Dare: NAME: cuss. IGE INQUIRY 1 What Is Organization? (ontinued) 2. When you have completed the pyramid, use your creativity to design an “ordered pyramid” that can be used to describe your school. Make sure that you increase the level of authority as you move up the pyramid. Label your pyramid neatly and clearly. Copyright © McGraw-Hill yeswon Limited, Permission to ceproduce this page is granted wo the purchase for we in hee/hia duuroom only. 199DATE: NAME: ‘SCIENCE INQUIRY j Exploring the Tissue Layers of Skin CuAss. rE function of different organs. Think About It © Your skin is an organ made up of many different layers. One of the important functions of the skin is to provide protec- tion for the body. Skin is composed of many different layers, but we can think of it as having two main layers, the epider- mis (on the surface) and the dermis (below the epidermis), The epidermis is thinner. The dermis is thicker and con- tains the blood vessels, nerves, muscles, and hair follicles of the skin. + Think about how this arrangement might help protect an individual. For example, if you stay out in the Sun for too long, Goal + Use this page to explore how the organization of cells and tissues helps in the you may get a sunburn, The Sun is able to penetrate through and damage the first layer of skin. This is called a first- degree burn. A second-degree burn caus- es damage to the epidermis and top part of the dermis. A third-degree burn dam- ages the epidermis and all of the dermis, including all of the structures init. What to Do © Refer to pages 68-69 of SCIENCE- POWER™ 8 to complete the following 1. In the space below draw what you think the layers of the skin might look like. 200 Copyigh: © McGcaw HE Ryerson Limited. Permission o reprodece cis pge is granted to the porchacr for wie in her/his lssoom only.NAME: cuass: ~~ rE Exploring the Tissue Layers of Skin (continued) 2. Why do you think a second-degree burn is more serious than a first-degree burn? 3, Ina third-degree burn, most or all of the regenerative abilities of the skin are damaged. Why is a third-degree burn more serious than a second-degree burn? 4, What are some ways first-degree burns can be prevented? 5, Is the statement “people with second-degree burns experience less pain than people with first-degree burns” a fair statement? Explain. ‘Copprighe © McGraw-Hill Ryerson Liited. erminion to reproduce this page granted to the purcharer forte in her/his eroom os 201NAME: cuass. Understanding Body Tissues Goal + Use this page to help you review the four main types of body tissue. What to Do * Refer to page 69 of SCIENCEPOWER™ 8 to help you complete this activity. 1, Use the graphic organizer below to help you identify where in your body these tissues are important and why. Muscle Tissue | Epithelial Tissue | 2. Can you give an example of how these tissues can participate in one organ of the body? 3. Why do you think that it is beneficial for an organism to have different types of tissues? 4. Can you give an example of a body part where two or more different tissues are needed, Be sure to explain your answer. 2OB coprigh© aco tt Ryn Lined. Peon w repodace hjelp fr nhs clam ex.NAME: Tissues Found in Plants cass. Goal + This page helps you review the types of tissues in plants and their functions. Think About It Plants have different tissues and organs from animals because their requirements are not the same as those of animals. For example, plants do not need muscles to move from place to place because plants produce their own food. Even so, some tissues of plants have functions similar to (but not the same as) those in animals. Plants and animals both need a way of ‘moving substances (such as food) to their different cells, and they need protection from the environment. «Refer to page 69 of SCIENCEPOWER™ 8 to help you draw a sketch of a plant. ‘This will help you visualize how the dif- ferent parts of a plant relate to each other. + When you have completed your sketch, answer the questions that follow. Refer to (Organ Systems in Plants on page 73 of SCIENCEPOWER™ 8, 1. Draw a simple sketch of a plant in the space below. Conjtight © MeGrw- Hl Ryenon Lined. Peni epoch pge it graeda the purine frst inhi carom oxy, 203,NAME: LSCIENCEINGUIRY [| Tissues Found in Plants 2. 3. = a ~ ~ (continued) Why do you think xylem tissue is useful to a plant? ‘Why is phloem useful to a plant? : Why do you think it is important for a plant to have different types of vascular tis sues? - What substances are transported in the xylem? What do you think is the direction of movement? . What substances are transported in the phloem? What do you think is the direction of movement? . What does the epidermal tissue do in a plant? . How does the function of the epidermal tissue in a plant compare with the function of epidermal tissue in an animal? 204 conyight © MeGrv-H eon Ln Permisicn wo eeodse hs pees rnd oe porches i niles ony.SKILL BUILDER | Teamwork! Goal + Use this page to help you complete Think & Link Investigation 3-A: Teamwork! (page 71 of SCIENCEPOWER™ 8 on the main parts and functions of an organ in the human body. What to Do * Use the information gathered from your group's research to answer the questions below in foll sentences. ‘© When you have completed this, consider other aspects regarding the proper functioning of the organ by doing further research, using the Internet and any other sources. Use the questions provided to start you thinking about what you can find out about your group's organ. . What is the name of the organ? nv ‘What organ system does the organ belong to? ‘What is the organ’s function? 4, What is the organ’s structure? Copyigh © Men Hl yy Lind, Pein so pode thi page renew the purchaser fre in beh dlanroom onl, 205bari NAME: Lass: SKILL BUILDER Teamwork! (continued) 5. Sketch what the organ looks like: ‘The next few questions provide ideas for further research. Discuss with your group possible sources of information to find answers to the questions. You may even decide to divide the questions among yourselves and report your findings later. 6. What are the tissues involved in making up the organ? 7. What happens if the organ does not work properly? 8, Can the organ be transplanted or replaced by an artificial organ? 9. Which other animals have this organ? Are there some interesting similarities or differences compared with the human organ? 2OG copyighs © Metinw Hil Ryewoo Limited Perinion to zprodsce hs page is raced to the perch: for we in her/his lasroom only.Dare: NAME: CLASS: REINFORCEMENT i Organ Systems in Plants = Goal + Use this page to review your knowledge of plant parts. What to Do © Refer to pages 73-74 of SCIENCEPOWER™ 8 to help you answer the following questions. Explain the function of the root system in plants. . Explain the function of the shoot system in plants. . How are the root and shoot systems connected? 4. Why do plants not have digestive or muscular systems like humans? 5. What is meant by “vascular” tissue? 6. Give two examples of vascular tissue in plants. . What is the funetion of the phloem tissue? . What is the function of xylem tissue? Copyright © McGraw-Hill Ryerion Timited. Peon to epeudoce his page grated we parcaer or we in hein casroom col 207DATE, NAME: Coe) Organ Systems in Plants (continued) 9. Where are the phloem tissues found in plants? 10, Where are the xylem tissues found in plants? 11. On page 74 of SCIENCEPOWER™ 8, you were asked to examine some celery stalk to help you understand the arrangement of xylem and phloem in a plant. In the space provided below, draw what you observed. 12, What conclusions can you draw about the location of the xylem in the stem? 208. copreh © MGew Ryn Line Pinon oro hip ted oe pc er caro ny.DATE: NAME: cuass. Coe? pee ASSESSMENT 1 Testing Your Knowledge Goal + This page allows you to test your knowledge of plants. Part A Compare and contrast the following terms. Make sure that you mention the similarities and differences for each pair. (2 marks for each pair) 1. phloem and xylem: 2. shoot system and root system: 3. tissues and organs: 4. palisade cells and epidermis: Part B Beside each statement on the left-hand side, place the letter representing the term on the right-hand side that best matches the statement. Statement Term ___ 1. an example of this is a leaf (@ organ system 2. an example of this is maple tree (b) tissue ___3. are part of the reproductive system (©) stoma 4. is where most photosynthesis oceurs. —_(d) organism ___ 5. is surrounded by a guard cell (© organ 6. includes the stems and leaves @ palisade cell 7. an example of this is phloem (® flowers CCopight © McCraw! Ryeson Line, Penniion reproduc thie peg ie grcted to he puchaer for niin ects clewroom ony, OQNAME: cass: ee Tos ig Your Knowledge —_—_ (continued) Part C For the following sentences, decide if the statement is related to: @ xylem () phloem (©) both xylem and phloem 1. helps to transport the sugars within a plant 2. carries minerals from the roots to the leaves ___3. carries water throughout the plant ____ 4: tissue that runs lengthwise in a plant’ stem 5. an example of vascular tissue Total: /20 210 copyright © Merril Ryn Linicd. Pemssion wo repodace tis page's grit ote puree se in Refi caro olDATE: NAME: Lass. REINFORCEMENT j Tracing a Drop of Water — through a Plant Goal + This page will help you follow the path that water takes from where it enters the plant to where it goes in order to help you grasp the hierarchy of biological organization in a plant. What to Do «In order to understand the biological hierarchy that exists in a plant, your textbook suggests that you trace the journey of a water droplet through a plant organism. A sequence chart is 2 graphic organizer that may help you to identify the most impor- tant steps in a large process. * Use the following sequence chart and fill in the various encounters of the water droplet as it journeys through a plant. —=> = | | start here (osmosis occurs) tissue level | — — organism level organ level organ system level ‘end here {one example) (one example) Copyighs © McGrew: Ryenon Lnited: Prion to cepedace ha page in graedothe porcaser er we in hfs aeroom only 244NAME: cass: ‘SCIENCE INQUIRY = Transpiration and Leaves Goal + Use this page to help you complete Find Out Activity: Transpiration and Leaves on page 77 of SCIENCEPOWER™ 8. Think About It * Aplant loses much of its water through its leaves. Without the transpiration that occurs at the leaves, water loss would be greatly reduced. However, the movement of water through the plant would be affected. What to Do * Fill in the following to help you complete Find Out Activity: Transpiration and Leaves on page 77. 1. Purpose of the activity: 2, Hypothesize what happens in the stalk with leaves and the stalk without leaves: 3. Materials: 4, Procedure: Summarize the steps as concisely as possible in the space provided. Step 1: Step 2 Step 3: Step 4: BAZ copyrigh: © Metiww-Hit Ryerson Linited. Periion wo reredac hs pages raced to the purse fo sin her earoom onDATE: NAME: Transpiration and Leaves (continued) Step 5: 5. Safety precautions: 6. Observations: Describe in your own words what happened in the stalk with leaves as compared with the stalk without leaves: 7. Conclusion: Copyright © McGraw-HEl Ryerson Limited. Pelion to rereduce his page is granted to the perches for we in hefiscroom oxi. 243DATE: NAME: cuass. eee 1 Adapting to the Environment el Goal + This page helps further your understanding of adaptations. Think About It * Organisms have features that help them survive in their environment. For example, a fish has fins so that it can move through the water, and animals such as dogs and cats have legs so they can move on land. Features that help organisms survive in their environment are know as adaptations. In other words, the features are adapted to function in a particular environment. What to Do * Animals and plants have different adaptations. Review your understanding of adap- tations by filling in the information required in the spaces below. You can brain- storm adaptations in animals and refer to page 78 of SCIENCEPOWER™ 8 to help you with adaptations of plants. What is an adaptation? x .. Why is it important for organisms to be adapted to their environment? 3. Brainstorm various types of adaptations in the space below. RAG Copyrighe © McCiww HE Ryerson Lined. Permian co reprodue this page granted to the prchase fr use in bers som: oly.NAME: LASS: Adapting to the Environment (continued) 4. Think of three adaptations of a rabbit living in the cold north. Remember that it has to stay warm and avoid being eaten! ‘Think of three adaptations that help a fish survive in its watery environment. 6. Like animals, plants have adaptations to their environment. Identify three examples of adaptations of a plant. Provide the adaptation and then give a specific example of a plant that has the adaptation. Adaptation: __ Example; Adaptation: Example: Adaptation: Example: Copyright © MeCew-EIll Ryerson Limited, Beominsion to reproduce this page is granted to the purchaser for se in her/his clawoom only. 245NAME: cuass: eee] Organ Systems in Humans: The Digestive System Goal + This activity provides an opportunity to reinforce understanding and use of terms related to the digestive system. What to Do * Refer to section 3.3, Organ Systems in Humans, beginning on page 79 of SCIENCEPOWER™ 8 to complete this review of the digestive system. Using the diagram on page 79, label the parts of the digestive system. . Which structure connects the mouth and the stomach? y . Which organ produces insulin? In which structure does most of the absorption of nutrients occur? - w ). The small intestine is connected to the stomach at one end and which structure at the other end? 2 Why is the digestive system important to humans? What do you think is the function of the saliva produced by the salivary glands? 7 AG copyigh: © MGrow-Hil Ryerss Livitd. Peon to eprodose hn pages grid othe pacar for wis hei easooa oypare: NAME: CHAPTER 3 Organ Systems in Humans: The Digestive System (continued) MEET 8. What is the function of the stomach? 9. Why do you suppose many different structures are needed by the digestive system? Copyright © McGrew Ryeron Line, smi 9 reprodsce thi page grand the prchoer fr wen evhinloom only. 247pare, NAME: cass: aoe] Organ Systems in Humans: ose The Respiratory System Goal + This activity provides an opportunity to reinforce understanding and use of terms related to the respiratory system. What to Do * Refer to section 3.3, Organ Systems in Humans, beginning on page 79 of SCIENCE- POWER™ 8 to complete this review of the respiratory system. . Using the diagram on page 79, label the parts of the respiratory system. What is the main tube connect- ing the mouth to the lungs? Which muscle plays a main role in breathing? 4, In which structures does gas exchange occur? ‘What are the main organs of the respiratory system? 2 Why is the respiratory system important to humans? Why do you think many different structures are needed by the respiratory syste 21B Copprighs © McGraw-Hill Ryerson Limied, Permian wo epredace this page i granted to the purchaser erwin herhis soo aalype cass Organ Systems in Humans: — The Respiratory System (continued) 8. Why do you think thet there are so many alveoli? 9. Do you think that smoking harms your respiratory system? Explain. Copyright © MGeaw-Hl Ryerina Limited, Permission to reproduce tha page i granted w the prchuser fr use ia her/is camo only. 2419)DATE: NAME: cuass: ‘coun mune] Organ Systems in Humans: The Circulatory System Goal + This activity provides an opportunity to reinforce understanding and use of terms related to the circulatory system. What to Do * Refer to section 3.3, Organ Systems in Humans, beginning on page 79 of SCIENCEPOWER™ 8 to complete this review of the circulatory system. 1, Using the diagram on page 80, label the parts of the circulatory system, Capp © MG Ryn Link. Penn pos peg atl ie pce in eh aon nyNAME: cass. —— CEE Organ Systems in Humans: = The Circulatory System (continued) 2. . Which structures connect the arteries and veins? |. Which vessels transport blood away from the heart and have thick muscular walls? 4. Which vessels transport blood toward the heart and have valves? Which part of the heart receives blood from the lungs? 6. Why is the circulatory system important to humans? 7. Which structures are included in the circulatory system? 8. Why are capillaries small and thin? 9, Name the parts of the heart, Why do you suppose the heart needs all these parts? ‘Copyrighe © McGrww-Hl Ryecon Limited. Permission wo reproduce this page ie graned wo the purchaser for sein her/his custroom aly 221pare: NAME: cuass. ‘SCIENCE INQUIRY 1 Connections Between Circulation and Respiration Goal + This activity helps you to relate the connection between the circulatory and respiratory systems. What to Do * Using the information on pages 81-85 of SCIENCEPOWER™ 8, use this worksheet to help review your understanding of how different systems in the body work together. 1, Which system connects all the other systems in your body? 2. Give two examples of systems that must work together with the circulatory system. 3. Explain how each of these systems works together with the circulatory system. 4. The respiratory system is really a collection of tubes that end in a bunch of air sacs. List the tubes that help you to breathe and their diameter in the chart below: | Name of tube I Diameter of tube “| t + I I t i 5. What are the tiny air sacs at the end of the tubes called? 22Z_conyrghe © MeGrawt yeron Limite. Prialon reproduce ths ge is rated to she purse for win he cate on.DATE: NAME: COG! Connec' Circulation and Respiration (continued 6. What are the tiniest tubes in the circulatory system called? 7. How are these tiny tubes related to the air sacs? 8. What is diffusion? (If you need to review this term refer to page 41 of SCIENCEPOWER™ 8). 9. What important role does diffusion play in connection with the respiratory and circulatory systems? 10. Which substances are exchanged between the blood in the capillaries and the air in the air sacs? (Copyright © McGrew-HI Ryscron Limited, Pisin wo reproduce thin page ix granted w the purchaser for use ia hefhisclswoom only. 223DATE: cas REINFORCEMENT j Getting Food to Body Cells eno Goal + This activity helps you to review the way that food enters your body. What to Do * Refer to page 84 of SCIENCEPOWER™ 8 to help you complete this page. 1. What are two fonctions of your bloodstream? 2. Where does the transfer of food from the digestive system to your circulatory system take place? . Digestion is one of the main functions of the digestive system. What does digestion mean? (You may need to look up the word in a dictionary.) 4, The process that allows food particles to pass from the intestine to the circulatory system iscalled 5. Write down in your own words the two main functions of the digestive system, 2 ). What are villi? BA conyign © MeGrow-Hill Ryewon Lit. Pemlron to reproduce ths pg ie ree othe purchase fr wen her/his soem ony.DATE: NAME: class: enc REINFORCEMENT Getting Food to Body Cells (continued) 7. In what way are the villi in your intestines and the alveoli in your lungs similar? 8. Why are there so many villi and air sacs? 9. In the space provided, draw and label a diagram of a villus. (You may refer to Figure 3.19 of SCIENCEPOWER™ 8.) CCopyigt © McGraw Hil Ryenon Lined, Prison reproduce this page is raced tothe purchaser ‘ore in hevfiscasreom onl, 22DATE: NAME: cuass: (REINFORCE! j Organizing Organ Systems Le Goal + Use this page to review your understanding of the organ systems of the human body. Refer to section 3.3, Organ Systems in Humans, beginning on page 79 of SCIENCEPOWER™ 8. What to Do © With a partner, read through the following list of tissues, structures, and organs, Sort them in their appropriate organ systems. The boxes below the list represent organ systems, and you can place the names of organs inside them. © When you have completed this, try to answer the question on how organs need to work together. 1, List of Tissues, Structures, and Organs brain liver nerves pancreas small intestine spinal cord tongue heart blood stomach arteries. lungs trachea nasal passage esophagus biceps veins capillaries bronchus alveoli tendon hamstring villi gall bladder diaphragm Organ system: Organ system: | Organ system: \rgan system: | F Organ system: 226 Copyright © McGaw Hil Ryerwon Limied. Porimion to eprodsce this pages grand 10 the porcuser fr we in hec/his easroom oly.CLASS. CEE 1g Organ Systems (continued) . With your partner, discuss and record your thoughts on the following ideas: “Organ systems do not function independently —they fit together like pieces to a puzzle, All contribute to the overall functioning of the organism.” Copii © Mtn Hl Rye Lind Pein wera nage reed the pein orm inher tmvom nly 227DATE: NAME: (SCIENCE INQUIRY Control hin Your Body— Homeostasis Goal page to help you review your understanding of homeosta Think About It ‘When you stop and think that your body contains trillions of cells but keeps func~ tioning smoothly, you will appreciate the importance of homeostasis. For your body to keep functioning normally, ic must maintain a stable “internal environment.” For example, the outside temperature might change, but your body temperature must remain within a narrow range. What to Do © Refer to pages 84-87 of SCIENCEPOWER™ 8 to help you complete the following activity. 1. Describe homeostasis in your own words. 2. What is your normal body temperature? 3. What can happen when your body temperature changes even as slightly as 0.5°C? 4, What are some of the ways your body tries to warm up when you are cold? 5, What are some of the ways your body tries to cool down when you are too hot? ZZ copyrigint © McGraw-Hill Ryeroa Limited, Permission to reproduce this page is pranced to the purchaser for wse in her/his castoor oaly.DATE: NAME: CLASS: nue] Control within Your Body— “=! Homeostasis (continued) 6. Maintaining homeostasis is a way that the body regulates itself. Scientists often compare temperature regulation to the way in which a thermometer works. Do you agree with this comparison? Explain. 7. As well as controlling temperature, your body must also be able to maintain a fiuid balance. Which organs do you think play a role in maintaining a fluid balance? 8. The body must also ensure that a constant level of vital nutrients are maintained in the blood. Which system do you think helps to accomplish this? 9. What must different parts of the body do with each other to maintain homeostasis? 10. Which two systems help the body carry out this function? ‘Copyright © McGraw-Hill Ryenon Limited, Permiion i repcdce this page is granted to the pursues for sei hfs clstocm only. 220)pare: [a] How Well Do You Know = “EE Your Systems? Goal + This quiz provides an opportunity to demonstrate your understanding of the body’ systems. What to Do * Answer questions below in the space provided. Part A Beside each statement on the left-hand side, place the letter representing the system on the right-hand side that best matches the statement. Statement System ___1, regulates blood composition and excretes waste fluids (@) digestive 2. a set of glands that produce chemical messengers (b) nervous 3. circulates blood; transports food particles, dissolved gases and other substances (© respiratory 4. controls and coordinates body activities; senses internal and external changes @) excretory 5. breaks down, absorbs food particles, and eliminates wastes (©) circulatory 6, exchanges oxygen and carbon dioxide @ endocrine Part B Define the following terms and provide an example for each. . diffusion: example: _ . absorption: example: hormone: example: 230 copyrigine © MeGran-Hill Ryton Linited. Perniion to repoduce this page ie pranted to the purchaser for we in her/his classroom only.DATE: NAME: cuss. CO) EE | How Well Do You Know Your Systems? (continued) Part C Given the following pairs of terms, state one similarity and one difference for each pair. 1, alveoli and villi difference: _ . oxygen and carbon dioxide similarity: difference: _ _ . trachea and artery similarity: difference: Copii © Meru Ryerson Lined. Perinion epee hapa red othe phar for eines caoom ony, 2ADATE: ‘NAME: cass: SCIENCE INQUIRY ! Have a Heart! rien Goal + Use this page to help you complete Think & Link Investigation 3- B: Have a Heart! on page 89 of SCIENCEPOWER™ 8. What to Do * Read Journey of a Red Blood Cell on pages 90-91 of SCIENCEPOWER™ 8. Then use the following diagram to help you complete Think & Link Investigation 3-B and answer the questions below. . Label the diagram below with the following terms. Jefe atrium right atrium vein Jung capillaries left ventricle vein artery body capillaries artery right ventricle heart [By less oxygenated blood Il oxygenated blood 2. On the above diagram, draw arrows to show the direction of blood flow in the different blood vessels and through the four chambers of the heart. BBQ _copyighe © McGraw Hil Ryerson Lita. Penson ro epee hs page granted wo the priser forsee he/is aston oly.pate: NAME: cuass. Cored ~ ee Have a Heart! (continued) 3. Which side of the heart collects blood from the body and pumps it to the Jungs? 4. Which chamber receives blood from the lungs? 5. Which ventricle is more muscular, the right or the left? Explain. 6, Avalve is like a “one-way street” in the heart that prevents blood from flowing backward. There is a valve between the atrium and ventricle on both the right and left sides of the heart. Why do you think valves are important in the circulatory sys- vem? Copyright © McGraw-Hill Ryerson Limite, Permision vo reproduce this page is ganced to the purchaser for use is her/his clsoom only, ZODDATE: CLASS: [REINFORCEMENT ’ You Are What You Eat a Goal + Use this activity to review your understanding of the food you eat and how it can affect your health. Think About It You can think of your body as a complex machine that functions smoothly when all its parts are in good working order. To keep your body in top form, you must sup- ply it with the proper nutrients. Your body needs these nutrients to ensure growth and repair, and the maintenance of a stable internal environment, or homeostasis. ‘This means that eating a balanced healthy diet is a good start to having a healthy body. What to Do © Refer to page 93 of SCIENCEPOWER™ 8 to help you complete this activity. What is a nutrient? N . Complete the following table, Nutrient fats carbohydrates | ~ T proteins t What is the ideal food for a marathon runner: > Besides carbohydrates, fats, and proteins, what are three other substances that are needed to have a healthy body? “ . Why do you think eating a balanced diet is important for good health? 234 Copytic © Meco TE Ryton Lie Peo to rerdnce hs pgs red oh parce owe iis oom on.DATE: NAME: cass. SCIENCE INQUIRY j Testing for Carbohydrates Goal + Use this page to record your observations and complete Conduct an Investigation 3-C; Testing for Carbohydrates on pages 94- 95 of SCIENCEPOWER™ 8. Think About It * Carbohydrates, such as starches and sugars, are one of the main groups of sub- stances needed for the body to function properly. Most of our energy comes from carbohydrates. Most foods from plants are rich in carbohydrates (as well as vitamins and minerals) and most foods from animals are rich in fats and proteins. What to Do * As you proceed through Conduct an Investigation 3-C: Testing for Carbohydrates, fill in the information below and record your observations in the table. 1. Purpose of investigation: 2, Safety Considerations: 3. Observations: i Testing Foods for Starch Food substance Colour change Is starch present? 4. Use the space below, or a separate page, to write answers to the Investigation questions from your textbook. (Copyright © McGraw-Hill Ryerson Limited. Permission to reproduce this page is granted tothe purchaser for ue in her/his chsrooun onl. 23SDate NAME: cuss arene | ESIGN YOUROWN | Design Your Own VESTIBATION “Extraterrestrial” [ oat + Use the knowledge about biological systems that you have learned about in this unit to create your own biologically correct “extraterrestrial.” Think About It You have probably seen many movies or television series that have an “extraterres- trial,” or different life form, as a main character. In many cases, these characters are not biologically realistic. For example, you now know why a giant single-celled blob cannot exist. You have enough information now to design yout own character and make it biologically realistic. What to Do © Imagine that you are a biologist being consulted by George Lucas to design a new extraterrestrial creature for his upcoming movie. As an expert in the characteristics found in living things, you begin to design your own creature. Even though it is a science-fiction movie, you must ensure that you use proper biological principles to make your creature “believable” to the viewing audience. When you are finished your design blueprints, submit them in a creative, detailed pamphlet to Mr. Lucas himself. Follow the guidelines below to help you on your mission! Explain whether your creature is unicellular or multicellular. _ Is your creature microscopic or visible to the unaided eye? . Does your creature produce its own food or does it have to acquire its food? Describe the structures that it uses to either make its own food or acquire its food. BG coryigh © MeGraw-Hil Ryerson Lined, Pemion wo epodsce his pope's gated tothe prcaser fr we in befhis ano oly.DATE: NAME: cuss: Git CEE Design Your Own ad “Extraterrestrial 4. Is your creature aquatic or terrestrial? Explain at least three of the adaptations that it has to help it survive in its environment. (continued) 5. Draw three of the adaptations of your creature in the spaces below. 6. Is your creature awake at night or during the day? What adaptations does it have that suits it to this lifestyle. 7. Is your creature solitary or does it live in groups with other creatures of its kind? ‘What kinds of features would your creature need if it lived in groups? 8. How does your creature breathe? Copyright © Meroe yenon Line Pemion repos hs pps gsed wh tues her ceca onl. 237pare: Na cuass. EE DESIGN YOUR OWN Design Your Own — IVESTIATION. “Extraterrestrial” (continued) 9. Design an appropriate breathing system. Recall that most unicellular creatures, breathe directly by diffusion, If your creature is multicellular, what changes would you need to include? 10. How does your creature digest its food? In a cell, there are usually vacuoles for storage. What types of structures does your creature use? If your creature is multicellular, what type of digestive system does it have? 11. Draw your creature's digestive system in the space below. 2BB copyright © MeGray-HEL Ryerson Limised, Permission to reproduce this page i granted to the purchaser for use in her/is casroom onlyDesign Your Own “Extraterrestrial” (continued) 12. The stomach is used to digest food but also acts as a storage site for food. How often does your creature need to eat? Will this affect the size of its stomach? 13. What is the life span of your creature? Is it able to regenerate lost parts or can it only repair injured tissue? 14, Describe how your creature responds to a stimulus, such as light, touch, or heat. 15. Draw two examples of “special senses” that your creature has and explain how it uses these senses. 16. On a separate sheet of paper, draw and label a detailed picture of your creature. ‘Copyright © McGraw-Hill yenon Limited. Pelion w reproduc this page is graned to the purchaser for vein heii clastroom only. 23QELE Answer Key LW 34, Organization in Biology! Reinforcement Goal: Students use this page to review their knowl- edge of organization in biology and then use a concept map to show how different organs con- tribute to the digestive system as an example of biological organization. Answers 1. tissue: groups of similar cells having a common function 2. organ: a structure composed of at least ewo (and ‘often more) types of tissue 3. organ system: a group of organs that work closely together to accomplish or perform a common Purpose 4 organism: the living independent individual 5. Students will probably know many of the organs from everyday experience or previous studies Some of their answers may include: stomach, pancreas, live, tongue, mouth, large intestine, small intestine, and salivary glands. BLM 3-2, What Is Organization?/Science Inquiry Goal: Students use this page to help illustrate the similarities in levels of organization in biology and in school. ‘Answers 1, From bottom to top, the pyramid should read: cell, tissues, organs, organ systems, organism. 2, Students may come up with various pyramids. At the bottom, the largest category should include students, followed by ceachers, department heads, administrative staf, vice-principals, and principal. BLM 3-3, Exploring the Tissue Layers of Skin /Science Inquiry Goal: Stadents use this page to explore how the orga- nization of cells and tissues helps in the function of different organs. Answers. 1, Students can present varied examples of how the skin layers might look. They should have two lay- —I ‘ers — the superficial, thinner epidermis and the deeper, thicker dermis. Students might want to refer to a diagram of the skin to include other structures such as nerves, blood vessels, and mus- cles in the dermis. 2. A second-degree burn is more serious because part of the dermis is damaged, The dermis is the layer that includes nerves, blood vessels and raus- cles. A first-degree burn usualy heals in two to three days, and symptoms include swelling, red ness, and pain. Second-degree burs also include blistering. As there remain enough regenerative cells, skin reforms within three to four weeks 3. It is more serious because the ability to regener- ate may be seriously impaired. The area of burn usually appears blackened, cherry-red, or blanched, and there is little or no pain because the nerve endings are destroyed. A skin graft is usually necessary, 4, ‘The most common ways are to avoid such things as staying out in the Sun for too long or touching hot objects 5. No, people with second-degree bums do not suf- fer less pain. The extent of the affected area is ‘more severe and the nerve endings are not destroyed (as would occur in third-degree burns). .M 3-4, Understanding Body Tissues/ Reinforcement Goal: This page helps students in identifying the four main types of body tissue. Answers 1, © Muscle tissue is found in various places. Much of our body contains skeletal muscles, those that are attached to our bones and allow move- ‘ment such as walking and running. Other important areas that scudents should know about include the heart and the blood vessels, the digestive system (muscles in the lining of the gut contract to help move food along the digestive tract and cause contractions of the stomach), Muscles are associated with many ‘other parts of our bodies, such as our eyes and skin (which can cause, for eximple, hair to stand erect to produce goose flesh. * Epithelial tissue covers every body surface (so the skin is the common example students, know), as well as the surface of every structure Copyright © MeGeew-Hl Ryerson Lidthat faces an internal cavity. Thus, the cavities themselves (such as the chest and abdominal cavities) and the structures within the cavities (@g., heart, lungs, stomach, liver, spleen, pan creas) are lined with epithelial tissue, ‘ Nerve tissue is present in all areas of our bodies ‘except for the epidermis. (Some students may then wonder how we can fee! sensations The nerve endings in the dermis have an association with special cells in the epidermis, called Merkel cells, that participate in sensory percep- sions.) * Connective tissue examples that students may now about include bone, blood, tendons, and “le ‘The respiratory system has clear examples of these tissues, The lungs are lined with epithelial tissues, the support structures of the trachea and bronchioles are cartilage, the movements that permit breathing are controlled by the diaphragm and muscles that move the ribs, and the nervous system co-ordinates the timing and movements, 3. I is beneficial because the different tissues have different roles or fanctions. Multicellular organ- isms require such specialization for proper func tioning. 4, Students may give many examples (A limb involves connective tissue, muscles, and nerves; the stomach bas muscles, epithelial tissues and nerves.) 2 .M 3-5, Tissues Found in Plants/ Science Inquiry Goal: Students use this page to review the types of, tissues in plants and their functions. Answers 1, Students can use Figure 3.5 for reference. 2, Applanc needs to transport minerals and water rom its roots to other cells ofits body. 3. A plant needs to transport sugars from its leaves 1w other cels ofits body. 4, Different tissues are required to perform different functions. 5. Xylem transports water and minerals. These sub- ‘tances move from the roots toward other parts of the plant, so the general direction is up. (Copyright © McCraw Hl Byes Lined 6, Sugars are transported by the phloem. Direction is from the leaves to other parts of the plant, so it is generally down, 7. Epidermal tissue protects the outside of the plant. 8 They are similar in providing a protective cover- ing for the outside. It protects against injury and water loss. BLM 3-6, Teamwork!/Skill Builder Goal: This page helps students complete Think & ‘Link Investigation 3-A: Teemwork! Answors Sadents’ answers will vary depending on the specific organ. BLM 3-7, Organ Systems in Plants/ Reinforcement Goal: Students use this page to review their know!- ‘edge of plant parts. Answers 1. ‘The root system provides an anchor for the plont and is the means by which water and other nutri- ents from the soil enter the plant. 2. ‘The shoot system provides support above the ground for the plant as a whole, as well as sup- porting its leaves (the food-making organs) and the reproductive system. 3. They are connected in that the roots supply the shoot system with water and nutrients and the shoot system supplies the roots (as well as other parts of the plant) with sugars for energy to carry ‘out life processes. The physical connection is in the form of vascular tissues (rylem and phloem). Plants do not need to digest foods because they ‘ake their own food and so have no need for a digestive system, Plants are anchored (“rooted”) to the ground because they absorb water and rutrients from the soil and have leaves to produce cenergy-rich sugars. They have no need to move and so do not need muscles. 5. Vascular refers to tubes or vessels. 6. Phloem and xylem are examples of vascular tissue. 7. Phloem transports sugars from the leaves to other parts of the plant. 4,EGE Answer ey 8, Xylem transports water and minerals from the roots to other parts of the plant. 9. Phloem occurs in the root and shoot systems and is generally found near the peripheral par of the stem in the shoot system. 10, Xylem occurs in the root and shoot systems and is also generally found near the peripheral part of the stem but deep to the phloem. 11. ‘Students should draw a cross section of the celery stalk and indicate the presence of xylem vessels as red dots arranged in semicircular patterns. 12. Students should conclude that the xylem vessels are arranged along the length of the stem and thae they are arranged in a semicircular pattern in the stalk. More generally, they should conclude that in the stem ofa plant (such as a tree) xylem is distributed all around the stem, not in a semicir~ de pattern. BLM 3-8, Te: Your Knowledge/ Assessment Goal: This page tests students’ knowledge of plants. Answers: Part A 1, Both are vascular tissues of a plant. Phloem con- ucts sugars and xylem conducts water and nutri ents. 2. ‘The shoot system is the above-ground part of the plant that supports the leaves and reproductive system, The root system is below ground and anchors the plant. Both contain xylem and phloem. 3, Tissues are groups of similar cells that perform a ‘common function (eg. xylem). An organ is a structure composed of at least two (and often more) types of tissue (e.., a leaf). 4, Palisade cells and epidermis are both present in a leaf. Palisade cells form the layer underneath the epidermis that contains large numbers of chloro~ plasts and is where most photosynthesis occurs. ‘The epidermis forms a protective covering over the plants. Part B 1@s2@), 3@), 40, 5(€), 6@), 700) 242 _— Part C 10), 2@), 3@), 4), 5 BLM 3-9, Tracing a Drop of Water through a Plant/Reinforcement Goal This page helps students follow the path of ‘water through a plant in ordcr to help them grasp the hierarchy of biological organization. Answers In sequence, the charts should be filled in to read: droplet encounters root (or root hair); osmosis occurs and droplet enters root hair from soil; droplet enters xylem tissue; travels to shoot system; enters an organ, such as a leaf; may leave organism though transpira- ‘tion. BLM 3-10, Transpiration and Leaves/Science Inquiry Goals This page helps students complete Find Out ‘Activity: Transpiration and Leaves. Answers: 1, The purpose is to determine the effect of leaves ‘on transpiration, and thus the movement of water through a plant. 2. Students should hypothesize that the movement of water in the stalk without leaves will be much less effective than in the stalk with leaves. In other words, the water will move farther up the aylem in stalks with leaves. 3. See Materials list on page 77 of the student cext- book. 4. See What to Do on page 77 of the student text- book. 5. Students should wear lab aprons and safety gog- sles and be careful when using sharp objects, cut- ting away rather than toward themselves 6. Students should note that water travelled much farther up the stalk with leaves than in the stall: ‘without leaves. Students should conclude that leaves are required for transpiration and, therefore, the efficient movement of water through @ plant. Coppin © McGraw-Hil Ryerson Lined.CHAPTER 3 ANSWER KEY BLM 3-11, Adapting to the Environment/Reinforcement Goal This page helps students further their under- standing of adaptations. Answers 1, An adaptation is a feature that is suited to per- forming a fanction in a particular environment and that helps the organism survive in that envi- ronment. 2. They need to be adapted to be able to survive in a particular environment. ‘Stadents may come up with different answers. ‘They might provide examples of plant adapta tions discussed on page 78 of the student text- book, such as having small leaves; a thick, waxy ‘covering; or roots in the ait. They can also pro- vide examples of adaptations in animals, such as fish having gills to breathe in water, terrestrial animals having lungs to breathe air, limbs to walk on land, or a skin that helps prevent water loss. 4, Students’ answers will vary. Three adaptations tay be that the rabbit has white fur for camou- flage; thick fur for warmth; and very strong, large hind feet for quick movement in the snow. Fish have gills for respiration; a strong caudal tail for propulsion to move through water; and fins thar help turn in water. (A fasiform shape that reduces drag is another possibility) 6. Some examples are: small leaves to reduce water Joss; roots in air rather than soil to absorb mois- ture if they live high above the is capable of photosynthesis (asin cacti, which have reduced their leaves to needles to prevent water lass as well as protection; have large air spaces in their roots if the roots are underwater; have very large leaves to maximize exposure to sunlight in densely populated tropical forests. 3 BLM 3-12, Organ Systems in Humans: The Digestive System/ Vocabulary Check Goal: This activity provides an opportunity to rein- force understanding and use of terms related to the digestive system. Answers 1. Refer to Figure 3.14 on page 79 ofthe student textbook. 2. ‘The esophagus connects the mouth and stomach, 3. ‘The pancreas produces insulin. 4, Absorption of nutrients occurs mostly in the ‘small intestine, 5. The small intestine is connected to the stomach atone end and the large intestine at the other end. Te is the system that takes in nutrients for the ody. 7. Saliva has two main functions. Te helps moisten food so that it ean be swallowed more easily, and it contains enzymes that begin the breakdown of starches. 8, ‘The stomach digests food both by chemical action and physical action, and ic serves asa tem- porary storage area so that the intestines receive a more of less constant amount of food to handle. 9. Each of the structures performs one or more spe- cific role that is required for the proper digestion and absorption of nutrients, 6 BLM 3-13, Organ Systems in Humans: The Respiratory System/Vocabulary Check Goal: This activity provides an opportunity to rein force understanding and use of terms related to the respiratory system, Answers 1, Refer to Figure 3.15 on page 79 of the student textbook. 2. The trachea connects the mouth to the lungs. 3. ‘The diaphragm plays a main role in breathing. Seudents may also give the rib museles as an answer. 4, Gas exchange occurs in the Lungs, 5. ‘The lungs are the main organs of the respiratory system. 6, I's the system that allows the exchange of gases required for proper cellular function (fakes in oxygen and releases carbon dioxide). Cconprighc © MeGev- FI Byeon Linked 243CIC ANSWER KEY 7. Each of the structures performs one or more spe- ‘ific role that is required for the proper and effi- cient exchange of gases. 8, ‘They are so numerous to maximize the surface area available for exchange. 9. Yes, smoking does harm the respiratory system. ‘Various substances inhaled during smoking remain in the lungs, reducing their efficiency, and increasing the chances of diseases such as lung. cancer and emphysema. LM 3-14, Organ Systems in Humans: The Circulatory System/ Vocabulary Check Goal: ‘This activity provides an opportunity to rein- force understanding and use of terms related to the circulatory system, Answers 1. Refer to Figure 3.16 on page 80 of the student textbook, 2. Capillaries connect the arteries and veins, 3. Arteries transport blood away from the heart. 4, Veins transport blood toward the heart. 5. ‘The left atrium receives blood from the lungs. 6, Teis the system that ensures all cells receive nutri= cents and get rid of their wastes. The circulatory system also helps fight disease and serves a role in ‘communication by circulating hormones throughout the body. 7. Heart, arteries, veins, and capillaries make up the irenlatory system. 8. Gases that enter or leave the bloodstream must diffuse through membranes. The thin natare of these vessels ensures efficient diffusion. 9. The right atrium, right ventricle, left atrium, and lef ventricle are required because the heart must actually accommodate two cycles, one for the fangs and another for the body. BLM 3-15, Connections between Circulation and Respiration/ Science Inquiry Goal: Students relate the connection between the cir- cealatory and respiratory systems. 244 Answers 1. The circulatory system connects all the systems in your body. 2. ‘The respiratory and digestive systems work together with the cxeulatory system. 3. The respiratory system receives waste carbon dioxide from all of the cells and removes it from the body. The circulatory system unloads the car- bon dioxide into the lungs. The Ings bring in oxygen, which passes into the circulatory system for distribution to all che cells including those of the cizeulatory system). The digestive system breaks down food parti- dles into the proper size so that they can pass through the lining ofthe digestive system and into the bloodstream, allowing all the cells Gacuding those of the circulatory system) to receive the nutrients they need. 4. erachea: 20 mm; bronchus: 12 mm; bronchiole: 05 mm 5. ‘The tiny air sacs are called alveoli, 6. The tiniest tubes are the capillaries. 7. The capillaries closely surround each alveolus. ‘These two structures are separated only by very thin walls, so that gases can be efficiently exchanged. 8, Diffusion is the movement of particles in gases and liquids from areas of high concentration to areas of low concentration. 9. The substances that cross from one system to the other do so by diffusion. 10, Oxygen and carbon dioxide are exchanged. BLM 3-16, Getting Food to Body Cells/Reinforcement Goal: Students review the way that food enters the body. Answers 1, Seadents’ answers will vary. Examples include: the bloodstream carries away carbon dioxide from cells it supplies cells with oxygen and nutrients; it helps to maintain a constant body temperature; it helps in the fight against disease; and it circulates, hormones for communication. 2. The exchange occurs in the intestines. (Copyright © McGrew Hil Ryenca LndwdEIGEN Aiswen Key 3. To digest means to break down or reduce some- thing to a convenient size 4, The process that allows food particles to pass from the intestine to the circulatory system is called absorption. 5, The main functions of the digestive system are digestion (the breaking down of food into a size that allows it to pass into the bloodstream) and absorption (the passage of nutrients into the bloodstream). 6. ‘The villi are stall projections of the internal sur- face of the intestinal wall. 7. ‘They are similar in that they are closely associat cd with capillaries for exchange of material, and they are adaptations to increase the surface area available for exchange. 8, Many villi and air sacs are required to maximize the surface area for exchange. 9. Students should draw a diagram similer to Figure 3.19 on page 84 of the student textbook. BLM 3-17, Organizing Organ Systems/Reinforcement Goal: This page helps students review the organ sys- ‘tems of the human body. Answers 1, Nervous system: brain, nerves, spinal cord Digestive system: pancreas, stomach, esophagus, tongue, liver, small intestine, villi, gall bladder Respiratory system: lungs, trachea, nasal passage, ‘bronchus, alveoli (students may also include diaphragm) ‘Muscular system: biceps, tendon, hamstring, diaphragm (students may also include heart) Circulatory system: heart, blood, veins, arteries, capillaries. 2, All systems fonetion together to provide the body with the requirements needed for survival. For example, the circulatory system circulates sub- stances throughout the body, but it must work together with the digestive and respiratory sys- tems to provide these substances, It requires the help of the nervous system to coordinate the tim- ing of activities, as well as the excretory system to remove some substances. In return, the circalato- zy system (which is also made up of cells) receives oxygen and removes carbon dioxide through the Coppight © McGrew FE Byes Lint, respiratory system, and obtains its nutrients from the digestive system, Similar outlines may be given for the other systems. ILM 3-18, Control within Your Body —Homeostasis/Science Inquiry Goal This page helps students review homeostasis, Answers 1, Students’ answers should include the idea that homeostasis is the maintenance of a stable inter- nal environment. 2, Normal body temperature is approximately 37°C. 3. Aslight change in temperature can make a person feel feverish or chilled. 4, Shivering will probably be the most common. response. Also, the vessels of the skin constrict to reduce blood flow to the skin, as most heat loss occurs through the skin, 5. Students will probably answer that sweating and the expansion of blood vessels in the skin help cool off a person, 6. I is « good analogy because both work through feedback system. Information on how warm itis in a home is used by the thermostat to start or shut down a furnace. Ifitis colder than the tem- perature set on the thermostat, chen the furnace ‘will start up. As the temperature rises beyond the set level, the thermostat uses this information to shut down the furnace. 7. The kidneys help maintain a fluid balance. 8. The digestive system maintains 2 constant level of nutrients in the blood. 9. They need to be able to communicate. They need to have information about the state of other parts of the body before they can react in an appropri- ate way. 10. The nervous and circulatory systems allow com- ‘munication among the different parts ofthe body. BLM 3-19, How Well Do You Know Your Systems?/Assessment Goals This quiz tests students’ Imowledge of the body's systems.IU Answer key Answers See the answer key below. Part A . 1d), 2), 3(€), 400), 5(@), 6(6) Part B 1. Diffusion is the movement of particles in gases and liquids from areas of high concentration to areas of low concentration. An example isthe dif- fusion of dissolved gases between the respiratory and circulatory systems. 4 2. Absorption isthe passage of dissolved food parti- cles from the digestive system to the cireulatory system. An example is water. 3. Ahormone is a chemical messenger circulated by the circulatory system that has an effect on another part of the body. An example is insulin, which helps control sugar levels inthe blood. Pc Bonne 1, Alveoli and villi are similar in that they represent a mechanism for increasing the surface area avail (@) Jefe atrium @ vein able for the exchange of substances, and they are (4). eft ventricle (h) artery both very closely linked to capillaries. They differ (artery @ heart in that alveoli are part of the respiratory system @ right atrium @_ lung capillaries and villi are pare of the digestive system, Students (@) vein body capillaries Tonal heaeol basin deeds © event foun woot 3. The right side of the heart collects blood from 2. Oxygen and carbon dioxide are both gases pre the body and pumps it to the lungs. sent in the body. They are similar also in that they are exchanged in the respiratory system. 4, ‘The left atrium receives blood from the lungs. ‘They differ in that oxygen is a substance required 5. The left ventricle is more muscular because it by respiration, whereas carbon dioxide is a waste needs to be stronger to pump blood throughout product of respiration. the body, whereas the right ventricle needs to 3, The trachea and an artery are both tubes. The pump blood only to the lungs. trachea, however, is part of the respiratory system 6. Valves prevent the back flow of blood. When a and takes air toward the lungs. An artery is part ventricle contracts, the blood in the ventricle is of the circulatory system and carries blood away under a great deal of pressure. If one-way valve from the heart, ‘between the atriam and ventricle were absent, there would be nothing to prevent blood in the ventricle from re-entering the atrium. BLM 3-20, Have a Heart!/Science Inquiry ee Goals This page helps students complete Think & BLM 3-21, You Are What You Eat/ ‘Link Investigation 3- B: Have a Heart! Reinforcement Answers Goal Students review their understanding of the 1 foods they eat and their effects on health. 246 Copyright © MeGrow Hil Ryeron LidCHAPTER 9 [ANSWER KEY Answers 1, A mutrient is a chemical substance that is taken in through diet and that provides the body with energy and materials used in building required structures (e.g. for growth and repair of tissues). 2. Wutrient | Function tn body Food source carbohydrates | main source of quick | plan foods or food derived energy rom pants hat ave ich in caonydrates proteins | provide substanoas for [animal derived ods (reat, ‘building and repair of | fish, eggs) structures (oonth alr ot tisses) fas ‘soa source ofenergy | anima-derived foods Dut canbe stored by the body to supoy energy elon tm 3. Before a race the ideal food for a marathon run- ner is one that provides plenty of carbohydrates, which the runner will need for energy. 4, Minerals, vitamins, and water and required for a healthy body. 5. Eating 2 healthy diet is important for helping to maintain the body's internal environment, or homeostasis (which includes providing the required substances for repait). The body’ ability of some substances as well. Surplus fat, for exam- pile, will be stored by the body, which may lead to increased weight, meaning the body's systems will hhave to work harder than they should, BLM 3-22, Testing for Carbohydrates/Science Inquiry Goal: Students use this page to record observations ‘and complete Conduct an Investigation 3-C: ‘Testing for Carbohydrates, Answers 1, Purpose: Students test samples of different food items to determine the presence of starch. 2, Safety considerations: Students should wear lab aprons, safety goggles, and be careful when using sharp objects. 3, Observations: The potato will show the most pos- itive test, whereas the carrot and apple may show Copyright © MeGevw Hl Bye Limited some sturch. The presence and amount of starch is indicated by the intensity of colour change. Analyze 1, In addition to those foods indicated in Observations above, the starch-containing foods that students may test (from their lunch, for ‘example) might include: bread, rice, potato chips, crackers, pears, and pasta. 2. Yes, starch-containing foods are solids. 3. ‘See answers to question I Conclude and Apply 4, Abalanced diet is one that contains all the nutri- ents required by the body for its proper function- ing in sufficient amounts. For further informa- tion, obtain a recent copy of Canadai Food Guide. Extend Your Knowledge 5. The body controls blood sugar levels by releasing the hormone insulin from the paneress. Diabetes is caused by the body's inability to produce or use this hormone. This disorder is treated by taking insulin and by controlling diet. BLM 3-23, Design Your Own “Extraterrestrial”/Design Your Own Investigation Goal: This BLM has students use their knowledge ‘on biological systems to design their own biologi- cally correct “extraterrestrial.” Answers Students’ creatures will vary. Encourage them to be 28 creative as possible. The only restriction should be that their creatures conform to the biological iralest that they have learned about in Unit 1; that is, hey should take into consideration such factors as surface area-to-volume relationships, the need for an organism to supply all of its cells with the nutrients and other substances required to maintain life (in other words, the need for systems in multicellular organisms), and homeostasis. Also, students should take into account the sorts of adaptations required by an organism. If, for exemple, their creature is terrestrial then the erea- ‘tre must have features that permit it to live on land (rather than gills and fins, for instance). Nearly any adaptation may be accepted, so long as the stadent can support it with biological examples, 247pare: NAME: COE REINFORCEMENT ids and Non-Fluids Identification Goal + Use this page for practice in identifying fluids and non-fluids. What to Do * Answer the question at the bottom of the * Draw a circle around all the pictures of page. fluids you can identify. Question ‘© What other fluids can you identify in your own environment? List at least three more. 2AB cprign © Meio Ry Lined Perini repo i eet and he pre ro in hv ha 8