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THE 6 KINGDOMS Science 1 ESO Autoria: Felip Lorenzo Moreno

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THE 6 KINGDOMS

Material elaborat durant la realització de la formació adreçada als docents que implementen el pilotatge del GEP (Grup d’Experimentació per al Plurilingüisme) durant el curs 2016-2017, realitzada amb la formadora Joanna Dossetor del British Council. SG de Llengua i Plurilingüisme Servei de Llengües Estrangeres Febrer, 2017

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n’esmenti l’autoria i la distribució de les possibles obres derivades es faci amb una llicència igual que la que regula l’obra original.

La llicència completa es pot consultar a:

http://creativecommons.org/licenses/by-nc-sa/3.0/es/deed.ca

Be prepared in 5 minutes ensuring that the class and the group can

start working.

Do not be afraid if you make a mistake. Scientists make mistakes all

the time. Make sure you learn from them.

Use English as a working language all the time (does not matter if

you do it wrong, just try it and make your classmates try it too)

Use scientific language to explain information to others (orally and in writing)

Ask questions in order to understand concepts. Have a look at the checklist.

Work in groups, giving the best that you can do, it would benefit

everyone. Try to be polite.

Be able to solve conflicts in a proper way.

Do all the activities in the given time.

Assess your own work and your classmates work and be self-critical with it.

Help your classmates when they need help and share.

Ten tips for learning success

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Youtube animation: “Kingdoms” by Mark Drollinger from his YouTube channel

PICTURE 1. AN IMAGE OF THE M. DROLLENGER YOUTUBE CHANNEL

https://www.youtube.com/watch?v=u90WvBZe-tY

PICTURE 2. AN IMAGE OF THE YOUTUBE CHANNEL

The 6 Kingdoms

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Transcription:

All life on earth can be placed into one of six groups based on similarities. The groups are called kingdoms.

The six kingdoms are:

Plant

Animal

Bacteria

Archaea

Protists

Fungi

Members of the plant kingdom include flowers, trees, cactuses and more. All plants are made of plant cells.

Also, all plants are autotrophs because they make food through photosynthesis.

Organisms in the animal kingdom include bears, fish, insects and other multicellular organisms. All animals

are made of animal cells that have a nucleus. Cells with the nucleus are called eukaryotic. Lastly, all animals

are heterotrophs because they eat food for energy.

Bacteria are single-celled organisms that live almost everywhere. Bacterial cells are different from animal

cells because they do not have a nucleus. Cells without a nucleus are called prokaryotic.

Archaea are similar to bacteria because both are single-celled prokaryotes. However, archaea have a different

chemical makeup than bacteria.

The next group are called protists. These organisms are microscopic. They can be found in pond water. Some

examples are paramecium, amoebas and Euglenas.

Mushrooms belong to the fungi group. Mold on an orange is another example of a fungus. Fungi are

decomposers because they absorb energy from dead organisms.

So, go to explore and try to group your discoveries by cell type, ability to make food and the number of cells

in the body. Place your discoveries into a kingdom.

See the video and try to answer these questions. You have the transcription of the video to make it easy.

Explicit 1. How many kingdoms there are and which are their names? Underline them in the

text in blue. 2. Which of them have eukaryotic cells? And which of them have prokaryotic cells? 3. Find these words in the text and underline them in red: eukaryotic, prokaryotic,

single-celled, multicellular, autotrophs, heterotrophs

Implicit 4. Bacteria and Archaea in the past were one kingdom called Moneran. Why do you

think the scientists have separated them? 5. Try to make a tree-map that illustrates how close the different kingdoms are to each

other. Remember that the classification is based on which cells they have, how many cells they have and which is the source of energy.

Activities

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Referential

6. Scientifics tells us that lichens are symbiotic life forms that have fungi and protist (algae). Find information about lichens and answer that question: why is lichen not an organism on its own? Why have scientists concluded that it is a tree living form symbiosis?

INFO:

Also in your science book http://kids.britannica.com/elementary/article-353385/lichen

7. Years ago, there were 5 kingdoms: One kingdom called Moneran included bacteria

and archaea. Why we have to separate them? Look for some differences in internet and argue the answer..

INFO:

http://www.ric.edu/faculty/ptiskus/six_kingdoms/ http://www.edinformatics.com/math_science/living_kingdom_classifications.htm Also in your science book

See the video again with subtitles and try to get as much as possible. Do these exercises in groups. 1. Find the meaning of those words:

Archaea

Protists

Animal

Bacteria

Fungi

Plant

It has cells with nucleus and does the

photosynthesis.

It has cells without nucleus and lives in your gut

It lives in an extreme environment

You are an ________

You can found it in a pod

The kingdom of mushrooms and mold

Revision

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2. Complete this worksheet with the information in the text. After that, look for information in your textbook to complete it:

PICTURE 3. WORKSEEH FROM INTREPIDPATH.COM (FREE PRESCHOOL AND KINDERGARTEN WORKSHEETS)

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Protists are organisms that lives in water mostly. However, there are two different nutrition forms: protozoa are heterotrophic and algae are autotrophic. Algae can be unicellular and multi-cellular and protozoa are unicellular. Why we have those organisms in just one kingdom? May they go in separate kingdoms? Write a short text arguing about it.

Extension

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OBJECTIVE: We have to make a card game. Work in groups of 4. TASK 1: Find out at least 5 characteristics of each kingdom and 5 examples of organisms. Make sure that there is at least one characteristic exclusive for one kingdom and make sure that the examples are very different between them (ex: bear and dog are mammals, and are too similar).

KINGDOMS characteristics EXAMPLES

PLANTS

ANIMALS

FUNGI

PROTISTS

ARCHAEA

BACTERIA

Project: collaborative problem solving

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TASK 2: Make a mind map using at least those words: Eukaryotic, Prokaryotic, Heterotrophic, autotrophic, unicellular, multi-cellular, Plants, Animals, Fungi, Protists, Algae, Protozoa, Bacteria, Cyanobacteria, Archaea. TASK 3: Make the game: Look for a photograph of each organism you have found in task 1. You have to make a piece of paper like this. Put the characteristics of the group that it belongs. Put an extra tip that helps to identify that organism between the examples:

Characteristics: 1._____________ 2._____________ 3._____________ 4._____________ 5._____________

Extra tips:

_____________

Common name (Scientific name)

Celebes crested macaque (Macaca nigra)

Fold it, and stick it. When you finish all of them, we can start to play. Remember to identify your playing cards with your team number.

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TASK 4: LET’S PLAY! First of all, you need to make a game: Make rules, and invent your own game: A memory one, a quiz… Write down the rules and try it. The funniest the best!

NAME OF THE GAME: ____________________________ RULES:

Good job! It is time take some cards and play with your teammates. TASK 5: Share your fun! Share your game with another team. You have to explain the rules each other and have fun. At the end your team have to evaluate the other group’s game using the rubric.

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CATEGORY 4 3 2 1

Accuracy of Content

All information cards made for the game are correct.

All but three of the information cards made for the game are correct.

All but five of the information cards made for the game are correct.

Several information cards made for the game are not accurate.

Rules

Rules were written clearly enough that all could easily participate.

Rules were written, but one part of the game needed slightly more explanation.

Rules were written, but people had some difficulty figuring out the game.

The rules were not written.

Creativity

The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game cards and funny/enjoying rules.

The group put some thought into making the game interesting and fun to play but the game was just good.

The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game.

Little thought was put into making the game interesting or fun.

Attractiveness

Really nice presentation: the cards are great; the characteristics are in clear letters and nice and the image is in contrasting colours and well glued.

Good presentation, the cards are well done, but there is something done quickly.

Not really good presentation, the cards are not finished well, some are not properly cutted or the image is no glued well... or maybe some cards are missing.

There are few cards done or the presentation is NOT good.

Knowledge Gained

All students in group could easily and correctly state several facts about the topic used for the game without looking at the game.

All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.

Most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.

Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game.

Cooperative work

The group worked well together with all members contributing significant amounts of quality work.

The group generally worked well together with all members contributing some quality work.

The group worked fairly well together with all members contributing some work.

The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.

Assessment

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In this unit, you have…

You have been prepared in 5 minutes to start working all the days. You have used English as a working language, as much as possible You have done the comprehension exercises about the text (Explicit,

Implicit) You have worked in groups, giving the best that you can do. You have putted them in common You have done the revision exercises. You have done all the tasks in the given time.

o task 1: Classification o task 2: Mind map o task 3: Playing Cards o task 4: Rules of the game o task 5: Play with another team game.

You have used scientific language to explain information to others (orally and in writing)

You have been able to solve conflicts in a proper way. You have helped your classmates when they needed. You have assessed your team work and the other team works

Checklist