1. Science TERM 1 LIFE AND LIVING
LIFE AND LIVING

2. The Systems of the Earth
Divide your page into four, with each of the titles below. As you watch the videos add information.
1. Geosphere (Lithosphere)
2. Biosphere
3. Hydrosphere
4. Atmosphere
Websites:

3. The Biosphere The atmosphere The hydrosphere The lithosphere
The biosphere is a group of different areas where life exists on earth. The biosphere can be divided into smaller units called ecosystems. An ecosystem can be large or small.
This is the layer of gases around the earth. These gases are necessary for life on earth.
This is made up of all the water on earth. It includes all the rivers, dams, oceans and underground water.
This is made up of all the rocks and soils on the earth’s crust including the seabed.

4. Draw this table in your books.
Lithosphere
Hydrosphere
Atmosphere
Animals
Plants

5. A few answers to assist Animals Cows, dogs, zebra, lion
Lithosphere
Hydrosphere
Atmosphere
Animals
Cows, dogs, zebra, lion
Fish, whales, dolphins, turtles, tadpoles
Birds, insects, bats
plants
Flowering plants (grasses, trees, ferns, mosses
Seaweeds, reeds, algae, water lilies
Seeds of plants
Allow the boys to explore and discuss first before you get feedback from them. You can then show them this table to add some more if they have not written thesedown already.

6. THE SEVEN LIFE PROCESSES
Do in books.
Watch the video and fill in the different bubbles.

7. THE SEVEN LIFE PROCESSES
Reproduction
Nutrition (Feeding)
Growth
Respiration (Breathing)
Excretion
Sensitivity to the environment
Movement

8. Producing new individuals.
Animals moving from place to place to find food/shelter/avoid danger. Plants move very slowly, when growing. They also move when they are responding to light.
Producing new individuals.
Movement
Reproduction

9. Respiration (Breathing)
Nutrition (Feeding)
Plants make their own food. Animals eat plants or other animals.
All living things increase in size as they grow into adults.
Energy production. Living things breaking down food to produce energy.
Growth
Respiration (Breathing)

10. Sensitivity to the environment
Excretion
Waste substances removed from the body.
Living things react to changes or stimuli in the environment, (sneezing to remove dust).
Sensitivity to the environment

11. REQUIREMENTS FOR SUSTAINING LIFE
ENERGY: allows organisms to do things such as grow or move. The ultimate source is the sun. Plants make their own food during the process photosynthesis. Animals can not make their own food.
GAS: carbon dioxide and oxygen are found in the atmosphere; and dissolved in water. Most organisms need oxygen. Plants and animals use it to break down food to release energy. Plants need CO2 for photosynthesis.

12. WATER: this is needed to survive
WATER: this is needed to survive. Water carries food and chemicals, it helps get rid of waste and cools you down. Plants need water to grow, for photosynthesis.
SOIL: plants need soil. They get water and nutrients from it. Animals live in soil and help improve the quality of the soil.
FAVOURABLE TEMPERATURES: Earth’s stable temperatures sustain life. Species grow best at a particular temperature. (Eg: Polar bears live better in a cooler climate.)

13. ADAPTATIONS
Characteristics that help a living thing survive in its environment.
Animals and plants are well adapted to their environments.
Adaptations are passed on to their young.
Organisms that are not well adapted will have less chance of surviving/reproducing.
AQUATIC ENVIRONMENT: Well adapted plants/animals eg: fish and seaweed etc.
DESERT ENVIRONMENT: Well adapted plants/animals eg gemsbok, camelthorn, social weavers.
Adaptations (write as a note in books)

14. Topic 1 Revision pg 8
DO TOPIC 1 REVISION pg 8 “Test yourself” questions 1-4 (not f)
NOT “Science language activity”

15. Memo for test yourself
A) The biosphere is all the areaon earth where life is found.
B) hydrosphere, atmosphere, lithosphere.
C) they are all non living.
D) Earth consists of four main systems that togetherfunction as an ecosystem. An ecosystem is all living thingsand non living thingsin their environmentand the ways that theyinteract. Even though earth is made up of many different ecosystems, they are not isolated and there are links between them.
2. Fish have fins for swimming. Gills for breathing, and streamlined bodies.
3. A) it has a long thin beak
B) it had bright feathers
C) wings covered with feathers

16. 4)
Temperature
Growth of seedling
It needs to be a fair test.
Plants grow better in a warmer temperature.
A- 0
B- 0
C-2,5cm
D- 4cm

17. Homework video clips
Preparation for our experiment on page 5: Understanding Independent vs. Dependent variables. Watch this video clip:  Write no less than 10 sentences explaining what you have learnt in this video, you may use the examples in the video to assist with your explanation.
ANOTHER LINK: 
There

18. Understanding variables in experiments (Write DAY AFTER VIDEO CLIP WATCH AND PARAGRAPH)
Write the following in your books:
What are variables:
A variable is any factor that can be controlled, changed, or measured in an experiment. 
The two main variables in an experiment are the independent and dependent variable. (you have watched the video clips for homework and have the cards pasted in the front of your books)
Independent variable:
Dependent variable:
Controlled Variable is a variable that does not change during an experiment.

19. How to tell variables apart (extra information)
The independent and dependent variables may be viewed in terms of cause and effect. If the independent variable is changed, then an effect is seen in the dependent variable. Remember, the values of both variables may change in an experiment and are recorded. The difference is that the value of the independent variable is controlled by the experimenter, while the value of the dependent variable only changes in response to the independent variable.
An example: a scientist wants to see if the brightness of light has any effect on a moth being attracted to the light. The brightness of the light is controlled by the scientist. This would be the independent variable. How the moth reacts to the different light levels (distance to light source) would be the dependent variable.

20. This Experiment: In an experiment measuring the effect of temperature on solubility (see photo. below)
Independent variable:
the independent variable is temperature.
Dependent variable:
In the experiment measuring the effect of temperature on solubility, solubility would be the dependent variable.
Controlled variable: The controlled variable could include the source of water used in the experiment, the size and type of containers used to mix chemicals, and the amount of mixing time allowed for each solution.
You may want to do a demonstration of this experiment for the class. The equipment is there. Please chat to me if need be.

21. Variables continued (WRITE IN BOOKS, use colour!)
Remembering Variables With DRYMIX
The DRY MIX acronym can help keep the variables straight:
D is the dependent variable R is the responding variable Y is the axis on which the dependent or responding variable is graphed (the vertical axis)
M is the manipulated variable or the one that is changed in an experiment I is the independent variable X is the axis on which the independent or manipulated variable is graphed (the horizontal axis)

22. Biodiversity
The variety of living organisms in a particular area is called its biodiversity. An Environment with many different plants and animals has a high biodiversity. Do activity 1 page 9.

23. Answers activity 1 PG 9 MEMO
Plants
Animals
Trees, grass, ferns
Frogs, dragonfly, doves, buck, lizard
3. Any two. All have legs. ..etc
4. Any two. All have green leaves. 5.
6. High biodiversity
Hair
No hair
Buck, doves
Frogs, dragonfly,, lizard
Have feathers
No feathers
Dove
Frogs, dragonfly, buck, lizard
Have naked skin
Do not have naked skin
Frogs, dragonfly, lizard
Dove, buck

24. Classification of living organisms (IN BOOKS)
Classification system
Classify - put into groups with objects that are similar.
Example
Clothes: skirt, shirt, t shirt
Kitchen utensils: spoon, fork, plates.

25. Classification of living organisms
Biological classification: To group organisms, biologists look at important features or characteristics that the organisms share.
Taxonomy:branch of science that is concerned with classification.
Biologists divide organisms into five groups called kingdoms (highest category in taxonomic classification)
Bacteria
Protists
Fungi
Plants
Animals
Provide a brief definition of each kingdom, include the number of different organisms in each of the five kingdoms. Pg 11 (MEMO ON NEXT SLIDE)
Reading discussion bold words as a class workbook activity.

26. Bacteria: 4000: a member of a large group of unicellular microorganisms which have cell walls but lack organelles and an organized nucleus, including some which can cause disease.
Protists: : Protozoans, algae, and slime molds belong to a group of living things called protists, or protoctists. Protists are not animals, plants, fungi, or bacteria. Many protists are so small that people can see them only through a microscope.
Fungi: 66000:any member of the kingdom of living things (as mushrooms, molds, and rusts) that have no chlorophyll, must live in or on plants, animals, or decaying material, and were formerly considered plants.
Plants: : one of a large group of living things that use sunlight to make their own food. Most plants have leaves, stems, roots and either flowers or cones.
Animals: :An animal is a living creature that breathes and can move around on its own.

27. KEEP PONDS CLEAN OR FROGS GROW SICK
Seven taxonomic levels
to classify all living organisms
HIGHEST LEVEL
KINGDOM
PHYLUM
CLASS
ORDER
FAMILY
SPECIES
GENUS
LOWEST LEVEL
Read page 12 to see how a lion and elephant are organised. What is similar? What is different?

28. Activity 4 PG 13
A table similar to the one on page 13. Read the information provided about the differences between plant and animal. As you read, write down the differences into your table.
PLANTS
ANIMALS

29. PLANTS ANIMALS Remain rooted in one place. Are able to move around
Absorb water and mineral salts from the soil through their roots.
Get water and mineral salts by drinking water and eating food.
Are green in colour and make their own food by the process of photosynthesis.
Are not green in colour and cannot make their own food. Get food by eating other plants and animals.
Reproduce by producing spores or seeds.
Reproduce by giving birth to live young or laying eggs or by simply dividing the body in two.
Can reproduce vegetatively.
Cannot reproduce vegetatively.

30. Diversity of animals (Draw in your books)

31. Fish Amphibian Reptiles Birds Mammals
Characteristics of the classes of vertebrates
Fish
Amphibian
Reptiles
Birds
Mammals
Fertilisation
external
Internal
Body covering
scales
none/naked skin
feathers/sscales on legs
hair/fur
number/type limbs
fins
four limbs
two legs, two wings
Cold/warm blooded
cold
warm
reproduction
eggs
live young
breathing
gills
gills/lungs
lungs
Lungs
Activity 5 page 17 - memo
Activity 5 in textbook page 17

32. VERTEBRATES: single phylum; five classes
FISH:
aquatic organisms.
cold blooded.
live in fresh water/sea water.
gills exchange gases with water.
body = head, trunk, tail. (streamline - helps fish move through water easily)
reproduction = eggs (no shells)
body = scales
fins attached to body. These provide balance and steering.
some fish have teeth.
nostrils with blind endings enable fish to smell.
fertilisation is external which means the egg and sperm are released into water where they join together.
young are (usually) not cared for by parents.

33. AMPHIBIANS:
frogs, toads, salamander etc
Cold - blooded
body = head, trunk.
most have 4 legs.
life is spent in water or on land. (amphibious)
external fertilisation. female lays eggs in water and male releases sperm over them, tadpoles hatch and go through metamorphosis from larval stage that has gills and tail to adult stage, no lungs/tail.
nostrils lead to lungs.
limbs have webbed feet which help with swimming, walking, hopping.

34. REPTILES
Cold blooded
Found in almost every habitat, except Antarctica. Most live on land.
Body = head, neck, trunk, tail.
4 legs (usually), scales.
Teeth with no roots.
Eggs with shells. Internal fertilisation - male deposits sperm inside females body. Female lay eggs with soft leathery shells, in the sand. No parental care.

35. Birds Warm blooded: maintain constant body temperature.
Lay eggs, hard protective shell. Parents sit on to keep them warm.
Feathers, wings, beak
Most birds can fly.
Birds are found in ecosystems, from Artic to Antarctic.
Legs covered with scales.

36. mammals
many different types of animals in this group, and they are able to live in almost any habitat.
Camels - hot desert; polar bear - Arctic.
their limbs are adapted to their lifestyle.
Mammals are very diverse , they do still share characteristics.
Nostrils lead to lungs.
They produce milk in mammary glands which is used to suckle the young.
give birth to live young.
body is covered with hair or fur, keeps the animal warm.
warm blooded
fertilisation is internal. Female carries baby inside body during pregnancy. They care for their young.

37. INVERTEBRATES
no back bone (add characteristics while of after watching the video clip)

38. cephalothorax (head and thorax) and abdomen.
ARTHROPODS: jointed legs, exoskeleton (contains Chitin which makes it strong). Arthropod is greek for jointed leg. Exoskeleton protects the soft tissues inside the body. The body is divided into segments.
INSECTS
ARACHNIDS
CRUSTACEANS
More than 1 million have been identified = diverse.
Usually found on land.
Most adults have two pairs of wings and can fly.
They all have:
-waxy covering over exoskeleton - cuticle - prevents water loss.
-3 segmented body part (head, thorax, abdomen)
-three pairs of jointed legs = 6
-one pair of compound eyes which detect movement.
-one pair of antennae - sense environment.
-three pairs of mouth parts.
different species.
All arachnids have:
cephalothorax (head and thorax) and abdomen.
four pairs of jointed legs = 8
no antennae/wings
one pair of compound eyes and eight simple eyes.
two pairs of modified appendages for feedings, defense, and sensing environment.
67000 different species
all crustaceans have:
hard exoskeleton (shell)
five pairs of jointed legs = 10
three segments: head and thorax might be fused into cephalothorax.
two pairs of antennae.
one pair of compound eyes on stalks.
many pairs of mouth parts.

39. MOLLUSCS Soft body animals such as snails.
they usually have a head and foot region and the body is covered by a hard shell.
majority of molluscs live in the sea.
molluscs range from species that are microscopic to giant squid (270kg)
ALL MOLLUSCS HAVE:
soft bodies
internal/external shell
muscular foot/tentacles
radula = tooth structure in mouth used to grate food.
DO ACTIVITY 7
practical: lab work

40. ACTIVITY 7 pg 19 ORGANISM A B C D GROUP OF INVERTEBRATE INSECT
ARACHNID
CRUSTACEAN
MOLLUSC
CHARACTERISTICS
Cuticle
head, thorax, abdomen
one pair compound eyes
one pair of antennae
three pairs of mouthparts.
two body segments: cephalothorax and abdomen
four pairs of jointed legs
no antennae or wings
two compound eyes and 8 simple eyes.
mouthparts modified for feeding
exoskeleton
five pairs of jointed legs
cephalothorax and abdomen
appendages attached to segments.
soft body
shell
tentacles
legs

41. USE A CLASSIFICATION SYSTEM
Putting things with similar characteristics into groups.
KEY?
biologists classify using things called keys. A key is used to identify living things.
If you found an organism that you did not recognise, you could use a key, to identify it based on its characteristics.
DICHOTOMOUS KEYS: made up of contrasting statements.
The statements are written in a diagram called a branching key/numbered key. You choose the statement that is true of the living thing.

42. DIVERSITY OF PLANTS
The major characteristic that separates plants from animals is that they make their own food.
They use sunlight, carbon dioxide, water and minerals to make food.
species
plants are classified into groups
Copy the mind map on page 22 into your books.

43. spore producing plants
Mosses and ferns do not produce flowers or seeds.
They produce special structures called spores - these are used for reproduction.
Ferns: spores develop sori (spore producing structures) that grow on the lower surface of the leaf.

44. SEED PRODUCING PLANTS (plants that reproduce through seeds)
Angiosperm
Gymnosperm
most diverse
reproduce using flowers
seeds grow inside the ovary of the flower until they are fertilised.
covered seed: seeds are enclosed inside.
flowers with petals
two major groups: monocotyledonous and dicotyledonous.
plants are grouped according to the number of cotyledons (number of seeds).
They also produce seeds.
seeds are “naked”
the seeds form in cones rather than flowers.
They contain male and female cones
needle shaped leaves
Ovules form on the scales of the female cone
smaller male cone produces pollen
Wind transports the pollen to the female cones in order for pollination to occur so that seeds can be formed

46. fibrous root system, parallel veined leaves without stalks
MONOCOTYLEDON
DICOTYLEDON
one cotyledon
fibrous root system, parallel veined leaves without stalks
flowers are made up of parts in multiples of 3 (3, 6, 9, etc.).
two cotyledons
taproot system and net veined leaves with stalks
flowers are made up of parts in multiples of 4 or 5
Lab work: practical (use magnifying glasses, monocot and dicot flowering plants and seeds will be ready: Activity page 24 practical