Tag Archives: Life Long Learning

07/26/14

Developing a Mycology Curriculum

A conspicuous absence exists in the science classroom. While we busily talk about the better understood kingdoms in life science, animalia and plantae, we do not include an equally important, and arguably more fascinating one, fungi. I began to design this unit for an intermediate classroom that provided lots of room for independent work. It still has a ways to go, but I’ll share here the central questions, and a few of the activity ideas that I came up with.

Philosophy to Practice: The unit is in keeping with my philosophy for a few reasons. Firstly, it provides an option of an area for students to study more deeply if they are interested in doing so. It also is directly connected to life skills, as fermented foods (sourdough, yogurt, kombucha, etc.) are a part of many people’s diets. As well, it offers a variety of interactive activities with which students can learn multi-modally. I had a great time designing this and tying it in to the intermediate PLO’s. I’m looking forward to teaching science and building on it more! This is a neat one for me because it is something I got to learn a lot about in the process of designing this unit, and it will keep being a project for me for many years, I expect.

 

Central Question: Where do fungi fit into the ecosystems we live in and the history of life on Earth?

Other Questions to Explore:

  • Why and how to humans cultivate or use fungi?
  • What is the impact of humans on fungi?
  • How are fungi and cultures connected, or co-dependant?
  • Do all living things produce bi-products? What/Why/How?
  • What do scientists still wonder/not know about fungi?
  • How do we classify living things? How has this changed over time?
  • What are the necessities for all life on Earth?
  • What is the relationship between humans and fungi? (What purposes do humans cultivate fungi for? [antibiotics, edible mushrooms, fermented food, research, ecological restoration… What is the cultural significance of fungi? What is the role of fungi in human history?]
  • How are food chains (that include fungi) related to other cycles and systems in the natural world?

Big Ideas:

Classification of life forms: fungi as unique, as their own kingdom

Humans and the Environment

Cycles and Systems as an interconnected web

Evolutionary History (timeline)

Rationale:

Mycology is an often forgotten part of studying life and Earth sciences. This is in part due to its mystery, and in part due to a lack of understanding or acknowledgment by many teachers. However, fungi are an integral part of most ecological systems, as well as human cultures, folklore, and health science. While fungi go almost without specific mention in the PLO’s, they are clearly an important part of science and social studies. Fortunately, many of the science PLO’s lend themselves well to exploration beyond the specific content requirements. As such, I propose this unit to supplement larger studies of Earth and life science, scientific methods, as well as social studies and language arts.

Some Activities/Projects:

Growing oyster mushroom mycellium (and fruit)

A study of bread mold.

Making sourdough.

Using nomenclature cards to learn types of, parts of, and the life cycle of a fungus.

Studying the cultural history of fungi (share via mini-book, story, artwork…)

Build an ecosystem, complete with plants, animals, and fungi (diorama).

 

Find a venn diagram template for comparing plants, animals, and fungi here.

01/20/14

An Introduction to the Hands-On Learning Project

Over the course of the next few weeks I will be posting simple, practical, hands-on learning projects for classrooms of various ages.

Why should we care about practical skills and hands-on learning? Here’s why.

  • One way that people learn is by doing. [Side note: There is some debate about which, if any, learning styles models are valid, visual/auditory/kinesthetic being one of them; however, many educators put their faith in them (Willingham, 2013). Some philosophies, including that of Maria Montessori and her followers, advocate for hands-on learning not as a style for some, but a necessity for all (Montessori, 1936).]

  • When students can see the point of doing something, they tend to be more highly motivated. (Pintrich, 1999.)

  • By allowing different kinds of knowing into the classroom we welcome students’ various funds of knowledge, making the classroom a more diverse and potentially nourishing learning environment.

  • Motivation in classroom settings is tied to self-efficacy (Ames, 1990). When we create more diverse opportunities to show competence, students who may not excel in other areas are given a chance to shine.

  • Varying instruction and activities helps keep the classroom interesting and exciting.

  • Life after and outside of school will demand practical skills and understanding of tasks.

  • Practical (life) skills can integrate into the curriculum and help to bridge cross-curricularly.

  • Creating work that can be displayed in the classroom can help make the classroom a meaningful and welcoming place for students.

  • Some skills projects, such as growing vegetables, can help to promote healthy lifestyles in the short and long term.

  • Practical, hands-on learning is an important skill that schools should help develop in students if they hope their students will go on to be life-long learners.

Works Cited:

Ames, C. A. (1990). Motivation: What Teachers Need to Know. Teachers College Record.  91:3, 409-421.

Montessori, M. (1936). The secret of childhood. B. B. Carter (Ed.). Calcutta: Orient Longmans.

Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of
Educational Research, 31, 459-470.

Willingham, D. (2013). Learning styles. In H. Pashler (Ed.), Encyclopedia of the mind. (Vol. 12, pp. 467-469). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org.ezproxy.library.ubc.ca/10.4135/9781452257044.n174