A d d i s o n W e s l e y

6
Science&
Technology
Diversity of Living Things
 Addison Wesley
Science & Technology 6

Life Systems
•
Diversity of Living Things
Steve Campbell Jim Wiese
Douglas Hayhoe Beverley Williams
Doug Herridge Ricki Wortzman
Lionel Sandner

Toronto
Coordinating & Developmental Editors
Jenny Armstrong
Lee Geller
Lynne Gulliver

Editors Researchers
Susan Berg Paulee Kestin
Jackie Dulson Louise MacKenzie
Christy Hayhoe Karen Taylor
Sarah Mawson Wendy Yano, Colborne Communications Centre
Mary Reeve
Keltie Thomas

Consultants
Nora Alexander, Valley View Elementary, Durham Board of Education
Ann Clark, Ontario Agricultural College, University of Guelph
Lynn Lemieux, Sir Alexander MacKenzie Sr. P.S., Toronto District School Board
Sidney McKay, Brookbanks Education Centre, Toronto District School Board
Klaus Richter, formerly Edgewood P.S., Toronto District School Board

Pearson Education Canada would like to thank the teachers and consultants
who reviewed and field-tested this material.

Design
Pronk&Associates

Copyright © 2000 Pearson Education Canada Inc., Toronto, Ontario

All rights reserved. This publication is protected by copyright, and permission

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The information and activities presented in this book have been carefully
edited and reviewed. However, the publisher shall not be liable for any
damages resulting, in whole or part, from the reader’s use of this material.

Brand names that appear in photographs of products in this textbook are

intended to provide students with a sense of the real-world applications of
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products.

ISBN 0–201–64991–8

This book contains recycled product and is acid free.

Printed and bound in Canada.

2 3 4 5 6 – BP – 05 04 03 02 01 00
 Diversity of U n i t

Living Things 1
E verything on Earth can be divided into two groups: living and
non-living. What do you think determines if something is living?
What special qualities or characteristics do living things have?
Believe it or not, you share Earth with about 1.5 million different
types of living things: plants and animals. And those are just the
ones we know about. Scientists think there may be millions more
that haven’t been identified yet. Get ready to discover and classify
or group the amazing variety of living things on planet Earth!

Now you will find out:

• ways that classification systems can be used around
your home, school, and community
• how classification systems help us study the diversity
of plants and animals
• how plants and animals are classified to help us
identify them

Launch: Diversity at the Zoo . . . . . . . 2 8: All About Fish . . . . . . . . . . . . . . . . 27

1: Methods of Classifying . . . . . . . . . . 4 9: A Prehistoric Vertebrate . . . . . . . . 29

2: Classifying Living Things . . . . . . . . 7 10: The Key to Classifying . . . . . . . . 32

3: Classifying Trees . . . . . . . . . . . . . . 10 11: The Microscopic World . . . . . . . . 34

4: Classifying Animals— Design Project: Classifying Living

The Invertebrates . . . . . . . . . . . . . 13 Things Around Us . . . . . . . . . . . . . . . 38

5: Classifying Arthropods . . . . . . . . . 16 Unit Review . . . . . . . . . . . . . . . . . . . . 42

6: Observing an Arthropod— Glossary . . . . . . . . . . . . . . . . . . . . . . . 47

The Mealworm . . . . . . . . . . . . . . . 19

7: Classifying Animals—
The Vertebrates . . . . . . . . . . . . . . . 22
 Diversity at the Zoo
Get Started
Every day you see a diversity or variety of living things in your
life. If you look around your classroom you will see and hear your
classmates, your teacher, and maybe even a classroom pet like
a hamster. If you look out a window you will probably see trees,
birds, weeds, or flowers. Of course, what you see depends on
the time of year and even the time of day.
How can you keep track of all these living things?
One of the best places to observe diversity is at the zoo. Look at
the organisms on these pages. “Organism” is just another word
for “living thing.” How can you arrange these organisms into
groups in a way that makes sense to you? Share your ideas with
your classmates.

group. Identify and record one

characteristic that is shared by
1. Work with a partner. On sheets of paper, all the organisms in each group.
list all of the non-living things you notice
at the zoo. How do you know they are 4. Identify and record one characteristic
non-living? for each organism that is shared by
only a few other organisms in the group.
2. On sheets of paper, list all of the living
things you notice at the zoo. How do you 5. Use the characteristics you have just
know they are living? identified in Step 4. Divide each group
of living things into two or three
3. Divide the living things or organisms on subgroups. Make sure you record
your list into two groups. Label each the reason for each subgroup.

2 SCIENCE & TECHNOLOGY 6

6. Use a large sheet of chart paper to display 2. Describe some of the different ways your
all the groups you have made. Make sure classmates organized the living things.
you include the characteristics you used Count how many different ways the living
to group the living things. things were grouped. Which way seems
most helpful? Why?

Write
3. Start a mind map to record the new
scientific words you will learn in this unit.
1. Post your completed work on a wall along Begin with the word “living things” in the
with your classmates’ work. Look at your centre. What new scientific words can you
classmates’ work. add to your mind map? Keep adding to
your mind map throughout this unit.

DIVERSITY OF LIVING THINGS 3

 1 Methods of Classifying
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After looking at one another’s work in the last activity, you saw that there
are many different ways of classifying living things. Non-living things
can also be classified. With a partner, determine how the illustrations of
non-living things shown here have been classified.

There are many other ways of classifying things. One common method is
called the “tree classification” system. This system can be used to classify
many things, not only trees!

4 SCIENCE & TECHNOLOGY 6

 • The third level divides each group into
subgroups. Here, each continent is divided
A tree classification system looks a little like into specific countries. Note that not all
an upside-down tree. That’s where the name countries are shown in the example.
for this system comes from. The chart and • Finally, each country can be divided into
explanation below show how it works. provinces, territories, or states. This
• The top level of the tree contains the example shows how a tree classification
general name that covers everything you system identifies the Province of New
want to classify. In this case, we want to Brunswick. Note that not all provinces
classify where people live. Our general and territories are shown in the example.
name is “The World,” since everybody • There can be as many levels as you want
lives somewhere in the world. in a classification tree. Each level divides
• The second level divides the general name the groups in the level above into smaller
into groups. In our example, “The World” subgroups.
is divided into continents—Antarctica,
Europe, Australia, North America, South Use the tree classification system. Copy
America, Asia, and Africa. this chart. Add to the chart the extra levels
needed to show the actual location of the
different houses you and your classmates
live in.

Where in the World Do You Live?

THE WORLD

North South
Antarctica Europe Australia America America Asia Africa

France Spain United Mexico Canada Zimbabwe

States

Japan India

Nunavut Quebec Ontario New Alberta British

Brunswick Columbia

DIVERSITY OF LIVING THINGS 5

 d. Continue making as many levels as
Write Present needed, until each transportation
1. Design a tree classification system to vehicle is in its own group.
classify these transportation vehicles. e. Do your groups and subgroups
a. Can you think of a good name for the make sense? Have a classmate try
top level of your tree? it out. Modify or change your tree
if necessary.
b. Organize the vehicles into two, three,
or four groups. Label each group. Use f. Present your tree to your classmates
these labels as the second level of your and explain how it works.
tree.
2. What other things could be classified using
c. Divide your groups into subgroups. the tree classification system?
Label each subgroup. Use these labels
as the third level of your tree.

6 SCIENCE & TECHNOLOGY 6

 2 Classifying
Living Things
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Fro i
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Birds
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Tre to e e y ou
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Sp
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You have now explored different ways of classifying both living and
non-living things. Using the tree classification system, you showed that
where you live in the world is different from where your classmates live.
That same system could be used for anyone, anywhere on Earth. Such
a system is useful when we need to figure out what something is or
where it belongs. Plants and animals can also be classified.

What characteristics do you think can be used to classify plants and

animals? Look closely at the list of characteristics given above. Which
ones would be most useful for classifying plants and animals? Which
ones would not? Sort the list into these two groups.

DIVERSITY OF LIVING THINGS 7

 TREE OF LIFE #1

The Five Kingdoms

LIVING THINGS

Monera Protist Plant Animal Fungi

Kingdom Kingdom Kingdom Kingdom Kingdom

Bacteria belong The protist Trees, grasses The animal Mushrooms

in the monera kingdom and flowers kingdom belong in the
kingdom. contains mostly belong in the contains animals fungi kingdom.
one-celled plant kingdom. with backbones
organisms and and animals
some algae. without
backbones.

There are different ways of classifying living We will now take a closer look at three
things. Most classification systems organize of these kingdoms: the plant kingdom, the
plants, animals, and other living things into animal kingdom, and the fungi kingdom.
five large groups called kingdoms. This is an On the next page are some of the main
evolving or changing system as scientists dis- characteristics of these kingdoms:
cover more about the world of living things.

8 SCIENCE & TECHNOLOGY 6

 Name Discuss Write
of Kingdom Characteristics
1. You divided the 11 characteristics from the
Plants make their own food, beginning of this activity into two groups.
don’t move around Which groups would be most useful for
classifying plants and animals? Why?
Animals get their own food from
eating other organisms, 2. Name the five kingdoms of living things.
move around
3. Why are fungi not like plants or animals?
Fungi obtain food from other
organisms, don’t move
around

Use the organisms in the illustration from You are going to build a classification
the activity, Diversity at the Zoo. Put each tree chart for living and non-living
living thing or organism into one of these things in your life. It will be called My
three kingdoms. If you don’t know where to Tree. Start the chart with your name
put some living things, create another group and your picture at the top. Create two
labelled “Not sure.” groups—living and non-living things in
your life—as the second level. Under
the living things group, create three sub-
groups of living things in your life as
If Time Allows the third level. Similarly, under the non-
Continue your tree classification chart living things group, create three sub-
for the organisms you have just grouped. groups of non-living things in your life.
The first level should be labelled “Living
Things” and the second level “Plants,”
“Animals,” and “Fungi.” Divide these
three kingdoms into subgroups.

MY TREE

Living Non-Living
Things Things

Family Pets Plants Bike Television Books

DIVERSITY OF LIVING THINGS 9

 3 Classifying Trees

There are over 270 000 different plants known on Earth, and scientists
are discovering more each day. This is where a common classification
method is useful. Classification is important for scientists all over the
world to communicate using the same special words or terms.

Coniferous Trees
LEAF FROM UNKNOWN TREE

Leaves like needles or scales Wide leaves

GO TO
OTHER CHART

Leaves like needles Leaves like scales

Leaf-covered Leaf-covered
Single needles Needles in bunches twigs are twigs are
thin & look flattish
a bit like a cord

Juniper White Cedar

4-sided Flat Bunches Bunches Bunches Bunches

needles, needles of more of 5 of 3 of 2
rough twigs than 5 needles needles needles
needles
Spruce
Larch White Pine Pitch Pine

Smooth Rough Long needles Short needles

twigs twigs (12–15 cm) (3–5 cm)

Balsam Fir Hemlock Red Pine Jack Pine

10 SCIENCE & TECHNOLOGY 6

 Deciduous Trees
LEAF FROM UNKNOWN TREE

Leaves like needles or scales Wide leaves

GO TO
OTHER CHART

Compound leaves Simple leaves

Leaves opposite Leaves alternate Leaves opposite Leaves alternate

on twig on twig on twig on twig

Ash Hickory Maple

Walnut
Leaves without lobes Leaves with lobes
Butternut

Leaves with Leaves with Black Oak

single-toothed edge double-toothed edge
White Oak

Elm
Teeth close Teeth far
together on edge apart on edge
of leaf of leaf

Beech Chestnut Chestnut Oak

Poplar Birch

DIVERSITY OF LIVING THINGS 11

 You will study trees in your school yard
3 to observe the leaves on the branches.
Canada has many different types of trees. These are your samples. Do not pull the
In fact, there are probably several different leaves off the branches. The position of
types or species of trees growing in your the leaf on the branch is important when
school yard or neighbourhood. Now it’s time identifying a tree.
to identify some of the trees in your area.
Work with a partner to identify the
4 unknown samples.
Procedure
On the previous pages is a tree
1 classification chart. Write

Use the classification chart to identify 1. List the trees you and your partner
2 these leaves: identified.

2. If you identified one of your samples as

being Walnut, Hickory, or Butternut, how
can you find out which of the three types
of trees you have?

3. Are there any leaves or needles you

collected that could not be identified?
Why do you think you were unable to
identify what you collected?

4. Use your own words. Describe the

difference between a deciduous and
a coniferous tree.

5. Add any new scientific words you have

learned to the mind map you started at
the beginning of this unit.

Add three different kinds of plants to

your My Tree chart. You might need
to add one or more subgroups to your
chart in order to classify them.

12 SCIENCE & TECHNOLOGY 6

 4 Classifying Animals—
The Invertebrates
TREE OF LIFE #2

Invertebrates in the Animal Kingdom

ANIMAL KINGDOM

Invertebrates Vertebrates

Sponges Worms Molluscs Arthropods

The animal kingdom has a wide diversity of living things. It is common

to group animals into two categories: animals without backbones,
called invertebrates, and animals with backbones, called vertebrates.

You may be familiar with many different kinds of invertebrates. For

example, butterflies, spiders, worms, clams, snails, and slugs are all
invertebrates. Each of these animals belongs to a different subgroup.
You are going to develop a classification system that will allow you to
identify and describe the characteristics of some common invertebrates.

DIVERSITY OF LIVING THINGS 13

You will create a tree classification system that allows you to place
each invertebrate within a subgroup.

Sponge Snail Earthworm Crayfish

soft spongy tissue soft body parts, soft body parts, hard skin covering and
with shell without shell jointed body parts,
10 legs

Ant Centipede Spider Housefly

hard skin covering and hard skin covering and hard skin covering and hard skin covering and
jointed body parts, 6 legs many similar body parts, jointed body parts, 8 legs jointed body parts, 6 legs
and no wings more than 30 legs and wings

Procedure
Use the photos given here. Classify Now take each group and divide it
1 these invertebrates into two groups.
3 into subgroups. Continue until each
Use the characteristics for each animal invertebrate is in its own subgroup.
as clues. Label each subgroup.

Label each group with the characteristic Classify each invertebrate on this page
2 shared by the animals in the group.
4 by placing it in one of the sponge, worm,
mollusc, or arthropod groups. Research
any additional information needed in the
library or on the Internet.

14 SCIENCE & TECHNOLOGY 6

 Insects Help Police
Solve Crimes
Sometimes police have to solve a crime without
many clues. This is often the situation when police
investigate a murder. One of the most important
pieces of information police need is the time of
death. If there are no witnesses, this can be very Grasshopper Scorpion
hard to determine.

By studying the insects on a dead person’s body,

scientists called forensic entomologists can discover
the time of death. Gail Anderson of Simon Fraser
University in Vancouver, British Columbia, is one of
the world’s expert forensic entomologists. If police
can’t figure out when a person was murdered, they
ask Gail to help. Gail checks out the murder scene
with the police. Then she attends the victim’s
autopsy, the medical examination that decides on Moth Flatworm
the cause of death. Gail collects insects from the
victim’s body and analyzes them. She studies them
with a microscope and identifies them with a
classification key.

Gail says the insects develop on a dead body at

a predictable rate. For example, blowflies—the
insects most commonly found on dead people—lay
their eggs within minutes of death. “You can look
at the insects on the body and figure out how long
they have been there. So if they have been on the
body for two months, then the person has been
dead at least two months,” Gail explains. Sponge

4. Record any questions you would like to

Write ask Gail Anderson.
1. Where can you add the animals shown to
your invertebrate classification tree? 5. Would you like to be a forensic
entomologist? Why or why not?
2. Look at the photos of the invertebrates
you classified. What other characteristics
could you use to help you make your tree
classification? Think of an animal you didn’t know was
an invertebrate before you started this
3. Can you name any characteristics that activity. Add it to your My Tree chart.
would not be helpful to you?

DIVERSITY OF LIVING THINGS 15

 5 Classifying Arthropods

Of all the invertebrate groups, arthropods contain the greatest diversity

of animals. Arthropods include lobsters, millipedes, centipedes, spiders,
crabs, scorpions, shrimp, and insects. Arthropods are found in more
habitats in the world than any other animal group. Their huge variety
of adaptations is what has made them so successful in different habitats.
Adaptations are special features that help living things survive in
different habitats. The adaptations outlined on this page are shared by
all arthropods.

• hard outer body covering called an exoskeleton • specialized mouth parts (for example, the proboscis
(for example, a beetle) of a mosquito that sucks its victim’s blood)

• jointed legs (for example, a spider’s legs) • compound eyes (for example, the eyes of a fly)

• segmented body
(for example, a centipede)

16 SCIENCE & TECHNOLOGY 6

 TREE OF LIFE #3 TREE OF LIFE #4

ANIMALS
ARTHROPODS

Invertebrates Vertebrates
Spiders Lobsters Crabs Insects

Arthropods
Ants Bees Mosquitoes
Lobsters Millipedes Spiders

wings

abdomen

thorax

head

joined head
and thorax

abdomen

Although spiders and insects are classified as and an abdomen (the third section of an
arthropods, they belong to different subgroups insect’s body). Insects also have six legs and up
of arthropods. People often confuse spiders with to four wings which come out of the thorax. But
insects. Insects have three main body parts: a head, spiders have two body parts—a joined head and
a thorax (the second section of an insect’s body), thorax, and an abdomen—and eight legs.

DIVERSITY OF LIVING THINGS 17

Now that you know the basic characteristics of arthropods, it is time to examine
the variety of this invertebrate group. Use specimens or samples your teacher
provides, or the photos below. Identify the similarities and differences among
these animals. Record your observations.
Choose a pet you are familiar with, and one of the arthropods from the photos
below. Create a poster that shows the similarities and differences between the
two animals you have chosen.

Grasshopper Beetles Ant

Crab Butterfly Wasps

Write

1. What are two characteristics shared by 4. Create an information poster on either

all the arthropods you have studied? one of the arthropods you have studied or
another one you know about. Your poster
2. Name some characteristics that describe should include information on where it
only one of the arthropods you have lives, what it eats, how long it lives, and
studied. its life cycle. Remember to include
diagrams, if necessary.
3. Which of the following characteristics are
more helpful for classifying arthropods? 5. Add any new scientific words you have
Give an explanation for each of your learned to the mind map you started at
answers. the beginning of this unit.
• jointed legs • three main body parts
• rough skin • colourful wings
• tiny size

18 SCIENCE & TECHNOLOGY 6

 6 Observing
an Arthropod—
The Mealworm

Get set to meet the mealworms! They’re a living group of arthropods.

These squiggly, yellow creatures are the “babies” of the insect called the
Darkling or Grain Beetle. At this stage of their life they are called larvae.
After about three to five months larvae moult, or shed their shells, several
times before they develop into pupae. The pupae don’t eat or move. The
insect parts are rebuilt inside the pupae. This takes about two weeks until
the skins of the pupae split open and the adult beetles crawl out.

Mealworms like to live in quiet, undisturbed areas. Like all animals, they
need to eat to get energy for their bodies. A little bit of food can keep a
mealworm alive for a long time. Mealworms have special body parts,
or structures, that are adapted to help them eat.

DIVERSITY OF LIVING THINGS 19

 Procedure
Carefully place a mealworm on a blank
In this activity, you will investigate 1 sheet of white paper. Make sure you do
mealworms. Your job is to observe the not squeeze too hard if you are using
mealworms, describe how their mouthparts tweezers.
work, and investigate a question you have
about mealworms. Use the magnifying lens to observe the
2 mealworm.

Draw a diagram of its structure. Label

How Do Mealworms Eat? 3 the three parts of its body—head,
thorax, and abdomen—and any other
Materials for each group: body parts you know.
community of mealworms in a
Put a few flakes of the dry cereal next
breathable container 4 to the mealworm. Observe how the
magnifying lenses
mealworm’s mouthparts work to allow
dry cereal
it to eat. Record your observations.
blank white paper
lined paper Describe how you think the mealworm’s
5 mouth is adapted to eating the cereal
pencils
and other foods.

Optional Materials: Safety Caution

blunt tweezers plastic gloves Always wash your hands after handling
animals, plants, or soils.

Finding Out More

About Mealworms

Materials for each group:

community of mealworms in a
breathable container (from previous
activity)
any other materials you may need

Procedure
With your group, think of a question
1 about mealworms that you would like
to investigate.

20 SCIENCE & TECHNOLOGY 6

 Plan an investigation to find out the
2 answer to your question. Make sure Write Discuss Present
your investigation will not hurt the 1. Present the results of your investigation
mealworms. In order for your to the class. Discuss each group’s question
investigation to be a fair test, all and results.
the variables must be the same or
controlled, except one. How will you 2. How could you modify or change your
make sure your test is fair? question to get more useful results?

How will you measure what happens 3. Consult some reference material and see
3 during your investigation? What will what you can find out about the meal-
the measurements tell you about the worm’s life cycle. Does it eat different
variable you are testing? foods at different times during its life
cycle? Record your findings.
Record and discuss your results with
4 your group. How will you organize and
present your results so that your class-
mates will understand them?
Add at least three examples of
arthropods to your My Tree chart.
Try to pick arthropods you have seen
outside the school. Can you create two
different subgroups for these animals?

DIVERSITY OF LIVING THINGS 21

 7 Classifying Animals—
The Vertebrates

TREE OF LIFE #5

Vertebrates in the Animal Kingdom

ANIMAL KINGDOM

Invertebrates Vertebrates

Fish Amphibians Reptiles Birds Mammals

Now that you know about animals without a backbone, what about
those with a backbone? Animals with a backbone are called vertebrates.
Touch your own backbone. How do you think your backbone helps you?
Scientists put all vertebrates together into one group in the animal
kingdom. Then they divide the vertebrates into five major subgroups:
fish, amphibians, reptiles, birds, and mammals.

22 SCIENCE & TECHNOLOGY 6

Characteristics of Vertebrates use a lot of energy to keep their bodies warm.
Warm-blooded animals can live in very cold
Fish, amphibians, and reptiles are cold-blooded
climates, where cold-blooded animals would not
animals. This means that the temperature of their
survive. Do you know why this is so? Did you know
body is the same as that of their surrounding
that you are a mammal? All humans are part of
environment. Cold-blooded animals do not use
the mammal subgroup of vertebrates. Humans are
a lot of energy to keep the inside of their bodies
warm-blooded. At what temperature is the human
warm.
body maintained? How can you find out?
Birds and mammals are warm-blooded animals.
Here are some examples of the different types
This means that their body temperature is
of vertebrates, along with some characteristics
maintained at a particular temperature, no
of each subgroup:
matter where they are. Warm-blooded animals

Characteristics
of Fish
• most have bodies
covered with scales
• cold-blooded
• breathe through
gills
• most lay eggs

Examples shown here:

• angel fish and
skeleton
• cod
• shark

Characteristics
of Amphibians
• soft, moist skin
• four legs (often
with webbed feet)
• cold-blooded
• most lay eggs

Examples shown here:

• frog and
skeleton
• salamander
• newt

DIVERSITY OF LIVING THINGS 23

 Characteristics
of Reptiles
• dry skin covered
with hard
overlapping
scales
• most have
four legs
• cold-blooded
• most lay eggs

Examples shown here:

• lizard and skeleton
• snake
• turtle

Characteristics
of Birds

• feathers
• a beak or a bill
for a mouth
and no teeth
• warm-blooded
• breathe through
lungs

Examples shown here:

• pigeon and skeleton
• hummingbird
• robin

24 SCIENCE & TECHNOLOGY 6

 Characteristics
of Mammals
• all have hair at
some stage in
development
• warm-blooded
• breathe through
lungs
• mothers nurse
their young

Examples shown here:

• human and skeleton
• dog
• giraffe

Work with a partner. Research one animal

from each group of vertebrates. Use a variety
of reference materials to find out how each
of these animals has the same characteristics
as its group. Organize your information in the
following categories:
• Body shape and description
• Body temperature: warm- or cold-blooded
• How it breathes
• How it reproduces
• Any adaptations that help the animal
survive in its habitat
• How it feeds

DIVERSITY OF LIVING THINGS 25

When scientists classify living things, they 5. Explain why you think scientists use
must use structural characteristics. These structural characteristics and not physical
characteristics stay the same throughout the appearance to classify vertebrates.
life of a living thing. Also, they are shared by
all the members of the species. 6. The Arctic and deep-sea hot vents are
two examples of habitats with extreme
In animals, some structural conditions. What adaptations are needed
characteristics are: by the organisms that live there? What
would happen to the organisms if these
• bone structure (or lack of bone
habitats did not exist?
structure)
• the circulatory system
• the reproductive system

In plants, some structural

characteristics are:
• seed production
• ways of transporting minerals and
nutrients inside the plant
• root systems

Structural characteristics are easily

recognized in living things, so they can be
used by scientists all over the world.

Discuss Write

1. Compare your research with that of your

classmates. Discuss the similarities and
differences you found in animals that
belong to the same subgroup of
vertebrates.

2. Create a chart to show the five subgroups

of vertebrates. Use your classmates’
research to list as many animals as
you can that belong in each subgroup.

3. Humans are vertebrates. In what subgroup

do we belong?
Add an animal from each vertebrate
4. Add any new scientific words you have
subgroup to your My Tree chart. Pick
learned to the mind map you started at
vertebrates you would like to have as
the beginning of this unit.
a pet, or to observe outdoors.

26 SCIENCE & TECHNOLOGY 6

 8 All About Fish

In the last activity you learned about some of the characteristics of

vertebrates—fish, amphibians, reptiles, birds, and mammals. Without
looking back at the last activity, brainstorm with a partner everything
you know about fish. Make a list. Compare your list with other
classmates. Modify or change it, if necessary.

In this activity, you will observe a fish to find Procedure

out how it is adapted to life in its habitat Work with your group. Fill the large
(water). Like all vertebrates, fish have a 1 container with water that has the same
backbone that runs along the middle of temperature as the water holding the
their body. This backbone is made of either fish.
cartilage or bone, and it is flexible.
Use the net to transfer one fish into
2 the large container.
Materials for each group:
large, clear container (big enough so a Carefully observe the fish for 15 min.
fish can swim freely) 3 Make notes and diagrams on how the
goldfish or other small fish fish moves and breathes.
small net water
pencils paper
continue…

DIVERSITY OF LIVING THINGS 27

 Write Discuss

1. Research in the library or on the Internet.

Draw a diagram of a fish like the one you
just observed. Label the different body
parts and make notes in point form to
explain how these body parts help the
fish move and survive.

2. Name some habitats near your home

or school where you would expect fish
to live.

3. a. Some fish habitats are being threatened

by human activity. With the class,
discuss what would happen to the
fish population if the habitats for fish
disappeared or became extremely
polluted.
How does the fish breathe?
4 b. Create a poster to show the importance
Why do you think the fish’s eyes are of maintaining clean and healthy
5 located where they are? Is this helpful habitats for fish and other living things.
or not? Explain.
4. Add any new scientific words you have
How many fins can you spot on the fish? learned to the mind map you started at
6 What do you think the different fins do? the beginning of this unit.

With your group, discuss and record any 5. Compare the characteristics of vertebrates
7 questions you have about the shape of and invertebrates. How are they the same?
the fish’s body and its movement. different? Use a chart, table, or graph to
display your results.
Make a list of any other observations or
8 questions your group has about the fish
and how well it is adapted to living in
its habitat. If Time Allows
Even though they live in water, whales
When you have finished observing your
9 fish, put it back in the aquarium.
are mammals, not fish. Research to find
out if you can determine why whales are
Work with your group. Look at your mammals and not fish.
10 observations. Discuss how the following
characteristics help a fish survive:
• body covered with scales
• fins
• breathing through gills
• no neck

28 SCIENCE & TECHNOLOGY 6

 9 A Prehistoric Vertebrate

Parasaurolophus

Triceratops

Corythosaurus
Deinonychus

Tyrannosaurus

Camarasaurus
Aptosaurus Stegosaurus

Allosaurus
Coelophysis
Saurolophus

About 225 to 64 million years ago there were many different kinds of living
things roaming Earth. Dinosaurs during that time were the controlling or
ruling animal. As you may know, these animals no longer exist on Earth.
Even though they have disappeared, they remain a fascinating subject for
many people. Today, scientists called paleontologists study dinosaurs and
other forms of life that existed long ago.

How can paleontologists figure out what organisms were around that
long ago? One way is to study fossils—the traces and bones of plants
and animals that lived long ago. A dinosaur fossil is usually the
hardened remains of a bone or tooth. Sometimes other parts of
a dinosaur, like its scaly skin, can also be preserved.

DIVERSITY OF LIVING THINGS 29

 Velociraptor roamed Earth about 100 million years ago. This carnivorous dinosaur was about
1.8 m long and hunted in groups. Scientists think Velociraptor was speedy and intelligent.
These characteristics made it a good hunter. The fossil in the left corner helped reconstruct the
skeleton of Velociraptor.

Procedure
Look closely at Velociraptor seen here.
Paleontologists carefully collect fossils and 1 Then take a good look at the skeletal
put them together to build or reconstruct the diagrams of the fish, bird, cat, and
skeletons of dinosaurs. They then use the dog on the next page. What are the
reconstructions to help explain the similarities and differences between
dinosaurs’ characteristics. Get ready to Velociraptor and each of these four
become a junior paleontologist! animals?
Your job is to study a fossil and compare
Make a list of all these similarities
it to some animals that are alive today. Find 2 and differences.
similarities or differences between the fossil
and the animals that exist now. Start by Share and compare your findings with
checking out the recently found fossil of 3 your classmates.
Velociraptor you see here.

30 SCIENCE & TECHNOLOGY 6

 Write

1. Which animal seen here do you think is a

If Time Allows
descendant of Velociraptor? Explain why
you think so. How can you check your Look carefully at the pictures of
answer? Velociraptor. Make a list of any special
adaptations you can see, such as its
2. What can fossils tell scientists about claws. How do you think each of these
animals that are alive today? Explain. adaptations helped Velociraptor to
survive in its habitat? What do you think
3. Add any new scientific words you have its habitat was like? If you don’t know,
learned to the mind map you started at how can you find out?
the beginning of this unit.

DIVERSITY OF LIVING THINGS 31

 10 The Key to Classifying

You have now had many opportunities to classify plants and animals.
In each situation you used characteristics of the animal or plant to
classify it. For example, a pitch pine tree has thin needles in bundles of
three. A snail has soft body parts with a shell. Classification usually
depends on the external or internal characteristics that are constant for
all members of the species.

Living things also have characteristics that are not useful for classifying.
Can you think of what some of these might be? Share your ideas with
your classmates.

32 SCIENCE & TECHNOLOGY 6

In your class discussion you may have
identified characteristics such as size, colour,
or behaviour as not useful for classifying.
Two types of characteristics that are helpful
for studying living things but not for
classifying them are physical appearance
and learned behaviours.

Physical Appearance
Look around your classroom. Do all your
classmates have the same eye colour? What
about hair colour? That is because not
everyone looks alike. Although we are all
humans, we come in many shapes, sizes, and
colours. These differences make everyone
unique and special, but are not necessarily
useful characteristics for classifying.

Learned Behaviours The skills you use to play baseball and the
You also have other characteristics that harp are learned behaviours. You can improve
people associate with you, such as your these skills with instruction and practice.
ability to talk, read, and play sports or a
musical instrument. These abilities are
learned. Depending on your environment,
you may have different opportunities to learn Write
different skills. Some animals are also able to 1. What is the difference between physical
learn certain behaviours. appearance and learned behaviours? Give
Make a list of the kinds of behaviour you an example of each type of characteristic.
have learned.
2. Why do scientists use structural
Physical appearance and learned behaviours characteristics to classify living things?
are important for scientists when studying
living things. However, they’re not very 3. Give an example of a structural
useful for classifying living things. These characteristic shared by all humans.
types of characteristics can change over
time, and they are not shared by all members 4. Add any new scientific words you have
of the species. That is why scientists use learned to the mind map you started at
structural characteristics to classify living the beginning of this unit.
things.

DIVERSITY OF LIVING THINGS 33

 11 The Microscopic World
TREE OF LIFE #6

THE PROTIST KINGDOM

Plant-like Animal-like Fungus-like

With With
With Cilia Flagella Pseudopods

This is a simplified form of the classification tree used by scientists.

Living things come in all sizes and shapes and live in very different
habitats. You are familiar with the living things that you can see. But
there is another group of living things that may not be as familiar to
you—because they are so small they are invisible to the human eye!

These tiny living things are called microorganisms. You need a

microscope to see them. Scientists classify microorganisms by their
structural characteristics such as internal systems and body structure.
You will examine some microorganisms that come from the protist
kingdom.

34 SCIENCE & TECHNOLOGY 6

 eyepiece

stage
clips

nosepiece

arm
objective
lenses Cilia, the hair-like
projections on the
surface of some
coarse micro-organisms,
adjustment are used for
knob movement.

Flagella are
stage
long whip-like
tails used for
movement.
diaphragm

Pseudopods are
light source extensions that
look like fingers,
and are used for
fine movement or to
adjustment base catch prey.
knob

Materials for each group:

Microorganisms live in soil, water, and many living microorganisms in slides or viewing
other habitats on Earth. In this activity, you containers
will observe some microorganisms from the sheets of white paper pencils
protist kingdom. You will find out how they magnifying glass microscope
meet their basic needs. The photos on the next
two pages are microorganisms from the protist
kingdom that you may see on your slides.
Safety Caution
If your microscope uses a mirror, be
What is a basic need? What do careful not to reflect direct sunlight
you think are your basic needs? into your microscope. You could
damage your eyes.
continue…

DIVERSITY OF LIVING THINGS 35

 Golden algae Dinoflagellate

Difflugia Opalina

Procedure 4 Carefully place one of your slides or

Use a pen to write your name on a piece viewing containers on the microscope
1 of paper. Look at your name with the stage. Adjust the objective to the lowest
magnifying glass and record your power and focus it. Make sure you focus
observations. What do you see with the slowly so that your microscope lens will
magnifying glass that you couldn’t see not hit the slide.
before?
If you want to magnify your image more,
5 adjust the objective to a higher power.
Now place the piece of paper onto the
2 microscope stage. Move the piece of
Draw sketches of your observations.
paper gently from side to side and up 6 Write descriptions in point form of the
and down, while looking through the
living things you see.
microscope. Notice that when you move
the paper one way, it looks like it’s going Repeat steps 4 to 6 with any other slides
in the opposite direction. 7 or viewing containers.
Practise focussing the microscope. Work with your group. Discuss your
3 8 observations. Try to identify different
features you observed on the slides.

36 SCIENCE & TECHNOLOGY 6

 Vorticella Diatom

Present Discuss Write

1. Share and compare your diagrams and 3. Add any new scientific words you have
observation notes with those of your learned to the mind map you started at
classmates in other groups. Do you notice the beginning of this unit.
any similarities among the specimens
you observed?

2. Are there any basic needs for micro-

organisms that you didn’t see being met? Add at least two microorganisms to
Work with a group. Research one of the your My Tree chart. Explain why you
microorganisms you observed. Use the chose them.
library or the Internet.
Find out how it:
• feeds
• moves
Classifying
• breathes
• gets rid of waste Living
• reproduces
Present your findings to the class.
Be creative in your presentation.
Things

DIVERSITY OF LIVING THINGS 37

 Design
Project

Classifying Living Things Around Us

Get Started
You’ve explored classification. Now it’s time to try out
your new skills and identify plants and animals around
a pond, field, or other habitat near your school and then
design a classification system for them. Before you go
out, let’s review what you have learned so far:

• Classification systems are used by people to help

them identify plants and animals.

• Classification systems are based on structural

characteristics rather than physical appearance (such as
eye colour or hair colour) or learned behaviours (such as
playing the guitar or learning a second language).

• Some structural characteristics include bone

structure for animals and root systems
for plants.

38 SCIENCE & TECHNOLOGY 6

How many different types of living things do
you think you can find in a field, forest, pond,
or other habitat near your school? In this
activity, you will go on a field trip to collect
data on the different types of living things that
you can see or find evidence of in a nearby
habitat.

DIVERSITY OF LIVING THINGS 39

 Design
Project

Make a list of the different living things

On a Field Trip 3 you observe. If you know the name of
any of these living things, write it down.
Materials for each pair: Sketch and describe the plants and
recording material (paper, pencil, 4 animals you see. Try to include as many
camera, video recorder) details as you can.
magnifying lens
Use the guide for local plants and
popsicle sticks 5 animals to help you identify some of
guide or classification chart for local
the living things you observe. If you
plants and animals
have the Trees Chart with you, use it
the Trees Classification Chart from the to identify the trees.
Classifying Trees Activity (optional)
With your partner, examine the ground
6 in your observation area with a
magnifying glass. Use the popsicle stick
Procedure to carefully move some of the plant
Decide on the boundaries for your field material aside so you can observe the
1 trip observations. top layer of the soil.

Move to a new area and continue to add

2 When you arrive at the observation area, 7 to your list.
choose an individual location and sit
quietly for 5–10 min. Look and listen for
signs of living things.

40 SCIENCE & TECHNOLOGY 6

 Share your list of groups and subgroups
3 with a few of your classmates. Combine
Safety Caution
your lists on the chart paper, and
Always wash your hands after handling organize the groups and subgroups again
animals, plants, or soils.
as you did in steps 1 and 2.

Draw a diagram to show the

4 classification system your group
Back in Class designed for the living things you
observed.

Materials for each pair: Make a table that lists the different
chart paper a pen or marker
5 types of living things you found on
your field trip.

Does your classification system make

6 sense? If not, make any necessary
changes.

Write Present Discuss

1. Present your classification system to the

class and explain how it works.

2. What type of characteristics did you

and your partner use to create your sub-
groups? How did this help you classify
the living things?

Procedure 3. When you shared your list with a few of

your classmates, were your subgroups
With your partner, look at your list and
1 classify the living things you observed.
within the animal and plant kingdoms
similar or different?
Plan your classification system by divid-
ing the living things into two groups: 4. What reasons did your classmates give
Animals and Plants. If you observed for their classification system? If your sub-
fungi, make a third group called Fungi. groups were different, how did you resolve
your differences when you combined your
Within these two or three groups, divide
2 the living things into subgroups. Try to
lists?
use the subgroups for plants and 5. Think of five living things in your area that
animals that you learned in this unit. you did not observe on the field trip. How
Remember that members of a subgroup could they be added to your classification
should share at least one characteristic. system?
Label each subgroup.

DIVERSITY OF LIVING THINGS 41

 U n i t 1
Review
Demonstrate
What You Know

Get Started
Now it’s time to show how much you have learned about diversity of
living things. Read over what your tasks are, and talk to your teacher
if you are unclear about what to do.

Flatworm Turtle Shield bug

Nautilus Goose Frog Salmon

Work On It
Your job is to classify the 18 living things you This will help others understand why the
see here. When you have finished, each of the living things are in the different subgroups
18 living things should be in a subgroup on you have chosen. Try to use the subgroups
its own. you have already learned in this unit.

As you divide the living things into groups You may choose your own way of presenting
and subgroups, you must identify the your classification system, but it must clearly
characteristics you used. show the characteristics and the members of
each subgroup.

42 SCIENCE & TECHNOLOGY 6

 Maple leaves Snapper Mushrooms Rabbit

Crocodile Woman with child Dinosaur

Heron Sponge Eagle Hemlock

Now check your work. My presentation clearly shows the

My classification system classifies each characteristics I used to classify the
living thing. living things.

My classification system uses structural My classification system can be used

characteristics to classify living things. by a classmate or someone outside
the school.

DIVERSITY OF LIVING THINGS 43

 U n i t 1
Review
Communicate
Now it’s time to think about how well you did. Use this chart to help you score your work.
Four stars is the highest score for each.

1 Star 2 Stars 3 Stars 4 Stars

• How much do you know about classification? Look at the classification system you
designed. Does your work show you know
A little about Some information A lot of information All about
classification about classification about classification classification?

• Look at the characteristics you used in your work. Does your work show you have applied
A few of the Some of the Most of the All of the
structural structural structural structural
characteristics characteristics characteristics characteristics?

• Now look again at your classification system. Will it be clear and precise to a reader?
Not very clear Somewhat clear Mostly clear Very clear
or precise and precise and precise and precise

• Now look at how you’ve presented your classification system. Can a classmate or someone
outside the school be able to follow it? Do you think it shows
Not much Some A good A complete
understanding understanding understanding understanding?

44 SCIENCE & TECHNOLOGY 6

 7. How does this fossil help us understand
Explain the ways in which animals change over
Your Stuff time?

What did you learn about

diversity of living things?
1. What kinds of characteristics are used for
scientific classification systems? Why are
these kinds of characteristics used?

2. Describe some of the ways scientific

classification systems can be helpful.

3. Name three different organisms that live in

your neighbourhood. What adaptations do
they have that help them survive in this
particular habitat and in other places?

4. How are a snake and an earthworm

similar? How are they different? Use some
of the scientific words you’ve learned in
this unit to explain your answer.

5. What is the main difference between

warm- and cold-blooded animals? How
does being warm-blooded or cold-blooded
affect the life style of that animal?

6. Why is someone’s ability to play basketball 8. Describe the microorganism above in

not a useful characteristic for classifying detail. Include any information you think
that person scientifically? What is a useful would be helpful in classifying the
characteristic for classifying humans? microorganism.

9. Put all the “Tree of Life” diagrams

provided in this unit (there are six in total)
together to create one big “Tree of Life.”

DIVERSITY OF LIVING THINGS 45

 U n i t 1
Review
• Classification keys can be used to identify
How Did plants, animals, and microorganisms.
You Do?
• Invertebrates are a diverse range of
animals without backbones.
1. List three things that you didn’t know
before this unit started.
• Arthropods are one group of invertebrates
that show a wide range of diversity, from
2. Describe what you liked best in this unit.
shrimp to mealworms and grasshoppers.
3. Give yourself a pat on the back! What did
you do well in this unit? • Vertebrates are animals with backbones.

4. List three questions you still have about • Vertebrates have specific adaptations that
allow them to live in different habitats.
diversity of living things.
• Fossils can be used to study similarities
Now you know a lot about and differences among animals that lived
long ago and animals that are alive today.
diversity of living things! Here
are some of the things you • Fossils can tell us a lot about the changes
have learned: in animals over time.
• There are a variety of classification
systems in the world for everything from • When scientists find a fossil, they need to
music and books to plants and animals. interpret clues to identify it.
The tree classification system is a common
way to classify both living and non-living • All microorganisms meet their basic needs
things. of food, air, water, and movement in
various ways.
• Scientific classification systems for
animals are based on structural
characteristics rather than physical
appearance or learned behaviours.

46 SCIENCE & TECHNOLOGY 6

Glossary larva the immature form of an insect that
hatches from an egg

abdomen the third section of an insect’s body learned behaviours characteristics that are
learned, such as the ability to play the piano or
adaptations special features, like fur or ride a bicycle that are not useful for classifying
webbed feet, that help a living thing survive living things
in its habitat
microorganisms living things too small to be
arthropods a diverse group of invertebrates viewed by the human eye
that have characteristics such as jointed legs and
hard outer covering of their bodies (exoskeleton) monera kingdom the kingdom containing
bacteria and blue-green algae
carnivorous eating animals or animal parts
moult to shed the outer skin or an exoskeleton,
cilia hair-like projections found on the surface or other outer layers such as hair and feathers
of some microorganisms. They are used for
movement. organisms living things

cold-blooded a term used to describe paleontologist a scientist who studies forms

vertebrates whose body temperature is the of life that existed long ago
same as that of the water or other habitat
they’re living in physical appearance characteristics such
as size, shape, and colour that are not useful
coniferous cone-bearing; most evergreen for classifying living things
“needle”-trees are coniferous
proboscis the tube-like mouthparts of some
deciduous falling off or shedding at insects
a particular season, or stage in growth
protist kingdom the kingdom containing many
diversity variety different types of microorganisms such as
amoebas and paramecium
exoskeleton hard outer covering of the bodies
of arthropods pseudopods extensions that look like fingers,
used by some microorganisms for movement or
fair test an investigation carried out under to catch prey
controlled conditions. In a fair test, all variables
are controlled except the one under investigation. pupa the resting stage in an insect’s life cycle
that occurs between the larva stage and the adult
flagella the long whip-like tails found on some insect
microorganisms. They are used for movement.
species a specific type of organism
fossils the traces and bones of things that lived
long ago specimens samples used for experiments

invertebrate an animal without a backbone structures specialized body parts

kingdom a large group used in classifying living structural characteristics characteristics that
things. There are five kingdoms: monera, protist, are constant for all members of the species and
plant, animal, and fungi. will not change over time

GLOSSARY 47
thorax the second section of an insect’s body

variable anything in an investigation that can

be changed

vertebrate an animal that has a backbone

warm-blooded a term referring to vertebrates

whose body temperature is maintained at a
particular temperature, no matter where they live

48 SCIENCE & TECHNOLOGY 6

Acknowledgments

The publisher wishes to thank the following sources for photographs, illustrations, articles, and other
materials used in this book. Care has been taken to determine and locate ownership of copyrighted
material used in this text. We will gladly receive information enabling us to rectify any errors or
omissions in credits.

Photography
p. 1 (centre) PhotoDisc, Inc., p. 1 (bottom) PhotoDisc, Inc., p. 4 PhotoDisc, Inc., p. 6 (photos from top left) Corel Stock
Photo Library, Corel Stock Photo Library, PhotoDisc, Inc., Corel Stock Photo Library, PhotoDisc, Inc., Corel Stock Photo
Library, Corel Stock Photo Library, Mike Timo/Tony Stone Images, Corel Stock Photo Library, PhotoDisc, Inc., Corel Stock
Photo Library, Corel Stock Photo Library, Dennis O’Clair/Tony Stone Images, Lorne Resnick/Tony Stone Images, p. 8
(photos 1–5 from left) S. Lowry/Univ. Ulster/Tony Stone Images, Cabisco/VISUALS UNLIMITED, Corel Stock Photo
Library, Corel Stock Photo Library, Corel Stock Photo Library, p. 13 (photos 1–4 from left) Corel Stock Photo Library, Ivy
Images, Corel Stock Photo Library, Corel Stock Photo Library, p. 14 (photos 1–8 from top left) Corel Stock Photo Library,
G. K. & Vikki Hart/The Image Bank, Sue Ann Miller/Tony Stone Images, Kelvin Aitken/First Light, Charles Krebs/Tony
Stone Images, Corel Stock Photo Library, Corel Stock Photo Library, James Cotier/Tony Stone Images, p. 15 (photos from
top left) (photos 1–3, 5) Corel Stock Photo Library, (photo #4) T.E Adams/VISUALS UNLIMITED, p. 16 (photos 1–5 from
top left) (photos 1, 2, 5) Corel Stock Photo Library, (photo #3) PhotoDisc, Inc., (photo #4) Jim Zuckerman/First Light,
p. 17 (top) Charles Krebs/Tony Stone Images, p. 17 (centre & bottom) PhotoDisc, Inc., p. 18 (photos 1–6 from top left)
(photos 1–2) Corel Stock Photo Library, (photo # 3) Gary Vesta/Tony Stone Images, (photos 4–6) Corel Stock Photo
Library, p. 19 Ivy Images, p. 20 Ray Boudreau, p. 21 Ray Boudreau, p. 22 (photos 1–5 from left to right) Corel Stock Photo
Library, p. 23 (top left) Corel Stock Photo Library, p. 23 (top right) John D. Cunningham/VISUALS UNLIMITED, p. 23 (top
left inset) Corel Stock Photo Library, p. 23 (top right inset) Corel Stock Photo Library, p. 23 (bottom left) Corel Stock
Photo Library, p. 23 (bottom right) Gilbert Twiasi/VISUALS UNLIMITED, p. 23 (bottom left inset) Ivy Images, p. 23
(bottom right inset) Corel Stock Photo Library, p. 24 (top left) Corel Stock Photo Library, p. 24 (top right) John D.
Cunningham/VISUALS UNLIMITED, p. 24 (top left inset) PhotoDisc, Inc., p. 24 (top right inset) Corel Stock Photo Library,
p. 24 (bottom left) Corel Stock Photo Library, p. 24 (bottom right) Don W. Fawcett/VISUALS UNLIMITED, p. 24 (bottom
left inset) Corel Stock Photo Library, p. 24 (bottom right inset) Corel Stock Photo Library, p. 25 (top left) Andy
Sacks/Tony Stone Images, p. 25 (top right) PhotoDisc, Inc., p. 25 (centre left inset) Corel Stock Photo Library, p. 25
(centre right inset) Corel Stock Photo Library, p. 25 (bottom) Ray Boudreau, p. 26 (top) Corel Stock Photo Library, p. 26
(bottom) Whol, K. Crane/VISUALS UNLIMITED, p. 27 Ray Boudreau, p. 30 (top inset) Mick Ellison/American Museum of
Natural History, p. 32 RBS/First Light, p. 33 (top) David Young Wolff/Tony Stone Images, p. 33 (bottom) Andy Sacks/Tony
Stone Images, p. 34 (top left & right) John D. Cunningham/VISUALS UNLIMITED, p. 34 (bottom left) T.E. Adams/VISUALS
UNLIMITED, p. 34 (bottom centre) VISUALS UNLIMITED, p. 34 (bottom right) Mike Abbey/VISUALS UNLIMITED, p. 35
(left) Dave Starrett, p. 35 (top) Ray Boudreau, p. 35 (microscopic fields 1–3) M. Abbey/VISUALS UNLIMITED, Arthur M.
Siegelman/VISUALS UNLIMITED, Robert Brons/BPS/TONY STONE IMAGES, p. 36 (top left) T.E Adams/VISUALS
UNLIMITED, p. 36 (top right) A.M Siegelman/VISUALS UNLIMITED, p. 36 (bottom left) Cabisco/VISUALS UNLIMITED.
p. 36 (bottom right) Stan Elems/VISUALS UNLIMITED, p. 37 (left) Cabisco/VISUALS UNLIMITED, p. 37 (right)
NHMPL/Tony Stone Images, p. 38 Corel Stock Photo Library, p. 39 (left) Corel Stock Photo Library, p. 39 (right)
PhotoDisc, Inc., p. 40 Ray Boudreau, p. 41 Ray Boudreau, p. 42 (top left) John D. Cunningham/VISUALS UNLIMITED,
p. 42 (top centre) Corel Stock Photo Library, p. 42 (top right) Corel Stock Photo Library, p. 42 (bottom left) Marc
Chamberlain/Tony Stone Images, p. 42 (bottom #2) Corel Stock Photo Library, p. 42 (bottom #3) Tom Ulrich/Tony Stone
Images, p. 42 (bottom right) Gary Vesta/Tony Stone Images, p. 43 (photo #2 from top left) PhotoDisc, Inc., p. 43 (all
others) Corel Stock Photo Library, p. 45 (top) Spectrum Stock/Ivy Images

Illustration
Steve Attoe: pp. 2–3, p. 4, p. 28
Ted Nasmith: pp. 10–12, p. 29 (dinosaurs), p. 30
Cynthia Watada: p. 29 (map), p. 31, p. 45

Cover Photograph
Artbase Inc.
 Grade
Diversity of
Living Things
Grade
Plant Growth
Magnetism
Forces and Movement
Stability
Soil

Grade
Habitats
Light
Sound
Pulleys and Gears
Rocks and Minerals

Grade
The Human Body
Changes in Matter
Conservation of Energy
Forces on Structures
Weather

Grade
Diversity of Living Things
Air and Flight
Electricity
Motion
Space