I.

Objectives
At the end of the period, the students should be able to:
A. identify the defining characteristics of fungi;
B. describe the main structures of a fungus;
C. distinguish fungi according to the kind of fruiting structures they form;
D. explain briefly how fungi reproduce; and
E. give the benefits and demerits of fungi.
II. Subject Matter
Topic: Kingdom Fungi
References: Biology Teachers Edition by Miller et al, pg. 527
Materials: illustration, printed materials, thread ball ( a representation)
III. Procedure
Teachers Activity
A. Motivation
Have you eaten a pizza with mushrooms?

Students Activity
Yes/No.

Have you seen the gray to black or white

spots on a three-day old bread left in a
warm place?
Which kingdom of organisms do these
mushroom and molds belong?
B. Presentation
When you first saw a mushroom, have you
thought of it as a fungus right away?
If not, then where did you classify it?
C. Lesson Proper
In your lower years, fungi were already
introduced to you. What type of organisms
are they?
What are the evidences that fungi are not
plants?

Yes/No.
Kingdom Fungi.

Yes/No.
Plants.

They are Eukaryotes.

They do not have chlorophyll thus, cannot
produce their own food.

What else?

Some are parasites.

How do you say so?

Because they survive by living on a host

organism.

How else do they obtain energy?

Other fungi feed on dead and decaying organic

matter.

What do you call these types of fungi in

this mode of nutrition?
1. Pre-activity
Lets have an educational guessing
game. I have here an illustration of a
mushroom. Different parts will be

Saprotrophs/Saprophytes.

provided to you that will serve as

choices to what will be defined later on.
You may read your references or
biology books while I prepare the
materials.
2. Activity proper
3. Post-activity
This is a vegetative portion of a fungus
with long slender filaments that
resembles threads.

(Read their references and biology books.)

(Each may be called to post their answers on

the board.)
Hypha/Hyphae.

This is a net-like mass of connected

hyphae.

Mycelium/Mycelia.

This is a dome-shaped upper part of

some fungi.

Cap.

This is a thin radiating plate on the

underside of the cap of a mushroom
that produces microscopic spores.
This is the stem-like feature supporting
the cap of a mushroom.
This is the poisonous part found on the
stalk.
This is the visible fungus that is usually
the reproductive structure.
How do fungi reproduce?
What aid these spores to be carried in
the environment?
Sexually, how do these fungi
reproduce?
In bread mold Rhizopus, where are
spores produced?

Gills.
Stalk.
Ring.
Fruiting body.
They undergo asexual reproduction by forming
buds and many spores.
Wind, water, animals, or humans.
They reproduce sexually when male and
female hyphae join together.
Sporangium.
Ascus.

How about yeasts, where are their

spores produced?

Ascopore.

How are yeasts spores called?

Basidium.

Where are mushroom spores produced?

Basidiospore.

What do you call their spores?

D. Generalization
Identify and define the different parts of a
mushroom.

E. Application
Give examples of fungi and its uses.

Saccharomyces rouxii and Aspergillus oryzae

are utilized in soy-sauce making.
Trichoderma harzanium used to speed up the
decomposition or organic materials.
Penicillum notatum is used in making
penicillin, a drug that kills disease-causing
bacteria.

Give examples of harmful fungal species

and its effect.

Aspergillus flavus which produces the

aflatoxin, a poisonous substance, if foods like
moldy corn or peanuts are ingested, poultry
and humans can be poisoned and may also
cause liver cancer.
Trichophyton mentagrophytes and T. rubrum
cause athletes foot.
Trichophyton rubrum can also cause ringworm.

Ringworm can be acquired in a moist

public places where people go barefoot.
Give an example of this place.

Swimming pool.

IV. Evaluation
[Understanding]
1. Justify why fungi is not a plant.
2. What is the advantage of the large numbers of spores produced by fungi?
V. Assignment
Answer the following questions:
1. Do plants have chloroplasts?
2. What are plants cell walls made of?

3. Differentiate nonvascular plants to vascular plants.

Reference: Learners module, pg. 241