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.


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.

https://www.nextgenscience.org/pe/3-ls4-2-biological-evolution-unity-and-diversity

https://www.nextgenscience.org/pe/3-ls3-1-heredity-inheritance-and-variation-traits

https://www.nextgenscience.org/pe/3-5-ets1-1-engineering-design




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!

mailto:[email protected]



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

.


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


Introduction


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)


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 – 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.

-



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.


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.


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


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


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.


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-

https://orbellamoss.com/

http://www.modernmeadow.com/

https://store.tidalvisionusa.com/


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.


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.


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).


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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


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.


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.


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)


Lesson Planning Tools


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.


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.

https://www.youtube.com/watch?v=HLtGRHX0sLI


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.


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


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

[email protected].

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.


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


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.


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.


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)


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.


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)


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.


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

[email protected].



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


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.


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.


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)?


Investigation 3 – Hi Fungi! Are you friend or foe?

Time Standards Description Students do research to gather evidence and




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



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.


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)


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


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)



0

No evidence of a brainstorming session and no suggestions for a business to evaluate

No business selected

No letter, poster, or commercial


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



2

Incomplete brainstorming

session—only a few options identified

Business selected and justified but

poorly written

Complete answer but poorly written or

presented


3 Complete

brainstorming session





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)


0 No description of

either material No description of

materials’ disposal

No recommendation

to the listener


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



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


3 Complete description of how both materials

are made

Complete description of how both materials

are disposed of

A recommendation with a strong justification




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.


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?


Pacing Guide Resources


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)



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.



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.


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.


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?

https://www.youtube.com/watch?v=GlnFylwdYH4


2


• 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?

https://www.youtube.com/watch?v=AkELh9qAwUY


4


• 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?


Blank Pacing Guides: Pages for weekly lesson planning are provided in the Appendix.


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.



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.

http://www.corestandards.org/ELA-Literacy/RI/3/1/



http://www.corestandards.org/ELA-Literacy/W/3/1/

http://www.corestandards.org/ELA-Literacy/W/3/1/a/

http://www.corestandards.org/ELA-Literacy/W/3/1/b/

http://www.corestandards.org/ELA-Literacy/W/3/1/c/

http://www.corestandards.org/ELA-Literacy/W/3/1/d/











http://www.corestandards.org/ELA-Literacy/SL/3/1/

http://www.corestandards.org/ELA-Literacy/SL/3/1/a/

http://www.corestandards.org/ELA-Literacy/SL/3/1/b/

http://www.corestandards.org/ELA-Literacy/SL/3/1/c/

http://www.corestandards.org/ELA-Literacy/SL/3/1/d/




http://www.corestandards.org/ELA-Literacy/L/3/1/

http://www.corestandards.org/ELA-Literacy/L/3/1/a/




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.
















http://www.corestandards.org/ELA-Literacy/W/4/2/e/
















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.














http://www.corestandards.org/ELA-Literacy/W/5/2/e/















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



4.OA.1-3 Use the four operations with whole numbers to solve problems.

Grade 5




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.






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 - “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




exist between parents and offspring, as well as

different versions of between versions.


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.






NGSS Evidence Statements


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.


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;


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.


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.

http://www.youtube.com/watch?v=dRXNo7Ieky8

http://www.homegrownfun.com/composting-classroom/

https://www.youtube.com/watch?v=ffuZ9QYVbJ4

https://www.youtube.com/watch?v=5M_eDLyfzp8

https://www.ted.com/talks/eben_bayer_are_mushrooms_the_new_plastic

http://kidshealth.org/kid/talk/qa/germs.html

http://www.timetorecycle.com/compost/bokashi.asp

http://www.chem4kids.com/files/react_catalyst.html

http://illumin.usc.edu/134/microbial-fuel-cells-generating-power-from-waste/

http://sheppardsoftware.com/content/animals/kidscorner/foodchain/decomposers.htm

http://www.sciencekids.co.nz/topics.html

https://livingink.co/


https://biomason.com/






https://boltthreads.com/


https://www.evrnu.com/



http://science.jrank.org/kids/pages/73/PLANT-SURVIVAL.html

https://www.youtube.com/watch?v=Ca4Hc2I6ndE



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.


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].

http://www.creosityspace.com/



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?


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.


Introductory Investigation


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.


All 18 are from the animal kingdom


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.


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.


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.


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.


Lesson Planning

The remaining pages are provided for you to use for lesson planning.


Preparation: .

Day/Week Class Activities

Unit Documents


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.























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 - “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 – 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.






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.















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





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

http://www.youtube.com/watch?v=dRXNo7Ieky8

http://www.homegrownfun.com/composting-classroom/

https://www.youtube.com/watch?v=5M_eDLyfzp8

https://www.ted.com/talks/eben_bayer_are_mushrooms_the_new_plastic


http://kidshealth.org/kid/talk/qa/germs.html

http://www.timetorecycle.com/compost/bokashi.asp

http://www.chem4kids.com/files/react_catalyst.html

http://illumin.usc.edu/134/microbial-fuel-cells-generating-power-from-waste/


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)

http://sheppardsoftware.com/content/animals/kidscorner/foodchain/decomposers.htm

http://www.sciencekids.co.nz/topics.html


https://biomason.com/






http://science.jrank.org/kids/pages/73/PLANT-SURVIVAL.html

https://www.youtube.com/watch?v=Ca4Hc2I6ndE