Revision puzzles In this lesson you are going to do some revision of Living things. Individual differences When you classified living things, you divided them into smaller groups. The members of the small groups are a lot more similar to each other than they are to other living things. snail bullfrog jellyfish ant lizard human tree frog snail ant jellyfish bullfrog tree frog human lizard bullfrog tree frog human lizard Grouping animals State of New South Wales, Department of Education and Training, 2004 For example, animals include snails, ants, bullfrogs, tree frogs, jellyfish, lizards and humans. These can be divided into two groups. Group 1 Group 2 includes snails, ants and jellyfish. contains bullfrogs, tree frogs, lizards and humans. Group 2 can be divided into three groups. One group contains the tree frog and the bullfrog because a bullfrog and a tree frog are alike. They are not very similar to a human or to a lizard. As the groups get smaller, the members of each group are becoming more similar. Lesson 20/20 More about classifying plants 1
Within each group, the members have differences as well. If you think about humans, you'll realise that even though people are all human, people differ a lot. With careful observations, it is possible to describe these differences. The next exercise gives you an opportunity to practice observing and describing. Go to the exercises section and complete Exercise: Revision puzzles. Classifying animals The two major groups you have studied in this unit are vertebrates and invertebrates. What is the difference between a vertebrate and an invertebrate? You will find the answer hidden in the puzzle below. The puzzle is a find-aword. Activity: Classifying animals Circle each animal name in the puzzle. There are twenty animal names in the puzzle. lizard whale goldfish squid barnacle emu elephant parrot snail bee crocodile tiger jellyfish butterfly cockroach turkey human sea urchin wasp scallop 2 Living things
V E R T E S N A I L B R A T E A N I M A L S L I Z A R D H A V J E H C A O R K C O C A N I N P E T E R N E A S Q U I D L S G A L K E L G E T O N A N D E O T R L Y N I H C R U A E S A L B N R Y L T A C K B O N E I D I N A O F F V E R T E B R A F T D E H T I R S P D O N O W I T V O E P R S E T O E B R H S A T B C E E S H T A L R E A H C L U E O A L S S T I L F L I U E M D E R A E S F U I A E S H M E A M P C H I B I B A C N S R A E P T Y E K R U T I P S A W L N B A R N A C L E E S B I R D S A N D M A M M A L S Now write the unused letters in order across each line. They will spell out a hidden message. You will need to add your own punctuation (capital letters, full stops and commas). Lesson 20/20 More about classifying plants 3
Check your response by going to the suggested answers section. Of the twenty animals that you found in the puzzle, ten of them are vertebrates and the other ten are invertebrates. Activity: Vertebrate or invertebrate? Break this list up into groups of invertebrates and vertebrates. lizard whale goldfish squid barnacle emu elephant parrot snail bee crocodile tiger jellyfish butterfly cockroach turkey human sea urchin wasp scallop List the vertebrates and the invertebrates in the table below. Vertebrates Invertebrates 4 Living things
Check your response by going to the suggested answers section. Classifying plants You have learned that plants are living things able to make their own food. You have also learned about the five main plant groups. The puzzle below contains six important words from your study of plants. It is your job to make up the clues for this puzzle. Your clues should be a scientific description of each term. Activity: Classifying plants Write the clues for this puzzle on the lines below. 1 down 1 across 2 across 3 across 4 across 5 across Lesson 20/20 More about classifying plants 5
1 P T E R I D O P H Y T E S H 2 B R Y O P H Y T E S T O 3 G Y M N O S P E R M S Y 4 A N G I O S P E R M S T H 5 A L G A E S I S Check your response by going to the suggested answers section. Understanding the history of science Throughout this unit, you have been thinking about historical examples related to the study of living things. These examples have come from a range of different cultures. 6 Living things
Activity: Understanding the history of science Revise this aspect of your learning by answering the following questions. 1 Describe a scientific idea that another culture has contributed to the study of living things. 2 Describe a non-scientific idea that another culture has developed to describe their observations of some living things. 3 Describe a scientific idea that has changed as new observations have been made or as new ideas about living things have developed. Check your response by going to the suggested answers section. Lesson 20/20 More about classifying plants 7
What did you achieve? Tick what you can do. identify and describe differences of organisms recall that plants make their own food recall definitions for the five main plant groups identify examples of animal groups identify historical examples of how scientific knowledge has changed people's understanding of living things. 8 Living things
Suggested answers Check your responses against these suggested answers. Classifying animals The hidden message is: Vertebrate animals have an internal skeleton and a backbone. Invertebrates do not. Vertebrates are classified as fish, amphibians, reptiles, birds and mammals. Lesson 20/20 More about classifying plants 9
Activity: Vertebrate or invertebrate. Vertebrates lizard whale goldfish emu elephant parrot crocodile tiger turkey human Invertebrates squid barnacle snail bee jellyfish butterfly cockroach sea urchin wasp scallop Classifying plants 1 down The process that plants use to make their own food 1 across Plants with leaves and underground stems that reproduce by spores 2 across Plants with leaves but no roots that reproduce by spores 3 across Plants with roots, stems and leaves that produce seeds in cones 4 across Plants with roots, stems and leaves that reproduce with flowers 5 across Simple plants without roots, stems or leaves Understanding the history of science 1 There are many possible answers throughout the unit. You could describe: the general understanding from most cultures of the difference between living and non-living, and between plant and animal how the Aboriginal understanding of land helps us understand the meaning of environment (Part 1) contributions of the ancient Chinese, van Helmont, Priestley, Ingen- Housz, Senebier (Part 2) the development of the microscope (Part 2) contributions of Aristotle and Saint Albertus Magnus (Part 3) contributions of Aristotle, Theophrastus, Albert the Great, Cesalpina, Ray, de Tournefort and Linnaeus (Part 4). 2 You could describe: 10 Living things
the Aboriginal ideas of living and non-living or of the appearance of the moon (Part 1) 3 You could describe: the changing understanding of photosynthesis (Part 2) the changing features used for classification (Part 3 and Part 4). Lesson 20/20 More about classifying plants 11
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Exercise Living things Name Teacher Exercise: Revision puzzles To help you practise observing and describing, two spiders are drawn in the picture following. Female small black house spiders and female Sydney funnel-web spiders look very similar, but it is important that you can tell the difference in an emergency! The Sydney funnel-web spider is highly venomous while the small black house spider is not lethal (deadly). List as many differences between the female small black house spider and the female Sydney funnel-web spider as you can. Remember, these observations could save your life! Sydney funnel-web spider (female) Small black house spider (female) represents represents 12 mm 4 mm cephalothorax abdomen spinnerets Spot the difference State of New South Wales, Department of Education and Training, 2004 Lesson 20/20 More about classifying plants 13
Use sentences to write about the differences. 14 Living things