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STANDARDS-ALIGNED HARVEST OF THE MONTH LESSONS

FOR THE K-5 CLASSROOM

HarvestCelebrating the

A publication of the Community Alliance with Family Farmers © 2015 CAFF (Reprinting of this publication is allowed but must retain CAFF’s original copyright)

ABOUT CAFF

CAFF is a 35-year-old non-profit organization working statewide to advocate for family farmers and sustainable agriculture. We run extensive, on-the-ground programs in many regions throughout California, enabling community members and businesses to find and choose local food, and helping farmers increase their income and sustainability. Our goal is to strengthen family farms, which are the cornerstone of healthy and economically viable communities.

CAFF’s community development work also includes a robust Farm to School program; we guide these efforts in California as the co-leader of the CA Farm to School Network. Farm to School programs connect farms with school cafeterias and classrooms. These programs come in all shapes and sizes, but they fall into two main categories: Farm to School Education programs and Farm to School Produce Distribution programs. A comprehensive Farm to School program puts both elements together: Fresh, locally-grown produce appears on the school menu, while students learn about local agriculture. Farm to School programs are sprouting up across the country!

(1) ABOUT CAFF

(2) ABOUT HARVEST OF THE MONTHAbout CAFF’s Tasting Kits Why Nutrition Education?

Why Local?

(3 - 4) HOW TO HOLD A TASTE TEST Steps to Prepare Produce

Tasting Worksheet

(5 - 22) FEATURED LESSON PLANS

(23 - 45) RESOURCE APPENDIX Worksheets and Supplemental Materials

Standards

STANDARDS-ALIGNED HARVEST OF THE MONTH LESSONS FOR THE K-5 CLASSROOM

HarvestCelebrating the

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ABOUT HARVEST OF THE MONTH TASTING KITS

Since 2009, CAFF has run a Harvest of the Month Tasting Kit Program (HOTM), incorporating the monthly materials from the Network for a Healthy California with information about local agriculture. Each month CAFF purchases produce from local growers, packs the produce items into educational kits, and works with a local distributor to deliver the kits to participating schools and classrooms. This model enables teachers to take the lead on food and farming education and allows kids to taste fresh, local fruits and vegetables while learning about the farmers who grew them, empowering them to make healthy choices. HOTM is a perfect segue into more robust Farm to School programs that link the cafeteria to the classroom, because it allows both educators and food service staff to focus on one local seasonal produce item a month. WHY NUTRITION EDUCATION?

According to the California Department of Education, healthy children are more successful in school, likely to miss fewer days of school, more attentive and well-behaved, and more likely to graduate from high school and go to college. Through our HOTM program, we have observed a clear correlation between in-class nutrition education and healthy eating behaviors. Participants in CAFF’s Harvest of the Month Tasting Kit (HOTM) Program consistently report that their students not only increase their consumption of fruits and vegetables, but also demonstrate increased knowledge about local food systems. WHY LOCAL?

CAFF’s HOTM Program encourages students to increase their consumption of fresh fruits and vegetables by connecting them to California family farmers through taste tests and in-class nutrition and agriculture lessons. By connecting students to local farmers with HOTM, CAFF encourages partnerships between growers and the community, which creates locally-based economic vitality, improved environmental and human health, and long-term sustainability of family farms.

Studies show that connecting agriculture and nutrition education through various Farm to School activities increases school lunch participation and student consumption of fruits and vegetables. By providing tastings from local farmers, you can ensure that you’re presenting your students with fresher and more flavorful produce.

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HOW TO USE THIS GUIDE

As teachers, we know that you have a lot on your plate! Because of this, CAFF created this guide as a tool to support the integration of HOTM into the classroom. The section below includes the how to hold a basic HOTM taste test along with a worksheet that students can fill out each month. There are also ten lesson plans included that can be used with different HOTM produce items (the recommended items are listed at the top of each lesson). Supplemental materials for each lesson are included as appendices at the back of the guide. Lastly, there is a table for each lesson that cross-mapping the K-5 Next Generation Science Standards, Common Core Math and English Language Arts Standards, and California Health and Education Content Standards to correlate with each lesson.

This is not meant to be a rigid resource; you can always create your own HOTM lessons and/or expand on the lessons that we have included in the guide. Each of these lessons can take anywhere between 15 and 45 minutes depending on how in-depth you want to go, and how much time permits for discussion and wrap up. HOW TO HOLD A TASTE TEST

Holding a Harvest of the Month taste test with your class can be as simple or in-depth as you want!

A BASIC TASTING SHOULD INCLUDE THE FOLLOWING STEPS: 1. Introduce the produce item by holding it up and asking the students to identify it. We have found that this works best when you leave one piece whole, so students can see what it looks like unprocessed. Cut the other pieces up prior to the tasting, ensuring that there is enough for each student to get a sample. Tell them the name of the variety.

2. Ask students to raise their hand if they have had the featured item before. Ask them to share how they have eaten it.

3. Ask the students if they can say the name of the item in another language.

4. What part of the plant is the featured item (roots, stems, leaves, flowers, fruits or seeds)? What does it look like when it is growing?

5. Share some facts from the ID sheet with the class.

6. Present the farmer profile. Make sure the students know where the farmer is located and some interesting facts about the farm.

7. Prior to tasting, it’s important to remind students to be respectful if they don’t like the item. Use the worksheet below to engage students and have them record their experiences. Taste and enjoy!

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TASTE TEST DIAGRAM

TASTING WORKSHEET

Name of fruit or vegetable:

What plant part?

roots stem leaves flower fruit seeds

When I cut it, this is what the inside looks like:

These are great sources of nutrients and help my body in many ways.

You can use them in many recipes!

This is what look like:

They are from and you can find them in many places.

I love !

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DESCRIPTION Each student, or group of students, will create a land use map that represents a properly functioning city. OBJECTIVE Students will think about local food systems in California and understand the balances and connections between cities and farms. MATERIALS • Urban planning worksheet for each student (Appendix A) • Colored pencils/markers • White board or projector RECOMMENDED PRODUCE ITEMS Any INTRODUCTION 1. On the board or using a projector, write the words ‘Cities’ and ‘Farms.’ Ask students to brainstorm unique characteristics of both places, things that are found in cities/ towns that are not found on farms, and vice versa. Record their ideas. Then ask students for links and similarities between the two. Examples of unique characteristics: • Farms – farmland, animals, plants, vegetables, tractors • Cities – schools, hospitals, stores, houses, roads, parks, buildings • Links or similarities– roads, trucks, people, cars, jobs

2. GUIDING QUESTIONS Why does California need both cities and farms? Why is it important to have both? Have students share their ideas with a partner and then open the discussion to the whole class. Use some examples below to keep the conversation going and help students highlight key ideas.

• Why is a balance between local farms and cities important? We need land to grow the food for everyone, as well as farmers to grow the food. We also need space for people to live and work, and we need hospitals, schools, and stores.

• What would happen if there were no room for farms or no room for cities? Without farms we wouldn’t have food to eat, but without cities we wouldn’t have a place for all of the things we depend on in cities.

BUILD-A-FARMLESSON PLAN

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• What are some ways that cities and farms are connected? Cities and farms are physically connected by roads. People also provide a link between cities and farms, because cities provide customers to support the farm and, similarly, farms provide food for people in the cities.

ACTIVITY CREATE A LAND USE MAP 1. Explain that the people who design cities have to make sure that it functions properly and meets the needs of the whole population. They have to decide how each piece of land will be used.

2. Have your students brainstorm different things that make up a properly functioning city. While students share out, record their ideas on the board. *See supplemental suggestion list included on the worksheet* 3. Pass out the Land Use Map (Appendix A) to each student or small group 4. Encourage students to be creative and think wisely about where each thing is locatedon their map. Make sure each student is labeling the elements on their maps. The worksheet has a lake and a forest already on the land, so encourage students to think about what would be beneficial to put near those.

Wrap Up 1. When students finish, have them share their land-use maps and explain why they put things where they did.

2. You can also have the class vote on which map makes the most sense.

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DESCRIPTION Students discuss different produce varieties, do a taste test and create their own variety. OBJECTIVE To compare different varieties of a produce item and understand that different types of fruits and vegetables are bred for specific characteristics. MATERIALS • At least two varieties of the HOTM item (enough for the class to taste each type) • Knife and cutting board • Serving materials for students • Paper, colored pencils/markers • Optional science notebooks • Variety observations recording sheet (Appendix B) RECOMMENDED PRODUCE ITEMS Any HOTM item where two varietals are featured. Some examples include, tomatoes, leafy greens, carrots, apples, citrus, etc. INTRODUCTION 1. Ask the class if they have ever heard of an ‘heirloom’ before. Explain that an heirloom is something that has been passed down by families for generations. Have students “turn and talk” to a partner if they or their family have any family heirlooms. (If using a science notebook, have students do a quick write about a family heirloom that has been passed down, or something they would like to be passed down as an heirloom). • Tell the class that farmers and gardeners have plants that they call ‘heirloom’ plants. For example, there are many popular types of heirloom tomatoes. • Using the definition of an heirloom, ask the class to guess what an heirloom plant might be? Record responses on the board or in notebooks to be revisited after the lesson.

• Ask the class if they know of any plants that come in different varieties (You might prompt them with colors, flavors, sizes etc): apples, pears, tomatoes etc.

PRODUCE VARIETIESLESSON PLAN

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2. Explain that most of the produce that we buy in the grocery store is bred or even created in a lab so that it would be easy to grow, uniform in size, and last for a long time in the store. Whereas, heirloom plants are special varieties that farmers and gardeners have been growing for a long time that have special characteristics like colors, shapes and flavors that farmers wanted to save. They are often very interesting to look at and have lots of different flavors but they may not be as easy to grow as the items we usually find in the store. Even though large farms often don’t grow these varieties of produce, small farms and gardeners have worked to save the seeds and pass them down, like an heirloom. 3. Ask your students to brainstorm any fruits and vegetables they know of that come with different colors, shapes, sizes and flavors. ACTIVITY 1 TASTE TEST 1. Cut the HOTM item on a cutting board making sure there is enough for each student to try each variety

2. You may pass out a taste test worksheet or just write the different names on the board

3. Ask students to make observations about how each type looks, smells, feels and tastes

4. Ask students which they liked the best and why

ACTIVITY 2 CREATE YOUR OWN HEIRLOOM 1. Now that students have seen and tasted a couple different varieties of the HOTM item, tell the class they will be designing their own variety.

2. Provide each student with paper and colored pencils. If they could draw their ideal heirloom, what would it look like? Ask the students to think about the colors, size, shape and texture they would want it to have. Tell students to be sure they think of a name for their variety as well as a description of how it would taste.

Wrap Up 1. Students share their creations by taking a “Farm Tour.” Students leave their drawings on their desks and do a silent mingle around the room looking at each other’s design.

2. Gather students back together, and revisit their guess about what an heirloom plant is. Revise statements if necessary on the board or in their notebooks.

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DESCRIPTION Students observe stems and leaves placed in colored water to build understanding of how plants absorb water. OBJECTIVE Students will use scientific practices to record findings and examine how plants absorb water. MATERIALS • 2 - 3 leaves • Clear cups or bowls • Water • Food coloring • Science notebook RECOMMENDED PRODUCE ITEMS Cabbage, celery, or kale INTRODUCTION 1. Ask the class to quickly identify each of the six plant parts. Ask students what each plant part does and provide examples.

Roots - carrots, beets – Absorb water and nutrients from soil Stems - celery, rhubarb – Elevator of the plant, carries water/nutrients up and food down Leaves - lettuce, spinach – Makes food from the sun Flowers-broccoli,cauliflower – Attracts pollinators like bees and butterflies Fruits - apples, zucchini – Contains the seeds, helps seeds grow Seeds-beans,sunflowerseeds– Reproduction, a new plant grows from the seed

2. What part of the plant is featured today? (Cabbage/kale- mostly leaf, some stem may be visible on the very bottom; celery- stem, some leaves may be visible on the top)

STEMS AND LEAVESLESSON PLAN

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ACTIVITY HOW DO PLANTS ABSORB WATER? 1. Explain to the class that they will be conducting an experiment to see how plants absorb water. Tell the class they will need to make observations. Spend a few moments discussing what it means to observe things closely, and why scientists need to make close observations. What types of observations will we make in this experiment?

2. Explain the experiment: • Place 10-20 drops of food coloring in the clear container of water. (It is fun to do a couple containers with different colors side by side) • Place the item stem side down into the water.

SCIENCE NOTEBOOKS 1. Ask the class to make a sketch of the item before the experiment begins. 2. Make a prediction. What do you think will happen? Why? (Students write in their notebooks and explain their thinking) 3. Let the leaf/stem sit. You can begin checking it every hour. (Though it may take up to two days to see dramatic results) 4. After at least 8 hours ask the students to sketch the end result. 5. What happened to the item? Why? (Students write in their notebooks and explain their thinking).

Wrap Up 1. What have you learned about how plants absorb water?

2. Why do plants need to absorb water?

3. What is happening inside of the leaf and stem?

4. Ask students to share their findings with a whole class discussion or in small groups

5. After listening to student ideas, gather class together and introduce new vocabulary: Vascular plants, xylem and phloem to provide academic language to student’s understandings.

For a song explaining the six plant parts by the Banana Slug String Band: https://www.youtube.com/watch?v=u9RufgjTV4YFor more information about plant absorption: http://www.biology4kids.com/files/plants_xylemphloem.html

Extension This lesson works well with a 6 plant part burrito! Use the cabbage/kale leaf as the wrap and chop vegetables for each plant part (roots, stems, flowers, leaves, fruits and seeds). Let students make the wrap and provide salad dressing. Yum!

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DESCRIPTION Students create their own salad recipe OBJECTIVE To attend to precision when measuring quantities of food for a recipe, and to understand that each person’s taste and preferences are different. MATERIALS • Recipe cards (Appendix C) • Salad bar set up Some suggested items : tomatoes, bell peppers, olives, corn, black beans, carrots, apple, pear, orange, strawberries, grapes, cranberries, sunflower seeds, croutons, pumpkin seeds, shredded cheese, dressing • Measuring cups / spoons RECOMMENDED PRODUCE ITEMS Leafy greens, like: spinach, lettuce, kale, or chard INTRODUCTION 1. Start by asking students to think about a salad they have eaten. What were some toppings on that salad?

2. Ask students what their favorite thing to put on a salad is.

BUILD A SALADLESSON PLAN

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ACTIVITY RECIPE CARDS 1. Explain that the wonderful thing about a salad is that there are infinite possibilities. You can put whatever you want on a salad. One person’s favorite salad can be very different from another person’s. Today, we are each going to make a salad and fill out a recipe card so we can remember and share our creations.

2. Each person will go through the salad bar, adding what he or she wants, starting with the leafy greens. Explain that it is very important to be precise and record the amounts of each ingredient added, so that their recipes can instruct others to recreate their perfect salad.

3. Students will fill out their recipe card, adding ingredients and instructions. They can decorate the card as they wish.

4. Students can either take their cards home, or you can put them all together and make a classroom cookbook

Wrap Up 1. Ask students to share details of their salad creations: • How many toppings did you put on your salad?

• What is your favorite topping from the salad bar? Is it a fruit, seed, vegetable, etc.?

• Why is it important to have a balance of different types of toppings?

2. Have students break into groups and share their recipes. Ask students if anyone in their group has the same recipe as another.

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DESCRIPTION Students learn the difference between local and global food systems by acting out scenarios representing different times of the year when a specific produce item is in and out of season. OBJECTIVE Students will understand how eating seasonally is connected to eating locally. MATERIALS • Five name tags (local farmer, South American farmer, consumer, grocery store employee, truck driver) PREPARATION Make nametags for students. RECOMMENDED PRODUCE ITEMS Any! INTRODUCTION 1. Tell students they will be learning about food systems and about the different places where they can buy the HOTM item. 2. Ask students what they think a ‘food system’ is. A food system is all of the people, places, and things that work together to turn a tiny seed into the food that ends up on our plates.

• The farmers who grow our food and the land they grow food on

• The organic and inorganic materials they use to grow our food

• The markets that sell our food, and us, the consumers who pay for and consume the food 3. Today we will be doing an activity to learn about two of the paths the HOTM item can take to get from the farm to our stomachs.

WHERE DOES YOUR FOOD COME FROM?

LESSON PLAN

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ACTIVITY 1 THE FARMERS’ MARKET: THE LOCAL FOOD SYSTEM 1. Who has been to a farmers market before? What is it? Who is selling fruits and vegetables? Make sure students understand that a farmers market is a place where local farmers sell fruits and vegetables themselves. They probably harvested the fruits and vegetables the day before and drove from their farm to the market that morning.

2. Ask for two volunteers. Pass out nametags: Local farmer and Consumer/Shopper and give the consumer $200.

3. Explain that everyone else in the class is the HOTM produce item. Ask them to stand up and spread out so they are not touching anyone else when they spread their arms.

4. Tell the class that the consumer/shopper is at the market buying the HOTM produce item.

*Optional: Have the consumer walk around and tap each ‘produce’ item, once tapped the ‘produce’ sits down to show they’re in the shopping basket.

5. In order to buy all the (HOTM) produce in the classroom, they will need to give the farmer $100. Ask the class to count the money by $10’s, as the shopper pays the farmer.

6. Ask all of the students what steps they think the farmer took to get the produce to the market. i.e. Harvesting produce, loading the truck, setting up at the market, etc.

7. Have the class to do three jumping jacks to represent the “work” that went into the supply chain.

8. Ask students to notice how they feel.

ACTIVITY 2 THE GROCERY STORE: THE GLOBAL FOOD SYSTEM 1. Tell the students the HOTM item is only ripe during certain months in California. Ask the class where they think it comes from when it is out of season. Fruits and vegetables are imported from other countries like South America or Asia when they are out of season locally.

2. Ask for three more volunteers. Pass out nametags: Foreign farmer, Truck driver, Grocery store employee

3. Tell the shopper that they are now at the grocery store buying the HOTM item. Tell them that they are still buying $100 worth and to give $100 to the grocery store employee. *Optional: Have the consumer walk around and tap each ‘produce’ item, once tapped the ‘produce’ sits down to show they’re in the shopping basket.the market.

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4. Ask the class to count the money, by $10’s as the money is exchanged.

5. Now, tell the grocery store employee to give $50 to the truck driver. Tell the truck driver to give $10 to the farmer.

6. Ask all of the students what steps they think the farmer took to get the produce to the market. Think about including steps like: harvesting, loading into a truck, loaded onto air or ocean travel, unloading at a warehouse, reloading for delivery to the grocery store, etc.

7. Ask the class to do 40 jumping jacks to represent the amount of energy it took to drive or fly the produce all the way from another country.

8. Ask the class to notice how they feel as the produce now.

Wrap Up 1. What was the difference between the two scenarios? In which did the farmer have more money? Which seemed more fair? For whom?

2. What was the difference between transporting the produce from the farmers market vs. from another country? How does that impact the environment?

3. What are some reasons to shop at the farmers market? What are some reasons to shop at the grocery store?

Extension Human Impact on the Environment: 1. Have you ever seen something coming out of a car when it was driving? (Exhaust)

2. Do you think more exhaust comes out of a truck driving for just a short distance or a truck driving a long distance? Which one is better for our air?

3. What does the truck, plane or boat need to get the produce from another country to your grocery store? What could that do to the environment?

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DESCRIPTION Students will create a local food wheel, matching fruits and vegetables with the seasons they grow in. OBJECTIVE To introduce students to the concept of seasonality by creating a food wheel. MATERIALS • Copy of food wheel activity pages 1 and 2 for each student (Appendix D) • One brad for each student • Scissors • Coloring supplies • Tape (for optional reinforcement) PREPARATION Make copies of “My Food Wheel” activity for each student. RECOMMENDED PRODUCE ITEMS Any! INTRODUCTION 1. Ask the class what they think the word local means (belonging or relating to a particular area).

2. Explain that there is no definite distance to define local. Ask the class how close they think local should be. 3. What does ‘seasonality’ mean? Seasonality refers to the times of year when a given type food is at its peak, either in terms of harvest or its flavor. The food’s peak time in terms of harvest usually coincides with when its flavor is at its best. 4. How does eating locally relate to seasonality? 5. Explain that the class will be making a local food wheel so that they can find out when different fruits and vegetables are at their peak ripeness in California. **Makesuretoexplainthatmanyofthesefoodsareripeinotherseasons. This food wheel is just a guide.**

MY LOCAL FOOD WHEELLESSON PLAN

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ACTIVITY 1. Provide each student with food wheel worksheets 1 & 2, scissors, and colored pencils.

2. Tell students to cut out the food wheel worksheets on the dotted line.

3. When students are ready, place a piece of tape on the center of the backsides of each worksheet to reinforce. With a hole punch, make a hole in the center of each worksheet or use the brad to punch through the center, and secure with brad.

4. Tell students to write their name ie. Student Name’s Local Food Wheel on worksheet 5. Allow students to color in and decorate their food wheel.

Wrap Up 1. During which season are your favorite fruits and vegetables grown?

2. How can using the local food wheel help you?

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DESCRIPTION Students work together to put cards in order, from seed to market. OBJECTIVE To learn about plant growth and development, and to understand how humans help plants to grow. MATERIALS • One set of pre–cut produce cards for each group of 2-5 students (Appendix E) • White board / projector • Science notebook RECOMMENDED PRODUCE ITEMS Cauliflower or broccoli INTRODUCTION 1. Show the students the HOTM item. Ask students to share with a partner how they think it got to their classroom.

2. Write the following questions on the board (or display on projector) and have students answer in complete sentences in their science notebooks.

• What do you think the item looks like when it is growing? Does it grow on a tree, a bush, on the ground? Draw a picture.

• How long do you think it takes to grow?

• What kinds of things do farmers need to do to make sure seeds grow into healthy plants?

• How does it get to the store or the market so we can buy it?

FROM SEED TO MARKETLESSON PLAN

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ACTIVITY 1. Hand out a copy of the cut up produce cards to each group of 2-5 students. Ask them to look at the pictures and read the descriptions on the back.

2. Have each group put the cards in order from the seed to the market. 3. Ask groups to raise their hands when they are done and check to see if their images are in the right order.

4. Display answer key:

1. Seeds

2. Seedlings

3. Flower

4. Tied plant

5. Harvest

6. Cooling machine 7. Truck

8. Market

5. Revisit science notebook entries. Ask students if there is anything they want to add or change to their thinking.

Wrap Up 1. What did you learn from putting the cards in order? Was there anything you found surprising?

2. Do you think the farmers had to do anything else to keep the plants healthy?

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DESCRIPTION Students learn about processed foods by matching them with their raw ingredients. OBJECTIVE To understand how processing changes food, and the ways that processing can impact nutrition. MATERIALS • Processed foods worksheet for each student (Appendix F) • Optional : White board / projector RECOMMENDED PRODUCE ITEMS Any! INTRODUCTION 1. Ask students to think about the word “processed,” and how it relates to the food we eat. Optional: Write definition of process on board or projector: Process: To perform a series of mechanical or chemical operations on something in order to change or preserve it

2. Have students brainstorm in small groups or as whole class some reasons that food would be processed. Many of the foods we eat are processed to change the flavor, shape, consistency, texture, or for preservation.

3. Explain that there are different degrees of processing: unprocessed foods, minimally processed foods, and highly processed foods. Ask students to think of an example for each of these categories.

• Unprocessed foods – Fresh or raw foods that have not been changed Example: an apple

• Minimally processed foods – Raw foods that have been slightly changed. These foods often are made through simple processing techniques, such as heating or pickling. Examples: hard boiled egg, peanut butter, whole wheat bread

• Highly processed foods – Foods that are very changed and often in another form than the original they were made out of. These foods are often processed using chemical additives. Often this processing removes nutrients, but sometimes nutrients are added back in. Examples: corn syrup, white bread

PROCESSED FOODSLESSON PLAN

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ACTIVITY 1. Explain to students that they are going to try to identify and match the processed foods with their raw ingredients. Each student will get a processed foods worksheet to complete.

2. When they complete the sheet, ask your students to compare the differences between the unprocessed HOTM item and the processed foods on the worksheet. Which item do they think is healthier? Why?

Wrap Up 1. What are some advantages to food processing?

• Increased shelf life • Often quickly prepared

• Often easily available

2. What are some disadvantages to food processing? • Often processing requires chemical additives. • Often processed foods have many unwanted added ingredients.

• Processed foods are generally less nutritious.

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DESCRIPTION Students make a thank you note for the farmer who grew their favorite HOTM item. OBJECTIVE To reflect on the Harvest of the Month program, and to show appreciation for the farmers and the HOTM program. MATERIALS • A blank sheet of paper for each student • Markers / crayons / colored pencils • List of HOTM items and corresponding farms RECOMMENDED PRODUCE ITEMS Any! INTRODUCTION 1. Students brainstorm a list of all the HOTM items that they remember, while teacher records on the board/projector. If not all are mentioned write out the rest.

2. Ask students if they can remember any of the farms we talked about (if they cannot, write the farms next to the corresponding HOTM items).

3. In small groups or as a whole class, have students reflect on the items they’ve tried, and think about which one was their favorite.

4. Guiding Questions • What do farmers have to do to grow these fruits and vegetables? • Why do you think they might appreciate a thank you note?

FARMER THANK YOU NOTESLESSON PLAN

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ACTIVITY 1. Ask the class what they think a great thank you note includes. Record their ideas on the board or projector.

2. Explain that they will be thanking the farmers for growing the fruits and vegetables they tasted this year.

3. Pass out blank cards. Tell students each thank you card needs to include: What they are thankful for, and why they are thankful for it.

4. Make sure the students fill out the text, writing what the item was and which farm it came from.

5. Encourage students to decorate the card and explain why they liked the item, or why they liked trying new foods, or whatever else they’d like to add.

Here are some suggestions to help students brainstorm if they are stuck:

• What comes at the beginning of a letter?

• What are we thanking the farmers for?

• What are some words to describe what you liked about the fruit or vegetable?

• If you didn’t like how it tasted, what are some other things you could say you appreciated about the fruit or vegetable?

• What else might you want to say to the farmer?

• If students finish early they can write more letters

Wrap Up 1. Which were your least or most favorite items? Why?

2. What item(s) had you never tried before HOTM?

3. What is something you learned about nutrition, farming, produce, or seasonality?

ExtensionPlease send us (mail or scan) any thank you notes and we’ll send them to the farmers!

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Lake

Forest

In the space below, draw and label a balanced piece of land that contains a city and a farm.

Use the list you created in class to make sure your city and your farm have everything that the citizens of your town need. Remember to label your work!

CITY : Hospital School Grocery Store Roads

Think about including :

Public Transportation Apartments Houses Other Stores

FARM : Space for Crops Space for Animals Barn Irrigation (Water Supply)

MY RURAL / URBAN PLANLAND USE WORKSHEET

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AppendixA

VARIETY OBSERVATIONSRECORDING WORKSHEET

Looks :

Smells :

Tastes :

Feels :

Looks :

Smells :

Tastes :

Feels :

Variety 1 Variety 2

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AppendixB

MY SALAD RECIPE

Created by Chef :

RECIPE WORKSHEET

Salad Greens Toppings

Dressing Special Instructions

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AppendixC

salad greens

melon

corn

berri

es

strawberries

green beans

grapes peach

es

peppers persimmon

cooked greens

potatoes apples

pears

root vegetables

tomatoes

dry beans cabbage

kiwi fruit citrus

sweet potatoes

broccoli

beets

peas

winter squash

cucumber

asparagus

carrots

avocado

zucchini

spinach

dried fruit

MY LOCAL FOOD WHEELWORKSHEET

Cut along the dotted lines

summ

erautum

n

spring winte

r

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AppendixD

MY LOCAL FOOD WHEELWORKSHEET

Cut along the dotted lines and punch a hole over center dot

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FARM TO MARKET

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AppendixE

Photo by Mike Hazard https://creativecommons.org/licenses/by/2.0/legalcode

FARM TO MARKET

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The cauliflower seeds are ready to plant.

The cauliflower seedlings (baby plants) are growing.

After 55-60 days (two months), the cauliflower

is harvested (picked) by hand.

The cauliflower is placed on a conveyerbelt attached to a large refrigerated farm machine. The large leaves

are removed and the cauliflower is cooled down

so it stays fresh.

The cauliflower is put on a truck so that it can be brought to market.

The cauliflower is at a market or store where

anyone can buy and enjoy the delicious vegetable!

The farmer ties the leaves around the flower of the plant to protect it from

the sun.

The plant grows a flower.

Match what you eat to its original form!

31

AppendixF

WHERE DOES OUR FOOD COME FROM?

PROCESSED FOODS WORKSHEET

Pizza Sauce Grape JellyIce Cream

French FriesPepperoni

Chips

Hamburger BunCorn Tortillas

KetchupPizza Crust

Hot DogSoda

HamburgerGrape Juice

FlourBaked Potato

CheeseVegetable Oil

TYPE CODE STANDARD DESCRIPTION

LESSON NAME :

BUILD-A-FARM

RESOURCE GUIDE STANDARDS

English / Language Arts ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA

K.SL.1 K.SL.2 K.S1.3 K.S1.4 K.SL.5 K.SL.6 1.SL.1 1.S1.2 1.S1.3 1.S1.4 1.SL.5 2.S1.1 2.SL.3 3.SL.1 3.SL.3 4.SL.1 4.SL.4 5.SL.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Add drawings or other visual displays to descriptions as desired to provide additional detail. Speak audibly and express thoughts, feelings, and ideas clearly. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Identify the reasons and evidence a speaker provides to support particular points. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

32


LESSON NAME :

HEIRLOOM TOMATOES


ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA

K.SL.1 K.SL.2 K.S1.3 K.S1.4 K.SL.5 K.SL.6 1.SL.1 1.S1.2 1.S1.3 1.S1.4 1.SL.5 2.S1.1 2.SL.3 2.W.8 3.SL.1 3.SL.3 3.W.10 4.SL.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Add drawings or other visual displays to descriptions as desired to provide additional detail. Speak audibly and express thoughts, feelings, and ideas clearly. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recall information from experiences or gather information from provided sources to answer a question. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

33


LESSON NAME :

HEIRLOOM TOMATOES


ELA ELA ELA ELA Next Gen. Science Standards NGSS

4.SL.4 4.W.10 5.SL.1 5.W.10 1-LS3-1. 3-LS3-1.

Identify the reasons and evidence a speaker provides to support particular points. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like their parents. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

34


LESSON NAME :

STEMS AND LEAVES


English / Language Arts ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA

K.SL.1 K.SL.2 K.S1.3 K.S1.4 K.SL.5 K.SL.6 1.SL.1 1.S1.2 1.S1.3 1.S1.4 1.SL.5 2.S1.1 2.SL.3 2.W.8 3.SL.1 3.SL.3 3.W.10 4.SL.1


35


LESSON NAME :

STEMS AND LEAVES


ELA ELA ELA NGSS

4.W.10 5.SL.1 5.W.10 4-LS1-1.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like their parents.

36


LESSON NAME :

BUILD A SALAD


ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA Health Education Content Standards Health

K.SL.1 K.SL.2 K.SL.5 K.SL.6 1.SL.1 1.SL.5 2.S1.1 3.SL.1 4.SL.1 5.SL.1 2.7.2.N 5.8.1.N

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Add drawings or other visual displays to descriptions as desired to provide additional detail. Speak audibly and express thoughts, feelings, and ideas clearly. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Plan a nutritous meal. Encourage and promote healthy eating and increased physical activity opportunities at school and in the community.

37


LESSON NAME :

WHERE IS YOUR FOOD FROM?


ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA Math Math NGSS

K.SL.1 K.SL.2 K.S1.3 K.SL.6 1.SL.1 1.S1.2 1.S1.3 1.SL.5 2.S1.1 2.SL.3 3.SL.1 3.SL.3 4.SL.1 5.SL.1 1.NBT.B.2 2.NBT.A.2 K-ESS3-3

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Speak audibly and express thoughts, feelings, and ideas clearly. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Understand that the two digits of a two-digit number represent amounts of tens and ones. a. 10 can be thought of as a bundle of ten ones — called a “ten.”b. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones) Count within 1000; skip-count by 5s, 10s, and 100s Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

38


LESSON NAME :

WHERE IS YOUR FOOD FROM?


NGSS NGSS Health

Health Health

4-ESS3-1. 5-ESS3-1. 4.2.1.N 5.2.1.N 5.8.1.P

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. Identify internal and external influences that affect food choices. Describe internal and external influences that affect food choices and physical activity. Encourage others to minimize pollution in the environment.

39


LESSON NAME :

MY LOCAL FOOD WHEEL


ELA ELA ELA ELA ELA ELA ELA ELA ELA Health

K.SL.1 K.SL.2 K.SL.6 1.SL.1 1.SL.2 2.SL.1 3.SL.1 4.SL.1 5.SL.1 5.8.1.N

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Speak audibly and express thoughts, feelings, and ideas clearly. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Encourage and promote healthy eating and increased physical activity opportunities at school and in the community.

40


LESSON NAME :

FROM SEED TO MARKET



K.SL.1 K.SL.2 K.SL.3 K.SL.4 K.SL.5 K.SL.6 1.SL.1 1.SL.2 1.SL.3 1.SL.4 1.SL.5 2.SL.1 2.SL.3 2.W.8 3.SL.1 3.SL.3 3.W.10 4.SL.1


41


LESSON NAME :

FROM SEED TO MARKET


ELA ELA ELA NGSS NGSS

4.W.10 5.SL.1 5.W.10 4-LS1-1. 1-LS3-1.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like their parents.

42


LESSON NAME :

PROCESSED FOODS


ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA ELA Health Health Health Health Health Health Health Health Health

K.SL.1 K.SL.2 K.SL.3 K.SL.6 1.SL.1 1.SL.2 2.SL.1 2.SL.3 3.SL.1 3.SL.3 4.SL.1 5.SL.1 2.5.1.N 2.5.2.N 4.5.1.N 5.1.6.N 5.5.1.N K.2.1.N 2.8.1.N 4.7.2.N 5.8.1.N

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Speak audibly and express thoughts, feelings, and ideas clearly. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Use a decision-making process to select healthy foods. Compare and contrast healthy and less-healthy food choices for a variety of settings. Describe how to use a decision-making process to select nutritious foods and beverages. Differentiate between more-nutritious and less-nutritious beverages and snacks.

Use a decision-making process to identify healthy foods for meals and snacks. Recognize that not all products advertised or sold are good for them. Practice making healthy eating choices with friends and family. Practice how to take personal responsibility for limiting sugar consumption in foods, snacks, and beverages. Encourage and promote healthy eating and increased physical activity opportunities at school and in the community.

43


LESSON NAME :

FARMER THANK YOU NOTES



K.SL.1 K.SL.2 K.SL.3 K.SL.4 K.SL.5 K.SL.6 1.SL.1 1.SL.2 1.SL.3 1.SL.4 1.SL.5 2.SL.1 2.SL.3 2.W.8 3.SL.1 3.SL.3 3.W.10 4.SL.1


44


LESSON NAME :

FARMER THANK YOU NOTES


ELA ELA ELA

4.W.10 5.SL.1 5.W.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

45

This project is supported by Kaiser Permanente Northern California Community Benefit Programs, The Health Trust,

and the Community Foundation Santa Cruz County.

CAFF’s Farm to School Program and Buy Fresh Buy Local Campaigns connect communities with local food and farming.

Since 2001, CAFF has been a leader of Farm to School in California.

CAFF supports Food and Nutrition Service Directors in purchasing from local farms, assists with marketing in the cafeterias, and provides nutrition and agricultural

education to students. CAFF operates programs throughout California, with regional offices in Davis, Redwood Coast, Santa Clara Valley, the Bay Area,

North Coast and the Central Coast.

For more information, please contact:Community Alliance with Family Farmers

Farm to School Program530.756.8518

[email protected]

Growing food, growing farms, growing communities46

harvest celebrating the - community alliance with family ... · celebrating the a publication of...

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