Presentation on theme: "Science NB 5 th grade 2013-2014. Lab Safety Safety ToolsReason/Rule GogglesAlways wear goggles to protect eyes GlovesAlways wear gloves to protect hands."— Presentation transcript:
Science NB 5 th grade
Lab Safety Safety ToolsReason/Rule GogglesAlways wear goggles to protect eyes GlovesAlways wear gloves to protect hands ApronAlways wear apron to protect clothing /body SinkAlways wash hands after labs to protect skin and others you have contact with
Lab Safety Safety Rules GogglesWear when working with chemicals and using heat Glassware1.Never use chipped or broken equipment 2.Never clean up broken glass – get teacher When using chemicals: 1.Tie back long hair 2.Always wear goggles 3.Run sink when pouring chemicals into sin WaftingWaving your hand over a container away from face Using heat…1.Tie hair back 2.Secure long sleeves 3.Wear goggles 4.Secure the cords 5.Use gloves, tongs, tweezers 6.Unplug all when finished 7.Never leave burner unattended NEVER TASTE OR EAT A SUBSTANCE WITHOUT TEACHER PERMISSION!!!
Lab Safety Challenge: Sponge Bob Glued worksheet of lab safety practice.
Lab Equipment Practicum Practicum rotation lesson for students to collect information about science tools and how they work.
Lab Measurement Lab lesson conducted by students to practice using: Balance scale Rulers Thermometers
Scientific Method Form Title of Investigation Problem:What do you want to learn? HypothesisPredict the answer to your problem? MaterialsMake a list of materials you are going to use in the investigation. ProcedureDesign a test to confirm or disprove your hypothesis. DataWhat happened? Record what happened. ConclusionWas your hypothesis confirmed or disproved?
Lab Report Expectations Lab Investigation Title Problem: The problem in this class will always be written in the form of a question. Hypothesis: The experiment you conduct will test this hypothesis. On this project, the hypothesis should be written as an If…then…, statement using your past experiences and knowledge. (If……. Happens, then…..will be the result.) Materials: Be specific about the sizes, numbers, and types of materials you are using. If you use it, it must be included. If you use it, you must list it. List your materials in columns. No numbering. Procedure: The procedure should be clearly written in the exact order you will follow to test your hypothesis. List each step separately and number each step. Do not use the words “you” or “I in your steps. Data: Data should be recorded in an easy-to-read format such as tables, charts, graphs. Date should NOT be written in paragraph form. A title and labels are required. Conclusion: Your conclusion may be quite different from the hypothesis you wrote. This is OK! Your hypothesis MUST include all four parts: Tell whether the hypothesis you made was confirmed or disproved Restate the hypothesis Summarize the procedure you used and discuss any problems you encountered Present the data that confirmed or disproved you hypothesis
Lab and Report Sample (done in class) Ramp Roll ProblemWhich ramp lets the ball reach the end first? HypothesisIf a ball rolls faster from a higher ramp, then it will also make it to the end of a ramp before a ball rolled from a lower ramp. Materials1 ramp high 1 ramp lower 2 balls, exactly the same size Procedure1.Set up both ramps. 2.Set both ramps at the same starting point 3.Set a ball at the top of each ramp 4.Let get of both balls, simultaneously 5.Observe which ball reached the end of their ramp first 6.Repeat trial three times 7.Record data
Con’t Lab and Report Sample (done in class) DataData of Who Makes it to the End TrialsHigh RampLow Ramp #1YesNo #2YesNo #3YesNo Conclusion The hypothesis confirmed. It stated that the ball would reach the end of the higher ramp first. A test was conducted by letting two identical balls roll to the end of 2 identical balls roll to the end of 2 identical ramps at different heights. As a result, the higher ramp did have the ball reach the end of its ramp first.
Investigation Vocabulary Vocabulary investigationThe search for an answer to a question. PredictionEducated guess (hypothesis) DataInformation gathered during an experiment ConclusionExplanation of an experiment or observation VariableThe part (factor) of an experiment that can change the results InferenceAn explanation based on what you already know or what you have seen Direct evidenceEvidence that comes from your measurements, tests, or observations Indirect evidence Evidence based on your inference ProcedurePlanned set of steps TrialRepeated test or observation
Lab: Airplane TitleFlying Near of Far ProblemWhich paper airplane will fly further? HypothesisIf a sharp knife will cut better, then a sharp plane will cut through the air and fly further. MaterialTwo identically pieces of paper Tape Pencil Sticky note Procedure1.Fold one paper into a paper airplane with a wide nose. 2.Fold another paper into a paper airplane with a pointed nose. 3.Tape the top of each plane, together so it stays folded. 4.Label the wide nose with A 5.Label the pointed nose with B 6.Write you name on each plane 7.Choose a starting line on the playground. 8.Throw plane A from the starting line. 9.Observe how far it flew. 10.Throw plane B from the starting line. 11.Observe how far it flew. 12.Record your results. 13.Repeat steps 8 through 12, two more times. 14.Create a data chart to record data.
Con’t Lab: Airplane DataWhich Flew the Furthest? TrialsPlane APlane B #1X #2X #3X X = went further Conclusion My hypothesis was confirmed. If a sharp knife cuts better, then a sharp plane will cut through the air better, and fly further. I made two planes, one with a wide nose, and one with a sharp nose. Then I threw them from the same start line to see how far they went. The results of my trials showed that plane B, the narrow plane flew further.
Test Prep The importance of writing the procedure steps in an investigation is so others can redo the investigation exactly like the original. Every investigation needs a variable. A variable must not change during any of the investigations. Only one variable may be in an investigation, at a time.
Matter Vocabulary MatterStuff that everything is made of… MassThe amount of matter in an object PropertiesAppearances of an object: Mass Magnetism Physical state (solid, liquid, gas) Relative density Solubility The ability to insulate, OR conduct electricity, OR heat MagnetismThe property of attraction to a magnet Physical stateThe property of being a solid, a liquid, or a gas Relative densityObjects that are more dense – sink in water Objects that are less dense – float in water SolubilityMeasurement of the ability to dissolve in a liquid Thermal energyEnergy that causes a change in temperature between materials Electric energyEnergy produced by movement of electrons ConductorMaterials that allow electric current or heat energy to flow through easily InsulatorMaterial that slows down or stops electric current or heat from flowing
Con’t Matter Vocabulary ClassifyGroup together based on similar traits Physical propertiesColor Shapes Size Density (float/space) Hardness Solubility/dissolve Mass/weight Magnetism Texture Physical state: solid, liquid, gas
States of Matter: foldable as a class lesson SolidLiquidGas Picture drawn of a solid with circles tightly packed together in a square. Picture drawn of a liquid with circles loosely packed in a vase shape. Picture drawn of a gas with circles very loosely help inside a balloon with lots of room to move. Definition: It has a definite shape and a definite volume. In a solid, the particles are packed together tightly and each particle stays in the same place and vibrates. Definitions: It has a definite volume, but not a definite shape. It takes the shape of its container. These particles are not packed as tightly together as a solid, and they move freely. Definition: It has no definite shape or volume. It also takes up space in a container. These particles are packed together the least (loosely) and more free to move around quickly. Desk Starboard Person Carpet Toothpaste Dr. Pepper Lemonade Channel 5 Shampoo Air Carbon monoxide Helium Oxygen Nitric oxide
How Temperature Changes Matter Boiling Point of Water = 100 degrees CelsiusGlued picture of thermometer colored by student, to 100 degrees Celsius Freezing Point of Water = 0 degrees CelsiusGlued picture of a thermometer colored by student, to 0 degrees Celsius *water changes from liquid to a solid when the temperature falls to 0 degrees Celsius Melting Point of Water = 0 degrees CelsiusGlued picture of a thermometer colored by student, to 0 degrees Celsius *ice cubes change from a solid to a liquid when the temperature rises to 0 degrees Celsius
Changes in Matter EvaporationParticles escaping from a nonboiling liquid and become a gas. CondensationChanges to a gas to a liquid (opposite of evaporation) Matter can change states by adding or taking away, heat. A solid+ Heat (energy)= liquidEx. Melting ice cream A liquid- Heat (energy)= solidEx. Freezing in freezer A gas- Heat (energy)= liquidEx. Condensation on a glass of lemonade A liquid+Heat (energy)= gasEx. Evaporation above boiling water
Solid, Liquid, Gas Investigation Can you blow up a balloon with ice? ProblemWill melting ice blow up a balloon? HypothesisIf ice changes into a liquid and a liquid changes into a gas, then I think the gas could blow up a balloon. Materials1 balloon 1 hot plate 1 flask 10 ice cubes Oven glove Procedure1.Heat the hot plate on high 2.Put 10 ice cubes into the flask 3.Put balloon over the mouth of the flask 4.Set flask with ice and balloons on hot plate 5.Observe and see if the melting ice will blow up the balloon 6.Repeat investigation three times 7.Record all observations
Con’t Solid, Liquid, Gas Investigation DataWill the balloon blow up with ice? TrialBlow UpNot Blow Up 1X 2X 3X X = blow up Conclusion My hypothesis was confirmed. I hypothesized that if ice changes into a liquid, and a liquid changes into a gas, then I think this gas could blow up a balloon. I investigated by heating ice in a flask covered by a balloon. The results of my trials showed that the gas from the ice filled the balloon.
Volume/Density/Mass/Weight massThe amount of matter in an object WeightThe amount of matter in an object and the pull of gravity on that object VolumeThe amount of space that an object takes up To find volume 1-liquidMeasure with a graduated cylinder 2-solida. Length x width x height Picture drawn of cube with length, width and height labeled = l x w x h b. Water displacement Picture drawn of two graduated cylinder filled with water and show the displacement of the water with a rock in side. Calculate. DensityThe concentration of matter in an object Mass divide by Volume Picture drawn of two graduated cylinders and illustrate the displacement difference of Coke and Diet Coke
Lab: Sink or Float Sink or Float ProblemWill a Styrofoam ball float in water? HypothesisIf a Styrofoam ball feels light, then it should float. Material600mL of water 1 measuring cup 1 Styrofoam ball Procedure1. Fill measuring cup with 600 mL of water 2. Place Styrofoam ball in water 3. Observe and record data DataSink or Float TrialSinkFloat 1X 2X 3X 4X X = yes
Con’t Lab: Sink or Float Conclusion My hypothesis was confirmed. I hypothesized that if a Styrofoam ball feels light, then it should float in water. I investigated by putting the ball in the water to see if it floats. The results of my trials showed that the Styrofoam ball floats in water.
Density Lab Glued in Density Lab report sheet.
Mixtures/Solutions mixtureA combination of two or more different kinds of matter, each of which keeps its own physical properties and can easily be separated. Trail mix, salad solutionA type of mixture in which particles of the two substances are evenly mixed, and cannot be easily separated. Lemonade, ocean water, Kool-Aid drop in SoluteThe substance being dissolved Kool-Aid crystals SolventThe substance doing the dissolving Picture drawn of a glass with a solvent and a solute illustrated.
Matter Test Study Guide Glued in Matter Study guide.
Forms of Energy energyThe ability to move and cause changes in matter Potential energyStored energy – the energy of an object has because of where it is or its condition. Picture drawn of an arrow and bow = arrow in the bow, pulled back into position but NOT released. Kinetic energyThe energy of motion. Picture drawn of bow and arrow in release of arrow. Mechanical energyThe energy of moving objects Thermal energyHeat energy Electrical energyThe movement of electrons Light energy(Sun) energy that moved in waves to your eyes Sound energyEnergy that moves as vibrations into your ears Types of Potential Energy1.Elastic – energy stored in compressed strings (rubber band) 2.Gravitational – energy in stored items prior to gravitational pull (apples in a tree) 3.Chemical – energy stored in foods for your body, before you eat Transformation of Energy1.When energy is changed from one form to another Picture drawn of a lamp that transform electrical energy to light energy to heat energy
Lab: Kinetic Energy Glued in lab data collection sheet.
Electric Energy Electric circuitThe pathway through which electric current flows (electric current = electrons) Picture of a closed circuit. Labeled. ElectromagnetismMagnetism created by an electric current; MRI or electric motor ConductorMaterial that allows electric current to flow through easily; most metals, water, people InsulatorMaterial that stops electric current from flowing; rubber, silicon FlowTo move or travel smooth in a certain direction Electric currentThe flow of electricity around a circuit Light energyThe light that our eyes can see Heat energyEnergy that causes a change in temperature between materials Sound energyEnergy produced from vibration that you can hear Complete circuitClosed circuit Picture drawn of closed circuits Incomplete circuitOpen circuit Picture drawn of open circuits (one with a broken filament)
Electric Energy CurrentThe flow of electricity PathThe conductor that the electrons travel on SwitchDevice that opens and closes a circuit MagnetismA force that creates attraction between unlike poles ConductorsInsulators MetalsRubber WaterPlastic AluminumGlass MagnetAir Wood Closed circuitOpen circuit CompleteIncomplete Picture of a sample
Light 5.6C ReflectionEnergy waves bouncing off the surface of an object (like a mirror) RefractionEnergy waves that bend (change direction and speed) as they pass from one type of object to another. Draw pic. LensA clear piece of curved glass or plastic that bands passing light to focus or spread light rays MirrorAny object that has a reflective surface (shiny and smooth metal, glass, water) LaserA device that gives off a very strong and directed beam of light IlluminateLight up Light spectrumThe small part of the electromagnetic spectrum that the human eye can see; violet, blue, cyan, green, yellow, orange and red MagnifyIncrease in size, power or importance KaleidoscopeA tube that contains three mirrors that reflect many different designs of light passing through a colored disk on top TelescopeAn instrument that uses mirrors and/or lenses to gather and focus light from objects far away
Properties of Light LightTravels in a straight line Travels faster than sound Is reflected into our eyes so we can see ShadowsFormed when light is blocked TransparentAllows light waves to be transmitted without scattering the waves (see through) TranslucentAllows light waves to be transmitted partially, scatters the waves OpaqueDOES NOT allow light waves to transmit through LensConvex lens – refracts light to focus and make images seem bigger Hand lenses Magnifying Glasses Draw pic.
Light Lab Glued in lab sheet from various stations.
5.7C Alternative Energy Alternative energy resource Alternative = Other Energy generated by natural processes that renew. Energy made by natural ways that replaces itself. Wind energyEnergy from moving air that turns the blades of a turbine to generate electricity Solar energyEnergy that comes from the Sun BiofuelFuel made from plants, animal waste, and decomposing plant and animal tissue Geothermal energyEnergy that comes from the natural heat inside the Earth HydroelectricityElectricity made from the energy of moving or falling water Renewable resourcesMaterials from the Earth that can be replaced by nature within a relatively short period of time Trees, plants, air, water Nonrenewable resourcesMaterials from the Earth that cannot be replaced within a reasonable amount of time Oil, coal, natural gas Fossil fuelsA flammable material made from the waste and remains of plants and animals in the Earth’s crust that is used to produce heat and power.
5.7C Alternative Energy PollutionMaterials introduced into an environment that cause damage, discomfort, or instability Energy efficientTechnology or practices that reduce energy use Renewable resources(groups make lists to share) Nonrenewable resources(groups make lists to share) Energy Sources data collection lab sheet. Glued into NB.
5.6D Force, Motion, Energy ForceThe push or pull that causes an object to move, stop or change directions MovementA change in position or location ShapeThe outline or form of an object PositionWhere an object is located in space DirectionThe line or course along which something is moving GravityThe force that pulls objects to the center of the Earth FrictionA force that slows or stops motion when objects rub together InertiaThe property of an object that resists movement by force Magnetic forceThe area around a magnet that attracts iron or other materials
5.6D Force and Motion Force is needed to make objects move = kick(force)…ball moves More force is needed to move objects w/more mass Friction is a force that works against motion to slow or stop an object Lab: Which sphere will move the dragon the furthest? Do lab and post data here. Write conclusion in full form.
5.6D Force Labs Does the distance an object rolls down a ramp effect its force? Variable: ramp distance Do lab and record data. Write complete conclusion.
5.6D Force, Motion, Energy Glue concept review sheet.
5.7A Formation of Fossil Fuels OilA flammable liquid produced from organic matter buried under layers of sediment for millions of years Natural gasA flammable, without a definite form, produced from organic material buried under layers of sediment found near oil deposits PressureThe action of force by one object against another (in a geyser, hot water escapes from under layers of Earth’s crust) Sedimentary rockRock made of layers of compressed organic or inorganic sediment Fossil fuelNon-renewable flammable material (coal, oil, natural gas) Made from the remains of plants and animals buried in the Earth’s crust that is used to produce heat and power Organic matterThe waste and remains of plants and dead animals Inorganic matterLifeless materials SedimentSolid material that settles at the bottom of a liquid
Rock Formation Sedimentary rockFormed from weathered rocks, carried by erosion and dropped in layers which are compacted and cemented over time. New layers begin on top of old layers making stripes WeatheredWearing down of materials by the weather CompactedSmashed together with force, over time CombustibleFlammable – can catch on fire
5.8A Weather and Climate Weather measurement tools. thermometerMeasures air temperature BarometerMeasures air pressure (weight of the atmosphere) Rain gaugeMeasures the amount of precipitation HygrometerMeasures humidity (the water in the air) Wind vaneMeasures wind direction AnemometerMeasures the speed of wind WeatherDescribes the condition of the outdoors, such as temperature, cloud cover, wind speed, rainfall ClimateAverage weather conditions of a region over time TrendShow an increasing number of events GeneralizationA rule or pattern based on limited proof HumidityThe amount of water vapor in the air.
5.8A Weather versus Climate WeatherClimate …is the daily environmental conditions we experience around us …is the average conditions in a place over along period of time …describes that condition of the atmosphere in a place at a certain time …does NOT change on a daily basis …can be observed each day…must be observed over time …is daily in a small area…is the average or usual weather of a large region over a long period of time
5.8B Sun and Water Cycle Ocean1 of 5 large bodies of salt water that covers 75% of the earth Beach erosionThe removal of beach materials into the sea of lakes by the actions of waves, tides, or wind WavesMoving ridges of water on the surface of the ocean cause by wind Fresh waterWater found in lakes, rivers, and streams that does NOT contain salt Salt waterWater found in oceans and a few lakes, that contain 3-4% salt Water cycleThe changes to the water when it evaporates into the air, condenses into clouds, and then precipitation falls back down to the Earth’s surface EvaporationPhysical change in matter from a liquid to a gas CondensationPhysical change in matter from a gas to a liquid PrecipitationRain, snow, sleet, or hail that falls from clouds in the sky What is the importance of the Sun in the water cycle? The Sun is the energy that allows the water cycle to function.
5.8B Sun and Water cycle Glued water cycle diagram. The Sun provides energy that evaporates water on Earth (power) While evaporation can be used to separate solutions, water that evaporates from oceans does NOT contain salt. The salt is left behind. Much of the water cycle begins when the Sun’s energy evaporates water from oceans, which collectively cover about 75% of the Earth’s surface. (Most water on Earth is salty. We don’t drink salt water.)
5.7B Land Changes Fast changes to the landEarthquakes Volcanoes Landslides Slow changes to the landGlaciers Weathering Agents of erosionWind, water, ice Sand duneFormed from wind-blown sand DeltaFormed from sediment flowing down river that is deposited at the mouth of the river CanyonFormed by moving water cutting through the Earth’s surface
5.7B Changes to Land Glued stem scopes picture vocabulary sheet. Earth’s Surface is shaped by… WindWaterIce Sand dunesDeltas Canyons Landslide Valley Moraine
5.8C Earth’s Rotation rotationA 24 hour period or the time it takes Earth to make 1 complete rotation on its axis (spin like a top) AxisA line, real or imaginary, around which something spins. SundialInstrument that measures the time of day by using the position of the sun. OrbitThe path the Earth travels around the sun (draw pic) 1 rotation= 1 day 1 orbit= 1 year/365 days SeasonsIf the tilt of the Earth is toward the Sun = summer If the tilt of the Earth is away from the Sun = winter When the Sun looks like it is going across the sky it is the…. Rotation of the Earth.
5.8D The Earth, Sun and Moon Characteristics MoonA natural satellite that orbits a planet. Some planets have no moons; other planets have over 60 moons. OrbitThe path one object takes as it revolves around another object in space CraterBowl-shaped indents or cavities on the surface of a planet, moon, or asteroid that are caused by a collision with another object, such as a meteorite GravityA natural force that causes 2 objects to pull toward each other depending on their mass and the distance between them. SunThe star at the center of the Solar System that supplies heat and light to Earth; its enormous gravity to keeps the Solar System in orbit. EarthA planet in the Solar System that has life on it.
5.8D The Earth, Sun and Moon Characteristics p. 52 SunMoonEarth Lab of scavenger hunt…Glue in graphic organizer.
5.9A Interdependency p.53 EcosystemA community of non-living and living things in their natural environment. Living ElementA part of the ecosystem like a plant or animal that requires energy to survive and has basic needs that must be met Nonliving ElementA part of the ecosystem that is not living, such as sunlight, air oxygen and carbon dioxide, water, rocks and soil OrganismA living thing AdaptationAn inherited trait or learned behavior that helps an organism survive in its surroundings ProducerAn organism that uses sunlight to make its own food for energy ConsumerAn organism that gets energy by eating other organisms CarnivoreAn animal that gets energy by eating ONLY other animals HerbivoreAn animal that gets energy by eating ONLY plants OmnivoreAn animal that gets energy by eating both plants and animals DecomposerAn organism that gets energy by eating dead organisms, nonliving materials or waste
5.9A & 5.9C Interdependency p. 54 Ecosystem of a River (ex.) Community: A river community can have a population of bears, salmon, and other organisms. Population: A population of bears can live at a river. Organism: Bears are one organism that lives at the river ecosystem All living and non-living depend on each other to survive.
5.9B Food Webs p. 54 Each organism in an ecosystem depends on the living and non-living parts of the ecosystem.
5.9B Food Webs p. 55 WordMeaning ProducerAn organism that uses sunlight to make its own food for energy…plants ConsumerAn organism that gets energy from eating other organisms…animals DecomposerAn organism that gets its energy from eating dead organisms, non-living materials, and waste (poop). EnergyWhat is needed to do work or cause change…derived from the Sun. SunIs the energy source for all food chains and food webs Food chainThe path of food energy from one organism to another in an ecosystem Food webA connection of food chains with many food energy paths in an ecosystem. PredatorAn organism that hunts and feeds on other organisms NocturnalActive at night
5.9B Food Webs p. 56 Producers use the Sun’s energy to create their own food through photosynthesis. The different parts of a food web are producers, consumers and decomposers. Many food chains make up a food web. Decomposers Consumers Producers Sun
5.9B Food Webs p.56 Food Web Name the living things in the food web that are producers. Name the living things in the food web that are consumers. Which living things does the snake eat? Which living things does the hawk eat? What is eaten by the rabbit? What do the arrows tell us? Why are they pointing away from each living thing in this food web?
5.9C Environmental Changes p.57 Class discussion notes while viewing “Plants, Animals, and Environmental Changes” slides. SlideWhat is the environmental change? Who or what made the change? How does the change meet the needs of the plant, animal, or human?
5.9C Environmental Changes p.57 WordMeaning ChangeTo make or become different EnvironmentThe living and nonliving things that are around an organism- OrganismA living thing ImpactDirect effect or change on… Carrying capacityThe population size an environment can feed and support PopulationAll the living things that belong to the same group and live in the same area VegetationAll the plant life in an ecosystem. Changes to plant life affect the whole ecosystem.
5.10C Metamorphosis Mealworm LAB p. 59 Date: 4/4/14 Mealworm length in cm: Draw a picture of mealworm and label with name. Write your observation of his behavior once he is in his cup.
5.10C Metamorphosis p. 60 WordMeaning EggThe first stage in the life cycle of many organisms, including birds, amphibians, reptiles, fish, and insects. LarvaThe stage of Complete Metamorphosis during which the organism resembles a worm. PupaThe stage of Complete Metamorphosis during which the organism seems to be at rest, and new body parts are forming. AdultA fully grown organism that can reproduce NymphThe stage of Incomplete Metamorphosis during which an insect eats and grows and resembles a smaller version of the adult. Life CycleThe stages in an organism’s life from birth to death Complete MetamorphosisA type of development consisting of four distinct stages – eggs, larva, pupa, and adult Incomplete MetamorphosisA type of development consisting of three stages – eggs, nymph, and adult. StagesA specific time during life or growth
5.10C Metamorphosis p. 61 (62) Key Concept 3: Butterflies and beetles undergo complete metamorphosis, while grasshoppers and walking sticks undergo incomplete metamorphosis. (Do lab-categorization.) Complete MetamorphosisIncomplete Metamorphosis ButterflyGrasshopper AntCockroach Lady BugWalking Stick FlyDragonfly Beetles Bee
5.10C Metamorphosis p. 61 (62) Life Cycle of Insects: complete or incomplete metamorphosis Life Cycle of Frogs: egg, tadpole, tadpole with legs, froglet, frog Life Cycle of Plants: seed, germination, seedling, maturity, reproduction.
5.10 Metamorphosis p. 62 Eggs are laid in water. Tadpoles swim in the water and breathe using gills Tadpoles with legs, before they become an actual frog Froglet is the almost mature frog about 2-4 months old, it still has some of its tail but can now breathe air using its lungs Adult Frog is when the tail has been reabsorbed by the body
5.10C Metamorphosis 63 Complete Metamorphosis House Fly Life Cycle Incomplete Metamorphosis Dragonfly Life Cycle
5.10C Metamorphosis 63 Seeds are the beginning of a plant’s life. Germination is the sprouting of the seed. After germination, it becomes a seedling. Mature Plant
5.10A Adaptations p WordMeaning AdaptationAny changes made by an organism to help them survive in their environment. SpeciesA group of organisms with similar characteristics that allow them to reproduce. ReproductionThe act of making something new SurviveStay alive or stay with NicheThe role an organism plays in its environment CamouflageWhen an organism can change to blend into their surrounding for protection or hunting MimicryWhen an organism makes itself look like something else – copycat MigrationThe seasonal movement of animals from one place to another HibernationWhen an animal becomes still and sleeps through a season HabitatThe place or environment in which an organism naturally lives
5.10A Adaptations p Adaptations Plants and animals have specific structures and functions that let them be successful in their environment. Examples of structures are: hooves, webbed feet, and claws. The thumb is an important structure that lets humans survive.
5.10B Inherited Traits and Learned Behaviors p. 65 back 66 Inherited Traits and Learned Behaviors Some traits are inherited from parent to offspring, while other behaviors are learned during an organisms lifetime. Inherited characteristics are things such as hair color, the shape of a beak, and spines on a cactus. Learned characteristics can include learned behaviors such as a child riding a bike or animals learning tricks. They can also include physical characteristics such as a scar.
5.9A Biomes p.67 Scientists have developed the term Biome to describe areas on the earth with similar climate, plants, and animals. Ecosystem: a system formed by the interaction of a community of organisms with their physical environment. Habitat: the area or environment where an organism or ecological community normally lives or occurs
Biome PPT in class Project Research page 1 Researcher Name: __________________________________________ Due Date: ____________________________ Biome Research Questions 1.) What is your chosen biome? __________________________________________________________________ 2.) Why did you select this biome? ________________________________________________________________ _______________________________________________________________________________________ 3.) What is weather like in your biome? ____________________________________________________________ _______________________________________________________________________________________ 4.) How much precipitation does your biome receive annually? ___________________________________________ _______________________________________________________________________________________ 5.) Where, in general, can your biome be found? _____________________________________________________ _______________________________________________________________________________________ 6.) What was the most interesting fact you found out about your biome? ____________________________________ _______________________________________________________________________________________ 7.) List and describe at least three animals that live in your chosen biome. Include a physical description of that animal (use descriptive adjectives), what the animal eats, and why that animal lives in the biome you selected. You may include other interesting information as well. If you wish to describe additional animals, please do so in your own handwriting on a loose leaf sheet of notebook paper and attach it to this page. Do not staple internet print-outs to this!
Biome PPT in class Project Research page 2 8.) List and describe at least four plants that live in your chosen biome. Include a physical description of that plant (use descriptive adjectives) and why that plant lives in the biome you selected. You may include other interesting information as well. If you wish to describe additional plants, please do so in your own handwriting on a loose leaf sheet of notebook paper and attach it to this page. Do not staple internet print-outs to this! 9.) What sources did you use to locate your information? a. Source 1 Title :____________________________________________________________________ Author: ______________________________________ Main Pages Used: ______________________ Where did you find this source? (library, online, textbook) ______________________________________ Web address (if applicable):____________________________________________________________ b. Source 2 Title :____________________________________________________________________ Author: ______________________________________ Main Pages Used: ______________________ Where did you find this source? (library, online, textbook) ______________________________________ Web address (if applicable):____________________________________________________________ c. Source 3 Title :____________________________________________________________________ Author: ______________________________________ Main Pages Used: ______________________ Where did you find this source? (library, online, textbook) ______________________________________ Web address (if applicable):____________________________________________________________