Name:___A___B Organization of Life Date:

7.7A – AYYYYYY! QUIZ (noun): an opportunity to test yourself and raise your grade.

Work must involve force that has the same direction as the displacement. If the force applied is not resulting in displacement in the same direction, then work is not done.

1. Which of the following situations are good examples of work? Circle the examples of work.Comment by Claire Wu: once you check all of the answers, go over it as a whole class;CFUs: Why are A and B good examples of work?They are good examples of work because both the force and displacement are moving in the same direction.CFUs: Why is B not a good example of work? B is not a good example of work because the direction of the force does not match up with the direction of the displacement.

FORCE

DISPLACEMENT

a.

DISPLACEMENT

b.

FORCE

DISPLACEMENT

c.

FORCE

One of the above examples is not a good example of work. Explain why:

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2. What is the best example of work?Comment by Claire Wu: Have a scholar come up and underline all of the verbs and key pieces of information in the question and the answer choices.Answer is C.

a. holding a baby cat

b. pushing a sleepy dog that won’t move

c. lifting Ms. Wu with a crane

d. pushing on the windows to Ms. Wu’s classroom

3. Three Infinity Preparatory boys take turns lifting the same bag of soccer balls the same height. Nathan lifts it in 6 seconds, Max lifts it in 10 seconds, and Felipe lifts it in 4 seconds. Are the boys doing different amounts of work or the same? Explain why.Comment by Claire Wu: The boys are doing the same amount of work, because “Ain’t nobody got time when we’re doing work.” Time is an extraneous factor in the computation of work. Scholars should take turns trying to explain this.

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ENGAGE: (1) Categorize (meaning, put into groups based on similar traits) the following things into different groups based on similar traits and (2) title each group.

BeyoncéDolphinsMs. WuPumpkin

BunniesQueen ElsaEbola VirusMoon

SunfishFoxesOak TreeDeerComment by Claire Wu: Scholars come up with many categories and start reflecting on how they categorized these items. Push scholars to reflect what organization of information does for our learning and understanding of knowledge.

Discuss the following question with your partners and then answer them in well-formed sentences.

1. Why is organization important?

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EXPLORE INM: Read the following passage out quietly to your table partners, depending on which number you are seated in.

#1In the study of life, or biology, scientists do a lot of classification so that they can keep all of the new knowledge they are discovering orderly and neat. Biologists find patterns to the way living matter develops and organizes the knowledge of this in a way that is easy for everyone to grasp. After all, what use is knowledge if people cannot learn it and use it? Comment by Claire Wu: Students with a #1 read this out loud to their table partners.

#2One very basic but important set of facts that you have to know in biology is the organization of living matter or the organization of life. The organization of life is a structure for organizing the different levels of life that may occur in an organism. For example, most life starts as a cell, and eventually becomes a more complex organism. But what happens in between? How do you get from a cell to an organism? Is a group of cells with a specific function an organism? Is the heart beating inside your chest an organism? Comment by Claire Wu: Students with a #2 sticker read this out loud to their table partners.

#3The organization of life classifies cells as the smallest and simplest living thing. Groups of cells with the same function and structure are called tissues. Tissues are more complex than cells. Groups of tissues that work together and form an entity or a whole thing that has maybe a different structure and function are called organs. Organs are more complex than tissues. Groups of organs that form a system of organs that produce a different function are called organ systems. Groups of organ systems that work together to produce a separate living thing are called organisms. Comment by Claire Wu: Students with a #3 sticker read this out loud to their table partners

#4Anything larger than an organism is not living. Anything smaller than a cell is not living. So an organelle is not living even though that’s the next smallest “category” after a cell. A molecule, the next smallest thing, is not living. An atom, the next next smallest thing, is not living either. Only cells, tissues, organs, organ systems, and organisms are considered within the scope of living matter. Comment by Claire Wu: Students with a #4 sticker read this out loud to their table partners. Comment by Claire Wu: CFUs:What is within the scope of the organization of living matter? cells, tissues, organs, organ systems, organisms.What is the smallest form of living matter?cellsWhat is larger than an organ? organ systems and organisms are larger than an organ. Is an organelle considered living matter? -->No.

ELABORATE GP: Answer the following questions based on what seat number you have. Use well-formed sentences. After you have finished, share and discuss your answers with your group members.

1. What is the passage mostly about?Comment by Claire Wu: #1 stickers answer 1 and 1a.

a. What do you think the word ‘grasp’ means, in line 4?

2. What is the smallest level of the organization of life?Comment by Claire Wu: #2 stickers answer all the questions under question 2

What is a group of cells called?

What is a group or tissues called?

What is one level below an organism?

3. What two traits do you think biologists used to come up with this organization of life? Comment by Claire Wu: #3 stickers answer this question.size and complexity

4. What levels of life are within the scope of the organization of living matter? Comment by Claire Wu: #4 stickers answer this question and 4a.

a. An ecosystem is a collection of living organisms and non-living things that share the same space and depend on each other to exist. How would you include molecules, atoms, and ecosystems in the organization of living matter if we extended it to include non-living things?

ELABORATE IP

Activity A: Fill in the following pyramid with the levels of organization of life from largest to smallest. Draw an example of each level on the side of each box. Comment by Claire Wu: All scholars must complete this activity. Circulate the room and check on this before allowing any scholar to move on.

Activity B: An analogy is a comparison between two sets of relationships, for example:

Becca is to girl as Abel is to boy

Another way of representing an analogy is like this Becca : girl :: Abel : boy

where ‘:’ represents ‘is to’ and ‘::’ represents ‘as’ or ‘just as.’

The relationship between the two sets of descriptions is that ‘girl’ describes the gender of Becca just as ‘boy’ describes the gender of Abel.

Try a few of your own!

1. Tulip is to plant as tiger is to __________________. (a) plant (b) animal (c) landComment by Claire Wu: Model these three and call on scholars for CFUs after they have read the introduction for activity B.

2. Ms. Wu is to Chinese as Mr. Labunka is to __________________. (a) Ukrainian (b) Man

3. Tentacle is to octopus as ___________________ is to human. (a) arm (b) limb (c) hand

4. Child : Adult :: Puppy : ____________________.

5. Cell : Organelle :: Tissue : _________________.

6. Aunt : Female :: Uncle : __________________.

7. Ms. Lange : Spanish :: Mr. Flores : ____________________.

8. Organism : Organ System :: Organ : _________________.

9. Cell : Tissue :: Organ : __________________________.

10. Tissue is to Muscle as heart is to _______________________. (a) organ (b) organ system

11. Muscle is to tissue as fat is to _________________________. (a) tissue (c) organ system

Activity C: Try to categorize the following in the different levels of the organization of life based on the descriptions or pictures. Comment by Claire Wu: Release scholars to activity C when they have completed and checked both Actvities A and B.