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This document contains information about different levels of understanding for a science module on variation and classification. It lists the key concepts and skills expected at each level from 3 to 7. The student's target is to determine which level they are currently working at by checking their understanding of the topics listed. They then identify 3 areas from the unit that they need to work on to improve their learning.
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This student is working on a science module about environment and feeding relationships. Their target level is level 5. They have identified 3 areas they need to work on from this unit: 1) relating differences between habitats to the organisms found in them; 2) describing ways organisms are adapted to daily/seasonal changes and feeding; and 3) describing food chains within an environment and combining them into food webs.
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The document outlines different levels of understanding for a science module on reproduction. Level 3 covers basic knowledge of why mammals reproduce and the stages of the human lifecycle. Level 4 identifies reproductive organs and knowledge of fertilization. Level 5 expands on reproductive organs and their functions, as well as how the fetus obtains nutrients. Level 6 explains how egg and sperm cells are specialized and how toxins can affect the unborn baby. The student's target is to identify 3 areas from the unit to work on.
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This document provides instructions for an activity where students will classify animals into groups based on observable features. The activity involves students sorting plastic animals from two bags into groups based on characteristics like appearance, habitat, and behavior. The document defines key terms like classification, species, vertebrates and invertebrates. It explains that animals can be classified in multiple ways, such as by color, size, or as mammals. Students are asked to observe the animals, list features, determine the number of different types, and sort them into two initial groups. They then add animals from a second bag to the appropriate groups, explaining their reasoning. Finally, students are asked to consider if living things can be grouped in more ways than one and if
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This student is working on a science module about environment and feeding relationships. Their target level is level 5. They have identified 3 areas they need to work on from this unit: 1) relating differences between habitats to the organisms found in them; 2) describing ways organisms are adapted to daily/seasonal changes and feeding; and 3) describing food chains within an environment and combining them into food webs.
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The document outlines different levels of understanding for a science module on reproduction. Level 3 covers basic knowledge of why mammals reproduce and the stages of the human lifecycle. Level 4 identifies reproductive organs and knowledge of fertilization. Level 5 expands on reproductive organs and their functions, as well as how the fetus obtains nutrients. Level 6 explains how egg and sperm cells are specialized and how toxins can affect the unborn baby. The student's target is to identify 3 areas from the unit to work on.
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2. Explaining the need to classify organisms, such as for anti-venom treatment.
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1. Classifying organisms using identification keys and describing characteristics of the five kingdoms.
2. Explaining the need to classify organisms, such as for anti-venom treatment.
3. Surveying a local ecosystem to identify types of organisms and their interdependence.
4. Describing adaptations organisms have to their environments and creating diagrams to demonstrate food chains.
The lessons involve hands-on activities like classifying sweets, researching kingdoms, surveying a park, and drawing organism adaptations. The goal is for students to understand biological classification systems and
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This document outlines an applied science unit on biological systems and ecosystems. It includes 11 lessons that guide students through key concepts like:
1. Classifying organisms using identification keys and describing characteristics of the five kingdoms.
2. Explaining the need to classify organisms, such as for anti-venom treatment.
3. Surveying a local ecosystem to identify types of organisms and their interdependence.
4. Describing adaptations organisms have to their environment, like drawings labeling features of plants and animals found in the local park.
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This document provides an excerpt from the textbook "NSSC Biology Module 1" by Ngepathimo Kadhila. The summary introduces key concepts about the characteristics and classification of living organisms. It describes the seven characteristics that distinguish living things from non-living things. These include nutrition, respiration, movement, excretion, growth, reproduction, and sensitivity. It then explains the hierarchical classification system used to organize living things into taxonomic groups from the broadest (kingdom) to the most specific (species). The summary outlines the natural classification approach which uses homologous structures and evolutionary relationships to group organisms.
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The document is about exploding ants. It explains that certain species of ants will explode and spray a harmful liquid from their abdomens when threatened as a defense mechanism. This explosion enables the ants to spray their enemies and deter predators, despite being individually small and scarce. The document is an expository non-fiction text that aims to inform readers about unusual insect behaviors like exploding ants and how adaptations help insects survive.
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The document is about exploding ants. It explains that certain species of ants have evolved the ability to explode and spray a harmful liquid as a defense mechanism when threatened. These ants, known as Camponotus ants, and termites known as Globitermes sulfurous, both exhibit this exploding behavior. The document serves to inform readers about this unusual insect behavior and adaptation while also assessing comprehension through fill-in-the-blank and matching questions.
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The document is about exploding ants. It explains that certain species of ants have evolved the ability to explode and spray a harmful liquid as a defense mechanism when threatened. These ants, called Camponotus ants, and termites called Globitermes sulfurous, both exhibit this exploding behavior. The document is an expository non-fiction piece that aims to inform readers about unusual insect behaviors while also encouraging comprehension of the text.
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This document contains a worksheet for 2nd grade students on the organization of living things. It includes 7 activities for students to learn about the observable body parts and functions of different animal groups like birds, fish, amphibians, reptiles and mammals. The activities include puzzles, drawings and labeling diagrams. They assess students' understanding by having them invent an imaginary animal showing body parts for key functions and explain the functions. The worksheet also covers classifying living things based on physical characteristics and has students compare and contrast animal groups.
Classifying organisms part 1 (1)
Organisms are anything that is living, such as plants, animals, and bacteria. We classify organisms into groups based on their characteristics and structures. We can classify all living things into two main groups - those with a backbone and those without. Vertebrates can be further classified into mammals, fish, amphibians, reptiles, and birds based on their structures. The document encourages exploring examples of different organisms and how they are classified.
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A slide on the characteristic of living things
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This document summarizes the key characteristics of living things. It states that all living things share the characteristics of being made of cells, reproducing, acquiring and using energy, responding to their environments, and having genetic information. It also discusses the hierarchical levels of organization from molecules to organisms. The document outlines the cell theory that all living things are made of cells, cells come from pre-existing cells, and cells are the basic unit of life. It describes the two main types of cells and different modes of cellular reproduction, movement, acquiring and using energy. The document summarizes how living things grow and develop, adapt and evolve in response to environmental changes through natural selection.
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Students will work in groups to research and create a profile on an organism that reproduces asexually. Each group will be assigned a specific organism and type of asexual reproduction. The profiles must describe the organism, its mode of asexual reproduction, and the advantages of that reproduction method. Groups will present their findings to the class in a PowerPoint format.
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This document provides standards, objectives, and assessments for a unit on relationships among organisms. It includes 5 standards related to food webs, energy transfer, environmental impacts on survival, and organism relationships and biomes. Formative assessments include anticipation guides and exit tickets. Summative assessments are a unit test and final project where students create a presentation to convince a TV show to film in their assigned biome. The purpose is to learn biome characteristics and adaptations to survive.
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1) Living organisms are interdependent and interact in complex ecosystems. Species form populations that interact as communities of different organisms, while ecosystems involve interactions between organisms and their environments.
2) Organisms interact through predation, where predators hunt prey, and through various symbiotic relationships including mutualism, commensalism, and parasitism. Organisms also compete for resources.
3) Humans can disrupt the balance of nature through overexploitation of resources and pollution, but individual action, community organization, and government regulation can help address pollution and maintain ecosystems.
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The document provides an example key that can be used to identify plants based on their reproductive structures and physical characteristics. The key shows that plants can be identified as flowering plants, conifers, mosses or ferns depending on whether they reproduce from seeds or spores and the size of their leaves. It also prompts the reader to use the key to identify 4 example plants and create a similar key that could be used to identify animals based on attributes like color, habitat and number of legs.
ScienceShare.co.uk Shared Resource
The document provides a key for scientists to identify different types of plastics based on their properties when heated or burned. The key involves a series of yes/no questions to determine if the plastic melts with heat, burns, drips when burned, smells fishy or cracks when heated, and whether it continues burning after the flame is removed. Plastic A is identified as rigid PVC as it smells fishy when heated but does not crack or drip. Plastic B is identified as polystyrene as it melts with heat and continues burning after the flame is removed. The key helps determine the type of plastic through a process of elimination based on its observable properties when exposed to heat or fire.
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The document provides instructions for an assignment to evaluate how human and natural activities affect the earth's environment. Learners are asked to create tables describing various human and natural activities that change the environment and their effects. They also must explain how the atmosphere has changed from early earth to today due to natural and human processes, and discuss potential solutions to reduce CO2 emissions and climate change.
ScienceShare.co.uk Shared Resource
The document provides instructions for an assignment to evaluate how human and natural activities affect the earth's environment. Learners are asked to create tables describing various human and natural activities that change the environment and their effects. They also must explain how the atmosphere has changed from early earth to today due to natural and human processes, and discuss potential solutions to reduce CO2 emissions and climate change impacts.
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- 1. My levels for this module are…… My target is: WHAT LEVEL AM I WORKING AT? Module Classwork Sc.1 Investigation Test Assessments Assessments UNIT 7D Variation and Classification Level Level 3 Start Check Identify similarities and differences between organisms of the same species e.g an Alsatian and a Poodle Classify organisms into plants and animals Know what a ‘vertebrate’ has Know what an ‘invertebrate’ does not have Level 4 Know that similarities and differences in organisms of the same species can be caused by environmental or inherited factors Know how environments can cause variation Know the 5 vertebrate groups of the animal kingdom Identify some of the features of mammals, amphibians, fish, reptiles and birds Know some of the invertebrate groups of the animal kingdom Level 5 Explain the importance of classifying living things Know 5 features of mammals, amphibians, fish, reptiles and birds Know some of the features of the main invertebrate groups Level 6/7 Identify common variations between individuals that are inherited Target areas I need to work on from this unit: Identify some characteristics of an organism that are 1. _____________________ caused by both inherited and environmental factors Name some organisms that are not easily classified 2. _____________________ as plant or animal 3. _____________________