1.

Classification: Vertebrates and Invertebrates

Task 1: Pair discussion Lets begin this lesson with a discussion in pairs. Write down the answers to the following questions. 1) What categories of animals do you know about? 2) What differences are there between the animals in these categories? 3) Why do you think that Scientists put plants and animals into categories? Copy this note: Almost all animals fall into one of two groups; vertebrates and invertebrates. Vertebrates have a backbone running the length of the body and invertebrates do not. Your teacher will now show you a PowerPoint to help you understand the differences between vertebrates and invertebrates. Task 2: Examples of vertebrates and invertebrates Copy and complete this table using information from the PowerPoint and your existing knowledge. Examples of vertebrates Examples of invertebrates

Task 3: Sorting activity

Now you will work through two worksheets follow the instructions on the worksheets carefully! Task 4: Identifying organisms from a key Read page 45 of Starting Science Book One and use the key to answer the questions below in your jotter in sentences. 1) Give an example of a non-flowering plant. 2) Give an example of a flowering plant. 3) Identify this animal: invertebrate, jointed legs, many legs; hard, chalky shell 4) Give an example of an invertebrate with a shell. 5) Give an example of a vertebrate with feathers. 6) What is the difference between a fish and reptile? 7) What do a bluebell and geranium have in common? 8) What do a jellyfish and a spider have in common? 9) Which set of living things does a human fit into? 10) Which set of living things does a daffodil fit into?

2. Types of animals In the last lesson, we learned about classifying animals into two groups: vertebrates and invertebrates. In this lesson were going to learn how to classify animals based on what they eat. Task 1: Class discussion Youll now discuss these questions with your class: 1. 2. 3. 4. 5. What do you call animals that only eat meat? What do you call animals that only eat plants? What do you call animals that eat meat and plants? What do you call humans that dont eat meat? What do you call humans that eat fish and vegetables but not meat!?!

Task 2: New vocabulary In your jotter, write a description of the following words: - Carnivore - Herbivore - Omnivore Include an example of an animal in each of the categories. Task 3: Researching and writing You will now write a short article on methane gas given off by cows. You will be given an information sheet to help you do this. Aim to write half a page of A4 paper and include the answers to the questions below. Methane gas from cows 1. Are cows herbivores, carnivores or omnivores? 2. How much of the worlds greenhouse gases is the livestock industry responsible for? 3. Why do cows give off methane gas? 4. How many stomachs do cows have?

5. How do cows gives off methane gas? 6. How much methane gas does a cow give off in one day? 7. What have researchers been investigating to reduce methane from cows? 8. Write one argument for Meat Free Mondays and one argument against it.

Task 4: Healthy Eating Weve learned about the types of food that humans and animals eat. Were now going to investigate how healthy certain foods are for human omnivores! Work with the person next to you and use the information sheets you will be given to design a breakfast, lunch, evening meal and two snacks. Copy and complete the table below with the nutritional information for the food you have chosen. Food Breakfast: Total KJ Total Fat Total Sugar Total Salt

Lunch:

Evening meal:

Snacks:

Totals

Now add up the total calories, fat, sugar and salt and enter the figures in the bottom row of your table. Using these figures, calculate whether your meals are within the recommended levels shown on the first information sheet. If they are, draw a smiley face next to the meal, however if theyre not, draw a sad face!

3. Food Chains
Copy and complete A ____________ is eaten by a ____________, which is then eaten by a ______, which is then eaten by a _______. A __________ chain is a sequence which shows how each individual feeds on the organism below it in the chain. Each arrow shows the ____________ flow from feeding. Activity In pairs write down 4 food chains 1) 2) 3) 4) A A A A food chain from a forest habitat. food chain from an ocean habitat. food chain with four organisms in it. food chain that ends with you!

Your teacher will now run through a power point with you Changes in food chain populations The organisms in a food chain are dependent on each other. Changes in the number of organisms in one part of the food chain can have dramatic effects on the rest of the food chain.

Notes Think of a food chain with grass, rabbits and foxes. 1) What would happen to the number of rabbits if all the grass died out? 2) Why would this happen? 3) What would happen to the numbers of rabbits if the fox population reduced due to a disease? 4) Why would this happen How much energy is passed on in a food chain? Much of the energy that animals obtain from food is lost on a daily basis through heat, growth and waste. Very little energy is actually transferred to the next animal in the food chain in fact it is only around 10%! Notes Copy the note below. It is the 10% of energy that is used for growth that is available to the next animal in the food chain.

4. Food Webs
We learned about food chains in the last lesson. However, food chains do not give us the full picture of what happens in nature. This is because an organism often eats more than just one type of organism. Many food chains working together are called a food web. Copy this note: Food chains do not give us the full picture of what happens in nature. This is because an organism often eats more than just one type of organism. Many food chains working together are called a food web. Task 1: Create a food web Writing the names of the organisms, your task is to make a food web from the food chains below. 1. 2. 3. 4. 5. grass leaves leaves grass leaves caterpillar worm rabbit rabbit caterpillar sparrow sparrow eagle eagle sparrow sparrow hawk sparrow hawk eagle

Use the following steps to help you. a) Put all the plants at the bottom of the page (producers). b) Put anything which eats the plants one layer above them (primary consumers). c) Put anything which eats the primary consumers one layer above them (secondary consumers). d) Put anything which eats the secondary consumers one layer above them. e) Draw arrows to connect the organisms into a food web. Remember that arrows show the direction of energy flow (so

the head of the arrow should point the animal that is doing the eating). Your teacher will show you what your food web should look like when youre finished. What happens when a species is removed from a food web? If one species is lost from a food web, all the other species are affected. Copy this note: If one species is lost from a food web, all the other species are affected.

Task 3: What happens when toxins enter food chains? History has shown us that toxins can enter food chains and cause huge problems for plants, animals and humans. Read pages 1 and 2 of the information sheet that your teacher will give you. Your task is to write a script for a safety video to be shown at Chernobyls visitor centre. You must include answers to the following questions. The video should last around 2 minutes and have 5 scenes. 1. How can toxins like caesium-137 enter a food chain? 2. How do toxins like caesium-137 get into the bodies of herbivores? 3. How do toxins like caesium-137 get into the bodies of carnivores? 4. What is bioaccumulation?

5. Competition
Competition occurs when 2 or more organisms require the same resources for survival. Animals compete for food, water, mates and shelter. Plants compete for water, minerals, light and space for root growth. Competition can occur between 2 organisms of the same species (intraspecific competition) or 2 organisms of different species (interspecific competition). Notes: Answer the following questions in sentences. 1. What does the word Competition mean in science? 2. Name 3 resources that plants compete for 3. Name 4 resources that animals compete for 4. What kind of competition occurs between 2 organisms of the same species? 5. What kind of competition occurs between 2 organisms of different species? Discuss: What are the consequences of competition for the organisms involved? Notes: Copy and complete the following: If organisms are in _____________ with each other, one of the organisms will normally _________ out or __________ to another habitat (place to live). The __________organism gets the resources it needs.

Word bank: moves stronger dies weaker competition

Task: Plant type A and B are of the same species, they both grow in the grounds of Knox Academy. Using the information in the table below draw a line graph showing the number of both plants present in a garden over 6 weeks. Week Number O 1 2 3 4 5 6 Plant A Number 1 2 3 4 4 3 2 Plant B Number 1 5 8 12 15 17 20

Graph:
Number of plants
Number of weeks

Question: Which plant is the strongest? Give a reason for your choice. Activity: Collect and play the Population Payoff game with your partner.

6. Plant Adaptations
Plants have adaptations to help them to live and grow in different conditions. Adaptations are special features that allow an organism to live in a particular place or habitat. This explains why Cacti are found naturally in the desert and not in the Arctic! Activity: Your teacher will put you into a group of 4 pupils. Each person in the group will be responsible for teaching the others about one area that plants live and the adaptations required to live there. The areas are: 1. Desert 2. Tropical Rain Forest 3. Tundra 4. Grassland Each person will be provided with an information sheet and some teaching resources, to include a small whiteboard and an A3 piece of paper. You will be given 20 minutes to prepare a 5 minute mini lesson for your group. Once everyone has completed their lesson your teacher will give your group adaptation questions to answer in your jotter. All the answers can be found in the information sheets!

7. How do organisms learn to survive in different

habitats?
There are millions of different organisms living on Earth. Each of these organisms is different and has learnt to survive in its own habitat. The way in which an organism changes either its appearance or its behaviour in order to survive is called adaptation. In the last lesson we learnt about plants that have adaptations that allow them to survive in different habitats. Charles Darwin is an extremely famous Biologist who travelled around the Galapagos Islands studying animal adaptations. This study allowed him to develop his theory of Natural Selection and Evolution. On the Galapagos Islands there are a unique set of birds called Darwins Finches. Darwin noticed that although all these birds were Finches, they all had different shaped beaks. In fact, there are 14 different species or types of Finches on the islands. Darwin believed that once upon a time there was only one type of Finch and that over millions of years, they had changed or adapted into 14 different types. Each different type of Darwins Finches eats a different kind of food, and so has a different shaped beak. ACTIVITY You are going to play a game that might explain how Darwins Finches changed the shape of their beaks over time. The teacher will split the class into 4 main groups of 5 people. Each small group will be given a different way of collecting food; chopsticks, tweezers, plastic spoons or plastic forks. Each person will be given a small paper cup, which will be their mouth. The teacher will spread 600 coloured beads into 4 large trays.

 When the teacher says go, you have 1 minute to collect as many beads into your cup as possible, using only your feeding equipment. When the time is up, count how many beads were collected, in total, using each type of feeding equipment. The group who collected the least number of beads will lose one person to the group who collected the most beads. For example if the group using chopsticks only collected 20 beads and the group using spoons collected 100 beads, then one person will need to swap their chopsticks for a spoon. Repeat the game again by collecting as many beads as possible in 1 minute. Count again and move one person from the poorest group into the best group. If you have time, play the game three more times. Discussion What happened to the sizes of the different groups? Which group was best adapted to eat the food? What happened to the groups that couldnt eat enough food? NOTES Copy and complete the following passage. Animals and plants have developed special features to help them cope with their way of life. They have become ____________ to their environment. For example, Darwins ____________ have adapted to eat different types of food by changing the shape of their ___________.

Lesson 8. Under the Sea.

If you were stranded on a desert island, surrounded by sea water, you would need to find a clean source of water or have enough materials to purify salt water. Water from the sea contains a lot of salt. If you were to drink this it would be harmful and your body would need to get rid of it in urine. If you were to produce enough urine to get rid of the salt you would become very dehydrated (severe water loss). Saltwater fish are surrounded by an environment where the salt concentration is higher than that of their bodies. Salt is an agent that draws out water, so fish are constantly losing water. How do fish avoid dehydration? 1. Constantly drinks water to replace lost fluids 2. Produce only a small volume of urine 3. Salt is removed from the fish by special cells in the gills Copy: Fish constantly lose water to their surroundings. They have many mechanisms that stop them from becoming dehydrated. Notes: Draw a simple diagram of a fish, on it give details of the 3 methods of maintaining water balance. Aliens of the Deep! Your teacher will show you a short clip of some deep sea creatures

Task: Using the template provided create a profile for the deep sea social networking siteSeaSpace. Use the information given on the help cards to fill in profile information. You can also add some unique facts about your fishdoes it have any hobbies? Viperfish football?

Create a profile picture! This is the LAST step of the SeaSpace profile set up process.

Name:

Nickname:

Hometown:

About Me:

Special Skills:

Favourite Foods:

Most dangerous friends:

Lesson 9 Camouflage and Coping with Danger Animals can face many problems and hazards. As a class make a list on the board of all the hazards animals can face. Now make a second list of ways they can overcome hazards or cope with them. Activity Your teacher will now carry out activity with you which will demonstrate the importance of camouflage. Your teacher will now talk through a Power Point about mimicry and camouflage. Then complete the following note Notes Animals face many dangers in the wild. They must develop ways to protect themselves _______________ is when animals blend in with their surroundings ____________is where animals copy other organisms which have effective defences. Warning colours ________and black and ________ and black are danger signs and deter predators Activity You will now watch a DVD about how herbivorous animals protect themselves from predators. Pay close attention! Whilst you are watching it you should fill out the question sheet you have been given by your teacher

Lesson 10. Hibernation and migration

ACTIVITY Your teacher will go over the worksheet answers from last lesson.

Hibernation
Animals that hibernate enter a temporary sleep-like condition in which their body temperatures drop significantly and their heart rate and breathing rate slow drastically. As a result, the animals use up less energy than when they are active. Hibernating animals, such as bats, ground squirrels, mouse lemurs, and hedgehogs, do not need to eat or drink because their metabolism slows and their bodies can live off of stored fat. Consequently, before going into hibernation, animals must store up fat. Some animals will lose half their weight over the winter, so it is important for them to bulk up in the autumn. Scientists believe that animals use temperature and duration of daylight to dictate when to begin eating and when to go into hibernation. When temperatures and day length increase at the beginning of spring, the animals wake up.

NOTES Use the information above to copy and complete

During hibernation an animals ______ ____________, ________ _______ and ___________ ________reduce significantly. This means they use less ___________ Animals survive the winter by using up ___________ ________. Animals use _________________ and _________________ to trigger hibernation.
ACTIVITY
The following table show the duration of hibernation for various species

Animal Black Bear Grizzly bear Squirrel Chipmunk

Average Duration of hibernation (days) 100 120 90 65

Use the information above to create a bar graph comparing the duration of hibernation for each of the 4 species.

Migration
Your teacher will now run through a Power Point all about migration with you COPY Migration is the regular movement of animals from one location to another.

Migration ensures animals will have adequate food supplies & will be able to reproduce. Animals know when it is time to migrate by using internal and external signals ACTIVITY Your teacher will now describe the migratory journey of a grey whale. Listen carefully - you will need the facts covered to complete the task. How long is the journey? What triggers the whale to leave Mexico? How does the whale have enough energy to make the journey? Why is blubber important? What do the whales eat in summer in the Artic?

11. Pollution and Acid Rain

A New Problem?
The term acid rain was first used by Robert Angus Smith, a scientist working in Manchester in the 1870s. The problem of acid rain is not a new one but the nature of the problem has changed from being a local problem for towns and cities to being an international problem. In the 1970s and 1980s, Scandinavian countries began to notice the effects of acid rain on trees and freshwater. Much of the pollution causing this damage was transported from other countries (such as Britain) A study into the effects of acid rain in Central Scotland measured the acidity of water in ponds and rivers. Samples of water were collected from each of the sites described below and the acidity (pH) measured. Site 1 - Livingston Area is - 70% industry and housing, 20% grassland, 5% water, 5% mixed woodland. Site 2 - Bannockburn Area is - 75% moorland, 10% housing, 10% parkland, 5% water. Site 3 Whitehill Farm Area is - 90% pasture, 10% housing. Site 4 - Clydebank Area is - 100% industry Site 5 - Falkirk Area is - 60% grassland, 40% industry. ACTIVITY Collect:

Dropping pipette Dimple tile Universal indicator Colour chart Water samples 1 to 5

1. Transfer one drop of water sample 1 to a dimple in the tile. 2. Add one drop of universal indicator 3. Record the colour in a table and use the chart to find out the pH of the sample. 4. Repeat steps 1 to 3 for all the other water samples. 5. Construct a bar graph to compare the acidity of the water from each site. NOTES Write a report about your experiment What did you do? What were your results? What did you find out? Answer the questions a. Which sites had acid water? b. What do you think may have caused the water to become acid?

What causes acid rain?

ACTIVITY Read the Acid Rain Information Sheet. Decide which statements are the most important. Write a newspaper article about acid rain (its causes and effects) Make sure your article has a suitable headline! How can you make your article interesting?

12. Recycling

Nature recycles resources because they are in short supply and may run out. Recycling happens all of the time in nature. You will now watch a short clip from the Lion King. Obviously Muffasas circle of life is a simplification but the principle of cycling of nutrients is correct. When living things die (or pass waste) the nutrients inside them are released back into the soil. This process is not instantaneous and requires several living things. ACTIVITY Collect a cut out sheet on recycling. Your teacher will run through a power point with you Match each picture with a statement about its role in recycling minerals. Stick the pictures and statements into your jotter. NOTES Answer the questions in your jotter.

1. Why is it important to recycle resources within the

environment? 2. What would happen if recycling did not take place?

Paper Recycling
Find out what happens to used paper in Knox Academy? Most waste paper ends up in landfill sites or burned if it is not recycled. You are going to make recycled paper today. Making your own paper from old paper is similar to what happens in a paper recycling mill. ACTIVITY Experiment Making recycled paper

Collect

Blender Basin Carton (ice cream carton) Scrap paper Metal gauze Jay cloth Sponge Tear the scrap paper into very small bits. Place the paper in a basin. Add water (2 cups of water for every half cup of paper) Liquidise this mixture in a blender until it is like thick soup. Pour this pulp into a container. Slide the metal gauze to the bottom of the container and move it around until it is completely covered in pulp. Lift the gauze out of the container (keep it level!) and let it drain. Place the jay cloth over the pulp on the gauze and then turn the gauze over and place it on the bench.. Sponge off any excess water and leave the paper to dry until your next lesson. (If you have time you can add more layers to your paper to make it thicker and decorate it by putting thread, flowers etc. between the layers) Next lesson, try writing on your recycled paper about why we should recycle.

1. 2. 3. 4. 5. 6. 7. 8. 9.

10.

13 and 14. Extinction, conservation and zoos

Mainly due to the actions of humans many plant and animal species. Your teacher will run through a power point with you. Listen carefully and use the information to complete the exercise bellow NOTES Copy and complete the following note Endangered species are animals or plants that are soon to die out. Answer the following questions in your jotter in full sentences 1) Give three reasons why plants or animals may become endangered 2) Name a species that is endangered, give a reason why its population has declined and give an estimate as to how many individuals remain in the wild 3) Name three ways we can conserve endangered species. ACTIVITY Your teacher will organise the class into three groups and you will hold a debate about Zoos. Each group will receive a fact sheet and you must prepare a 5-minute speech about the point of view. You do not need to agree with that point of view but it is important that as a group you create a convincing argument. You should also prepare some questions for the other two groups. The three points of view are; 1) Zoos are good

2) Zoos should only be for captive breeding and not public visits 3) All zoos should be banned Each group will take a turn at standing up and presenting their argument. At least two members of the group must speak. After all three groups have presented there will be time for each group to ask each other questions.