Zachary Powers Subject: Science Lesson On: Foods That Come From Plants Date/Time to be Implemented: TBA Grade

Level: Kindergarten Anticipated time: 45 minutes What? In this lesson students will explore the sources of our food. They will review the basic structure of a plant and examine what parts of different plants people eat for food. Students will develop their observation skills in examining the parts of a plant and dissecting the ingredients of a pico de gallo salsa, comparing and contrasting different foods and their features, and pointing out features specific to different plant parts. They will also discuss the differences and relations between factory-made foods and farmgrown foods by exploring the process through which tortilla chips are made.

NancyLee Bergey! 12/8/13 4:45 PM Comment: Think about this language. To me manmade sounds like synthesized in the lab. Although you were probably going for a simple term, kids may have heard the expression processed food in the media. You could try something like made in a factory versus right from the farm. Zachary Powers! 12/8/13 4:45 PM Comment: I agree with the distinction. Calling factory-made or processed foods man-made also belies the fact that agriculture is a human-controlled activity. NancyLee Bergey! 12/8/13 4:45 PM Comment: I would say this might be too many ideas, except that the idea of watching something being made in the factory WHILE eating the salsa and chips, makes sense. Zachary Powers! 12/8/13 4:45 PM Comment: I fixed the error about onions. I will explain the onion as stem by pointing out the bulging bottom of the tomato stem in my illustration, and explaining the onion as a very fat stem. Ill complement this by asking ... [1] students to point out the roots, as PM well. Zachary Powers ! 12/7/13 3:00
Deleted: roots

How? Students will review four basic parts of a plant: leaves, stems, roots, and fruits. We will then examine five foods: onions, cilantro, limes, carrots and tomatoes. We will examine where on their plant each food comes from and discuss the parts of their plant using diagrams of each plant/tree, connecting to students prior knowledge of apple trees and pumpkin plants. Children will then dissect each food, cutting them into pieces and discussing what their observations using their five senses. We will chart these observations. This will end the first portion of the lesson. In the mean time, I will cut up their foods further and we will mix them into a salsa. At the start of the second portion of the lesson, I will let the children mix the salsa, and introduce chips. Students will brainstorm where chips come from and use the video to research our answers. We will then eat chips and salsa and watch and discuss a video about how chips are made and discuss how this process relates to the farm grown foods we explored during the bulk of the lesson.

NancyLee Bergey! 12/8/13 4:45 PM Comment: Oh dear. Bulbs are not roots. They are really modified stems. If you look ... at [2] an onion or garlic you may be4:45 able PM to see the NancyLee Bergey ! 12/8/13 roots growing out of the bottom. Thinking Comment: If you want to get at root, add a about something like a leek or a scallion may little carrot to your salsa. Cant hurt! ... [3] make this clearer, and in fact makes the layers Zachary Powers 12/8/13 4:45 you PM even of the onion make! sense. Maybe want to use a scallion here? Comment: I took out garlic to tighten the lesson. The onion already represented bulb ... [4] foods, and garlic ! is an unnecessary ingredient Zachary Powers 12/8/13 4:45 PM in salsa. Comment: I added the carrot to represent the root vegetables. Zachary Powers! 12/7/13 3:06 PM Deleted: plant NancyLee Bergey! 12/8/13 4:45 PM Comment: Item. You wont have a lime plant there. Again, think carefully about the ... [5] wording. Zachary Powers! 12/8/13 4:45 PM
Comment: After reading your thoughts below about the duration of the lesson, and ... [6] similar comments Penny4:07 Silver, I decided to Zachary Powers! by 12/7/13 PM split the lesson into two portions. This will Deleted: we will chart these thoughts and allow students to spend more time exploring questions the foods and thinking about their similarities Zachary Powers ! 12/7/13 4:07 more PM sense in and differences. This also makes terms of logisticsI have time to cut up Deleted: . After thewill video students will the ingredients and we will notwe run over into discuss what they learned and will chart ... [7] the students' lunch period. that. NancyLee Bergey! 12/8/13 4:45 PM Comment: Still could be a lot if you dont want to rush the dissecting and observation ... [8] stage. There is so much to see in those five items!

Why? As early science students, children are still working on their observation skills and learning about living things in the world. This lesson is designed to work on the basic process skills of observation, hypothesis making, and data analysis while studying the physical make up of plants.

This lesson also explores the origins of our food and how we use farm grown foods to make processed foods. For children to eventually take on the responsibility of democratic citizenship, they need to understand where basic resources such as food come from. This lesson exposes children to the origins of their food. This social studies theme also ties into the social studies portion of the term three assignment, which looks at the work done in agriculture.

NancyLee Bergey! 12/8/13 4:45 PM Comment: Interesting. When I saw social studies I immediately thought about climate where do limes grow. So if you were doing a full integrated unit you could go there, too. Will you do a literacy lesson on growing plants/agriculture/etc.? You know I have a lot of books about this. (And just in your conversation, dont forget to connect to pumpkins, which I think was a unit before this, right? Zachary Powers! 12/8/13 4:45 PM Comment: I have added the connection to prior knowledge above. NancyLee Bergey! 12/8/13 4:45 PM Comment: I reordered these in the order in which they appear in the lesson. You are really counting on the kids already having this information, right it is more or less a review item here? Zachary Powers! 12/8/13 4:45 PM Comment: Yes, their prior work with pumpkins and apples has introduced them to these generic plant-parts. Zachary Powers! 12/7/13 3:17 PM Deleted: roots Zachary Powers! 12/8/13 4:45 PM Comment: Agreed. I had felt obliged to include NGSS, but this was more lip service than anything. NancyLee Bergey! 12/8/13 4:45 PM Comment: I dont think you are really addressing the question of what plants need to survive. Why dont you just take this out? Zachary Powers! 12/7/13 3:19 PM Deleted: NGSS
<#>K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types ... of [9] animals; the requirement of plants to have NancyLee Bergey ! 12/8/13 4:45 PM light; and, that all living things need water.] Comment: This is a much better fit.

Goals/Objective(s): SWBAT describe four parts of a plant: leaves, fruit, roots, and stems. SWBAT understand that we use different parts of a plant for food. SWBAT describe different kinds of food using their five senses. SWBAT understand that some foods are grown and some foods are made by people (and that factory made foods are made from farm grown foods.) SWBAT describe four parts of a plant: leaves, fruit, roots, and stems. Next Generation Science Standards and Framework for K-12 Science Education Standards Kindergarten Framework Disciplinary Core Ideas LS1.A All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive, grow, and produce more plants. LS1.C All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.

Cross Cutting Concepts Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

NancyLee Bergey! 12/8/13 4:45 PM Comment: OK on this one because you ARE addressing our animal need to eat plants. NancyLee Bergey! 12/8/13 4:45 PM Comment: To support this you will want to connect the particular cases of your 5 items to prior knowledge leaves and roots of trees, ... [10] pumpkins as another fruit, etc. Zachary Powers ! 12/8/13 4:45 PM
Comment: See above for connections to Did you look at the book A Fruit is a Suitcase prior knowledge. I havent heard of the book, for Seeds ? This might help you to make the but I think that this would be a good idea ...for [11] point about why things kids may not think of an extended unit. In addition, as we chart the as fruit ARE in the biological sense. Again, I different foods/plant parts, I'm going to bring am thinking of this as a literacy lesson, outside up a comparison of the onion and the tomato of all you are trying to accomplish here. using the stem/fruit vocab, probing the students about which plant parts have seeds. The lime will serve to support this notion, as it is also a fruit.

Scientific and Engineering Practices: Practice 8 Obtaining, Evaluating, and Communicating Information Communicating in written or spoken form is another fundamental practice of science; it requires scientists to describe observations precisely, clarify their thinking, and justify their arguments (89).

NancyLee Bergey! 12/8/13 4:45 PM Comment: Yes, these are great. Just get rid of the NGSS one.

Materials and Preparation: 1 carrot 1 lime 1 red onion 1 tomato 1 bunch of cilantro 1 bag Tortilla chips 4 sets of plastic knives and forks Computer w/ Tortilla Chip Video A diagram of each food on its plant. Bowl Napkins 1 plastic table cloth 5 paper plates for cutting Chart Paper Dry Erase Markers Goggles for onions and lime 1 sharp kitchen knife. Magnetic diagram of a tomato plant (composed of leaf, fruit, root, and stem parts)

Zachary Powers! 12/8/13 4:45 PM Comment: I nixed the cutting board for a plastic table cloth and plates. Zachary Powers! 12/8/13 4:45 PM Comment: Duly noted. I will include this in my plan. NancyLee Bergey! 12/8/13 4:45 PM Comment: I always worry when I see lessons that provide kids with plastic knives only I have seen teachers do this with carrots. It is as though they dont realize that the amount of force required to cut a carrot with a plastic knife could also cut a finger. However, if you had a knife to get a cut started, on the tomato, for example, the rest of the cutting would be much easier. Similarly, if you cut through the onion (and if you had two you could cut one in each direction) the dissection after that could proceed without knives. Zachary Powers! 12/7/13 3:27 PM Deleted: I recommend one sharp knife controlled completely by you NancyLee Bergey! 11/17/13 6:54 AM Inserted: I recommend one sharp knife controlled completely by you. NancyLee Bergey! 12/8/13 4:45 PM Comment: And to keep their hands out of their eyes!

Classroom arrangement and management issues: Students will sit around semi-circular table with me in the center. Table space will make it easy to explore plants and eat without making a mess. It will also provide a place to put the laptop while we watch tortillas being made. The student seating arrangement will allow me to monitor all children throughout the activity. The utensils will be plastic so as to preserve the childrens safety while also giving children the opportunity to dissect each food. I will direct students in the proper, safe use of the utentsils. Eye guards are to avoid children becoming distracted by ocular stinging when onions are handled and to keep their hands out of their eyes. Students will be given small portions of each food to dissect, allowing for more manageable dissection (I will divide parts in front of them, so that they are witness to that first stage of dissection.)

Lesson will be performed in a room separate from the rest of the class to limit distraction. (!!!) Plan Before the start of the lesson, students will wash their hands in the classroom sink. I will keep wet wipes on hand to clean hands after students handle onions. Part I: 30 minutes Students will gather around semi-circular table with me sitting in the middle. I will tell students that we are going to be talking about which parts of a plant we eat. I will ask if any one can think of a plant part we eat? If students miss any of the four parts we are going to review, I will ask them if they think we eat the roots or the leaves or the stem of any plant. We will review 4 plant parts: the stem, the roots, the leaves, and fruits using diagrams of the apple tree and pumpkin plants they have studied, touching upon the similarity between stems and trunks to clear up any misconceptions. I will then take out a tomato and ask, What part of the plant do you think this tomato is? After kids guess, I will tell them that we are going to find out. I will take out a magnetic board and the components of the magnetic tomato plant. I will introduce each part and hand one to each student, asking them which part they think they might have, telling them that we are going to try and figure out where each goes to put together the tomato plant. When we are done we will compare the assembled plant to a diagram of the tomato plant and talk about what part of the plant the tomato is. I will then take out the ingredients of a pico de gallo salsa: a tomato, a red onion, a bunch of cilantro, and a lime (I will add a little carrot to make use of each plant part we are looking at.) We will look at pictures of these foods on the plant they came from and identify the parts on each plant, and which part it is that we eat, asking students if they have ever eaten any of these foods and suggesting where they might have eaten them. I will then put away the diagrams and tell the students that we are going to take apart these foods and see what the difference is between all these different plant parts. I will take out my knife and discuss safety When I have this knife out, you need to keep your hands on the table and sit back in your chair I will cut each plant into large chunks and start each child with a chunk of a different plant, making extra chunks available when students are done with the food they have. As I cut each food, I will ask children what each food looks like, and model each of the other sensory observations (while leaving room for original student observations.) When each student has a plant part, I will introduce the plastic utensils and go over safety procedures: We will keep the knife and fork on the table. What could happen if we raised them in the air? I will then hand out a pair of utensils to each student and hand out the goggles, explaining that they are there to protect our eyes, because the onion can sting them. I will tell students with onions to let me know when their eyes sting, and that they can move on from cutting the onion whenever they want in order to avoid student discomfort. We will then begin to take apart the fruits/veggies with our plastic forks and knives, handling and exploring each food. As the students take apart the foods, I will ask them what they are seeing/smelling/feeling/tasting. How are these foods alike and different? What do different plant parts have in common? When each student has had time with all of the foods, I will collect the utensils and have children dump the food onto one plate. I will then hand out wipes, and quickly clean off the table. We will then make a chart of students observations, comparing and contrasting each food, focusing on the specific characteristics of each plant part asking questions like What is special about a fruit? How is a root shaped? Did anyone notice any similarities between all of the leaves?

NancyLee Bergey! 12/8/13 4:45 PM Comment: I think you need a plan here to have kids wash their hands early in this process. You may want to have something on hand (damp paper towels? Wipes?) to have them clean their hands after touching the onions, too. Zachary Powers! 12/8/13 4:45 PM Comment: Agreed.

NancyLee Bergey! 12/8/13 4:45 PM Comment: Back to my cutting board question: Could you give each something clean to cut on? Or even cover the table with bulletin board paper, if that is available at Lea, so that the whole table could be considered clean enough to eat from? Or maybe just a thick paper plate for each child as a work surface?

NancyLee Bergey! 12/8/13 4:45 PM Comment: I dont think you can count on the kids not touching these foods and from the scientific point of view you might not want to there is so much tactile information available here.

NancyLee Bergey! 12/8/13 4:45 PM Comment: This will take a while if you want to do it well. Dont waste this opportunity by rushing this.

Part II: 15 minutes In between Part I and II, I will chop up the ingredients a little further and when the children come back, I will have the children put the ingredients together in a bowl. I will ask if any one has any idea what we are going to make, and if any one has had salsa before. I will mention that I have one more food to eat the salsa with, asking if they can guess and revealing the chips. I will ask where they think chips might come from. I will probe their prior knowledge about chips and ask whether they think chips grow on a plant or are made by people. What are they made from? Students may think of potato chips and mention potatoes. If students do not know, we will use the video to find out. I will give the children a small pile of chips and I will set up my computer with a video that shows how tortilla chips are made, and we discuss the chip making process as the video plays. Along the way I will point out the corn and the corn kernels and ask if any one can guess what part of the plan corn is. I will ask students to comment on how the corn changes as it is processed, and at opportune moments in the video ask them questions about how the kernels, or corn mush might have come to look like the chips we have now. In the end we will compare the final product on the video to the chips we have on our plates.

NancyLee Bergey! 12/8/13 4:45 PM Comment: Zak I know that you have experience working with young children, and this lesson might go fine with just this cursory description. But I strongly recommend that you make a list of the kinds of questions you might want to ask students about the various plant parts to focus attention on the observation with senses that you say is a goal here. Even if this list is just sitting nearby in case you need it, but you never actually look at it, the act of writing the questions down ahead of time will help you be better focused in the moment. Zachary Powers! 12/7/13 4:23 PM Deleted: When they guess chips, Zachary Powers! 12/7/13 3:59 PM Deleted: I will show a picture of a chip plant with a chip bulb, chip leaves, and chip fruits. I open up the chip bags and give everyone a chip. Chips are made by people, I wonder what theyre made of? NancyLee Bergey! 12/8/13 4:45 PM Comment: I think this step will be hard after eating and watching the video. When will clean up (primarily of the children) occur? Where are the plastic knives while the eating is happening? Zachary Powers! 12/8/13 4:55 PM Comment: I agree. As this portion of the lesson is mostly about exposure, the video discussion should be enough for me to evaluate their thinking about the chip making process and how it connects to the farm grown foods we explored during the bulk of the lesson. [Deleted comment directly below.] Zachary Powers! 12/7/13 3:58 PM Deleted: We wrap up discussing how chips are made and reviewing what was in our salsa. NancyLee Bergey! 12/8/13 4:45 PM Comment: When I look at these assessments, which you see I have re-ordered, I feel like maybe you are undervaluing, and under assessing, the observations of the... plant [12] parts, whichBergey will occupy the bulk of lesson NancyLee ! 12/8/13 4:45 PM time, and concentrating on the difference Comment: This reminds me that you should between raw foods and processed foods. Of talk to your CM about allergies. Food allergies course you and the students are processing the and possibly latex allergies depending on plant parts, too. If we bought salsa we would where you would get gloves. thinking of it as a processed food.... Think Zachary Powers ! 12/8/13 4:45 about how to bring all of this intoPM better balance and focus. Comment: Duly noted. NancyLee Bergey! 12/8/13 4:45 PM Comment: Definitely think about when these tools are available, as mentioned above.

Assessment of the goals/objectives listed above: Assembly of the tomato plant in order to review the name and appearance of different plant parts. Discussion about the parts of each plant to evaluate understanding of plant structure. Chart each foods sensory qualities to demonstrate observation skills and to differentiate different parts of the plant (i.e. which parts have seeds? which parts are green?) Conjecture about where a chip comes from and what might go into a chip to evaluate background knowledge of where food comes from and/or how it is made. Chart each foods sensory qualities to demonstrate observation skills. Discussion about how chips are made to understand differences and relationship between grown food and made food.

Anticipating students responses and your possible responses Students maybe be averse to working with certain foods (particularly the onion.) I have attempted to mitigate the onion crying effect by providing eye goggles. I am considering providing gloves as well. This may serve as exposure to basic laboratory attire. Students may be tempted to play with utensils. I will go through proper procedure for using the instruments in order to mitigate distraction and misuse. I will also keep them

out of sight before they are in use, and return them to their box when we are done using them.

Zachary Powers! 12/8/13 4:55 PM Deleted:

Accommodations:

Students who are struggling with concepts: For students who need to review the parts of the plant, I have included a magnetic model of a tomato plant. This magnetic model splits the plant into its component parts, each magnetized, to be composed by students on a magnetic board. After we review the parts of the pumpkin plant and the apple tree, students will try to assemble a tomato plant out of its constituent parts using plant-part vocabulary to speculate about what part each component represents and where it might go in relation to the other parts. This will be utilized as a segueway into looking at the parts of other plants, and identifying which plant parts we eat. This activity will in turn support our use of the food diagrams and support children who may have difficulty conceiving of each food being an actual plant part. As we review each food, we will try and match the food to where it is on each diagram, using plant-part vocabulary to describe it, i.e. Where do you think the cilantro will go? What part of the plant does it look like? This will be especially useful in clearing up the possible misconception that the onion is a fruit because it has a round shape. Addenda Videos: o Making chips [these clips will be edited together]: o https://www.youtube.com/watch?v=NgSL_CvX9cQ (Tortillas) o https://www.youtube.com/watch?v=Yd75MR7l6BA (home made tortilla chips)

NancyLee Bergey! 12/8/13 4:45 PM Comment: This question is more appropriate for a lesson where everyone in the class is working independently and so could finish at different times. I think the only time this could happen here is during the dissection, so having questions ready to keep students focused could help. Zachary Powers! 12/7/13 3:35 PM Deleted: Students who may be bored/ finish early:
If students already are acquainted with plant structure and know which parts of plants their foods come from, I might open the discussion to talk about other foods and what parts of the plant they come from. In anticipation of that event, I might also bring some nuts and seeds with me, along with ... [13] some other less perishable food item, like a Zachary Powers! 12/8/13 4:45 PM carrot. Comment: I retooled this section to include a review of plant parts at the beginning of the lesson. This seemed like a good way to review plant parts and address about where they are in relation to the rest of the plant.

Zachary Powers! 12/7/13 3:35 PM Deleted: I might keep videos on hand that demonstrate the growth and picking of all included foods. NancyLee Bergey! 12/8/13 4:45 PM Comment: I watched several of these naturally I like the ones that start with corn kernels as a way to connect this processed food to the initial lesson that most of our food comes from plants. It is great to have this ... [14] whole array of possibilities, but you should Zachary Powers ! 12/8/13 4:45 PM really decide which you are most interested in Comment: I cut this section down to the showing, so that there will not be indecision as essentials for the sake of time and focus. The the kids are ready to eat. diagrams should provide for the necessary That said, knowing the content of each of these clarity about where the farm-grown foods well (perhaps annotating the list somehow) come from. would mean that (in the future when you are NancyLee Bergey ! 12/8/13 4:45 PM a video planning a longer unit) you could have in mind as theAgain, need to answer atime question arose. Comment: for a later and an older audience. I watched these videos are realized how much of the audio was really too high level for your audience. With older kids it might be interesting to have them re-write ... the [15] text (having listened, researched, and made the Zachary Powers ! 12/7/13 3:33 PM ideas their own) for a younger audience. In the Deleted: <#> Harvesting onions: right setting they might even be able to edit https://www.youtube.com/watch?v=LCOqvQ some of these together (social studies mMa1w connection with intellectual property and what <#> Harvesting cilantro: is legal in mash-ups) to get the corn and the https://www.youtube.com/watch?v=Keoyxg more automated chip making together. ... [16] a-Ehk <#>Picking tomatoes: https://www.youtube.com/watch?v=u1hgoR zbYaQ <#>Harvesting garlic: https://www.youtube.com/watch?v=GQjtCZi YXa0