Preserving The Harvest - Intermediate. Understand: (big idea) How to preserve/used preserved foods

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Elijah Turner
5 years ago
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1 BIG IDEA Know: (content) Vocab Basic barebones themes Methods of preserving - Canning - Drying - Freezing - Curing/Salt (?) - Fermenting (?) - Chemicals Know which foods in the fall are energy dense: - root vegetables - grains, esp corn - legumes, beans - preserved foods like canned salmon Know/label basic macronutrients (carbs, proteins, fats) and their roles in the body Preserving The Harvest - Intermediate Understand: (big idea) How to preserve/used preserved foods Why we preserve food: keeps it longer but also a celebration/ tradition Preserving the harvest allows us to enjoy healthy food all year round Dried foods like corn chips are preserved through drying, chickpeas canning Energy dense foods are important for keeping us warm in the winter Life cycles - dried can become alive again by soaking/sprouting Do: (core and curricular competencies) Communicate Critical & creative thinking Personal & Social Identify preserved foods in the supermarket, at home, etc Identify difference between fresh and preserved foods Retell 3 Sisters story in relation to a complete mealmacronutrients (carbs, proteins, fat) Make a nutritious snack, including cooking skills (using knives, food processor, measuring) Conduct experiment for soaking/sprouting, track results

2 Materials: Ingredients for hummus Corn Chips Tin foil (if roasting garlic) Cutting board Pairing knife Food processor Bowls Spoons/spatula Napkins or plates for scraping MATERIALS & PREPARATION INSTRUCTIONAL MODEL (5E) Preparation: Gather ingredients and cooking equipment Create flashcards Write instructions for different cooking groups (chickpea duty, measurers, food processorers, etc) Notify volunteers of supervision needed while cooking (especially with knife and food processor use Engage: (interest piqued, prior knowledge assessed) Does anyone know what preserved foods are? Has anyone eaten preserved foods before? Have you made any yourself or are their traditions of it in your family? Why do we need to preserve foods? Observe: pass pumpkin seeds around to see if children know what plant it came from Assess if the children are aware of the 3 sisters growing in the garden and the state of growth it s in (fully grown, sprouted, halfway, etc)

3 Explore: (inquiry-based activity) experiment stuff, anything that is hands on Flashcards - Split class into two groups and pass out cards - ask them to find the partner in the other group with the fresh food vs. the same food that has undergone a preservation (give them the example) of going through a preservation process. After they have found their partners, ask if they can identify which method of preserving they ve gone through (write the methods up on the board and ask groups to stand under them) Tell the first nations story about the three sisters plants (corn, beans, squash) while passing the dried corn and chickpeas around for students to feel - draw picture on board or see if they have made observations of the three sisters in the garden Following the recipe to make the hummus, serve it to the class Explain: (students communicate what they have learned) Draw/list the different methods of preserving Explain why we preserve food Identify why the first nations planted the 3 sisters (energy dense foods to last through colder seasons) Write the recipe down, make it at home

4 Extend: (transfer knowledge to other concepts) Kitchen observation - go home in cupboards and fridge and make a chart of how many different preserved foods there are Experiment with Chickpea sprouting: - Explain the benefits of sprouted grains and beans (easier to digest) - Explain that just because something looks dead (a dried bean) it can come to life again (sprouting) - Follow the instructions below for chickpea sprouting in class (can dehydrate as a snack or be added to kids lunches) Make Kale Chips with the garden s kale and school s dehydrators (recipe attached) Evaluate: (assess student understanding) Use the sprouting chickpea experiment to assess child s ability to predict, observe, record Ask the class to make the kale chips and supervise vs. cooking it for them Ask them to draw a picture of the preserved foods, or tell a story of the 3 sisters

Hummus Recipe: 1 can chickpeas 4-6 garlic cloves if roasting, 1-2 if using fresh 1 lemon 1-2 tbsp Olive Oil 1 tsp salt 1/2 tsp cumin (optional) 1) Open can of chickpeas, pour into a colander, rinse.

5 Hummus Recipe: 1 can chickpeas 4-6 garlic cloves if roasting, 1-2 if using fresh 1 lemon 1-2 tbsp Olive Oil 1 tsp salt 1/2 tsp cumin (optional) 1) Open can of chickpeas, pour into a colander, rinse. 2) Peel off garlic skin with knife, add to garlic press. 3) Cut lemon, juice contents. 4) Measure salt, olive oil, cumin 5) Add all the above with the chickpeas in a food processor and blend. May add warm water until desired consistency reached 6) Serve with blue corn chips. Suggested Groups for making hummus in class: 1 group - chickpeas (opening the can, rinsing, bringing to food processor) (2 ppl) 1 group - lemon (cutting the lemon, juicing it) (2 ppl) 1 group - garlic (getting the cloves from the whole head, cutting it, pressing it into the food processor, scraping it out of the garlic press) (2 ppl) 1 group - measuring - olive oil, salt, cumin (3 ppl) 1 group - food processor (checking the ingredients off as they come, one person holding the container, one person pressing the handle) (3 ppl) 1 group - serving the chips with some hummus, (3 chips/child) (2 ppl)

Dehydrated Kale Chips: Six recipes can be found here: http://www.dehydratorreview.

6 Dehydrated Kale Chips: Six recipes can be found here: One example: Kale chips with Tahini: 1 bunch organic kale, washed, dried, and leaves torn into pieces. Discard ribs in compost 1 tbsp extra virgin olive oil 1 tbsp tahini (sesame paste) 3/4 tsp balsamic vinegar 1 tsp grated garlic dash crushed red peppers salt and pepper to taste Equipment needed: Small and large mixing bowl Measuring Spoons Dehyrator Directions: Combine everything except kale into a small bowl. In a large bowl, pour mixture over kale. Gently toss kale with a rubber spatula. Once leaves are coated, place on dehydrator trays. Dehydrate at 135 degrees for 2 hours, or until the chips are dry and crispy.

7 Extend Activity: Sprouting Chickpeas Materials needed Small bowl Mason Jar Cheesecloth to fit the lid (replace metal lid and put a square of cheesecloth in) Dish tray or something the jar can stay tilted 1/2 cup dried chickpeas or other legume Explain: Dried beans and peas look like a food that is inedible or dead, when it fact their preserved and can come to life again. The ways this happens is through sprouting. Have the children predict how long the chickpeas will take to sprout and what they ll look like (write and draw), observe how long it actually takes, and record when completed. Directions: 1) Place chickpeas in a bowl, cover with water and soak overnight. 2) In the morning, strain chickpeas and place in mason jar with the cheesecloth in the lid. 3) Tilt so jar is at an angle, with the water being able to drain 4) Rinse 2-3 times a day until sprouts grow

BIG IDEA. Immunity- Intermediate. Understand: (big idea) How do we strengthen our immunity

BIG IDEA. Immunity- Intermediate. Understand: (big idea) How do we strengthen our immunity Know: (content) Vocab Basic barebones themes Immune System - Keeps us healthy - Symptoms when healthy - Symptoms when unwell - How it s everywhere in the body Know what a toxin is - chemicals - emotional/stress