SPRING GRADE. Edible SCHOOL GARDEN. Program WORKBOOK STUDENT: VERSION: AUGUST 2016 JHU CAIH

5 SPRING GRADE Edible SCHOOL GARDEN Program WORKBOOK STUDENT: VERSION: AUGUST 2016 JHU CAIH

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!

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? 7. What color is your vegetable? Yes No Maybe 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 2

1. Draw A Balanced Meal! 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! Spring Lesson 1 - Grade 5 3

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. McDonalds: Small Regular Iced Coffee Gatorade 1) Grams of sugar 2) Teaspoons of sugar 1) Grams of sugar 2) Teaspoons of sugar Spring Lesson 2 - Grade 5 5

McDonalds: Large Sweet Tea Rockstar Energy Drink 1) Grams of sugar 2) Teaspoons of sugar 1) Grams of sugar 2) Teaspoons of sugar Large Mountain Dew 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 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% Protein Sugars 0g (0 tsps) - 0g Not a significant source of calories from Fat, Saturated Fat, Cholesterol, Dietary Fiber, Vitamin A, Vitamin C, Calcium, Iron 1) Grams of sugar 2) Teaspoons of sugar 1) Grams of sugar 2) Teaspoons of sugar Spring Lesson 2 - Grade 5 6

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. Spring Lesson 3 - Grade 5 8

1. What kind of food does the eagle eat? 2. What else does the eagle depend on for its food? 3. Can the plants on the opposite end of your food chain affect the eagle? 4. Why is it necessary to have more plants than anything else in the food chain? Spring Lesson 3 - Grade 5 9

5. What would happen if half of the plants were destroyed? 6. Why is the food chain sometimes called a food pyramid? Spring Lesson 3 - Grade 5 10

Natural Resources Renewable Resource Can be replaced Resources will grow back or could easily be replaced Examples: Plants, animals, trees, water Non-Renewable Resource 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 Inexhaustible Resource 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. Spring Lesson 4 - Grade 5 12

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? 6. What are the processes in the water cycle? Explain. Spring Lesson 4 - Grade 5 13

7. What caused the water to evaporate in this experiment? In reality, what causes the water to evaporate? Instructions: Draw a diagram of the water cycle. Then explain how each process works. Spring Lesson 4 - Grade 5 14

Erosion Instructions: Follow along as we conduct experiments on the different types of erosion. Answer the questions as we conduct the experiments. 1. What is erosion? Spring Lesson 5 - Grade 5 Wind Erosion 2. What are your observations on the experiment about wind erosion? 3. What are some examples of wind erosion? 4. Have you seen wind erosion and where? Spring Lesson 5 - Grade 5 16

Water Erosion 5. What are your observations on the experiment about water erosion? 6. What are some examples of water erosion? 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? Spring Lesson 5 - Grade 5 17

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? 13. Have you seen glacier erosion and where? Spring Lesson 5 - Grade 5 18

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 Spring Lesson 6 - Grade 5 20

Experimenting with Whole Grains Source: Harvard School of Public Health, The Whole (Grain) is Greater Than the Sum of Its Parts Whole vs. Refined Instructions: Draw your seed before and after sanding. Then answer the questions below. Before sanding After sanding Spring Lesson 6 - Grade 5 21

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 Spring Lesson 6 - Grade 5 22

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): Spring Lesson 7 - Grade 5 24

Your Food s Journey through Your Body! Instructions: Trace the path food takes as it travels through your body. Spring Lesson 7 - Grade 5 25

Water Weights 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. 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 How much does 1 fresh apricot weigh? grams How much does 1 dried apricot weigh? grams What is the difference? = grams True of False? 1) Fruit is made mostly of water. Spring Lesson 7 - Grade 5 26

Spring Lesson 8 - Grade 5 28

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! Spring Lesson 8 - Grade 5 29

Flowers in Bloom Instructions: Draw a picture of your flower before dissection. 1. What observations did you make while exploring the flower? Spring Lesson 9 - Grade 5 31

Food Preference Study 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. Plant Snack How Many I Ate Observations: What does it look like? What does it feel like? How does it taste? Spring Lesson 10 - Grade 5 32

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? Spring Lesson 10 - Grade 5 33

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 Seed Leaf Fruit Stem Root Spring Lesson 10 - Grade 5 34

Evaluation Questions: Review Lesson 1 - Eating a Rainbow 1. What are the 5 basic food groups? 2. What does eating a balanced diet mean? 3. Why do we need to eat a variety of foods? 4. What does eating a rainbow mean? 5. Why do we need to eat different color of fruits and vegetables? 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? 2. What are 3 nutrients we want to keep low on a food label? 3. How do we convert grams of sugar into teaspoons of sugar? 4. How many teaspoons of added sugars is the recommended maximum we should consume in a day? 5. What do calories give or provide for the body? Lesson 3 Food Pyramids and Pesticides 1. Where do organisms on a food pyramid get their energy? 2. What is a food pyramid? 3. What is the difference between organic and conventional farming? 4. Which level of the food pyramid is most affected by pesticidesthe top or the bottom? 5. How can a change in one part of the food chain affect another part? Spring Evaluation Questions - Grade 5 35

Lesson 4 Conserving Water: A Renewable Resource 1. How is water a renewable resource? 2. How can we save rain water for future use? 3. What does evaporation mean? 4. Why is the sun important in the water cycle? Lesson 5 Soil and Erosion 1. What does erosion mean? 2. What are the four types of erosion? 3. What can we do to prevent wind erosion? 4. What is an example of water erosion? Lesson 6 Whole Grains Taste Great! 1. What nutrients do whole grains give us? 2. What kinds of grains should we eat the most of- whole or refined? 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? 4. How do we figure out if we are eating a food that is made with whole grains? 5. What are 3 examples of whole grain foods? Lesson 7 Digestion 1. Where does the breakdown of food begin? 2. What happens in the stomach? Small intestine? Large intestine? 3. True or False: Fruit is made up largely of water. 4. What are 3 ways you can drink more water? Spring Evaluation Questions - Grade 5 36

Lesson 8 Reduce, Reuse, Recycle 1. What are the three R s? 2. How can you tell if something is recyclable? 3. What can you do at school or home to reduce waste? 4. How does reusing and recycling occur in the garden? Lesson 9 Plant Parts: Flowers and a Pollination Demonstration 1. How do flowers attract pollinators? 2. What do flowers do for the plant; what is their purpose? 3. What is the stamen? 4. What is the pistil? 5. What does pollen do? 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? 4. What are some health benefits of eating vegetables? 5. What are some examples of roots that we eat? Spring Evaluation Questions - Grade 5 37

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