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Transcript
•Areas of Focus in The Plant Unit: •Plant photo tour, Plant Evolution, Importance of Algae, Lichens, The Three Types of Lichens, Non-Vascular Plants, Bryophytes, Seedless Vascular Plants (Ferns), Seeds, Seed Dormancy, Factors that Break Seed Dormancy, Germination, Parts of a Young Plant, Monocots and Dicots, Roots and Water, Types of Roots, Water Uptake and Photosynthesis, Plant Hormones, Types of Plant Tissues, Xylem and Phloem, Woody Plants, Leaves, Light and Plants, Transpiration, Guard Cells, Leaf Identification, Plant Life Cycles, Seed Plant Life Cycles, Parts of a Flower, Matured Ovaries (Fruits), Types of Fruit and much more. •Full unit can be found at… •http://sciencepowerpoint.com/Plant_Botany_Unit.html • This PowerPoint is one small part of my Botany Unit. This unit includes…. – A 5 part 2,700 slide PowerPoint roadmap full of built-in hands-on activities, quizzes, projects, and much more. – 13 page bundled homework package that chronological follows the slideshow, modified version, answer keys, and detailed lesson notes. – 2 PowerPoint Review Games with answers, videos links, rubrics, crosswords, projects, curriculum guides, materials lists, and much more. – http://sciencepowerpoint.com/Plant_Botany_Unit.html • RED SLIDE: These are notes that are very important and should be recorded in your science journal. Copyright © 2010 Ryan P. Murphy Use this red line. . -Nice neat notes that are legible and use indentations when appropriate. . -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy • Keep an eye out for “The-Owl” and raise your hand as soon as you see him. – He will be hiding somewhere in the slideshow Copyright © 2010 Ryan P. Murphy • Keep an eye out for “The-Owl” and raise your hand as soon as you see him. – He will be hiding somewhere in the slideshow “Hoot, Hoot” “Good Luck!” Copyright © 2010 Ryan P. Murphy • The Plant Unit will cover… • • • • • • • Evolution of Plants Non-Vascular Plants Seedless Vascular Plants Seeds Young Plants Monocots and Dicots Roots and Water • The Plant Unit will cover… • • • • • • • Evolution of Plants Non-Vascular Plants Seedless Vascular Plants Seeds Young Plants Monocots and Dicots Roots and Water • The Plant Unit will cover… • • • • • • • Evolution of Plants Non-Vascular Plants Seedless Vascular Plants Seeds Young Plants Monocots and Dicots Roots and Water • The Plant Unit will cover… • • • • • • • Evolution of Plants Non-Vascular Plants Seedless Vascular Plants Seeds Young Plants Monocots and Dicots Roots and Water • The Plant Unit will cover… • • • • • • • Evolution of Plants Non-Vascular Plants Seedless Vascular Plants Seeds Young Plants Monocots and Dicots Roots and Water • The Plant Unit will cover… • • • • • • • Evolution of Plants Non-Vascular Plants Seedless Vascular Plants Seeds Young Plants Monocots and Dicots Roots and Water • The Plant Unit will cover… • • • • • • • Evolution of Plants Non-Vascular Plants Seedless Vascular Plants Seeds Young Plants Monocots and Dicots Roots and Water • The Plant Unit will cover… • • • • • • • Evolution of Plants Non-Vascular Plants Seedless Vascular Plants Seeds Young Plants Monocots and Dicots Roots and Water • The Plant Unit will also cover… • • • • • • • • Plant Hormones Plants Tissues and Vascular System Woody Plants Leaves and Plant Processes Leaf Identification Plant Life Cycles Flowers Fruits • The Plant Unit will also cover… • • • • • • • • Plant Hormones Plants Tissues and Vascular System Woody Plants Leaves and Plant Processes Leaf Identification Plant Life Cycles Flowers Fruits • The Plant Unit will also cover… • • • • • • • • Plant Hormones Plants Tissues and Vascular System Woody Plants Leaves and Plant Processes Leaf Identification Plant Life Cycles Flowers Fruits • The Plant Unit will also cover… • • • • • • • • Plant Hormones Plants Tissues and Vascular System Woody Plants Leaves and Plant Processes Leaf Identification Plant Life Cycles Flowers Fruits • The Plant Unit will also cover… • • • • • • • • Plant Hormones Plants Tissues and Vascular System Woody Plants Leaves and Plant Processes Leaf Identification Plant Life Cycles Flowers Fruits • The Plant Unit will also cover… • • • • • • • • Plant Hormones Plants Tissues and Vascular System Woody Plants Leaves and Plant Processes Leaf Identification Plant Life Cycles Flowers Fruits • The Plant Unit will also cover… • • • • • • • • Plant Hormones Plants Tissues and Vascular System Woody Plants Leaves and Plant Processes Leaf Identification Plant Life Cycles Flowers Fruits • The Plant Unit will also cover… • • • • • • • Plant Hormones Plants Tissues and Vascular System Woody Plants Leaves and Plant Processes Leaf Identification Plant Life Cycles Flowers • The Plant Unit will also cover… • • • • • • • • Plant Hormones Plants Tissues and Vascular System Woody Plants Leaves and Plant Processes Leaf Identification Plant Life Cycles Flowers Fruits Copyright © 2010 Ryan P. Murphy • What is a plant? Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae, Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having a cell wall made of cellulose, Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having a cell wall made of cellulose, and lacking the power of locomotion. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having a cell wall made of cellulose, and lacking the power of locomotion. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having a cell wall made of cellulose, and lacking the power of locomotion. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having a cell wall made of cellulose, and lacking the power of locomotion. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having a cell wall made of cellulose, and lacking the power of locomotion. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having a cell wall made of cellulose, and lacking the power of locomotion. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having a cell wall made of cellulose, and lacking the power of locomotion. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having a cell wall made of cellulose, and lacking the power of locomotion. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having a cell wall made of cellulose, and lacking the power of locomotion. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having a cell wall made of cellulose, and lacking the power of locomotion. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • Activity! Definition of a plant – (Circle the words you don’t know) – Any of various photosynthetic, eukaryotic, multi-cellular organisms of the Kingdom Plantae characteristically producing embryos, containing chloroplasts, having cell wall made of cellulose, and lacking the power of locomotion. – Photosynthetic – Makes sugar from light. – Eukaryotic – Cells with a nucleus. – Multi-cellular – Made of many cells. – Embryo – Young organism that grows inside. – Chloroplast – An organelle that does photosynthesis. – Cellulose – A complicated and strong sugar. – Locomotion – To move. Copyright © 2010 Ryan P. Murphy • The most familiar Eukaryotic cells are Plants Cells and Animal Cells • The most familiar Eukaryotic cells are Plants Cells and Animal Cells • The most familiar Eukaryotic cells are Plants Cells and Animal Cells • This is a picture of a plant cell. It has… Copyright © 2010 Ryan P. Murphy • This is a picture of a plant cell. It has… – Protective cell walls. – Chloroplast for photosynthesis. – Large storage vacuole that serves many purposes. Copyright © 2010 Ryan P. Murphy • This is a picture of a plant cell. It has… – Protective cell walls. – Chloroplast for photosynthesis. – Large storage vacuole that serves many purposes. Copyright © 2010 Ryan P. Murphy • This is a picture of a plant cell. It has… – Protective cell walls. – Chloroplast for photosynthesis. – Large storage vacuole that serves many purposes. Copyright © 2010 Ryan P. Murphy • This is a picture of a plant cell. It has… – Protective cell walls. – Chloroplast for photosynthesis. – Large storage vacuole that serves many purposes. Copyright © 2010 Ryan P. Murphy • This is a picture of a plant cell. It has… – Protective cell walls. – Chloroplast for photosynthesis. – Large storage vacuole that serves many purposes. Copyright © 2010 Ryan P. Murphy • This is a picture of a plant cell. It has… – Protective cell walls. – Chloroplast for photosynthesis. – Large storage vacuole that serves many purposes. Copyright © 2010 Ryan P. Murphy • This is a picture of a plant cell. It has… – Protective cell walls. – Chloroplast for photosynthesis. – Large storage vacuole that serves many purposes. Learn more about the differences between plant and animal cells at… http://www.diffen.com/difference/Animal_Cell_vs_Plant_Cell Copyright © 2010 Ryan P. Murphy • There are many varieties of plants called Divisions. • Plants are extremely important to our lives. – Can you name 20 products that use materials from plants or the remains of plants. Copyright © 2010 Ryan P. Murphy • Plants are extremely important to our lives. – Can you name 20 products that use materials from plants or the remains of plants. Copyright © 2010 Ryan P. Murphy • Generated Class list. • If a product is made of the following, it is made from plants, or old decomposed plants (oil). Copyright © 2010 Ryan P. Murphy • If a product is made of the following, it is made from plants, or old decomposed plants (oil). – Any wood. – Any fiber / other than metals. – Plastics (most are oil based). – Chemicals (most are from plants). – All food. Copyright © 2010 Ryan P. Murphy • If a product is made of the following, it is made from plants, or old decomposed plants (oil). – Any wood. – Any fiber / other than metals. – Plastics (most are oil based). – Chemicals (most are from plants). – All food. Copyright © 2010 Ryan P. Murphy • If a product is made of the following, it is made from plants, or old decomposed plants (oil). – Any wood. – Any fiber / other than metals. – Plastics (most are oil based). – Chemicals (most are from plants). – All food. Copyright © 2010 Ryan P. Murphy • If a product is made of the following, it is made from plants, or old decomposed plants (oil). – Any wood. – Any fiber / other than metals. – Plastics (most are oil based). – Chemicals (most are from plants). – All food. Copyright © 2010 Ryan P. Murphy • If a product is made of the following, it is made from plants, or old decomposed plants (oil). – Any wood. – Any fiber / other than metals. – Plastics (most are oil based). – Chemicals (most are from plants and oils). – All food. Copyright © 2010 Ryan P. Murphy • If a product is made of the following, it is made from plants, or old decomposed plants (oil). – Any wood. – Any fiber / other than metals. – Plastics (most are oil based). – Chemicals (most are from plants and oils). – All food. Copyright © 2010 Ryan P. Murphy • If a product is made of the following, it is made from plants, or old decomposed plants (oil). – Any wood. – Any fiber / other than metals. – Plastics (most are oil based). – Chemicals (most are from plants and oils). – All food. Copyright © 2010 Ryan P. Murphy • If a product is made of the following, it is made from plants, or old decomposed plants (oil). – Any wood. – Any fiber / other than metals. – Plastics (most are oil based). – Chemicals (most are from plants and oils). – All food. Copyright © 2010 Ryan P. Murphy • If a product is made of the following, it is made from plants, or old decomposed plants (oil). – Any wood. – Any fiber / other than metals. – Plastics (most are oil based). – Chemicals (most are from plants and oils). – All food. Copyright © 2010 Ryan P. Murphy • If a product is made of the following, it is made from plants, or old decomposed plants (oil). – Any wood. – Any fiber / other than metals. – Plastics (most are oil based). – Chemicals (most are from plants and oils). – All food. Copyright © 2010 Ryan P. Murphy • If a product is made of the following, it is made from plants, or old decomposed plants (oil). – Any wood. – Any fiber / other than metals. – Plastics (most are oil based). – Chemicals (most are from plants and oils). – All food. Copyright © 2010 Ryan P. Murphy • The energy flow of life occurs because of plants. Plants harness the energy from the sun, and pass it on to all other life forms. Copyright © 2010 Ryan P. Murphy • The energy flow of life occurs because of plants. Plants harness the energy from the sun, and pass it on to all other life forms. – Except for extreme bacteria on the ocean floor and their predators that use chemosynthesis. Copyright © 2010 Ryan P. Murphy • You can now complete the first question on your bundled homework package. • Just Relax. Your day is already too stressful. – The plant world is amazing, just enjoy. – Recommended music: http://www.youtube.com/watch?v=stCKjZniMsQ • Activity! Creating your own study about plants. – We need to start today because plants need time to grow. – We will be collecting data periodically over the next several weeks. Copyright © 2010 Ryan P. Murphy • Activity! Creating your own study about plants. – We need to start today because plants need time to grow. – We will be collecting data periodically over the next several weeks. Copyright © 2010 Ryan P. Murphy • Activity! Creating your own study about plants. – We need to start today because plants need time to grow. – We will be collecting data periodically over the next several weeks. Copyright © 2010 Ryan P. Murphy Observe Add to background information Analyze the data Collect data Support Reject hypothesis hypothesis Repeat experiment Do something With the findings. Form a new Hypothesis Create an experiment with a control group and experimental group. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy • Experiments search for cause and effect relationships in nature. • Experiments search for cause and effect relationships in nature. • These changing quantities are called variables. • Does your grade depend on how much time you spend on your work? • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied). • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied). • You have control over your grades. • Variable: Changing quantity of something. –––- • Variable: Changing quantity of something. –––- • Variable: Changing quantity of something. –––- • Variable: Changing quantity of something. –––- • Independent: (Change) The variable you have control over, what you can choose and manipulate. • Independent: (Change) The variable you have control over, what you can choose and manipulate. • Independent: (Change) The variable you have control over, what you can choose and manipulate. • Dependent: (Observe) What you measure in the experiment and what is affected during the experiment. • Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. • Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. • Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. • Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Everything is exactly the same except for the independent variable • You will need to plant 12 - 24 seeds. • You will need two / three or more groups. – One group is the control group. – The other group or more are the experimental groups that have one different factor / gradient. Copyright © 2010 Ryan P. Murphy • You will need to plant 12 - 24 seeds. • You will need two / three or more groups. – One group is the control group. – The other group or more are the experimental groups that have one different factor / gradient. Copyright © 2010 Ryan P. Murphy • You will need to plant 12 - 24 seeds. • You will need two / three or more groups. – One group is the control group. – The others are the experimental groups that have one different factor / gradient. Copyright © 2010 Ryan P. Murphy • All of the containers will need to be identical except for the one factor that is changed. Copyright © 2010 Ryan P. Murphy • All of the containers will need to be identical except for the one factor that is changed. – That one factor is called the independent variable. Copyright © 2010 Ryan P. Murphy • Your study might want to investigate a variable that may effect the health of a plant. – Salt will…help or hurt a plant? – Fertilizer will…help or hurt a plant? Copyright © 2010 Ryan P. Murphy • Your study might want to investigate a variable that may effect the health of a plant. – Salt will…help or hurt a plant? – Fertilizer will…help or hurt a plant? Copyright © 2010 Ryan P. Murphy • Your study might want to investigate a variable that may effect the health of a plant. – Salt will…help or hurt a plant? – Fertilizer will…help or hurt a plant? Copyright © 2010 Ryan P. Murphy Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The students injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out if worms help plants grow. The student use four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water, • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water, • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water, • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water, • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water, • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water, • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water, • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water, • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water, • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water, • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water, etc. • Many of your projects may measure fitness of the plant (Dependent Variable) – Height of plant – Numbers of leaves – Numbers of flowers • Your study could examine the type of soils that plants prefer or grow better in. – Sandy, Clay, Rocky, Loam? Copyright © 2010 Ryan P. Murphy • Study could examine different types of light on plant growth. Copyright © 2010 Ryan P. Murphy • Could use living organisms and examine predation such as Pillbugs, caterpillars, or increased fitness with earthworms. – See me as this requires some extra materials. Copyright © 2010 Ryan P. Murphy • Depress seeds just below the surface (1 cm) and moisten. Copyright © 2010 Ryan P. Murphy • Plant Study Set-up and Data Collection Available Sheet. Please record the following Problem: Independent Variable: Dependent Variable: Control: • Some possible websites to visit for ideas. • Search Words: Plants, Science Fair, Projects, Agriculture, Experiment – http://www.sciencefairprojects411.com/free_plants_pr oject_ideas.php – http://www.sciencebuddies.org/science-fairprojects/recommender_interest_area.php?ia=PlantBio &dl=5 – http://chemistry.about.com/cs/sciencefairideas/a/aa05 1403a.htm – http://www.juliantrubin.com/plantprojects.html – http://www.agclassroom.org/kids/science_ideas.htm • Please complete the four terms below as they relate to the project you have selected. – – – – Problem: Independent Variable: Dependent Variable: Control: – – – – – What will you need from me? What can you supply? What problems do you foresee? Can you create a spreadsheet to organize your data? Can you sketch out the containers / how they will be organized? • Possible Example of sketch showing organization setup. ___________ __________ ____________ Copyright © 2010 Ryan P. Murphy Height (cm) Control Date Exp. 1 Exp. 2 Observations: Copyright © 2010 Ryan P. Murphy # True Leaves Control Exp. 1 Exp. 2 Date Observations: Copyright © 2010 Ryan P. Murphy New Area of Focus: The Evolution of Plants. Copyright © 2010 Ryan P. Murphy • New Area of Focus: The Evolution of Plants. – and Algae (Plant like Protist) – and Lichens (Fungi and Protist) Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Universal Ancestor Copyright © 2010 Ryan P. Murphy Universal Ancestor Copyright © 2010 Ryan P. Murphy Universal Ancestor Copyright © 2010 Ryan P. Murphy Eubacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy Eubacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy Prokaryotic (Cells with no Nucleus) Eubacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy Prokaryotic (Cells with no Nucleus) Eubacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy Prokaryotic (Cells with no Nucleus) Eubacteria Archaebacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy Prokaryotic (Cells with no Nucleus) Eubacteria Archaebacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy Prokaryotic (Cells with no Nucleus) Eubacteria Archaebacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy Eukaryotic (Cells with Nucleus) Prokaryotic (Cells with no Nucleus) Eubacteria Archaebacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy Eukaryotic (Cells with Nucleus) Prokaryotic (Cells with no Nucleus) Eubacteria Archaebacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy Eukaryotic (Cells with Nucleus) Prokaryotic (Cells with no Nucleus) Eubacteria Archaebacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy Eukaryotic (Cells with Nucleus) Prokaryotic (Cells with no Nucleus) Eubacteria Archaebacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy Eukaryotic (Cells with Nucleus) Prokaryotic (Cells with no Nucleus) Eubacteria Archaebacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy Eukaryotic (Cells with Nucleus) Prokaryotic (Cells with no Nucleus) Eubacteria Archaebacteria Universal Ancestor Copyright © 2010 Ryan P. Murphy • Plants Part I Available Sheet – Due as classwork. • Plants Part I Available Sheet – Due as classwork. We will learn more about Protists in Taxonomy • Algae dominated the oceans of the Precambrian time over 700 million years ago. • They are photosynthetic. – The make food from the sun. Copyright © 2010 Ryan P. Murphy • They are photosynthetic. – The make food from the sun. Copyright © 2010 Ryan P. Murphy • Algae can be found as bacteria, protists, and plants. Copyright © 2010 Ryan P. Murphy New Area of Focus: Algae (Protists) Not a member of the Plant Kingdom Copyright © 2010 Ryan P. Murphy • Cyanobacteria are bacteria that photosynthesize (Unicellular) Copyright © 2010 Ryan P. Murphy • Cyanobacteria are bacteria that photosynthesize (Unicellular) • Algae are photosynthetic protists (Unicelluar with no roots, leaves, stems) Copyright © 2010 Ryan P. Murphy • Cyanobacteria are bacteria that photosynthesize (Unicellular) • Algae are photosynthetic protists (Unicelluar with no roots, leaves, stems) Copyright © 2010 Ryan P. Murphy • Cyanobacteria are bacteria that photosynthesize (Unicellular) • Algae are photosynthetic protists (Unicelluar with no roots, leaves, stems) • Plants are photosynthetic (Multi-cellular and have leaves, roots, stems) Copyright © 2010 Ryan P. Murphy • Algae is an aquatic Protist. Copyright © 2010 Ryan P. Murphy • It can be incredibly small, Copyright © 2010 Ryan P. Murphy • It can be incredibly small, and also very large. Copyright © 2010 Ryan P. Murphy • Algae produce more than 71% of the Earth’s oxygen. Copyright © 2010 Ryan P. Murphy •Areas of Focus in The Plant Unit: •Plant photo tour, Plant Evolution, Importance of Algae, Lichens, The Three Types of Lichens, Non-Vascular Plants, Bryophytes, Seedless Vascular Plants (Ferns), Seeds, Seed Dormancy, Factors that Break Seed Dormancy, Germination, Parts of a Young Plant, Monocots and Dicots, Roots and Water, Types of Roots, Water Uptake and Photosynthesis, Plant Hormones, Types of Plant Tissues, Xylem and Phloem, Woody Plants, Leaves, Light and Plants, Transpiration, Guard Cells, Leaf Identification, Plant Life Cycles, Seed Plant Life Cycles, Parts of a Flower, Matured Ovaries (Fruits), Types of Fruit and much more. •Full unit can be found at… •http://sciencepowerpoint.com/Plant_Botany_Unit.html • This PowerPoint is one small part of my Botany Unit. This unit includes…. – A 5 part 2,700 slide PowerPoint roadmap full of built-in hands-on activities, quizzes, projects, and much more. – 13 page bundled homework package that chronological follows the slideshow, modified version, answer keys, and detailed lesson notes. – 2 PowerPoint Review Games with answers, videos links, rubrics, crosswords, projects, curriculum guides, materials lists, and much more. – http://sciencepowerpoint.com/Plant_Botany_Unit.html • More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The River and Water Quality Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, Matter, Energy, and the Environment Unit, and The Science Skills Unit. Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and The Human Body Systems and Health Topics Unit Copyright © 2010 Ryan P. Murphy • Please visit the links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier 5th – 7th grade = More Difficult 6th – 8th grade = Most Difficult 8th – 10th grade Physical Science Units Extended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html • Thank you for your time and interest in this curriculum tour. Please visit the welcome / guide on how a unit works and link to the many unit previews to see the PowerPoint slideshows, bundled homework, review games, unit notes, and much more. Thank you for your interest and please feel free to contact me with any questions you may have. Best wishes. • Sincerely, • Ryan Murphy M.Ed • [email protected] • The entire four year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed [email protected]
