1. Unit 6 – Living Structures & Classification Essential Questions What is a cell? How are cells organized? What is a virus? What is classification? How are organisms classified?

2. Unit 6 – Living Structures & Classification Lesson 1 – Cells: Vocabulary compound light microscope electron microscope cell theory

3. Unit 6 – Living Structures & Classification Lesson 1 – Cells A microscope has one or more lenses that makes an enlarged image of an object. In a compound light microscope, light passes through and around an object, then through two or more lenses. Stereomicroscopes have lenses for each eye that give you a three-dimensional image of an object that is too thick for a compound light microscope.

4. Unit 6 – Living Structures & Classification Lesson 1 – Cells (cont.) An electron microscope uses a magnetic field to bend a beam of electrons and can magnify up to one million times. The observations and conclusions of many scientists became known as the cell theory. The major ideas of this theory are: 1) All organisms are made up of one or more cells. 2) Cells are the basic unit of function in all organisms. 3) All cells come from cells that already exist.

5. Unit 6 – Living Structures & Classification Lesson 1 – Cells: Microscope Comparison Lab – Day 1 Step 1) Question: What things are better viewed with a compound light or stereomicroscope? Step 2) Research: Use the materials provided by the teacher. Step 3) Hypothesis: Step 4) Procedures:

6. Unit 6 – Living Structures & Classification Lesson 1 – Cells: Microscope Comparison Lab – Day 2 Step 5) Perform: Step 6) Data Table: (Day 1) Step 7) Interpret Data: Step 8) Conclusion: – Based on your data, which microscope is better suited for what tasks? (Give examples) – Refer to your hypothesis.

7. Unit 6 – Living Structures & Classification Lesson 2 – Cell Organization: Vocabulary nucleus organelle cell wall chloroplast

8. Unit 6 – Living Structures & Classification Lesson 2 – Cell Organization There are two basic types of cells: 1) Cells with no membrane around their hereditary material are prokaryotic (ex. bacteria). 2) Cells with a membrane around their hereditary material are eukaryotic (ex. plants and animals).

9. Unit 6 – Living Structures & Classification Lesson 2 – Cell Organization (cont.) In many-celled organisms, cells are organized into tissues, groups of similar cells working together to do one job. Tissues are organized into organs, groups of different types of tissues working together to do a particular job. Organs are organized into organ systems, a group of organs working together to do a certain job.

10. Unit 6 – Living Structures & Classification Lesson 2 – Cell Organization: Plant & Animal Cell Comparison Lab – Day 1 Step 1) Question: Can the differences between a plant & animal cell be seen under a microscope? Step 2) Research: Use the materials provided by the teacher. Step 3) Hypothesis: Step 4) Procedures:

11. Unit 6 – Living Structures & Classification Lesson 2 – Cell Organization: Plant & Animal Cell Comparison Lab – Day 2 Step 5) Perform: Step 6) Data Table: (Day 1) Step 7) Interpret Data: Step 8) Conclusion: – What can you conclude about the differences between plant and animal cells? – Refer to your hypothesis.

12. Unit 6 – Living Structures & Classification Lesson 3 – Viruses: Vocabulary virus host cell vaccine

13. Unit 6 – Living Structures & Classification Lesson 3 – Viruses A virus is nonliving and consists of a core of hereditary material surrounded by a protein coat. They can reproduce only inside a living cell, called the host cell. Once there, the virus can become active immediately or latent, an inactive stage. Some latent viruses hide for many years.

14. Unit 6 – Living Structures & Classification Lesson 3 – Viruses (cont.) There are no antibiotic medicines to cure a viral disease. But, some viral diseases can be prevented by vaccines. A vaccine is made for damaged viral particles that cannot cause disease anymore. Viruses can be used to help people. In gene therapy, a virus containing normal hereditary material is injected into someone with defective hereditary material. The virus then replaces the old material with the new material.

15. Unit 6 – Living Structures & Classification Lesson 4 – Classification: Vocabulary binomial nomenclature genus species kingdom

16. Unit 6 – Living Structures & Classification Lesson 4 – Classification To classify means to group ideas, information, or objects based on their similarities. The science of classifying living things is called taxonomy. The modern classification system is called binomial nomenclature, giving a two word scientific name to every organism.

17. Unit 6 – Living Structures & Classification Lesson 4 – Classification (cont.) The first word in an organisms scientific name is the genus and the second word is the species. A genus is a group that has similar characteristics. The genus is capitalized. (ex. Canis ___X___ - dog, coyote, and grey wolf) A species is the smallest most precise classification category. Organisms belonging to the same species can mate to produce fertile offspring. (ex. Canis lupus – grey wolf, Canis latrans – coyote, and Canis familiaris - dog)

18. Unit 6 – Living Structures & Classification Lesson 4 – Classification (cont.) In the modern classification system, all organisms are divided into one of six large groups (based on general common characteristics) called kingdoms. Within a single kingdom organisms are divided into separate phyla (in the plant kingdom the word division is used instead). Each phylum or division is separated into classes.

19. Unit 6 – Living Structures & Classification Lesson 4 – Classification (cont.) Classes are separated into orders, and orders are separated into families. Families are separated into one or more genus, and the genus is separated into individual species. Thus, every organism on the planet can be separated from every other organism, by classifying its common and unique characteristics in this seven level system.

20. Unit 6 – Living Structures & Classification Lesson 4 – Classification : Class Shoes Lab – Day 1 Step 1) Question: Can a working classification system be created to separate shoes? Step 2) Research: Contribute your shoes and then use at least six different shoes from the common collection. Step 3) Hypothesis: Step 4) Procedures:

21. Unit 6 – Living Structures & Classification Lesson 4 – Classification : Class Shoes Lab – Day 2 Step 5) Perform: Step 6) Data Table: (Day 1) Step 7) Interpret Data: Step 8) Conclusion: – In what ways is your system like the modern system? In what ways is it different? – Refer to your hypothesis.

22. Unit 6 – Living Structures & Classification Lesson 5 – Identifying Organisms: Vocabulary dichotomous key

23. Unit 6 – Living Structures & Classification Lesson 5 – Identifying Organisms Common names can be misleading, which is why scientists use scientific names. (ex. Sea horses are fish, but the starfish is not.) Scientific names serve four functions: 1) help avoid errors in communication. 2) organisms with similar evolutionary histories are classified together. 3) give descriptive information about the species. 4) allows information to be organized and found easily.

24. Unit 6 – Living Structures & Classification Lesson 5 – Identifying Organisms (cont.) Information about organisms from around the world have been organized into different books called field guides. Some field guides also contain a dichotomous key. A dichotomous key is a detailed list of characteristics used to identify organisms and includes scientific names. Dichotomous keys are arranged in steps with two descriptive statements at each step.

25. Unit 6 – Living Structures & Classification Lesson 5 – Identifying Organisms : Class Dichotomous Key Lab – Day 1 Step 1) Question: Can a working dichotomous key be created to identify students? Step 2) Research: Use at least eight different members of the class. Step 3) Hypothesis: Step 4) Procedures:

26. Unit 6 – Living Structures & Classification Lesson 5 – Identifying Organisms : Class Dichotomous Key Lab – Day 2 Step 5) Perform: Step 6) Data Table: (Day 1) Step 7) Interpret Data: Step 8) Conclusion: – What were some of the characteristics you found most useful? least useful? – Refer to your hypothesis.