Topic: Lichens

Author: Elżbieta Szedzianis

Target group

5th‑grade student of the elementary school.

Core curriculum

6. Fungi – heterotrophic organisms. Student:

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

2) lists features that enable an organism to be classified as fungi;

3) indicates the diversity of fungal structure (unicellular, multicellular);

4) presents selected vital functions of fungi (nutrition, respiration);

5) presents the importance of fungi in nature and for humans.

Lesson objectives

Students distinguish lichens from other organisms and explain their significance in nature.

The criteria for success

• you will distinguish lichens from other organisms;

• you will describe the external structure of lichens;

• you will explain why lichens are called bioindicators and pioneer organisms.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• mathematical competence and basic competences in science and technology; 

• digital competence;

• learning to learn;

• social and civic competences.

Methods/forms of work

Field classes: direct observation, “instantaneous information” method, educational game, workshop method, talk, working with a model.

Individual activity and activity in groups.

Teaching aids

• abstract;

• tablets;

• camera‑equipped mobile phones;

• writing pads;

• notebooks;

• pencils;

• magnifying glass;

• white and green sheets of paper;

• white tissue paper;

• lichen scale;

• ball.

Before classes

Before leaving school, the teacher checks the attendance and whether each student is properly equipped. Students should have the appropriate outfit for a trip to the forest, writing
pads, notebooks, pencils and magnifying glasses. The teacher reminds students of the rules of safety and behaviour of students outside the school premises.

Lesson plan overview

Introduction

1. The teacher asks students to discuss the rules of safety and behaviour in the forest using the „instantaneous information” method.

2. The teacher introduces students to the topic of the lesson, saying that the arboreal lichens
   are under protection. The teacher specifies the subject and objective of the lesson in a language the student understands, and the criteria for success.

Realization

1. The teacher informs students that they will participate in the game „Seekers” and explains its rules. Students will work in groups pf three. They cannot move away from the meeting point by more than 100 m, i.e. 135 steps. They must find lichens and perform the following tasks:

• determine in what way lichens differ from mosses;

• draw the selected leafy lichen in accordance with the principles of documentation of biological observation and describe its features (e.g. small, grey‑green, difficult to detach);

• note the substrate on which it grows;

• lift it gently to see the haptera on the underside;

• find lichens of other shapes and photograph them, including lichens characterised by crusted, leafy and bushy thallus;

• photograph a place where there are as many different lichens as possible (they can be found, for example, on a tree trunk, on a branch or on the ground);

• the group that is the first to perform all the tasks correctly wins the game.

2. The teacher shows illustrations of lichens. The teacher asks the students to form a circle. On the teacher’s sign, the students turn and go ahead, measuring 135 steps. From this distance they will return to the meeting point, looking for lichens and performing further tasks.

3. Students present the results of their work. The teacher summarizes the game and indicates the winners.

4. The teacher and the students analyse the structure of crusty, leafy and bushy lichens.

5. The teacher asks students to come to a tree with a pleurococcus, moss and lichen growing on it. Students describe these organisms, indicate their different features.

6. Students form groups of six. Working in groups, they analyse the lichen scale. They explain why we say that lichens are bioiindicators. They indicate lichens most sensitive to pollution. Then, using the lichen scale, they determine the degree of air pollution in the forest.

7. The teacher discusses the share of lichens’ part in process of soil production. Students, referring to the teacher’s words, explain why lichens are called pioneer organisms.

8. Students look at the interactive illustration „The significance of lichens”. They supplement the information included in it with their own observations (e.g. „lichens are the habitat and food of small organisms”).

9. The teacher informs that a lichen consists of two organisms: the algae‑slave and the fungus that uses it. The teacher creates a body model of lichen using a white and green card as well as white tissue paper.

Summary

1. Students sit in a circle and throw a ball to each other. The person to whom the ball is thrown must say a keyword or phrase related to lichens. A student who cannot provide the right word, takes the form of lichen for 30 seconds.

2. The teacher asks the students what they have learned during the lesson in the forest.

Homework for the interested students

1. Find a branch in the forest where you will glue your own lichen models. Time to complete the task - two weeks.

2. Do interactive exercise no. 1.