2. Give you helpful hints on how to present Gardening For Nutrition lessons. Discuss the lessons as a group and share ideas of how you would present the lesson. 2016 Focus: K-2 am: What We Eat, Part 1 My Garden, MyPlate K-2 pm: Poetry of Agriculture Salad Rap How Much Sugar? Make and Takes

4. Description: Students will sort fruits and vegetables by examining plants into the parts of the plant eaten as food, identify a serving size and locate whereon MyPlate the food belongs. Objectives: The students will: 1.Identify the parts of a plant. 2.Sort fruits and vegetables by plant part. 3.Sort images of produce into botanically correct fruits and vegetables. 4.Place sorted fruits and vegetables into MyPlate 5.Describe and provide a general explanation of the nutrients provided by fruits and vegetables. View pages 54 and 55 as pre/post test examples.

5. Fruit: If it has a seed it is, botanically the fruit of a plant. So, grains are plant fruits, tomatoes, cucumbers, squash and pumpkin are all plant fruits. Vegetables are the vegetative part of a plant and the reproductive part of the plant before they bloom and set fruit and seeds. (PG 50-51) Simply put: If it is a seed or has a seed, it is a fruit. If it is the leaf, stem, flower or root of a plant, it is a vegetable.

6. StrawberryTomatoes The fruit is actually the seed on the outside of the strawberry. The sweet, juicy portion that we eat strawberries for is actually a vegetative holder of the seeds and not truly a fruit. Pg.51 In 1883, the Supreme Court ruled that tomatoes should be considered a vegetable for tax purposes. Even after a court battle and regardless of science tomatoes are still legally determined to be vegetables. Tax is still paid today on imported tomatoes. Pg 144

7. Roots : take in water and nutrients. Stem: helps transport those nutrients and water up to the leaves and flowers. Leaves: Take in sunlight and air to produce food. Flower : Develops into the fruit of the plant.

8. Would it make a difference if Bear knew more about the food plants in the garden? Why?

9. Is it a fruit or a vegetable?

10. Label Plant Part Using Fruit/Vegetable T-Chart Add which part of plant it is. Carrot: root Broccoli: flower Lettuce: leaf Cinnamon: stem Inside/Outside Circle Write name of fruit/vegetable on sticky note. Form two circles facing each other so everyone has a partner. Partner’s ID food and plant part. Rotate circle and repeat.

13. MyPlate Poster Post its MyPlate handouts Magazines What did you eat for breakfast? Where does it fit on MyPlate?

14. In groups of 3 look through magazines for food items to go into each of the 5 categories. Cut the food item out. Glue it to your MyPlate diagram.

15. Start with a review from the day before Visit garden and make a list of foods grown in garden, come back to classroom and place the items on MyPlate Before (what you ate) and after (what you should eat) MyPlate Before After

16. While reading: Write down each food the Very Hungry Caterpillar eats. Put it in the correct spot on the classroom MyPlate diagram.

17. We do: Discuss with partner: Were all the foods placed correctly? What do you notice about the caterpillars food? You do: Review your individual MyPlate (breakfast foods). What can you add/change to make it healthier? We do: Group/Partner discussion: Any similarities between your meal and the Very Hungry Caterpillars meal? After reading:

18. Just kidding, this isn’t What it looks like, but We are using beads!

19. Write one descriptive word for each Fruit/Veggie and place inside appropriate bag. Juicy

20. Description: Students create a rap song/chant and dance promoting the components of their favorite salad, and use chant as a device to remember that plants do not eat and only plants produce food. Objectives: Students will: 1.Learn a rap song as a device to remember that plants do not eat, they produce food. 2.Identify rhyming words to complete rap template. 3.Identify sensory words by experiencing the garden and use those words to complete a rap. 4.Share rap songs with other students.

21. TeacherStudents Plants don’t eat! Plants don’t need to eat! Plants make their own food. We can’t do it. We need plants. Plants make their own food. And food for us, too! Plants don’t eat! Plants make their own food. And food for us, too!

22. Write down… 3 different colors 2 different smells 1 touch … that you would experience in a garden.

23. The _______ (color) garden was so pretty. All of the ______ (smell) vegetables could feed a city. The _________ (touch) lettuce was so crisp. It’s no wonder junk food won’t be missed. ________ (color) and _______ (smell) veggies are great ingredients, For a ________ (color) salad, but that’s no secret.

24. Using all the descriptive words in your chosen fruit/veggie bag make a rhyme, song, chant, or rap.

25. 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) 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) 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)

26. We’re in for a downpour, that’s not so good. (Stomping feet) Our plants can’t take it, They’re in the mud. 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) 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)