1. 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.

2. 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.

3. 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.

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

5. 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.

6. 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.

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

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

9. 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,

10. 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.

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

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

13. 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,

14. 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.

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

16. 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.

17. 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.

18. 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.

19. 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.

20. 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.

21. 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.

22. Click here for more information on the Six Kimgdoms:

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