THE FOLLOWING OUTLINE WAS THE WORK SHEET THAT GUIDED THE STUDENTS IN THE STUDY OF FUNGI AT LESTER B. PEARSON COLLEGE DURING A FEW CLASSES IN OCTOBER 1995.

THE FUNGI FILE:

G.Fletcher, Lester B. Pearson College 1995

WHY?

Are decomposers overlooked in energy flow? Are there significant ways that fungi affect our lives? Are we living in a relatively unique place for the study of Fungi?

THE ROLE OF THE STUDENT:

You the student will be putting yourself in the position of posing questions, working collaboratively with others to find solutions and then persuading others convincingly about the topic. With this process, you can achieve a constructive revolution in your own education, and provide a resource for the education of others.

THE ROLE OF THE TEACHER:

The job of the teacher becomes one of the scheduler, the guide on the side, the tool facilitator , the cross-question poser and the promoter of achievement of the student.

THE INVESTIGATIVE TOOLS:

The tools of investigation may vary, from the naked eye, the microscope, the periodical index, the camera, the telephone.

THE PRESENTATION MEDIA:

And of course this too can vary. The pen and ink drawing, the keyboard composition , the power point presentation, the flow chart , the data base, the resource guide, the photograph, the video, the html document. We all work differently and within differing levels of success in different media.

GOALS:

We have a week and a half to play with fungi. At the end of that time , I have every reason to believe that every student will have achieved the following:

  1. You will have achieved the objectives specified in the core. i.e. you will be able to respond knowledgeably to all objectives.
  2. You will each have made a personal contribution to "THE FUNGI FILE" on the internet.
  3. You will have taken a keen interest and be able to demonstrate the highlights to others of at least one of the topics in the Areas for Specialization.
  4. You will have demonstrated the connections of Fungi to other biological topics such as Ecology and Evolution, and Biochemistry.
  5. You will have researched and written a brief report on at least one periodical reference relating to fungi.

The Core of the topic:

Objectives: After doing this project, the student will be able to:

  1. Describe the characteristics of the Fungi that justifies setting them off in a separate Kingdom.
  2. Outline the distinguishing features of the major Phyla of fungi.
  3. Compare the reproductive strategy of one group of fungi with that of specific members of the Plant Kingdom.
  4. Evaluate the negative and positive economic importance of the fungi using specific examples.
  5. Collect, grow some examples of fungi, classify them.
DURING AN INTRODUCTORY DISCUSSION ABOUT FUNGI, THE STUDENTS CAME UP WITH THE FOLLOWING AREAS OF INTEREST:

Areas for Specialization:

  1. The important role fungi have played as research "lab rats" -- e.g. Neurospora --
  2. Lichens, their ecological associations, their role as pollution indicators.
  3. Bioluminescent fungi. Is there a structure-function relationship?
  4. Fungus as a human parasite.
  5. The significance of saprophytism.
  6. Ergot , it's historical role.
  7. Nematode trapping soil fungus. Dactylaria
  8. Slime molds - position in taxonomy and ecology?
  9. Medicinal uses of fungus
  10. Drug role of fungus.
  11. The role of mycorrhizae in forestry,
  12. The role of mycorrhizae in pollution mitigation and acid rain immunity.

Return to THE FUNGI FILE