MUSCLES, BONES AND JOINTS

Follow the video to see information about bones, antagonist muscles and types of joint...

 

Copy and Paste the link to see and follow a Webquest: 

SKELETAL SYSTEM

THE HUMAN SKELETON

Follow the links to get information about the human skeleton and skeletal system of different animals: http://www.enchantedlearning.com/subjects/anatomy/skeleton/Skelprintout.shtml; E:\MATERIAS\SEPTIMO\BIOLOGIA\SKELETON COMPARISSON.htm

...After knowing the basic concepts of the skeleton, gather skeleton vocabulary, like bones, functions, parts, etc, and unscrable the next words:

1. snoeb   2. caalrps   3. lceriatag   4. obeehneck   5. cvleclai   6. ilfaac 7. fmeur   8. iualfb   9. odhaeref   10. iph 11. wbjonae   12. esnlatgim   13. rwramo   14. ermtaalcpa   15. raametaslt 16. alnsa   17. latlpea   18. sgehplaan   19. rtpteco   20. dirasu   21. srib   22. tonkesle   23. lsklu   24. esutnmr   25. utropsp   26. rastasl   27. iaitb   28. alun   29. breveraet

 

  

LIVING THINGS IN THEIR ENVIRONMENT

THIS IS A SHORT INTRODUCTION FOR THIS INTERESTING TOPIC, LIVING THINGS INTERACTION, AT THE END THERE IS A POWER POINT PRESENTATION WHERE MORE INFORMATION IS GIVEN...

FOOD CHAINS
Food chains show how organisms get food, nutrients and energy, passing from one to another and another…
Shows what eats what or what is eaten by what in a biological community, that is called ENVIRONMENT.

FOOD WEBS
Food webs are 2 or more food chains that are linked or overlapped.
Humans are part of a food web.
In the different ecosystems or biomes, there are more than one food webs.
Food webs change by an increase or decrease of plants or animals.

SEE ALL ABOUT FOOD WEBS AND FOOD WEBS:

XYLEM, PHLOEM AND STOMATA OBSERVATION

Studying Vascular Tissues of a Plant, which act as an Aqueduct for it:                 Observing Xylem and Phloem

EXPERIMENT 1: CELERY JARS.

OBJECTIVES

·         Identify and recognize the Xylem and Phloem in the plant.

·         Know how plants transport water and nutrients from the bottom of the plant (roots) to the leaves and its effect.

·         Plan and design easy ways to identify the channels of the stem.

MATERIALS

·         Food colorant (2 different colors)

·         Two cups

·         Scissors or a knife

·         Marker          

·         Gloves

·         Lab coat.

·         Microscope (OPTIONAL)

·         Slides (OPTIONAL)

REACTIVES

·         Water (H₂O)

·         2 stalks of celery with leaves

PROCEDURE

1.    Set a cup or a container with water.

2.    Pour the food colorant to the water and stir it to color the water.

3.    Get two stalks of celery, with leaves.

4.    Place the stalks of celery in the cup, 1 stalk per each.

5.    Measure and indicate the level of water with the marker.

6.    Let the celery there around 1 to 2 days.

7.    Observe and record changes of the leaves, the amount of water, and the veins.

8.    After the 1 or 2 days, take out the stalks and cut it horizontally several times in different points, to observe the dots with the color of the water. Those are the channels of the plant.

9.    Draw and record the color of the veins and leaves and observe other changes.

10. Cut it vertically to see more vessels clearly.

11.  (OPTIONAL) You can observe it in the microscope for more observations, with the objectives 4X, 10X and 40X. If you do this, cut a very thin slice.

Observing Tiny “Noses” located in the Leaves: Knowing Stomata

EXPERIMENT 2: STOMATA IMPRESSIONS

OBJECTIVES

·         Identify stomata in the leaves and know its function

·         Understand how leaves take in gases.

·         Know an easy way to observe stomata.

MATERIALS

·         Clear fingernail polish

·         Transparent tape

·         Microscope

·         Slides

REACTIVES

·         3 leaves of different plants

PROCEDURE

1.    Take 1 leaf from three different plants.

2.    Paint a thick layer of polish in the back part of the leaf, preferable at the bottom.

3.    Let the polish to dry (around 20-25 minutes)

4.    When dry, tape the patch.

5.    Peel slowly the tape and see that the polish is attached.

6.    Paste the tape with the print to a slide.

7.    Turn on the microscope and set the slide so that you can observe stomata.

8.    Observe and draw and record the observations.

9.    Repeat steps from 2 to 8 with the other two leaves.

10. Compare and deduct in which leaf were more stomata and why.

 

PROJECT EASE

Project EASE

What this module is about

In the study on the growth and development of plants, you need to be familiar with the parts of plants and their functions. There are three lessons prepared for you in this module:

􀂃 Lesson 1 – The Vegetative Parts of Plants

􀂃 Lesson 2 – The Reproductive Parts of Plants

􀂃 Lesson 3 – Seed Germination

 

What you are expected to learn

After going through this module, you are expected to:

1. Differentiate between the vegetative and reproductive parts of a plant;

2. Identify the vegetative and reproductive parts of plants;

3. Describe how plants are structurally designed to perform the different life

processes; and,

4. Explain the requirement of plants for growth and development.

 

How to learn from this module

1. Read carefully the instructions given.

2. Answer the pre-test first.

3. If you are told to go out and visit a garden, do not hesitate to do so. You may be asked to go to a place nearby. It may be a backyard, school ground or any vacant lot where plants grow.

4. Fill up the designated boxes for any drawing/labels required.

5. Compare the drawings and diagrams in this module with actual specimens.

Monocotyledons and Dicotyledons 

Monocots and Dicots are two types of plants that develop from the Phylum Angiosperm (Plants with protected seed). They differ in…

MONOCOTS	DICOTS
Their leaves are sessile.	Their leaves have a petiole.
The blade is large and narrow.	The blade oval-like form and broad.
Their leaves have a parallel venation.	Their leaves have netted venation.
Their flower has a number of petals of multiples of 3 (3,6,9,…)	Their flower has a number of petals of multiples of 4 of 5 (4,5,8,10,…)
They have fibrous root.	They have taproot or adventitious root.

The Vegetative Parts of the Plant

Plants have organs, and they have different functions. Vegetative organs of a plant are: Roots, stem, and leaves, and could be used for asexual reproduction, that is why they are not responsible for the reproduction, but yes for the life cycle, growing process, and maintenance of the plant.

Roots

Roots are necessary for the plant, because they hold the plant underground and absorb water and nutrients from the soil for the plant.

 The root tip, or primary root, is the first one that develops from the plant. 

 

Compare seedlings or young plants with the diagrams upwards and see if they are monocots or dicots…

Common name	Taproot	Fibrous	Adventitious
Lirio		X
Trebol	X
Paragüita			X

Answer the following questions:

1. Differentiate the three types of root systems.

Taproot: 1main root, many thick lateral roots.

Fibrous: Many long and thin lateral roots.

Adventitious: Roots that grow from the stem or leaves.

2. What is the advantage of a taproot over the other types of root systems?

Taproots are thicker and can get deeper in the soil, and also it is more organized.

3. Is a carrot a vegetable or a root? Why do you say so? What about the radish? Sweet potato?

Carrots, radishes and camotes have characteristics of both: roots and vegetables, because they grow underground, even though they don´t have lateral roots; but the plant upwards doesn´t have a stem; so, in my opinion is a combination of both.

Activity 1.3

LEAF VENATION

1.    How many plants in your garden have netted venation?

2.    Parallel venation?

3.    What group of plants there are in your school? Monocots, dicots, both?

There were 18 with netted venation, 12 with parallel and 1 fern.

So there are more Dicots than Monocots: