This document introduces the concept of biomes by defining a biome as a large area with particular plants, animals, weather, and climate. It then asks the reader to consider why a polar bear would not be found in their backyard. The document lists the six major biomes from poles to equator as tundra, taiga, deciduous forest, grasslands, desert, and tropical rainforest. It explains that animals live in specific biomes because they are adapted to the climate and can find food and shelter there.
The ecological model of levels of organization being represented as circles within circles makes intuitive sense because each level contains and is contained by the next level.
- Individuals make up populations
- Populations make up communities
- Communities make up ecosystems
- Ecosystems make up the biosphere
So each level exists within and is defined by the next broader level. The nested circle visualization depicts this nested relationship between the different ecological levels of organization from specific to general. The circles help illustrate how each level both depends on and influences the levels within and surrounding it.
1. The document provides a science review test for grade 6 students covering topics of biodiversity, wildlife conservation, and simple invertebrates and vertebrates.
2. It includes identification questions, multiple choice, matching, and essay questions testing knowledge of endangered species in the Philippines, characteristics of different animal groups, and environmental laws related to wildlife protection.
3. The key provides answers to identification, multiple choice, and matching questions as well as examples of vertebrate animals and characteristics of invertebrates to enumerate.
The document provides information about animal adaptations for living in water or on land. It discusses the body parts and structures that help aquatic animals like fish, lobsters, clams, and mussels survive underwater. These include scales for protection, gills for breathing, fins for swimming, shells, and exoskeletons. The document also covers the body parts of terrestrial animals that help them survive on land, such as lungs for breathing, fur or feathers for protection, legs for walking or wings for flying. Students are expected to understand how different structures allow animals to adapt to their environments.
The document discusses how different animal body structures allow animals to adapt to living on land or in water. It provides examples of how scales, shells, gills, and other structures help aquatic animals survive in water, while fur, feathers, lungs, and legs help terrestrial animals live on land. The document also compares body structures that aid in movement, protection, breathing, and survival for various land and water animals.
This module discusses animals with backbones, known as vertebrates. It covers five groups of vertebrates: fishes, amphibians, reptiles, birds, and mammals. The module is divided into lessons about the characteristics and examples for each group. Students are expected to learn to identify vertebrate characteristics and examples from each group, as well as their adaptations. The module provides diagrams, activities, and tests to help students meet the learning objectives.
This module discusses animals with backbones, known as vertebrates. It covers five groups of vertebrates: fishes, amphibians, reptiles, birds and mammals. The module is divided into lessons about the characteristics and examples for each group. Students are expected to learn to identify the groups, their key adaptations, and distinguish among different types of mammals. The pre-test and lessons aim to help students achieve these learning objectives.
The document provides instructions from Teacher Cindy to explain the need to protect and conserve estuaries and intertidal zones. It includes activities for students like listing biotic and abiotic factors in estuaries, analyzing a poem about impacts to nature, and identifying human activities that harm the environment. The document aims to educate students on protecting vital habitats through class discussions and assignments.
This document introduces the concept of biomes by defining a biome as a large area with particular plants, animals, weather, and climate. It then asks the reader to consider why a polar bear would not be found in their backyard. The document lists the six major biomes from poles to equator as tundra, taiga, deciduous forest, grasslands, desert, and tropical rainforest. It explains that animals live in specific biomes because they are adapted to the climate and can find food and shelter there.
The ecological model of levels of organization being represented as circles within circles makes intuitive sense because each level contains and is contained by the next level.
- Individuals make up populations
- Populations make up communities
- Communities make up ecosystems
- Ecosystems make up the biosphere
So each level exists within and is defined by the next broader level. The nested circle visualization depicts this nested relationship between the different ecological levels of organization from specific to general. The circles help illustrate how each level both depends on and influences the levels within and surrounding it.
1. The document provides a science review test for grade 6 students covering topics of biodiversity, wildlife conservation, and simple invertebrates and vertebrates.
2. It includes identification questions, multiple choice, matching, and essay questions testing knowledge of endangered species in the Philippines, characteristics of different animal groups, and environmental laws related to wildlife protection.
3. The key provides answers to identification, multiple choice, and matching questions as well as examples of vertebrate animals and characteristics of invertebrates to enumerate.
The document provides information about animal adaptations for living in water or on land. It discusses the body parts and structures that help aquatic animals like fish, lobsters, clams, and mussels survive underwater. These include scales for protection, gills for breathing, fins for swimming, shells, and exoskeletons. The document also covers the body parts of terrestrial animals that help them survive on land, such as lungs for breathing, fur or feathers for protection, legs for walking or wings for flying. Students are expected to understand how different structures allow animals to adapt to their environments.
The document discusses how different animal body structures allow animals to adapt to living on land or in water. It provides examples of how scales, shells, gills, and other structures help aquatic animals survive in water, while fur, feathers, lungs, and legs help terrestrial animals live on land. The document also compares body structures that aid in movement, protection, breathing, and survival for various land and water animals.
This module discusses animals with backbones, known as vertebrates. It covers five groups of vertebrates: fishes, amphibians, reptiles, birds, and mammals. The module is divided into lessons about the characteristics and examples for each group. Students are expected to learn to identify vertebrate characteristics and examples from each group, as well as their adaptations. The module provides diagrams, activities, and tests to help students meet the learning objectives.
This module discusses animals with backbones, known as vertebrates. It covers five groups of vertebrates: fishes, amphibians, reptiles, birds and mammals. The module is divided into lessons about the characteristics and examples for each group. Students are expected to learn to identify the groups, their key adaptations, and distinguish among different types of mammals. The pre-test and lessons aim to help students achieve these learning objectives.
The document provides instructions from Teacher Cindy to explain the need to protect and conserve estuaries and intertidal zones. It includes activities for students like listing biotic and abiotic factors in estuaries, analyzing a poem about impacts to nature, and identifying human activities that harm the environment. The document aims to educate students on protecting vital habitats through class discussions and assignments.
This presentation has three daily exercises that can be used while teaching these concepts. They can be found as Sponge 1, Sponge 2 and Sponge 3 Heredity and Environment found in:
http://www.slideshare.net/MMoiraWhitehouse
Definition of adaptation
The importance of adapting
Division of adaptation …
Biomes of our Earth
What it the adapted of ocean biomes
What it the adapted of Desert biomes
Adaptations – an inherited characteristic that helps an organism to survive long enough to reproduce more successfully in its changing environment.
the process of change by which an organism or species becomes better suited to its environment.
1- Maintain the balance of ecosystems and biodiversity.
2- Organisms that have not been able to adapt to changing environmental conditions that have become extinct.
3- When determined to change something in the behavior of living organisms we follow the theory of adaptation.
4- Simulation.
This document provides an interactive lesson about frogs that teaches students about their adaptations, life cycle, diet, and defenses. The lesson contains slides with text, images, and audio about frog habitats, characteristics, and enemies. Students can navigate between slides and test their knowledge by answering questions about how frogs avoid predators. The objectives are to describe frog adaptations and identify how environmental factors influence their survival.
WHAT ARE THE DIFFERENCES BETWEEN A SEA SNAIL AND A LAND SNAIL..docxGBENGANATUREFARMS
Snails are fascinating creatures found in a wide variety of environments, from terrestrial landscapes to the depths of the oceans. While they share a common basic structure and belong to the class Gastropoda, sea snails (marine snails) and land snails exhibit significant differences due to the distinct habitats they inhabit. In this discussion, we will delves into the various aspects that differentiate sea snails from land snails, including their physiology, habitats, diets, reproductive strategies, and adaptations………PLEASE WATCH THIS VIDEO CLIP TO PEER INTO THE WORLD OF SNAILS……….https://www.youtube.com/watch?v=8dz4Tln9Mz0&t=2s
1. Habitat and Environment
Sea Snails: Sea snails inhabit marine environments, ranging from shallow coastal waters to the deepest ocean trenches. They are found on rocky shores, sandy beaches, coral reefs, and hydrothermal vents. The saline nature of seawater influences their physiology and behavior, requiring specific adaptations to cope with varying salinity levels, water pressure, and the availability of oxygen.
Land Snails: Land snails live in terrestrial environments, including forests, grasslands, deserts, and gardens. They require a moist habitat to prevent desiccation, as they are prone to drying out. Consequently, land snails are often found in humid areas with abundant vegetation and shelter. They have evolved mechanisms to retain moisture and survive in fluctuating temperatures and humidity levels…………..AS SNAIL PET OWNERS YOU NEED TO LEARN TECHNIQUES IN CARING FOR YOUR SNAILS AS YOU WATCH THIS VIDEO CLIP…………..https://www.youtube.com/watch?v=8dz4Tln9Mz0&t=2s
2. Respiratory Systems
Sea Snails: Sea snails primarily use gills for respiration, similar to other aquatic animals. Their gills are located in a mantle cavity and extract oxygen from the water. Some sea snails, especially those in intertidal zones, have developed secondary breathing structures to tolerate periods out of water.
Land Snails: Land snails breathe air using a lung-like structure called a pallial cavity or mantle cavity, which acts as a primitive lung. This cavity opens to the outside through a small hole called the pneumostome. Land snails must keep this cavity moist to facilitate gas exchange, which is why they are often seen in humid environments……….ALL PET LOVER COMMUNITY WORLD WIDE, PLEASE JOIN ME AS WE WATCH THE AMAZING WORLD OF SNAILS TOGETHER,,PLEASE WATCH THIS CLIP……….https://www.youtube.com/watch?v=8dz4Tln9Mz0&t=2s
3. Shell Structure and Function
Sea Snails: The shells of sea snails are often more robust and varied in shape and size compared to land snails. They are built to withstand the pressures of the marine environment and protect against predators. Some sea snails, like the abalone, have shells with an iridescent interior, while others have spines or thick ridges.
Land Snails: Land snails typically have lighter and thinner shells, which are not designed to withstand the same level of pressure as those of sea snails.....
The document discusses the Science 7 module on Earth's natural resources, describing renewable resources like plants, animals and water that can regenerate, and nonrenewable resources like soil, metals and fossil fuels that cannot be replaced once depleted. It explains how the Philippines' location in the Pacific Ring of Fire makes it rich in mineral resources due to volcanic activity. The module aims to teach students about sustainably using natural resources and conserving them for future generations.
Animals have adaptations that help them survive in their habitats. Structural adaptations are physical features like teeth, claws, skin or scales. Behavioral adaptations are actions like mimicry, camouflage or group protection. This presentation describes structural adaptations in land animals for acquiring food, breathing, and protection from their environments. Examples given include sharp teeth in tigers for hunting, lungs and trachea for breathing air, and fur or shells for protection from heat, cold or predators. Behavioral adaptations allow animals to survive through actions like fast movement, mimicry of dangerous animals, and living in protective groups.
The pattern of this paragraph is time order. It describes the changes that occurred to Timmy the gorilla over time after being moved from a small, dark cage to a large outdoor cage.
The document provides instructions for an activity where students will read paragraphs and identify the main idea in each one. They will be put into groups and take turns selecting the main idea. They will have 20 seconds to decide individually and then with help from their group. Correct answers score 1 point and incorrect answers score -1 point, with the highest scoring group winning. The document includes examples of paragraphs with response options to identify the main idea.
The document provides vocabulary words related to environmental topics such as resources, fossil fuels, global warming, and pollution. It discusses looking at the vocabulary words and categorizing them by color. It then prompts reading a story about Lucy Lake and identifying verbs from the vocabulary list that appear in the story, either with an "s" or without an "s". It asks questions about the story and provides additional resources on habitats, plants, animals and their classification.
The document provides vocabulary words related to environmental topics such as resources, fossil fuels, pollution, and climate change. It then directs the reader to look at words in three different colors and write them in their notebook in three columns. It also includes a story about Lucy Lake and directs the reader to answer questions about the story. It discusses animal habitats and includes links to information and activities about classifying animals and their habitats. Finally, it discusses plant parts and includes a word match activity and directions to watch a video about daily life with a pet.
This document provides background information and instructions for an activity where students design an animal adapted to a specific environment. It defines key terms like adaptation, organism, environment, and habitat. It explains that most animals are only adapted to 1-2 habitats and would struggle if placed elsewhere. The activity has students choose an environment, design an animal with adaptations for that habitat, and consider how it would be affected if the habitat changed. The goal is for students to understand that organisms must be suited to their environment to survive and thrive.
This document contains a reading passage about strategies for improving reading skills. It provides 11 tips for developing an effective reading system, such as finding a quiet place to read, surveying the text before reading, taking notes, and breaking long readings into segments. It also includes a sample reading comprehension test on the topic of animal extinction. The test contains 13 multiple choice questions about the causes of extinction and examples used in the passage, such as the dodo bird, passenger pigeons, and Philippine eagles.
This document is a lesson on cells for 8th grade science. It discusses unicellular and multicellular organisms. It focuses on the structures and functions of three unicellular organisms - Euglena, Amoeba, and Paramecium. The lesson provides information on each organism's movement, feeding, and excretion. It includes questions for students to answer about the protists as well as a challenge question about Amoeba and how humans can become infected. Key terms like protists are also defined.
A habitat provides animals with food and shelter. It is a safe place for animals to reproduce and thrive. Different animals require different habitats suited to their needs - for example, frogs live in ponds with water to spawn in and damp air, while camels live in dry, hot environments. Zookeepers must work to ensure animals in zoos are provided with healthy, suitable artificial habitats similar to their natural environments.
Adaptations of differnet animals in differnt habitatsZainabShiram
This document discusses animal adaptations to different habitats. It provides examples of how camels, cacti, polar bears, and fish have adapted to survive in deserts and Arctic environments. Camels have adaptations like thick fur, the ability to go long periods without water, and slit-like nostrils to survive in hot, dry deserts. Cacti store water in their stems and have widespread root systems and spines instead of leaves to minimize water loss. Polar bears have white fur for camouflage, thick layers of fat and fur for insulation, and large feet to distribute their weight on ice. The document also notes fish have gills to breathe underwater and streamlined bodies to reduce resistance while swimming. Adaptations help
1. Members of one species cannot successfully interbreed and produc.docxvannagoforth
1. Members of one species cannot successfully interbreed and produce fertile offspring with members of other species. This idea is known as
a. reproductive success.
b. punctuated evolution.
c. adaptive radiation.
d. the biological species concept.
e. geographic isolation.
2. The origin of new species, the extinction of species, and the evolution of major new features of living things are all changes that result from
a. macroevolution.
b. fitness.
c. speciation.
d. the biological species concept.
e. convergent evolution.
3. Which is a barrier that can contribute to reproductive isolation?
a. timing
b. behavior
c. habitat
d. incompatible reproductive structures
e. all of the above
4. Which of the following statements is false?
a. Horses and donkeys are separate species.
b. Two mules can mate and produce fertile offspring.
c. A horse and a donkey can mate and produce offspring.
d. Two donkeys can mate and produce fertile offspring.
e. Two horses can mate and produce fertile offspring.
5. The evolution of the penguin’s wing from a wing suited for flying to a “flipper-wing” used for swimming is an example of
a. refinement of existing adaptations.
b. reproductive isolation.
c. adaptation of existing structures to new functions.
d. inheritance of acquired characteristics.
e. the biological species concept.
6. Which of the following have been preserved as fossils?
a. dinosaur footprints
b. insects preserved in amber
c. petrified plant remains
d. animal bones
e. all of the above
7. The mass extinctions that included the dinosaurs took place during which period?
a. Cambrian (543–510 million years ago)
b. Devonian (409–363 million years ago)
c. Carboniferous (363–290 million years ago)
d. Jurassic (206–144 million years ago)
e. Cretaceous (144–65 million years ago)
8. The development of the complex, camera-like eye of a mammal is an example of
a. refinement of existing adaptations.
b. reproductive isolation.
c. adaptation of existing structures to new functions.
d. inheritance of acquired characteristics.
e. the biological species concept.
9. Which of the following statements is true?
a. Carbon-14 dating is useful for studying the age of early dinosaur fossils.
b. Carbon-14 has a half-life of 5,730 years.
c. Uranium-238 has a very short half-life.
d. Uranium-238 is present in all organisms.
e. Carbon-12 is not found in living plants.
10. Which of the following provides the best explanation for why Australia has so many organisms unique to that continent?
a. punctuated equilibrium
b. the biological species concept
c. convergent evolution
d. continental drift
e. cladistics
11. Scientists think that a meteor that fell in ____________________ may have led to the extinction of the dinosaurs.
a. Australia
b. the Yucatán peninsula
c. The Galápagos Islands
d. Pangaea
e. India
12. The great diversit.
The document discusses how freshwater invertebrates, specifically mollusks or snails, make up a significant portion of Alabama's biodiversity as there are 180 mollusk species in the state, and notes that pollution of freshwater habitats could negatively impact these species by threatening the aquatic ecosystems they depend on for survival. It also provides context that mollusks are commonly found in aquatic environments throughout North America.
Our planet’s diverse, thriving ecosystems may seem like permanent fixtures, but they’re actually vulnerable to collapse. Jungles can become deserts, and reefs can become lifeless rocks. What makes one ecosystem strong and another weak in the face of change? Kim Preshoff details why the answer, to a large extent, is biodiversity.
This document appears to be a lesson plan from a 5th grade science class covering topics related to ecosystems, food chains, and photosynthesis. It includes questions, reading passages, videos, experiments, and activities for students to learn about producers, consumers, decomposers, trophic levels, food webs, and the role of photosynthesis in producing energy for ecosystems. The lesson plan incorporates different methods like group work, debates, story writing and diagrams to engage students in understanding interactions within ecosystems.
Introduces the elementary student to some more of the basic aspects of the geography and climate of the Coniferous forests and to plant and animal adaptions needed to survive there.
There are two main types of grasslands: temperate grasslands and savannas. Temperate grasslands, also called prairies, are located in parts of North America, South America, Eurasia, South Africa, and have flat land with low rainfall. Savannas are tropical grasslands near the equator with scattered trees and distinct wet and dry seasons. Both grassland types support many herbivores and associated carnivores adapted to the open landscape.
This presentation has three daily exercises that can be used while teaching these concepts. They can be found as Sponge 1, Sponge 2 and Sponge 3 Heredity and Environment found in:
http://www.slideshare.net/MMoiraWhitehouse
Definition of adaptation
The importance of adapting
Division of adaptation …
Biomes of our Earth
What it the adapted of ocean biomes
What it the adapted of Desert biomes
Adaptations – an inherited characteristic that helps an organism to survive long enough to reproduce more successfully in its changing environment.
the process of change by which an organism or species becomes better suited to its environment.
1- Maintain the balance of ecosystems and biodiversity.
2- Organisms that have not been able to adapt to changing environmental conditions that have become extinct.
3- When determined to change something in the behavior of living organisms we follow the theory of adaptation.
4- Simulation.
This document provides an interactive lesson about frogs that teaches students about their adaptations, life cycle, diet, and defenses. The lesson contains slides with text, images, and audio about frog habitats, characteristics, and enemies. Students can navigate between slides and test their knowledge by answering questions about how frogs avoid predators. The objectives are to describe frog adaptations and identify how environmental factors influence their survival.
WHAT ARE THE DIFFERENCES BETWEEN A SEA SNAIL AND A LAND SNAIL..docxGBENGANATUREFARMS
Snails are fascinating creatures found in a wide variety of environments, from terrestrial landscapes to the depths of the oceans. While they share a common basic structure and belong to the class Gastropoda, sea snails (marine snails) and land snails exhibit significant differences due to the distinct habitats they inhabit. In this discussion, we will delves into the various aspects that differentiate sea snails from land snails, including their physiology, habitats, diets, reproductive strategies, and adaptations………PLEASE WATCH THIS VIDEO CLIP TO PEER INTO THE WORLD OF SNAILS……….https://www.youtube.com/watch?v=8dz4Tln9Mz0&t=2s
1. Habitat and Environment
Sea Snails: Sea snails inhabit marine environments, ranging from shallow coastal waters to the deepest ocean trenches. They are found on rocky shores, sandy beaches, coral reefs, and hydrothermal vents. The saline nature of seawater influences their physiology and behavior, requiring specific adaptations to cope with varying salinity levels, water pressure, and the availability of oxygen.
Land Snails: Land snails live in terrestrial environments, including forests, grasslands, deserts, and gardens. They require a moist habitat to prevent desiccation, as they are prone to drying out. Consequently, land snails are often found in humid areas with abundant vegetation and shelter. They have evolved mechanisms to retain moisture and survive in fluctuating temperatures and humidity levels…………..AS SNAIL PET OWNERS YOU NEED TO LEARN TECHNIQUES IN CARING FOR YOUR SNAILS AS YOU WATCH THIS VIDEO CLIP…………..https://www.youtube.com/watch?v=8dz4Tln9Mz0&t=2s
2. Respiratory Systems
Sea Snails: Sea snails primarily use gills for respiration, similar to other aquatic animals. Their gills are located in a mantle cavity and extract oxygen from the water. Some sea snails, especially those in intertidal zones, have developed secondary breathing structures to tolerate periods out of water.
Land Snails: Land snails breathe air using a lung-like structure called a pallial cavity or mantle cavity, which acts as a primitive lung. This cavity opens to the outside through a small hole called the pneumostome. Land snails must keep this cavity moist to facilitate gas exchange, which is why they are often seen in humid environments……….ALL PET LOVER COMMUNITY WORLD WIDE, PLEASE JOIN ME AS WE WATCH THE AMAZING WORLD OF SNAILS TOGETHER,,PLEASE WATCH THIS CLIP……….https://www.youtube.com/watch?v=8dz4Tln9Mz0&t=2s
3. Shell Structure and Function
Sea Snails: The shells of sea snails are often more robust and varied in shape and size compared to land snails. They are built to withstand the pressures of the marine environment and protect against predators. Some sea snails, like the abalone, have shells with an iridescent interior, while others have spines or thick ridges.
Land Snails: Land snails typically have lighter and thinner shells, which are not designed to withstand the same level of pressure as those of sea snails.....
The document discusses the Science 7 module on Earth's natural resources, describing renewable resources like plants, animals and water that can regenerate, and nonrenewable resources like soil, metals and fossil fuels that cannot be replaced once depleted. It explains how the Philippines' location in the Pacific Ring of Fire makes it rich in mineral resources due to volcanic activity. The module aims to teach students about sustainably using natural resources and conserving them for future generations.
Animals have adaptations that help them survive in their habitats. Structural adaptations are physical features like teeth, claws, skin or scales. Behavioral adaptations are actions like mimicry, camouflage or group protection. This presentation describes structural adaptations in land animals for acquiring food, breathing, and protection from their environments. Examples given include sharp teeth in tigers for hunting, lungs and trachea for breathing air, and fur or shells for protection from heat, cold or predators. Behavioral adaptations allow animals to survive through actions like fast movement, mimicry of dangerous animals, and living in protective groups.
The pattern of this paragraph is time order. It describes the changes that occurred to Timmy the gorilla over time after being moved from a small, dark cage to a large outdoor cage.
The document provides instructions for an activity where students will read paragraphs and identify the main idea in each one. They will be put into groups and take turns selecting the main idea. They will have 20 seconds to decide individually and then with help from their group. Correct answers score 1 point and incorrect answers score -1 point, with the highest scoring group winning. The document includes examples of paragraphs with response options to identify the main idea.
The document provides vocabulary words related to environmental topics such as resources, fossil fuels, global warming, and pollution. It discusses looking at the vocabulary words and categorizing them by color. It then prompts reading a story about Lucy Lake and identifying verbs from the vocabulary list that appear in the story, either with an "s" or without an "s". It asks questions about the story and provides additional resources on habitats, plants, animals and their classification.
The document provides vocabulary words related to environmental topics such as resources, fossil fuels, pollution, and climate change. It then directs the reader to look at words in three different colors and write them in their notebook in three columns. It also includes a story about Lucy Lake and directs the reader to answer questions about the story. It discusses animal habitats and includes links to information and activities about classifying animals and their habitats. Finally, it discusses plant parts and includes a word match activity and directions to watch a video about daily life with a pet.
This document provides background information and instructions for an activity where students design an animal adapted to a specific environment. It defines key terms like adaptation, organism, environment, and habitat. It explains that most animals are only adapted to 1-2 habitats and would struggle if placed elsewhere. The activity has students choose an environment, design an animal with adaptations for that habitat, and consider how it would be affected if the habitat changed. The goal is for students to understand that organisms must be suited to their environment to survive and thrive.
This document contains a reading passage about strategies for improving reading skills. It provides 11 tips for developing an effective reading system, such as finding a quiet place to read, surveying the text before reading, taking notes, and breaking long readings into segments. It also includes a sample reading comprehension test on the topic of animal extinction. The test contains 13 multiple choice questions about the causes of extinction and examples used in the passage, such as the dodo bird, passenger pigeons, and Philippine eagles.
This document is a lesson on cells for 8th grade science. It discusses unicellular and multicellular organisms. It focuses on the structures and functions of three unicellular organisms - Euglena, Amoeba, and Paramecium. The lesson provides information on each organism's movement, feeding, and excretion. It includes questions for students to answer about the protists as well as a challenge question about Amoeba and how humans can become infected. Key terms like protists are also defined.
A habitat provides animals with food and shelter. It is a safe place for animals to reproduce and thrive. Different animals require different habitats suited to their needs - for example, frogs live in ponds with water to spawn in and damp air, while camels live in dry, hot environments. Zookeepers must work to ensure animals in zoos are provided with healthy, suitable artificial habitats similar to their natural environments.
Adaptations of differnet animals in differnt habitatsZainabShiram
This document discusses animal adaptations to different habitats. It provides examples of how camels, cacti, polar bears, and fish have adapted to survive in deserts and Arctic environments. Camels have adaptations like thick fur, the ability to go long periods without water, and slit-like nostrils to survive in hot, dry deserts. Cacti store water in their stems and have widespread root systems and spines instead of leaves to minimize water loss. Polar bears have white fur for camouflage, thick layers of fat and fur for insulation, and large feet to distribute their weight on ice. The document also notes fish have gills to breathe underwater and streamlined bodies to reduce resistance while swimming. Adaptations help
1. Members of one species cannot successfully interbreed and produc.docxvannagoforth
1. Members of one species cannot successfully interbreed and produce fertile offspring with members of other species. This idea is known as
a. reproductive success.
b. punctuated evolution.
c. adaptive radiation.
d. the biological species concept.
e. geographic isolation.
2. The origin of new species, the extinction of species, and the evolution of major new features of living things are all changes that result from
a. macroevolution.
b. fitness.
c. speciation.
d. the biological species concept.
e. convergent evolution.
3. Which is a barrier that can contribute to reproductive isolation?
a. timing
b. behavior
c. habitat
d. incompatible reproductive structures
e. all of the above
4. Which of the following statements is false?
a. Horses and donkeys are separate species.
b. Two mules can mate and produce fertile offspring.
c. A horse and a donkey can mate and produce offspring.
d. Two donkeys can mate and produce fertile offspring.
e. Two horses can mate and produce fertile offspring.
5. The evolution of the penguin’s wing from a wing suited for flying to a “flipper-wing” used for swimming is an example of
a. refinement of existing adaptations.
b. reproductive isolation.
c. adaptation of existing structures to new functions.
d. inheritance of acquired characteristics.
e. the biological species concept.
6. Which of the following have been preserved as fossils?
a. dinosaur footprints
b. insects preserved in amber
c. petrified plant remains
d. animal bones
e. all of the above
7. The mass extinctions that included the dinosaurs took place during which period?
a. Cambrian (543–510 million years ago)
b. Devonian (409–363 million years ago)
c. Carboniferous (363–290 million years ago)
d. Jurassic (206–144 million years ago)
e. Cretaceous (144–65 million years ago)
8. The development of the complex, camera-like eye of a mammal is an example of
a. refinement of existing adaptations.
b. reproductive isolation.
c. adaptation of existing structures to new functions.
d. inheritance of acquired characteristics.
e. the biological species concept.
9. Which of the following statements is true?
a. Carbon-14 dating is useful for studying the age of early dinosaur fossils.
b. Carbon-14 has a half-life of 5,730 years.
c. Uranium-238 has a very short half-life.
d. Uranium-238 is present in all organisms.
e. Carbon-12 is not found in living plants.
10. Which of the following provides the best explanation for why Australia has so many organisms unique to that continent?
a. punctuated equilibrium
b. the biological species concept
c. convergent evolution
d. continental drift
e. cladistics
11. Scientists think that a meteor that fell in ____________________ may have led to the extinction of the dinosaurs.
a. Australia
b. the Yucatán peninsula
c. The Galápagos Islands
d. Pangaea
e. India
12. The great diversit.
The document discusses how freshwater invertebrates, specifically mollusks or snails, make up a significant portion of Alabama's biodiversity as there are 180 mollusk species in the state, and notes that pollution of freshwater habitats could negatively impact these species by threatening the aquatic ecosystems they depend on for survival. It also provides context that mollusks are commonly found in aquatic environments throughout North America.
Our planet’s diverse, thriving ecosystems may seem like permanent fixtures, but they’re actually vulnerable to collapse. Jungles can become deserts, and reefs can become lifeless rocks. What makes one ecosystem strong and another weak in the face of change? Kim Preshoff details why the answer, to a large extent, is biodiversity.
This document appears to be a lesson plan from a 5th grade science class covering topics related to ecosystems, food chains, and photosynthesis. It includes questions, reading passages, videos, experiments, and activities for students to learn about producers, consumers, decomposers, trophic levels, food webs, and the role of photosynthesis in producing energy for ecosystems. The lesson plan incorporates different methods like group work, debates, story writing and diagrams to engage students in understanding interactions within ecosystems.
Introduces the elementary student to some more of the basic aspects of the geography and climate of the Coniferous forests and to plant and animal adaptions needed to survive there.
There are two main types of grasslands: temperate grasslands and savannas. Temperate grasslands, also called prairies, are located in parts of North America, South America, Eurasia, South Africa, and have flat land with low rainfall. Savannas are tropical grasslands near the equator with scattered trees and distinct wet and dry seasons. Both grassland types support many herbivores and associated carnivores adapted to the open landscape.
The Arctic tundra is a cold, treeless region around the North Pole where winter temperatures average -30°F. Summers are short and cool, allowing some plants like lichens, mosses, and low-growing flowers to survive. The ground is permanently frozen except for the top layer of soil. Antarctica is even colder, with temperatures below freezing year-round. Only lichens, mosses, algae and two flowering plants survive on its ice-free areas in summer. Penguins are the only birds that breed on Antarctica, finding food in the surrounding oceans. Both polar regions are home to animals like seals, whales, polar bears, and birds that have adaptations like blubber and thick
In depth description of the Moon/s phases and why they are as they are. Uses some great internet animations of various situations explaining why we see what we see from Earth. Also discusses the tides and why they are caused by the moon's gravity.
Plants and animals depend on each other. (teach 2nd/3rd grade)Moira Whitehouse
This document discusses interdependency between living things. It explains that babies are dependent on others for their needs but the relationship is not interdependent. Animals depend on plants for food, oxygen, and shelter. Plants and animals create an interdependent relationship where plants provide oxygen and food/habitat for animals, and animals in turn provide carbon dioxide and help plants reproduce and disperse seeds. The relationship between plants and animals is one of interdependency.
This document discusses how wild animals protect themselves from threats in their environment. It begins by outlining the main threats wild animals face, including predators, competition from other animals, and harsh weather. It then explores some of the key ways animals protect themselves, such as camouflage, body structures like horns and claws that can be used in fights, hard shells and scales, and body coverings with sharp quills or frightening appearances that deter predators. Examples are provided of different animals that use camouflage, shells, scales and other physical attributes or behaviors to avoid being eaten by predators and survive in their habitats.
Basic presentation of the parts of a plant and of the life cycle of plants. Pitched at about the 2nd, 3rd or 4th grade level. Lots of descriptive pictures and diagrams.
Soil science for teachers (massive-the real dirt on soil)Moira Whitehouse
A very large Slide Show on soil. Useful for anyone without formal earth science training who might need to bone up or teach any aspect of soil. It's huge, 159 slides. It could also be split up into several lessons for students.
Short lesson on the different kind of birds feet and why they need to be as they are. Appropriate for 1st, 2nd, or 3rd grade students. There is a short work sheet at the end of the slideshow that may be printed for student use.
1) All animals, including humans, have certain needs that must be met in order to survive, including food, water, oxygen, shelter, and space.
2) The area where an animal lives and meets its needs is called its habitat. Animals need different amounts of space for their habitat depending on the species.
3) The main needs that must be met for animals and humans to survive are food, water, oxygen, shelter, and space or habitat. Without meeting these basic needs, the animal will die.
Electricity is generated by using another form of energy, such as coal, natural gas, nuclear, or renewable resources, to produce steam that turns a turbine connected to a generator; the turbine spins a coil of wire inside a magnet, creating an electric current; other methods of generating electricity include using wind, water, or solar energy to directly turn the turbine or create electricity via photovoltaic cells.
For classroom teaching of the various forms of energy at about the early middle school level. Lots of animations. Would like some feedback if it downloads and plays ok.
This document provides an overview of forces and motion. It discusses the four fundamental forces - strong nuclear, weak nuclear, electromagnetic, and gravitational. It explains how static electricity is caused by an imbalance of electrons on objects. Experiments are described to demonstrate the attraction and repulsion of charged objects. The document also covers electromagnetism, generators, motors, gravity, and Newton's laws of motion. Key concepts include like charges repelling and opposite charges attracting, and that in a vacuum all objects fall at the same rate regardless of mass.
Matter exists in three main states: solids, liquids, and gases. Solids maintain a fixed shape unless broken, while liquids flow freely and take the shape of their container. Gases expand freely to fill their container. Air is a mixture of invisible gases including oxygen, nitrogen, and carbon dioxide. Understanding the different states of matter and their properties is essential for describing the physical world around us.
Matter exists in three main states: solids, liquids, and gases. Solids maintain a fixed shape unless broken, while liquids flow freely and take the shape of their container. Gases have no fixed shape and expand to fill any container, becoming invisible but detectable through their effects like wind.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. Sponge 1....Adaptations This is a daily exercise to be used while teaching the
SlideShare presentationAnimal Adaptations found in: http://www.slideshare.net/MMoiraWhitehouse
1. Food, oxygen, water, shelter, protection and
appropriate temperature are all necessary for
animals to live. These things are called the
___________ of animals.
a. life free zones
b. tundra regions
c. biome needs
d. basic needs
2. 1. Food, oxygen, water, shelter, protection and
appropriate temperature are all necessary for
animals to live. These things are called the
___________ of animals.
a. life free zones
b. tundra regions
c. biome needs
d. basic needs
3. 1. Food, oxygen, water, shelter, protection and
appropriate temperature are all necessary for
animals to live. These things are called the
___________ of animals.
a. life free zones
b. tundra regions
c. biome needs
d. basic needs
4. 1. Food, oxygen, water, shelter, protection and
appropriate temperature are all necessary for
animals to live. These things are called the
___________ of animals.
a. life free zones
b. tundra regions
c. biome needs
d. basic needs
5. 1. Food, oxygen, water, shelter, protection and
appropriate temperature are all necessary for
animals to live. These things are called the
___________ of animals.
a. life free zones
b. tundra regions
c. biome needs
d. basic needs
6. 1. Food, oxygen, water, shelter, protection and
appropriate temperature are all necessary for
animals to live. These things are called the
___________ of animals.
a. life free zones
b. learned behavior
c. physical traits
d. basic needs
7. 2. A physical trait that allows an animal to satisfy
a need is called:
a. a learned behavior
b. an adaptation
c. an unwanted behavior
d. a habitat
8. 3. Abehaviorthat allows an animal to satisfy a need is
called:
a. an adaptation
b. a physical trait
c. a habitat
d. an environment
9. 4. Why did dinosaurs become extinct?
a. The earth became too dry for them to live.
b. The sun’s rays became too strong
c. They did not adapt to their changing
environment.
d. Sabretooth tigers ate all the young dinosaurs.
http://www.flash-screen.com/
10. From video “Elephants)”
5. The video on elephants listed several adaptations
they have to meet their needs in their environment.
Which of the following is not one of those adaptations.
a. Large ears to use for fans to keep cool.
b. Blowing dust on its skin to scratch itchy places.
c. Ability to jump over low objects.
d. A trunk used for getting water and food.
11. From video “Golden Monkey (stub nose)”
6. The golden monkeys live in the mountains where the
air can be very cold. What adaptations do they have to
deal with the cold weather?
a. They build sturdy tree houses that are well
insulated.
b. They have thick long fur
c.. They huddle together to stay warm
d. b and c
12. From video “Sea Otter”
7. Because sea otters eat a variety of shellfish, the
following adaptation has been very useful.
a. They eat only soft shellfish.
b. They use rocks to break open the shells
of the shellfish.
c. They lie with the shellfish on their
stomach so the sun will warm it up.
d. They throw the shellfish at boulders to
break them apart.
13. 8. A raccoon learning to release the latch on a
garbage can where it can smell food, is an
example of:
a. Its habitat
b. High level thinking
c. An adaptation
d. Something raccoons
have known how to
do for thousands of years. http://www.flickr.com/
14. 9. Why do predators have eyes in the front of their
face and prey have eyes on the sides of their head?
a. Predators have eyes in front to follow and
pursue prey.
b. Prey have side looking eyes to detect predators
approaching.
c. There is no connection between location of eyes
and animals eating habits.
d. both a and b are true.