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Characteristics of Life Unit
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Characteristics of Life Front Page
At the end of this unit, I will:
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be able to use prefixes, roots, and suffixes to predict the meaning of terms in science.
explore and define the six characteristics found in all living things, including but not limited to the theory
that all living things are made up of cells.
discover that cells are diverse in shape and form, and that the shape of cells is dependent on its function.
demonstrate how to properly visualize various types of cells under a compound light microscope.
know the six elements commonly found in living things. I will understand how carbon, hydrogen, and
oxygen from sugar molecules may combine with other elements to form amino acids and/or other large
carbon-based molecules.
demonstrate the basic understanding that matter flows through the ecosystem by recombining chemical
elements in different ways to form different products.
begin to classify the various types and functions of polymers or carbon-based molecules.
sequence the levels of organization (from subatomic particles to the Biosphere)
be able to explain that cellular division and cell differentiation in living organisms produce and maintain
a complex organism, composed of systems of tissues and organs that work together to meet the needs of
the whole organism.
explore how organisms maintain homeostatic balance or its ability to maintain internal conditions within
certain limits and mediate behaviors, allowing it to remain alive and functional even as external
conditions change within some range.
Roots, Prefixes and Suffixes I will understand are:
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Prefixes: Eu-, Pro-, micro-, cyto-, nucleo -, a-, bio-, differentSuffixes: -um , -scope, -graph, -mass
The terms I can clearly define are:
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Levels of Organization: Cell, Tissue, Organ, Organ System, Organism, Population, Community,
Ecosystem, Biomes, Biosphere
Cell Theory: Cell, cell theory, prokaryotic cell, eukaryotic cell
Characteristic of Life: biotic, abiotic, homeostasis, differentiation, food web, producer, consumer,
conservation of matter, adaptation, evolution
Microscopes: objectives, ocular lens, stage, diaphragm, fine adjustment knob, coarse adjustment knob,
stage clips, body tube, cover slip
The assignments I will have completed by the end of this unit are:
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Characteristics of Life Pre-Reading
Acrostic Poem for the 6 Common Elements of Life
How to Read the Periodic Table
Building Biology Words
Looking at Biomes to Study Systems and Matter
Organic Building Blocks
Traveling Nitrogen Passport
Design an Experiment: Homeostasis
Cell Biodiversity Lab
Characteristics of Life Study Guide
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Characteristics of Life Pre-Reading
Ch. 2 (pg. 32-49) & Ch. 4 (pg.90-110) & Ch. 5 (pg. 116-135)
What are biotic and abiotic
factors? Define and give
examples of each.
Create a Venn diagram to
compare/contrast consumers
and producers. Include the
terms autotroph and
heterotroph. Provide
examples of each.
What role do detritivores and
decomposers have in an
ecosystem?
Explain how energy moves through food chains and where/how energy is lost.
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Define biomass. What happens to
the amount of biomass at each tropic
level?
Label the image below to show the following:
 Producers
 Primary consumers
 Secondary consumers
 Where is the most/least biomass found?
 Where is the largest/smallest population?
Define biogeochemical cycle.
What are some examples of
substances that cycle through
the biosphere?
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Draw a diagram representing the
water cycle. Include the
following terms, along with a
brief explanation of each:
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Transpiration
Evaporation
Precipitation
Percolation
Runoff
What is nitrogen fixation and
why is it necessary?
What are limiting factors and
how do they affect population
size? Provide examples in your
explanation.
What is the difference between
immigration and emigration?
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What is carrying capacity? Give
examples of things that influence
an environment’s carrying
capacity.
Label the lines below as representing exponential growth or logistic growth. Below each graph,
briefly explain how the population is changing over time and then predict what will happen to the
populations in the future.
Define biodiversity.
Why is biodiversity
important?
List and briefly
explain threats to
biodiversity.
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This graph shows the numbers of people alive within each age group in different world regions.
Which region below has the highest death rate? Provide evidence to defend your answer.
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Using the graph below, explain how the total red fox population has changed over time.
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Acrostic Poem for the Six Common Elements of Life
Carbon
Hydrogen
Oxygen
Nitrogen
Phosphorus
Sulfur
C
H
O
N
P
S
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Review: How to Read the Periodic Table
Common Core Writing Practice: Using the infographic above, explain how
to read the periodic table. Consider what information you can get from the periodic table, and
explain the characteristics of another element listed on page 11, other than Carbon.
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Building Bio logy Words
My word part and
definition
Bio- =
My partner’s word
part and definition
-logy =
Our Word Parts
Combined
Translation
Biology
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What Makes Something Alive?
Introduction:
All living things, no matter how different they may be, share common characteristics.
Instructions:
Before we begin, let’s take a moment to explore what makes something alive. Why do we consider
plants to be living or biotic, but a set of keys to be abiotic or not alive? What characteristics do all
living things have in common?
In this activity, you will rotate around the room and examine the specimens in the jars. As you
explore, keep a list of characteristics on the sheet below that help you to classify the organism as
being biotic or “alive.”
Be prepared to share your ideas with the class.
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What Makes Something Alive?
Now that the class brainstorm is complete, respond to the following prompt:
What makes something alive? In other words, what characteristics do all living things share, despite their
differences? Support your claim with concrete evidence and examples.
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Levels of Organization
Label the diagram below. After labeling, be sure to define levels, as you see fit.
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Characteristics of Life Notes
What is the difference
between the terms
“abiotic” and “biotic”?
Abiotic =
Biotic =
1. _____________________________________________________
2. _____________________________________________________
What are some
characteristics of living
things?
3. _____________________________________________________
4. _____________________________________________________
5. _____________________________________________________
6. _____________________________________________________
1. ________________________: _______________ - __________
organisms that __________________________________________
_______________________________________________________
What are the two main
classifications of cells?
2. ________________________:- _______________________ or
__________________________ organisms ___________________________________
___________________________________________________________________________
What is the difference
between a producer and
consumer?
Producers: plants and other photosynthetic organisms that
__________________________________________________________
Consumers: including animals, that “_________” or _________________________
________________________________________________________________________________
Food webs
Transfers of _______________ and _______________ through the ecosystem
can be shown through a diagram called a ____________ _____________.
All organisms have _________________ _______________
What is homeostasis?
__________________ which must be maintained to remain alive. This is
called _______________________________.
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All Organisms Use Energy: Food Web
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Characteristics of Life Notes
Explain how body
temperature homeostasis
is maintained (using
your own words.
Negative feedback loop – a _____________ triggers a _____________ from
What are negative and
positive feedback loops
in homeostasis?
the body that eventually __________________________________.
Positive feedback loop – a _____________ triggers a _____________ from
the body that _______________________________________.
What is the definition of
differentiation?
Differentiation is
If each human cell is
genetically identical,
why does differentiation
occur?
Explain in your own
words after the class
discussion.
What are adaptations?
Changes that occur over time are called _________________________.
What is evolution?
The inheritance of ______________________ over _________________.
What are the two ways
an organism can
reproduce?
1.
Common Core Practice
2.
Referring to the food web diagram on the opposite page:
a) Classify the producers and consumers as autotroph or heterotroph.
b) What is missing from the food web to complete the cycle with regards
to matter? Add this to your diagram.
c) Label what the arrows represent.
d) After labeling the diagram, describe one food chain from the food web
shown, and use the terms producer, primary consumer, secondary and
tertiary consumers in your description. Make sure that you are defining
these terms as you use them to clearly explain what a producer or
consumer actually is.
e) Explain the function or purpose of the food chain using the terms
matter and energy.
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Intentionally Left Blank for
additional brainstorming, diagrams, or notes
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Intentionally Left Blank for
additional brainstorming, diagrams, or notes
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Looking at Biomes to Study Systems and Matter
As we analyze the video on biomes and ecosystems, we will define systems. In the space below,
draw a conceptual representation of a system.
If an organism is a system, where is matter entering and leaving this system? Label the diagram
below.
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Looking at Biomes to Study Systems and Matter
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Exactly, what is a
system? Try to
define it. What are
other examples of
systems?
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What are some
abiotic vs. biotic
parts within these
systems? How do
they interact?
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What happens to
matter within a
system? How does
matter move
through the abiotic
and biotic
components?
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How does matter
build mass?
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Can matter within
a system be lost or
destroyed? (demo
after the video)
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Organic Building Blocks
1. Producers, or autotrophs, are found on the first trophic level of the food web. What organic
compound do they produce from the sun?
2. Based on the graphics on the opposite page, which three elements make up this compound?
3. You will be given time to do some quick research using mobile technology.
a) What elements are found in lipids, commonly known as fats?
b) What elements are found in amino acids and proteins?
c) What elements are found in nucleic acids?
4. Do all three elements found in carbohydrates exist in lipids, proteins and nucleic acids?
5. In addition to these three basic elements, what additional element do you need to build amino
acids and proteins?
6. What element separates nucleic acids from proteins?
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Organic Building Blocks
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Organic Building Blocks
7. Examine the ecosystem on the opposite page. Consider the following questions as we discuss
this image as a class. We will be labeling the diagram, per your teacher’s instructions, during the
discussion.
a) What organisms do you see in this ecosystem?
b) Why do organisms need to interact with its environment?
c) How do producers get what they need in order to make energy in the form of sugar? Consider the
elements that need to be combined to make sugar. Create appropriate labels within your diagram.
d) If producers need to make proteins and nucleic acids, how do they get the nitrogen, sulfur, and
phosphorus they need? Use mobile technology or your textbook to do some research and we will
share out your ideas and record them here.
8. Explain how a food web can shows us how matter cycles through an ecosystem to support life.
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At the end of your journey through the Nitrogen Cycle, complete the following:
1.
Write a paragraph about your trip through the nitrogen cycle. Include information about
(1) where you went, and (2) how you got to each destination.
2.
Do some research and look up the Nitrogen cycle. Create a similar diagram specifically
documenting your journey through the nitrogen cycle, based on this activity.
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Design an Experiment: Homeostasis
Purpose:
To plan and conduct and experiment to provide evidence that feedback mechanisms
maintain homeostasis in the eye.
Homeostasis is:
I. Problem:
Independent Variable (IV): the variable that the experimenter deliberately changes to test the
dependent variable. Often denoted as (x), or the cause of the change.
Dependent Variable (DV): the change that is observed and recorded as data as a result of the
independent variable. Often denoted as (y), or the effect of the change.
II. Hypothesis:
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Design an Experiment: Homeostasis
III. Experimental Procedure/Materials:
List the steps. Circle the materials you need
within the steps as you write them out. Number of repetitions?
Control Group (comparison group, which could be negative or positive)
Experimental Group (test group)
Constants (what you maintain consistently the same amongst your control and experimental
groups).
Variables beyond our control
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Design an Experiment: Homeostasis
IV. Results:
What kind of data? Quantified or Qualified? How would you record your
data? Create a sample data table here. Graph, if appropriate.
Individual Data
Collective Data
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Design an Experiment: Homeostasis
Title:
Y=
X=
V. Conclusion:
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Prokaryotic Cell:
Cells without a __________________________________________. For example ______________________________________
They are _______________ in size.
Label the following image:
Eukaryotic Cell:
Cells with a __________________________. For example _________________________ and _______________________
They are _______________ in size
Label the following image:
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Cell Theory
Who was Robert
Hooke?
Who coined the term
“nucleus”?
1._____________________________________________________________________________________
2.____________________________________________________________________________________
What is the cell
theory?
______________________________________________________________________________________
3.____________________________________________________________________________________
______________________________________________________________________________________
Can cells be seen
through the light
microscope?
What can be used to
see smaller objects,
like organelles?
What are examples of
eukaryotic cells?
What size are they?
Summary: (GIST – choose 5 -10 of the most important terms or concepts from your notes to explain
in your summary. Your summary should be a minimum of 5 sentences)
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Prokaryotic vs. Eukaryotic Cells
Use the Venn diagram below to compare and contrast eukaryotic cells and prokaryotic cells.
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Common Core Practice: Eukaryotic vs. Prokaryotic Cells
Which cell in the image above (A or B) is prokaryotic? Which is eukaryotic? Explain and give
evidence to support your answer.
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Directions: Number each of the paragraphs. Circle all the scientists that were involved in the
development of the cell theory, and highlight their contributions and what they learned. Finally,
highlight the definition of a “cell” and highlight why a virus is NOT considered to be a living entity.
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Labeling Microscopes
(Use reference pages 24-29 to help you with the following worksheets and notes on microscopes)
Compound Light Microscope
Dissecting Microscope
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Topic: Care and Handling of the Microscope
Ocular/Eyepiece
Nosepiece
Objectives
ONLY use
to clean the eyepiece.
NEVER use paper towels, Kleenex, toilet paper, etc.
The magnification of the eyepiece is
.
Use only the nosepiece to
.
Do NOT change the magnification by grabbing onto the objectives. They will
loosen, fall off, and break.
There are three objectives.
Low power – __________ (short one)
Medium power – _________
High power – _________ (biggest one)
Always
ONLY use lens tissue to clean the objective lens.
Do not touch the lens with your fingers.
How do you
calculate the total
magnification?
Course Adjustment
Fine Adjustment
How do you
properly focus?
How do you change
to a higher power
and focus?
How do you carry a
microscope?
How do you
properly store a
microscope?
.
This is the focus knob that you must use first to
.
This is the focus knob that you use
to
.
1. Start with
power and the stage down, away from the objective lens.
2. Position your slide in the middle of your stage.
3. Slowly turn your
knob while you
look through your eyepiece. (the image should become roughly clear as
the stage moves closer to the lens.)
4. Once the image is as clear, use the
knob
to sharpen the focus.
5. On
power, only focus with the
adjustment knob.
1. Make sure your image is in focus at LOW power.
2. Re-adjust your slide so your image is in the middle. (If you have a
pointer in your field of view, use your pointer to find the center of your
specimen). Any movement of the object also shows up in the
__________________________ way. When you move an object to the right, it
appears to move to the
, and when you move it up, its image
moves down
3. Without touching any of the focus knobs, carefully turn the nosepiece to
change the power. (On high power, the objective might touch the slide)
4. On MEDIUM power, refocus CAREFULLY with the
adjustment,
then the fine adjustment.
5. On HIGH power, refocus ONLY with the
adjustment.
Support the
and the
, using two hands.
Change the microscope back to
power and lower the stage
Turn off the
, and wind the cord
the microscope.
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Tips for Using a Compound Light Microscope
1. Multiply the _____________ X ___________________ to get the Total Magnification.
a. If the Ocular is 10X, and the Objective Lens is 10X, what is the total magnification?
b. If the Ocular is 10X, and the Objective Lens is 40X, what is the total magnification?
2. Always start with your objective lens at the ____________________________ power.
3. Only use the _______________ Focus Knob when you are at the LOWEST MAGNIFICATION!
4. Move the slide in the __________________ direction of what you want to see.
5. When you are done:
a. Rotate your Nosepiece to the ____________________ magnification.
b. Drop your ________________
c. Remove and _______________ your slides
Use your notes to help you write the name of the microscope part beside its function.
1.
supports the microscope
2.
used to change which objective is in position
3.
provides light to view a specimen
4.
controls the amount of light reaching the stage
5.
supports the slide
6.
holds slide in place
7.
also called eyepiece; magnifies ten diameters or 10X
8.
objective used to locate specimen on a slide
9.
knob that brings object into view
10.
knob that brings object into focus
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Learning How to View a Slide
1. Select a slide and set it on the _____________ making sure the specimen is centered
over the opening in the stage. Carefully anchor it in place using the stage
_____________.
2. Rotate the _______________________ to center the lowest power objective lens (shortest
objective) over your specimen.
3. While looking through the eyepiece, rotate the ___________________ adjustment knob to
get your specimen in view. Use the small __________ adjustment knob to sharpen the
image and make it clear.
4. To increase magnification, rotate the ______________________ to center the next largest
objective lens (middle-sized objective) over your specimen. You may need to use
the ____________ adjustment knob to sharpen the image.
5. To view your specimen under the highest magnification, rotate the nosepiece to
center the largest objective lens (longest objective) over your specimen. You may
need to use the fine adjustment knob to sharpen the image.
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Cell Biodiversity Lab
In this investigation, you will observe six different types of cells.
Consider the following guiding questions as you draw:
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Are there any similarities between the six cells? If so, how are they similar?
Are there any differences? If so, what are they and why?
Are the cells shaped the way they are for a specific reason? What might those reasons
be?
In what ways might the shapes of the cells affect the way it functions in its environment
or affect its role within a multi-cellular organism?
What types of cells are these? Can you classify them as eukaryotic, prokaryotic? Are they
bacteria, plant cells, animal cells, protists, or fungi?
In what ways are these cells different from cells you have studied or seen in the past?
Did the look of any of the cells surprise you? If so, in what way? Did you observe
anything that may challenge what you thought you originally knew about cells?
Directions for drawing:
 Carefully draw each cell with as much detail as possible. Do not include structures that
you cannot see. Absolutely no chicken scratch is allowed! You are being assessed on
your abilities to draw what you observe.
 You do not need to draw every single cell you see on a slide. You only need to draw one
or two representation of the type of cells in detail. Choose the best magnification. High
power is not necessarily the best magnification because there is less light. Choose the
magnification that gives you the most clarity, whether it is at medium or high power.
 Label all known structures and organelles. If you do not know the structures, it is okay
to go online and to do some “research.” Label the structures based on what you learned
from your research. Labels are always written and read horizontally, and leader lines
never intersect one another.
 Use colored pencils to accurately color your drawings. Absolutely no ball-point pens or
highlighters allowed.
 In the blank space provided next to each drawing, job down observations about the
cells. Use the guiding questions presented above as a guide for your observations. Bullet
point notes are fine, but be clear.
Conclusion directions to be completed after the lab: Look over the guiding questions
presented to you at the start of this lab. Organize your thoughts into paragraphs and write a
conclusion to this activity, using the guiding questions to help you. This is an inquiry activity
designed to make you think about cells. Some of your own observations may challenge what you
thought you originally knew about cells. You may not necessarily have all the answers, but you
are expected to make inferences and claims. You are expected to support your ideas about
these questions based on the evidence. Evidence, in this case, should mostly come from your own
observations, drawings, and independent research you may have done. This conclusion will be
turned in on edmodo.
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Cell Biodiversity Lab
Title:
Observations:
Magnification:
Title:
Observations:
Magnification:
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Cell Biodiversity Lab
Title:
Observations:
Magnification:
Title:
Magnification:
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Observations:
Cell Biodiversity Lab
Title:
Observations:
Magnification:
Title:
Observations:
Magnification:
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Characteristics of Life Unit Study Guide
Part 1: Review – here is a checklist of topics…
Complete each of the following tasks to help yourself prepare for the upcoming test.
 Do you know the six characteristics of life and the theory about the makeup of living
things?
 Can you recite the six common elements of life and determine which elements make up
large molecules such as carbohydrates (sugars), lipids (fats), proteins, and nucleic acids?
 Do you know the levels of organization in the correct order? Make an acrostic poem, a song,
or another memory device to help you remember the correct order.
 Can you clearly define the difference between a population, community, and ecosystem?
 Can you determine how matter flows through the ecosystem?
 Do you know the law of conservation of matter and what it means?
 Can you explain homeostasis and how it is controlled?
 Can you explain differentiation and why it is necessary in multicellular organisms?
 Go back to your Cornell notes for this unit. Cover the right side of the page and attempt to
answer the questions on the left side. Review any areas where you struggled or needed to
look at your notes for information.
 Revisit your Venn diagram on prokaryotic vs. eukaryotic cell. Can you explain the different
classifications?
 Study the parts of a microscope . Come in during F.I.R.E. to practice labeling the parts.
 How is your writing? Can you support your ideas and claims with evidence from reading
material, diagram, research, and observations?
Part 2: Practice
After reviewing, attempt the following questions. Try to complete as much as possible without
looking back at your notes. If you cannot answer a question, look to your notes for help. Mark any
topics that required you to look back at your notes and focus on these areas when you study.
1. List the six characteristics of life:
2. Create a flow chart in the space below showing the complex organization pattern of living
things from largest (biosphere) to smallest (atom).
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3. Which level in the above flow chart is the smallest level for living things?
4. What is homeostasis? Define it and give an example.
5. Draw a food chain to show how matter and energy moves through the ecosystem. Label all
of the trophic levels within your food chain. (producer, primary consumer, etc.) Try to have
at least four links in your food chain. Make sure the cycle of matter within the food chain is
finished with decomposers. Include where matter and essential elements for life can enter
your system. (CO2, O2. Nitrogen, Phosphorus, Sulfur, H2O) – If you are not sure where these
elements enter the system, it is okay to look up this information in your textbook or on the
internet.
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6. Diagram the basic differences between a prokaryotic and eukaryotic cell. Think about the
relative sizes of each type of cell, and draw them to scale. Label the characteristic features in
each cell.
7. Practice defending your idea on this statement through your writing. It is okay to use your
lab, textbook, or any source to support your claim. Try to cite your source for credibility.
For example, you can cite sources like this: according to National Geographic; based on
observations made on the microscope lab; the Biology textbook states, etc. Have at least
three pieces of supporting evidence. As you are writing, make sure you are clear. Define
terms, as necessary, to demonstrate knowledge. For example, if you are talking about
prokaryotic cells, it is probably important to define the word “prokaryotic” first. Use
additional paper, if necessary.
All animal cells are round. True or False?
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8. The diagram below demonstrates cell differentiation. First, define differentiation. Then use
your diagram to explain how a neuron (nerve cell) or an epithelial cell can differentiate
from the same cell. (You are using your picture, in this case, for evidence and contextual
clues)
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9. What are two ways that cells can reproduce? Define the two ways.
10. Which part of the microscope is responsible for...?
a. Holding a slide in place?
b. Adjusting the focus?
c. Controlling the amount of light?
11. How do you calculate magnification? Show an example calculation.
12. Label the parts of the microscope below:
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Cell Unit Parent/ Significant Adult Review Page
Name
Student Portion
Period
Unit Summary (write a summary of the past unit using 5-7 sentences. Use your concept map to
guide your writing):
What is your favorite assignment in this unit and why:
Adult Portion
Dear Parent/ Significant Adult:
This Interactive Notebook represents your student’s learning to date and should contain the work
your student has completed. Please take some time to look at the unit your student just completed,
read his/ her reflection and respond to the following
Ask your child to defend why a pencil sharpener is not a living organism.
Which activity did your student feel helped them learn the best? Please explain why :
Parent/ Significant Adult Signature:
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Characteristics of Life Unit Concept Map
(see reference page 14 for directions)
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Eukaryotic vs. Prokaryotic Cell
Unit Concept Cards
(see reference pages 8 and 9 for directions)
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