FALL • GRADE Edible SCHOOL GARDEN Program WORKBOOK€¦ · Fall Lesson 5 – Grade 5 12 After the seed begins to grow, or germinate, the seed forms a root that will search for food

STUDENT: ___________________________________________

WORKBOOK

Edible SCHOOLGARDEN Program

5FALL • GRADE

VERSION: AUGUST 2016 © JHU CAIH

The Champion Cheer!

We drink WATER ‘cause it’s fun,

feels good, and makes us strong!

We enjoy FRUITS AND VEGGIES all day long!

6 cups of water,

5 fruits and veggies,

4 a healthy me!

We grow our own GARDEN with our own hands-

We love our TRADITIONS and we love our

LAND!

Water is life!

1

Food Preference Study

Plant Snack How Many I Ate Notes

Instructions: Which plant snacks do you like to eat? Write

down the name of each plant snack. Circle the one you think

will be the class favorite. Use this chart to keep track of

how many plant snacks you eat during this activity.

Fall Lesson 1 – Grade 5 2

Taste Test Observations

Instructions: Fill out the questions below after tasting your vegetable.

1. Date: 2. What vegetable are you tasting?

3. In a complete sentence, describe how the vegetable tastes:

4. Circle your response...

I liked it I loved it I tried it

5. Was your veggie crunchy?

Yes or No

6. Would you try this veggie again?

Yes No Maybe

7. What color is your vegetable?

8. What part of the plant is your vegetable? Circle your answer.

Root Stem Leaf Flower Seed Fruit

9. What do you like most about the vegetable you tasted?

10. Please use the space below to draw the vegetable:


Flower Fantasy

You are a tiny seed buried in a field of rich, dark soil. It is springtime and each

day the soil surrounding you grows a little warmer in the sun and wetter with

spring rain. Soon you are about to sprout. First, your root splits out of your seed

coat and reaches down into the soil. Then, 2 small seed leaves push their way

through the soil into the bright sunlight. You can now look out over Earth in all

directions. Some puffy gray clouds blow over the face of the sun and a gentle

rain begins to fall. The sweet scent of fresh rain surrounds you.

Soon, the clouds pass and the warm rays of sunlight return. As each day grows

a little longer, and the sun travels higher in its arc across the sky, you grow a

strong, straight stem and large, wide leaves that catch the sun’s energy and

make the food that feeds you. More leaves appear along your stem. Near the

top, your main stem begins to form a few side branches, each with a flower bud

on top. Each sinking root and rising branch keeps growing in new directions. Your

roots grow slowly, but they are amazingly strong. The wind bends you at times,

but the roots that anchor you are strong and continue to feed you as they bring

water and minerals from the soil for you to grow on.

You feel the air around you passing into the pores

on your leaves and know it is a breath shared with

all other living things. The water being taken up by

your roots has been part of other living things

before you, and it will again become part of other

plants and even animals once it evaporates from

your green leaves and forms new rain clouds.

One day, the large bud on the very top of your stem

begins to open. In a few short weeks you are holding

large flowers with circles of long petals up to the

sun. Smell the petals of your flowers. Buzzing bees

and other insects visit your flowers every day. Each

time an insect visits, it gathers some of your nectar

and pollen. The insect brings pollen from other

Fall Lesson 2 – Grade 5

4

flowers that brushes off onto your pistils and fertilizes them. Tiny seeds form

where the flowers once grew. By the time the days of summer are getting

shorter, you have formed many beautiful seeds for the next generation.

Birds are landing on you now to eat your seeds. Some of the seeds are dropped

by the birds far from where you are growing. The days are getting colder, and

soon the first frost causes your leaves and flowers to droop. Some of your

seeds begin to fall from you and land on the ground. A squirrel comes and

gathers those seeds and buries them in shallow holes for winter food. The

squirrel eats some seeds, but forgets others. These forgotten seeds, and the

ones dropped by the birds, will grow into new plants next year. By the time

the first snow falls, your stems, leaves, and flowers are brown and dying. It is

time for you to break down and turn into soil to feed the next year’s growth.

Your seeds, in and on the soil, are waiting for the moist rains and warm sunlight

of spring to return.


Draw a picture of your flower!








Yes or No


Yes No Maybe






6 Fall Lesson 3 – Grade 5


Worm Investigations

Worm Name: ______________________________

Worm Length (in centimeters):_____________________

Instructions: Write down 4 observations about your worm

(color, size, markings, actions, etc.):

1. Example: There are ring-like segments that make up its body.

2. _________________________________________________

3. _________________________________________________

4. _________________________________________________

Station 1 - Light and Darkness

After watching the worms for 3 minutes, how many worms are in the

dark area, and how many worms are in the light area?

5. Number of worms in the dark area __________

6. Number of worms in the light area __________

Station 2 - Damp and Dry

After watching your worms for 3-4 minutes, how many worms are on

the dry towel, and how many worms are on the damp towel?

7. Number of worms on the dry towel __________

7

8. Number of worms on the damp towel __________

Station 3 - Buried in the Dirt

9. After 3 minutes, did your worm bury itself in the soil? Circle one.

Yes No

Answer the following questions in complete sentences:

10. Why do you think your worm likes to be buried in the dirt?

_____________________________________________________

_____________________________________________________

_____________________________________________________

11. Does your worm like the dry towel or damp towel better and why?

_____________________________________________________

_____________________________________________________

_____________________________________________________

12. Does your worm like light or darkness better?

_____________________________________________________

_____________________________________________________

_____________________________________________________


13. How might this help it survive?

_____________________________________________________

_____________________________________________________

_____________________________________________________

14. How do you think earthworms change soil and break down organisms?

_____________________________________________________

_____________________________________________________

_____________________________________________________

15. How will earthworms help our garden?

_____________________________________________________

_____________________________________________________

_____________________________________________________

Worm Races

Cheer on your worm by calling out its name!

16. After 3 minutes, how far did your worm travel in inches?

__________ inches









Yes or No


Yes No Maybe














Yes or No


Yes No Maybe







The Life Cycle of a Plant

Every flowering plant comes from a seed. Most seeds grow under the

ground in soil. Seeds need water and sun to grow, or germinate.

Germinate means the seed begins to grow.

Seeds are made up of 3 parts.

1) The outside hard part is called the seed coat. The seed coat

protects the seed until it begins to germinate.

2) Inside the seed coat are 2 parts. The first part is the embryo,

which is actually a baby plant. This is where the plant begins.

3) The second part inside the seed coat is the stored food. The

stored food feeds the embryo until the plant grows and can use its

leaves to make its own food from the sun.

Look at the diagram on the next page to see all the parts of the seed

labeled.


After the seed begins to grow, or germinate, the seed forms a root that

will search for food and water in the soil to help the seed grow. With

food, water, and sun the seed starts to form its first leaves

underground. The seedling needs to get those leaves to the surface so

it can find more food and grow. The seedling pushes up as the roots grow

downward.


Once the seedling develops these first leaves, it is able to make its own

food through photosynthesis. Light is important for this process to

occur, as this is where the plant gets its energy. As it grows and becomes

stronger, the seedling changes into a young adult plant, with many leaves.

Over time the young plant will begin to produce buds at the growing tips.

These open up into flowers, and begin to produce fruit. As the plant

produces fruit, the seeds mature or ripen. They will eventually fade away

or drop or travel to a new location. Once the seeds have dried, they are

ready to be planted or stored. This is when the whole cycle starts all

over again.

Strawberry Plant Tomato Plant



Chlorophyll Experiment

©2007 Publications International, Ltd.

See the rainbow in a leaf with a leaf

chromatography experiment.

Leaves have a green pigment called chlorophyll that they use to capture sunlight. Did

you know that leaves also have pigments of other colors to capture colors of light

that chlorophyll misses? Use chromatography to see a leaf’s many colors.

Step 1: Cut a strip 1 inch wide from a white coffee filter.

Step 2: Place a leaf on the filter ½ inch above the bottom. Roll the edge of a coin

over the leaf a few times, pressing leaf juice into the paper. The leaf juice should

be about a ¼-inch wide band of color across the coffee filter strip.

Step 3: Let the filter strip dry. Repeat the process with different colored leaves.

Step 4: Your teacher will pour a ½-inch layer of rubbing alcohol into a jar.

Step 5: Tape your paper strip to the middle of a pen or pencil and hang it so that

the very tip of the strip touches the alcohol. (The colored stripe of leaf "juices"

should not touch the alcohol -- you may have to adjust the length of the strip.)

Step 6: Put a piece of foil over top of the jar to keep alcohol from evaporating.

Step 7: Watch carefully as the alcohol moves up the filter paper, carrying the

pigments along with it. In 10 to 20 minutes the colors should be separated.

Example of coffee filter

strip before the tip is

placed in rubbing alcohol

Leaf juice

15


1. What is your hypothesis about what will happen in this experiment?

_____________________________________________________

_____________________________________________________

_____________________________________________________

2. Explain the results of the experiment. What happened?

_____________________________________________________

_____________________________________________________

_____________________________________________________

16


Photosynthesis

The stems and leaves of most plants are green. The green color is

chlorophyll. Chlorophyll helps plants grow. It helps them make oxygen

and sugar. Most plants take in water through their roots. They take in

carbon dioxide through the leaves. Heat and light from the sun shine on

the plants. This helps the chlorophyll do its job. The plant makes sugar

and oxygen. The sugar helps the plant grow bigger. The oxygen goes out

into the air for us to breathe. This process, called photosynthesis, is

necessary for all plants, animals, and people to live.

1. Plants get heat, light, and energy from the

___________________________________.

2. The green color of a plant is chlorophyll.

Chlorophyll helps plants make

___________________________________.

Chlorophyll also helps plants make

___________________________________.

3. Plants take in carbon dioxide through their

___________________________________.

4. Plants take in water and minerals through

their

___________________________________.

17




1. Date:

2. What vegetable are you tasting?


4. Circle your response…



Yes or No


Yes No Maybe






18




1. Date:






Yes or No


Yes No Maybe






19


Nutrient Chart

NUTRIENT FUNCTION GOOD FOOD

SOURCES

CATS Carbohydrates Energy Whole grains

Fruits and

vegetables

Milk products

WAIT Water Maintenance: carries

nutrients in blood

Maintains body

temperature

Water

Fruits and

vegetables

FOR Fats Energy/maintenance:

carries some

vitamins

Plant-based oils

Nuts and seeds

Fish and fish oil

MICE Minerals Maintenance:

regulates and

maintains body

functions

Fruits and

vegetables

Milk products

Eggs

Meat and beans

Whole grains

Nuts and seeds

VERY Vitamins Maintenance:

regulates and

maintains body

functions

Fruits and

vegetables

Nuts and seeds

Milk products

Eggs

Meat and beans

Whole grains

PATIENTLY Proteins Growing

Tissue building and

repair

Meats

Milk products

Eggs

Nuts and seeds

beans

20




1. Date:






Yes or No


Yes No Maybe






21


Reading Nutrition Labels 100% Whole Wheat Bread

Nutrition Facts Serving Size: 1 slice (43g)

Servings per Container 16

Amount Per Serving

Calories 100 Calories from Fat 15

% Daily Value*

Total Fat 2g 3%

Saturated Fat 0g 0%

Cholesterol 0mg 0%

Sodium 230mg 9%

Total Carbohydrate 18g 6%

Dietary Fiber 3g 11%

Sugars 2g

Protein 5g

Vitamin A 0% Vitamin C 0%

Calcium 6% Iron 6%

*Percent Daily Values are based on a 2,000 calorie diet. Your daily values may be higher or lower depending on your calorie needs.

Next, look at

the calories.

Calories are like

energy. The

average kid

needs about

2,000 calories a

day. A snack

should be

around 100

calories.

Here you can see

if the food has

any vitamins and

minerals in it.

We want to get

lots of these.

Keep Vitamins

and Minerals

numbers high

(20% of daily

value).

These tell you how

much fiber and

protein are in 1

serving of the food.

We want to keep

fiber high (10-20%

of daily value).

Protein doesn’t have

a % Daily Value.

Around 5g is low,

10g is medium and

20g is high. The

average kid needs

around 30g total a

day.

The first thing

to look at is the

serving size. It

tells you how

much of the

food counts as 1

serving as well

as how many

servings are in

the package.

% Daily Value:

Around 5% means it’s a low source.

Around 10% means it’s a medium source.

Around 20% means it’s a high source.

This tells you how

much fat is in 1

serving of the

food. We want to

keep fat low

(around 5% of

daily value).

Sugars don’t have

a % Daily Value.

Stay away from

foods that list

sugar as the first

or second

ingredient.

22

Whole Milk 2% Reduced Fat Milk Nonfat Milk

Milk Label Challenge

Nutrition Facts Serving Size: 1 cup (244g)

Amount Per Serving

Calories 149

Calories from Fat 71

% Daily Value*

Total Fat 8g 12%

Saturated Fat 5g

23%

Cholesterol 24mg

8%

Sodium 98mg 4%

Total Carbohydrate 13g

4%

Dietary Fiber 0g 0%

Sugars 13g

Protein 8g

Vitamin A 10% Vitamin

C 4%

Calcium 30% Iron 0%



Amount Per Serving

Calories 122

Calories from Fat 43

% Daily Value*

Total Fat 5g 7%

Saturated Fat 3g

15%

Cholesterol 20mg

7%

Sodium 100mg 4%

Total Carbohydrate 12g 4%

Dietary Fiber 0g 0%

Sugars 12g

Protein 8g


C 4%

Calcium 30% Iron 0%



Amount Per Serving

Calories 80 Calories from Fat 0

% Daily Value*

Total Fat 0g 0%

Saturated Fat 0g 0%

Cholesterol <5mg 0%

Sodium 120mg 5%

Total Carbohydrate 11g

4%

Dietary Fiber 0g 0%

Sugars 11g

Protein 9g


C 4%

Calcium 30% Iron 0%



Ingredients: Milk, Vitamin D

23

Facts up Front

Make Your Own Front Food Label!

Instructions: You are trying to sell a food to your friends by putting a

catchy, healthy label on the front of the package. Your friends want a

healthy food. You need to convince them that your product is healthy.

Read the Nutrition Facts food label and make a label.

1. Read the Nutrition Facts food label on the food package your

teacher hands out to you. Figure out which nutrients are high and

which are low. Make a list below. Remember: 5% Daily Value is low

and 20% Daily value is high.

This food is LOW in: This food is HIGH in:

_______________ __________________

_______________ __________________

_______________ __________________

2. Write a catchy label claim for the front of your food in the box

below.

Examples: Low in Fat! High in Vitamin C!

3. Write your label claim on a sticker and place on front of your

package. Share what you wrote with the class!

Look for the

% Daily

Value

numbers

here.


Battle of the Labels

Round 1:

Food Label 1: _______________________________

Food Label 2: _______________________________

Label 1 Label 2

1. Which food has more protein?

2. Which food has less sodium?

3. Which food has less calories?

4. Which food has more vitamin A?

5. Which food has more calcium?

6. Which food has less total fat?

7. Which food has more vitamin C?

Total number of checks:

Instructions: Which food is healthier? Take a look at the

food label and check the column of the correct answer to

each question. The food with the most checks is the winner!


Round 2:

Food Label 1: _______________________________

Food Label 2: _______________________________

Label 1 Label 2

1. Which food has more fiber?



4. Which food has more iron?


6. Which food has less sugar?




Round 3:

Food Label 1: _______________________________

Food Label 2: _______________________________

Label 1 Label 2

1. Which food has more protein?

2. Which food has less sugar?


4. Which food has more Vitamin A?






Round 4:

Food Label 1: _______________________________

Food Label 2: _______________________________

Label 1 Label 2






6. Which food has less sodium?











Yes or No


Yes No Maybe







There Are How Many Servings in My Portion?

Name of Food Sample A Sample B Sample C

Think about it:

How many servings of each food do you think you normally eat?

Instructions: Write down the list of different foods you will look

at in this activity. Go around the classroom and look at the

different groups of food portions. For each group, mark an “X” in

the box for which food you think is exactly 1 serving.


Using Your Hands to Measure Serving Sizes









Yes or No


Yes No Maybe







Who Are the Three Sisters?

There are many different stories about who the Three Sisters are and

what they did for our people. However, all stories share how the Three

Sisters saved the Native Americans from starvation. Here is one version

of the story from the Haudenosaunee (Iroquois):

The first man and woman created by the Great Spirit were happy with

their lives on the newly formed Earth. However, they discovered that

they were hungry and could not find anything to eat. The woman cried

out to the Great Spirit “Oh Great Spirit! We are hungry and cannot find

any food. Please help us!”

The man noticed the mound of soil they were standing near. Three women

rose out of the soil as if they grew there. The man and woman watched

and listened to the mysterious women.

The tallest and oldest woman had silk strings for hair, the beads of her

dress were golden yellow, and she wrapped herself in a green, leafy coat.

She said to them “Greetings! I am Sister Corn. Eat what I grow for you

and you will stand strong.”

The second woman was much

smaller and thinner. With her

beaded jewelry dangling, she held

on to Sister Corn’s waist in order

to stand up. “I am Sister Bean.

Sister Corn helps me stand up to

see the sun. My feet will keep the

soil healthy. Eat what I grow for

you and you won’t be hungry.”

33 Fall Lesson 10 – Grade 5

The third woman lay on the ground. She was rounder than the other two

women and she had on an orange dress. Her big leafy hair covered the

ground around Sister Corn and Sister Bean’s feet. “I am Sister Squash.

My leafy hair protects my sisters’ feet from weeds and animals. Eat what

I grow for you and share us with your children.”

The man and woman were delighted for the help the Great Spirit had

sent them. The man asked “What are we to do when your fruits have all

been picked?” Sister Corn replied “Give thanks to us when you pick our

fruits. Give thanks to us when you plant our seeds in the soil mound again.

Take care of us as we return to you again.”

The three sisters, Corn, Bean, and Squash, changed from their human

forms into healthy green plants. Sister Corn’s stalk was tall and strong.

Sister Bean’s vines wrapped around Sister Corn’s stalk. Sister Squash’s

big leaves covered the ground.

The man and woman did what the sisters told them to do. At every

planting and harvest, the man, woman, and their children gave thanks to

the three sisters and the Great Spirit. They celebrated the first signs

of plants growing. They took joy in caring for the plants. And they

celebrated the harvesting of their fruits for ages to come.


Evaluation Questions: Review

Lesson 1 – Introduction to the Edible School Garden Program

1. What is the name for scientists who study plants?

2. How do people use plants?

3. What was the favorite plant food of the class?

4. What do we mean by “respect the garden?”

5. What will happen if you continue to break the rules of the garden?

Lesson 2 – The Plant Life Cycle

1. What are the 6 parts of a plant?

2. What are the traditional names for plant parts?

3. What are some traditional uses of plants in our community?

4. What are the main steps in the plant life cycle?

Lesson 3 – Worm Investigations

1. How do earthworms help the garden?

2. How are earthworms helpful to the soil?

3. What do earthworms prefer, light or darkness?

4. What is the best habitat for an earthworm?

Lesson 4 – Seed Saving

1. Why do we save seeds?

2. What is a self-pollinating plant?

3. What is a cross-pollinating plant?

4. Why do seeds need to be completely dry before you store them?

5. Where should seeds be stored?

6. What are some things we do in our community to save seeds?

Fall Evaluation Questions – Grade 5 35

Lesson 5 – Plant Parts – Leaves and Photosynthesis

1. What does germinate mean?

2. What is the green pigment in plants called?

3. What do we call the way that plants make food?

4. What three things do plants need to survive?

5. Plants make a gas that humans breathe in, what is it called?

Lesson 6 – Drying Foods the Traditional Way

1. Why do people dry foods?

2. Does drying food remove moisture from the food or add moisture to

the food you are drying?

3. Are dried foods just for decoration or can you eat them?

4. Do bacteria grow on dried foods?

Lesson 7 – The Super 6 Nutrients

1. What are the 6 categories of nutrients?

2. What do proteins do for the body?

3. What are the major nutrients in fruits and vegetables?

4. True or false? Each food can only have 1 nutrient.

5. Why is it important to eat a variety of foods from all of the food

groups?


Lesson 8 – Comparing Food Labels: Battle of the Labels

1. What are the main differences between whole, reduced fat, and

nonfat milk?

2. True or False: whole milk (or regular yogurt) has more calcium than

lowfat or nonfat milk (or low-fat yogurt).

3. What are 3 things that a food label tells you?

4. If a food has 25% of your daily value for Vitamin A, is that a low,

medium or high source of vitamin A?

5. How can comparing food labels help you choose a healthy snack?

Lesson 9 – What?! That’s a Serving!?

1. How can you use your hands to measure a serving of cheese? Meat?

2. How many servings are in a 20 oz bottle of soda? What about a

32 oz bottle of soda?

3. How many cups of fruit are equal to one serving?

4. What other objects can you use to measure a serving of fruit?

5. How many chips are in one serving?

Lesson 10 – Companion Planting and Traditional Cooking

1. What are companion plants?

2. What are the three plants that make up the three sisters garden?

3. How does the corn help?

4. How does the squash help?

5. How do the beans help?


Notes

38

Notes

39

Notes

40

Documents

FALL • GRADE Edible SCHOOL GARDEN Program WORKBOOK€¦ · Fall Lesson 5 – Grade 5 12 After the seed begins to grow, or germinate, the seed forms a root that will search for food