Download Classification Organism Cube Project

Organism Cube PROJECT
Due: ____________________________
Counts as a ________________ Grade
My Topic:______________________________________
Research the characteristics of living things as they relate to your topic. Use the information you collect to complete
your cube (like the sample shown in class). Each side of your cube should cover one of the characteristics. On a string
tail that hangs from your cube include a picture, the scientific name (Genus species) of your organism, and your name
and science block. Be creative in your design!
Some things to think about for each characteristic:
Growth and Development
· How large or small is your organism at birth? How quickly does it grow? How big will it become?
Energy Use
· What does your organism use as an energy source? Give details. Is it an autotroph or heterotroph?
Response
· What kind of stimuli would one find in your organismʼs habitat? How does your organism react to these?
Does your organism hibernate/become dormant (response to temperature)? How does your organism respond if
threatened?
Reproduction
· How does your organism reproduce (sexual or asexual)? At what age does your organism become sexually
mature? How often can your organism reproduce? How many offspring are typically born at one time? What is
the gestation period (length of pregnancy)?
Adaptation (Stable Internal Conditions)
· What adaptions does your organism have for survival (camouflage, poisons, etc.)? What physical features
does your organism have to enable it to maintain homeostasis?
Habitat
· Describe your organismʼs living space (climate, location, etc.). Does your organism share its living space or
compete with others?
The following rubric will be used to grade your project:
1!
!
!
2! !
!
!
!
Content
50%
Mechanics
25%
Visual
25%
!
3! !
!
4
Shows minimal
research effort; Not all
life processes included
or more than one not
covered in-depth;
Much of the information
not accurate or copied
directly from source.
Shows some research
effort; All life processes
included, but more than
one not covered indepth; Some
information not accurate
or copied directly from
source.
Shows good research
effort; All life
processes included,
but could show more
depth; Information is
accurate.
Shows thorough
research; All life
processes included
in-depth; Information
is accurate.
Many (more than 7)
spelling/grammar errors;
Shows lack of
proofreading; Poor
sentence structure;
Minimal fluency; Copied
directly from resources.
Several (5-7) spelling/
grammar errors; Shows
minimal proofreading;
Poor or little variety of
sentence structure;
Some fluency; some
text copied directly from
resources.
3-4 spelling/grammar
errors that do not
interfere with
understanding; Shows
some effort to proofread;
Adequate or varied
sentence structure; Good
fluency.
1-2 spelling/grammar
errors that do not
interfere with
understanding; Shows
good effort to proofread;
Excellent and varied
sentence structure;
Written in own language.
Cube structure;
Messy; Written in
pencil or/and on lined
paper; Lacks color
and/or thoughtful
layout/design; No
picture.
Cube structure;
Shows some effort to
be neat; Written in
pencil or on lined
paper; Minimal color
and/or thoughtful
layout/design; Picture/
sci. name displayed.
Cube structure; Neat;
Written in pen; Some
color and/or thoughtful
layout/design; Picture /
scientific name neatly
displayed.
Cube structure; Very
neat; Typed on white
paper; Colorful and
thoughtful layout/design;
Picture /sci. name
neatly displayed;
Creative design.
ORGANISM CUBE RESEARCH GUIDE SHEET
Organism common name_______________________________________________
Organism scientific name (Genus species)__________________________________
G
Growth & Development
E
Energy Use
R
Response
R
Reproduction
A
Adaptation (Stable Internal Conditions)
H
Habitat
BLANK TEMPLATE
(Note: each student will need 6 copies)
Orcas, also known as Killer Whales, are the largest
members of the dolphin family. At birth, baby orcas
(called calves) are about 300-400 lbs. and about 2.5
meters long. The calf will gain about 1000 lbs. in his
first year. As the calf develops over 3-4 days, his dorsal
fin and tail flukes will stiffen. Many calves also have
yellowish patches that will slowly develop to white over
the calf’s first year.
Adult males can range in length from 6-8 meters and can
weigh more than 6 tons (12,000 lbs). Females are
smaller and are usually 5-7 meters and weigh 3-4 tons.
In terms of development, when orcas get older, their
heads become shorter.
Growth &
Development
Growth &
Development
Growth &
Development
Growth &
Development
Energy
Use
Because orcas must eat other organisms for energy, they
are considered heterotrophs. It is estimated that an orca
can spend about 60% of his time looking for food.
Orcas often hunt in groups and attack their prey like a
pack of wolves. Adult killer whales often share food with
young. They usually consume about 500 lbs. of food per
day.
Energy
Use
Energy
Use
Energy
Use
Orcas hunt a variety of prey including fish, sharks, squid,
sea turtles, sea lions, seals, penguins, sea gulls, polar
bears, and even other small whales. A moose was even
found in an orca’s stomach.
Response
When orcas are in an area with boats (human presence)
studies show that they swim faster and dive deeper to
avoid the boats.
Killer whales sometimes respond to the presence of their
prey by making seasonal migrations to follow the
movement of their food source. They do not, however,
hibernate.
Response
Response
Response
When they sense danger or availability of food, orcas
often make clicks or whistles to signal other orcas in its
group.
Killer whales reproduce sexually. Females and males
mature at about 15 years old. The female will, on
average, give birth to 5 calves - usually one at a time - in
her lifetime. A female orca is pregnant for 15 to 18
months. Most females give birth during winter months.
Most calves are born head first, but can also be born tailfirst.
Males and females help to raise the young orcas.
Reproduction
Reproduction
Reproduction
Reproduction
Adaptation
(Stable Internal
Conditions)
Orcas use echolocation to help them locate prey and
other objects in their environment.
(Stable Internal
Conditions)
Adaptation
(Stable Internal
Conditions)
Orcas have a large white patch near their actual eye
creating the illusion of a bigger eye to intimidate prey.
They also have a type of camouflage called
countershading (dark on top, light on bottom) so they
blend in with the sky when viewed from below and blend
in with the bottom of the sea when seen from above.
Adaptation
They have teeth that point outward so they can
withstand the strong jerking movements from their prey.
(Stable Internal
Conditions)
Adaptation
Killer whales are warm blooded and have a thick layer of
blubber to help maintain their body temperature. Their
sleek and streamlined body allows them to swim as
quickly as 30 mph.
Habitat
Orcas are found in every ocean on Earth, but are usually
found in cooler waters. They prefer water that is an icy
52°F and are often found closer to coasts. Orcas have
even been seen in fresh water rivers (to eat fresh), but
do not often go far from the sea.
Habitat
Darker blue indicates actual orca sightings.
Habitat
Killer whales will migrate to follow their prey.
Habitat
INFORMATION FOR CUBE TAIL
KILLER
WHALE
Orcinus orca
Organism Cube PROJECT
GRADE SHEET
Student Name ___________________________________________
Organism ______________________________________________
!
!
!
Content
50%
Mechanics
25%
Visual
25%
1!
!
!
2!!
!
3!
!
4
Shows minimal
research effort; Not all
life processes included
or more than one not
covered in-depth;
Much of the information
not accurate or copied
directly from source.
Shows some research
effort; All life processes
included, but more than
one not covered indepth; Some
information not accurate
or copied directly from
source.
Shows good research
effort; All life
processes included,
but could show more
depth; Information is
accurate.
Shows thorough
research; All life
processes included
in-depth; Information
is accurate.
Many (more than 7)
spelling/grammar
errors; Shows lack of
proofreading; Poor
sentence structure;
Minimal fluency; Copied
directly from resources.
Several (5-7) spelling/
grammar errors; Shows
minimal proofreading;
Poor or little variety of
sentence structure;
Some fluency; some
text copied directly from
resources.
3-4 spelling/grammar
errors that do not
interfere with
understanding; Shows
some effort to proofread;
Adequate or varied
sentence structure; Good
fluency.
1-2 spelling/grammar
errors that do not
interfere with
understanding; Shows
good effort to proofread;
Excellent and varied
sentence structure;
Written in own language.
Cube structure;
Messy; Written in
pencil or/and on lined
paper; Lacks color
and/or thoughtful
layout/design; No
picture.
Cube structure;
Shows some effort to
be neat; Written in
pencil or on lined
paper; Minimal color
and/or thoughtful
layout/design; Picture/
sci. name displayed.
Cube structure; Neat;
Written in pen; Some
color and/or thoughtful
layout/design; Picture /
scientific name neatly
displayed.
Cube structure; Very
neat; Typed on white
paper; Colorful and
thoughtful layout/design;
Picture /sci. name
neatly displayed;
Creative design.
Comments:
FInal Grade: _________
Organism Cube PROJECT
SUGGESTED FINAL GRade Scores
Possible Points = Letter Grade/Numeric
16 = A+/100
15 = A/95
14 = A-/91
13 = B+/88
12 = B/85
11 = B-/81
10 = C+/78
9 = C/75
8 = C-/71
7 = D+/68
6 = D/65
5 = D-/61
4 = F/58
Note to Teacher:
• This project can be a culminating event or an ongoing project during the unit; it can adapted to
have any six of category headings. The category headings in this project are based on the
Prentice Hall unit on classification found in the Plants to Bacteria volume.
• Students can select their own topics or be assigned by teacher. (Sometimes it is helpful to
narrow down easier topics for special education students or provide more challenging topics for
gifted and talented students). Most students select animals, but it can be adapted for plants or
other kingdoms.
• Using the research guide sheet encourages students to put the information they gather into their
own words and note form rather than just copying from resources.
• Cubes can easily be assembled by cutting out six circles (see template) and pasting tabs
together or students can create their own cubes (ie., covering a square box with information).
• Cubes can be displayed by hanging from the ceiling when completed - they look great!
• Assembling the provided Orca example provides students with a clear visual on how they might
create their cube.
• Content score on rubric is counted as 50% and must be added in twice to account for weighting
when calculating final grade score.
• You can require students to document resources in a separate paper or attach the information to
the tail if desired.