Mushroom workshop storyboard

Mushroom workshop storyboard

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Storyboard Text

  • 7:30am Rosie on her way to the Mushroom Workshop
  • One hour class lesson before departure to municipal park
  • -What are fungi? -Wood Wide Web -Logistics
  • 1 hour later...Arrival at Montague Provincial Park, Galiano Island, BC
  • #1-Best Friend Train Station
  • This is Rosie is a fourth grade student and participant in our 1 day workshop. Rosie is quite extroverted and what she is very social and learns through interactivity. She has difficulty staying focused and academic awareness.
  • #2-Hydrocarbon Train Station
  • I am pretending to be a mushroom
  • I am pretending to be tree!
  • Nutrient​
  • The introduction is mixing hands-on specimen and a graphic illustration to our instructivist lecture, which helps Rosie to develop her listening skills. She is excited that she already knows some Fungi, kombucha, yeast. It challenges Rosie because she has to pay attention. She really likes the graphic facilitation.
  • #3-Web of Life Train Station
  • At this station students are asked to identify the parts of a mushroom through guided mushroom dissection, which helps Rosie to learn through visual and hands on learning. She is excited to dissect things for the first time. It challenges Rosie because material is new and she must focus. And it builds her confidence when working individually within a group.
  • #4-Mother and Nursery trees Train Station
  • At this station students are involved in an interactive and challenging physical activity, which helps Rosie to develop understanding of the tree-to-fungi relationship. She is excited that it is fun and she is able to run. It challenges Rosie because define new concepts. And it teaches her how nutrients are exchanged between tree roots and mycelium.
  • Water
  • Sugar
  • Sunlight
  • At this station students are asked to play the web of life card game, which will helps Rosie to creatively learn about fungi. She likes that it is interactive. It challenges Rosie because needs to define new words. By the end of this exercise Rosie should be able to illustrate and explain the importance of fungi-forest relationships.
  • At this station students are asked to move along a trail as a “teaching train”, which helps Rosie to develop her speaking skills. She is excited about explaining what she has learned to her classmates. It challenges Rosie because she needs to be concise in her explanation. And it teaches her to identify decomposing logs and describe the role of fungi as the “clean-up” crew.
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