Mr. Dudley Unit 6E1

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VIEW: Home \| About Mr. Dudley \| FOSS Science \| FOSS Science 6 East \| Diversity of Life \| Force and Motion \| Weather and Water \| REACH / Vocabulary Development \| Mr. D's Reading \| Teacher's Reference \| Unit Info \| Down Load Documents \| Online Testing \| InternetScienceGames \| Inventor&Inventions \| Science Demo's \| Leaf Project \| Transpiration

Visit the TeacherWeb® videos to learn about the features, modifications, and customizations available on your website. Click here to learn more. Diversity of Life <div> <table style="border: 1px dotted #7f7c75;" bgcolor="#ffcc66" border="0" cellpadding="12" cellspacing="0" height="1756" width="751"> <tbody> <tr> <td style="border: 1px dotted #7f7c75;" colspan="4" bgcolor="#ffcc66" height="21"> <p> The <strong>Diversity of Life Course</strong> emphasizes the use of knowledge and evidence to construct explanations for the structures and functions of living organisms. Students observe and maintain protests, plants, and animals in the classroom and study their characteristic features. The study progresses from macroscopic to microscopic observation to discover the fundamental unit of life, the cell. Students then investigate organism subsystems and behaviors and consider their diversity of adaptive structures and strategies. </p> <hr /> <div align="center"><span style="font-family: Comic Sans MS;"><strong><span style="font-size: 18pt;">Mr. Dudley's Science Class </span></strong></span><strong><br /> <span style="font-family: Comic Sans MS;"><span style="font-size: 18pt;">Will be doing the following:</span></span></strong></div> <p> </p> <ul> <li>Consider characteristics that are common to all living organisms and develop an operational definition of life. </li> <li>Become familiar with the microscope as a tool used by scientists to study organisms in detail. </li> <li>Discover cells and begin to understand their importance as the basic units of life. </li> <li>Appreciate the diversity of cells that contribute to the diversity of life on Earth. </li> <li>Observe and describe the first developmental stages of a plant and recognize that seeds are living organisms in a dormant state. </li> <li>Conduct investigations to understand how the vascular system transports water throughout a plant and how stomates on leaves regulate the rate of water flow through a plant. </li> <li>Investigate the reproductive systems in flowers to understand the origin of seeds and explore plant adaptations for seed dispersal. </li> <li> Observe and analyze snail structures and behaviors in order to set up a secure and supportive habitat for them. </li> <li>Explore the concept of adaptation by studying the structures and behaviors of an insect , relating those adaptations to the roach’s natural history and habitat. </li> <li>Explore the Monera (bacteria), Protista (algae), and Fungi kingdoms to understand their roles in the scheme of life. </li> <li> Become familiar with and acquire vocabulary concerning these concepts: cell, tissue, organism, structure, function, behavior, adaptation, system interaction, transpiration, development. </li> <li> Exercise language, social studies, and math skills in the context of science. </li> <li> Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, organizing, relating, and inferring. </li> </ul> <font color="#ffffff"><strong><em><strong><em></em></strong></em></strong></font><hr /> </td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" bgcolor="#000000" width="7%"> <div align="right"><font color="#ffffff"><!-- InstanceBeginEditable name="rownumber1a" --><font color="#ffffff"><strong>1.</strong></font><!-- InstanceEndEditable --></font></div> </td> <td style="border: 1px dotted #7f7c75;" colspan="3" bgcolor="#ffcc66" height="21" valign="top"><!-- InstanceBeginEditable name="rownumber1b" --><strong>What Is Life? (5 sessions)</strong><!-- InstanceEndEditable --> </td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" valign="top"><img src="http://lhsfoss.org/navigation/images/orange-suns_10.gif" alt="" height="83" width="36" /></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="A1" --> <p>Students think about<br /> characteristics that are common to all living organisms to develop an operational definition of life that will be used throughout the course.</p> <!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="B1" -->• Any free-living thing, plant, animal, or other is an organism.<br /> • All living organisms exhibit common characteristics; they grow, consume nutrients, exchange gases, respond to stimuli, reproduce, need water, and eliminate waste.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top" width="31%"><!-- InstanceBeginEditable name="C1" -->• Categorize pictures of objects and organisms into living and nonliving groups.<br /> • Investigate unknown materials by placing them in aquatic environments and observing them for evidence of life.<br /> • Analyze data.<!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" colspan="4" bgcolor="#ffcc66"><hr /> </td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" bgcolor="#000000" width="7%"> <div align="right"><font color="#ffffff"><!-- InstanceBeginEditable name="rownumber2a" --><font color="#ffffff"><strong>2.</strong></font><!-- InstanceEndEditable --></font></div> </td> <td style="border: 1px dotted #7f7c75;" colspan="3" valign="top"><!-- InstanceBeginEditable name="rownumber2b" --><strong>Introduction to the Microscope (3–4 sessions)</strong><!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" valign="top"><img src="http://lhsfoss.org/navigation/images/orange-suns_10.gif" alt="" height="83" width="36" /></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="A2" --> Students develop their skills with an important piece of scientific technology. They use a microscope to observe and study microorganisms.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="B2" -->• Optical power is the product of the magnification of the eyepiece and the objective lens.<br /> • A microscope image appears reversed and inverted.<br /> • Focal plane is a thin plane at a fixed distance from the objective lens where the image is in focus.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="C2" -->• Use the microscope to study layers in a sample and structures of brine shrimp.<br /> • Draw scale representations of images seen in a microscope to estimate size accurately.<br /> • Explain how focal plane affects the image seen through a microscope.<!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" colspan="4" bgcolor="#ffcc66"> <hr /> </td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" bgcolor="#000000"> <div align="right"><font color="#ffffff"><!-- InstanceBeginEditable name="rownumber3a" --><font color="#ffffff"><strong>3.</strong></font><!-- InstanceEndEditable --></font></div> </td> <td style="border: 1px dotted #7f7c75;" colspan="3" valign="top"><!-- InstanceBeginEditable name="rownumber3b" --><strong>Microscopic Life (5–6 sessions)</strong><!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" valign="top"><img src="http://lhsfoss.org/navigation/images/orange-suns_10.gif" alt="" height="83" width="36" /></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="A3" --> Students discover cells and begin to understand their importance as the basic units of life. <em>Elodea</em> and <em>Paramecia</em> are studied in depth, and students search for other microorganisms in pond water.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="B3" -->• The cell is the basic unit of life.<br /> • Cells have the same needs and perform the same functions as more complex organisms.<br /> • Paramecia have structures that have certain functions.<br /> <!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="C3" -->• Observe single-celled <br /> microorganisms with a microscope and investigate structure-function relationships.<br /> • Generate evidence to support the idea that paramecia are organisms.<br /> • Compare microorganisms.<!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" colspan="4" bgcolor="#ffcc66"><hr /> </td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" bgcolor="#000000"> <div align="right"><font color="#ffffff"><!-- InstanceBeginEditable name="rownumber4a" --><font color="#ffffff"><strong>4.</strong></font><!-- InstanceEndEditable --></font></div> </td> <td style="border: 1px dotted #7f7c75;" colspan="3" valign="top"><!-- InstanceBeginEditable name="rownumber4b" --><strong>The Ribbon of Life (2 sessions)</strong><!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" valign="top"><img src="http://lhsfoss.org/navigation/images/orange-suns_10.gif" alt="" height="83" width="36" /></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="A4" --> Students become familiar with biological structures and functions at different levels of organization: cells, organs, tissues, organ systems, and whole organisms.<br /> <!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="B4" -->• Humans, and all other complex life-forms, are made of cells.<br /> • Cells have defining structures, such as membranes, cell walls, nuclei, chloroplasts, ribosomes, <br /> mitochondria, and cytoplasm.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="C4" -->• Compare structure and function of cells from different organisms.<br /> • Relate the structure and function of cells, tissues, organs, systems, and organisms.<!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" colspan="4" bgcolor="#ffcc66"> <hr /> </td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" bgcolor="#000000"> <div align="right"><font color="#ffffff"><!-- InstanceBeginEditable name="rownumber5a" --><font color="#ffffff"><strong>5.</strong></font><!-- InstanceEndEditable --></font></div> </td> <td style="border: 1px dotted #7f7c75;" colspan="3" valign="top"><!-- InstanceBeginEditable name="rownumber5b" --><strong>Seeds of Life (5 sessions)</strong><!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" valign="top"><img src="http://lhsfoss.org/navigation/images/orange-suns_10.gif" alt="" height="83" width="36" /></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="A5" --> Students recognize that seeds are living organisms in a dormant state. They observe and describe the first development stages of a plant.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="B5" -->• Seeds contain the dormant, living embryo of a plant.<br /> • Germination is the onset of growth and differentiation in plant seeds.<br /> • The cotyledon is the primary source of energy for seed germination.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="C5" -->• Dissect seeds to discover their structures.<br /> • Investigate the effect of light on germinated seeds.<br /> • Compare the development of two groups of complex plantsâ€” monocots and dicots.</td> </tr> </tbody> </table> <table style="border: 1px dotted #7f7c75;" bgcolor="#ffcc66" border="0" cellpadding="12" cellspacing="0" height="1512" width="742"> <tbody> <tr> <td style="border: 1px dotted #7f7c75;" colspan="4" bgcolor="#ffcc66" height="21"><br /> </td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" bgcolor="#000000" width="7%"> <div align="right"><font color="#ffffff"><!-- InstanceBeginEditable name="rownumber1a" --><strong>6.</strong><!-- InstanceEndEditable --></font></div> </td> <td style="border: 1px dotted #7f7c75;" colspan="3" bgcolor="#ffcc66" height="21" valign="top"><!-- InstanceBeginEditable name="rownumber1b" --><strong>Transpiration (6 sessions)</strong><!-- InstanceEndEditable --> </td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" valign="top"><img src="http://lhsfoss.org/navigation/images/orange-suns_10.gif" alt="" height="83" width="36" /></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="A1" --> Students conduct investigations to understand how the vascular system transports water through a plant and how leaves regulate the rate of water flow through a plant.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="B1" -->• Xylem is the system of tubelike connected cells that transports water from the roots to all <br /> structures of the plant.<br /> • Stomates are openings on leaves that are controlled by guard cells.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top" width="31%"><!-- InstanceBeginEditable name="C1" -->• Design an experiment to determine what happens to water in a celery stalk.<br /> • Collect and analyze data to develop evidence for an explanation for how water enters a plant’s roots and flows through the plant during transpiration.<br /> • Relate transpiration to the water cycle.<!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" colspan="4" bgcolor="#ffcc66"><hr /> </td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" bgcolor="#000000" width="7%"> <div align="right"><font color="#ffffff"><!-- InstanceBeginEditable name="rownumber2a" --><strong>7.</strong><!-- InstanceEndEditable --></font></div> </td> <td style="border: 1px dotted #7f7c75;" colspan="3" valign="top"><!-- InstanceBeginEditable name="rownumber2b" --><strong>Plant Reproduction (2–3 sessions)</strong><!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" valign="top"><img src="http://lhsfoss.org/navigation/images/orange-suns_10.gif" alt="" height="83" width="36" /></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="A2" --> Students investigate the reproductive systems in flowers to understand the origin of seeds. They explore plant adaptations for seed dispersal.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="B2" -->• Pollen from the anthers on stamens and eggs in the ovules of the pistil are the male and female cells that combine during sexual reproduction to develop into a seed.<br /> • Sepals, petals, stamens, and pistils are the major structures of typical flowers.<br /> <!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="C2" -->• Investigate the structure-function relationships of plant flowers.<br /> • Make observations to develop a general model of how seeds disperse.<br /> • Explain how seed-dispersal mechanisms contribute to a plant’s survival.<!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" colspan="4" bgcolor="#ffcc66"> <hr /> </td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" bgcolor="#000000"> <div align="right"><font color="#ffffff"><!-- InstanceBeginEditable name="rownumber3a" --><strong>8.</strong><!-- InstanceEndEditable --></font></div> </td> <td style="border: 1px dotted #7f7c75;" colspan="3" valign="top"><!-- InstanceBeginEditable name="rownumber3b" --><strong>Land Snails (7 sessions)</strong><!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" valign="top"><img src="http://lhsfoss.org/navigation/images/orange-suns_10.gif" alt="" height="83" width="36" /></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="A3" --> Students design and conduct an experiment to determine environmental preferences of land snails. Students observe structures and behaviors of a multicellular organism.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="B3" -->• Snails are gastropods with a muscular foot, a head with sensory organs, and a shell for protection.<br /> • Anthropomorphism is attributing human thoughts and feelings to nonhuman organisms.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="C3" -->• Design and conduct an experiment safely and appropriately, using a living organism.<br /> • Collect data and draw conclusions.<br /> • Determine the difference between scientific observations and<br /> inferences.<!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" colspan="4" bgcolor="#ffcc66"><hr /> </td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" bgcolor="#000000"> <div align="right"><font color="#ffffff"><!-- InstanceBeginEditable name="rownumber4a" --><strong>9.</strong><!-- InstanceEndEditable --></font></div> </td> <td style="border: 1px dotted #7f7c75;" colspan="3" valign="top"><!-- InstanceBeginEditable name="rownumber4b" --><strong>Roaches (4–5 sessions)</strong><!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" valign="top"><img src="http://lhsfoss.org/navigation/images/orange-suns_10.gif" alt="" height="83" width="36" /></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="A4" --> Students design and conduct an experiment to determine environmental preferences of an insectâ€”the Madagascar hissing cockroach. They observe structures and behaviors of a multicellular organism.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="B4" -->• Adaptations are structures or behaviors of organisms that enhance their chances to survive and reproduce in their habitat. • Insects have three body parts, six legs, and two antennae.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="C4" -->• Design and conduct an experiment safely and appropriately, using a living organism.<br /> • Collect data and draw conclusions.<br /> • Relate structure to function in an insect.<br /> <!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" colspan="4" bgcolor="#ffcc66"> <hr /> </td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" bgcolor="#000000"> <div align="right"><font color="#ffffff"><!-- InstanceBeginEditable name="rownumber5a" --><strong>10.</strong><!-- InstanceEndEditable --></font></div> </td> <td style="border: 1px dotted #7f7c75;" colspan="3" valign="top"><!-- InstanceBeginEditable name="rownumber5b" --><strong>Kingdoms of Life (5 sessions)</strong><!-- InstanceEndEditable --></td> </tr> <tr> <td style="border: 1px dotted #7f7c75;" valign="top"><img src="http://lhsfoss.org/navigation/images/orange-suns_10.gif" alt="" height="83" width="36" /></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="A5" --> Students are introduced to the great diversity of microorganisms found all around usâ€”bacteria and fungi. They are introduced to the system of five kingdoms of living organisms.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="B5" -->• Microbe is the general name for microscopic bacteria and fungi, especially those that cause disease and promote fermentation.<br /> • Bacteria, fungi, and algae have the characteristics of living organisms.<br /> • Bacteria have a cell membrane but no internal organelles.<!-- InstanceEndEditable --></td> <td style="border: 1px dotted #7f7c75;" valign="top"><!-- InstanceBeginEditable name="C5" -->• Use lab procedures to inoculate agar plates with bacteria and fungi from natural sources.<br /> • Make observations and collect data to draw conclusions.<br /> • Compare bacteria and fungi to plants, animals, and protists.</td> </tr> </tbody> </table> <strong></strong><br /> </div> Or, would you like to view and optionally restore one of these previous versions? Password: Forgot your password?

Mr. Dudley Unit 6E1

Diversity of Life

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