Lesson Plans

Biology 5th Edition ©1999

by Campbell, Reece, Mitchell

Week 20: Analysis of the Kingdoms Monera and Protista and a Quantitative Analysis of Respiration

Chapter 27: Prokaryotes and the Origin of Metabolic Diversity
Chapter 28: The Origins of Eukaryotic Diversity

College Board Performance Objectives:

• List representative organisms from Monera and Protista.
• Explain the distinguishing characteristics of each kingdom and phyla of organisms.
• Explain some evidence that organisms are related to each other.
• Explain how scientists study evolutionary relationships among organisms and how this information is used in the classification of organisms.
• Explain characteristics and organisms of the three domains.
• Explain how prokaryotics grow and adapt rapidly.
• Explain how prokaryotes are important in ecology.
• Explain how humans use prokaryotes in research and technology.
• Explain how multicellularity originated many times.
• Explain the evolutionary relationships between prokaryotes and eukaryotes and the theory of endosymbiosis.

College Board Lab Objectives:

Suggested Laboratory Experiments:

Resources:

• Chapter 27: Prokaryotes and the Origin of Metabolic Diversity, pp. 502–519
• Chapter 28: The Origins of Eukaryotic Diversity, pp. 520–545
• Instructor's Guide, pp. 403–433
• Student Study Guide, pp. 200–214
• Test Bank, pp. 322–349
• Lab Manual: none
• CD-ROM: Chapters 27 and 28 include narrated presentations, activities, and links to the Internet.

Pacing Guide:

• Chapter 27: Prokaryotes and the Origin of Metabolic Diversity—2.5 days
  1. Make a model of a prokaryotic cell using a 2 liter bottle, yarn for the chromosome, hole punch circles for the ribosomes, a circular ring made of aluminum foil, and clay for the pili.
  2. Display cheese, yogurt, and other foods that have bacteria in their processing. Also, display empty bottles of antibiotics and various spoiled food items in view.
  3. Get an empty bottle of insulin or a picture of a bottle of insulin. Make mock dirty water by placing Mountain Dew and some raisins into a beaker. Talk about how bacteria is needed to make human insulin and to clean waste and oil spills.
  4. Buy a Penicillium notatum or Penicillium chrysogenum culture. Spread a potato dextrose agar plate with a suspension of a gram (+) bacteria and then put a little Penicillium in the middle. There will be a zone of no bacterial growth (inhibition) around the fungus in a day or two where penicillin is at work. Penicillin works on the peptidoglycan of bacterial cell walls, and only works when the bacteria are dividing because it inhibits the production of new cell walls. You may have to try it a few times to get just the right amount of growth of bacteria when the Penicillium is making penicillin.
• Chapter 28: The Origins of Eukaryotic Diversity—2.5 days
  Have students pretend to be doctors and diagnose various diseases that are caused by organisms in the Kingdom Protista. Give them the symptoms and have them give the name of the organism, the phylum of each, and information about the life cycle on an index card. Have students identify which human cells appear to be similar to Amoeba, Paramecium, and Trypanosoma and why they believe that the human cell is similar to the Protista cell.
  
  The following is a simulation for teaching alternation of generations:
  1. Each person in this simulation is a cell, but each may be either haploid or diploid. A haploid carries a piece of paper labeled "N" and a diploid carries two of those papers. Haploids form from diploids by meiosis. Meiosis simply consists of passing each of the "N"s to another person. Point out that this is oversimplified—there should be four cells resulting, but the outcome is for cells with one N to result. Fertilization results when two "cells" each give their N to one person. The remaining process is cell division. In this process a person with Ns selects another person and gives him or her the same number of Ns as he or she has. A haploid would give one N, a diploid, 2, so most people in the class become part of a multicellular organism eventually.
  2. The Animal Life Cycle
     Two people are separate gametes. They hand their Ns to one another. The zygote selects someone else to be a cell, then the two of them select another, now a four-cell being, multicellular. How much you do this depends on how big a class. Now there is meiosis. Decide who will be germ cells in this multicellular animal. Pass N's to new gametes. They then fuse as before to form a new zygote. No multicellular haploid.
  3. Basic Alternation of Generations
     As before, two separate gametes form a diploid. It does as before and becomes multicellular. Meiosis as before, but haploids are spores, not gametes because they undergo cell division to become a multicellular haploid. Then the haploid germ cells produce gametes by simple cell division. Alternation of generations means having a multicellular haploid and diploid stage.
  4. Further learning. Do number 3 until it is easy. Then add terms like sporophyte, gametophyte, etc. When that becomes easy, superimpose life cycles of moss, fern, gymnosperm, and angiosperm on the basic process. Nothing changes except how long lasting and how big the stages are.
• Block scheduling
  The following can be accomplished in one block each: Prokaryotes and the Origin of Metabolic Diversity and The Origins of Eukaryotic Diversity.

Key Words:

Suggested Exercises:
Critical thinking questions and end-of-chapter activities are included in these exercises.

1. Challenge Questions, p. 519 #1–2 and p. 545 #1
2. Science, Technology, and Society, p. 519 #1 and p. 545 #1
3. Have students sit in groups of three. The first person draws the name of a phylum or class and passes it to a second person who reads it, writes the name of a distinguishing characteristic, and hands that to a third person. Person #3 says the name of the phylum or class. If right, student earns 2 points. If person #2 can't think of a characteristic or gives wrong characteristic, then student #3 gets one point. Now rotate: 1 becomes 2, 2 becomes 3, and 3 becomes 1. After a number of rounds, give high scores a prize. Dry algae and cheese products are nice prizes.
4. Do parts of Lab Topic 13: Bacteriology, pp. 327–357, and Lab Topic 14: Protista and Fungi, pp. 359–377. Use parts of these exercises to help to understand the differences in the various organisms.
5. After observing the slime molds, the students can set up environmental changes to see in which conditions the slime molds grow best. Place a small cube of slime mold culture in the center of a plain agar plate. Change the food source on the various sides of the plate (for example, oats on one side, sugar on one, and salt on another). Place the plates in a cool dark place and check them daily. Student can keep a data table and diagrams of the growth. This is an easy activity that helps to connect the study of the various organisms to environmental issues.

Troubleshooting Tips/Error Traps: