Compare and contrast observable patterns in the physical characteristics across families, strains and species. Describe the similarities and differences of physical characteristics in diverse organisms. Explain why the life cycles Sexual and asexual reproduction worksheet key different organisms have varied lengths. Compare life processes e. Apply the appropriate models to show interactions among organisms in an environment. Describe how selective breeding and biotechnology can alter the genetic composition of organisms.
Explain how the use of technology can have consequences that affect humans in many ways. Explain how decisions to develop and use technologies may be influenced by environmental and economic concerns. Describe invention and innovation lead to changes in society and the creation of new needs and wants.
Explain how many inventions and innovations have evolved by using deliberate and methodical processes of tests and refinements. Describe how designas a creative planning process, leads to useful products and systems. Describe how troubleshooting as a problem-solving method may identify the cause of a malfunction in a technological system. Explain how processes, such as receiving, holding, storing, loading, moving, unloading, delivering, evaluating, marketing, managing and communicating are necessary for the entire system to operate efficiently.
In this lesson, students will speculate as to why spontaneous generation was historically supported. They will describe the different ways that organisms begin their lives. Students will then observe daphnia under the microscope and apply concepts of biological organization and reproduction to the daphnia. Students will then summarize the life cycle of humans and daphnia. The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
In front of students, place a moist food item such as bread or cheese into a sealed container. Have students discuss in pairs what each of the organisms start with.
After students have talked with their partners, reveal the answers on the chart. Try to elicit specific examples of the following maybe students have eaten caviar or found turtle eggs while students share.
For example, insects could appear on a dead, rotting log or tadpoles could arise from muddy "Sexual and asexual reproduction worksheet key." Explain that several scientists tried to disprove spontaneous generation, but many people still accepted the hypothesis in the s. Louis Pasteur conducted an experiment in in which he disproved spontaneous generation. He boiled meat and put it into a sealed container with a small tube-like opening that curved downward.
Nothing grew inside the container. He also boiled meat and cut the tube so that microorganisms could enter the container. Over time, organisms grew in that container. Put a line striking through spontaneous generation on the board and the definition. Tell students that every spring the local ponds and streams will become populated with these creatures and that without microscopes it may seem like they are spontaneously generated. Live daphnia must be obtained for this lab along with the materials listed on the student handout.
They can be ordered from most businesses that supply live organisms. Get enough so that there are at least five per microscope to increase chances of finding pregnant ones. Better-fed daphnia are more likely to be pregnant. They are relatively easy to care for; see the Related Resources section for information about the care of daphnia.
Daphnia provides a more exciting and worthwhile introduction to the microscope than a newspaper letter or hair lab, which is often used to introduce microscopes. Daphnia from this lab can easily be reused for other labs if properly cared for. Their heart rate is often studied in response to various chemicals. A simple online search will pull up countless examples of other labs that can be conducted.
Have students read the introduction paragraph and answer the question at the end. Go through the biological levels of organization with students and have them give definitions or provide them to students depending on their level of prior knowledge. Have students read through the paragraph and fill in the proper words from the list they are given.
Spend this time to make any final preparations for the lab. Go through the purpose, materials, and procedure with students. If this is their first time using microscopes, also go through basic microscope directions. Additional pointers that are worth mentioning to students:. These may be useful to print off and use to point out different structures to students while they are working with the microscopes.
Sexual and asexual reproduction worksheet key students that the daphnia they have been looking at can do some strange reproduction that is very unlike human reproduction. Explain that the concept map outlines the human and Daphnia life cycles. Tell students they should read through the concept map and use the information on it to answer the reproduction and life cycles questions at the end of their lab.
If students are unfamiliar with concept maps, be sure to walk through the human life cycle with them as an example. The directions in which the arrows point Sexual and asexual reproduction worksheet key matter. A factual connection between the two bubbles should be described if a bubble is read then an arrow going away from it, followed by the next bubble.
If time permits, discuss the other questions as well. On a piece of paper have students write down two ways that sexual reproduction is different from asexual reproduction.
"Sexual and asexual reproduction worksheet key" students by writing the following on the board: Collect the paper as students leave. Sexual and Asexual Reproduction. Options Printer Friendly Version Email. Grade Levels 7th Grade. Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions.
Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction.
Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence and Sexual and asexual reproduction worksheet key that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories.
Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection. Describes how organisms obtain and use energy throughout their lives. Explain how cells arise from pre-existing cells. Explain how the cell is the basic structural and functional unit of living things.
Identify the levels of organization from cell to organism. Explain how genetic instructions influence inherited traits. Identify Mendelian patterns of inheritance. Compare sexual reproduction with asexual reproduction. Explain how modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.
Investigate recent advancements in medical technologies and their impact on quality of life. Examine specialized equipment and practices used to improve the production of food, fiber, fuel, and other useful products and in the care of animals.
Examine the efficiency of energy use in our environment. Illustrate how information can be acquired and sent through a variety of technological sources, including print and electronic media. Examine the processes involved in extracting e. Examine subsystems found in the construction of a building.
Structure and Function of Organisms. Describe a system e. Explain the concept of order in a system e. Make inferences based on scientific models e. Describe patterns as repeated processes or recurring elements in natural and human-made systems. Describe levels of biological organization from cell to organism. Describe how specific structures in living things from Sexual and asexual reproduction worksheet key to organism help them function effectively in specific ways e.
Explain how cells arise from the division of a pre-existing cell. Compare various basic sexual and asexual reproductive processes e.
A group of organs working together. A group of tissues working together. A group of cells working together. A membrane-covered structure that contains all of the materials necessary for life. A part of the cell with a specific function. Two or more atoms bonded together.
Living things use lots of different strategies for producing offspring, but most strategies fall neatly into the categories of either sexual or asexual reproduction. Notes Sexual Asexual Reproduction Answer roundline.top Download Notes Sexual Asexual Reproduction Answer roundline.top ( KB).