BIp032 Biological Experiments at Elementary School

Faculty of Education
Autumn 2019
Extent and Intensity
0/2/0. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Blažena Brabcová, Ph.D. (seminar tutor)
Mgr. Libuše Vodová, Ph.D. (seminar tutor)
Guaranteed by
doc. RNDr. Alena Žákovská, Ph.D.
Department of Biology – Faculty of Education
Contact Person: Mgr. Blažena Brabcová, Ph.D.
Supplier department: Department of Biology – Faculty of Education
Timetable of Seminar Groups
BIp032/01: Thu 15:00–16:50 laboratoř 82, L. Vodová
BIp032/02: Mon 9:00–10:50 laboratoř 81, L. Vodová
BIp032/03: Tue 16:00–17:50 laboratoř 81, B. Brabcová
Prerequisites (in Czech)
Bip026 Bio and Geo Teaching 2
Vzdělání v botanice a zoologii na úrovni vysokoškolského bakalářského studia.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
At the end of the course students should be able to:
plan and prepare a biological, ecological and geological experiments for the second stage of basic education;
realize a biological, ecological and geological experiments for the second stage of basic education;
reflect attempts;
discuss the benefits of experiments in teaching
Learning outcomes
- student uses the correct professional terminology and is able to select concepts and phenomena corresponding to the level of elementary school pupils; - student selects and uses appropriate experiments and observations in the teaching of selected phenomena and processes.
Syllabus
  • Total of 28 topics with an outline for observation and experimentation (4 themes for each of the 7 thematic units of the Framework Education Program):
  • Biology of fungi
  • A. Mold - harmful and useful
  • 1. Groups of pupils work at individual workstations, fill in a worksheet (can be implemented differently).
  • 2. 4 - 5 sites
  • - penicillin, Penicillium, production, Fleming, use
  • - moldy food, fungi, why, protection, health
  • - cheeses with mold
  • - molds in apartments,facades of houses,health aspect
  • - molds as decomposers
  • B. Characteristics of mushrooms
  • A lapbook with the structure and characteristics of mushrooms (see eg https://cz.pinterest.com/nikki_renee/lapbook-ideas/, or https://www.2zsmb.cz/lapbooks)
  • C. Conditions of mold formation and growth on food
  • 1. brainstorming
  • 2. formulation of hypotheses
  • 3. design of attempts to verify hypotheses
  • 4. plan and carry out experiments - options: a piece of bread, dumpling, or other (fruit, lemon), jars/food foil/ plastic. bag
  • D. Identify fungi with fruiting bodies
  • - suggest method of realization (eg didactic game)
  • Plant biology
  • A. Medicinal plants
  • 1. Boxes of herbal tea mixtures (choose 3). List the names of the plants from which the mixture is composed, list the uses, contraindications/warnings.
  • 2. Main types of plants from tea blends.
  • 3. Cognition of dried drug - used part r. From point 2 (eye, smell).
  • 4. Didactic game to identify key plant species, their characteristics.
  • B. Algae (select) What are algae? How they look? Thallus. Where they live? Photosynthesis? Role in ecosystem? Relevance to man? I suggest: algae (terrain), observation (laboratory), ecosystem (observation + food chain)
  • C. Spore plants
  • - Explanation of the term spore plants.
  • - Groups of plants (bryophytes, lizards, horsetails and ferns).
  • - Observations and experiments on the importance and use of representatives of spore plants in practice.
  • D. Plant uptake, delivery and conduction Experiment and observation, evidence of uptake, conduction and release, observation of vascular bundles may be selected from the following options.
  • Animal biology
  • A. Flowers and pollinators
  • - Why are pollinators important? Who can pollinate flowers (invertebrates and vertebrates)
  • - Three basic types of insect pollinators (butterflies, bees, beetles) and flowers that pollinate.
  • - Application: eg assigning pollinator to plant image (with flower / inflorescence)
  • - Conclusion: How to respond to the loss of pollinators in nature? What can we do to preserve them?
  • - https://www.semo.cz/osivo-semena/hobby/kolekce-osiva/nektar-party/
  • - http://www.ceskycmelak.cz/
  • - http://ziva.avcr.cz/files/ziva/pdf/polinacni-syndromy.pdf
  • - Saan A. 2007: 365 experiments for every day, experiment 175, 174.
  • B. Earthworm foundation of earthworms, soil-forming earthworms, fertilizing earthworms with compost (also earthworm from garden
  • with soil) group work, worksheets
  • 1. preparation of earthworms
  • 2. observing compost with earthworms
  • 3. remove 10 adult earthworms from the compost and place them in the earthworm
  • 4. place the earthworm in a wardrobe or cover it with a cardboard box to keep it in the dark
  • 5. Spray several times from the sprayer every day
  • 6. observation after 14 days
  • C. Observation of small aquatic animals near the school
  • 1. habitat observation
  • 2. habitat characteristics (vegetation, vertebrates)
  • 3. collection of small aquatic animals, placing in sample boxes, determination and observation
  • 4. pupils determine according to the atlas created by the teacher or the keys created by the teacher
  • 5. Worksheet. It is appropriate to record the food relations in the habitat.
  • Petřivalská (2010): The Key to Determining Aquatic Invertebrates. Rezekvítek, Brno
  • D. Egg analysis
  • - Observation of egg structure and explanation of function of individual parts
  • - The importance of eggs in human nutrition
  • - Determination of egg age
  • - Disease prevention
  • E. Bird Migration ("Eda and Tonda Storks Flying to Africa")
  • - Types of migration and their causes
  • - Demonstration of long-distance movements (migratory migration of birds) - eg on the white stork: where do the storks fly from the Czech Republic to winter? (the difference between storks from Bohemia and Moravia, it is possible to develop an interdisciplinary relationship with geography and depict it using a map)
  • - Conclusion: Are migration routes changing or are they still the same? How is their course influenced? Do they reflect climate change? What can we do for migrating birds?
  • - https://www.databazeknih.cz/knihy/migrace-zvirat-104381
  • - https://vltava.rozhlas.cz/atlas-migrace-ptaku-5137641
  • Human biology
  • A. Clean teeth - indication of plaque (bacterial plaque) chewable tablets, chew well, rinse mouth with water, pink color - plaque young - up to 48 h, blue color - plaque older - longer than 48 h. use at home once a week - check plaque, measure the required duration of brushing teeth and poorly cleaned areas
  • a. theoretical part - repetition of tooth structure, milk teeth, permanent teeth
  • b. practical part - using tablets
  • c. discussion of the result, brushing teeth
  • d. practical part: brushing teeth
  • e. Summary, practical recommendations
  • B. Heart: structure and function
  • - heart structure, heart function, oxygenated and non-oxygenated blood through which blood passes practical
  • - assembling the heart from the box, transparent tubing, other needs: syringe, worm. dye, water, hard paper, scissors, felt-tip pens, crayons, pen, pencil
  • - the low box is divided into 4 chambers, PP, PK, LP, LK, the lungs are drawn / written on the hard paper, on another human body, the tubing passes through the PP into the PK, then goes through the lungs (the lungs stick on) , into LP, LK, and into the body. The blood is sprayed into the tube with a syringe.
  • C. Nutrition
  • - comparison and demonstration of sugar content in liquid and solid parts of children's snacks, eg how many sugar cubes are in 100 ml of water, unsweetened mineral water, sweetened minerals, juice, kofola and coca-cola; how many sugar cubes are in 1 banana, 1 apple, 1 orange, 1 portion of be-be biscuits, 1 bug, 1 yogurt and 1 roll with ham
  • D. Structure and function of the eye: Eyeballs, whites, cornea, choroid, iris, pupil, lens, (ciliary body), retina, rods, cones, vitreous humor, optic nerve, yellow spot, blind spot, (ancillary eye organs - eyelids , muscles, eyelashes, lacrimal glands) The eye function - a model of the eye from a spherical aquarium and a magnifying glass - creates an inverted image. How does your eyes see? (101 great experiments, p. 68). It would also be the functions and defects of the eye - the model and aids purchased.
  • Lifeless nature
  • A. What the soil contains
  • - soil fraction (part) based on sedimentation in the water column
  • - Soil from the field - Pour into a beaker (high and wide cylinder or jars) - Stir - Leave for 1 day - Do not move anymore !!
  • - gradually settle in the beaker from below: gravel, coarse sand, fine sand, dust, clay, water and organic detritus will float above
  • B. Behavior of different soils during cloud burst / soil erosion
  • 1. What happens to the soil during heavy rain?
  • 2. What is soil erosion?
  • 3. Behavior of the different soils during the burst of clouds: 3 glasses, sand (or sandy soil), clay (or clay soil), soil (clay soil), squeeze in a glass, pour a glass of water (cloud rupture) into each glass - sand - water quickly reaches the bottom, clay - the water remains above the bottom and takes a long time to soak, the soil - the water gradually soaks (at a regular rate). (same, but slowly pour water gradually (umbrella)
  • 4. Water soil erosion
  • - same as above, but in a flowerpot with a hole in the bottom - it can be caught in a glass and watch how long it takes for the water to flow and what the water contains
  • The same, but the funnel with filter. by paper, precisely measured amount of water drips - how long before the first drop, when all the water flowed, how much water remained in the soil (can be Textbooks for Int. Teaching - Soil, 13/6)?
  • - erosion + soil protection against erosion: 3 photographic bowls, one soil with sand, another soil with sand + stuck branches of spruce, in the third dug up a bunch of grass square to sit in the bowl, pour each 500 ml of water and collect it on bigger and deeper plateau, filter this water and dry it - how much soil has washed up? Učebnice int. lessons- soil page 27/4 (the same can be done, but blowing hair dryer - wind erosion)
  • C. Volcanic activity in the Czech Republic and its remains
  • - Volcanoes, where we find them in the Czech Republic and how they originated
  • - Age of volcanoes and demonstration of their composition - typical rocks
  • - Use of volcanoes and volcanic rocks
  • - Accompanying phenomena of volcanic activity
  • - Implementation of the theme assumes the development of a cross-curricular relationship with geography and the use of a map, the output could also be processed as a lapbook
  • http://www.mzm.cz/prednaska-sopky-moravy-a-slezska/
  • http://www.mzm.cz/vulkany-tepny-zeme/
  • http://www.ostrmuz.cz/website/mainmenu/stranka-akcien/2019/sopky-v-geologicke-historiii-moravy-a-slezska/
  • D. Development of life on Earth
  • - How life on Earth has evolved from the hills to the present
  • - It is good to compare: the duration of individual periods (eg by means of a string - pupils calculate how much they have to cut it to match the length of the geological period), land and ocean distribution (continent position), climate, biota, position of the Bohemian Massif
  • - The development can be illustrated by: o Poster about "Film" - film frames are printed and each represents one geological period - for elementary schools at maximum level of formations and in the box is written its characteristics and draws or pastes pictures o Spiral - large scheme, into which images of important groups of organisms stick together as they appeared on Earth
  • - This topic is suitable for working in groups, it can also be worked out by the method of puzzle learning
  • - Inspiration for laboratory exercises: : http://www.otevrenaveda.cz/sd/novinky/videogalerie/metodiky-laboratornich-cviceni/pribeh-evoluce.html
  • Ecology
  • A. Water filtration Water cycle in nature, groundwater, rainwater filtration, drinking water, wastewater treatment (“straws” in the area affected by natural disaster) as it works / source in several experiment books
  • 1. worksheet - modification according to the interpretation (?) Otherwise? brainstorming?
  • 2. verification of possibilities of water filtration - assembling own filter, working in groups
  • a) preparation of polluted water
  • b) manufacture of filtration equipment (instructions in the form of a diagram on a blackboard or in a worksheet)
  • c) water filtration itself
  • d) records in the worksheet, water before filtration, water after filtration, principle of filtration, human use
  • B. Plant life conditions (light, heat, water, air, nutrients) / + ecology?
  • Basic theory
  • Light: Sun, photosynthesis, chlorophyll, r r. has no light - perishes
  • Heat: Sun, temperature: affects growth and development r., Different temperature requirements (temperature range of growth and development): depends on the species / genus, the more water in the tissues the less cold resistance, protection against high temperature, some r tolerate cold, others even freezing (frost - ice in cells), protection r. r. cold: stop live. processes, does not tolerate frost - perishes
  • Air: need of carbon dioxide for photosynthesis - oxygen production, plant breathing - oxygen demand, excretion of carbon dioxide without air r.
  • Water: different demands at different stages of life, different species / genera different demands without water r. dies, too water - r. dies, depending on the genus / species of plant
  • Nutrients: essential nutrients (P, N) and trace elements, intake with water roots, nutrient-poor soil / water (nutrient-free) - dies
  • Activities - suggestions:
  • Light: room to dark (1 to dark, one to window), room to darken 1 leaf, colorless grass - cardboard + stone (several days), growing out of daffodil bulbs or tulip - light x dark, put the leaf in a glass for water (burden with small stones), sun - oxygen bubbles, darkness, sun protection - sunny habitat - view year, same shaded habitat, germination of watercress - 25 seeds light x dark / textbook for integr. teaching - energy.
  • Heat: r. At room temperature, r. Outside in winter, the same can be with seed / pea germ, lentils), thermonastia - tulip to water20st. unfolds, then into water 5st - close, daisy - water 8-10st, water 35st., influence of water temperature on photosynthesis (water plague, different telot of water, same light x darkness)
  • Water: impatience in water, and without water - in 2h what happens, potted and not potted seeds, what germinate ?, potted and potted room year, (r. As indicators: Textbooks for Int. Teaching Soil (pp. 24-25) )
  • Air: breathing r. - flowers in a glass - cover with a petrolatum - airtight, control without flowers with gravel - burning skewers (textbook for integrated teaching - air), the importance of air for germination - textbook for int. teaching - air,
  • Nutrients: watercress germination in Petri dishes with fertilizer solution (various concentrations) or in a pot with garden soil - textbook for int. Teaching - land page 50/1, 50/2
  • C. Characteristics of habitats - How we characterize habitat characteristics
  • Indicative value of organisms - what the organisms say about the environment (eg hygrophilous plants, xerophilous plants, thermophilic plants, etc.)
  • - It would be ideal to illustrate the gradient (difference between habitat characteristics) in practice, for example, to investigate which plants grow across a river valley (what grows on a slope, on a bottom bottom and on a second slope? Is there a difference in species composition? ) or at least around the school, in the city quietly in the courtyard (stretch the string from the school building through the vegetation to the next building and explore, the conditions and what plants grow there)
  • D. Degraders
  • Motivation: compost - Who has at home? How does it work? What can and can not put there? Who is involved in the decomposition of the material and the formation of compost - ideally accompanied by a demonstration for fixing the term decomposer
  • - Exposure: How to set up compost? What should be done to reduce the composting process? What to watch out for? What a compost accelerator is and why it is added to it.
  • - Practical training - compost foundation
  • - Literature: https://www.knihydobrovsky.cz/kompost-25616029
  • Genetics and General Biology
  • A. Cell model in a sardine box In this task, students (students) will make a cell model. The aim is to illustrate the structure of the cell.
  • Models of different cell types (prokaryotic, eukaryotic - plant, eukaryotic - animal) can be produced in different ways (eg using a sardine box as a cell wall / cytoplasmic membrane and placing individual organelles in it. , even home made, instructions on https://zena.aktualne.cz/bydleni/vyrobte-detem-vagon-modeliny-za-20-kc-mohou-i-ochutnat/ri:article:808283/), barvy wool, etc.)
  • The cell model can be made in other ways - modeled from plasticine or plastic.
  • B. Classification of organisms
  • The aim of this task is to illustrate the principle and importance of classifying organisms (Why do organisms classify? What good is it? Which taxonomic units do we differentiate? How do they know which taxonomic units the organism belongs to?) devise a learning task to practice, for example, it could be a game.
  • Suggestion: An analogy between the address of a person and the inclusion of the organism in the system. When someone sends us a letter from abroad, they have to give the exact address - street and house number, city, state or continent or continent. Each of these details specifies where the postman will reach us. When we want to classify a species, we include the empire, tribe / separation, class, order, family and genus. One could also use the analogy between continents and empires - (protozoa, chromist, fungi, plants and animals). To fix what belongs to these empires, pupils could assign images of organisms to the names of empires.
  • C. Cell - tissue - tissue - organ - body of plants + animals
  • observation
  • plant: cell: microscopy of r. cell (wax sheet cut / leaf skin), mesh: photosynthesis mesh / skin cover,
  • organ: leaf, plant
  • animal:
  • other activity (didactic game?)
  • 1 pupil = 1 cell
  • create from cells: bacteria, slipper, mold, boletus, lichen, tulip, snails, earthworm, fly, carp, dog, human
  • D. The basics of genetics (or how I inherited my mother's brown eyes) or blood type (see Gifted Children)
  • Genetics: could be used as inspiration and outline, but much simplified: Open science: undistorted science:
  • http://www.otevrenaveda.cz/sd/novinky/videogalerie/nezkreslena-veda/170123-nezkreslena-veda-iii-genetika-.html
  • https://khanovaskola.cz/video/30/176/2439-dedicnost
  • Genetics: design
  • game + worksheet, magnets
  • How did I inherit my brown eyes from my mother? Descendants are similar to parents.
  • Why are descendants similar to parents? What it means: I inherited talents from my dad.
  • 1. genes - coding of hereditary characters
  • 2. Genes - transfer of genes from parents to offspring
  • to explain points 1 and 2.
  • 1. Coding of hereditary characters
  • 2. Transfer of genes from parents to offspring
Literature
  • KVASNIČKOVÁ, Danuše. Přírodopis pro 7. ročník základní školy (Variant.) : Poznáváme život : přírodopis s výrazným ekologickým zaměřením. 7 [Fortuna, 1995] : Přírodopis II : pro 7. ročník základní školy [Scientia, 1998]. info
  • HAVLÍK, Ivan. Přírodopis 6 : pracovní sešit pro 6. ročník (Variant.) [Havlík, 1998, Nová škola] : Pracovní sešit k učebnici přírodopisu pro 6. ročník [Havlík, 1998, Nová škola]. info
  • Saan A. (2002): 365 experimentů na každý den. České vydání: INFOA, 2007, Dubicko
  • Pachman E. a kol. (1982): Chemicko-biologická praktika, pro 7. roč. ZŠ. SPN, Praha.
  • Heinecke L. E. (2014): Kitchen Science Lab for Kids: 52 Family Friendly Experiments from Around the House (Hands-On Family). ISBN 978-1-59253-925-3
  • Altmann A., Lišková E.: Praktikum ze zoologie. SPN, Praha 1979.
  • Hadač E. a kol. (1967): Praktická cvičení z botaniky. SPN, Praha.
  • Rámcový vzdělávací program pro základní vzdělávání: verze platná od 1. 9. 2017. [online]. (2017). Praha: MŠMT [cit. 2019-12-18]Dostupné z: http://www.nuv.cz/t/aktualne-platne-zneni-rvp-zv
  • WINSTON, Robert M. L. Domácí laboratoř : vzrušující experimenty pro začínající vědce. Translated by Radek Chajda. 1. vydání. V Brně: Edika, 2018, 159 stran. ISBN 9788026612834. info
  • ZANONCELLI, Anastasia. Kniha plná experimentů. Translated by Andrea Jacková. 1. vydání. V Brně: Edika, 2018, 155 stran. ISBN 9788026612254. info
  • CHAJDA, Radek. Senzační výbušné experimenty. 1. vydání. V Brně: Edika, 2018, 70 stran. ISBN 9788026612285. info
  • Tuhle knihu znič ve jménu vědy! : verze Einstein. Translated by Jana Kordíková, Illustrated by Mike Barfield. Vydání první. Praha: Euromedia, 2018, 56 stran. ISBN 9788075495747. info
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  • ARDLEY, Neil. 101 skvělých vědeckých experimentů. Translated by Petr Jansa. Praha: Dobrovský s.r.o., 2018, 119 stran. ISBN 9788075851024. info
  • Fantastické experimenty v kuchyni : více než 30 jedlých experimentů a kuchyňských aktivit. Translated by Eliška Janoušková. 1. vydání. Brno: CPress, 2017, 111 stran. ISBN 9788026414483. info
  • Kompost : snadno a ekologicky. Translated by Markéta Schubertová, Photo by Pauline Pears. Vydání první. Praha: Euromedia, 2017, 192 stran. ISBN 9788075492449. info
  • CIHELKOVÁ, Jana. Nadané dítě ve škole : náměty do výuky pro celou třídu. Vydání první. Praha: Portál, 2017, 124 stran. ISBN 9788026212485. info
  • RYCHNOVSKÝ, Boris, Marek ODSTRČIL, Petra POPELKOVÁ and Soňa KUBEŠOVÁ. Přírodopis : učebnice. Illustrated by Hana Berková - Markéta Matysová. 3. aktualizované vydání. Brno: Nová škola, s.r.o., 2017, 100 stran. ISBN 9788072899081. info
  • HEDBÁVNÁ, Hana. Přírodopis : učebnice : doporučujeme pro 2. pololetí 7. ročníku základní školy nebo sekundy víceletého gymnázia. 3. aktualizované vydání. Brno: Nová škola, s.r.o., 2017, 96 stran. ISBN 9788072899302. info
  • Vědecké experimenty, co vám vyrazí dech. Translated by Lucie Bregantová. První české vydání. Praha: Svojtka & Co., 2017, 128 stran. ISBN 9788025619742. info
  • MUSILOVÁ, Eliška, Antonín KONĚTOPSKÝ and Robert VLK. Přírodopis : učebnice. 3. aktualizované vydání. Brno: Nová škola, s.r.o., 2016, 71 stran. ISBN 9788072898176. info
  • DROZDOVÁ, Eva, Lenka KLINKOVSKÁ and Pavel LÍZAL. Přírodopis 8 : učebnice vytvořená v souladu s RVP ZV : doporučujeme pro 8. ročník základní školy a tercie víceletého gymnázia. 2. aktualizované vydání. Brno: Nová škola, s.r.o., 2016, 135 stran. ISBN 9788072897933. info
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  • MOLISCH, Hans and Richard BIEBL. Botanická pozorování a pokusy s rostlinami bez přístrojů. Vyd. 1. Praha: Státní pedagogické nakladatelství, 1975, 250 s. info
Teaching methods
The form of education: the lesson of laboratory exercises The teaching methods: observation, demonstration, experimentation, projection of static and dynamic images, interview, work with an atlas, work with determination key, work with worksheet
Assessment methods
Assessment methods: a written proposal for lesson of Natural History, demonstration of proposal Fulfilling requirements:
1) Detailed proposal of lesson submit by the teacher (see below)
2) Performance of selected experimentation (observation) lesson 3) Active participation in seminars - one absence is tolerated
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
The course is also listed under the following terms Autumn 2018, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Autumn 2019, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2019/BIp032