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To check the classification of an organism use []To find a picture of an organism try [][][] **Coral Reef**
 * [[image:desert_Coyote.jpg width="52" height="73" link="Desert Home"]]Desert**
 * [[image:estuary_Mud_Snail.jpg width="54" height="54" link="Estuary Home"]]Estuary**
 * [[image:grasslands_Buffalo.jpg width="69" height="53" link="Grassland home"]]Grassland**
 * [[image:shore_Penguin.jpg width="67" height="81" link="Ocean Shore Home"]]Ocean Shore**
 * [[image:open_ocean_Jelllyfish.jpg width="55" height="68" link="Open Ocean Home"]]Open Ocean**
 * [[image:river_Turtle.jpg width="75" height="54" link="Rivers-Streams Home"]]Rivers-Streams**
 * [[image:taiga_Caribou.jpg width="49" height="68" link="Taiga Home"]]Taiga**
 * [[image:temp_decid_Deer.jpg width="63" height="72" link="Temperate Deciduous Forest Home"]]Temperate Decidous Forest**
 * [[image:temp_rain_Owl.gif width="46" height="75" link="Temperate Rain Forest Home"]]Temperate Rain Forest**
 * [[image:trop_rain_Parrot.jpg width="57" height="85" link="Tropical Rain Forest Home"]]Tropical Rain Forest**
 * [[image:tundra_Polar_Bear.jpg width="54" height="63" link="Tundra Home"]]Tundra**

Conservation Page DUE Thursday, January 13 For your biome you need to discuss the following questions. Be sure to use EXPERT opinions (not just what you think) and put the sites on your bibliography page. You should have one or two paragraphs per letter. 1. What is the human impact on your biome? a. Positive b. Negative 2. What are the problems in your biome that need to be addressed by humans? a. Problem 1 and its possible solution b. Problem 2 and its possible solution

**Group grade (12 points):** You must have a banner with ANIMALS and the definition of animals (use the one I gave you in class). Together in the group your examples must represent AT LEAST 5 different invertebrate phyla and 5 different vertebrate classes. **Individual grade (42 points):** Each person in the group is responsible for 3 invertebrates AND 3 vertebrates for a total of 6 examples per person. Each of your examples must include the following:
 * Animal Kingdom Rubric—Test grade (54 points) **

Definition of Phylum or Class Kingdom/Phylum/Class Order/Family Genus/species Common name (as caption of picture) Picture Description of where they live
 * || ** Invertebrate Phylum ** || ** Definition ** || ** Notes ** ||
 * 1. || Acanthocephala (Spiny-Headed Worms) || One opening for food/waste, curvy spines on proboscis (flexible snout) || adults parasitic on vertebrates, larvae live in insects and crustaceans ||
 * 2. || Annelida (Segmented Worms) || Two openings for food/waste, circulatory system || 9000 species ||
 * 3. || Arthropoda (Arthropods) || Two openings for food/waste, jointed appendages, exoskeleton || 80% of animal kingdom ||
 * 4. || Brachiopoda (Lamp Shells) || One opening for food/waste, circulatory system, top and bottom shell || Live in salt water ||
 * 5. || Bryozoa (Bryozoans) || Two openings for food/waste, tentacles || Live in water ||
 * 6. || Cephalorhyncha (Spiny Worms) || Spiny proboscis ||  ||
 * 7. || Chaetognatha (Arrow Worms) || Two openings for food/waste, no circulatory system || Live in salt water ||
 * 8. || Cnidaria (Corals & Jellyfish) || Two layers of cells with jelly-like substance, one opening for food/ waste || Live in water ||
 * 9. || Ctenophora (Comb Jellies) || Two layers of cells with jelly-like substance, use cilia to swim || 75% prefer temperate or warm water ||
 * 10. || Echinodermata (Echinoderms) || Two openings for food/waste, simple circulatory system, ability to regenerate || Live in water ||
 * 11. || Echiura (Spoon Worms) || Two openings for food/waste, simple nervous system || Live in salt water ||
 * 12. || Entoprocta (Goblet Worms) || One opening for food/waste, attached to surface || Most live in coastal salt water ||
 * 13. || Gastrotricha (Gastrotrichs) || Two openings for food/waste, simple nervous system || Live in water ||
 * 14. || Gnathostomulida (Sand Worms) || One opening for food/waste, simple nervous system || Live in all marine environments ||
 * 15. || Hemichordata (Acorn Worms) || Two openings for food/waste, simple circulatory and nervous systems || Live in water ||
 * 16. || Mesozoa || Two layers of cells, no digestive or circulatory or nervous systems || Parasite of marine invertebrates ||
 * 17. || Mollusca (Mollusks) || Soft body, two openings, simple organ systems, some with shell || Live in most habitats ||
 * 18. || Myxozoa || #Microscopic, 4 “arms” || Parasite of fish and segmented worms ||
 * 19. || Nemata (Round Worms, Nematodes) || Two openings, developed nervous system || Live in most habitats, parasites ||
 * 20. || Nematomorpha (Horsehair Worms) || Absorb nutrients through body wall, no circulatory system || Live in fresh water and moist soil ||
 * 21. || Nemertea (Ribbon Worms) || Two openings, brain and nervous system, circulatory system || 900 named species, mostly salt water ||
 * 22. || Onychophora (Velvet Worms or Walking Worms) || Two openings, brain and nervous system, respiratory and circulatory system || 14-43 pairs of unjointed legs ||
 * 23. || Phoronida || Two openings, circulatory system, simple nervous system || 10 species, live in salt water ||
 * 24. || Platyhelminthes (Flatworms) || One opening for food/waste, simple nervous system || All are parasites, most biomes, 25,000 species ||
 * 25. || Porifera (Sponges) || Absorb food through pores, one opening for food/waste, attached to surface || Live in water, most in salt water ||
 * 26. || Rotifera (Rotifers) || Two openings for food/waste, simple brain and nervous system || Live in fresh water and moist soil, as well as moss and lichen ||
 * 27. || Sipuncula (Peanut Worms) || Two openings for food/waste, mouth is surrounded by tentacles || Live in shallow salt water ||
 * 28. || Tardigrada (Water Bears) || Two openings for food/waste, || 4 pairs of unjointed legs, Live in moist soil or on damp plants ||


 * || ** Vertebrate Class ** || ** Definition ** || ** Notes ** ||
 * 1. || Actinopterygii (ray-finned fish) || Fins supported by bones, upper jaw bones slides forward when opened || All water biomes, some shore biomes ||
 * 2. || Amphibia (frogs, salamanders) || Spend first part of life in water with gills, second part of life on land with lungs, smooth skin || Some live in water their entire life ||
 * 3. || Appendicularia (tunicates) || *Muscular tail, simple spinal cord || *Live in most oceans, coastal waters, estuaries ||
 * 4. || Ascidiacea (sea squirts) || **Flexible outer skeleton, attached to surface** || Live in shallow and deep salt water ||
 * 5. || Aves (birds) || Hollow bones, scaly legs, feathers || 9000 species, most biomes ||
 * 6. || Cephalaspidomorphi (lampreys) || Jawless fish, skeleton of cartilage, hatch in fresh water, live in salt water as adult, back to fresh water to lay eggs || Parasites, temperate rivers/estuaries/ocean shores ||
 * 7. || Cephalochordata (lancelets) || Skeleton of cartilage, simple brain, no true vertebrae || Live in shallow tropical/temperate oceans ||
 * 8. || Elasmobranchii (sharks, rays, skates) || Skeleton of cartilage, fleshy fins || Live in salt water ||
 * 9. || Holocephali (chimera) || #Skeleton of cartilage, smooth skin || #Temperate ocean floor ||
 * 10. || Mammalia (mammals) || Hairy, milk-producing, endothermic || Found in all biomes ||
 * 11. || Myxini (hagfish) || Skeleton of cartilage, jawless, slime-producing || Found in cold ocean water ||
 * 12. || Reptilia (crocodiles, snakes, turtles) || #Ectothermic, scales, four appendages || #All biomes except tundra ||
 * 13. || Sarcopterygii (lungfish) || Lobe-finned, lungs and gills || Can “walk” on land ||
 * 14. || Thaliacea (salps) || *Barrel-shaped || *Lives in water ||

Group grade (10 points): You must have a banner with PLANTS and the definition of plants. Together in the group your examples must represent AT LEAST 8 of the 17 numbered items. Individual grade (42 points): Each person in the group is responsible for 6 examples. Each of your examples must include the following: Definition of Division Kingdom/Division/Class Order/Family Genus/species Common name (as picture caption) Picture Description of where they live 1. Division: Bryophyta **(no more than 2 examples)** 2. Division: Anthocerotophyta (syn. Anthrocerophyta) **(no more than 2 examples)** hornworts 3. Division: Equisetophyta (syn. Sphenophyta) **(no more than 2 examples)** horsetails 4. Division Lycopodiophyta (syn. Lycophyta) **(no more than 2 examples)** 5. Division: Polypodiophyta (syn. Filicinophyta, Pterophyta?) **(no more than 2 examples)** ferns 6. Division: Psilotophyta (syn. Pteridophyta) **(no more than 2 examples**) wisk ferns 7. Class: Cycadopsida (Phylum Cycadophyta) **(no more than 2 examples)** cycads 8. Class: Ginkgoopsida (Phylum Ginkophyta) **(no more than 2 examples)** ginkgo 9. Class: Ephedropsida (Phylum Gnetophyta) **(no more than 2 examples)** 10. Class: Gnetopsida (Phylum Gnetophyta) **(no more than 2 examples)** 11. Class: Welwitschiopsida (Phylum Gnetophyta) **(no more than 2 examples)** 12. Class: Pinopsida **(no more than 2 examples)** conifers 13. Class: Liliopsida **(no more than 2 examples)** monocots 14. Class: Magnoliopsida **(no more than 2 examples)** dicots 15. Class: Piperopsida **(no more than 2 examples)** 16. Class: Ranunculopsida **(no more than 2 examples)** 17. Class: Rosopsida **(no more than 2 examples)**
 * Facts Page--Plants--Test Grade (52 points) **

Facts Page--QUIZ Grade (16 points) Due Thursday, November 18 Each person in the group is responsible for 2 examples of a fungus. Between all of the examples, at least 3 of the following class/phyla must be represented.

(2) Subtitle for Fungus Kingdom with a definition


 * ** (7) Zygomycota (class) ** ||  || ** (7) Glomeromycota (phylum) ** ||   ||
 * Definition || Common name || Definition || Common name ||
 * Kingdom/Phylum/Class || Picture || Kingdom/Phylum/Class || Picture ||
 * Order/Family || Description of where they live || Order/Family || Description of where they live ||
 * Genus/species ||  || Genus/species ||   ||
 * ** (7) Basidiomycota (phylum) ** ||  || ** (7) Chytridiomycota (phylum) ** ||   ||
 * Definition || Common name || Definition || Common name ||
 * Kingdom/Phylum/Class || Picture || Kingdom/Phylum/Class || Picture ||
 * Order/Family || Description of where they live || Order/Family || Description of where they live ||
 * Genus/species ||  || Genus/species ||   ||
 * ** (7) Ascomycota (phylum) ** ||  || ** (7) Other ** ||   ||
 * Definition || Common name || Definition || Common name ||
 * Kingdom/Phylum/Class || Picture || Kingdom/Phylum/Class || Picture ||
 * Order/Family || Description of where they live || Order/Family || Description of where they live ||
 * Genus/species ||  || Genus/species ||   ||

Facts Page—Protists—6 pts DUE November 11   ﻿ ﻿ ﻿ Each student is responsible for ONE protist: (2) Subtitle of Protists with a definition (4) Protozoan

(4) Algae (any kingdom, single-celled with chlorophyll and a nucleus) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">(4) Group’s choice <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 90%;">(for groups of 3 only)
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Definition
 * 2) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Scientific name, common name if possible
 * 3) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Picture
 * 4) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Description of where they live
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Definition
 * 2) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Scientific name, common name if possible
 * 3) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Picture
 * 4) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Description of where they live
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Definition
 * 2) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Scientific name, common name if possible
 * 3) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Picture
 * 4) <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Description of where they live

<span style="font-family: Arial,Helvetica,sans-serif;">Facts Page—Monerans Class work grade--6pts <span style="font-family: Arial,Helvetica,sans-serif;">EACH student is responsible for ONE moneran. <span style="font-family: Arial,Helvetica,sans-serif;">(2) Subtitle of Monerans with a definition <span style="font-family: Arial,Helvetica,sans-serif;">(4) Moneran **Home Page Rubric DUE MONDAY October 11** **1) Welcome phrase (15)**a) top of pageb) students' namesc) name of biome**2) Location paragraph (15)**a) complete sentencesb) description of various locationsc) World map with caption showing locations**3) Climate paragraph (30)**a) complete sentencesb) number of seasonsc) average precipitation in centimeters during each seasond) average temperature in Celsius during each seasone) variations between locationsf) photo with caption showing each season
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">Due Date November 3 **
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Scientific name
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Shape
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Picture
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Description of where they live