Science Book

Course 2
Co u rs e 2 To p ic 3
Le s s o n 1

Patterns of Reproduction
 Contents of the presentation

·
Asexual and Sexual Reproduction  Comparing Types of Reproduction

 Inheritance
Inherited Traits  Allele

 Incomplete dominance
Dominant  Codominance
 Multiple Alleles
 Polygenic Inheritance
 Acquired Traits
Genes and the Environment  Environmental factors

4
All of these animals undergo sexual
reproduction to form offspring. A
male fertilizes an egg or an egg cell
that is produced by the female, which
then develops into a unique
individual that has traits
from both parents.

SB PAGES 140,141 5
 Reproduction
 All living things have the ability to reproduce.
Animals use one of two main methods to produce offspring.
-

A
 asexual reproduction
 sexual reproduction

Reproduction guarantees that the genes of one species are passed on to the
next generation.

6
Asexual Reproduction

-
 A reproductive process that
involves only one parent

 produces offspring that are

genetically identical to the parent.
&
 It is the simplest form of
reproduction.

 Animals such as sponges, corals,

and certain jellyfish reproduce
asexually.

# 7
Examples of Asexual Reproduction
Fragmentation Budding

-
A new organism forms from a piece A new animal grows out from
of the original. parent until it fully matures and
EX: A whole new sea star can breaks off.
produce from a single arm that Ex: sponges and some sea
breaks off! anemones

8
Budding Budding
sponges

Sea anemones
Fragmentation

Sea star 9
 Q Sexual Reproduction of w
 two parents combine their genetic material to produce eve &
mit In
-- -

va
a new organism which differs from both parents. a
-
-
te
Q yo d

form a new cell in a process called fertilization.

u
m
 Sexual reproduction involves an egg cell and a sperm cell joining to
De und

-
 Sperm cells are from the father and contain half of the father’s
chromosomes. =
e
-

 Egg cells are from the mother and contain half the mother’s
- -
chromosomes.
-
- -

new cell.
&
 When fertilization occurs, a full set of chromosomes is present in the
- -
-
10
 Traits and genes
 Because offspring receive roughly half their genetic information from each

=
parent, they receive a combination of specific characteristics.
-

 A specific characteristic that an organism can pass to its offspring

through its genes is called a trait.
-

or
n

X
u
& &

3
11
-
Trait

12
 Traits and genes
-

 A gene is a sequence of DNA that determines a trait and is passed from parent to
offspring.- -

 As a result, offspring may look very similar to their parents, or they may look
-

very different.
-

 These differences are known as variations, and they are what make you different
-
-
from your siblings. Individual variations depend on which genes were passed on
-
-
from each parent.
-

13
·
Genes

14
15
African wild dogs

SB PAGE 142
16
 Comparing Types of Reproduction
Both methods of reproduction have advantages and disadvantages.
Asexual reproduction:
G -
• Organisms that reproduce asexually do not have to find a mate. T

=
-
• They can also produce many offspring fairly quickly.

•
-
② 8
The downside is that all of the offspring have exactly the same genetic makeup as the parent.

I
- -

Sexual reproduction:
①
• Organisms that reproduce sexually pass on genes with greater genetic variation, this may
-
increase their chances of surviving in a changing environment.
- -

• It is possible that they received a gene from a parent that helps them adapt to the changing
-
environment. -
-
-
-
Q L
• One potential downside of sexual reproduction is that the organism needs to find a mate.
-
This can sometimes be a problem for animals, such as polar bears, that live in remote areas.
17
Greater genetic variation may increase their chance of
survival in a changing environment.

The larger the animal, the

longer its gestation period.

SB page 143
18
 Dad Mom

Ear shape = TRAIT= GENE Each gene has

2 forms
Son
We will call each
form of the same
gene allele 19
 ---
Inherited Traits

ov
Inheritance: is the process by which an offspring receives
5
genes from its parents.

Genes
■ are located on chromosomes and describe the factors
that control a trait.
■
Q
Each trait is described by a pair of genes, with one gene
-
from the mother
-
and one from the father.
-

■ Sometimes the pair of genes are the same. At other times,

EBB
there are two different genes in the pair.

20
21
Allele: &
■ An allele is a different form of the same gene. -another form
>
=
X
■ One allele is received from each parent, and the combination of
aver
Doup
alleles determines which traits the offspring will have.
one
Irong weak
■ alleles are either dominant or recessive.
.
■ If an offspring inherits a dominant allele from either parent, that

oth
trait will always show up in the offspring.

■ if the offspring inherits recessive alleles from each parent, a recessive

dominant to
-
trait will show.
-
There is Ne sh
wo
up 22
Inherited Traits
Allele:
■ This relationship allows parents with two dominant alleles to pass on recessive alleles to
their offspring. For example, two brown-eyed people may have a blue-eyed child. However,
most genetic traits do not follow these simple patterns of dominant and recessive
inheritance.
how the combination

end
on

st have
the same
happened
resistive allele
both

23
24
 >
Incomplete Dominance
 Sometimes intermediate forms of a dominant trait
appear.
-

&
 This means that a mixing of colors or sizes occurs.
-
-
betwen
 Incomplete dominance may occur when a dominant
allele and recessive allele are inherited.-
>
a mit
them
-

 The offspring will have a mixture of these two alleles.

I

E
SB page 145 25
Codominance Unlike incomplete dominance, which shows a blending of traits,
=>
-
codominance results in both alleles being expressed at the same time.

--
will
Both
show uredominat
This color pattern appears when a dominant
white-hair allele and a dominant solid-color
allele are inherited. The offspring has hairs of
each color intermixed, giving the solid color a
more muted or mottled look.
26
Check point!
■ What is the difference between incomplete

mi
dominance and codominance?

⑤ gas th

27
 Multiple Alleles
Sometimes, one trait has more than two alleles.
↑ =
-

 For example, there are three alleles for blood type—A, B, and O.
-

• The A and B blood types are codominant and O is recessive.

-
-
=

• Multiple alleles are not found only in blood types. Also, fur coloring in some
-
-
rabbits is the result of multiple alleles.

O
000 0

& ,

28
The variety of different fur colors

SB page 146
29
 Polygenic Inheritance
 In polygenetic inheritance, these different genes are expressed together
to produce the trait.
-

 For example, Human height

(there is-
a large variation among heights of the children).

o If the mother is 5 feet 2 inches tall and the father is 6 feet tall,
then you might think that all of the offspring would be 5 feet 7 inches.

o This fact is due to multiple genes working together to produce the trait.
-

30
Inherited traits are the result of the two inherited alleles.
Pink flowers can be the result of incomplete dominance
between alleles that carry red and white petals.

SB page 146
31
 Genes and the Environment
 Acquired Traits: the traits you inherited can be affected by your experience.
-

>
 The ability for-
language is an inherited trait. The language or languages you use,
-

however, are acquired traits.

-

 The combination of inherited traits and acquired traits helps many organisms to
survive in their environment.

&
&
C

C C
&

32
• Acquired Traits
• the traits you inherited can be affected by your experience.
• For example, humans are born with teeth, vocal cords, and tongues – all of which enable us
to speak.
• The ability for language is an inherited trait.
• The language or languages you use, however, are acquired traits.
The combination of inherited traits and acquired traits helps many organisms to survive in
their environment.

33
 Environmental Factors
 Gene expression determines how inherited traits appear. The environment can
lead to changes in gene expression in several ways.
-

 Certain chemicals in tobacco smoke or exposure to the sun’s harmful

-
ultraviolet (UV) radiation may cause changes in the way certain genes behave.
-

 These changes alter the way an organism functions and may produce different
traits than would normally have been expressed(may cause cancer and other
diseases).

34
 - Environmental Factors
 Not all changes in genes caused by environmental factors get passed on to offspring.
-

wearing long sleeves, wearing pants, using sunscreen, wearing,

sunglasses, wearing a hat.

SB page 148 35
Homework

SB
Lesson Check pg. 149
Science Book
Course 2
Co u rs e 2 To p ic 3
Le s s o n 2

Plant Structures for Reproduction

 Contents of the presentation

1. Plant Reproduction
2. Plant Life cycle
o Nonvascular and seedless vascular plants
o Other vascular Plants
3. Structure for Reproduction

4
 Plant Reproduction
&
reproduction
-

 *Different types of plants have different structures

& - -

-
and methods that help them reproduce.
↑
-

-

=>
-

=
&
But the goal is the same: to produce new generations of life.

 When a seed, like ones from the fruits & vegetables

is planted in healthy soil and gets plenty of water and
-
-

sunlight, it can grow into an adult plant.

- -
 Plant Life cycle
 Plants have complex life cycles that include two different stages:
-

the sporophyte and gametophyte stages.

-

o
 During the sporophyte stage, a plant produces the spores
- -
that will eventually develop into gametophytes.

 During the gametophyte stage, male and female gametophytes produce

- -

sex cells that will eventually be involved in the process of fertilization.

O
-

 Fertilization occurs when a sperm cell unites with an egg cell to produce a new organism.
- -
6
 Nonvascular and Seedless Vascular Plants
 Mosses and other nonvascular plants produce sporophytes that resemble
small trees or flowers.
The sporophytes release spores that grow into male and female gametophytes.
- -

These gametophytes produce the sperm and egg cells that are needed
-

for a zygote (fertilized egg), to form and develop into a new sporophyte.
-

gametophyte

sporophyte

S.B PG.152
 What is the difference between a moss and fern?
The life stages of seedless vascular plants, such as ferns, are
- -

similar to nonvascular plants in some ways.

 In both, sporophytes
-
produce spores that develop into gametophytes.
-

 But fern gametophytes have both male and female structures that
produce-
-
sex cells.
=
-

 When a sperm cell fertilizes an egg cell, a new sporophyte

-
begins to develop.

This stage of the plant's life cycle

forms the spores that will grow
into gametophytes, which
produce the egg and sperm cells.
S.B PG.152
 -

 gymnosperm and angiosperm gametophytes develop

inside structures within a larger sporophyte.
-InE
gymnosperms, they develop inside cones.
- cones -

-In an E
angiosperm they develop inside flowers.
-
> flower -

10
 The male gametophyte in these types of plants is called pollen.
-
 Pollen contains cells that will mature into sperm cells.
- -

 The eggs are present in tiny structures inside ovary called ovules.
- - -

For reproduction to occur, pollen must travel to the

-

female gametophyte so it can fertilize egg cells.

- -

 Pollination is the process of transferring pollen from male

-

reproductive structures to female reproductive structures

--
in plants.

Pollination
-
must occur in these plants before
-

fertilization can occur.

-
11
 gametophyte

sporophyte

Sporophytes produce the spores that develop into gametophytes;

gametophytes produce the egg and sperm cells that can develop into a
new sporophyte, so the circular process goes on and on.
S.B PG.153
Asexual Reproduction:
 New plants can grow from the roots, leaves, or stems of a parent plant.
-
 If conditions are favorable, a single plant can quickly spread by producing many
-
exact copies of itself.
-

S.B
PG.154

It requires only one parent plant. It also allows a plant to spread more quickly.
Grafting:
• Part of a plant's stem is cut and then attached
-
to another plant.
-

-
-
-r
• These apple trees have been grafted in order to ensure that the desired

characteristics from the original tree are maintained in -

future trees.
-

Asexual reproduction.

S.B PG.154
 Gymnosperms
-ne
 Trees such as pines, redwoods, firs, cedars, and hemlocks are all classified as gymnosperms.

 The two characteristics set them apart from other vascular plants.

1- Many gymnosperms have needle-like leaves and deep roots.

& -nakel
2- all have cones and unprotected seeds.

 Cones are the reproductive structures of gymnosperms.

Male cone Female cone
hold pollen has an ovule, the structure holding the egg

1111111111I/IIII/
makes a sticky substance on the outside of
the cone, needed for pollination.
light enough to be carried by the wind. When
It seals off and the zygote develops into a
plant embryo in the seed.
Seeds can remain for a few years, until they
the wind blows, pollen may land on the sticky mature.
female cone 16
 Gymnosperms
-
 The seeds of gymnosperms are “naked,”
-
meaning they are unprotected.

 Once the female cone matures, the scales open, exposing the seeds.
-

 As wind blows, the exposed seeds are blown out of the cone and
-
spread by the wind.
-

pollen is thete

set cell
in
it
Me
*

17
In cold wet conditions, the wind is not likely to
blow the seeds far from the parent tree. It's
better when the wind can blow
the seeds far away.

18
S.B PG.155
19
 Angiosperms
 All angiosperms share two important characteristics.
1- They all produce flowers
-
and fruits that contain seeds.
2- The angiosperm life cycle begins when pollen forms in the
ther
An

↑flat
flower’s anthers.
-

 These structures are found at the end of the stamens, which are
-

the male reproductive structures.

-

 The female reproductive structure is the pistil and has three

- -

parts: the stigma, style, and ovary.

-
 When pollen falls on the stigma, pollination may occur,
which can lead to fertilization.
*A sperm cell joins with an egg cell inside an ovule within the-
ovary at the base
-
of the flower.
>

*The zygote then begins to develop into the seed’s embryo.

-
-
 Angiosperms
 Some ways of angiosperms ’pollination:
-

1. By the wind.
-

2. By animals called-
- pollinators, such as bees
- -

and hummingbirds.
-

3. Colorful,
-
often pleasantly-scented petals
surround the plant’s reproductive organs
and attract pollinators.
-

The- fruit is the ripened ovary and other

structures of an angiosperm enclosing
- one or more seeds.
- 22
 Pollinators

Stamens

The petals surround the Pistils

flower's reproductive
organ and have colors that
attract pollinators so the
flower can reproduce. sepals
ovary

S.B PG.156 23
24
 Seed Dispersals
 Dispersed means: to be scattered or moved from one place to another.
- -
 For example, Animals eat the fruit and then the seeds in it pass through the
animal’s digestive system -
-
 Seeds disperse by falling into water or being carried by the wind.
- ·

Germination occurs when the embryo

sprouts out of the seed.
25
Each example describes a way that seeds are carried from one place to another.
This helps me see how scattering seeds helps plants to reproduce

SB page 157 26
Homework

SB
Lesson Check pg.158
28
Science Book
Course 2
Course 2 Topic 3
Lesson 4

Factors Influencing Growth

 Contents of the presentation

Growth and Development of Organisms

Plant Responses and Growth
Tropisms
Seasonal Change
Environmental Conditions
Comparing Life Cycles
External and Internal Factors
 Growth and Development of Organisms
• The way organisms grow and develop, and the size they reach, varies from species to
-
-

species.
-

• Several factors influence how organisms grow. For example:

-
→ Some are determined by the genetic characteristics that are passed from parent to offspring during
reproduction.

→ Other factors occur outside of the organism and can be related to their access to needed resources, The
-

conditions in their environment , and their responses to other stimuli.

-
❖Healthy plants inherit traits that determine successful growth, but if the conditions around
-

- -

them are not ideal, the plants may not grow or develop normally.
-
-

To increase their odds for survival, plants and animals have changed over time.
*These changes are a result of adapting to stimuli in the environment.
=

• The vines grow in response to their environment.

➢Vines have evolved to grow around larger trees and other structures
-

as a means of accessing sunlight and gaining space for further growth.

- -
-
SB pg.170
 Plant Responses and Growth
❖ As with all living things, plant growth is controlled by responses to stimuli.
-

➢ For plants, these responses are controlled by hormones, chemicals that affect growth and
-
development. One important plant hormone is called Auxin. -

> Gh :
- -
Growing hormone
➢ Auxin speeds up the rate at which plant cells grow and controls a plant's response to light.
-
-

Do you remember stimulus and response?

react to Something
in the enviroment
Tropisms: directionale
A plant's growth response toward or away from a stimulus is called a tropism. ↑
-
ve
ri
*Plants cannot move in the same way that animals do, so they often respond by growing
either toward or away from a stimulus. i
 The three stimuli that trigger tropisms in plants are: a
toncha
a. Thigmotropism: P
The stems of some plants, such as the vines a response to touch called thigmotropism.
-

As a vine grows, it coils around any object it touches.

·

-
-
because the vine grows toward the stimulus.
-

b. Gravitropism:-geotropie
Plants also know which direction to grow, because they
respond to- gravity. This response is called gravitropism.
·

Roots show positive gravitropism if they grow downward. posite

- X it
While stems show negative gravitropism. tow and
-
opposite f gravityo Lie

c. Phototropism: gravity 190

Plants' response to light is called phototropism.
-
The leaves, stems, and flowers of plants grow toward
-
light.
 The three stimuli that trigger tropisms in plants are:
Thigmotropism Gravitropism Phototropism
a plant's response to touch. a plant's response to gravity. a plant's response to light.

EX: a vine grows, it coils around any EX: Roots grow downwards towards the EX: The leaves, stems, and flowers
object it touches. pull of gravity,( positive gravitropism) of plants grow toward light.
while stems grow upwards away from
it.(negative gravitropism) It shows (positive phototropism).
 Seasonal Change
Photoperiodism:
A plant’s response to seasonal changes in the length of night and day is called
-
photoperiodism. - -

▪ Plants respond differently to the length of nights. Other plants are not affected
-
-

at all by the lengths of days and nights.

-
 Seasonal Change

▪ Dormancy: is a period when an organism’s growth or activity stops.

-

• Dormancy helps plants survive freezing temperatures and the lack of liquid water.
-
-

• With many trees, the first visible change is that the leaves begin to turn color.
-
▪ Cooler weather and shorter days cause the leaves to stop
-

making chlorophyll.
-
▪ As chlorophyll breaks down, yellow
-
and orange pigments
become visible.

▪ This causes the brilliant

-
colors of autumn leaves like over the
next few weeks, sugar
-
and water are transported out of the
tree’s leaves.
-

▪ When the leaves fall to the ground, the tree is ready for winter.
SB pg.173
 Environmental Conditions
❖ In ideal conditions, a plant will reach a certain maximum size that is normal for its species.
-

▪ However, in some cases, plants do not get enough of the resources they need, so they do not grow as large
-
as they normally would. -
-

▪
-
A lack of sunlight, for instance, may keep a plant from growing to full size or weaken its structure.

▪ In addition to sunlight, plants need nutrient-rich soil and water to grow.

- -
Soil contains the nutrients
- a plant needs to carry out its life processes.

▪ Nutrient-poor soil may result from an area being overly crowded with plants. Competition for the nutrients
in the soil may mean that few plants get the nutrients they need. - -

-
-

▪ Similarly, if a plant does not receive enough water, it will not grow to a healthy size.
-
*Diseases can impact plant growth as well.
SB pg.174
 Life Cycles Vs Metamorphosis
➢ Life cycle:
Many young animals, including most vertebrates, look like small versions of adults from the time they are born.
➢ Metamorphosis:
Other animals go through the process of metamorphosis, or major body changes, as they grow
& develop into adults.
 Factors affecting growth:

Animal growth and development are affected by two type of factors:

• External factors
• Internal factors.

• Internal factors include genetic and hormonal characteristics that are part of an
organism's life processes.

• External factors, are the environmental conditions that an animal may or may not have
any control over.
❖ External factors, are the environmental conditions that an animal may or
may not have any control over.

Environmental Conditions
• Access to resources and exposure to diseases and parasites can also
affect the growth and development of animals.

• If animals do not receive the nutrition they need during development

or if they become sick, they may not reach their full adult size.

• Space is another resource that can affect animal growth.

For example, the growth of some species of fish, such as goldfish like the
one in Figure 6, is affected by how large a body of water they live in.

• If its living space is not large enough, it will not reach its full adult size.
SB pg.177
 Internal Factors
❖ Internal factors include genetic and hormonal characteristics that are part of an organism's
life processes.

▪ Genes:
The genes an offspring inherits from its parents are a major factor in how it develops and grows.

▪ Hormones:
For instance, male animals produce greater amounts of testosterone than female animals.
In many animal species, the production of testosterone in male animals results in males
growing to be larger than females.
SB pg.178
Homework

SB
Lesson Check pg. 168
Science Book
Course 2
Course 2 Topic 3
Lesson 3

Animal Behaviors for

Reproduction
SB pgs. 160-167
 Contents of the presentation

Animal Behavior Learned behavior

Instinct behavior

Mating Behaviors
Productive Strategies

Fertilization Strategies ▪ External fertilization

▪ Internal fertilization

Cooperative Strategies

Migratory Behaviors
 Animal Behavior
❖The way an organism reacts to changes in its internal conditions or external environment is behavior.
- =

➢ The goal of most animal behaviors is to help them survive or reproduce.

-
-

• Examples:
1-Most animals are constantly looking for food or trying to avoid other animals that think of them as
food. -
-
-
-

2-Many also spend a lot of time looking for mates and caring for their young.
- -

Like body structures, the behaviors of animals are also adaptations that have evolved over long
periods of time. -

-
·
 Animal Behavior
➢Behaviors are basically of two types:

1. Learned behavior:
Some behaviors are learned by the organisms.
-

Learning is the process that leads to changes in behavior based on

-

practice or experience. -

2. Instinct behavior:
-
An instinct is a response to a stimulus that is inborn and that
an animal performs correctly the first time. -

-
-

For example, when sea turtles hatch from their eggs, they
know by instinct to travel to the ocean.
-
 Mating Behaviors
Mating: Fertilizes
-
• When a male animal fertilizes a female animal’s egg cells with his sperm cells.
-

• The fertilized egg will eventually develop into a new organism.

-
-

• This process is known as mating.

-
 Communication
➢Animals communicate in many ways, using sounds, scents, and body movements.
- --
Often, the goal of communication is reproduction.
-

• Sound:
→ You have probably heard birds singing outside.
-
Birds sing for many reasons, but one of the reasons they sing is to attract mates.
-
-

→ Also, a male walrus swims in the icy water making a series of whistling and clicking sounds.
• A group of females looks-
on from the floating ice pack. -
-
• These behaviors are ways for animals to attract the attention of potential mates.
-
 Communication
• Many animals also use chemical scents to send messages:
&
-

→A chemical released by one animal that affects the behavior of another animal of the same
species is called a pheromone. - ·

• In many species of moths, for example, females release a pheromone into the air that is a
signal to males that she is ready to mate.
-

-
SB pg.163
 Competition
Animals compete for resources, such as food and water.
They also compete for access to mates. -
The animals mostly compete by two ways:
1.&Aggression:
-
Aggression is a threatening behavior that one animal uses
-

to intimidate or dominate another animal.

-

E
2. Establishing and maintaining a territory:
-

A territory is an area that is occupied and defended by

-
an animal or group of animals.
-
▪ An animal that is defending its territory will drive away
-

other animals that may compete with it for mates.

-
 Reproductive Strategies
• Different animal species have different ways of caring for their young.
- -

• Some species haveE

no contact with their offspring, while others spend many years caring for them.
> -

For example:
→ Most amphibian larvae, or tadpoles, develop into adults without parental help.
-

→ Similarly, the offspring of most reptiles, such as snakes, are independent from the time they hatch.
-

• Offspring that do not receive parental care must be able to care for themselves from the time of birth.
-

• Generally, animals that provide no parental care release many eggs at a time.
--

• Although many will not survive, the sheer number of potential offspring
-
ensures that at least some will-
make it. -
-
 Parental Investment
❖The offspring of most birds and all mammals typically spend weeks to
years under the care and protection of a parent. -
- -

➢ Most bird species lay eggs in nests that one or both parents build. Then one or
-

both parents sit on the eggs, keeping them warm until they hatch.
-

- -
• After hatching, one or both parents will feed and protect their young until they are able
to care for themselves.
-
-

-
 Parental Investment
➢ Young mammals, such as the infant chimpanzee, are usually quite helpless for a long
-
time after they are born. After birth, mammals are fed with milk from the mother's body.
-
-

• One or both parents may continue caring for their offspring until the young animals are
independent. -
-

➢ Typically, animals that provide parental care have only a few offspring at a time.
-
-

• Many only have one. Scientists believe that these animals work harder to care for
-
their young because they have fewer or no other offspring to take their place.
-
-
SB pg.164
 Fertilization Strategies
Fertilization:
For animals that reproduce sexually, when a sperm cell and an egg cell
are joined, a new organism begins in the process called fertilization.
Fertilization may occur in one of two ways:
External fertilization:
-

Internal fertilization:
-
 Fertilization Strategies
External fertilization:
It occurs when eggs are fertilized outside of a female's body.

• The male fish fertilize the females' eggs by releasing their sperm into a cloud of eggs the
-
-

-
females just released.
·

• The fertilized eggs will develop outside the female's body.

-
• Not all the eggs will become fertilized but the huge number of potential offspring means
that many will.
-
 Fertilization Strategies
Internal fertilization:
-
It occurs when eggs are fertilized inside a female’s body.

• When fertilization occurs internally, a male animal releases sperm directly into a female's
> -
body where the eggs are located.
-

• The fertilized eggs may develop inside or outside the mother's body.
> =

• Many animals, such as reptiles and birds, lay eggs in which offspring develop until they hatch.
- -

• For others, including most mammals, offspring develop inside the mother's body until they
-

are ready to be born.

-
SB pg.165
 Entry Ticket (pair work)
outside
11
• Compare between external and internal fertilization.
L
inside

• Mention 2 ways of competition.

Aggression
Definding territory
 Cooperative Behaviors
• In some cases, animals increase their chances for surviving and reproducing
when they live and work together.
-n

▪ For example, some fish form schools, and some insects live in large groups.
-

▪ Hoofed mammals, such as bison and wild horses, often form herds.
-

Living in a group helps these animals stay alive.

-

➢One benefit of living in a large group is that it is an effective way to protect

- -

young animals from predators.

-
❖ Elephants protect the offspring of the group by forming a defensive circle around them.
-

• By working together, each adult female helps to protect the offspring

of the other females. - -

• In turn, the other members of the group protect her offspring as well.
-

❖Other species of animals that live in groups may take on parenting

responsibilities of animals that are not their offspring.-
-

• For example, there are worker bees in a hive whose sole job is
-
providing food and protection for the bee larvae.
-
• They may not be the parents of the offspring, but they still work
-
-

hard to care for the hive's young.

-
Animals that work and live together in a group can help each other care for and protect the
offspring of the group. They are stronger working as a team than they would be by themselves.

It gives the offspring a better chance at

survival. They can receive protection from
predators or learn skills such as finding food,
from different members of the group.
SB pg.165
 Migratory Behaviors
Migration is the regular, seasonal journey of an animal from one place to
-
another and back again.
-

• Many animals spend their entire lives in a relatively small area. But there are
many others that migrate. -

• Animals have different reasons for migration: Some migrate to an area that
provides plenty of food or a more comfortable climate during a harsh season.
-
-

• Others, such as animals whose migratory routes are migrate to a better

environment for reproduction. -

-
 Migratory Behaviors
❖In some cases, large groups of animals of the same species gather
together in the- same place at the same time so they can mate.
-
• They may also stay there to begin process of raising their young.
-

• By migrating every year, these animals increase their chances of

finding a mate and producing offspring in conditions that will be
-

-
favorable to their survival. -

-
• Animal behaviors related to mating and raising offspring are often
tied to Earth’s cycles. - - -

-
• Polar bears, for example, mate in the spring and give birth in the
winter. -

-
• Other animals reproduce with more or less frequency, but almost
-
all follow some kind of predictable cycle. Following these patterns
-
ensures that offspring are born when they have the best chances
of survival.
-
Homework

SB
Lesson Check pg. 168