Download Revision puzzles - NSW Department of Education

Revision puzzles
In this lesson you are going to do some revision of Living things.
Individual differences
When you classified living things, you divided them into smaller groups.
The members of the small groups are a lot more similar to each other
than they are to other living things.
bullfrog
snail
snail
human
ant
jellyfish
tree frog
lizard
tree frog
jellyfish
bullfrog
ant
lizard
human
bullfrog
tree frog
human
lizard
Grouping animals
© State of New South Wales, Department of Education and Training, 2004
For example, animals include snails, ants, bullfrogs, tree frogs, jellyfish,
lizards and humans. These can be divided into two groups.
Group 1
includes snails, ants and jellyfish.
Group 2
contains bullfrogs, tree frogs, lizards and humans.
Group 2 can be divided into three groups. One group contains the tree
frog and the bullfrog because a bullfrog and a tree frog are alike.
They are not very similar to a human or to a lizard.
As the groups get smaller, the members of each group are becoming
more similar.
Lesson 20/20 More about classifying plants
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Within each group, the members have differences as well. If you think
about humans, you'll realise that even though people are all human,
people differ a lot. With careful observations, it is possible to describe
these differences.
The next exercise gives you an opportunity to practice observing and
describing.
Go to the exercises section and complete Exercise: – Revision puzzles.
Classifying animals
The two major groups you have studied in this unit are vertebrates and
invertebrates.
What is the difference between a vertebrate and an invertebrate? You
will find the answer hidden in the puzzle below. The puzzle is a find-aword.
Activity: Classifying animals
Circle each animal name in the puzzle. There are twenty animal names
in the puzzle.
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lizard
whale
goldfish
squid
barnacle
emu
elephant
parrot
snail
bee
crocodile
tiger
jellyfish
butterfly
cockroach
turkey
human
sea urchin
wasp
scallop
Living things
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Now write the unused letters in order across each line.
They will spell out a hidden message. You will need to add your own
punctuation (capital letters, full stops and commas).
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Lesson 20/20 More about classifying plants
3
Check your response by going to the suggested answers section.
Of the twenty animals that you found in the puzzle, ten of them are
vertebrates and the other ten are invertebrates.
Activity: Vertebrate or invertebrate?
Break this list up into groups of invertebrates and vertebrates.
lizard
whale
goldfish
squid
barnacle
emu
elephant
parrot
snail
bee
crocodile
tiger
jellyfish
butterfly
cockroach
turkey
human
sea urchin
wasp
scallop
List the vertebrates and the invertebrates in the table below.
Vertebrates
4
Invertebrates
Living things
Check your response by going to the suggested answers section.
Classifying plants
You have learned that plants are living things able to make their own
food. You have also learned about the five main plant groups.
The puzzle below contains six important words from your study of
plants. It is your job to make up the clues for this puzzle. Your clues
should be a scientific description of each term.
Activity: Classifying plants
Write the clues for this puzzle on the lines below.
1 down
__________________________________________________
__________________________________________________
1 across
__________________________________________________
__________________________________________________
2 across
__________________________________________________
__________________________________________________
3 across
__________________________________________________
__________________________________________________
4 across
__________________________________________________
__________________________________________________
5 across
__________________________________________________
__________________________________________________
Lesson 20/20 More about classifying plants
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Check your response by going to the suggested answers section.
Understanding the history of science
Throughout this unit, you have been thinking about historical examples
related to the study of living things. These examples have come from a
range of different cultures.
6
Living things
Activity: Understanding the history of science
Revise this aspect of your learning by answering the following questions.
1
Describe a scientific idea that another culture has contributed to the
study of living things.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
2
Describe a non-scientific idea that another culture has developed to
describe their observations of some living things.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
3
Describe a scientific idea that has changed as new observations have
been made or as new ideas about living things have developed.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Check your response by going to the suggested answers section.
Lesson 20/20 More about classifying plants
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What did you achieve?
Tick what you can do.
identify and describe differences of organisms
recall that plants make their own food
recall definitions for the five main plant groups
identify examples of animal groups
identify historical examples of how scientific knowledge has
changed people's understanding of living things.
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Living things
Suggested answers
Check your responses against these suggested answers.
Classifying animals
The hidden message is:
Vertebrate animals have an internal skeleton and a backbone. Invertebrates do
not. Vertebrates are classified as fish, amphibians, reptiles, birds and mammals.
Lesson 20/20 More about classifying plants
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Activity: Vertebrate or invertebrate.
Vertebrates
Invertebrates
lizard
squid
whale
barnacle
goldfish
snail
emu
bee
elephant
jellyfish
parrot
butterfly
crocodile
cockroach
tiger
sea urchin
turkey
wasp
human
scallop
Classifying plants
1 down
The process that plants use to make their own food
1 across
Plants with leaves and underground stems that reproduce by spores
2 across
Plants with leaves but no roots that reproduce by spores
3 across
Plants with roots, stems and leaves that produce seeds in cones
4 across
Plants with roots, stems and leaves that reproduce with flowers
5 across
Simple plants without roots, stems or leaves
Understanding the history of science
1
2
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There are many possible answers throughout the unit. You could describe:
•
the general understanding from most cultures of the difference
between living and non-living, and between plant and animal
•
how the Aboriginal understanding of land helps us understand the
meaning of environment (Part 1)
•
contributions of the ancient Chinese, van Helmont, Priestley, IngenHousz, Senebier (Part 2)
•
the development of the microscope (Part 2)
•
contributions of Aristotle and Saint Albertus Magnus (Part 3)
•
contributions of Aristotle, Theophrastus, Albert the Great, Cesalpina,
Ray, de Tournefort and Linnaeus (Part 4).
You could describe:
Living things
•
3
the Aboriginal ideas of living and non-living or of the appearance of
the moon (Part 1)
You could describe:
•
the changing understanding of photosynthesis (Part 2)
•
the changing features used for classification (Part 3 and Part 4).
Lesson 20/20 More about classifying plants
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Living things
Exercise
Living things
Name
___________________________
Teacher
___________________________
Exercise: Revision puzzles
To help you practise observing and describing, two spiders are drawn in the
picture following.
Female small black house spiders and female Sydney funnel-web spiders
look very similar, but it is important that you can tell the difference in an
emergency! The Sydney funnel-web spider is highly venomous while the
small black house spider is not lethal (deadly).
List as many differences between the female small black house spider and
the female Sydney funnel-web spider as you can.
Remember, these observations could save your life!
Sydney funnel-web spider (female)
Small black house spider (female)
represents
represents
12 mm
4 mm
cephalothorax
abdomen
spinnerets
Spot the difference
© State of New South Wales, Department of Education and Training, 2004
Lesson 20/20 More about classifying plants
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Use sentences to write about the differences.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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Living things