Honey Bees!

Learning standards

11 A. 1f Compare observations of individual and group results

Activity 1. Comparing Honey Bees

• The students will be divided into pairs. Each group will be assigned a honey bee to observe using the "honeybee observing block".



• Each group will record their physical characteristics and drawing of the honey bee onto a piece of paper



• After the everyone is finished their observations, as a class we will form a three way Venn diagram to compare and contrast the three different honey bees.

Materials needed:

"observing honey bee block" IMC 3-D SCIE 113, Journal paper, three way Venn diagram

Activity 2: Who am I?

Learning Standards
12 B. 1a Describe and compare characteristics of living things in relationship to their environments

• The teacher will read aloud the book In the Trees Honey Bees



• As a class the students will review the different roles of the honey bees



• Using the information from the activity "Comparing Honeybees" and the book In the Trees Honey Bees, the students will form a Riddle about their assigned honey bee as students try to figure out which type of honey bee they are



• Half of the students will be sitting at their desk with their riddles and the other half will be rotating around to each desk. The student that made the riddle will read it to the other student, and then the student will guess what honey bee it is.



• After going through the each riddle the groups will switch roles in order for everyone to share their riddle.

Materials needed:

In the Trees Honey Bees by Lori Mortensen, journal paper, three way Venn diagram from activity 1

Activity 3: Apple Snacksters with Honey & Peanut Butter

Learning Standards

22. B.1 Encourage and support others in making positive health choices (eating practices, cleanliness, safety practices)

• After learning about the honey bees in the previous activities, have students make this delicious treat
• Follow the link to receive the recipe
• While cooking, talk about the different observations they made about honey. Encourage them to use their five senses

http://www.honey.com/nhb/recipes/recipe-details-print?RecipeID=205

Note: All materials needed are listed in the recipe.

Musical Cultures

This is conceived as a social studies unit, which addresses post WWII culture, and the effect of reconstruction on musical education. The musical cultures of Germany and Japan will be discussed and examined. The students will be exposed to changes in American education during the same period focusing on the inclusion of Jazz in the curriculum. The students will have read and explored events directly following WWII.

Activity one:

Jazz during the late nineteen forties.

Standards:

Social Science 18.A.2 Explain ways in which language, stories, folk tales, music, media, and artistic creations serve as expressions of culture.

Social Science 16.A.2.C Ask questions and seek answers by collecting and analyzing data from historic documents, images, and othe literary and non-literary sources.

Process:

1. Ask the students what they know about Jazz.

2. Ask the students what they want to know about Jazz.

3. Play the intro Ward and Burns' "Jazz a History of America's Music"

4. Ask students to describe what Burns Feels Jazz is, and its place in post WWII America.

5. Play "Take the A Train".

6. Respond to musical piece through creative drawing or abstract written definition.

7. Discuss student responses.

Materials:

Ken Burns and Geoffrey Ward's PBS documentary "Jazz a History of America's Music"

Count Basie "Take the A Train" mp3

Activity two:

Orff’s approach to teaching German folk music .

Standards:

Social Science 18.A.2 Explain ways in which language, stories, folk tales, music, media, and artistic creations serve as expressions of culture.

Social Science 18.B.2.B Describe the ways in which institutions meet the needs of society.

Social Science 16.A.2.C Ask questions and seek answers by collecting and analyzing data from historic documents, images, and othe literary and non-literary sources.

Social Science 15.A.2.B Describe how incomes reflect choices made about education and careers.

Process:

1. Introduce the students to the basic tenets of Orff Schulwerk.
2. Ask the students why Orff educated students in this manner. Exploring financial, political, and cultural reasons.
3. Allow students to explore Orff instruments.
4. Walk students through an Orff based lesson.
5. Ask students if this differs from how they were taught music, and discuss difference.
6. Allow students to compose their own works.

Materials:

Orff-Schulwerk

Studio 49 Orff instruments

Recorders

Activity three:

Suzuki’s approach to teaching Japanese musicians .

Standards:

Social Science 18.A.2 Explain ways in which language, stories, folk tales, music, media, and artistic creations serve as expressions of culture.

Social Science 15.A.2.B Describe how incomes reflect choices made about education and careers.

Process:

1. Introduce the students to the basic tenets of Suzuki.

2. Ask the students why Suzuki educated students in this manner. Exploring financial, political, and cultural reasons.

3. Play portion of Circle Round.

4. Discuss differences and similarities of all three musical cultures.

5. Students will respond to the Suzuki method by writing what they like or dislike.

Materials:

Video “Circle Round”

All About apples

ACTIVITY ONE : Explore apples

Standards

• Science 11.A.1b Develop questions on scientific topics.
• Science 11.A.2d Use data to produce reasonable explanations.
• Science 11.A.2c Construct charts and visualizations to display data.

Steps

• Do a KWL about apples
• Ask the students what they know about apples.
• Ask the students what they want to know about apples.
• Read the book Apples by Jacqueline Farmer.
• Finish the KWL by asking the students to list things they learned about apples.

Resources

• Chart paper for KWL
• Book- Farmer, Jacqueline. Apples. Charlesbridge Publishing. 2007.

ACTIVITY TWO : Apple varieties

Standards

• Science 11.A.2c Construct charts and visualizations to display data.

Steps

• Bring in several varieties of apples. Cut the apples so every child gets a slice of each type.
• Put students in groups and allow them to explore the apples.
• Tell groups to classify the apples using all of their senses.
• Have them create and present posters of their findings.
• Students will explore two websites. The URL's follow. This will allow them to become familiar with the names of the apples.
• Have students do cut and paste worksheet connecting apples with their descriptions.

Resources

• Websites
• http://urbanext.illinois.edu/apples/varieties.cfm
• http://www.pickyourown.org/apples.htm

• Poster boards
• Cut and paste worksheet

ACTIVITY THREE : Apple recipes

Standards

• Science 11.A.1b Develop questions on scientific topics.
• English 3.C.1a Write for a variety of purposes including description, information, explanation, persua­sion and narration.

Steps

• Discuss how many things can be made from apples.
• Ask students to make up recipes that include apples.
• They will post these recipes along with pictures in the classroom.
• Discuss how to make apple butter.
• Develop questions about the process for making apple butter.
• Students will make apple butter with close supervision. Ask for parent volunteers.
• Discuss process of making apple butter to find answers to student questions.

Resources

• Apple butter recipe and materials
• Parent volunteers

Japanese Culture

Activity 1 (of 3): Comparing and Contrasting Diets

Illinois Learning Standards

5.A.2b: Organize and integrate information from a variety of sources (e.g. books, interviews, library reference materials, web-sites, CD/ROMS).
5.C.2b: Prepare and deliver oral presentations based on inquiry or research.
17.A.2a: Compare the physical characteristics of places including soils, land forms, vegetation, wildlife, climate, and natural hazards.

Items Needed

One copy of How My Parents Learned to Eat by Ina R. Friedman, map of Japan, computers, and Venn Diagram for each student

Activity

1) Begin by asking students to name some of their favorite foods. Then show the students a map of Japan and ask what foods kids in Japan might eat.
2) Read How My Parents Learned to Eat. Ask questions along the way that promote higher and lower order thinking skills: What utensil does the American man eat with? What is a kimono? When might a person wear a kimono?
3) Discuss the foods mentioned in the book. Then put students into pairs and give each student a venn diagram. Tell students they will use the internet to research foods eaten in Japan and America. They will compare and contrast these foods. Students will consider the following questions as they conduct their research: Why do Japanese people still eat some of the same foods they ate hundreds of years ago? Why are Japanese people eating some of the same foods as Americans today?
4) Students will present their findings to the class. The teacher and students will discuss the foods mentioned in terms of which are healthy and why as well as which are unhealthy and why.

Activity 2 (of 3): Eating with Chopsticks


Illinois Learning Standards

1.B.2a: Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify, and extend ideas.
3.A.2: Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; accurate spelling, capitalization, and punctuation.

Items Needed

Smartboard, computer, chart paper and markers for KWL, Japanese food set (IMC,3D, Soci 375), paper plates, chopsticks, cooked rice, and cooked vegetables

Activity

1)Begin by asking what eating utensil is important to Japan's culture. Then lead the class in filling out the "K" and "W" on the KWL about chopsticks.
2) Put the informational reading Chopsticks History and Legend ( http://www.asianartmall.com/chopstickshistory.htm) on the smartboard and read to the students. After reading to the class fill out the "L" on the chart.
3) Show the class the Japanese food set that contains a traditional Japanese meal. Demonstrate for the class how to eat with chopsticks.
4) Give each student their own set of chopsticks and a plate of rice and vegetables, so they can experience the Japanese culture of eating with chopsticks.
5) Students will summarize what they learned about the history of chopsticks in a well written paragraph.

Activity 3 (of 3): Writing a Haiku

Illinois Learning Standards

2.B.2b: Identify and explain themes that have been explored in literature from different societies and eras.
3.C.2a: Write for a variety of purposes and for specific audiences in a variety of forms.

Items Needed

One copy of Grass Sandals by Dawnine Spivak, overhead projector, examples of Haiku poetry

Activity

1) The teacher will begin by asking students what a haiku is. Then the teacher will explain that a haiku is a form of poetry that has been part of Japan's culture for hundreds of years.
2)Read Grass Sandals to the class. This book is about Matsuo Basho the creator of haiku poetry as we know it today.
3) Show examples of haikus on the overhead emphasizing that haikus are mostly about nature.
4) Take students outside to explore nature. Students will then return to the classroom and write their very own haiku to share with the class.

Digestion and Health

Previous Knowledge: Teacher and students would have already discussed the importance of food and its impact on the individual's health. Students would have been asked to research the process of digestion in preparation for the lesson. The lesson will begin with a discussion about how food is broken down in the the digestive system of the human body. Students will then rotate through all three centers in small groups until they have visited all of them. However, the teacher could also choose to let students work in three groups; each assigned to only one center.Then students will make presentations to the entire class after the work is completed at all three centers.

Learning Center #1 (of 3): Health- The Digestive System

Illinois Learning Standards: Late Elementary
1.A.2a: Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations.
1.A.2b: Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses.
23.A.2: Identify basic body systems and their functions (e.g., digestive).
23.B.2: Differentiate between positive and negative effects of health-related actions on body systems (e.g., diet and exercise).

Materials Needed: Colored construction paper, colored markers, crayons, pencils, plain paper, large post-its, glue, paper scissors, card board, smart-board and computer (or multimedia projector and laptop with internet connection, and screen), book- Good Enough to Eat: A Kid's Guide to Food and Nutrition by Lizzy Rockwell (pages 9 and 10)-Call # IMC 613.2 R6844g 1999, chart "How Food is Digested" Call # IMC Poster Collection: Health #27, and you tube video clip http://www.youtube.com/watch?v=A7jKCfx-0Mo (


)

Activities:
1. Students will read page 9 of the book: "Good Enough to Eat" to get the description of digestion. They will use the dictionary to find the meaning of the word digestion. The teacher can also provide a list of terms related to the topic and their meanings at each center.

2. Students will then read what happens when you digest food on page 10 of the book. They will look up the meaning of other specific terms such as nutrients and intestine in the dictionary or the glossary provided by the teacher. They could also choose to watch the you tube video that describes the process of digestion and get an audio-visual presentation of the topic.

3. Students will then examine the diagram on the chart showing the digestive system and work in pairs or small groups to create one of the following: a flow chart of the digestive system on a large post-it, a model of the digestive system from colored construction paper and mounted on card board, or draw and label the digestive system on a large post-it. Students could also choose to do creative writing such as poetry describing the digestive process.

4. Students will present their work to the class at the end of the lesson, if time permits, or in the next lesson.



Learning Center # 2 (of 3): The Food Pyramid: The Different Food Groups


Old Food Pyramid


















New Food Pyramid

Illinois Learning Standards: Late Elementary
1.C.2b: Make and support inferences and form interpretations about main themes and topics.
1.C.2f: Connect information presented in tables, maps and charts to printed or electronic text.
5.A.2b: Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web-sites, CD/ROMs).
5.B.2a: Determine the accuracy, currency, and reliability of materials from various sources.
5.B.2b: Cite sources used.
9.A.2a: Build physical models of two-and-three-dimensional shapes.
11.A.2e: Report and display the results of individual and group investigations.
23.B.2: Differentiate between positive and negative effects of health-related actions on body systems (e.g., digestive).
24.A.2b: Demonstrate positive verbal and nonverbal communication skills (e.g., polite conversation, attentive listening, and body language).

Materials Needed: Charts of the old (www.sanandres.esc.edu.ar/.../foodpiramid.htm) and new food pyramids (http://www.mypyramid.gov/), chart Food: The Nutrition Pyramid (Call #: IMC Poster Collection: Health #9), teacher can have samples of the foods or replicas, pictures of different foods, colored construction paper, markers, crayons, glue, card board,large post-its, pencils, plain paper, and paper scissors.

Activities:
1. Students will examine and discuss both pyramids. Teacher can have students visit the websites from which the pyramids were taken to get additional information.They will focus on things like:
a. When was the pyramid developed?
b. Who developed the pyramid?
c. How reliable do you think the information is? Why do you think so?
d. What are the differences between the new and the old pyramids?
e. Why do you think the changes were made?
f. How can the information in the new pyramid affect how you choose your foods?

2. Students will then visit the website:http://www.dairycouncilofca.org/Tools/MyPyramid/ and play the interactive matching game based on the new food pyramid.

3. Students will construct a food pyramid using different colors , or draw the food pyramid on the large post-it provided (they can include pictures of different foods). Students can also choose to create a rap, song, poem, power point, or other creative writing about the food pyramid.

4. Teacher will have students present their findings, charts, power point, or creative writing on the the food pyramid. This can be done at the end of the lesson, if time permits, or in the next lesson.

Learning Center #3 (of 3): Comparing and Contrasting Recipes



































http://www.writedesignonline.com/organizers/comparecontrast.html


Illinois Learning Standards: Late Elementary
22.B.2: Describe how individuals and groups influence the health of individuals (e.g., peer pressure, media, and advertising).
11.A.2e: Report and display the results of individual and group investigations.
7.A.2a: Calculate, compare, and convert length, perimeter, area, weight/mass, and volume within customary and metric systems.
2.B.1b: Identify and explain themes that have been explored in literature from different societies and eras.
4.B.2b: Use speaking skills and procedures to participate in group discussions.
5.C.2a: Create a variety of print and non-print documents to communicate acquired information for specific audiences and purposes.
7.A.2a: Calculate, compare, and convert length, perimeter, area, weight/mass, and volume within the customary and metric systems.

Materials Needed: Books: The Laura Ingalls Wilder Country Cookbook by Laura Ingalls Wilder (call #: IMC 641.5973 W67l 1995) and The 2nd International Cookbook for Kids by Matthew Locricchio (call #: IMC 641.59 L819s 2008). The graphic organizer (Venn diagram), measuring cup, measuring spoons, ruler, kitchen scale, samples of real food (flour, salt, water, milk etc.), pictures of foods, markers, plain paper, large post-its, pencils, and digital camera. The website: http://www.mypyramid.gov/

Activities:
1. Students will select one recipe from the Laura Ingalls Wilder Country Cookbook and one from the International Cookbook for kids that are based on a similar dish. They will use the graphic organizer (Venn Diagram) to compare and contrast both recipes under specific headings (ingredients, procedure, preparation time, appearance, other).

2. Students will practice measuring and weighing ingredients from the samples provided to develop a better understanding of how much a particular serving of a food or amount of an ingredient looks like. Teacher can give a worksheet with specific examples or they can use the ingredients listed in both recipes they had selected.

3. Students will then work in teams or small groups to create advertisements based on foods of their choice. They could also create a recipe for a selected dish. Students can digitally record their advertisements or create a power point of the recipe.

4. Students will then make presentations to the class based on their team/group efforts. This can be done at the end of the lesson, if time permits, or during the next lesson.

Fruit Fanatic!

Fruit Fanatic!

Activity (1) What’s Your Favorite Fruit?

Read aloud I Eat Fruit by Hannah Tofts. The teacher will bring in a variety of different fresh fruits such as grapes, oranges, apples, bananas, strawberries, etc. The teacher will hold a discussion to provide students with background information about the fruits that are available. Students will then illustrate their favorite fruit examined. They will then graph the classrooms favorite fruit using their illustrations, by placing their drawings on the white board in the proper order. The teacher may follow up with questions such as: which was the classes favorite? Which was the classes least favorite? How many students liked apples, oranges, etc?

Standards:
State Goal 1: Read with understanding and fluency.
B.Apply reading strategies to improve understanding and fluency.
1B.1d Read age appropriate material aloud with fluency and accuracy.

State Goal 10: collect, organize and analyze data using statistical methods: predict results; and interpret uncertainty using concepts of probability.
A.Organize, describe and make predictions from existing data
10.A.1b Organize and display data using pictures, tallies, tables, charts, or bar graphs.

Resources: I Eat Fruit by Hannah Tofts, IMC 3-D HEAL 262, http://www.amazon.com/

Activity (2) Fruit Jeopardy!

Read aloud Eating the Alphabet, Fruits and Vegetables from A to Z by Lois Ehlert. Teacher will discuss the importance of eating fruits and vegetables with an emphasis on fruits. Students will talk about the different colors, shapes, sizes and textures of some of the fruit mentioned within the book. The discussion will prepare students for fruit jeopardy! Jeopardy will assess students’ knowledge by providing descriptions and riddles of various fruits for students’ to solve.

Standards:

State Goal 1: Read with understanding and fluency.
B.Apply reading strategies to improve understanding and fluency.
1B.1d Read age appropriate material aloud with fluency and accuracy.

State Goal 22: Understand principles of health promotion and the prevention and treatment of illness and injury.
B.Describe and explain the factors that influence health among individuals, groups and communities.
22.B.1 Encourage and support others in making positive health choices (e.g., eating practices, cleanliness, and safety practices. Resources: Food Jeopardy

Resources: http://www.aces.edu/dept/family/nep/documents/Fruit_Jeopardy.pdf, The Alphabet, Fruits and Vegetables from A to Z by Lois Ehlert, http://www.amazon.com/

Activity (3) Fruit Smoothie


After learning about different fruits and how important they are for the body, students will discuss ways to make fruit fun to eat. The teacher will then read aloud Oliver’s Fruit Salad by Vivian French to assist students with other creative ways to prepare fruit. Students will then put together their very own strawberry and banana fruit smoothie using the recipe following this link http://www.kids-cooking-activities.com/simple-smoothie-recipes.html . They will be placed into groups of three to four and will be required to use appropriate measurements listed within the chosen recipe.

Standards:
State Goal 1: Read with understanding and fluency.
B.Apply reading strategies to improve understanding and fluency.
1B.1d Read age appropriate material aloud with fluency and accuracy.

State Goal 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.
B. Estimate measurements and determine acceptable levels of accuracy.
7.B.1a Given a problem, describe possible methods for estimating a given measure.

Resources: http://www.kids-cooking-activities.com/simple-smoothie-recipes.html, http://www.amazon.com/

Healthy Bodies

Activity 1 (of 3): Food Pyramid BINGO

IL State Learning Standards:

1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge.
22.A.1b Identify methods of health promotion and illness prevention

Activity:
First, teacher will read “Good Enough to Eat” by Lizzy Rockwell, aloud to the class. After completing the read-aloud, discuss with the students what they learned. Draw their attention to the different food groups and the food pyramid.

Second, pass materials out for Food Pyramid Bingo. Playing this game with familiarize students with the different food groups and what food belongs in each one. When students have completed a “BINGO”, the student should call the food first and then the group it belongs to.

Resources:
Good Enough to Eat by Lizzy Rockwell (Call Number: IMC 613.2 R6844)
Food Pyramid Bingo (Call Number: IMC 3-D Game #309)


Activity 2 (of 3): Food Pyramid Bead Activity

IL State Learning Standards:

23.B.1 Identify healthy actions that influence the functions of the body

Activity:

First, provide students with string and different colored beads. (suggested: clear, white, green, red, brown, purple, yellow) Students can decide what they want each color to represent (example: white=Dairy) and how many they need to put on their bracelet/bookmark as recommended by the food pyramid. Students could refer to the http://teamnutrition.usda.gov/kids-pyramid.html website for additional information.

Resources:
String
Beads (different colors)


Activity 3 (of 3): Taking your Pulse


IL State Learning Standards:

22.A.1b Identify methods of health promotion and illness prevention
20.B.1 Describe immediate effects of physical activity on the body


Activity:
First, read the story Oh the Things You Can Do That Are Good For You! by Tish Rabe. Second, have the school nurse or another guest speaker come and demonstrate how to take ones pulse and the importance of being able to do this. Next, have the students take their pulse at a relaxed rate. Each students should record their own heart rate. Then, have the students jump rope for 2-3 minutes. Have the students take their pulse again. Recording the active heart rate. Discuss what changes happened to their heart rate, breathing, and other observations.

Resources:

Oh the Things You Can Do That Are Good for You! by Tish Rabe
School Nurse or other Guest Speaker
Class set of jump ropes