Objective: Students will learn to identify the origins of meats and vegetables consumed by humans on a daily basis. Students will classify foods (meats, dairy products, grains…) and be able to create a food pyramid. They too will recognize the “chain” and interdependence humans have on plants and animals. This portion of the unit will include a trip to a major food store and a dairy/produce farm.
Skills Focus: Categorization/classifying/sorting/discrimination; strengthening fine motor skills; developing language arts through role play, journal writing, becoming familiar with non-fiction literature; logical thinking.
Words to Know:
agriculture
|
farm
|
|
grains
|
|
produce
|
silo
|
barn
|
crops fruits
|
|
vegetables
|
seeds
|
|
pods
|
|
stems
|
leaves tractor
|
chicken
|
hen
|
|
chick
|
|
rooster
|
nanny
|
billy
|
kid
|
lamb
|
|
ewe
|
|
ram
|
|
cattle
|
|
dairy
|
bull
|
cow
|
calf
|
|
poultry
|
goose
|
|
gosling
|
|
gander
|
drake duck
|
duckling
|
tom turkey
|
|
chick
|
|
pig
|
sow
|
piglet meat
|
|
fruit
|
|
plants
|
vegetables
|
pulses legumes tilling
|
plowing
|
crop rotation
|
fish
|
|
whiting
|
tuna
|
salmon cod
|
sardines
|
flounder
|
whiting
|
halibut
|
|
food pyramid
|
When first introducing this subject matter, I was taken aback to observe how students could not make the connection between hamburger and cow, bacon and pig, peanuts and plants. Taking nothing for granted, before beginning this unit, I recommend canvassing your students to determine how much they know about food origins. This can be achieved through a question/answer session where data is recorded on a K-W-L chart*.
Have your students cut out pictures of a wide range of foods and classify them in fruit, vegetable, or meat family groupings. As their understanding becomes more advanced, classification can be broken down even further to include grains, pulses, dairy, meats, poultry, fruits and vegetables. As an interactive complement, create an oversized food pyramid grid. Students can classify foods thereon.
____