Unit 4 Protist and Fungi Kingdom
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Course(s):
Time Period:
Length:
Status:
Science
Science 8
FebMar
6 weeks / Grade 8
Published
Title Section
Department of Curriculum and Instruction
Belleville Public Schools
Curriculum Guide
Protist and Fungi Kingdoms
Grade 8
Belleville Board of Education
102 Passaic Avenue
Belleville, NJ 07109
Prepared by: Sarah O'Farrell and Theresa Retkwa
Dr. Richard Tomko, Superintendent of Schools
Mr. Thomas D’Elia, Director of Curriculum and Instruction
Ms. Diana Kelleher, District Supervisor of ELA/Social Studies
Mr. George Droste, District Supervisor of Math/Science
Board Approved: August 22, 2016
Unit Overview
Unit 4: Protists and Fungi Kingdom

Protists and Fungi structure

Reproduction

Classification

Interactions
Students should expect to learn:

Identification of basic characteristics of Protists and Fungi

How protists reproduce

How fungi reproduce

There are beneficial and harmful protists and fungi
NJSLS
SCI.6-8.MS-LS1-6.LS1.C.1
Plants, algae (including phytoplankton), and many microorganisms use the energy
from light to make sugars (food) from carbon dioxide from the atmosphere and
water through the process of photosynthesis, which also releases oxygen. These
sugars can be used immediately or stored for growth or later use.
SCI.6-8.MS-LS2-3.5.1
The transfer of energy can be tracked as energy flows through a natural system.
SCI.6-8.MS-LS2-1.LS2.A.1
Organisms, and populations of organisms, are dependent on their environmental
interactions both with other living things and with nonliving factors.
SCI.6-8.MS-LS2-3
Develop a model to describe the cycling of matter and flow of energy among living
and nonliving parts of an ecosystem.
SCI.6-8.MS-LS2-1.LS2.A.3
Growth of organisms and population increases are limited by access to resources.
SCI.6-8.MS-LS2-1.LS2.A.2
In any ecosystem, organisms and populations with similar requirements for food,
water, oxygen, or other resources may compete with each other for limited
resources, access to which consequently constrains their growth and
reproduction.
SCI.6-8.MS-LS2-4.LS2.C.1
Ecosystems are dynamic in nature; their characteristics can vary over time.
Disruptions to any physical or biological component of an ecosystem can lead to
shifts in all its populations.
SCI.6-8.MS-LS2-5.LS2.C.1
Biodiversity describes the variety of species found in Earth’s terrestrial and
oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity
is often used as a measure of its health.
SCI.6-8.MS-LS2-3.LS2.B.1
Food webs are models that demonstrate how matter and energy is transferred
between producers, consumers, and decomposers as the three groups interact
within an ecosystem. Transfers of matter into and out of the physical environment
occur at every level. Decomposers recycle nutrients from dead plant or animal
matter back to the soil in terrestrial environments or to the water in aquatic
environments. The atoms that make up the organisms in an ecosystem are cycled
repeatedly between the living and nonliving parts of the ecosystem.
SCI.6-8.MS-LS1-6
Construct a scientific explanation based on evidence for the role of photosynthesis
in the cycling of matter and flow of energy into and out of organisms.
SCI.6-8.MS-LS2-4
Construct an argument supported by empirical evidence that changes to physical
or biological components of an ecosystem affect populations.
Exit Skills
1. Identify basic characteristics that all protists have in common
2. Describe asexual v. sexual in protists and fungi.
3. Identify basic characteristics that all fungi have in common.
4. Explain why protists are difficult to classify.
5. Compare and contrast major protist groups.
6. Explain how fungi are classified by their reproductive structures.
7. Give examples of important roles of Fungi in agriculture, health, medicine, decomposition.
8. Give examples of beneficial interaction of plants and fungi: lichens, mycorrhizae
Enduring Understanding

Living organisms have a variety of observable features that enable them to obtain food and reproduce.

Symbiotic interactions among organisms of different species can be classified as producer/consumer,
predator/prey, parasite/host, scavenger/prey, or decomposer, prey.
Essential Questions

What would happen if there were no decomposers?

How are species interdependent and interrelated?
Learning Objectives

Students will be able to use their learning of the complex nature of living organisms in order to predict if and
how an organism will sustain in given situations.

Students will be able to differentiate and distinguish between two Kingdoms.
Interdisciplinary Connections
Please list all and any cross-curricular content standards that link to this Unit.
LA.6-8.WHST.6-8.1
Write arguments focused on discipline-specific content.
LA.6-8.WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and
research.
LA.6-8.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
LA.6-8.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
LA.6-8.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate summary
of the text distinct from prior knowledge or opinions.
LA.6-8.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
LA.6-8.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to
grades 6-8 texts and topics.
LA.6-8.RST.6-8.9
Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same
topic.
MA.8.8.EE.B
Understand the connections between proportional relationships, lines, and linear
equations.
Alignment to 21st Century Skills & Technology
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in the 21stcentury.
Key subjects include:

English, reading or language arts

World languages

Arts

Mathematics

Economics

Science

Geography

History

Government and Civics
21st Century/Interdisciplinary Themes
• Civic Literacy
.
• Environmental Literacy
.
• Financial, Economic, Business and Entrepreneurial Literacy
.
• Global Awareness
.
• Health Literacy
.
21st Century Skills
• Communication and Collaboration
.
• Creativity and Innovation
.
• Critical thinking and Problem Solving
.
• ICT (Information, Communications and Technology) Literacy
.
• Information Literacy
.
• Life and Career Skills
.
• Media Literacy
.
Technology Infusion
What technology can be used in this unit to enhance learning?
Smartboard
Document Camera
Podcasts
Discovery Education
BrainPop
Microscopes
Laptops
Khan Academy
Online polling
Prezi presentation
Differentiation
Additional activities and research projects will be incorporated when deemed appropriate.
Example: Major research project with samples from previous years: The Fungus Hall of Fame!
Example: Bring in samples of pond water from your travels to share with microscopes.
Special Education
•
printed copy of board work/notes provided
.
• additional time for skill mastery
.
• assistive technology
.
• behavior management plan
.
• Center-Based Instruction
.
• check work frequently for understanding
.
• computer or electronic device utilizes
.
• extended time on tests/ quizzes
.
• have student repeat directions to check for understanding
.
• highlighted text visual presentation
.
• modified assignment format
.
• modified test content
.
• modified test format
.
• modified test length
.
• multiple test sessions
.
• multi-sensory presentation
.
• preferential seating
.
• preview of content, concepts, and vocabulary
.
• reduced/shortened reading assignments
.
• Reduced/shortened written assignments
.
• secure attention before giving instruction/directions
.
• shortened assignments
.
• student working with an assigned partner
.
• teacher initiated weekly assignment sheet
.
• Use open book, study guides, test prototypes
.
ELL
•
teaching key aspects of a topic. Eliminate nonessential information
.
•
using videos, illustrations, pictures, and drawings to explain or clarif
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
.
• allowing students to correct errors (looking for understanding)
.
• allowing the use of note cards or open-book during testing
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using computer word processing spell check and grammar check features
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
Intervention Strategies
•
allowing students to correct errors (looking for understanding)
.
•
teaching key aspects of a topic. Eliminate nonessential information
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning
.
• allowing students to select from given choices
.
• allowing the use of note cards or open-book during testing
.
• collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to
reflect objectives for the student, eliminate sections of the test, and determine how the grade will be
determined prior to giving the test.
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• marking students’ correct and acceptable work, not the mistakes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using authentic assessments with real-life problem-solving
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
• using videos, illustrations, pictures, and drawings to explain or clarify
.
Evidence of Student Learning-CFU's
Please list ways educators may effectively check for understanding in this secion.
• Admit Tickets
.
• Anticipation Guide
.
• Common benchmarks
.
• Compare & Contrast
.
• Create a Multimedia Poster
.
• Define
.
• Describe
.
• Evaluate
.
• Evaluation rubrics
.
• Exit Tickets
.
• Explaining
.
• Fist- to-Five or Thumb-Ometer
.
• Illustration
.
• Journals
.
• KWL Chart
.
• Newspaper Headline
.
• Outline
.
• Question Stems
.
• Quickwrite
.
• Quizzes
.
• Red Light, Green Light
.
• Self- assessments
.
• Socratic Seminar
.
• Study Guide
.
• Teacher Observation Checklist
.
• Think, Pair, Share
.
• Think, Write, Pair, Share
.
• Top 10 List
.
• Unit tests
.
Primary Resources
1. Textbook and Glencoe Supplementary materials
2. Internet resources
3. Science Department video library
4. Laboratory materials
Ancillary Resources
1. Outdoor area of school
2. Guest Speakers
3. Field Trips
4. Hallway
5. Interactive lessons with behaviorly challenged classes
Sample Lesson
Unit Name: Protists and Fungi
NJSLS: see below
Interdisciplinary Connection: Health, reading
Statement of Objective: I will analyze text to evaluate characteristics of plantlike protists by creating a quilt and I will
know I've got it if I can correctly color each fact with 100%accuracy.
Anticipatory Set/Do Now: Where would you find protists in your home? Example: Ice Cream. See text. List 5.
Learning Activity:
1. Skim/scan text
2. color quilt
Student Assessment/CFU's: Think pair share
Materials: art box, text, quilt worksheet
21st Century Themes and Skills: reading, communication and collaboration, critical thinking and problem solving
Differentiation/Modifications: Create 10 additional facts on your own; use supplemental library
Integration of Technology: document camera to check for accuracy
SCI.6-8.MS-LS2-5.LS4.D.1
Changes in biodiversity can influence humans’ resources, such as food, energy,
and medicines, as well as ecosystem services that humans rely on—for example,
water purification and recycling.
SCI.6-8.MS-LS2-5.LS2.C.1
Biodiversity describes the variety of species found in Earth’s terrestrial and
oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity
is often used as a measure of its health.