{"id":52,"date":"2021-12-22T20:04:23","date_gmt":"2021-12-22T20:04:23","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/methods\/chapter\/fall-2021-science-methods-i-build\/"},"modified":"2023-05-06T12:16:49","modified_gmt":"2023-05-06T12:16:49","slug":"fall-2021-science-methods-i-build","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/methods\/chapter\/fall-2021-science-methods-i-build\/","title":{"raw":"Living Things","rendered":"Living Things"},"content":{"raw":"<div class=\"textbox__content\">\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\"><strong>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Living Things Big Ideas and Big Questions\u00a0<\/strong><\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Big Ideas<\/strong>- these are your <strong>Enduring <em>Understanding in<\/em> the Undertanding by Design (UbD) unit planning-stage 1<\/strong>\r\n<ul>\r\n \t<li>Living things share several structures.<\/li>\r\n \t<li class=\"import-Normal\">Living things share several functions.<\/li>\r\n \t<li class=\"import-Normal\">There is a great variety in the specific structures and functions that different living things have.<\/li>\r\n \t<li>Plants create their own food using sunlight and water.<\/li>\r\n<\/ul>\r\n<strong>Big Questions = <\/strong>these are your <strong><em>Essential Questions<\/em> in the Undertanding by Design (UbD) unit planning- stage 1<\/strong>\r\n<ul>\r\n \t<li>What are the similarities and differences between organisms?<\/li>\r\n \t<li>How do structures relate to function?<\/li>\r\n \t<li>What makes something living?<\/li>\r\n \t<li>What do all life cycles have in common?<\/li>\r\n \t<li>Where do plants get their food?\u00a0 Their mass?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n<h1><strong>Characteristics of Living Things\u00a0<\/strong><\/h1>\r\nAll living things share a series of characteristics.\u00a0 Each of the characteristics must be in place in order to classify a phenomena as a living thing.\u00a0 Following is a list of the characteristics of living things; we will refer to specific elements on this list and how they are related, throughout the semester.\u00a0 Each characteristic is then addressed in more depth throughout this section.\r\n<ul>\r\n \t<li class=\"import-Normal\">All living things are made of cells<\/li>\r\n \t<li class=\"import-Normal\">All living things are capable of reproduction\r\n<ul>\r\n \t<li class=\"import-Normal\">Asexual<\/li>\r\n \t<li class=\"import-Normal\">Sexual<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"import-Normal\">All living things have genetically encoded material\r\n<ul>\r\n \t<li class=\"import-Normal\">DNA (Deoxyribonucleic Acid)<\/li>\r\n \t<li class=\"import-Normal\">RNA (Ribonucleic Acid)<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"import-Normal\">All living things grow and develop<\/li>\r\n \t<li class=\"import-Normal\">All living things respond to external stimuli<\/li>\r\n \t<li class=\"import-Normal\">All living things evolve\r\n<ul>\r\n \t<li class=\"import-Normal\">Permanent change in genetic makeup of population over time<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"import-Normal\">All living things must maintain homeostasis\r\n<ul>\r\n \t<li class=\"import-Normal\">Relatively stable internal situation<\/li>\r\n \t<li class=\"import-Normal\">Osmoregulation, Thermoregulation, Acidity<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"import-Normal\">All living things require energy\r\n<ul>\r\n \t<li class=\"import-Normal\">Photosynthesis<\/li>\r\n \t<li class=\"import-Normal\">Cellular Respiration<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h1><strong>Structure and Function<\/strong><\/h1>\r\nIn biology, a key concept is that structure determines function. The way something is arranged enables it to do its job within an [pb_glossary id=\"342\"]<strong>organism<\/strong>[\/pb_glossary]. There is great variety within structures and functions though. [pb_glossary id=\"343\"]<strong>Structure<\/strong> [\/pb_glossary]refers to the form, makeup, or arrangement of a particular organism or a particular part of the organism. [pb_glossary id=\"344\"]<strong>Function<\/strong> [\/pb_glossary]refers to the job or responsibility of the organism. Basically structure is the build of an organism and the function is it\u2019s abilities.\u00a0 This concept is developmentally appropriate for very young children as they observe a simple flowering plant.\u00a0 Children can identify the parts of the plant as well as what each part does for the organism (see Figure 1.).\u00a0 As students move up through the grades, the idea of form and function can be extended to internal structures e.g. blood cells, organs, muscles &amp; tissues, etc.\u00a0 In some curricular resources, the concept of structure and function is referenced as form and function.\r\n\r\nFigure 1.\r\n<table style=\"height: 28px;width: 606px\" width=\"172\">\r\n<tbody>\r\n<tr class=\"a-R\" style=\"height: 15px\">\r\n<td class=\"a-C\" style=\"height: 15px;width: 76.8167px\"><strong>Structures<\/strong><\/td>\r\n<td class=\"a-C\" style=\"height: 15px;width: 501.917px\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Functions<\/strong><\/td>\r\n<\/tr>\r\n<tr class=\"a-R\" style=\"height: 123px\">\r\n<td class=\"a-C\" style=\"height: 123px;width: 76.8167px\">Roots\r\n\r\nFlowers\r\n\r\nStem<\/td>\r\n<td class=\"a-C\" style=\"height: 123px;width: 501.917px\">&nbsp;\r\n\r\nAnchors plant &amp; helps take in water\r\n\r\nReproduction\r\n\r\nProvides support for the plant\r\n\r\n&nbsp;<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Teacher Time Out: Structure and Function<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"living-things\"><strong>How does this connect to the NGSS Progression<\/strong><\/div>\r\n<\/div>\r\n<div>DCI: <a href=\"https:\/\/ngss.nsta.org\/DisciplinaryCoreIdeas.aspx?id=14\">LSI.A Structure and Function:<\/a> Begin by introducing students to organisms and their external parts. Exam how different plants and animals use these parts to do things such as protect themselves, move from place to place, and find food\/water. As students progress to third and fifth grade, we begin to introduce the internal structures as well and look at the various functions in growth, survival, behavior and reproduction. As we enter middle school students will begin to learn about cells and the structures and functions within those them.<\/div>\r\n<div class=\"textbox__content\">\r\n<div class=\"living-things\">\r\n<table class=\" aligncenter\">\r\n<tbody>\r\n<tr class=\"a1-R\">\r\n<td class=\"a1-C\"><\/td>\r\n<td class=\"a1-C\"><strong>K-2<\/strong><\/td>\r\n<td class=\"a1-C\"><strong>3-5<\/strong><\/td>\r\n<td class=\"a1-C\"><strong>6-8<\/strong><\/td>\r\n<\/tr>\r\n<tr class=\"a1-R\">\r\n<td class=\"a1-C\"><strong>LS1.A: <\/strong><strong>Structure and Function<\/strong><\/td>\r\n<td class=\"a1-C\">All organisms have external parts that they use to perform daily functions.<\/td>\r\n<td class=\"a1-C\">Organisms have both internal and external macroscopic structures that allow for growth, survival, behavior, and reproduction.<\/td>\r\n<td class=\"a1-C\">All living things are made up of cells. In organisms, cells work together to form tissues and organs that are specialized for particular body functions.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Implementation into the Classroom:\u00a0<\/strong>\r\n\r\n<a href=\"https:\/\/docs.google.com\/document\/d\/1biqGOzmrwtiFj1vR-wS7CojwlLOvpOcqRGF5m15khbI\/edit?usp=sharing\">Living vs. Nonliving<\/a>\r\n\r\nAn initial engagement activity where students explore and argue living vs. nonliving items as they make claims based on evidence.\r\n\r\nIs it Living?\r\n\r\nAugment the previous investigation with a formative assessment probe by Paige Keeley: <a href=\"https:\/\/iowa-my.sharepoint.com\/:b:\/r\/personal\/lklogan_uiowa_edu\/Documents\/Science%20Methods%20I\/Logan%27s%20Planning%20Drafts\/Week%201%20-%20January%2019\/Is%20it%20Living.pdf?csf=1&amp;web=1&amp;e=o1Ey8F\">https:\/\/iowa-my.sharepoint.com\/:b:\/r\/personal\/lklogan_uiowa_edu\/Documents\/Science%20Methods%20I\/Logan%27s%20Planning%20Drafts\/Week%201%20-%20January%2019\/Is%20it%20Living.pdf?csf=1&amp;web=1&amp;e=o1Ey8F<\/a>\r\n\r\nStroop Effect- Have students engage with the <a href=\"https:\/\/www.psytoolkit.org\/experiment-library\/stroop.html\">Stroop Effect<\/a> and design their own investigation. Students should then make claims based on evidence on how the structures that they used to process during their investigation led to their outcome.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<strong>Cell Theory<\/strong>\r\n\r\nThe cell theory states that cells are the basic structural\/organizational unit of ALL living things. Every living organism is made up of cells. The structure of the cell and the parts of the cell relate to the jobs that the cells and the cell parts do. All cells come from pre-existing cells.\r\n<div class=\"textbox shaded\">\r\n\r\n<strong>Cell Theory Song\u00a0<\/strong>\r\n\r\nLearn the <a class=\"rId5\" href=\"https:\/\/www.yout-ube.com\/watch?v=KuJqqiATlqw\">cell theory song.<\/a>\r\n\r\n<\/div>\r\n<strong>Jobs of Cells<\/strong>\r\n<ul>\r\n \t<li class=\"import-Normal\">Create proteins<\/li>\r\n \t<li class=\"import-Normal\">Build nutrients and chemicals<\/li>\r\n \t<li class=\"import-Normal\">Breakdown nutrients and chemicals<\/li>\r\n \t<li class=\"import-Normal\">Protection<\/li>\r\n \t<li class=\"import-Normal\">Transport substances in and out<\/li>\r\n<\/ul>\r\n<h2 class=\"import-Normal\"><strong>Cell Types<\/strong><\/h2>\r\nThere are two main types of cells, Prokaryotic and Eukaryotic (figure 15). [pb_glossary id=\"345\"]<strong>Prokaryotic<\/strong> [\/pb_glossary]cells are found in single celled organisms with no nucleus and no membrane bound organelles but contain genetic material called DNA. A [pb_glossary id=\"346\"]<strong>eukaryotic<\/strong> [\/pb_glossary]cell contains a nucleus and membrane bound organelles.\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Eukaryotic Organisms (with eukaryotic cells)<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li class=\"import-Normal\">Animals<\/li>\r\n \t<li class=\"import-Normal\">Plants<\/li>\r\n \t<li class=\"import-Normal\">Fungi<\/li>\r\n \t<li class=\"import-Normal\">Protists<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Prokaryotic Organisms (with Prokaryotic cells)<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li class=\"import-Normal\">Bacteria<\/li>\r\n \t<li class=\"import-Normal\">Archaea<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<img class=\"aligncenter\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2021\/10\/image1-2.png\" alt=\"image\" width=\"821\" height=\"441\" \/>\r\n\r\nFigure 15: Prokaryotic and Eukaryotic Cells\r\n\r\n(Shields, 2021)\r\n<h2 class=\"import-Normal\"><strong>DNA\/RNA<\/strong><\/h2>\r\nAll living things have genetic material called DNA and RNA. [pb_glossary id=\"347\"]<strong>Deoxyribonucleic acid (DNA)<\/strong>[\/pb_glossary] is a complex molecule that contains all hereditary information to carry from generation to generation. ALL living organisms have DNA within their cells. [pb_glossary id=\"348\"]<strong>RNA<\/strong>, or <strong>ribonucleic acid<\/strong>[\/pb_glossary] is a molecule essential in various biological roles. RNA helps the regulation and expression of genes. Both have similar structures among all living organisms. This topic will be discussed further in the Genetics Section.\r\n<p class=\"import-Normal\"><img class=\"aligncenter\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/image2-1.png\" alt=\"image\" width=\"668\" height=\"669\" \/><\/p>\r\n(Mackenzie, 2020)\r\n<h2 class=\"import-Normal\"><strong>Growth and Development<\/strong><\/h2>\r\nAll living things grow and develop.\u00a0 This process is commonly reference in stages with a life cycle.\u00a0 Depending on the organism, in general the initial stage is birth e.g. mammals or hatching e.g. insets, fish, reptiles, birds, amphibians.\u00a0 In all living things, cellular growth is happening within the organism. Cell growth refers to the increase in the total mass of a cell. Cellular development refers to cell division and gaining final cell type identity. In biology, growth and development are the result of a process called mitosis. [pb_glossary id=\"351\"]<strong>Mitosis<\/strong> [\/pb_glossary]is a process in which one cell divides into two genetically identical daughter cells. This process is essential to life as it provides new cells and replaces old and dying cells.\r\n<div class=\"textbox shaded\">\r\n\r\n<strong>Mitosis<\/strong>\r\n\r\nLearn more about<a class=\"rId8\" href=\"https:\/\/youtu.be\/f-ldPgEfAHI\"> Mitosis <\/a>through the video.\r\n\r\n<\/div>\r\n<h1>Metamorphosis<\/h1>\r\nInsects provide a unique opportunity for studying life cycles with elementary children.\u00a0 Metamorphosis can either be complete or incomplete.\u00a0 Complete metamorphosis includes the stages of development: egg, larva, pupa, and adult.\u00a0 Here the organism goes through a series of complex changes and typically does not look like the adult until the latter stages of development. Incomplete metamorphosis includes the stages of development: egg, nymph, and adult.\u00a0 Here the nymph hatches directly from the egg and resembles the adult as it begins to grow and develop, despite not having wings or reproductive organs.\u00a0 Examples of insects which undergo incomplete metamorphosis include grasshoppers, crickets, praying mantis, dragonflies, and earwigs.\r\n\r\nTwo insects, which undergo complete metamorphosis, lend themselves nicely to inquiry investigations in elementary science: *mealworms and monarch butterflies.\u00a0 Here students can not only observe the organism at each stage, but also experience the transition between life cycle stages, often in real-time.\u00a0\u00a0 Additionally, students can generate questions for investigation regarding food, habitat, prey\/predator relationships, and adaptations.\u00a0 The study of monarch butterflies provides opportunities for citizen science e.g. rearing and tagging and an in-depth look at the concept of migration.\u00a0 Additional information about monarch butterflies and elementary classroom applications can be found at the following websites:\r\n\r\n<a href=\"https:\/\/monarchwatch.org\/\">https:\/\/monarchwatch.org\/<\/a>\r\n\r\n<a href=\"https:\/\/monarchjointventure.org\/\">https:\/\/monarchjointventure.org\/<\/a>\r\n\r\n<a href=\"https:\/\/journeynorth.org\/\">https:\/\/journeynorth.org\/<\/a>\r\n\r\n*Mealworm eggs are too small to been seen with the naked eye.\r\n<h2 class=\"import-Normal\"><strong>Reproduction<\/strong><\/h2>\r\nAll living organisms are capable of reproduction either sexually or asexually. Asexual reproduction allows for an organism to reproduce without another member of its species. This means that an asexual organism can reproduce on its own. The other method of reproduction is sexually. This requires genetic material from two different members of the species. Organisms who reproduce sexually MUST find a mate to fertilize the egg. There are many advantages and disadvantages to both methods.\r\n<table>\r\n<tbody>\r\n<tr class=\"a1-R\">\r\n<td class=\"a1-C\">\r\n<p class=\"import-Normal\"><strong>Method<\/strong><\/p>\r\n<\/td>\r\n<td class=\"a1-C\">\r\n<p class=\"import-Normal\"><strong>Advantage<\/strong><\/p>\r\n<\/td>\r\n<td class=\"a1-C\">\r\n<p class=\"import-Normal\"><strong>Disadvantage<\/strong><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"a1-R\">\r\n<td class=\"a1-C\">\r\n<p class=\"import-Normal\">Asexually<\/p>\r\n<\/td>\r\n<td class=\"a1-C\">\r\n<ul>\r\n \t<li class=\"import-Normal\">Population can increase rapidly when conditions are favorable<\/li>\r\n \t<li class=\"import-Normal\">Only one parent needed<\/li>\r\n \t<li class=\"import-Normal\">Time and energy efficient<\/li>\r\n \t<li class=\"import-Normal\">Mature rapidly<\/li>\r\n \t<li class=\"import-Normal\">Positive traits are transferred<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\"><\/p>\r\n<\/td>\r\n<td class=\"a1-C\">\r\n<ul>\r\n \t<li class=\"import-Normal\">Competition for food and space<\/li>\r\n \t<li class=\"import-Normal\">Short lifespan<\/li>\r\n \t<li class=\"import-Normal\">Lack of diversity<\/li>\r\n \t<li class=\"import-Normal\">Unable to adapt to changing environment<\/li>\r\n \t<li class=\"import-Normal\">Single change in environment would eliminate the entire species<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"a1-R\">\r\n<td class=\"a1-C\">\r\n<p class=\"import-Normal\">Sexually<\/p>\r\n<\/td>\r\n<td class=\"a1-C\">\r\n<ul>\r\n \t<li class=\"import-Normal\">Genetic variation<\/li>\r\n \t<li class=\"import-Normal\">Able to adapt to new environment<\/li>\r\n \t<li class=\"import-Normal\">Survival<\/li>\r\n \t<li class=\"import-Normal\">Less likely to be affected by disease<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td class=\"a1-C\">\r\n<ul>\r\n \t<li class=\"import-Normal\">Reproduction process is slow<\/li>\r\n \t<li class=\"import-Normal\">A mate must be found<\/li>\r\n \t<li class=\"import-Normal\">Egg must be fertilized<\/li>\r\n \t<li class=\"import-Normal\">Offspring development<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<h2>Plant Reproduction<\/h2>\r\nPlants also provide a wonderful opportunity for students to experience life cycles while applying structure and function principles.\u00a0 Begin by observing a simple seed and identify its parts and each part's job.\u00a0 Observe a planted seed over time and collect data on growth rate and changes observed as he plant develops.\u00a0 Encourage students to generate questions about plants which can be investigated and researched in the elementary science setting.\u00a0 Investigations may include, the effects of various growing conditions, how plants generate their food, where\/how the mass of the plant comes from, etc.\r\n\r\nBeyond plants in general, students at the upper grades levels can begin to focus on specific part of the plants and the structure and function inherent within e.g. the flower of a plant.\u00a0 Many flowers contain the male and female structures for plants to produce seeds which the can be dispersed in a variety of manners.\u00a0 Plants with flowers which contain both male and female reproductive organs are known as [pb_glossary id=\"349\"]<strong>h<\/strong><span class=\"ILfuVd\"><span class=\"hgKElc\"><strong>ermaphroditic<\/strong><\/span><\/span>[\/pb_glossary]<span class=\"ILfuVd\"><span class=\"hgKElc\">, or perfect flowers; examples include lilies, potatoes,\u00a0 apples, tomatoes, and Alstroemeria.\u00a0 <\/span><\/span>\r\n\r\n<span class=\"ILfuVd\"><span class=\"hgKElc\">Some flowers contain only male or female reproductive structures; these are known as [pb_glossary id=\"350\"]<strong><span role=\"tooltip\"><span class=\"povykd\" role=\"button\" data-enable-toggle-animation=\"true\" data-extra-container-classes=\"ZLo7Eb\" data-hover-hide-delay=\"1000\" data-hover-open-delay=\"500\" data-send-open-event=\"true\" data-theme=\"0\" data-width=\"250\" data-ved=\"2ahUKEwiJ-Pf-zdT0AhWXWM0KHeLsAa8QmpgGegQIBBAD\"><span class=\"JPfdse\" data-bubble-link=\"\" data-segment-text=\"dioecious\">dioecious<\/span><\/span><\/span> <\/strong>[\/pb_glossary]plants.\u00a0 Examples include kiwi, willow, pumpkins, bananas, and corn.<\/span><\/span>\r\n\r\nResource:\r\n\r\nInteractive plant structure and function resource for elementary students:\r\n\r\n<a href=\"https:\/\/web.extension.illinois.edu\/gpe\/index.cfm\">https:\/\/web.extension.illinois.edu\/gpe\/index.cfm<\/a>\r\n<h2 class=\"import-Normal\"><strong>Energy<\/strong><\/h2>\r\nAll living things require energy. Most living organisms obtain energy through photosynthesis and cellular respiration and use it through metabolism. The purpose of both processes is to produce chemical energy or ATP. The two processes differ but are actually complementary reactions within the environment. Most producers undertake both photosynthesis (or chemosynthesis)\u00a0 and cellular respiration while consumers undertake ONLY cellular respiration. [pb_glossary id=\"352\"]<strong>Photosynthesis<\/strong> [\/pb_glossary]converts the energy from the sun into chemical energy (ATP) that is then used for food. <strong>[pb_glossary id=\"353\"]Cellular respiration[\/pb_glossary]<\/strong> occurs in the mitochondria of organisms and is the process used to break down glucose (sugar) in the presence of oxygen and release energy in the form of ATP. The relationship between the two is that the waste product of photosynthesis (oxygen) is used in cellular respiration and the waste product in cellular respiration (carbon dioxide) is used in photosynthesis.\r\n<div class=\"textbox shaded\">\r\n\r\n<strong>Photosynthesis and Cellular Respiration<\/strong>\r\n\r\nHere is a further explanation of <a class=\"rId9\" href=\"https:\/\/youtu.be\/rXzN89I4_Yk\">photosynthesis and cellular respiration<\/a>.\r\n\r\nTry this <a href=\"https:\/\/stories.wgbh.org\/illuminating-photosynthesis\/\">photosynthesis interactive<\/a> from PBS. While interacting consider these questions:\r\n<ul>\r\n \t<li>How does photosynthesis relate to me?<\/li>\r\n \t<li>In what ways is energy flowing and matter cycling?<\/li>\r\n \t<li>How might you use the interactive in a future classroom?<\/li>\r\n<\/ul>\r\nTry this <a href=\"https:\/\/www.biologysimulations.com\/cell-energy-sim\">cellular respiration<\/a> interactive from Biology Simulations. While interacting consider these questions:\r\n<ul>\r\n \t<li>How do the number of fish, light, or plants affect the dissolved oxygen?<\/li>\r\n \t<li>What is the relationship between the fish and the plants?<\/li>\r\n \t<li>How is matter being moved throughout the system?<\/li>\r\n \t<li>How might you use this interactive in your future classroom?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2 class=\"import-Normal\"><strong>Response to Environment<\/strong><\/h2>\r\nAll living things respond to external [pb_glossary id=\"355\"]<strong>stimuli<\/strong>[\/pb_glossary]. This means that there is a signal coming from the environment indicating a changed response from the organism. Sometimes the [pb_glossary id=\"354\"]<strong>response<\/strong> [\/pb_glossary]is automatic, such as removing a hand from a hot surface and sometimes it is involuntary, such as sweating to cool off one\u2019s body. Whether it is automatic or involuntary, the organism responds and tries to adapt to the environment. The way the organism responds, varies on the organism itself and the stimulus. The way a plant reacts to physical touch may be different than the way a human reacts. The \"touch me not\" plant closes up when it is touched. Depending on the specific human, they may \u201cclose up\u201d or they may embrace you or high five you back. Examples of external stimuli include: weather, light, smells, sounds, danger, irritants etc.\r\n<div class=\"textbox shaded\">This <a href=\"https:\/\/youtu.be\/dAzJ2rozxo0\">video<\/a> provides information as well as examples on organisms' response to external stimuli. Ideas for student activities are also present.<\/div>\r\n<h2 class=\"import-Normal\"><strong>Homeostasis<\/strong><\/h2>\r\nAll living things must maintain homeostasis. [pb_glossary id=\"356\"]<strong>Homeostasis<\/strong> [\/pb_glossary]is the maintenance of an established internal environment. Basically homeostasis is the optimal condition for organisms to function properly. It is the body\u2019s attempt to maintain a constant state of balance within itself. This includes maintaining body temperature and fluid balance. The body does this while simultaneously obtaining the proper nutrients for the energy to maintain this \u201csame state\u201d.\r\n<h2><strong>How does one maintain homeostasis?<\/strong><\/h2>\r\nOur body is full of sensors that are measuring various things and sending that information to your brain. The information is transferred through negative feedback loops within the organism. The brain takes that information in and works hard to keep everything stable and working properly. This can be seen in many different ways. For example: when a human organism works out, they (most likely) produce sweat. The internal body temperature was rising due to the physical activity so the sensors went through the negative feedback loop and told the brain to cool the body down by sweating.\r\n<h2><strong>What happens if there is a disruption?<\/strong><\/h2>\r\nWhen homeostasis is disrupted and the sensors cannot use the negative feedback loop to tell the brain what is going on, it can be a disaster for the organism, even life threatening. Using the sweat example from before, if one is unable to cool themselves down, they may experience heatstroke. Malfunctions can happen for a variety of reasons including deficiency and toxicity.\r\n<div class=\"textbox shaded\">\r\n\r\n<strong>Homeostasis<\/strong>\r\n\r\nThis is a short video about\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=quQr6X1Q58I\">homeostasis<\/a>.\r\n\r\n<\/div>\r\n&nbsp;\r\n<h2>Concepts for Review - Living Things<\/h2>\r\n<ol>\r\n \t<li>Briefly describe the concept of structure and function. Provide examples from both plants and animals.<\/li>\r\n \t<li>List the characteristics of living things and provide examples.<\/li>\r\n \t<li>Explain how plants create their own food; specify what phenomena are needed to do this as well as how it is done.<\/li>\r\n \t<li>Identify the reproductive organs of a lily flower; specify the role played by each part.<\/li>\r\n \t<li>Explain the difference between photosynthesis and cellular respiration.<\/li>\r\n \t<li>Identify the difference between monocots and dicots. Explain how one can recognize each.<\/li>\r\n \t<li>Provide example of a living organism responding to a stimuli; do this for both a plant and an animal.<\/li>\r\n \t<li>Choose a non-living thing and identify which characteristics of living things are missing, therefore making it non-living.<\/li>\r\n \t<li>Explain homeostasis in your own words; describe why this condition is beneficial to living things.<\/li>\r\n \t<li>Clarify the difference between complete and incomplete metamorphosis.<\/li>\r\n \t<li>What is meant by the term life cycle and how does it relate to living things?<\/li>\r\n \t<li>Why are good observation skills important for elementary children, especially when examining living things?<\/li>\r\n<\/ol>","rendered":"<div class=\"textbox__content\">\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\"><strong>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Living Things Big Ideas and Big Questions\u00a0<\/strong><\/header>\n<div class=\"textbox__content\">\n<p><strong>Big Ideas<\/strong>&#8211; these are your <strong>Enduring <em>Understanding in<\/em> the Undertanding by Design (UbD) unit planning-stage 1<\/strong><\/p>\n<ul>\n<li>Living things share several structures.<\/li>\n<li class=\"import-Normal\">Living things share several functions.<\/li>\n<li class=\"import-Normal\">There is a great variety in the specific structures and functions that different living things have.<\/li>\n<li>Plants create their own food using sunlight and water.<\/li>\n<\/ul>\n<p><strong>Big Questions = <\/strong>these are your <strong><em>Essential Questions<\/em> in the Undertanding by Design (UbD) unit planning- stage 1<\/strong><\/p>\n<ul>\n<li>What are the similarities and differences between organisms?<\/li>\n<li>How do structures relate to function?<\/li>\n<li>What makes something living?<\/li>\n<li>What do all life cycles have in common?<\/li>\n<li>Where do plants get their food?\u00a0 Their mass?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<h1><strong>Characteristics of Living Things\u00a0<\/strong><\/h1>\n<p>All living things share a series of characteristics.\u00a0 Each of the characteristics must be in place in order to classify a phenomena as a living thing.\u00a0 Following is a list of the characteristics of living things; we will refer to specific elements on this list and how they are related, throughout the semester.\u00a0 Each characteristic is then addressed in more depth throughout this section.<\/p>\n<ul>\n<li class=\"import-Normal\">All living things are made of cells<\/li>\n<li class=\"import-Normal\">All living things are capable of reproduction\n<ul>\n<li class=\"import-Normal\">Asexual<\/li>\n<li class=\"import-Normal\">Sexual<\/li>\n<\/ul>\n<\/li>\n<li class=\"import-Normal\">All living things have genetically encoded material\n<ul>\n<li class=\"import-Normal\">DNA (Deoxyribonucleic Acid)<\/li>\n<li class=\"import-Normal\">RNA (Ribonucleic Acid)<\/li>\n<\/ul>\n<\/li>\n<li class=\"import-Normal\">All living things grow and develop<\/li>\n<li class=\"import-Normal\">All living things respond to external stimuli<\/li>\n<li class=\"import-Normal\">All living things evolve\n<ul>\n<li class=\"import-Normal\">Permanent change in genetic makeup of population over time<\/li>\n<\/ul>\n<\/li>\n<li class=\"import-Normal\">All living things must maintain homeostasis\n<ul>\n<li class=\"import-Normal\">Relatively stable internal situation<\/li>\n<li class=\"import-Normal\">Osmoregulation, Thermoregulation, Acidity<\/li>\n<\/ul>\n<\/li>\n<li class=\"import-Normal\">All living things require energy\n<ul>\n<li class=\"import-Normal\">Photosynthesis<\/li>\n<li class=\"import-Normal\">Cellular Respiration<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1><strong>Structure and Function<\/strong><\/h1>\n<p>In biology, a key concept is that structure determines function. The way something is arranged enables it to do its job within an <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_342\"><strong>organism<\/strong><\/a>. There is great variety within structures and functions though. <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_343\"><strong>Structure<\/strong> <\/a>refers to the form, makeup, or arrangement of a particular organism or a particular part of the organism. <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_344\"><strong>Function<\/strong> <\/a>refers to the job or responsibility of the organism. Basically structure is the build of an organism and the function is it\u2019s abilities.\u00a0 This concept is developmentally appropriate for very young children as they observe a simple flowering plant.\u00a0 Children can identify the parts of the plant as well as what each part does for the organism (see Figure 1.).\u00a0 As students move up through the grades, the idea of form and function can be extended to internal structures e.g. blood cells, organs, muscles &amp; tissues, etc.\u00a0 In some curricular resources, the concept of structure and function is referenced as form and function.<\/p>\n<p>Figure 1.<\/p>\n<table style=\"height: 28px;width: 606px; width: 172px;\">\n<tbody>\n<tr class=\"a-R\" style=\"height: 15px\">\n<td class=\"a-C\" style=\"height: 15px;width: 76.8167px\"><strong>Structures<\/strong><\/td>\n<td class=\"a-C\" style=\"height: 15px;width: 501.917px\"><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Functions<\/strong><\/td>\n<\/tr>\n<tr class=\"a-R\" style=\"height: 123px\">\n<td class=\"a-C\" style=\"height: 123px;width: 76.8167px\">Roots<\/p>\n<p>Flowers<\/p>\n<p>Stem<\/td>\n<td class=\"a-C\" style=\"height: 123px;width: 501.917px\">&nbsp;<\/p>\n<p>Anchors plant &amp; helps take in water<\/p>\n<p>Reproduction<\/p>\n<p>Provides support for the plant<\/p>\n<p>&nbsp;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Teacher Time Out: Structure and Function<\/header>\n<div class=\"textbox__content\">\n<div class=\"living-things\"><strong>How does this connect to the NGSS Progression<\/strong><\/div>\n<\/div>\n<div>DCI: <a href=\"https:\/\/ngss.nsta.org\/DisciplinaryCoreIdeas.aspx?id=14\">LSI.A Structure and Function:<\/a> Begin by introducing students to organisms and their external parts. Exam how different plants and animals use these parts to do things such as protect themselves, move from place to place, and find food\/water. As students progress to third and fifth grade, we begin to introduce the internal structures as well and look at the various functions in growth, survival, behavior and reproduction. As we enter middle school students will begin to learn about cells and the structures and functions within those them.<\/div>\n<div class=\"textbox__content\">\n<div class=\"living-things\">\n<table class=\"aligncenter\">\n<tbody>\n<tr class=\"a1-R\">\n<td class=\"a1-C\"><\/td>\n<td class=\"a1-C\"><strong>K-2<\/strong><\/td>\n<td class=\"a1-C\"><strong>3-5<\/strong><\/td>\n<td class=\"a1-C\"><strong>6-8<\/strong><\/td>\n<\/tr>\n<tr class=\"a1-R\">\n<td class=\"a1-C\"><strong>LS1.A: <\/strong><strong>Structure and Function<\/strong><\/td>\n<td class=\"a1-C\">All organisms have external parts that they use to perform daily functions.<\/td>\n<td class=\"a1-C\">Organisms have both internal and external macroscopic structures that allow for growth, survival, behavior, and reproduction.<\/td>\n<td class=\"a1-C\">All living things are made up of cells. In organisms, cells work together to form tissues and organs that are specialized for particular body functions.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Implementation into the Classroom:\u00a0<\/strong><\/p>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1biqGOzmrwtiFj1vR-wS7CojwlLOvpOcqRGF5m15khbI\/edit?usp=sharing\">Living vs. Nonliving<\/a><\/p>\n<p>An initial engagement activity where students explore and argue living vs. nonliving items as they make claims based on evidence.<\/p>\n<p>Is it Living?<\/p>\n<p>Augment the previous investigation with a formative assessment probe by Paige Keeley: <a href=\"https:\/\/iowa-my.sharepoint.com\/:b:\/r\/personal\/lklogan_uiowa_edu\/Documents\/Science%20Methods%20I\/Logan%27s%20Planning%20Drafts\/Week%201%20-%20January%2019\/Is%20it%20Living.pdf?csf=1&amp;web=1&amp;e=o1Ey8F\">https:\/\/iowa-my.sharepoint.com\/:b:\/r\/personal\/lklogan_uiowa_edu\/Documents\/Science%20Methods%20I\/Logan%27s%20Planning%20Drafts\/Week%201%20-%20January%2019\/Is%20it%20Living.pdf?csf=1&amp;web=1&amp;e=o1Ey8F<\/a><\/p>\n<p>Stroop Effect- Have students engage with the <a href=\"https:\/\/www.psytoolkit.org\/experiment-library\/stroop.html\">Stroop Effect<\/a> and design their own investigation. Students should then make claims based on evidence on how the structures that they used to process during their investigation led to their outcome.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p><strong>Cell Theory<\/strong><\/p>\n<p>The cell theory states that cells are the basic structural\/organizational unit of ALL living things. Every living organism is made up of cells. The structure of the cell and the parts of the cell relate to the jobs that the cells and the cell parts do. All cells come from pre-existing cells.<\/p>\n<div class=\"textbox shaded\">\n<p><strong>Cell Theory Song\u00a0<\/strong><\/p>\n<p>Learn the <a class=\"rId5\" href=\"https:\/\/www.yout-ube.com\/watch?v=KuJqqiATlqw\">cell theory song.<\/a><\/p>\n<\/div>\n<p><strong>Jobs of Cells<\/strong><\/p>\n<ul>\n<li class=\"import-Normal\">Create proteins<\/li>\n<li class=\"import-Normal\">Build nutrients and chemicals<\/li>\n<li class=\"import-Normal\">Breakdown nutrients and chemicals<\/li>\n<li class=\"import-Normal\">Protection<\/li>\n<li class=\"import-Normal\">Transport substances in and out<\/li>\n<\/ul>\n<h2 class=\"import-Normal\"><strong>Cell Types<\/strong><\/h2>\n<p>There are two main types of cells, Prokaryotic and Eukaryotic (figure 15). <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_345\"><strong>Prokaryotic<\/strong> <\/a>cells are found in single celled organisms with no nucleus and no membrane bound organelles but contain genetic material called DNA. A <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_346\"><strong>eukaryotic<\/strong> <\/a>cell contains a nucleus and membrane bound organelles.<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Eukaryotic Organisms (with eukaryotic cells)<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li class=\"import-Normal\">Animals<\/li>\n<li class=\"import-Normal\">Plants<\/li>\n<li class=\"import-Normal\">Fungi<\/li>\n<li class=\"import-Normal\">Protists<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Prokaryotic Organisms (with Prokaryotic cells)<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li class=\"import-Normal\">Bacteria<\/li>\n<li class=\"import-Normal\">Archaea<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2021\/10\/image1-2.png\" alt=\"image\" width=\"821\" height=\"441\" \/><\/p>\n<p>Figure 15: Prokaryotic and Eukaryotic Cells<\/p>\n<p>(Shields, 2021)<\/p>\n<h2 class=\"import-Normal\"><strong>DNA\/RNA<\/strong><\/h2>\n<p>All living things have genetic material called DNA and RNA. <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_347\"><strong>Deoxyribonucleic acid (DNA)<\/strong><\/a> is a complex molecule that contains all hereditary information to carry from generation to generation. ALL living organisms have DNA within their cells. <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_348\"><strong>RNA<\/strong>, or <strong>ribonucleic acid<\/strong><\/a> is a molecule essential in various biological roles. RNA helps the regulation and expression of genes. Both have similar structures among all living organisms. This topic will be discussed further in the Genetics Section.<\/p>\n<p class=\"import-Normal\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/image2-1.png\" alt=\"image\" width=\"668\" height=\"669\" \/><\/p>\n<p>(Mackenzie, 2020)<\/p>\n<h2 class=\"import-Normal\"><strong>Growth and Development<\/strong><\/h2>\n<p>All living things grow and develop.\u00a0 This process is commonly reference in stages with a life cycle.\u00a0 Depending on the organism, in general the initial stage is birth e.g. mammals or hatching e.g. insets, fish, reptiles, birds, amphibians.\u00a0 In all living things, cellular growth is happening within the organism. Cell growth refers to the increase in the total mass of a cell. Cellular development refers to cell division and gaining final cell type identity. In biology, growth and development are the result of a process called mitosis. <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_351\"><strong>Mitosis<\/strong> <\/a>is a process in which one cell divides into two genetically identical daughter cells. This process is essential to life as it provides new cells and replaces old and dying cells.<\/p>\n<div class=\"textbox shaded\">\n<p><strong>Mitosis<\/strong><\/p>\n<p>Learn more about<a class=\"rId8\" href=\"https:\/\/youtu.be\/f-ldPgEfAHI\"> Mitosis <\/a>through the video.<\/p>\n<\/div>\n<h1>Metamorphosis<\/h1>\n<p>Insects provide a unique opportunity for studying life cycles with elementary children.\u00a0 Metamorphosis can either be complete or incomplete.\u00a0 Complete metamorphosis includes the stages of development: egg, larva, pupa, and adult.\u00a0 Here the organism goes through a series of complex changes and typically does not look like the adult until the latter stages of development. Incomplete metamorphosis includes the stages of development: egg, nymph, and adult.\u00a0 Here the nymph hatches directly from the egg and resembles the adult as it begins to grow and develop, despite not having wings or reproductive organs.\u00a0 Examples of insects which undergo incomplete metamorphosis include grasshoppers, crickets, praying mantis, dragonflies, and earwigs.<\/p>\n<p>Two insects, which undergo complete metamorphosis, lend themselves nicely to inquiry investigations in elementary science: *mealworms and monarch butterflies.\u00a0 Here students can not only observe the organism at each stage, but also experience the transition between life cycle stages, often in real-time.\u00a0\u00a0 Additionally, students can generate questions for investigation regarding food, habitat, prey\/predator relationships, and adaptations.\u00a0 The study of monarch butterflies provides opportunities for citizen science e.g. rearing and tagging and an in-depth look at the concept of migration.\u00a0 Additional information about monarch butterflies and elementary classroom applications can be found at the following websites:<\/p>\n<p><a href=\"https:\/\/monarchwatch.org\/\">https:\/\/monarchwatch.org\/<\/a><\/p>\n<p><a href=\"https:\/\/monarchjointventure.org\/\">https:\/\/monarchjointventure.org\/<\/a><\/p>\n<p><a href=\"https:\/\/journeynorth.org\/\">https:\/\/journeynorth.org\/<\/a><\/p>\n<p>*Mealworm eggs are too small to been seen with the naked eye.<\/p>\n<h2 class=\"import-Normal\"><strong>Reproduction<\/strong><\/h2>\n<p>All living organisms are capable of reproduction either sexually or asexually. Asexual reproduction allows for an organism to reproduce without another member of its species. This means that an asexual organism can reproduce on its own. The other method of reproduction is sexually. This requires genetic material from two different members of the species. Organisms who reproduce sexually MUST find a mate to fertilize the egg. There are many advantages and disadvantages to both methods.<\/p>\n<table>\n<tbody>\n<tr class=\"a1-R\">\n<td class=\"a1-C\">\n<p class=\"import-Normal\"><strong>Method<\/strong><\/p>\n<\/td>\n<td class=\"a1-C\">\n<p class=\"import-Normal\"><strong>Advantage<\/strong><\/p>\n<\/td>\n<td class=\"a1-C\">\n<p class=\"import-Normal\"><strong>Disadvantage<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"a1-R\">\n<td class=\"a1-C\">\n<p class=\"import-Normal\">Asexually<\/p>\n<\/td>\n<td class=\"a1-C\">\n<ul>\n<li class=\"import-Normal\">Population can increase rapidly when conditions are favorable<\/li>\n<li class=\"import-Normal\">Only one parent needed<\/li>\n<li class=\"import-Normal\">Time and energy efficient<\/li>\n<li class=\"import-Normal\">Mature rapidly<\/li>\n<li class=\"import-Normal\">Positive traits are transferred<\/li>\n<\/ul>\n<p class=\"import-Normal\">\n<\/td>\n<td class=\"a1-C\">\n<ul>\n<li class=\"import-Normal\">Competition for food and space<\/li>\n<li class=\"import-Normal\">Short lifespan<\/li>\n<li class=\"import-Normal\">Lack of diversity<\/li>\n<li class=\"import-Normal\">Unable to adapt to changing environment<\/li>\n<li class=\"import-Normal\">Single change in environment would eliminate the entire species<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"a1-R\">\n<td class=\"a1-C\">\n<p class=\"import-Normal\">Sexually<\/p>\n<\/td>\n<td class=\"a1-C\">\n<ul>\n<li class=\"import-Normal\">Genetic variation<\/li>\n<li class=\"import-Normal\">Able to adapt to new environment<\/li>\n<li class=\"import-Normal\">Survival<\/li>\n<li class=\"import-Normal\">Less likely to be affected by disease<\/li>\n<\/ul>\n<\/td>\n<td class=\"a1-C\">\n<ul>\n<li class=\"import-Normal\">Reproduction process is slow<\/li>\n<li class=\"import-Normal\">A mate must be found<\/li>\n<li class=\"import-Normal\">Egg must be fertilized<\/li>\n<li class=\"import-Normal\">Offspring development<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Plant Reproduction<\/h2>\n<p>Plants also provide a wonderful opportunity for students to experience life cycles while applying structure and function principles.\u00a0 Begin by observing a simple seed and identify its parts and each part&#8217;s job.\u00a0 Observe a planted seed over time and collect data on growth rate and changes observed as he plant develops.\u00a0 Encourage students to generate questions about plants which can be investigated and researched in the elementary science setting.\u00a0 Investigations may include, the effects of various growing conditions, how plants generate their food, where\/how the mass of the plant comes from, etc.<\/p>\n<p>Beyond plants in general, students at the upper grades levels can begin to focus on specific part of the plants and the structure and function inherent within e.g. the flower of a plant.\u00a0 Many flowers contain the male and female structures for plants to produce seeds which the can be dispersed in a variety of manners.\u00a0 Plants with flowers which contain both male and female reproductive organs are known as <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_349\"><strong>h<\/strong><span class=\"ILfuVd\"><span class=\"hgKElc\"><strong>ermaphroditic<\/strong><\/span><\/span><\/a><span class=\"ILfuVd\"><span class=\"hgKElc\">, or perfect flowers; examples include lilies, potatoes,\u00a0 apples, tomatoes, and Alstroemeria.\u00a0 <\/span><\/span><\/p>\n<p><span class=\"ILfuVd\"><span class=\"hgKElc\">Some flowers contain only male or female reproductive structures; these are known as <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_350\"><strong><span role=\"tooltip\"><span class=\"povykd\" role=\"button\" data-enable-toggle-animation=\"true\" data-extra-container-classes=\"ZLo7Eb\" data-hover-hide-delay=\"1000\" data-hover-open-delay=\"500\" data-send-open-event=\"true\" data-theme=\"0\" data-width=\"250\" data-ved=\"2ahUKEwiJ-Pf-zdT0AhWXWM0KHeLsAa8QmpgGegQIBBAD\"><span class=\"JPfdse\" data-bubble-link=\"\" data-segment-text=\"dioecious\">dioecious<\/span><\/span><\/span> <\/strong><\/a>plants.\u00a0 Examples include kiwi, willow, pumpkins, bananas, and corn.<\/span><\/span><\/p>\n<p>Resource:<\/p>\n<p>Interactive plant structure and function resource for elementary students:<\/p>\n<p><a href=\"https:\/\/web.extension.illinois.edu\/gpe\/index.cfm\">https:\/\/web.extension.illinois.edu\/gpe\/index.cfm<\/a><\/p>\n<h2 class=\"import-Normal\"><strong>Energy<\/strong><\/h2>\n<p>All living things require energy. Most living organisms obtain energy through photosynthesis and cellular respiration and use it through metabolism. The purpose of both processes is to produce chemical energy or ATP. The two processes differ but are actually complementary reactions within the environment. Most producers undertake both photosynthesis (or chemosynthesis)\u00a0 and cellular respiration while consumers undertake ONLY cellular respiration. <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_352\"><strong>Photosynthesis<\/strong> <\/a>converts the energy from the sun into chemical energy (ATP) that is then used for food. <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_353\">Cellular respiration<\/a><\/strong> occurs in the mitochondria of organisms and is the process used to break down glucose (sugar) in the presence of oxygen and release energy in the form of ATP. The relationship between the two is that the waste product of photosynthesis (oxygen) is used in cellular respiration and the waste product in cellular respiration (carbon dioxide) is used in photosynthesis.<\/p>\n<div class=\"textbox shaded\">\n<p><strong>Photosynthesis and Cellular Respiration<\/strong><\/p>\n<p>Here is a further explanation of <a class=\"rId9\" href=\"https:\/\/youtu.be\/rXzN89I4_Yk\">photosynthesis and cellular respiration<\/a>.<\/p>\n<p>Try this <a href=\"https:\/\/stories.wgbh.org\/illuminating-photosynthesis\/\">photosynthesis interactive<\/a> from PBS. While interacting consider these questions:<\/p>\n<ul>\n<li>How does photosynthesis relate to me?<\/li>\n<li>In what ways is energy flowing and matter cycling?<\/li>\n<li>How might you use the interactive in a future classroom?<\/li>\n<\/ul>\n<p>Try this <a href=\"https:\/\/www.biologysimulations.com\/cell-energy-sim\">cellular respiration<\/a> interactive from Biology Simulations. While interacting consider these questions:<\/p>\n<ul>\n<li>How do the number of fish, light, or plants affect the dissolved oxygen?<\/li>\n<li>What is the relationship between the fish and the plants?<\/li>\n<li>How is matter being moved throughout the system?<\/li>\n<li>How might you use this interactive in your future classroom?<\/li>\n<\/ul>\n<\/div>\n<h2 class=\"import-Normal\"><strong>Response to Environment<\/strong><\/h2>\n<p>All living things respond to external <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_355\"><strong>stimuli<\/strong><\/a>. This means that there is a signal coming from the environment indicating a changed response from the organism. Sometimes the <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_354\"><strong>response<\/strong> <\/a>is automatic, such as removing a hand from a hot surface and sometimes it is involuntary, such as sweating to cool off one\u2019s body. Whether it is automatic or involuntary, the organism responds and tries to adapt to the environment. The way the organism responds, varies on the organism itself and the stimulus. The way a plant reacts to physical touch may be different than the way a human reacts. The &#8220;touch me not&#8221; plant closes up when it is touched. Depending on the specific human, they may \u201cclose up\u201d or they may embrace you or high five you back. Examples of external stimuli include: weather, light, smells, sounds, danger, irritants etc.<\/p>\n<div class=\"textbox shaded\">This <a href=\"https:\/\/youtu.be\/dAzJ2rozxo0\">video<\/a> provides information as well as examples on organisms&#8217; response to external stimuli. Ideas for student activities are also present.<\/div>\n<h2 class=\"import-Normal\"><strong>Homeostasis<\/strong><\/h2>\n<p>All living things must maintain homeostasis. <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_52_356\"><strong>Homeostasis<\/strong> <\/a>is the maintenance of an established internal environment. Basically homeostasis is the optimal condition for organisms to function properly. It is the body\u2019s attempt to maintain a constant state of balance within itself. This includes maintaining body temperature and fluid balance. The body does this while simultaneously obtaining the proper nutrients for the energy to maintain this \u201csame state\u201d.<\/p>\n<h2><strong>How does one maintain homeostasis?<\/strong><\/h2>\n<p>Our body is full of sensors that are measuring various things and sending that information to your brain. The information is transferred through negative feedback loops within the organism. The brain takes that information in and works hard to keep everything stable and working properly. This can be seen in many different ways. For example: when a human organism works out, they (most likely) produce sweat. The internal body temperature was rising due to the physical activity so the sensors went through the negative feedback loop and told the brain to cool the body down by sweating.<\/p>\n<h2><strong>What happens if there is a disruption?<\/strong><\/h2>\n<p>When homeostasis is disrupted and the sensors cannot use the negative feedback loop to tell the brain what is going on, it can be a disaster for the organism, even life threatening. Using the sweat example from before, if one is unable to cool themselves down, they may experience heatstroke. Malfunctions can happen for a variety of reasons including deficiency and toxicity.<\/p>\n<div class=\"textbox shaded\">\n<p><strong>Homeostasis<\/strong><\/p>\n<p>This is a short video about\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=quQr6X1Q58I\">homeostasis<\/a>.<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<h2>Concepts for Review &#8211; Living Things<\/h2>\n<ol>\n<li>Briefly describe the concept of structure and function. Provide examples from both plants and animals.<\/li>\n<li>List the characteristics of living things and provide examples.<\/li>\n<li>Explain how plants create their own food; specify what phenomena are needed to do this as well as how it is done.<\/li>\n<li>Identify the reproductive organs of a lily flower; specify the role played by each part.<\/li>\n<li>Explain the difference between photosynthesis and cellular respiration.<\/li>\n<li>Identify the difference between monocots and dicots. Explain how one can recognize each.<\/li>\n<li>Provide example of a living organism responding to a stimuli; do this for both a plant and an animal.<\/li>\n<li>Choose a non-living thing and identify which characteristics of living things are missing, therefore making it non-living.<\/li>\n<li>Explain homeostasis in your own words; describe why this condition is beneficial to living things.<\/li>\n<li>Clarify the difference between complete and incomplete metamorphosis.<\/li>\n<li>What is meant by the term life cycle and how does it relate to living things?<\/li>\n<li>Why are good observation skills important for elementary children, especially when examining living things?<\/li>\n<\/ol>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_52_342\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_342\"><div tabindex=\"-1\"><p>an independent learning unit<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_343\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_343\"><div tabindex=\"-1\"><p>the part of a living organism; can be internal or external<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_344\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_344\"><div tabindex=\"-1\"><p>the job of the part of the living organism<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_345\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_345\"><div tabindex=\"-1\"><p>organisms whose genetic material is not contained in a nucleus; lacks both membrane-enclosed nucleus organelles e.g. bacteria<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_346\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_346\"><div tabindex=\"-1\"><p>organisms whose cells contain their genetic material inside a nucleus; contains  both membrane-enclosed nucleus and organelles e.g. protists, plants, animals, and fungi<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_347\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_347\"><div tabindex=\"-1\"><p>the fundamental hereditary material of all living things. In eukaryotes, stored primarily in the cell nucleus<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_348\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_348\"><div tabindex=\"-1\"><p>a nucleic acid containing ribose.  Various classes of RNA are involved in the transcription and translation of genetic information.  RNA serves as the genetic storage material in some viruses<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_351\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_351\"><div tabindex=\"-1\"><p>nuclear division in eukaryotes leading to the formation of two daughter nuclei each with a chromosome complement identical to that of the original nucleus<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_349\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_349\"><div tabindex=\"-1\"><p>the coexistence of both male and female sex organs in an organism; many plants contain both sex organs<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_350\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_350\"><div tabindex=\"-1\"><p>organisms in which the two sexes are \u201choused\u201d in two different individuals so that eggs an sperm are not produced in the same individuals e.g. humans, fruit flies, oak trees, date palms<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_352\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_352\"><div tabindex=\"-1\"><p>the process by which plants use light energy to make sugars and other organic food molecules from carbon dioxide and water<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_353\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_353\"><div tabindex=\"-1\"><p>the breakdown of food molecules, such as glucose, and the storage of potential energy in a form that the cells can use to perform work<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_355\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_355\"><div tabindex=\"-1\"><p>any change of the internal or external environment of an organism that it can detect<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_354\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_354\"><div tabindex=\"-1\"><p>the reaction of an organism to a stimulus<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_52_356\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_52_356\"><div tabindex=\"-1\"><p>the steady-state of body functioning; a state of equilibrium characterized by a dynamic interplay between outside forces that tend to change an organism\u2019s internal environment and the internal control mechanisms that oppose such changes<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":11,"menu_order":6,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-52","chapter","type-chapter","status-publish","hentry"],"part":49,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/52","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/users\/11"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/52\/revisions"}],"predecessor-version":[{"id":417,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/52\/revisions\/417"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/parts\/49"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/52\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/media?parent=52"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapter-type?post=52"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/contributor?post=52"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/license?post=52"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}