Zachary Powers

Subject: Science
Lesson On: Foods That Come From Plants
Date/Time to be Imlemented: T!"
#rade Le$el: %inder&arten
"nticiated time: '( minutes
What?
In this lesson students will e)lore the sources o* our *ood+ They will learn the
basic structure o* a lant and e)amine how eole &row lants *or *ood+ Students will
de$elo their obser$ation s,ills in e)aminin& the arts o* a lant and -dissectin&. the
in&redients o* a ico de &allo salsa+ They will also discuss the di**erences and relations
between manmade *oods and &rown *oods+
How?
Students will re$iew three basic arts o* a lant: lea$es/ roots/ and *ruits+ 0e will
then e)amine *our *oods: onions/ cilantro/ &arlic/ limes/ and tomatoes+ 0e will e)amine
where on their lant each *ood comes *rom and discuss the arts o* their lant+ Children
will then -dissect. each lant/ cuttin& them into ieces and discussin& what their
obser$ations usin& their *i$e senses+ 0e will chart these obser$ations+ I will cut u their
*oods *urther and we will mi) them into a salsa+ "t this oint/ I will introduce chis+
Students will brainstorm where chis come *rom and we will chart these thou&hts and
1uestions+ 0e will then eat chis and salsa and watch and discuss a $ideo about how
chis are made+ "*ter the $ideo students will discuss what they learned and we will chart
that+
Why?
"s early science students/ children are still wor,in& on their obser$ation s,ills and
learnin& about li$in& thin&s in the world+ This lesson is desi&ned to wor, on the basic
rocess s,ills o* obser$ation/ hyothesis ma,in&/ and data analysis while studyin& the
hysical ma,e u o* lants+
This lesson also e)lores the ori&ins o* our *ood and how we use &rown *oods to
ma,e rocessed *oods+ For children to e$entually ta,e on the resonsibility o* democratic
citi2en shi/ they need to understand where basic resources such as *ood come *rom+ This
lesson e)oses children to the ori&ins o* their *ood+ This social studies ortion o* the
lesson ties into the social studies ortion o* the term three assi&nment/ which loo,s at the
wor, done in a&riculture+
Goals/Objective(s):
S0!"T understand that we use di**erent arts o* a lant *or *ood+
S0!"T describe di**erent ,inds o* *ood usin& their *i$e senses+
S0!"T understand that some *oods are &rown and some *oods are made by eole 3and
that man4made *oods are made o* &rown *oods+5
S0!"T describe three arts o* a lant: lea$es/ *ruit/ and roots+
Next Generation Science Standards and Framework for K-12
Science Education Standards Kindergarten
NGSS
K-LS1-1. Use observatons to descrbe patterns of what pants
and anmas (ncudng humans) need to survve. |Carfcaton
Statement: Exampes of patterns coud ncude that anmas need
to take n food but pants do not; the dfferent knds of food
needed by dfferent types of anmas; the requrement of pants
to have ght; and, that a vng thngs need water.|
Framework
Disciplinary Core Ideas
LS6+" "ll or&anisms ha$e e)ternal arts+ Di**erent animals use their body arts in
di**erent ways to see/ hear/ &ras objects/ rotect themsel$es/ mo$e *rom lace to
lace/ and see,/ *ind/ and ta,e in *ood/ water and air+ Plants also ha$e di**erent
arts 3roots/ stems/ lea$es/ *lowers/ *ruits5 that hel them sur$i$e/ &row/ and
roduce more lants+
LS6+C "ll animals need *ood in order to li$e and &row+ They obtain their *ood
*rom lants or *rom other animals+ Plants need water and li&ht to li$e and &row+
Cross Cutting Concepts
Patterns. Observed patterns of forms and events gude
organzaton and cassfcaton, and they prompt questons about
reatonshps and the factors that nfuence them.
Scientific and Engineering Practices:
Practice 7 8 Obtainin&/ 9$aluatin&/ and Communicatin& In*ormation :
-Communcatng n wrtten or spoken form s another
fundamenta practce of scence; t requres scentsts to descrbe
observatons precsey, carfy ther thnkng, and |ustfy ther
arguments" (89).
Materials and Preparation :
1 bub Garc
1 Lme
1 Red onon
1 Tomato
1 Cantro
1 bag Torta chps
7 sets of pastc knves and forks
Computer w/ Torta Chp Vdeo
A photograph of each food on ts pant.
Pcture of "Chp Tree/Leaf/Roots"
Bow
Napkns
Cuttng Board
Chart Paper
Dry Erase Markers
Eye guards for onons
lassroom arrangement and management issues!
Students w st around sem-crcuar tabe wth me n the center.
Tabe space w make t easy to expore pants and eat wthout makng
a mess. It w aso provde a pace to put the aptop whe we watch
tortas beng made. The student seatng arrangement w aow me to
montor a chdren throughout the actvty.
The utenss w be pastc so as to preserve the chdrens safety
whe aso gvng chdren the opportunty to dssect each food.
Eye guards are to avod chdren becomng dstracted by ocuar
stngng when onons are handed.
Students w be gven sma portons of each food to dssect,
aowng for more manageabe dssecton (I w dvde parts n front of
them, so that they are wtness to that frst stage of dssecton.)
Lesson w be performed n a room separate from the rest of the
cass to mt dstracton.
Plan
Students w gather around sem-crcuar tabe wth me sttng n
the mdde. I w have out a dagram of a generc pant. We w revew
3 parts of the pant: roots, eaves, and fruts. I w then take out the
ngredents of a pco de gao sasa: a tomato, a red onon, a bunch of
cantro, and a me. We w ook at pctures of these foods on the pant
they came from and dentfy the parts on each pant.
We w then begn to take apart the fruts/vegges wth our
pastc forks and knves. We w make a chart usng words to descrbe
each food. When we are done, I w chop up the ngredents a tte
further and have the chdren put the ngredents together.
I w menton that I have one more food to eat the sasa wth.
When they guess chps, I w ask where they thnk chps mght come
form. I w show a pcture of a "chp pant" wth a chp bub, chp
eaves, and chp fruts. I open up the chp bags and gve everyone a
chp. Chps are made by peope, I wonder what theyre made of?
I take a few guesses, and I w gve the chdren a sma pe of
chps. I set up my computer wth a vdeo that shows how torta chps
are made, and we dscuss the chp makng process as the vdeo pays.
We wrap up dscussng how chps are made and revewng what
was n our sasa.
"ssessment of t#e goals$o%&ecti'es listed a%o'e!
Dscusson about the parts of each pant to evauate understandng of
pant structure.
Con|ecture about where a chp comes from and what mght go nto a
chp to evauate background knowedge of where food comes from
and.or how t s made.
Chart each foods sensory quates to demonstrate observaton sks.
Dscusson about how chps are made to understand dfferences and
reatonshp between grown food and made food.
"nticipating students( responses and )our possi%le
responses
Students maybe be averse to workng wth certan foods
(partcuary the onon.) I have attempted to mtgate the "onon
cryng" effect by provdng eye gogges. I am consderng provdng
goves as we. Ths may serve as exposure to basc aboratory attre.
Students may be tempted to pay wth utenss. I w go through
proper procedure for usng the nstruments n order to mtgate
dstracton and msuse.
"ccommodations :
Students w#o ma) %e %ored$ finis# earl)!
If students aready are acquanted wth pant structure and know whch
parts of pants ther foods come from, I mght open the dscusson to
tak about other foods and what parts of the pant they come from. In
antcpaton of that event, I mght aso brng some nuts and seeds wth
me, aong wth some other ess pershabe food tem, ke a carrot.
Students w#o are struggling wit# concepts!
If chdren are struggng to understand that certan foods come from
dfferent parts of pants, I mght keep vdeos on hand that demonstrate
the growth and pckng of a ncuded foods.
"ddenda
*ideos!
Makng chps: https://www.youtube.com/watch?v=OzIdZGOR9vo
o https://www.youtube.com/watch?v=sER2EvHyo6k (dortos)
o https://www.youtube.com/watch?v=NgSL_CvX9cO
(Tortas)
o https://www.youtube.com/watch?v=Yd75MR76BA (home
made torta chps)
Harvestng onons: https://www.youtube.com/watch?
v=LCOqvOmMa1w
Harvestng cantro: https://www.youtube.com/watch?
v=Keoyxga-Ehk
Pckng tomatoes: https://www.youtube.com/watch?
v=u1hgoRzbYaO
Harvestng garc: https://www.youtube.com/watch?
v=GO|tCZYXa0