SPRING • GRADE Edible SCHOOL GARDEN Program WORKBOOK · Spring Lesson 5 - Grade 5 16 Spring Lesson 5 - Grade 5 Erosion different types of erosion. Answer the questions as we conduct

WORKBOOK

Edible SCHOOLGARDEN Program

5SPRING • GRADE

VERSION: AUGUST 2016 © JHU CAIH

ANSWER KEY

1

The Champion Cheer!

We drink WATER ‘cause it’s fun,

feels good, and makes us strong!

We enjoy FRUITS AND VEGGIES all day long!

6 cups of water,

5 fruits and veggies,

4 a healthy me!

We grow our own GARDEN with our own hands-

We love our TRADITIONS and we love our

LAND!

Water is life!

2

Taste Test Observations

Instructions: Fill out the questions below after tasting your vegetable.

1. Date: 2. What vegetable are you tasting?

3. In a complete sentence, describe how the vegetable tastes:

4. Circle your response...

I liked it I loved it I tried it

5. Was your veggie crunchy?

Yes or No

6. Would you try this veggie again?

Yes No Maybe

7. What color is your vegetable?

8. What part of the plant is your vegetable? Circle your answer.

Root Stem Leaf Flower Seed Fruit

9. What do you like most about the vegetable you tasted?

10. Please use the space below to draw the vegetable:

Spring Lesson 1 - Grade 5

3

1.

Instructions:

1. Choose a main dish:

hamburger, enchiladas,

spaghetti, or chicken.

2. Draw the main dish on

your plate.

3. Decide what food groups

are missing on your plate.

Draw what other foods

that you can add to your

meal to make it balanced.

Make sure you have all 5

food groups: vegetables,

fruits, protein, grains,

dairy.

Make sure that fruits

and vegetables take up

half of the plate. See

how many different

colors of fruits and

vegetables you can make

part of your meal!


Draw A Balanced Meal!

4








Yes or No


Yes No Maybe







5

Drink Labels

Instructions: Find the circled word “Sugars” on each drink label. Read

the numbers next to the word sugars to find how many grams (g) and

how many teaspoons (tsps.) are in each drink. Write in the amounts in

the lines below each label.

Gatorade

1) Grams of sugar_____56_______

2) Teaspoons of sugar___13_____

McDonalds: Small Regular

Iced Coffee

1) Grams of sugar____22________


Spring Lesson 2 - Grade 5 Spring Lesson 2 - Grade 5

6

McDonalds: Large Sweet Tea

1) Grams of sugar_____69_______


Rockstar Energy Drink

1) Grams of sugar______68______

2) Teaspoons of sugar____16____


Large Mountain Dew

1) Grams of sugar_____124_______


Nutrition Facts

Serving size: 32 fl oz

Amount Per Serving -

Calories 441

- % Daily Value

Total Fat 0g 0%

Sodium 200mg 8%

Potassium 0mg 0%

Total Carbohydrate 124 g 40%

Sugars 124g (30 tsps) -

Protein 0g -

Not a significant source of calories from Fat, Saturated Fat, Cholesterol, Dietary Fiber, Vitamin A, Vitamin C, Calcium, Iron

Glass of Water

1) Grams of sugar______0______

2) Teaspoons of sugar_____0____

Nutrition Facts

Serving size: 1 glass (8 fl oz)

Amount Per Serving -

Calories 0

- % Daily Value

Total Fat 0g 0%

Sodium 0mg 0%

Potassium 0mg 0%

Total Carbohydrate 0 g 0%

Sugars 0g (0 tsps) -

Protein 0g

Not a significant source of calories from Fat, Saturated Fat, Cholesterol, Dietary Fiber, Vitamin A, Vitamin C, Calcium, Iron

7








Yes or No


Yes No Maybe







8

Pass It Up the Line

Instructions: Fill in the boxes with the food chain you and your

class made for the eagle. Then answer the questions.


9

1. What kind of food does the eagle eat?

Lizards, mice, rabbits, snakes, etc.______________

_________________________________________________________

_________________________________________________________

2. What else does the eagle depend on for its food?

Every level of the food pyramid_____________________________

_________________________________________________________

3. Can the plants on the opposite end of your food chain affect the

eagle?

Yes!______________________________________________________

_________________________________________________________

4. Why is it necessary to have more plants than anything else in the

food chain?

Each consumer needs to eat more of the previous level to get its needed

energy.

_________________________________________________________

_________________________________________________________

5. What would happen if half of the plants were destroyed?


10

There would be less food for the rest of the consumers who depend on the

plants. There would be fewer consumers at every level.

_________________________________________________________

6. Why is the food chain sometimes called a food pyramid?

A food pyramid shows the amounts of food at every level. A food chain

shows only which consumers are at every level.

_________________________________________________________


Spring Lesson 4 - Grade 5 11








Yes or No


Yes No Maybe






12

Natural Resources

Renewable Resource

Non-Renewable

Resource

Inexhaustible

Resource

Can be replaced

Resources will grow

back or could easily

be replaced

Examples:

Plants, animals,

trees, water

Cannot be replaced

Resources that take

1,000 to millions of

years to grow back

or replace

themselves

Examples:

Minerals, metal, coal,

oil, natural gas

Cannot be used up

Resources that can

be used over and

over again as long as

they don’t get

damaged or polluted

Examples:

Sun, wind, ocean

tides

Instructions: Look at the pictures below. Determine what type of

resource it is. Write the answer on the line next to the picture.


Inexhaustible Renewable

Non-renewable Non-renewable

Renewable


The Water Cycle

Instructions: Complete the experiment and observe what happens.

Then answer the questions.

1. Look at the materials you have received. You should have one

Styrofoam cup, one clear plastic cup, and some ice.

2. Wait for the teacher to pour the hot water into the Styrofoam

cup. Caution: Be careful with hot water, severe burns can occur.

3. Place the clear plastic cup tightly on top of the Styrofoam cup.

Make sure that no vapor is being released through the sides.

4. Place some ice on top of the clear plastic cup. This will help the

cup become cooler.

5. What type of resource is water considered? Why?

Renewable. It replaces itself when it goes through the water cycle and

returns to earth as rain. It still needs to be carefully managed and used

wisely to keep the cycle going._____________________________

6. What are the processes in the water cycle? Explain.

The water cycle works like this: The sun heats water on earth. The heated

liquid water turns into steam or vapor and rises into the air (evaporation). As

the vapor rises, the temperature drops and it cools off, forming tiny

droplets of water that turn into clouds (condensation). When the clouds get

heavy and can’t hold the droplets anymore, they fall as rain back onto the

earth (precipitation).


7. What caused the water to evaporate in this experiment? In

reality, what causes the water to evaporate?

Heat from the kettle caused the water to evaporate in the experiment. In

reality, heat from the sun causes water to evaporate.

_________________________________________________________

_________________________________________________________

Instructions: Draw a diagram of the water cycle. Then explain

how each process works.

15 Spring Lesson 5 - Grade 5








Yes or No


Yes No Maybe








Erosion

1. What is erosion?

Erosion is the process of breaking things down; specifically, it is the wearing down and

removal of rock materials from one area of the Earth’s surface.

Wind Erosion

2. What are your observations on the experiment about wind erosion?

____________________________________________________________

____________________________________________________________

3. What are some examples of wind erosion?

Sand dunes, rock formations, etc.___________________________________

____________________________________________________________

4. Have you seen wind erosion and where?

____________________________________________________________

____________________________________________________________

Instructions: Follow along as we conduct experiments on the

different types of erosion. Answer the questions as we conduct the

experiments.


Water Erosion

5. What are your observations on the experiment about water erosion?

___________________________________________________________

___________________________________________________________

6. What are some examples of water erosion?

Canyons____________________________________________________

___________________________________________________________

7. Have you seen water erosion and where?

___________________________________________________________

___________________________________________________________

Chemical Erosion

8. What are your observations on the experiment about chemical erosion?

___________________________________________________________

___________________________________________________________

9. What are some examples of chemical erosion?

Rock formations.______________________________________________

___________________________________________________________


10. Have you seen chemical erosion and where?

___________________________________________________________

___________________________________________________________

Glacier Erosion

11. What are your observations on the experiment about glacier erosion?

___________________________________________________________

___________________________________________________________

12. What are some examples of glacier erosion?

Lakes_____________________________________________________

___________________________________________________________

13. Have you seen glacier erosion and where?

___________________________________________________________

___________________________________________________________









Yes or No


Yes No Maybe







Taste Testing Whole Grains

Instructions: Taste each pair of foods. Guess which one is the whole grain and mark “A” or

“B” on the chart. Record your observations about tastes and textures.

Food Pair Which one is the

whole grain, A

or B?

Observations:

What does it look like? What does it feel like? How does it

taste?

1

2

3

4


Experimenting with Whole Grains

Whole vs. Refined

Instructions: Draw your seed before and after sanding. Then answer

the questions below.

Before sanding After sanding

Source: Harvard School of Public Health, The Whole (Grain) is Greater Than the Sum of Its Parts


1. What parts of whole grains are removed when grains are refined?

Circle all that apply.

a. Bran

b. Germ

c. Endosperm

2. What nutrients are removed with these parts? Circle all that apply.

a. Fiber

b. Vitamins and Minerals

c. Water









Yes or No


Yes No Maybe







My Water Goal

My body is mostly made of water.

I need to drink at least 6- 8 glasses of water per day.

Instructions: Answer the questions below.

1) Think of ways you can drink more water during the day. Choose one or

more ways you can increase how much water you drink from the list below.

I can fill a reusable water bottle everyday and carry it with me.

I can make fruit water for myself and my family.

I can drink water from the fountains in the schools.

I will drink water as soon as I wake up.

2) Write the name of a friend or family member that can help encourage

you to drink more water: ____________________

3) What is another way I can increase the amount of water I drink every

day (write your response below):

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


Your Food’s Journey through Your Body!

Instructions: Trace the path food takes as it travels through your body.


Water Weights

Instructions:

1. Weigh the fresh fruits, and then weigh dried fruits.

2. Find the difference by subtracting the weight of the dried fruit

from the weight of the fresh fruit. Record weight in grams.

Grapes

How much do 5 grapes weigh? __________ grams

How much do 5 raisins weigh? __________ grams

What is the difference? = _________ grams

Apricots

True of False?

1) Fruit is made mostly of water.__True________________________

How much does 1 fresh apricot weigh? __________ grams

How much does 1 dried apricot weigh? __________ grams

What is the difference? = _________ grams

All living things are filled with water. How much of our

fresh fruit is made of water? We are going to answer this

question by weighing our fresh fruits and dried fruits.









Yes or No


Yes No Maybe








Sarah Cynthia Sylvia Stout

Would Not Take the Garbage Out!

Shel Silverstein

Sarah Cynthia Sylvia Stout

Would not take the garbage out!

She'd scour the pots and scrape

the pans,

Candy the yams and spice the hams,

And though her daddy would scream

and shout,

She simply would not take the

garbage out.

And so it piled up to the ceilings:

Coffee grounds, potato peelings,

Brown bananas, rotten peas,

Chunks of sour cottage cheese.

It filled the can, it covered the floor,

It cracked the window and blocked

the door

With bacon rinds and chicken bones,

Drippy ends of ice cream cones,

Prune pits, peach pits, orange peel,

Gloppy glumps of cold oatmeal,

Pizza crusts and withered greens,

Soggy beans and tangerines,

Crusts of black burned buttered toast,

Gristly bits of beefy roasts…

The garbage rolled on down the hall,

It raised the roof, it broke the wall…

Greasy napkins, cookie crumbs,

Globs of gooey bubble gum,

Cellophane from green baloney,

Rubbery blubbery macaroni,

Peanut butter, caked and dry,

Curdled milk and crusts of pie,

Moldy melons, dried-up mustard,

Eggshells mixed with lemon custard,

Cold French fries and rancid meat,

Yellow lumps of Cream of Wheat.

At last the garbage reached so high

That it finally touched the sky.

And all the neighbors moved away,

And none of her friends would come

to play.

And finally Sarah Cynthia Stout said,

"OK, I'll take the garbage out!"

But then, of course, it was too late…

The garbage reached across the state,

From New York to the Golden Gate.

And there, in the garbage she did hate,

Poor Sarah met an awful fate,

That I cannot now relate

Because the hour is much too late.

But children, remember Sarah Stout

And always take the garbage out!









Yes or No


Yes No Maybe







Flowers in Bloom

Instructions: Draw a picture of your flower before dissection.

1. What observations did you make while exploring the flower?

_________________________________________________________

_________________________________________________________

_________________________________________________________

32

Food Preference Study

Plant Snack How Many I Ate

Observations: What does it look like? What does it

feel like? How does it taste?

Instructions: Which plant snacks do you like to eat? Write down the

name of each plant snack. Circle the one you think will be the class

favorite. Use this chart to keep track of how many plant snacks you

eat during this activity.


33

1. What was the favorite class snack at the beginning of the year?

___________________________________________________

2. What is the class favorite now?

___________________________________________________

3. What plant snacks do you like now better than you did at the

beginning of the year?

_________________________________________________________



Eating Plant Parts

Instructions: Look at the plant below and its labeled parts. Fill in the

boxes with at least 1 food from each plant part that you would eat.

Flower

_Broccoli, cauliflower,

squash blossom,

etc.____________

_________________

_________________

Leaf

__Spinach, lettuce,

kale, etc.________

_________________

_________________

Seed

_Beans, pumpkin seed,

nuts, sunflower seeds,

etc.___________

_________________

_________________

Stem

_Celery, rhubarb,

asparagus, leeks,

etc.___________

_________________

_________________

Root

_Carrot, potato,

radish, beet, onion,

garlic

etc.___________

_________________

_________________

Fruit

__Apples, berries,

tomatoes, peaches,

plums,

etc.___________

_________________

_________________

Spring Evaluation Questions - Grade 5 35

Evaluation Questions: Review

Lesson 1 - Eating a Rainbow

1. What are the 5 basic food groups? Grains, fruit, vegetables, protein, dairy

2. What does eating a balanced diet mean? Eat food from all 5 food groups every day

3. Why do we need to eat a variety of foods? To make sure we get all the nutrients, vitamins,

minerals we need

4. What does “eating a rainbow” mean? Eat fruits and vegetables of all different colors

5. Why do we need to eat different color of fruits and vegetables? To make sure we get all the

nutrients, vitamins and minerals that we need

Lesson 2 – Food Label Logic: Making Healthy Choices by Reading the Label

1. What are 3 nutrients we want to keep high on a food label? Vitamins, minerals, protein, fiber

2. What are 3 nutrients we want to keep low on a food label? Sugar, fat, calories

3. How do we convert grams of sugar into teaspoons of sugar? Divide by 4

4. How many teaspoons of added sugars is the recommended maximum we should consume in a

day? 5 teaspoons

5. What do calories give or provide for the body? Energy

Lesson 3 – Food Pyramids and Pesticides

1. Where do organisms on a food pyramid get their energy? From the group of organisms below

them on the food pyramid. The sun is always the source of all energy

2. What is a food pyramid? A food chain that shows the amounts of organisms at each level of

the chain

3. What is the difference between organic and conventional farming? Organic farming does not

use synthetic chemical pesticides

4. Which level of the food pyramid is most affected by pesticides- the top or the bottom?

Animals eat plants, animals eat other animals that may eat the plants, insects make the soil

better for plants, etc.

5. How can a change in one part of the food chain affect another part?


Lesson 4 – Conserving Water: A Renewable Resource

1. How is water a renewable resource? Water renews itself through the water cycle

2. How can we save rain water for future use? Rain barrels

3. What does evaporation mean? The water vapor created when the sun heats water on the

earth rises into the air

4. Why is the sun important in the water cycle? The sun provides the energy to heat up the

water and turn it into steam or vapor

Lesson 5 – Soil and Erosion

1. What does erosion mean? The wearing down and removal of rock materials from one area of

the Earth’s surface

2. What are the four types of erosion? Wind, water, chemical, glacier

3. What can we do to prevent wind erosion? Plant things to keep the dirt in place and block

some of the wind

4. What is an example of water erosion? Grand Canyon

Lesson 6 – Whole Grains Taste Great!

1. What nutrients do whole grains give us? Vitamins, minerals, fiber, energy

2. What kinds of grains should we eat the most of- whole or refined? Whole grains

3. What is the difference between whole grains and refined grains? Hint: whole grains have

some parts that refined grains don’t, what are they? Refined grains have been stripped of

their outer layer [bran] and the inner layer [germ] and are no longer whole. They have less

nutrients than whole grains.

4. How do we figure out if we are eating a food that is made with whole grains? Look at the

ingredients list on the food package and the Nutrition Facts Food Label

5. What are 3 examples of whole grain foods? Whole wheat bread, brown rice, corn, bulgar,

popcorn, barley, oatmeal

Lesson 7 – Digestion

1. Where does the breakdown of food begin? In the mouth

2. What happens in the stomach? Small intestine? Large intestine? The juices in the stomach

break down food until it’s a liquid. In the small intestine, nutrients are absorbed. The large

intestine sucks the water out of food.


3. True or False: Fruit is made up largely of water. True

4. What are 3 ways you can drink more water? Drink water with meals, snacks, bring water

bottle, etc.

Lesson 8 – Reduce, Reuse, Recycle

1. What are the three “R’s”? Reduce, reuse, recycle

2. How can you tell if something is recyclable? It will have a recycling symbol on it

3. What can you do at school or home to reduce waste? Possible answers: buy items with less

packaging, such as bulk items; use reusable shopping bags; put food waste into compost

4. How does reusing and recycling occur in the garden? Composting

Lesson 9 – Plant Parts: Flowers and a Pollination Demonstration

1. How do flowers attract pollinators? With their petals: Bright colors, sweet smell, etc.

2. What do flowers do for the plant; what is their purpose? They make seeds

3. What is the stamen? The male part of the plant

4. What is the Pistil? The female part of the plant

5. What does Pollen do? Helps pollinate flowers by traveling from one flower to another on a

pollinator and creating new seeds and fruits

Lesson 10 – Our Favorite Fruits and Vegetables

1. What was the favorite plant food of the class?

2. How have the food preferences of the class changed over the year?

3. What are some health benefits of eating fruits? Fruits give us vitamins and minerals that

help us fight infections and help us heal when we get sick or hurt

4. What are some health benefits of eating vegetables? Vegetables give us vitamins and

minerals and fiber that help fill us up, help with digestion and keep us healthy and strong

5. What are some examples of roots that we eat? Potatoes, sweet potatoes, carrots,

radishes, ginger, beets, onions, etc.

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Notes

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Notes

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Notes

Documents

SPRING • GRADE Edible SCHOOL GARDEN Program WORKBOOK · Spring Lesson 5 - Grade 5 16 Spring Lesson 5 - Grade 5 Erosion different types of erosion. Answer the questions as we conduct