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Additional Lessons 1 - 10 of 434 for Fungi
  1.   Where Do The 'Fungi's' Hang Out?
Lesson Plan Title: "Where Do The 'Fungi's' Hang Out?" Lesson by: Denyse Haupt Problem to be studied: What are the optimum environmental conditions for microbial growth? Purpose: This lesson fits into a unit on microorganisms. This unit is typically addressed in the beginning of the second semester of the year. The students have prior knowledge...
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    Grade Level: 9-12

  2.   Ecological Relationships
...opulations of organisms can be categorized by the functions they serve in an ecosystem. Plants and some microorganisms are producers because they make their own food. All animals, including humans are consumers and obtain their own food by eating other organisms. Decomposers, primarily bacteria and fungi are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. SC - M - 3.5.3 For most ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by produce...
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    Grade Level: 6-8

  3.   Mapping a Research Site and Collecting and Presenting Population Data
...factors with which they interact make up an ecosystem. BACKGROUND NEEDS:Students will need to understand the definition of species and populations. Students will need to understand how populations live together in the same habitat. We will use this study area many times as we study microorganisms, fungi and plants. LEARNING OBJECTIVES:Students will be able to map and separate logical study areas within a larger setting. Students will be able to compare and contrast the populations of species within those study areas. Students will be able to infer and predict possible changes to an ecosystem. PROCEDURES:...
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    Grade Level: 6-8

  4.   The Scientific Method
...some wheat bran, and in 21 days, mice will appear. There will be adult males and females present, and they will be capable of mating and reproducing more mice. With the development and refinement of the microscope in the 1600s, people began seeing all sorts of new life forms such as yeast and other fungi, bacteria, and various protists. No one knew from where these organisms came, but people figured out they were associated with things like spoiled broth. This seemed to add new evidence to the idea of spontaneous generation * it seemed perfectly logical that these minute organisms should arise spontaneous...
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    Grade Level: 6-8

  5.   Decomposers Get Energy From Dead Things
...Page 125 Lesson 5: Decomposers Get Energy From Dead Things Placeholder Introduction Graphic (5.25" X 2.75") Students explore the process of decomposition and draw conclusions about the important role decomposers play in the flow of energy. Main Lesson Concept: Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Scientific Question: What happens to dead plants and animals? Objectives * Students will use the inquiry process to design and carry out an experiment to determine the factor or factors that cause rotting. * Students will complete their...
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    Grade Level: 3-5

  6.   Sunlight and Plants
...purchased an abandoned coal mine to produce mushrooms for sale in grocery stores. The farmer spread lots of horse manure from his stables on the floor of the coal mine. The farmer successfully produced lots of large mushrooms for sale. Teacher's note: Mushrooms are part of a class of plants called fungi. This class includes molds, mildew, rusts, and smut. They lack chlorophyll so they do not produce their own food. Fungi get their food from organic soil materials dissolved in water. B. Ask the students to present their answers to each problem in a report to the class. Discuss the results in an interactiv...
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    Grade Level: 3-8

  7.   What a Fungi (includes BLMs Light Conditions and Dark Conditions)
Science 7 Standard 1 08-06 9/5/02 7:26 AM Page 35 7.1.4 What a Fungi Purpose Students will describe that different explanations can be given for the same evidence and it is not always possible to tell which one is correct without further inquiry. Materials For the teacher: 6 pieces of bread, light source, ruler, plastic knife, 6 jars with lids, brown paper bag, medicine dr...
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    Grade Level: 6-8

  8.   Fungi and protists
Liz Zbrozek Biology I June 19, 2008 3rd Period 50 minutes Objectives: TSW 1.Identify characteristics of the kingdoms Protista and Fungi. (Science 6b, DOK I) Materials: Writing utensils, paper, transparencies, vis-a-vis markers, computer lab, worksheet Bell Work: 1)What is the function of flagella on a bacteria? 2)A microscope slide shows pink, spiral-shaped bacteria. What is the scientific name for this shape of bacteria? 3)Name one kind...
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    Grade Level: K-12

  9.   NS 7: Fungi, Protists
Miss Wilcox Biology I Natural Selection - June 21, 2007 Approximate time: 50 minutes Objectives: TSW 1.Identify characteristics of kingdoms Protista and Fungi. 6b. Materials: Whiteboard, overheard, transparencies, vis-a-vis markers, Fungi and Protist worksheet Warm-up: 1.What are the three components of a typical virus? 2.Viruses reproduce during the ____ cycle. 3.How are some bacteria harmful? How are some bacteria helpful? Set: (review, objectives, involve,...
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    Grade Level: K-12

  10.   There's Fun in Fungi!
LESSON ONE: There's Fun in Fungi! Unit Theme: Identify the species in Kingdom Fungi. Conceptual Lens: Species diversity Concepts: Identification, Classification, Measurement Vocabulary: (These words should be defined before the lesson (perhaps in a unit planner as they will pop up again) Fungi Mycelia Ascomycetes Basidiomycetes Enduring...
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    Grade Level: K-2


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