Developmental Lesson Plan

Teacher Candidate: Rachel Rizzo Date: January 11th

Group Size: 23 students Allotted Time: 60 min Grade Level: 2nd

Subject or Topic: (Inquiry Lesson)

Where Does Food Come From?

Common Core/PA Standard(s):

Standard - 10.1.2.C1
Identify foods and the roles they have in keeping our bodies healthy.

Learning Targets/Objectives:

Students will be able to identify food and its role in keeping our bodies healthy by
participating in the inquiry.

Assessment Approaches: Evidence:

1. Thumbs up or down 1. Observational
2. Inquiry Sheet 2. Collect- answers on sheet
Assessment Scale:
5-4-Proficient: Students answers on observation are completed and accurate.
3-2-Basic: Students answers on observation are completed but not accurate.
1-0: Below Basic: Students answers are not fully complete or accurate.

Subject Matter/Content:
Prerequisites:
● Students know and can identify common foods.
● Students know and can identify plants and animals.
● Students know that certain foods come from different plants and animals

Key Vocabulary:
● Harvest- the gathering of ripe crops, the crops or the amount of crops gathered, or the
season in which they are gathered.
● Factory- a building or set of buildings where products are made by machine.
● Distributed- t​ o ​divide into parts and give out to each of several people or groups.
● Transported- to carry from one place to another.
Content/Facts:
1. Where does food come from?
a. Farm to table
b. Frozen, Canned, Fresh Vegetables
c. Process
 i. Seeds planted
ii. Time to grow
iii. Harvest- Pulled from ground with a machine
iv. Brought to a factory and cleaned
v. Sorted by size and quality
vi. Plunged into ice cold water to keep them fresh
vii. Packed and transported to grocery stores
viii. Shop,Buy, Cook, and Eat.

Introduction/Activating/Launch Strategies:

5-10 minutes
“Today we will be learning about where food comes from. This is important because we need
food to provide energy for us and we need to know where the food we eat is from. We will
begin by completing

Warm up:
● Students will be sorting foods as a whole group on the board. The teacher will have
two pieces of circle construction paper with magnets that resemble plates. One of those
plates should be labeled “plants” and the other should be labeled “animals.” Then there
will be a bunch of magnetic foods to go with it.
● Students will work as a class to determine what foods go in which plate.
● Frequently asking the question,“Where does this food come from?”
● There is a Food Sorting worksheet located in the resources section for those who need
accommodations.

Food Sorting Worksheet (To be printed in advance):

https://docs.google.com/document/d/1PPofKVnPYlH3gWfq3s0K2GGUmsR1_932JoKot1qlG
_U/edit?usp=sharing

Development/Teaching Approaches

10-15 minutes
● Pull up the Google Slides PowerPoint:
○ Link:​https://docs.google.com/presentation/d/1f8xXBEWvYLsqI1kvBjhdi_rQ8
C-v0SQZSANYa-QtrcA/edit?usp=sharing
(slide1-3)
● Show the video that is embedded into the slides.
○ Link here as well: ​https://www.youtube.com/watch?v=Pf74rrn1uLk
(slide 4-5)
● “After watching the video, we learned that the food process starts at a farm. At the
farm, the seeds to a plant are planted depending on the food. In this case it was carrots.
After the seeds slowly start to grow with the help of sunlight, oxygen, and water, they
need to wait until the carrots are ready to be harvested”
(slide 6)
 ● “Once they are ready to be harvested, a machine collects and lifts the carrots from the
soil into a truck. Harvested means the gathering of ripe crops, the crops or the amount
of crops gathered, or the season in which they are gathered.”
● Ask, “Does anyone remember what came next?”
○ Expected response: carrots are transported to a factory
(slide 7)
● “The carrots are then transported to a factory. Transported means to carry from one
place to another.
(slide 8)
● “At the factory, the carrots are cleaned and stored in ice cold water to keep fresh, then
they are packaged.”
(slide 9)
● “Some of the factories freeze or can their vegetables so they can stay fresh for longer.
Normally fresh vegetables go bad if you don’t eat it quick enough. We will take a look
at canned, frozen, and fresh vegetables soon. Without this step, the food would never
make it to the grocery store and then would never make it to your table.
● Where do you think the carrots or other fruits and vegetables go next?”
○ Expected answer: to the grocery store
(slide 10)
● “Then they are distributed which means t​ o ​divide into parts and give out to each of
several people or groups. They are distributed and transported to a grocery store, where
an adult will pick and choose foods based on what they need or want to eat by
purchasing it. Depending on the food they will then cook and prepare the food to eat at
the table”

Quick observational assessment:

● ‘Thumbs up if you think food originates from the grocery store? Thumbs down if you
don’t think it originates from the grocery store.
● Those of you who have your thumbs down, where does food originate from?
○ Expected response: Farm

● “Now that we learned how food gets to our table, lets think about the different forms of
vegetables there are. There are frozen, canned, and fresh vegetables. Is one form
healthier than the other?
● “I want you to think about, Which form of vegetable is the healthiest? and maybe why
you think that. Store that in your brain and think about that during your observation.”

20-25 minutes
Group Inquiry Activity:

● Students should be separated into groups in advance (4 groups about 5-6 students in
each). In their groups they will be completing an inquiry sheet on what makes frozen,
canned, and fresh fruit different.
*hand out Inquiry Sheet:
● Link:​https://docs.google.com/document/d/10opRWNsrjfO_n3H40fBERc7hPEo6-fiYU
M-aYTVXv-4/edit?usp=sharing
 ● Located at the bottom of the lesson.
● “First I want you to write that answer that you stored in your brain onto your paper.
Write what you think is the healthiest form of vegetable and why.”
● “In groups you will be analyzing a frozen, canned and fresh vegetable. Each group will
be assigned a vegetable. Once you receive that vegetable you are going to use your
senses to get deeper into the vegetable. Fill out the inquiry table for your vegetable.”

*Hand out vegetables to the tables: Carrots, Peas, Green Beans, and Corn, allow students to
explore the vegetables they have. Be sure to remind them to record their information on their
inquiry sheet.
● Let the students know they can eat a piece of the vegetable to determine what the taste
difference is.
● After the students record the data be sure they are discussing the evaluating their data
from their observation. Have them discuss their questions below as a group and
complete the inquiry sheet individually.

5 minutes
● “After completing the observation of the canned, frozen, and fresh vegetables, you will
discuss your questions below with your group and complete the inquiry sheet.
● When you are finished answering your questions, you will pair up with someone from
a different group and share what you found interesting about your vegetable and
discuss your questions at the end of the inquiry sheet.”

*collect the inquiry sheet as an assessment.

● After, take a hand raising vote in the class to determine who thought which form was
the healthiest.
● Discuss with them that the fresh form is the healthiest because it is not processed,
either stored in liquid or frozen to keep healthy. “Fresh comes right from the ground,
transported, then it is cleaned and transported again.”
● “We know that canned vegetables go through another process where they sit in liquid
and frozen go through another process where they are frozen.”
● “Although fresh is the healthiest, canned and frozen are great alternatives. Eating
canned and frozen vegetables is still healthier than eating chips or candy.”
● *Collect the inquiry sheet once the student completes it.

Closure/Summarizing Strategies:

5-10 minutes
● Read ​Before We Eat​ by Pat Brisson.
● Link to book: ​https://www.getepic.com/app/read/41179
● Discuss after reading that the foods we eat come from the farm and make it all the way
to our table.
● “Foods such as milk, cheese, eggs, vegetables, fruits, meats and many more all make
their way over from the farm to the grocery store so we can eat and get the energy we
need for our bodies.”
 ● “This is important so we know where our food came from to make sure we are getting
the appropriate nutrition.”
● “Today we learned about how food gets to our table and observed frozen, canned, and
fresh vegetables and that fresh vegetables are the healthiest. This is important so we
know what to choose when we are eating that will be the healthiest and best option for
us.”
● Tomorrow we are going to learn about how food goes through our digestive system!”

Accommodations/Differentiation:

For English Language Learners, I would print the PowerPoint and the Inquiry sheet in their
language. This way I know they are understanding the content and not understanding or
comprehending the english. This will also help them study english words that they already
know in spanish looking at the PowerPoint in english and then looking at their copy in spanish.
I will also provide a script of the video shown for the student to read if not comprehending
what is being said in the video. I would also provide a paper copy of the warm up so the
student can visualize and use the paper as a resource when participating in the warm-up.

Materials/Resources:
Materials:

● Food Sorting Activity and Jumbo magnetic version

● Scissors and glue sticks or each student
● PowerPoint
● Inquiry Sheet (26)
● Vegetables: Carrots, Green Beans, Peas, Corn

Resources:

Book: Brisson, P., & Azarian, M. (2018). ​Before we eat: From farm to table​. Thomaston, ME:
Tilbury House. ​https://www.getepic.com/app/read/41179

Children's, Intermediate and Advanced Online English Dictionary & Thesaurus. (n.d.).
Retrieved September 28, 2020, from ​https://kids.wordsmyth.net/we/?ent=plants

Food Sorting Activity:

https://docs.google.com/document/d/1PPofKVnPYlH3gWfq3s0K2GGUmsR1_932JoKot1qlG
_U/edit?usp=sharing

Fresh vs. frozen vs. canned vegetables. (n.d.). Retrieved September 29, 2020, from
https://www.oviahealth.com/guide/17029/prenatal-nutrition-fresh-frozen-canned-veggies

Google Slides PowerPoint:

https://docs.google.com/presentation/d/1f8xXBEWvYLsqI1kvBjhdi_rQ8C-v0SQZSANYa-Qtr
cA/edit?usp=sharing
Inquiry Sheet:
https://docs.google.com/document/d/10opRWNsrjfO_n3H40fBERc7hPEo6-fiYUM-aYTVXv-
4/edit?usp=sharing

“PDF.” New Haven Science. ​http://newhavenscience.org/23nutritionOverview.pdf

Video:​https://www.youtube.com/watch?v=Pf74rrn1uLk

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Food Sorting Sheet: 
Name:____________________________  Date:___________________ 
 
Directions: Cut out the pictures below on the dotted lines. Paste and Glue 
those pictures on the correct plate to match where that food comes from. 
 

Cheese  Carrots  Hamburger  Milk  Orange Juice 

Bread  Eggs  Salad  Chicken  Fries 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Inquiry Sheet 
Name:____________________________  Date:___________________ 
 
 
What form of vegetable do you think is the healthiest? And why? 
 
____________________________________________________________________________ 
 
____________________________________________________________________________ 
 
____________________________________________________________________________ 
 
 
Vegetable name:_______________________________________ 
 
Frozen  Canned  Fresh 
What do you see?  What do you see?  What do you see? 
     
     
     
     
     
     
     
     
     
What do you feel?  What do you feel?  What do you feel? 
     
     
     
     
     
     
     
     
     
     
     
What do you smell?  What do you smell?  What do you smell? 
     
     
     
     
     
     
     
     
     
     
What do you taste?  What do you taste?  What do you taste? 
     
     
 
 
 
 
 
 
 
 
 
*Discuss these questions as a group.  
 
Why do you think they look different? 
 
____________________________________________________________________________ 
 
____________________________________________________________________________ 
 
____________________________________________________________________________ 
 
 
Which one do you prefer? 
 
____________________________________________________________________________ 
 
____________________________________________________________________________ 
 
 
Why do we need all three? 
 
____________________________________________________________________________ 
 
____________________________________________________________________________ 
 
____________________________________________________________________________

 
 
 
What form of vegetable do you think is the healthiest now? Why? 
 
____________________________________________________________________________ 
 
____________________________________________________________________________ 
 
____________________________________________________________________________ 
 
 
Was your prediction right? 
 
____________________________________________________________________________ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
PowerPoint: