Ancient Egypt and Food Preservation: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 2-5 hours; Teaching Time: 45 min.
Description: This lesson relates the Ancient Egyptian practice of mummification to various methods of food preservation. Students learn about the foods eaten by Ancient Egyptians and the methods they used to preserve the foods they ate. Students then relate the methods used back then to the food preservation techniques used today. They are presented with a demonstration on how to make refrigerator pickles and then given samples of the end product. Through the tasting, students are shown that other things can be pickled besides cucumbers. Those students interested are given a recipe to try what they learned at home.
Objective: Students will have an understanding of ancient food preservation techniques and have practical applications for cooking
Curriculum Connections:
- ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Harvest of the Month: Flexible
Source: Sophia Gill, FoodCorps Service Member
Apple Fractions: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: 30 min
Description: Students prepare a class batch of applesauce to share through this activity. While preparing the apples to cook, students will visualize the apple pieces as parts of a whole and practice writing fractions.
Objective: Students will have a basic understanding of fractions. Students will be able to apply fractions to cooking situations. Students will know how to make applesauce.
Curriculum Connections:
Math Common Core
- 4.NF.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models…
- 4.NF.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2…
- 4.NF.3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
- 4.G.3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts…
Harvest of the Month: Apples (Fall)
Fibonacci Spirals in Nature: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 15-30 minutes; Teaching Time: 30-60 minutes
Description: Students explore spirals found in nature, and recreate a spiral using the golden ratio and math skills.
Objective: To make connections between math, art, and nature
Curriculum Connections:
ELA
- ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Math Common Core
- MATH.CONTENT.4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
- MATH.CONTENT.4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
- MATH.CONTENT.4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
- MATH.CONTENT.4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Harvest of the Month: Flexible
Fruits and Vegetables Around the World: (Project)
Indoors; Fall, Winter, Spring Prep Time: 10 min. Teaching Time: 30-60 min., depending on independent research time for students
Description: Students investigate the cultural and environmental reasons for the use of specific foods in different cultures around the regions of U.S. and/or world. They may consider taste, seasons, communications technology, transportation, nutrition, and other factors when conducting their research. To demonstrate their new understanding students can create an international “passport” for their fruit or vegetable which may include including a photo or drawing of the food, where it is grown, where it travels (export/import), and additional fun facts.
Essential Question: How do culture and environment affect the foods that people grow and eat?
Curriculum Connections:
ELA
- ELA-LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
- ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
GLCE’s Social Studies
- 4 – G2.0.1 Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions).
Harvest of the Month: Flexible
Source: USDA FNS Dig In! “Lesson 6: Global Garden”
Life of a Tomato: (Lesson)
Indoors or outside; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: 30-45 minutes
Description: Students will learn about local and non-local food systems through demonstrating the life of a tomato as it journeys through both a local, low processed food system and an international, highly processed food system.
Objective: Students will be able to define a food system and identify at least one difference between local and nonlocal food systems.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- ELA-LITERACY.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Social Studies GLCEs
- 4 – G4.0.2 Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States (e.g., forms of shelter, language, food). (H)
- 4 – E1.0.1 Identify questions economists ask in examining the United States (e.g., What is produced? How is it produced? How much is produced? Who gets what is produced? What role does the government play in the economy?).
- 4 – E1.0.6 Explain how competition among buyers results in higher prices and competition among sellers results in lower prices (e.g., supply, demand).
- 4 – E1.0.7 Demonstrate the circular flow model by engaging in a market simulation, which includes households and businesses and depicts the interactions among them.
- 4 – E3.0.1 Describe how global competition affects the national economy (e.g., outsourcing of jobs, increased supply of goods, opening new markets, quality controls).
CC Math
- MATH.CONTENT.4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol…
- MATH.CONTENT.4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money…
Harvest of the Month: Tomatoes
Source: Adapted from Vermont FEED workshop, National Farm to Cafeteria Conference, 2010
Indoors; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: 30 minutes
Description: Crush iron-rich, fortified cereal to illustrate the presence of minerals in the everyday foods we eat. Educators will have an opportunity to discuss nutrition, science of minerals and vitamins, and why eating foods of high nutrition is important to our health.
Objective: Learn about the Earth’s minerals and metals and how they are vital to our health.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Source: Katherine Harmon; Scientific American
My Michigan Plate: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 10 minutes; Teaching Time: 45-60 minutes
Description: Students learn about agriculture in Michigan, the various crops that are grown here, and how agriculture contributes to Michigan’s economy. Through a class discussion, they decode a legend and create their own MyPlate guide to create a balanced meal made entirely from products grown in Michigan.
Objective: Students will understand how to identify whether food items belong to fruit, vegetable, protein, grain or dairy food group. Students will understand what “agricultural diversity” means and that Michigan is a major agricultural producer within the United States.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- ELA-LITERACY.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Harvest of the Month: Apples, (Fall), Frozen Fruit, Squash (Winter), Asparagus (Late Spring)
Source: Meghan McDermott, FoodCorps Service Member 2013-15
Indoors; Fall, Winter, Spring; Prep Time: 20 minutes; Teaching Time: 1 hour
Description: Students learn about solids, liquids, and gases using the ingredients of parsnip pancakes and learn about the metric system, conversions and math through measurements of ingredients in this recipe. Students can also have an opportunity to use their five senses, learn about the parsnip, and write about their observations of the cooking process. Then, they make and eat some pancakes!
Objective: Using parsnips as the catalyst, students learn states of matter, metric system conversions, and write observations of the cooking process.\
Curriculum Connections:
ELA
- ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Common Core Math
- MATH.CONTENT.4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit….
- MATH.CONTENT.4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including…
NGSS
- 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Harvest of the Month: Parsnips
Source: Revised by Mikaela Taylor, FoodCorps Member
Read About Seeds: (lesson)
Indoors; Winter; Prep Time: 20 minutes; Teaching Time: 60 minutes + 30-60 minutes to plant seeds + 30-60 minutes to move seedlings to the garden
Description: Students read seed packets to learn what a seed needs to grow. They will use observation and language skills to decode the words and graphics on the packet and predict how a seed will grow. Options include allowing students to plant their own seeds and transplant the seedlings into the school garden. February or March is a good time to complete the lesson if you want to start seeds in the classroom that can be moved later to the school garden.
Objective: Students will learn why seeds are essential for life cycles, and what we need to know about seeds to help them grow.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
- ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- ELA-LITERACY.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Harvest of the Month: Flexible
Source: Eat.Think.Grow from Portland Partners for School Food and Garden Education
Rocks to Radish: (Activity)
Indoors; Fall, Winter, Spring; Prep Time: 15 minutes
Description: Students are asked how we get from a rock to a radish, and put in order symbolic objects representing each step in the process, discussing each step along the way
Objective: Make connection between food sources and geology; understand what a “food system” is; understand the important actors and stages involved from seed to fork.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- ELA-LITERACY.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
GLCEs Social Studies
- 4 – E1.0.4 Explain how price affects decisions about purchasing goods and services (substitute goods).
- 4 – E1.0.5 Explain how specialization and division of labor increase productivity (e.g., assembly line). (H)
- 4 – E1.0.6 Explain how competition among buyers results in higher prices and competition among sellers results in lower prices (e.g., supply, demand).
- 4 – E1.0.7 Demonstrate the circular flow model by engaging in a market simulation, which includes households and businesses and depicts the interactions among them.
Harvest of the Month: Flexible, just replace “radish” with whatever food is growing
Source: “Rocks to Cheese” in Project Seasons by Shelburne Farms in VT
Salsa for Science: (Project)
Indoors; Fall; Prep Time: 15 minutes; Teaching Time: Two 60 minute sessions
Description: In small groups, students develop and prepare a salsa recipe as well as review the scientific method to form a hypothesis on what ingredients (and in what proportions) will come together to create the most popular salsa.
Objective: Students will conduct an experiment based on their understanding of proportions and personal taste preferences to create a successful salsa recipe. Students will collect and analyze data to determine the most popular salsa recipe.
Harvest of the Month: Tomatoes, Bell Peppers, Onions, Peaches, Beans, Cilantro, Chives, Garlic
Seeds Part 1: Make Your Own Seed Packet
Indoors; Fall, Winter, Spring; Prep Time: 10 minutes; Teaching Time: 30 minutes
Description: Students learn what a seed packet is and why it is used. They choose a plant to focus on and answer questions, make predictions, draw pictures, and design their own seed packet for that plant. They also learn what a variety is, and practice imagining their own varieties for that plant.
Objective: Students will understand that plants come from seeds and that every plant grows differently. Students will understand why we have seed packets and what kind of information goes on a seed packet. Students will be able to use their creativity to create their own seed packet including a fictitious plant variety and business name.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- ELA-LITERACY.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Harvest of the Month: Flexible
Source: FoodCorps Service Members Lianna Bowman and Meghan McDermott
Seeds Part 2: Make Your Own Seed Catalog
Indoors; Fall, Winter, Spring; Prep Time: 10 minutes; Teaching Time: 45 minutes
Description: This lesson builds off of “Make Your Own Seed Packet”. Students continue to build on their knowledge of what a seed packet is and choose multiple plants to draw, imagine a variety name, and fill out information from the chart to make a seed catalog. They can also practice making a logo and discuss why businesses would use logos.
Objective: Students will understand that plants come from seeds and that every plant grows differently. Students will understand why we have seed catalogs and what kind of information is found there. Students will be able to use their creativity to create their own seed packet including a fictitious plant varieties, a business name, and a logo.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
- ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- ELA-LITERACY.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Harvest of the Month: Flexible
Source: FoodCorps Service Members
Soil Types Experiment: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 30 minutes; Teaching Time: 45-60 minutes
Description: Students discuss how rock particles are weathered into smaller sizes and compare three particle sizes: sand, silt and clay. They then measure how quickly water drains through the three particle sizes, and discuss what the ideal ratio of particle sizes would be in a garden.
Objective: To learn about soil composition and carry out a scientific experiment.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- ELA-LITERACY.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
- ELA-LITERACY.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
- ELA-LITERACY.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
- ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
NGSS
- 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
- DCI: ESS2.A: Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.
- DCI: ESS2.A: Earth Materials and Systems
Harvest of the Month: Flexible
Source: Inspired by Food, Land and People
Indoors or Outdoors; Fall, Winter Spring; Prep Time: 20-30 minutes; Teaching Time: 45 minutes
Description: Students act out the different amounts of space that different vegetables take up on a grid on the floor that acts as a garden bed layout. Then, students take this knowledge and apply it to a worksheet with a similar grid and design their dream garden bed. Finally, students answer questions about area and perimeter of their garden beds and of each plant in their garden design.
Objective: Students will understand that different vegetables need different amounts of space to grow, and will be able to apply that to designing a garden bed. They will also be able to calculate the perimeter and area of a garden bed.
Curriculum Connections:
CC Math
- MATH.CONTENT.4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money…
- MATH.CONTENT.4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems…
Harvest of the Month: Flexible
Source: FoodCorps Service Members
The Three Sisters: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 30-45 minutes; Teaching Time: 45-60 minutes
Description: This activity explores the foods, the customs, and the stories that evolved from the planting of corn, beans, and squash—the Three Sisters—which is a tradition of several Native American tribes from the northeastern region of North America. The lesson also uses myths/legends and traditional stories to teach about American Indians beliefs and cultures.
Objective: Students will know who the three sisters are (corn, beans and squash) and will be able to explain why Native Americans planted the three plants together. They will be able to make a “Three Sisters” soup.
Curriculum Connections:
ELA
- ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
- ELA-LITERACY.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
- ELA-LITERACY.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
GLCEs Social Studies
- 4 – H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) from statehood to present….
- 4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)
- 4 – H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)
- 4 – H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same or a related activity in the past. (E)
Harvest of the Month: Dry beans, Squash
Source: Cornell University and Centennial College in Toronto, Canada
Vermicompost – Skin Deep: (pg. 25-26) (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 30 minutes; Teaching Time: 45 min- 1 hour
Description: Students bury fruit cut into different size pieces in either a worm compost or a backyard compost bin and record decomposition rates.
Objective: Students will see that cutting up organic material speeds decomposition by creating more surface area for decomposers to feed on. Students will see how skin acts as a protective covering to keep microorganisms out.
Curriculum Connections:
Common Core Math
- MATH.CONTENT.4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that…
Harvest of the Month: Whatever’s in season can be fed to worms
Source: Marin County Office of Waste Management
Vermicompost: Lab Activities (pg. 11-20) (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 30 minutes; Teaching Time: 60-90 minutes
Description: Students rotate through hands-on stations to discover the answers to questions about worms.
Objective: Students become more comfortable with worms, know the characteristics of a worm, and gain confidence in working in groups to make scientific observations
Curriculum Connections:
ELA
- ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- ELA-LITERACY.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Harvest of the Month: Flexible
Source: Marin County Office of Waste Management
Oil-Pressing Demo (Guest Presentation)
Indoors; Fall, Winter, Spring; Prep Time: 1 hour coordinating, 20 minutes setup
Description: Christoph Milz of Pressmeister Oils demonstrates how to coldpress oils using various nuts and seeds. Students sample oils from various nuts and seeds.
Objective: To learn where oil comes from, and show students a food system career.
Harvest of the Month: Sunflower Seeds, Pumpkin Seeds
Note: The following lessons reference curriculum developed by Life Lab from their Growing Classroom lesson book. For more information and to purchase a copy of this wonderful resource click here.
A Day at the Races (Lesson)
Outdoors; Fall, Spring; Prep Time: 60 minutes; Teaching time: 45-60 minutes
Description: Students prepare soil flats using five different soil conservation techniques and then compare water flow and soil loss.
Objective: To demonstrate soil erosion and ways to conserve soil.
Harvest of the Month: Flexible
Source: The Growing Classroom
Companion Planting (Project, 4-6 weeks)
Outdoors; Fall, Spring
Description: Students plan and conduct a garden experiment on the effects of intercropping (companion planting) selected crops. Students choose a plant to test and plant it with a plant it likes and one it dislikes, according to the Companion Planting Guide, along with a control plant on its own.
Objective: To determine if plants influence one another’s growth.
Source: The Growing Classroom
Ravishing Radish Party (Project, 4-6 weeks)
Outdoors; Fall, Spring
Description: Students place flats sown with radish seeds in five locations that have different microclimates and make biweekly observations. Can harvest in 25-40 days and have a radish party.
Objective: To measure and observe the effects of different microclimates on soil temperatures, soil moisture, and plant development
Source: The Growing Classroom
Transplanting, or Let’s Move ‘Em Out! (Lesson)
Outdoors; Fall, Spring; Prep Time: 30 minutes
Description: Students transplant seedlings from flats to garden
Objective: To learn how to transplant seedlings
Harvest of the Month: Spring or Fall Crops that can be easily transplanted and harvested quickly, such as baby greens
Source: The Growing Classroom
Weeding, Writing and Arithmetic (Project, 4-6 weeks)
Outdoors; Fall, Spring
Description: Students maintain a weeded and non-weeded section in a garden bed. Works well with beans or radishes.
Objective: To explore and observe weeds in the garden
Source: The Growing Classroom
What Good is Compost? (Project)
Outdoors; Fall, Spring; Prep Time: 30-60 minutes; Teaching Time: Multiple 15-40 minute sessions
Description: Students grow two identical crops, one in a bed with compost and one in a bed without compost
Objective: To determine the effects of compost on plant growth
Harvest of the Month: Spring or Fall Crops that can be grown in school garden
Source: The Growing Classroom
Garden Puzzle (Activity)
Outdoors; Fall, Spring
Description: Students role-play plants in a garden to show how different plants have different space requirements, how different-shaped plants can be grown together to use root and canopy shapes efficiently, and how efficient use of garden space leaves little room for leaves.
Objective: To demonstrate the principles of companion planting (intercropping).
Source: The Growing Classroom
Inch By Inch, Row By Row (Project)
Indoors; Fall, Winter, Spring; Prep Time: 30 minutes; Teaching Time: 60-90 minutes
Description: Students plan and map garden beds using information about growth requirements for each plant.
Objective: To combine several skills to create a garden design, including research, mapping and drawing to scale
Harvest of the Month: Flexible
Source: The Growing Classroom
Plant Properties Experiments: Glass Seed Sandwich; Let’s Get a Handle on This; Run Root Run; and Which Way Did it Grow (Project)
Indoors; Fall, Winter, Spring
Description: These four activities demonstrate different traits (tropisms) of plants. You could divide your students into four groups and have each group set up and monitor one demonstration and then share their observations and results with the rest of the class.
Glass Seed Sandwich: how roots react to water (sprouting seeds between two pieces of plastic and seeing if the roots move towards a dry or wet paper towel)
Let’s Get a Handle on This: Thigmotropism: how certain plants connect themselves to outside structures for support (growing a pea plant with and without a stick for support)
Run, Root, Run: how roots can grow around barriers in the soil (root view boxes)
Which Way Did it Grow: Geotropism: The effect of gravity on plants (placing a barrier in a root view box and watching the root grow around it)
Source: The Growing Classroom
Processed or Not? (Project)
Indoors; Fall, Winter, Spring; Prep Time: 30 minutes; Teaching Time: 90 minutes + 4 hours bread rising time + 1 hour baking time
Description: In this activity, foods are first defined according to the amount of processing. Then wheat is used as an example to demonstrate how processing can affect nutritional value. Finally, students grind flour and bake bread.
Objective: To learn the nutritional value of unprocessed foods compared to processed foods
Harvest of the Month: Flexible, any vegetable that can be processed
Source: The Growing Classroom
Seedy Character (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 20 minutes, plus soaking beans overnight. Teaching Time: Part One: 30-45 minutes, Part Two: 30-45 minutes
Description: In Part One, students examine and classify different types of seeds (Grades 3-5 best suited to the guessing game of categories, and K-2 best suited for a hands-on exploration of the different types of seeds). In Part Two, students dissect soaked pinto beans. (Great additional visual metaphors for the parts of a seed can be found in the activity “a seed is a plant in a box with its lunch” on pg. 41 of A Handful of Seeds)
Objective: To observe, classify, and identify seeds and seed parts
Harvest of the Month: Dry beans
Source: The Growing Classroom and A Handful of Seeds from the Occidental Arts & Ecology Center
Water We Doing (Project)
Indoors, Outdoors; Fall, Spring; Advanced Prep: 1 week prior, plant 1 bean or pea seed per pair
Part 1: Prep Time: 30-45 minutes; Teaching Time: 30-60 minutes
Part 2 (1 week later): Prep Time: 30 minutes; Teaching Time: 30-60 minutes
Part 3 (4 days later): Prep Time: 15 minutes; Teaching Time: 30-60 minutes
Description: In this two-week project, students observe the relationship between watering and plant growth and apply their experimental findings to the garden. The three activities are planned for a Monday/Monday/Friday sequence. For Grades K-1: the teacher should supervise watering closely, rather than assigning students to do the watering individually
Objective: To control the application of water to plants
Harvest of the Month: Flexible, beans or peas work well
Source: The Growing Classroom
Visit a Farmer’s Market (Field Trip)
Outdoors; Fall, Winter, Spring; Prep Time: 1 hour coordinating, 20 minutes setup
Description: A trip to your local farmer’s market can bring a fresh experience to your class and expose them to a multitude of things to explore, taste and observe.
Objective: To get hands-on experience with healthy foods, and show students the market for a local food system.
Curriculum Standards: Can be tailored to fit needs, but suggestions include:
Soc. Studies: D2.Eco.4.3-5: why individuals specialize and trade
D2.Eco.3.3-5: resources/capital used to produce goods and services
Harvest of the Month: Whatever’s in season at market!
