Download Core Function Structure Explanation

Structure & Function Classwork
Classwork #1
Name: __________________________
4th Grade PSI
The seahorse is an interesting animal that lives in the
ocean. Although they look similar to horses, they are actually a
type of fish! They breathe through gills and have two different
types of fins. The dorsal fin is located on their back and helps
them to move forwards. Two pectoral fins are located behind each
eye and help them to steer.
Seahorses have long, prehensile tails, which means that
they can grasp objects with their tails. Since seahorses are poor
swimmers, they are often found grasping grasses or other objects
underwater.
Seahorses have excellent eyesight and are able to move
their eyes independently from each other. In other words, one eye
can look one way while the other eye looks the opposite way. This
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helps them to look for food as well as to stay away from other
harmful animals.
The snout of seahorses is long and skinny. They poke their
snouts into narrow spaces to find food. Then, they suck the food
up through their snouts, like a vacuum.
Seahorses are very unusual when it comes to having babies.
The female seahorse makes eggs and then places the eggs in a
stomach pouch on the male. The male carries the eggs in his
pouch until they hatch.
With so many different structures, the seahorse is definitely
an interesting animal!
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4th Grade PSI
Plant & Animal Structures and Processes
1. In the chart below, describe the function of each of the
structures.
Structure
Function
Gill
Dorsal fin
Pectoral fin
Prehensile tail
Eyes
Snout
Male stomach
pouch
2. Look at the structures listed above. Are they internal or
external structures? What is the difference between the two?
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Structure & Function Homework
Homework #1
Name: __________________________
4th Grade PSI
You are diligently working on your science homework when your
mom calls you for dinner. You sit down at the table to see that
dinner tonight includes a large piece of chicken and a bowl of
vegetable soup.
You have been given a knife, a fork and a spoon. In the chart
below, describe the structure of each utensil and how you used it
to eat your dinner. How does structure fit function?
Utensil
Describe structure
How does structure fit
function?
Knife
Fork
Spoon
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Plant & Animal Structures and Processes
Animal Structures Classwork
Classwork #2
Name: __________________________
4th Grade PSI
Each statement below describes a structure of an animal. For
each one, describe a core function that is addressed by that
structure. (Some structures may have more than one function.)
1. Porcupines are covered in sharp spines called quills. When
the animal feels threatened, its quills rise.
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2. Many shark teeth are sharp and triangular. They can go
through 35,000 teeth in their lifetime!
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3. Male crabs usually have a large front claw which they use to
attract females.
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Plant & Animal Structures and Processes
4. Birds often swallow food whole. It is broken into small parts
in the gizzard, a structure that is part of the digestive system.
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5. Chameleons are able to change color to blend into their
environment.
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Plant & Animal Structures and Processes
Animal Structures Homework
Homework #2
Name: __________________________
4th Grade PSI
Loggerhead Sea Turtles
The loggerhead sea turtle is the second largest hard-shelled
turtle in the world. On average, adults weight about 300 pounds,
although some can weigh up to 1,000 pounds!
A loggerhead sea turtle begins its life by hatching from an
egg that has been buried under the sand on a beach. After
hatching, the turtle must make its way to the ocean. The moon
and stars create light that reflects on the ocean water. When sea
turtles hatch, they move towards light, as this is what leads them
to the ocean.
Loggerhead sea turtles have a strong shell with large plates
on the back. The turtle uses this armored shell as protection from
other animals. Although the turtles look awkward on land, they are
strong swimmers in the water. They have two flippers in the front
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and two flippers in the back that help them move through the
water.
Loggerhead sea turtles eat many different types of food:
corals, sea urchins, sea stars, fish, plants and clams. They use
their strong beak-like jaws to tear and crush their food.
Loggerhead sea turtles live in water temperatures of 56-82⁰
F. If the water temperature becomes too cold, sea turtles will go
into shock. In order to avoid this, most sea turtles migrate to
warmer waters when temperatures begin to drop.
Many human activities are harmful for loggerhead sea
turtles. When plastic litter drifts in the ocean, it looks like food. If
sea turtles eat it, the plastic will remain in their stomachs and can
cause the turtles to starve because nothing else can fit into their
stomachs.
By constructing houses and buildings right next to the beach,
humans make it harder for baby sea turtles to find the ocean.
When oceanside houses or businesses leave their lights on at
night, some of the baby turtles get confused and move towards
land instead of following the light over the ocean. By being aware
of how our actions affect the world around us, we can alter our
behaviors to be more respectful of nature.
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Plant & Animal Structures and Processes
In the chart below, identify what structures meet each core
function. Describe how each structure enables the sea turtle to
carry out the core function.
Core Function
Structure Explanation
Growth
Survival
Reproduction
Behavior
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Plant Structures Classwork
Classwork #3
Name: __________________________
4th Grade PSI
Each statement below describes a plant structure. For each one,
describe a core function that is addressed by that structure.
(Some structures may have more than one function.)
1. A coconut is actually a seed from the coconut palm tree. The
seed can float in water and can travel up to 3,000 miles
before reaching land and producing a new plant. The hard
outer shell of the coconut helps it to survive long journeys.
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2. Giant kelp are a type of seaweed common in the eastern
Pacific Ocean that can grow up to 50 meters (160 feet) tall.
They attach to the bottom of the ocean and the leaves reach
upwards towards the surface where they absorb sunlight for
photosynthesis.
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3. Japanese beetles like to eat geranium flowers. When a
beetle bites into a geranium flower, the flower releases a
chemical that paralyzes the beetle.
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4th Grade PSI
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Plant Structures Homework
Homework #3
Name: __________________________
4th Grade PSI
Hibiscus
Hibiscus are a type of flowering
plant that produce large, colorful
flowers. They grow best in warm,
humid environments where the
temperature does not drop below 40⁰
F. The leaves of hibiscus are large and
green. They reach upwards, absorbing
sunlight for photosynthesis.
Hibiscus flowers can be bright
red, pink, white, yellow, orange or
purple. Rising out of the middle of the flower is the stamen, a long
structure that holds pollen. Insects are attracted to the bright
colors of the flowers. When they land on the stamen, they collect
pollen on their bodies. If the insect flies to a neighboring flower
and drops pollen into it, then a seed will form. The seed, in turn,
will grow into a new plant.
As sunlight begins to fade at the end of each day, the
hibiscus flower responds by closing inwards. When sunlight
returns in the morning, the flower petals will open up again.
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Scientists do not yet completely understand why hibiscus flowers
do this. Some scientists believe that, by closing, flowers protect
the pollen from becoming wet. Others believe that the flowers are
protecting themselves from animals or insects that are out at
night. Still others think it may protect the flowers from the drop of
temperature at night.
In the chart below, identify what structures meet each core
function. Describe how each structure enables the hibiscus to
carry out the core function.
Core Function
Structure Explanation
Growth
Survival
Reproduction
Behavior
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Plant & Animal Structures and Processes
Information Processing Classwork
Classwork #4
Name: __________________________
4th Grade PSI
For the scenarios in #1-3, identify the stimulus and the response.
1. A skunk hears a dog approaching it. The skunk turns around
and sprays the dog.
Stimulus - _______________________________________
Response - ______________________________________
2. A mother bird hears her baby birds chirping loudly. She flies
back to the nest to check on them.
Stimulus - _______________________________________
Response - ______________________________________
3. You spill a bag of candy on the grass. Ants smell the sugar
and quickly move towards it.
Stimulus - _______________________________________
Response - ______________________________________
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4. Create a flowchart showing the three steps of information
processing. Use one of the examples from #1-3 to fill in your
flowchart.
5. An animal’s actions are guided by information processing.
How does memory also affect actions? Give an example.
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Plant & Animal Structures and Processes
Information Processing Homework
Homework #4
Name: __________________________
4th Grade PSI
Horned Lizard
Horned lizards live in the dry, hot, sandy environments of
western United States and Mexico. These lizards have flat bodies
with horns, or spines, covering the head and body.
The horned lizard has many predators, including hawks,
snakes, wolves and coyotes. Horned lizards have developed an
interesting way to protect themselves from these predators. They
squirt blood out of their eyes! When they feel threatened, they are
able to break the tiny blood vessels at the corners of their eyes.
As a result, blood squirts out of their eyes and can reach up to
five feet away from them. This behavior confuses other animals,
giving the lizard a chance to escape. The blood also has an
unpleasant taste, which makes some animals leave the lizard
alone.
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4th Grade PSI
Plant & Animal Structures and Processes
1. Draw a flowchart illustrating the information processing that
occurs when a horned lizard feels threatened.
2. In what system of the body does information processing
occur?
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3. What is the name of the structures that detect stimuli from
the environment?
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Plant Behavior Classwork
Classwork #5
Name: __________________________
4th Grade PSI
After learning about plant behavior in science class, you decide to
design an experiment that tests the effect of light on plant growth.
You follow the procedure below.
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Purchase three identical plants from the nursery.
Purchase three heat lamps.
Place one plant directly underneath a heat lamp.
Place one plant 1 meter to the left of a heat lamp.
Place one plant 1 meter to the right of a heat lamp.
Observe the growth of each plant over several days.
Based on this procedure, what results do you predict? Draw a
picture of how you think each plant will look at the end of the
experiment by drawing a picture of each one in the flower pots.
(The orange sphere represents the heat lamp.)
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Explain why you expect to see these results.
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Why is this type of behavior advantageous for plants?
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Plant & Animal Structures and Processes
Plant Behavior Homework
Homework #5
Name: __________________________
4th Grade PSI
Design an experiment that will test a plant behavior. You can
choose any behavior to test, even if it was not discussed during
class.
Come up with an experimental question, a materials list, and a
procedure.
Experimental question:
Materials:
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Procedure:
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Answer Key
Structure & Function Classwork
Classwork #1
1.
Structure
Function
Gills
Allows the animal to breathe.
Dorsal fin
Allows the seahorse to move forwards.
Pectoral fin
Allows the seahorse to steer.
Prehensile tail
Allows the seahorse to grasp objects.
Eyes
Allows the seahorse to see, particularly food and predators.
Snout
Allows the seahorse to find food in small areas.
Male stomach
Allows the seahorse eggs to develop.
pouch
2. All of the structures are external. External structures are located on the outside of
an animal’s body while internal structures are on the inside of an animal’s body.
Structure & Function Homework
Homework #1
Answers may vary slightly. Example:
Utensil
Structure
Knife
Long with one
sharp edge
Fork
Three skinny
prongs at the end
Spoon
A curved surface,
like a shallow bowl
Function
I used the sharp edge to cut the chicken into
smaller pieces.
I used the prongs to hold the chicken still
while I cut it with the knife. I then used the
prongs to pick up the small pieces of chicken.
I used the shallow bowl to hold the liquid soup
and carry it to my mouth.
Animal Structures Classwork
Classwork #2
Answers may vary slightly. Below are sample answers.
1. The quills help the porcupine to protect itself from predators. It is a way that the
animal responds to its environment. Core function: survival and behavior.
2. Shark teeth help the shark to eat. Core function: growth
3. The claw helps the male to attract females. Core function: reproduction
4. The gizzard breaks apart food and helps the bird to get nutrition. Core function:
growth
5. A chameleon’s camouflage helps it to hide from predators and to sneak up on
prey. It also is a way that the animal responds to its environment. Core functions:
survival, growth and behavior.
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Animal Structures Homework
Homework #2
Core Function
Structure Explanation
Growth
Strong jaws crush food that help the turtle to grow.
Survival
The armored back protects the turtle from other animals.
Reproduction
Eggs enable the turtles to develop.
Baby turtles respond to light by moving towards it.
Behavior
Turtles respond to cold water temperatures by migrating to
warmer waters.
Plant Structures Classwork
Classwork #3
1. The coconut is a seed that grows into a new plant, so it meets the function of
reproduction. The hard outer shell of the coconut protects the seed, so it meets
the function of survival.
2. The leaves of the kelp absorb sunlight for photosynthesis, so they meet the need
of growth.
3. The flower produces a chemical that paralyzes biting insects, so it meets the
need of survival. The flower responds to insects by releasing the chemical, so it
is an example of a behavior.
Plant Structures Homework
Homework #3
Core Function
Structure Explanation
Growth
Leaves absorb sunlight for photosynthesis.
Survival
Plants close at night to protect the pollen or to protect itself
from cold temperatures or insects.
The stamen contains pollen that is used to create seeds.
Reproduction
The seed grows into a new plant.
Behavior
When the sunlight begins to fade, the flower responds by
closing up.
Information Processing Classwork
Classwork #4
1. Stimulus – The skunk hears the dog.
Response – The skunk sprays the dog.
2. Stimulus – The mother bird hears her chicks.
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Response – The mother bird flies back to the nest.
3. Stimulus – Ants smell sugar.
Response – Ants move towards the sugar.
4. Stimulus  Integration  Response
Insert the stimulus and response from questions #1-3. Integration occurs in the
brain.
5. Memory works with information processing to shape behavior. Animals will
remember the results of information processing and will use it in the future to
repeat behavior or refrain from behavior. Examples will vary. Sample example: A
thirsty toddler is given a cup with a straw for the first time. She plays around with
the straw until she randomly sucks on it and gets a mouthful of liquid. Eventually,
through information processing, she figures out that, if she is thirsty, she can
suck on the straw to get something to drink. The next time that she is thirsty, she
will remember this (MEMORY) and immediately go suck on a straw.
Information Processing Homework
Homework #4
1. Stimulus: Lizard feels threatened (sees a predator, hears a predator, etc.)
Integration: This sensory information is sent to the brain.
Response: Tiny blood vessels in the eyes break open and blood squirts from
their eyes.
2. Nervous system
3. Sensory receptors
Plant Behavior Classwork
Classwork #5
Each plant should grow towards the light. One will grow straight up and the
others will grow curved towards the light. Plants respond to light by growing
towards it (phototropism). This is advantageous for plants because it allows them
to get the most sunlight possible for photosynthesis (growth).
Plant Behavior Homework
Homework #5
Answers will vary. This may be a good time to discuss experimental design. Did
the procedure actually test the question? Did they have a control group? (If your
students do not know the term “control group” yet, you can still check to see that
they have something to compare their results to.) Engage their critical thinking
skills by predicting the outcomes of their experiments.
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4th Grade PSI
Plant & Animal Structures and Processes