Term
What type of cells are shown below?
[image] |
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Definition
| Animal cells (human blood cells). |
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Term
What type of cell is shown below?
[image] |
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Definition
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Term
| The science word that means "any living thing." |
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Definition
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Definition
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Term
| Organisms that are made up of only one cell can only be seen with a - |
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Definition
| microscope. (They are MICROSCOPIC) |
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Term
| Different types of cells do - |
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Definition
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Term
| Name at least three different types of cells that make up your body: |
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Definition
| Blood cells, brain cells, nerve cells, skin cells, hair cells, etc. |
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Term
| Name two cell parts that PLANT cells have that ANIMAL cells do not have: |
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Definition
| CELL WALL and CHLOROPLASTS |
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Term
Are these animal cells or plant cells?
[image] |
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Definition
| They are PLANT cells (from an onion). Did you notice how the cell walls make them look like building blocks? |
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Term
To what part of these plant cells is the arrow pointing?
[image] |
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Definition
| It's pointing to one of the plant cell's CELL WALL. |
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Term
To what part of these plant cells is the arrow pointing?
[image] |
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Definition
| It's pointing to the NUCLEUS of one of the plant cells. |
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Term
| Name four cell parts that are found in both plant and animal cells: |
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Definition
| CELL MEMBRANE, CYTOPLASM, VACUOLES, and the NUCLEUS. |
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Term
| This part of a cell acts as the cell's "gatekeeper"; it controls what goes in and out of the cell. |
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Definition
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Term
| This part of a cell is the watery gel inside the membrane. The other inside parts of the cell "float" in this stuff. |
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Definition
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Term
| These cell parts are used for storage. |
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Definition
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Term
| This part of the cell is the "brain" or "control center" of the cell. |
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Term
| When we use our classroom as a model of a cell, which kind of cell does it represent and why? |
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Definition
| Our classroom makes a good model of a PLANT CELL, because it has obvious WALLS. |
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Term
| In our classroom cell model, what represents the cell membrane? |
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Definition
| The door - which isn't a perfect model because our classroom only opens in one place. |
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Term
| In our classroom cell model, what represents the cytoplasm? |
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Definition
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Term
| In our classroom cell model, what represents the vacuoles? |
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Definition
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Term
| In our classroom cell model, what represents the nucleus? |
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Definition
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Term
| In our classroom cell model, what should we have that could represent chloroplasts? |
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Definition
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Term
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Definition
| They make chlorophyll, which is the chemical that plants use to turn sunlight into sugar (so they can make their own food). |
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Term
| The three main ways that scientists classify organisms into the Five Kingdoms are: |
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Definition
- How many cells it has (one or many).
- How it gets food.
- Whether or not it can move on its own.
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Term
| Name the three Kingdoms that are made up of multi-cellular organisms: |
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Definition
| PLANTAE (plant), ANIMALIA (animal), and FUNGI. |
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Term
| Organisms in this Kingdom are multi-cellular, usually move around on their own, and ingest (eat) other organisms. |
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Definition
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Term
| Name at least three examples of animals: |
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Definition
| Humans (mammals), alligators (reptiles), bullfrogs (amphibians), eagles (birds), trout (fish), ants, spiders, and lobsters (arthropods), etc. |
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Term
| Organisms in this Kingdom are multi-cellular, do not move around on their own, and produce their own food. |
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Definition
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Term
| Name at least three examples of plants: |
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Definition
| Rose, corn, grass, maple tree, moss, liverwort, etc. (Notice that plants are GREEN because they contain CHLOROPHYLL). |
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Term
| The two main groups of the Animal Kingdom are the - |
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Definition
| VERTEBRATES and INVERTEBRATES. |
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Term
| Vertebrates are animals that - |
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Definition
have a backbone (spine).
These go "Ouch!" when you step on them. |
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Term
| Invertebrates are animals that - |
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Definition
do not have a backbone (spine).
"SQUISH!" or "CRACK! SQUISH!" |
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Term
| Are snakes vertebrates or invertebrates? |
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Definition
| Yep, they're VERTEBRATES, alright.[image] |
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Term
| Name at least three vertebrates: |
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Definition
| People, dogs, cats, fish, birds, snakes, etc. |
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Term
| Name at least three invertebrates: |
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Definition
| Flies, bees, ants, spiders, millipedes, earthworms, slugs, snails, starfish, lobsters, clams, sponges, coral, etc. |
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Term
| The two main groups in the Plant Kingdom are - |
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Definition
| VASCULAR plants and NONVASCULAR plants. |
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Term
| Vascular plants are plants that have - |
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Definition
| tubes running through them that carry water and nutrients. (Remember the celery and the food coloring?) |
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Term
| Nonvascular plants are plants that - |
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Definition
| do not have tubes inside them. (These are usually short, green, and strange-looking.) |
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