Fungi
Self-Guided Activities | Sense: Smell | Water Striders | Beaver In Fall | Ground Squirrels |
Weather and Climate Scavenger Hunt | Interdependency Inventory

Introduction: 
As presented, the following activity is designed to fit the grade 4 unit "Plant Growth and Changes". With modifications to fit topic and students' skill levels, it would also work well for the grade 1 unit "Needs of Plants and Animals" (#7), the grade 4 unit "Waste and Our World" (# 1), grade 5 unit "Wetlands" (#3 and 5) and grade 6 unit "Trees and Forest" (#1and 2). Connection to other curriculum areas can be incorporated: math (estimating, measuring, calculations), art (sketching viewpoints and by direct observation, rubbings) and language arts (journals, reflection, poetry), drama (skits, charades, role playing), social studies (map reading, communities) 

Activity Summary:
Students will learn that organisms can be classified according to energy source (food supply) as a basic characteristic and that requirements for growth vary. Students will learn more about the special needs of fungi and about their importance as part of the environment. 

NOTE: Taxonomy is constantly evolving. The five kingdom system, developed in the 1960's, removes fungi and lichens from the plant kingdom and places them into their own kingdom. However, even some recent books still include fungi and lichens with plants. If you choose to go with the five kingdom classification, you could still use this activity. Back in the classroom, use their discoveries and observations to help the students understand why fungi are not classified as plants. 

Season: Spring through fall: after a period of cool, damp weather is best 

Time: 30-45 minutes 

Preparatory: Review the concepts basic needs, interdependency, adaptations and ecosystems. 
Class discussion and list of how plants are important in ecosystems. 
Distribute copies of the data sheet. Review the categories and your expectations for completed work. 

Equipment required: Fungi Data sheets, pencils, clipboards 

Setting: Forest 

Instructions:

1. Give the students, working either individually or in small groups, a defined area with clear boundaries to explore.
2. Have the students move about within that area, looking for fungi. If the students are having difficulty finding any, move your group to another area of the forest. Generally, dense areas are best because the shade keeps the area cool and moist.
3. When a student finds a fungus, move all of the group to that student.
4. Have the students complete the correct square on the data sheet as thoroughly as possible . Encourage the students to be as specific as possible e.g. light beige rather than just brown, animal with small teeth ate some rather than just food.
5. Send the students out looking for more fungi and repeat the above procedure.
6. Terminate the activity when interest and enthusiasm are waning even though students may not have found two examples of each