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Great Prizes up for grabs. Check out the Science Fair topics and start your project today!
INTRO: Complete the Living World connections puzzle, the answers will help you with task 1.
TASK 1: The living world is split up into 5 main kingdoms, use the info from the picture below and your answers to the connections puzzle to help you complete the Kingdoms of Living things table (see below).
TASK 2: An Introduction to Fungi/Hekaheka - Watch the video below, Complete a P, M, I for the video in your pukapuka.
Positives (one thing good about Fungi) -
Minus (one thing that is negative about Fungi) -
Interesting(one new thing you have learnt about Fungi) -
TASK 3: Play Fungi detective - looking at the images of Fungi and see if you can figure out their names.
TASK 4: Fungi basics - complete a basic mind map of some new ideas about Fungi. You will have to look for this information. Include;
Where they are found?
What they are useful for
How they feed?
How they reproduce?
Major categories of Fungi
TASK 5:
> Complete the Fungi Fun connections
> Select one word from each category, write the word and a sentence to explain how it is connected to Fungi, be specific.
Eg. Brie cheese is made using a type of mold that helps create the white rind on it's outside.
TASK 6: Reading Comprehension
> Use the information resources from the Ngā hekaheka o Aotearoa guide book to answer the questions below.
Where can fungi be found?
Fungi can be found in the a___, in f_____, in s_____, in p______, in stream bubbles, and on or inside living o____________.
Why are fungi often hard to see?
Fungi are often hard to see because they can be very s______ or hidden i_______ their environments, such as logs, soil, plants, or animals.
How do fungi obtain their food?
Fungi obtain their food by a_________ nutrients from other sources, which can be either l_______ or d_______. They do not make their own food like p_______.
How do fungi differ from plants in terms of nutrition?
Unlike plants, fungi cannot p________________ or make their own food using s___________ and CO2. Instead, they must absorb nutrients from external sources.
Give details of the structures that fungi use for nutrient absorption.
Fungi use structures called h__________ for nutrient absorption. These are narrow, branched t________ with thin outer walls.
How do the Hyphae of fungi change between feeding and reproduction?
When fungi reproduce, hyphae form special structures called m________________.
How are fungi cultivated in a laboratory setting?
In a laboratory setting, fungi can be grown on a nutrient-rich j______-like medium in plastic p_____ dishes
How do fungi 'move'?
Through the production of tiny spores
What spreads spores?
Spores are often so small they are easily spread by w_______, w_______droplets or animals, Eg. F_________.
What does a spore need to help it grow (germinate)?
Why is it important that Fungi make so many spores?
Summary Task - Click on this link and complete the Quiz about Māori uses of Fungi to check your knowledge.
https://www.sciencelearn.org.nz/resources/2678-maori-knowledge-and-uses-of-fungi-quiz
TASK 8: Fungi uses
> Watch the video clip about all the things Fungi can do and complete the questions below in your books.
Multichoice questions
Longer Answer questions
Multichoice Questions
What is the main topic of the video?
a The diversity of fungi and their many uses
b The environmental impact of deforestation
c The challenges of antimicrobial resistance
d The economic potential of edible mushrooms
2
According to the video, what is one way fungi can be used to address the problem of antimicrobial resistance?
a Fungi can be used to produce new antibiotics
b Fungi can be used to create personalized antibiotic treatments
c Fungi can be used to filter out harmful bacteria from water
d Fungi can be used to identify drug-resistant bacteria
3
What is one potential application of fungi mentioned in the video for Haiti?
a Producing renewable energy sources
b Improving food security and nutrition
c Developing sustainable building materials
d Treating water pollution and purifying water
4
Which of the following is NOT mentioned as a potential use of fungi?
a Packaging materials
b Textile fibers
c Biofuel
d Fertilizers
5
What does the video suggest about the potential of fungi?
a The potential of fungi has been fully explored and understood
b The potential of fungi is limited to a few specific industries
c The potential of fungi is vast and largely untapped
d The potential of fungi is dependent on overcoming technological challenges
6
Why did the narrator become more interested in fungi beyond their edibility, according to the video?
a Their potential medicinal properties
b Their potential as a source of protein
c Their potential to filter out pathogens
d Their potential to be used as a building material
7
What is the main challenge or problem the video suggests can be addressed through the use of fungi?
a Deforestation and loss of biodiversity
b Sustainable food production and nutrition
c Water pollution and water purification
d Antimicrobial resistance and lack of effective treatments
Long Answer Questions
1 What are some of the potential uses of fungi mentioned?
2 How does the speaker's background as a grower influence their interest in fungi?
3 Why does the speaker believe that fungi have the potential to be used as personalized antibiotic production systems?
4 How does the deforestation issue in Haiti relate to fungi as sustainable building materials?
5 What are some of the properties of fungi that make them valuable for various applications?
TASK 9: Rot Experiment
Find out what the word Rot means, record this in your pukapuka.
Explain how rot relates to Fungi/Hekaheka, record this in your pukapuka.
Copy and complete the following experiment summary in your books;
ROTTING AWAY
Aim: To observe the effects of mold growth on food
Hypothesis: The _________ food will rot the _______________ due to ________________________
Method:
1) Select 3 different food types
2) Place each type in an individual bag, seal the bag, sellotape it down. Label it with group name, foodtype, and date
3) Leave all 3 bags in the same location,
4) Wait a number of days before making observations of the progress of the rot in your books.
Results:
TASK 10: Online Fungi scavenger hunt
Use the internet to find information to complete the 10 scavenger hunt questions, the picture questions and the Deadly mushroom questions - this will help you learn more about the Weird and Wonderful World of Fungi.
Record your answers on the hardcopy of this document that your kaiako will provide for you.
Answers
Answers
Question 1: The Humongous Fungus in Oregon's Malheur National Forest. It's an Armillaria fungus covering around 2,385 acres.
Question 2: Bioluminescent fungi are known as foxfire or glow-in-the-dark fungi. An example is the Jack-o'-lantern mushroom (Omphalotus olearius).
Question 3: Aspergillus tubingensis can break down plastic by secreting enzymes that degrade the material.
Question 4: Yeast produces carbon dioxide gas during fermentation, causing the dough to rise.
Question 5: The fungus is Ophiocordyceps unilateralis. It infects ants' brains, controlling their movements to spread its spores.
Question 6: The Stinkhorn mushroom releases a foul odor to attract insects, which help disperse its spores.
Question 7: The Bleeding Tooth Fungus (Hydnellum peckii) exudes a red, blood-like substance due to excess moisture. It's not poisonous but inedible.
Question 8: Plants receive nutrients like phosphorus, while the fungus gets carbohydrates (sugars) from the plant.
Question 9: Mushrooms are the fruiting bodies of some fungi (e.g., Agaricus bisporus), while molds are fungi that grow in multicellular filaments (e.g., Penicillium).
Question 10: The Slime mold (Fuligo septica) can "walk" using a slow, flowing movement to find food.
TASK 11: Yeast
Complete the 4 corners game where you move to a corner of the room that matches(Mushrooms, Yeast, Molds, Disease) with the answer for the questions your kaiako will ask about fungi.
Yeast Balloons experiment/whakamātau - Work through the instructions with the kaiako, highlighting key ideas about yeast, fill in the gaps on the sheet with your kaiako guidance.
Carry out the experiment and leave it for the remainder of the lesson.
Watch the video clip about Yeast, find the answers to the questions on this question sheet, stop the video as you go and record the answers on the sheet.
Record your experiment results at the end of the lesson
Tidy up your equipment
Answers
Answers
The dry instant yeast looks dull and is in granules; when water is added, it becomes alive and appears as bubbles. (00:00:15 - 00:01:03)
The scientific name is Saccharomyces cerevisiae, which translates to "sweet fungus of beer." (00:01:25 - 00:01:45)
Yeast helps in the fermentation process, producing carbon dioxide that makes bread rise. (00:02:29 - 00:02:49)
Sugar acts as food for yeast, stimulating their growth and activity, resulting in fermentation. (00:03:32 - 00:03:53)
"Budding yeast" refers to the way yeast cells reproduce by creating smaller daughter cells that bud off from the mother cell. (00:03:53 - 00:04:15)
The byproducts are carbon dioxide, ethanol, and organic acids; they help the bread rise and contribute to its flavor. (00:04:15 - 00:04:57)
Autofluorescence is when molecules inside the yeast emit light when exposed to a laser; it's essential for mapping the yeast's internal processes. (00:05:23 - 00:06:10)
It implies that yeast actively contributes to the baking process, transforming ingredients into the final product. (00:07:50 - 00:08:24)
We can observe the results of yeast activity in the rising and flavor of bread, even though the yeast itself is not visible. (00:07:08 - 00:07:50)
Ngohe/TASK 12: Fungi Follow up
Rot observations - Check your Rotting away experiment and record your observations in your pukapuka.
Yeast Balloon experiments part 2 - Your kaiako will demonstrate to you experiment 2, providing you a set of results. You are to use this data to practise/whakawai your numeracy skills - completing a bar graph (you may choose to do this on graph paper with pencil & ruler, or on your device on google sheets/excel)
Use the results to complete a conclusion and the comparison discussion question.
Fungi follow up - mini assessment task - complete the task using all your knowledge of fungi that should be collected in your books.
Ngohe/TASK 13: Hekaheka home run
Mahi rōpū - Form a rōpū of 3 or 4 and complete the Whā corners pikitia Tākaro - using the set of cards and fungi placemat.
Place each card in the appropriate corner; Does it match up to Mushrooms, Mold, Yeast or Fungal disease.
Wero kupu - Using your knowledge from the past few weeks learning, you are to try and complete the word challenge activity. Your pukapuka should be a resource to help you with this challenge.
Rot observations - Check your Rotting away experiment and record your observations in your pukapuka. This should be your final observation.
To complete this experiment you now need to write a conclusion from the observations you collected. Check back to your hypothesis/Whakapae - do your results support or not support your hypothesis?
Ngohe/TASK 14: Fungi Finale
To complete your learning about Fungi you have one last lesson to go over some learning about Fungi.
a) Fungi as Living things - complete the worksheet about the life processes of Fungi.
b) Helpful & Harmful Fungi - complete the comparison table in the interactive below, and then complete a summary table in your books.
c) Case study - Investigating Inkcaps - Use the resource image found here to answer the following questions about the wonders of the inkcap mushroom.
a) What makes Inkcaps turn into a black liquid?
b)How & why do they do they do this?
c) What makes the black liquid good for ink?
d) Why is the common inkcap considered not edible?
e) What symptoms would someone suffer if they consumed alcohol and ate an inkcap mushroom?
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