Plant animalstudentmanual preview

8

A Collection of Learning Experiences

PLANTS AND ANIMALS Plants And Animals Student Activity Book

Name__________________________________________________________

This learning experience activity book is yours to keep. Please put your name on it now. This activity book should contain your observations of and results from your experiments.

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TABLE OF CONTENTS

Activity Sheet for L.E. #2 - Flowers .........................................................................2-3

Activity Sheet for L.E. #3 - Seed And How They Germinate ...................................4-7

Activity Sheet for L.E. #4- Seeds And How They Travel .........................................8-9

Activity Sheet for L.E. #5 - Root And Stem Study ...................................................10-11

Activity Sheet for L.E. #6 - Leaf Study.....................................................................12-14

Activity Sheet for L.E. #7 - Twigs And Buds ............................................................15-19

Activity Sheet for L.E. #8 - Evergreens....................................................................20

Activity Sheet for L.E. #9 - Plants Need Light..........................................................21

Activity Sheet for L.E. #10 - Trees...........................................................................22-27

Activity Sheet for L.E. #12 - Fish .............................................................................28-29

Activity Sheet for L.E. #13 - Reptiles And Amphibians ............................................30

Activity Sheet for L.E. #14 - Birds............................................................................31-33

Activity Sheet for L.E. #15 - Insects ........................................................................34

Activity Sheet for L.E. #16 - Mammals ....................................................................35-37

Activity Sheet for L.E. #17 - Tracing Your Own Tracks ...........................................38-41

Plants & Animals Student Assessment ...................................................................42-47

Glossary ..................................................................................................................48-52

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Activity Sheet for Learning Experience #2 Name_________________

FLOWERS

Draw a picture of your flower.

Petals:

How many petals does your flower have? __________________________

What color are your petals? _____________________________________

How does it smell? ____________________________________________

Stem:

How long is the flower�s stem? ___________________________________

How does it feel? _____________________________________________

Leaves:

How many leaves does the flower have? ___________________________

How do they feel? _____________________________________________

The name of my flower is _______________________________________

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Activity Sheet for Learning Experience #2 Page 2

Label the parts of the flower.

Word Bank

Ovary Stem Ovule Sepals Stigma Pollen Stamen Petal Pistil

4


SEEDS AND HOW THEY GERMINATE

Draw a picture of the dry bean seed.

Draw a picture of the wet bean seed.

What does the bean seed look like inside?

5


Label the parts of the seed.

Draw a picture of the bean seed as it germinates.

Word BankEmbryo (tiny plant) Seed coat Food storage (cotyledon)

6


Draw the location of the seeds in the fruits. Count the number of seeds in each fruit.

Name of fruit

________________________

Number of seeds ________

Name of fruit

________________________

Number of seeds________

Name of fruit

________________________


Name of fruit

________________________


Name of fruit

________________________


Name of fruit

________________________


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Graph your results. Write the name of the fruits in the first row of the graph.

SEEDS IN FRUITS35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Fruits of Plant

Num

ber o

f See

ds

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Look carefully at the seed picture cards. Discuss with your partner how you think the seed travels (air, water, people/animals). Write your answers below. Be ready to give your reason for why you think it travel that way.

How do you think this seed travels?

Card 1 - _____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _____________________________________________________

Card 2 - _____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _____________________________________________________

Card 3 - _____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _____________________________________________________

Card 4 - _____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _____________________________________________________

Card 5 - _____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _____________________________________________________

Card 6 - _____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _____________________________________________________

Card 7 - _____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _____________________________________________________

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Card 8 - _____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _____________________________________________________

Card 9 - _____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _____________________________________________________

Card 10 - ____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _____________________________________________________

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Activity Sheet for Learning Experience #5 Name________________

ROOT & STEM STUDY

1. Draw a picture of your root.

2. My root is ________________ cm long and _______________ cm wide.

3. Can I eat this root? _____________________

4. How do roots help a plant?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

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5. Draw a picture of your stem in the box below.

6.. My stem is _______________cm long

and _____________ cm wide.

7. Fill your glass halfway with water.

8. Your teacher will add four drops of food coloring to your water.

9. Your teacher will cut the end of your stem.

10. Observe! The next day ��.. What does your stem look like?

11. How do stems help a plant? ____________________________________________________________

____________________________________________________________

____________________________________________________________

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LEAF STUDY

Draw a picture of each of your four leaves below. Measure the length and width of each leaf.

/

___________ cm long ___________ cm long ___________ cm wide ___________ cm wide

__________ cm long ___________ cm long __________ cm wide ___________ cm wide

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Compare the edges of your leaves to the pictures below. Group your leaves on your desk by their edges.

Smooth Edge Saw Edge Wavy Edge

Pointed Lobes Rounded Lobes Heart Shaped

Mitten Shaped Star Shaped

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Place your leaf under this sheet and use your pencil to rub over the leaf. This is called leaf rubbing.

1.

_______________

- - - - - - - - - - - - - - _______________

2.

_______________

- - - - - - - - - - - - - - _______________

3.

_______________

- - - - - - - - - - - - - - _______________

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Activity Sheet for Learning Experience #7 Name__________________

TWIGS & BUGS

Look at the parts of a twig in the picture below. Put an �X� by the name of each part you find on your twig.

Draw a picture of your twig next to the picture above.

My Twigbud

scales

growth ring

lenticles(air holes)

scale scars

leaf scar

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Look at the pictures below. Use the words above the pictures to describe your twig.

My buds are: _____________________

- - - - - - - - - - - - - - - - - - - - _____________________

My buds have: _____________________

- - - - - - - - - - - - - - - - - - - - _____________________

_____________________

- - - - - - - - - - - - - - - - - - - - _____________________

Rounded Pointed

On short stems

With no stems

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I have _____________________

- - - - - - - - - - - - - - - - - - - - _____________________

buds on the end of my twig.

The buds on the side of my twig are _____________________

- - - - - - - - - - - - - - - - - - - - _____________________

_____________________

- - - - - - - - - - - - - - - - - - - - _____________________

each other.

One Two Three

Opposite Not opposite

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Observe the buds trying to open every few days. Draw a picture of what you observe.

Date _________________________ Date______________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _________________________ ______________________

Date _________________________ Date______________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _________________________ ______________________

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Date _________________________ Date______________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _________________________ ______________________

Date _________________________ Date______________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _________________________ ______________________

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EVERGREENS

My evergreen needles look like this:

My evergreen needles feel like . . . ____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ____________________________________________________ ____________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ____________________________________________________ The cones from my evergreen tree looks like this:

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PLANTS NEED LIGHT

Draw a picture of how you think each plant will grown in each bag.

Draw a picture of how each plant grew in each bag.

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Activity Sheet for Learning Experience #10 Name__________________ TREES

Plants take in water from

the ground through their roots. They take in a gas called carbon

Plants turn water and carbon dioxide into

food (sugar) using sunlight and chlorophyll. C

hlorophyll gives leaves their

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The sugar feeds the plant. Oxygen is given

Many plants stop m

aking food in the fall. The chlorophyll goes aw

ay. We see the red

and yellow colors of the leaves. The colors

were there all sum

mer. The green covered

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The leaves fall off the trees. The tree stores

The End. Pictures by:

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Observe your tree and record your data below.

Picture of your tree close-up Picture of your tree from a distance

Trace a leaf from your tree. The tree leaf is Draw in the veins.

_________ cm in length

_________ cm in width

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Picture of the seed of my tree. Animals that live in/near my tree.

________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - ________________________________

________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - ________________________________

Rubbing of tree bark. The trunk of my tree is �.

_____________ cm around.

What is the color of the bark of my tree?

________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - ________________________________

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Think about the tree you are observing. Draw a picture of what your tree would look like throughout the seasons.

Spring Summer

Fall Winter

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FISH

Write down what you learned about fish with a partner.

1. ___________________________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ___________________________________________________________________

2. ___________________________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ___________________________________________________________________

3. ___________________________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ___________________________________________________________________

4. ___________________________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ___________________________________________________________________

5. ___________________________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ___________________________________________________________________

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Draw a picture of the betta fish in the box below. Label the parts of the fish.

Word Bank

Gills Fins Scales Eyes Mouth

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Activity Sheet for Learning Experience #13 Name_______________

REPTILES & AMPHIBIANS

Complete the �H� chart below to show the differences between reptiles and amphibians.

Reptiles Amphibians

Both

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BIRDS

Follow the directions below to create your �book�.

1. Fold your two pieces of paper as shown in the pictures below.

3 cm

2. Add glue to the inside of your 3 cm. fold pieces of paper.

3 cm

Fold Fold Fold Fold

3 cm

Fold Fold Fold Fold

3 cm

Add glue here

Add glue here

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3. Attach the two pieces of paper together. See picture below.

5. Your paper should look like this:

Fold 3 cm

3 cm

3 cm

3 cm

Glue

Glue

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If you flatten the box and make one last fold to the right, you have created your book.

3 cm3 cm

Fold

Fold

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INSECTS

Draw a picture of your insect. Label as many parts of your insect as you can.

Is my creature an insect? __________________________________________________

Why or why not?

___________________________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ___________________________________________________________________

___________________________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ___________________________________________________________________

___________________________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ___________________________________________________________________

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Activity Sheet for Learning Experience #16 Name_______________

MAMMALS

Measure the length and width of each print. Find the animal who the track belongs to using your Track Finder book.

1. Length:

___________________

Width:

____________________

Name of Animal:

________________________

2. Length:

___________________

Width:

____________________

Name of Animal:

________________________

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Length: _________________

Width: _______________

Name of Animal:

_______________________

3.

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Length: ______________

Width: _______________

Name of Animal:

______________________

4.

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TRACING YOUR OWN TRACKS

Draw an outline of your hand in the box below. Tape print of each finger to the correct finger below.

Right Hand

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Left Hand

What is your fingerprint formula?__________________________________

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Examine the demonstration below on how to make your fingerprints.

With your pencil, rub a small patch of graphite ontoa piece of paper. Rub your finger back and forth

across the graphite.

After your finger is blackened, use a piece of tape to lift the fingerprint from your finger.

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There are basic patterns of fingerprints that are always found.

The three basic patterns are:

Arch Loop Whorl

1. Arch � This pattern has lines that start on one side of the print, rise toward the center, and exit on the other side of the print.

2. Loop � This pattern has lines that start on one side of the print, rise toward the center, turn back, and leave on the same side from which they started.

3. Whorl � this pattern has many circles that do not exit on either side of the print.

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Name: ______________________ Date: _________ Plants & Animals Student Assessment

Directions: Read the question carefully and answer based on your knowledge about plants and animals. Circle the correct answer.

1.) Which part attracts birds and insects who, in turn, help the plant to reproduce.

A.) Stem B.) Roots C.) Leaf D.) Flower

2.) Which part carries water and minerals to the leaves?


3.) Which part collects water and minerals from the soil?


4.) Which part uses sunshine to make food for the plant?


5.) Which part holds the plant in the ground?


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Plant & Animals Assessment Page 2

6.) Which word do we use when a seed sprouts and begins to grow?

A.) Photosynthesis B.) Plant C.) Germination D.) Flower

7.) You need to feed your pet dog, but you do not need to feed your plant? Why?

A.) Plants are not living things. B.) Plants get food from the air. C.) Plants only need water. D.) Plants make their own food.

8.) Which part stores food for a seed?

A.) Cotyledon B.) Seed coat C.) Embryo D.) Soil

9.) A _____________ holds seeds for a new plant.

A.) Leaf B.) Fruit C.) Root D.) Petal

10.) Water, wind, and people/animals are all examples of _____________.

A.) How seeds sprout B.) How plants grow C.) How seeds travel D.) Living things

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11.) Which of the following are useful for identifying a type of tree?

A.) Bark B.) Leaf C.) Tree Finder book D.) All of the above

12.) Which word describes a tree that stays green all winter?

A.) Maple B.) Trunk C.) Bush D.) Evergreen

13.) You are likely to find a bud on a ______________________.

A.) Twig B.) Leaf C.) Animal D.) Root

14.) You can group animals best by thinking about their _______________.

A.) Mammals B.) Reptile C.) Fish D.) Insect

15.) An animal with a head, thorax, and abdomen is an _______________.

A.) Mammal B.) Reptiles C.) Fish D.) Insect

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Use the words in the box to label the picture.

Stem Flower Roots Leaf

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16.) Cut out pictures on the next page and paste them in the correct boxes. Write two characteristics for each animal group.

Fish

1. ________________________ 2. ________________________

Mammals

1. ________________________ 2. ________________________

Insects

1. ________________________ 2. ________________________

Reptiles

1. ________________________ 2. ________________________

Birds

1. ________________________ 2. ________________________

Amphibians

1. ________________________ 2. ________________________

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GLOSSARY

Abdomen: the lower portion of an insects body, below the thorax.

Adapt: to adjust to new conditions.

Amphibian: an animal that lives on land and in the water.

Animal: a living being that moves on its own.

Aquarium: a tank in which living aquatic animals or plants are kept.

Arch: a name given to a fingerprint pattern that has lines that start on one side, rise, and exit on the other side of the print.

Bark: the outer covering of a woody stem, branch, and root of a plant.

Beak: the mouth part of a bird used for cracking seeds, catching insects.

Bill: the mouth part of a bird, slender in nature, used for catching fish or extracting nectar.

Bird: a warm blooded vertebrate that is covered with feathers and limbs that are wings.

Bud: a growth on a plant that develops into a flower, leaf, or branch.

Camouflage: the disguising of things so as to not be seen by a predator.

Carbon dioxide: a gas present in the atmosphere and exhaled by the body.

Characteristic: a feature.

Chlorophyll: the green coloring of leaves and plants needed for photosynthesis.

Classify: to arrange or organize into groups.

Cold-blooded: animals such as fish and reptiles whose body temperature changes due to their surroundings.

Compare: to examine for similarities or differences.

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Cone: the fruit of the conifer (pine, fir, etc.)

Conifer: a cone-bearing evergreen tree or shrub (pine).

Contrast: to compare to show differences.

Cotyledon: the part of a seed containing stored food, used by the embryo for its initial growth (food).

Deciduous: trees that shed their leaves every year.

Defense: to protect/resist against attack.

Edge: the side of a leaf blade.

Embryo: the small plant contained in a seed.

Evergreen: trees that have green leaves through the entire year.

Feathers: one of the structures that form a bird�s covering.

Fibrous root: a system of roots that consists of many branching roots that grow from the bottom of the stem.

Fingerprint: an impression made of the inner surface of the fingertip.

Fins: an organ on the body of fish used for swimming, steering, and balance.

Fish: an aquatic, cold-blooded vertebrate having gills, fins, and scales.

Flower: the part of a seed plant that includes the reproductive organs.

Formula: parts of a compound shown in symbols

Fruit: developed ovary of a seed plant.

Function: purpose for which something is designed or exists.

Galls: abnormal growth on a plant caused by insects, fungi, or bacteria.

Germinate: to begin to grow, the sprouting of a seed.

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Gills: breathing organ of a fish.

Growth ring: rings on the inside of a tree truck or twig that shows its years of growth. One ring � one year.

Habitat: the natural environment of a plant or animal, where its basic needs are met.

Hind: in the rear or back.

Insect: a segmented vertebrate with a body divided into three parts (head, thorax, abdomen, and three pairs of legs and two wings).

Lateral bud: buds found on the sides of twigs that open when the terminal bud is pruned or damaged.

Leaf: green part of the plant that makes food for the plant with sunlight, water, and carbon dioxide.

Leaf scars: scars left on the twigs of tree when they fall off each year.

Leap: to spring from one point to another.

Lenticles: air holes found on the side of a twig.

Loop: a name given to a fingerprint pattern that has lines that enter, rise, and exit on the same side from which it started.

Mammal: a group of vertebrate animals that feed their young with milk from the female mammary glands. Human beings are classified as mammals.

Midrib: the central or middle vein of a leaf.

Needle: a needle shaped leaf found on a conifer.

Observe: to see or notice.

Ovary: contains the seeds of the plant, develops into a fruit to protect a seed.

Ovule: contains the female germ cell that develops into a seed after germination.

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Oxygen: a gas found in the atmosphere, release oxygen as a by-product.

Pattern: behavior of a person or thing.

Petal: one segment of the corolla of a flower.

Pistil: female organ of the flower that produces the seed for the plant.

Plant: a living organism that grows in the ground that makes its own food through photosynthesis.

Pollen: powdery grains that are the male reproductive cells of a flowering plant.

Pollination: occurs when the pollen from the flower�s stamen comes in contact with the pistil of the flower.

Print: a mark made by the pressure of one object on another.

Root: underground part of a plant used to support the plant and gather food and water from the soil.

Reptile: a cold-blooded scaly vertebrate, such as a turtle, lizard, or snake.

Scales: a thin, flat, plates covering certain animals, as fish, snakes, and lizards.

Seed: the fertilized and ripened small body produced by a flowering plant containing the embryo capable of producing a new plant.

Seed coat: the skin or coating of a seed.

Seedling: a seed that has germinated and become a young plant.

Sepals: one of the leaf-like parts of the outermost group of floral parts, mostly green in color.

Spiracles: a hole for breathing on the abdomen of an insect.

Stamen: male organ on the flower that produces pollen.

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Stem: the part of the plant that provides support for the leaves and flowers, stores food, and acts as a pathway for liquids to move up and down the plant.

Stigma: hollow, sticky opening that connects to the ovary, usually found in the center of the flower.

Straddle: to stand or sit with leg(s) on each side.

Stride: the distance covered by a step.

Strategy: a plan for reaching a goal.

Structure: the manner in which the parts of anything is organized.

Sunlight: the direct light of the sun.

Tap root: large central root of a plant that grows deep into the soil.

Terminal bud: buds that grow at the end of a twig.

Thorax: the portion of an insect�s body between the head and abdomen.

Track: a mark or series of marks left by a person, animal, or object in passing.

Travel: to move about.

Trunk: the main stem of the tree.

Tuber: the outgrowth of an underground stem, such as the potato.

Twig: branch of a tree.

Vein: a strand of tissue forming the framework of a leaf.

Warm-blooded: having a blood temperature that remains constant regardless of the temperature of the surroundings.

Whorl: a name given to a fingerprint pattern that has circles that do not exit on either side of the print.

Education

Plant animalstudentmanual preview