Lesson plan of Fungi and Bacteria: Decomposition

Objectives (5-10 minutes)

1. To investigate the importance of fungi and bacteria in the decomposition of organic matter: Students should understand that both fungi and bacteria are essential in the decomposition of organic matter, a vital process for the maintenance of ecological balance. They should be able to explain, in simple terms, that without these micro-organisms nutrients would not be recycled back into the environment.

2. To recognise fungi and bacteria as micro-organisms: Students should be able to identify fungi and bacteria as micro-organisms and understand that they are invisible to the naked eye. This can be done through visual aids, simple microscopes or even using a magnifying glass to examine a sample of decomposing material.

3. To learn the importance of hygiene and waste management: Students should understand that although fungi and bacteria are important in nature some of them can be harmful to human health. They should learn the importance of maintaining good hygiene and disposing of waste properly to avoid the proliferation of these harmful micro-organisms.

Introduction (10-15 minutes)

1. Review of prior knowledge: The teacher starts by making a brief review about what students have already learnt about living beings and the environment in which they live. The teacher can ask questions like: "Which living beings do you know? Where do these living beings live? How do they feed? How do they reproduce?" This review is important to establish the necessary background knowledge for the understanding of the new content.

2. Problem situations:

   a. The teacher can bring a piece of mouldy bread and ask students what they think has happened to the bread. The teacher can ask: "Have you ever seen this happen to bread at home? Why do you think it happens?"

   b. The teacher can then bring a glass with water that has been left in the classroom for a few days and that now has an unpleasant smell. The teacher can ask: "What do you think has happened to the water? Why does it smell like this?"

   c. Finally, the teacher can show a picture of a pile of garbage and ask: "Do you know what happens to the garbage after it is thrown away? Where does it go? What happens to it?"

3. Contextualisation: The teacher should explain that the mouldy bread, the water with an unpleasant smell and the decomposing garbage are all examples of how fungi and bacteria work in nature. The teacher should say: "Just like the bread, the water and the garbage, every living being, including us, will one day die. And when that happens, fungi and bacteria will help us go back to the earth, transforming us into nutrients for plants. That is one of the important jobs that fungi and bacteria do in nature, they help in the decomposition of organic matter".

4. Capturing students' attention: The teacher can tell the students that there are some fungi that are edible and are used in food preparation, like the mushroom. The teacher can also mention that some antibiotics, that help fight diseases, are produced by bacteria. These fun facts can generate interest in the lesson's topic.

5. Presentation of the topic: The teacher should introduce the topic of the lesson by saying: "Today we are going to learn about fungi and bacteria, two types of living beings that are very important for nature. You are going to discover how they help turn mouldy bread, dirty water and garbage into something good for our planet. Shall we start?"

Development (20-25 minutes)

1. Observing Fungi and Bacteria Activity (10-15 minutes):

   a. The teacher prepares different samples of organic matter (bread, fruits, vegetables, etc.) that have been left exposed to the environment for one or two days.

   b. The students are divided into groups of five. They are given a magnifying glass and each group gets a different sample to observe.

   c. Using the magnifying glass, the students observe the sample and try to identify any signs of decomposition. The teacher can guide them to look for changes in colour, texture, smell, presence of mould, fungi and bacteria.

   d. Each group records their observations in a piece of paper or in a science journal, drawing the sample and writing down the changes they have observed. They also discuss their observations in the group to compare the samples.

   e. After the activity, the teacher gathers the class for a collective discussion about the observations. The teacher should ask: "What did you observe in the samples? What happened to the organic matter? What do you think caused these changes?" This is to consolidate the students' understanding about the decomposition process and the action of fungi and bacteria.

2. "Microorganism Detectives" Activity (10-15 minutes):

   a. The teacher brings a slide with a sample of fungi or bacteria, which can be obtained from a pharmacy or a science laboratory.

   b. Again, the students are divided into groups. Each group is given a magnifying glass and a Petri dish containing the slide with the sample.

   c. The students are challenged to become "microorganism detectives", by examining the slide and trying to identify if the sample is a fungi or a bacteria.

   d. The teacher circulates around the room, helping the groups to correctly use the magnifying glass and providing additional information about the sample, if necessary.

   e. After the activity, the groups share their conclusions with the class, explaining why they believe the sample is a fungi or a bacteria. The teacher can confirm or correct the conclusions, reinforcing the concepts of fungi and bacteria as micro-organisms and the difference between them.

These hands-on activities allow students to see what they have learnt in theory come to life, which is essential for the understanding of the concept. Furthermore, they promote collaboration and critical thinking, important skills for meaningful learning.

Return (10-15 minutes)

1. Group Discussion (5-7 minutes):

   a. The teacher gathers the class in a big circle and starts a discussion about the solutions and conclusions of the hands-on activities. The teacher should ask: "What did you find out in your observations? What did you conclude about the decomposition of organic matter? How do you know if the sample is a fungi or a bacteria?" This group discussion allows the students to share their findings and learn from each other.

   b. The teacher should reinforce the concepts that were learnt during the lesson, correcting possible misunderstandings and providing more information, if necessary. It is important that the teacher does this in a positive and encouraging way, valuing the students' effort and engagement.

2. Connection with Theory (3-5 minutes):

   a. The teacher should then connect the hands-on activities with the theory, reinforcing the importance of fungi and bacteria in the decomposition of organic matter. The teacher can say: "Remember the samples we observed and the changes we saw. These changes happened because fungi and bacteria were decomposing the organic matter. They are like our planet's heroes, because they help to recycle nutrients and maintain the balance in nature".

   b. The teacher can also reinforce the importance of hygiene and waste management, explaining that although fungi and bacteria are important for nature some of them can be harmful to human health. The teacher can say: "That is why it is important to take care of our hygiene and with our garbage, to avoid the proliferation of harmful micro-organisms".

3. Final Reflection (2-3 minutes):

   a. To finish the class, the teacher suggests that the students take a minute to reflect on what they have learnt. The teacher can ask two simple questions: "What was the most interesting thing you learnt today about fungi and bacteria? How can you use what you have learnt today in your daily life?"

   b. After the minute of reflection, the teacher can ask some students to share their answers with the class. This not only helps to reinforce the learning but also allows the teacher to assess the impact of the lesson and identify possible knowledge gaps that need to be addressed in future lessons.

This return stage is crucial to consolidate the students' learning, allowing them to make connections between theory and practice, and also to evaluate the effectiveness of the lesson. Moreover, it helps to develop reflection and critical thinking skills, which are fundamental for continuous learning.

Conclusion (5-7 minutes)

1. Summary and Recap (2-3 minutes):

   a. The teacher starts the conclusion of the lesson by summarising the main points that were discussed. The teacher can say: "Today we learnt about fungi and bacteria and the important role they play in the decomposition of organic matter. We saw how they transform mouldy bread, dirty water and garbage into nutrients for plants, and how this helps to maintain the balance in nature. We also learnt the importance of hygiene and waste management, to avoid the proliferation of harmful micro-organisms".

   b. The teacher then asks the students to recap the concepts that were learnt. The teacher can ask: "Who can tell me again what fungi and bacteria are? And what do they do in nature?"

2. Connection Between Theory and Practice (1-2 minutes):

   a. The teacher explains that today's lesson was divided between theory and practice so that the students could better understand how fungi and bacteria work in nature. The teacher can say: "We started the lesson with a conversation about fungi and bacteria, and then we did two hands-on activities to observe how they act in the decomposition of organic matter and to try and identify them. This way, we were able to connect theory with practice and understand better how these micro-organisms live and work".

3. Extra Materials (1-2 minutes):

   a. The teacher suggests some extra materials for the students who want to deepen their knowledge about the subject. The teacher can indicate books, educational websites, videos and documentaries about fungi, bacteria and decomposition. The teacher can say: "If you want to learn more about fungi and bacteria, there are many cool books and websites that explain everything in detail. There are also some very interesting videos and documentaries that show how these micro-organisms live and work. I can indicate some of them to you, if you want".

4. Importance of the Subject (1 minute):

   a. Finally, the teacher emphasises the importance of what was learnt in the lesson for the students' daily lives. The teacher can say: "Fungi and bacteria are everywhere, including in our bodies. They help us digest food, fight diseases and even produce some foods, like yoghurt. That is why it is important to know about these micro-organisms and to understand how they live and work. Furthermore, by learning about the decomposition of organic matter, we can better understand the importance of recycling and taking care of our planet".

The conclusion is an important stage of the lesson plan, as it allows the teacher to consolidate the students' learning, encourage them to continue learning about the subject and to apply what they have learnt in real life situations. Moreover, it serves to reinforce the relevance and applicability of the content that was learnt, making the lesson more meaningful to the students.