Diversity Of Life Project Acs V1 2wednesdayMrJewett
Biodiversity Project description and reading assignment for ACS Biology 10 with Mr. Jewett. This reading assignment is specific for WEDNESDAY sections (10-3, 10-4, and 10-7) but the rest of the info is the same.
This document provides a list of animals to choose from and questions about their habitat and how it protects or helps the animal. It concludes by noting that while humans can modify environments, some animals cannot adapt and have gone extinct, asking the reader to name extinct animals.
This document discusses biodiversity and the classification of species. It explores where life can be found on Earth and estimates there are over 1.7 million classified species but up to 15 million total species. The document examines three main ways species can be classified - biologically based on ability to breed, morphologically based on physical features, and phylogenetically based on evolutionary history. It provides examples of interspecies interactions like food chains, symbiotic relationships, and ecosystems reliance on biodiversity.
This document provides an overview and teaching guide for the NOVA program "Dogs and More Dogs". The program discusses:
- The evolution of dogs from wolves and the diversity of dog breeds today.
- Two competing theories for how dogs were domesticated from wolves.
- Experiments showing how selection for tameness in foxes produced dog-like traits.
- How humans used food rewards to breed dogs for specific behaviors over thousands of years.
- Genetic factors contributing to traits unique to dogs and disease issues from extensive inbreeding.
The teaching guide provides background information, discussion questions, and a classroom activity to simulate how selective pressures can influence evolution using a card game representing wolf temperament genes
This document provides information about three different dinosaurs - Triceratops, Stegosaurus, and Tyrannosaurus rex. It includes facts about each dinosaur such as what they ate, how they defended themselves, and what their names mean. The document also contains interactive quiz questions about each dinosaur. The purpose is to educate about different types of dinosaurs from the Mesozoic era.
This document provides an overview of natural selection and evolution through a lab activity on the topic. It begins by listing learning objectives for the lab that cover how predation and reproduction impact evolutionary fitness. The document then defines evolution as change over time and provides examples of evidence. It discusses factors necessary for natural selection, Darwin's theory, and examples of adaptation from Darwin's observations of the Galapagos Islands. Rules for an evolution game simulation are outlined to demonstrate natural selection concepts in a fun and informative way.
Lesson 4 Sow How Are New Breeds Of Animal ProducedHenry Emuna
Selective breeding involves choosing animals with desired inherited characteristics to mate and produce offspring with those traits. Over generations, this process has resulted in the establishment of distinct breeds of animals with specific physical and behavioral traits. Breeders aim to pass on traits like working ability, appearance, or size through selective breeding to produce animals suited for particular purposes.
The document outlines a dinosaur unit for 3rd grade students. It includes lessons in reading/science, writing poetry, math with fractions, and art. Students will learn about dinosaurs, fossils, extinction, and classification. They will write onomatopoeia poems, work with fractions like addition and subtraction, and create art projects like paper mache hats. Assessment includes quizzes through the week and a final presentation on a dinosaur with included facts and a poem.
Diversity Of Life Project Acs V1 2wednesdayMrJewett
Biodiversity Project description and reading assignment for ACS Biology 10 with Mr. Jewett. This reading assignment is specific for WEDNESDAY sections (10-3, 10-4, and 10-7) but the rest of the info is the same.
This document provides a list of animals to choose from and questions about their habitat and how it protects or helps the animal. It concludes by noting that while humans can modify environments, some animals cannot adapt and have gone extinct, asking the reader to name extinct animals.
This document discusses biodiversity and the classification of species. It explores where life can be found on Earth and estimates there are over 1.7 million classified species but up to 15 million total species. The document examines three main ways species can be classified - biologically based on ability to breed, morphologically based on physical features, and phylogenetically based on evolutionary history. It provides examples of interspecies interactions like food chains, symbiotic relationships, and ecosystems reliance on biodiversity.
This document provides an overview and teaching guide for the NOVA program "Dogs and More Dogs". The program discusses:
- The evolution of dogs from wolves and the diversity of dog breeds today.
- Two competing theories for how dogs were domesticated from wolves.
- Experiments showing how selection for tameness in foxes produced dog-like traits.
- How humans used food rewards to breed dogs for specific behaviors over thousands of years.
- Genetic factors contributing to traits unique to dogs and disease issues from extensive inbreeding.
The teaching guide provides background information, discussion questions, and a classroom activity to simulate how selective pressures can influence evolution using a card game representing wolf temperament genes
This document provides information about three different dinosaurs - Triceratops, Stegosaurus, and Tyrannosaurus rex. It includes facts about each dinosaur such as what they ate, how they defended themselves, and what their names mean. The document also contains interactive quiz questions about each dinosaur. The purpose is to educate about different types of dinosaurs from the Mesozoic era.
This document provides an overview of natural selection and evolution through a lab activity on the topic. It begins by listing learning objectives for the lab that cover how predation and reproduction impact evolutionary fitness. The document then defines evolution as change over time and provides examples of evidence. It discusses factors necessary for natural selection, Darwin's theory, and examples of adaptation from Darwin's observations of the Galapagos Islands. Rules for an evolution game simulation are outlined to demonstrate natural selection concepts in a fun and informative way.
Lesson 4 Sow How Are New Breeds Of Animal ProducedHenry Emuna
Selective breeding involves choosing animals with desired inherited characteristics to mate and produce offspring with those traits. Over generations, this process has resulted in the establishment of distinct breeds of animals with specific physical and behavioral traits. Breeders aim to pass on traits like working ability, appearance, or size through selective breeding to produce animals suited for particular purposes.
The document outlines a dinosaur unit for 3rd grade students. It includes lessons in reading/science, writing poetry, math with fractions, and art. Students will learn about dinosaurs, fossils, extinction, and classification. They will write onomatopoeia poems, work with fractions like addition and subtraction, and create art projects like paper mache hats. Assessment includes quizzes through the week and a final presentation on a dinosaur with included facts and a poem.
AP Biology Ch 27 Introduction to Animal DiversityStephanie Beck
This document provides an overview of animal diversity and evolution. It describes key characteristics of animals including being multicellular, eukaryotic, and heterotrophic. It outlines the major kingdoms and describes the evolution of developmental processes like blastula formation and gastrulation, implying these processes evolved early in animal history. It details the major eras of animal evolution from the Neoproterozoic to present. It also describes body plans involving symmetry, tissues derived from germ layers, and presence or absence of coeloms.
Ch 32 intro to animal diversity 10-11 [compatibility mode]Beth Ludwig
This document provides an overview of key characteristics and the evolutionary history of animals. It describes animals as multicellular eukaryotes that primarily reproduce sexually and undergo cleavage and gastrulation after fertilization. It discusses the Cambrian explosion which marked the earliest fossil evidence of many major animal groups and how diversity increased through the Paleozoic era. It also outlines important animal features like body plans, tissues, coelom presence, and protostome vs deuterostome development.
This document outlines an assignment for an animal diversity project. Students will work in groups of 2-3 and present on an assigned animal taxon, such as a phylum of invertebrates or group of vertebrates. The 9-11 minute presentation must include information on taxonomy, evolution, characteristics, representative organisms, and human interactions. A 1-2 page handout is due beforehand. Students must submit an outline and vocabulary list in advance and bibliography with sources. The project aims to teach classmates about animal diversity.
Mammals are a class of vertebrate animals with hair, live birth, mammary glands, internal temperature regulation, and four-toed limbs. There are three subclasses of mammals defined by how they bear and nourish their young: monotremes lay eggs, marsupials carry young in pouches, and placental mammals carry young in placentas. Mammals are unique in their production of milk to feed their young through mammary glands.
Dams have several ecological impacts:
1. They can spread diseases by creating habitats for disease-carrying animals like mosquitoes and snails.
2. They often require resettlement of nearby populations, disrupting communities and livelihoods.
3. Dams block sediment flow and damage aquatic ecosystems downstream by preventing nutrient transport.
10 4 all handouts animal diversity 2010 jewett editMrJewett
The document summarizes key information about sponges and cnidarians. It discusses their:
1) Simple body structures and lack of tissues in sponges. Cnidarians have a gastrovascular cavity and three body layers.
2) Radial symmetry in cnidarians and lack of symmetry in sponges.
3) Close evolutionary relationship and how cnidarians were early ancestors of animals with nerves and muscles.
4) Filter feeding in sponges and carnivorous feeding using nematocysts in cnidarians like jellyfish and hydra.
The document provides an overview of taxonomic classification and the diversity of life. It discusses the major domains, kingdoms, and taxa within the tree of life including bacteria, protists, fungi, plants, and animals. Key details are provided on viruses, prokaryotes, taxonomic hierarchy, fungi characteristics, plant types, invertebrate and vertebrate phyla, and defining features of major groups.
Eutrophication is a process where bodies of water become overly enriched with minerals and nutrients which induces excessive growth of algae. This excess algae consumes oxygen in the water impacting other organisms and can produce harmful algal blooms. One of the largest areas impacted is the Gulf of Mexico, where the Mississippi River drains large amounts of fertilizers from farms causing a massive low oxygen "dead zone". Preventing eutrophication requires reducing nutrient runoff from agriculture and other sources.
The document discusses animal diversity and taxonomy. It covers the taxonomic groups from kingdom to species and provides examples. It also covers the six kingdoms and three domain system of classification. Several invertebrate phyla are described including their characteristics and examples. Trends in vertebrate evolution related to respiration, circulation, reproduction, brain structure, and digestion are summarized.
Mammals are a class of animals characterized by hair, mammary glands, and three middle ear bones. They reproduce through various methods including egg-laying, giving birth to underdeveloped young that develop further in pouches, and full gestation with nourishment from mothers via placentas. Mammals go through mating, fertilization, gestation, birth, growth to maturity, and have complex digestive systems. Examples described include cheetahs, opossums, and black bears.
10 1 all handouts animal diversity 2010 jewett editMrJewett
Echinodermata are marine invertebrates with hard spiny coverings and calcite skeletons. They exhibit pentaradial symmetry and move via a water vascular system and tube feet. Echinoderms reproduce sexually via external fertilization and some can regenerate or reproduce asexually. Common classes include sea stars, sea urchins, sea cucumbers, and brittle stars.
Corrected lina momo iliyan air pollution 10 4MrJewett
Air pollution is defined as gases, dust, smells, and fumes in harmful amounts that are released into the air. Major causes include factories, increased population, and burning fossil fuels. Examples are acid rain, smog, and the greenhouse effect. Effects are damage to health, environment, and visibility. Solutions proposed include tighter emissions standards, cleaner fuels, and increased public transportation to address traffic as a significant source of pollution especially in cities like Mexico City.
Amphibians live both on land and in water. They undergo metamorphosis from egg to aquatic larvae to adult with lungs and limbs. Amphibians reproduce sexually by laying eggs in moist environments that develop into larvae with gills. Common UK amphibians include toads, frogs, and newts that live near water and eat insects, worms and other invertebrates.
Birds are classified under the kingdom Animalia, phylum Chordata, and class Aves. They share characteristics like feathers, hollow bones, and a four-chambered heart that allow for flight. Bird species range greatly in size from the Bee Hummingbird to the Ostrich. Many bird species migrate seasonally and use tools like the sun and stars for navigation. Humans interact with birds in various ways such as using feathers, eggs, and meat as food or keeping birds as pets.
1. Charles Darwin published On the Origin of Species in 1859 which helped establish modern evolutionary theory and Archaeopteryx was identified as an early bird.
2. Theropod dinosaurs were bipedal and had many avian characteristics like wishbones which helped evolve into modern birds. The evolution of feathers allowed for flight.
3. Birds have many adaptations for flight like wing shape, feather structure, strong pectoral muscles, and high metabolisms which allow for sustained flapping.
Birds are classified in the class Aves. They have bilateral symmetry and evolved from dinosaurs over 250 million years ago. Key shared characteristics with other animals include feathers, a four-chambered heart, large brains, and wings that allow for gliding and flapping flight. Birds reproduce through internal fertilization and lay hard-shelled eggs. Examples provided include the Indian peafowl, American flamingo, and ostrich.
The document discusses various types of fish, including their anatomy, movement, breathing, and reproduction. It provides facts about specific fish such as sharks, catfish, and sprat. It also includes fun facts about fish behavior and the oldest recorded goldfish.
Echinoderms are marine animals with radial symmetry and tube feet used for locomotion. They include starfish, sea urchins, sea cucumbers and brittle stars. Echinoderms reproduce through external fertilization and have a water vascular system and coelomic fluid for gas exchange, digestion and waste removal. They have a nerve network and can sense light, touch and chemicals through sensory cells or eye spots.
Animal characteristics include having distinct genes that control unique body plans, being heterotrophs that develop from fertilized eggs and have internal digestion and motility. Phylum Porifera includes sponges, which have spicules for structure/defense and filter feed using choanocytes and ostia. Phylum Cnidaria includes jellyfish, anemones, and corals, which have stinging nematocysts, a sac-like gut, and a diploblastic body plan. Phylum Platyhelminthes includes flatworms such as flukes and tapeworms, which have an unbranched digestive system and tissues but not complete organ systems.
This document summarizes key characteristics of animals. It notes that animals are multicellular, heterotrophic eukaryotes whose cells lack cell walls. It describes two main modes of animal development - protostome and deuterostome. Protostome development involves spiral, determinate cleavage and schizocoelous coelom formation, resulting in the blastopore developing into the mouth. Deuterostome development involves radial, indeterminate cleavage and enterocoelous coelom formation, with the blastopore developing into the anus.
The document provides information and instructions for an animal project assigned to a biology class. It includes an introduction to the animal kingdom through a classification song. Students will work in groups to research and present on an animal. The project involves developing an outline, annotated bibliographies, pictures of body systems, and a multimedia presentation. Guidelines are provided for the assignments, research sources, PowerPoint rules, and rubrics for grading the content and technology components.
The document provides information about an animal project assigned to students in a biology class. It includes an introduction to the animal kingdom through a classification song. It then outlines the project which requires students to research an animal in groups and present on it. Guidelines are provided for the project components including sources, assignments due each week, and rubrics for grading the final presentation and use of technology.
AP Biology Ch 27 Introduction to Animal DiversityStephanie Beck
This document provides an overview of animal diversity and evolution. It describes key characteristics of animals including being multicellular, eukaryotic, and heterotrophic. It outlines the major kingdoms and describes the evolution of developmental processes like blastula formation and gastrulation, implying these processes evolved early in animal history. It details the major eras of animal evolution from the Neoproterozoic to present. It also describes body plans involving symmetry, tissues derived from germ layers, and presence or absence of coeloms.
Ch 32 intro to animal diversity 10-11 [compatibility mode]Beth Ludwig
This document provides an overview of key characteristics and the evolutionary history of animals. It describes animals as multicellular eukaryotes that primarily reproduce sexually and undergo cleavage and gastrulation after fertilization. It discusses the Cambrian explosion which marked the earliest fossil evidence of many major animal groups and how diversity increased through the Paleozoic era. It also outlines important animal features like body plans, tissues, coelom presence, and protostome vs deuterostome development.
This document outlines an assignment for an animal diversity project. Students will work in groups of 2-3 and present on an assigned animal taxon, such as a phylum of invertebrates or group of vertebrates. The 9-11 minute presentation must include information on taxonomy, evolution, characteristics, representative organisms, and human interactions. A 1-2 page handout is due beforehand. Students must submit an outline and vocabulary list in advance and bibliography with sources. The project aims to teach classmates about animal diversity.
Mammals are a class of vertebrate animals with hair, live birth, mammary glands, internal temperature regulation, and four-toed limbs. There are three subclasses of mammals defined by how they bear and nourish their young: monotremes lay eggs, marsupials carry young in pouches, and placental mammals carry young in placentas. Mammals are unique in their production of milk to feed their young through mammary glands.
Dams have several ecological impacts:
1. They can spread diseases by creating habitats for disease-carrying animals like mosquitoes and snails.
2. They often require resettlement of nearby populations, disrupting communities and livelihoods.
3. Dams block sediment flow and damage aquatic ecosystems downstream by preventing nutrient transport.
10 4 all handouts animal diversity 2010 jewett editMrJewett
The document summarizes key information about sponges and cnidarians. It discusses their:
1) Simple body structures and lack of tissues in sponges. Cnidarians have a gastrovascular cavity and three body layers.
2) Radial symmetry in cnidarians and lack of symmetry in sponges.
3) Close evolutionary relationship and how cnidarians were early ancestors of animals with nerves and muscles.
4) Filter feeding in sponges and carnivorous feeding using nematocysts in cnidarians like jellyfish and hydra.
The document provides an overview of taxonomic classification and the diversity of life. It discusses the major domains, kingdoms, and taxa within the tree of life including bacteria, protists, fungi, plants, and animals. Key details are provided on viruses, prokaryotes, taxonomic hierarchy, fungi characteristics, plant types, invertebrate and vertebrate phyla, and defining features of major groups.
Eutrophication is a process where bodies of water become overly enriched with minerals and nutrients which induces excessive growth of algae. This excess algae consumes oxygen in the water impacting other organisms and can produce harmful algal blooms. One of the largest areas impacted is the Gulf of Mexico, where the Mississippi River drains large amounts of fertilizers from farms causing a massive low oxygen "dead zone". Preventing eutrophication requires reducing nutrient runoff from agriculture and other sources.
The document discusses animal diversity and taxonomy. It covers the taxonomic groups from kingdom to species and provides examples. It also covers the six kingdoms and three domain system of classification. Several invertebrate phyla are described including their characteristics and examples. Trends in vertebrate evolution related to respiration, circulation, reproduction, brain structure, and digestion are summarized.
Mammals are a class of animals characterized by hair, mammary glands, and three middle ear bones. They reproduce through various methods including egg-laying, giving birth to underdeveloped young that develop further in pouches, and full gestation with nourishment from mothers via placentas. Mammals go through mating, fertilization, gestation, birth, growth to maturity, and have complex digestive systems. Examples described include cheetahs, opossums, and black bears.
10 1 all handouts animal diversity 2010 jewett editMrJewett
Echinodermata are marine invertebrates with hard spiny coverings and calcite skeletons. They exhibit pentaradial symmetry and move via a water vascular system and tube feet. Echinoderms reproduce sexually via external fertilization and some can regenerate or reproduce asexually. Common classes include sea stars, sea urchins, sea cucumbers, and brittle stars.
Corrected lina momo iliyan air pollution 10 4MrJewett
Air pollution is defined as gases, dust, smells, and fumes in harmful amounts that are released into the air. Major causes include factories, increased population, and burning fossil fuels. Examples are acid rain, smog, and the greenhouse effect. Effects are damage to health, environment, and visibility. Solutions proposed include tighter emissions standards, cleaner fuels, and increased public transportation to address traffic as a significant source of pollution especially in cities like Mexico City.
Amphibians live both on land and in water. They undergo metamorphosis from egg to aquatic larvae to adult with lungs and limbs. Amphibians reproduce sexually by laying eggs in moist environments that develop into larvae with gills. Common UK amphibians include toads, frogs, and newts that live near water and eat insects, worms and other invertebrates.
Birds are classified under the kingdom Animalia, phylum Chordata, and class Aves. They share characteristics like feathers, hollow bones, and a four-chambered heart that allow for flight. Bird species range greatly in size from the Bee Hummingbird to the Ostrich. Many bird species migrate seasonally and use tools like the sun and stars for navigation. Humans interact with birds in various ways such as using feathers, eggs, and meat as food or keeping birds as pets.
1. Charles Darwin published On the Origin of Species in 1859 which helped establish modern evolutionary theory and Archaeopteryx was identified as an early bird.
2. Theropod dinosaurs were bipedal and had many avian characteristics like wishbones which helped evolve into modern birds. The evolution of feathers allowed for flight.
3. Birds have many adaptations for flight like wing shape, feather structure, strong pectoral muscles, and high metabolisms which allow for sustained flapping.
Birds are classified in the class Aves. They have bilateral symmetry and evolved from dinosaurs over 250 million years ago. Key shared characteristics with other animals include feathers, a four-chambered heart, large brains, and wings that allow for gliding and flapping flight. Birds reproduce through internal fertilization and lay hard-shelled eggs. Examples provided include the Indian peafowl, American flamingo, and ostrich.
The document discusses various types of fish, including their anatomy, movement, breathing, and reproduction. It provides facts about specific fish such as sharks, catfish, and sprat. It also includes fun facts about fish behavior and the oldest recorded goldfish.
Echinoderms are marine animals with radial symmetry and tube feet used for locomotion. They include starfish, sea urchins, sea cucumbers and brittle stars. Echinoderms reproduce through external fertilization and have a water vascular system and coelomic fluid for gas exchange, digestion and waste removal. They have a nerve network and can sense light, touch and chemicals through sensory cells or eye spots.
Animal characteristics include having distinct genes that control unique body plans, being heterotrophs that develop from fertilized eggs and have internal digestion and motility. Phylum Porifera includes sponges, which have spicules for structure/defense and filter feed using choanocytes and ostia. Phylum Cnidaria includes jellyfish, anemones, and corals, which have stinging nematocysts, a sac-like gut, and a diploblastic body plan. Phylum Platyhelminthes includes flatworms such as flukes and tapeworms, which have an unbranched digestive system and tissues but not complete organ systems.
This document summarizes key characteristics of animals. It notes that animals are multicellular, heterotrophic eukaryotes whose cells lack cell walls. It describes two main modes of animal development - protostome and deuterostome. Protostome development involves spiral, determinate cleavage and schizocoelous coelom formation, resulting in the blastopore developing into the mouth. Deuterostome development involves radial, indeterminate cleavage and enterocoelous coelom formation, with the blastopore developing into the anus.
The document provides information and instructions for an animal project assigned to a biology class. It includes an introduction to the animal kingdom through a classification song. Students will work in groups to research and present on an animal. The project involves developing an outline, annotated bibliographies, pictures of body systems, and a multimedia presentation. Guidelines are provided for the assignments, research sources, PowerPoint rules, and rubrics for grading the content and technology components.
The document provides information about an animal project assigned to students in a biology class. It includes an introduction to the animal kingdom through a classification song. It then outlines the project which requires students to research an animal in groups and present on it. Guidelines are provided for the project components including sources, assignments due each week, and rubrics for grading the final presentation and use of technology.
This document provides an overview of an educational unit on invertebrates. It will explore six major groups of invertebrates: sponges, cnidarians, echinoderms, mollusks, annelids, and arthropods. Resources in the unit are available at different reading levels. The unit aims to help students appreciate the diversity of invertebrate life and understand their importance in ecosystems. It will also address invertebrate anatomy, growth, behavior, and factors that influence them.
This document provides an overview of an introductory agricultural zoology course. The course covers fundamental zoological concepts like the diversity of animal life, evolutionary relationships, and organ system structure and function. It includes both theoretical and laboratory components. The course is intended to help students understand the scientific perspectives and complexity of living organisms. Key topics that will be covered include biological principles of zoology, taxonomy and classification of animals, and an overview of the animal kingdom.
What to know how you're related to a brown rat? Interpret this infographic to find out.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
The document discusses taxonomy, which is the science of naming organisms and classifying them into taxonomic groups. It explains key concepts in taxonomy including the biosphere, binomial nomenclature, and dichotomous keys. The development of taxonomy from early classifiers like Aristotle to modern systems developed by Linnaeus involving hierarchical classification across seven main taxa is summarized.
This document outlines an assignment on biological systems. The purpose is for students to examine relationships between organisms and how humans impact the environment. Students will complete several tasks, including creating identification keys, illustrating classification, studying four ecosystems in London, analyzing human impacts like pollution, and proposing investigations to monitor long-term environmental changes. The assignment aims to provide evidence for students to pass, merit, or distinguish levels based on their understanding of organisms, ecosystems, and human influences.
The student's work outlines how science is working to help the selected endangered Thai species of Kouprey. It identifies some conflicts between the Kouprey, environment, and humans. The work discusses the impact of supporting the Kouprey and presents required information in the correct format, including a research table. However, some key terms are used inaccurately and the bibliography requires improvement. This work would likely be assessed at Level 3.
This document discusses endangered species in Australia and provides information and assessments for a classroom unit on the topic. It notes that over the last 200 years, many Australian species have gone extinct and many more are now endangered due to human activity like habitat destruction. The unit aims to help students understand why species become endangered and what can be done to protect them. Assessments include reflections on video clips about endangered wildlife, creating online posters about specific endangered species, and presenting multimedia projects about threatened local animals to inspire conservation action.
This document provides an overview and requirements for a "Proof of Life Project" assignment where students must research an organism, present information about its habitat, behavior, evolution, and ecological relationships through various formats like a presentation, paper, or video. Students are guided through learning about key topics like plagiarism, developing a dichotomous key, cladogram, and food web for their organism, and are given the opportunity to extend their project through additional research activities.
This presentation will be the introduction of the unit of work "Save our Animals".
This presentation will be presented during the implementaion of Lesson 2 week 1.
Linnaean Classification, Phylogeny of Major Groups, Major Groups of Arthropods, Class Insect, Characteristics of Class Insect, Life Cycles, Trends History of Arthropods, External Anatomy, Modifications and Insect Diversity, Insect orders,
Proturans and Diplurans,
Internal Feeders, External Feeding Guilds, Labelling
12 Science Lesson Plan for Constructivism-5E.docxSamruddhi Chepe
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
12 Science Lesson Plan for Constructivism-5E.docxSamruddhi Chepe
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Lesson content acts as the backbone of any learning experience. It gives the necessary information and guidance for learners to grasp new concepts, acquire skills, and broaden their understanding of the subject matter. Well-designed and engaging lesson content lays the foundation for effective teaching and learning.
A successful lesson plan addresses and integrates three key components: Learning Objectives Learning activities Assessment to check for student understanding A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive.
Science Method Lesson Plans for CAM, Integrated Lesson, Journey Method, Inductive, Constructivist, Herbartian Approach, 5 E, Inquiry Training Model, Role Paly are all provided for the benefit of students. 8 elements of lesson plans
Grade level and subject. One of the first sections of a lesson is the grade level and subject of the lesson you're going to teach. ...
Type of lesson. This is a brief section that explains the type of lesson you're going to be teaching. ...
Duration. ...
Topic. ...
Objective. ...
Materials. ...
Directions. ...
Assessment. A good daily lesson plan will include at least the following:
Introduction. The beginning of the lesson should engage the students' attention and focus on the topic. ...
Lesson development. Teachers should make students aware of the intended learning outcomes of the lesson. ...
Assessment activities. ...
Wrap up:
A lesson objective (or a teaching objective or a learning objective) is what the teacher wants the children to have learned or achieved by the end of a lesson. It's also known as a WALT (We Are Learning To).
Providing all these lesson notes for easy comprehension and reference purpose.
This document provides an overview of a unit on endangered species in Australia. It discusses how over 200 years, many Australian species have gone extinct due to human activity that destroys habitats and introduces invasive species. Currently around 40 mammal species and hundreds of plant species are endangered. The document outlines two assessment tasks for students - writing reflections on videos about saving wildlife and creating online posters about endangered species. It also details a third assessment involving researching threatened local species, writing stories about their past and future, and creating audio presentations to share with the class. The overall goals are for students to understand why species become endangered and what can be done to protect them.
This lesson plan introduces students to the nervous systems and sensory organs of different animal phyla. It begins with an overview of the human nervous system and a discussion of senses. Students then observe models of representative species from different phyla to learn about their sensory abilities, how sensory information is processed, and how they respond to stimuli. The lesson focuses on 9 animal phyla in particular, starting with Chordata which includes mammals like rats, dogs, and horses. The summary recaps what was learned about chordate nervous systems and previews that the next part will cover the remaining phyla.
This document provides an overview of a unit on endangered species. It discusses how over 200 years, many Australian species have gone extinct due to human activity such as habitat destruction. Currently around 40 mammal species and hundreds of plant species are endangered. Students will learn about threatened local species and what can be done to protect them. The unit aims to understand how species become endangered and conservation strategies. Assessments include reflecting on a video about saving wildlife, creating an online poster about a species, and developing an audio story predicting an animal's future. The purpose is to educate students on protecting disappearing wildlife.
BA PT Subjects Within the Curriculum Science Level 5- Session 1 - What is sc...MariaElsam
This document provides an overview of a primary education science session focused on observation. It includes objectives such as exploring perceptions of science, introducing scientific enquiry and working scientifically according to the National Curriculum, and reviewing observation skills for assessing practice. The session covers topics like defining science, conducting observational activities and investigations, discussing what is involved in the scientific process, and examining the role and challenges of observation in science. Risk assessments and guidelines for science sessions are also provided.
This document outlines tasks for a unit on biological systems and organisms to ecosystems. Students will complete 7 tasks involving classifying organisms, investigating urban ecosystems in London, and examining how organisms interact within ecosystems. They will create identification keys, study how pollution impacts environments, and map food webs to understand relationships between organisms. The final task is due on November 7th.
Similar to Diversity Of Life Project Acs V1 2 (20)
Invasive species are species that are not native to an area and cause harm when introduced. Not all alien species are invasive, as some can be beneficial. Invasive species are often r-selected, tolerant of different habitats, and have no natural predators in their new environment. They outcompete native species and can alter ecosystems. They cause economic problems for agriculture. Common introduction methods are intentional and unintentional human transport. Prevention methods include laws, careful gardening, fishing, and travel to new areas. Eradication, natural enemies, and ecosystem management are used after introduction.
The document discusses the issue of overfishing and its negative impacts. It defines overfishing as catching fish faster than populations can replenish. While the world's oceans could theoretically support four planets' worth of fish, many species have become reduced or extinct due to overfishing. The document also examines fishing down the food chain, bycatch, bottom trawling, and how both overfishing and government subsidies of the fishing industry can harm marine ecosystems.
The document discusses various sources and effects of air pollution. It focuses on nitrogen oxides, sulfur oxides, ground-level ozone, and particulate matter as major air pollutants. Sources discussed include transportation, industry, power plants, and residential heating. Effects on both human health and the environment are outlined, such as respiratory illnesses, acid rain, smog, and global warming. The document then examines specific issues related to air pollution in Bulgaria and Mexico City, and provides recommendations for reducing air pollution through alternatives to automobiles, cleaner fuels and technologies, better city planning, and individual lifestyle changes.
Overfishing has led to unsustainable depletion of global fish stocks, with 52% of stocks fully exploited, 20% overexploited, and 7% depleted. If overfishing continues at current rates, fish populations will further decline and collapse is expected by 2050, disrupting marine ecosystems and harming economies and food security. Specific concerns include declining tuna populations, with the Mediterranean bluefin tuna facing imminent extinction without fishing reductions.
Dams have several ecological impacts. They block sediment and change water flows, damaging fish habitats and interrupting lifecycles. Sediment builds up behind dams, increasing flood risks. Cleared water lacks nutrients and cover for downstream organisms. Stagnant water breeds diseases. Dams displace many people and change flooding patterns vital to agriculture. Major dams like China's Three Gorges and Egypt's Aswan dams displaced over 1 million and 60,000 people respectively.
Eutrophication refers to an increase in nutrients like nitrogen and phosphorus in an aquatic ecosystem. This stimulates an overgrowth of algae known as algal blooms. The main sources of these excess nutrients are fertilizers and sewage from human activities. Algal blooms can deplete oxygen levels and block sunlight, harming other species and reducing biodiversity. Examples of eutrophication include the Baltic Sea and Gulf of Mexico "dead zone". Solutions involve reducing nutrient runoff from agriculture and improving waste water treatment.
The document discusses invasive species and their impacts. It provides examples of the brown rat and giant fern. Invasive species are often introduced by human actions and can harm ecosystems by disrupting native species, altering processes, and introducing diseases. They can also negatively impact economies by reducing land values and causing economic losses. Prevention efforts include restricting intentional introductions and early detection of new invaders.
Eutrophication is the process by which a body of water becomes enriched in dissolved nutrients, usually nitrogen and phosphorus, that stimulate the growth of aquatic plant life usually resulting in the depletion of dissolved oxygen. It can occur naturally or be accelerated by human activities such as agriculture and development. When eutrophication is accelerated by human activities, it can negatively impact the balance of organisms in the body of water and potentially lead to algal blooms and fish kills due to low oxygen levels. Managing eutrophication involves reducing nutrient inputs from fertilizers and erosion.
Bioaccumulation occurs when an organism absorbs a pollutant at a rate greater than it can eliminate it, resulting in increasing concentrations of the pollutant in the organism's body over time. Biomagnification occurs when concentrations of a pollutant increase at each trophic level in a food chain. Certain substances like mercury, DDT, and radioactive materials are prone to bioaccumulation and biomagnification due to their ability to dissolve in fats and persist in the environment. A classic example is the buildup of DDT in birds of prey in North America in the 1960s which impaired reproduction.
The document summarizes key topics in ecosystems, including:
1) Ecosystems are defined as the sum of all organisms in an area and the abiotic factors they interact with. Energy flows and matter cycles through ecosystems.
2) Gross primary production (GPP) is the amount of light energy converted to chemical energy by autotrophs. Net primary production (NPP) is the amount remaining after respiration. NPP determines the base of the food chain.
3) Pyramids illustrate the transfer of numbers, biomass, and energy between trophic levels, with typically only 10% passing to each higher level.
Eutrophication is the process by which a body of water becomes overly enriched with minerals and nutrients which induces excessive growth of algae. This excess algae growth eventually dies and decomposes, consuming oxygen and releasing toxins. As a result, oxygen levels in the water decrease and some aquatic life may die, creating "dead zones". Two major examples discussed are the Gulf of Mexico dead zone caused by fertilizer runoff from farming, and the Baltic Sea dead zone exacerbated by agricultural and municipal waste. Reducing nutrient inputs from fertilizers and wastewater is necessary to prevent further eutrophication.
Ecological impacts of dams & water diversions MrJewett
Dams and water diversions can have both positive and negative ecological impacts. Positively, dams provide benefits like hydropower, irrigation, flood control and more. However, they can also harm wildlife such as disrupting fish migration and reducing sediments downstream. This impacts wetland species and water quality. Dams may also cause erosion of downstream areas and change water temperature, flow and salinity levels. Large dam projects have additionally displaced many people from their homes. Examples highlighted are the Hoover Dam on the Colorado River and the Aswan High Dam on the Nile River.
Bioaccumulation is the accumulation of substances in an organism that are at higher concentrations than in the environment. Substances more likely to bioaccumulate are hydrophobic, not easily biodegraded, and can bind to fat tissues. Biomagnification occurs across trophic levels as predators accumulate higher concentrations than their prey. Certain persistent organic pollutants and metals like mercury are prone to biomagnification up the food chain. Both processes can lead to toxic effects, especially in top predators like polar bears and humans who face greater risks from consuming biomagnified pollutants in food over time.
The document discusses various types of air pollution including ground-level ozone, particulate matter, nitrogen oxides, and sulfur oxides. It provides examples of severe air pollution issues in Norilsk, Russia and London, England. Causes, health effects, and some solutions are described for each type of pollution.
Overfishing has led to declines in fish populations and damaged ocean ecosystems. Early overfishing in the 1800s depleted whale populations for oil. After WWII, efforts to increase protein availability quadrupled fishing capacity. Today the annual global fish catch exceeds 120 million tons, though overfishing is reducing populations of many species. Destructive fishing methods like bottom trawling damage coral reefs and seafloor habitats. Bycatch and discarded catch also contribute to declining fish and other marine species. No-take zones that prohibit all fishing have helped restore some ecosystems and fish populations.
Eutrophication is caused by excess nutrients like nitrogen and phosphorus entering water bodies from sources like agricultural and urban runoff. This causes harmful algae blooms which can reduce oxygen levels and kill fish and aquatic life. Two examples are the hypoxic "Dead Zone" in the Gulf of Mexico caused by Mississippi River runoff and a large "Dead Zone" in the Baltic Sea from Swedish and Finnish fertilizer use. Preventing eutrophication requires reducing nutrient inputs from fertilizers and sewage as well as planting vegetation to absorb excess nutrients.
Ecological impacts of dams and water diversionsMrJewett
Dams impact rivers and their ecosystems in several ways. They block migratory fish from accessing spawning habitats upstream, as fish ladders are often ineffective. This disrupts fish life cycles and populations. Dams also alter sediment and water flow, affecting water quality, aquatic habitats, and nutrient levels downstream. Large dams significantly change river landscapes and environments, sometimes flooding important habitats and destroying cultural heritage sites.
The document discusses biomagnification and bioaccumulation of pollutants in food chains. Biomagnification occurs when pollutant concentrations increase at higher trophic levels, such as when predators accumulate larger amounts of pollutants found in their prey. Common pollutants that biomagnify include pesticides, PCBs, dioxins, and mercury. These pollutants can harm organisms and biomagnify up food chains to negatively impact human health. The document provides examples of biomagnification for various pollutants like PCBs and mercury.
This document discusses air pollution in Bulgaria and its causes and effects. It notes that air pollution is worse now due to industrial development, motor vehicles, and population growth. The main sources of air pollutants in Bulgaria are old vehicles without catalytic converters, coal burning for heating, and industries like steel production. The document also examines air pollution measures in Mexico City and its geographical factors contributing to pollution problems from vehicles, power plants, and industry.
The document discusses the problem of overfishing and its negative impacts. It notes that fishing rates currently exceed fish reproduction rates, and that overfishing has led to a decline in fish populations and sizes. Certain destructive fishing methods like bottom trawling and gillnetting contribute significantly to bycatch and damage fish habitats. Examples are provided of overfished areas like the cod fisheries in Newfoundland and bluefin tuna in the Mediterranean. Proposed solutions mentioned include establishing no-take marine zones and restricting fishing during fish reproduction seasons.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. • Animal DIVERSITY project
• DUE Week of 29 March (Friday March 26 for 10-5 and 10-2)
• With one or two partners, create a presentation to teach the class about a group of animals (or
plants). Most groups will present one phylum, but some have several phyla and a few have
sub-groups of one phylum (the Chordates)
6 GROUPS (2-3 students)
Pick from these animal taxa:
1. Invertebrates 1: Sponges & Cnidarians (jellyfish)
2. Invertebrates 2: Worms (platyhelminthes & annelida)
3. Invertebrates 3: Mollusca (octopus, snails, mussels)
4. Invertebrates 4: Arthropoda (insects, spiders)
5. Invertebrates 5: Echinodermata (sea stars)
6. Vertebrates 1: Fish (bony and cartilaginous)
7. Vertebrates 2: Amphibians
8. Vertebrates 3: Reptiles (but not birds)
9. Vertebrates 4: Birds
Image from: http://www.ucmp.berkeley.edu/phyla/phyla.html 10. Vertebrates 5: Mammals
Assignment
• 9-10 minute presentation & 1-2 page handout
• You will lose points for less than 9 or more than 11 minutes. Hard cut off at 12 minutes.)
• PowerPoint optional; must have an audio-visual component of some sort. (PowerPoint, skit,
music video, video, poster, web page, etc.)
• If you have electronic media (PowerPoint, video, web page, etc), it must be emailed or
brought into me on CD/thumb drive no later than 8 pm the day before your presentation.
• You must include visual representation (pictures, models, stuffed animals, etc.) of at least 6
representative organisms
• I encourage you to have some portion of your presentation be interactive with the audience.
• Handout is 1-2 pages with a summary of this information, including at least 10 vocabulary
words…a picture or two wouldn’t hurt. This is due in electronic format by 8 pm the day
before your presentation. Your classmates will use the handouts to study for the test after
spring break, so make them useful!
• Presentation outline and draft of your vocabulary list: due one work prior (March, 23, 24
for Monday, Tuesday, Wednesday sections, and Tuesday March 23 for Monday / Friday
sections).
• All group members are responsible for all information in your presentation – I may ask
questions of any of you, whether that was “your” component or not.
• Bibliography – All sources listed in MLA format, including a sentence or two about what
specific types of information you pulled from each source. If you do a powerpoint or
webpage, specific references for each information point (like in the Famous Fraud
assignment) are required.
2. Information requirements
• What is the meaning of the scientific name for this clade(s)?
• Does this group have symmetry? If so, what kind?
• How does this phylum fit into the evolutionary tree (cladogram)? Which other group
(from your list) is most closely related? How long ago did humans share a common ancestor
with this group?
• Explain derived characteristics that are unique to that clade. What distinguishes these
organisms from other groups?
• Explain at least 3 of these about your group:
• How do they reproduce?
• What is their life cycle? (eggs, larvae, juvenile, adult, etc)
• How do they obtain food? How is it digested?
• How are gases, food/wastes exchanged with the environment (respiration/circulation)?
• How do they avoid predation/disease?
• How do they move (if they move)?
• How does the organism maintain control (nervous system)?
• Describe at least 3 representative organisms (with both Latin and common names),
including habitat, range, what they eat, locomotion, ecological role/niche, and life cycle
changes.
• If you have multiple phyla/groups, include at least 1 representative from each. If you
have a phylum, try to look at different classes. If you have a class, look at different
orders.
• What are human uses/interactions with organisms in this group? (We eat them, they make us
sick, etc.)
• FUN FACT – include a fun trivia question about your group.
GRADING
Draft/Outline (due one week early): 5 points
Presentation: 30 points
Information Content (20 points)
Effectiveness of Presentation (10 points)
Handout: 15 points
Information content (12 points)
Presentation / Layout (3 points)
Group Participation: 5 points
Total: 55 points
Another Powerpoint on Plant Diversity – a good one
http://www.slideshare.net/walajtys/biology-chapter-22-plant-diversity
http://www.ucmp.berkeley.edu/exhibit/phylogeny.html UC Berkeley Museum of
Paleontology – very helpful starting point
http://tolweb.org/Animals/2374 Animal section of the Tree of Life web project.
Phylum Chordata: http://science.nhmccd.edu/BioL/animal.html#chordata
Online Textbook http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookTOC.html
Encylopedia of Life www.eol.org
3. Biodiversity Unit Reading
Biodiversity (~11 pages)
25.3 History of Life (p514 – 519)
26.1 Phylogeny (p536 – 540)
26.3 Cladistics and Shared ancestral and Shared Derived Characteristics only (p542-543)
Plant diversity (~10 pages)
Non-seed plants (Moses & Ferns)
p 601, 604 (Adaptations enabling the move to land)
p602 Alternation of Generations (Figures 29.5, 29.7)
29.2 Mosses (606-607, 609)
29.3 Ferns (p610 – 612, 615)
QUIZ next week on Biodiversity and Seedless Plants (15 points)
The reading below will be on the test after spring break and will be helpful for your projects.
Seed Plants (Angiosperms & Gymnosperms) (~7 pages)
Ch 30 Overview p618
30.1 (618-620)
30.2 (621, 625)
30.3 (625-626 only)
Animal Diversity (~6 pages)
32.1 Animals are multicellular, heterotrophic eukaryotes…(Pg 654-655)
32.2 History of animals…(Pg 656 – 658)
32.3 Body Plans (p 658 – 659, focus on symmetry)
Invertebrate (~4 pages)
Ch 33 Overview: Life Without a Backbone (p 666 – 669), including Figure 33.3 and p696
Vertebrates (~3 pages)
Ch 34 Overview: Half a Billion Years of Backbones
34.3 Vertebrates p704-705, 734
Suggested reading by group
Sponges & Cniderias: p 670 – 673 (33.1 & 33.2)
Worms: 33.3 (p 674 – 676), (p680- 682), 33.4(p683 on nematodes)
Molluscs: p677-680
Arthropods: 33.4 (p684-692)
Echinoderms: 33.5 (p693-695)
All Vertebrate groups: 34.4 intro (p705-706)
Fishes: Chondrichthyans & Fishes (p706-710)
Amphibians, Birds, Reptiles, Mammals: 34.5 (p710-711)
Amphibians: (711-713)
Birds, Reptiles, Mammals: 34.6 (p713-715)
Reptiles (715-718)
Birds (718 – 720)
Mammals: p513, 34.7 (720-728)