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NAME: ______________________________________________________________________________ PERIOD: __________________ 7th Grade Science Classification Objectives: 1. 2. 3. 4. Name 1. Martian and the Car 2. CSI AF 3. Characteristics of Life -­‐ text 4. Dichotomous Key 5. Classify Your Treasures 6. What a Strange Group 7. Bird Identification 8. Scientific Classification of Animals 9. Alien ID 10. Classifying Jelly Beans Essential Objectives: Objective Due Points Date Possible 1 10 Score 2 1,4 10 10 2,3 2,3 10 10 2 10 2 4 10 10 2 2 10 10 Total 100 Notes _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 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_____________________________________________________________________________ 1. The Martian and the Car Marty Martian was sent to Earth by the Martian government to find life. While on Earth, Marty captured a car and brought it back to Mars. He thought he'd found a good example of life on Earth. The Martian government is not sure that the car Marty brought back is alive. Marty must stand trial for failing to perform his Martian duties. At the trial, Marty spoke in his defense. "I first saw these life forms moving along roads in great numbers. They were giving off thick clouds of poisonous waste as they moved. They seemed to exhibit herding behavior, as many of the cars moved in the same direction. They appeared to have a great deal of energy, some of them moved faster than 60 kilometers per hour. When one of these life forms stopped or slowed down or got too close to another life form, the others responded. When they slowed down and gave off a reddish light from the back sometimes they would make honking noises. I observed that they would stop often to feed on a liquid substance. These life forms also seem to have a symbiotic relationship with a smaller life form. This symbiosis involves them giving transportation to the smaller life form in return for being fed, groomed and housed". Take the part of Marty's defense attorney and make a good case for the car's being alive. Then be the prosecutor and show that the car is a nonliving thing. List as many reasons as you can. Need help? See page 136 of your textbook. Defense Attorney -­‐ Evidence the ‘life form’ is alive: 1. ___________________________________ 2. ___________________________________ 3. ___________________________________ 4. ___________________________________ Prosecutor – Evidence the ‘life form is NOT alive: 1. ___________________________________ 2. ___________________________________ 3. ___________________________________ 4. ___________________________________ http://www.biologycorner.com/worksheets/martian.html 2. CSI AF Law enforcement uses fingerprinting to help identify subjects in investigations. You will help me solve a crime in our school. Procedures: 1. Using a pencil, shade in the square below until it is completely and heavily shaded in. 2. Rub your RIGHT POINTER finger in the square to transfer the graphite on to your finger. 3. Place a piece of transparent tape over your right pointer finger and then place the tape on the card, sticky side down. You now have a copy of your fingerprint. 4. Repeat steps 2 and 3 to make an identical card. Hand one of the cards to your teacher. 5. In your table groups (or groups of 6), group your fingerprints into groups. Be prepared to share how you made your groups with the class. 6. Help me solve the mystery of the “who done it?” by identifying the correct fingerprint left at the scene of the crime. You may want to get on the Internet to look up ways to ID fingerprints. 7. Draw or describe how you classified your fingerprints. 3. Characteristics of Life Before you read watch the Characteristics of Life video introduction on our webpage or at: http://vimeo.com/15407847 Then get with your team and have a 5 minute Breakout Discussion –as a group, answer these questions: 1. What is life? 2. What is the one thing that makes living things different from non-­‐living things? Read the textbook pages 134-­‐144 What is the Standard and Objective on page 134? Define Observation: What is Life? What are the FIVE 1. Characteristics of Life? 2. Give a brief description 3. 4. 5. So, in order to be alive, what does an organism have to have? What is Cell and what 4 things A cell is : must a cell be able to do? (pg 137) It has to be able to: 1. 2. 3. 4. Describe Metabolism: (pg 137) What are the differences in ways animals, plants and fungi metabolize things? Animals: Plants: Fungi: Where does nearly all the energy of life initially come from? Explain what it means to Respond to your environment. Give two examples of organism’s responding to their environment. What is Homeostasis? What is Growth? 1. 2. How is development different from growth? What is the purpose of reproduction? Describe the difference between living, once-­‐living, and non-­‐living Living: Once-­‐Living: Non-­‐Living: Lesson Summary – KNOW THIS! • All organisms are made of cells. • All living things grow and develop, reproduce, respond to their environment. •All living things need energy and resources to survive (Metabolism). 1. List the characteristics of Life that FIRE has: 2. Is FIRE alive?___________________ Why or why not? 4. Dichotomous Key We are going to (a) categorize nonliving objects based on external structures and (b) develop a classification system based on observed structural characteristics by classifying some objects. This will help you with Classifying Your Treasures later on. We will do group one as a class and you will do group 2 and Classify your treasures on your own. All objects is a branching chart of the objects you choose for group 2. Group 1: 1. A. If it ______________________________, _____________ B. If it ______________________________, _____________ 2.
A. If it __________________________, _____________ B. If it __________________________, _____________ 3.
A. If it ______________________________, _____________ B. If it __________________________, _____________ 4.
A. If it __________________________, _____________ B. If it __________________________, _____________ Group 2: 1. A. If it ______________________________, _____________ B. If it ______________________________, _____________ 2.
A. If it __________________________, ________________ B. If it __________________________, _____________ 3.
A. If it ______________________________, _______________ B. If it __________________________, _____________ 4.
A. If it __________________________, _____________ B. If it __________________________, _____________ All Objects 5. Classify Your Treasures You may use objects that I have OR may bring 6 similar, but different, objects from home. They could be 6 different baseball cards, hats, dolls, hair-­‐style products, etc. You will then make 2 keys that will help someone else know the name of the objects: dichotomous and a branching chart. Once your key is made, I need to check it off. I will choose one of your objects and see if I can classify it correctly. In order to get your points, your key must work. (I may appoint student helpers to pass off keys as well.) Dichotomous Key 1.
A. If it ______________________________, _____________ B. If it ______________________________, _____________ 2.
A. If it __________________________, _____________ B. If it __________________________, _____________ 3.
A. If it ______________________________, _____________ B. If it _____________________________, _____________ 4.
A. If it __________________________, _____________ B. If it __________________________, _____________ 5.
A. If it __________________________, _____________ B. If it __________________________, _____________ Make a Branching Chart with the same objects from Classify your Treasures All Objects What are the differences and the similarities between a Dichotomous Key and a Branching Chart? Differences Dichotomous Key Branching Chart Similarities In the next section you will write the Scientific names of some imaginary organisms. Write the 3 rules for writing a Scientific name here: 1. 2. 3. 6. What a Strange Group Key Using the key provided, identify each of the following organisms. Write their name on the lines provided. 7. Bird Identification The Key to Identification Using the key below, identify the 10 birds on the cards. Pay careful attention to the details for each bird. When finished, answer the questions that follow. 1a. Bird has at least some yellow coloring……………………………….. Go to #3 1b. Bird has no yellow coloring………………………………………….. Go to #2 2a. Bird has a long beak and hovers in the air ………………….. ……… Broad-­‐tailed Hummingbird 2b. Bird does not hover in the air with a long beak ……………………… Go to #6 3a. Bird has red coloring on its head …………………………………….. Western Tanager 3b. Bird has no red on its head …………………………………………... Go to #4 4a. Bird has a black V on its chest ………………………………………. Western Meadowlark 4b. Bird has no black V on its chest ……………………………………... Go to #5 5a. Bird has black on its wings and on the top of its head ………………. American Goldfinch 5b. Bird has no black on the top of its head ………………..……………. Yellow Warbler 6a. Bird has black spots covering most of its chest and back …………… Go to #7 6b. Bird has few or no spots …………………………………………….. Go to #9 7a. Bird has a short, hooked beak for tearing flesh ……………………… American Kestrel 7b. Bird has a longer, pointed beak ……………………………………… Go to #8 8a. Bird is black and white and has red on the top of its head ………….. Ladder-­‐backed Woodpecker 8b. Bird is tan and black with red on the back of its head ………………. Northern Flicker 9a. Bird has a long, curved beak ………………………………………… White-­‐faced Ibis 9b. Bird does not have a long, curved beak ……………………………... Go to #10 10a. Bird spends most of its time in the water ………………………….. Go to #11 10b. Bird does not spend most of its time in the water …………………. Go to #12 11a. Bird has a reddish-­‐brown head with no stripe ……………………... Redhead 11b. Bird has a reddish-­‐brown head with a green stripe ………….. …… Green-­‐winged Teal 12a. Bird has mostly blue coloring ……………………………………… Go to #13 12b. Bird has no blue, but has a black and white head ………………….. Black-­‐capped Chickadee 13a. Bird has black crest feathers on its head ……………..…………….. Stellar’s Jay 13b. Bird has a white chest and no crest feathers ……………………….. Western Scrub Jay Bird #1 __________________________________________________________ Bird #2 __________________________________________________________ Bird #3 __________________________________________________________ Bird #4 __________________________________________________________ Bird #5 __________________________________________________________ Bird #6 __________________________________________________________ Bird #7 __________________________________________________________ Bird #8 __________________________________________________________ Bird #9 __________________________________________________________ Bird #10 _________________________________________________________ Bird #11 _________________________________________________________ Bird #12 _________________________________________________________ Bird #13 _________________________________________________________ Bird #14 _________________________________________________________ Questions 1. How many choices do you have for each step of the key? 2. What kind of characteristics is this particular key based on? 3. Which two birds seem to be the most closely related? A. White-­‐faced Ibis and Stellar’s Jay B. Broad-­‐tailed Hummingbird and American Kestrel C. Green-­‐winged Teal and Western Meadowlark D. Western Tanager and Yellow Warbler 4. You catch a glimpse of a bird that is spotted and mostly black and white. What is the only bird on this key that it could possibly be? 5. Name two differences between a Stellar’s Jay and a Western Scrub Jay based on the key. 1. 2. 6. Which of the following characteristics would be most appropriately used when making a key for leaves? A. Where the leaves were found B. How plentiful the leaves are in your neighborhood C. The shape of the leaves D. Size of the leaves when you found them 8. Scientific Classification of Animals Introduction: There are more than 900,000 different types of animals. To help sort them into groups, a system of grouping or classification has been developed. You will be familiar with the names of some of the groups already, such as mammals, birds, reptiles, amphibians and insects. Animals are sorted by their differences, but also by what they have in common. Each type of animal is given a scientific name as well as a common one. You are a type of animal. Your common name is human. Your scientific name is Homo sapiens. Some animals are easily confused by their common names. For example, a “gopher” may be a very different animal depending on what part of the world you are from. There are different levels of classification: A Domain is the largest, and in it we have the levels of phylum, class, order, family, genus, and species. To explain how this works, this table shows how some well-­‐known animals are sorted. Dogs and wolves have many features in common so their classification is similar right down to species level. A crayfish is quite different from a dog, so you would expect them to be sorted right at level one. Look at the table below. • At which level are dogs and foxes separated? • At what level are dogs and wolves separated? From this chart you can see that dogs, wolves and foxes are in the same animal family, but are not the same species. Procedures: 1. Choose an animal that you wish to find out the classification for. Do not choose one that another student has picked. Don’t choose one from above. 2. Use your research materials to find the classification for your animal 3. Fill in the data table with your results and share them as your teacher instructs. 4. Use your class results to answer the analysis questions. 5. Data: Animal Name Level Phylum Class Order Family Genus Species Analysis: 1. How are the scientific names written? 1. 2. 3. 2. Why are common names commonly confused? 3. What do you know about two animals that are in the same Phylum? 4. What do you know about two animals that are in the same Species? 9. Alien Identification Use the dichotomous key that follows to classify the aliens. Look at an alien, read number one on the dichotomous key and answer the question, Continue following the correct path in the descriptions until the alien has a name. For example: “Does the first alien have feet?” Yes, he does. The statement tells you to go to statement two. Number two asks, “Does he have socks?” Yes, he does. The statement tells you to go to statement three. Number three asks, “Does he have antennae?” No, he does not. His life form is K. Write the letter K in the blank under the first alien. Alien Dichotomous Key 1.
A. Does the alien have feet?................................Go to statement 2 B. Does the alien have no feet?............................Go to statement 7 2.
A. Does the alien have socks?.............................Go to statement 3 B. Does the alien have no socks?.........................Go to statement 5 3.
A. Does the alien have antennae?.........................Go to statement 4 B. Does the alien have no antennae?.....................It is alien K 4.
A. Does the alien have two eyes?.........................It is alien R B. Does the alien have less than two eyes?.................It is alien M 5.
A. Does the alien have toes?...............................Go to statement 6 B. Does the alien have no toes?...........................It is alien T 6.
A. Does the alien have long hair?.........................It is alien Z B. Does the alien have no long hair?......................It is alien N 7.
A. Does the alien have eyes on stalks?...................Go to statement 8 B. Does the alien have eyes not on stalks?...............Go to statement 9 8.
A. Does the alien have a nose?............................It is alien X B. Does the alien have no nose?...........................It is alien Y 9.
A. Does the alien have arms?..............................It is alien V B. Does the alien have no arms............................It is alien W 4. When all aliens are named, classify the aliens into the classification system by listing the alien’s letters into the groups below. Kingdom Feet ________________ Kingdom No-­‐Feet _____________ Phylum Socks ________________ Phylum No-­‐Socks _____________ Class Eyes-­‐on-­‐Stalks ___________ Class Eyes-­‐not-­‐on-­‐Stalks ________ Order Antennae _______________ Order No-­‐Antennae ____________ Family Hair __________________ Family No-­‐Hair _______________ Genus Nose __________________ Genus No-­‐Nose _______________ Species Arms _________________ Species No-­‐Arms _____________
5. When classifying organisms, kingdom is very general grouping. You will find this group to be the largest group of organisms. Species will be very specific. This group will be the smallest group. Keeping this in mind, use the data above and fill in Kingdom Feet. Using just the aliens from Kingdom Feet, finish this classification. Which alien ended up in species? Kingdom Feet ___________________________________ Phylum Socks ___________________________________ Class Eyes not-­‐on-­‐Stalks ___________________________ Order Antennae __________________________________ Family Hair _____________________________________ Genus Nose _____________________________________ Species Arms ____________________________________ Attachment 2: Classifying Aliens
10. Classifying Jelly Beans Introduction: Scientists use classification keys to find names for living things. In this activity you will use a key to find names for jellybeans known as Jelly Belly. A key starts with numbered choices. As you decide on the characteristics of the bean, you move through the key. Remember to always start with number one and then go where it directs you. The great thing about this activity is: you get to eat the jellybeans and see if you have correctly named them! Materials: 5 jelly beans in a bag, classification key, and a few brain cells & taste buds. Procedures: 1. Look on the “Classifying Jelly Bean” key. 2. Pick a bean and start with and list the numbers you follow to identify the bean. Always start at #1. Fill in the numbers in the data as you go. 3. When you get to a description for the flavor of the bean, eat it. Write down the flavor you identified it to be (the flavor you ended with). 4. Finally, if it tasted different than what you keyed it to taste like, write it’s REAL flavor (if you can identify it) in the “Real Flavor” column. Data: Brief description of Numbers you Flavor you jelly bean followed identified Conclusion: 1. How many correct? 2. What steps were difficult to distinguish? 3. If you could change the key, what would you adjust or change? Real flavor (if different) Gimbal© JELLY BELLY CLASSIFICATION KEY 1a. No spots or speckles…..……………………................. 2 1b. Speckled/spotted (even one spot counts)………..…….13 2a. White ……………….…………………………..Coconut 2b. Black…………………………………….......…..Licorice 2c. Brown or tan……………………………….…………....3 2d. Any other color………………………….………….…...4 3a. Root beer brown……………..……….……….Root Beer 3b. Dark brown………………………..……Wow Chocolate 3c. Honey colored……………………………….……Honey 4a. Yellow or orange…….…………………….…………...5 4b. Red or Pink………………………………..…...…….....7 4c. Purple, green or blue…………………….….……..…..10 5a. Orange…………………………………………….…….6 5b. Pale cloudy yellow…………………………..Pina Colada 5c. Pale translucent yellow…………………...........Pineapple 5d. Bright translucent yellow.………………………...Lemon 6a. Bright opaque orange……………………Orange Sherbet 6b. Cloudy or milky orange……………………Passion Fruit 6c. Translucent orange…………………………….Tangerine 7a. Red……………………..……………….………….…..8 7b. Pink………………………………………….……..…..9 8a. Bright opaque red………………………...Red Delicious 8b. Bright translucent red……………............…Wild Cherry 8c. Dark red…………………………………….….Rasberry 9a. Cloudy or milky pink……………….…...….Bubble Gum 9b. Translucent Pink………………………...…Cotton Candy 9c. Dull light pink……………………………Pink Grapefruit 10a. Blue…………………………….………..…………..11 10c. Green…………………………….………………..…12 10d. Lavender……………………………..…...Boysenberry 11a. Light blue……………………….….……….Verry Blue 11b. Dark blue…………………..……..…………..Blueberry 12a. Light translucent green….…..Kiwi Stawberry Smoothie 12b. Lime green. .………………………..……..…Key Lime 12c. Dark green ….……………………………..Watermelon 12d. Bright grass Green .………………….……Green Apple 13a. Brown or tan…………………………..……..………..14 13b. White w/black flecks…………………….French Vanilla 13c. Any other color……………………….……….………15 14a. Dark brown w/tan spots…………….……..Java (Coffee) 14b. Light tan with brown spots…...…Roasted Marshmallow 14c. Dark tan with brown spots…………….…..…..Tiramisu 15a. Pink…………………………………….………….…16 15b. Red………………………………….………………..17 15c. Green, yellow, orange, white….……………………..18 15d. Blue w/light blue spots………………Superfruit Fusion 15e. Light purple w/dark purple spots…………..Fruit Punch 16a. Pale pink/red spots……...……..Strawberry Cheesecake 16b. Pale pink w/multi colored spots.………..….Tutti-­‐Frutti 16c. Darker pink w/small red spots….....Strawberry Daiquiri 17a. Light Red w/pink spots………...…..….…...Strawberry 17b. Bright Red w/yellow spot…………....Spicy Cinnamon 17c. Dark Red w/ pink spots……………………Fruit Punch 22
18a. Green……………………………………..…………19 18b. Yellow or white or orange………………..………....20 19a. Grass green w/green, white spots………Baja Margarita 19b. Split-­‐pea green w/dark spots…………....Perfectly Pear 20a. Pale yellow / white w/yellow spots.....Buttered Popcorn 20b. White w/blue and red spots…………...Ice Cream Cake 20c. Orange w/dark red spots…………………….……Peach 23