1. LIFE SCIENCE CHAPTER ONE : LIVING THINGS SECTION 1: WHAT IS LIFE SECTION 2: CLASSIFYING ORGANISMS SECTION 3: DOMAINS AND KINGDOMS SECTION 4: THE ORIGIN OF LIFE

2. C1: SECTION ONE: WHAT IS LIFE? A.1.1.1 List the characteristics all living things share A.1.1.2 Explain where living things come from A.1.1.3 Identify what all living things need to survive.

3. C1: SECTION ONE: WHAT IS LIFE? 1. What characteristics do all living things share? 2. Where do living things come from? 3. What do living things need to survive.

4. C1: SECTION ONE: WHAT IS LIFE? The Characteristics of Living Things: All living things have a cellular organization, contain similar chemicals, use energy, respond to their surroundings, grow and develop, and reproduce. Cellular Organization: A cell is the basic unit of structure and function in an organism. Unicellular – single-celled organisms, for example bacteria cell. Multicellular – organisms composed of many cells.

5. C1: SECTION ONE: WHAT IS LIFE? 1. The Chemicals of Life: The cells of all living things are composed of chemicals: Most abundant – water Cells energy source – carbohydrates Proteins and lipids (fats) – building materials of cells

6. C1: SECTION ONE: WHAT IS LIFE? 2.Energy Use: The cells of organisms use energy to do what living things must do, such as grow and repair injured parts. 3.Response and Surroundings: A change in an organism’s surroundings that causes the organism to react is called a stimulus. An organism reacts to a stimulus with a response. 4.Growth and Development: Growth is the process of becoming larger and development is the process of change that occurs during an organism’s life to produce a more complex organism. 5.Reproduction: Another characteristic of organism is the ability to reproduce, or produce offspring that are similar to the parents.

7. C1: SECTION ONE: WHAT IS LIFE? LIFE COMES FROM LIFE: Living things arise from living things through reproduction. The mistaken idea that living things can arise from nonliving sources is called spontaneous generation. It took hundreds of years of experiments to convince people that spontaneous generation does not occur.

8. C1: SECTION ONE: WHAT IS LIFE? 1.Redi placed meat in three sets of jars. Using two identical jars for each set, he placed meat in the first uncovered, the second sealed tight so no air could get in, and the third set with a net covering allowing air to get in. 2.After a few days, Redi saw maggots (young flies) on the decaying meat in the open jars and netted jars. There were no maggots in the covered jar. 3.Redi reasoned: flies had laid eggs on the meat in the open jar. The eggs hatched into maggots. Because flies could not lay eggs in the covered jar, there were no maggots. Redi concluded decaying meat did not produce maggots. Animation: http://www.sumanasinc.com/webconte nt/animations/content/scientificmethod.html

9. C1: SECTION ONE: WHAT IS LIFE? This simple Louis Pasteur experiment is perfect for teaching kids the basics of microbiology. The steps of his experiment are as follows: Louis Pasteur designed an experiment to test whether sterile nutrient broth could spontaneously generate microbial life. To do this, he set up two experiments. In both, Pasteur added nutrient broth to flasks, bent the necks of the flasks into S shapes, and then boiled the broth to kill any existing microbes. After the broth had been sterilized, Pasteur broke off the swan necks from the flasks in Experiment 1, exposing the nutrient broth within them to air from above. The flasks in Experiment 2 were left alone. Over time, dust particles from the air fell into the broken flasks of Experiment 1. In Experiment 2, dust particles remained near the tip of the swan necks, but could not travel against gravity into the flasks, keeping the nutrient broth sterile. The broth in the broken flasks quickly became cloudy--a sign that it teemed with microbial life. However, the broth in the unbroken flasks remained clear. Without the introduction of dust--on which microbes can travel--no life arose. Thus, the Louis Pasteur experiment refuted the notion of spontaneous generation.

10. C1: SECTION ONE: WHAT IS LIFE? Animation of Pasteur’s Experiment: http://www.pasteurbrewing.com/the-life-and-work-of- louis-pasteur/experiments/louis-pasteurs-experiment-to- refute-spontaneous-generation/204.html

11. C1: SECTION ONE: WHAT IS LIFE? Redi and Pasteur Classwork/Homework Questions: 1. Which variables in these two experiments are the manipulated variables (independent), and which are dependent?

12. C1: SECTION ONE: WHAT IS LIFE? The Needs of Living Things: All living things must satisfy their basic needs for food, water, living space, and stable internal conditions.

13. C1: SECTION TWO: CLASSIFYING ORGANISMS A.1.2.1 Tell why biologists classify organisms A.1.2.2 Relate the levels of organisms to the relationships between organisms. A.1.2.3 Explain how taxonomic keys are useful. A.1.2.4 Explain the relationship between evolution and classification.

14. C1: SECTION TWO: CLASSIFYING ORGANISMS 1.Why do biologists organize living things into groups? 2.What do the levels of classification indicate about the relationship between organisms? 3.How are taxonomic keys useful? 4.What is the relationship between classification and evolution? Discover Activity: Empty the contents of your bag and examine the objects. Decide on three groups into which you can sort them. Place each object into one of the groups, based on how the item’s features the characteristics of the group.

15. C1: SECTION TWO: CLASSIFYING ORGANISMS Classification is the process of grouping things based on their similarities. Biologists use classification to organize living things into groups so that the organisms are easier to study. The scientific study of how living things are classified is called taxonomy.

16. C1: SECTION TWO: CLASSIFYING ORGANISMS The figure shows, a domain is the highest level of organization. Within a domain, there are kingdoms, within kingdoms there are phyla, within phyla are classes, and within classes are orders. Within orders are families. Each family contains one or more genera, and finally, each genus contains one or two species. The more classification levels that two organisms share, the more characteristics they have in common. Classwork/Homework: Look at the figure. Look carefully at the organisms pictured together at the Kingdom level. Make a list of characteristics that the organisms share.

17. C1: SECTION TWO: CLASSIFYING ORGANISMS The Naming System of Linnaeus: Linnaeus placed organisms in groups based on their observable features. Based on his observations, Linnaeus gave each organism a unique, two-part scientific name. The naming system Linnaeus used is called binomial nomenclature. The word binomial means two names. The first word in an organism’s scientific name is its genus. The second word is its species name. Example: Felis Concolor (Puma) Felis means cat. Concolor means the “same color” in Latin. Felis Domesticus (House Cat) Domesticus means “of the house” in Latin.

18. C1: SECTION TWO: CLASSIFYING ORGANISMS Classwork/Homework: Math/Science: Analyzing Data Pg. A-19 Aristotle and Classification (1-5)

19. C1: SECTION TWO: CLASSIFYING ORGANISMS Taxonomic Keys: Taxonomic Keys are useful tools for determining the identity of organisms. Practice on pg. A-22 using figure 14. Homework/Classwork – Practice Worksheet

20. C1: SECTION TWO: CLASSIFYING ORGANISMS Lab Skills: Living Mysteries Groups of Two – pg. A25. 1.Read the problem and follow the procedures; creating a taxonomic key. 2.Answer the questions 1-4 Analyze and Conclude; and more to explore. 3.Hand in Lab Report for grading (labs are 20% of your grade – be sure to turn in)

21. C1: SECTION THREE: DOMAINS AND KINGDOMS A.1.3.1 List that characteristics used to classify organisms A.1.3.2 Contrast bacteria and archaea A.1.3.3 Name the kingdoms within Eukarya.

22. C1: SECTION THREE: DOMAINS AND KINGDOMS 1.What characteristics area used to classify organisms? 2.How do bacteria and archaea differ? 3.What are the Kingdoms within the domain Eukarya?

23. C1: SECTION THREE: DOMAINS AND KINGDOMS Organisms are placed into domains and kingdoms based on their cell type, their ability to make food, and the number of cells in their bodies. There are 3 Domains of Life: 1.Domain Bacteria 2.Domain Archaea 3.Domain Eukarya (Kingdoms: Protists, Fungi, Plants, and Animals) Classwork/Homework: Target Skills Reading – pg. A26; Complete Characteristics of Organisms chart in your notebook.

24. C1: SECTION THREE: DOMAINS AND KINGDOMS Domain Bacteria: Members of the domain Bacteria are prokaryotes. Prokaryotes Are organisms whose cells lack a nucleus. Some Bacteria are autotrophs (make their own food), while some are Heterotrophs, (cannot make their own food). Additionally, some Bacteria is good for you – such as the bacteria in your mouth and stomach, or in yogurt. Also, some bacteria is very harmful, such as the type that cause strep throat.

25. C1: SECTION THREE: DOMAINS AND KINGDOMS Domain Eukarya Organisms in the domain Eukarya have cells with a nuclei. Scientists classify organisms in the domain Eukarya into one of four kingdoms: Protists, Fungi, Plants, or Animals. -Protists: The kingdom that is sometimes called the odds/and ends kingdom, because the members are so different from one another. Most protists are unicellular, but some, are weeds, which are multicellular. -Fungi: Mushrooms, mold, and mildew are all fungi. Most fungi are multicellular Eukaryotes. Yeast is an example of a unicellular fungi. Most fungi is found on land. All fungi are heterotrophs; feeding off dead or decaying organisms.

26. C1: SECTION THREE: DOMAINS AND KINGDOMS Domain Eukarya -Plants: Plants are multicellular Eukaryotes: mosses, grass etc. Most live on land and are autotrophs – plants provide most of the food for most of the heterotrophs on land. -Animals are also multicellular Eukaryotes. All animals are heterotrophs. Animals have different adaptations that allow them to locate food, capture it, eat it, and digest it. -Homework/classwork: page A29 Writing in Science

27. C1: SECTION THREE: DOMAINS AND KINGDOMS Domain Archaea Archaea – Greek word for “ancient”. Archaea can be found in some of the most extreme environments on Earth, including hot springs, very salty waters, swamps, and the intestines of cows. Scientists think the conditions that Archaea live on are very similar to those of ancient Earth. Like Bacteria, Archaea are unicellular Prokaryotes, and some are autotrophs and heterotrophs. Archaea are classified in their own domain because of their chemical make-up and structure, which differs from Bacteria.

28. C1: SECTION FOUR: THE ORIGIN OF LIFE A.1.4.1 Contrast the atmosphere of early Earth with today’s atmosphere. A.1.4.2 Describe how scientists hypothesize that life arose on Earth.

29. C1: SECTION FOUR: THE ORIGIN OF LIFE Scientists hypothesize that the small chemical units of life formed gradually over millions of years in Earth’s waters. Some of these chemical units joined to form the large chemical building blocks found in cells. Eventually, some of these large chemicals joined together and became the forerunners of the first cells.

30. CHAPTER ONE - ASSESSMENT PREP AND TEST Page A35 (1-10); and Page A37 1-5 (Answers only in notebook) Complete Review Sheet Assessment Date: _____________________