Archaebacteria Instructional Approach(s): Have students identify characteristics from the picture. You may want to toggle between this slide and #21 for students to note any differences they see.

Archaebacteria Prokaryote (no nucleus) One-celled (single-celled or unicellular) Gets energy from sunlight (producer/autotroph) Breaks down materials in dead or decaying organisms (decomposer/heterotroph) Asexual reproduction by binary fission Reproduces in a short amount of time Found in extreme environments [very hot, very cold, very salty, etc.] Different chemical makeup than bacteria Oldest known organisms on Earth; “archae” means ancient Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses.

Archaebacteria Structural organization: prokaryote unicellular How energy is obtained: autotroph (producers) heterotroph (consumers/decomposers) Examples: Found in extreme environments [very hot, very cold, very salty, etc.] Oldest known organisms on Earth; “archae” means ancient Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses.

Eubacteria Instructional Approach(s): Have students identify characteristics from the picture.

Eubacteria Prokaryote (no nucleus) One-celled (single-celled; unicellular) Gets energy from sunlight (producer/autotroph) Breaks down materials in dead or decaying organisms (decomposer/heterotroph) Asexual Reproduction by Binary Fission Reproduces in a short amount of time Can be helpful or harmful Larger of 2 bacteria kingdoms; most common Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses, and binary fission.

Eubacteria Structural organization: Prokaryote Unicellular How energy is obtained: autotroph (producers) heterotroph (consumers/decomposers) Examples: Can be helpful or harmful; found in/on human body, in soil and water Larger of 2 bacteria kingdoms; most common Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses.

Instructional Approach(s): This illustrates the misconception that all bacteria are harmful. Emphasize that some bacteria are helpful.

Protists Instructional Approach(s): Have students look at the picture to identify the differences between protists and bacteria.

Protists Eukaryote Most unicellular, some multicellular Make their own food (producer/autotroph) Eat other organisms (consumer/heterotroph) Break down or absorb materials from dead or decaying organisms (decomposer/heterotroph) Mostly Asexual reproduction, but some sexual reproduction Classified based on how they obtain their energy (plant-like, fungus-like, animal-like) Most diverse kingdom (the “leftovers” or “junk drawer”) Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses,

Protists Structural organization: Eukaryote Most unicellular; some multicellular How energy is obtained: autotroph heterotroph Examples: Classified based on how they obtain energy (plant-like, fungus-like, animal-like) Most diverse kingdom (the “leftovers” or “junk drawer”) Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses.

Protists Ameoba Euglena Diatom Paramecium Algae Instructional Approach(s): Use pictures to illustrate characteristics of protists. Algae

Fungi Instructional Approach(s): Have students use the picture to note differences between both bacteria kingdoms and the protist kingdom.

Fungi Eukaryote Most multicellular, some unicellular Breaks down or absorbs materials from dead or decaying organisms (decomposer/heterotroph) Asexual or Sexual reproduction Can be helpful or harmful Examples: Mushrooms, Mold, Yeasts Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses,

Fungi Can be helpful or harmful Examples: Mushrooms, Mold, Yeasts Structural organization: Eukaryote Most multicellular; some unicellular How energy is obtained: heterotroph (decomposer) Examples: Can be helpful or harmful Examples: Mushrooms, Mold, Yeasts Cell wall of chitin Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses.

Fungi Instructional Approach(s): Use pictures to show types of fungi.

Plants Eukaryote Multicellular Producer/Autotroph (Photosynthesis) Asexual or Sexual reproduction Cell walls of cellulose; chloroplasts Usually green – contain chlorophyll 2 categories: vascular, non-vascular Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses. Have students give examples.

Plants Contain chloroplasts/chlorophyll Usually green Structural organization: Eukaryote; multicellular How energy is obtained: autotroph (photosynthesis) Examples: Contain chloroplasts/chlorophyll Usually green Examples: trees, ferns, flowers, mosses Cell wall of cellulose Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses.

Plants Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses.

Animals Eukaryote Multicellular Consumer/Heterotroph Sexual reproduction Most can move from place to place 2 categories: vertebrates/invertebrates Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Again, have students give examples.

Animals Most can move from place to place Structural organization: Eukaryote; multicellular How energy is obtained: heterotroph (consumers) Examples: Most can move from place to place 2 categories: vertebrates/invertebrates Most complex Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses.

Animals Instructional Approach(s): Present information in the slide, having students copy information to fill in their notes sheet. Discuss each point as presented. Students may need review on vocabulary in parentheses.

Click here for more information on the Six Kimgdoms: http://glencoe.mheducation.com/sites/dl/free/0078617022/164213/00044691.html

Summarizing slide – You may want to do the “Classification Kingdom Activity” linked in the curriculum map, and other classification activities listed there as well.