2At the end of Investigation 1 you will be able to: list and describe the characteristics that all organisms share.differentiate the concepts of living, nonliving, dead and dormant.make and record observations in an experiment.
4-How can you tell if something is living or nonliving? Quick WriteWhat is life?Make a tree map for the following information. Your title would be “Living vs. Nonliving”-How can you tell if something is living or nonliving?-Name and describe some examples for each.5-10 minutes. Students can complete this in their science journal.
5On Lab page 1, record observations of the material on the overhead. Class Observations:Place crystals of the camphor in a petri dish of water on the overhead. Students can record on their own, share with their group and then each group can add an observation to the class list.
6Why do you think that the objects moved the way that they did? How can you explain what you observed?Why do you think that the objects moved the way that they did?
7Evidence of LifeHow many of you think you can tell if something is living?What evidence can you look for to tell if something is living?
8Evidence of LifeCreate a list in the powerpoint slide or on a transparency, you need to be able to come back to this. Any ideas can be added, as this is a work in progress.
9Living/ non-living cards You will work with your partner to sort cards into “living” and “non-living” piles. If you cannot agree, put the card in a third “undecided” pile.
10Living/ Non-living Cards 1. Partner A picks up a card and places it into a pile. Explain why you are classifying it as living or non-living, be specific. 2. Partner B picks up the second card and does the same thing. 3. Record your answers on Lab page 1.
11Add pictures to board. Call on one group for each picture. Then ask: -Does everyone agree that this is in the correct category?-Could it be placed in a different category? Why?-What might lead someone to think it belonged there?
12Why are these things categorized as they are? Sort as a classWhy are these things categorized as they are?This is a work in progress and we will make changes as we see fit.Call on groups to share how they categorized items. They must explain why the classified things as they did. Groups may also suggest moving things as long as they can provide a reason for the move.
13What is an organism?Any living thing- plant, animal or other- is an organism. An organism is the most general word used to refer to an independently living thing.
14Is everything on this list a characteristic of all organisms? Let’s refer back to our ‘Evidence of Life’ list…Is everything on this list a characteristic of all organisms?Do we need to add anything?
15We will be observing many organisms and it is important to provide them with the proper habitat. Some are small aquatic organisms. We will set up a minipond habitat now so that it will be nicely aged and ready in a couple of weeks when it is time to start our work with aquatic organisms.
16MINIPOND SETUPa. Place one spoon of soil in the bottom of a half-liter container.b. Add dry leaves, dead grass, and twigs. The container should be no more than one-fourth full.c. Add water. The container should be no more thanthree-fourths full.d. Put a lid on the container.e. Label the container with your period, group number, anddate.These can be stacked on a counter for storage. Try to avoid direct sunlight.
18Evidence of Life Are there any changes that need to be made? See other PPT. Add to part 3 of sheet.This will be our operational definition of life and we will make changes as we gather new information.Take the revised evidence of life list and create a characteristics of life area on a wall or board. Make changes as needed.
19You will be observing five different materials You will be observing five different materials. They might be living, but we are not sure! We have our characteristics of life chart as guidance, let’s see what we can find out!
20You need: 2 hand lenses A set of 5 bags PLEASE DO NOT OPEN THE BAGGIES!Observe and record your observations on Lab page 3.
21What might you do to get more information about the materials to help you determine if they are living?
22We will run an investigation to determine if an aquatic or moist environment will help us to determine whether these five materials are alive or not.
23We will examine three different liquid environments We will examine three different liquid environments. Each group will research ONE of the three liquids.
24Person closest to door in your group must obtain the following: 5 vials with caps1 blue vial holder1 cotton ball
25Label vials A, B, C, D and ELabel the piece of tape and stick on vial holder with your group number, period, and liquid #.Person closest to sink, get the correct cup of liquid for your table (on next slide). Who knows our table numbers? I’ll call on someone to review.
26Group 1- Liquid 1 Group 2- Liquid 2 Group 3- Liquid 3 Group 4- Liquid 1 Group 5- Liquid 2 Group 6- Liquid 3 Group 7- Liquid 1 Group 8 – Liquid 2
27Vials B, C, and E get 30 mL of the liquid. Read the directions carefully as we don’t have extra materials if mistakes are made. Work slowly please.Vials A and D get half a cotton ball and 3 droppers full of the liquid.Vials B, C, and E get 30 mL of the liquid.
28Material A- 1 minispoon into vial A Material B- 1 minispoon into vial B Material C- 8 grains into vial C Material D- 8 grains into vial D Material E- 1 minispoon into vial E
2910 minute countdown Any changes to the picture sort? Any changes to our Characteristics of Life display?_______________________________________________________________Record any changes on yourFive Materials Observation Sheet.
31Changes after 24 hours Please record your observations.
32Did you notice any changes today Did you notice any changes today? Do you see evidence of life in any of the vials? Circulate and compare the vials with different liquids.
33Liquid 2 is sugar and water Liquid 2 is sugar and water. Sugar was added to provide food in case any of the materials was alive and needed sugar as food.Did any of the vials with the sugar water provide interesting results?
34Material B is yeast. The bubbling and popping of the cap are the result of gas exchange going on in the vial. Gas exchange is evidence of life. The yeast is living.
35Take a look at the plant cutting and the potato. Are these things alive? Are they organisms?What will they need if they are living?Place cutting and sweet potato in water.
40The crystals are probably coming from the "super absorbent layer" found in most disposable diapers. This layer consists of paper fluff and a chemical absorbent called sodium polyacrylate. Sodium polyacrylate is an amazing water absorber -- it can absorb 200 to 300 times its weight in tap water (even more if the water is distilled) and hold it in a gooey gel.
41Please fill in the information for the liquid environment that you investigated on Lab page 5. We will share our information.
42LIQUID #1: Salt Water WHOLE CLASS Data MaterialIs it alive?Evidence of lifeAYesNoBCDE
43LIQUID #2: Sugar Water WHOLE CLASS Data MaterialIs it alive?Evidence of lifeAYesNoBCDE
44LIQUID #3: Plain Water WHOLE CLASS Data MaterialIs it alive?Evidence of lifeAYesNoBCDE
45How many of the materials appeared to be alive when you first observed the bags? How many materials appear to be alive now?How does the environment impact organisms?
46Some organisms are inactive until placed in the appropriate environment. Yeast needs fresh water and sugar for food.Seeds need freshwater and air.Brine shrimp need saltwater.
47Things are LIVING if they show the characteristics of life, like gas exchange, growth, and response to the environment. Living things are organisms. Parts of living organisms, like arms, tails and leaves, are also alive.
48Things are DORMANT when they do not show characteristics of life until they are placed in the right environment. Dormant organisms are alive, but inactive.
49Things are DEAD if they were alive at one time but no longer are Things are DEAD if they were alive at one time but no longer are. Animals that have died, leaves that have fallen off trees, and skin that a snake sheds are all dead material.
50NONLIVING materials have never been alive NONLIVING materials have never been alive. Fire, rocks, water, wind, pencils, toys, and computers are all nonliving.