The Arizona STEM Acceleration Project

Make Room for Mushrooms: Part 1

A 3rd Grade STEM Lesson

Jule Abeytia

May 2024

Notes for Teachers

This is an extended exploratory unit, taking up to 3 weeks.

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The unit utilizes the 5 E model for scientific exploration. It also has engineering and ELA components.

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Part 1 utilizes Engage, Explore, Explain

Part 2 has an additional Explore, Explain and Elaborate.

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The list of materials and lesson plan is for the entire unit in both parts, for reference. The list of materials is also for the entire unit, and is in booth parts, for reference.

• Chart paper for Wonders
• Student Journals
• Two mushroom growing kits
• Two large bowls
• Two different types of mushrooms for dissection

(Example: white button cap, portabella)

• Paper plates
• Plastic knives
• Various collection of in-classroom supplies for construction:: cardboard, glue, paintbrushes, paper
• Copies of “Humongous Fungus”
• Copies of “Mushroom Fan Club”
• Hot plate, pan, tongs/spoon, butter, salt
• Magnifying glasses

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List of Materials

Links for Purchased Materials

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Back to the Roots mushroom grow kits

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"Humungous Fungus" by Lynne Brody

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"The Mushroom Fan Club" by Elise Gravel

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Classroom safe hot plate

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Links for Other Lesson Materials

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Make Room for Mushrooms Unit Outline

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Make Room for Mushrooms Detailed Lesson Plan

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Slides-Make Room for Mushrooms Part 1

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Make Room for Mushrooms Student Journal

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Standards

3.RI.3- Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

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3.L1U1.5- Develop and use models to explain that plants and animals (including humans) have internal and external structures that serve various functions that aid in growth, survival, behavior, and reproduction.

3.L2U1.7- Develop and use system models to describe the flow of energy from the Sun to and among living organisms.

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6.1 Apply technical writing skills and use visual aids to present critical information in reports (i.e., results/outcomes, conclusions,future work recommendations, etc.)

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6.2 Utilize the three stages of oral presentation (e.g., planning, practicing, and presenting).

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Objectives:

Students will be able to apply the 5E model and scientific investigation to develop models of fungi phonomena, understand the life cycle of a mushroom and use this understanding to grow and harvest mushrooms in the classroom.

Agenda

Part 1 Probe (includes phenomena) 20 minutes

Part 1 Engage 20 minutes

Part 1 Explore 30 minutes total

Part 1 Explain, Session 1 30 minutes

Part 1 Explain, Session 2 30 minutes

Part 1 Explain, Session 3 30 minutes

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How Do Mushrooms Grow?

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See ‘Detailed Lesson Plan’ on slide 5 for description of each unit section.

After an early probe of known information about mushrooms, students will grow their own mushrooms, learn of the life cycle, decipher specifics that make mushrooms different from other plant organisms,learn the structures of a mushroom, and dissect mushrooms to observe and diagram.

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Hands-on Activity Instructions for Part 1

• Students will explore and set up mushroom growing kits in the classroom.

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• Students will dissect mushroom samples in class, diagram and label mushroom parts as observed in activity.

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Assessment

Student Journal (see ‘List of Other Needed Materials’, slide 5) will be utilized for assessment. Diagrams, wonders, reflections and participation can be monitored, accommodated and assessed with the student journal.

Differentiation

Students can be given abbreviated versions of the student journal.

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Students can work in heterogeneous groups based on ability level.

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Students may complete only portions of unit or focus on one specific book reference.

Remediation

Extension/Enrichment

Students can be given additional types of mushrooms to compare in dissection.

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Students can research a third mushroom type.

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Students can utilize an additional text for exploration:

“Fungus is Among Us” by Joy Keller

“Magnificent Mushrooms” by Nicola Robson