Exploring Food with Anansi

Prior to these center activities, the teacher will have already read the book, Anansi and the Moss Covered Rock, retold by Eric A. Kimmel, to the students using Story Aid 260 (IMC, 3D Story Aid 260). The teacher will have also introduced the foods using real props.

Activity 1 (of 3): Science Center - Close Examination

Illinois Early Learning Standards

11.B.ECa: Use scientific tools such as thermometers, balance scales and magnifying glasses for investigation.

12.C.EC: Make comparisons among objects that have been observed.

Items Needed

Anansi and the Moss Covered Rock, digital microscope, (digital cameras or magnifying glasses could be used in the absence of digital microscope), computer, foods from book (watermelon, coconut, pineapple, bananas, yams, cantelope, and apricot), T-Chart made on large chart paper, and markers

Activity

1. Students will use the digital microscope to examine the skins of the foods in Anansi and the Moss Covered Rock. Teachers should consider asking the following questions to prompt both lower and higher order thinking as needed during this part of the activity: How could you hold the digital microscope to get an even better picture of what you are examining? What do you see? How would you describe that?
2. Students will create a book using the pictures they take with the digital microscope. Teachers should consider asking the following questions to prompt both lower and higher order thinking as needed during this part of the activity: What is that? What else could you imagine that it might be? What words would you use to describe what you see?
3. During closing circle, students will be encouraged to compare and contrast what they see in the pictures using a t chart of same and different. Teachers should consider asking the following questions to prompt both lower and higher order thinking as needed during this part of the activity: How are these items alike? How are they different? As more prompting is needed, the teacher may ask more specific questions, such as: Which ones are smooth? Which ones are bumpy? How would you describe the one in this picture? How is it different from the one in this picture? The teacher may also want to have the real objects present for those students who need to feel the objects again rather than just see the picture.

Activity 2 (of 3): Math Center - Weighing Food

Illinois Early Learning Standards

5.C.EC: Communicate information with others.
7.B.EC: Show understanding of and use comparative words.
10.A.ECa: Represent data using concrete objects, pictures, and graphs.
10.A.ECb: Gather data about themselves and their surroundings.
11.A.ECb: Collect describe and record information.
11.B.ECa: Use scientific tools such as thermometers, balance scales and magnifying glasses for investigation.
12.C.EC: Make comparisons among objects that have been observed.



Items Needed

Anansi and the Moss Covered Rock, foods from the book (watermelon, coconut, pineapple, banana, yam, cantelope, and apricot), balance (CMC, 3-D, SCIE, 480), chart paper, and markers


Activity

1. During circle time, students will predict which of the foods they think will weight the least and which of the foods they think will weigh the most. The teacher will record their predictions.
2. In the math center, students will use a balance to determine which of the foods weighs the least and which of the foods weighs the most.
3. Students will place the items in order from lightest to heaviest.
4. During closing circle time, the teacher will lead in a discussion about the activity and lead students to check their predictions.

Activity 3 (of 3): Cooking Center - Making Fruit Salad


Illinois Early Learning Standard

22.A.EC Participate in simple practices that promote healthy living and prevent illness.


Items Needed

Plastic or butter knives for each child, cutting boards, recipe for fruit salad, ingredients for fruit salad, measuring spoons, large bowl, mixing spoon


Activity

1. In the cooking center, students will prepare fruit salad with the assistance of an adult. The teacher may choose to use the following questions to promote higher level thinking and conversation throughout the activity: What does the recipe say we will include in our fruit salad? This fruit is big. What should we do to it to prepare it for our fruit salad? How many pieces have you cut your banana into? Have you ever made fruit salad? How does this smell? Does it remind you of anything? Do you think you will want to eat it? If you were making this at home, what else might you put in the fruit salad?
2. As an optional follow up activity, students may move to the computer and design their own fruit salad on Mia Mango's Recipe Inventor. Recipes may be printed and sent home. The teacher may also use the printed recipes to chart and facilitate a discussion about which fruits were chosen the most and the least.