The Five Kingdoms

Overview: This lesson is designed to explore the five biological kingdoms, as

appropriate for sixth grade science curriculum in Indiana. This lesson lasts about a week
and is split into three sections. The first section Kingdom Identification! is a general
overview of the five kingdoms. The second section "tructural #ifferences $etween
%lant and &nimal 'ells! focuses on animals and plant cells and acts as an introduction to
organelles. The third section Fungi, (onerans, and %rotists! is an introduction to
examples of members of the Fungi, (onera, and %rotista. The lesson relies heavil) on
examples of organisms and visual representations. The broad focus is on the cellular and
macroscopic differences and similarities between all organisms.
KINGDOM IDENTIFICATION
STANDARDS ADDRESSED:
*.+., -xplain that one of the most general distinctions among organisms is between
green plants, which use sunlight to make their own food, and animals, which consume
energ).rich foods.
*.+./ 0ive examples of organisms that cannot be neatl) classified as either plants or
animals, such as fungi and bacteria.
OBJECTIVES:
"tudents will become familiar with the diversit) of life forms and how scientists
characteri1e organisms into Kingdoms.
MATERIALS:
. -xamples of organisms from different kingdoms. "uggested examples are given in the
introduction, though other examples are fine. 2iving organisms can be ordered through
'arolina $iological "uppliers http:33www.carolina.com3 ,.455.66+.777,!, Fisher
"cientific https:33www,.fishersci.com3index.8sp ,.455.9**.9555! or other scientific
suppliers. &nother option is to use photographs or websites.
. 'ontainers for the organisms. These ma) include glass bowls or a:uariums.
. (icroscopes and slides of the microscopic organisms.
. & cop) of the provided chart for each student
INTRODUCTION:
The most general characteri1ation of organisms is into the classification of Kingdoms.
(ost biologists recogni1e five Kingdoms. -ach Kingdom has specific characteristics,
most of which are cellular in nature. "ome of the main differences are the following:
"ingle.celled vs. (ulti.celled organisms ; some organisms can survive as a single cell,
whereas others are comprised of man) cells.
(ethod of obtaining energ)
%roducers ; organisms which create their own food, usuall) b) using sunlight
'onsumers ; organisms which obtain energ) b) feeding on other organisms
#ecomposers ; organisms which obtain energ) b) breaking down wastes and
dead organisms
Kingdom (onera<
. single.celled organisms
. mostl) producers and decomposers
Kingdom %rotista
. single.celled organisms
. mostl) producers and consumers
Kingdom Fungi
. multi.celled organisms
. decomposers
Kingdom %lantae
. multi.celled organisms
. producers
Kingdom &nimalia
. multi.celled organisms
. consumers
<"ome biologists divide (onerans into two #omains, &rchebacteria and -ubacteria,
based upon chemical differences. The other Kingdoms belong to a third #omain, the
-ukar)a, meaning that their cells contain nuclei.
%resent students with a variet) of organisms from the different kingdoms. Organisms
should be representative of the kingdom and show characteristics which would be eas) to
associate with the kingdom. "ome should be obvious based upon the students= prior
experience and some should not be familiar to them. These can take the form of
complete organism or slides. These should be set up in stations that students can go to.
0ood examples include:
(onera
. "lides of disease bacteria
. "lides of blue.green bacteria
%rotista
. "lides of Euglena
. "lides of Amoeba
Fungi
. Rhizopus slime mold!
. (ushrooms
%lantae
. Fern
. (oss
. Tree leaves
&nimalia
. Insects
. Fish
. & sponge
. & mirror, representing the students themselves
PROCEDURE (Total time fo le!!o" i! o"e fot#$mi"%te &la!! 'eio():
%reparation: The example organisms should be set up as displa)s around the room,
which students can visit.
Engagement:
,. %ose the :uestion to the students, >?hat is the difference between plants and
animals@A & common misconception is that animals move and plants do not.
Bowever, sponges are sessile and do not move, while venus= fl) traps are an
example of a plant that displa)s movement. If students sa) that plants are green,
lead them to the idea that plants derive energ) from the sun using chloroph)ll.
&fter this ver) brief discussion, introduce students to the organism Euglena. &sk
students if it is a plant, animal, or something else.
/. Cext, introduce students to the ma8or differences between the Kingdoms. It ma)
help to put a chart on the blackboard.
Exploration:
6. "tudents should investigate all stations and fill out the chart provided.
Explanation:
+. ?hen finished, there should be a discussion about the kingdoms. 0o through the
sample organisms, explaining which kingdom each belongs to. "tudents ma) not
have all the answers correct, especiall) with the more unfamiliar organisms.
"tudents should have the opportunit) to correct their charts before the) turn them
in.
Elaboration:
7. 0o through each of the Kingdoms, explaining the characteristics of each. 0ive
examples of organisms in each of the Kingdoms. "pecial effort should be made to
make students understand (onerans and %rotists, since the) are the least familiar
organisms. -ffort should also be made to dispel the misconception that fungi are
plants. &dditional illustrations will be ver) helpful during this portion.
Evaluation:
*. "tudents are to be graded on the correct completion of the chart.
Note: ?hen this section is completed, it will be helpful to keep some of the specimens,
as the) ma) be useful in the other sections.
Came DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD
Organism (icroscopic or
(acroscopic
"ingle or (ulti.
celled
%roducer
'onsumer
#ecomposer
Kingdom
SECTION *
STRUCTURAL DIFFERENCES BET+EEN PLANT AND ANIMAL CELLS
STANDARDS ADDRESSED:
*.+.* #istinguish the main differences between plant and animal cells, such as the
presence of chloroph)ll< and cell walls in plant cells and their absence in animal cells.
INCLUSIONS:
*.,.* -xplain that computers have become invaluable in science because the)
"peed up and extend people=s abilit) to collect, store, compile, and anal)1e
dataE prepare research reports and share data with investigators all over the
world.
*.+.7 Investigate and explain that all living things are composed of cells whose
details are usuall) visible through a microscope.
OBJECTIVES
&t the end of this lesson, students will be able to:
,! #ifferentiate between plant and animal cells based on the organelles contained
in the cell.
/! Identif) the different organelles that are found inside a t)pical cell.
6! #escribe what each organelle does for the cell and wh) it is critical for the
proper functioning of the cell.
MATERIALS
'ompound microscope ,3grp
"lides of plant and animal cells
":uare 0ladware containers ; 93grp
Fiploc sandwich bags ; 93grp
Bardboiled egg . ,3grp
Gubber bands
2ima beans uncooked!
Kidne) beans
Gubber balloon
%ret1el sticks
%lastic sheet H 6=? I *5=2 enough to circle class!
INTRODUCTION
%lants are among the largest organisms on the planet, and it is the shape and
nature of their cells that allows them to achieve enormous proportions. The ver) cellular
propert) responsible for great si1e appears to limit morphological and concomitantl)
ph)siological diversit). The cellulose cell wall is a structural component of the cell that
encloses the cell membrane and is uni:ue to the plants and algae. Its absence in animals
is believed, b) science, to be associated with the increase in both morphological and
ph)siological cellular diversit).
It is this seemingl) simple difference between plants and animals that has
led to the different cell t)pes in animals. (embrane bound cells, those lacking
cell walls, have evolved form and function that allows us, as animals, to feel,
locomote, breath and digest food. -ver) cell is enclosed in a membrane. The
membrane is a double la)er of lipids lipid bila)er! but is made :uite complex b)
the presence of numerous proteins that are important to cell activit). These
proteins include receptors, pores, and en1)mes. The membrane is responsible for
the controlled entr) and exit of ions like sodium, potassium and calcium.
The c)tosol c)toplasm! is the JsoupJ within which all the other cell
structures reside and where most of the cellular metabolism occurs. Though
mostl) water, the c)tosol is full of proteins that control cell metabolism including
gl)col)sis, intracellular receptors, and transcription factors.
&nother e:uall) important distinguishing character between plants and animals
includes the presence of chloroplasts in plants. 'hloroplasts convert light energ) from
the sun! to chemical energ) via the process of photos)nthesis. The main pigment green
color! located in chloroplasts and involved in photos)nthesis is chloroph)ll. 'hloroplasts
are structures within plants called plastids. %lastids can be found in a few forms, the) are
membrane bound, and onl) found in plants. These structures are found within the cell,
and the term reserved for an) membrane bound structure within a cell is organelle.
Organelles are to cells, as organs are to the bod). The) carr) out the individual
task of gaining and working with energ), along with controlling the overall behavior of a
cell. &ll plant and animal cells contain organelles. "ome are uni:ue to plants, but most
are found in both plants and animals.
& vacuole is a membrane.bound sac that pla)s roles in intracellular
digestion and the release of cellular waste products. In animal cells, vacuoles are
generall) small.
Kacuoles tend to be large in plant cells and pla) a role in turgor pressure.
?hen a plant is well watered, water collects in cell vacuoles producing rigidit) in
the plant. ?ithout sufficient water, pressure in the vacuole is reduced and the
plant wilts.
The nucleus is the most obvious organelle in an) plant or animal cell. It is
a membrane.bound organelle and is surrounded b) a double membrane. It
communicates with the surrounding c)tosol via numerous nuclear pores.
?ithin the nucleus is the #C& responsible for providing the cell with its
uni:ue characteristics. The #C& is similar in ever) cell of the bod), but
depending on the specific cell t)pe, some genes ma) be turned on or off . thatLs
wh) a liver cell is different from a muscle cell, and a muscle cell is different from
a fat cell. ?hen a cell is dividing, the #C& and surrounding protein condense into
chromosomes see photo! that are visible b) microscop).
The prominent structure in the nucleus is the nucleolus. The nucleolus
produces ribosomes, which move out of the nucleus to positions on the rough
endoplasmic reticulum where the) are critical in protein s)nthesis.
Throughout the %lant and animal cell, especiall) those responsible for the
production of hormones and other secretor) products, is a vast amount of
membrane called the endoplasmic reticulum, or -G for short. The -G membrane
is a continuation of the outer nuclear membrane and its function suggests 8ust how
complex and organi1ed the cell reall) is.
?hen viewed b) electron microscop), some areas of the endoplasmic
reticulum look JsmoothJ smooth -G! and some appear JroughJ rough -G!. The
rough -G appears rough due to the presence of ribosomes on the membrane
surface. "mooth and Gough -G also have different functions. "mooth -G is
important in the s)nthesis of lipids and membrane proteins. Gough -G is
important in the s)nthesis of other proteins.
Information coded in #C& se:uences in the nucleus is transcribed as
messenger GC&. (essenger GC& exits the nucleus through small pores to enter
the c)toplasm. &t the ribosomes on the rough -G, the messenger GC& is
translated into proteins. These proteins are then transferred to the 0olgi in
Jtransport vesiclesJ where the) are further processed and packaged into
l)sosomes, peroxisomes, or secretor) vesicles.
The 0olgi apparatus is a membrane.bound structure with a single
membrane. It is actuall) a stack of membrane.bound vesicles that are important in
packaging macromolecules for transport elsewhere in the cell. Cumerous smaller
vesicles containing those packaged macromolecules surround the stack of larger
vesicles. The en1)matic or hormonal contents of l)sosomes, peroxisomes and
secretor) vesicles are packaged in membrane.bound vesicles at the peripher) of
the 0olgi apparatus.
(itochondria provide the energ) a cell needs to move, divide, produce
secretor) products, contract . in short, the) are the power centers of the cell. The)
are about the si1e of bacteria but ma) have different shapes depending on the cell
t)pe.
(itochondria are membrane.bound organelles, and like the nucleus have a
double membrane. The outer membrane is fairl) smooth. $ut the inner membrane
is highl) convoluted, forming folds called cristae. The cristae greatl) increase the
inner membraneLs surface area. It is on these cristae that food sugar! is combined
with ox)gen to produce &T% . the primar) energ) source for the cell.
In this lesson students will be challenged to distinguish between plant and
animal cells b) sight, and understand differences in their cellular anatom) and
ph)siolog). %articipants will view microscope slides of plants and animalsE
compare animal and plant cell morpholog), and attempt to build a plant or animal
using cell models that the) have created. Finall), students will investigate cell
anatom) M ph)siolog), and act out the role of cell components in a classroom
si1ed cell model.
PROCEDURE (Total time fo le!!o" i! t,ee fot# mi"%te 'eio(!-)
#a) One ; Engagement/Exploration
,! Geview the proper use and care of microscopes 7.,5 minutes!
a. Bow to hold and carr)
b. Bow to focus
c. Bow to manipulate slide ever)thing appears to move in the opposite
direction that )ou move the slide!
/! "eries of slides of different plants and animal cells /4 minutes!
. 0GON%" OF +
a. -ach group of students will be at a microscope station, the) will have
exactl) + minutes to make their observations about the slide and draw
what the) see on the slide.
b. "tudents should be accurate in their drawings.
c. &fter the four minutes is completed, the groups rotate to the next station
and observe and draw what is on the next slide.
d. 'ontinue rotation until all stations have been visited or until times runs
out.
#a) Two ; Exploration/Explanation
,! $egin class with a discussion of different organisms and their relative si1es. 7
minutes!
. ?BO2- '2&""
a. >Gaise )our hand when )ou have thought of the largest organism that
)ou can think of.A ; Gecord responses
b. >Gaise )our hand when )ou have thought of the largest animal that )ou
can think of.A ; Gecord responses
c. >Gaise )our hand when )ou have thought of the tallest animal that )ou
can think of.A ; Gecord responses
/! $ring students into groups of four can be the same as for the microscope
assignment! ,5 minutes!
. 0GON%" OF FONG -ach group receives 9 pieces of s:uare 02&#?&G-
and 9 FI%2O' sandwich baggies!
o 02&#?&G- O plant cells with cell walls
o FI%2O' baggies O animal cells with onl) a flexible cell membrane
a. &sk each group to stack their materials to achieve maximum height.
b. -xplain now that plants have cells that contain cell walls which gives
them incredible strength and allows the se:uoia trees of northern
'alifornia to reach heights of /55 ; 655 feet.
c. If students had a blue whale on the list for largest organism ; it is true
that the) are ver) long at ,55 feet, but their massive si1e is supported
b) water. If the) were laid on land the) would crush themselves and
suffocate.
6! "tudents in the computer lab to research the anatom) of cells. The students
will use the Internet, textbooks, and reference materials as research tools and
complete a worksheet on organelle anatom). Gest of period hopefull) 65
minutes!
. 0GON%" OF T?O
. NOTE: TIME IS VER. LIMITED ON T/IS PART- STUDENTS MUST
STA. FOCUSED000
a. "tudents will also be drawing the various organelles based on what
the) see at the different websites website list will be provided!.
#a) Three
; Explanation/Elaboration
,! "tudents participate in a facilitated discussion of their findings and describe
what ordinar) ob8ects the organelles resembled. /5 minutes!
. ?BO2- '2&""
. T)pical answers ma) be as follows
o 0olgi $odies ; stacks of rubber bands
o -G ; spaghetti
o (itochondria ; 8ell) bean or kidne) bean
. Engagement/Exploration
/! "tudents will now construct a model of a plant and animal cell using the
materials provided /5 minutes!
. 0GON%" OF FONG
o (aterials ; have enough for each group to construct / whole cells
/ ; Fiploc sandwich bags
, ; 0ladware container
&ssorted organelle parts
Bardboiled egg O Cucleus3Cucleolus
Gubber bands O 0olgi bodies
2ima beans uncooked! O chloroplasts
Kidne) beans O mitochondria
Gubber balloon O plant vacuole
%ret1el sticks O rough -G
. Explanation/Elaboration
6! &ssign students an organelle to research at home. The student must
understand exactl) what the function of that organelle is and wh) it is so
important to the cells survival.
a. "TN#-CT" "BON2# NC#-G"T&C# TB&T TB-P ?I22 $-
%G-"-CTIC0 TB-IG '-22" FNC'TIOC TO TB- '2&""
Evaluation:
& portion of the assessment will be to have the students produce their own Kenn diagram
showing which organelles are plant onl), which are shared b) both plant and animal cells
and which are animal onl).
+e1 e!o%&e! fo I"ta&ell%la A2P:
http:33biolog).clc.uc.edu3courses3bio,5+3cells.htm
http:33www.cellsalive.com3cells3animcell.htm
http:33web.mit.edu3esgbio3www3cb3org3organelles.html
http:33www.nature.ca3genome3563c3,5356cD,,De.cfm
http:33www.windows.ucar.edu3tour3linkO3earth32ife3cellDorganelles.html
http:33www.histor)oftheuniverse.com3organel.html
http:33staff.8ccc.net3pdecell3cells3organelles.html
http:33www.rkm.com.au3'-223organelles3
http:33www.upei.ca3HfacDed3pro8ects3"tudent3(cQuaid3organelles.html
Came DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD
Cell!3 a" I"te"et !&a4e"5e ,%"t- These :uestions were generated from the
listed websites.!
,. ?hat is the main function of the cell membrane@
/. ?hat does endoplasmic reticulum do in a cell@
6. ?here in the cell do we find #C&@
+. ?hat is the function of a ribosome@
7. ?here are ribosomes formed@
*. ?hat is the function of the cell=s mitochondria@
9. ?hat is the function of the cell=s golgi bodies@
4. ?hat kinds of cells have cell walls@
R. ?hat is the difference between a cell wall and a cell membrane@
,5. ?hat differences exist in the vacuoles of plants and animals@
,,. ?hat is the difference between a chloroplast and a mitochondria@
SECTION 6:
FUNGI3 MONERANS3 AND PROTISTS
STANDARDS ADDRESSED:
*.+./ 0ive examples of organisms that cannot be neatl) classified as either plants or
animals, such as fungi and bacteria.
*.+.7 Investigate and explain that all living things are composed of cells whose details
are usuall) visible onl) through a microscope.
OBJECTIVES
"tudents will demonstrate competenc) in microscop).

"tudents will be able to distinguish between and discuss characteristics of bacteria,
protists, and fungi.
MATERIALS
"pecimens:
(icroscopes at least one per group group si1e is immaterial!, ,/ would be ideal.
(icroscope slides of up to four different fungi.
(icroscope slides of up to four different monerans.
(icroscope slides of up to four different protists.
Fungus specimens either preserved, whole mount, live or an image same fungi
used for slides, if possible!.
%rotist algae! specimens, if available.
-xamples:
(ilk
'heese
'lear water
>0reenA algae water ; ma) be collected from ponds or grown, b) allowing still
water to stand in the sun for a few da)s
Fresh wood ; either lumber or a fresh log
#ecomposing wood ; can be gathered from a wooded area<
<If fresh and decomposing wood are not available, fresh and mold) bread ma) be used.
(old) bread is easil) produced b) dampening a slice of bread and leaving it in a dark
place for about a week.
INTRODUCTION
&lthough the human bod) contains over 97 trillion cells, the ma8orit) of life forms
exist as single cells that perform the functions necessar) for independent existence. (ost
cells are far too small to be seen with the naked e)e and re:uire the use of microscopes.
It wasnLt until the ,*55=s that biologists observed through microscopes that plant tissues
were divided into tin) compartments, or cells. It took another ,97 )ears before scientists
began to understand the true importance of cells. In ,46R, (atthias Sakob "chleiden and
Theodor "chwann proposed that all living things are made up of cellsE their theor) gave
rise to modern cellular biolog).
Bacteria
$acteria are as unrelated to human beings as living things can be, but bacteria are
essential to human life and life on -arth. &lthough the) are notorious for their role in
causing human diseases, from tooth deca) to the $lack %lague, there are beneficial
species that are essential to good health.
$acteria are prokar)otes, lacking well.defined nuclei and membrane.bound
organelles, and with chromosomes composed of a single #C& circle. Two outer la)ers,
an inner membrane protected b) an outer wall, bind all bacterial cells. (an) have a third
outer protective la)er known as the capsule. The) come in man) shapes and si1es, from
minute spheres, c)linders and spiral threads, to flagellated rods, and filamentous chains.
The) are found practicall) ever)where on -arth and live in some of the most unusual and
seemingl) inhospitable places. -vidence suggests that bacteria were in existence as long
as 6.7 billion )ears ago, making them one of the oldest living organisms on the -arth.
There are two different wa)s of grouping bacteria. The) can be divided into two
t)pes based on their response to gaseous ox)gen. &erobic bacteria re:uire ox)gen for
their health and existence and will die without it. &naerobic bacteria canLt tolerate
gaseous ox)gen at all and die when exposed to it. The second wa) of grouping them is
b) how the) obtain their energ). $acteria that have to consume and break down complex
organic compounds are heterotrophs. This includes species that are found in deca)ing
material as well as those that utili1e fermentation or respiration. Finall), bacteria that
create their own energ), fueled b) light or through chemical reactions, are autotrophs.
Protists
The protists Kingdom %rotista! are the simplest eukar)otes, )et the) represent an
incredibl) diverse group. (ost are unicellular, while others are colonial and closel)
related to single protist cells. It is the unicellular character that separates protists from the
Kingdoms &nimalia, %lantae, and Fungi whose members are multicellular b) definition.
One group of protists, the algae, are autotrophic photos)nthesi1ers!, while the rest, the
proto1oans and slime molds, eat bacteria, other protist cells, or small organic particles
suspended or dissolved in water.
&s with all eukar)otic cells, protists contain membrane.bound nuclei and
endomembrane s)stems, as well as numerous organelles. (ovement is often provided b)
one or more flagella, cilia, or b) cellular extension pseudopodia!, and cilia are often
present on the plasma membrane as sensor) organelles. Nnlike prokar)otes, protistan
nuclei contain multiple #C& strands, though the) are significantl) less complex than
other eukar)otes. %rotists can reproduce asexuall), and some are capable of meiosis and
sexual reproduction. 'ellular respiration in the kingdom is primaril) an aerobic process
with ox)gen!, but some protists, including those that live in mud below ponds or in
animal digestive tracts, are anaerobes without ox)gen!.
%rotists represent an important step in earl) evolution, evolving from prokar)otes
and eventuall) giving rise to the entire line of eukar)otes. The first protists probabl)
evolved over ,.9 billion )ears ago, /.6 billion )ears after the origin of life, from simple
communities of prokar)otic cells.
Fungi
(olds, mushrooms, and lichens are all examples of fungi. Fungi can be found
nearl) ever)where, due to their method of reproduction. Fungi usuall) reproduce b)
making thousands or even millions of spores, which are lightweight enough to be carried
through the air. The familiar mushroom is the reproductive structure of a fungus which
exists primaril) underground.
Fungi are organisms which have cell walls, use spores to reproduce, and are
heterotrophs. Fungi range from unicellular )easts to the hone) mushroom fungus, which
is the largest known organism at /,/55 acres. (ost fungus cells are arranged in a
threadlike network of tubes, called h)phae. -ach h)pha is comprised of man) cells
which interconnect their cell walls in a wa) such that the) can share and transport cellular
materials, even nuclei. The part of the mushroom which is above ground is comprised of
densel) packed and organi1ed h)phae. Nnderground, the h)phae are loose and spreading,
like a tangle of string. Fungi absorb food through their h)phae, which are grown directl)
into the food source. (an) fungi are important decomposers. Bowever, some fungi
attack living tissue. One example of this is the fungus that causes athlete=s foot. "ome
fungi have mutualistic relationships with plants, in which the fungi grows on a plants
roots, while the plant ma) absorb water and nutrients gathered b) h)phae in the soil.
Fungi are classified as sac fungi, club fungi, and 1)gote fungi. "ac fungi produce
spores in saclike structures. This is the largest group of fungi, containing )easts, morels,
lichens and plant rot fungi. 'lub fungi produce spores in swollen, clublike h)phae. 'lub
fungi include puffballs, mushrooms, shelf fungus, and rusts. F)gote fungi produce spores
with two nuclei and which are often resistant to desiccation and free1ing. F)gote fungi
are molds such as Rhizopus.
Lesson
The sixth grade standards re:uire students to understand that organisms are made
up of cells, and that there are differences between and similarities within groups. It is our
intention to expose students to images of whole organisms and prepared slides of their
cellular structure, and ask them to describe their observations. The organisms that
students observe will include representatives from the Kingdoms (onera, %rotista, and
Fungi.
"tudents will be asked to look at images of organisms, and match them with
prepared slides of cells extracted from the organisms. This activit) would demonstrate
differences between Kingdoms. (ultiple representatives will be used from each group in
order to impress upon students the similarities within groups.
PROCEDURE (Total time for lesson is one fort) minute periods.!
%reparation: $efore class starts, all slides and specimens should be set up. -ach
specimen should be given a number. In the case of slides, numbers should be taped over
an) labels. &lso, the examples should be set up in the following pairs: milk and cheese,
clear water and algal water, fresh wood and decomposing wood. "tudents should also
have paper available for worksheets: one for writing and drawing observations and one
numbered paper for identif)ing the specimens.
Engagement
,.! -ngage students in an in:uir) based :uestion and answer session regarding
evidence of the presence of monerans, protists, and fungi. &ddress the displa)s of
the milk and cheese, clear water and algal water, fresh wood and decomposing
wood. 0uide the students through a series of :uestions to identif) the t)pes of
organism responsible for each change. 0o through the pairs in se:uence, making
certain that students arrive to the conclusions that fungus is causes wood to
decompose, protists make water look green, and monerans are used to make
cheese.
Exploration:
/.! Bave students look at the cell slides and the images, preserved specimens or live
examples of the whole organisms. Observations can be documented on the
observations sheet. "tudents should make drawings of the microscope slides and
guess which are monerans, protists and fungi.
Explanation:
6.! 0ather the group together and use diagrams of cell t)pes, to discuss the
similarities and differences outlined in the introduction.
+.! Following this discussion, students should be given a numbered handout, and
attempt to identif) which Kingdom the organisms in the numbered microscope
slides belong. It might be interesting to allow an initial attempt b) themselves,
and then let them pair up, or work in groups.
Elaboration:
7! Following the identification exercise, reassemble the group and discuss their
results. &t this point it would bring closure to the lesson if one were to facilitate
a discussion regarding a comparison in the variation at the cellular level, relative
to the organismal level. Cote that man) cells, even from differing Kingdoms,
have similar components, despite the differences in the organisms. &lso
encourage students to compare and contrast all five kingdoms.
Evaluation:
"tudent assessment should be based on the observation sheet, including drawings, and the
matching exercise.