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.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Harvest of the Month: Flexible
Source: Sophia Gill, FoodCorps Service Member
Farm to Plate Game: Part One and Part Two: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 15 minutes; Teaching Time: Two-Part Lesson Part One: 30-45 minutes and Part Two: 30-45 minutes
Description: Students are assigned a role to practice being one player in the first half of the food system (Part 1): farmer/producer, food transporter, food processor, and advertiser, and the second half of the food system (Part 2): food processor, food inspector, grocer, consumer, and waste manager. Afterwards they present on what they did to the rest of the class.
Essential Question: Students will understand that a lot of people help to get food to our plates and will know the different jobs that are involved.
Curriculum Connections:
ELA
- ELA-LITERACY.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- ELA-LITERACY.RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Social Studies GLCEs
- 3 – G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities. (E)
- 3 – E1.0.1 Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan
- 3 – E1.0.4 Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan. (H, G)
- 3 – E1.0.5 Explain the role of business development in Michigan’s economic future.
- 3 – E3.0.1 Identify products produced in other countries and consumed by people in Michigan.
Harvest of the Month: Flexible
Source: Adapted to K-2 from USDA FNS Dig In! “Lesson 2: Farm to Plate”
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
- 3.NF.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b
- 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
- 3.G.2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Harvest of the Month: Apples (Fall)
Fibonacci Spirals in Nature (Lesson)
Indoors Fall, Winter, Spring Prep Time: 15-30 min. Teaching Time: 30-60 min.
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.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Math Common Core
- MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
- MATH.CONTENT.3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares…
- MATH.CONTENT.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
- MATH.CONTENT.3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
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.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
- ELA-LITERACY.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Harvest of the Month: Flexible
Source: USDA FNS Dig In! “Lesson 6: Global Garden”
Indoor Plant Experiments: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 10 min; Teaching Time: 30-45 min.
Description: The teacher guides students through setting up a class experiment to see what plants need to grow. Small potted plants are placed around the room in various conditions. As a class, a chart is made to record the experiments, make predictions about what will happen, and record results.
Objective: Students will have an introductory understanding of what an experiment is, and know the basic needs of plants
Curriculum Connections:
ELA
- ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Harvest of the Month: Flexible
Source: Teaching Young Children Using Themes by Marjorie Kostelnik
My Michigan Plate: (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 10 min; Teaching Time: 45-60 min
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.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
- ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
GLCEs Social Studies
- 3 – G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative location of significant places in the immediate environment.
- 3 – G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan
- 3 – G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.
- 3 – G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities. (E)
- 3 – G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.
- 3 – G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. (H)
- 3 – E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic development (e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobile manufacturing, and furniture making). (H, G)
- 3 – E2.0.1 Using a Michigan example, describe how specialization leads to increased interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan)
Harvest of the Month: Apples (Fall), Frozen Fruit & Squash (Winter), Asparagus (Late Spring)
Source: Meghan McDermott, FoodCorps Service Member 2013-15
Read About Seeds: (Lesson)
Indoors; Winter; Prep Time: 20 minutes; Teaching Time: 60 min + 30-60 min to plant seeds + 30-60 min 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.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
- ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
- CCSS.ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)
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.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
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
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.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
- ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
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.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
- ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
- ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
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.
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:
Common Core Math
- MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
- MATH.CONTENT.3.OA.B.5 Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
- MATH.CONTENT.3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
- MATH.CONTENT.3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
- MATH.CONTENT.3.MD.C.7 Relate area to the operations of multiplication and addition.
Harvest of the Month: Flexible
Source: FoodCorps Service Members
The Three Sisters: (Lesson)
Indoors Fall, Winter, Spring Prep Time: 30-45 min. Teaching Time: 45-60 min.
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.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
- ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
GLCEs Social Studies
- 3 – H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past
- 3 – H3.0.4 Draw upon traditional stories of American Indians (e.g., Anishinaabeg – Ojibway (Chippewa), Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in order to make generalizations about their beliefs
- 3 – H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment
- 3 – G4.0.4 Use data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe the cultural aspects of modern American Indian life; give an example of how another cultural group in Michigan today has preserved and built upon its cultural heritage.
- 3 – G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. (H)
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.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
- MATH.CONTENT.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Harvest of the Month: Whatever’s in season can be fed to worms
Source: Marin County Office of Waste Management
Vermicompost: Lab Activities (pg. 11-13) (Lesson)
Indoors; Fall, Winter, Spring; Prep Time: 30 minutes Teaching Time: 60-90 min.
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.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
- ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
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
Shoebox of Sunshine (Project)
Indoors; Fall, Winter, Spring; Advanced Prep: 1 potted bean or pea plant per pair of students; Prep Time: 30 minutes (5-6) or 60 minutes (K-4) Teaching Time: 60 minutes (5-6) or 30-60 minutes (K-4)
Description: Students construct miniature greenhouses in shoeboxes and observe and measure their effects on plant growth. They relate these experiences to food production methods and to the earth’s greenhouse effect, an important factor in the formation of our climate.
Objective: (Grades 5-6): students will be able to describe how the earth radiates heat from the sun to our atmosphere (Grades K-4): students will get an introductory peek into the effects of the sun on plants and atmosphere
Harvest of the Month: Flexible, beans or peas would go well
Source: The Growing Classroom
The Seasons of a Tree (Lesson, Project)
Outdoors; Fall, Spring; Prep Time: 10 minutes; Teaching Time: Multiple 15-30 minute sessions
Description: Students make drawings of a selected tree throughout the school year
Objective: To observe seasonal changes in the life of a tree
Harvest of the Month: Apples, pears, plums, peaches, nectarines, cherries, saskatoons
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
