Issuu

DEMO

SECONDARY EDUCATION

BIOLOGY AND GEOLOGY S. Clem en t e, A. D o m í n guez, A. B. R ui z

T e a c h e r’s G u i d e

Building

Blocks

Building Blocks is an educational project of Anaya Educación for Secondary Education with the participation of: S. Clemente, A. Domínguez, A. B. Ruiz, Danny Latimer, Hannah Peat, Karen Piper, Denise Suárez, Begoña Fuente Larrazabal, Sara Gascón Martin. The following people have also contributed to this book:

Editorial team: Hannah Peat and the Departamento de Ciencias Naturales (Almudena Alcón, Esther Fernández, M.a Isabel García, Marco Sánchez, Mercedes Sacristán y Jorge Torres).

Design, technical drawings and maps: Patricia G. Serrano, Juan Carlos Quignon, Miguel Á. Castillejo, Miguel Á. DíazRullo y Miriam Arribas

Layout: Oscar Latorre and Nieves Merino Graphic Edition: Olga Sayans Academic and Professional Orientation: created in conjunction with Fundación Bertelsmann. Coordinator: Juan José Juárez Calvo. Expert collaborators: Sara Lozano Santiago, Belén Pérez Castro and Pilar Vázquez Hernández.

Commitment to Sustainable Development Goals Our publications contain carefully selected content, illustrations and language to comply with non-discrimination on the grounds of gender, culture or opinion. Grupo Anaya considers social and environmental responsibility to be one of its fundamental values. For this reason, we are committed to: · continually improving our contents and materials related to the environment. · reducing our carbon emissions. · using natural resources responsibly. · making sure that our activity has no negative consequences for endangered forests. These commitments, among others, mean that 100% of the paper used in our books has the PEFC label.

Important: The links to webpages which appear in this book have been checked before printing. The publisher cannot be liable for any changes or modifications which occur after the date of publication.

© GRUPO ANAYA, S.A., 2021 - C/ Juan Ignacio Luca de Tena, 15 - 28027 Madrid. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.

Contents Building Blocks and the project keys ...........................................................................

Our project .....................................................................................................................................

Units The scientific method ............................................................................................................

1. Living beings .................................................................................................. 18 2. Monera, protoctista and fungi ................................................................... 30 3. Plants ............................................................................................................... 40 4. Animals: vital functions .............................................................................. 54 5. Animals: classification ................................................................................. 66 6. Ecosystems .................................................................................................... 80 7. The universe ................................................................................................... 92 8. The atmosphere and the hydrosphere .................................................... 106 9. The geosphere: rocks and minerals ......................................................... 122

A PROJECT ROOTED IN SKILLS-BASED LEARNING, DEVELOPING STUDENT ENGAGEMENT AND MAXIMISINGPRODUCTIVITY IN THE CLASS

Building Blocks is a new competence-based learning approach, applying the utmost curricular rigour and a coherent and coordinated content sequence in the areas of this educational stage. It promotes linguistic communication skills, which are essential for assessing our knowledge and understanding of the world around us and for developing social awareness. Building Blocks offers the possibility of incorporating active methodologies, using cooperative learning and thinking strategies, promoting personal and social skills for emotion management and the development of entrepreneurship in a flexible way. It attends to academic and professional orientation, whilst embracing equality and inclusion, all within the framework of the Sustainable Development Goals that we must keep focused on over the coming years.

project keys SDG

SDG Commitment Establishes the Sustainable Development Goals as a framework for learning that encourages committed citizenship.

Linguistic Plan Develops communication skills both written and spoken and the tools needed to describe, present, instruct, comment, defend or refute ideas.

Developing thinking Proposes

strategies to stimulate reflection, “learning how to think” and the development of critical and creative thinking habits.

Cooperative learning Offers techniques to develop the skills that allow us to work together and efficiently in a diverse society.

Emotional education Offers emotional management tools to face the challenges of this complex educational stage.

Enterprising culture Promotes entrepreneurial thinking with in three dimensions: personal, social and productive.

ICT Integrates the use of ICT in the learning process itself in a responsible, intelligent and ethical way.

Academic and professional orientation Helps

students to get to know themselves, to understand the academic and professional environment and to make decisions that allow them to confidently enter the labour market.

Assessment Incorporates strategies that allow students to participate in the assessment of their learning, analysing “what they have learned” and “how they have learned it”.

Our project The student’s book The books present content and activities that are adjusted to the curricular development of our community. Under a skills-based methodology they allow us to respond, in a creative and innovative way, to our commitment to the Sustainable Development Goals and enable the growth of the skills and aptitudes demanded by our increasingly diverse society.

The digital project for teachers The web www.anayaeducacion.es The teacher’s website is a tool that facilitates and enriches teaching work. With it, you can adapt the contents to the needs of the students through additional resources or reinforce the most relevant educational aspects: •C ourse plan, the teacher’s guide and project documents. • Diversity and inclusion, to meet the diversity of students’ motivations, interests and learning styles through: - Key concepts and additional worksheets. - Extension worksheets and competece development worksheets. - Tasks, workshops and other resources. •A ssessment, a core value of the project, is supported through: -E valuation and activity generator: an activity bank which you can use to design tests for each topic. - Predesigned assessment tests and records. - Specific information. - Assessment tools. •R esource bank, with scientific readings, science workshops, educational videos, self-assessments, key concepts, infographics, learn by playing, Language Bank, Create and more. •L anguage Bank: created to further develop the four linguistic skills (speaking and writing, productive skills, and reading and listening, receptive skills), this new educational tool can be used both by the teacher and the language assistant. •C reate: fun cross-curricular projects which contribute to integrating and exposing students to different curricular contents and developing their English skills. These projects show the students that what they’re learning isn’t just in the classroom, but found in everyday lives. 6

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teacher’s guide There is a teacher’s guide for each student book with the solutions to the activities, methodological guidelines, suggestions for applying the project keys, etc.

’

the digital book All Building Blocks books have a digital version. You can download the entire book or download it by units, with all its resources or in its lighter version (without the largest digital resources), which allows offline and online use. The resources of each unit are grouped by type and allow direct access to the web resource bank and the Teacher’s guide.

and for the s tudents? Resource bank

at www.a n

ayaeduca cion.es: • Resourc es related to the proje • Feature ct keys. d resourc e materia l. • Resourc es for ea ch unit. Digital b ook A digital version o f the textb be down ook that loaded in can full or by its resourc u nits; with es or a lig all h ter versio the heav n (withou iest digit t al resourc es).

1 LIVING BEINGS Unit introduction

The unit begins by addressing the characteristics of planet Earth that make the development of life possible and introducing the different ‘terrestrial spheres’ that will be studied again in the final units. Firstly, we will study the basic characteristics of living beings: their chemical composition, cell structure and their ability to carry out the three vital functions. Then, we will classify the Earth’s vast biodiversity and introduce students to the classification criteria. It should take four weeks to study this unit and complete the corresponding individual and group tasks.

Resources and materials Alongside the Student’s Book, which includes a glossary at the end of each unit, the Teacher’s Guide, and the digital resources (Language Bank, suggested learning activities, audios, science workshops etc.), you might want to use classification guides, encyclopaedias and internet searches.

General suggestions Prior knowledge and points of difficulty Students might find it difficult to identify different types of cellular organisation: in particular, being able to identify the two types of eukaryotic cells, not only in animals and plants, but also in other living beings such as algae or protozoa. When studying vital functions, it can be helpful to emphasize the differences between cellular respiration and gas exchange. Teaching emphasis can also be placed on comparing the similarities and differences of the vital functions in highly complex living beings, such as animals, with other simpler living beings like protozoa.

Related tasks We have proposed a research project which can be completed over the space of a term (or three units); you can find the research project steps at the end of the unit. The purpose of this research project is to make students more familiar with the scientific method, while developing a variety of skills, such as recording data, group work and evidence-based decision making. It should also encourage a sense of wonder in the natural world and an interest in science. To tackle the first step which is found in this unit, we suggest that you plan the tasks involved towards the beginning of the unit. In particular, we recommend that you organise the students into groups. These groups could also be the same ones that do some of the recommended group work activities both inside and outside the classroom. As the unit progresses, you may also find that it is useful and motivating for the students to carry out a series of tasks focusing on practical skills and scientific procedure. This would contribute to consolidating students understanding of the scientific method and to developing a wider range of learning competencies. You will find these tasks, such as observing cells under a microscope, on the Anaya Educación website in the ‘Science workshop’ section of the resource bank. Through encouraging students to present their work in an organised way, prioritising accuracy and cooperative learning, students will develop perseverance and a personal motivation to carry out high quality work. 18

KC : key co m p e te n ce s , C LC : co m p e te n ce i n l i n g u i st i c communication, CMST: competence in Mathematics, Science and Technology, DC: digital competence, LL: learning to learn, SCC: social and civic competence, SIE: sense of initiative and entrepeneurship, and CAE: cultural awareness and expression.

CONTENTS AND COMPETENCES Unit content

Key competences

Opening pages • Lynn Margulis. An exceptional biologist

CLC CMST DC SCC CAE

1. Our planet and conditions for life on Earth • The Earth • The conditions necessary for life

CLC CMST DC SCC LL

2. What is life on Earth made of? • The chemical composition of life • Inorganic substances • Organic substances

CLC CMST DC SCC

3. Cells: the building blocks of life • What are cells like? • Types of cells • Cell size • Cell shape

CLC CMST DC LL

4. Vital functions • Nutrition • Interaction • Reproduction

CLC CMST DC SCC

5. The classification of living beings • Taxonomy • Binomial nomenclature

CLC CMST SIE CAE

6. The five kingdoms • The organisation of living beings • The five kingdoms

CLC CMST DC

Research project • Researching seed germination (step 1)

CLC CMST SIE CAE

Review and practise • Organising your ideas • Summarising • Applying your knowledge • Moving forward • Sustainable Development Goals. Target 13.3

CLC CMST DC LL SIE

Academic and professional orientation We recommend using the ‘My profession: Microbiology’ resource in which students get information about this profession and helps them to understand Margulis’s work. ICT The ‘What you need to know’ section brings together the basic concepts that students should know before starting the unit.

Project keys

Linguistic plan • Skills: Listening and Reading (receptive skills), Speaking and Writing (productive skills)

Step 1: Take it in turns to think of a living being – but don’t tell anyone what it is! Step 2: Ask the person whose turn it is questions to discover which living being they’re thinking of. Step 3: Can you guess what it is? Now it’s your turn to think of a living being.

Reading and listening

If you hear the word ‘microorganism’, what do you think of? Lots of people only associate them with danger and illness, but for me they’re much more than that. They’re life itself!

Is it a protozoa?

Let’s take bacteria as an example. They have existed for a very long time, they are incredibly varied and they have colonized all possible environments. I bet you won’t believe me if I tell you that I carry photos of bacteria in my purse, next to the photos of my children! My name is Lynn Margulis. I was born in 1938, in Chicago, in the USA. When I was only 16 I started university. I was fascinated by living beings and wanted to study Biology. When I graduated, I decided to become a teacher and help others to learn about the work that scientists do. As a scientific researcher, I dedicated a great part of my life to the study of microbes. I was even the author of a revolutionary theory: the theory of endosymbiosis. Also, together with my colleague Karlene V. Schwartz, I proposed a modification to the classification of living beings into the five kingdoms. Thanks to us, protozoa and unicellular and multicellular algae became known as Kingdom Protoctista.

• Target 13.3.

4 Lynn Margulis once said ‘Life did not take over the world by combat, but by networking.’ What do you think she means?

My friends have described me as a short, restless woman who is curious about everything, and I think that’s a very good summary!

Writing A newspaper article

1 Find words in the text that mean… a) b) c) d) e)

Developing thinking

5 You have been asked to write a short article about the work

A situation of risk Diverse Take control A small bag for money Not able to rest or relax

of microbiologists for your school newspaper. Do research and include the information below.

➜ What do microbiologists do? ➜ What qualifications do they have? ➜ Where do they work? ➜ What is a typical day like for a microbiologist?

BANK GE BANK LANGUA LANGUAGE BANK GE BANK GE BANK LANGUA LANGUAGE NK LANGUA BANK 27 BANK GE BA GE BANK LANGUA LANGUAGE NK LANGUA LANGUAGE BANK NGUAGE BA UAGE BANK NGUAGE LA LANG

2 Lynn says that her friends describe her as short, restless and curious. What three words best describe you?

• The what if. • Concept map

3 Play a guessing game in small groups. Follow the instructions.

Lynn Margulis. An exceptional biologist

SDG commitment

• The mirror

Speaking

Living beings

Cooperative learning

Methodological suggestions

• Thinking hats

The activities on the opening page combine unit content with English acquisition focused activities. They could be led by either a teacher or by a Language Assistant, if you have one in your classroom. We suggest that you read or listen to the audio of the biography of the biologist, Lynn Margulis, who proposed classifying living beings into five kingdoms together with Karlene Schwartz. While listening to the text, you could focus the students’ attention on the stress, rhythm and intonation of words and sentences. This supports correct pronunciation and the association of the written word with spoken English.

• 1-2-4 Entreprising culture • Responsibility, community and common good (social social dimension) ICT • Presentations, documents and videos: ‘Language Bank: speaking’, ‘Language Bank: writing’, ‘What you need to know’, ‘The What if’, ‘Cell theory’, Úsing a microscope’, ‘The mirror’, ‘Language Bank: create’, ‘How to use a dichotomous key’, ‘Are viruses living beings?’, ‘Steps to be followed in group work’, ‘Concept map’, ‘Information about Target 13.3’ • Fact file: Key concepts • Interactive games: Learn by playing • Plus other interactive activities, videos and presentations to revise and advance subject knowledge. Academic and professional orientation • Document: ‘My profession: Microbiology’ Assessment

1 a) a situation of risk – danger b) diverse – varied

d) a small bag for money – purse e) not able to rest or relax – restless

c) take control – colonise

2 Open answer. Encourage students to think beyond physical characteristics to talk about personality traits.

Speaking 3 This activity both helps students to remember prior knowledge of living beings, as well as supporting their confidence in asking questions. The resource in the Language Bank reminds students of the structure for formulating a yes/no answer question. This activity could also be used towards the end of the unit, to help students practising classifying animals.

4 Students are likely to struggle with the word networking. You, or a Language Assistant, could get students to reflect on what a net looks like, guiding students to notice that a net is interconnected and full of meeting points. You can also tell students that networking is when people connect with the aim to work together and benefit from each other. Therefore, with this phrase, Margulis wanted to highlight the important role that symbiosis played in evolution. In a symbiotic relationship, both organisms benefit to the point that this has often been the key to their evolutionary success, as is the case for the endosymbiotic process that gave rise to the eukaryotic cell.

• Review and practise

Writing

• Portfolio

5 Open answer. By getting students to write an article about microbiologists, they will start to reflect on potential scientific careers. The worksheet found in the Language Bank includes: questions to help student reflect on the purpose of newspapers; vocabulary to help students structure their writing; and an example text gives students a guide to follow.

Our planet and conditions for life on Earth

Unit 1

OUR PLANET AND CONDITIONS FOR LIFE ON EARTH

There are eight planets in our Solar System and we live on the planet Earth. The Earth orbits the Sun, which is one of the hundreds of thousands of millions of stars that form our galaxy, known as the Milky Way.

1.1 The Earth The Earth is a solid planet mainly made up of rocks. It is surrounded by a layer of gases and also has liquid water on its surface. It is the only planet in our Solar System that contains life.

1.2 The conditions neccesary for life The Earth is the only planet in our Solar System that contains living beings. Life on Earth is able to exist only because of the conditions found here, which is not the case for any other planet near to ours.

➜ The distance between the Earth and the Sun is ideal for life to exist. Solar radiation produces light and heat. If we were closer to the Sun, there would be too much solar radiation. If we were further away, there would be too little.

➜ The atmosphere protects the Earth from some solar radiation that is harmful to life and it also helps to keep our planet warm. It also contains two gases, namely oxygen and carbon dioxide, which we need for respiration and which plants need for photosynthesis.

The four things mentioned above, that is, rocks, gases, liquid water and life, correspond to the Earth’s four different layers or ‘spheres’ and how they interact with each other.

F ocus on English Bio- is a combining form which literally means life. It comes from the Greek bíos (life). Biology, biodiversity and biosphere are compound words which use this combining form. This will help you to understand better what they mean. Bio- is used to indicate a human life or career: biography, biopic.

➜ The average temperature on Earth is 15°C, which makes it possible for liquid water to exist. Liquid water is essential for both living beings and their environments. The Sun’s energy makes it possible for liquid water to change states (for example, liquid to solid or liquid to water vapour). It causes liquid water to evaporate, which is then recycled in the clouds and, as a result of gravity, eventually falls back down to the Earth. This process occurs constantly and is known as the water cycle.

The Earth is divided into four layers or ‘spheres’ that constantly interact with each other: the biosphere, the atmosphere, the hydrosphere and the geosphere.

The Earth’s different layers

Life could no longer exist

➜ The Earth’s climate is also less hostile because we have seasons and there is a quick change between day and night. The atmosphere

Understand, think, search...

A layer of gases surrounding the Earth

1 Why do we say that the Earth’s four layers or spheres interact with each other?

2 The hydrosphere

The biosphere

All of the liquid water on the Earth

is made up of many different gases. Find out which gases make it up. Which of them are essential for life? Why?

All the living beings inhabiting the Earth

The geosphere The solid base made up of rocks and minerals

Look up the prefixes bio-, hydro-, atmos- and geo- in the dictionary and write a word beginning with each one.

3 The atmosphere is the gaseous mass surrounding the Earth and

The What If...? Life is possible on Earth thanks to our planet’s location in relation to the Sun. However, life on our planet could be affected if the Earth were to move closer to or further away from the Sun, or if there were a change in atmospheric conditions. On the right is a chart visually organising ideas about what would happen if the Earth were closer to the Sun. Look at it carefully and apply this thinking tool to each of the following cases (go to the resource bank at anayaeducacion.es to learn how to apply this thinking tool). a) What would happen if the Earth moved slightly further away from the Sun? b) What would happen if there was a change in the atmosphere’s composition, for example if its carbon dioxide concentration increased?

There would be widespread drought.

The poles would melt.

Methodological suggestions The greatest challenge on this double spread is helping students to better understand the characteristics of our planet, what makes life on Earth possible, and especially, the presence of atmosphere and its relationship with maintaining temperature.

All the liquid water would evaporate from our atmosphere and hydrosphere.

The temperature would increase.

What would happen if the Earth was closer to the Sun?

The Earth would orbit closer to the Sun.

Gravity on the Earth would change.

A different orbit would change the seasons.

Life could no longer exist. 29

Linguistic plan Remember to check the ‘Linguistic plan’ section in your resource bank for the answers to activity 2, in which you will find the necessary information on how to write an informative text and a descriptive one. Developing thinking The ‘What would happen if ...?’ resource is available so that students can learn the basis for applying this thinker’s key in activity 4. Focus on English The Focus on English gives students the linguistic root for biology and gives examples of other words that have the same root.

In anticipation of these challenges, we have included a diagram which, besides showing the Earth’s layers, gives us an idea of how they interact with each other. It was not considered necessary to include the term: natural greenhouse effect, but the students are meant to understand this effect (mild temperature) intuitively, as well as its cause (presence of atmosphere). We will continue to study the greenhouse effect in upcoming units in which students will study the atmosphere in greater depth.

Answer key Understand, think, search... 1 Answer in your own words. Potential answers could include the following points: The four spheres that make up our planet are constantly interacting. Matter moves between spheres; the living beings in the biosphere are made up of substances which have formed part of the other layers at some point. Water, which is an essential element for living beings, constantly circulates through the four spheres. The hydrosphere and atmosphere change the geosphere throughout the rock cycle. Living beings changed the primitive atmosphere, which had a composition very different to that of the present atmosphere. These organisms also play a part in the weathering of rocks. Nowadays, human beings are constantly changing the geosphere, the atmosphere and the hydrosphere on which our survival depends.

2 In this activity, which is especially recommend to promote interdisciplinary work, students have to relate some scientific concepts to the English language and their Greek or Latin origin: the prefixes bio-, hydro-, atmos- and geo- mean ‘life’ (biography, biology), ‘water’ (hydroplane, hydrocarbon), ‘vapour’ (atmosphere, atmospheric) and ‘earth’ (geography, geocentric).

3 The atmosphere is formed by a highly complex mixture of gases called ‘air’. Air is mainly made up of nitrogen (N2, 78 %) and oxygen (O2, 21 %), as well as many other gases in much smaller proportions, such as carbon dioxide (CO2) and ozone (O3). Oxygen and carbon dioxide are essential gases for living beings, and they are necessary for the two most important metabolic processes, which are photosynthesis (which requires CO2) and respiration (which requires O2). Furthermore, carbon dioxide is the main gas of the greenhouse effect, due to which the temperature on the Earth’s surface is suitable for life. Some atmospheric gases are a source of certain chemical elements that form part of biomolecules, like nitrogen, for example. Ozone is an essential molecule for life on Earth, as it protects the Earth’s surface from much of the ultraviolet radiation that reaches our planet from the Sun.

4 In this activity, we suggest that students use the ‘What would happen if…?’ thinker’s key, so that they can put into practice what they have learnt about the importance of the conditions for life on Earth. This thinker’s key prompts very interesting responses, as it is designed to make students think about the consequences that might arise from two hypothetical situations. It is highly likely that it will encourage innovative ideas that will let students consider the importance of where our planet is situated, and how the conditions which allow the presence of life on Earth are the result of this. Although students should be aware of the third conditional and understand its usage in this context, they might struggle to formulate responses using it correctly. Therefore, allow responses which are formulated in the present tense as well. Below are the answers to these two situations. There are also model diagrams which provide an example of how to apply this thinker’s key. a) If Earth were to move further away from the Sun, the temperature on Earth would decrease because it would receive less solar radiation. This decrease in temperature would lead to more ice forming in the poles, which would lower the sea level. As a result of the Earth moving away from the Sun it’s orbit would change, causing changes to the seasons, and therefore to the temperature. The increasing distance between the Earth and the Sun would also change the force of gravity. All of these changes could affect living beings, which might die in the new conditions. b) If the concentration of carbon dioxide on Earth were to increase (which would change the conditions of the atmosphere), the greenhouse effect would increase, thus causing an increase in the Earth’s temperature. This increase in temperature would cause the ice to melt in both poles, which would lead to the sea level rising in some areas. Other areas would experience drought and there would be less water for living beings, which could lead to them dying.

Living beings could die

The sea level would lower

More ice in the poles

There would be less water available for living beings

The temperature would decrease The sea level would rise

The water would evaporate from the atmosphere and the hydrosphere

What would happen if the Earth were to move further away from the Sun? The poles would melt

The Earth would move away from the Sun’s orbit It would cause changes in Earth’s gravity

The orbit changes and, therefore, the seasons also change

Living beings could die 2 As you already know, the biosphere consists of all the living beings that inhabit the Earth. All living beings have three things in common which enable us to distinguish them from non-living beings:

➜ All living beings are made up of the same kind of substances: organic and inorganic substances.

➜ They are all made up of similar units: cells. ➜ They perform three vital functions: nutrition, interaction and reproduction.

2.1 The chemical composition of life Everything in the universe is made up of tiny units called atoms.

Inorganic substances

Oxygen and hydrogen are examples of different kinds of atoms. Atoms join together to form different substances. For example, two hydrogen atoms join together with one oxygen atom and form a water molecule.

Oxygen atom

Living beings are made up of two kinds of substances:

➜ Inorganic substances, which can be found in both living and

Hydrogen atoms

non-living beings. Examples include liquid water and mineral salts.

Water molecules are made up of two hydrogen atoms and one oxygen atom.

Chlorine atom

Sodium atom

➜ Organic substances or biomolecules, which are exclusively found in living beings. Examples include carbohydrates, lipids, proteins and nucleic acids.

2.2 Inorganic substances Liquid water Liquid water is an essential component for living beings. In fact, 70% of living matter is made up of liquid water. Liquid water also plays a key role in most transformations that happen inside cells.

Mineral salts

2.3 Organic substances

Sodium chloride, commonly known as salt, is made up of chlorine and sodium atoms. In its solid state, this salt forms a crystalline structure, which means it is organised like in the picture. However, when it is in an aqueous solution, the bonds between the ions (positive and negative atoms) dissociate.

Understand, think, search... 1 Name the three things that all living beings have in common. 2 What are the main components of all living beings? 3 Explain why carbohydrates, lipids, proteins and nucleic acids are called biomolecules.

What would happen if the composition of the atmosphere were to change (increase in the greenhouse effect)?

Organic substances

Carbohydrates Carbohydrates are a type of biomolecule that provide cells with energy. They also form part of some cell structures, such as the cell wall, which you will study in this unit.

Lipids Lipids are molecules that contain a lot of energy. Cells use them to store energy. They also provide heat insulation and form part of certain cell structures, such as the plasma membrane, which you will study in this unit.

Methodological suggestions

Glucose molecule (carbohydrate)

Proteins Living beings contain billions of protein molecules. Proteins are essential for many different functions. For example, they help us to contract our muscles.

Fatty acid molecule (lipid)

Nucleic acids Nucleic acids are relatively large molecules. In fact, DNA (deoxyribonucleic acid), which contains vital information that organisms need to function, is an example of a nucleic acid.

Understand, think, search... 4 Look at the information about the chemical composition of a human being. a) Calculate the percentages of organic substances and inorganic substances in this living being.

Protein macromolecule

b) Which biomolecules provide living beings with energy?

Mineral salts help to regulate many vital processes. They also have a structural function in the skeletons of living beings.

The temperature would increase

What is life on earth made of?

Unit 1

WHAT IS LIFE ON EARTH MADE OF?

Changes in temperature

It would cause widespread drought

Lipids 9 %

Carbohydrates 4 % Mineral salts 1 %

Protein 16 % Water 70 %

Nucleic acid macromolecule

Working with pictures a) Look at the glucose and fatty acid molecules in the picture. The black spheres represent carbon, while the white ones represent hydrogen and the red ones represent oxygen. How many carbon, hydrogen and oxygen molecules are there in each of these substances? b)

Thinking hats. Proteins and nucleic acids are macromolecules. In other words, they are molecules with very complex structures. Do some research to find out about the structure of these molecules. What are they made up of?

Cooperative learning The ‘Thinking hats’ resource is available so that students can learn how to apply this cooperative learning skill in the proposed activity: ‘Working with pictures’.

The foundation of the unit is shown on this double spread. It is important that students understand and remember basic concepts like cell, biomolecule and vital function. The greatest difficulty can be found in identifying that all living beings -including those that seem to have a bigger difference between each other such as animals, plants, fungi and microorganisms- are formed from the same kind of substances, are organised from cells and perform three vital functions. This latter characteristic is perhaps the least difficult, as students have previously studied this content in some detail. We suggest that teachers make sure students understand the difference between organic and inorganic material. This could be demonstrated by creating lists of real-life examples, such as oxygen, wood, rocks, cotton, water, wool, etc. Teachers will notice that section 2.2 is called ‘Inorganic substances’, instead of inorganic biomolecules, as it is traditionally known in biology. This is because mineral salts are included in the summary and these salts are either in ionic form in a solution, or in crystal form and without molecules when in their solid state.

Answer key Understand, think, search... 1 Living beings are made up of the same kind of substances: organic and inorganic substances; they are organised from similar units - cells; and they carry out three vital functions - nutrition, interaction and reproduction.

2 The most important organic components of all cells are inorganic components (water and mineral salts) and organic components (carbohydrates, lipids, proteins and nucleic acids).

3 Carbohydrates, lipids, proteins and nucleic acids are called biomolecules because they are unique among living beings and are not found in non-living matter.

Working with pictures a) The glucose molecule is made up of 6 glucose atoms, 6 oxygen atoms and 12 hydrogen atoms. The fatty acid molecule in the image is made up of 16 carbon atoms, 32 hydrogen atoms and 2 oxygen atoms. b) We suggest using the ‘Thinking hats’ cooperative learning skill to carry out this activity (in which students search for information on these macromolecules). This skill will help the students be more involved in learning as well as consolidating the key concepts through the process of repetition: the key concept being the differences between proteins and nucleic acids. Therefore, this an open answer question but you may want to use the following information to offer clues or guide students in their information search: Proteins are formed by the combination of units called amino acids. The sequence of these amino acids makes different types of proteins. Nucleic acids are formed by nucleotides which, in turn, are formed by three units: a sugar molecule called deoxyribose, a phosphate group and one of four possible nitrogenous compounds called bases: Adenine (A), Guanine (G), Thymine (T) and Cytosine (C).

Cells: The building blocks of life (I)

Unit 1

CELLS: THE BUILDING BLOCKS OF LIFE

3.1 What are cells like? Biomolecules group together to form more complex structures inside cells. These structures enable cells to perform their functions. In general, cells are microscopic in size, so we cannot see them with the naked eye. As a result, we could not study them until microscopes were invented and further developed. All cells are made up of the following fundamental components:

➜ The plasma membrane, which is a thin layer that protects the cell. It regulates the exchange of substances coming in and out of the cell from the surrounding environment.

➜ The cytoplasm, which is a kind of liquid that fills the inside of the cell. It contains many different substances and cell components.

3.2 Types of cells

Distinguishing characteristics

Eukaryotic animal cell

Nucleus

Methodological suggestions

Eukaryotic plant cell Plasma membrane

Prokaryotic cells

They have a cell wall and just one type of organelle known as a ribosome, whose task is to synthesise proteins. They may have flagella, which are a kind of filament that help the cell to move.

Eukaryotic plant cell Similarities

There are two different types of cells. These are prokaryotic and eukaryotic cells.

Prokaryotic cells do not have a nucleus. As a result, the DNA found in these cells is contained in the cytoplasm.

Eukaryotic animal cell Distinguishing characteristics

certain unicellular organisms such as protozoa, which you will study later on. and algae. They have a cell wall and organelles that can only be found in plants. For example, organelles specific to plant cells include chloroplasts, which are specialised in photosynthesis. Large vacuoles are used to store substances.

specific functions. Not all organelles are found in all the different types of cells.

The mirror. Look at the images of the eukaryotic plant cell and the eukaryotic animal cell, then copy the following chart into your notebook and fill it in (learn more about this tool at anayaeducacion.es).

➜ Eukaryotic animal cells, found in animals and

the information needed to control cell functions and can be passed on to the next generation of daughter cells during reproduction.

➜ Organelles, which are small structures that specialise in performing

Most living beings are made up of eukaryotic cells. There are two different types of eukaryotic cells:

➜ Eukaryotic plant cells, which are found in plants

Cell wall

Genetic material (DNA)

Understand, think, search...

Eukaryotic cells are more complex than prokaryotic cells. The DNA they contain is surrounded by a membrane, which forms the nucleus. They have a plasma membrane and cytoplasm, which contain many different types of organelles, as well as ribosomes. Mitochondria are an example of this type of organelle. They are specialised in generating energy.

➜ Genetic material, which is made up of DNA fibres. This contains all

Prokaryotic cell

Plasma membrane

Eukaryotic cells

Nucleus

Cell wall Plasma membrane

Genetic material (DNA) Mitochondria

Genetic material (DNA)

Understand, think, search... 1 How do we classify cells as prokaryotic or eukaryotic? Cytoplasm

2 Which cellular structures are being defined in the phrases below? a) This contains mainly water and dissolved substances. b) This structure forms a boundary around the cell.

Ribosomes

c) This controls cellular activity.

Using a search engine, look for three images of prokaryotic cells taken under an electron microscope. a) Draw the shape of them in your notebook and label the structures you identify.

Flagella

b) Which structures have you identified? Which are present in all the prokaryotic cells you found? Which are not present? What is the function of each structure?

anayaeducacion.es Go to ‘Cell theory’ in your resource bank.

Chloroplast

Cytoplasm

Cytoplasm Mitochondria Ribosomes

Vacuole

Ribosomes

ICT To make students work on accurately searching for information, they are asked to find microscopic images of cells. The ‘Cell theory’ resource is available, which explains this content in an entertaining way. Developing thinking ‘The mirror’ resource is available so that students can learn the basics for applying this thinking skill in activity 4.

The students’ prior knowledge of cells is limited, as they have only studied the basics previously. When asking students about cellular components, they often mention the nucleus and leave out the cytoplasm. This means that students are not considering the existence of cells without a nucleus (prokaryotes) and they are thinking of the existence of cells with a nucleus. Another difficulty for understanding cells lies in being able to visualise three-dimensional structures through the use of two-dimensional images, such as diagrams, photos or microscopic preparations. Students usually use the term ‘round’ as a synonym of ‘circular’ (flat) and ‘sphere’ (three-dimensional). In anticipation of these difficulties, it is highly recommended that students make coloured drawings of the three types of cells in their notebook. They may also make models of cells using plasticine. If you want to observe cells using a microscope, which will help to consolidate the concepts students are learning, there is a ‘Science workshop’ available in the resource bank on the Anaya website, which is dedicated to the microscopic observation of cells. We refer to this workshop at the end of the unit, as we think it would be very useful as a final review.

Answer key Understand, think, search... 1 Cells are classified into prokaryotes and eukaryotes, according to whether their dispersed repetitive DNA is in the cytoplasm (prokaryotes) or inside a nucleus (eukaryotes), and according to whether they have a large variety of organelles, such as mitochondria, chloroplasts etc. (eukaryotes), or only ribosomes (prokaryotes).

2 a) The cytoplasm. b) The cell membrane or plasma membrane. c) Genetic material (DNA).

3 Answer in your own words. As well as the interest, effort and ability to select information demonstrated by students when carrying out the activity, the planning and knowledge gained through conducting research online is also valuable. There is more information available online at the Anaya Educación website explaining how to develop digital citizenship.

4 In this activity, we suggest that students use the thinker’s key called ‘The mirror’. Using this key, students will compare animal and plant eukaryotic cells based on their similarities and differences and then reflect on this comparison.

Eukaryotic animal cells Distinguishing characteristics

Eukaryotic plant cells Similarities

Distinguishing characteristics

Plasma membrane

Cell wall

Cytoplasm A nucleus that contains the DNA, the nucleoplasm and the nucleolus protected by the nuclear membrane

Centrioles

Cilia and flagella 22

Common eukaryote organelles: ribosomes, endoplasmic reticulum, Golgi apparatus, cytoskeleton, vesicles, lysosomes

Chloroplast

Large vacuoles

Cells: the building blocks of life (II)

Unit 1

3 CELLS: THE BUILDING BLOCKS OF LIFE

F ocus on English

3.3 Cell size

3.4 Cell shape

Cells* vary greatly in size. Nevertheless, most cells are microscopic. This means that they cannot be seen with the naked eye. We use a microscope to see them.

In addition to having different sizes, cells also have different shapes. Cells can be round, cylindrical, spindle-shaped (fusiform), prismatic, flat or star-shaped. There are other shapes too.

Cells are measured in units of length known as micrometres (μm).

The shape of a cell is determined by its function. For example, red blood cells are biconcave in shape, like discs with a flattened centre. This allows them to carry as much oxygen as possible.

One micrometre is one thousandth of a millimetre.

When Robert Hooke looked through a microscope at a thin piece of cork, he saw a series of walled boxes. They reminded him of the small rooms, called cells, that monks lived in. Nowadays, cell is more commonly used as a name for a different type of room; a prison cell.

REATE A cells mosaic. Mosaics are a type of work of art made of pieces (called tesserae) of different materials. In the same way as tesserae in a mosaic, cells join together to form tissues and organs. Let’s make a cells mosaic!

Neurons are star-shaped with branches that allow them to communicate with one another.

1 μm = 0.001 mm 1000 μm = 1 mm

Muscle cells are long, to allow them to contract. The cells covering our organs are usually cube or prism shaped.

Bacteria are the smallest kind of cell. In general, they measure between 1 and 2 micrometres in length. Animal cells vary greatly in size. For example, red blood cells measure 7 micrometres, cells in the liver measure 20 micrometres, sperm cells measure 53 micrometres and egg cells (ovum) measure 150 micrometres.

Visual art

Different cell shapes Spermatozoon (sperm cell)

0.2 μm

15 μm

10 μm

Hepatocyte (liver cell)

Ovum (egg cell)

Adipocyte (fat cell)

Muscle cell Epithelial cells Cone cell

Pigment cell

Red blood cells

Neuron

Answer key

Schwann cell

Working with pictures 2 a) Look at the cells in the picture above. Describe the shape of each one.

Working with pictures 1 The photos show what cells look like under different microscopes. Look at them and answer the following questions. a) Calculate the true size of the cell by using the scale above each image. b) What kind of cells are they? How do you know? anayaeducacion.es Go to ‘Using a microscope’ in your resource bank.

Methodological suggestions We continue the study of cells on this double spread. Students usually do not fully understand micro and macro in the context of cells, which may cause difficulties when studying the size of cells. We also suggest asking about students’ prior knowledge of scales, powers and conversion of units.

Plant cells vary between 10 and 100 micrometres in length. Some cells in the plant’s epidermis can almost be seen without a microscope!

b) Choose four cells. Find out what their function is. Try to link their shape to the functions they carry out. c) The cells in the picture are not to scale. This means that they are not the same size as in real life. Find out the true size of the cells you picked for question b. Then, put them in order from the smallest to the largest. 35

ICT The video ‘Using a microscope’ is available for students to become familiar with how to use this equipment. Focus on English This Focus on English gives students some history on why cells are called cells, and lets them know another common use of the word cell: a prison cell. Create This Create develops an inter-curricular project between biology and visual art. It could be a good developmental project, if there is time within the classroom, which gets students to consider cells from a different perspective using a kinaesthetic learning style. There is a worksheet to explain this activity, which can be found in the Language Bank. This could be a useful activity to do with a Language Assistant.

Working with picture 1 a) From left to right: 1.6 x 0.6 µm; 105 µm diameter; 80 x 30 µm. b) From left to right:

• Bacteria, prokaryotic cell, as we can see it lacks a nucleus, and we can observe dispersed, repetitive DNA in the cytoplasm.

• Eukaryotic plant cell. We can identify this by the presence of the nucleus, in which we can see the nucleolus and the chromatin, as well as the presence of the plant cell’s own organelles, such as chloroplasts and large vacuoles.

• Ciliate protozoa, paramecium, and eukaryotic animal cell, as we can see the ciliates on the entire surface of the cell, the typical shoe shape, as well as several vacuoles, some of which look like stars, and lysosomes.

Working with picture 2 a) Answer in your own words. Students should write descriptions that are not only correct and related to the content studied, but also correct as regards- grammar and spelling. Example phrases include: Spermatozoon: A cell divided into a small oval-shaped body with a long flagellum. Ovum: A large round cell. Adipose cell: A round cell which has a cytoplasm mainly made up of fat. Muscle cell: A long cell with several nuclei. Hepatocyte: A cell with many different sides. Cone: A long cell in which we can see a central body, an extension in the form of a cone at one end, and an extension with nerve endings at the opposite end. Pigment cell: A cell with an oval-shaped nucleus and several extensions that give it an irregular shape. Red blood cells: Small round cells in the shape of a button. Neuron: A star-shaped cell in which we can see a central body with several extensions, and a long extension that is covered. Epithelial cells: Cells with a prismatic shape which are arranged close to one another without leaving any spaces and that have several villi at one of their ends. b) Answer in your own words. Besides what has been mentioned in the previous section, students shall be assessed on how they search and select information following the guidelines mentioned in unit 0. Example phrases include: Ovum: It is the female gamete. Its function is to transmit the genetic material of the organism to its offspring. The DNA of the ovum joins the DNA of the spermatozoon, which completes the genetic transfer that is characteristic of the species. Furthermore, once the ovum is fertilised, it will turn into an embryo, which feeds off the nutritional substances that the ovum contains during its initial stages. This is why it is a large cell that contains a large amount of reserve substances. Muscle cell: Muscle cells are responsible for muscle contraction and movement. This is why they are long and contain a large amount of fibres. Red blood cells: These cells have the function of transporting oxygen through blood due to the fact that they contain a large quantity of haemoglobin, a protein which is able to bind with oxygen. Its round shape and small size allow it to flow through even the smallest blood vessels (capillaries). Neuron: Cells in the nervous tissue that transmit the nerve impulse due to their extensions, dendrites and axon, which allow different neurons to connect to one another. c) Red blood cells; small muscle cell; neuron (without taking into account the length of the axon); ovum; and large muscle cell.

4 Living beings perform three vital functions. These are fundamental processes that must be carried out in order to sustain life.

4.1 Nutrition

Autotrophic nutrition Inorganic nutrients are taken in and used to produce organic nutrients. The Sun’s energy

Inorganic nutrients

Nutrition is the vital function through which living beings obtain the matter and energy they need to survive, using the following processes: Obtaining nutrients

Oxygen Organic nutrients

Carbon dioxide

Nutrients can be organic or inorganic. Nutrients are substances that living beings take in. They are used by cells to perform their functions. There are two types of nutrition:

Carbon dioxide Oxygen

➜ Autotrophic

nutrition means that inorganic substances are taken in and used to synthesise organic nutrients. Examples of inorganic substances include carbon dioxide and the Sun’s energy. This process is known as photosynthesis.

Liquid water and mineral salts

➜ Heterotrophic nutrition means that organic matter from other living beings is consumed in order to produce organic nutrients and energy.

Respiration All living beings take in oxygen (O2) and expel carbon dioxide (CO2) in a process we call respiration. Respiration takes place inside our cells within the mitochondria. In the presence of oxygen (O2) complex molecules are converted into liquid water and carbon dioxide (CO2), which is then released from the cell. This process also generates energy, which cells use to synthesise their components and carry out their functions.

Heterotrophic nutrition Organic nutrients are obtained through food.

Organic nutrients

Carbon dioxide

Vital functions

Unit 1

VITAL FUNCTIONS The two types of nutrition

Oxygen

Transporting substances Substances pass in and out of unicellular organisms through the plasma membrane. Multicellular organisms do not come into direct contact with the external environment. Instead, they use specific mechanisms for absorbing, transporting and eliminating substances.

Food

Working with pictures Both of the pictures have blue labels naming specific compounds. Which process are these compounds used in? Why are the compounds the same in both pictures?

4.2 Interaction

Interaction When it is hot, dogs react by sticking their tongues out and panting in order to regulate their body temperature.

Interaction is the vital function through which living beings respond to internal or external changes. It can be broken down into three different stages: Detecting stimuli: receptors Stimuli are the changes that occur in an organism’s internal or external environment and can be perceived by living beings.

Methodological suggestions

Some plants react to light by turning their flowers towards it.

Living beings are able to detect certain stimuli, such as light, heat and movement, with their receptors.

Types of reproduction

Preparing a response: coordination

Asexual reproduction

Living beings process the information from the receptors and decide how to respond through a series of processes known as coordination. Coordination can take place within one cell or it can be carried out by complex systems made up of specialised tissues and organs.

Parent cell (progenitor)

Responding: effectors The response prepared during the coordination stage is then carried out by specialist cells called effectors. These effectors produce movement, substances and changes in body shape or function, amongst other things.

Daughter cells (descendants), which are identical to the parent

Sexual reproduction Male and female gametes come together to create a new living being, which has characteristics that are similar to both progenitors.

4.3 Reproduction Reproduction is the vital function carried out by living beings to create new living beings that are either identical or similar to them. It guarantees species survival. There are two types of reproduction: asexual and sexual.

Male gametes

Female gamete

Understand, think, search...

Asexual reproduction Asexual reproduction refers to one single parent (progenitor) producing a copy of itself, by itself. This copy is identical to the progenitor.

Cellular excretion

Sexual reproduction

Excretion is the process of eliminating waste substances, such as CO2 and liquid water. Other substances produced during cellular activity are also eliminated.

Sexual reproduction involves one male and one female progenitor. Together, they produce a descendant that is similar to them. Specialised reproductive cells known as gametes are necessary for this process.

1-2-4. Give some examples of stimuli to which living beings can respond.

2 Do you think a unicellular organism can perform the function of interaction? Give reasons for your answer.

3 In your words, explain what asexual reproduction

We suggest taking advantage of the images included on these pages to help students better understand all of the processes carried out in the vital functions. The greatest difficulties come from misconceptions students have about nutrition and interaction. Students often think that nutrition refers only to eating and that interaction is only about interactions between individuals. To make it easier for students to understand, we recommend drawing a diagram, which lists the different processes and links them to real-life examples.

and sexual reproduction are.

Answer key Working with pictures

Cooperative learning The ‘1-2-4’ resource is available so that students can learn the dynamics of this cooperative learning skill. This allows it to be used in the most flexible way in the classroom for activity 1.

The labels correspond to the respiration process which takes place in all cells (in the mitochondria) and is carried out by all living beings.

Understand, think, search... 1 We suggest carrying out this activity with the ‘1-2-4’ cooperative learning skill. If you decide to use this skill, prepare the groups beforehand. Changes in temperature, light, pressure, presence of chemical substances, sound and movement.

2 It can perform the function of interaction, because it detects stimuli such as light or chemical substances, analyses the information and produces responses such as to get closer, to move away, to change the shape of its membrane, etc.

3 In asexual reproduction, offspring are produced that are identical to one parent individual. In sexual reproduction, two parent individuals of the opposite sex (which produce masculine and feminine gametes) produce offspring which are similar to them.

Classification of living beings

Unit 1

THE CLASSIFICATION OF LIVING BEINGS

There are many different types of living beings. We use specific criteria to classify them into groups. This helps us to identify them more easily and to study them better. The criteria used to separate them into different groups must be a natural trait.

Plants

5.1 Taxonomy Taxonomy is the science of classifying living beings. In the 18 th century, the Swedish botanist Carl Linnaeus began to group living beings together by looking for common characteristics. He organised them into different taxonomic ranks called taxa.

An example of plant and animal taxonomy

Taxa are groups used to classify living beings. There are seven different taxa, namely: kingdom, phylum, class, order, family, genus and species.

The broadest taxon is called kingdom. Each kingdom groups many different living beings together based on the few characteristics they have in common. The narrowest taxon is called species. Each species is a group of living beings that are so similar they are capable of reproducing with one another to produce fertile descendants.

Angiosperms

Dicotyledons

Kingdom

Animals

Phylum

Arthropods

Class

Insects

Order

Beetles

Methodological suggestions

The diagram shows the different taxa.

Carl Linnaeus (1707-1778)

The plant kingdom includes anything from the oak tree to the common fern. The animal kingdom includes living beings from tiny fish to giraffes! Each time we move down a taxon, the living beings included in each group become more similar to one another. This finally brings us to species.

5.2 Binomial nomenclature Linnaeus also introduced binomial nomenclature, where a Latin name was given to all living beings. This name is usually written in italics and consists of two words. The first word, beginning with a capital letter, is the generic name and it identifies the genus. The second word, which is always written in the lower case, is the specific name and is used only to refer to that specific species. Together, both words form the scientific name. For example, the scientific name for a sparrow is Passer domesticus.

Asterales

Pseudanthiums

Bellis

Family

Genus

Scarabaeidae

Copris

Understand, think, search... Carl Linnaeus is often referred to as the father of taxonomy. Taxonomy is a hierarchical system used to classify living beings into different groups. An organism included in a broader taxa may also appear in the taxa below it. Changes have been introduced ever since Linnaeus first introduced the classification method. Nevertheless, even today, the main principles are still the same.

1 What is a species? 2 Many of the names we commonly use to refer to living beings do

Bellis perennis

Species

not correspond to a specific species. They often refer to groups of species corresponding to higher-level taxa. Which taxa do the following common names refer to: beetle, insect, ant, giraffe?

Working with pictures

Find out the scientific name for: the holm oak, the Iberian lynx, and the dog rose.

Using the diagram above as an example, create a taxonomic classification for the Canis lupus (wolf) and Papaver rhoeas (poppy) species.

anayaeducacion.es Go to ‘How to use a dichotomous key’ in your resource bank.

Copris hispanus

ICT In order for students to work on accurately searching for information, they are asked to find the scientific name of some living beings by using a search engine. The ‘How to use a dichotomous key’ resource is available which will help students learn how to use this classification tool.

Students often have an intuitive capacity for classifying living beings, which you can take advantage of while teaching the concept of taxonomy. Scientific characteristics that students already know, such as cell types, internal organs and the vertebral column can be used to illustrate this concept. You might want to ask your students to research and write a short biography of Carl Linnaeus, which will help them get a better understanding both of the need for a system of classification and for the rules to follower in order to name living beings. Remember that there is also a reading related to this subject in the ‘Scientific readings’ section in the resource bank.

Answer key Understand, think, search... 1 Species: a group of living beings or taxon, which groups together individuals that are similar enough to be able to reproduce with one other and produce fertile offspring.

2 Beetles: Order Coleoptera. Insect: Class Insecta. Ant: Family Formicidae. Giraffe: Genus Giraffa.

3 Holm oak: Quercus ilex. Iberian lynx: Lynx pardinus. Dog rose: Rosa canina.

Working with pictures In this activity, students are expected to apply the rules they have learnt for carrying out taxonomic classification. Canis lupus Kingdom: Animalia; Phylum: Chordate; Class: Mammalia; Order: Carnivora; Family: Canidae; Genus: Canis; Species: lupus Papaver rhoeas Kingdom: Plantae; Phylum: Magnoliophyta; Class: Magnoliopsida; Order: Papaverales; Family: Papaveraceae; Genus: Papaver; Species: rhoeas

The five kingdoms

Unit 1

THE FIVE KINGDOMS

6.1 The organisation of living beings

6.2 The five kingdoms

Living beings can be unicellular or multicellular.

➜ Unicellular organisms are made up of just one single cell that carries out all the vital functions. They can be prokaryotic or eukaryotic cells.

➜ Multicellular organisms are made up of more than one cell and are always eukaryotic. Most of the time, the cells in multicellular organisms join together to form: • Tissues, which are groups of specialist cells that carry out the same function. • Organs, which are groups of different tissues, designed to carry out a broader function. • Systems, which are made up of different organs and carry out a more complex process.

Organisms are organised into five main groups, based on factors such as:

➜ Cell type. Organisms can be prokaryotic or eukaryotic. ➜ Number of cells. Organisms can be unicellular or multicellular. ➜ Whether or not they have tissues ➜ The type of nutrition performed. Organisms can either be autotrophs or heterotrophs.

These criteria are used to divide living beings into five different kingdoms: Kingdom Monera, Kingdom Protoctista, Kingdom Fungi, Kingdom Plantae and Kingdom Animalia.

Working with pictures Use the picture to answer the following questions: a) Which kingdoms autotrophs?

include

b) Which kingdoms unicellular organisms?

include

c) Which kingdoms include organisms with tissues? d) Which kingdoms include organisms with tissues, organs and systems?

Unicellular, prokaryotic organisms which can be either autotrophs or heterotrophs. They sometimes form colonies.

Levels of organisation in animals

Kingdom Protoctista form

form

Cells

Organisms in this group are made up of eukaryotic cells. They may be made up of one cell (for example, protozoa and microscopic alga) or may be multicellular but not form tissues (for example, larger algae). Protozoa are heterotrophic organisms. Algae are autotrophic organisms.

Cells

Kingdom Fungi which form

which form Tissues

Tissues

which form

Organisms in this group are made up of eukaryotic cells. They are heterotrophic organisms. There are some unicellular varieties of fungi, for example yeast. Other types are multicellular but do not form tissues. Examples include mould and mushrooms. Kingdom Plantae Organisms in this group consist of eukaryotic cells, with a rigid cell wall and chloroplasts. They are multicellular, made up of tissues and almost always have organs. They are autotrophs.

which form Organs Organs

Kingdom Animalia

Systems within the living being

Living beings

Organisms in this group are made up of eukaryotic cells. They are multicellular, form tissues and almost always have organs and systems. They are heterotrophic organisms.

anayaeducacion.es Go to ‘Are viruses living beings?’ in your resource bank.

The ‘Are viruses living beings?’ resource is available in which students will focus on the concept of living beings and broaden their knowledge on viruses.

Planning your work Your teacher will divide the class into groups of three or four students. Once you have been placed in a group, discuss the project and how you intend to carry it out. Divide the work between all members of the group.

In order for germination to occur, seeds need the right amount of light, correct temperature and an appropriate amount of moisture. Each species has its own specific requirements. Once the seed has germinated, a seedling emerges. As it continues to grow, it is affected by other environmental factors, such as the concentration of salt in the soil (salinity) and the amount of liquid water present.

Before you begin, remember to consult the ‘Steps to be followed in group work’ resource, which is available at anayaeducacion.es. Each group will select two different types of seeds for the experiment. All of the groups should choose different seeds. This will make it possible for the class as a whole to study more seeds of different plant types.

Finding and analysing information Before starting any kind of experiment, you must research the topic that you are going to study. You should try to gather as much information as possible and make sure you consult a variety of different sources. It is also important to check that the sources you use are reliable. Don’t forget to cite your sources when you present your results!

During this experiment, you will observe how environmental factors affect the germination of different types of seeds. You will also observe how this impacts subsequent plant growth. At the end of the experiment, you will create a scientific article to present your findings and conclusions.

Monocotyledon

This experiment consists of three different steps:

Steps

a) In the monera, protoctista and plant kingdoms. b) In the monera, protoctista and fungi kingdoms. c) In the plant and animal kingdoms. d) In the animal kingdom.

Background research and project planning

STEP 1

The term germination refers to the process through which seeds grow into new plants (under the right conditions). During this process, the plant embryo expands, which causes the outer coating of the seed to split.

Working with pictures

Research project

UNIT 1

ct research proje

researching Seed germination

Project objective

It is also important to correct some common mistakes: for example, including algae in the Plant Kingdom or confusing mushroom-producing species with plants, etc.

Answer key

ICT

Project presentation

Methodological suggestions We recommend that your start studying this content by getting students to recall the types of cells and nutrition, which they have already studied in this unit. Then you could proceed to explain the five kingdoms and their characteristics. It could be a useful activity to get students to copy the diagram into their notebooks, as it has been designed to help them better understand the content.

Kingdom Monera

Levels of organisation in plants

Dicotyledon

Use your research to answer the questions:

Methodological suggestions This double page spread sets out the first step (of three) in the first term’s research project. It gives the students the background to the project, including the project objective and a basic overview of the steps that will be found in later units, in order to plan and prepare what will be needed to carry them out.

➜ What are seeds? Draw a diagram of a seed and label the different parts.

In this first step, we recommend organising students into groups, with each student taking responsibility for a different task: this allows them to work on the social aspect of the ‘Enterprising culture’ key. Through this value, students develop social skills and abilities: they will identify which role they should carry out within their group, they will find out their responsibilities and Enterprising culture they will learn that when working in a team it is important to prioritise the group’s success, over Remember to read the document ‘Project Keys: individual gain (community and common good). ➜ Step 1 (in this unit). Doing the necessary background research

➜ Step 2 (in unit 2). Formulating a hypothesis, then planning and

Methodology

➜ What differences can you find between the different types of seeds? You could look at lentils, beans, chickpeas and corn, for example. How many cotyledons do the seeds you have chosen have? They should have one or two.

and project planning in order to plan how you will conduct your experiment.

➜ What conditions do you need to ensure that your seeds thrive?

conducting the experiment in order to prove your theory.

➜ What factors can influence germination?

➜ Step 3 (in unit 3). Analysing your results and coming to a conclusion.

➜ What is salinity? Where does the salt found in the liquid water used

Once you have completed these steps, you should write a scientific article in order to present and explain your findings to the class.

for plants come from? How might salinity affect plants?

Adding Up Pieces’ which provides information on the core values that students work on in this key.

Furthermore, the ‘Guidelines for carrying out group work` resource gives students the fundamental rules to enable respectful and productive group work which students must bear in ICT mind (respecting the opinions of others, knowing how to listen, not interrupting while classmates The ‘Guidelines for carrying out a group project’ are speaking, etc.). The resource also says what information should be searched and analysed. resource is available in the resource bank, which Remember that the students studied the scientific method in unit 0. provides further information on how to organise the work groups, distribute tasks, etc.

r to choose Remembe your portfolio.

resources from

UNIT 1

ISE Interpreting pictures

Applying your knowledge

Moving forward

3 Name the labelled structures. What type of cell is

5 Are the following statements about cell components

10 Read this text and answer the questions:

In your notebook, fill in the spaces in the concept map and extend its branches. Go to the resource at anayaeducacion.es.

Nutrition

Review and practise

this unit for

review and PRACT

Organising your ideas

this?

true or false? 1

? ?

Formed of cells

d) The genetic material of cells is composed mainly of nucleic acids.

6 If 5 kg of animal mass contains approximately

? Have the same composition

10 000 000 million cells:

a) How many millions of millions of cells are there in a human being with a mass of 55 kg?

Summarising 2 Use these points to write your own unit summary: • What makes life possible on our planet? • What do all living beings have in common?

b) Proteins are important because of their structure and their regulatory functions. c) Lipids are carbohydrates that regulate cell activity.

Prokaryotic cell

Living beings

a) Nucleic acids are the main source of cell energy.

questions: D

observed in a sample of pond water.

• What is the difference between autotrophic and

a) If we put 1 320 similar protozoa in a line, how long would the line be?

heterotrophic nutrition? And between sexual and asexual reproduction?

b) How many protozoa would you need to make a line measuring 250 metres?

• What is the main difference between prokaryotic

8 Are the these statements true or false?

cells and eukaryotic cells?

• What is the main difference between eukaryotic

animal cells and eukaryotic plant cells?

• What are the main taxa for classifying living beings?

• What is a species? Can you think of two examples? Give the scientific name and the common name.

b) The kingdoms with beings that have tissues and the kingdoms with beings that don’t have tissues? c) The kingdoms with beings that only use autotrophic nutrition, the kingdoms with beings that only use heterotrophic nutrition, and the kingdoms with beings that use both types of nutrition?

9 Do the following words refer to a type of cell, tissue, organ or system? a) Lymphocyte

a) What kingdom does each living being belong to? b) Which living being are unicellular and which are multicellular? c) Which form tissues and which don’t? Which have organs? Which have systems?

b) Skin c) Digestion d) Neuron e) Heart f) Circulatory

a) Can all the body’s cells regenerate? Give some examples to support your answer. b) Do you think it is possible to regenerate any tissue from stem cells? c) Do some research and describe how stem cells are used.

Sustainable Development Goals 11 According to Sustainable Development Goal 13, greenhouse gas emissions have caused an increase of 0.85 °C in the planet’s average temperature. This is having serious consequences, such as ocean warming, melting ice and rising sea levels. If things continue as they are, the global temperature could increase by 1.5 °C by the middle of the century. Look at the information about Target 13.3 (at anayaeducacion.es) and answer the following questions. a) If the planet’s average temperature increases as predicted, what will it be by the middle of the century? And by the end of next century? b) Do some research and describe how greenhouse gases affect the climate. c)

d) What type of nutrition and reproduction does each living being use? anayaeducacion.es Go to ‘Science workshop: observing plant cells under a microscope’ in your resource bank.

b) Plants use solar energy to make their organic nutrients.

d) All living beings extract the energy they need from organic nutrients.

What are their main characteristics? a) The kingdoms with prokaryotic cells and the kingdoms with eukaryotic cells?

a) Fungi use solar energy to make their organic nutrients.

c) Plants don’t use energy from food because they use energy from sunlight.

• What are the five kingdoms of living beings? • What are:

Cells that can regenerate are called stem cells. Stem cells can multiply and transform into any type of cell in order to replace others that are damaged or old. They act as reserves for regenerating different parts of the body.

c) What is the approximate mass of one animal cell?

7 A protozoan measuring 110 micrometres was C

Human beings can’t regenerate an arm or a leg, but our bodies are constantly regenerating cells like those in our blood, our skin and our liver. But not all the cells in our bodies can regenerate; differentiated cells, for example, have lost the ability to make copies of themselves.

b) How many millions of millions of cells are there in an elephant with a mass of 6 800 kg?

4 Look at the pictures below and answer the A

Some animals, like starfish and lizards, can regenerate amputated parts of their bodies.

anayaeducacion.es Go to ‘Key concepts’ and ‘Learn by playing’ in your resource bank.

In groups, think of some measures you could take to educate people around you about the dangers of climate change.

Enterprising culture Remember to read the document titled ‘Project Keys: Adding Up Pieces’ which provides information on the core skills that students work on in this key. ICT The following resources are available: ‘Observe cells under a microscope’ in the resource bank may be used as a review of the unit. ‘Key concepts’ will let students review the fundamental concepts, and ‘Learn by playing’ will let students check their learning progress in an entertaining way. SDG commitment

Organising your ideas 1 Living beings carry out nutrition, interaction and reproduction. Living beings are made up of prokaryotic or eukaryotic cells: animal or plant. Living beings have the same composition: inorganic substances (water and salts) and organic substances (carbohydrates, lipids, proteins and nucleic acids).

Summarising 2 • The characteristics which make life possible on Earth are: the distance of the Earth from the Sun; the existence of a protective atmosphere which contains vital gases such as oxygen and carbon dioxide; the existence of liquid water, and the existence of seasons that moderate the climate.

• All living beings are made up of the same type of substances: organic and inorganic substances. Living beings are organised from similar units: cells. Living beings carry out the three vital functions: nutrition, interaction and reproduction.

• The difference between autotrophic and heterotrophic nutrition is that autotrophic nutrition consists of synthesising organic nutrients from inorganic nutrients, such as carbon dioxide. An example of autotrophic nutrition is when solar energy is used in photosynthesis. Heterotrophic nutrition consists of obtaining organic nutrients and energy from the organic matter of other living beings.

The ‘Target 13.3’ video is available which will provide students with information to help them with the answers to activity 11.

r to choose Remembe your portfolio.

resources from

UNIT 1

ISE Interpreting pictures

Applying your knowledge

Moving forward

3 Name the labelled structures. What type of cell is

5 Are the following statements about cell components

10 Read this text and answer the questions:

In your notebook, fill in the spaces in the concept map and extend its branches. Go to the resource at anayaeducacion.es.

Nutrition

• The difference between sexual and asexual reproduction is that in asexual reproduction,

this unit for

review and PRACT

Organising your ideas

this?

true or false? 1

? ?

Formed of cells

6 If 5 kg of animal mass contains approximately

? Have the same composition

10 000 000 million cells:

a) How many millions of millions of cells are there in a human being with a mass of 55 kg?

Summarising 2 Use these points to write your own unit summary: • What makes life possible on our planet? • What do all living beings have in common?

4 Look at the pictures below and answer the questions: A

heterotrophic nutrition? And between sexual and asexual reproduction?

8 Are the these statements true or false? E

animal cells and eukaryotic plant cells?

• What are the main taxa for classifying living beings?

• What is a species? Can you think of two examples? Give the scientific name and the common name.

9 Do the following words refer to a type of cell, tissue, organ or system? a) Lymphocyte

a) What kingdom does each living being belong to? b) Which living being are unicellular and which are multicellular? c) Which form tissues and which don’t? Which have organs? Which have systems?

b) Skin c) Digestion d) Neuron e) Heart f) Circulatory

d) What type of nutrition and reproduction does each living being use? anayaeducacion.es Go to ‘Science workshop: observing plant cells under a microscope’ in your resource bank.

b) Plants use solar energy to make their organic nutrients.

d) All living beings extract the energy they need from organic nutrients.

What are their main characteristics? a) The kingdoms with prokaryotic cells and the kingdoms with eukaryotic cells?

a) Fungi use solar energy to make their organic nutrients.

c) Plants don’t use energy from food because they use energy from sunlight.

• What are the five kingdoms of living beings? • What are:

observed in a sample of pond water. a) If we put 1 320 similar protozoa in a line, how long would the line be? b) How many protozoa would you need to make a line measuring 250 metres?

cells and eukaryotic cells?

• What is the main difference between eukaryotic

c) What is the approximate mass of one animal cell?

7 A protozoan measuring 110 micrometres was C

Some animals, like starfish and lizards, can regenerate amputated parts of their bodies.

b) How many millions of millions of cells are there in an elephant with a mass of 6 800 kg?

• What is the difference between autotrophic and

• What is the main difference between prokaryotic

b) Proteins are important because of their structure and their regulatory functions.

d) The genetic material of cells is composed mainly of nucleic acids.

? Living beings

a) Nucleic acids are the main source of cell energy.

c) Lipids are carbohydrates that regulate cell activity.

Prokaryotic cell

anayaeducacion.es Go to ‘Key concepts’ and ‘Learn by playing’ in your resource bank.

In groups, think of some measures you could take to educate people around you about the dangers of climate change.

offspring are produced that are identical to one parent individual, whereas, in sexual reproduction, two parent individuals of the opposite sex (which produce masculine and feminine gametes) produce offspring which are similar to them. Specialised reproductive cells called gametes are necessary for sexual reproduction.

• The main difference between eukaryotic and prokaryotic cells is the presence of a nucleus (a nuclear membrane that surrounds and protects the genetic material).

• The main difference between animal and plant cells is their type of nutrition and some organelles that are only found in one or the other.

• Plant cells are autotrophic due to their chloroplasts in which photosynthesis takes place. Animal cells are heterotrophic, as they do not have chloroplasts.

• Other organelles that are exclusive to plant cells are the cell wall and the large vacuoles. Unlike plant cells, animal cells have centrioles.

• The main taxa for classifying living beings are: kingdom, phylum, class, order, family, genus and species.

• A species is defined as a group of similar individuals which can reproduce, producing fertile offspring. Examples: sparrow Passer domesticus, poppy Papaver rhoeas.

• The five kingdoms of living beings and their characteristics are: – Kingdom Monera, which includes unicellular, prokaryotic organisms. Their nutrition may be autotrophic or heterotrophic, and sometimes they form colonies. – Kingdom Protoctista, which includes organisms with eukaryotic cells. There are unicellular organisms (protozoa, microscopic algae, etc.) and multicellular organisms that do not form tissues (large algae). Protozoa have heterotrophic nutrition, and algae have autotrophic nutrition. – Kingdom Fungi, which includes organisms with eukaryotic cells. Their nutrition is heterotrophic. There are unicellular fungi such as yeast, or multicellular fungi that do not form tissue, such as mould and the fungi that form mushrooms. – Kingdom Plantae, which includes organisms with eukaryotic cells that have rigid walls and chloroplasts. They are multicellular organisms with tissues and almost always have organs. Their nutrition is autotrophic. – Kingdom Animalia, which includes multicellular organisms with eukaryotic cells that form tissues and, almost always, organs and systems. Their nutrition is heterotrophic.

• The only kingdom with prokaryotic cells is the Kingdom Monera, as the rest of the kingdoms are formed by organisms with eukaryotic cells.

• The kingdoms which have organisms with tissues are the plant and animal kingdoms, whereas the monera, protoctista and fungi kingdoms do not have organisms with tissues.

• The kingdom which only has autotrophic nutrition is the plant kingdom. The kingdoms which only have heterotrophic nutrition are the animal and the fungi kingdoms, and the ones which have both types of nutrition are the monera and the protoctista kingdoms.

Interpreting pictures 3 1.- nucleus; 2.- cytoplasm; 3.- plasma membrane; 4.- mitochondrion 4 a) C belongs to the animal kingdom, D belongs to the plant kingdom, B and E belong to the protoctista kingdom, A and F belong to the fungi kingdom and G belongs to the monera kingdom. b) Single cells are A, G and E; multi cells are B, C, D and F. c) The following form tissues: C and D. C and D have organs, and only C has structures or systems, although they are very basic. d) Autotrophic nutrition: B, D and G. Heterotrophic nutrition: A, C, E, F and G. As regards reproduction, some can have the two types: sexual and asexual. Asexual reproduction: G, A, B, E. Sexual reproduction: B, C, D, F.

Applying your knowledge 5 a) Nucleic acids are the main source of energy for cells. False. Carbohydrates are the main source of energy for cells. b) Proteins are important due to their structural and regulatory functions. True. c) Lipids are carbohydrates that regulate cell activity. False. Lipids are not carbohydrates. d) The genetic material of cells is mainly made up of nucleic acids. True.

6 a) 110 billion; b) 13 600 billion; c) A cell will have a mass of approximately 0.0000005 mg. 7 a) 145 200 micrometres; b) 2 272 727 protozoa would have to be put in line.

r to choose Remembe your portfolio.

resources from

UNIT 1

ISE Interpreting pictures

Applying your knowledge

Moving forward

3 Name the labelled structures. What type of cell is

5 Are the following statements about cell components

10 Read this text and answer the questions:

In your notebook, fill in the spaces in the concept map and extend its branches. Go to the resource at anayaeducacion.es.

Nutrition

8 a) False; they are heterotrophic and obtain matter and energy from organic substances they

this unit for

review and PRACT

Organising your ideas

this? 1

? ?

Formed of cells

6 If 5 kg of animal mass contains approximately

? Have the same composition

10 000 000 million cells:

a) How many millions of millions of cells are there in a human being with a mass of 55 kg?

Summarising 2 Use these points to write your own unit summary: • What makes life possible on our planet? • What do all living beings have in common?

4 Look at the pictures below and answer the questions: A

heterotrophic nutrition? And between sexual and asexual reproduction?

8 Are the these statements true or false? E

animal cells and eukaryotic plant cells?

• What are the main taxa for classifying living beings?

• What is a species? Can you think of two examples? Give the scientific name and the common name.

9 Do the following words refer to a type of cell, tissue, organ or system? a) Lymphocyte

a) What kingdom does each living being belong to? b) Which living being are unicellular and which are multicellular? c) Which form tissues and which don’t? Which have organs? Which have systems?

b) Skin c) Digestion d) Neuron e) Heart f) Circulatory

Sustainable Development Goals 11 According to Sustainable Development Goal

anayaeducacion.es Go to ‘Key concepts’ and ‘Learn by playing’ in your resource bank.

b) True. c) False; firstly, they synthesise organic matter in photosynthesis, then extract the energy from this organic matter through cellular respiration. d) True.

13, greenhouse gas emissions have caused an increase of 0.85 °C in the planet’s average temperature. This is having serious consequences, such as ocean warming, melting ice and rising sea levels. If things continue as they are, the global temperature could increase by 1.5 °C by the middle of the century.

9 a) Lymphocyte. Blood cell.

Look at the information about Target 13.3 (at anayaeducacion.es) and answer the following questions.

b) Skin. Tissue covering.

a) If the planet’s average temperature increases as predicted, what will it be by the middle of the century? And by the end of next century? b) Do some research and describe how greenhouse gases affect the climate. c)

d) What type of nutrition and reproduction does each living being use? anayaeducacion.es Go to ‘Science workshop: observing plant cells under a microscope’ in your resource bank.

b) Plants use solar energy to make their organic nutrients.

d) All living beings extract the energy they need from organic nutrients.

What are their main characteristics? a) The kingdoms with prokaryotic cells and the kingdoms with eukaryotic cells?

a) Fungi use solar energy to make their organic nutrients.

c) Plants don’t use energy from food because they use energy from sunlight.

• What are the five kingdoms of living beings? • What are:

observed in a sample of pond water. a) If we put 1 320 similar protozoa in a line, how long would the line be? b) How many protozoa would you need to make a line measuring 250 metres?

cells and eukaryotic cells?

• What is the main difference between eukaryotic

c) What is the approximate mass of one animal cell?

7 A protozoan measuring 110 micrometres was C

Some animals, like starfish and lizards, can regenerate amputated parts of their bodies.

b) How many millions of millions of cells are there in an elephant with a mass of 6 800 kg?

• What is the difference between autotrophic and

• What is the main difference between prokaryotic

b) Proteins are important because of their structure and their regulatory functions.

d) The genetic material of cells is composed mainly of nucleic acids.

? Living beings

a) Nucleic acids are the main source of cell energy.

c) Lipids are carbohydrates that regulate cell activity.

Prokaryotic cell

take from other living beings.

true or false?

In groups, think of some measures you could take to educate people around you about the dangers of climate change.

c) Digestive. A system involved in nutrition. d) Neuron. Nerve cell. e) Heart. The organ that pumps blood. f) Circulatory. A system involved in nutrition.

Moving forward 10 a) Not all cells have the ability to divide. Very specialised cells like neurons have mostly lost that ability. b) Stem cells can regenerate any type of cell tissue. c) Stem cells may be used in regenerative therapy to replace other cells that were damaged, and this is how they are used to cure diseases like leukaemia.

Sustainable Development Goals 11 The purpose of this project key is to bring students closer to the reality of their time and give them an opportunity to take part in the analysis of key problems in the 21st century. There is an explanatory video of Target 13.3. which may help you to guide students in solving this activity. a) Halfway through this century, the average temperature of the planet will reach 16.5 ° C. At the end of next century, this temperature could reach 20 ° C. b) One example answer for the activity may be the following: Global warming is the effect caused by greenhouse gases, as these gases retain the heat emitted by Earth (infrared radiation) when solar radiation is reflected from the Earth’s surface. As the greenhouse gases absorb this infrared radiation, they heat up, thus increasing the temperature on Earth. The heating of the planet is changing the climate: as higher temperatures are reached, rainfall is affected, generally decreasing the amount of rain and making it more irregular. In addition, higher temperatures lead to an increase in extreme meteorological phenomena (storms, hurricanes, torrential rainfall, etc.). c) In this section, students will improve their social skills, increase their community engagement and focus on the common good as part of the ‘Enterprising culture’ key. Students are asked to propose initiatives for raising awareness about the problem of climate change i.e. initiatives that will have a beneficial effect on the community that the students belong to. Some ideas include: • Making posters with striking images of environmental catastrophes: fires, floods, storms, typhoons, etc. • Handing out questionnaires to different social groups with the purpose of finding out their knowledge on climate change. • Filming a short video to explain positive and negative actions that affect global warming.