Protists Teacher’s Guide Grades 5-9 Editors: Brian A. Jerome, Ph.D. Stephanie Zak Jerome Assistant Editors: Heidi Berry Stephanie Rogers Anneliese Brown Graphics: Dean Ladago Visual Learning Company Visual Learning Company Visual Learning Company Visual Learning Company Visual Learning Company Brandon, Vermont Brandon, Vermont Brandon, Vermont Brandon, Vermont Brandon, Vermont 1-800-453-8481 1-800-453-8481 1-800-453-8481 1-800-453-8481 1-800-453-8481 www.visuallearningco.com www.visuallearningco.com www.visuallearningco.com www.visuallearningco.com www.visuallearningco.com
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Protists - · PDF file• Explain the major characteristics of fungus-like protists. ... have students create a chart outlining the major groups of ciliates and their characteristics
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ProtistsTeacher’s Guide
Grades 5-9
Editors:Brian A. Jerome, Ph.D.Stephanie Zak Jerome
Use and Copyright:Use and Copyright:Use and Copyright:Use and Copyright:Use and Copyright:The purchase of this video program entitles the user the right to reproduce orduplicate, in whole or in part, this teacher’s guide and the blackline masterhandouts for the purpose of teaching in conjunction with this video, Protists.The right is restricted only for use with this video program. Any reproductionor duplication, in whole or in part, of this guide and student masters for anypurpose other than for use with this video program is prohibited.
The video and this teacher’s guide are the exclusive property ofthe copyright holder. Copying, transmitting or reproducing inany form, or by any means, without prior written permissionfrom the copyright holder is prohibited (Title 17, U.S. CodeSections 501 and 506).
62501a
Mary CahillPotomac Middle SchoolMcLean, Virginia
Susan HurstecalderoneOur Lady of LourdesChevy Chase, Maryland
Wasim Chowdhury, Ph.D.Department of Biological SciencesUniversity of MarylandBaltimore, Maryland
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Table of Contents
A Message From Our Company 5
National Standards Correlations 6
Student Learning Objectives 7
Assessment 8
Introducing the Video 9
Video Viewing Suggestions 9
Video Script 11
Answers to Student Assessment and 16Activity Masters
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A Message fromA Message fromA Message fromA Message fromA Message fromour Company ...our Company ...our Company ...our Company ...our Company ...
Dear Educator:
Thank you for your interest in the educational videos produced bythe Visual Learning Company. We are a Vermont-based, family ownedand operated business specializing in the production of qualityeducational science videos and materials.
We have a long family tradition of education. Our grandmothersgraduated from normal school in the 1920’s to become teachers.Brian’s mother was an elementary teacher and guidance counselor,and his father was a high school teacher and superintendent. Thisfamily tradition inspired Brian to become a science teacher, and toearn a Ph.D. in education, and lead Stephanie to work on scienceeducational programs at NASA.
In developing this video, accompanying teacher’s guide, and studentactivities, our goal is to provide educators with the highest qualitymaterials, thus enabling students to be successful. In this era of moredemanding standards and assessment requirements, supplementarymaterials need to be curricular and standards based - this is what wedo!
Our videos and accompanying materials focus on the key conceptsand vocabulary required by national and state standards and goals.It is our mission to help students meet these goals and standards,while experiencing the joy and thrill of science.
National Science Education Standards(Content Standards: 5-8, National Academy of Sciences, c. 1996)Science as Inquiry - Content Standard A:
As a result of activities in grades 5-8, all students should develop:
• Abilities necessary to do scientific inquiry • Understandings about scientific inquiry
Life Science - Content Standard C:As a result of their activities in grades 5-8, all students should
understand that: • All organisms are composed of cells-the fundamental unit of life. Most organisms are single cells; other organisms, including humans, are multicellular. • Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs.
Benchmarks for Science Literacy(Project 2061 - AAAS, c. 1993)The Living Environment - Cells (5c) By the end of the 8th grade, students should know that: • All living things are composed of cells, from just one to many millions, whose details usually are visible only through a microscope. • Cells continually divide to make more cells for growth and repair. • Within cells, many of the basic functions of organisms-such as extracting energy from food and getting rid of waste-are carried out.
The Preliminary Test, provided in the Student Masters section, is anassessment tool designed to gain an understanding of student preexistingknowledge. It can also be used as a benchmark upon which to assessstudent progress based on the objectives stated on the previous pages.
The Video Review, provided in the Student Masters section, can be used asan assessment tool or as a student activity. There are two main parts. Thefirst part contains questions titled “You Decide” that can be answered duringthe video. The second series of ten questions consists of a video quiz to beanswered at the conclusion of the video.
The Post-Test, provided in the Student Masters section, can be utilized as anassessment tool following student completion of the video and studentactivities. The results of the Post-Test can be compared against the results ofthe Preliminary Test to assess student progress.
Video ViewingVideo ViewingVideo ViewingVideo ViewingVideo ViewingSuggestionsSuggestionsSuggestionsSuggestionsSuggestionsThe Student Master “Video Review” is provided for distribution to students.You may choose to have your students complete this Master while viewingthe program or to do so upon its conclusion.
The program is approximately 20-minutes in length and includes a ten-question video quiz. Answers are not provided to the Video Quiz on thevideo, but are included in this Teacher’s Guide. You may choose to eithergrade student quizzes as an assessment tool or to review the answers inclass.
The video is content-rich with numerous vocabulary words. For this reason,you may want to periodically stop the video to review and discuss newterminology and concepts.
Before showing the video, ask students “what is a protist?” Write theirthoughts on the board. As a class, have students brainstorm ideas aboutsome of the protists that affect their everyday lives. Leave their answers onthe board while viewing the video. After watching the program andcompleting the video quiz, add new examples of protists to the list, as wellas refining the list of protist characteristics. Review your examples anddecide whether the protists are beneficial or harmful to humans. As ahomework assignment or in small groups, have students create a chartoutlining the major groups of ciliates and their characteristics.
A. They are all small.B. phytoplanktonC. thousands of microscopic green algaeD. brown algaeE. tiny hairs, or ciliaF. A fungus-like protist called water molddestroyed most of the Irish potato crop.
Vocabulary1. c, euglena2. a, amoeba3. i, ciliates4. f, sporozoans5. j, diatoms6. b, phytoplankton7. e, giardia8. g, slime molds9. d, carrageenan10. h, protist
Part I:1. B2. C3. B4. D
Part II:1. F2. F3. T4. F5. T
Part III:Answers will vary.
1. Microorganisms that produce their ownfood tend to be greenish in color becausethey contain chloroplasts. Consumers maypossess special structures needed to captureand engulf prey.2. Paramecium or other ciliates are probablythe fastest moving organism due to theircilia.3. Producers in the pond ecosystem producetheir own food through photosynthesis andthen act as a food source for themicroorganisms (consumers) that eat them.
Preliminary TestPreliminary TestPreliminary TestPreliminary TestPreliminary TestDirections: Fill in the blank with the correct word. A list of possible
answers is provided at the bottom of the page.
1. Protists contain a nucleus and are therefore called _____________ cells.
2. __________________ are microscopic plant-like organisms that float on lakesand oceans.
3. Structures called _____________ enable plant-like protists to produce foodusing light from the sun.
4. The shells of diatoms contain _____________.
5. Red tide poisoning is caused by some types of __________________.
6. The different colors in algae are caused by _____________.
Directions: Decide whether the answer is True (T) or False (F).
11. Protists do not have a nucleus.
12. Protists tend to live in moist environments.
13. Protists come in one main shape.
14. Red tide is caused by green algae.
15. Amoebas have no definite shape.
16. Heterotrophs need to eat other organisms for energy.
17. A paramecium is an example of a sarcodine.
18. Amoebas use pseudopods to move and obtain food.
19. Giardia, a microorganism found in some water, causes
severe intestinal problems when ingested.
20. Malaria is transmitted by wasps. T F
Protists Name___________________
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Video ReviewVideo ReviewVideo ReviewVideo ReviewVideo ReviewDirections: During the course of the program, answer the “You Decide”questions as they are presented in the video. Answer the Video Quiz questions atthe end of the video.
You Decide:
A. What similarities do you see between these protists?
B. What organisms produce the color patterns seen here in this image of the Earth’soceans?
C. What gives this sea water its greenish color?
D. What kind of algae is this kelp?
E. What small structures cover this ciliate?
F. What damaged the potato crop?
Video Quiz:1. Protist cells contain a _______.
2. Protists tend to live in ___ environments.
3. _____________ are plant-like protists living on the ocean surface.
4. _______ are one-celled algae containing silica.
5. Some poisonous dinoflagellates cause harmful ______ _____.
6. Green, red and brown _______ are common in lakes and oceans.
7. _________ exhibit animal-like characteristics.
8. This common sarcodine is an ________.
9. Ciliates possess small _____.
10. Malaria is caused by a __________.
Protists Name___________________
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Post TestPost TestPost TestPost TestPost TestDirections: Decide whether the answer is True (T) or False (F).
1. Amoebas use pseudopods to move and obtain food.
2. Malaria is transmitted by wasps.
3. Protists do not have a nucleus.
4. Protists come in one main shape.
5. Heterotrophs need to eat other organisms for energy.
6. Giardia, a microorganism found in some water, causes
severe intestinal problems.
7. Amoebas have no definite shape.
8. Protists tend to live in moist environments.
9. Red tide is caused by green algae.
10. A paramecium is an example of a sarcodine.
T F
T F
T F
T F
T F
T F
T F
T F
T F
T F
Protists Name___________________
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Directions: Fill in the blank with the correct word. A list of possibleanswers is provided at the bottom of the page.
11. Red tide poisoning is caused by some types of ________________.
12. _______________ are microscopic plant-like organisms that float on
lakes and oceans.
13. The shells of diatoms contain _____________.
14. Malaria is caused by a type of protist called a _____________.
15. Structures called _____________ enable plant-like protists to produce food using light from the sun.
16. The different colors in algae are caused by _____________.
17. Paramecium are covered with tiny hairs called _____________.
18. Protists contain a nucleus and are therefore called _____________ cells.
19. Slime molds have many _____________ -like characteristics.
Amoeba and ParameciumAmoeba and ParameciumAmoeba and ParameciumAmoeba and ParameciumAmoeba and ParameciumObjective: In this lab, students will label the parts of two protists: an amoeba anda paramecium.
Background: Amoebas and paramecium are classified in the group Protozoa. Theseprotozoans cannot produce their own food. They are heterotrophs and need to eat otherliving things. One difference between paramecium and amoebas are their body shape.Amoebas do not have a definite body shape, whereas the body shape of paramecium iswell defined. Amoeba have “false feet” called pseudopods which allow them to moveand constantly change shape. Paramecium are covered with small hairs called ciliawhich propel them through water.
Directions: Identify the structures of the amoeba using the descriptions provided below.
Cytoplasm: fluid-like mixture containing organellesFood Vacuole: surrounds, engulfs, and digests foodPseudopod: extension from body that propel the protistCell Membrane: decides what enters and exits the protistNucleus: control center of the cell containing hereditary material
5.5.5.5.5.
Protists Name___________________
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Amoeba and ParameciumAmoeba and ParameciumAmoeba and ParameciumAmoeba and ParameciumAmoeba and Paramecium(cont.)(cont.)(cont.)(cont.)(cont.)Directions: Identify the structures of the paramecium using the descriptions providedbelow.
1.1.1.1.1.
2.2.2.2.2.
3.3.3.3.3.
4.4.4.4.4.
5.5.5.5.5.
6.6.6.6.6.
Macronucleus: the larger of the paramecium’s two nucleiOral Groove: food particles are swept into the groove by cilia; a food vacuole waits at
the end of the groove where it then engulfs the food and brings it into the parameciumCilia: hair-like threads that propel the paramecium through the waterContractile Vacuole: rids cell of excess water and some wastesMicronucleus: controls protein synthesis, respiration, and reproduction; the smaller of
the two nucleiFood Vacuole: digests food that enters the paramecium
Protists Name___________________
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Pond WaterPond WaterPond WaterPond WaterPond WaterObjective: In this lab you will investigate the different microorganisms found in
pond water and differentiate between the movements of different types of protists.
You will also determine the role microorganisms play in a freshwater ecosystem.
Materials:
Microscope
Pond water sample
Cover slips
Slides
Medicine dropper or pipette
Biology textbook and encyclopedia
Procedure: You will receive a sample of pond water from your teacher. Other samples
may be used to perform this lab, such as samples from an aquarium, a lake, or a marsh.
1. Prepare three slides of a pond water sample.
2. Observe your slides under low and high power.
3. On the back of this page or on a separate piece of paper, make a chart of the
microorganisms that you observed. Make three columns with the headers labelled:
Microorganism, Movement, and Classification.
4. Using the diagrams on the following page and any outside sources, identify the
different protists in your slides. Record them in the column labelled Microorganisms.
You may also observe different invertebrates, such as Cyclops and Daphnia.
5. Observe the movement of the microorganisms. Record your observations in the
column labelled Movement.
6. Classify the protists on your chart by the way they move. Sarcodines move via
pseudopodia (false feet); ciliates move by using their tiny hair-like structures called
cilia; flagellates move by using a whip-like tail called a flagella; and sporozoans
have no physical method of movement. Record in the column labelled Classification.
Conclusions:
1. Try to determine which microorganisms are producers and which are consumers.
2. Of the microorganisms you observed, which moved the fastest? What may be a
reason for this microorganism’s fast movement?
3. Describe the roles microorganisms play in the pond community? Use the terms
producer and consumer in your answer.
Protists Name___________________
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Pond Water (cont).Pond Water (cont).Pond Water (cont).Pond Water (cont).Pond Water (cont).