Transcript Gardening For Nutrition - Agriculture in the Classroom

National Ag in the Classroom Conference
Florida Ag in the Classroom
June 1013
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16 Lessons K-12
Available On-line
Using School Garden to Encourage Increased
Consumption of Vegetables
If students grow it
 If students prepare it
 More likely to be willing to eat it
 Or try it.
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7
6
5
4
Recommended
Actual
3
2
1
0
Grains
Fruits
Vegetables Proteins
Dairy
35
30
30
25
20
Recommended
15
Actual
10
8
5
0
Sugar and Sweeteners
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My Garden,
My Plate
Personal
Portions
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Teach students to think about how the biology of the
plant translates into nutrients.
Appreciation
Sensory
 Beauty
 Cultural
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Promotion
Physical Component
Research Specific Nutrients or Specific Foods

What We Eat
 K-2
 with
extensions for 3-5 and 6-12
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Form groups of three
Using the post-it notes, list all of the fruits
and vegetables you can think of
Transfer the post-it notes to the parts of the
plant listed on the flip chart paper
Review and Correct
Head Lettuce
Cabbage
Leaf Lettuce
Spinach
Bay Leaves
Parsley Flakes
Thyme
Oregano
Rosemary
Dill weed
Sage
Basil
Cilantro
Tea
Mints
Onions
Brussels Sprouts
Celery
Garlic
Broccoli
Cauliflower
Artichoke
Cloves
Saffron
Carrot
Beets
Parsnips
Sweet Potatoes
Radish
Turmeric
Cinnamon
Asparagus
Potatoes
Turnip
Ginger
Beans
Peppers
Squash
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Cucumbers
Pumpkins
Sweet Corn
Peas
Snow Peas
Tomatoes
Almonds
Barley
Brazil Nuts
Cashews
Cola nuts
Figs
Hazel Nuts
Limes
Oranges
Pecans
Rye
Watermelons
Apples
Black Walnuts
Cacao
Cherries
Currents
Gooseberries
Hickory Nuts
Mangoes
Peaches
Plums
Sorghum
Wheat
Bananas
Blueberries
Cantaloupes
Coconuts
Dates
Grapes
Lemons
Oats
Peanuts
Raspberries
Walnuts
Allspice
Cardamom
Mace
Paprika
Chili Powder
Coriander
Mustard
Pepper
Caraway
Dill (Seed)
Nutmeg,
Vanilla
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Strawberry
Pineapple ?
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Spice It Up – Grades 6-12
Encourage Growing Herbs in the School
Garden
Identify the foods associated with the herb
and spice scents
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View Spice History Video
http://www.youtube.com/watch?v=dVu7VAsi444
and Cultural Interactions with Spices and Herbs
http://www.youtube.com/watch?v=XVkiQKeET4
c&list=LP1RYf9EnxU6g&index=7&feature=plcp
Research phytonutrients, herbal supplements,
and whether health claims can be verified
Begin by reading an article from USDA at
http://www.webmd.com/diet/phytonutrientsfaq
Follow with the National Institutes of Health at
http://nccam.nih.gov/health/herbsataglance.
htmto
One, Two, Three, Infinity?
 Grades
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3-5
Peas
Sweet Corn
Snap Beans – Green and Yellow
Lima Beans
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Most are grown and harvested as annuals:
Lettuce
Cabbage
Brussels Sprouts
Celery
Swiss Chard
Collard Greens
Endive
Kale
Kohlrabi
Leeks
Onions
Parsley
Parsnip
Rutabaga
Salsify
Turnips
Tree Fruits
Nuts
Bush, Vine, and Bramble Fruits
Blueberries, Blackberries, Grapes, Raspberries
Maple sugar
Strawberries (grown as annuals in Southern
Climates, yield in second year in cold climates)
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One, Two, Three, Infinity?
 Grades
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3-5
Salad Rap – K-2
Also sensory and appreciation
Stand up
Sun = arms creating a circle over their heads
Silent scream = mouth open, eyes wide, hands on
face, NO SOUND
Light raindrop sprinkling = lightly drum fingertips
on desks or tables
Raindrop patter = fingertips drum more loudly on
desks or tables
Heavy rain = Palms lightly hitting tables or desks.
Downpour rain like a cloudburst = stomping feet
Sun peeking out = Looking up for the sun
Sun shining = arms creating a circle over their
heads
Proud of the garden = Arms spread widely
upward, smiling faces.
(Students stand next to desks or tables.)
Our garden needs rain,
it’s dry outside. (Sun motion with arms encircling heads)
The sun is shining,
our plants are fried! (Silent scream motion)
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Please come rain,
we need you so.
The pitter patter,
little drops you know.
(Finger drum lightly on desks or tables)
It sprinkles lightly,
let’s hear it fall.
The soil is ready,
to have it all.
(Fingers drum more loudly)
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It’s raining steady,
heavier now. (Palms lightly hitting tables or desks.)
I hear thunder
Oh gee! Oh wow!
(Drop a heavy book or make a crashing sound)
We’re in for a downpour,
that’s not so good.
(Stomping feet)
Our plants can’t take it,
They’re in the mud.
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It is passing over. (Palms lightly hitting tables or desks.)
The rain is flowing. (Fingers drum loudly)
I’m glad we see,
that water is slowing.
(Finger drum lightly on desks or tables)
The storm is passing,
the clouds will thin.
I think I see,
sun peeking in. (Cease drumming and take a peek upward)
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The sun is shining, (Sun motion with arms encircling
heads)
our plants are fine.
I’m proud to say,
this garden is mine!
(Stand with arms stretched widely upward as far as they
can reach)
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Salad Rap©
Look in our garden and you shall see,
Vegetables growing - one, two, three.
Lettuce for fiber and greenery,
Tomatoes for flavor – yum, yum, yummy.
Sweet green peppers for vitamin C,
A half cup serving for you and me.
Add ‘em up, add ‘em up, yes sir-ee
We’ll fill our plates up naturally.
Vegetables help me, that’s what I need,
Pass up sweet treats, reach for the berry.
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Older students
- Write a rap about the Garden
- Include Portions Sizes
-And/or Number of Portions
Add physical motions to it.
Vegetable Relay – K-2
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Copies of student handout “SEEDS AND
BENEFITS”
Glue, Glue Sticks, or Tape
 Seeds
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Glue seeds next to picture of plants
Paper Lunchbags prepped with images
taped on front
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- conduct relay race – two or three
teams
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Garden Art - Grades 3-5
Still Life Portraits
Masters
Three Art Options
1. Collect and dry or press garden materials and use
them to create art or decoupage
2. Use traditional art media or photography to
create still life from garden
3. Create a virtual still life at
http://www.nga.gov/kids/zone/stilllife.htm
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Create a virtual still
life at
http://www.nga.gov
/kids/zone/stilllife.h
tm
Daniel Chiriac’s
Three Red Peppers
in the Shape of Pi
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Nutrient Database