OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 44 XXXXXXXXXXXXXXDIVERSITY 45
Each unit within this chapter is 2.2 How do scientists organise life? introduced here using an engaging 1 Taurus is a Latin word meaning ‘bull’, which image and supported by text and <> Diversity would explain the researchers’ name for the questions. Discussions around the our earth is teeming with life. approximately 1.8 million known types organism. image, text and/or questions should of organisms (living things) on the earth have been described and 2 Two characteristics that make Tauroprimnoa named. scientists estimate 10–30 million other kinds of living things assist teachers to ascertain prior Sorting out austasensis seem to be plants are: that haven’t even been discovered yet. scientists use classifi cation knowledge and provide students with 2 to organise this diversity of life forms (biodiversity) in a logical fashion. a ey have branches. an idea of where the chapter is heading. biodiversity classifi cation is an example of a system that scientists have created, b ey lay roots into the sea bed. and continue to create, to help us better understand the world. This is designed to promote an inquiry 3 To divide a class the characteristic used could be: approach to learning and reduce the a Sex (male/female) b Ethnicity ‘why?’ questions. How do scientists 2.1 Why do scientists classify? 2.2 c Hair colour organise life? Curriculum guidance d Eye colour.
Until the 1960s, any group of scientists could land on 1 name three resolutions or rules that scientists In 2010, six new Antarctic organisms were discovered. 2.3 Where do I t in? Previous Year 7 the Antarctic continent to do research. Often, the groups might have to agree to before they can do Although these organisms look like plants, they are Big Idea curriculum curriculum research at the antarctic. would be researching the same organism but call it by classifi ed as animals. The ‘sea whips’ or ‘sea fans’ 1 Qualities or features of animals may include: content content different names. Each would publish their results in 2 find out which countries signed the antarctic are similar to the corals found in the warm tropical • respiration their own language. The scientists needed an organised treaty. ➔ Diversity and The growth There are waters of other oceans, which is why the scientists Fig 2.3 The orca is one of our closest living relatives. system to help them share the results of their efforts. 3 do you think the antarctic treaty protects only • movement Evolution: a and survival differences were surprised to fi nd them in the icy waters of the These days, all visitors to the Antarctic work under a living things? explain your answer. diverse range of living things within and Antarctic. Like the coral reefs, these tiny animal • cellular common treaty, working together to conserve every type of living things are affected between polyps form colonies surrounded by hard scales that 2.3 Where do I fi t in? of plant and animal on this very special continent. ➔ Fig 2.1 A naming system for living things helps scientists to share their research. stand upright, gradually fl attening and branching out • reproduce have evolved by the physical groups of like a fan. A colony can grow to a metre high and on Earth over conditions organisms; • respond to stimuli a metre across, but only a few centimetres thick. They hundreds of of their classi cation • grow may be brightly coloured, often red, purple or yellow. The orca or Orcunus orca is one of our closest millions of years environment helps organise living relatives in the Antarctic. Orcas are highly 1 Tauroprimnoa austasensis was named because the • excrete (Year 6) this diversity social animals, often travelling in large families, researcher thought it looked like a bull. can you fi nd • require nutrition. each family with their own range of sounds and a hint in the name? hunting techniques. Although Orcas have large 2 All characteristics of living things will link to 2 name two characteristics that might make you think teeth (up to 4 centimetres long) they do not chew Big Ideas these organisms are plants instead of animals. humans as humans are considered to be animals. their food. Instead, they tend to swallow it whole. 3 if you had to divide your class into two groups, what Orcas are very protective of their young, nursing 3 Orca characteristics which are similar to human e idea of classi cation should be approached as a characteristic would you use to decide on the groups? them with milk from their mammary glands. As try to fi nd four different characteristics. characteristics include: human construct that is attempting to bring order soon as the young are old enough, the adults teach them to hunt fi sh, seals and seabirds in the freezing • they are social and understanding to a complex world. erefore ➔ Fig 2.2 These plant- like organisms are ice-capped waters of the Antarctic. See Figure 2.2 • they communicate there are great opportunities for a large emphasis actually animals. at left. on the area of science as a human endeavour and 1 with a partner, brainstorm the characteristics you • they have teeth inquiry skills. It is important to emphasise that think of when you hear the word ‘animal’. • they are protective of their young 2 which, if any, of the characteristics you brainstormed evidence for evolution was largely through the would you use to describe yourself? • they nurse their young with mammary glands idea of di erences ‘within and between species’. 3 which of the orca’s characteristics could you use • the adults teach their young. to describe yourself? in what ways is the orca Orcas are di erent to humans in that: erefore there should be an emphasis on the different to you? di erences within species, rather than using this • they do not chew their food • they travel in large families chapter as a ‘methods of classi cation’ section. 44 chapter 2 • sorting oUt biodiversity chapter 2 • sorting oUt biodiversity 45 Opportunities linking to the work of Darwin • each family has their own range of sounds and other ‘early’ biologists exist here, as they will and hunting techniques • they live in di erent environments to enhance the link to the evolution aspect of the c Undertake an assessment of planned Answers humans. Big Idea in Year 10. is topic also allows speci c activities under the ‘scienti c research’ 2.1 Why do scientists classify? references to adaptations which may well have been umbrella of the treaty. introduced in Year 6, and also the idea that di erent 1 ree regulations or rules scientists might have 2 e treaty has been signed by 48 countries species or groups are found in di erent habitats. to agree to before undertaking research in the including: Argentina, Australia, Belgium, Chile, Summary Antarctic would include (students may suggest France, Japan, New Zealand, Norway, Poland, other plausible options): South Africa, Russia, United Kingdom and the Di erences between living things can be observed SAMPLE a Abide by the treaty; use the Antarctic for United States of America. obook and this helps classify organisms at a range of peaceful purposes 3 e Antarctic Treaty protects every type of plant ID02.01 Weblink: Antarctic Treaty di erent levels. is diversity has arisen from b Share the results of their work; freedom and animal and therefore all resources these classroom resources evolution over time and classi cation can help to of scienti c investigation organisms need to survive. provide evidence for this evolution. OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 46 2.1 WHY DO SCIENTISTS CLASSIFY? 47
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obook ID02.02 Video link: Early work of Charles SAMPLE Linnaeus Video describing the early work of Charles Linnaeus. Suitable as an introduction to the concept of classi cation. OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 48 2.1 WHY DO SCIENTISTS CLASSIFY? 49
Early classi cation methods PRACTIVITY 2.1 Critical and creative thinking; practivity 2.1 The fi rst person to discover The great Guzzlemobile debate Literacy microscopic organisms was a Dutch scientist named Antonie The great Guzzlemobile Students may come up with additional ideas, Ask students to carefully examine Figure 2.7, van Leeuwenhoek (pronounced debate however these are some examples. which shows a section of Linnaeus’ classi cation ‘LAY-ven-hock’), in the late 17th century. His fi rst discoveries 1 Arguments for living—moves, requires system. gave him quite a shock. nutrition in the way of fuel, responds to stimuli, A more complete version could also be obtained. One day, van Leeuwenhoek noticed that his local water exchanges gases with the environment. e language used in this document is Latin, supply looked greenish and 2 Arguments for non-living—doesn’t have ALL but students might be able to recognise certain had begun to smell. He decided to look at a drop of the water the characteristics for a living thing, and those it terms. with the microscope he had just made. At fi rst, he saw plant- theoretically does have it can’t do by itself. Ask the students to comment on the structure ➔ Fig 2.10 A Guzzlemobile. like things containing long and organisation of this system. ey could also strands and tiny green globules a guzzlemobile has been found on a planet similar Answers comment on a classi cation system that is hand- fl oating gently about. But mixed to the earth. two groups of scientists are arguing in among the globules were a about whether it is alive or not. written on a single, large page. host of tiny creatures (that he What do you know about the history 1 work in a group of four, divided into pairs. one named ‘animalcules’) darting pair has to argue in favour of a guzzlemobile of classi cation? to and fro. No doubt he began being a living creature. the other pair has to Discovery of microworlds to wonder what he had been argue that it is not alive. 1 Earliest scientists would have passed on their drinking every day! Critical and creative thinking; 2 each pair has 5 minutes to come up with a information verbally. e accuracy would have ‘If these tiny creatures lived in list of characteristics that support whether the Literacy water’, he thought, ‘I wonder if guzzlemobile is living or not. been questionable as verbal details o en change ➔ Fig 2.7 Part of Linnaeus’s classifi cation system. they live inside us?’ He then examined the plaque 3 when the time is up, have a class discussion as information is passed along. Ask students to think about a world in which between his own teeth. He also collected plaque from about whether this new ‘creature’ is alive or not. discovery of microworlds some other people (including one man who had never 2 Aristotle used an order of least important you are completely unaware of any microscopic cleaned his teeth in his life). If the water-borne ➔ Fig 2.9 The rainforests of Brazil contain many undiscovered plant species. After the invention of the fi rst crude microscopes in (rocks) to most important (wild animals, man, organisms. ey could consider the following the 17th and 18th centuries, science took off in a new organisms looked frightening, imagine how van Leeuwenhoek felt when he saw enormous numbers of etc.), and then divided this into animals with questions: direction. Fascinating tiny creatures that nobody had Finding new species ever seen before were being discovered all over the tiny organisms swimming around in the material taken What do you know about You might think that scientists have identifi ed all living blood (dogs, cats, etc.) and those he thought world. New systems were needed to make room for from his own mouth. Van Leeuwenhoek is thought to 1 What aspects of your life rely on an things by now. They’ve been actively fi nding and classifying the history of classifi cation? these organisms. be the fi rst person ever to see bacteria. had no blood (insects, worms, etc.). understanding of microorganisms? new organisms for hundreds of years. In fact, we will possibly never stop fi nding new types of organism, and 3 Carl Linnaeus simpli ed the classi cation ➔ Fig 2.8 (a) Dental plaque contains bacteria. (b) What van Leeuwenhoek saw that gave him nightmares: 1 the earliest scientists did not have pens or 2 What explanations could you suggest for bacteria like these were living in his own mouth (as they do in yours). this is really good when you consider the benefi ts of such paper. how would they have passed on the system previously used because he found the infectious diseases? biodiversity. information they received? how accurate descriptions too long and decided there needed 3 Do you need to understand the microorganisms Small groups of scientists are trying to fi nd undiscovered would it have been? plants in Brazilian rainforests before they are destroyed 2 aristotle was one of the fi rst scientists to to be a simpler system. in order to control them? Or do you just need to by logging and farming. Often they are supported by try to gather information from wide regions. 4 An ‘animalcule’ is a tiny (microscopic) organism have an idea of their e ects? large pharmaceutical companies from other countries. what method did he use to organise all the Why would companies on the other side of the world be observations from his observers? named by Antonie van Leeuwenhoek to describe 4 What do you do everyday that is reducing the interested in saving plants and animals in the rainforest? 3 why did carl linnaeus simplify the classifi cation the microbes he saw in his water supply. number of microorganisms with which you One reason is that we may one day need these undiscovered system used by previous scientists? organisms. Many of the medications we currently use come 4 what is an ‘animalcule’? 5 Scientists still classify animals today in order come in contact? from organisms. The antibiotic penicillin was discovered 5 give two reasons scientists still classify to organise life forms in a logical fashion. is from a type of mould; aspirin comes from a substance in organisms today. the bark of willow trees. The next painkiller could come helps us to better understand the world. ➔ a ➔ b from a small fungus in the rainforest, or from an insect that relies on the fungus for food.
48 chapter 2 • sorting oUt biodiversity Unit 2.1 • why do scientists classify? 49 obook ID02.03 Weblink: Leeuwenhoek’s is term could be linked to the theory of Finding new species discoveries evolution, in which scientists explain the diversity Literacy Includes pictures and letters written by the of species on Earth. Evolutionary theory also scientist. provides explanations for changes within and Students will most likely have learned the term ID02.04 Video link: Scientists in the eld ‘species’ prior to Year 7. It may be appropriate, between species, in the past and in the future. discovering new species however, to remind them of the de nition. National Geographic video explores the SAMPLEA species is the basic unit for classi cation— concept of new species being discovered each species will have its own classi cation. all the time. Suitable for demonstrating Organisms within a species are capable of science occurring in the eld with successfully interbreeding to produce fertile and emphasis on Australia. viable o spring. OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 50 2.1 WHY DO SCIENTISTS CLASSIFY? 51
Living and non-living Exchange gases
Students should examine the images that represent r Living things rESPOND to stimuli e function or purpose of the gases may be Living and non-living Characteristics of living things the eight characteristics of living things in Figures When an animal realises it is being chased, like this antelope mentioned: oxygen is responsible for releasing It has taken many years of observation and discussion (Fig. 2.15), it runs. It is responding to stimuli (the sight and 2.11–2.18. One of the fi rst decisions most scientists have to make energy from food through a chemical reaction when classifying something for the fi rst time is if it for scientists to develop eight characteristics that all sound of a charging predator) or to changes in its environment (the sudden brush of leaves or movement of shadows). The living things—plants, animals and even microorganisms called respiration, while carbon dioxide is While some of these characteristics are is alive. What does it mean to be alive? What is the sunfl owers shown in Figure 2.11 are responding to the changing difference between us and the chairs we sit on? Both like bacteria—have in common. To remember all eight stimulus of light and warmth. When you accidentally brush your responsible for producing food in plants and some straight forward, several will require discussion plants and animals are considered to be alive. What do characteristics, just remember MR N GREWW. fi nger against something hot, like an iron, you pull back—your for clari cation and to dispel students’ we have in common that makes us alive? body is responding to the stimulus of heat. microbes through photosynthesis. misconceptions. For example, students regularly Wastes struggle with the idea of plants moving. Ask M Living things can MOVE by themselves n Living things need nUTRITION Cats chase mice, birds fl ap their wings as All living things All substances are potentially toxic to organisms students what wastes they think plants get rid of they fl y and fi sh swish their tails as they need nutrients to survive. Animals if they occur in large enough amounts. A system through their leaves. swim. Animal movements are easy to see. But do plants move? Look at the leaves obtain most of their for monitoring the amounts of substances and Students should attempt to provide alternative on an indoor plant—they usually face the nutrients by eating window (a source of light). Turn the plant food and drinking. ➔ Fig 2.15 removing them accordingly is therefore required examples for each characteristic to reinforce around so that the leaves face into a darker Plants absorb nutrients part of the room. In a few days, the leaves through their roots and fungi by all organisms. their understanding. Prompts are provided in the will again be facing the window. The leaves feed on decaying organisms. have moved by themselves. Sunfl owers turn Plants are autotrophs, E Living things EXCHANGE GASES with their environments their heads to follow the sun as it moves which means that they Carbon dioxide is a waste product of captions. Plants and animals have organs across the sky each day. make their own food. and structures that allow them respiration in both plants and animals; plants can Animals and fungi are Movement to exchange oxygen and other heterotrophs—they gases. Some animals, like use this carbon dioxide in photosynthesis, while rely on other living humans, use their lungs to things for food. Plant movements need to be clari ed for many inhale and then exhale. Other animals need to remove it through exhalation. students. Simply blowing in the wind is not animals, like fi sh and axolotl Oxygen is a waste produce of photosynthesis, (Fig. 2.16), have gills. Some w Living things require wATER animals, like worms, breathe considered to be movement as the plant is not All living things need water; and again plants are able to use it in respiration. through their skin. Bacteria are it is required for many jobs. ➔ Fig 2.11 ➔ Fig 2.13 different to plants and animals: in control. Movement is generally through For example, it transports substances in they do not have organs, but Water our bodies to where they are needed and the action of chemicals (plant hormones) that they still exchange gases. it is involved in many important chemical Some types of bacteria die in r Living things can rEPRODUCE g Living things gROW as they get older reactions that must take place. In animals e importance of water in a healthy organism control the growth of cells on one side of a stem the presence of oxygen but use such as humans, it helps maintain and produce other gases. or another to cause the stem to bend. Similarly, Living things can make new individuals that grow up to look like them. All living things grow during body temperature. No wonder a large is something on which students could elaborate. Animals mate and produce offspring, plants produce seeds that grow into their lives. Mushrooms ➔ Fig 2.18 proportion of our body is water! growth in certain areas of a plant can result in the new plants, and bacteria divide to produce more bacteria. Reproduction start off as tiny spores. When a person is dehydrated, they are o en tired, is the process by which living things make new life. Humans are born as babies, plant reaching towards sunlight due to warmth developing into children, grumpy and have a headache. We o en mistake ➔ Fig 2.16 non-living or dead? teenagers and then adults. thirst for hunger. Additionally, controlling the triggering hormone production. Movement in Insects hatch from eggs as Something classifi ed as living needs nutrition larvae, then metamorphose growth of microbes in our homes can be done plants is not necessarily for travel, but o en in into adult insects. In every and water, and is able to move by itself, w Living things produce wASTES We, like other animals, case, living things, when fully reproduce, exchange gases, grow, respond to response to environmental stimuli. take in food, water and simply by keeping surfaces dry. Ask students to grown, resemble those who air to fuel our bodies. stimuli and produce wastes. produced them. Chemical reactions consider these points. Microorganisms are capable of movement due If something doesn’t have these characteristics, occur in our bodies and to the action, in many cases of cilia or agella. Cilia wastes are produced it would seem logical to assume that the thing as a result. We get rid is non-living. But, what about something that are tiny hairs that line the external surface of the of these by exhaling, is dead? Something dead, such as a dried fl ower sweating, urinating and or an Egyptian mummy, was once living; when microbe and ‘ utter’ to propel the organism; agella defecating (emptying our bowels). Plants it was alive it did have the characteristics of a are whip-like ‘tails’ that can ick or move in a spiral get rid of their wastes living thing. Something that is non-living, such manner to act like a rotor on a motor boat. through their leaves. as a computer or your watch, never had these characteristics. Reproduction ➔ Fig 2.12 ➔ Fig 2.14 ➔ Fig 2.17
Reproduction is covered in Year 8; however, 50 chapter 2 • sorting oUt biodiversity Unit 2.1 • why do scientists classify? 51 certain examples provided here will reinforce the variability of reproductive strategies employed by living things. the organism (cell) need to be doubled before this defence, and reproduction are just a few, not to Response Plants are generally incapable of quick occurs so that the new cells are identical to the mention the healthy functioning of muscles, bones responses; however, nastic responses are similar to Plants can reproduce through the action of Responding to the environment is an essential original parent cell. and other organs. our nervous system’s re exes. Nastic responses can seeds, but many also produce spores (ferns) or are defence mechanism of all organisms. A response Students may nd it interesting to research be seen with plants such as the Venus ytrap that able to generate new plants through vegetative Growth may be fast-acting or slow-acting and will examples of reproduction by animals. snaps shut when hairs are stimulated by insects, reproduction. is last form involves parts of depend on the potential consequences of the Students should be aware that growth is not and Mimosa pudica that curls its leaves when the the plant ‘breaking o ’ to form a new plant, for Nutrition stimulus. Burning yourself needs a fast response simply ‘getting bigger’. Many organisms change hairs are brushed to avoid predation. example bulbs that can be split or runners that put to minimise damage, while feeling warm can be When asked why they eat, many students are likely throughoutSAMPLE their life cycles, and this can be down new root systems. su ered for longer before you eventually decide to refer only to food as a source of energy. Students signi cant or minimal. Examples of each should Microbes generally use binary ssion which to remove a jumper, have a cold drink or open a should be asked to think of all the other reasons be explored. translates to ‘splitting in two’. All the contents of food is required by living things. Growth, repair, window. OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 52 2.1 WHY DO SCIENTISTS CLASSIFY? 53
Answers ZOOMING IN What do you know about living and Encyclopedia of Life non-living? What do you know about living and non-living? Encyclopedia of Life Students could investigate the website of the 1 e two groups scientists divide all things into Encyclopedia of Life. ey could comment on 1 the system scientists use to group things a with a partner or by yourself, decide if each of the
are Living and Non-Living. ZooMing in divides them fi rst into two groups. what are the items meets the requirement to be classifi ed as Imagine how useful it would be to have a list of the information they discover and suggest the 2 See the table at the bottom of this page. two groups? a living thing. every single living species on the Earth. Now intended audience for the project. 2 consider table 2.1. b decide if each should be classifi ed as living or imagine how long this list would take to compile 3 e roast chicken is dead because it once had all non-living. given that there are nearly 2 million known species Comparisons could be made with similar the characteristics of a living thing. on our planet. ➔ Table 2.1 projects such as: This seemingly impossible task has now been taken 4 Students will create their own mnemonics. Eucalypt Leather roast • Atlas of Living Australia water Paper robot wombat on by Edward O. Wilson, one of the world’s most tree belt chicken 5 A bush re contains all the characteristics of well known biologists. He is developing an online • Tree of Life 1 Moves by database of all life on the Earth. The Encyclopedia living things except ‘requires water’. itself of Life (EOL) aims to make all knowledge of the • Catalogue of Life 6 A bush re is non-living as is does not require 2 Reproduces world’s known species freely available to all. The • Global Biodiversity Information Facility itself initiative was launched on 9 May 2007. As new water. If water is applied to re it will extinguish • ZooKeys. 3 Requires species are discovered, they will be added to the the re and thus ‘kill’ it. nutrition database. Every species will have its own page, with links to all known information about that species. 4 Grows as it gets older The EOL will be a tool for scientists but also for students, teachers and the public to gain a better 5 Responds to changes in its understanding of all life on the Earth. Many environment people are saying that this is the most signifi cant development in the life sciences for more than 6 Exchanges 250 years. The EOL will be a global tool and will be gas (e.g. oxygen) used by people across the planet. The richness of life will only be one click away! 7 Produces wastes
8 Requires water Living or non-living?
3 are any of the items in table 2.1 dead? write a new mnemonic to help you remember the explain your answer. eight characteristics of living things. you may change 4 a mn emonic (pronounced ‘nem-on-ic’) is a memory the order of the characteristics to help you make aid. it is an especially good way to remember a list. a phrase. a mnemonic takes the fi rst letter of each word in 5 Use the characteristics of a living thing to describe a list and uses the letters to start words in a phrase. a bushfi re. for example, the colours of the rainbow (red, 6 is a bushfi re alive? explain your answer. orange, yellow, green, blue, indigo and violet) could be remembered using the phrase rich old yankees go bowling in vienna.
➔ Fig 2.19
52 Chapter 2 • sorting out biodiversity Unit 2.1 • why do scientists classify? 53
2 Eucalypt Leather Roast Eucalypt Leather Roast Water Paper Robot Wombat Water Paper Robot Wombat tree belt chicken tree belt chicken
Moves by itself Y N N N N Y N Exchanges gases Y Y N N N Y N Reproduces Y N N N N Y N (e.g. oxygen) itself Produces Requires Y N N N N Y N Y N N N N Y N wastes nutrition Requires water Y Y N N N Y N obook Grows as it SAMPLE Y N N N N Y N ID02.05 Weblink: Encyclopedia of Life gets older Living or L NL NL NL NL L NL non-living? Database of life on Earth. Suitable for Responds to research/interest. change in its Y Y N N N Y N environment OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 54 2.1 WHY DO SCIENTISTS CLASSIFY? 55
BIG IDEAS Analyse and evaluate 2.1 Why do scientists classify? 12 Answers will vary depending on the area you <> Diversity <> Diversity live in.
Remember and understand 13 look at table 2.2, showing the number of living things on the earth. 13 Refer to Table 2.2 a It is estimated there is in excess of 10 927 630 1 e eight characteristics of living things are: ➔ Table 2.2 Types and numbers of living things on the Earth 2.1 Why do scientists classify? Percentage of total species on Earth. number of species number of species a Movement group estimated number described estimated to exist b Answers will vary. Some students will be b Reproduce of living things Animals with internal 64 788 80 500 0.7% surprised, others won’t. Animals on Earth— c Nutrition needed backbones (vertebrates) remember and understand 11 copy the table shown below. place the items 1 424 153; Plants on Earth—297 857. d Grow as they get older in the following list in the correct columns: Animals without a backbone 1 359 365 6 755 830 61.8% 1 list the eight characteristics of living things. stewed apple, iPod, daffodil bulb, DVD, hairs (invertebrates) 14 Answers will vary – some interesting animals e Respond to stimuli 2 what is an organism? in your brush, your teacher, shark’s tooth, Plants 297 857 390 800 3.6% are the eyelash mite, penis sh, vampire bat, f Exchange gases with their environment 3 what is meant by the term ‘dead’? germs, soft drink bottle, your pet, silver chain, Fungi 98 998 1 500 000 13.7% echidna, platypus, etc. g Wastes produced 4 give an example of plants moving by dinosaur skeleton. themselves. Bacteria (Monera) 35 351 >1 200 500 11% Living non-living h Water required. 5 what type of nutrition does a living plant need? Algae and protozoa (Protista) 28 871 >1 000 000 9.2% Critical and creative thinking Currently 6 why is it important for scientists to use a dead 2 An organism is a living thing that has (or living Total number of species 1 885 230 >10 927 630 100% common system to group all living things on 15 Answers will vary—students could do an can develop) the ability to act or function Source: Chapman, A.D., Numbers of Living Species in Australia and the World, 2nd edn, September 2009 the earth? experiment in which plants are planted and independently. It can react to stimuli, reproduce, 7 plants are described as living because they a how many species of plant are estimated have all eight of the characteristics of living faced away from light so the leaves turn to face grow and maintain homeostasis. It can be a virus, to be on the earth? things. what gases do plants exchange with the light. ey could also investigate how plants bacterium, protist, fungus, plant or animal. their environment? Analyse and evaluate b compare the number of known plant species with the total number of known respond to di erent amounts of watering daily. 3 ‘Dead’ refers to something that was once living. Apply 12 one of the main contributors to the animal species (add animals without a Encyclopedia of Life is the Atlas of Living backbone and animals with a backbone 8 ‘biodiversity’ is the word used by scientists to <
16 why was the invention of the microscope important to the development of the classifi cation system? Apply how did it change the number of organisms for identifi cation, classifi cation and communication? ➔ Fig 2.20 8 It is important to preserve a large biodiversity of plants and animals as it is a measure of the 54 Chapter 2 • sorting out biodiversity unit 2.1 • Why do sCientists CLassiFy? 55 health of an ecosystem. A diverse ecosystem is more likely to be able to recover from a random event such as a bush re or ood. We as it gets older, respond to stimuli, exchange gases with the environment, produce wastes and are continually nding new species and need to require water. (Two of these would be require.) preserve biodiversity to do so. Biodiversity also 10 Today, scientists commonly use photography or videos to show what an organism looks like. provides support for pharmaceutical discoveries 11 Living and the availability of medicinal resources such Non-living as penicillin and aspirin. Currently living Dead 9 In order for scientists to decide if something Daffodil bulb Stewed apple iPod obook is living or non-living, they need to identify Your teacher Shark’s tooth DVD SAMPLE ID02.06 Interactive activity: Classifying whether it has all the characteristics of a living Germs Dinosaur skeleton Hairs in your brush living, non-living and dead Your pet Soft drink bottle thing such as whether it breathes, moves by ID02.07 Weblink: Atlas of Living Australia itself, needs nutrition, can reproduce, grows Silver chain OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 56 2.2 HOW DO SCIENTISTS ORGANISE LIFE? 57
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56 chapter 2 • sorting oUt diversity Unit 2.2 • how do scientists organise life? 57 SAMPLE obook ID02.08 Interactive activity: Using a dichotomous key OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 58 2.2 HOW DO SCIENTISTS ORGANISE LIFE? 59
Answers OVERARCHING IDEAS What do you know about using Finding the key keys? <
The Linnaean classi cation PRACTIVITY 2.3 system Making a eld guide The Linnaean classifi cation system Kingdom: Animalia practivity 2.3 Literacy; ICT e.g. insect, fi sh, bird, lizard, kangaroo, fox, lion, jungle cat, domestic cat e animals in the images t the following classes Deciding to use an enormous dichotomous key to Making a fi eld guide To reinforce the hierarchy described by Linnaeus, classify every living thing was largely the work of a man from top le , clockwise: Aves, Mammalia, Pisces, Phylum: Chordata scientists often use fi eld guides to determine the group named Carolus Linnaeus (1707–1778). His system of e.g. fi sh, bird, lizard, kangaroo, fox, ask students to examine the series of names used to which an animal belongs. these guides are set out in a Amphibia, Reptilia. classifi cation, called the Linnaean taxonomy, is still lion, jungle cat, domestic cat tabular key where you read through the numbered options in used today. to classify the domestic cat in Figure 2.28. Class: Mammalia order. each item presents two options, and more information A tabular key for Dr Redback’s family should e.g. kangaroo, fox, lion, jungle cat, Students could be asked to select three animals Linnaeus was born in Sweden in 1707 and he originally domestic cat is given at each step. eventually the animal can be identifi ed. resemble the following: studied medicine. However, his real interest was in 1 Use the information given to identify the class or plants and create a similar classi cation tree for collecting plants and he went on many expeditions Order: Carnivora e.g. fox, lion, jungle cat, domestic cat of each of the animals shown. No feathers covering body Go to 2 to other countries to collect native plants. To be able each. ey could present their research in the form 1 Feathers covering body Flying animals to make sense of all the plants he had collected from Family: Felidae Feathers present Aves 1 (Charlie) of a poster that includes an image of the organism around the world, he designed a system to order and e.g. lion, jungle cat, domestic cat No feathers present Go to 2 name them. He worked as a professor at the University and the common name, where appropriate. Hair or fur present Mammalia Hair all over body Go to 3 of Uppsala in Sweden and, in his spare time, arranged Genus: Felis 2 No hair or fur Go to 3 Students should represent the binomial name all the plants in the university garden according e.g. jungle cat, domestic cat 2 Hair covering parts of Go to 5 to his new system of classifi cation. Fins present Pisces body using the scienti c conventions: Species: catus 3 No fi ns present Go to 4 domestic cat • genus and species Linnaeus’s classifi cation system was extended from Long ears Bugs just grouping plants to classifying all the kingdoms Has moist skin, no scales Amphibia 3 ➔ Fig 2.28 The Linnaean classifi cation 4 Short ears Go to 4 • all italics of living organisms. system uses seven different levels. Has scales Reptilia It is used to give names to living things • genus with capital, species with lowercase. such as the domestic cat. Long tail Moggie 2 Use the information given about dr redback’s family in 4 giving organisms a precise name practivity 2.2 on page 57 to create your own fi eld guide Short tail Buddy or tabular key. When you were younger, Linnaeus’s double-name system Unable to walk Scott did you ever send a letter to Have you eaten a Musa sapientum lately or have they 5 23 Norton Stret a friend with your address Able to walk Go to 6 Boronia been too expensive to buy? And did you pat your Canis Melbourne on the back of the envelope A species is a group of organisms that Victoria familiaris this morning? These are the kinds of double Understanding scientifi c names written like Figure 2.27? look similar to each other. When they Male Go to 7 Australia name given to every living thing using the Linnaean 6 Southern Hemisphere breed in natural conditions, their offspring The scientifi c names of animals usually come from Latin (and Female Go to 8 Earth classifi cation system. Solar System are fertile (in other words, they can also sometimes Greek) words. Why use Latin? The language of science Milky Way Galaxy ➔ Fig 2.27 Did you ever Our homes can easily be found by using only the two breed). Domestic cats belong to the one for many centuries was Latin. This enabled scientists who lived in No facial hair Peter The Universe address a letter like this? 7 smallest groups in the address (the street and the species because they can breed together different countries and spoke different languages to use a common Facial hair Richard suburb). The information about the bigger and have kittens. language to communicate their work and discoveries. groups, like the Earth and the universe, Red hair Vanessa If you read this address from the bottom up—from More than 500 000 organisms have already The words used describe physical features, behaviours and is not really necessary. In much the same 8 ‘The Universe’ to the house number—it is a bit like a been given a double name (also called a even colours of organisms. Some basic understanding of Greek Not red hair Stephanie way, an organism can also be named classifi cation key. As you go up each level, it becomes binomial name) and can be easily found in and Latin will help you to interpret scientifi c names. Table 2.3 from the two last groupings on the easier to locate the sender. It is a bit like focusing in the Linnaean classifi cation system. contains some examples. on your house on Google Earth. You may start with the Linnaean dichotomous key—the genus and the species. Understanding scienti c whole country, but each country has states, then towns, ➔ Table 2.3 Some scientifi c words and their meanings suburbs and, fi nally, streets and buildings. In the double-name system, the Latin/greek root word English meaning Latin/greek root word English meaning names The Linnaean dichotomous key for all living things genus group name always starts works in a similar way. It starts with large groups called with a capital letter. The Aculeat Spiny Ornitho Bird Critical and creative thinking; kingdoms, and then divides into smaller groups called second word is the species Arctus Bear Phascol Pouch name and it does not Literacy phyla. Each phylum has several classes. The classes Anatinus Duck-like Pus Foot have orders, and so on. There are seven different levels have a capital letter. to get to the fi nal name of each organism. They are The double name is Cinereus Grey Rufus Red Students could use Table 2.3 to create their own kingdom, phylum, class, order, family, genus, species. always written using Gloss Tongue Tachy Fast combinations of Latin and Greek root words. Th ey (Tip: Some people use the following mnemonic to italics (sloping letters). Hynchus Snout Chlamy Caped remember the Linnaean system: ‘King Phillip Crawled could form ‘new’ binomial names, then attempt to ➔ Fig 2.29 Musa sapientum is the Linnaean Macro Large Saurus Lizard Over Four Gooey Snails’.) name for a banana. describe or draw their creatures.
60 chapter 2 • sorting oUt biodiversity Unit 2.2 • how do scientists organise life? 61 Illustrations with names could be displayed around the room. Alternatively, students could swap unlabelled drawings with classmates and ask them to work out what the name of the creature might be.
obook ID02.09 Weblink: Activity classifying organisms from kingdom to species Interactive activity to classify organisms SAMPLE from kingdom to species level. Suitable for students to demonstrate their understanding of how to classify. OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 62 2.2 HOW DO SCIENTISTS ORGANISE LIFE? 63
Answers Cells in living things What do you know about the Literacy Cells in living things Linnaean classi cation system? What do you know about the Linnaean classification system? The discovery of microscopes changed the Cells are not o cially taught until Year 8 in the 1 Identi cation of species using Latin name: classification system. Instead of grouping only the large Australian Curriculum. A very brief overview is 1 Use the information in table 2.3 to match the scientific plants and animals, scientists now had to include all a Macropus rufus – Red kangaroo names of the australian animals with their pictures. the tiny living things they saw under a microscope. given here to demonstrate the changing nature of They could also consider much smaller details when b Tachyglossus aculeatus – Short-beaked a Macropus rufus the classi cation system and the additional level of grouping organisms according to features. Echidna detail available to taxonomists since the invention c Phascolarctus cinereus – Koala of the microscope. Building blocks of life ➔ Fig 2.31 The nerve cells of giant squid are up to 12 metres long! d Ornithorhynchus anatinus – Platypus Cells are often called the building blocks of life. Think Students should be aware that: e Chlamydosaurus kingii – Frill necked lizard. b Tachyglossus aculeatus of the way bricks are used to build a house. Cells build • tiny building blocks make up multicellular living things in a similar way. However, there are 2 A Macroglossus aculeatus would, by name, be a which carries all the instructions for staying alive. Often organisms, and unicellular organisms are made usually many more cells in living things than bricks (but not always) this genetic material is packaged into large-tongued spiny creature. in a house: an adult human body is made up of about a small part of the cell called a nucleus. Each cell of of only one of these blocks 3 Carl Linnaeus invented the naming system that 10 trillion (10 000 000 000 000) cells. Elephants have an animal or plant has a nucleus. All cells without a c Phascolarctus cinereus even more. Any living thing with more than one cell is nucleus (like bacteria) are in a separate group. Plant cells • animal and plant cells are similar in complexity is still used today to name living things. multicellular. As van Leeuwenhoek discovered, many have a special cell wall around them for extra support, • the cells of unicellular organisms tend to be living things, such as bacteria, consist of only one cell. 4 e seven groups living things are divided into while animal cells do not. This is one way scientists These are single-celled or unicellular. distinguish between plants and animals. Another way to very basic in structure but may have external are: Kingdom, Phylum, Class, Order, Family, Cells can usually only be seen through a microscope. distinguish between cells is whether they use sunlight additions to aid mobility or other purpose. Genus, Species. d Ornithorhynchus anatinus Some are so tiny that 20 000 of them, placed end to end, to make their own nutrients (autotroph). Plant cells can would only be 1 centimetre long. Giant squid have nerve do this, but fungi (like mushrooms) need to absorb their 5 Giving your address as ‘John Campbell, cells that are up to 12 metres long! nutrients from other living things (heterotroph). The Answers structures inside the cells give us information about how Southern Hemisphere, e Earth’ is too general. Armed with a new and bigger picture of life, scientists they work. What do you know about cells in It doesn’t provide enough information in order set about the task of working out dichotomous keys e Chlamydosaurus kingii for a system that would include all living things. It is these small details that are used to divide up all living things? for someone to locate you to deliver the letters. living things in the first big groups called kingdoms. 6 Taxonomists need very detailed systems, as they Parts of a cell 1 Characteristics of a plant cell are: allow them to make sense of all the organisms Although the cells of different organisms might at first What do you know about • Cell wall studied and identify a speci c species in a appear quite different in shape, if you look closer at • Use sunlight to make their own nutrients the parts that make them up, cells are actually quite cells in living things? simple and practical manner. Every species similar. All cells have genetic material called DNA, • Some students may also answer – can be given a unique name, as compared with 1 name two characteristics of a plant cell. chlorophyll or chloroplasts and vacuole. common names that are o en neither consistent 2 what is a nucleus? 2 A nucleus is where the genetic material such as 2 what do you think a Macroglossus aculeatus might 6 with the same idea in mind, why do taxonomists need 3 what is the role of a cell wall? nor unique. DNA is in a cell. look like? sketch this imaginary animal, using table 2.3 a very detailed system like the linnaean classification 4 name an organism made up of just 7 e rst level of the Linnaean classi cation to help. system to group living things? Cell wall one cell. 3 e role of a cell wall is to provide extra support 3 who invented the naming system that is still used 7 what is the first level of the linnaean classification 5 what does ‘multicellular’ mean? system is Kingdom. today to name living things? system under ‘all living things’? for the plant cell. It enables the plant cells 6 what does ‘unicellular’ mean? 4 what are the seven groups that living things are 8 what does the word ‘species’ mean? 8 Species means a group of organisms that look 7 why was the invention of the microscope to remain rigid in place of a spine like some divided into? write them in order from largest to 9 select three species of animal. for each animal: important to our understanding of living similar to each other. smallest level of organisation. animals. a describe its appearance things? 9 Answers will vary depending on animals 5 why would giving your address as ‘John campbell, b give its common and scientific name. 4 An example of an organism containing just one southern hemisphere, the earth’ not be a good way to chosen. get many letters? Nucleus cell is bacteria. 5 Multicellular means more than one cell. ➔ Fig 2.30 Simple animal (left), plant (middle) and bacterial (right) cells. 6 Unicellular means single-celled. 62 chapter 2 • sorting oUt biodiversity Unit 2.2 • how do scientists organise life? 63 7 e invention of the microscope was important to our understanding of things as it allowed us to view life previously unseen. It changed the classi cation system as scientists could consider smaller details when grouping organisms SAMPLE according to features. OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 64 2.2 HOW DO SCIENTISTS ORGANISE LIFE? 65
BIG IDEAS Kingdoms 2.2 How do scientists organise life? Literacy <> Diversity As students read through the information about Remember and understand Where do I fit in? 2.3 the various kingdoms, they could be encouraged 1 e largest cell is the ostrich egg, which is about 2.2 How do scientists organise life? to prepare lists of the features that separate the as big as an apple. the animal kingdom contains a large range of organisms: from the tiniest fairy fly, groups. is information will assist them with where 50 could fit within 1 millimetre, to the giant blue whale, which is up to 33 m long— 2 Most keys are dichotomous because scientists about the size of a house. size is not a very suitable characteristic for classifying Practivity 2.4 and the questions on page 68, as well can make simple ‘yes’ or ‘no’ decisions at each animals into groups, especially because most grow over time. so what characteristics as providing a quick reference. All the information remember and understand Analyse and evaluate branch. are chosen to group animals? and where do humans fit in this system? they require is provided in short paragraphs. 1 where do you find the largest cell? how big is it? 10 identify some of the difficulties of using your 3 Most animals are multicellular as they require 2 why are most keys dichotomous? dichotomous key on the contents of someone e images selected to represent each kingdom else’s bag or pencil case. more than one cell to carry out the functions 3 are most animals unicellular or multicellular? highlight the variation within the kingdoms. For explain your choice. 11 research other types of classification key that needed to survive. can be used to identify organisms. Kingdoms 4 what are the advantages of using a <
Kingdom Plantae Kingdom Monera Critical and creative thinking Critical and creative thinking Kingdom Plantae Kingdom Monera
Figure 2.33 provides students with examples of ve Plants include trees, vines, This kingdom is made up of the simplest and smallest living things. There are about Kingdom Monera is made up of bacteria and signi cant groups of plants. Additional examples bushes, ferns, mosses, weeds 75 000 different organisms in Kingdom Monera and they are all unicellular, and blue-green algae (cyanobacteria). ese organisms and grasses. They all gain energy have a cell wall but no nucleus. Bacteria are the most common in this kingdom. could be found for each group. Similarities and by making their own food from Many people think of bacteria as harmful to humans, but this is not always true. are all prokaryotic, which means they have no di erences within and between the groups could sunlight (autotrophs). They are Bacteria in the soil break down rubbish and wastes produced by animals (especially membrane-bound organelles and so their genetic multicellular, but their cells have ➔ a ➔ b us). Without bacteria, we would be surrounded by mountains of smelly rubbish. then be made to highlight the characteristics used a cell wall around the outside of Bacteria have been put to use by humans to make foods, such as cheese and yoghurt. material is uncontained within the cell. the cell, as well as a nucleus inside to group organisms and simultaneously highlight ➔ d ➔ e Microbiologists are the scientists that study microorganisms in kingdoms Some sources claim that a 3-domain system is the cell. Botanists are the scientists Monera and Protista. the diversity within each group, both at Kingdom who study the plant kingdom. now in e ect. is system groups organisms into
level and below. ➔ a ➔ b ➔ c Archaea, Bacteria and Eukaryota. e Bacteria ➔ c domain would therefore be comprised of the Kingdom Fungi Monera kingdom, while plants, animals and Critical and creative thinking fungi would t into Eukaryota and protists into Archaea. Reinforce the key concept of diversity for students We have chosen not to use this system in order by examining the wide range of organisms that to simplify the delivery of the content to students comprise the Fungi kingdom. and highlight the diversity without delving into Within the mushroom group, students may ➔ Fig 2.35 Kingdom Monera, as seen under a microscope: (a) Lactobacillus casei. (b) Streptococcus pyogenes. (c) Spirillum volutans. the cellular structures that inform the 3-domain be familiar with the range on o er at local system. supermarkets and green grocers, particularly ➔ a ➔ b ➔ Fig 2.33 Kingdom Plantae: (a) The smelliest plant, the Raffl esia, is found in South-East Asia. Its fl ower can measure up to 90 centimetres across and weigh due the in uence of Asian cooking. Additionally, about 11 kilograms. It gives off a rotten meat odour when it blossoms, to attract insects. (b) Flowering gum. (c) Wheat. (d) Nepenthe. (e) Cactus. Kingdom Protista Kingdom Protista students are likely to have seen fungal growth on There are about 55 000 species Critical and creative thinking dead and decaying logs and trees. Plate fungi can Kingdom Fungi of protist. Their cell structure is grow to enormous sizes, while other fungi are Kingdom Fungi includes mushrooms, toadstools, yeasts, puffballs, moulds and more complex than Monera. Often, Protists are regularly referred to as ‘the le overs’ organisms that don’t fi t into any other truffl es. Some fungi grow in wood and in soil and develop from tiny spores. Fungi or ‘miscellaneous group’. Ask students to consider microscopic. Si ing through soil under leaf litter do not make their own food. Instead, they feed on the remains of dead animals and kingdom will belong in Protista. They may uncover white root-like structures that are the plants. Some fungi can cause diseases, such as tinea (athlete’s foot). Mycologists are may range in size from single-celled the reasons behind placing organisms in this the scientists who study Kingdom Fungi. organisms to much larger ones, like hyphae of fungi as they spread. kelp (seaweed). Plankton, the tiny group. sea creatures eaten in their millions Fungi can be associated with causing and ➔ a ➔ b ➔ c A major deciding factor is lack of knowledge by whales, are part of this kingdom. ➔ c ➔ d curing diseases. Athlete’s foot and penicillin are Amoeba, microscopic organisms that and understanding of the organisms. Similarly, two such examples. Students could investigate change their shape to trap their food, the massive number of organisms on the planet also belong to this group. these and other applications of fungi. requires time and energy to identify characteristics for classi cation purposes. is in turn requires someone to be interested in carrying out such a task, and others nancing the project. ➔ Fig 2.36 Kingdom Protista, as seen under a microscope: (a) Amoeba. (b) Paramecium. ➔ Fig 2.34 Kingdom Fungi: (a) Mushrooms. (b) Mould. (c) Aspergillus conidiophores as seen under a microscope. (c) Giardia lamblia (d) Ophiocytium arbuscula.
66 chapter 2 • sorting oUt biodiversity Unit 2.3 • where do i fit in? 67 SAMPLE obook ID02.13 Interactive activity: Kingdoms OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 68 2.3 WHERE DO I FIT IN? 69
PRACTIVITY 2.4 EXPERIMENT 2.1
Classifying living things practivity 2.4 Examining skeletons
• Seaweed – Plantae Classifying living things Giant squid dissection Discussion • Shark – Animal what you need: ‘sorting into Kingdoms’ worksheet Examining skeletons from your workbook or a3 card/paper, scissors, glue. released on the web
ZooMing in 1 a e skeleton of the sh in inside its body. • Sea monkey – Animal Aim the scientist whose main role is to classify living things By Matthew Moore, 5:19PM BST 18 Jul 2008 to examine the skeletal structures of three marine organisms. b is type of skeleton is called an endoskeleton. • Sea jelly – Animal is known as a taxonomist. in this activity, you become A giant squid has been dissected live on the internet the taxonomist. Materials 2 a e skeleton of the prawn is outside its body. • Robot and ice crystals are non-living. for the fi rst time—and the gory 90 minute clip has Students could add other living things into their 1 download the ‘sorting into Kingdoms’ worksheet. been released for public download. 1 fi sh (whole) b is type of skeleton is called an exoskeleton. (alternatively, this activity can be done online.) 1 prawn 1 The 39 st [nearly 250 kilogram] creature was 3 A squid does not have a skeleton; however, it has columns and could aim to have a certain number 2 Use a double-page spread of your workbook (or a sheet 1 squid ➔ Fig 2.38 carved up by biologists in front of hundreds EXPEriMEnT 2.1 of a3 card or paper) to mark up a table with four columns. newspaper an internal gladius to support the mantle. of organisms. of onlookers and thousands of web viewers 3 label the columns ‘animalia’, ‘plantae’, ‘fungi’ and at Melbourne Museum in Victoria, dissecting board 4 Fish – vertebrate; prawn – vertebrate; ‘other (Monera and protista)’. (don’t try to distinguish Australia. dissecting kit between Monera and protista.) pair of vinyl or latex gloves squid – invertebrate. Answers The team of scientists provided a 4 cut out each organism from the worksheet and paste running commentary as they revealed 5 Humans are vertebrates and have an endoskeleton. it into the correct column. What do you know about the squid’s internal organs, including • always wear gloves when handling the animals. Kingdoms? its three hearts and doughnut- • the animals must always be on the dissecting board when Conclusion shaped brain. handling and dissecting. 1 Four features of animals could include: They also established the • scalpels are extremely sharp. Use with great care. Two types of skeleton are possible – internal (endo) What do you know about squid was a female, and • if cut, remove gloves and wash the cut under clean water. • multicellular 2 and external (exo). Squids, however, have no kingdoms? cut into her stomach in an • apply antiseptic to the cut and cover with dressing. • genetic material in a nucleus unsuccessful attempt to tell your teacher. ➔ Fig 2.39 skeleton. discover her fi nal meal. • gain energy from other living things 1 name four features of animals. Lab tech notes Method discussion • cells don’t have a cell wall. 2 name four features of Kingdom Monera. ➔ Fig 2.37 The giant squid is an invertebrate. 2 Four features of Kingdom Monera include: 3 how is a protist different to a bacterium? 1 observe the external 1 consider the fi sh. Fish shops and markets, if given time, will supply 4 what is the difference between cells in Kingdom features of the fi sh. a where is the skeleton of the fi sh located? whole squid, whole or lleted sh, and prawns. • simplest and smallest living things plantae and Kingdom fungi? 2 carefully cut the fi sh in half Many people in the audience held handkerchiefs b what is this type of lengthways so you can see • unicellular in front of their faces because of the revolting smell. skeleton called? the internal skeleton. Class clean up The rare creature was caught up in fi shing nets in 2 consider the prawn. • cells have a cell wall 3 observe the skeleton of May, but this was the fi rst detailed inspection of its a where is the skeleton of • no nucleus. Kingdom Animalia the fi sh. • Dirty scalpels to be collected and kept separate body. The corpse took three days to thaw. the prawn located? 5 internal or external skeleton? 4 feel the outside of the prawn 3 A protest cell structure is more complex than Stretching to 40 ft [over 12 metres] in length, it was b what is this type of from other dissection equipment to avoid cuts. and then peel it. ➔ Fig 2.40 In the same way as creating any kind of dichotomous key, the longest giant squid ever captured in Australian skeleton called? that of a bacterium. 5 cut the prawn in half and Ask the lab tech to clean. dividing the animal kingdom into groups fi rst requires waters. 3 does the squid have a observe the insides. skeleton? 4 Kingdom Plantae gain energy by making their a question. The system scientists use to divide animals But calamari connoisseurs hoping for a feast will • All other equipment should be washed in hot 6 feel the outside of the squid into groups is based on their structure. The question is: 4 in which group of animals own food from sunlight, whereas Kingdom be disappointed; female squids are not fi t for human and then cut it in half. soapy water. Ensure sinks are free from specimen ‘Does this animal have an internal or external skeleton?’ consumption because of the amount of ammonia (vertebrate or invertebrate) 7 observe the inside of the Fungi do not. Animals such as cats, humans and birds with an internal in their bodies. would you place each of the parts, as they will smell. squid. organisms observed? why? skeleton (called an endoskeleton) are put in a group called After tests on the squid are complete it will be • Wrap all specimens and dirty gloves in newspaper, 5 what are you: a vertebrate or vertebrates. Because these animals often have a spinal sewn back together and put on display in an results ZOOMING IN an invertebrate? place in and sealed bag, and bin. cord that threads its way between the vertebrate bones, ethanol solution at the museum. draw labelled diagrams of each the phylum is called Chordata. Other animals with an The full video of the dissection is available to view specimen’s skeleton. Conclusion Giant squid dissection released on external skeleton (exoskeleton), such as beetles and Safety and download from the Melbourne Museum website. what types of skeleton are 6 crabs, and those with no skeleton at all, such as slugs, the web possible? are known as invertebrates. Invertebrates dominate the Source: www.telegraph.co.uk/earth/earthnews/3347540/Giant-squid-dissection- ➔ Fig 2.41 released-on-the-web.html e use of vinyl gloves is recommended, as latex animal kingdom. Online dissections are sometimes a non- has been known to cause allergic and anaphylaxis confronting way for students to learn about the 68 chapter 2 • sorting oUt biodiversity Unit 2.3 • where do i fit in? 69 reactions. internal structure of organisms. Students could access the Melbourne Museum website to nd additional information about obook giant squids. ID02.14a Video demonstration: Using dissection tools—Flower dissection ID02.14b Video demonstration: Squid dissection ID02.15 Video link: Giant squid dissection SAMPLE Museum Victoria demonstration of squid dissection. Introduces the concept of how these organisms evolved. Suitable for demonstrating scientists at work. OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 70 2.3 WHERE DO I FIT IN? 71
Answers LITERACY LAB What do you know about Kingdom The enigma of the echidna Classes of vertebrate Animalia? What do you know about 1 Two di erent types of echidna are: Kingdom Animalia? Vertebrates are animals with a spine or backbone. 1 Animals are divided into two main groups Vertebrates as a group can be broken down into further The enigma of the echidna • Short-beaked echidna – lives in Australia subgroups called classes. Scientists group vertebrates • Endoskeleton – meaning internal skeleton By Doug Stewart the strange animal • Long-beaked echidna – lives in Papua 1 animals are divided into two main groups. according to: LiTErACy LAB before eating it. not until a what are the names of the groups? • their body covering • Exoskeleton – meaning external skeleton one of the most remarkable sights that biologist peggy 1884 did the scientifi c New Guinea. b what do the names of these two groups mean? • how their young are born 2 Examples of animals with an exoskeleton rismiller has seen in her years exploring the australian world learn, to its e di erences between these echidnas are: 2 give two examples of animals with an exoskeleton. • their body temperature. bush is that of an echidna sunbathing. the short-beaked amazement, that both echidna, or spiny anteater, ordinarily resembles a spiky include: beetles, crabs, grasshoppers, 3 give two examples of animals with no skeleton at all. Vertebrates either have a constant body temperature platypuses and echidnas • Short-beaked will grow longer fur between ball, like some kind of terrestrial sea urchin. to warm 4 what percentage of animals are invertebrates? (endotherm) or a body temperature that changes with laid eggs. cockroaches etc. up on a cool morning, however, it will stretch out on the the spines as the mountains get cold the environment (ectotherm). 3 Examples of animals with no skeleton include: 5 why do you think invertebrates are such a dominant ground ... and lift its spines to let in sunlight. ‘it’s amazing ... after mating, an • Size of the beak group among animals? to see,’ rismiller says. ‘it looks like a rug with spines.’ adult female lays a worms, snails, slugs, jelly sh, star sh, leeches 6 what is the world’s biggest known invertebrate? Class Mammalia single egg about the size of a fi ve-cent coin directly into her • Diet of the short-beaked is mainly ants and on a continent teeming with weird mammals, the pouch. the newborn puggle that hatches about ten days later 7 draw a sketch of the world’s biggest invertebrate etc. Mammalia is a class of vertebrates well known to many echidna is one of the weirdest. it has a beak like a bird, stays in the pouch for several weeks to suckle from the milk termites, whereas the long-beaked feeds on and write down its dimensions, for example its people. Many of our pets belong to this class: horses, spines like a hedgehog, eggs like a reptile, the pouch its mother secretes. 4 About 96% of all animals are invertebrates. length and weight. earthworms and insects. dogs, cats, rabbits, guinea pigs and mice. We belong to of a marsupial and the lifespan of an elephant. elusive ... australians have adopted the short-beaked echidna as 5 Invertebrates are such a dominant group 8 why do you think dissecting a giant squid live on this class, too. and unpredictable, echidnas continue to perplex the 2 Echidnas can be considered weird, as they are the internet was so interesting to so many people? scientifi c world with their oddities. a national mascot of sorts ... the echidna’s total numbers are because of their size. Th eir size allows them do you fi nd it interesting? explain. Mammals are animals with hair or fur and they have a unknown ... concerned that their future welfare is not assured, mammals that lay eggs like a reptile, have a beak along with the platypus, the echidna is the world’s constant body temperature. Female mammals give birth australia has offi cially listed them as a protected species. like a bird, spines like a hedgehog and the pouch to occupy a wide variety of habitats as well as to live young and feed their young with their own milk. only living monotreme, an order of egg-laying mammals found solely in australasia ... ‘echidna’ commonly refers Source: www.nwf.org/News-and-Magazines/National-Wildlife/Animals/Archives/2003/ many microhabitats, which may not be visible The-Enigma-of-the-Echidna of a marsupial. Class Mammalia can be further broken down into three to the short-beaked echidna, which is found across to the eye. subgroups, as shown in Figure 2.42. The main feature australia. a second genus, the long-beaked echidna, 3 If scientists hadn’t seen an echidna for ➔ Fig 2.42 The three subgroups of mammal. used to separate mammals is the way in which their lives in papua new guinea. 1 two different types of echidna exist today. where does 6 e world’s biggest known invertebrate is the young develop. each live, and how are they different? themselves they are likely to have thought the the fi rst detailed description of the echidna was giant squid. 2 do you consider the echidna to be weird? explain. pictures were false due to the oddities of the Mammals published in england in 1792. a decade later, another account included a drawing by captain william bligh, 7 Students’ own responses. Marsupials 3 why do you think that scientists who had not seen echidna’s physical appearance. who had feasted on roast echidna years earlier during an echidna for themselves might have believed pictures 8 Dissecting a giant squid live on the Internet Young are born at a very a stopover in australia. bligh had the foresight to sketch to be false? early stage of development was interesting to so many people as it is a rare Development occurs in a pouch creature. Most people have not seen something Young receive milk from a teat located in Class Aves ➔ a ➔ b this big before, nor have they seen a dissection the pouch done in such a way. Additionally, the running All birds in Phylum Chordata belong in this class. Like mammals commentary allowed viewers to understand they are endotherms (having what was going on. constant body temperatures). One of their main distinguishing Placentals characteristics (the way they differ from the other classes) is their Class Mammalia Young develops inside Monotremes covering of feathers, and their scaly mother’s womb Young develop in legs. All animals in this class lay Critical and creative thinking Young are well developed leathery shelled eggs eggs with a hard shell. when born Development occurs in a burrow Mother produces milk from Students may be interested in the phenomenon after hatching mammary glands of diapauses. Essentially, this involves marsupials Young suckle from milk patches on mother’s and some other animals ‘pausing’ pregnancies abdomen ➔ Fig 2.43 Class Aves: (a) Vulture. (b) Cockatoo. until the conditions are suitable. Additionally, some marsupials are known for being 70 chapter 2 • sorting oUt biodiversity Unit 2.3 • where do i fit in? 71 ‘prematurely’ pregnant. Students could consider the pros and cons of these strategies. ey may also endeavour to explain how this may be possible. obook ID02.16 Interactive activity: Vertebrate classes ID02.17 Video link: Enigma of the echidna Video to support the enigma of the SAMPLE echidna textbox. Website also provides links to other stories/videos of living things. Suitable for general background information. OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 72 2.3 WHERE DO I FIT IN? 73
Class Reptilia PRACTIVITY 2.5 ICT Who are the vertebrates? Class reptilia Class Pisces Some reptile populations are a ected by The skin of reptiles, such as snakes and lizards, is usually covered in a layer Most fish are ectotherms. They are Vertebrate alphabet graf ti temperature-dependent gender determination. of fine scales. Reptiles use lungs to breathe, even if they live under water (sea covered in a layer of scales and most snakes). These animals are also ectotherms—we do not use the term ‘cold- have fins. They spend all their life in is means that the gender of o spring is blooded’ to describe these animals because a lizard that has been lying in the water and so need gills for breathing. Students may need to conduct some research to determined by the temperature of the eggs during sun has very warm blood, even though at night its blood is cool. Fish are further grouped according complete all letters of the alphabet. ey may to their skeleton. Sharks, rays and incubation. ➔ Fig 2.44 Class Reptilia: (a) King brown snake. skates have a skeleton made entirely also like to research some of the more interesting (b) Bearded dragon. (c) Gecko. of cartilage, while all other fish have species. Students could undertake research to nd bony skeletons. ➔ a ➔ b out to which groups of reptiles this phenomenon Jelly sh organiser for vertebrates applies. Does warmer mean female or male? How does an egg’s position in a nest a ect temperature? is could be done as a whole class activity or Why might global warming cause extinctions for students could rotate around the classroom to reptiles that are a ected? di erent vertebrate groups. Class Amphibia and Class ➔ Fig 2.46 Class Pisces: (a) Tuna. (b) Weedy seadragon. ➔ c ➔ d Pisces ➔ a ➔ b ➔ c (c) Reef shark. (d) Manta ray.
Critical and creative thinking practivity 2.5 Class Amphibia Amphibians and sh are mostly external Who are the vertebrates? Like reptiles, amphibians are ectotherms; however, their skin is usually soft fertilisers. e female will lay eggs directly into and slimy to touch. They lay their eggs, without shells, in water. For the first Vertebrate alphabet graffiti Jellyfish organiser for 2 on a full page, draw five ‘jellyfish’ vertebrates connected to the main group part of their life they have gills and live in the water. As they get older, lungs note: alternatively, this task could be the water, o en near a protective structure like (vertebrates), as shown in figure develop and they become able to live on the land. The only remaining group completed as a webpage, with images a jellyfish graphic organiser is a good 2.47. a log, crevice or among seaweeds. e male will of amphibians in Australia is frogs. In other parts of the world, caecilians and links to further information about way to show how subgroups make then spray large amounts of sperm over the eggs to and salamanders may be found. each animal. up a whole. it can also be used to list 3 label each jellyfish with the class specific examples at the same time. names (fish, reptiles, amphibians, fertilise them. 1 divide the class into five groups, mammals and birds). each of which will be allocated one 1 individually, go around to each of 4 write a description of the Students could consider the following class of vertebrate. the five sheets of vertebrates and characteristics of each class in the questions: 2 label an a3 sheet of paper with the select six animals from each class. appropriate body of each jellyfish. name of your class of vertebrate. 5 place the six animals you selected • Why would large numbers of eggs be more 3 write the letters of the alphabet ➔ Fig 2.47 A jellyfish organiser for vertebrates. along six tentacles on each jellyfish. common than smaller numbers? (increased down the left-hand side of the page. likelihood of some surviving) 4 for each letter, write the name of Vertebrates • Why might external fertilisation be easier than an animal that fits this category. mating? (less energy required for courtship; 5 when finished, you will have the names of up to 26 different Birds Mammals Fish Reptiles Amphibians saves time waiting for a mate) vertebrates. some categories will Eagle Sparrow Magpie Example Example Example Example be harder to fill than others. • What dangers would the eggs face in the 6 put up the finished sheets around environment? (predation and drying out or the room. ➔ a ➔ b being washed away). ➔ Fig 2.45 Class Amphibia: (a) Growling grass frog. (b) Chinese giant salamander. Students could research examples of external fertilisation and describe the successes and failures 72 chapter 2 • sorting oUt biodiversity Unit 2.3 • where do i fit in? 73 of the strategy. Protection of the eggs during incubation and parenting a er hatching could be investigated as strategies to increase the success. SAMPLE OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 74 2.3 WHERE DO I FIT IN? 75
Answers Identifying invertebrates What do you know about classes of Literacy identifying invertebrates vertebrate? What do you know about classes of vertebrate? In the same way that vertebrates were classifi ed, Have students use the tabular key in Figure 2.49 1 a Seals give birth to live young, o en on land. invertebrates are also grouped by their characteristics. to systematically identify the organisms in each 1 seals have fi ns like fi sh and live on the land and in the 3 a fl ying fox can glide through the air like a bird but is Characteristics used to classify invertebrates include the b Seals belong to the Mammalia class of water like amphibians. covered in fur. to which class does it belong? why? presence of a shell or hard cover, tentacles or spiny skin. image from Figure 2.48. vertebrates. a find out how a seal’s young are born. 4 what are the main characteristics of mammals? Organisms with similar features are placed in the same Students could list the characteristics used in b given that the seal has long whiskers, to which group. The dichotomous tabular key in Figure 2.49 can 2 Dolphins belong in the class Mammalia as they 5 a describe how a baby echidna is born and develops class of vertebrate do seals belong? before it comes out of the mother’s pouch. be used to place an organism in a particular phylum. the tabular key to identify each organism, and give birth to live young and feed their young 2 a dolphin lives in the ocean and has fi ns. to which class b draw a puggle. does it belong? explain. comment on the reasoning behind including with their own milk. ➔ Fig 2.49 Tabular key for identifying invertebrates. certain characteristics over others. 3 Flying foxes, although similar in structure to Body spongy, with many holes Poriferan 1 birds, belong to the class Mammalia as they give Invertebrates Body not spongy Go to 2 birth to live young and feed their young with Soft body, no shell Go to 3 There are many more invertebrates on the Earth than 2 their own milk. vertebrates: 96% of all animals are invertebrates. Outside shell or hard cover Go to 6 Invertebrates have either an external skeleton 4 e main characteristics of mammals are: Many tentacles or arms Go to 4 (exoskeleton) or no skeleton at all. The giant squid 3 Long body without tentacles Go to 5 • ey give birth to live young (see Fig. 2.37 on page 68), huge as it is, has no backbone. As well as enormous animals like this, Tentacles around the mouth of a sac-like body Cnidarian • ey feed their young with their own milk. thousands of tiny insects and other creatures belong 4 5 a e echidna egg is laid into a backward to the invertebrates group. Arms with suction discs Mollusc Invertebrates are classifi ed into six main groups or Mollusc opening pouch and ten days later it hatches Soft body, large foot phyla (see Fig 2.48). 5 Nematode, platyhelminth Worm-like or leaf-like into the pouch. Hatchings are about 1.5 cm Poriferans Cnidarians or annelid ➔ Fig 2.48 Some commonly found invertebrate phyla. and are known as Puggles. A er hatching • Spongy body with holes • Soft, hollow body Proper shell or smooth, hard covering Go to 7 6 • Found in water, attached • Live in water Spiny skin with rough covering Echinoderm they attach themselves to the mother’s to rocks • Tentacles
areolae (monotremes lack nipples) to feed Examples: coral, Limbs in pairs Arthropod Examples: breadcrumb 7 on the milk. Juveniles are evicted from the sponge, glass sponges sea jelly, anemone Shell, no segments, large foot Mollusc pouch at about 3 months old, however, they will o en be le in the nest while the Molluscs Nematodes, platyhelminthes and annelids mother is foraging from when the juvenile • Soft body • Soft, long body • Usually have a • Can be segmented, fl at starts to develop spines. Weaning occurs at protective shell or round about 6 months of age and they leave the Examples: snail, Examples: leech, tapeworm, octopus, oyster, slug fl atworm burrow at about this time. e mother and young don’t have contact a er this. Echinoderms b Students’ own drawings. e puggles should • Rough, spiny skin Arthropods be small, spineless and blind. • Arms radiate from • Segmented bodies centre of body • Paired and jointed legs • Found in sea Invertebrates • Exoskeleton Examples: sea urchin, Examples: insect, spider, sea cucumber, brittle Critical and creative thinking centipede, scorpion star
e invertebrate group is varied and numerous. 74 chapter 2 • sorting oUt biodiversity Unit 2.3 • where do i fit in? 75 Several examples of each of the main phyla have been given in Figure 2.48. Students could present these examples in large posters, presentations or web pages, highlighting the characteristics unique to each group and adding further examples. SAMPLE OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 76 2.3 WHERE DO I FIT IN? 77
PRACTIVITY 2.6 What do you know about the changing face of science? Identifying invertebrates practivity 2.6 The changing face of science 1 a e names of the original three kingdoms Students may nd the tabular key on page 75 ➔ a Scientists are still testing and modifying the Linnaean Identifying invertebrates ➔ b were: Plants, Animals and Minerals. inadequate for identifying the organisms they classifi cation system after 250 years. The development of microscopes led to the discovery of single-celled b e change to ve kingdoms was necessary what you need: magnifying glass or stereomicroscope, discover in their local environment. ey should organisms (bacteria). This led to the number of petri dishes, jars with lids, tweezers, vinyl or latex because there were scienti c advances and be encouraged to suggest whether it is possible gloves, newspaper kingdoms increasing from three (plants, animals and minerals) to the current fi ve (Plantae, Animalia, Fungi, more information and greater detail could to provide an adequate key for invertebrates note: alternatively, your teacher may provide prepared Protista and Monera). In the 1970s, a group of organisms now be observed. (Students are likely to have given the enormous number that are involved. samples for you to look at. complete this classifi cation previously thought to be bacteria was discovered to exercise for each prepared sample. be something else: single-celled organisms that could di erent answers based on whether they Obviously, such keys do exist, but the level of live in extreme conditions, such as very salty or hot actually agree with the changes or not.) detail they include would not be appropriate for • do not touch any animal that might bite or sting. ➔ c waters. This led to the suggestion that a sixth kingdom, ➔ d check with your teacher if you are unsure. Archaea, was needed. Scientists are currently testing 2 e understanding of genetics changed the Year 7 students. • Use tweezers to pick up animals. this idea and comparing it to a whole new system that ➔ a classi cation system, as species that were e invertebrates included on page 76 can be • place any animal immediately in a jar and put on comes before kingdoms. ➔ b originally considered to be related because they the lid. The ‘three domain system’ was fi rst suggested in 1990. ➔ Fig 2.50 (a) Biologists collecting Archaea identi ed as follows: samples in the hot springs of the Obsidian This system suggests one super domain, Eukaryota, for Pool in the Yellowstone National Park, United looked similar are actually quite di erent based a Worm 1 visit a local natural environment (e.g. a garden, the plants, animals, protists and fungi. The single-celled States. (b) A magnifi ed view of a clump of Archaean organisms. on the genetic material each one contains. beach, park or pond) and observe invertebrate organisms in Kingdom Monera would then be split into b Arthropod specimens. two domains according to their genetic material. ➔ e 3 A holotype specimen is an example of an c Arthropod 2 wearing gloves, use tweezers to collect up to ten The comparison of genetic material may cause even Museums currently hold most ‘holotype’ specimens, the invertebrate specimens in separate jars. organism that was used when the description greater changes to the classifi cation system in the future. organism(s) used when the description for classifi cation d Echinoderm was decided. This specimen is chosen because it represents 3 Use the tabular key in figure 2.49 to classify the ➔ f Species that were previously thought to be related for classi cation was decided. ese are housed e Arthropod invertebrates into their particular phylum. because they looked similar are now found to have the majority of organisms of the same type. Museums are in museums. 4 Use a magnifying glass or stereomicroscope to help likely to continue to do this, but most will need to put their f Poriferan very different genetic material. That is the very nature you sketch each animal. put in the common name of science—to change and develop as new evidence data online into the future. 4 Scientists choose a single organism to g Annelid for the animal (if you can) and write its classifi cation becomes available. This is why scientists collaborate represent the species instead of trying to nd a group under the drawing. and share ideas, to make sure we have the h Arthropod. 5 return the invertebrates to their natural environment best possible explanation for every scientifi c What do you know about the description that ts every single individual in after you have fi nished. discovery. ➔ g changing face of science? the species, as there is variation within a species. Answers The Internet allows more Similar to how every human or dog looks • Use the tabular key in figure 2.49 to identify sophisticated ways of 1 a ‘three kingdom’ system became fi ve and then the phylum of each of the invertebrates shown. organising, storing and di erent even though they are still part of the What do you know about six kingdoms. communicating scientifi c a what are the names of these kingdoms? same species. invertebrates? information. Massive online b do you agree with the changes? explain. databases are possible, 5 A paper system for classi cation can be very 1 About 96% of animals are invertebrates. ➔ h complete with photographs 2 how has an understanding of genetics changed classifi cation? large and hard to sort through. Today, the and even video of organisms. 2 An exoskeleton is an external skeleton. Links to related information 3 what is a holotype specimen? Internet and online databases allow more Examples of organisms with an exoskeleton What do you know about invertebrates? can also be included and many 4 why do you think scientists might choose a sophisticated ways to store, organise and scientists are using the Internet to single organism to represent its species, instead include: crabs, beetles, cockroaches, confi rm their identifi cations. of trying to fi nd a description that fi ts every communicate this information. grasshoppers etc 1 what percentage of animals are vertebrates? 4 eighty per cent of animals on the earth are arthropods. single organism in the species? 2 what is an exoskeleton? give an example of three a which characteristic does their name refer to? 5 what problems would a paper system for 3 Beetles belong to the phylum Arthropoda as organisms with an exoskeleton. (hint: ‘arthritis’ and ‘podiatrist’) classifi cation encounter? how is this being b draw three different arthropods and label the addressed today? they have segmented bodies and jointed legs. 3 beetles have segmented bodies and jointed legs. ➔ Fig 2.51 Holotype specimens such as features that make them part of this phylum. to which phylum do they belong? this one are held in museums. 4 a e term arthropod means ‘jointed feet’, 5 in practivity 2.6, which phylum of invertebrates did you which refers to the segmented bodies and fi nd in the greatest quantity? can you explain why? jointed legs these organisms have. 76 chapter 2 • sorting oUt biodiversity Unit 2.3 • where do i fit in? 77 b Answers will vary depending on arthropods drawn. 5 Answers will vary based on Practivity 2.6 results.
obook ID02.18 Video link: Mythbusters test daddy long legs myth SAMPLE Mythbusters video that tests the myth that daddy long legs have the deadliest venom of all spiders. Suitable for student curiosity, how to prove/disprove theories. OXFORD BIG IDEAS SCIENCE 7: AUSTRALIAN CURRICULUM 2 SORTING OUT BIODIVERSITY 78 2.3 WHERE DO I FIT IN? 79
BIG IDEAS c New techniques such as genetic testing allow scientists to gain a greater understanding of 2.3 Where do I t in? <> Diversity >>ZooMing oUt<< the species.
Remember and understand Research ZOOMING OUT
1 Vertebrates have an endoskeleton. Invertebrates 2.3 Where do I fit in? choose one of the following topics to A trip to the Kimberley research fascinating Research present a report in a format of your you have just returned from a trip organisms have an exoskeleton or no skeleton. own choice. some ideas have been Research tasks are an e ective way of assessing to a remote mountain area of the choose a fascinating organism included to get you started. your 2 e ve main classes of vertebrates are: Kimberley, in western australia. to research from each kingdom. report must include a key of some learning and other capabilities, and can be used while there, you took your portable as you do your research, create a Mammals, Reptilia, Amphibia, Aves (birds), remember and understand Analyse and evaluate description (you have seen many in microscope and examined water table using the following headings e ectively as an assessment task in lieu of or 1 what is the difference between vertebrates 11 figure 2.49 on page 75 shows a dichotomous this chapter). Pisces ( sh). from a previously unknown lake. to for each organism: ‘habitat’, ‘diet’, and invertebrates? write a definition for each. key in tabular form for invertebrates. construct alongside other methods of assessment. e three A newspaper article your surprise you found some new ‘classification’ and ‘special features’. 3 Carolus Linnaeus invented the naming system 2 list the five main classes of vertebrate and a branched dichotomous key for invertebrates. creatures in the water that looked a topics presented give students a choice based on write a newspaper article about how choose one of the graphic organisers give an example of each. 12 Use a venn diagram to show the similarities bit like bacteria. they are single-celled that is still used today to name living things. life on the earth is organised. it needs used in this chapter to display the their interests, and some control over their learning. 3 who developed the naming system used by and differences between birds, reptiles and and are either square or oval; some to be about two pages long (no more information about each one. 4 e six phyla of invertebrates are: Poriferan scientists today? amphibians. are hairy (have hairs either on the Students could complete the research a er planning than 500 words) and you should 13 why is it important that scientists keep end of the cell or along the edge (e.g. sea sponges), Cnidaran (e.g. jelly sh, coral, 4 list at least six phyla of invertebrates and give explain how living things are classified the project, or be allowed to complete the research if reviewing and evaluating the systems they use of the whole cell). an example of each. for an audience that is not familiar anemone), Mollusc (e.g. snails, shell-covered for classifying and naming living organisms, their planning is su cient. 5 living things are classified into ______k , with science. Make a list of the living 1 draw six different versions of and modifying them if necessary? what Review aquatic animals, octopuses), Nematodes/ p______, ______, ______, things whose photographs you would these organisms. problems might arise if scientists were not ______, ______, ______. like to use to illustrate the article. try 2 create a dichotomous key for Re ect annelids (worms) (e.g. leech, tapeworm, able to modify the systems that were originally Key words to find their scientific names as well as these six new organisms so 6 what is the difference between an endoskeleton developed? atworm), Echinoderm (e.g. sea star, sea urchin, and an exoskeleton? their common names. your newspaper that you can describe them to amoeba invertebrate Questions in this section will vary, as it is an article must contain a key of some autotroph key 7 what does a placental mammal look like Critical and creative thinking other scientists. individual re ection, however some suggested sea cucumber), Arthropod (e.g. spiders, insects). description. bacteria kingdom when it is born? how does this differ from 3 name each of the groups at 14 Using a digital camera, take photographs of binomial name linnaean answers follow for certain questions. 5 Living things are classi ed into: Kingdom, monotremes and marsupials? the bottom of your key (you animals around your house—from very big to biodiversity taxonomy might like to name some of Phylum, Class, Order, Family, Genus/Group and 8 why do scientists need to classify very small. Make a multimedia presentation botanist living 2 Dichotomous keys in other subjects might help living things? of your animals. Use a separate slide for each them after yourself). Species. branched key microbiologist separate ideas and help identify concepts. animal. on each slide include: 4 assuming they are a type of cell multicellular Apply 6 e di erence between and an endoskeleton • the photograph bacteria, to which kingdom will cell wall mycologist 7 It is important to organise life on earth to help 9 the vertebrates have five classes: Mammalia, they belong? classification non-living and exoskeleton: Endo – meaning internal – • the common name and scientific name make sense of all organisms. It can assist in reptilia, amphibia, aves and pisces. what are (if you can find it) dead nucleus the more common names for these classes? dichotomous key organism skeleton inside body; Exo – meaning external – • the phylum and class identifying current species and whether a new 10 fill in the table shown. dna plankton skeleton outside body. • three or more interesting facts about ectotherm species species is discovered. It also enables scientists the animal. 7 A placental mammal looks like a smaller version Animal Vertebrate/invertebrate Class endoskeleton taxonomist to understand the complex relationships and endotherm taxonomy Octopus of the adult when it is born. Monotremes and exoskeleton unicellular requirements of a species. Spider Reflect marsupials are furless, blind and approximately <
9 More common names for vertebrate classes: 10 Vertebrate/ Vertebrate/ 13 It is critical for scientists to keep reviewing, Critical and creative thinking Animal Class Animal Class Mammalia—Mammals; Reptilia—Reptiles; invertebrate invertebrate evaluating and modifying the systems they use 14 Students’ own responses. Amphibia—Amphibians; Aves—Birds; Pisces— Octopus Invertebrate Mollusc Elephant Vertebrate Mammalia for classifying and naming living organisms <
CONNECTING IDEAS 10 Mammals found in Australia’s arid environments:
How is life on Earth organised? Placental/ <
desert, where the weather is extreme. It is o en active it lays in the sun, but when it is too Spinifex Placental Notomys alexis dry and hot, rainfall is di cult to predict and hot outside it hides in a burrow until the hopping mouse How is life on Earth organised? heat has passed. the seasons are varied. ey lived a nomadic 2 One fascinating thing that the thorny Mulgara Marsupial Dasycercus lifestyle, travelling in small family groups and devil can do is drink water with its feet! It cristicauda places its feet in a puddle and water moves Bilby Marsupial Macrotis lagotis surviving by hunting wildlife and gathering up by capillary action along grooves in its food from the land. skin to the corner of its mouth. White-striped Placental Talarida australis Mammals are rarely seen during the day mastiff bat a Foods (animals)—honey ants, witchetty in Uluru–Kata Tjuta National Park. Most grubs, sand goanna, kangaroo, bird and are nocturnal and come out in the evening, Wongai ningaui Marsupial Ningaui ridei avoiding the heat of the daytime desert. lizard eggs The most abundant groups of mammals are Kultarr Marsupial Antechinomys laniger b Foods (plants)—nectar from a honey the placentals (see Fig. 2.42 on page 70) and ➔ Fig 2.53 Puti habitat. the marsupials. grevillea tree, bush onion, native pigweed, Short-beaked Monotreme Tachyglossus Marsupials, such as the bilby, give birth echidna aculeatus desert raisin, bush plum, native g. to underdeveloped young but protect them by having 7 one of the classes of vertebrate is amphibia. what 2 e early explorers le this environment a pouch where further development can occur. The characteristic of amphibians would make it diffi cult for Western pigmy Marsupial Cercatetus pouch is similar to that of a kangaroo; however, it is them to live in arid environments? what other animal possum concinnus because they were confronted by a harsh a backward-opening pouch. When the young are fully classes would struggle to survive in arid environments? landscape and couldn’t survive as they struggled developed they can leave the pouch and survive the 8 why do you think the bilby’s pouch is rear-facing? Fat-tailed Marsupial Sminthopsis harsh climate. 9 discuss why monotremes would fi nd it diffi cult to breed dunnard crassicaudata to nd food in the area. is is because they in arid environments. o 1 follow the link on the obook to fi nd out about the didn’t know where to look or what plants were o 10 follow the link on the obook to investigate which kind of environment that the anangu lived in and By the end of Year 7, students: mammals can be found in australia’s arid environments. foods they ate to survive. list at least fi ve animals suitable as food, nor did they know how to hunt classify each of these mammals as placentals, and fi ve plants that they ate. Chapter 2 the native animals e ectively. monotremes or marsupials. list any specifi c latin double 2 the early explorers left this environment because they ➔ Fig 2.52 Puli habitat. names given for each animal (genus and species). 3 Answers will vary, some suggestions follow: couldn’t survive. why did they struggle to fi nd food here? ey predict the e ect of environmental 3 in a group of four, use a large sheet of Have you ever visited Uluru or Kata Tjuta (the Olgas)? family groups and surviving by hunting wildlife and changes on feeding relationships and classify a Living—Plants (students may be more paper to create two collages on the one speci c), kangaroos, koalas, spiders, This area is part of Australia’s arid zone, a region gathering food from the land. sheet, one showing living things and one and organise diverse organisms based on that receives less than 250 millimetres of rainfall per The Anangu knew where to fi nd food to survive and, showing non-living things you would expect observable di erences. goannas, birds, lizards, snakes, insects year. Australia is the second driest continent in the more importantly, which areas were the best for hunting to fi nd in Uluru–Kata tjuta national park. (students may be more speci c) world. Despite the harsh climate, this area is home to and gathering. The Anangu classifi ed their environment one pair creates the ‘living’ collage and the ey communicate their ideas, methods hundreds of different organisms. to help them locate the precious food. They used these other pair creates the ‘non-living’ collage. and ndings using scienti c language and b Non-living—rocks, water, wind, soil. When early European explorers fi rst visited this names: 4 why do you think the anangu devised 4 e Anangu recognise habitats in their own way region in the 1870s they were confronted with a harsh Puli—rocky areas, gorges, stony slopes. Animals a system of classifi cation for the natural appropriate representations. landscape. Their initial aim was to fi nd a route for the come to this area to fi nd shelter and water. habitats around them? because they have a unique understanding of overland telegraph line from Adelaide to the Top End Puti—open woodland. After the rains this area has 5 find out what ‘capillary action’ (in relation ey plan fair experimental methods, the relationships between the land, plants and and to set up pastures for sheep and cattle grazing. an abundance of grass, which the kangaroos eat. Honey to water) means. identifying variables to be changed and They soon decided that the region was unsuitable, ants build their nests in this area. animals. ey also know when and where to o 6 follow the link on the obook to investigate measured. and left. Pila—spinifex plains, low areas between dunes. the mammals, reptiles, birds and nd particular foods. However, the traditional owners of the land, This is the best place to gather seeds to eat. invertebrates found in the Uluru–Kata tjuta ey select equipment that improves 5 Capillary action in relation to water is the ability a group of Anangu Aboriginal people, had lived on Reptiles are particularly suited to this environment. national park. Make a list of fi ve for each this land for thousands of years and understood it The thorny devil, like all reptiles, uses the environment category. classify each one into its correct fairness and accuracy and describe how they of it to ow against gravity where it will rise in well. They lived a nomadic life, travelling in small to regulate its temperature. When it wants to become group. ➔ Fig 2.54 Pila habitat. considered safety. a narrow space such as a thin tube. Students draw on evidence to support their 6 Animals found in the Uluru-Kata Tjuta Chapter 2 • sorting out biodiversity Chapter 2 • sorting out biodiversity 81 80 conclusions. National Park: ey summarise data from di erent sources, Mammals Reptiles Birds Invertebrates 7 Characteristics of amphibians which would 8 e bilby’s pouch is rear facing as they have to • Echidnas are diurnal and would be out describe trends and refer to the quality of their dig for food and shelter and don’t want their during the hottest part of the day Spinifex hopping mouse Thorny devil Crimson Chat Ant make it di cult for them to live in an arid data when suggesting improvements to their environment: pouch full of soil. • Echidna mothers will leave their young for methods. Rufous hare wallaby Nocturnal desert skink Galah B l o w y • Start life in water, skin slimy and moist to 9 Monotremes would nd it hard to breed in arid days at a time (a er they’ve le the pouch Bush-tailed possum Woma python Painted retail Katydid touch, lay eggs in water. environments because: due to spines) while they’re foraging for Dingo Perentie lizard Wedge-tail eagle Other animal classes that would have di culty • eir young don’t spend as long in the food, so if they can’t dig a proper burrow obook Red Kangaroo Mulga snake Crested pigeon living in this environment would be: pouch and thus aren’t protected from the due to hard ground, that would also leave ID02.22 Weblink: Anangu environment • PiscesSAMPLE as they require large bodies of water harsh environment for as long as marsupial the young open to predation ID02.23 Weblink: Mammals, reptiles, birds and invertebrates of Uluru–Kata Tjuta NP for their entire lifespan young. Being fully developed before entering • e platypus requires large bodies of water ID02.24 Weblink: Mammals of Australia’s • Monotremes would nd it hard to breed in the harsh environment enables marsupials for its entire lifespan including creek or river arid environment arid environments. a better chance for survival. Monotremes banks for burrows. wouldn’t have this advantage