What did we learn in 8 days?
In this activity, students have to recall what they have learned throughout the year about the process of composting, planting, and harvesting. This will give them an overview of the interconnectedness of all the steps, from gathering food scraps or the worm bin, to the harvesting of the produce in the spring.
– 4 Poster papers
– Art supplies
Step 1: Divide the class into 4 groups and assign them a different topic from: Composting and worms, nutrition, harvesting and planting, and leaving it better.
Step 2: Each group must make a poster to show what they learned in each step of the process. They can include words, descriptions, drawings, comic strips, or even pictures from the website, if they want to.
Step 3: Once the students are done with their posters, bring them to the front and put them in the order in which the events happen: Leaving it better – Composting and worms – Nutrition – Harvesting and Planting. Ask them to point the connections between the different steps. For example, that the food scraps that worms are fed go on to become compost, and are later used on planting day to provide nutrients to the plants.
Scaffolding: Before dividing the class, go briefly over what was done each day, to help them remember.. You can use the Leave it Better website to help you.
Enrichment: On step 2, tell them to write on their posters what they learned on each day of the program.
This is the link to the videos that the kids recorded during the different steps of the process
In this activity, students will be tested on their geography skills. They will guess where their favorite vegetable or fruit is predominantly grown and harvested to make it all the way to their local grocery store. The goal is to give the students a sense of how far their food must travel to make it to their dinner plate.
Age Group: 5-12
– 1 World Map
– Drawings of Food Items
Step 1: Ask the students to draw their favorite fruit or vegetable in a sheet of paper and write their names and the names of the fruit they chose on the drawing
Step 2: Collect all the drawings and pull out a map of the world on the board. If you don’t have a physical map, you can find one online here and use the projector to show it on the board.
Step 3: Show the class one fruit at a time and ask the student that drew it to guess where the fruit comes from. Encourage them to try to remember the signs that are sometimes next to the fruits at the supermarkets.
Step 4: If the student is wrong, help them point out on the map where that food is really grown.
Scaffolding: On their pictures, Have the students write they think their favorite fruit/vegetable comes from. For example, a student would write on their picture: “Avocados come from California” Ask students: are you surprised by the location your favorite fruit/vegetable is grown and harvested?
Enrichment: Instead of drawing pictures, have students bring in their favorite fruit/vegetable. Do you think this fruit/vegetable is grown on a tree or from the ground? How far do you think this fruit has traveled before getting here?
Here’s a link to a map of the world
Here’s a short video about where fruits come from