|Life Science||Regulation and Behavior 8F1.00||Process of Science||Analyzing 1.4 b|
CONTENT STANDARD: Life Science
CONTENT TOPIC: Regulation and Behavior
CONCEPT: An organism must be able to obtain and use resources to survive.
CONTENT OBJECTIVE: 8F1.00 To describe characteristics that describe living and nonliving things
TN COMPONENT OF SCIENCE: Process of Science
BENCHMARK: Some means of checking for accuracy is needed because errors can occur in recording or communicating information.
BENCHMARK: The collection of data requires the most accurate degree of precision.
Cells are never formed by nonliving things. They are found in nonliving matter only if that matter was once alive. All living things reproduce, grow and develop, obtain and use energy.
Living things respond to their environment. Such responses can be rapid, usually through changes in behavior, or slow, usually changes in growth. Anything in the environment that causes an organism to react is called a stimulus. Organisms react to many stimuli, including light, temperature, odor, sound, gravity, heat, water and pressure. What stimuli are you responding to at this very moment? (Answers may include light, sound, touch, etc....)
Living things respond to stimuli in ways that improve their chances for survival. The process by which organisms respond to stimuli in ways that keep conditions in their body suitable for life is called homeostasis ( The prefix homeo- means similar or same. The suffix- stasis means standing or stopping.) Homeostasis refers to an organisms ability to maintain constant or stable conditions that are necessary for life. Just as a thermostat in your home turns on the heat when it gets down to a certain temperature, your body has a thermostat that maintains a constant internal temperature. If you get too hot, you sweat and cool off. And if you sweat for a long time, the resulting thirst persuades you to replace the water your body has lost.
Trial Number of Moths
Black Moths White Moths
1. Cut out 15 black squares 3cm x 3cm. These squares represent black moths.
2. Cut out 15 white squares 3cm x 3cm. These squares represent white moths
3. Have your partner place 2 large pieces of black construction paper on the desk. The construction paper represents the environment. While you look away, have your partner randomly place the 30 moths on the black construction paper.
4. When your partner says "ready," turn around and pick up any 12 moths as fast as you can.
5. Count the number of white and black moths that you picked. Record the results.
6. Do this 2 more times.
7. Find the total number of black moths and the total number of white moths in the three trials.
Switch roles with your partner and repeat the activity. Obtain the class totals of the black and white moths for the activity.
1. Did you pick up more white moths or black moths?
2. Which color moth would be more visible to a predator in a dark environment?
b. In what way are these moths adapted?
c. Which moths would most likely be eaten by a bird in a dark environment?
d. Why would finding the class totals be a better sample than you and your partner's samples?
e. In the environment were light-colored, how would the results of the activity have been different?
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