3rd Grade Lesson Overview

Lesson Science TEKS

Main Idea ObjectivesSWBAT

Activities Local Food Focus

Make It Taste It

1Plant Products

7D Plants provide humans with food, clothing, shelter, and other essentials for living.

SWBAT identify plant products and sort them into categories.

Sorting Plant Products

Fruit Cutting Melons,Apples,or Citrus depending on season

Fresh fruit

2Roots and Stems

10A Roots have a variety of tastes and textures.

Explore differences in types of roots and peel root vegetables.

Parts of a Plant Foldable

Root vegetables

Peeling root vegetables

Roasted root vegetables

3Leaves

10A Leaves can have a variety of tastes and textures.

Identify the parts of a plant and their functions.Chiffonade leaves.

Sorting Edible Plant Parts

Greens Chiffonade Leaves

Salad

4Seeds

10C Food can be preserved through pickling. The life cycle of a plant starts with a seed.

Identify the parts of a seed embryo.

Bean Dissection

Pickling vegetables

Pickles Sun pickles

5Food Advertising

3B Advertisers use many techniques to sell messages about food.

Find hidden messages in food ads.

Analyzing food ads.

Vegetables that can be eaten raw

Collard Wraps

Pickles

6Optional:Farm Life Cycles

10C Farmers must address all the needs of animals on their farms. Farm animals have babies, live, and die on the farm, and the cycle is repeated.

Identify parents and offspring of farm animals.

Farm Life Cycle Cards

Eggs Egg Salad Egg Salad

Lesson #1 – Plant Products

Main Ideas: Plants provide humans with food, clothing, shelter, and other essentials for living.

Objectives:SWBAT identify plant products and sort them into categories.

TEKS:SCIENCE 7 (D) explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved.

Materials:NametagsPre-surveysPencilsPoster paper and markers OR Chalkboard and chalkA variety of plant products, at least 4 per group (examples: cotton ball, flower, fruit, granulated sugar packet, perfumed vegetable soap, vegetable, paper, wooden block)Local fruit selectionKnivesCutting boardsBowlsSpoons if neededPlatesWashing tub

Background:

Prep:Write names of students on stick-on nametagsCopy pre-surveys for each studentCollect a variety of plant products to use for groups to sort.

Timeline:5 min Nametags5 min Introduction10 min Pre-Survey5 min Think, Pair, Share – What things do people get from plants?10 min Plant Products10 min Make It – Fresh Fruit Selections10 min Taste It – Fresh Fruit5 min Clean-up

Procedure:1. Name tags. Have each student make a nametag that clearly shows their first name in letters large

enough to identify across the classroom. 2. Introduction. Have students make name tags, then sit in a circle. One at a time, have students say

their name and one thing they enjoy eating. After this introduction, introduce yourself and share the goal and general outline of the class, focusing on the make and taste sessions.

3. Pre-Survey. Distribute pre-survey and pencils to students. Explain that the purpose of the survey is to see what changes in their opinions between the first and last class, and that it will not be used for grades. They should just try their best. Assist if students need clarification on questions.

4. Think, Pair, Share. If you have not used this teaching technique, please refer to the section that describes it in Teaching Techniques.

a. On a poster paper or board, write the question: “What things do people get from plants?” Give students a few moments to think about the question, then have them pair up to discuss with a partner before sharing with the whole group. Write each answer down on the poster paper.

b. Create categories for the items on the list that the students have created. Example categories are: food, oxygen, clothing, medicine, paper, furniture, cosmetics, energy sources, shelter. On the next piece of poster paper or on another part of the board, write the categories and cross off each item as you work as a class to categorize it.

5. Plant Products. Organize students into groups of 3 – 4. Give each group several plant products. Examples are: cotton ball, flower, fruit, granulated sugar packet, perfumed vegetable soap, vegetable, paper, wooden block. Vary these items between groups. Have students determine which category from the previous activity that the item belongs to in their small groups. When all groups are done, have each group share their items and decision on group classification with the class. Ask students if they thought of important items that could be added to a category, or struggled with categorizing any items. As time allows, talk about the characteristics of plants (softness of cotton, hardness of wood for furniture, etc) that make them useful for humans.

6. Make-It. The first session will be a very simple “make it” session – how to cut fruit. Depending on what is in season, options include melons (cantaloupe, watermelon, etc), citrus (grapefruit, oranges, etc) and fleshy fruit (apples, pears). Demonstrate how to cut each fruit into slices or sections using the instructions below. Before distributing materials, have students wash their hands and then partner up. Each set of students will share materials. One will practice cutting while the other is the “safety helper”. When it is time to switch, the students will change roles. Some fruit may need to have seeds removed with a spoon, so provide these as needed. Gather cut sections of fruit into bowls. After cutting is completed, have the students gather the materials to be washed in a large washing tub.

KNIFE SKILLSSAFETY IS ESSENTIAL! Knives will only be used for cutting fruits or vegetables. Any knife that

leaves the table, is pointed toward another student, grabbed, thrown, or is played with in any way will result in the student sitting out the rest of the class and potential removal from the program. THESE ARE NOT TOYS.

a. Demonstrate a good grip on the knife, where no fingers are underneath or in the way of the blade.

b. Show students how to rock the knife from tip to end. This is the technique they will use for cutting. Depending on the material, they might also need to use a sawing method.

c. Keep the other fingers out of the way as you move down the piece that you are chopping.7. Taste-It. Distribute a small serving of each type of fruit to each student. Allow them to taste and

talk about their experience. It’s okay if they don’t like the food, but encourage children to let

others experience the food and form their own opinions before sharing with the class. Ask students – did you know that this food grows in our area?

8. Clean-Up – Students will return the classroom to its previous state, including washing cutting boards and knives, and wiping down tables and floors as necessary.

Lesson #2: Root Vegetables and Edible Stems

Main Idea: Roots have a variety of tastes and textures.

Objectives:SWBAT explore differences in types of roots and peel root vegetables.

TEKS:10 (A) explore how structures and functions of plants and animals allow them to survive in a particular environment;

Materials:white board or chart paper w/ markersPlant parts foldable – pre-cut along lines between sections, folded in the middle, 1 per studentPencilsVariety of locally grown root vegetablesPeelersCutting boardsPaper platesForksRecipe: olive oil, salt, root vegetables

Background:

Prep:Prepare several plant parts foldables before class to use as examples.Print 1 plant parts foldable per student.

5 min Introduction10 min Parts of a Plant10 min Plant Parts Foldable10 min Root Exploration10 min Make It – Peeling Root Vegetables10 min Taste It – Roasted Root Vegetables5 min Clean-up

Procedure:1. Introduction. Allow students to ask any questions that might have come up over the last week, or if

they shared about their experiences with their family. Explain the outline of the next few weeks: we will learn about different parts of a plant, talk about how to prepare them, and sample different plant parts.

2. Parts of a Plant. Draw a plant on the board and label the parts of a plant. Alternatively, print or project Image #1 to use as a reference. Go over the functions of each plant part:

a. Roots – absorb water, anchor plant, absorb nutrientsb. Leaves – create food through photosynthesisc. Stems – keep plant upright, can store food, allow nutrients, food, and water to move

throughout plantd. Flowers – reproductive organ of plant, creates fruits and seeds

3. Plant Parts Foldable. Distribute the plant parts foldable, pre-cut to avoid the use of scissors. As you go over the functions of the plant parts and write them on the board, the students will write their own versions inside of their foldable. Starting with the flower, have the students open the

flap and write the function of the plant part inside of the flap. Then continue down through leaves, stem, and roots. Use the functions listed below as a guide.

a. Roots – absorb water, anchor plant, absorb nutrientsb. Leaves – create food through photosynthesisc. Stems – keep plant upright, can store food, allow nutrients, food, and water to move

throughout plantd. Flowers – reproductive organ of plant, creates fruits and seeds e.

4. Root Exploration. Have students brainstorm a list of edible roots. Write these on the chart paper. Then show the students the roots that you have brought in for examining. Help the students identify the roots and add any new ones to the list that you brainstormed.

5. Make It. Ask the students what challenges they might have in preparing root vegetables, and address those challenges. For example, root vegetables must be washed thoroughly to be cleaned as they have dents or pockets that store dirt. Root vegetables are often very hard, making them challenging to cut and they take longer to cook. Demonstrate how to peel a root vegetable. Have students wash their hands. Distribute a variety of root vegetables and have students experiment by peeling different ones, exploring the outer parts of the roots, including root hairs and “eyes”. Demonstrate how to cut a root vegetable in half, and put the flat side on the cutting board. You can then cut slices or pieces. CUTTING IS DEMONSTRATION ONLY.

6. Taste It. Have students sample a variety of locally roasted root vegetables. Examples: carrots, sweet potatoes, onions, beets, winter squash, pumpkin. To roast vegetables, cut into 1” pieces, toss with olive oil and salt, and roast at 400 degrees for 30+ min, until soft. Serve a small portion to each student.

7. Clean-Up – Students will return the classroom to its previous state, including washing cutting boards and knives, and wiping down tables and floors as necessary.

Lesson #3: Leaves

Main Idea: Leaves can have a variety of tastes and textures.

Objectives:SWBAT Identify the parts of a plant and their functions.SWBAT chiffonade leaves.

TEKS:10 (A) explore how structures and functions of plants and animals allow them to survive in a particular environment;

Materials:Plant parts sort cardsKnivesCutting boardsA variety of edible leavesLeaf Tasting Investigation Sheets, 1 per studentSmall Bowls or platesForksLarge mixing bowls (1/group)Salad dressing

Background:

Prep:Print off plant sort pictures. Cut out individual pictures to create sets for each group in the class. Store with paperclips or in plastic baggies.Print Leaf Tasting Investigation Sheets, 1 per student

Timeline:5 min Introduction10 min Plant Parts Sort10 min Edible Leaf Investigation10 min Make It – Cutting lettuce into chiffonade5 min Salad dressing demo OR just toss lettuce in dressing10 min Taste It – Salads10 min Clean-up

Procedure:1. Introduction. Review the parts of a plants and their functions from the previous week. 2. Plant Parts Sort. Break up students into pairs. Give each pair the cut up plant pictures. Each of

these plants has a part that are crops that people eat. Have the students sort the plants by part of the plant that we eat. Try to give them as little guidance as possible, encouraging them to discuss with their partner how to categorize the plants. When students have finished the sort, go over the plants as a class and discuss how they categorized each food.

a. Fruits – squash, blueberry, raspberry, strawberry, pineappleb. Seeds – wheat, corn, green beans, pecanc. Stem – celery, onion (actually a modified stem, not a root), asparagus

d. Leaves – spinach, lettuce, cabbagee. Roots – potatoes, carrots, beetsf. Flower buds – cauliflower, broccoli

3. Edible leaf investigation. Review the functions of plant leaves with your class. Ask your students if they can think of any edible leaves that people like to eat. Make a list on the board. Explain that leafy greens are part of a healthy diet:- A diet high in leafy greens helps to reduce the risk of cancer and heart disease due to their high

content of antioxidants- Leafy greens are high in Vitamin A, C, E, and K and many of the B vitamins- They are low calorie and low on the glycemic indexTell students that today they are going to investigate five different types of edible leaves, by tasting, smelling, measuring, and observing. Organize students into groups of three or four and have them wash their hands before sitting in their seats. Distribute worksheets to each student and tell them that they will be using the Leaf Tasting Investigation chart for the next part of the lesson. Show your class one edible leaf and show them where it is listed on the chart. Demonstrate how you would like each group to record the color, texture, smell, taste, and length of each leaf in the chart. Use a ruler to measure the length of each leaf. Examples of texture could include smooth, fuzzy, bumpy, sandpapery, slippery, etc. Be sure to discuss possible vocabulary with your students before they begin describing leaf texture, smell, and taste. Distribute a washed sample of the leaf to each group and guide them through the data collection. When students have recorded data in their charts, instruct them to tear off a small piece of the leaf to taste. Repeat this procedure with the remaining four leaves and have students fill out the questions on the chart. As a class, review the various results for each leaf type.

4. Cutting lettuce into chiffonade. Chiffonade comes from the French word "chiffon," which basically means "rag," a reference to the cloth-like ribbons created by cutting lettuce and herb leaves in this fashion. According to page 683 of the Culinary Institute of America's textbook The Professional Chef, the best way to chiffonade is to pile the leaves on top of one another and roll them up into a tube. Then slice across them thinly to make the shredded "chiffon" ribbons. Demonstrate this technique to students before giving them their knives and cutting boards. Students will work in groups, each group cutting up a different type of green.

5. Taste it – Salads. Have students pick their favorite greens (based on the investigation earlier) and put a small amount on their bowl or plate. Top with dressing.

6. Clean-Up – Students will return the classroom to its previous state, including washing cutting boards and knives, and wiping down tables and floors as necessary.

Lesson #4: Seeds

Main Idea:Food can be preserved through pickling. Pickling changes physical and chemical characteristics of the food.

Objectives:SWBAT describe the lifecycle of a plant.

TEKS:10 (C) investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and ladybugs.

Materials:Variety of seeds – corn, beans, sunflower, peas, rice, caraway, millet ,etc.Hand lensesLima beans or other beans for dissectionSmall cups for planting seedsSeed starter soilSeasonally appropriate seedsLarge metal bowlCutting boardsKnivesFor pickles: mason jars, vegetables to pickle, 6 ½ cups water, 3 ¼ cups white vinegar , cup pickling salt⅔ (Not Table Salt), fresh dill, fresh garlicSmall platesforks

Prep:Soak beans for dissection overnight or at least 8 hours.Sterilize mason jars by dipping them in boiling water or steaming them in the dishwasher.

Timeline:5 min Lifecycle Introduction10 min Seed Sorting10 min Bean Dissection15 min Make It – Pickling5 min Taste It – Sun Pickles (optional)10 min Planting Seeds5 min Clean-up

Procedure:1. Introduction. Ask students how plants grow – where do they come from? How are more plants made? Address misconceptions.2. Seed Sorting. Review the parts of a plant (roots, stem, leaves, flower), and then talk about how plants make flowers to prepare for the seeds.  After the flower is done blooming, it will wither and dry and turn into seeds for the plant. Place a wide variety of seeds into compartments of the egg cartons or another organized container. Distribute one filled egg carton to each group of four students., as well as hand lenses. Provide time for the students to examine the seeds and discuss in their small groups. As a class discuss the similarities and differences between the seeds. Sort them into piles. Which seeds do people eat? Which seeds do birds or other animals eat? Finally, discuss the function of seeds.3. Bean Dissection. Distribute a plate or paper towel and a lima bean that has been soaked for at least 8 hours to each student. First have the student gently slide the seed coat off. This should feel like a thick layer of skin on the outside of the bean. The swollen, soaked beans will often start to split right down the middle where it is easiest to find the bean embryo. Have the students gently pull the two halved (the cotyledons) apart. The bean embryo will have a radicle (baby root) and epicotyl (baby leaf). Help the students identify the parts of the bean embryo, then encourage them to examine them with the magnifying glasses. When students are done with the dissection, collect the beans to compost.4. Pickling.

A. Cucumbers are the essential pickled item, but you can also pickle carrots, green beans, cabbage… almost any vegetable! Distribute vegetables to students and have them chop vegetables into bite sized pieces.

B. Add any herbs to the bottom of your mason jars. Examples are garlic, celery seed, dill, peppercorns, etc… you can be very creative! Add a grape leaf to keep vegetables crisp.

C. Have the students fill the mason jars with their chopped vegetables, leaving at least 2 inches of headspace (from the top of the rim down).

D. Prepare a brine by filling the metal bowl with one quart of water and add 2 tbsp of salt. This should be enough for at least 2 pint jars, so adjust accordingly.

E. Pour the brine over the vegetables so they are covered by at least one inch. F. Weight down the vegetables so they stay below the brine while fermenting. G. Cap the jar tightly and allow to sit at 65-85 degrees for around 10 days, or more, depending

on your preference. The longer they ferment at room temperature, the sourer they become. H. Check your jars once or twice a day to “burp” them – slightly unscrew the lid and release

carbon dioxide, then screwing the lid back on. Once they are done they can be stored in the refrigerator.

Taste It – Sun PicklesYou will need a gallon jar with a lid and pickling cucumbers to fill jar.Wash cucumbers well and prick with a forkIn the bottom of the jar, place a large stem and head of fresh dill and one or more large peeled garlic cloves.. Pack the cucumbers into the jar (along with a large grape leaf, optional, but increases crispness).

Mix together well:6 ½ cups water3 ¼ cups white vinegar

cup pickling salt (Not Table Salt) ⅔

Pour the above mixture over the cucumbers. Seal the jar and place in the sun for 5 days. once opened, refrigerate. It is best to always remove the pickles with a clean fork.

Lesson #5: Food Advertising

Main Idea:Advertisers use many techniques to sell messages about food.

Objectives:SWBAT

TEKS:SCIENCE 3(B) draw inferences and evaluate accuracy of product claims found in advertisements and labels such as for toys and food;

Materials:Food ads from magazines or the Internet Copies of Food Marketing Techniques and Analyzing Food Ads student pages Grocery Store Ad/Coupon bookletKnivesCutting boardsPeelersGratersPlatesSeasonal vegetables that can be eaten raw (carrots, radishes, cucumbers, peppers, etc.)Collard Greens (especially large leaves to be used for wraps)Ranch dressing/salsa/avocados

Background:

Prep:Make copies of Food Marketing Techniques (one per student)Make copies of Analyzing Food Ads (one per group) *From the Nourish Curriculum GuideFind and copy at least 8 ads that have simple, specific marketing techniques (1 set per group) and 2 additional examples

Timeline:5 min Introduction5 min Food Marketing Techniques10 min Analyzing Food Ads10 min Class Discussion10 min Make It – Collard Wraps10 min Taste It – Sun Pickles10 min Clean-up

Procedure:1. Introduction. Share that research shows that humans are “hard-wired” to crave sweet, fatty, and

caloric foods. Ask, “What do you think that means? How do food companies use this fact to get us to eat more of their foods? Why might they want us to eat more? What other techniques do they use to encourage us to buy more? What other factors influence our food choices?”

2. Food Marketing Techniques. Give students copies of the Food Marketing Techniques student page and read it over as a class. For each technique, ask students to think of an ad or product they have seen that uses it. Show the magazine ads you have identified as examples. Which of the techniques make food seem more appealing? Which are less obvious about their intention? Point out how ads

usually show just one side of the story and ignore or downplay any negative aspects of a product. What are some of the negative sides of food products that you don’t see in ads? (Examples include unhealthy effects, bad taste, and environmental effects.)

3. Analyzing Food Ads. Divide students into groups, giving each a set of ads and a copy of the Analyzing Food Ads student page. Give students time to examine and analyze the ads using the student page as a guide.

4. Class Discussion. Ask a spokesperson from each group to share a couple of things they observed. Discuss: • Which of the marketing techniques were apparent in the ads? • How do the ads make food seem more appealing? • How do they get us to eat more, more often, or in more places? • What else are the ads selling besides food? • Which of the ads are aimed at kids and teens? How is the message directed to this audience? • Do you think you have been influenced by these ads? Why or why not?

5. Make it – Collard Wraps. Show the students the variety of vegetables that can be eaten raw and are in season this week. Tell the students that we will cut and shred these vegetables and that they will use them to fill their own burritos made of lettuce. Have students cut vegetables into small pieces, or shred them using the graters. Shredded vegetables are preferred for this wrap. Give each student a plant and collard green and demonstrate how to fill and fold the wrap. Students can choose their own fillings, and add a dollop of ranch dressing, avocado, or salsa.

6.7. Taste It – Sun pickles. Have students try their sun pickles! Distribute a small amount of pickles to

each student for them to taste and compare. Have them think about the pickles from the week before and notice any differences.

8. Clean-Up – Students will return the classroom to its previous state, including washing cutting boards and knives, and wiping down tables and floors as necessary.

Lesson #6: Farm Life Cycles

Main Idea: Farmers must address all the needs of animals on their farms. Farm animals have babies, live, and die on the farm, and the cycle is repeated.

Objectives:SWBAT identify parents and offspring of farm animals.

TEKS:10 (C) investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs.

Materials:Farm animal pictures, 1 set per groupAnimal Life Cycle cards, prepped as belowProps or pictures to represent:

● Food (apples, corn, oats, etc)

● Water (water bottle)

● Shelter (toy barn, shed, tent, umbrella)

● Air (balloon filled with air)

● Space (empty box or bucket)

ScissorsBradsHow Many Hats Does A Farmer Wear? Circles, 1 per student

Background:

Prep:Copy pictures of each of the six major farm animals for students to see (cattle, pigs, sheep, chickens, turkeys, horses.)Hard boil eggsPrep animal flashcards: print the cards so the term will be on the front side and the information about that picture is on the front and the information is on the back side. Print the first page with all of the mother terms on pink paper (or another color), the second page with the father cards blue, and the final page with the newborn terms green or yellow. Cut out the cards (using the lines on the front as a guide) and place them in a hat, box, or other container. If you have more than 16 students in your class, make multiple copies of the newborn animals that have more than one offspring at a time. Ideally you would have just enough cards so each student will receive one.

● Sows have 8 to 12 piglets so you could make up to twelve piglet cards.

● Turkeys and chickens have 10-15 young so you could make up to 12 or 15 for each.

● Sheep have 1-3 lambs so you could make up to three lamb cards.

Timeline:

10 min Introduction: Farm Animals10 min How Many Hats Does a Farmer Wear?15 min Farm Animal Life Cycles10 min Make It – Egg salad10 min Taste It – Egg salad5 min Clean-up

Procedure:1. Introduction: Farm Animals. Give each group of 4 students pictures of each of the six major farm

animals for students to see (cattle, pigs, sheep, chickens, turkeys, horses.) Ask the students: "What do all of these animals have in common? What is different about these animals? If we were going to sort them into different groups, how would you sort them? Why? Have the students physically sort pictures of the animals. As you discuss the similarities and differences, point out that all of the animals grow from babies into adults and that they need specific things to live and grow. In this lesson, students will be learning about farm animals, how they grow through their life, and what they need to live.

2. How Many Hats Does a Farmer Wear? With the six farm animal pictures still out, ask the students what these animals need to survive. When a student replies with one of the five elements of survival (food, water, shelter, space, air), ask which of the animals need that element (all animals do!) Have a volunteer come and hold the prop by each animal picture so that by the end of the discussion you will have five students holding props. Help students understand that this visual representation shows us that all of these animals need food, water, shelter, space and air to survive. Ask students, "How do animals get these items needed for survival? (Farmers provide them with food, water, shelter and space. The atmosphere provides air that animals breathe - just like humans.) Inform the students that farmers need to know a lot about their animals to make sure that the animals are taken care of and grow big and strong because they provide food for us.  Help students begin to understand the skills a farmer must have to properly care for their animals by completing the cutout, How Many Hats Does a Farmer Wear? Students can use brads to attach the farmer to the circle so they can rotate through the different hats they wear to represent each job.

3. Farm Animal Life Cycles. Explain to your students that in your container (the box or hat you prepared prior to the lesson) you have cards that represent a mother, father and baby for each of the livestock animals. Show students the designated place in the room where each livestock species will gather

o Example: The mother sheep, father sheep, and baby sheep will all gather in the front corner. You can place the picture of the livestock animal (used earlier in this lesson) in the location to clarify where each animal species should gather.

Have each student draw an animal card from your container and then travel to their designated gathering spot. Instruct the students to share the information on their card with the other students in their gathering spot. Once students have shared with their group, ask for each animal group to volunteer and share the information about the mother, father, and baby to the rest of the class. Discuss with students how these animal families or groups change over time. Help students understand:

o Young/babies will grow and become mothers and fathers.o Mothers and fathers will continue to have babies.o Mothers and fathers will grow old and eventually die.o All animal species can be used for meat and many other by-products. (Note: horses are not

used for meat in the United States.) Farmers send animals that are raised for meat and by-

products to market (slaughter) when they reach the age/size to produce the most nutritious product for humans to consume.

4. Make it – Egg Salad. Before class, hard boil eggs. Heat a pot of water (about 8 cups) on high until water begins to boil. Slowly lower the eggs into the pot with a slotted spoon. Cover the pot. When water returns to a boil, turn the heat to low, and cook for 11 minutes. Remove eggs from the pot with a slotted spoon, and put them into a bowl with ice water. Let them cool completely before removing. This should make the shells easy to peel. Have each student peel an egg and chop into pieces. Give students various jobs to make the recipe. Place the chopped eggs in a bowl, and stir in ½ cup mayonnaise, 1 tsp mustard, and ¼ cup green onion. Season with salt, pepper and paprika. Stir and serve on bread or crackers.

5. Taste-It. Distribute a small serving of egg salad to each student on a plate with a fork. Ask students – did these eggs look different at all from the eggs you normally get at the grocery store?

6. Clean-Up – Students will return the classroom to its previous state, including washing cutting boards and knives, and wiping down tables and floors as necessary.

Image #1: Parts of a Plant

Image #2: 3D Plant Diagram