Chapter 5 Introduction

Materials:

• 3 (each student) 5X7 index cards or blank pieces of paper.
• Crayons, colored pencils, or markers.
• Worksheet on Organisms of Chapter 5
• Introduction to Vocabulary Worksheet

Objective:

• Students will be introduced to Bacteria, Protists, and Fungi.
• Students will be introduced to how Bacteria, Protists, and Fungi are helpful to humans.
• Students will be introduced to how Bacteria, Protists, and Fungi are harmful to humans.

Alaska Standards:

• SCI A-12 Students will distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life and understand the theories that describe the importance of diversity for species and ecosystems.
• SCI A-15 Students will use science to understand and describe the local environment.
• SCI B-1 Students will use the processes of science: classifying.

Anticipatory Set:

Students will be shown a picture of several organisms. Say to the students, "Name all the living organismisms that are in this picture." Students will go through as many organisms as they can find. Prompt the students to start thinking about organisms that they know are there they are just too small to see.

Show the students an example of how small Bacteria are. Here is a picture of bacteria on a pin head.

Teacher Input: Students will organise their thoughts about the chapter. Given the diagram on page 85 students will compare and contrast the three groups of organisms that they are going to study in this chapter. Students will also look at the objective that they are going to strive to accomplish this chapter on P. 85.

1. Students will identify the properties of bacteria
2. Students will explore the different kinds of protists and their features.
3. Students will describe the properties and life activites of fungi.

Teacher Modeling:

Students will discuss how some of these types of organisms are helpful to us and how some are harmful. The teacher will show the students some examples of different types of these organisms and how they affect us. Teacher will perform an experiment in which a bacteria from the mouth is put on auger peti dish then after brushing their teeth the teacher creates a second dish the same way. The dishes will be stored and used later in this chapter.

Check for Understanding:

Students will discuss the specialization of these types of organism. Questions to ponder: "Do you find these organisms in more places than plants and animals?" What type of places can these orgainsms live that plants and animals can not? Introduce a boiling cup of water. Ask if anything could survive in it? Now add two tablespoons of salt to the cup. Ask again if anything could survive now?

Show the picture of the Thermoacidophiles (bacteria) in the hot, acidic waters of Yellowstone National Park. Explain that some of these types of organisms can live where nothing else can. (hot spring picture)

Guided Practice:

Students will creat three cards that they will use during this chapter. Each card will be about one of the three types of organisms we are studying this chapter. The cards will be divided as follows:

Front

Back

Closure:

Independent Practice: Students should work in small groups to complete the Introduction worksheet with questions pertaining to the Bacteria, Protists, and Fungi. Students will work on the vocabulary Introduction to section 1 on the back.

Duration:

30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).