This activity helps students discover that many of the common foods we eat originate on farms.

flower, fruit, leaf, root, seed, stem, vegetable, ingredients, nutrition, bulb, farm

, agriculture

The student will be able to:

• Identify common foods that are from plants and animals
• Identify three plant parts that people eat as fruits or vegetables
• Identify at least 2 fruits  or  vegetables that are grown on PA farms.
• Identify at least 2 foods that come from animals.
• Be able to discuss the importance of farms to people.
• Be able to trace the ingedients of a pizza back to plants and animals

1 60-minute class periods

Pictures or drawings of plants including trees that produce some of the fruits and vegetables people eat

Picture of a pizza

large paper

markers

Book entitled "Pizza at Sally's" by Monica Wellington

Plants pictures and Food chart (attached)pizza good.pdf

W- Students will be able to identify that pizza ultimately comes from a farm plants and animals.  

H-Students will  discuss their favorite toppings for pizza and their favorite pizza shop.

E - Students will participate in an activity identifying foods that come from plants and animals.

R- Students will work in groups to make a flow chart tracing foods back to the farm .

E- Students will presents their flow charts to their peers and have the opportunity to add or change where needed.

T- Students use varios styles of learning in participating in this activity; discussion, art, sharing orally, collaboration, visual and auditory

O-Lesson is organized developmentally beginning with introduction activity, video, hands-on activity, group activity, presentations and reflection.

 

 Procedure:

1.Start a list on the board of some foods we like to eat such as apple pies,  salads, potato chips, chicken salad, spaghetti, etc. students to brainstorm as many foods as possible that come from plants and animals. As students to add their favorite foods. 
Ask students, "Where do these foods come from"

2. Introduce the video.  Show from farm to food video.

3. Go back to your list on the board and ask students, what are the main ingredients of apple pie.  Write then on the board- students should list at least apples and crust.  Ask, "where do apples come from?"; Ask, "where does the crust come from?".  Point out to students that apples come from the apple tree and the crust comes from wheat.

4. Ask students what part of the tree does the apple come from?  What part of the wheat is used to make flour. Show pictures.

5. Next, write the word PIZZA on the board or post a photo of a pizza.  Ask students what are their favorite types of pizzas. Where do they get their favorite pizzas?   Then ask, where do pizzas come from?

6. Divide students into small groups.  Provide each group with a large paper and markers.  Ask groups to list all of the main ingredients of a pizza, Then make a flow chart to  trace the ingredients back to the plant or animal the ingredient comes from.  Check with groups to make sure they are correctly tracing items back.

7. Have students share their charts with other groups and provide an opportunity for them to add/ change their diagrams if needed. Post around the room.

8. Ask students, where are the plants grown and the animals raised for food like pizzas?    Point out that these items come from farms.   Do they think any of the plants are grown in Pennsylvania? (Students may have to look up products of PA from the internet)

9. Show students the pictures of oregano, garlic, tomato and wheat plants.  Ask them what parts of the plants we use.  Also ask what part of the animal do we use for the pizza cheese.  Give each student a copy of the chart and have them complete the chart for the following major ingedients in pizza: cheese, sauce, seasoning, and crust. 

10. Wrap us by having students complete the following statements:

Three  examples of foods people eat that come from plants are:

Three examples of foods people eat that come from animals are:

Farms are important because:

 

Extension: 

1) Ask students to go on-line and investigate how different foods are processed, for example milk into ice cream, milk into cheese, potatoes into potato chips, etc.

2) Plant some of the pizza ingredients and allow students to see these plants grow.

3) Ask students to research the major agricultural crops of PA

Teacher will gauge student understanding based on class discussion, review of flow charts and completion of Food We Eat Chart and the summary sentences.

Food, Land and People - a curriculum supplement on agriculture sponsored by the PA Department of Education.

The activities: What's for Dinner  and What Did Your Lunch Cost Wildlife  from Project WILD. Project WILD is a curriculum supplement sponsored in PA by the Pennsylvania Game Commission,

farms, agriculture, pizza, plants, animals, food, products, fruit, meat, vegetable

Barb Cornibe, Heather Lovelace, Theresa Alberici adapted from Plant a Pizza by Barb Cornibe and Heather Lovelace and What's for Dinner from Project WILD

July 25, 2011