Seed to Table Apprenticeship

The Seed to Table apprenticeship exposes Citizen Schools students to the concepts of food systems and food miles. Through hands-on activities and analysis of the produce available in local stores, apprentices begin to understand the advantages of accessing and eating locally grown produce. In addition, through their role as an advocate for the creation of a farmers market, students begin to think of themselves as real agents of change. At the Seed to Table WOW!, apprentices make a presentation to local school leaders/community members in which they propose the creation of a local farmer's market. In their pitch, students present a potential location and structure for the market, explain the steps they have taken to create a partnership with a local farm, and exhibit their knowledge gained from their visit to a local farm to generate a compelling argument as to why the market should be created. Ideal Citizen Teachers include local farmers, business teachers, small business owners, environmental activists, and all those interested in teaching about food systems.

WOW! Plan - Seed to Table

WOW! Description- At the Seed to Table WOW! apprentices make a pitch to local school leaders/community members in which they propose the creation of a local farmer's market. In their pitch, students present a potential location and structure for the market, explain the steps they have taken to create a partnership with a local farm, and demonstrate their knowledge gained from their visit to a local farm and the curriculum to generate a compelling proposal as to why the market should be created.

Week

Lesson Topic

1 Learn new skills Model

Introduction: Understandin g the role of plants to understand the context of seed to table

2 Learn new skills Model

The Basics of Food Systems

New Basic Skills Learning Objectives Covered & What will the students learn Curriculum today? Frameworks Addressed New Basic Skills: Apprentices will help team members achieve goals and Teamwork solve problems Oral Apprentices will identify the 6 Communication plant parts MA Curriculum Frameworks Apprentices will develop community and establish group ELA: norms. Standard 4 New Basic Skills: Apprentices will define food system Teamwork Apprentices will begin to Oral identify how food systems Communication directly affect their lives MA Curriculum Frameworks ELA: Standard 4 Standard 13

Activities Introduction Plant Parts Activity Plant Part Presentations

Processed and Unprocessed Food Is There a Difference? Food System Basics Part I Applying the Food System Steps

Page 1 of 41

3 Learn new skills Model

Becoming a Food Processor

Apprentices will explore what it means to process food. Apprentices will describe how grains are processed, by grinding to make flour and compare volume changes in grinding wheat and corn Apprentices will describe how heavy cream is processed, by whipping to make butter Apprentices will explore the concepts of local and global food systems Apprentices will explore the availability of local food within their community

New Basic Skills: Teamwork Curriculum Frameworks: ELA: Standard 4 Standard 13

4 Produce Scaffold

Local, and Global Groceries-A Beginning Study of Food Miles

5 Produce Scaffold

Food MilesHow far does our food travel?

6 Practice Scaffold 7 Practice Coach

Exploration to a Local Farm Food JusticeEqual opportunity? Planning a Farmers Market& Writing a Business Letter

New Basic Skills: Teamwork Oral Communication Curriculum Frameworks: ELA: Standard 4 New Basic Skills: Apprentices will apply knowledge about food miles. Teamwork Apprentices will identify how Oral food miles are interrelated with Communication their lives Curriculum Frameworks: Apprentices will explore the ELA: availability of local food within their community Standard 13 Standard 4 Math: 5.P.6 New Basic Skills: Apprentices will explore a local farm to help apply what Teamwork they have learned about food systems. Apprentices will develop their New Basic Skills: writing skills with particular Teamwork concentration placed on Written organization and revision Communication Apprentices will identify the Curriculum proper format of a business Frameworks: letter. ELA: Standard 20 Standard

Food Systems Review Reading Becoming a Food Processor Part I- Corn and Wheat Becoming a Food Processor Part II- Heavy Cream Global Groceries Local Food Activity: Food Systems in Apple Pie Filling A Strawberry Travels through the Food System Examining Food Miles at Lunch Is Locally Grown Food Available Where I live? A Visit to a Local Farm Media that Matters-Food Justice Forming a PartnershipWriting a Business Letter WOW! Visuals

Page 2 of 41

8 Practice Coach

Writing a Business LetterWriting a Proposal

Apprentices will develop their writing skills with particular concentration placed on organization and revision

9 Practice Fade

Prep Practicing the Presentation Creating Posters

Apprentices will review what they have learned throughout their apprenticeship Apprentices will develop their oral communication skills.

21 Standard 23 New Basic Skills: Teamwork Written Communication Curriculum Frameworks: ELA: Standard 20 Standard 23 New Basic Skills: Oral Communication Teamwork Written Communication Curriculum Frameworks: ELA: Standard 20 Standard 23 WOW!

Finishing Up Visuals Creating a Map of the Farmers Market Creating a Proposal Presentation

Oral Presentation Practice Finishing Touches Activity: Dress Rehearsal

10 Perform Fade

WOW!

WOW!

WOW!

Page 3 of 41

Lesson Plans
Name of the Apprenticeship: Seed to Table Lesson Number and Title: Lesson One - An Introduction to Seed to Table Citizen Teacher:

New Basic Skills: 1. Teamwork 2. Oral Communication Massachusetts Curriculum Frameworks: ELA: 1. Language Strand Standard 4 Vocabulary and Concept Development- Students will understand and acquire new vocabulary and use it correctly in reading and writing.

Content Objectives: 1. Apprentices will help team members achieve goals and solve problems 2. Apprentices will identify the 6 plant parts 3. Apprentices will develop community and establish group norms.

Agenda based on the lesson plan. Post in the room for the students to see. 1. Introduction/Set the Context and Review Agenda: 20 Minutes 2. Activity: Building Community and Vocabulary 15 Minutes 3. Activity: Plant Parts Activity 25 Minutes 4. Activity: Plant Part Presentations 15 Minutes 5. Teach Back: 10 Minutes 6. Clean up: 05 Minutes Initial Preparation and Space Set up: Tables of Desks Set the Context and Review Agenda Time: 20 Minutes Set Context: Getting to Know Each Other: Getting to know the Citizen Teachero The Citizen Teacher should introduce herself/himself Where are you from? Where do you work? Etc o Tell the apprentices why you are so excited about the apprenticeship! o What about your background brought you to choose to participate in this apprenticeship? o Why do you think it is so important learn about where our food comes from? o What is the apprenticeship all about? o What can apprenticeships expect? Introductions:

Page 4 of 41

Split the group up into pairs. Give them a few minutes to interview each other and then have them introduce one another to the group. o Each Apprentice should ask their partner the following questions: Name? Grade? Teacher in School? Favorite subject? Favorite activity after school? Why did you pick this apprenticeship topic? Apprenticeship Outlook: Explain: o During this apprenticeship we are going to learn about how far our food travels before it gets on our plates at home. o Even though we havent learned about it yet, why do you think many people think its better to buy plants that were grown closer to where you live than ones form far away? o For our WOW! we are going to plan and propose the creation of a farmers market! o Who knows what a farmers market is? o Have you ever been to a farmers market? Review Agenda: Review the timeline and agenda topics for the day. Activity 1: Building Community and Vocabulary Time: 15 Minutes Materials Needed For Activity 1: Ball Poster Materials Space Set Up for Activity 1: No additional Team Leader Support Needed for Activity 1: Procedure: Group Juggle Teamwork Game: 1. Explain Directions to Group Juggle Directions: o One person will start with the ball and will pass to another apprentices, announcing his or her name and the name of the person he or she is passing to. (______ is passing to _______.) o The person who receives the ball will then thank the person who passed it, using his or her name (Thank you, _____.), and then pass it on to another team member. o Continue in this way until every apprentice has received the ball and it has returned to its starting point. 2. After one round, introduce the timer as an added challenge. Explain to the team that you are going to time how long it takes them to pass the ball through the group, following the same order as before. 3. Play one or two more rounds, encouraging apprentices to work together to beat their previous time. Brainstorm/Discussion: 1. Brainstorm with the group to come up with professional expectations that will help the group to have a safe, fun, and positive experience as apprentices. 2. Create a poster of expectations to be brought to proceeding lessons. 3. Ask apprentices to sign the poster as a commitment to uphold these expectations. Vocabulary: 1. Explain: o Each week we are going to create a vocabulary list of words that are important to the day. o We are going to place the vocabulary list on a poster and our notebooks o Each week we will add a word or more making the poster full by the end of the ten weeks. . o Does anyone want to volunteer to create the title on the poster? (Ex: Seed to Table Apprenticeship Vocabulary) 2. Write the words Teamwork and Farmers Market on the board (to be copied on the poster) 3. Review the vocabulary words for the day: : Teamwork: Individuals working together towards a common goal.

Page 5 of 41

 Farmers Market- A public market at which farmers and often other vendors sell produce directly to
consumers. 4. Ask: How do these terms relate to our apprenticeship? Activity 2: From Roots to Seeds1 Time: 25 Minutes Materials Needed For Activity 2: Copies of Plant Parts Readings Poster Materials Space Set Up for Activity 2: Team Leader Support Needed for Activity 2: Procedure: Plant Parts2 1. Tell apprentices that they are going to create mini presentations about the 6 plant parts 2. Pass out information direction sheet and read Plant Parts Mini Presentations directions aloud to the class. You may want to ask for a volunteer to read aloud to help keep apprentices on task 3. Assign each apprentice a group o Seeds o Roots o Stalks o Stems o Leaves o Flowers o Fruit 4. Brainstorm/Discussion before Apprentices Begin the Activity: What is the goal of the activity? What should the posters be like if we are trying to persuade someone of why it is smart to eat from our food group? (Colorful, informative etc...) Read through tips for presentations 5. Pass out information sheets to each group 6. Pass out large pieces of paper, markers, magazines, scissors and other art supplies making sure to place the extra materials in the Poster Material Area. Activity 3: Plant Part Presentations Time: 15 Minutes Materials Needed For Activity 3: Plant part posters Space Set Up for Activity 3: Rows of Desks Team Leader Support Needed for Activity 3: Procedure: 1. Ask for a group to volunteer to present their plant part first 2. Remind students of oral presentation hints 3. Remind apprentices of the importance of active listening 4. Ask: Why is it important to know plant parts when studying where food comes from? Closing & Teach Back Time: 10 Minutes

1 2

Revised from: www.kidsgardening.com/2007.kids.garden.news/life.lesson6.pdf Revised from: www.kidsgardening.com/2007.kids.garden.news/life.lesson6.pdf

Page 6 of 41

Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. 1. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today. 2. Ask students to write a sentence(s) with the vocabulary word(s) of the day within it. 3. Ask apprentices to write any questions they have as you move forward. 4. Preview next weeks lesson plan 5. Recognize individual students who have contributed above and beyond the expectations. 6. Ask students to rate the day using the Fist of Five method. Allow several students (high and low ratings) to share their reasons. Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Material Captain- Makes sure all the materials are put away Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook/Apprenticeship Folder Captain- Collects notebooks/Folders and gives them to the TL or CT

Page 7 of 41

Introduction:

Plant Parts Mini Presentations

In this activity you and your group will create a poster to help teach your classmates about a particular plant part. Directions: 1. Assign roles (Depending on group size there could be one person filling more than one role or two people filling the same role): REMEMBER this person has a certain job, but EVERYONE has to play a part if you want your presentation to be great! leader or chairperson to help co-ordinate strategy and give the group direction timekeeper who can hold you to deadlines and keep your group within specified time limits note-taker/chief highlighter- to underline important notes in the reading chief artist- major artist on the poster chief presenter- speaks the most during the presentation script writer helps with writing the script to be used to present the material

2. As a group read the information given 3. Construct a poster that helps inform your classmates about the different 4.
parts of plants. (Encourage students not to simply use the pictures that are on the information that they are given) Present the information (See below for some tips!)

Presentation Tips: Begin your presentation by telling your audience what your topic is and what you will be covering. Speak in a clear, voice loud enough to be clearly heard in the back row. Dont mumble Stand up straight, dont slouch or drape yourself around the podium. Dont be afraid to move around the room moving around is good, it causes the audience to pay attention Dont rock back and forth on your heels, dont tap a pencil or play with pencil or pointer dont do things that will distract from your content. At the conclusion of your presentation ask for questions. Encourage questions with your eyes and your body language. Respond to questions politely, good-humoredly, and briefly. Take a quick moment to compose your thoughts before responding if you need to but do not fill the moment with uh. At the end of your presentation, summarize your main points and give a strong concluding remark that reinforces why your information is of value. Show some enthusiasm!!!!

Page 8 of 41

Name of the Apprenticeship: Seed to Table Lesson Number and Title: Lesson 2 - Food System Basics 3 Citizen Teacher:

New Basic Skills: 3. Teamwork 4. Oral Communication Curriculum Frameworks: ELA: 1. Standard 4 Vocabulary and Concept Development- Students will understand and acquire new vocabulary and use it correctly in reading and writing

Content Objectives: 1. Apprentices will define food system 2. Apprentices will begin to identify how food systems directly affect their lives

Agenda based on the lesson plan. Post in the room for the students to see. 7. Opening Ritual: 10 Minutes 8. Review Agenda and Set Context: 15 Minutes 9. Activity: Processed and Unprocessed Food Is There a Difference? 15 Minutes 10. Activity: Food System Basics Part I 25 Minutes 11. Activity: Applying the Food System Steps 10 Minutes 12. Teach Back: 10 Minutes 13. Clean up: 05 Minutes Initial Preparation and Space Set up: Fill a paper bag with parts of plants for opening ritual Gather labels of commonly consumed food products. Post Agenda Opening Ritual Time: 10 Minutes (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: 1. Take a paper bag is filled with different plants. 2. Ask volunteer to pull out a plant ask the student to identify the parts of the plant and note which one people eat (root, flower, fruit, stalk, leaves.) Example: Student pulls a carrot out of the bag, identifies plant as a carrot and the part of the plant we eat is the root. 3. Review Vocabulary from the week before Set the Context and Review Agenda Time: 15 Minutes Set Context: Explain- When we eat plants they come from all over the world. In addition, however, plants go through many steps before they come to our home. Hold up a bag of French fries. Ask: What are potatoes made from? Hold up a potato Ask: What type of steps does the potato have to take before it becomes a French fry? Give students a brief outline, including processing and packaging. Today we are going to learn the steps that create a food system. Write the words food systems on the board
3

Revised from: foodsys.cce.cornell.edu/pdfs/S12.pdf

Page 9 of 41

Review the vocabulary word(s) for the day: : Food System: The parts that provide food to a community or how food gets to you! Steps include growing, harvesting, storing, transporting, processing, packaging, marketing, retailing, and consuming of the product Review Agenda: Review the timeline and agenda topics for the day Activity 1: Processed and Unprocessed Food Is There a Difference? Time: 15 Minutes Materials Needed For Activity 1: Simple processed food products or the labels of such products Writing board and markers Paper and pens/pencils Copies of Whole vs. Processed Food Product Worksheets and Guiding Questions Space Set Up for Activity 1: No additional set up required Team Leader Support Needed for Activity 1: Procedure: Pass out Copies of Worksheets Instruct: Write down on paper a common whole and a processed food product. For example, whole fruits and vegetables are whole foods, and food products such as bread, ready-to-eat cereal, grape juice, applesauce, tomato soup, or strawberry jam are processed foods. Review answers 1. Instruct: Think about the path of those products from the field to your table. First think about the whole foods and then the processed foods. Think about the fresh fruit or vegetable the processed product was made from - grapes, applesauce, tomatoes, or strawberries. Where do you think the plants came from? Have you ever seen the plant or grown it in a garden or on a farm? 2. Ask: What are the steps involved in changing a raw food into the final product being considered? Remember, considerations about the packaging, the label, and other ingredients are all part of this picture.

3. Note: If you are leading a discussion for a large group, you may want to refrain from answering the students questions at this point. The goal of this activity is to generate thinking about what a food system is and how a food product ends up in the grocery store. 4. Divide students into groups of two
Give each group an empty food package Instruct: Think about how the food item got to your grocery store. Instruct: With your partner answer guiding questions below to help focus your thinking to particular parts of the food path. Instruct: Draw informal illustrations of the path that the food item followed from the farm to your table. Dont worry if you arent sure about the answer this is just to start us thinking about the topic! Make sure you walk around and answer questions!!!! When every group is done have groups report out to the class. Activity 2: Food System Basics Part I Time: 25 Minutes Materials Needed For Activity 2: Note cards with the steps of the food system Construction Paper Space Set Up for Activity 2: No additional Team Leader Support Needed for Activity 2:

Page 10 of 41

Procedure: 1. Divide students into groups and pass out cards each reading a different step of the food system 2. Ask students to with their group to develop a pictorial representation of the step on their card (s) make a list of several activities that take place in each step of the system. For example, if the step of Growing, you might write down: cultivating the soil, planting, watering, buying seed, testing soil, spraying, etc. Design your own job title for something that a person might do in that part of the food system. If you have a large group, divide into smaller groups so that each step of the food system is covered. 3. When each group is done ask the group to report out describing their picture. 4. As a group, work to place the pictures in order by reviewing the Food Systems thread: Growing | Harvesting | Storing | Transporting | Changing (Transforming or Processing) | Packaging | Marketing | Retailing | Preparing | Consuming Activity 3: Applying the Food System Steps Time: 10 Minutes Materials Needed For Activity 3: Space Set Up for Activity 3: Copies of Getting to the Core Team Leader Support Needed for Activity 3: Procedure: 1. As a class create a master list of the steps they think an apple would take in the winter to get to the grocery store near where the apprentices live 2. Pass out Getting to the Core 3. Read Getting to the Core as a class 4. Discuss how the steps in getting to the core fit into the food system steps Closing & Teach Back Time: 10Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. 7. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today. 8. Ask students to write a sentence(s) with the vocabulary word(s) of the day within it. 9. Ask apprentices to write any questions they have as you move forward. 10. Preview next weeks lesson plan 11. Recognize individual students who have contributed above and beyond the expectations. 12. Ask students to rate the day using the Fist of Five method. 13. Allow several students (high and low ratings) to share their reasons. Clean Up Time: 5 Minutes

Page 11 of 41

The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Material Captain- Makes sure all the materials are put away Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook/Apprenticeship Folder Captain- Collects notebooks/Folders and gives them to the TL or CT NAME______________________________________________________________ Examples of Processed Foods Examples of Whole Foods

Directions: With your group analyze your food label by answering the following questions What food are you analyzing?

Where do the ingredients in this food product come from?

How were they grown?

What do you have to do to the ingredients to make it look this way?

What was added to make this product?

What did we do to it to make it look the way is does?

Where does the container come from?

What do we do with the container when it is empty? Ex. throw it away (where does it go? landfill?, re-use, recycle, burn it)

Page 12 of 41

Getting to the Core If we look at how apples work themselves through the food system, we can find them at every stage of the system. Growing- Apples grow on trees in orchards. Harvesting- Apples are harvested by hand. Washing, grading and waxing- apples are washed graded and waxed Storing- Apples are sorted by size and then packed into 40 pound cartons Transporting- If not sold locally, a buyer arranges for shipment and a trucking company is contracted for shipment (FYI- Apples take 4-5 days to get from Washington State to the East Coast) Changing (otherwise known as Transforming or Processing) - For those apples not sold as fruit they are canned, or made into other products Packaging- The packaging of apples is different depending on how the fruit is sold: fresh and whole or as part of a food product. Marketing/Retailing- Apples can be marketed a number of different ways Cooking- Though they arent always apples are sometimes cooked Consuming-Eating apples! Disposing, composting and recycling- Apple cores can be composted! If apples are made into a food product, the package needs to be disposed of or recycled. Steps in the Food System Growing | Harvesting | Storing | Transporting | Changing (Transforming or Processing) | Packaging | Marketing | Retailing | Preparing | Consuming

Page 13 of 41

Name of the Apprenticeship: Seed to Table Lesson Number and Title: Lesson 3 - Becoming Food Processors Citizen Teacher:

New Basic Skills: 5. Teamwork Curriculum Frameworks: ELA: 1. ELA: Standard 4 Vocabulary and Concept Development- Students will understand and acquire new vocabulary and use it correctly in reading and writing. 2. Standard 13: Nonfiction Students will identify, analyze, and apply knowledge of the purposes, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding

Content Objectives: 4. Apprentices will explore what it means to process food. 5. Apprentices will describe how grains are processed, by grinding to make flour and compare volume changes in grinding wheat and corn 6. Apprentices will describe how heavy cream is processed, by whipping to make butter

Agenda based on the lesson plan. Post in the room for the students to see. 14. Opening Ritual: 10 Minutes 15. Review Agenda and Set Context: 05 Minutes 16. Activity: Food Systems Review Reading 15 Minutes 17. Activity: Becoming a Food Processor Part I- Corn and Wheat 25 Minutes 18. Activity: Becoming a Food Processor Part II- Heavy Cream 20 Minutes 19. Teach Back: 10 Minutes 20. Clean up: 05 Minutes Initial Preparation and Space Set up: Post Agenda and Vocabulary Opening Ritual Time: 10 Minutes (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: 1. Divide students into groups 2. At the start of the game give each group a copy of the 10 food system steps. 3. Give each group about 4 minutes to list people who are members of each step. 4. Have apprentices use specific names, for example: Mr. Williams in the produce department at Greenes store (places within their neighborhoods). 5. Have apprentices list as many names as they can think of next to the step within which the person works. 6. At the end of the designated time ask the groups to count all persons listed in each step of the food system. 7. Ask a spokesperson from each group to share their total points and the step with the most and least names recorded in their group. 8. Record the results. This could be an indication as to which steps you are most and least familiar with. Creating a list of family and/or friends who work within the food system would not only be interesting, but also introduce different career possibilities that you have not yet considered. 9. Post the results. Set the Context and Review Agenda Time: 5 Minutes Set Context: Review vocabulary from weeks prior Write the words food processor on the board Review the vocabulary words for the day: : Food processing: The set of methods and techniques used to transform raw ingredients into food for

Page 14 of 41

consumption by humans or animals Ask students to look back in their notebooks to the list of a food system and look at what stage of the food system processing takes place Review Agenda: Review the timeline and agenda topics for the day Activity 1: Review Food System Reading Time: 15 Minutes Materials Needed For Activity 1: Copies of Food Systems Reading Large cards number 1-10 and labeled with the steps of the food system hung around the room Space Set Up for Activity 1: Team Leader Support Needed for Activity 1: Procedure: 1. Distribute copies of steps in the Food System Reading 4 2. Ask for volunteers to help read the food system review reading 3. To review: Have apprentices stand in the center of the room. Instruct that when you call out an action (e.g. grinding corn into flour) they need to run to stand under the card that reads the appropriate step in the food system. 4. Review step 3 Time: 25 Minutes Activity 2: Becoming a Food Processor 5 Materials Needed For Activity 2: Coffee Grinder Ingredient Chart Grain hand grinder (optional) 3-4 Cups of wheat berries 3-4 cups dried corn 2 containers with lids Measuring cups Flipchart Paper Markers Space Set Up for Activity 2: Introduction Table Team Leader Support Needed for Activity 2: Procedure: 1. Divide students into 4 groups 2. Give each group a wheat berry and corn kernel 3. Ask students to compare the two items and write down the similarities and differences on a piece of paper 4. Have each group report out and write the answers on the board 5. Poll students: Which do you think will take longer? The wheat berry or flour? Why? How will the volume change? 6. On the board create a chart that says increase and decrease- record students predictions whether the volume of the wheat berry and corn will increase or decrease (see below for 7. Grind the corn timing how long it takes to reach the desired consistency 8. Measure exactly cup of wheat berries (showing students using the measuring cups) Math Tie-In: This would be a good place to speak about fractions and perhaps practice adding, subtracting or multiplying fractions

4 5

Revised from:foodsys.cce.cornell.edu/pdfs/S12.pdf Revised from: LIFE: Linking Food and the Environment Curriculum Lesson 10

Page 15 of 41

Grind the wheat berries for 5-10 seconds asking for a volunteer to keep track of the seconds that the wheat berries are ground. 10. When done, ask students to discuss their observations. 11. Ask students to listen to the sounds coming from the grinder and how the sound changes as the wheat berries are ground into flour. 12. Continue grinding for another 5-10 seconds until the wheat berries are turned to flour. 13. Pour the flour into the same measuring cup used to measure the wheat berries and invite students to observe how the volume has changed 14. Repeat steps 8-11 with the dried corn to create corn meal. 15. Ask students to compare the changes in volume in wheat berries and corn.-Typically the wheat increases slightly and the volume of the corn decreases slightly 16. Explain to students that wheat berries are dense and contains little air so the flour is whipped as it is ground adding air to it (like fluffing a pillow) IN contrast, corn has a pocket of air inside of it so as it is ground this air escapes and the volume goes down. (If students are confused the following analogy may work: Wheat is similar to grinding pebbles whereas corn is similar to grinding small air-filled balloons). Activity 3: Being a Food Processor Part II= Making Butter Time: 20 Minutes Materials Needed For Activity 3: 1 cup heavy cream 1 32 ounce jar with lid Space Set Up for Activity 3: No additional space set up required Team Leader Support Needed for Activity 3: Procedure: 1. Put one cup of heavy cream in a 32 ounce jar with a lid 2. Explain: To whip cream into butter you must shake it. 3. Have students pass the jar around having each student to shake the jar about five times and quickly pass to the next person 4. Invite students to observe what is going on in the jar 5. Ask: Do you recognize whipped cream? What happens when the jar gets shaken more? Do you know what the liquid is inside the jar with the butter? 6. While the one adult observes the students shaking, the other should grind more wheat and corn- there should be one cup of each. 7. When the butter is created and the flour/cornmeal is ground package the processed food in airtight containers Closing & Teach Back Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. 14. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today. 15. Ask students to write a sentence(s) with the vocabulary word(s) of the day within it. 16. Ask apprentices to write any questions they have as you move forward. 17. Preview next weeks lesson plan 18. Recognize individual students who have contributed above and beyond the expectations. 19. Ask students to rate the day using the Fist of Five method. 20. Allow several students (high and low ratings) to share their reasons. Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Material Captain- Makes sure all the materials are put away Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook/Apprenticeship Folder Captain- Collects notebooks/Folders and gives them to the TL or CT

9.

Page 16 of 41

Steps in the Food System Food Production involves many of the activities that take place on a farm, at an orchard, in bodies of water, or in greenhouses and fish-farm tanks to produce our food. Food production depends on the "input" of several resources, both natural (soil, water, climate, seeds, and human labor) and human-made (machinery, fuel, fertilizers, pesticides). A farmer owns or rents land to plant crops, or tend animals. The inputs required vary depending on what is being grown or raised and the type of agricultural system that is in place. For example, many of the pesticides and fertilizers common in most of our agriculture are not allowed in organic agriculture.

1. Harvest can be very labor-intensive step in the food system if we are talking about many of the fruits and
vegetables that are too delicate to be harvested by machine. Other fruits and vegetables are harvested with machines. Mechanical harvesters that require fuel to run harvest most grain and cereal crops. Depending on what is harvested, different resources may be needed. Some of the inputs required for this step in the system are labor, fuel, raw materials, built equipment, and packing materials.

2. Storage refers to keeping a stock or supply of a certain crop to maintain safety and quality for some future
use. Storage is required for all crops that are not marketed soon after harvest. Different crops can be stored for different lengths of time. Most fruits and vegetables are highly perishable unless processed or preserved from their fresh form. Exceptions to this include apples, root vegetables (potatoes, yams, carrots, turnips, rutabagas, parsnips), bulbs (onions, shallots, garlic), and cabbages (red and green), all of which store well for extended periods of time, if the proper temperature and humidity are maintained. Grains and cereals store well for years with no energy input. Apples are often kept in controlled atmospheres to make them available many months after they are harvested. Of course, we store food on a daily basis in our refrigerators. The inputs required for storage include energy to maintain the cool environment, gases, packaging, buildings and land.

3. Distribution is the process of dividing up, spreading out, and delivering food to various places. Farm
products can be taken from their original sources and delivered to supermarkets, other food stores, or farmers markets for sale as a whole fresh product - like many fruits and vegetables. Alternatively, farm products can be transported to a site where they will be transformed in some way, combined with other ingredients, made into food products, packaged and then distributed through a number to marketing channels. Most of what we find in grocery stores today has been transported great distances and has undergone some degree of processing. We currently transport food by truck, train, boat, and plane. A few foods (tomatoes and bananas primarily) that will be transported a significant distance are usually harvested before full ripeness so that they will withstand the bumps along the way.

4. Transformation or Processing changes made to a food's structure, composition, character, or condition, is

another way to make food available at times or places that it might otherwise not be. Much of the food we eat on a regular basis is transformed in some way before we eat it. Think of the bread on your sandwich, the juice you had with breakfast, tomato sauce and the pasta is covers, or the cheese you had on a cracker (and the cracker itself!). During processing, food is changed in some way to enhance flavor, make it last longer than the processed raw foods it came from, or create new products altogether. There are many different ways to process a food. Turning fresh strawberries into jam, making juice from fresh apples, pre-cutting and cooking potatoes for frozen French fries are all ways to process food. It may include drying, cooking, freezing and canning, or adding preservatives to lengthen shelf life. Processing may enhance the nutritional content of a food, and in many cases may decrease nutritional content. Depending on the type of food and processing technique, a variety of inputs are necessary for this step in the food system. Some of them are labor, machinery, water, fuel for cooking and freezing, sugar, and preservatives.

5. Packaging is a way to protect food from spoilage on its way to our grocery stores. Almost everything we
purchase at the grocery store is packaged in some way. Strawberries are put into plastic quart containers, bread is packaged in plastic or paper bags, pasta is kept in cardboard boxes, etc. Packaging is also a way to divide up the goods in a standard way so that people can purchase a known quantity quickly. It can provide a place for advertisement of the goods contained within. Some of the inputs necessary to make packaging are paper, plastic, cardboard, aluminum, glass, ink, and machinery.

Page 17 of 41

6. Marketing, Sales and Purchasing is the process of determining and catering to the consumers wants or
needs, (or it may give the illusion of need in an effort to get people to buy a product!). A significant portion of the money we spend on each food item goes to marketing teams who determine what people want from the food they eat. Marketers determine how to make food appealing to consumers. The inputs for this step in the system are peoples labor and time, in addition to advertising and packaging.

7. Retailing is how food is brought to the consumer. Food can be sold to groups of businesses that sell the
products in grocery stores or restaurants. Another way of retailing is bringing goods to a market for consumers to purchase, such as a farmers market. Some of the inputs needed for retailing may include transportation to the market, packaging to hold and label goods, and fuel to maintain the food.

8. Cooking can happen in the home, at restaurants, or in institutional kitchens that feed hundreds of people. If
we start with fresh ingredients, cooking from scratch can be quite involved and enjoyable. With many food products available today, cooking amount to nothing more than re-heating and presenting a dish or entire meal on a plate. When we purchase food from a restaurant, someone else does the cooking. The inputs needed for cooking depend on what is being done with the food. Some inputs may be water, heat, and various appliances, as well as our time.

9. Consuming is the step of the system when we purchase or eat food. People studying the food system may
consider the purchasing of food to be consumption because that is when it is taken out of, or disappears from, the retail sector of the food system. A family might consider consumption to be when they eat food because that is the time when a meal is enjoyed together. The primary input for this step is financial, since we pay for the food item and all of the activities required in bringing the food to our table.

10. Disposing, composting and recycling -- Some food that is purchased, cooked and served as part of a meal
is not eaten and instead is thrown out. This food can go into the garbage or can be added to a compost pile and turned into a valuable, rich fertilizing material to add to a home garden or a farmers field. Food packages may also have different fates with different environmental impacts. All food packages, of course, can be thrown away and added to the solid waste accumulated by a community. However, many food packages can be recycled. Food packing materials such as paper, cardboard, plastic, aluminum, glass and tin can is recycled depending on the services provided by the community.

Page 18 of 41

Name of the Apprenticeship: Seed to Table Lesson Number and Title: Lesson 4 - Global and Local Groceries Citizen Teacher:

New Basic Skills: 6. Teamwork 7. Oral Communication Curriculum Frameworks: ELA: 1. Standard 4 Vocabulary and Concept Development- Students will understand and acquire new vocabulary and use it correctly in reading and writing

Content Objectives: 7. Apprentices will explore the concepts of local and global food systems 8. Apprentices will explore the availability of local food within their community

Agenda based on the lesson plan. Post in the room for the students to see. 21. Opening Ritual: 10 Minutes 22. Review Agenda and Set Context: 10 Minutes 23. Activity: Global Groceries 20 Minutes 24. Activity: Local Food 25 Minutes 25. Activity: Food Systems in Apple Pie Filling 10 Minutes 26. Teach Back: 10 Minutes 27. Clean up: 05 Minutes Initial Preparation and Space Set up: Post Agenda Fill Paper Bags Post Vocabulary Opening Ritual Time: 10 Minutes Materials Needed Groceries Brown Paper Bag Markers Flip Chart Paper Procedure: 1. Divide apprentices into teams 2. Instruct: When I say go you are to open the brown paper bag and discover the groceries inside 3. As a group, decide how the grocery followed the steps of the food system (The goal of the exercise is to review the 10 steps of the system). 4. Each group should write their answers on a piece of flip chart paper 5. When all groups are finished review each groups decisions. Set the Context and Review Agenda Time: 10 Minutes Set Context: Inform: When we hear the common saying, Think Globally, Act locally, food may not be the first thing that comes to mind. Yet, what we choose to eat is connected to a food system. That food system may be very local, such as an apple from a neighboring orchard, or global, such as apples coming from New Zealand, Japan, or Canada. The major goal of this lesson is for us to become familiar with local and global aspects of our food system. Review vocabulary from weeks prior

Page 19 of 41

Write the words global food system, regional food system, and local food system Review the vocabulary words for the day: : Global food system local supermarkets that are supplied by national and international sources (Food is distributed with use of airplanes, large trucks, ships and trains. Local food system- is one in which much of the food is marketed directly from farmers to consumers through community supported agriculture (CSA) enterprises and farmers markets, (Light, relatively small trucks are used for delivery). Food Mile is the distance food travels from where it is grown or raised to where it is ultimately purchased by the consumer or other end-user. Review Agenda: Post Agenda and Vocabulary Activity 1: Global Groceries Time: 20 Minutes Materials Needed For Activity 1: 4 bags filled with groceries, which have labels regarding where the groceries were grown, and processed (if groceries are not available, labels would work as well). World Maps Atlases Space Set Up for Activity 1: Four groups Team Leader Support Needed for Activity 1: Procedure: 1. Divide apprentices into four groups 2. Provide each group with a bag filled with groceries 3. Provide each apprentice with a global groceries worksheet. 4. Have apprentices complete the worksheet 5. Have each group report out their findings 6. Ask: What do you think are the benefits of globally grown foods (eat fruit during any season)? What are the disadvantages of globally grown food (Cost of oil etc)? Do you think it costs more or less for globally grown food? What are the benefits of locally grown food? What are disadvantages of locally grown food (i.e. seasonal vegetables etc) Activity 2: Where can we get locally grown food? Time: 25 Minutes Materials Needed For Activity 2: State Maps Computer access (If computers arent available-gathered research) Poster Materials Space Set Up for Activity 2: Team Leader Support Needed for Activity 2: Procedure: 1. Using http://www.localharvest.org/ 2. Ask students to create a poster about a local farm in the area. 3. On their poster students should include the farms location, major crops/products and how a person living in their community could travel to the farm. If it is not easy for people in the community to actually go to local farms provide examples of farmers markets- If there are no locally available sources, use that as a point of discussion. 4. Brainstorm/Discuss- Why does it make sense to eat locally? What are the benefits? (Ideas listed below) Eating local means more for the local economy. Locally grown produce is fresher. While produce that is purchased in the supermarket or a

Page 20 of 41

big-box store has been in transit or cold-stored for days or weeks, produce that you purchase at your local farmer's market has often been picked within 24 hours of your purchase. This freshness not only affects the taste of your food, but the nutritional value which declines with time. Locally grown fruits and vegetables have longer to ripen. Because the produce will be handled less, locally grown fruit does not have to be "rugged" or to stand up to the rigors of shipping.

Eating local is better for air quality and Local food translates to more variety. When a farmer is producing food that will not travel a long distance, will have a shorter shelf life, and does not have a high-yield demand, the farmer is free to try small crops of various fruits and vegetables that would probably never make it to a large supermarket. Supermarkets are interested in selling "Name brand" fruit: Romaine Lettuce, Red Delicious Apples, Russet Potatoes. Local producers often play with their crops from year to year, trying out Little Gem Lettuce, Senshu Apples, and Chieftain Potatoes. Supporting local providers supports responsible land development. When you buy local, you give those with local open space - farms and pastures - an economic reason to stay open and undeveloped. Activity 3: Making an Apple Pie Time: 10 Minutes Materials Needed For Activity 3: Vocabulary Cards Space Set Up for Activity 3: Team Leader Support Needed for Activity 3: Procedure: 1. Present the hypothetical situation that someone is hungry and wants to make an apple pie. They want students to make the pie filling. But what kind of tomatoes should students use? Local, or conventional? How does this choice reflect different food systems? 2. In small groups, one group is symbolically making apple pie filing using local apples from a local garden, one with and one group with conventional Chilean apples from the store 3. Each group puts together a food system using vocabulary cards that represent steps their tomato had to go through before they bought them for sauce. Examples Local Apple Food System is Local Orchard Consumer, Conventional Apple is Factory Farm Wholesaler - Thousands of Miles Retailer -Consumer 4. Present back to larger group Closing & Teach Back Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. 21. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today. 22. Ask students to write a sentence(s) with the vocabulary word(s) of the day within it. 23. Ask apprentices to write any questions they have as you move forward. 24. Preview next weeks lesson plan 25. Recognize individual students who have contributed above and beyond the expectations. 26. Ask students to rate the day using the Fist of Five method. 27. Allow several students (high and low ratings) to share their reasons. Clean Up Time: 05 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Material Captain- Makes sure all the materials are put away Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook/Apprenticeship Folder Captain- Collects notebooks/Folders and gives them to the TL or CT

Page 21 of 41

Page 22 of 41

NAME___________________________________________________ Global Groceries Directions: 1. Place a green circle where you live 2. Using another color and your bag of groceries place stars where your groceries come from (use an atlas if you are not sure where the country is!).

3.

Answer the following questions on the back of the paper: 1. What countries did your groceries come from? 2. What was surprising? 3. How do you think your food traveled to the store (boat, plane, train, truck)? 4. What do you think the term local means? 5. What makes a food a local food? 6. Are the foods in your bag local? 7. What does the term regional mean to you? 8. Where is your region (color your region on the map)? 9. What does the term global mean to you? 10. Were any of your foods global?

Page 23 of 41

Name of the Apprenticeship: Seed to Table Lesson Number and Title: Lesson 5 - Food Miles Citizen Teacher:

New Basic Skills: 8. Teamwork Curriculum Frameworks: ELA: 1. Standard 13- Nonfiction Students will identify, analyze, and apply knowledge of the purposes, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding. 2. Standard 4 Vocabulary and Concept Development- Students will understand and acquire new vocabulary and use it correctly in reading and writing Math: 1. 5.P.6 Interpret graphs that represent the relationship between two variables in everyday situations.

Content Objectives: 1. Apprentices will apply knowledge about food miles. 2. Apprentices will identify how food miles are interrelated with their lives 3. Apprentices will explore the availability of local food within their community

Agenda based on the lesson plan. Post in the room for the students to see. 28. Opening Ritual: 10 Minutes 29. Review Agenda and Set Context: 15 Minutes 30. Activity: A Strawberry Travels through the Food System 15 Minutes 31. Activity: Examining Food Miles at Lunch 20 Minutes 32. Activity: Is Locally Grown Food Available Where I Live? 15 Minutes 33. Teach Back: 10 Minutes 34. Clean up: 05 Minutes Initial Preparation and Space Set up: Post Agenda and Vocabulary Opening Ritual Time: 10 Minutes (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: 6. Divide apprentices into teams 7. Say: In each bag there will be pictures and words that are parts of the food system. When I say go open the bag and with your group categorize each of the pictures into the proper step by writing or sticking the pictures on a piece of flip chart papers. When you are done raise your hand. Whichever team is done (and correct!) first wins. 8. Ask: Any questions? 9. When finished review each groups decisions. Set the Context and Review Agenda Time: 15 Minutes Set Context: Review How Far Does Produce Travel Chart Review Ten ways to reduce our Food Footprint Ten ways to reduce Our Food Footprint: 1. Eat local food.

Page 24 of 41

Eat organic. Know the difference between dollar and environmental cost Eat unprocessed Avoid packaging Eat in season. Wait another month for your asparagus. Grow your own. Eat at home Dont waste food Eat less.meat. Review vocabulary from weeks prior (especially food miles) Write the words Sustainable food system Review the vocabulary words for the day: : Sustainable Food System- a food system that can nourish all people for generations to come Food Foot Print- The amount of land needed to supply one person's nutritional needs for a year Review Agenda: Review agenda points and timeline Activity 1:Strawberry Food System Story 6 Time: 15 Minutes Materials Needed For Activity 1: Copies of Strawberry Food System Story Space Set Up for Activity 1: Team Leader Support Needed for Activity 1: Procedure: 1. Poll/Discuss with the group: How many of you eat strawberries? Have you ever picked strawberries? If so, where do you pick strawberries? What is your local season for strawberries? (When are they ready for picking?) Can you pick strawberries here in the winter? Where are the strawberries grown that you buy in the winter? What are some of the different ways that you can buy strawberries in the supermarket? 2. As a group, read the Strawberry Food System Story 3. Ensure that students understand the concepts by asking review questions like: What surprised you about the story? Who has eaten a strawberry in winter? Why do strawberries have to be shipped quickly? Activity 2: Examining food Miles in Lunch Time: 20 Minutes Materials Needed For Activity 2: Computers for research Food miles worksheets Space Set Up for Activity 2: Desks in Groups of Two Team Leader Support Needed for Activity 2: Procedure: 1. Divide Students into groups of two 2. In groups have students discuss what they ate for lunch 3. Have students create a master lunch and complete the Food Miles in our lunch worksheet. 4. Before students use the internet review expectations of internet behavior 5. When all groups are finished discuss the alternatives. Activity 3: Is Locally Grown Food Available Where I Live? Time: 15 Minutes

2. 3. 4. 5. 6. 7. 8. 9. 10.

Revised from:foodsys.cce.cornell.edu/pdfs/S12.pdf

Page 25 of 41

Materials Needed For Activity 3: Chalkboard or Chart Paper Space Set Up for Activity 3: No additional set up required. Team Leader Support Needed for Activity 3: 1. Pass out a local grocery ad to each group of students (if there are no local ads, before class call or visit local stores and create info sheets). 2. Copy the following on the board or on chart paper. Produce sold this Local Regional Global Specific location week Red Delicious apples 1. 2. 3. 4. 5. 6. 7. 8. 9. X Washington State

3. Say: Lets see if food is being grown locally. We have seen that it makes sense to eat locally, but lets see if
they are available! How can we encourage people to shorten their food miles? We can use the WOW! to encourage local business owners to buy locally! Who else should we encourage through our WOW!? Closing & Teach Back Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. 28. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today. 29. Ask students to write a sentence(s) with the vocabulary word(s) of the day within it. 30. Ask apprentices to write any questions they have as you move forward. 31. Preview next weeks lesson plan 32. Recognize individual students who have contributed above and beyond the expectations. 33. Ask students to rate the day using the Fist of Five method. 34. Allow several students (high and low ratings) to share their reasons. Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Material Captain- Makes sure all the materials are put away Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook/Apprenticeship Folder Captain- Collects notebooks/Folders and gives them to the TL or CT 4.

Page 26 of 41

How far does your produce travel?

* Information for this chart is based on the weighted average source distance, a single distance figure that combines information on distances from production source to consumption or purchase endpoint. For these calculations, USDA Agricultural Marketing Service arrival data for 1998 were used to identify production origin (state or country). Distances from production origin to Chicago were estimated by using a city located in the center of each state as the production origin, and then calculating a one-way road distance to Chicago using the Internet site Mapquest (mapquest.com). Estimations do not include distance from the Chicago Terminal Market to point of retail sale. Source: Leopold Center for Sustainable Agriculture, "Food, Fuel and Freeways" by Rich Pirog, Timothy Van Pelt, Kamyar Enshayan and Ellen Cook. Graphics by Matt Miller.

Page 27 of 41

Strawberries: From Farm to Table 7 If ever there were a taste of summer, the strawberry would be it! The strawberry has become one of the most popular small fruits in the United States. On average, Americans eat about 6 pounds a year. Not only does this fruit taste good, it is good for you. Strawberries are good source of vitamin C, and as a fruit contain no fat. Most strawberries produced in the United States are grown as annuals (plants that are planted each year and last for one season) in California and Florida over a long season and then shipped to be sold fresh in supermarkets all over the country from December through October. Strawberries can be found fresh, or processed into juices, jams, jellies, or frozen whole or sliced for use in ice cream, yogurt and toppings. How many of these ways have you had strawberries? There are many different varieties of strawberries. Here in the northeast, several varieties are grown locally to be marketed as fresh berries. There is definitely a season for strawberries here in our region. The fruits ripen over a three- to five-week period beginning in late May and ending mid-June. The precise length of the strawberry season will vary depending on the location. In the Northeast (as in Canada and the Midwest), strawberries are generally grown as perennials, that is, they will bear fruit for several years before needing to be replaced with new plantings. Few farms grow only strawberries most strawberry growers produce other fruits and vegetables as well, because the strawberry season is so short. If this were the only crop a farmer grew, all his/her income from farming would have to be made in a few weeks out of the year! On a conventional farm, strawberry production can involve inputs of synthetic herbicide (for weed control) and a synthetic nitrogen fertilizer. Weeds are a problem mostly in June, July and early August of the year the plants are planted. On an organic farm, the strawberry fields are usually fruited for only two years, because it is difficult to maintain enough nitrogen from organic sources. Since plants will not produce much fruit without sufficient nitrogen, other crops are planted on the field when strawberries are not planted and manure is used to fertilize the soil. Labor costs tend to be higher in organic production, but chemical (herbicides, pesticides and fertilizers) costs are likely to be lower. Yields also tend to be lower as well. Average organic yields are about 5,000; 4,000; 2,000; and 1,000 quarts per acre in consecutive years on an organic farm, whereas on a conventional farm average yields are about 7,000; 7,000; 4,000; and 3,000 quarts per acre. Organic strawberry production can be as profitable as conventional production if the price of the organic fruit is about 30% - 40% higher than conventional. Strawberries can also be grown in controlled, high-technology environments for off-season production. These can be plastic tunnels over raised beds in the field or full greenhouses. In addition to the building materials for the structures, greenhouses are heated with the input of energy. Strawberries are extremely perishable. That means they ripen quickly and even faster after harvest. They maintain quality for only a few days at room temperature (thats the strawberrys shelf life) and about a week refrigerated depending on the variety that is grown. This means that once ripe strawberries are picked, they need to be handled carefully, kept cool, and transported quickly to a processing facility or to where they will be marketed fresh. If a berry is picked before it is fully ripe it will have a longer storage and/or shelf life than those harvested at the fully ripe or overripe stage. Have you seen strawberries with white tips? These not yet fully ripe berries will retain their firmness much longer than those harvested fully ripe (making them better long-distance travelers) and will lose less water during storage. This sound good, doesnt it? But, the down side of this is that these berries usually do not develop the same intense flavor as fruits harvested at the fully ripe stage. Because berries ripen so quickly, frequent harvesting of the field (once every two days) is critical. The berries headed for the fresh market (store or farmers market where theyre sold as fresh and whole fruit) are placed into commercial containers. Containers can be made of pulp (inexpensive but stain easily), wood (also stain and are expensive), clear plastic containers, like clamshells (reduce moisture loss but juice can gather in the bottom), or colored plastic mess boxes. To maintain quality after harvest, berries must be stored at low temperatures, with high carbon dioxide and low oxygen levels. Cooling and doing it quickly! - is probably the most important step to take after harvest to maintain good quality. This is critical for berries that will be transported great distances. Forced air cooling is the most frequent method used. This involves channeling refrigerated air through the containers holding the fruit. Large producers may have a separate forced air cooling facility specifically designed for removing field heat. Smaller forced air units can be improved with a small walk-in cooler and a few fans! Regardless of size, cooling with forced air will require resources for the unit or facility and will use energy to do the cooling. Remember, strawberries are
7

Source for Strawberries From Farm and Table: Pritts, M. and Handley, D. (Eds.). 1998. Strawberry Production Guide for the Northeast, Midwest, and Eastern Canada. Natural Resource, Agricultural, and Engineering Service. Cooperative Extension. 152 Riley-Robb Hall, Ithaca, NY 14853-5701. 162 pages. NRAES-88; ISBN 0-935817-23-

Page 28 of 41

very fragile and need to be handled carefully at every step along the distribution chain from farmer to consumer. The fewer the steps, the less loss from decomposition and rot occur. The average total loss of strawberries from harvest to the consumers table is estimated to be more than 40%! A 14% loss occurs from farmer to wholesaler, a 6% loss from wholesaler to retailer, and a 22% loss occurs from retailer to consumer. These losses can be decreased with good handling practices. If the berries are to be transported great distances, say from California to New York State, many steps are involved. After the berries are transported from the field and pre-cooled, the flats (the wooden crates in which pintsized cartons of strawberries are placed for transport) might then be wrapped, loaded in a refrigerated truck, transported to a distribution center and unloaded into a warehouse. At some later time, they would then be loaded into a truck, transported to a retail store, unloaded and stacked in the back room, and finally set up on the produce display for sale. Of course, if a farmer plans to sell the berries directly to consumers at a nearby farmers market, the berries will be picked and placed directly into cartons, kept cold over night, loaded onto a smaller truck along with other products and transported to the market the next morning. Other marketing options include customer harvest (pick-your-own) and processed (frozen, jams, jellies, etc.). As this story reveals, there are many steps involved in getting strawberries from a farmers field to your table! And the path can vary quite a bit.

Page 29 of 41

Food Miles in Our Lunch 1. What did you and your groups eat for lunch?

2.

Complete the following chart MASTER LUNCH (Pick 4 Food Choices to Include) THIS FOOD TRAVELED FROM. FOR LUNCH WE ATE.. (Use the internet to research)

3. Going through each item, discuss with someone else where it was probably grown or raised (We will discuss this as a group later). Which items are or can be produced locally? Which items are homemade (or made in the cafeteria) and which are store-bought?

Page 30 of 41

Name of the Apprenticeship: Seed to Table Lesson Number and Title: Lesson 6 - Visiting a Local Farm Citizen Teacher:

New Basic Skills: 9. Teamwork

Content Objectives: 9. Apprentices will explore a local farm to help apply what they have learned about food systems.

35. Opening Ritual: 36. Review Agenda and Set Context: 37. Activity: Visit a Local Farm Time: Time Varies by Location 38. Teach Back: 39. Clean up: Initial Preparation and Space Set up: None Opening Ritual (Time Permitting Only) Time: Time Varies by Location (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: 10. Divide apprentices into teams 11. Explain: In each bag there will be pictures and words that are parts of the food system. When I say go open the bag and with your group categorize each of the pictures into the proper step by writing or sticking the pictures on a piece of flip chart papers. When you are done raise your hand. Whichever team is done (and correct!) first wins. 12. Ask: Any questions? 13. When finished review each groups decisions Set the Context and Review Agenda Time: Time Varies by Location Set Context: Review expectations in visiting the farm. Brainstorm questions that apprentices hope to be asked during their visit. Remind students about the eventual goal of starting a farmers market so it may be beneficial to ask if the farm is a part of a farmers market or if Review Agenda: Review travel schedule Activity 1: VISIT FARM Time: Time Varies by Location (In an instance where a farm is not available, a greenhouse that grows food, or an interview with a local farmer or food justice organization would also work) Materials Needed For Activity 1: Travel arrangements Completed Permission Slips (Need to be given to the TL) Contact Information First Aid Kit Space Set Up for Activity 1: None Team Leader Support Needed for Activity 1: Support Procedure: Procedure will vary dependent on location of farm as well as structure of visit. CTs and TLs must fully outline the day and structure PRIOR to this lesson. Safety regulations must be reviewed. Closing & Teach Back Time: Time Varies by Location

Page 31 of 41

Review this session and tell them whats coming for the next session. Conduct teach backs to be ensure learning. 35. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today. 36. Ask apprentices to write any questions they have as you move forward. 37. Preview next weeks lesson plan 38. Recognize individual students who have contributed above and beyond the expectations. 39. Ask students to rate the day using the Fist of Five method. 40. Allow several students (high and low ratings) to share their reasons.

Name of the Apprenticeship: Seed to Table Lesson Number and Title: Lesson 7 - Food Justice and Creating a Partnership Citizen Teacher:

New Basic Skills: 10. Teamwork 11. Written Communication Curriculum Frameworks: ELA: 1. Standard 20-Composition-Students will write for different audiences and purposes. 2. Standard 21- Composition-Students will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone, and word choice (diction) in their compositions after revising them. 3. Standard 23- Composition -Students will organize ideas in writing in a way that makes sense for their purpose.

Content Objectives: 10. Apprentices will develop their writing skills with particular concentration placed on organization and revision 11. Apprentices will identify the proper format of a business letter.

Agenda based on the lesson plan. Post in the room for the students to see. 40. Opening Ritual: Review Pictionary 10 Minutes 41. Review Agenda and Set Context: 10 Minutes 42. Activity: Media that Matters-Food Justice 15 Minutes 43. Activity: Forming a Partnership-Writing a Business Letter 25 Minutes 44. Activity: WOW! Visuals 15 Minutes 45. Teach Back: 10 Minutes 46. Clean up: 5 Minutes Initial Preparation and Space Set up: Post Agenda and Vocabulary Opening Ritual Time: 10 Minutes (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: 1. Divide students in two groups 2. Explain: In this game we are going to play head to head Pictionary One member of each team will come up and I will give them a word or concept that we have learned over the past few weeks. When I say go they will draw the term for the team (remember no words allowed!). The first team to correctly guess the term wins the point. Any questions? Set the Context and Review Agenda Time: 10 Minutes Set Context: Discuss the concept of food justice. (You may want to read

Page 32 of 41

http://www.blackcommentator.com/70/70_food_justice.html as a background) Inform students that today they will be viewing documentaries/clips/videos that have won awards surrounding food justice. Review Agenda: Review the timeline and agenda topics for the day Activity 1: Media that Matters: Food Justice Time: 15 Minutes Materials Needed For Activity 1: Media that matters DVDs, computers, or smart boards with internet access Space Set Up for Activity 1: Dependent on the materials Team Leader Support Needed for Activity 1: Procedure: 1. Introduce-Food Justice in Oakland- focuses on a communitys fight against discrimination against their neighborhood and access to fresh, organic food. 2. Play- Food Justice in Oakland 3. Discussion lead by CT- Students can practice oral communication through verbal responses- ask students to stand to answer reminding them to speak clearly as this will be a skill that they need for the WOW! Discussion Ideas Was there anything that reminded you of the farm we visited? Do you think its fair that some neighborhoods dont have access to fresh food? What does redlining mean? Activity 2: Creating a Partnership- Writing a Letter Time: 25 Minutes *If computers are available, it may be useful to complete this activity on computers* Materials Needed For Activity 1: Writing Utensils Copies of Letter Outline Worksheets If Available Computers Space Set Up for Activity 1: No additional space set up required Team Leader Support Needed for Activity 1: Procedure: 1. Explain: In order to run a successful farmers market what is the main partner we need? (Local farmers/farm) 2. To do this we need to create a letter to ask our farm to be our partner! 3. Pass out Letter Outline Worksheet (The worksheet will act not only as writing practice, but will help organize the thoughts of the apprentices and encourage the brainstorming process). 4. When students are done with their own worksheet review worksheets as a group. 5. Ask for a volunteer to take notes on the board. 6. Create the content of the letter as a group. 7. Review proper business letter format. Activity 3: WOW! Visuals Time: 15 Minutes Materials Needed For Activity 3: Art Supplies Poster board Space Set Up for Activity 3: No additional set up required Team Leader Support Needed for Activity 3: Procedure: 1. Inform:

Page 33 of 41

 When we make our presentation to create a farmers market it would be useful to have visuals that
display why we need a farmers market. Brainstorm: What posters could we create that help show why we need a farmers market? (State maps that show where the local farms are, the benefits of eating locally grown produce etc). 3. Have students create visuals for the WOW! Closing & Teach Back Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. 41. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today. 42. Ask students to write a sentence(s) with the vocabulary word(s) of the day within it. 43. Ask apprentices to write any questions they have as you move forward. 44. Preview next weeks lesson plan 45. Recognize individual students who have contributed above and beyond the expectations. 46. Ask students to rate the day using the Fist of Five method. 47. Allow several students (high and low ratings) to share their reasons. Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Material Captain- Makes sure all the materials are put away Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook/Apprenticeship Folder Captain- Collects notebooks/Folders and gives them to the TL or CT 2.

Page 34 of 41

NAME________________________________________________________________________________ Creating a Partnership with a Farm: Letter Content Worksheet Directions: Before writing a letter it is often useful to think about the content before you begin. Before writing to the farm, complete the following letter outline. Part I: Introduction-. Explain who you are. Explain what Citizen Schools is all about.

Part II: What are we trying to do? Explain the goal of this letter (to ask if the farm is interested in starting a farmers market at our location). Why did we decide that a farmers market is necessary?

Part III: How would starting a farmers market benefit the farm? Why should they want to partner with us?

Part IV: Next Steps/ Conclusion- If the farm is interested then what should they do? Invite the Farm to the WOW!

****WHEN YOU ARE DONE GO BACK AND EDIT YOUR WORK!!!!**** ASK A CT OR TL FOR HELP IF NECESSARY!!!!!!

Page 35 of 41

Name of the Apprenticeship: Seed to Table Lesson Number and Title: Lesson 8 - Creating a Proposal Citizen Teacher:

New Basic Skills: 12. Teamwork 13. Written Communication Curriculum Frameworks: ELA: 1. Standard 20-Composition-Students will write for different audiences and purposes. 2. Standard 23- Composition -Students will organize ideas in writing in a way that makes sense for their purpose.

Content Objectives: 12. Apprentices will develop their writing skills with particular concentration placed on organization and revision

Agenda based on the lesson plan. Post in the room for the students to see. 47. Opening Ritual: Pictionary 48. Review Agenda and Set Context: 49. Activity: Finishing Up Visuals 50. Activity: Creating a Map of the Farmers Market 51. Activity: Creating a Proposal 52. Teach Back: 53. Clean up: Initial Preparation and Space Set up: Post agenda arrange desks if necessary Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: 3. Divide students in two groups 4. Explain:

10 Minutes 10 Minutes 10 Minutes 15 Minutes 30 Minutes 10 Minutes 05 Minutes

Time: 10 Minutes

In this game we are going to play head to head Pictionary

One member of each team will come up and I will give them a word or concept that we have learned over the past few weeks. When I say go they will draw the term for the team (remember no words allowed!). The first team to correctly guess the term wins the point. Any questions? Set the Context and Review Agenda Time: 10 Minutes Set Context: Explain that today you are going to be working on your pitch proposal Review the vocabulary words from weeks prior Review Agenda: Review the timeline and agenda topics for the day Activity 1: Finishing Up Visuals Time: 10 Minutes Materials Needed For Activity 1: Art Supplies Space Set Up for Activity 1: No additional set up required Team Leader Support Needed for Activity 1: 1. Give apprentices time to finish their visuals about the importance of local produce and state map 2. If apprentices are done pair students to help one another. Activity 2: Creating A Map of the Farmers Market Materials Needed For Activity 2: Sketch paper Time: 15 Minutes

Page 36 of 41

 Large Poster board Markers Rulers Art supplies Space Set Up for Activity 2: No additional set up required Team Leader Support Needed for Activity 2: Procedure: 1. Brainstorm: What will our farmers market be named? How will our FM be set up? What important aspects must we include? 2. Ask each apprentice to design the farmers market on a piece of sketch paper 3. When everyone is done work as a team to create one large diagram of the farmers market (You may include things like number of tables, or vegetables sold or traffic flow of cars). Activity 3: Creating a Proposal Presentation Time: 30 Minutes *If computers are available, it may be useful to complete this activity on computers* Materials Needed For Activity 3: Copies of the Outline worksheets Computers (if possible) Space Set Up for Activity 3: No additional set up required- Computer lab if possible Team Leader Support Needed for Activity 3: Procedure: 1. Ask students- Who are the most important people that need to understand the need for the farmers market? 2. Divide students into groups of two 3. Explain the procedure of writing the proposal 4. Distribute copies of Proposal outline worksheets 5. As apprentices work walk around and help! 6. When apprentices have completed their pitch worksheet review answers as a group. 7. Work together to create one proposal. 8. Emphasize the importance of editing and revision! Closing & Teach Back Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. 48. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today. 49. Preview next weeks lesson plan 50. Recognize individual students who have contributed above and beyond the expectations. 51. Ask students to rate the day using the Fist of Five method. 52. Allow several students (high and low ratings) to share their reasons. Clean Up Time: 5 Minutes The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Material Captain- Makes sure all the materials are put away Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper Notebook/Apprenticeship Folder Captain- Collects notebooks/Folders and gives them to the TL or CT

Page 37 of 41

Creating a Proposal Pitch- Outline Worksheet Directions- In order to create a powerful presentation we need to be organized in our proposal! By answering the questions below we force ourselves to really think about what we want, what we need and how it can happen! With your partner answer the following questions-in your own words! (Hint: Look back through your apprenticeship notebooks/folders to remember what we did during the past weeks) 1. What is a farmers Market?

2.

Who would benefit from a farmers market at the school?

3. Why would they benefit (think about why it is better to eat locally grown produce)?

4.

Where would it be located (note map)?

5. When would it happen?

6. What do we need from school leaders/community members to make it happen?

Page 38 of 41

Name of the Apprenticeship: Seed to Table Lesson Number and Title: Lesson 9 - Dress Rehearsal for WOW! Citizen Teacher:

New Basic Skills: 14. Teamwork 15. Oral Communication 16. Written Communication Curriculum Frameworks: ELA: 1. Standard 20-Composition-Students will write for different audiences and purposes. 2. Standard 23- Composition -Students will organize ideas in writing in a way that makes sense for their purpose.

Content Objectives: 13. Apprentices will review what they have learned throughout their apprenticeship 14. Apprentices will develop their oral communication skills.

Agenda based on the lesson plan. Post in the room for the students to see. 54. Opening Ritual: Pictionary 55. Review Agenda and Set Context: 56. Activity: Oral Presentation Practice To be Determined-Varies depending 57. Activity: Finishing Touches on how day progresses 58. Activity: Dress Rehearsal 59. Teach Back: 60. Clean up: Initial Preparation and Space Set up: Post agenda and arrange desks if necessary. Opening Ritual Time: To be determined (It should be tied to the focus of your Apprenticeship and this session if possible) Procedure: 5. Divide students in two groups 6. Explain: In this game we are going to play head to head Pictionary One member of each team will come up and I will give them a word or concept that we have learned over the past few weeks. When I say go they will draw the term for the team (remember no words allowed!). The first team to correctly guess the term wins the point. Any questions? Set the Context and Review Agenda Time: To be determined Set Context: Today we will practice for the WOW! Review Agenda: Review the timeline and agenda topics for the day Activity 1: Presentation Practice Time: To be determined Materials Needed For Activity 1: No additional materials needed Space Set Up for Activity 1: No additional space set up required Team Leader Support Needed for Activity 1:

Page 39 of 41

Procedure: 1. Remind students that EVERYONE even if they are not a primary presenter will be speaking during the WOW! event (to parents, other kids, school leaders) 2. Discuss and Practice oral communication skills by having students explain simple things to the group (Examples: Give directions to the cafeteria, Talk about your favorite teacher, Talk about your favorite sport etc) Stay away from math at first to practice oral communication 3. Eventually ask students to volunteer to explain what they learned (use guiding questions to build confidence!) 4. Give feedback as a group 5. Discuss the importance of organization in speaking reminding apprentices that just like in writing; an organized presentation is more effective than a disorganized one! 6. Ask or assign roles for the remainder of the day Graphic Design- Creates brochures about food miles, the need for local food options decide what information will be included and design brochures to be copied and passed out at the WOW! Graphic Design 2 (Visual Makers)- Finish Creating illustrations regarding locations of local farms and where people in the community can buy locally produced food Primary Speakers- The primary speakers are going to be the initial presenters at the WOW! and will work with the CT/TL to practice Activity 2: Finishing Touches Time: To be determined Materials Needed For Activity 2: Art Supplies for Posters Space Set Up for Activity 2: No additional space set up required Team Leader Support Needed for Activity 2: Procedure: 1. Apprentices work within their assigned groups to put the finishing touches on the WOW! support pieces and presentation 2. Primary presenters should create note cards to use on the day of the WOW! Activity 3: Dress Rehearsal Time: To be determined Materials Needed For Activity 3: WOW! Materials Space Set Up for Activity 3: Rows of Chairs to create an Audience Feel Team Leader Support Needed for Activity 3: Procedure: 1. Each group should present their material using their posters. 2. Audience apprentices should give feedback. 3. When each group is done and has practiced repeatedly run through the WOW! from start to finish. 4. Provide both constructive and positive feedback!!!! Closing & Teach Back Time: To be determined Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. 53. Ask students to take five minutes to record in their notebooks 3 things that they learned or that went well today. 54. Recognize individual students who have contributed above and beyond the expectations. 55. Ask students to rate the day using the Fist of Five method. 56. Allow several students (high and low ratings) to share their reasons. Clean Up Time: To be determined The following roles will be designated to different students to build team accountability. Roles will rotate each week. Visual Captain- Cleans up Visuals Material Captain- Makes sure all the materials are put away Desk Arranger Captain- Moves Desks Back Floor Captain- Checks the floor for extraneous pieces of paper

Page 40 of 41

Page 41 of 41