DIVERSITY OF

LIVING THINGS
LIFE SCIENCE

hands-on
science
Jennifer Lawson, B.Ed., M.Ed.,
is a vice principal with a special interest
in science education.
Joni Bowman, B.Ed., MCDTA,
is an elementary school teacher specializing
in junior mathematics and science.
Kevin Chambers, B.G.S., B.Ed. (A.D.),
is an elementary school teacher who makes
science come alive in his classroom.
Randy Cielen, B.Com. (Hon.), C.Ed.,
is an elementary school teacher who presents
science and technology workshops throughout
North America.
Nancy Josephson, B.Ed., M.Ed.,
is a university instructor and a
science/math consultant.
Anita Kamal, B.Ed., M.L.T.,
challenges students to explore and understand
the interconnectedness of all areas of science.
Carol Pattenden, B. of Env.Sc. (Hon.), B.Ed.,
has expertise in the curriculum areas of
science and technology.
Rita D. Platt, B.Ed., M.Ed.,
is an elementary school teacher with
a hands-on approach to science.

(Peguis Publishers)
Winnipeg • Manitoba GRADES 4 – 6
© 2001 Jennifer Lawson Series Editor: Leigh Hambly
Assistant Editor: Catherine Lennox
Peguis Publishers (Portage and Main Press)
Book and Cover Design: Suzanne Gallant
acknowledges the financial support of the
Illustrations: Pamela Dixon
Government of Canada through the Book
Jess Dixon
Publishing Industry Development Program
(BPIDP) for our publishing activities. Program Consultant: Sylvia Connor
Program Reviewers: Karen Boyd
All rights reserved. With the exceptions of
Barb Thomson
student activity sheets and evaluation forms
individually marked for reproduction, no part
of this publication may be reproduced or
transmitted in any form or by any means –
graphic, electronic, or mechanical – without
the prior written permission of the publisher.

Canadian Cataloguing in Publication Data

Main entry under title:

Hands-on science : diversity of living things

Includes bibliographical references.
ISBN 1-894110-81-1 (Peguis Publishers)

1. Biology – Study and teaching (Elementary) 100-318 McDermot Avenue

I. Lawson, Jennifer E. (Jennifer Elizabeth), Winnipeg, Manitoba, Canada R3A 0A2
1959- II. Title: Diversity of living things. Email: books@portageandmainpress.com
Tel: 204-987-3500 • Fax: 866-734-8477
LB1585.H282 2001 372.3'5 C00-911637-0
Toll free: 1-800-667-9673
Contents
Introduction to Hands-On Science 1

Assessment 9

Diversity of Living Things 21

Books for Children 22

Web Sites 23

Introduction 24

1 Introduction to Classification 26
2 The Animal Kingdom 30
3 Comparing and Contrasting Animals 42
4 Investigating an Arthropod Colony 50
5 The Plant Kingdom 59
6 Adaptations 63
7 Fungus 70
8 Pond Study 74
9 Bacteria 86
10 Fossils 90

References for Teachers 109

Introduction
Program Introduction
Hands-On Science develops students’
scientific literacy through active inquiry,
problem solving, and decision making. With
each activity in the program, students are
encouraged to explore, investigate, and ask
questions as a means of heightening their
own curiosity about the world around them.
Students solve problems through firsthand
experiences, and by observing and examining
objects within their environment. In order
for students to develop scientific literacy,
hands-on experience is of utmost importance
– in fact, it is essential.
The Foundations of
Scientific Literacy
Hands-On Science focuses on four
foundation areas for scientific literacy. These
foundation areas are the bases for the lessons
presented in Hands-On Science.
Foundation 1: Science, Technology,
Society, and the Environment (STSE)
Students will develop an understanding of the
nature of science and technology, of the
relationships between science and technology,
and of the social and environmental contexts
of science and technology.
Foundation 2: Skills
Students will develop the skills required for
scientific and technological inquiry, for solving
problems, for communicating scientific ideas
and results, for working collaboratively, and
for making informed decisions.
Foundation 3: Knowledge
Students will construct knowledge and
understandings of concepts in life science,
physical science, and earth and space
science, and apply these understandings
to interpret, integrate, and extend their
knowledge.
Foundation 4: Attitudes
Students will be encouraged to develop
attitudes that support responsible acquisition
and application of scientific and technological
knowledge to the mutual benefit of self,
society, and the environment.
▲
1
Assessment
The Hands-On Science activity being assessed. Students are then
Assessment Plan given a check mark point for each criterion
accomplished, to determine a rubric score
Hands-On Science provides a variety of
for the assessment from a total of four marks.
assessment tools that enable teachers to
These rubric scores can then be transferred
build a comprehensive and authentic daily
to the rubric class record on page 14.
assessment plan for students.
Cooperative Skills
Embedded Assessment
In order to assess a student’s ability to work
Assess students as they work, by using the
effectively in a group, teachers must observe
questions provided with each activity. These
the interaction within these groups. A
questions promote higher-level thinking skills,
cooperative skills teacher assessment sheet
active inquiry, problem solving, and decision
is included on page 15 for teachers to use
making. Anecdotal records and observations
while conducting such observations.
are examples of embedded assessment:
Student Self-Assessment
■ anecdotal records: Recording observations
during science activities is critical in having It is important to encourage students to reflect
an authentic view of a student’s progress. on their own learning in science. For this
The anecdotal record sheet presented on purpose, teachers will find included a student
page 10 provides the teacher with a format self-assessment sheet on page 16, as well as
for recording individual or group a cooperative skills self-assessment sheet on
observations. page 17. Of course, students will also reflect
on their own learning during class discussions
■ individual student observations: During
and especially through writing in their science
those activities when a teacher wishes
journals.
to focus more on specific students,
individual student observations sheets Science Portfolios
may be used (page 11). This black
Select, with student input, work to include in
line master provides more space for
a science portfolio. This can include activity
comments and is especially useful during
sheets, research projects, photographs of
conferencing, interviews, or individual
projects, as well as other written material. Use
student presentations.
the portfolio to reflect the student’s growth in
Performance Assessment scientific literacy over the school year. Black line
masters are included to organize the portfolio
Performance assessment is a planned,
(science portfolio table of contents on page 18
systematic observation and is based on students
and the science portfolio entry record on
actually doing a specific science activity.
page 19).
■ rubrics: To assess students’ performance
Note: In each unit of Hands-On Science,
on a specific task, rubrics are used in
suggestions for assessment are provided for
Hands-On Science to standardize and
several lessons. Keep in mind that these are
streamline scoring. A sample rubric and merely suggestions. Teachers are encouraged to
a black line master for teacher use are use both the assessment strategies presented
included on pages 12 and 13. For any here in a wide variety of ways and
specific activity, the teacher selects their own valuable experience as educators.
four criteria that relate directly to the
expectations of students for the specific

9
Diversity of
Living Things
Introduction
In this module, students explore the diversity of
living things and the ways that species are
classified into kingdoms, including animal,
plant, moneran, fungus, and protist. Students
will begin to understand how these kingdoms
are organized according to structural
characteristics of living things, with a focus on
the phyla (branches) of the various kingdoms.
A Note on the Classification
System for Living Things
There has been great debate among scientists
regarding how to classify living things into
distinguishable kingdoms. For example, before
the invention of the microscope, organisms were
classified as plant or animal. With the discovery
of microscopic forms of life, it became apparent
that many of these microorganisms (e.g., fungi,
bacteria, algae, single-cell organisms such as
the paramecium and amoeba, and viruses) held
both animal and plant characteristics and could
not be simply classified into either kingdom.
The debate on this issue continues and no single
agreed-upon system for classifying living things
exists. However, the most common system
today supports the five-kingdom classification of
living organisms: animal, plant, fungus, protist,
and moneran (viruses have yet to be identified in
this classification system).
Remember that this controversy continues and
you may well find reference materials with
contradictory information. Do not be afraid to
discuss the “classification debate” with your
students. It provides a venue for understanding
that science is an ever-evolving field of study
that does not always provide black-and-white
answers.
General Information
When teaching the content of this module, it is
important to keep in mind that classifying is very
24
much a process or a developmental skill. Since
the classification systems used to organize living
things are quite complex, give students repeated
opportunities to explore and extend their
thinking. Encourage them to compare and
contrast animals, plants, and even nonliving
things; this will help students develop critical-
thinking skills. This module also provides a
variety of suggestions for graphic organizers and
strategies to aid students in their study.
The activities in this module rely on the
availability of a wide variety of pictures of living
things. Collect these pictures well in advance of
the module – from magazines and old calendars.
Consider having students participate in the
collection of these visuals as a way to stimulate
interest in the topic of study.
Access to good-quality, high-powered
microscopes is of great benefit for this module,
especially when studying microorganisms. Try to
have at least one of these on hand – local middle
and senior schools may consider a loan. Access
to prepared microscope slides of cells and
microorganisms (e.g., protists, bacteria) will also
add to the success of the lessons.
Science Vocabulary
Throughout this module, teachers should use,
and encourage students to use, vocabulary such
as: organism, species, structure, kingdom,
classification system, classification key, animals,
plants, moneran, fungus, protist, arthropod,
vertebrate, invertebrate, exoskeleton,
endoskeleton, and fossil record. Extension
vocabulary is also presented in specific lessons.
Materials Required for the Module
Classroom: markers, chart paper, tape, scissors,
glue sticks, nonpermanent overhead pens,
magnifying glasses, Bristol board, cardboard
sheets, supplies for making backboards, rulers,
▲
Hands-On Science
colored markers, index cards, water, clipboards,
masking tape, 30-cm rulers, mural paper,
drawing paper
Books, Pictures, and Illustrations: pictures
of animals, diagram of the animal kingdom
(included), story titled “Classification: The
Scientist Behind the Scene” (included),
references and guidebooks on the animal
kingdom, diagram of life cycle of Tenebrio
molitor (included), diagram of T. molitor
(included), pictures and reference materials of
various insects, references and guidebooks of
the plant kingdom, diagram of the plant kingdom
(included), “What Would Happen If…” sheet
(included), reference materials and guidebooks
on forest and Arctic animals, “Figurative
Language Using Animal Names of
Characteristics” sheet (included), diagram of
fungus kingdom (included), classification keys for
pond life (included), sample data chart (included),
diagram of protist kingdom (included), field
guides on pond organisms, graph paper
(included), diagram of moneran kingdom
(included), diagram of Jellylogical model
(included), diagram of “Fossils: Life Through
Time” (included), diagram of common fossils
(included), references and guidebooks about
Diversity of Living Things
fossils and dinosaurs, story titled “China’s
Feathered Dinosaurs” (included), story titled
“The Life of Geologist Joseph Tyrrell” (included)
Household: mixing bowl, spoons, measuring
cup, ice cube trays, dessert molds
Equipment: thermometers (for measuring body
temperature), good-quality microscopes,
overhead projector
Other: variety of collections, large Ziploc bags,
paper plates, thread, string, cleansing wipes,
Tenebrio molitor, bran, potatoes, knife, sieve, dry
cloths, ice cream pails with lids, mesh or
cheesecloth, elastic bands, small plastic
containers (margarine) with lids, aluminum pie
plates, variety of potted plants (include ferns,
cacti, flowering plants, moss), mushrooms,
bread, cheese, paper towels, small dip nets,
rubber boots, clear jars with lids, microscope
slides, cotton balls, eyedroppers, dried Lima
beans, 4-6 assorted flavors of gelatin desserts,
dried fruit, mint leaves, large glass jar or goldfish
bowl, chocolate chip cookies, small utensils
(e.g., screwdrivers, tweezers, manicure tools,
make-up brushes), fossil samples, shells
25
5 The Plant Kingdom
Science Background
Information for Teachers
Plants have specific characteristics that
distinguish them from other living things. Most
plants are green as a result of their ability to
make their own food through photosynthesis.
Plants are classified by structural characteristics
such as roots, stems, leaves, flowers, and seeds.
Note: The controversy over how to classify living
things is evident when studying the plant kingdom.
For example, some classification systems include
algae as part of the plant kingdom. However,
recent research indicates that algae are more
similar to microorganisms of the protist kingdom,
based on their structure and behaviors (with the
exception of blue-green algae, which are more like
bacteria in their structure and behaviors –
both, for example, are killed by drugs such as
antibiotics). Algae, therefore, are not presented
here as part of the plant kingdom. (Keep in mind,
though, that this debate continues!)
The plant kingdom includes these phyla:
Bryophytes: These plants have no roots or
stems; have thin hairs that attach to damp
surfaces. Examples: mosses, liverworts
Pteridophytes: These have roots, stems,
and leaves, but have no seeds or flowers.
Example: fern
Spermatophytes: This is the largest division of
plants. They are all seed bearing. Within this
phyla are two subdivisions. Gymnosperms are
plants in which seeds are found inside cones.
These include all coniferous trees. Angiosperms
are plants in which seeds develop inside a
flower. These include all grasses, deciduous
trees, wild flowers, and common garden plants.
Many of the flowers on angiosperms develop
into a fruit, such as an apple, pumpkin, and
ear of corn.
Diversity of Living Things
Materials
■ variety of potted plants (include ferns, cacti,
flowering plants, moss, and so on)
■ index cards
■ chart paper
■ different colored markers
■ diagram of the plant kingdom (included)
(Make an overhead transparency of this
sheet.) (1.5.1)
■ overhead projector
■ references and guidebooks on the plant
kingdom
Activity
Divide the class into working groups. Number
the groups. Provide each group with a potted
plant and an index card. Have the students
examine their plants carefully, and record their
observations on the index card in the form of
narrative description. Make sure the groups put
only their group number on their completed
index card.
Once all groups have completed this activity,
collect all plants and display them on a table.
Gather the index cards and distribute them
among the groups, ensuring that groups do not
get their own descriptive cards. Challenge the
groups to match the index cards to the plants.
When all groups are satisfied with the matches,
have them read the description aloud and
identify the plant that matches the description
on the card. Encourage students to come to
a consensus in matching all plants to their
descriptions.
Title a sheet of chart paper Plants. Ask:
■ What are plants?
■ How are plants different from animals?
■ What are some examples of plant species?
▲
59
5
As a class, brainstorm a list of plant species.
Ask:
■ How do you think plants are classified?
■ Can you classify this list of plants?
Classify the list by circling the plant names
with different colors of markers (e.g., circle
coniferous trees in green, deciduous trees in
blue, flowers in red, grains in yellow, and
vegetables in purple).
Now display the diagram of the plant kingdom.
Explain that botanists (scientists who study
plants) classify plants according to their
structural features: roots, stems, leaves, seeds,
flowers. Review the diagram, using the Science
Background Information for Teachers as a guide.
Divide the class into pairs of students. Have
each pair select a plant species to research.
Encourage students to select species from all
phyla/branches of the plant kingdom. Provide
students with the activity sheet and reference
material. Have them complete the concept
frame.
Once students have completed the activity
sheet, have them select a way to present the
information to the class (e.g., poster, booklet,
oral presentation).
Activity Sheet
Directions to students:
Select a species of plant to research. Use the
concept frame to organize your research (1.5.2).
60
Extensions
■ Conduct a population count of plants in a
specific plot. In the school playground or
local park, have students use Hula-Hoops to
mark off a plot of ground. Have them
identify plants within this plot (e.g., grass,
clover, dandelions) and count the
populations of each. Encourage them to use
field guides to identify unknown plants.
■ Examine the root systems on plants such as
cacti, potted geraniums, bean plants, grass,
and ferns. Compare these root systems to
the thread-like structures on moss that
attach it to the surface of soil, rock, or a tree.
■ Examine the seeds inside pinecones on
coniferous trees. Compare these to the
seeds inside an apple, pumpkin, ear of corn,
or sunflower.
Assessment Suggestion
As a class, identify criteria for this research
project and presentation. These may include:
■ accurate and detailed information
■ information well organized
■ clear diagrams
■ clear oral presentation
■ identification of sources used
List criteria on the rubric on page 13 and record
results during class presentations.
Hands-On Science
 © Peguis Publishers 2001. This page may be reproduced for classroom use.

The Plant Kingdom

1.5.1 – 61
 Date: ______________________ Name: ____________________________________

Concept Frame: Plants

Plant Species Examples

Characteristics

Diagram
What is it like? What is it
unlike?

Definition
© Peguis Publishers 2001. This page may be reproduced for classroom use.

Sources Used: ______________________________________________________

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
62 – 1.5.2