Year 10 IGCSe bio unit 1 characteristics and classification.pptx

year 10 IGCSE Biology Unit 1

1. M RS G REN Entrance Activity Key Words Life processes Movement Respiration Sensitivity Zombies and humans look similar but how would we classify one as living and the other as dead? Growth Reproduction Excretion Nutrition LO: To understand the characteristics of living things and how we classify them . Copy →

2. D ead o r A live Class Activity Discuss with your partner and share with the class if our contestant is dead or alive. Explain your answer using the 7 life processes we have just learned!

3. D ead o r A live Learning Activity Bacteria are classed as living organisms but technically viruses cannot as they do not carry out the 7 life processes on their own! Viruses Bacteria

4. E xam P lay Assessment Activity Write a 6 mark answer on how the object below could be classed as living or dead based on the 7 life processes. Have I used appropriate grammar? (Paragraphs, full-stops and commas?) Have I checked for spelling mistakes? Did I use all 7 life processes in my answers? Did I include definitions of the processes to give the reader more information? Did I explain how the object met or did not meet each life process? Support - Book p. 2-3

5. 1a – Characteristics of living organisms CONCEPT CHECK – Exam style question 5 There are over 2000 types of jellyfish around the world. Jellyfish swim by rhythmic pulsations of the umbrella. The tentacles on a jellyfish are covered with millions of stinging cells. Jellyfish usually feed on small fish that get caught in their tentacles or sometimes even other jellyfish. Jellyfish take oxygen into their cells directly from the water around them. Jellyfish don’t actually have brains but they do have something called a nerve net which can coordinate responses. Most Jellyfish release sperm or eggs directly into the water around them. Jellyfish have no blood, bones or hearts. But come of them can do incredible things like glow in the dark. Jellyfish are some of the oldest living creatures on Earth and have probably been around on the planet for over 600 million years. Jellyfish numbers are increasing as they are one of the few living organisms that are thriving with warmer more acidic oceans. Q1: Suggest and explain 3 pieces of evidence from the passage that show that jellyfish are a type of living organism. (3) Q2: Suggest how jellyfish carry out excretion. (1) Q4: Some jellyfish can clone themselves to make identical copies. Suggest how this also shows they are living organisms. (1)

6. 1a – Characteristics of living organisms CONCEPT CHECK – Exam style question 6 There are over 2000 types of jellyfish around the world. Jellyfish swim by rhythmic pulsations of the umbrella. The tentacles on a jellyfish are covered with millions of stinging cells. Jellyfish usually feed on small fish that get caught in their tentacles or sometimes even other jellyfish. Jellyfish take oxygen into their cells directly from the water around them. Jellyfish don’t actually have brains but they do have something called a nerve net which can coordinate responses. Most Jellyfish release sperm or eggs directly into the water around them. Jellyfish have no blood, bones or hearts. But come of them can do incredible things like glow in the dark. Jellyfish are some of the oldest living creatures on Earth and have probably been around on the planet for over 600 million years. Jellyfish numbers are increasing as they are one of the few living organisms that are thriving with warmer more acidic oceans. Q1: Suggest and explain 3 pieces of evidence from the passage that show that jellyfish are a type of living organism. (3) Any 3 from - They swim which is movement; they feed on small fish which is nutrition,; they make sperm and egg which is used are used in reproduction; they take oxygen out of the water for respiration; they can coordinate responses which is control. Q2: Suggest how jellyfish carry out excretion. (1) They release it into the water by diffusion Q4: Some jellyfish can clone themselves to make identical copies. Suggest how this also shows they are living organisms. (1) It is a type of reproduction

7. Each of the characteristics of life is linked to the others – for example, organisms can only grow if they are nourished. As they take nourishment from their environment, they may also produce waste materials which they must then excrete. What are some other correlations between the characteristics? Write in your book. You have 60 seconds. 7 How do the characteristics of life depend on each other? Coursebook p. 2-3

8. The organisation in living things and their ability to carry out their life processes depends on a supply of energy. Many biologists today define life as a set of processes that result from the organisation of matter and which depend on the expenditure of energy. 8 Energy? Yes, please! Coursebook p. 2-3 Approximately how many years passed between the formation of the Earth and the appearance of the first living organisms? What sort of molecules do you think might have been present in the primordial soup? Mrs Gren is a word that helps people remember the characteristics of living organisms. Think of your own word to help you remember these characteristics. Suggest two ways in which reproduction is essential to living organisms

9. 9 Independent practice (Self marking - 4 points) Workbook p. 2

10. 10 IGCSE questions

11. 11 IGCSE questions

12. 12 IGCSE questions

13. 13 IGCSE questions

14. 14 IGCSE questions

15. 15 IGCSE questions

16. 16 IGCSE questions

17. 17 CLASSIFYING LIVING ORGANISMS

18. Task: write down as many words that you can think of that relate to ‘species.’

19. species - a group of organisms that can reproduce to produce fertile offspring.

20. 20 Why do we need to classify living things? Coursebook p. 4-5

21. Each species has different characteristics, and some of these characteristics can be inherited by successive generations of this species. Observing these inherited characteristics allows scientists to put all living organisms into categories. The science of placing organisms into categories on the basis of their observable characteristics is called classification. 21 The need to classify living things Coursebook p. 4-5

22. For example, classification is important in ■ Conservation: scientists need to be able to identify different organisms in habitats which are being managed, and they need to control which organisms are used in breeding programmes ■ understanding evolutionary relationships: organisms which have many of the same features are normally descended from common ancestors. 22 The need to classify living things Coursebook p. 4-5

23. 23 Extension

24. Taxonomists (people who study classification) place organisms into groups by asking questions about their characteristics, such as ‘Does the organism photosynthesise?’ or ‘Does the organism contain many cells?’. A series of questions like this is called a classification key. 24 Classification keys Coursebook p. 4-5

25. How would you separate these organisms into two groups based on their characteristics? 25 Credit: Pixabay Extension: Do you remember how to create a key? Try it!

26. Choose a leaf and identify it. Extension: Identify all of them!

27. How do you know something is a living thing? Can you define some of the 7 living processes? Why do we have to classify living things? How can we identify them? 27 Plenary

28. Quizlet time! https://quizlet.com/224778934/flashcards?funnelUUID=4562d950-4023-4e10-a7d3-95c45a7ea2d1 - CIE Biology, Unit 1 study cards https://quizlet.com/224778934/match?funnelUUID=64a57673-7272-4b8b-9c07-8869603475a7 - CIE Biology, Unit 1 matching game

29. LO: To understand the hierarchy of classification Be able to define the term species and know what binomial name means. Describe the 5 Kingdoms Classify the vertebrate and invertebrate classes Understand what a n invertebrate and vertebrate is. Remember the order of the classification hierarchy. Starter: What are the 5 kingdoms we need to know? p .5

30. 30 Kingdom Phylum Class Order Family Genus Species 30

31. 31 Kingdom Phylum Class Order Family Genus Species K ids Credit: Miss Lewis

32. 32 Kingdom Phylum Class Order Family Genus Species K ids Credit: Miss Lewis

33. 33 Kingdom Phylum Class Order Family Genus Species K ids P refer Credit: Miss Lewis

34. 34 Kingdom Phylum Class Order Family Genus Species K ids P refer C andy Credit: Miss Lewis

35. 35 Kingdom Phylum Class Order Family Genus Species K ids P refer C andy O ver Credit: Miss Lewis

36. 36 Kingdom Phylum Class Order Family Genus Species K ids P refer C andy O ver F resh Credit: Miss Lewis

37. 37 Kingdom Phylum Class Order Family Genus Species K ids P refer C andy O ver F resh G reen Credit: Miss Lewis

38. 38 Kingdom Phylum Class Order Family Genus Species K ids P refer C andy O ver F resh G reen S alad Credit: Miss Lewis

39. THE 5 KINGDOMS ANIMILIA PLANTIA FUNGI PROTOCTISTA PROKAROYATAE multicellular, do not have cell walls, do not have chlorophyll, feed heterotrophically multicellular, have cell walls, have chlorophyll, feed autotrophically multicellular, have cell walls, do not have chlorophyll, feed saprophytically unicellular, have A nucleus unicellular, have NO nucleus Heterotrophic feeding = eat and digest other organisms i.e. people Autotrophic feeding = use energy source to turn small molecules into food i.e. plants using photosynthesis Saprotrophic feeding = digest other organisms outside the body then absorb the digested food i.e. mushrooms VIRUS Is not classified as alive because it does not reproduce on it’s own but has to infect another organism and use that to make copies of it’s self .

40. B inomial S ystem Learning Activity When the teacher registers students there might be two Mohammed's’ in the room. To be more specific the teacher might say, “Mohammed Abdulla”. Using two names makes it much easier to identify something.

41. B inomial S ystem Assessment Activity Complete the table below to test your binomial system skills! (3 minutes) Incorrect Corrected Explanation corvus monedula Homo sapiens Camelus Dromedarius arnebia hispidissima Oryx Leucoryx

42. Peer assess Assessment Activity Give your partner a point for each correct answer and explanation (10 points) Incorrect Corrected Explanation corvus monedula Corvus monedula Italics, capital letter for Genus Homo sapiens Homo sapiens Italics Camelus Dromedarius Camelus dromedarius Italics, no capital letter for species arnebia hispidissima Arnebia hispidissima Italics, capital letter for genus Oryx Leucoryx Oryx leucoryx Italics, no capital letter for species

43. 44 Independent practice Workbook p. 2

44. E xam P lay Assessment Activity A cladogram shows how organisms are related based on their DNA. The one below shows that humans are more closely related to mice (both mammals). Than humans are to birds, amphibians or reptiles. The more recent the evolution the more DNA we have in common. Homework Try and produce a cladogram of biscuits/ candy and explain how some are more closely related than others!

45. Classification of Animals Read the passage carefully and extract 5 key points! (3 minutes) Slide 46 The whole animal kingdom is divided into two main groups. They are Vertebrates and Invertebrates . Animals with backbone are called vertebrates. They are found in land, oceans, rivers, forests, mountains and even in deserts. This group can be further divided into smaller groups by their characteristics. They are fish, amphibians, reptiles, birds, and mammals. Animals that lack the backbone are called invertebrates. About 97% of the animal kingdom is made up of the invertebrates. These animals are found in lands, ponds, oceans and other water bodies. They are six groups of invertebrates. They are annelids, mollusks, arthropods, arachnids, echinoderms and protozoa.

46. Vertebrates All vertebrates have a  backbone . There are 5 classes of vertebrates. Slide 47 Glue in the table

47. Invertebrates One of the characteristics used to classify invertebrates is  whether they have legs or not All invertebrates with  jointed legs  are part of the   Arthropods They are classified further into the following classes: Slide 48

48. Sit in groups of 3 or 4. Look at the specimen provided and describe the class of a vertebrate/invertebrate based on the characteristics. Use the key provided by your teacher. Extension: How would you identify them without the key? 49 10 min Activity Hint →

49. 50 IGCSE practice (extension)

50. 51 IGCSE practice

51. 52 IGCSE practice

52. 53

53. Plenary In which group are organisms more closely related? 54 Species Class

54. In which group are organisms more closely related? 55 Family Genus

55. In which group are organisms more closely related? 56 Family Genus

56. In which group are organisms more closely related? 57 Kingdom Phylum

57. In which group are organisms more closely related? 58 Kingdom Phylum

58. This lesson will be finished during L3.

59. P lants Keyword Alert! Any member of the kingdom Plantae, comprising multicellular organisms that typically produce their own food from inorganic matter (they are autotrophes) by the process of photosynthesis and that have more or less rigid cell walls containing cellulose. They can be divided into algae, mosses, ferns and angiosperms.

60. P lants Activity Key Words Moss Ferns Angiosperm Cotyledon Name two ways that the pollen from flowers can move from one plant to another.

61. M osses Learning Activity Plants evolved from living in water to living on land. There are four main groups of plants; algae, mosses, ferns and seed plants. Algae and mosses are the oldest forms of plants and so cannot live far from water. They have no flowers, seeds or fruits and are very simple.

62. F erns Learning Activity Ferns were the first plants to adapt to living on land. They are very basic compared to modern plants and do not have flowers, seeds or fruits. Ferns evolved to have, roots, stems, complex leaves and vascular tissues(for moving this like water inside the plant).

63. C omparison Reflection Activity Draw a quick table in your book with ferns on one side and mosses on the other. Can you write down the features found in each? Underline/ highlight any differences between the two. Book p. 10

64. C omparison Reflection Activity

65. A ngiosperms Learning Activity Plants with flowers and seeds have evolved most recently. These are able to reproduce by using flowers, nectaries and scent to attract insects or the wind to help them pollinate. More than 80% of all plants are now angiosperms even though the evolved most recently. This shows, “survival of the fittest”.

66. C otyledons Learning Activity There are two types of flowering plants; monocotyledons and dicotyledons . A cotyledon stores food for the seed and are the first leaves of the baby plant.

67. Slide 68 Two groups of angiosperms How to distinguish between monocotyledons and dicotyledons

68. E xam P lay Assessment Activity Complete the paragraph about the differences between mono and dicotyledons below using the keywords. Parallel two narrow flowering broad network one Monocotyledons are ___ plants that often have ___ leaves with ___ veins. They have ___ cotyledon inside the seed. Dicotyledons often have ___ leaves with a ___ of veins. They have ___ cotyledons inside each seed.

69. 3 things I learnt today Definitions New Words New Concepts Fill in the pyramid for this lesson

70. What is a classification system? • System to classify organisms into groups by the features they share What is a species? • Group of organisms that can reproduce to make fertile offspring The binomial system Internationally agreed system to classify organisms Two-part scientific names showing genus and species (e.g. Canis lupus ) Traditional classification systems Reflect evolutionary relationships Based on morphology and anatomy Slide 71 What is a more accurate way to classify organisms? Sequence of bases in their DNA Sequences of amino acids in their proteins What is a virus made up of? Protein coat Genetic material Explain how DNA sequence and ancestry are related • More recent ancestors share more similar base sequences in DNA LO: To understand the structure of a virus. Brain in Gear

71. B acteria vs V irus Learning Activity Draw a diagram of the bacteria and virus. Include the labelled parts Viruses Bacteria When comparing the structure of bacteria and viruses. Remember bacteria have the 3 C’s Cell wall Cell membrane Cytoplasm

72. Viruses Slide 73 Viruses are very small, much smaller than a bacteria. When a virus enters a cell it changes the way it works, the cell starts to make copies of the virus. The virus itself does not show the behaviour of living things; respiration, excretion etc. (RINGER) UNLESS they are inside the cells of a living organism. All viruses are parasites and cause harm to the host. Some taxonomists say viruses belong in a sixth kingdom.

73. Virus Life Cycle Slide 74

74. https://www.youtube.com/watch?v=Qulwy6ow-Wc Watch the video and answer the questions: Slide 75 What are the main parts of the virus’ structure? How do they reproduce? What are the two names of virus life cycle? Explain the difference. (extension)

75. Mark your answers: Slide 76 Protein coat, DNA/RNA, envelope By entering the host cells. Lytic and lysogenic cycle. Lytic cycle makes the host cell burst, whereas in the lysogenic cycle the viral DNA merges with the host cell and becomes dormant for a while.

76. Measles Structure Slide 77

77. What does a virus look like? Slide 78

78. Exam questions