Lesson Plan | Active Methodology | Protista Kingdom: Protozoa and Algae

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objective

Duration: (5 - 10 minutes)

Establishing clear objectives is vital to guide both the teacher's planning and the students' learning. By defining the main goals at the outset, everyone is on the same page regarding what is expected, maximizing classroom time for understanding and applying essential concepts related to the Protista Kingdom.

Objective Utama:

1. Deepen students' understanding of the Protista Kingdom, focusing on protozoa and algae, their characteristics, diversity, and ecological significance.

2. Recognize and understand the primary diseases caused by protozoa and their connections to human health and the environment.

Objective Tambahan:

1. Foster students' critical thinking by comparing different types of protozoa and algae.

Introduction

Duration: (15 - 20 minutes)

This introduction aims to engage students while revisiting the concepts surrounding the Protista Kingdom in a practical way. The problem-based scenarios encourage them to apply what they already know critically and think about practical solutions. By contextualizing the content with real-world examples, we raise interest and relevance in the topic, setting the stage for the hands-on activities to follow.

Problem-Based Situation

1. Picture a team of explorers finding a new tropical island and collecting water samples from various spots. After analysing them in the lab, they discover unicellular organisms in some samples. How would you classify these organisms as protozoa or algae, and why?

2. While visiting a rural area in Brazil, an amateur biologist encounters a seemingly pristine lake, yet learns that locals frequently suffer from illnesses like giardiasis after drinking its water. What protozoan might be causing this infection, and what does its life cycle look like?

Contextualization

Although often small and not easily seen, protozoa and algae are crucial in both terrestrial and aquatic ecosystems, facilitating nutrient recycling and supporting the food chain. Additionally, numerous human diseases, such as malaria and toxoplasmosis, stem from protozoa, emphasizing the importance of studying these organisms. Intriguing relationships like that between algae and corals, leading to the formation of coral reefs, further highlight the relevance of these organisms in our environment.

Development

Duration: (75 - 80 minutes)

The aim of this development stage is to help students actively engage with and expand their knowledge of protozoa and algae through practical, interactive activities. By exploring the diversity and impact of these organisms in an enjoyable and relevant way, they will reinforce their learning via observation, experimentation, and collaboration, enhancing both retention and critical thinking skills.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - Protozoa and Algae Hunters

> Duration: (60 - 70 minutes)

- Objective: Identify and characterize protozoa and algae found in various aquatic environments through microscopic observation and research methods.

- Description: Students will work in groups of up to 5 to receive samples from various aquatic habitats (rivers, lakes, industrial effluents). Using microscopes, they will observe and identify different species of protozoa and algae in the samples, noting their morphological and behavioural traits.

- Instructions:

• Split the class into groups of up to 5 students.

• Distribute the samples and equipment (microscopes, slides, cover slips, tweezers, etc.) to each group.

• Guide students on how to properly use the equipment and observe specimens through the microscope.

• Each group should prepare slides from the samples and examine them under the microscope, identifying and sketching the protozoa and algae they find.

• Students should record what they observe and attempt to identify the species using the reference materials provided.

• Each group will prepare a short presentation to share their findings with the class, discussing the ecological roles of the organisms and their potential links to human health.

Activity 2 - The Malaria Cycle

> Duration: (60 - 70 minutes)

- Objective: Understand the life cycle of Plasmodium and its role in malaria transmission, while also exploring disease prevention strategies.

- Description: In this session, students will assemble a three-dimensional model to illustrate the life cycle of Plasmodium, the protozoan responsible for malaria. They will construct the model, discuss each stage of the life cycle, and connect it to the symptoms of malaria.

- Instructions:

• Form groups of up to 5 students and provide each group with the components of the three-dimensional model of Plasmodium's life cycle.

• Guide the students on how to build the model, beginning with the sporozoite stage in mosquitoes.

• Groups will discuss and document each stage of the life cycle and its relation to the disease.

• Students will present the complete life cycle of Plasmodium to the class, explaining each phase and its impact on human health.

• Facilitate a class discussion on malaria prevention strategies and the significance of understanding the life cycle in creating effective treatments.

Activity 3 - Algae to the Rescue!

> Duration: (60 - 70 minutes)

- Objective: Apply knowledge from ecology and microbiology to create and test a bioremediation system using algae.

- Description: In groups, students will take the role of scientists tasked with developing a method to remove toxins from a contaminated lake that poses risks to public health. They'll explore the use of algae for bioremediation, applying ecological and microbiological concepts.

- Instructions:

• Organize students into groups of up to 5 and present a scenario where they need to restore a polluted lake.

• Provide details about the types of algae that can absorb toxins.

• Groups will design an experiment incorporating algae for lake cleanup, detailing steps for collection, preparation, and application.

• Students will carry out the experiment in a small container, mimicking lake conditions.

• Each group will share the results of their experiment, discussing the effectiveness of algae in bioremediation and suggesting large-scale applications.

• Wrap up with a discussion on the importance of bioremediation for environmental protection.

Feedback

Duration: (15 - 20 minutes)

This feedback stage aims to solidify students' understanding by allowing them to express collective knowledge and consider the practical implications of what they studied. Through group discussion, students can verbalize their insights, hear diverse viewpoints, and enhance their comprehension. This portion also serves as an assessment of the effectiveness of the practical activities in meeting learning objectives and identifying areas needing further exploration.

Group Discussion

At the end of the practical activities, gather all students in a circle for a group discussion. Begin with a brief introduction emphasizing the significance of hands-on work in grasping the concepts of protozoa and algae. Encourage each group to share their findings, the challenges they encountered, and the solutions they proposed. Use guided questions to ensure all aspects of the experiments are covered, allowing students to reflect on their learning and real-world applications.

Key Questions

1. What were some challenges you faced while observing protozoa and algae under the microscope, and how did you overcome them?

2. How do the traits of the protozoa and algae you observed help us understand their ecological significance and links to human diseases?

3. How can the results from your experiments be applied to real-world environmental conservation or public health issues?

Conclusion

Duration: (5 - 10 minutes)

The conclusion stage aims to consolidate students' learning, ensuring they have a comprehensive and connected grasp of the topic. Summarizing key points helps reinforce the information while bridging theory and practice accentuates the importance of the knowledge acquired. This stage also provides an opportunity to evaluate the success of the lesson’s objectives and prepare students for potential extensions of the topic in future classes.

Summary

In the concluding phase of the lesson, the teacher should recap the key points discussed about protozoa and algae, reinforcing their characteristics, diversity, ecological importance, and links to diseases. It's also crucial to review the protozoa types covered and their related diseases, such as malaria and toxoplasmosis, while highlighting the ecological roles of algae in various environments.

Theory Connection

It's important for the teacher to link the practical activities with the theoretical content learned earlier, demonstrating how hands-on observation and experimentation reinforce theoretical concepts. Show how classifying and identifying organisms in the lab connects to ecology and public health to provide a practical context for what was studied.

Closing

Finally, underline the significance of studying protozoa and algae in everyday life. Briefly discuss how understanding these organisms can contribute to environmental conservation and promote public health, spotlighting the real-world relevance of the concepts learned and current issues faced.