) that differ in density

· Produces __________ ____________ ___________ in marrow

· Stores minerals and _______

· Includes: bones, ligaments, tendons, and joints

· Controls organs in times of stress and when body is at rest

· Relays information to and from ______________ and _______________________ muscles

· Relays information to internal ________________

· Includes: nerves, brain, and spinal cord

· Breaks down food both ______________________ and ____________________________

· Breaks down food you eat into molecules that can be used as _________________ for your body cells

· Includes: mouth, stomach, small and large intestines, and esophagus

· Involved in getting ___________________ to your body cells and removing __________________ ________________________

· Cleans the dirty air you breathe

· Controlled partially by chemistry of the blood

· Includes: mouth, nose, lungs, and diaphragm

· ______________ blood cells: large; several types; all have nuclei; defend body against disease

· ______________ blood cells: transport oxygen and some carbon dioxide; lack a nucleus; contain hemoglobin

· Platelets: cell fragments needed for blood clotting

· Plasma: liquid; has proteins; transports red and white blood cells, platelets, nutrients, enzymes, hormones, gases and inorganic salts

· Includes: heart, veins, and arteries

· _____________________ carry blood to the heart.

· ___________ carry blood away from the heart.

· Exterior layer of epidermis helps protect from exposure to bacteria, heat, and chemicals

· Interior layer of epidermis has melanin to help ____________________ body cells from damage by solar radiation

· Helps maintain ______________________ by regulating internal body temperature (sweat)

· Functions as a _________________ organ

· Flexible and responsive organ

· Produces essential vitamins

· Main organ is the _______________ and covers body surfaces

· Three types: skeletal, smooth, and cardiac

· ___________________: involuntary; interconnected network that helps heart contract efficiently

· _______________________: voluntary; attaches to and moves bones

· ___________________: involuntary; lines organs, and most often squeezes to exert pressure on the space inside the tube or organ it surrounds in order to move material through it

· Able to contract to do work and move the body

Which system(s) is/are involved in

a) Regulation? ______________________________________________________

b) Nutrient absorption? ________________________________________________

c) Reproduction? _____________________________________________________

d) Defense/ protection? ________________________________________________

e) Illness in animals? _________________________________________________

Name ____________________________________________ Period ________ date ____________

#2 ABIOTIC VS BIOTIC FACTORS

Identify each of the following as abiotic (non-living) or biotic (living) factors

1.

2. Water

3. Trees

4. Trash

5. Bacteria

6. Sunlight

7. Mushrooms

8. Gravel

9. Birds

10. Rocks

11. Grass

12. Soil

13. Worms

14. Minerals

15. Insects

16. Temperature

17. Rabbits

18. Rain

19. Mice

20. Flood

21. Flowers

22. Storms

23. Weeds

24. Drought

25. Deer

Abitotic factors

Biotic Factors

Name ____________________________________________ Period ________ date ____________

#3 PLANT ADAPTATIONS

Match the plant adaptation to its biome.

BIOME: TUNDRA, AQUATIC, OR DESERT?

PLANT ADAPTATION

· Chlorophyll found in upper surface of leaves, surface has waxy coating.

· Leaves and stems are flexible and move with water currents.

· Leaves float on top of the water exposing the leaves to sunlight.

· Plant covered with hair to protect it from cold weather.

· Plants grow close to each other to protect from wind and cold.

· Plants have no leaves or small leaves that grow immediately after it rains.

· Plants small and low-growing to keep plants from freezing.

· Plants store water in their stems or leaves.

· Stems have air spaces that hold the plant upright in the water.

· Waxy coating on stems and leaves to reduce water loss.

Tundra: Extremely cold climate, Low biotic diversity, Simple vegetation structure, Limitation of drainage, Short season of growth and reproduction, Energy and nutrients in the form of dead organic material

Desert: Most deserts have a considerable amount of specialized vegetation, as well as specialized vertebrate and invertebrate animals. Soils often have abundant nutrients because they need only water to become very productive and have little or no organic matter

Aquatic biomes (marine and freshwater): Although water temperatures can vary widely, aquatic areas tend to be more humid and the air temperature on the cooler side

Name ____________________________________________ Period ________ date ____________

PLANTS: PARTS AND FUNCTIONS

Read the descriptions to help answer the questions

Roots

Stems

Leaves

Flower structures

· Absorb water and minerals

· Anchor plant

· May have hairs to aid absorption

· Often function as water or food storage sites (ensures long-term survival when water is scarce)

· Contain vascular tissues for transport to and from stem

· Bundled or circular arrangement of vascular tissue surrounds mass of parenchyma tissue

· Contain vascular tissues that transport water, dissolved minerals and sugars to and from roots and leaves

· Xylem: transports water and minerals

· Phloem: transports food (sugar; organic molecules)

· Support leaves and flowers

· Gases move in and out through stomata

· Most have relatively large surface area that receives sunlight

· Primary function is photosynthesis

· Some are adapted to store food

· Some are modified to release irritants when broken or crushed

· Water vapor is lost through transpiration, encourages water pulled up through roots

· Carpel: The female reproductive organ of the plant (includes stigma, style, and ovary)

· Stigma: Receives pollen during pollination

· Style: Slender stalk that connects the stigma to the ovary

· Ovule: Part of the ovary that usually has one egg; it becomes the seed after fertilization

· Ovary: Hollow base of the carpel; contains one or more ovules

· Stamen: Male reproductive organ of a flower (contains anther and filament)

· Anther: Tip of the stamen-produces pollen that eventually becomes sperm

· Filament: Thin stalk with anther at top

Which structures have similar transport functions like the circulatory system?

Which two structures are the male and female reproductive structures of plants?

Which structure functions like the respiratory system, where carbon dioxide is exchanged for oxygen?

Name ____________________________________________ Period ________ date ____________

PLANT RESPONSE

Plants have systems that allow them to respond to the environment.

Which tropism is illustrated: gravitropism, nastic movement, phototropism, or thigmotropism? Explain your reasoning. (3)

ANSWER THE FOLLOWING ON YOUR OWN PAPER

BODY SYSTEMS INTERACTION ACTIVITY

Each student draws two physical activity cards and two combinations of body systems cards. Describe how each of the systems on their card is involved in achieving the physical activity

FOCUS QUESTIONS

1. How is homeostasis maintained within all levels of organization?

2. As environmental conditions change how do body systems interact to maintain homeostasis?

3. Explain why a living organism cannot survive and reproduce without one or more of its systems.

4. How do the circulatory and excretory systems work together to conserve water when an animal becomes dehydrated?

Name __________________________________________ period ____________

Deer mountain lionbear prairie vole (rodent)

Acorn (oak tree seed)tick grassbutterfly

Lizardsnake squirrelegret (bird)

Bison flowring plantcoyote cocoyotestrawberry

Bacteria club fungus hawk bee

Rabbit robin earthwormdead organism

Roundworm ratgrasshopper caterpillar

(butterfly)

Part A: Eating Habits

From the chart, identify examples of each of the following

Herbivore

Carnivore

Omnivore

Decomposer

Detrivore

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

1.

2.

3.

1.

2.

Part B: Food Chains

· Use the Chart provided to create 3 food chains

· Label each with as many of the terms below as possible

· A= autotroph, H= heterotroph

· P= producer

· 1C= primary consumer, 2C secondary consumer, 3C tertiary consumer, etc

examples

dead organism --> club fungus --> deer --> mountain lion

P1C,H2C, H3C, H

#1 _____________ --> ____________ --> _____________ --> _____________

#2 _____________ --> ____________ --> _____________ --> _____________

#3 _____________ --> ____________ --> _____________ --> _____________

Part C: Food Webs

Use the food chains above to create a food web in the space below

Part D: Energy Pyramids

· Using the Food web created in part B, create an energy pyramid by placing the names of the organisms into the correct level

· Label the levels:

· producer, primary consumer, secondary consumer, tertiary consumer, quaternary consumer,

· autotroph(s), heterotroph(s),

· percent energy available at each level

Questions:

1. Why is the bottom of the pyramid wider than the top of the pyramid?

2. Why is there a loss of energy as you go up the pyramid? (where does the energy go?)

3. List 5 natural and 5 human-made dangers to your food web

NaturalHuman-made

Part E: Interactions part 1

Using the cards provided, list at least 5 examples of each type of interaction.

Predation

Mutualism

Commensalism

Parasitism

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

Part F: Interactions Part 2

Using your food web, make 10 pairs or organisms. Identify the type of interaction

Organism PairType of Interaction

Example Roundworm and coyoteParasitism

1. _______________ and _________________________________________________

2. _______________ and _________________________________________________

3. _______________ and _________________________________________________

4. _______________ and _________________________________________________

5. _______________ and _________________________________________________

6. _______________ and _________________________________________________

7. _______________ and _________________________________________________

8. _______________ and _________________________________________________

9. _______________ and _________________________________________________

10. _______________ and _________________________________________________

NOTES: ECOLOGY

Food chains and webs: the order that animals feed on other plants and animals; Sequence of who eats who in an ecosystem to obtain nutrition

Energy pyramid: Trophic Levels:the position it holds in a food chain and the amount of energy available at each level

1. ______________________ (organisms that make their own food from sunlight and/or chemical energy from deep sea vents) are the base of every food chain - these organisms are called __________________________.

2. _______________________________ are animals that eat primary producers; they are also called _______________________________ (plant-eaters).

3. __________________________ eat primary consumers. They are _______________________ (meat-eaters) and _______________________ (animals that eat both animals and plants).

4. _________________________ eat secondary consumers.

5. _________________________ eat tertiary consumers.

6. Food chains "end" with top predators, animals that have little or no natural enemies.

When any organism dies, it is eventually eaten by _____________________ (like vultures, worms and crabs) and broken down by ____________________________ (mostly bacteria and fungi), and the exchange of energy continues.

Interactions

type of symbiosis; both benefit

type of symbiosis; one benefits, the other is unaffected

type of symbiosis: one benefits, the other is harmed (loses food, shelter, body fluids, etc)

Predator (an organism that is hunting) feeds on its prey (the organism that is attacked).[

Bioaccumulation is the increase in concentration of a substance in organisms as they take in contaminated air, water, or food.

As bigger animals eat smaller animals, the level of contamination in the food is added to the level of contamination already in their body.

Example:

A mouse eats crops sprayed with DDT. An eagle then eats the infected mouse. The eagle is infected with the toxins. The eagle's system is then damaged and its eggs shells will become softer and the chick inside will either die, or be born without being properly developed.

A more simple example might be a bird flying over a factory and getting some acid. Then, a bigger bird eats that bird, then a different animal eats that bird, and eventully, the acid is collected and brings viruses or/and death.

Class Example: grass, grasshopper, mouse, lizard, rabbit, snake, hawk

· Create a and label a food chain (3 organisms)

· Create a and label a food web (all organisms)

· Create and label an energy pyramid (all organisms)

· Identify the type of reactions found between 4 pairs of organisms.