Cross Curricular Unit:The Food We Eat 2nd Grade

Created by Rachel Morse

Social Studies

Math

Science Art

Table Of Contents
Unit Objectives..3-4 Science..5-7 Math..8-10 Social Studies11-13 Art.14-16 Vegetable Word Cards.17 Food Word Cards18 Math Worksheet19 Spaghetti Poem.20 Other Resources21 Book List22

Unit Objectives

Science
1. Students will understand that all food comes from plants or animals. 2. Students will be able to identity five main food groups. 3. Students will be able to sort a number of foods into plant or animal groups, the five food groups, and sometimes and all the time foods. 4. Students will be able to understand the main stages of growing vegetables 5. Students will be able to tell three ways that vegetables are sold. (i.e. canned, frozen, and fresh). 6. Students will be able to identify the different parts of vegetable that are eaten. 7. Students will be able to identify the steps of food digestion. 8. Students will be able to list the major things food provides to the body through digestion.

Math
1. Students will be able to identify the appropriate customary unit for measuring weight, and capacity/volume. 2. Students will be able to estimate the weight and volume of items. 3. Students will be able to represent data using vertical bar graphs. 4. Students will be able to interpret data using vertical bar graphs. 5. Students will be able to find the total cost of a meal by using addition. 6. Students will be able to compare two prices to find the difference by using subtraction.

Social Studies
1. Students will be able to identify the main events in the story of Jonny Appleseed. 2. Students will be able to locate their home state and the states mentioned in the book on a map. 3. Students will be able to compare the location of their home state and the state that Jonny Appleseed was born in using a map. 4. Students will be able to identify where food was produced by looking at the packaging. 5. Students will be able to compare lists to determine what foods they eat are produced in their home state or region. 6. Students will be aware that the food they eat can travel a long way before it gets to their local grocery store. 7. Students will be able to compare foods from other cultures to their own.. 8. Students will be able to describe a food from their own culture.

Art
1. Students will be able to break down their favorite snack into individual ingredients. 2. Students will be able to create step-by-step instructions to making their favorite snack. 3. Students will be able draw an illustration to match their recipe. 4. Students will be able to identify a print as an image that is created when a stamper or object is inked and pressed onto paper. 5. Students will create colorful prints using fruits and vegetables. 6. Students will write a caption to describe or express something about their painting to their audience. 7. Students will create their own labels for food products grown or produced in their state or region. 8. Students will use color and creative print to make a label that will appeal to customers buying the product.

Subject: Science
Lesson 1: Important Food Groups Key Facts: 1. All food comes from plants or animals. 2. The food we eat can be sorted into five main food groups. Objectives: 1. Students will understand that all food comes from plants or animals. 2. Students will be able to identity five main food groups. 3. Students will be able to sort a number of foods into plant or animal groups, the five food groups, and sometimes and all the time foods. Materials: Food word cards Pictures of foods from each food group. Description: Describe to students that our food comes from two sources: plants and animals. Have students name off some of their favourite foods and as a class, determine whether each food is from a plant or an animal. Explain to students that food is sorted into five main groups (grains, vegetables, fruits, meats/beans, and milk products.) Show students pictures of foods from the different groups. Discuss with students the difference between foods that we call sometimes foods and the foods that we call all the time foods. Have them list reasons why we should not eat sometimes foods all the time. As a class, practice sorting food word cards into groups. Have students sort into some or all of the following groups: 1. Animal and plant foods 2. The five food groups 3. Sometimes foods and all the time foods. Lesson 2: Veggie Basics Objectives: 1. Students will be able to tell three ways that vegetables are sold. (i.e. canned, frozen, and fresh). 2. Students will be able to identify the different parts of vegetable that are
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eaten. 3. Students will be able to understand the main stages of growing vegetables. Materials: The Vegetables We Eat, by Gail Gibbon Vegetable word cards Poster paper Marker Description: Begin the lesson by asking students what they already know about vegetables. After making a list of things they already know, read The Vegetables We Eat, by Gail Gibbon aloud to the students. After reading, tell students they are going to use what they learned about vegetables and what they already knew to sort vegetables into their appropriate groups. Give one set of vegetable word cards to each group of 2-3 students and have them sort them according to one or all of the following: Root vegetables Leaf vegetables Fruit vegetables Stalk vegetables

Lesson 3: Digesting the Food We Eat Key Fact: The body has to digest food in order to use it for nutrition. Objectives: 9. Students will be able to identify the steps of food digestion. 10. Students will be able to list the major things food provides to the body through digestion. Materials What Happens to a Hamburger? By Paul Showers. Paper Stapler Colored pencils Vocabulary: absorb

energy large intestine muscle nutrients oesophagus rectum saliva small intestine stomach tongue

Description: Read What Happens to a Hamburger?, By Paul Showers. Have students pay special attention to what food provides to the body through the steps of the digestion process. After reading, have students make their own book describing the digestion process of a food of their choice. Make sure students include the key vocabulary words and basic illustrations in their books.

Subject: Math
Lesson 1: Potatoes and Milk Cartons: Estimating Units of Measurement Objectives: 1. Students will be able to identify the appropriate customary unit for measuring weight, and capacity/volume. 2. Students will be able to estimate the weight and volume of items. Materials: Two sets of milk cartons measuring one pint, one quart, half a gallon, and one gallon. 10-5 lb. bag of potatoes 2 scales 2 plastic tubs 2 water pitchers filled with water Student worksheet Description: In this lesson, students will practice choosing the correct unit of measurement and using them to find the correct measurement. Four stations will be created with several lbs. of potatoes and a scale at two stations and a set of milk cartons, a pitcher of water, and a tub for pouring the water at two stations. Students will be put into teams and rotated between the four different stations. As students go through the stations, they will complete a worksheet finding units and measurements. After students have completed each station, discuss which measurements and estimations were the trickiest to make.

Lesson 2: Picking Apples- making and interpreting vertical bar graphs. Objectives: 1. Students will be able to represent data using vertical bar graphs. 2. Students will be able to interpret data using vertical bar graphs.

Materials: White board or poster paper.

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Markers Index cards Pencils 3 different kinds of apples Napkins

Description: To begin the lesson, students will be given samples of three different kinds of apples and three index cards numbered according to the apple numbers 1-3. After tasting each apple, students will write three words on that apples index card describing the taste and texture of the apple. After tasting all the apples, students will choose which apple they liked best. As a class, the students will create a bar graph indicating how many students chose apple one, two, or three as their favourite. Next, have students read off the words they used to describe each apple. Compose a list of descriptive words for each apple. Ask the students what conclusions they can draw from the information they have collected (e.g. more students liked apple one, most students described apple one as sweet, etc.)

Lesson 3: Comparing Cost and Price Objectives: 1. Students will be able to find the total cost of a meal by using addition. 2. Students will be able to compare two prices to find the difference by using subtraction. Materials: Paper Pencils White board/poster paper Marker The price of a meal at a local restaurant and the average cost of each of the main ingredients in the meal.

Description: During this lesson, students will practice comparing the total cost of a meal at a restaurant to the total cost of the individual ingredients. The teacher will introduce the lesson by starting a discussion with the students about what restaurants they like
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to eat at and what kinds of food they like to eat there. The teacher will choose a meal from a local restaurant and write the total price of the meal on the board. As class, the students will come up with a list of basic ingredients that would be a part of the meal. With the teachers help, students figure the average price of each ingredient at the local grocery store. Each student then tries to find the total price for all ingredients. The class goes over their individuals answers together and then tries to find the difference in cost between the meal at the restaurant and the actual cost of the ingredients. The lesson closes with a discussion about why the restaurant charges more than the actual cost of the food. Student will write at least three sentences saying why he or she would either pay more to eat at the restaurant or buy the ingredients and make it themselves.

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Subject: Social Studies

Lesson 1: Following Jonny Appleseed Objectives: 1. Students will be able to identify the main events in the story of Jonny Appleseed. 2. Students will be able to locate their home state and the states mentioned in the book on a map. 3. Students will be able to compare the location of their home state and the state that Jonny Appleseed was born in using a map. Materials: The Story of Jonny Appleseed, written and illustrated by Aliki U.S. Map on a bulletin board Push pins Colored string

Description: In this activity, students will learn the story of Jonny Appleseed and see how far he travelled across the United States. Begin the lesson by reading The Story of Jonny Appleseed, by Aliki. Ask students why they think Jonny decided to plant apples instead of another fruit or vegetable. Discuss why apples would have been a useful food for pioneers to have. Remind students that the pioneers would not have had a refrigerator and had to travel a long ways, like Jonny did in the story. Using a large map of the United States, locate Massachusetts where Johnny was born. Next, locate where the students live and compare to where Johnny grew up. Finally, find the many places (States) Johnny traveled, counting the states he traveled through.

Lesson 2: Where Does our Food Come From? Objectives: Students will be able to identify where food was produced by looking at the packaging. Students will be able to compare lists to determine what foods they eat are produced in their home state or region. Students will be aware that the food they eat can travel a long way before it
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gets to their local grocery store. Materials: Large bulletin board with a map of the U.S. Push pins Colored string/yarn Small index cards/art paper Empty packages from food products

Description: This activity will make students more aware of where the food they eat comes from. Introduce the lesson by talking about the U.S. map on the bulletin board. Ask the students to locate your state and community on the map. Make a list of some of the foods you, your students, and your families eat. Make a second list of food that are grown or produced in your state and community. Have students compare the two lists and identify what foods are the same and what foods are different. Show the children some of the food packages that you brought from home. Explain how to find where the product came from. Using the index cards, write the names of the foods on index cards and pin them on the communities where they are grown or produced. Attach colored strings from where the foods were grown or produced to your community where they were purchased. Discuss with students whether or not they are surprised by how far their food has come from.

Lesson 3: Favorite Foods from Different Cultures Objectives: Students will be able to compare foods from other cultures to their own.. Students will be able to describe a food from their own culture. Materials: The Real Story of Stone Soup, by Ying Chang Compestine Colored construction paper Pencils Description: The lesson will begin with reading The Real Story of Stone Soup, by Ying Chang Compestine. Before reading, ask the students what culture they think the story
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is from. During reading, ask students to pay special attention to the foods the boys use in the story. After reading, make a list of all the foods students saw in the story. Students are asked what foods are the same or different from food that they might want to put in a stone soup. The students are told to make their own stone soup as a class. The boys in the story put foods into the soup that they like to eat in their culture. Have students put things in their stone soup that they like from their culture. Each student is given a piece of paper, scissors, and a pencil to make their ingredient for the soup. Have them include at least three words to describe the food they chose. When students are done, have each of them tell about their ingredient and put it into the pot.

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Subject: Art
Lesson 1: Designing Our Own Food Labels Objectives: 1. Students will create their own labels for food products grown or produced in their state or region. 2. Students will use color and creative print to make a label that will appeal to customers buying the product. Materials: Paper Crayons, colored pencils, or markers. scissors Description: Review with the students a map or chart listing the main foods grown or produced by their state or region. Students will be given supplies to create their own labels for a food product of their choice from the list. Each label must include: the name of the product, where the product is produced/grown, and a phrase or rhyme telling about the product (for example: Best in the west!). Remind students that they want their label to attract customers to their product. They should use lots of color and creative print to make their label appealing.

Lesson 2: Fruit and Vegetable Prints Objectives: Students will be able to identify a print as an image that is created when a stamper or object is inked and pressed onto paper. Students will create colorful prints using fruits and vegetables. Students will write a caption to describe or express something about their painting to their audience. Materials: Paint paper Assorted fruits and vegetables cut in half (i.e. apples, oranges, star fruits, carrots, mushrooms, broccoli).
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 Assorted paint colors. Paper plates Newspaper Description: During this activity, students will making colourful prints using fruits and vegetables. Have a group of 4-6 students share a set of plates with assorted colors and at least one set of fruit and vegetables. Using the fruit and vegetables as stampers, have students dip them in the paint and make prints on their papers. When students have completed their prints, give them a strip of paper to write a caption for their artwork. In writing their caption, have students consider what they would want people to know about or see in their picture.

Lesson 3: Our Very Own Recipe Book Objectives: Students will be able to break down their favorite snack into individual ingredients. Students will be able to create step-by-step instructions to making their favorite snack. Students will be able draw an illustration to match their recipe. Materials: Paper Stapler Colored pencils, markers, crayons. Description: For this activity, students write a simple recipe for their favourite snack and create their own recipe book. Students should include a list of ingredients, step by step instructions, and an illustration of the finished recipe. When students have completed their recipe, they may decorate it appropriately. When all students have completed their recipe, they can be put together into a class recipe book.

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Vegetable Word Cards

Celery

Squash

Spinach

Lettuce

Carrots Tomatoes

Peppers

Asparagus

Beets

Cabbage

Avocados

Radishes

Turnips Brussel Sprouts Fennel

Beans

Cucumbers Eggplant

Bamboo

Kale

Olives

Chard
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Rutabaga

Arugula

Food Word Cards

Cottage Cheese French Fries Peppers Ice Cream Turkey

Apple Juice Chicken

Spinach

Bread Peanut Butter Fish

Pasta

Cheese

Hamburger

Beans

Yogurt

Cherries Potato Chips Bacon

Rice

Cookies

Eggs

Chocolate
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Nuts

Name: ______________________________ Milk carton station:

What unit of measurement would you used to measure how much water is in the cartons? ____________ Estimate how many of the smallest cartons it would take to fill the next biggest carton ______ Estimate how many of the smallest cartons it will take to fill the biggest carton ______ Now check your estimation by using the water to find out how many of the smallest cartons (1 pint) it takes to fill the next biggest (1 quart) and the biggest (1 gallon). According to your measurement: _____ pints = 1 quart _____ pints = 1 gallon

Potato station: What unit of measurement will you use to weigh the potatoes? ______ Estimate the weight of one potato by holding it in your hand: ______ Weigh one potato: ______ Estimate the total weight of all the potatoes: ______ Weigh the potatoes to check to your estimation: _______ *Bonus Question: The number of food groups + the number of pints in a gallon =

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On Top Of Spaghetti On top of spaghetti, All covered with cheese, I lost my poor meatball, When somebody sneezed. It rolled off the table, And onto the floor, And then my poor meatball, Rolled out of the door. It rolled in the garden, And under a bush, And then my poor meatball, Was nothing but mush. The mush was as tasty As tasty could be, And early next summer, It grew into a tree. The tree was all covered With beautiful moss, It grew lovely meatballs, All covered with sauce. So if you eat spaghetti, All covered with cheese, Hold on to your meatballs, And don't ever sneeze.

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Other Resources http://www.freshforkids.com.au/ http://www.superhealthykids.com/ http://www.nutritionexplorations.org/kids.php http://www.realfoodforkids.org/resources.html

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Book List
1. Aliki, The Story of Jonny Appleseed 2. Armitage, Ronda and David Lighthouse Keepers Lunch 3. Baer, Edith This Is the Way We Eat our Lunch 4. Brown, M. Stone Soup 5. Caldone, Paul The Little Red Hen 6. Compestine, Ying Chang The Real Story of Stone Soup 7. Darbyshire, Tom Who Grew My Soup? 8. dePaola, Tomie Strega Nona 9. dePaola, Tomie The Popcorn Book 10. Fowler, Allen The Wheat We Eat Rookie Read-about Science 11. Freese, Susan Carrots to Cupcakes: Reading, Writing, and Reciting Poems About Food 12. Gibbons, Gail Corn 13. Gibbons, Gail The Milk Makers 14. Gibbons, Gail The Vegetables We Eat 15. Kent, Jack Socks for Supper 16. Lin, Grace The Ugly Vegetables 17. Morris, Ann Bread, Bread, Bread 18. Morton, Lois Pickles Dont Grow on Trees 19. Showers, Paul What Happens to a Hamburger? 20. Warner, Carl A World of Food: Discover Magical Lands Made of Things You Can Eat!

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