Lesson 10: Magnifying Fungi Lesson Focus: Elaborate Phase Lesson 10 elaborates on ways mycologists further classify fungi, based on the types of spores that fungi produce. Students will be introduced to the microscopic features of fungi by examining fruiting bodies with magnifying lenses, and if resources permit, through more sophisticated equipment such as a microscope. This allows students to connect more closely to the scientific concept of morphology (the study of the form or features of living things). Microscopic examination also allows for the development o f a more intimate relationship with fungi. Students will be able to focus in more detail on the lifecycle of fungi by understanding their reproductive unit – the spore. Lesson Outcomes Students will: • reflect on the role of spores in the fungal lifecycle • classify fungi into groups depending on the location of spores on/within the fruiting body • examine microscopic features of fungi under the microscope • draw the features they observe through a lens or a microscope Lesson Resources Preparation Docum ents • R1 Word Wall Curriculum Links Sustainability Priority OI.2 – Systems All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival OI.7 – Futures Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments Science Knowledge and Understanding ACSSU044 : Living things can be grouped on the basis of observable features and can be distingu ished from non - living things ACSSU072 : Living things have lifecycles Science Inquiry Skills ACSIS054 & ACSIS065 : With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment Visual Arts ACAVAM111 : Use materials, techniques and processes to explore visual conventions when making artworks • R9 Foray Safety • R22 Taxonomic Classification (teacher reference) Already glued into science journal • R2 Fungi Lifecycle 1 • R3 Fungi Lifecycle 2 • R18 Lifecycle Wheel • R11 Scientific Drawing Guide Equipment hand lenses, stereo microscope, digital microscope, light microscope, ready - made spore co ntaining microscopy slides New Lesson Vocabulary M icroscope , micro , macro , taxonomy , phylum , Basidiomycota , Ascomycota , magnification Background Teacher Information Lesson 10 Does the school have microscopes available for use? Are you able to source a ligh t microscope from parents or members of the community to view fungal spores? A very enjoyable and highly recommended activity is to use a digital microscope with the whole class, to view the features of fungal fruiting bodies and their mycelium. This micro scope can be purchased for as little as $20 and attached to a computer and/or a large screen via a cable to display specimens to a very high magnification. Use of this technology will provide an intimate investigation of fungi with the whole class. If you have access to a light microscope, make a slide with shop - bought, button mushroom spores, by using the same technique as demonstrated with the spore print activity on paper. Leave the downturned mushroom on the slide the afternoon before this lesson, allow ing time for the spores to release onto the slide. If you are using a light microscope, it is also possible to purchase slides containing spores and other microscopic features to use in the lesson. Students absolutely love working with scientific tools suc h as microscopes. Looking through a microscope and other scientific equipment, allows students to feel what it is like to be a scientist. Throughout this unit we are promoting citizen science ; empowering students to contribute to scientific research from a n early age. Using a microscope allows a deeper understanding of the observable features of fungi, their structure and function. Depending on your access to microscope numbers and types, students may need to have an alternate learning activity offered such as viewing images or videos of microscopic fungi features sourced from the internet. While observing the microscopic features of fungi, such as a slide with gills containing spores, the teacher can mention taxonomy. Refer to the hierarchy explained in the R22 Taxonomic Classification resource. Explain that macro fungi are divided into two main groups or phyla, based on their spore bearing structure. These phyla are called Basidiomycota and Ascomycota . Unless previously known or examined through a microscop e, it is difficult to determine which phylum a particular specimen belongs to. This lesson involves collecting specimens with students to view under the microscope. Alternatively, prior class, you can pick a variety of fruiting bodies and mycelium from the natural environment, being mindful they remain fresh and making sure not to collect from protected areas such as a national park or a nature reserve. Bracket fungi do not need to be dug out of the ground as they grow on wood and can be collected several d ays before the class. You might need a sharp knife to dislodge a bracket fruiting body from the wood, but many will pop off easily. The Oyster Mushroom growing experiment : All students will continue to monitor their experiment daily. Please allocate time i n the class timetable to complete the recordings. Once fruiting bodies begin to emerge, students can also create a series of scientific drawings in their science journal to practice this scientific skill and document the growth. Exploring Fungi Lesson 10 Teaching Sequence Examining the spore print and learning more about spores 1. Ask students to look at the spore prints created during the previous lesson. Reflect on what students understand about spores, spore colour, spore dispersal and their rol e in the fungal lifecycle. 2. Note that the correct identification of fungi species can only be done using microscopes, through identification of spores under the microscope. Spores have various shapes and have special ornamentations e.g. spikes, which are s pecific to specific genera of fungi. Collecting fungi in the field 3. Introduce the guidelines for collecting specimens from the field, with R9 Foray Safety resource. 4. Take students to an area in the school grounds where fungi are likely to be present. 5. Using the guidelines, allow students to take samples or collect branches that display fruiting bodies. 6. Bracket fungi, for example, display a surprising variation in shape of spore releasing organs on the underside of the fruiting body and these are fascinating to look at. Either investigate the fruiting bodies on a branch or break off a specimen and bring this back to the classroom. Alternatively use a pocketknife to carefully remove fruiting bodies from their substrate. Magnifying fungi using lenses and micros copes 7. Back in the classroom, demonstrate how to use the microscopes and/or hand lenses so students can appreciate the finer texture and structures of a variety of fruiting bodies. Talk about magnification and its measurement. 8. Explain to students that beca use spores are very small, they can only be seen using a light microscope which magnifies them 100s of times. If a light microscope is being used, slides containing spores and other microscopic features that have been purchased can be used. 9. Consider groupi ng students in pairs, so they can share and discuss their observations with a partner. When independently viewing the specimens under the microscopes/lenses, ask students to locate which structure they think the spores come from and observe as many parts o f the specimen as possible. Drawing and describing magnified features of fungi 10. Ask students to do a scientific drawing in their science journals describing what they see. Ask that they think about the biological purpose and function for each observed feat ure and include annotations with these thoughts. Remind students to include labels e.g. pores, gills and a title such as, ‘Underside of the fruiting body’ or ‘Top side of the fruiting body’. Refer to the scientific drawing notes ( R11 ). 11. Assist students to f igure out the scale of their drawing, i.e. how does their drawing relate to the real size of what they have drawn? What magnification did the microscope use? 12. Recommended activity : Use a digital microscope attached to a digital screen to view fungi and m ycelium of special interest. If access to microscopes is limited, use this type of microscope for a whole class microscopic investigation. Make sure you have examples of fruiting bodies with pores and gills on the underside. Also look for hairs and scales on the various caps. Discuss the fungal features you observe together such as the gills or pores and ask students to draw and describe what they see (as outlined above). 13. In conclusion, regroup and ask students to discuss their findings and share their draw ings. 14. Reflect on some of the scientific terminology used during this lesson. Update the word wall.