Lesson Plans

Biology 5th Edition ©1999

by Campbell, Reece, Mitchell

Week 22: Fungi and Animal Evolution

Chapter 31: Fungi
Chapter 32: Introduction to Animal Evolution

College Board Performance Objectives:

• List representative organisms from Fungi and Animalia.
• 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 how absorptive nutrition enables fungi to live as decomposers and symbionts.
• Explain how the evolution of body cavities led to more complex animals.
• Explain the adaptive significance of alternation of generations in the major groups of plants.

College Board Lab Objectives:

Suggested Laboratory Experiments:

Resources:

• Chapter 31: Fungi, pp. 574–588
• Chapter 32: Introduction to Animal Evolution, pp. 589–598
• Instructor's Guide, pp. 457–473
• Student Study Guide, pp. 228–237
• Test Bank, pp. 367–385
• Lab Manual: none
• CD-ROM: Chapters 31 and 32 include narrated presentations, activities, and links to the Internet.

Pacing Guide:

• Chapter 31: Fungi—2 days
  Have students bring various mushrooms, other fungus, and lichens to class. Analyze the various specimens and discuss function and structure. Model the life cycle of an ascomycete. Put one red ping pong balls in a two-liter bottle, and place one blue ping-pong ballss into another two-liter bottle. Put the two bottle bottoms near each other to model haploid gametangia. Then put the red ball and the blue ball into one bottle to represent a dikaryotic cell. Then put a yellow ball into a bottle to represent a diploid cell where the two haploid nuclei have joined. Then have the cell undergo meisois and produce four haploid cells. Make two bottles with one red ball in each and two bottles with a blue ball in each. Then have a mitosis which makes a total of four blue balls and four red balls representing ascospores in an ascus. You can arrange the balls into 2, 2, 2, 2 and 4, 4 patterns to help to explain the Sordaria AP* Lab 3 on meiosis and chromosome mapping.
• Chapter 32: Introduction to Animal Evolution—2 days
  1. Use three different colors of clay to make models of the stages of early embryonic development and the formation of the three germ layers.
  2. Have students identify the various symmetry of objects around the classroom. On a sheet of paper, have students make a list of the various objects and the types of symmetry.
  3. One way to think about the difference between deuterostomes and protostomes is to think of the arrangement of the nervous system and gut in adults. Ask a nimble, flexible student to get on all fours on the floor. Run a piece of masking tape from neck to belt to represent the central nervous system. This is the arrangement in deuterostomes with the nervous system dorsal to the gut. Now have the person reverse himself or herself so that the stomach is up and the back is down. This is the arrangement in protosomes. The nervous system is ventral to the gut. That means, among other things, that the gut has to pass through the central nervous system from the mouth in protostomes but not in deuterostomes.
     
• Review Day—1 day
  Time to review various concepts. AP* Lab 3 deals with Sordaria, which is fungus. Lab 3 and the life cycle of the Sordaria, which is in the division ascomycota, should be reviewed along with other concepts. The above activity will help in the review.
• Block Scheduling
  Fungi, Introduction to Animal Evolution, can be accomplished in one block.

Key Words:

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

1. Challenge Questions, p. 588 #1–3 and p. 598 #1–3
2. Science, Technology, and Society, p. 588 #1–2 and p. 598 #1–2
3. Do parts of Lab Topic 14, Protists and Fungi, pp. 377–394 ,to help students to get familiar with fungus.
4. There are many interesting fungi that can be obtained from bio supply houses. Pilobolus is interesting. It grows on dung and shoots its spores a long distance so that the spores can germinate off the dung and be eaten by an animal to get the next generation on dung. They are very pretty fungi, and you can see the spores stuck to the lid of the petri dish when they are shot by the sporangium. Yeast is an odd one-celled fungus. It will grow on petri dishes of media that support fungi, and suspensions of healthy cultures can be observed for budding of new little cells off of a larger cell. You can grow mushrooms. You can purchase a mushroom "farm" that initially looks like a box of dirt. But with proper care, a crop of edible mushrooms appears that you can eat for breakfast. With fungi, get a young mushroom, cut off the stem, and put it gills down on a piece of paper. Again, spores will be released and you can see them on the paper. Protect the mushrooms from breezes while the mushroom is sitting on the paper so that the spores won't blow away.
   
   It should be possible to do some inquiry labs with oranges. What favors mold growth? Dampness? Certain temperatures? Presence or absence of light? Some other variable? What inhibits or prevents mold growth? A whole orange can serve as a source of such experiments. Both the initial establishment of a mold on an orange and the rate of growth of a mold across an orange can be investigated. Keep each orange in a zip lock plastic bag. It's fairly direct to set up control and experimental bags. And the mold grows as a disk spreading over the orange, allowing for measurements. Put oranges and bread in plastic bags with a tiny bit of water so that it is just a little damp and molds will begin to appear in a few days. See how many kinds you can catch and create a fungus zoo.

Troubleshooting Tips/Error Traps: