EE Characte! in your Science Journal. ics of Life Skim Lesson 1 in your book. Read the headings, and look at the photos and illustrations. Identify three things you want to learn more about as you read the lesson. Write your ideas Main Idea Characteristics of Li ‘found this on page — Organization jp Hound this on page. Growth and Development Hound this on page. \o Details @= Organize information about living and nonliving things. Complete the word web with the 6 characteristics of life. Geer Describe the 2 types of organization in organisms. 1. Unicellular: With ia Hye one ceil the shruuwres have a seechic frnchon 2. Malticellular:_ made. of pedis ovganieed B= Compare growth and development of multicellular and unicellular organisms. Classifying and Exploring Life Multicellular Organism Unicellular Organism : al Noentingrons| INC. SIZE anal] grovls AS anddevelops | Cornplexrty @5) “the size of Nyy ame of the LLvino The McGraw Congas, Ihe tecoeneran Lesson 1| Characteristics of Life (continued) Main Idea Reproduction | Mound tis on page LU Responses to Stimuli Hound this on pope a Details Define reproduction. Then identify 2 ways in which organisms reproduce. Reproduction: 255 lay Whida Organisms reproduce by: 4 Lidiag dna eras nb! ormbn Gras \ OG . syecabioeh Cells eee identify 2 types of stimuli, and provide two examples of each. Stimuli Internal externae Description Description ft responseto INLAOM | | responsero bili Mnonbyyial change ‘change “wo examples Two examples hanger |), ight 2 tae | | 2 tng. 3 Classifying and Exploring LifeLesson 1 | Characteristics of Life (continued) Main Idea Details Homeostasis to Analyze the effect of homeostasis. Complete the cause-and-effect J found this on page. chart. Cause Effect Mi Cello Can Faacracr Homeostasis not maintained Bah Siw ‘ 5 Suk Les Bm Sequence how energy flows fiom the Sun to a mountain Energy t, tfoundthisonpoge 4 _. | tion. WsemorumeyD 9 MButtes Mountun @ Analyze It Use the characteristics shared by all living things to explain why a clock is nota living thing. A took ues ereray , bbb inter ul (andchons, dot is ovaanized’. toleror a clock po i =F pe rep 49 Sti nna Classifying and Exploring LifeCharacteristics of Life A. Characteristics of Life 1 an_livin things are organized, grow and develop, reproduce, respond, maintain certain internal conditions, and use energy. 12. Things that have all the characteristics of life are called OGRA ISins _. Organization 1. Whether an organism is made of only one CAL the smallest unit of life—or many cells, al ving things have structures that have specific functions. 2, Living things that are made of only one cell are called UA (celit, organism. 3. Living things that are made of two or more cells are called organisms. 4, Living things with more than one cell have a greater level of Ce because groups of cells function together, €. Growth and Development 1. Living things grow by increasing CAL S12%C) __ or increasing cell number. 2. The changes that occur in an organism during its lifetime are called D. Reproduction 1 4s the process by which one organism makes one or more new organisms. mate. to reproduce, but 2. Some organisms must have a(n) others can reproduce without one. E. Responses to Stimuli 4. allliving things can —xespond. — to changes in the environment. ‘These changes are called and can be internal or external. 2. Hunger and thirst are examples ot _nttanaD stim 3, Some examples of stimuli are light and temperature. F. Homeostasis, 1. An organism's ability to maintain steady internal conditions when outside conditions change is called AULD S*A.S\S. Maintaining these conditions ensures that ells an _TuncAan 2. When your outside environment becomes 00 hot or too cold, your body responds by sweating, shivering, or changing the flow of. Oo to maintain a body temperature of 37°C G. Energy 1. Cells continuously use —. GNA # to transport substances, make new cells, and perform chemical reaétféns. 2. For most organisms, the energy they use originally came to Earth from the SUL saccoemsao mi noH Loses Vm atnHIeRND @ Mle (0TT Ms Name Date Class _ LESSON 1 Characteristics of Life Key Concept What characteristics do all living things share? Directions: On each line, write the term from the word bank that comectly completes each sentence. Some terms ‘may be used more than once A development C energy € growth G homeostasis B organization © reproduction & stimulus 1. Specialized structures in cells are an example of B Ov Adon aahon 2. When a plant's leaves and stems grow toward light, the plant is responding to an Stimulus external 3. A paramecium regulates > MOMCASTRL16 by pumping water out of the cel 4, Multicellular organisms have a greater level ot 8: NG brn eto than unicellular organisins have. 5. Increasing cell size is —E_fadih AYOL Cong Copyright © GkceMcGrw il, von oe Mien 6. Changing from one kind of cell to a specialized cell is _ A. dtvtlop mart | 7, The process that makes more living things is _D. FEO Aucor. yy 8, All activities carried out by living things use __C. Bntndiy 9. Drinking water helps your body maintain__@»_ hovwwa 82Gb 13 Classifying and Exploring LifeF : } i 2 é EEE Classifying Organisms (~ Seam Lesson 2 in your book, Record three questions you have about classifying living things in your Science Journal. Try to answer your questions as yeu read. ) Main Idea Classifying Living Things | found this on page Determining Kingdoms ound this on page Deten ing Domains ound this on page Detalls Qerldentify the ways Aristotle organized, or classified, living things. Plants ‘according to: according to: a Steuctuct ana] a presence of size |e. blood wb whetheriis deen —,| SA Pe and size @Brr indicate the 5 kingdoms that Whittaker proposed for classifying organisms. 1 Monerm 4, Plantae 2 Proticsts 5. _Animaba _ 3. fungi —__ Bex Classify groups of organisms into domains and kingdoms. Domain Kingdom Bacteria Bacteria Prondea archaea Pahsta Eukarya. Fury ; Plantae fol mala 4 Classifying and Exploring LifeLesson 2 | Classifying Organisms (continued) Main Idea Details Scientific Names (Qs Organize information about binomial nomenclature by | found this on page defining each part of a brown bear's scientific name. Ursus arctus Level of classification: Level of classification: Genus Speta Description: Description: ‘group of similar species group of organisms tak Jen hepa 7 found this on page. Ger Summarize why scientific names are important, Satabh. now make. ommunicahors Oia WE Spliaso wove. effect |e Laue Slat gl owt ANS ns ovis} have, aL Shine “Lorne name Classification Tools Compare a dichotomous key and a cladogram. Hound this on page Dichotomous Key Cladogram We senes of | lorinthed diag Qucstions, | Shows velado | Cools With Z a Fe ble Ancwhig 2 an Wm a seceatepae Ge = Connect It Compare your rit and nanan with a scientific namie. Pa AsOA_Us (Avs An Gok oa. Dict nb Wha iden hes the Eatetsc’s Pamily. en binemyad ronencletue Yar tani 1s Fi.caly acne EPLLALO ® Aucinl Arst) J nf 6 Classifying and oan Life Vy 46 a o Saha BS Th 7 2 eottaeanN ML om esLesson Outline } LESSON 2 Classifying Organisms A. Classifying Living Things e 1. There have been many different ideas about how to Chandi fog living things. Aristotle placed all organisms into two large groups—plants w ty dione rinere the. wed hoes they a Omunaso ~ based on . ie aoe B. Determining Kingdoms 2A Sh ten 1. Carolus Linnaeus grouped all organisms into two main Kungdovo _. 2, In 1969 an American biologist proposed a five-kingdom system for classifying otganisms that included kingdoms Monera, Protista, Plantae, Fungi, and Animalia. ¢. Determining Domains Y 1, The current system used for classifyin; —hilaend —___is ex. i s is called e roar ics. Systematic i the that of tematics. 3s yystematics. Systematics uses al e Unfprnshar. is known, 2 etme ibout organisms to classify them. Organiien’ - 2, Organisms are classified into one of three Dowding. _—Bacteria, 3 Comer tov Archaea, and Eukarya—and then into one of six 4,Euolud D, ScientificNames ~~ uses Lan = unwergal IAnguage in Suence. ths 1. When Linnaeus grouped organisms into kingdoms, he also developed a system for naming organisms. His system of Binarrual Noma Cf ACGech organism a, Broad es two-word scientific name, such as Ursus arctos for a brown bear. (Genus specie) oA 2. Ata) Seplcdtad _____ ts a group of organisms that have similar traits King ie and produce fertile offspring. aoe 3, Ima scientific name, the first word is tne gions CUNAG such as Ursus. (Oma Yiu 4. The second word in a scientific name identifies the Aphhba~ 0 A EB unk 4 Power cunt Unwus. Fandy 5, Similar species are grouped into one 2 _ Similar genera and then into orders, classes, phyla, are grouped into Giwe kingdoms, antl domains, Any 1 pe 6. Each species has its own GLALAH AL NéWWL,, which isthe same all over most speohe the world. £. Classification Tools wv? Classification Key /Taxonoenic key 1. Ain) Pichabunus Key is a sertes of descriptions arranged in pairs that can be used to identify én unknown organism. The chosen description leads to another pair of descriptions or to the identification of the Organi Io ‘ 2. a(n) CLA) avin isa branched diagram that shows the relationships ambhg organisms, New characteristics appear before each IGAName Date Class. Content Vocabulary Classifying Organisms rections: Use the cues and the terms listed below to complete the puzzle. Then on each line, write Ue term From the word bank that comectly completes each sentnce. LESSON 2 AX binomiat nomenclature C, cladogram —_E dichotomous key genus D kingdom F species web ic on 2BindemMi ats mbinclatu 3. A¢L0m adi Chate key Spee } C, 4. Adiagram called a Cada grit na shows the relationships among nganisms & \ 2. The system of Qdaniad Monta Md every organism a two-word scientific name. D, 3. ng dare is the classification category above phylum and below domain. 44 & Horrous LY can be used to identify an unknown organism, & 5. A SPOOLS is a group of organisms that have similar traits and produce fertile offspring. 6. A_CEOUS ____is a group of similar species. Classifying and Exploring Life sa meme ROD ALJ OID -wnOE HERE @ Ag 7Name Date __ Class School to Home LESSON 2 Scientific Names Directions: Use your textbook to answer each question or respond (0 each statement, 1. Research to find the scientific name for each of the organisms listed below. Write each name in the table. Organism Scientific Name Galdpagos tortoise Ja. GOH elon® KAGVG Labrador retriever | b. Qn is lupus fen ihan oJ saneseavoe |e Sequoiadendron guna teal 2. Look at the cladogram shown below. According to the cladogram, which plants are flowering plants most closely related to? Lovie. ea. ng plac Mosses and Feansand Cone-beating Flowering relatives relatives plants plants mmo Fuids. (vascular tesue) 3. Research to find the name of the plant divisions represented by the cladogram. What, are some common names of plants in each division? insion names. Bryophytn | Pherophyrh | Gyrirospenras | Arypospein common names: (rng rlahidel Lens + elehuta| orucatanuce | Prancrug pat Cli neoss_4 Be eee ee hee | | | 1g Classifying and Exploring Life[uoidioasopnasg aeBuys 40 yea ou seH|'qg spas 9 dais uoldi03s JaBurs & YM je} Buoy e sey|"eg | } t | | aepids si@uid exijmep ou sen qs seas — da: ‘9 days 0} 05 siaduld ay!]AAe]> SeH|"eG cities SPL Guo] JeyeUNIIW | UeY e10m Sif qy a vy dais eu Guo] sayauyw | UeY? ssay s]|"ey apediiW |jueuiBes Apog ypee uo sBaj Jo sured omy sey qe € days apadjuay | yuewBes Apog yaee uo s6e) jo syed ou sey| "ee “g days 0} 05 suolBar Apo om} seylqz = da: "y dais 03 05 uolbad Apog padeys-jeao auo sey|‘ez oe ‘days op 05 | s6a] g ueyy sow sey|'q), “Z days 01 05 ae . HIUO1dXS SONSIOS ® Prlye 4794 My. sa | dbo qo ureby wilog = pga oy Spalge jyun Bah wey Pramas anon any ot -onyM oprzad - | das D seowanes GA yoos «7 (bays ‘seroind Heras frog “uoibar fag ‘shay 21) Benfuer a avPru ray suas yuma 3m &Living Things Using Science SKilIs Lise the taxonomic key in the sextbook and the figures below to answer the folowing questions. Write your answers on 4 separate sheet of paper. | taterpreting Diagrams Can this taxonomic key be used 19 cP allof the organisms shown? Explain why or why not. No, B re miy 6 15> Classifying Name the organism in Figure. WV EDs ents Clsting Nar as Be ae 3.Drawing Conclusions Based on the Sif Revi Bh you tell the difference between a centipede and a millipede? aars of ) Essay OMe Baur leys/eeg meee 2 pass of Vegs/ Segrtct lee space. provided , aritea brief paragraph to answer each of the following questions. Lf, How do organisms differ from nonliving things? 5, Agroup of scientists is planning space mission to a new planet with aaa a conditions. What basic human needs must the scientists consider before they decide which supplies to take with them? 5 Base needs 4, ongiaisnn= lw thu , 3 ang 1. Pood Ca lulor organi emtar Cher grnwos +1040 2, woke 0: recpordk-to simu gros and divelo? “3 vege ne ‘© Fearon xan, hc, bling os Pease Pete Hol, AEs sedThe Key to Living Things ‘You may have never thought about it, but all living things are put into different groups. Living things are placed into different groups because it makes them easier to organize ‘and easier to study. There are over 1.4 milion Kinds of known living things. With this iany living things you can see why itis important to develop a system to classify them. ‘There are many different features scientiéts use to classify organisms. Living things may be classified based on their outward appearance, structures inside their body, ancestral relationships, genetic characteristics, and behavior. Many times scientists develop keys to help other people identity a living thing. A type of key called a dichotomous key allows the person using it to make decisions on features a Tiving thing has. Generally speaking, the choices in the key start broadly and get more specific, Eventually, the decision is narrowed down to the name ofa living thing or group fo which a living thing belongs. Directions: In this activity you will leam how to use a dichotomous key. Start by looking at one of the pictures of living things at the bottom of this page. To classify this living thing, you will work your way down the dichotomous key on the next page. Do this by reading the first question on the key and answering it. Follow the line that connects the question to your answer. Then read the next question and follow the line ‘connacted to your next answer. Do this until you reach the.end of the lines, where ‘you will write the name of that living thing in the empty box. Afier you have completed keying out al the living things below, make your own drawings and give them to other =students-to.key out. Classityjhese livingthings sing the dichotomous key.on the following page. & et bb.Dichotomous Key Rules: t dlavd confess toms | eachtme Gonhnue unbl obyet is idenhfal Does the living thing have a backbone? Yes No Vereorate avery ‘Does the living thing have fur? Do you need a microscope demic Yeu iio to see the living thing? i Yes No t. Does the living Does the living eee ‘thing have thing have an feathers? exoskeleton? Yes No Yes |: No a Does the living Does the living a|o ctringhave fins? | 7 | thing took wortnlike? ¥ 2 3 Does the living is the living ce | eee eer| 8 [SL] || thing green ne | has leaves? Yes | No Yes | No Does the living Is the ving thing thing ay its eggs 4, D_ not green and in wal q jes on a once Yea 1 No living thing? I [Yes | No & ES he Fro. (Arp hs bar) 6 Bird (aves) c. snake CReph le) © Be ehamter freed (Regrsper™) €- Fish (ostticnttyes) GHeon cricket (Arthropoda) pox (rrammnl . Bacteria i » mmasbroenn( Fungi) anaind (fennelid Y ° 45Leone. /rto backbone vein pattern, in leaf Think of Pad! ae sgeaeaaay Nek vs. b 2 bbany skeletmn /Garhlage sl aerate 7 vs. vane Tavece ¢1. Look at abject - Come up wv 2 3. th clear defred Hom thet Cain describe Some Cheractorsho which wil dive the group. move Paugh | of your groups tarhnuing 4 divide te group wrdl He Organise Can 8E dented Name_. «label rest step © or organisms name ‘Taxonomic (Dichotomous) Key — Animals - (se plant Reece - |e note plant vecereson | Vigiole Fruit (AOWEr Leases - yo visilole Qrut/Plonts ..- 3 Ae parallel leat vears : B- non-parallel /nétcA eae . VALS 4 { LS Oe ee Ted uaee { iBres me Gq Ap has @ woody STEM Br Dose + have 4 woody GION av eeee Bela ely> classwork due: ——.Domain: Eukarya Kingdom Animalia Class Agnatna Gawess fish) Class Chondnichtves (sharks & revs) Class Phylum Osteichthyes; Chordata (oony fis order Rodentia class Arnphibia Order Primste order = Genus Vulpes Squamata oo order crocodiita Canis fupis (oi) me Fells fe ‘oft, ARE sata i i: famitaris Ranthera H4ris Fels or (conga) on NoOPVRY suennic Name Ist; Captaited Lg and; jon ase 30‘Taxonomy - interpreting Graphics Interpreting Graphics - Taxonomy ,¢ fatse, ce statement by wossing off word(s) ‘Answer true or false to the following statemeats. +o rake tra true St 1 YOM 1. _JF__Dogs belong to the order eal J 2. FT A fox belongs to the phylum Arthfoda. Chr hata, 3. F=_” Snakes belong to the phyfim Reptilia. § Chan? 4, _ @f)_ Lions belong to the class mammalia 5. F__ Att arthropods belong to the Class Insecta Sorné- 6. CG) All rodents belong to the phylum chordata. a 7, E___ All amphibians belong to the class repéitia. Conga 8.__(T)_ All primates are mammals. 9. ‘The class mammalia includes dogs, cats and rats, 10. a ‘A lion belongs to the genus Betis. Pet il. ‘All matnmals.areprimates. Pts Gee, erarmouile 12. CED Insects and lobsters are arthropods. Hhen WHE un the ured Name. In each set, cizole the pair that is most closely related, , Hy US 13 sakes eos spokes & fogs CSS: C 14. rats &cais| is & dogs) order: cnn insects & lobsters} insects & birds Pagan. Aartrropo dun. HERE Ree Mins A cougts Genus: parvo. 17 foxes rats | Gxes. se d0p family: Carr dae 18. cats & dogs | Gat & ions Marmily> FEL AA 19, List (use species name) all the animals pictured that belong in the Felidae family. i 1eo ange is 3. Concolo™ % domes Cua QO . List all the animals pictured that beloag to the Camivora order. Common name, 7 Fox 5, Cougar » Dow 6 +iger 2 wolf 2 oan 4 One 3lDate, Class Name Living Things « Guided Reading and Study Domains and Kingdoms ‘This section describes each of the domains and kingdoms into which all living things are grouped. Use Target Reading Skills As you read, compare and contrast the characteris Bacteria, Archaea, and Eukarya ty completing the table below. : se emicellvtar ne wulkcelulan ics of organisms in domains Pepove Domain or Cell Type and #*| Able to Make Food? Kingdom |p _E| U_M|_ Autohopl Heterohoph _ (Becta p. -\U A i en Archaea P YU A 4 Eukarya: elu Ml) >A 4 tte fim] A a aa Elum Ht ts gp Plants eB) M & Animals e M 4 4, List the three domains of living things, Ewan _ 2. Complete the concept map fo show how organisms are placed into domains and kingdoms. ‘Organisms are placed in domains and kingdoms, based on their <7 (© Peewon Eatin In, pling ws etson Prentice Hl. I ih eared, 4 CEMS 10, “ner DoO4 32Name Date Class th 1sec4 The Origin of Life Guide for Reading How was the atmosphere of early Earth different from today’s atmosphere? How do scientists hypothesize that life arose on early Earth? Scientists think that early Earth had a different atmosphere than it has today. On ancient Earth, nitrogen, water vapor, carbon dioxide, and methane were probably the most abundant gases in the atmosphere. Although all these gases still make up a small part of the atmosphere today, the major gases are nitrogen. and oxygen. Scientists have formed hypotheses about what the first life forms were like. First, early life forms did not need oxygen to survive. Second, they were probably unicellular organisms. Third, they probably lived in the oceans. In 1953, Miller and Urey designed an experiment that recreated the conditions of early Earth in their laboratory. They placed water and a mixture of the gases that probably made up early Earth’s atmosphere into a flask. Then, they sent an electric current through the mixture to act as lightning. Within a week, the mixture in the flask contained some small chemical units that could form proteins. In similar experiments, other scientists succeeded in producing carbohydrates and nucleic acids. 35Scientists hypothesize that the small chemical units of life formed gradually over millions of years in Earth’s waters. Some of these chemical units joined to form the large chemical building blocks found in cells. Eventually, some of these large chemicals joined together and became the forerunners of the first cells. This hypothesis is supported by evidence from fossils. Fossils are traces of ancient organisms that have been preserved in rock or other substances. Fossils of bacteria-like organisms have been found that are between 3.4 and 3.5 billion years old: Scientists think that these ancient cells may be evidence of Earth’s earliest forms of life. y heterotrophs that used the chemicals The first cells were probabl ‘oduced, jn their surroundings for energy. As they grew and repr their numbers increased. As their numbers increased, the amount of chemicals available to them decreased. At some point, some of the cells may have developed the ability to make their own food. ‘As they made their own food, they produced oxygen as a waste product. Oxygen accumulated in Barth’s atmosphere. Over hundreds of millions of years, the amount of oxygen increased to its current level. ef -ike organisms from -fbscil_ evidence. Miller + Urey’s experiment: retate. gnibad bart landleaOwe Designes to: ina) + HE ess elechAC caer imuttes Lgtning = Resulted in small units > pI eA nN etn Foss LWALLA Of Aiptatat deg bendated flak ww Mik oy otkin prositin ca 36