Teacher's Resources

Mushroom Farms

Objective: For students to explore the current environmental issues in Ontario, Canada and around the world.

Materials Needed:

  • Student activity sheets (provided below)

  • Computers, phones, tablets, etc.

  • Teacher resource (provided)

 

Time Needed:

  • Approximately 1 class period

 

Prep:

  • Complete one of the following lessons:

    • ​Geography: A. Physical Patterns in a Changing World

    • Geography: B. Natural Resources around the World: Use and Sustainability

    • Science: A. Understanding Structures and Mechanisms

    • Science: B. Understanding Matter and Energy

  • Book computer lab, computer carts, etc.

  • Print off student activity sheets (1 per person)

 

Guiding Questions:

  • Why do different people have different responses to the environment and the opportunities and challenges it presents?

  • Why do we need to consider various perspectives when determining the impact of human activities?

  • Why would people continue to use methods that contribute to destroying our environment when there are more environmentally safer ways?

  • Why is it important for companies to find out what consumers want now and what they might want and/or need in the future?

  • What would be the impact on depleted fisheries in a developing nation versus Canada?

 

Execution:

  • Organize students into groups of 3 to 4

  • Hand out student activity sheets

  • Have students use the provided websites to access the information

  • Once students are complete teh activity sheet, discuss as a class, or have them hand in (answers are provided for you in the teacher resource, please note, students do not have to  answer word for word, as long as they have the general idea)

 

Integrated Expectations across subject matters:

 

Language: Reading

  • Read and demonstrate an understanding of informational texts using a range of strategies to construct meaning.

 

Language: Media Literacy

  • Use overt and implied messages to draw inferences and construct meaning in media texts;

  • Identify whose point of view is presented or reflected in a media text, citing supporting evidence from the text, and suggest how the text might change if a different point of view were used.

Science

  • Analyze the effects of human activities on habitats and communities.


 

Resources used:

Videos:

P. (Director). (2020, July 9). Cultivating Gourmet and Medicinal Mushrooms [Video file]. Retrieved February 22, 2021, from https://www.youtube.com/watch?v=417Qbwn9yso

 

Newspaper Articles

Makoye, K. (2020, July 21). Mushroom helps Tanzania Farmers fight climate change. Retrieved February 23, 2021, from https://www.aa.com.tr/en/africa/mushroom-helps-tanzania-farmers-fight-climate-change/1917032

Rosenberg, L. (2020, December 31). Mushrooms are considered to be the most sustainable vegetable - here's why. Retrieved February 23, 2021, from https://www.greenmatters.com/p/why-are-mushrooms-sustainable

Ceurstemont, S. (2020, November 18). Mushroom cultivation produces three times its weight in WASTE. it's now being turned into burgers and fertiliser. Retrieved February 23, 2021, from https://horizon-magazine.eu/article/mushroom-cultivation-produces-three-times-its-weight-waste-it-s-now-being-turned-burgers

Fuller, S., & Menary,, J. (2021, February 19). Gene-edited crops may be coming TO Europe-if scientists can avoid the Pr mistakes of the GMO debate. Retrieved February 23, 2021, from https://geneticliteracyproject.org/2021/02/15/gene-edited-crops-may-be-coming-to-europe-heres-the-path-forward/

Jones, M. P. (2020, September 11). Vegan leather made from mushrooms could mould the future of sustainable fashion. Retrieved February 23, 2021, from https://www.weforum.org/agenda/2020/09/future-of-sustainable-fashion-mushrooms/

Read, R. (2020, August 11). Coronavirus strikes indoor mushroom farms. Retrieved February 23, 2021, from https://www.latimes.com/world-nation/story/2020-08-11/coronavirus-farm-worker-mushrooms

Worksheets

Teacher's Resources