Curriculum Work
Mushrooms
As mushrooms are abundant,ubiquitous, and delicious during autumn in the Pacific Northwest, I thought it would be wise to talk about fungus, introducing children to a fun and safe way of experiencing mushrooms so they may have a better understanding and appreciation of these organisms.
activity time: 20 minutes
logistics: working with small groups over course of three weeks
Guessing Game
- introduce mushrooms by placing one mushroom in lidded box and allow kids to reach in and guess what is inside the container using their sense of touch (without looking)
-using their sense of smell, have kids smell contents of box and guess what is inside
-after receiving various guesses, reveal contents of box
Discussion
-what are mushrooms?
-who has seen them?
-where do they live?
-where have people seen them?
-were they alive or dead?
Reading
- portions of KATYA’S BOOK OF MUSHROOMS by Katya Arnold and MUSHROOMS by Peter Murray to explain that mushrooms are
-fruiting bodies
-mycelium
-connected with other life in forest
Movement exercise
-Acting as mycelium, students spread across floor and form a circle, with everyone holding hands. Once in place, drop hands.
-Pick up another hand of different person other than your neighbor directly on either side of you.
-Once everyone’s hands are linked, we have become a web, a network of mycelium
How do mushrooms move?
-encourage students to imagine themselves as mushrooms, considering how they look and stand in forest
-how might they grow? Move?
-move bodies like mushrooms
Art Activity
- spore prints
-supplies
*mushroom for each child
*white paper
*black paper
*plastic container to place over mushroom
*tape to adhere container to paper
-using edible mushrooms I have gathered hours before, students make spore prints
-transformation! Occuring overnight; covered, print revealed the next day
-prediction of spore print
-after selecting their mushroom and preparing their paper, children envision what their spore print will look like the next day and draw their prediction
Additional ideas…
-pass around examples of shaggy mane, puffball, chanterelle
why mushrooms are good?
-medicine –food –dye –use by different peoples in different places
Curriculum Review
My planned curriculum with the kindergartners at Lincoln was a fun and concise exploration into the lives of mushrooms. The curriculum engaged the students on a variety of levels, such as tactile, olfactory, kinesthetic, and artistic, through various activities such as a guessing game, movement exercises, spore prints and artistic prediction of spore prints, yet ultimately I realized that I did not have enough practical identifiable knowledge of mushrooms to share with the children and convey accurate information toward which I would be responsible. Thus, I decided to modify my curriculum to address the season of autumn and things in nature that we may see (happening) around us. We discussed leaves changing color and falling from trees and the process of decomposition, and we moved our bodies like sprouting seeds, growing tall in the sun and rain, and maturing into tall trees that sway with strong dancing winds. We talked about the plants that live in our area as we collaged with those leaves that the plants had shed this autumn, either with the help of the wind or with my hands cutting back plants at the Skokomish Reservation.
While I was initially disappointed not to complete the mushroom curriculum, I feel relieved to have guided an activity with a bit less structure during my first occasion in facilitating with the children. I was initially quite surprised at how they looked at me with undivided attention as soon as we gathered in a small group and I immediately realized how they were listening to my words. Of course, I had talked with all of the students before, either in small groups or individually, but on this occasion, I felt a greater responsibility and even a bit of pressure in communicating with clear, concise words that intentionally expressed excitement. While I was genuinely enthusiastic about acting like seeds and growing trees, I dearly wanted to convey my feelings and wanted that the children too experience joy in swaying with the wind and in creating art using leaves and seed pods. I have learned that if I am earnestly interested in an activity and give my undivided attention to the children while sharing my feelings and ideas, I can help to create a space where children are free to express themselves, and they usually want to participate if they are given the unconditional emotional support. I really enjoy working with the children in small groups, as I am better able to give them my fullest attention and am able to let them express themselves without rushing to the next activity. I am amazed by each and every child and I wanted to sit and talk with them and hear their ideas about autumn and listen to their stories about their grandparents and horses and daycare. I see and hear so much excitement in each child, especially those who are somewhat reserved in the large group setting, but who lively discuss their opinions one-on-one. From just this planned curriculum opportunity, I know that I want to continue working and sharing with children in small groups and support them as they think and dream about and act according to their heart and mind strings.
