Mushroom Maestros€¦ · Confidential - Life Sciences & Earth and Space Sciences: Mushroom...
Transcript of Mushroom Maestros€¦ · Confidential - Life Sciences & Earth and Space Sciences: Mushroom...
Mushroom Maestros
Educator Guide Life Sciences & Earth and Space Sciences
Bio-Inspired and Natural Materials
Featuring – Ecovative Design
2 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
CreositySpace LLC makes no claim to any ideas or intellectual property generated by
third-party users of these materials.
May not be reprinted without permission.
Image attributions:
- Unless otherwise stated all Ecovative and mushroom packaging images are provided courtesy of Ecovative Design.
- Unless otherwise stated all Evrnu related photos are provided courtesy of Evrnu. - - All photos used for introduction activities, traits discussions, and investigations are provided from Pixabay,
which provides images that are free for commercial use with no attribution required.
3 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Welcome to CreositySpace! CreositySpace Integrated NGSS Curriculum has been developed with the philosophy that students learn better when what they are learning is put into a context that is relevant to them. To that end, the creation of each CreositySpace unit begins with real life STEM entrepreneurs, their personal stories, details about the businesses they are building and the technologies they are developing. With that as our anchor, CreositySpace connects the applications back to the relevant elementary level science topics and creates lessons that can be delivered in science, ELA, math, social studies, and art classes. From the applications we pull out relevant phenomena and answer the question “Why are we learning this?” before students even get a chance to ask it. As well, the entrepreneurs give the students multiple avenues to make a personal connection with someone who works in or with science and STEM. These personal connections endure beyond the end of a given unit and, hopefully, seed a life-long connection with science, STEM, critical thinking, creativity and innovation in all students. CreositySpace entered the education content space as a K-5 supplemental science curriculum in September 2013 and has evolved to become a primary science curriculum with the input and feedback from K-5 educators and students who participated in the more than 100+ in-school programs over between 2013- 2017. As a way to say thank you to educators and districts using the CreositySpace curriculum, our team of educators provides unlimited support. The CreositySpace K-5 NGSS/NYSSLS Curriculum can be used as either a primary or supplemental curriculum and contains >15 content-related units with the following overarching goals: ▪ Connect students and teachers to today’s STEM entrepreneurs, applications and early introduction to
the breadth of STEM career possibilities for both STEM-inclined and STEM-curious students, while combating the "one-and-done" conundrum of presentations made by external industry professionals and other role models;
▪ Provide cross-curricular lessons where math, ELA, social studies, & art learning objectives and standards can be addressed in conjunction with NGSS/NYSSLS standards and concepts, with simple options for leveling-up and leveling-down activities to service classrooms and students at different learning stages;
▪ Encourage student-led, inquiry-based discovery learning strategies with a range of formative assessment tools to make learning visible, enabling ongoing assessment of student understanding;
▪ Provide multiple methods for students to demonstrate their knowledge specifically aimed towards supporting students who struggle with language or writing, or do not self-identify as someone who can do math or science, and
▪ Enable access to cutting-edge STEM curriculum to ALL schools with the digital-only option, which is a cost-effective way to meet the increased need for flexibility from teachers, and to update existing science curriculum, resource rooms, innovation labs or libraries.
Mushroom Maestros is intended to be a primary NGSS/NYSSLS curriculum for Grade 3, and is therefore
designed to fully meet the requirements of NGSS/NYSSLS standards 3-LS4-2. 3-LS3-1., 3-5-ETS1-1., and 3-
5-ETS1-2. However, due to the breadth of the curriculum, several grade 3, 4, and 5 NGSS/NYSSLS and
common core standards are supported by the content and lessons in this unit. Further details are
provided in the Education Standards section, starting on page 59.
4 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Integrating STEM and CreositySpace into your Classroom
CreositySpace content is intended to be taught in a cross-curricular fashion, and is standards aligned with ELA, math, and science requirements. The CreositySpace Educator Guide is not a collection of minute-by-minute lesson plans, but a resource for educators to engage in student-directed inquiry-based discovery. We provide tools and content designed to spark curiosity and creativity in young minds.
Since one can never predict the exact path a student’s mind will explore, the CreositySpace team is always available to provide additional support and content should your students’
questions take you down an unfamiliar road. Since your classroom may not have time to implement all the activities described in this module, the stopwatch icon provided indicates quick Plug-ins (15–30 minutes), Full Unit Activities (multiple classroom periods), and Extended Projects (> 1 week in duration).
Lesson Planning and Assessments To help with lesson planning options, the Lesson Planning Tools and Pacing Guide Resources sections (p. 25 and 49 respectively) help with preparation activities, lesson flow and activities, and exit tickets for quick formative assessments. Provided are suggested unit lesson flow with activities can easily be shifted or adjusted based on student interest. a day earlier or a day later. The summative challenges (p. 42) and accompanying rubric and checklist are well suited for classrooms looking to adopt a project-based learning approach. Sprinkled throughout this guide you will find multicolored beakers. Within these beakers are the specific Common Core (CC) and Next Generation Science Standards (NGSS) satisfied by that given activity. CC standards are color coded for grade level: red = grade 5, blue = grade 4, and green = grade 3; NGSS standards are color coded according standards section. The CC and NGSS standards are further explained on pages 59.
Ongoing Support
Successful implementation of each CreositySpace unit is important, and to that end, our company is
committed to providing ongoing support to you—from brainstorming ideas and helping with an activity to
answering questions around implementation.
We hope the story of Eben, Gavin, and Ecovative Design inspires and energizes you and your students to explore the intersection of science with the world around you, and we welcome your feedback on what you like, would like to see, or even change. Feel free to reach out to us at [email protected] or [email protected]. Thank you and let our team us help you turn your elementary classroom and school into a CreositySpace!
5 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
For reference an overview of the CreositySpace NGSS/NYSSLS grade 3 curriculum is provided below.
C
reo
sitySpace
- Grad
e 3
Scien
ce Y
ear-at-a-G
lance
Se
pt
Oct
No
v D
ec
Jan
Feb
M
arch
Ap
ril M
ay Ju
ne
Dates
Sep
tem
ber - O
ctob
er
No
vem
be
r - Janu
ary Fe
bru
ary - May
Un
it Title M
ush
roo
m M
aestro
s (N
atural M
aterials) Th
eme - H
ow
and
wh
y do
traits d
evelop
and
ho
w can
hu
man
s u
se them
to so
lve pro
blem
s and
d
evelop
techn
olo
gy?
Co
nta
gio
n C
rush
ers (M
icrob
iolo
gy) Th
eme – Exp
lorin
g the sim
ilarities and
d
ifferen
ces of h
ow
differen
t organ
isms live
and
ho
w w
e can u
se that in
form
ation
to
solve p
rob
lems an
d d
evelop
techn
olo
gy.
Water W
atchers
(Water an
d th
e Co
mm
un
ity) Th
eme – Th
e differen
t ways livin
g organ
isms in
teract with
water an
d h
ow
it is critical to
survival o
f all living creatu
res. (P
art 1: W
ater Qu
ality and
Pu
rification
. Part 2
: Water A
vailability)
Assessm
ents
See sup
po
rting
do
cum
enta
tion
Stand
ards
3-L
S4-2
. U
se e
vid
ence to
co
nstru
ct a
n
exp
lanatio
n fo
r how
the v
aria
tions
in c
hara
cte
ristic
s a
mo
ng
ind
ivid
ua
ls o
f the s
am
e s
pecie
s
may p
rovid
e a
dva
nta
ge
s in
surv
ivin
g, fin
din
g m
ate
s, a
nd
repro
ducin
g.
3-L
S3-1
. A
na
lyze a
nd in
terp
ret d
ata
to
pro
vid
e e
vid
ence
that p
lants
and
anim
als
ha
ve tra
its in
he
rited fro
m
pare
nts
and th
at v
aria
tion o
f th
ese tra
its e
xis
ts in
a g
roup o
f sim
ilar o
rga
nis
ms.
3-5
-ET
S1-1
. D
efin
e a
sim
ple
de
sig
n p
rob
lem
re
flectin
g a
ne
ed o
r a w
ant th
at
inclu
de
s s
pecifie
d c
riteria
for
succe
ss a
nd c
onstra
ints
on
mate
rials
, time, o
r co
st.
3-5
-ET
S1-2
. G
enera
te a
nd c
om
pare
multip
le
possib
le s
olu
tions to
a p
rob
lem
based o
n h
ow
we
ll each is
like
ly
to m
eet th
e c
riteria
and
constra
ints
of th
e p
rob
lem
.
3-L
S4-3
. C
onstru
ct a
n a
rgum
ent w
ith e
vid
ence th
at in
a p
artic
ula
r ha
bita
t som
e o
rga
nis
ms c
an
surv
ive w
ell, s
om
e s
urv
ive le
ss w
ell, a
nd
som
e c
annot s
urv
ive a
t all.
3-L
S3-2
. U
se e
vid
ence to
sup
port th
e e
xp
lanatio
n
that tra
its c
an b
e in
flue
nced b
y th
e
enviro
nm
ent.
3-L
S1-1
. D
eve
lop m
ode
ls to
de
scrib
e th
at o
rga
nis
ms
ha
ve u
niq
ue a
nd d
ive
rse life
cycle
s b
ut a
ll ha
ve in
com
mon b
irth, g
row
th, re
pro
ductio
n,
and d
eath
.
3-L
S4-1
.
Ana
lyze a
nd in
terp
ret d
ata
from
fossils
to
pro
vid
e e
vid
ence
of th
e o
rga
nis
ms a
nd th
e
enviro
nm
ents
in w
hic
h th
ey liv
ed lo
ng a
go
.
3-P
S2-3
. Ask q
ue
stio
ns to
dete
rmin
e c
ause
and e
ffect re
latio
nship
s o
f ele
ctric
or
magnetic
inte
ractio
ns b
etw
ee
n tw
o o
bje
cts
not in
co
nta
ct w
ith e
ach o
ther.
3-P
S2-4
. Defin
e a
sim
ple
de
sig
n p
rob
lem
that c
an b
e s
olv
ed b
y a
pp
lyin
g s
cie
ntific
id
ea
s a
bo
ut m
ag
nets
. 3-P
S2-1
. Pla
n a
nd c
ond
uct a
n in
ve
stig
atio
n to
pro
vid
e e
vid
ence o
f the e
ffects
of
bala
nced a
nd u
nba
lanced fo
rce
s o
n th
e m
otio
n o
f an o
bje
ct.
3-5
-ET
S1-1
. Defin
e a
sim
ple
de
sig
n p
rob
lem
refle
ctin
g a
ne
ed o
r a w
ant th
at
inclu
de
s s
pecifie
d c
riteria
for s
ucce
ss a
nd c
onstra
ints
on m
ate
rials
, time, o
r co
st.
3-5
-ET
S1-2
. Ge
nera
te a
nd c
om
pare
multip
le p
ossib
le s
olu
tions to
a p
rob
lem
based o
n h
ow
we
ll each is
like
ly to
meet th
e c
riteria
and c
onstra
ints
of th
e
pro
ble
m.
3-5
-ET
S1-3
. Pla
n a
nd c
arry
out fa
ir tests
in w
hic
h v
aria
ble
s a
re c
ontro
lled a
nd
failu
re p
oin
ts a
re c
onsid
ere
d to
ide
ntify
asp
ects
of a
mode
l or p
roto
type
that c
an
be im
pro
ved.
3-P
S2-2
. Make o
bserv
atio
ns a
nd/o
r mea
sure
me
nts
of a
n o
bje
ct’s
motio
n to
pro
vid
e e
vid
ence
that a
patte
rn c
an b
e u
sed to
pre
dic
t futu
re m
otio
n
3-E
SS
2-1
. Repre
se
nt d
ata
in ta
ble
s a
nd g
rap
hic
al d
isp
lays to
de
scrib
e ty
pic
al
weath
er c
ond
itions e
xpecte
d d
urin
g a
pa
rticula
r sea
so
n.
3-E
SS
2-2
. Obta
in a
nd
com
bin
e in
form
atio
n to
de
scrib
e c
limate
s in
diffe
rent
reg
ions o
f the w
orld
. 3-E
SS
2-3
. Pla
n a
nd c
ond
uct a
n in
ve
stig
atio
n to
dete
rmin
e th
e c
onnectio
ns
betw
ee
n w
eath
er a
nd w
ate
r pro
ce
sse
s in
Earth
syste
ms (N
YS
SLS
only
) 3-L
S2-1
. Co
nstru
ct a
n a
rgum
ent th
at s
om
e a
nim
als
form
gro
up
s th
at h
elp
m
em
bers
surv
ive
3-L
S4-4
. Make a
cla
im a
bo
ut th
e m
erit o
f a s
olu
tion to
a p
rob
lem
ca
use
d w
he
n
the e
nviro
nm
ent c
ha
nge
s a
nd th
e ty
pe
s o
f pla
nts
and a
nim
als
that liv
e th
ere
may
cha
nge. (M
ay m
ove to
Conta
gio
n C
rushe
rs)
3-E
SS
3-1
. Make a
cla
im a
bo
ut th
e m
erit o
f a d
esig
n s
olu
tion th
at re
duce
s th
e
impacts
of a
weath
er-re
late
d h
azard
.
6 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Table of Contents
Introduction .................................................................................................................................................. 7
Mushroom Maestros: Content Connections ............................................................................................. 7 Technology Description: Bio-Inspired and Natural Materials .................................................................. 10 Technology Vocabulary: Mycology .......................................................................................................... 12 Your Technology: Mushroom Packaging ................................................................................................. 14 Enduring Understandings ........................................................................................................................ 14 Technology Historical Timeline: Plant Based Materials ........................................................................... 17 Additional Background Information ........................................................................................................ 18
Lesson Planning Tools.................................................................................................................................. 25
Topic Introduction Tools ......................................................................................................................... 25 Main Investigations ................................................................................................................................. 29 Summative Challenges ............................................................................................................................ 42 Ongoing Cross-Curricular Activities ......................................................................................................... 46
Pacing Guide Resources .............................................................................................................................. 49
Primary Curriculum ................................................................................................................................. 52 Supplemental Program ............................................................................................................................ 55 Blank Pacing Guides ................................................................................................................................ 58
Education Standards.................................................................................................................................... 59
Common Core ELA Standards .................................................................................................................. 59 Grade 3 ................................................................................................................................................ 60
Grade 4 ................................................................................................................................................ 61
Grade 5 ................................................................................................................................................ 62
Common Core Math Standards (Grades 3–5) ......................................................................................... 63 Next Generation Science Standards/NY State Science Learning Standards Grade 3 ............................... 64 NGSS Evidence Statements ..................................................................................................................... 66 Next Generation Science Standards/NY State Science Learning Standards 3–5 ...................................... 68 Texas Essential Knowledge and Skills ...................................................................................................... 69
General ................................................................................................................................................ 69
Grade 3 ................................................................................................................................................ 69
Grade 4 ................................................................................................................................................ 69
Grade 5 ................................................................................................................................................ 69
Additional Resources ................................................................................................................................... 71
Appendix ..................................................................................................................................................... 74
7 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Introduction
8 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Mushroom Maestros: Content Connections The following image is a pictorial representation of the content, and content connections,
provided in the Mushroom Maestros unit. The theme of bio-inspired and natural materials
invites you and your students to explore how and why different organisms develop through the
lens of natural and bio-inspired materials. Example pacing guides are provided in the Pacing
Guide Resources section. We encourage you to use the blank sheets provided to assemble a
pacing guide and lesson flow that aligns best with the interests of you and your students.
Week Goals
1
• Determine student interests and prior knowledge about the various traits of organisms in the natural world that are useful to humans. (3-LS4-2. 3-LS3-1)
• Generate excitement for the Mushroom Maestros unit through entrepreneur introduction and introductory phenomena (Why can mushrooms grow in the dark? How are they similar to and different from plants? Why do you think they have those differences?)
• Get students thinking about structure-function and cause-effect relationships and examples from the natural world.
2
• Gain understanding on how living organisms are organized, similarities and differences.
• Begin the mushroom packaging activity (3-5-ETS1-1)
3
• Students will start to develop the ability to find patterns in traits. (3-LS4-2. 3-LS3-1)
• Students will start to develop their research skills.
4-6
• Complete summative project which includes identifying inherited traits, their purpose and their variations. (3-LS3-1)
• Complete summative project which includes using evidence to explain how environment can affect traits and characteristics – both over a short time scale and a longer time scale.
• Complete mushroom packaging reflections (3-5-ETS1-1)
9 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Mushroom Maestros - Fully Addressed Standard 3-LS4-2.
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Connected theme: How and why do traits develop and how can humans use them to solve problems and develop technology?
Activities that address the standard
Investigation - “Stolen from Nature” (mini research project, occurs during week 1) Students gather, analyze and interpret data to look critically at the similarities and differences of various organisms in nature and start constructing explanations about why similar organisms may be different (3-LS3-1) and what purpose those differences serve (3-LS4-2). For the activity students find
something from nature that we use –
either directly or modified – And ask
the following questions: Which traits
make the organism useful to us? Are
there traits that might make it less
useful? Are their versions of the
organism that are less useful? What
traits don’t matter? Why did some
attributes develop and others not?
(e.g. Pine trees (tall, straight);
Bamboo (tall, straight, grows fast);
Madrona trees (slow-growing,
curvy))
Investigation – Hi Fungi! Are you a friend or foe? (research activity, occurs during week 3) Students do research to gather
evidence and data on why different
traits/characteristics developed in
various fungi species. They will
compare and similarities and
differences that exist between
parents and offspring, as well as
different versions of between
versions.
Investigation – Terrific Traits (Summative Challenge, occurs during weeks 4, 5, and 6) After some practice with looking at species variations and identifying different characteristics and traits, students will pick a plant or fungi inspired technology for the summative challenge. In this challenge students must construct an explanation, by providing evidence, of why the plant or fungi has developed the way that it has. This explanation should include both the variations in a given trait and why some versions of those variations are more useful than others.
Investigation - “Stolen from Nature” (mini research project, occurs during week 1) Students gather, analyze and interpret data to look critically at the similarities and differences of various organisms in nature and start constructing explanations about why similar organisms may be different (3-LS3-1) and what purpose those differences serve (3-LS4-2). For the activity students find something from nature that we use – either directly or modified – And ask the following questions: Which traits make the organism useful to us? Are there traits that might make it less useful? Are their versions of the organism that are less useful? What traits don’t matter? Why did some attributes develop and others not? (e.g. Pine trees (tall, straight); Bamboo (tall, straight, grows fast); Madrona trees (slow-growing, curvy)) Investigation – Which Kingdom are you from? Who are you more closely related to? (Sorting game, occurs during week 2) As students learn about the kingdoms and
biological classification, they will look at traits in
various organisms and fungi and patterns
associated with those traits. Areas of focus
include: connections between parents and off-
spring and connections between different types
of animals (classes and species).
Investigation – Hi Fungi! Are you a friend or foe? (research activity, occurs during week 3) Students do research to gather evidence and
data on why different traits/characteristics
developed in various fungi species. They will
compare and similarities and differences that
exist between parents and offspring, as well as
different versions of between versions.
Investigation – Terrific Traits (Summative Challenge, occurs during weeks 4, 5, and 6) After some practice with looking at species variations and identifying different characteristics and traits, students will pick a plant or fungi inspired technology for the summative challenge. In this challenge students must construct an explanation, by providing evidence, of why the plant or fungi has developed the way that it has. This explanation should include both the variations in a given trait and why some versions of those variations are more useful than others.
Investigation – Mushroom Packaging (hands-on activity, occurs during weeks 2, 3, and 4) In small groups students will mix, grow, mold, and track the creation of mycelium-based products from a dormant material (substrate) over the course of 10 days. In the beginning they will outline design and evaluation criteria as well as the project constraints. Through-out the process they will make observations about any changes in material processing and performance with respect to the initially stated constraints and criteria for their design. At the end students will evaluate their product with respect to their initially stated performance criteria, compare their product with their classmates and suggest possible improvements for both their own process and for those of the other groups.
-
10 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Technology Description: Bio-Inspired and Natural Materials
Time Standards Description The introduction section was initially
developed to give you, the teacher, some
additional context on the scientific field and
focus surrounding the highlighted
technologies in this unit. However, we
realized that this was also good background
and informational text reading for the
students. This text, along with a few reading
comprehension questions, are included in
the My STEM Stories™ notebooks.
Biology is the study of living things big and small. It helps us understand what makes us tick and
how we interact with the living world around us. As we learn more about the living organisms
around us, we can develop beneficial relationships with them and our environment. Sometimes
we use living things—plants and animals—directly for food (such as corn or wheat), or work
(such as horses or cows), or just for friendship (such as the family pet). Other times we take
those living things and turn them into a tool or materials we can use. The fluffy fiber that
protects the seeds of the cotton plant can be turned into clothes, and the tall trees in the forest
can be used to make all sorts of things, such as houses and furniture. Scientists, engineers, and
entrepreneurs working in the field of biology often work across traditional technology
boundaries to find new and innovative applications for the things they are discovering. Below
we’ve described several new areas of technology development.
Biomaterials
Biomaterials are materials that are made out of (formerly) living
components, for example plant matter. Mycology is the study of a
class of plants called fungi—also known as yeasts, molds, and
mushrooms. Mushrooms have mycelium, the vegetation part of
the fungus which consists of very strong “root-like” cells called
hyphae. By allowing the mycelium to interact with other
biodegradable materials new product packaging can be created.
11 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Recycling and reusing materials
Even materials made from natural products—like plants and
animals—take time, energy, and resources to produce. Did
you know to make the cotton for one new T-shirt you need
700 gallons of water? That is the same amount of water it
would take to fill almost 20 household bathtubs! By recycling
and reusing materials, you can dramatically cut down on the
energy and resources that go into making something, and
many scientists, engineers, and entrepreneurs are always
looking for new ways to do just that.
Higher-efficiency composting
When food scraps are thrown into the garbage and wind up in landfills, they produce
methane gas—a gas that is 21 times more harmful to the environment than carbon dioxide—
and wastes the resources that went into producing the food. Composting is a method to
reduce food waste and return some of the remaining nutrients back to the environment.
Traditional methods of composting require heat and soil microorganisms to break down
plant material, often taking upwards of 12 weeks to reach a point of use in gardens. The
Bokashi method uses specific microorganisms to break down organic material and results in
reduced decomposition time, the ability to use indoors, reduced or eliminated odor creation,
and, since it is anaerobic (does not need oxygen), it can be done in a sealed container.
12 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Technology Vocabulary: Mycology
Time Standards Description The table below contains key vocabulary words
for this unit specifically related to the entrepreneur and application. The My STEM Stories™ notebook contains the vocabulary table with the Term and Definition columns completed and a blank third column that encourages students to “Draw a picture or write it in your own words.” Columns 3 and 4 in the table below are intended to provide you with some examples of simplified definitions or appropriate pictures (Note: Drawing diagrams is a skill needed in higher level sciences.). Additional unit vocabulary is provided in the Additional Background Information section.
Term Definition Simpler Definition Simplified Picture or Definition
Biology Biology is the study of
living things. Understanding plants
and animals
Material Science
Material science is the study of how materials are used in science and
technology.
The science of how things can be used to
make products
Learning how to make things
Organisms Organisms are living
things. Plant or animal
Lion Tree
13 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Fungi
Fungi are a kingdom of organisms that can’t
make food or move and are not green.
Mushrooms Yeasts Molds
Mushrooms
Mushrooms are the top, fruiting part of a
fungus.
Part of the fungus that can reproduce
Decomposers
Decomposers are organisms that break
down dead or decaying matter.
Organisms that eat dead plants and animals
Eats dead stuff for food
Mycology Mycology is the study
of fungi. The science that learns
about fungi Learning about mushrooms
Mycelium
Mycelium are the root-like structures that
support and feed the mushrooms.
Part of the mushroom that gives it food
14 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Your Technology: Mushroom Packaging
Time Standards Description This section introduces the entrepreneurs,
technologies and businesses that form the anchor applications and phenomena for this unit. These mini biographies of real people developing real technologies, make the elementary concepts covered in this unit current, real, and relevant for the students and answer the “Why are we learning this?” question before it is even asked. Text, and additional reading comprehension questions are also provided in the My STEM Stories™ notebooks.
Enduring Understandings
Students will learn how naturally occurring materials can be used to create
healthier, safer, and cleaner products that put less stress on the environment.
Students will make connections between understanding the natural environment
and developing new solutions and innovations to address the world’s challenges.
Meet Your Entrepreneurs: Eben Bayer, Gavin McIntyre, and Ecovative Design
Eben Bayer is the CEO and co-founder at Ecovative Design, and he
believes that biology can be used to solve a lot of the world’s challenges.
Eben grew up living and working on a farm and received two degrees (in
mechanical engineering and innovative design) from Rensselaer
Polytechnic Institute. Eben is interested in many areas of science and
advises start-up companies in and around New York.
Gavin McIntyre is the chief scientist and co-founder at Ecovative. Since
the company started in 2007, Gavin has led all the material and biological
process development. Gavin received two bachelors of science degrees
from Rensselaer Polytechnic Institute—one in mechanical engineering
and the other in product design. In addition to inventing new materials,
Gavin likes skiing.
15 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Ecovative Design is a world-leading biomaterials company that uses nature to create sustainable
materials. Ecovative Design’s mushroom materials are environmentally friendly alternatives to
traditional plastic foam packaging, insulation, and other synthetic materials. These materials are
made out of mushrooms, flour, and other plant “garbage” and can be molded into any shape you
can imagine! This technology uses mushroom roots (mycelium) to turn waste into strong new
materials. Ecovative Design has been recognized as a Technology Pioneer by the World Economic
Forum for its potential beneficial impact on climate change.
21st Century Context: Bolt Threads and Evrnu
Bolt Threads
The founders of Bolt Threads believe that the answers to some of the world’s hardest problems
can be found in nature. One example of this is spiders! Spiders weave their webs out of silk fibers
that have amazing properties—including high strength, high flexibility, and high softness. The
team at Bolt Threads is learning how to copy this process but on a manufacturing scale.
First, they studied the proteins in the silk (similar to the DNA of the silk) and figured out what
makes it so strong. Next, they learnt how to grow large amounts of that material in the lab and
then in a factory. Finally, they took those silk proteins and turn them into fibers and fabrics.
Here are a few more cool biomaterials companies using natural materials to make common
products used in many homes cleaner and safer. (For complete company URLs see the Additional
Resources section on page 67)
1. Orbella Fragrant Moss is a home air freshener made of living moss.
2. Modern Meadow uses collagen (a protein) to make leather.
3. Tidal Vison uses waste salmon skin to make various leather alternatives.
Evrnu (pronounced Ever-new)
As a kid, Stacy didn’t think that she was good at science. When she went to college at New York
City’s Fashion Institute of Technology, though, she discovered this wasn’t true. By doing hands-
16 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
on experiments, Stacy realized that she learned just a little differently than her friends and that
she realty WAS good at science and chemistry!
After college, she worked with fabric and textiles at companies such as DuPont, Target, and
Eddie Bauer. While working at these companies, she saw firsthand how much energy it took to
make every piece of clothing and how much waste is generated when we throw away old
clothes. With that in mind, she began to work on projects around cloth recycling and, in 2014,
she and her colleague, Christopher Stanev, founded Evrnu—a company dedicated to recycling
cloth waste into pristine new thread that can be turned into new fabric and clothing. Doing this
significantly reduces the water and energy needed to create new clothes and cloth materials.
17 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Technology Historical Timeline: Plant Based Materials
Time Standards Description The Technology Historical Timeline is a great
tool to use to give your students historical context for what they are learning and to show them how any single scientific discovery or understanding is built from all the discoveries and understandings that came before. In many cases, scientific discoveries only thrived if there was a community need, they helped to solve. The appendix contains a variety of timelines and suggested activities you can use with your class. Many of these activities are a good opportunity for peer-to-peer and teacher-student feedback cycles.
18 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Additional Background Information
This section contains additional information intended for teachers on the topics of:
• Biological classification
• Fungi
• Organism characteristics, traits and adaptations.
Links to additional videos, articles, webpages, etc. are provided in the Additional Resources
section (p.71) where they are organized by topic area. Materials to be used in supporting
activities are provided in the Appendix.
Biological Classification – Kingdoms
Scientists have been working to organize and classify the
world around them since the beginning of recorded history.
By grouping living things together based on their
similarities—how they look, what they are made of, or how
they behave—they can search for patterns and predict
things around benefits, dangers and potential uses. This
activity of biological classification is called taxonomy and is a
field of science that is continually evolving. The image to the
right describes the basic strategy for classifying all living
things. In general, the US follows a biological classification
system that includes 6 Kingdoms* Animalia, Plantae, Fungi,
Protista, Archaea, and Bacteria. The chart below contains a
simplified description of the key attributes for each
Kingdom. For purposes of this unit we suggest you only
focus on the three kingdoms of Animalia (animals), Plantae
(plants), and Fungi – with an emphasis on how they get eat
(nutrition acquisition) and if they need oxygen or carbon
dioxide to get energy (metabolism).
19 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
A
nim
alia
P
lan
tae
Fun
gi
Pro
tist
a*
Arc
hae
a B
acte
ria
Exam
ple
O
rgan
ism
s D
ogs
, cat
s,
spid
ers,
liz
ard
s, f
ish
,
bir
ds
Mo
ss, f
ern
s,
and
flo
wer
ing
pla
nts
Mu
shro
om
s,
yeas
t, m
old
s.
Am
oeb
ae,
gre
en
& b
row
n a
lgae
, sl
ime
mo
lds
Met
han
oge
ns,
H
alo
ph
iles,
Th
erm
op
hile
s,
Psy
chro
ph
iles
Bac
teri
a,
Cya
no
bac
teri
a (b
lue-
gree
n
alga
e),
A
ctin
ob
acte
ria.
Cel
l typ
e Eu
kary
oti
c Eu
kary
oti
c Eu
kary
oti
c Eu
kary
oti
c P
roka
ryo
tic
Pro
kary
oti
c
Met
abo
lism
O
xyge
n is
n
eed
ed
fo
r m
etab
olis
m.
Car
bo
n
Dio
xid
e is
n
eed
ed
fo
r m
etab
olis
m.
Oxy
gen
is
nee
de
d f
or
met
abo
lism
.
Oxy
gen
is
nee
de
d f
or
met
abo
lism
.
Dep
end
ing
on
sp
ecie
s—o
xyge
n,
hyd
roge
n, c
arb
on
d
ioxi
de,
su
lfu
r, s
ulf
ide
may
be
ne
ede
d f
or
met
abo
lism
.
Dep
end
ing
on
sp
ecie
s—o
xyge
n
may
be
toxi
c,
tole
rate
d, o
r n
eed
ed
fo
r
met
abo
lism
.
Nu
trit
ion
ac
qu
isit
ion
Inge
stio
n
ph
oto
syn
thes
is
Ab
sorp
tio
n
Dep
end
ing
on
sp
ecie
s—m
ay
be
by
abso
rpti
on
, p
ho
tosy
nth
esis
, o
r in
gest
ion
.
Dep
end
ing
on
sp
ecie
s—m
ay b
y ab
sorp
tio
n, n
on
-
ph
oto
syn
thet
ic
ph
oto
ph
osp
ho
ryla
tio
n,
or
chem
osy
nth
esis
.
Dep
end
ing
on
sp
ecie
s—m
ay b
y ab
sorp
tio
n,
ph
oto
syn
thes
is,
or
chem
osy
nth
esis
.
Rep
rod
uct
ion
Se
xual
in
mo
st a
nd
as
exu
al in
so
me.
Sexu
al in
mo
st
and
ase
xual
re
pro
du
ctio
n
in s
om
e.
Sexu
al o
r as
exu
al
(ase
xual
th
rou
gh s
po
re
form
atio
n)
Mo
stly
ase
xual
. M
eio
sis
occ
urs
in
so
me
spe
cies
.
Ase
xual
rep
rod
uct
ion
b
y b
inar
y fi
ssio
n,
bu
dd
ing,
or
frag
men
tati
on
Ase
xual
*Rec
ent
cla
ssif
ica
tio
n s
yste
ms
ha
ve d
ivid
ed t
he k
ing
do
m o
f P
roti
sta
into
Pro
tozo
a a
nd
Ch
rom
ista
. Fo
r si
mpl
icit
y w
e su
gg
est
keep
ing
th
em c
om
bin
ed if
yo
u in
tro
du
ce t
hem
to
you
r st
uden
ts.
20 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Animalia, Plantae, and Fungi
For the purpose of this unit, the focus will be limited to the Animalia (animal), Plantae (plant),
and Fungi (fungi) kingdoms. During Investigation 2 (on pp.37-39, in the Investigations section)
students will take a deeper dive into the organization within the animal kingdom. There are
many ways animals can be sorted, and it is up to the teacher to decide what criteria they feel
most comfortable with as the goal of the activity IS to practice identifying and comparing traits
and finding patterns and NOT to classify animals according to the most updated rules of
biological classification. With that in mind, here are some ways that animals are can be grouped:
According to skeleton
Invertebrates (without a backbone) Vertebrate (with a backbone)
Arthropods: insects, arachnids, crustaceans, etc. Mollusks: chitons, snails, clams, octopuses, etc. Annelids: leeches, earthworms, etc. Cnidarians: jellyfishes, sea anemones, corals, etc.
Mammals Fish Reptiles Birds Amphibians
According to Class (in this case, Invertebrates are often
grouped together)
What’s covering its body
Mammals Fish
Reptiles Birds
Amphibians Invertebrates
Hair/furry skin
Feathers Tough skin with scales
Scales Soft skin that needs to stay wet
21 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Fungi
The fungi kingdom contains about 144,000 known species of organisms which includes things
like yeasts, molds and mushrooms. Fungi have many environmental and medicinal benefits and
are widely distributed throughout Earth. Many fungi can live directly in soil or water. Others
grow on top of plants or animals (alive or dead) either to the benefit or detriment of the
supporting organism. Historically fungi were considered plants but since they lack chlorophyll
and are unable to perform photosynthesis, they were removed from the Plantae kingdom. Fungi
are considered decomposers because they consume dead organisms like plants and animals and
recycle their nutrients into nature.
The life cycles of fungi have the same general elements as that for plants and animals with birth,
growth, reproduction, and death stages. However, fungi can alter between asexual reproduction
and sexual reproduction given the environmental conditions. When they are under
environmental stress, and they feel the need to adapt or diversify their genetics, they can switch
from an asexual reproductive mode to a sexual reproductive mode. This brings in new genetic
material that will enable them to adapt to the changing environmental conditions. Obviously,
this is well beyond the scope of the Grade 3 curriculum, but relevant background given the
content of the Mushroom Maestros and the Contagion Crushers units.
22 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Traits, character and adaptation
Standards 3-LS3-1 and 3LS4-2 are focused on the idea of how characteristics and traits are
passed down through the generations as well as how and why they vary. Sometimes the words
character, trait, and characteristic are used interchangeably, so to avoid any confusion, simple
definitions are provided below.
A characteristic, or character, is a feature, inherited by offspring from
their parents, that varies among individuals. It may help to think of a
character as describing the “category of features”. Some examples
include hair color, flower color, having fingers or toes.
A trait is a variant of a give character. In other words, the versions or
examples that would show up in the category. Example traits for hair
color would be brown, blond and black. Example traits for flower color
might be red, purple, or white.
On average, the characteristics of a given organism are dictated by the species genetics. For
example, dogs have legs, a tail, eyes and ears. Birds have wings, claws and a beak. Some snakes
have fangs with venom while others do not. The variation within these characteristics, the traits,
can be influenced both by the genetics of the animal (passed down from parent to offspring) and
the environment. One common example of this is hair color. General hair color is determined by
our genetics but can become much lighter when exposed to sun. Similarly, skin color, which is
primarily dictated by the amount of a pigment called melatonin found in skin has both a genetic
and an environmental component to it. While those variations in traits can be a bit more
temporary (our hair will darken and skin will lighten if we spend a lot of time out of the sun),
differences in an environment can change how traits are passed down from parent to offspring.
23 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Did you know that the white button mushrooms, brown cremini mushrooms, and the large
portobello mushrooms are all the same species? Different traits have developed based on
different growing conditions (predominately age).
One interesting exercise when trying to visualize how traits are passed down from parents to
offspring is to look at pure bred animals, like dogs, versus mixed breeds or mutts. The appendix
includes a number of pictures of animals and their offspring that can be used to highlight how
traits can be passed down and also how they can vary.
Glossary for Additional Vocabulary
Word Definition
Characteristic A characteristic is a feature, inherited by offspring from their parents
Trait Train is the variation, or type, of a given characteristic
Kingdom Kingdom is the highest level of categories (or bins, or boxes) that we use to organize living organisms
Class, Species Class and species are lower levels of organization for living creatures. As you get lower in the level of organization, the living creatures in that group have a higher level of similar characteristics.
Offspring Offspring are the children of a living organism
Physical trait A physical trait describes what a living organism looks like on the outside. (e.g. hair color)
Chemical trait Chemical trait describes what is inside a living organism. (e.g. a snake that has a poisonous bite)
24 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
25 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Lesson Planning Tools
26 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Topic Introduction Tools
Time Standards Description The following few pages outline some topic
introduction tools you can use with your students to get them excited to be thinking about water, how important it is to all life on Earth and how much it is connected to our everyday life.
Pick the tools that work for you!
You do not need to use all of these introductory tools, but instead pick the ones that enable you to get a feel for what your students know and what they are interested in. These introductory tools and activities are also a good way to check-in with your students throughout the unit to see how they are doing, what concepts they may be struggling with, and/or how their interests are developing.
Essential Questions
Why do living organisms develop the way they do and what can I learn from them
to help me solve challenges or create new inventions? (3-LS4-2, 3-LS3-1)
Given Earth’s limited resources, what are some ways humans can make better,
more environmentally friendly packaging material? (3-5-ETS1-1, 3-5-ETS1-2)
Example NGSS “Big Idea” and Topic Bundles
How do our choices of materials impact the Earth’s resources and how can we learn
from nature to make more environmentally friendly choices?
In this bundle students learn about different materials, the energy and natural
resources that go into making them, and what happens once they become waste.
27 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
KWHLAQ chart; Pictorial Input Chart; What do you know? What do you want to know?
KWHLAQ charts (know, want, how, learned, action, questions) and pictorial input charts (PIC) are
a great way to get students thinking about a topic area and give you a chance to see where they
are at with current understanding and possible misconceptions. Depending on your students you
may choose to complete one or more of these activities with you leading the discussion or have
the students work together in small groups.
A couple possible starting prompts for KWHLAQ charts are:
• What do you know about mushrooms and fungi?
• What do you know about plastics or Styrofoam?
• What do you know about waste, landfills &
recycling?
A couple possible themes for PICs are:
• What are the parts of a fungi?
• Develop a model to explain how fungi interact with/depend on their environment?
What do you see? What do you know? What do you want to know?
What do you see? What do you know? What do you want to know? is
another great way to get the students thinking and excited about a new
topic. With this activity each day starts with a picture or object that you share
with the class (examples provided in the Appendix) and ask them to write
what they see, what they think they know about it, and what questions it
sparks in their minds. After a few minutes have the students share out what
they’ve written. This activity not only gives you an idea of their interests and
understanding, but also gets them thinking about the topic and gives them
practice writing, organizing their thoughts, and speaking to the group.
Introductory Video
https://www.youtube.com/watch?v=HLtGRHX0sLI (3.49 min, no ad) –This is a cool video on how
mushrooms grow.
28 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Introductory Investigation
The introductory investigations are designed to be activities the students can work on with very
little guidance or introduction from you, the educator. The goal that the students have a chance
to think about ideas or concepts independently and in peer groups, without the reliance on the
adults in the room. Your role as the teacher is to help the students stay motivated and on-task,
without providing them with the answer. Often encouragement to explore their line of thinking
is all that they need.
The Stolen from Nature introductory challenge gets students thinking about how traits have
developed differently in certain plants or animals, and where this difference has resulted in
something useful for humans. With that as the starting point, students are then asked to think
about a plant or animal where the same characteristic (e.g., height, shape, color, etc.) has
developed differently in two similar species and to hypothesize why the two plants or animals
might be different. Depending on the current ability of your class, you may have the students do
a bit of research into the trait they have identified, but that isn’t necessary. In this exercise,
working on and talking about the challenge is more important that the actual completion of the
challenge. Once again, this gives you, the educator, a chance to formatively assess student
interest and prior knowledge as you watch the group interactions and listen to the
conversations. Since the introductory activity is intended (but not required) to be used before
the unit begins, the data recording sheet is provided separately from the My STEM Explorer
Notes™ notebook. A full-sized copy can be found in the Appendix and on the unit website.
Printed loose-leaf copies are provided in the activity kits and printed curriculum packs.
29 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Main Investigations
The following investigations are suitable for students in grades 3–5. The Detailed Description
section describes extensions for more advanced students. These extensions are in bright blue
text.
Investigation 1 - Mushroom Materials
Time Standards Description In small groups students will mix, grow,
mold, and track the creation of mycelium-based products from a dormant material (substrate) over the course of 10 days. Students will be required to make observations and suggest areas for improvement.
Objective and General Description:
In small groups students will mix, grow, mold, and track the creation of mycelium-based
products from a dormant material (substrate) over the course of 10 days. In the beginning
students will outline design and evaluation criteria as well as the project constraints. Through-out
the product growing process students will make observations about any changes in material
processing and performance with respect to the initially stated constraints and criteria for their
design. At the end students will evaluate their product with respect to their initially stated
performance criteria, compare their product with their classmates, provide peer-feedback and
suggest possible improvements.
See NGSS/NYSSLS Education Standards section for detailed evidence statements for 3-5-ETS1-1 & 3-5-ETS1-2
30 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Safety
Warning: This kit contains materials that may be harmful if used incorrectly. Please read all instructions
before beginning. Failure to follow these instructions and warnings could result in serious consequences.
General
1) A safety data sheet (SDS) for this product is available upon request by contacting
2) Not for human or animal consumption. Not to be used by children under age 13 except under adult
supervision.
3) This kit contains small parts, including agricultural particles, which may be harmful if ingested or
inhaled, or otherwise misused.
4) The Grow-It-Yourself process requires the addition of flour and may not be advisable for those with
severe gluten allergies. As a substitute, you may use maltodextrin.
5) The material can be dusty when dry. Material may irritate airways if directly inhaled. In case of
inhalation, remove the person to fresh air. If irritation persists, contact a physician.
6) Do not touch eyes while handling the material.
7) This material is not rated or recommended for structural applications.
8) You may wish to consider the use of safety goggles when using this material.
Storage and Disposal
• Dehydrated material is shelf stable for up to 10 weeks from the date on your bag when stored in a
cool, dry place.
• Rehydrated material can be stored in the refrigerator for two to three weeks after the initial
rehydration stage.
• Excess raw material and finished Mushroom products are environmentally safe and can be safely
disposed of in composting systems, gardens, or the trash.
• To compost the material, break it into small pieces and mix with soil or other composting materials.
Given the right amount of moisture and soil organisms, the material will break down in a few months.
Fungal Biology
• Common household mold species may contaminate the material if the workspace is not sufficiently
cleaned before use. Should mold growth occur, dispose of contaminated material immediately and
clean work surfaces and materials with dish soap and water.
• Gloves are recommended both to protect the mushroom materials from competing organisms and to
keep hands clean, but the material is safe if it comes in direct contact with skin. Do not touch eyes
while handling the material.
• The kit is not intended to produce mushrooms, but mushroom growth can occur if the growth of the
material is not completely stopped during a final drying step. Mushrooms can produce aerial spores,
which are a potential allergen for those sensitive to fungi or airborne particulates. CreositySpace
advises against growing the material to this stage.
31 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Materials:
Component name and description Approximate
Cost Source
All-purpose flour < $2 Supermarket
Measuring cup < $2 Dollar store/supermarket
Teaspoon < $2 Dollar store/supermarket
Tape or binder clip < $1 General supplies
Tap water NA NA
Oven NA NA
Cookie sheet (or similar) NA NA
Large mixing bowls or tubs (3 – 6) NA NA
Plastic wrap (if using the desk organizers) NA NA
Pushpins NA NA
Grow-it-Yourself – classroom kit (materials, planter forms, nitrile gloves)
NA Only available through CreositySpace
My STEM Explorer Notes™ notebook NA This guide, appendix
Note – There is enough material to make 30 planters or 15 desk organizers
Detailed Description:
Warm up - Packaging Discussion
Prior to beginning the activity students should discuss the general form and function of
packaging materials. This can be done as a class or in smaller groups. As part of this activity
students should identify the various requirements for packaging materials as well as the pros and
cons of common packaging materials. There is space in their My STEM Explorer Notes™ notebooks
to write this down.
Questions to be answered include:
• What are some examples of packaging material?
• What are the main goals (or function) of packaging material?
At the end of the brainstorming session students should identify a packing requirement they
believe is important and a plan to track how well the Ecovative materials satisfy that requirement.
Some examples of requirements could include light weight, moldable (able to form different
shapes), protection against impact, protection against water, biodegradable or recyclable.
Specific questions students must answer prior to beginning the activity include:
• Pick one requirement from your list on page 3 that you will observe throughout evaluate
at the end of the mushroom packaging activity. Why did you choose that requirement?
• Outline here how you are going to observe and evaluate that requirement?
• What are some of the other constraints with the mushroom packaging activity?
Activity Outline
32 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
The planter-growing activity has three major steps that happen over 10 days and a variety of
follow-up activities. The Engineering Design Evaluation follow-up activity is a requirement for the
NGSS/NYSSLS complete curriculum, while the other follow-up activities are optional. All follow-
up activities are optional if you’re using this unit as a supplemental curriculum. Depending on the
class time available, some of the steps can be carried out by the teacher or an adult volunteer
outside of the scheduled class time.
Step 1: Activation of dry materials (make time: 40 minutes; grow time: 4–5 days)
Step 2: Growing a planter (make time: 30–60 minutes; grow time: 4–5 days)
Step 3: Drying (make time: 20–30 minutes; dry time: 3–4 hours with observation)
Step 4: Follow-up activities (required for NGSS/NYSSLS, optional otherwise)
While the following pages outline a step-by-step process for growing mushroom materials, there
exist many opportunities for students to introduce variability and inquiry – both intentionally and
unintentionally.
Some examples of natural process variation:
• Extent of mixing
• Precise amount of liquid or flour added
• Exact amount of time between steps
• Temperature and light levels during mycelium growth
• Oven drying time
Note: All of these variables can be intentionally varied if you would like to add an additional layer
of student inquiry, however, the mycelium may not grow effectively if minimum conditions aren’t
met.
Some examples of intentional process variation:
• Orientation of the planter mold components or use of a different mold entirely
• Drying temperature
• All of the process variables mentioned above
If you would like your students to explore some intentional process variations have them note in
their STEM Explorer Notes™ notebooks where and how they change the process. In the end,
student can discuss the effect of these variations on the final product as a class.
33 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Step 1: Activation of Dry Materials
Make time: 40 minutes; grow time: 4–5 days
Materials needed for this step:
Grow-It-Yourself bags of dormant mycelium, tap water, flour, measuring cups and spoons, mixing
bowls and spoons, clips or tape, My STEM Explorer Notes™ notebooks
Step 1a Make sure you have a clean work area, clean containers and clean hands.
Step 1b Open the bag of dry material by cutting the top off along the sealed line. Do not cut below the white filter patch; it is necessary for oxygen exchange during growth.
Step 1c In a separate container, add 4 tablespoons (20 g) of flour and 3 cups (700 ml) of room temperature tap water (20 – 25 °C). Stir thoroughly for 1 minute.
Step 1d Pour the flour and water mixture directly into the bag of dry mushroom material. Shake vigorously for 1 minute. When there are no longer any dry patches of material or clumps of flour, the material is ready to grow!
Step 1e Fold the top of the bag over several times and secure with tape or a clip. Do not fold over the white filter patch; this will prevent oxygen from getting to the material.
Step 1f In a clean area (at room temperature and not in direct sunlight), allow the bag to grow out for 3—4 days. Write down observations in your My STEM Explorer Notes™ notebook. Thought prompt: What do all living things need to grow? (light, air, food) How does the mushroom material get all of these things?
Step 1g When the bag appears fully white, the material is ready to use! Proceed to step 2. If you do not plan on using the material right away, place it in the refrigerator for up to 2 weeks.
34 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Step 2: Growing Your Mushroom Material
Make time: 30—60 minutes; grow time: 4–5 days
(Note – you need a very large mixing bowl (restaurant size) or small plastic tub for this step as the
mushroom materials have a very large volume)
Materials needed for this step:
Activated mushroom material, nitrile gloves, flour, measuring spoons, mixing bowls and spoons,
molds, pushpin, plastic wrap (if using desk organizers), My STEM Explorer Notes™ notebook
Step 2a Make sure you have a clean work area, clean containers and clean hands. Put on your nitrile gloves.
Step 2b Remove mushroom material from bag and place in mixing bowl or clean container large enough for mixing.
Step 2c Break up material by hand until particles are loose. (Note: Material will lose most of its white coloring during this stage and return to looking more like the original materials.)
Step 2d Add 4 tablespoons (20g) of flour and mix thoroughly for 1 minute.
Step 2e Planters: Pack bottom third of large cup with loose material. Place small cup in center of large cup on top of material. Pack loose material around the small cup. Fill to top rim of small cup. It’s okay if material gets inside the small cup. There should be enough material to fill 30 planters. Desk Organizer: Pack the form with loose material. There should be enough material to fill 15 organizers.
Step 2f Planters: Snap lid closed on top of large cup. Use a push pin to poke three to five holes in the top of the lid above the small cup. Desk Organizer: Cover the desk organizer with plastic wrap and tape to the underside of the mold. Use a push pin to poke three to five holes. (Note: Be careful when handling the push-pins not to poke yourself!)
Step 2g Allow planter/desk organizers to grow in its form for 4—5 days at room temperature and out of direct sunlight.
35 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Step 3: Drying
Make time: 20—30 minutes, Dry time: 3—4 hours (with observations) (If necessary, this step can be performed outside of class at the house of a teacher or adult volunteer)
Materials needed for this step:
Mushroom materials, planters, cookie sheet, oven, kitchen scale (if available)
Step 3a Make sure you have a clean work area, clean containers and clean hands.
Step 3b Gently remove the mushroom material from the mold.
Step 3c If a scale is available, weigh each form. Place each form on a baking sheet and bake at 200°F (93°C). Check forms every half hour. Forms are dry when they weigh about 35% of their original weight. This step will take between 2–4 hours. (MP.2)
Step 3d Remove forms from oven and allow to cool.
36 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Step 4: Follow-up Activities
There are a several follow-up activities that can be done with the mycelium products. Listed
below are some of our favorites but feel free to follow the interests of your students. We would
love to hear from you on the things that they’ve tried.
Note: If you are using this unit as part of a primary NGSS or NYSSLS curriculum, you must complete
the Engineering Design Evaluation follow-up.
Engineering Design Evaluation
Students should reflect on their products and answer the following questions
• What packaging material requirement did you identify at the beginning as the one you wanted to evaluate?
• Describe your observations and evaluation of the mushroom packaging material with respect to that requirement.
• What are some improvements you would suggest for the mushroom packaging material or process? They DO NOT NEED to be related to the requirement you have been tracking.
Activity with the planters
• Have students add soil and seeds, and watch the plants grow.
• Have the students place the planters throughout the school grounds and observe material decomposition over the next weeks and months.
• Have the students share the planters, along with a presentation on how they created them, with some of the younger classrooms in the school.
Activities with the desk organizer
• Have the students decorate them to use throughout the year (just make sure they are fully dry and don’t get wet).
Activities if you have extra mycelium material.
• Have students design their own molds with things around their house or classroom. This is a great opportunity for students to investigate what criteria are required for a good mold.
Need some other ideas or have a question about how to implement a follow-up activity idea? Email us at
37 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Investigation 2 – Which Kingdom are you from? Who are you more closely related to?
Time Standards Description In this activity students will use a fun
sorting game to practice their identification of traits and to begin identifying patterns in traits – especially those between parents and off-spring. You may choose to use more or fewer cards depending on your classes level of current understanding.
Objective and General Description
In this activity students will use a fun sorting game to practice their identification of traits and to
begin identifying patterns in traits – especially those between parents and off-spring.
See NGSS/NYSSLS Education Standards section for detailed evidence statements for 3-LS3-1 & 3-LS4-2
Materials
Classification chart, sorting cards
Additional Vocabulary
Kingdom, Class, Species
Detailed Description:
Warm up – Classification
Begin the class with a general discussion on organization and why we put things in certain places.
You can use a relevant example such as the classroom, the library, or the grocery store to help
illustrate the point and then ask the students if they can think of their own examples. After
discussing the what, move on to chat about the why. Why do we organize things and how do we
choose to organize them? There are many possible answers, but make sure the discussion also
includes the concept of similarities and patterns between different objects as a reason why
things are often grouped together. From this discussion you can introduce how scientists
organize living organisms through a biological classification.
38 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
An example introduction is outlined below.
Look in the cupboards in your kitchen – how are things
organized? Probably the plates and bowls are in one place, cups
in another and knives, forks and spoons in a drawer. People often
like to organize their “stuff” based on its shape, size and function.
This helps us remember what we have and where to look when we
need something.
A similar thing can be said about how scientists keep track of
living creatures. They like to group them together based on their
similarities: how they look, what they are made of (their DNA)
and how they behave. This activity of classification is called
Taxonomy.
Taxonomy helps us keep track of all the organisms in the world
and also helps us to understand where they came from, what
they need to survive and how they can be helpful (or harmful) to
humans.
For the following investigation you’ll be organizing the cards in a
number of different ways. Each time we organize we’ll spend
some time discussing WHY you decided to organize the cards that
way.
39 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Main Investigation - Sorting Game
The general flow for this game is as follows:
1. Students group the cards.
2. Students explain their rational for grouping the cards.
3. Students are introduced to an additional set of guidelines for grouping their cards and re-
group.
4. Students explain their rational for grouping the cards.
5. ……
Notes: - If you have students who are visual impaired in your classroom you may want to ask the
kids in their group to each take turns describing a feature on each card. Additionally, you may want to make sure there is a classroom aid to help make sure the descriptions are sufficiently detailed. As well, you should expect each sorting round to take twice as long.
- You may decide to only include half the animal cards in the initial sorting round.
1. The first step is to hand out the sorting cards and ask the students to group the cards into
three piles based on which living organisms they think are most closely related. After
they’ve had some time, ask them to explain why they’ve grouped things together. There are
no wrong answers for this section, and it is a good opportunity for you to see how they are
thinking.
2. Introduce students to the idea of the three biological kingdoms – Animals, Plants, and Fungi.
At this point don’t discuss too many details for those kingdoms but as the students to re-
group their cards as best they can into those three groups. After they’ve had a few minutes
to do this, have them share and explain their groupings.
3. Next discuss key traits for the three kingdoms and have the students reorder their cards.
After they’ve had some time to think about it, show the students the proper ordering and
discuss with them the reasons. (refer to the Additional Background section for more details)
4. From this point, they should take the Animal group and order those once again. For this
portion students should take one round to group the animals as they see fit, followed by a
sharing and explaining session, and then another round based on traits that either you
decide as the teacher or that you all decide as a class. Some traits could be:
- How do they move (e.g., swim, fly, walk)?
- How many legs do they have (0, 2, 4, 6, 8)?
- What covers their body (hair, fur, feathers, scales, other)?
- How are their young produced? (live, eggs, eggs in water)?
- How do they breathe (lungs, gills)?
40 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Investigation 3 – Hi Fungi! Are you friend or foe?
Time Standards Description Students do research to gather evidence and
data on why different traits/characteristics
developed in various fungi species. They will
compare and similarities and differences that
exist between parents and offspring, as well
as different versions of between versions.
This activity should be done as preparation for the Terrific Traits summative challenge
Objective and General Description
In this activity students will do research to gather evidence and data on why different
traits/characteristics developed in various fungi species. They will compare and similarities and
differences that exist between parents and offspring, as well as different versions of between
versions. They will also use the evidence they find to propose an explanation on why specific
traits developed.
This activity should be done as preparation for the Terrific Traits summative challenge, in which
students will do a deeper investigation into the traits of a particular plant, animal, or fungi and
form connections between how that trait helps the plant, animal, or fungi and how humans
could create a bio-inspired innovation to solve a similar problem that humans face.
See NGSS/NYSSLS Education Standards section for detailed evidence statements for 3-LS3-1 & 3-LS4-2
Materials
My STEM Explorer Notes™ notebooks and resource materials
Additional Vocabulary
trait, characteristic, offspring, physical, chemical
41 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Detailed Description:
Warm up – Identifying Traits
Make sure students have retained their understanding of traits and characteristics from week 1.
A couple of ways to do this include:
• Completing a KWHLAQ chart on traits.
• Have the class pick 3—5 traits about themselves (e.g., eye color, hair color, height, etc.)
and create a bar chart that tabulating the variation in that trait.
Main Investigation
For this activity students can work individually or in small groups to select and research two
different fungi. For their research they should use at least two unique sources which could
include: the resource books provided with this unit, online resources identified in the Additional
Resources section, online resources they find, resource available in your school library, etc.
For this investigation students should use the template in their My STEM Explorer Notes™ and
should gather evidence to construct explanations for the following questions:
• What are some interesting physical traits of the fungi (what does it look like?)?
• What are some interesting chemical traits of the fungi (can we eat it?)?
• What types of variations exist within that type of fungi?
• How are the offspring similar to their parents? How are they different.
They should also include the
name of the fungi they have
chosen and short answer to
the question
“I chose this fungi to
investigate because…”.
They must also identify their
sources.
42 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Summative Challenges Time Standards Description
Summative challenges provide students with the opportunity to apply the concepts they have learnt and practiced during the investigations to a broader and deeper project. To complete this activity, they must not only know the specific standards and also understand why that knowledge is useful and how they can apply it to a new problem or application. Students should work in teams of three or four to complete one of the following projects and, if time allows, present their findings to the class.
Terrific Traits
(Note: This summative challenge is a required component of the NGSS curriculum. See NGSS Education
Standards section for detailed evidence statements for 3-LS3-1 & 3-LS4-2)
After some practice with looking at species variations and identifying different characteristics
and traits, students will pick a plant or fungi inspired technology for the summative challenge. In
this challenge students must construct an explanation, by providing evidence, of why the plant
or fungi has developed the way that it has. This explanation should include both the variations in
a given trait and why some versions of those variations are more useful than others. Students
must then form connections between how that trait helps the plant, animal, or fungi and how
humans could create a bio-inspired innovation to solve a similar problem that humans face.
Through the creation of a written report, graphic novel, play or poster, students will describe a plant or fungus inspired technology, its uses and potential possibilities. Students must include:
o Identify and describe at least two special traits possessed by the plant or fungus and why they developed that way (i.e. how does that trait help the plant or fungus). (A)
o A description of the technology and how it has taken inspiration from the plant or fungus. (B)
o How that technology is currently used today as well as a new use for it. (C)
43 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Rubric:
Score 0 1 2 3
(A) No characteristics or traits identified
A single trait described
Two or more treats described but no
description given on why they developed
Two or more treats described in the
description given on why they developed
(B) No technology
named are described
Technology named but no description
provided
Technology and description provided but no connection made to the plant or fungus that
inspired it
Technology describe and connection made to the plant or fungus
that inspired it
(C) No example of
where the technology is used
NA An example of where the technology is used but no
new uses suggested
An example of where the technology is used in new uses suggested
Teamwork
Team required a lot of intervention to
ensure all members contributed & were
included
Team functioned well most of the time, but some
members were more engaged than others
Team functioned well with all members
contributing contributed & were included
In addition to above, members worked to encourage and teach
each other
44 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Packaging Materials (Note: The following summative challenges can be used as additional activities as part of the NGSS curriculum or if you are using Mushroom Maestros as a supplemental curriculum.)
1) Students will evaluate the possibility of incorporating this technology into the school. To do
this they will:
o Identify three areas within the school to incorporate this technology. (A)
o Describe how and why this technology could be incorporated into those areas. (B)
o Give a presentation or write a persuasive letter to another class or group of
teachers/administrators in the school to encourage use of the Ecovative technology.
(C)
Rubric: Score A B C Teamwork
0 No areas identified
No explanation Presentation or letter not
completed
Team required a lot of adult intervention to ensure all
members contributed/ were included
1 Only one or two areas identified
Incomplete explanation
Letter or presentation only describes where the technology can be
incorporated, and not why or how
Team functioned well most of the time, but some members
were more engaged than others
2 Three areas
identified, not all in the school
Complete explanation but poorly written
Letter/presentation contains complete information but
isn’t well organized
Team functioned well with all members contributing
3 Three areas
within the school identified
Complete answer and well
written
Complete answer and well communicated
Team functioned well with all members contributing AND
members worked to encourage and teach each other
2) Students can determine other businesses that they think could incorporate this technology.
To do this, have them:
o Brainstorm areas in which lightweight foam or plastic is used. (A)
o Select a single business or product area that they think should incorporate this
technology and explain/justify their selection. (B)
o Write the business a persuasive letter, design a poster, or create a commercial
describing the Ecovative technology and why the business should consider
incorporating it. (C)
45 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Rubric: Score A B C Teamwork
0
No evidence of a brainstorming session and no suggestions for a business to evaluate
No business selected
No letter, poster, or commercial
Team required a lot of adult intervention to ensure all
members contributed/ were included
1
A field or business selected but no brainstorming
evidence
Business selected but no
justification provided
A written letter, poster, or commercial but does
not justify why the company should
consider this technology
Team functioned well most of the time, but some members
were more engaged than others
2
Incomplete brainstorming
session—only a few options identified
Business selected and justified but
poorly written
Complete answer but poorly written or
presented
Team functioned well with all members contributing
3 Complete
brainstorming session
Complete answer and well communicated
Complete answer and well communicated
Team functioned well with all members contributing AND
members worked to encourage and teach each other
3) Have the students write a play or song about two packaging materials—one made from
polystyrene and one made from Ecovative material. The song or play must include:
o A short description about how both materials are made. (A)
o A description of where the materials go when you are done using them (e.g., landfill,
recycling, compost). (B)
o A recommendation to the listener explaining which material they should use and
why. (C)
Rubric: Score A B C Teamwork
0 No description of
either material No description of
materials’ disposal
No recommendation
to the listener
Team required a lot of adult intervention to ensure all
members contributed/were included
1 A description of how one material is made
but not the other
A description of how to dispose of only one
of the materials
A recommendation with no
justification
Team functioned well most of the time, but some members
were more engaged than others
2
Incomplete description of how both materials are
made
Incomplete description of how both materials are
disposed of
A recommendation with a poor or
weak justification
Team functioned well with all members contributing
3 Complete description of how both materials
are made
Complete description of how both materials
are disposed of
A recommendation with a strong justification
Team functioned well with all members contributing AND
members worked to encourage and teach each other
46 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Ongoing Cross-Curricular Activities
The cross-curricular activities provided in the next few pages are just some
suggestions on how you can continue the discussion on characteristics, traits
and bio-inspired and natural materials.
Creative Writing:
• Set aside 15 minutes each week to work in the Book of Ideas
• Have the students write a story using all of the vocabulary words.
• Students can write to Ecovative and describe what they made with their mushroom
materials and something that they think would be cool to make out of mushroom
materials. Have them describe why they think their idea would be cool.
Reading Comprehension Formative Assessment Suggestions:
The topic introduction, personal biographies and company information can all be used at
informational text reading. Text and questions can be found in the My STEM Stories™ notebooks.
There is additional space to write answers if there are other questions you would like to ask.
1. Complete additional vocabulary activities (see Appendix for suggestions).
2. Have students read the introduction in the My STEM Stories™ and then answer the
following questions.
i. Why is it important that we get the most out the materials we use?
ii. What are three ways we can reduce the amount of waste we generate?
iii. Why is it important to reduce the amount of energy and resources that go into
making new materials? What are some ways we can do this?
3. Using the company and biographical information on the My STEM Stories™ notebook,
answer the following questions:
a. Why do you think people describe Ecovative as a “technology pioneer”?
b. Eben believes that biology can solve many of the world’s challenges or problems.
Why do you think Ecovative supports that idea? Describe a few examples of
biology being used in this way.
4. Identify and describe two reasons why natural materials are good for our society.
47 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Additional Writing Prompts:
1. Write three facts you learned today.
2. Write two questions you have for Eben and Gavin.
3. What surprised you the most about what you learned today?
4. What were three things you found interesting from the company video or FireSci™ Chat?
5. How does this technology connect with things you or your family do?
6. Where else could this technology be used?
7. Describe an idea for a new product that uses this technology.
8. Describe an idea for any new product that you would like to create. (This does not have
to utilize this technology.)
9. Identify and describe three reasons why/how this technology is good for our
environment.
10. What type of education do you think an entrepreneur needs? Why do you think that?
11. What education does a biologist need?
12. Look around your home. Where could you use this technology? Why would it be
important to use this technology there?
Social Studies:
• Have students complete one of the suggested timeline activities (see the Appendix for
suggestions).
Math Word Problems
• Students can find 10 objects in the kitchen and categorize the
packaging as paper, plastic, foam, or glass. Create a line plot of the
results and then share with the class to create a bar graph. Which
materials are recyclable? Which materials are biodegradable?
• Have students collect all the packaging material that comes to the main office over a
week and line plot both the number of pieces and the weight of material that is
recyclable only, compostable or waste.
• Have them calculate the total weight of the pure waste (not recyclable or compostable)
and then figure out how much waste would be reduced over a year (52 weeks) if all of
that was eliminated. How about if 50% was eliminated?
48 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
49 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Pacing Guide Resources
50 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
The next few pages contain some sample pacing guide outlines for you to use as a resource
when planning out how best to teach this unit for your class. It contains suggested sequencing,
cross-curricular integration, external resources, and quick assessments to monitor ongoing
student understanding. The last few pages in this section have been intentionally left blank for
you to use to develop the outline of your own lesson plans and more sheets are provided at the
end of the Appendix to support the creation of your detailed lesson plans. You should feel free to
make modifications to this curriculum in response to your students’ interests and needs. If you
need additional support or guidance in making modifications while making sure you are still
addressing all the concepts covered in the standards, please feel free to reach out the
CreositySpace curriculum development team by emailing Kath at [email protected].
Week Goals
1
• Determine student interests and prior knowledge about the various traits of organisms in the natural world that are useful to humans. (3-LS4-2. 3-LS3-1)
• Generate excitement for the Mushroom Maestros unit through entrepreneur introduction and introductory phenomena (Why can mushrooms grow in the dark? How are they similar to and different from plants? Why do you think they have those differences?)
• Get students thinking about structure-function and cause-effect relationships and examples from the natural world.
2
• Gain understanding on how living organisms are organized, similarities and differences.
• Begin the mushroom packaging activity (3-5-ETS1-1)
3
• Students will start to develop the ability to find patterns in traits. (3-LS4-2. 3-LS3-1)
• Students will start to develop their research skills.
4-6
• Complete summative project which includes identifying inherited traits, their purpose and their variations. (3-LS3-1)
• Complete summative project which includes using evidence to explain how environment can affect traits and characteristics – both over a short time scale and a longer time scale.
• Complete mushroom packaging reflections (3-5-ETS1-1)
51 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
52 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Primary Curriculum This week-by-week guide presented in the following pages is intended for folks using Mushroom
Maestros as a primary NGSS/NYSSLS curriculum. Depending on the extent to which you integrate
the concepts from this unit into your ELA, math, social studies and art classes, this unit could
take between six to eight calendar weeks to complete.
All activities described are intended to be part of the science curriculum and assume 200
minutes of science instruction per week. However, we recognize that not all elementary
programs have that amount of time allotted directly for science instruction, therefore we have
crafted a number of lessons that are also suitable for instruction during ELA and, to a lesser
extent, social studies, art or math classes. Lessons that are suitable for an ELA focused
instruction block are presented in purple text. Common Core and NGSS/NYSSLS ‘beakers’
describing the standards associated with each activity can be found preceding the detailed
description of the specific activity in the Introduction and Lesson Planning Tools sections as well
as in the summary table on page 50.
Guiding notes for teachers as you are developing your lesson plans and pacing guides
• Review NGSS/NYSSLS “Big Idea”, theme and essential question.
• Use provided lesson planning sheets to outline lesson flow and highlight connections to learning objectives you have in other subjects, esp. math, ELA, and social studies.
• Determine specific introduction strategy for your class (week 1).
• Review how-to videos & safety section for mushroom packaging activity (intended activities in weeks 2 & 3) and determine any additional safety precautions you should highlight to keep ALL students safe during the investigations.
• Review the company videos and discussion prompts online.
• Discuss Terrific Traits Summative Challenge (begins week 3) with library or resource center staff to determine additional resources available at your school (if applicable).
• Review Cross-curricular Component ideas (Lesson Section) and Additional Resources for implementation throughout the unit and year in general.
• Each week has several suggested Exit Tickets that can be used in various ways as an ongoing formative assessment of student understanding. Note: All links were confirmed as working at the time this Educator Guide was created. If you find a link that doesn’t work, please let us know.
If you would like some additional support setting up a lesson schedule that fits
your needs, please don’t hesitate to reach out to us at [email protected].
Please put Request for lesson support in the subject line.
53 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Week Preparation/Class Activities
1
Week 1 Goals
• Determine student interests and prior knowledge about the various traits of organisms in the natural world that are useful to humans.
• Generate excitement for the Mushroom Maestros unit.
• Get students thinking about structure-function and cause-effect relationships and examples from the natural world
Lessons
• Complete the introductory activity.
• Show & discuss videos on natural materials. o Discuss introductory phenomenon: Why can mushrooms grow in the
dark? How are they similar to and different from plants? Why do you think they have those differences?
• Introduce terms attribute, trait, and characteristic.
• Assess student interest in, and prior knowledge about classification of living things through a KWHLAQ chart or What do you know? What do you want to know? activity.
Exit Tickets: Name two plants used by humans and a reason why we use them? In your own words, describe the difference between a characteristic and a trait. Give an example of each.
2
Week 2 Goals:
• Gain understanding on how living things are organized, similarities and differences.
• Begin the mushroom packaging activity. Lessons
• Introduce vocabulary
• Introduce Eban, Gavin & Ecovative o Distribute My STEM Stories™ & My STEM Explorer Notes™ notebooks. o Show and discuss the Mushroom Maestros lesson video.
• Begin Investigation 1: Mushroom Packaging o Step 1: Activation of mycelium and initial growth. o Prep for Step 2: Determine if you’re using the provided growing molds or if
students are going to design their own molds.
• Complete Investigation 2: Which Kingdom are you from? Who are you more closely related to? o Introduce the classification chart. Begin to categorize different plants, animals
and fungi. Note: Plan to extend to microbes if also using Contagion Crushers.
• Review vocabulary words.
• Writing prompts: Why is it important to think about how much waste you generate at home or school? How could you reduce the waste you generate?
• Reading Comprehension: Complete introduction reading & questions. Exit Tickets: What are the three/six kingdoms discussed? What are fungi? Name an example of or part of a fungus.
54 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
3
Week 3 Goals:
• Students will develop the ability to find patterns in traits.
• Students will start to develop their research skills. Lessons
• Continue Investigation 1: Mushroom Packaging o Step 2: Growing the packaging product.
• Complete Investigation 3: Hi Fungi! Are you a friend or foe? Complete case studies (video, reading, and discussion) about key traits that have developed in a specific organism from the Fungi kingdom. Have the students work as a class or in small groups to complete. During this activity you should introduce the summative project so that students realize that this is practice for their summative project.
• Introduce the summative project and have the students brainstorm as a class some plants or fungi they could study. (Note: Depending on your class you may have students chose from this list or ask them to select something else using the ideas from this list as a guide).
Exit Tickets: Name five characteristics that you share with your classroom neighbor. Describe your traits for these characteristics. Name five characteristics that you share with a relative (parents, siblings, aunts, uncles, grandparents, etc.). Describe your traits for those characteristics. Are you more similar to your relatives for your friend? Why do you think that is?
4-6
Week 4-6 Goals:
• Increased experience identifying inherited traits, their purpose and their variations.
• Begin to understand how environment can affect traits and characteristics – both over a short time scale and a longer time scale.
Lessons
• Complete Investigation 1: Mushroom Packaging o Step 3: Drying o Step 4: Follow-up discussion and activities
• Summative Challenge: Terrific Traits o Week 4 (and 5): Select summative project topic and complete research o Week 6: Assemble final project (report, graphic novel, play, poster, etc.)
• Reading Comprehension: Complete entrepreneur reading & questions Exit Tickets: What is mycelium and why is it important to Ecovative? To the fungus? Why is Ecovative packing good for the environment? Describe a plant, animal, or fungus trait you think is cool. Be sure to explain why you think it is cool.
55 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Supplemental Program (Note: The Mushroom Maestros activity requires three class sessions over the course of two-weeks).
This five-day guide is intended as an example for folks using Mushroom Maestros as a
supplemental curriculum with a focus on natural materials. All activities described can be a part of
your science class, however several lessons are also suitable for instruction during ELA and, to a
lesser extent, social studies, art or math classes. Lessons that are suitable for an ELA, social
studies, art, or math focused instruction block are presented in purple text.
Since all school schedules are different, activities can easily be shifted a day earlier or a day later.
However, we do suggest that all intended activities outlined in days 1–3 be completed prior to
the Investigations outlined in day 4. Note: All links were confirmed as working at the time this
Educator Guide was created. If you find a link that doesn’t work, please let us know.
Should you rather focus on the traits portion of this unit, please let us know and we’d be happy
to supply additional lesson planning support with that as the focus.
Day Class Activities
1
Standards Preparation Activities
• Review ongoing Cross-Curricular Activities for implementation throughout the unit and year in general
Intended Activities
• Introduce the topic area and vocabulary (see appendix for lesson ideas)
o Discuss introductory phenomenon: Why can mushrooms grow in the dark? How are they similar to and different from plants?
o Discuss Essential Question: Given Earth’s limited resources, what are some ways humans can make better, more environmentally friendly packaging material?
• Distribute My STEM Stories™ notebooks
Optional Activities
• Show short video on ecology (4:46 min, no ads). https://www.youtube.com/watch?v=GlnFylwdYH4
Exit Ticket What do people who study biology learn about?
56 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
2
Standards Preparation Activities
• Review the company video and activity tutorial online.
Intended Activities
• Practice vocabulary (See Appendix for vocabulary practice suggestions (in progress))
• Writing prompt: What do you know about how packaging for products is made?
Optional Activities
• Do a Technology Historical Timeline Activity Exit Ticket What are fungi? Name an example or part of a fungus.
3
Standards Intended Activities
• Show and discuss Mushroom Maestros company video
• Introduce the Book of Ideas journals (if ordered). https://www.youtube.com/watch?v=AkELh9qAwUY (2:04 mi; no ad)
• Write a story using all the words in the technical vocabulary Optional Activities
• Writing prompt: How could you reduce waste at home or school? Exit Ticket: How is Ecovative packaging good for the environment?
57 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
4
Standards Preparation Activities
• Review NGSS Big Idea and applicable topic bundle on natural materials. Intended Activities
If you have purchased the activity kit: Complete the Mushroom Packaging Investigation. (Note: The Mushroom Maestros activity requires two to four class sessions over the course of two weeks).
If you have not purchased the activity kit: Show the FireSci™ Chat video and have a class discussion about things that you use at home or school that can generate a lot of waste. One example could be coffee grounds or food waste that can be used in the garden as compost or coffee bean bags that can be transformed into shopping bags (See Additional Resources section for pictures). After the class discussion have the students work through the following innovation prompt: Think about something you use at home or school that you throw away. How could you reuse that material so that you didn’t have to throw it away? Students should work in pairs. Each student should have their own idea but should get feedback from their partner (a suggestion for something to add via a “What if” or “Did you think about” statement). Have the students write, draw, or act out their idea.
Optional Activities
• Complete one or more Investigation 1 follow-up activities
• Writing prompt: Write two questions you have from the investigation. Exit Ticket Name two components (ingredients) you need to make “mushroom” packaging.
5
Standards Intended Activities
• Writing prompt: Who would you be most excited to tell about this technology and why?
Optional Activities
• Begin a summative challenge described on page 42
Exit Ticket What is mycelium, and why is it important to Ecovative?
58 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Blank Pacing Guides: Pages for weekly lesson planning are provided in the Appendix.
59 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Education Standards Don’t see the standards for your school district? Contact us at [email protected], and we
will determine the appropriate standards alignment for your district.
60 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Common Core ELA Standards
Grade 3 Reading Informational Text: CCSS.ELA-LITERACY.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Writing:
CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. CCSS.ELA-Literacy.W.3.1.b Provide reasons that support the opinion. CCSS.ELA-Literacy.W.3.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. CCSS.ELA-Literacy.W.3.1.d Provide a concluding statement or section. CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. CCSS.ELA-Literacy.W.3.2.b Develop the topic with facts, definitions, and details. CCSS.ELA-Literacy.W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. CCSS.ELA-Literacy.W.3.2.d Provide a concluding statement or section. CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. CCSS.ELA-Literacy.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. CCSS.ELA-Literacy.W.3.7 Conduct short research projects that build knowledge about a topic. CCSS.ELA-Literacy.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Speaking & Listening:
CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.3.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CCSS.ELA-LITERACY.SL.3.1.B Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-Literacy.SL.3.1.d Explain their own ideas and understanding in light of the discussion. CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language:
CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. CCSS.ELA-LITERACY.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
61 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Grade 4
Reading Informational Text:
CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-LITERACY.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. CCSS.ELA-LITERACY.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. CCSS.ELA-LITERACY.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Writing:
CCSS.ELA-LITERACY.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-LITERACY.W.4.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. CCSS.ELA-LITERACY.W.4.1.B Provide reasons that are supported by facts and details. CCSS.ELA-LITERACY.W.4.1.C Link opinion and reasons using words and phrases CCSS.ELA-LITERACY.W.4.1.D Provide a concluding statement or section related to the opinion presented. CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-LITERACY.W.4.2.A Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.4.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-LITERACY.W.4.2.C Link ideas within categories of information using words and phrases. CCSS.ELA-LITERACY.W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-LITERACY.W.4.2.E Provide a concluding statement or section related to the information or explanation presented. CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. Speaking & Listening:
CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.4.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CCSS.ELA-LITERACY.SL.4.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA-LITERACY.SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. Language:
CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.4.1.A Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). CCSS.ELA-LITERACY.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.4.3.A Choose words and phrases to convey ideas precisely. CCSS.ELA-LITERACY.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
62 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Grade 5
Reading Informational Text:
CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CCSS.ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Writing:
CCSS.ELA-LITERACY.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-LITERACY.W.5.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. CCSS.ELA-LITERACY.W.5.1.B Provide logically ordered reasons that are supported by facts and details. CCSS.ELA-LITERACY.W.5.1.C Link opinion and reasons using words, phrases, and clauses CCSS.ELA-LITERACY.W.5.1.D Provide a concluding statement or section related to the opinion presented. CCSS.ELA-LITERACY.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-LITERACY.W.5.2.A Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-LITERACY.W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). CCSS.ELA-LITERACY.W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-LITERACY.W.5.2.E Provide a concluding statement or section related to the information or explanation presented. CCSS.ELA-LITERACY.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Speaking & Listening:
CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.5.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. CCSS.ELA-LITERACY.SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. CCSS.ELA-LITERACY.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Language:
CCSS.ELA-LITERACY.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.5.1.A Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. CCSS.ELA-LITERACY.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
63 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Common Core Math Standards (Grades 3–5)
Grade 3
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
3.OA.1-3 Represent and solve problems involving multiplication and division.
3.OA.7 Multiply and divide within 100.
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
Grade 4
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
4.OA.1-3 Use the four operations with whole numbers to solve problems.
Grade 5
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
64 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Next Generation Science Standards/NY State Science Learning Standards Grade 3 Fully Covered through Primary NGSS/NYSSLS Curriculum implementation
Performance Expectations 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Science and Engineering Practices Asking questions / defining problems; Planning and carrying out investigations; Analyzing and interpreting data Experiments with grow-it-yourself kit have students asking questions and investigating why and how things work. Using math & computational thinking Math word problems give students a chance to think how math is used in S&E. Constructing explanations/designing solutions; Engaging in argument from evidence; Obtaining, evaluating, and communicating information Challenge extensions and innovation prompts in the Book of Ideas - Young Inventors Journal enable students to design and support their solutions to a variety of challenges.
--------------------------------------------------
Connections to Nature of Science Scientific investigations use a variety of methods; Scientific knowledge is based on empirical evidence Entrepreneur story/presentation and hands on activities illustrate how scientific investigations are conducted and how that information is put to use.
Disciplinary Core Ideas LS1.A Structure and function; LS1.B Growth and development of organisms; LS1.C Organization for matter and energy flow in organisms; Suggested videos, grow-it-yourself activity coupled with introduction text, Entrepreneur video illustrate how some organisms thrive and circumstances where they don’t thrive. LS3.A Inheritance of traits LS3.B Variation of traits LS4.B Natural selection Investigations 2, 3, and summative challenge focus on these DCIs ESS3.A Natural resources ESS3.C Human impacts on Earth systems The discussion around the impact of packaging waste on the environment and the search for alternatives and ETS1.A: Defining and Delimiting Engineering Problems ETS1.B: Developing Possible Solutions Science and technology-based writing prompts, challenge questions and Investigation 1 address these DCIs
Cross Cutting Concepts Cause and effect Discussions on traits explore the cause and effect of trait development. Packaging investigation, timelines, and videos highlight how certain situations and properties result in specific outcomes/innovations. Patterns Investigation that focus on traits of various organisms start with the identification of patterns and then lead to discussions about what those patterns are telling us. Systems and system models; The grow-it-yourself kit is a model for how fungi function in the real world. Structure and function Entrepreneurs highlight how the structure and properties of materials can be used to perform specific functions.
--------------------------------------------- Connections to Nature of Science
Science is a way of knowing; Science addresses questions about the natural and material world Activities give firsthand experience in questioning, observing and concluding. Science is a human endeavor Entrepreneur story and historical timeline highlight the human aspect of science and engineering.
Connections to Engineering, Technology, and Applications of Science
Interdependence of Science, Engineering, and Technology; Influence of Engineering, Technology and Science on Society and the Natural World Introduction text, historical timeline and entrepreneur story highlight above interactions and interdependencies.
Connections to Common Core State Standards See previous Common Core Standards section for the ELA and Math standards addressed by these activities.
65 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Overarching Enduring Understanding – How and why do traits develop and how can humans use them to solve problems and develop
technology?
CONCEPTUAL FLOW OF INSTRUCTION 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Investigation - “Stolen from Nature” (mini research project, occurs during week 1) Students gather, analyze and interpret data to look critically at the similarities and differences of various organisms in nature and start constructing explanations about why similar organisms may be different (3-LS3-1) and what purpose those differences serve (3-LS4-2). For the activity students find something
from nature that we use – either directly
or modified – And ask the following
questions: Which traits make the
organism useful to us? Are there traits
that might make it less useful? Are their
versions of the organism that are less
useful? What traits don’t matter? Why
did some attributes develop and others
not? (e.g. Pine trees (tall, straight);
Bamboo (tall, straight, grows fast);
Madrona trees (slow-growing, curvy))
Investigation – Hi Fungi! Are you a friend or foe? (research activity, occurs during week 3) Students do research to gather
evidence and data on why different
traits/characteristics developed in
various fungi species. They will
compare and similarities and differences
that exist between parents and
offspring, as well as different versions of
between versions.
Investigation – Terrific Traits (Summative Challenge, occurs during weeks 4, 5, and 6) After some practice with looking at species variations and identifying different characteristics and traits, students will pick a plant or fungi inspired technology for the summative challenge. In this challenge students must construct an explanation, by providing evidence, of why the plant or fungi has developed the way that it has. This explanation should include both the variations in a given trait and why some versions of those variations are more useful than others.
Investigation - “Stolen from Nature” (mini research project, occurs during week 1) Students gather, analyze and interpret data to look critically at the similarities and differences of various organisms in nature and start constructing explanations about why similar organisms may be different (3-LS3-1) and what purpose those differences serve (3-LS4-2). For the activity students find something from nature that we use – either directly or modified – And ask the following questions: Which traits make the organism useful to us? Are there traits that might make it less useful? Are their versions of the organism that are less useful? What traits don’t matter? Why did some attributes develop and others not? (e.g. Pine trees (tall, straight); Bamboo (tall, straight, grows fast); Madrona trees (slow-growing, curvy)) Investigation – Which Kingdom are you from? Who are you more closely related to? (Sorting game, occurs during week 2) As students learn about the kingdoms and
biological classification, they will look at traits in
various organisms and fungi and patterns
associated with those traits. Areas of focus
include: connections between parents and off-
spring and connections between different types of
animals (classes and species).
Investigation – Hi Fungi! Are you a friend or foe? (research activity, occurs during week 3) Students do research to gather evidence and
data on why different traits/characteristics
developed in various fungi species. They will
compare and similarities and differences that
exist between parents and offspring, as well as
different versions of between versions.
Investigation – Terrific Traits (Summative Challenge, occurs during weeks 4, 5, and 6) After some practice with looking at species variations and identifying different characteristics and traits, students will pick a plant or fungi inspired technology for the summative challenge. In this challenge students must construct an explanation, by providing evidence, of why the plant or fungi has developed the way that it has. This explanation should include both the variations in a given trait and why some versions of those variations are more useful than others.
Investigation – Mushroom Packaging (hands-on activity, occurs during weeks 2, 3, and 4) In small groups students will mix, grow, mold, and track the creation of mycelium-based products from a dormant material (substrate) over the course of 10 days. In the beginning they will outline design and evaluation criteria as well as the project constraints. Through-out the process they will make observations about any changes in material processing and performance with respect to the initially stated constraints and criteria for their design. At the end students will evaluate their product with respect to their initially stated performance criteria, compare their product with their classmates and suggest possible improvements for both their own process and for those of the other groups.
66 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
NGSS Evidence Statements
67 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
68 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Next Generation Science Standards/NY State Science Learning Standards 3–5 Supported through Supplemental Program implementation
Performance Expectations 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment. 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Science and Engineering Practices Asking questions / defining problems; Planning and carrying out investigations; Analyzing and interpreting data Experiments with grow it yourself kit have students asking questions and investigating why and how things work. Using math & computational thinking Math word problems give students a chance to think how math is used in S&E. Constructing explanations/designing solutions; Engaging in argument from evidence; Obtaining, evaluating, and communicating information Challenge extensions and innovation prompts in the Book of Ideas - Young Inventors Journal enable students to design and support their solutions to a variety of challenges.
--------------------------------------------------
Connections to Nature of Science Scientific investigations use a variety of methods; Scientific knowledge is based on empirical evidence Entrepreneur story/presentation and hands on activities illustrate how scientific investigations are conducted and how that information is put to use.
Disciplinary Core Ideas LS1.A Structure and function; LS1.B Growth and development of organisms; LS1.C Organization for matter and energy flow in organisms; Suggested videos, grow-it-yourself investigation coupled with introduction text, Entrepreneur video illustrate how some organisms thrive and circumstances where they don’t thrive. ESS3.A Natural resources ESS3.C Human impacts on Earth systems The discussion around the impact of packaging waste on the environment and the search for alternatives and ETS1.A: Defining and Delimiting Engineering Problems ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution Science and technology-based writing prompts, challenge questions and group activities support the three phases of Engineering Design.
Cross Cutting Concepts Cause and effect Activities, timelines, videos and introduction text highlight how certain situations and properties result in specific outcomes. Systems and system models; The grow-it-yourself kit is a model for how fungi function in the real world. Structure and function Entrepreneurs highlight how the structure and properties of materials can be used to perform specific functions.
--------------------------------------------- Connections to Nature of Science
Science is a way of knowing; Science addresses questions about the natural and material world Activities give firsthand experience in questioning, observing and concluding. Science is a human endeavor Entrepreneur story and historical timeline highlight the human aspect of science and engineering.
Connections to Engineering, Technology, and Applications of Science
Interdependence of Science, Engineering, and Technology; Influence of Engineering, Technology and Science on Society and the Natural World Introduction text, historical timeline and entrepreneur story highlight above interactions and interdependencies.
Connections to Common Core State Standards See previous Common Core Standards section for the ELA and Math standards addressed by these activities.
69 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Texas Essential Knowledge and Skills
General Knowledge and skills. (1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student is expected to:
(A) demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat; and (B) make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.
(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:
(A) plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world; (B) collect data by observing (D) analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations; (F) communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.
(3) Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (D) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.
Grade 3 (4) Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
(A) collect, record, and analyze information using tools. (9) Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments.
Grade 4 (7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
(C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.
(9) Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to:
(A) investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food;
Grade 5 (9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:
(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements; (C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways;
70 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
71 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Additional Resources Note: All links were confirmed as working at the time this Educator Guide was created. If you find
a link that doesn’t work, let us know so we may find a suitable—and working—link.
72 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Videos http://www.youtube.com/watch?v=dRXNo7Ieky8 Video (5:56 min) about how to start a compost program at school. http://www.homegrownfun.com/composting-classroom/ Video (3:54min) about a composting fair at an elementary school in California. https://www.youtube.com/watch?v=ffuZ9QYVbJ4 Video on biodegradable plastics (4:44 min, may be better for grade 4 and 5). https://www.youtube.com/watch?v=5M_eDLyfzp8 Make your own bioplastic. https://www.ted.com/talks/eben_bayer_are_mushrooms_the_new_plastic A Ted Talk from Eban on plastics, Ecovative and mushroom materials.
Interesting Articles http://kidshealth.org/kid/talk/qa/germs.html Article from Kids Health on germs, designed for kid audience. http://www.timetorecycle.com/compost/bokashi.asp Web article for teachers comparing the bio-digester method to the Bokashi method of composting. http://www.chem4kids.com/files/react_catalyst.html Kid-friendly information on catalysts. http://illumin.usc.edu/134/microbial-fuel-cells-generating-power-from-waste/ A more advanced article on microbial fuel cells that turn waste into energy.
Websites http://sheppardsoftware.com/content/animals/kidscorner/foodchain/decomposers.htm Student-friendly information on decomposers http://www.sciencekids.co.nz/topics.html An interactive website with many science topics to explore. For this unit, explore recycling and technology. Many teacher resources, interesting facts for students, worksheets, etc. Company Website Living Ink makes ink algae that can be printed onto papers, greeting cards, and more. https://livingink.co/ BioMASON uses bacteria to make bricks. https://biomason.com/ Orbella Fragrant Moss is a home air freshener made of living moss. https://orbellamoss.com/ Modern Meadow uses collagen (a protein) to make leather. http://www.modernmeadow.com/ Tidal Vison uses waste salmon skin to make various leather alternatives. https://store.tidalvisionusa.com/ Bolt Thread is developing super strong silk threads. https://boltthreads.com/ Evrnu is developing a new process to recycle fabric. https://www.evrnu.com/
https://www.thoughtco.com/six-kingdoms-of-life-373414
Articles and videos on plant adaptation and survival http://science.jrank.org/kids/pages/73/PLANT-SURVIVAL.html https://www.youtube.com/watch?v=Ca4Hc2I6ndE
https://www.youtube.com/watch?v=HLtGRHX0sLI (3.49 min, no ad) –This is a cool video on how
mushrooms grow.
73 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
74 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
75 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Appendix
Contents:
1. Accessing Online Content………………………………………………………….…………….……76
2. Topic Introduction Tools……………………………………………………………………………….77
3. Sorting Cards………………..………………………………………………………………………………80
4. Additional Images for Characteristics and Traits Discussions..………………………86
5. Technology Historical Timelines………………..……………….……………………………..….87
6. My STEM Stories™ Student Notebook…………………………………………………………..93
7. My STEM Explorer Notes™ Experiment Notebook………………………………………104
8. Lesson Planning Sheets……………………………………………………………………….………117
Electronic copies of all the notebooks and worksheets can be found on the unit website.
76 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Accessing Online Content To access your digital content, you must register with our website (www.creosityspace.com). To register with the website just select the Log In/Register tab on the homepage. A registration window will pop up, and you can register from there (see below). You may have already received a link to sign up; if so, you can skip this step. Image of initial registration:
For future sign-ins you will do the same thing (select the Log In/Register tab), but you will have to click “Log In” so you don’t accidentally register again (see below). Image of subsequent log-ins:
Please contact us if you have any challenges signing up or accessing the page once you have signed up by emailing [email protected].
77 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Topic Introduction Tools:
Essential Question
Given Earth’s limited resources, what are some ways humans can make better, more environmentally friendly packaging material?
Example NGSS “Big Idea” and Topic Bundle:
How do our choices of materials impact the Earth’s resources?
In this bundle students learn about different materials, the energy and natural resources that go
into making them, and what happens once they become waste.
A couple possible starting prompts for KWHLAQ charts are:
• What do you know about mushrooms and fungi?
• What do you know about plastics or Styrofoam?
• What do you know about waste, landfills & recycling?
A couple possible themes for PICs are:
• What are the parts of a fungi?
• Develop a model to explain how fungi interact with/depend on their environment?
78 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
What do you see? What do you know? What do you want to know?
Here are some sample pictures you would use for a What do you see? What do you know? What
do you want to know? exercise with the Mushroom Maestros unit.
79 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Introductory Investigation
80 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Sorting Cards for Which Kingdom are You From? Who are you more closely related
to?
Note: The first two pages are the teacher version (with the kingdom and organism identified).
The final two pages are the student version. You can print additional student sheets from the
online webpage.
Top 9 are from the fungi kingdom. Bottom 9 are from the plant kingdom.
81 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
All 18 are from the animal kingdom
82 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
83 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
84 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Additional Images for Characteristics and Traits Discussions:
Note: Currently different breeds of cats and dogs are still considered the same species as they
are too young on the evolutionary time scale to be considered different.
85 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
86 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
87 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Technology Historical Timelines
The Technology Historical Timeline is a great tool to use to give your students historical
context for what they are learning and to show them how any single scientific discovery or
understanding is built from all the discoveries and understandings that came before. In many
cases, scientific discoveries only thrived if there was a community need they helped to solve.
The following worksheets contain a couple versions of the timeline you can use with your
class:
• The completed timeline is one we think links critical events in the history of natural
materials. As an activity, you could have your students pick the top three events they
think are most critical on the timeline and then justify why they thought they were the
most important.
• You could have your students pick one event on the timeline (e.g., the invention of the
polystyrene) and create another timeline that includes that invention. Some examples
could be:
o How humans have used insulation throughout the ages
o Different methods different methods of packaging
o How we have used plastics throughout time
• You could take the blank timeline and have the students pick a different technology
about which to create their own timeline.
• You could take the dateless descriptions and have the students try to put them in
chronological order. Ask them to justify their order.
• Most online technology historical timelines have a paragraph associated with each event.
As a class, you could pick a different technology historical timeline (these can be found
online by googling “X historical timeline”) and have the students use the blank timeline to
summarize and write down critical events.
• A fun and creative project could be to select as a class a specific current technology and
have the students do their own research to walk backward through time and identify key
needs, inventions, and understandings that led to the agreed-upon technology.
88 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
89 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
90 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
91 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
92 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
93 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
My STEM Stories™ Student Notebook
The next few pages contain copies of the My STEM Stories notebook. The online content
webpage contains versions of this notebook that can be printed single or double sided.
Additional vocabulary practice can be found in the word jumbles and word seaches (word search
solution provided). These are also good “snow-day” activities.
94 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
95 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
96 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
97 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
98 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
99 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
100 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
101 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
102 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
103 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
104 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
My STEM Explorer Notes™ Experiment Notebook
The next few pages contain copies of the My STEM Explorer Notes™ experimental notebook. The
online content webpage contains versions of this notebook that can be printed single or double
sided.
105 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
106 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
107 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
108 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
109 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
110 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
111 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
112 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
113 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
114 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
115 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
116 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
117 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Lesson Planning
The remaining pages are provided for you to use for lesson planning.
118 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Preparation: .
Day/Week Class Activities
119 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
120 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
121 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
122 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Unit Documents
124 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Third Grade Science Mushroom Maestros - Suggested Number of Days 45-50
NGSS/NYSSLS Standards
ELPS Standards or Mathematical Practice
Other Content Standards Connections
Focus Standards
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
ELPS ELP Standard 1: …construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing… ELP Standard 2: …participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions… ELP Standard 3: …speak and write about grade-appropriate complex literary and informational texts and topics… ELP Standard 4: …construct grade-appropriate oral and written claims and support them with reasoning and evidence… ELP Standard 5: …conduct research and evaluate and communicate findings to answer questions or solve problems… ELP Standard 6: …analyze and critique the arguments of others orally and in writing… ELP Standard 7: …adapt language choices to purpose, task, and audience when speaking and writing . . . Standard 8: …determine the meaning of words and phrases in oral presentations and literary and informational text… ELP Standard 9: …create clear and coherent grade-appropriate speech and text…
ELA Standards RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.3.7 Conduct short research projects that build knowledge about a topic. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Other Content Standards
Art Standards (in progress) Anchor Standard 1 Generate and conceptualize artistic ideas and work. Performance Standard (VA:Cr1.1.2) a. Brainstorm collaboratively multiple approaches to an art or design problem. Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed. Essential Question: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Math Standards
MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. 3.OA.1-3 Use the four operations with whole numbers to solve problems. 3.OA.7 Multiply and divide within 100.
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
125 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Overarching Enduring Understanding – How and why do traits develop and how can humans use them to solve problems and develop technology?
CONCEPTUAL FLOW OF INSTRUCTION 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Investigation - “Stolen from Nature” (mini research project, occurs during week 1) Students gather, analyze and interpret data to look critically at the similarities and differences of various organisms in nature and start constructing explanations about why similar organisms may be different (3-LS3-1) and what purpose those differences serve (3-LS4-2). For the activity students find something from nature that
we use – either directly or modified – And ask the
following questions: Which traits make the organism
useful to us? Are there traits that might make it less
useful? Are their versions of the organism that are less
useful? What traits don’t matter? Why did some
attributes develop and others not? (e.g. Pine trees (tall,
straight); Bamboo (tall, straight, grows fast); Madrona
trees (slow-growing, curvy))
Investigation – Hi Fungi! Are you a friend or foe? (research activity, occurs during week 3) Students do research to gather evidence and data on
why different traits/characteristics developed in
various fungi species. They will compare and
similarities and differences that exist between parents
and offspring, as well as different versions of between
versions.
Investigation – Terrific Traits (Summative Challenge, occurs during weeks 4, 5, and 6) After some practice with looking at species variations and identifying different characteristics and traits, students will pick a plant or fungi inspired technology for the summative challenge. In this challenge students must construct an explanation, by providing evidence, of why the plant or fungi has developed the way that it has. This explanation should include both the variations in a given trait and why some versions of those variations are more useful than others.
Investigation - “Stolen from Nature” (mini research project, occurs during week 1) Students gather, analyze and interpret data to look critically at the similarities and differences of various organisms in nature and start constructing explanations about why similar organisms may be different (3-LS3-1) and what purpose those differences serve (3-LS4-2). For the activity students find something from nature that we use – either directly or modified – And ask the following questions: Which traits make the organism useful to us? Are there traits that might make it less useful? Are their versions of the organism that are less useful? What traits don’t matter? Why did some attributes develop and others not? (e.g. Pine trees (tall, straight); Bamboo (tall, straight, grows fast); Madrona trees (slow-growing, curvy)) Investigation – Which Kingdom are you from? Who are you more closely related to? (Sorting game, occurs during week 2) As students learn about the kingdoms and biological classification, they
will look at traits in various organisms and fungi and patterns associated
with those traits. Areas of focus include: connections between parents
and off-spring and connections between different types of animals
(classes and species).
Investigation – Hi Fungi! Are you a friend or foe? (research activity, occurs during week 3) Students do research to gather evidence and data on why different
traits/characteristics developed in various fungi species. They will
compare and similarities and differences that exist between parents
and offspring, as well as different versions of between versions.
Investigation – Terrific Traits (Summative Challenge, occurs during weeks 4, 5, and 6) After some practice with looking at species variations and identifying different characteristics and traits, students will pick a plant or fungi inspired technology for the summative challenge. In this challenge students must construct an explanation, by providing evidence, of why the plant or fungi has developed the way that it has. This explanation should include both the variations in a given trait and why some versions of those variations are more useful than others.
Investigation – Mushroom Packaging (hands-on activity, occurs during weeks 2, 3, and 4) In small groups students will mix, grow, mold, and track the creation of mycelium-based products from a dormant material (substrate) over the course of 10 days. In the beginning they will outline design and evaluation criteria as well as the project constraints. Through-out the process they will make observations about any changes in material processing and performance with respect to the initially stated constraints and criteria for their design. At the end students will evaluate their product with respect to their initially stated performance criteria, compare their product with their classmates and suggest possible improvements.
126 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Essential Questions Unit Assessments 3-LS4-2. , 3-LS3-1. Why do living organisms develop the way they do and what can I learn from them to help me solve challenges or create new inventions? 3-5-ETS1-1., 3-5-ETS1-2. Given Earth’s limited resources, what are some ways humans can make better, more environmentally friendly packaging material?
Mushroom Materials (3-5-ETS1-1., 3-5-ETS1-2) There are many questions throughout the lessons. Students will be focusing on the following: • What are some examples of packaging material?
• What are the main goals (or function) of packaging material?
• Pick one requirement from your list on page 3 that you will observe
throughout evaluate at the end of the mushroom packaging activity.
Why did you choose that requirement?
• Outline here how you are going to observe and evaluate that
requirement?
• What are some of the other constraints with the mushroom
packaging activity?
• What packaging material requirement did you identify at the beginning as the one you wanted to evaluate?
• Describe your observations and evaluation of the mushroom packaging material with respect to that requirement.
• What are some improvements you would suggest for the mushroom packaging material or process? They DO NOT NEED to be related to the requirement you have been tracking.
Hi Fungi! Are you a friend or foe? (3-LS4-2. , 3-LS3-1.) There are many questions throughout the lessons. Students will be focusing on the following: • Why have fungi developed in different ways?
• What are some key physical traits of the fungi (what does it look like?)?
• What are some key chemical traits of the fungi (can we eat it?)?
• What types of variations exist within that type of fungi?
• How are the off-spring similar to their parents? How are they different.
• Why did you choose this fungi to investigate?
Terrific Traits? (3-LS4-2. , 3-LS3-1.) • What are at least two special traits possessed by the plant or
fungus? Why have they developed that way? How does it help the organism?
• What is a technology that has taken inspiration from the plant or fungus?
• How is that technology currently used? What is a new use for it?
Formative Exit Tickets
• Name two plants used by humans and a reason why we use them?
• In your own words, describe the difference between a characteristic and a trait. Give an example of each.
• What are the three/six kingdoms discussed?
• What are fungi? Name an example of or part of a fungus.
• Name five characteristics that you share with your classroom neighbor. Describe your traits for these characteristics. Name five characteristics that you share with a relative (parents, siblings, aunts, uncles, grandparents, etc.). Describe your traits for those characteristics. Are you more similar to your relatives for your friend? Why do you think that is?
• What is mycelium and why is it important to Ecovative? To the fungus?
• Why is Ecovative packing good for the environment?
• Describe a plant, animal, or fungus trait you think is cool. Be sure to explain why you think it is cool.
Shorter activities
• Stolen from Nature
• Which Kingdom are You From? Who are you more closely related to?
Writing prompts and reading comprehension questions
• Introductory Phenomena: Why can mushrooms grow in the dark? How are they similar to and different from plants? Why do you think they have those differences?
• Why is it important that we get the most out the materials we use? • What are three ways we can reduce the amount of waste we generate?
• Why is it important to reduce the amount of energy and resources that go into making new
materials? What are some ways we can do this?
Summative Mushroom Materials 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. At the end of the mushroom growing activities students should reflect on their design, the materials performance, etc. This reflection should be done individually or in small groups (either written or written and oral) and then shared with the class as a whole for a guided discussion. Discussion guiding questions include:
• What might you do to improve your product?
• What other things could you try for a mold? What requirements do you think there are for a mold? Why do you think that?
Hi Fungi! Are you a friend or foe? 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
127 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. Students do research to gather evidence and data on why different traits/characteristics developed in various fungi species. They will compare and similarities and differences that exist between parents and offspring, as well as different versions of between versions. Terrific Traits Summative Challenge 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. After some practice with looking at species variations and identifying different characteristics and traits, students will pick a plant or fungi inspired technology for the summative challenge. In this challenge students must construct an explanation, by providing evidence, of why the plant or fungi has developed the way that it has. This explanation should include both the variations in a given trait and why some versions of those variations are more useful than others. Students must then form connections between how that trait helps the plant, animal, or fungi and how humans could create a bio-inspired innovation to solve a similar problem that humans face.
Common Misconceptions: In progress
128 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
Core Resources Intervention Resources Enrichment Resources
CreositySpace Educator Guides Mushroom Maestros Book of Ideas Student Notebooks My STEM Explorer Notes™ My STEM Stories™ Book of Ideas – Young Inventor Journal CreositySpace Online Resources Mushroom Maestros Digital Forum CreositySpace Videos Ecovative Company Ecovative FireSci™Chat Mushroom Packaging How-to Video Mushroom Maestros Activity Kit Mycelium Materials, Planter molds Classification Chart Books: Fungi: Mushrooms, Toadstools, Molds, Yeasts, and Other Fungi - Judy Wearing It's a Fungus Among Us: The Good, the Bad & the Downright Scary - Carla Billups, Dawn Cusick Read About Fungi - Reading Fun for Kids - Elle Simms
TBD
In progress Mushroom Materials Additional follow-up activities are included on page 25 of the educator guide.
Additional Summative Challenges Additional writing prompts and investigations
Supplemental Resources Flour, Water, Large mixing containers and mixing spoons
Additional Online Resource to Support the Teaching of this Unit
Still under development Videos http://www.youtube.com/watch?v=dRXNo7Ieky8 Video (5:56 min) about how to start a compost program at school. http://www.homegrownfun.com/composting-classroom/ Video (3:54min) about a composting fair at an elementary school in California. https://www.youtube.com/watch?v=ffuZ9QYVbJ4 Video on biodegradable plastics (4:44 min, may be better for grade 4 and 5). https://www.youtube.com/watch?v=5M_eDLyfzp8 Make your own bioplastic. https://www.ted.com/talks/eben_bayer_are_mushrooms_the_new_plastic A Ted Talk from Eban on plastics, Ecovative and mushroom materials. https://www.youtube.com/watch?v=HLtGRHX0sLI (3.49 min, no ad) –This is a cool video on how mushrooms grow. Interesting Articles http://kidshealth.org/kid/talk/qa/germs.html Article from Kids Health on germs, designed for kid audience. http://www.timetorecycle.com/compost/bokashi.asp Web article for teachers comparing the bio-digester method to the Bokashi method of composting. http://www.chem4kids.com/files/react_catalyst.html Kid-friendly information on catalysts. http://illumin.usc.edu/134/microbial-fuel-cells-generating-power-from-waste/ A more advanced article on microbial fuel cells that turn waste into energy. Websites
129 Confidential - Life Sciences & Earth and Space Sciences: Mushroom Maestros (NGSS) – V0.6 The preprinted portion of these materials is the copyrighted material of CreositySpace LLC
http://sheppardsoftware.com/content/animals/kidscorner/foodchain/decomposers.htm Student-friendly information on decomposers http://www.sciencekids.co.nz/topics.html An interactive website with many science topics to explore. For this unit, explore recycling and technology. Many teacher resources, interesting facts for students, worksheets, etc. Company Website Living Ink makes ink algae that can be printed onto papers, greeting cards, and more. https://livingink.co/ BioMASON uses bacteria to make bricks. https://biomason.com/ Orbella Fragrant Moss is a home air freshener made of living moss. https://orbellamoss.com/ Modern Meadow uses collagen (a protein) to make leather. http://www.modernmeadow.com/ Tidal Vison uses waste salmon skin to make various leather alternatives. https://store.tidalvisionusa.com/ Bolt Thread is developing super strong silk threads. https://boltthreads.com/ Evrnu is developing a new process to recycle fabric. https://www.evrnu.com/ Information on biological classification https://www.thoughtco.com/six-kingdoms-of-life-373414 Articles and videos on plant adaptation and survival http://science.jrank.org/kids/pages/73/PLANT-SURVIVAL.html https://www.youtube.com/watch?v=Ca4Hc2I6ndE
Routines and Rituals
Supports for Academic Discourse: Book of Ideas – Young Inventors Journal Brainstorming Justification (evidence) criteria in opinion writing pieces Feedback guidelines Supports for Metacognition: Summary Tables Summative Challenges – exhibition checklists Supports for Questioning: KWHLAQ Charts Pictures (What do you see? What do you know? What do you want to know?) Innovation and brainstorming prompts.
Technology Skills and Tools
Online research Presentation development (optional)