Topic: Kingdoms – bacteria, protista, fungi – a repetition lesson

Target group

5th‑grade students of elementary school

Core curriculum

II. Variety of life.

1. Classification of organisms. Student:

1) justifies the need to classify organisms and presents the principles of the biological classification system;

2) presents the characteristic features of organisms that allow them to be assigned to one of the appropriate kingdoms.

3. Bacteria - unicellular organisms. Student:

1) gives the locations of bacteria;

2) lists the basic morphological forms of bacteria;

3) presents the vital functions of bacteria;

5) explains the importance of bacteria in nature and for humans.

4. Protists - organisms with a variety of cellular structures. Student:

1) shows the diversity of protist structure (single‑cell, multicellular) on selected examples;

2) presents selected life activities of the protists (breathing, nutrition, reproduction);

3) assumes protista breeding and microscopic observation of protists.

6. Fungi - heterotrophic organisms. Student:

1) presents the living environment of fungi (including lichen fungi);

2) lists the features that allow the body to be classified into fungi;

3) shows a variety of fungal structure (single‑cell, multicellular);

4) presents selected life activities of fungi (nutrition, breathing);

5) shows the importance of fungi in nature and for man.

General aim of education

The student repeats knowledge and vocabulary in the field of: Kingdoms - bacteria, protists, mushrooms

Key competences

• communication in the mother tongue;

• learning to learn;

• digital competence.

Criteria for success
The student will learn:

• material from the lessons: „Principles for the classification of organisms”, „Five kingdoms”, „Bacteria”, „Protists”, Place of occurrence and structure of fungi, life functions of fungi, the importance of fungi;

• ask questions and answer your friends' questions about the five kingdoms;

• consolidate the vocabulary related in the five kingdoms.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

• Before the planned repetitive lesson, the teacher asks all students to recall the material of the e‑textbook from the lesson: Principles for the classification of organisms, and the selected ones, to prepare a crossword based on the mechanism of the abstract for colleagues to work during the lesson.

Introduction

• The teacher gives the topic, the goals of the lesson in a language understandable for the student, and the criteria of success.

Realization

• Expanding and enriching English vocabulary in the issues covered in the lesson - students perform language exercises included in the abstract. The teacher makes sure that the tasks have been correctly completed and gives feedback.

• Students, working alone or in pairs, perform tasks indicated by the teacher.

• Asking questions. Students use the form to write questions addressed to a friend in order to check the understanding of the text being heard.

• Students, using the mechanism included in the abstract, prepare a test question for a friend.

• Students display interactive crosswords on the interactive board. The task of the others is to guess individual passwords. After each crossword, students assess the questions based on the technique of lights (whether they are clear, logically formulated). The teacher assesses questions in terms of language and provides feedback.

Summary

• The teacher carries out a summary part of the lesson using the trash and suitcase method. The teacher hands out small pieces of paper in two different colours (e.g. green and yellow). On the green pieces of paper the students write down the useful knowledge and skills they acquired during the class. The yellow pieces of paper are used to write down things the students did not find useful or interesting. The teacher reads students’ reflections.

Homework

• Imagine that you have the opportunity to interview an academic - a specialist in the field of today's lesson. What questions would you like to ask him? Write them down.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Kingdoms – bacteria, protista, fungi – a repetition lesson

Links to lessons: 1 , 2 , 3 , 4 , 5

Links to abstracts: 1, 2, 3, 4, 5