Observe and describe filter-feeding in sponges and explore the ecological role of sponges on coral reefs
|
|
- Emma Cook
- 1 years ago
- Views:
Transcription
1 Lesson Plan Filter-Feeding in Reef Sponges Focus Observe and describe filter-feeding in sponges and explore the ecological role of sponges on coral reefs Focus Questions What characterizes a sponge (Poriferan)? What is the feeding method in sponges and how do sponges create the current that draws water into their bodies? Why are scientists studying sponges that live on coral reefs? What role might sponges play in the ecology of the coral reef? Learning Objectives: Students will learn about the feeding methods of the simplest multi-cellular animals called sponges. Students will record their observations of sponges filter-feeding and create a diagram with descriptions depicting what they observed. Students will learn about volume and pumping rates as they relate to sponges on the coral reef. Students will learn that organisms at the coral reef interact with one another, sometimes competing for living space. Grade Level 4-6 Life Science Materials: Activity A Observing the Sponge Using a Tracer Dye Paper, poster boards, etc. and pens/markers for making diagrams Video clip of sponge feeding in electronic format and computer or projection unit for viewing video Student background information sheet for reading (one per student)
2 Activity B Diffusion Demonstration Shallow clear pan with water Food dyes Hand or electric fan Student background information sheet for reading (one per student) Activity C Sponge Filter-feeding Projector or computer for slide presentation or copies of photos Student background information sheet for reading Background information (to be read as part of step #5) Activity D Pumping Rates in the Field Plastic cups or glass beakers, wax pencil or marker, solid object that fits inside glass, Board for showing mathematical work for volume calculations Student background information sheet for reading (one per student) Audio Visual Images of sponges (whole and cross sections), sponge video Teaching Time Activities A 45 to 60 minutes, depending upon the length and depth of the discussion Activities B, C, D approximately 30 minutes Seating Arrangement Groups of 4-5 students seated around tables Maximum Number of Students: For discussion purposes, the entire group should probably be limited to no more than 30. Key Words Sponges Phylum Porifera Cells Energy Oxygen Filter-feeding Diffusion Incurrent pores
3 Excurrent pores Volume Pumping rate Competition Collar cells Sessile Larvae Background Information Activity A Observing the Sponge Using a Tracer Dye Plants, animals, and other organisms are made up of the simplest living units called cells. Most cells can only be seen with a microscope. Some very simple animals (protozoans) are made up of only one cell. Most animals, though, are made multi-cellular or made of many cells. Sponges are the simplest of all of the major animal groups (called Phyla). Their bodies are made up of only two different kinds of cells. They do not have nerve cells or sense organs. They live underwater, usually in seawater, but there are freshwater sponges, too. Sponge larvae (young) settle on one hard surface and then live their lives attached to that surface, unable to move around to seek food or avoid predators. Like other animals, sponges need food, shelter, living space and oxygen to live and reproduce (have young). The energy needed by sponges and other animals is found in the food they eat. Food is broken down through digestion, freeing up energy that is used for growth and reproduction. Animals also need oxygen. Oxygen is a gas that is found in air and in dissolved in water. Scientists use dyes to trace the pathway of substances. A dye makes it easy to follow the pathway of liquids like water. Food coloring is a dye. The video you will be viewing shortly shows a sponge and a diver. The diver is a scientist who is carrying out an experiment using a tracer dye on the sponge. After watching the video, you will be asked to diagram and describe what you observed. Remember, you make observations by using any one or more of your five senses. In this case, it will involve describing what you saw. Activity B Diffusion Demonstration Diffusion takes place when substances naturally spread from areas of higher concentration (more of the substance) to areas with lower concentrations (less of the substance). Diffusion does not require any outside source of energy. For example, when
4 perfume is sprayed into the air on one side of the room, the perfume naturally spreads out from that area of higher concentration to areas where there is no perfume. This process continues until the concentrations are equal throughout the room. Activity C Sponge Filter-feeding * *To be read by students as part of step 5 under the Procedure Section Remember, sponges live attached to the seafloor. Because they are attached, they are called sessile. In order obtain food, sponges pass water through their bodies in a process known as filter-feeding. Water is drawn into the sponge through tiny holes called incurrent pores. Sponges create the current that draws water into the pores using many collar cells, each cell with a whip-like structure called a flagellum and a collar. The collar cells line the channels and chambers found inside the sponge and by waving their flagella back and forth in unison, they create a current that draws the water into the sponge. The collar cells are specialized for carrying out this function of creating a current. (See diagram/cross section of tissue). Water exits through larger pores called excurrent pores. As it passes through the channels and chambers inside the sponge, bacteria and tiny particles are taken up from the water as food. The circulating seawater contains oxygen that passes into the sponge cells by simple diffusion. Waste products like carbon dioxide gas and nitrogen and ammonia exit with the water leaving the sponge. Although other animals at the reef are said to filter-feed, the method used by sponges is unique to this simple group of animals. In fact, sponges are named because of the many pores covering their bodies. They belong to the Phylum Porifera and may be called poriferans. Activity D Pumping Rates in the Field The scientists seen in the video are studying the role of sponges on coral reefs in the Caribbean. They want to know how sponges affect the other animals at the reef, especially the corals. In the experiments, scientists use tracer dyes and rulers to determine the volume of water flowing through the sponge during a period of time. Volume is a measure of the amount of space something takes up or occupies. This measure of the volume of water pumped during a certain period of time is known as the pumping rate of a sponge. Scientists are interested in the pumping rates of sponges and the total volume of water that is pumped through sponges at reefs during a typical day. The more water that is pumped through the sponge, the faster the pumping rate. The water that exits from the sponge carries waste products like ammonia, nitrogen and Carbon dioxide gas. This waste nitrogen may be fertilizing seaweeds and helping them grow. This may important because seaweeds sometimes compete with corals for space at the coral reef. Using what is known about sponge pumping rates, scientists can estimate the amount of water being pumped through sponges on the reef they are studying. This might give them an idea of the how sponges affect water quality at the reef. Perhaps, sponges help to
5 clean particles out of the water, but perhaps they also add waste products that help seaweeds. By studying the volume of water being pumped and the waste products, scientists hope to better understand how corals, seaweeds and sponges interact with one another on a coral reef. Preparation Activity A Observing the Sponge Using a Tracer Dye Provide video clip for students to view on projection screen or on their computers. Make sure students have materials to use for creating their diagrams. You can use dry erase boards, poster boards, plain paper, etc. and markers, pencils, etc. Photocopy one background sheet for each student. Activity B Diffusion Demonstration Place shallow clear plastic container filled with water on a center table. Have food coloring and fan ready to use. Photocopy one background sheet for each student. Activity C Sponge Filter-feeding Set up slide presentation showing a variety of living sponges. Also, have slides or photos ready of cross sections of sponges showing inner channels and collar cells. You may want to post or have available the diagrams created from Activity A. Photocopy one background sheet for each student Activity D Pumping Rates in the Field Place beakers or plastic cups on table. Have water and wax pencil or marker available. Use marker board to show math associated with completing the volume problems. Photocopy one background sheet for each student Learning Procedure Activity A Observing Filter-Feeding in Sponges using a Tracer Dye 1. Have students take turns reading background material in small groups. Review major ideas briefly with class. 2. Have students watch sponge tracer dye video. Repeat video. Explain that they will be asked to diagram and describe what they observe with their senses. 3. Working in groups of 3-5, have the students create a series of diagrams with descriptions showing what they observed taking place on the video. Emphasize that they should work together to draw and describe what they saw. They should try to draw the
6 sponge and whatever they saw in as much detail as possible. This can also be done with the entire class, especially if it is small. 4. Have each student group explain their diagram briefly. Discuss the diagrams and what the students observed. Ask/answer questions like the following: What does the diver do? What happens to the dye? Does it appear to enter the sponge? If so, where does it enter and where does it leave? What do you think is inside the sponge? 5. With the entire class, discuss the movement of the dye. Ask/answer the following questions: Is the dye acting as if something (a force) is acting upon it? What do you think might be causing the dye to move? What do you think would happen to the dye if nothing were acting upon it to move it along? Does the dye indicate the movement of water through the sponge? Does the dye show the pathway of water through the sponge? 6. Explain the difference between facts/observations with suggestions, conclusions or explanations as to why the water moved. Point out that it is impossible to say exactly why and how the water moved through the sponge simply by observing the video. It does not have enough information. If the discussion progresses, distinguish what was observed with possible explanations. Ask whether or not these explanations could be tested to see if they are true or not. Activity B Diffusion Demonstration 1. Have students take turns reading background material in small groups. Discuss the perfume example with the class. 2. Have students conduct diffusion demonstration. Students watch dye diffuse in a clear shallow dish this is in contrast to the observed uptake and pumping of the dye in the video. Students observe fan (hand or electric) applied to surface of the water to distribute dye. The fan is a force that moves the dye faster than the process of diffusion. Discuss other ways water can be pumped. Mention mechanical pumps like bilge pumps that move water. The human heart pumps blood to the lungs, where it can pick up the oxygen humans need and then pump it to the rest of the body where it is needed. Activity C Sponge Filter-feeding 1. Show students a slide show of several species of sponges. Ask students to identify where they believe the water is entering the sponge and where it is exiting the sponge. Refer back to the diagrams showing what they observed and to what they remember from the video. 2. Discuss the fact that pores are seen on all sponges in the photos. Water enters through incurrent pores on the outside of the sponge body and then exits through pores in the top. Discuss how we cannot determine exact way the water travels inside the sponge from the tracer dye and the video. There are only certain things that can be said from the video. Scientists have to conduct further research to determine the pathway of the water inside the sponge and/or other things like what might be being removed from the water.
7 3. Introduce students to cross-sections of sponges that show the pathways of water, and the network of canals that run through the sponge. Explain that scientists have collected and studied sponge anatomy, which has helped to understand sponges better. Show dried specimens of sponges or models, if available. 4. Give each student a clear plastic cup with a straw, which represents the channels in the sponge, with the incurrent pore at one end (in water/glass) and the excurrent (exit) pore at the other (in student mouth). Have everyone draw water through the sponge and drink it. As a class, discuss how the suction is created that draws the water through the straw. They can also add food coloring to their water, watch it diffuse and then move it around in the glass by blowing through the straw into the water. 5. Discuss what scientists know about how the sponge draws seawater into its body and how it is somewhat different from drawing water through a straw. Explain that the collar cells that line the inner channels of the sponge have flagella that work together to create a current that draws water through the channel and out the exit pores on the top of the sponge. Show diagrams of cross sections of sponges that show the flagella/cells. Have students read background material at this time. Activity D Field Experiments Volume and Pumping Rate 1. Have students take turns reading background material in small groups. Discuss the major concepts and terms with the class. 3. Have students pour the same volume of water into three different containers to show that the volume occupied is the same, but the shape and size of the water can vary, depending upon the container. You could also expand this exercise to have students learn how to take volume readings from graduated cylinders. 2. In another exercise, have the students fill a beaker (or plastic cup) half full with water and mark (or read and record) the water level on the beaker with a wax pencil. Place a solid object (heavier than water) into the beaker and then mark the new level with the wax pencil. The difference between the first mark and the second is a measure of the volume that solid object occupies. Volume/Rate Word Problems (Student worksheet provided.) Q1: Based on the measurements taken on living sponges using tracer dyes, scientists have determined that a particular sponge pumps 50 liters of seawater through its body every minute. What is its pumping rate in liters per hour and what is its pumping rate in liters per day (24 hours)? A1: liters/hr = 3,000 ; liters/day = 76,000
8 Q2: To compare pumping rates between different sponges, scientists convert the measured pumping rates to the volume of water pumped by 1 liter of sponge tissue. The sponge in the problem 1 above had a total volume of 2.0 liters. What was it pumping rate in liters per day per liter of sponge tissue?" A2: 76,000 liters of seawater per d/2 liters sponge tissue = 36,000 liters of seawater per d per liter of sponge tissue. Q3: If an area of shallow reef 1-hectare in size and 1 m deep (=10,000 m3 or 10,000,000 liters) has 100 individual sponges, each of which is pumping 1000 liters per hour, how many liters of seawater is being pumped through sponges in this area each day (24 hours). A3: liters per day = 100 sponges x 1000 liters per hours per sponge x 24 hours = 2,400,000 liters per day is pumped through the sponges. Challenge question: What percent of the water over this section of reef is passing through the sponges each day? A: 2,400,000 liters/10,000,000 liters x 100 = 24%. The ME Connection Scientists are studying sponges because they may contain substances that could be important as medicines. For more information, visit: and/or and/or ilities_for_medicine_development.htm Evaluation Have students write an essay describing how sponges feed and using diagrams to illustrate the process. Students can also describe the characteristics of sponges (Phylum Porifera). Extension 1. Have students research and diagram the life cycle of a typical sponge, coral and/or seaweed. Make comparisons between the life cycles of these organisms.
9 2. Have students investigate the medicinal uses of sponges, corals, and seaweeds. Conduct class discussion about this topic. (Some links about sponges are contained in the Me connection section. Resources The Aquarius website contains information on a 2003 mission to study the role of sponges on coral reefs in the Florida Keys. The Oceanic Research Group website contains basic information on sponge biology, including a diagram that shows sponge anatomy. National Science Education Standards Content Standard C: Life Science Structure and function in living systems Regulation and behavior Populations and ecosystems For More Information National Education Coordinator NOAA National Marine Sanctuary Program 1305 East- West Highway, N/ORM63 Silver Spring, MD (301) (301) (fax) Acknowledgement This lesson was developed for NOAA National Marine Sanctuary Program by Nancy Diersing, Education Specialist for Florida Keys National Marine Sanctuary. Dr. Neils Lindquist, University of North Carolina, graciously provided video clips and images of sponges as well as input on the lesson activities. Credit Permission is hereby granted for the reproduction, without alteration, of this lesson plan on the condition its source is acknowledged. When reproducing this lesson, please cite NOAA s Naitonal Marine Sanctuary Program as the source and provide the following URL for further information:
Teaching students about how technology enables science through building Aquarius Habitats.
Lesson Plan Aquarius Technology: Building an Underwater Habitat Focus Teaching students about how technology enables science through building Aquarius Habitats. Focus Questions Why build an underwater
Chapter 6: Small Marine Animals Zooplankton
Chapter 6: Small Marine Animals Zooplankton DO NOW: What is an animal?(p141) 1. What is an animal? (Uni/multicellular? Auto/heterotrophic?) 2. How many species of animals are there on Earth? 3. How many
Lesson 10: Oyster Reefs and Their Inhabitants
Lesson 10: Oyster Reefs and Their Inhabitants Focus Question: What animals use oyster reefs for habitats? Objective: observe properties of animals found within a bag of oysters; Infer about the quality
Neutrally Buoyant No More
Intended Class: Marine Science Intended Grade Level: 11-12 Neutrally Buoyant No More Time Allotment: Two, 55-minute periods. Day one should be lecture, background information and giving the students time
Bay Area Scientists in Schools Presentation Plan
Bay Area Scientists in Schools Presentation Plan Lesson Name Measuring Carbon Dioxide with Vernier Probes Presenter(s) Derek Vigil Currey, Ph.D student in Physics at UCB Grade Level 5th Standards Connection(s)
What do animals do to survive?
What do animals do to survive? Section 26-1 All Animals have are carry out Eukaryotic cells with Heterotrophs Essential functions such as No cell walls Feeding Respiration Circulation Excretion Response
Dead Perch Parts. ACADEMIC STANDARDS: 4 th Grade B. Know that living things are made up of parts that have specific functions.
Dead Perch Parts Fish Anatomy Adapted from: An original Creek Connections activity created from the Fish Anatomy model. Grade Level: Intermediate or advanced Duration: 30 minutes Setting: classroom Summary:
Animal Kingdom: Comparative Anatomy
Invertebrate feeding and digestion Animal Kingdom: Comparative Anatomy Invertebrates can either have or digestion: meaning that food is digested each individual of the organism. Animals a digestive tract.
Phylum Mollusca. Includes snails and slugs, oysters and clams, and octopuses and squids.
Mollusks Phylum Mollusca Includes snails and slugs, oysters and clams, and octopuses and squids. Bivalves Nautilus Characteristics Soft-bodied invertebrate Covered with protective mantle that may or may
OIMB GK12 CURRICULUM. Beach Hopper Introduction and Jumping Experiment
OIMB GK12 CURRICULUM 2 nd grade 1 hour (or broken into two lessons) Beach Hopper Introduction and Jumping Experiment Oregon Science Content Standards: 2.1 Structure and Function: Living and non-living
Focus Benthic habitats found at Gray s Reef National Marine Sanctuary
NOAA Gray s Reef National Marine Sanctuary Acoustic Fish Tagging Project Activity: Discover Gray s Reef Habitats Grades 6-8 Developed by C.J. Carroll and Cathy Sakas 9/3/2009 Focus Benthic habitats found
GRADE 6: Materials 1. UNIT 6M.1 7 hours. Solubility. Resources. About this unit. Previous learning. Expectations. Key vocabulary and technical terms
GRADE 6: Materials 1 Solubility UNIT 6M.1 7 hours About this unit This is the first of four units on materials in Grade 6. This unit builds on the study of the properties of water in Unit 5M.1. Unit 7M.1
Blood Circulation Simulation Grade 5
TEACHING LEARNING COLLABORATIVE (TLC) LIFE SCIENCE Blood Circulation Simulation Grade 5 Created by: Shelly Bell (Kelseyville Elementary School), Bart Pontoni (Riviera Elementary School), and Shane Lee
27-4 Mollusks. Slide 1 of 43. End Show. Copyright Pearson Prentice Hall
1 of 43 What Is a Mollusk? What Is a Mollusk? Mollusks are soft-bodied animals that usually have an internal or external shell. Mollusks include snails, slugs, clams, squids, octopi... They are group together
Biology. Slide 1 of 43. End Show. Copyright Pearson Prentice Hall
Biology 1 of 43 2 of 43 What Is a Mollusk? What are the defining features of mollusks? 3 of 43 What Is a Mollusk? What Is a Mollusk? Mollusks are soft-bodied animals that usually have an internal or external
What does the % represent on the beakers?
DISSOLVED OXYGEN VIDEO FAQs What does the % represent on the beakers? What are the glass tubes to beakers for? How is the temperature being kept the same (at 5 o then 35 o )? What is salinity in parts
Unit 18.2: Mollusks and Annelids
Unit 18.2: Mollusks and Annelids Lesson Objectives Describe invertebrates in the phylum Mollusca. Summarize the characteristics of annelids. Vocabulary Annelida deposit feeder gills heart mantle Mollusca
Chapter 1, Lesson 5: Air, It s Really There
Chapter 1, Lesson 5: Air, It s Really There Key Concepts In a gas, the particles (atoms and molecules) have weak attractions for one another. They are able to move freely past each other with little interaction
FIRST GRADE ATMOSPHERE
FIRST GRADE ATMOSPHERE 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF FIRST GRADE WATER WEEK 1. PRE: Investigating the water cycle. LAB: Experiencing surface tension. POST: Discovering how
FISH ANATOMY DIAGRAM AND QUESTIONS
Name Block FISH ANATOMY DIAGRAM AND QUESTIONS External: 1. What percentage of fish are bony fish? 2. What is the operculum s function? 3. The nostrils are used for, not. 4. Which fins keeps the fish level
SIXTH GRADE OCEANS 1 WEEK LESSON PLANS AND ACTIVITIES
SIXTH GRADE OCEANS 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF SIXTH GRADE WATER WEEK 1. PRE: Evaluating components of the water cycle. LAB: Experimenting with porosity and permeability.
Lab: The Effect of Exercise on Cellular Respiration
Lab: The Effect of Exercise on Cellular Respiration Purpose: To analyze the effect the exercise has on breathing rate, heart rate, and carbon dioxide production Background Information: Cellular respiration
Fish Dissection. Background
Fish Dissection The Fish Dissection program at Hatfield Marine Science Center is a 50-minute hands-on program for 4th through 12th grade students. Students will work in small groups as they examine a variety
The reactants for this process are and. The products for this process are and. The gases for this process are and.
REVIEW All organisms (plants and animals) need energyto carry out their life processes. The chemical reaction which provides this energy is called. In larger animals it is often called respiration because
LESSON 03: AMAZING POLYPS
LESSON 03: AMAZING POLYPS Summary The Great Barrier Reef stretches for over 2,300km along the eastern coast of Australia, but the creatures that have created this habitat measure just a few millimetres
Your web browser (Safari 7) is out of date. For more security, comfort and. the best experience on this site: Update your browser Ignore
Your web browser (Safari 7) is out of date. For more security, comfort and Activitydevelop the best experience on this site: Update your browser Ignore Penguins: Built to Swim What physical characteristics
Overview. What are Corals?
Overview Coral Reefs extend back over 500 m.y. Grow in tropical seas with normal salinity Support a great variety of plant and animal life Cover less than 0.2% of sea floor Contain about 25% of marine
`Mollusks. may or may not form a hard, calcium carbonate shell. Trochophore Larva
`Mollusks Phylum Mollusca Soft-bodied invertebrate covered with protective mantle that may or may not form a hard, calcium carbonate shell Includes chitons, snails, slugs, clams, oysters, squid, octopus,
2 Mollusks and Annelid Worms
CHAPTER 15 2 Mollusks and Annelid Worms SECTION Invertebrates BEFORE YOU READ After you read this section, you should be able to answer these questions: What are the four features of mollusks? What are
SCI-5 MES_Lamb_Oceans Exam not valid for Paper Pencil Test Sessions
SCI-5 MES_Lamb_Oceans Exam not valid for Paper Pencil Test Sessions [Exam ID:53S2JF 1 Two children are swimming and jumping in the waves at the beach. On which part of the ocean are they standing? A Abyssal
Reefs reeling as ferocious lionfish invade Gulf of Mexico By Austin American-Statesman, adapted by Newsela staff Jun.
Reefs reeling as ferocious lionfish invade Gulf of Mexico By Austin American-Statesman, adapted by Newsela staff Jun. 12, 2014 4:00 AM A lionfish in a picture taken at the Zoo Schnbrunn, Vienna, Austria.
Lobsters, Crab and Shrimp
Lobsters, Crab and Shrimp Crustaceans Phylum: Arthropoda ( jointed feet ) Invertebrate Exoskeleton (made of chitin) protects body and provides a place for muscles to attach to. Segmented body Jointed appendages
Fishes are vertebrates that have characteristics allowing them to live and reproduce in water.
Section 1: are vertebrates that have characteristics allowing them to live and reproduce in water. K What I Know W What I Want to Find Out L What I Learned Essential Questions What are the features of
Nature s Innovations. Activity Subject: Biomimicry Grade Level: 7 12 grades
Nature s Innovations Video Titles: Sponges: Filter Feeding Made Visible; Sponge Animation: Wild Ride Through a Sponge; Cnidarians: Deep Sea Research; Flatworms: The First Hunter; Annelids: Abarenicola,
Unit 9 Packet: Gas Laws Introduction to Gas Laws Notes:
Name: Unit 9 Packet: Gas Laws Introduction to Gas Laws Notes: Block: In chemistry, the relationships between gas physical properties are described as gas laws. Some of these properties are pressure, volume,
LABORATORIO: Parte 2 Filo Porifera
LABORATORIO: Parte 2 Filo Porifera EJERCICIO 7 113 120(EDITION 14 TH ) 109 119 (EDITION 15 TH) Goals for today Learn to recognized the Phylum Porifera from other animals Learn the main diagnoslc characterislcs
A Liter a Lung Measuring Lung Capacity
A Liter a Lung Measuring Lung Capacity OBJECTIVE In this investigation, students will compare the actual and expected vital capacities of their classmates. LEVEL Middle Grades Life Science CONNECTIONS
Deep Water Currents Lab
Deep Water Currents Lab Background: Anyone visiting the seashore is struck by the constant motion of water traveling on the surface of the ocean in the form of waves. But beneath the ocean's surface, water
Air: Weight and Pressure
Purpose To test whether air has weight, exerts pressure, and applies force. Process Skills Observe, measure, collect data, interpret data, identify and control variables, form a hypothesis, predict, draw
Sponges and Cnidarians
Sponges and Cnidarians Reading Preview Key Concepts What are the main characteristics of sponges? What are the main characteristics of cnidarians? Why are coral reefs important? Key Terms larva cnidarian
26-3 Cnidarians Slide 1 of 47
1 of 47 What Is a Cnidarian? What is a cnidarian? 2 of 47 What Is a Cnidarian? What Is a Cnidarian? Cnidarians are soft-bodied, carnivorous animals that have stinging tentacles arranged in circles around
Characteristics of Animals pp Topic 7: Animal Diversity Ch Symmetry pp Characteristics of Animals
Topic 7: Animal Diversity Ch. 32-34 Characteristics of Animals pp.704-705 Animals: Are eukaryotic Are multicellular Are ingestive heterotrophs Have no cell walls Most are motile Most have tissues organized
DISSOLVING AND SOLUBILITY
DISSOLVING AND SOLUBILITY QUICK REVIEW: Homogeneous mixtures: a solution of substances in which no settling occurs (looks like one thing). A solution occurs when the particles of the components slip in
Vocabulary: Objectives: Materials: For Each Station: (Have 2 stations for each liquid; 8 stations total, in student groups of 3-4) Students will:
Author: Ms. Adrienne Maribel López Date Created: August 2007 Subject: Properties of Matter Level: 6 th 8 th grade Standards: NYS Learning Standards for Mathematics, Science, and Technology-- Intermediate
Animal Systems: The Respiratory System
Animal Systems: The Respiratory System Tissues, Organs, and Systems of Living Things Cells, Cell Division, and Animal Systems and Plant Systems Cell Specialization Human Systems The Digestive The Circulatory
Before we can understand what dropsy is we must first understand two natural occurring scientific processes namely, Osmosis and Diffusion.
Dropsy (Ascites) By Duncan Griffiths Before we can understand what dropsy is we must first understand two natural occurring scientific processes namely, Osmosis and Diffusion. Osmosis is the movement of
Unit 1 Lesson 2: Reef Surveys and Deep Worker. When Coral Reefs Get in the Way...
Unit 1 Lesson 2: Reef Surveys and Deep Worker Lesson Objectives: Upon completion of this unit students should gain knowledge and understanding of: factors that cause physical damage to coral reefs the
Note: You will receive no credit for late submissions. To learn more, read your instructor's Grading Policy. A Law for Scuba Divers
1/6 2009/11/14 上午 11:12 Manage this Assignment: Chapter 18 Due: 12:00am on Saturday, July 3, 2010 Note: You will receive no credit for late submissions. To learn more, read your instructor's Grading Policy
Bivalves: Mollusks that Matter
Objective Bivalves: Mollusks that Matter Version 6/05 Students will understand the anatomy and physiology of mussels, and understand why they may pose health risks to humans. National Science Education
OIMB GK12 CURRICULUM. LIGHT IN THE DEEP SEA Adapted from NOAA s All That Glitters
5th Grade 60 minutes LIGHT IN THE DEEP SEA Adapted from NOAA s All That Glitters Oregon Science Content Standards: 5.2 Interaction and Change: Force, energy, matter, and organisms interact within living
ACTIVITY 17: GAS EXCHANGE Period
ACTIVITY 17: GAS EXCHANGE Name Period SYSTEMS ANALYSIS: Complete the system analysis for the experiment performed in the Conservation of Mass: Chemical Change lab. Be sure to follow the systems analysis
Coral Reef Basics and Its Impact on Ocean Life
2012 Coral Reef Basics and Its Impact on Ocean Life Biology 1010 Professor LynneGilbert-Norton 4/25/2012 Contents Introduction... 2 Coral Explained... 2 Evolution... 3 Eating Habits... 4 Location... 4
Additional Reading General, Organic and Biological Chemistry, by Timberlake, chapter 8.
Gas Laws EXPERIMENTAL TASK Determine the mathematical relationship between the volume of a gas sample and its absolute temperature, using experimental data; and to determine the mathematical relationship
Homeostasis and Negative Feedback Concepts and Breathing Experiments 1
Homeostasis and Negative Feedback Concepts and Breathing Experiments 1 I. Homeostasis and Negative Feedback Homeostasis refers to the maintenance of relatively constant internal conditions. For example,
Students measure the change in pressure by varying the volume of trapped air in a syringe while:
How Does a Trapped Gas Behave? Teacher Information Objective Students investigate the effect of changes in the volume of a confined gas on pressure at constant temperature. Using the pressure sensor, students
Chapter 12 Part 2. The Worms Platyhelminthes, Nematoda & Annelida
Chapter 12 Part 2 The Worms Platyhelminthes, Nematoda & Annelida Phylum: Platyhelminthes Examples: Flatworms, Planaria sp., tapeworms and blood flukes Acoelomate, Invertebrate, Simplest critter w/ bilateral
Breathing, Feeding, & Moving in Water
Breathing, Feeding, & Moving in Water Overview Students will learn about whale adaptations for breathing, feeding, and moving in water. Before Your Visit: Students will read and discuss a text about whale
Your web browser (Safari 7) is out of date. For more security, comfort and. the best experience on this site: Update your browser Ignore
Your web browser (Safari 7) is out of date. For more security, comfort and Activitydevelop the best experience on this site: Update your browser Ignore Fisheries and Seafood Consumption How do the locations
Phylum Mollusca. Soft-bodied animals. Internal or external shell. Include snails, slugs, clams, squids and octopi
Phylum Mollusca Soft-bodied animals Internal or external shell Include snails, slugs, clams, squids and octopi Trochophore: free-swimming larval stage of an aquatic mollusk True coeloms Have complex organ
Lung Volumes and Capacities
Lung Volumes and Capacities Normally the volume of air entering the lungs during a single inspiration is approximately equal to the volume leaving on the subsequent expiration and is called the tidal volume.
Read ENTIRE lab up to Disposal Section. MAKE NOTES!!! **For Procedures, Highlight equipment used and circle quantities measured out.
Lab Ch 2 Mass, Volume, & Density Lab Partners: READ Prelab!!! Read ENTIRE lab up to Disposal Section. MAKE NOTES!!! **For Procedures, Highlight equipment used and circle quantities measured out. Density
Biology. Slide 1 of 53. End Show. Copyright Pearson Prentice Hall
Biology 1 of 53 Chapter 33 Comparing Chordates 2 of 53 This chapter is a good revision of the material we saw during Unit III. 3 of 53 4 of 53 Controlling Body Temperature The control of body temperature
Lesson: Sponge Bob and Party Blowers: How Much Air Can You Exhale?
Lesson: Sponge Bob and Party Blowers: How Much Air Can You Exhale? Teacher: Unit Theme/Course: Date: Timing: Kaylan Duthie Human Respiration 7 th Grade Life Science November 15 th and 16 th 2 Days Rationale/Goal:
Mix and Flow of Matter Unit Test. For each of the following hazardous products match the correct WHMIS symbol
/40 Student Name Class Section 1.1 WHMIS For each of the following hazardous products match the correct WHMIS symbol 1 Flammable A. 2 Corrosive B. 3 Dangerously Reactive C. Section 1.2 The Many Uses of
Cool Coral Facts. coral_reef_1.jpg
Corals Background Cool Coral Facts http://oceanworld.tamu.edu/students/coral/images/ coral_reef_1.jpg 1. One of the oldest ecosystems on Earth 2. Largest living structure on Earth 3. Without coral reefs,
Lesson 6: Water, Water Everywhere
Earth -> 6: Water, Water Everywhere Getting Started Lesson 6: Water, Water Everywhere? Big Ideas P How do living things depend on the Earth for survival? P What are examples of matter found on Earth? P
Title: Exploring Beach Erosion in the Great Lakes Author: Amy Martin-Crowel, Hillel Day School Target: Grade 4 Science
Title: Exploring Beach Erosion in the Great Lakes Author: Amy Martin-Crowel, acrowel@hillelday.org, Hillel Day School Target: Grade 4 Science Lesson Overview This lesson is meant to expose students to
HELIUM ABUSE EDUCATION KIT
HELIUM ABUSE EDUCATION KIT THE ALLIANCE FOR CONSUMER EDUCATION Alliance for Consumer Education 1667 K STREET NW, SUITE 300 INFO@CONSUMERED.ORG WASHINGTON, D.C. 20006 202-862-3902 Table of Contents Lesson
K-12 Partnership Lesson Plan
K-12 Partnership Lesson Plan Overview Invasion: Total Take-Over! Exploring invasive species and the methods to control them Invasive species are non-native, introduced species that have a negative impact
Terms of Use. Copyright Natural Beach Living
Terms of Use All rights reserved. No part of this packet may be reproduced, stored in a retrieval system, or transmitted in any form by any means - electronic, mechanical, photo-copies, recording, or otherwise
15 Air Around us. We have learnt in Chapter 9 that. not to be republished NCERT 15.1 IS AIR PRESENT EVERYWHERE AROUND US? Activity 2.
15 Air Around us We have learnt in Chapter 9 that all living things require air. But, have you ever seen air? You might not have seen air, but, surely you must have felt its presence in so many ways. You
Chapter 12 Marine Fishes
Chapter 12 Marine Fishes Marine Protochordates Phylum: Chordata (nerve cord) Subphylum: Protochordata first chordates/primitive Primitive species of marine vertebrates Do not have advanced features (backbone)
Chapter 20 Study Questions Name: Class:
Chapter 20 Study Questions Name: Class: Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. 1. As the wavelength increases, the frequency a. decreases.
It s a Gas - Natural Gas
Lesson Plan - Page 1 Topic Natural gas Source Oil and Natural Gas, pages 20-21, 22-23 Objective Students will learn that natural gas is a substance formed over millions of years from decaying ocean plants
Presented By: T.Chailagoaban
Presented By: T.Chailagoaban What is Coral? An animal belongs to Phylum cnidaria Cnidarians are readily symmetric means they are symmetric all the way around 360 degrees They are built like sacs with a
I. Introduction. Lesson title: How does pressure effect a scuba diver at different depths?
I. Introduction Lesson title: How does pressure effect a scuba diver at different depths? Grade level audience: Regents Chemistry 11th Grade Lesson overview: Students have been introduced to the definition
The Great Barrier Reef
The Great Barrier Reef The Great Barrier Reef Where are the most biologically diverse places on the planet? If I asked you this question, you might guess the Amazon rainforest in Brazil or the jungles
Shark Biology Buoyancy by Bill Andrake
Shark Biology Buoyancy by Bill Andrake Science Lesson: Buoyancy - Based on Webisode 45 - Shark Biology Grade Level: 6-8 Time: Four (45-50 minute) class periods Introduction Jonathan narrates an educational
(a) (i) Describe how a large difference in oxygen concentration is maintained between a fish gill and the surrounding water.
1. Answers should be written in continuous prose. Credit will be given for biological accuracy, the organisation and presentation of information and the way in which an answer is expressed. Fick s law
Respiratory Protection
Respiratory Protection The 3M Four-Step Method What issues do we need to consider to get the correct respiratory protection? 1.Identify Respiratory Hazards 2.Understand the Contaminants Effect on Workers
Instruction Guide for using Dive Tables (draft)
Instruction Guide for using Dive Tables (draft) Revision 1.0 US Navy Tables Rev 6 December 2009 Landis Bullock This guide is intended to supplement the instruction of a qualified SCUBA Instructor, not
Breathing, Feeding, & Moving in Water
Breathing, Feeding, & Moving in Water Overview Students will learn about whale adaptations for,, and in water. Before Your Visit: Students will read or listen to a text about whale adaptations to life
ENVIRONMENTALLY FRIENDLY DIVING & SNORKELING. Training for Green Fins member staff
ENVIRONMENTALLY FRIENDLY DIVING & SNORKELING Training for Green Fins member staff CONGRATULATIONS! We are now Green Fins members Contents About Green Fins Guidelines to the Code of Conduct Environmentally
Island Fox A POPULATION IN TROUBLE T E A C H E R. Activity Overview
Activity at a Glance Grade: 6 9 Subject: Science : Category: Life Science, Earth Science Topic: Ecology, Animals, Living Things Time Required Two 45-minute periods Level of Complexity Medium Activity Overview
Underwater Volcano Authors: Christian Bertsch, University of Vienna years
9-11 years Science Content: Physics Target Concepts/Skills: Density of solids and fluids Target Age group: 9-11 years Duration of activity: 3 hours Summary: Students inquire the concept of floating and
Mollusks Soft-bodied Invertebrates
Mollusks Soft-bodied Invertebrates Phylum Mollusca Very diverse - more species of molluscs than any other group in the ocean. Phylum includes: Bivalves (2 shells); ex. Clam Gastropods (1 shell, coiled);
Topic The external and internal anatomy of a clam is typical of bivalves.
Clam Dissection Topic The external and internal anatomy of a clam is typical of bivalves. Introduction Mollusks are some of the most common marine invertebrates. All mollusks have several characteristic
Wave, Tide or Ride, Follow the Guide
Wave, Tide or Ride, Follow the Guide KEY TERMS Catch pool: A landing pool located at the bottom of a water slide. Current: The continuous movement of water. Dispatcher: The lifeguard at the top of a water
Breathing, Feeding, & Moving in Water
Breathing, Feeding, & Moving in Water Activities for Overview Students will learn about whale adaptations for,, and in water. Before Your Visit: Students will read or listen to a text about whale adaptations
The Surge of the Storm By Margaret Olsen and Katie Greganti
The Surge of the Storm By Margaret Olsen and Katie Greganti Grade Level: 5-12 Type of Activity: Hands on Focus Question: How does a hurricane s storm surge of a hurricane affect the low-lying areas along
SCIENCE 8 RESPIRATION
SCIENCE 8 RESPIRATION WHEN WE BREATHE, WHAT DO WE BREATHE IN? O2, N2, CO2, O3, NO2 (gas fumes), CO, pollutant, fragrants, toxins, etc. WHAT IS THE PURPOSE OF BREATHING IN? WHAT DOES OUR BODY WANT? O2 WHY?
Lecture Benthic Ecology
Lecture Benthic Ecology Benthos Unlike the drifting plankton and swimming nekton, benthic organisms commonly referred to as benthos live on or near the ocean bottom A benthic habitat may be shallow or
O opu Life Cycle NATIVE ANIMALS
Concepts Life cycle Physical transformation HCPS III Benchmarks SC 1.2.2 SC 1.5.2 Duration 1 hour NATIVE ANIMALS IN AN AHUPUA A Source Material PRISM Ohia Project Vocabulary Life cycle Hatch Larvae Forage
$ Course Price Includes: all materials, dive gear, instruction and 1 boat dive.
Discover Scuba Diving: $140.00 If you ve never tried scuba diving or you ve tried but you are still not sure you re ready to pursue certification, this is the course for you. Often referred to as a resort
a. Kingdom: b. Phylum: c. Class: d. Order: e. Family: f. Genus: g. Species:
Pre-lab Discussion: The earthworm belongs to a group of animals called annelids (segmented worms). The body of an annelid is usually divided internally and externally into well-defined segments, which
How Animals Survive (Circulation and Gas Exchange)
How Animals Survive (Circulation and Gas Exchange) by Flourence Octaviano on February 16, 2018 lesson duration of 30 minutes under Earth and Life Science generated on February 16, 2018 at 12:45 am Tags:
6 Producers and Consumers IN KELP FORESTS or coral reefs near the shore of the ocean it is easy for us to see
6 Producers and Consumers IN KELP FORESTS or coral reefs near the shore of the ocean it is easy for us to see the various parts of an ecosystem, especially because the near-shore ecosystems tend to be