Download garden curriculum

garden
curriculum
4th-5th grade
Garden Curriculum
By: Alyssa Hughes, FoodCorps Service Member in New Britain, CT
th
th
9 Lessons
4 -5 grade; 45-60 minute lessons
Plant Parts Lesson
Seeds Lesson
Lotus Seeds: Seed Longevity Lesson
Roots Lesson
Stem Lesson
Photosynthesis: Leaf Lesson
Parts of a Flower Lesson
Flowers and Pollinators Lesson
Where Does My Lunch Come From: Food
Origins Lesson
• Kale Salad Recipe
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*Minimal snacks included in some lessons
**In final lesson, create a fruit salad since there is no one lesson
dedicated to the final part of a plant: fruit
***Finish the year with a junky kale salad and have students identify
food groups and plant parts!
Lessons were adopted and modified from the following curricula:
The Growing Classroom
Science Fusion: Lesson 3
Plant Parts Lesson
(Adopted from “The Growing Classroom” and modified)
Objective: For students to identify the different parts of a plant and classify foods they eat
according to plant parts.
Materials:
Nutrition/Garden Journals
Gloves
Spades and trowels
Picture chart of foods and spices
Snack Materials:
Foods from each plant part category: carrots, celery, spinach, broccoli, peppers, sunflower seeds
Dip and fresh spices: sour cream, Mrs. Dash, hummus
Cutting board
Knives
Paper plates
Napkins
Review:
What are the five food groups?! What foods are parts of plants? (Everything but animal products:
meat, dairy, eggs)
Lesson/Discussion:
Plants have 6 different parts and each part has an important job.
The first part grows under the ground, holds the plant in place, and soaks up water: Root
Can anyone think of a root that we eat? (carrot, beets, radishes, etc.)
The next part of the plant is like the elevator of the plant; it brings the water up from the roots
and pulls the sugar down from the leaves: Stem
What kinds of stems do we eat? (celery, broccoli stems, even sugar comes from sugar cane,
which is a stem!)
The next part of the plant is the solar panel of the plant; it gathers up sunlight and uses that
energy from the sun to make food for the plant and oxygen for us to breathe: Leaves.
What are some leaves we eat? (lettuce, kale, spinach, mint, basil, etc.)
The next plant part uses beautiful colors, sweet smells, and delicious nectar to attract bees,
butterflies, and other animals. It does all this so that the animals will transfer pollen among plants
to make new plants: Flower.
Have you ever eaten a flower? (cauliflower, broccoli, squash flowers!)
The last two parts of the plant go together. One is the part of the plant that holds a little baby
plant inside. What is the baby plant: Seed.
What seeds do you eat? (sunflower seeds, corn, beans, etc.)
The part the wraps around the seed and often tastes sweet: Fruit.
What fruits do you eat? (apples, tomatoes, squash, cucumbers, peppers, etc.)
(TECHNICALLY, anything with seeds inside is a fruit; the other parts of the plant are
vegetables. However, in culinary/cooking terms we still consider some fruits like squash,
cucumbers, peppers, eggplant, and others as vegetables.)
Activity:
Group students in pairs. Have them write in their journals 6 category headings of the different
parts of a plant (root, stem, leaf, flower, fruit, and seed) and refer to the chart of foods and spices
on the board to categorize each of them into one of the plant parts. Challenge the students to try
and categorize the spices according to plant parts as well.
Snack:
Have them create a plate-full of vegetables and fruits that include all parts of a plant and create
their own unique dip by adding spices to either the sour cream or hummus.
Activity:
Take the students out to the garden and explain that the garden beds are going to be planted in
order of plant parts. Ask them which plant part will be planted where and what type of plants
will be there. Have them help loosen up the soil and prepare for gardening.
Wrap Up:
What is your favorite vegetable? Which part of that plant is it?
Seeds Lesson
(Adopted from “The Growing Classroom” and “Science Fusion: Lesson 3” and modified)
Objective: For students to identify and classify seeds and parts of seeds; to understand how a
seed becomes a plant.
Materials:
Nutrition/Garden Journals
Trays of various seeds (avocado, nuts, beans, sunflower, popcorn, apple)
1 soaked pinto bean per student
Magnifying glasses
Black construction paper
Tape
Review:
What are the 6 parts of a plant? What are examples of foods we eat from each part?
Lesson/Discussion:
Some seeds are very nutritious; they are full of protein, healthy fats, vitamins, and minerals. Why
do you think they are so nutritious? Life comes from seeds! Think about what great plants come
from such tiny seeds. The seed provides food for the embryonic plant.
Activity:
Seed Classification
1. Divide students into groups of three and have one student be the recorder
2. Have each group examine the seeds on the tray and record their observation: size, color,
texture, edibility
3. Have the students guess why the seeds have the characteristics they observe
4. Give each group a handful of a variety of seeds and have them sort the seeds on a piece
of black construction paper according to one of the above classifications or a scheme of
their own
5. Have each group share with the class their classification and see if the rest of the class
can guess the classification scheme used
Lesson/Discussion:
Seeds only grow when conditions are right; most seeds need the ground to be warm and moist in
order to start to grow, or to germinate. (Draw a seed and its parts on the board: seed coat,
cotyledons/endosperm [food], embryo [root system and shoot system: stem and first leaves].)
When a seed germinates, the embryo absorbs water and breaks through the seed coat. A stem
grows upward and a root grows downward. Cotyledons provide extra energy for growth: food.
Then, leaves begin to mature and the plant starts absorbing more energy from sunlight. The plant
continues to grow as the shoot pushes upward. The plant grows and matures until it produces
flowers and fruit. …Then what is inside the fruit?! SEEDS!
Activity:
Seed Dissection
1. Hand a pinto bean to each student and have the class follow a step-by-step dissection
a. Peel off the outer skin or seed coat
b. Split the pinto bean in half lengthwise
c. Identify the following parts:
i. Seed coat (outer protection of seed- wrinkly and paper-thin)
ii. Embryo (part that will grow into the plant)
iii. Root system and shoot system (that will grow from the embryo)
iv. Food (surrounds the embryo for use until it is big enough to produce its
own food)
2. Have students make a scientific illustration of the seed and its parts in their science
journals
Wrap Up:
What is the function of the seed coat? The food? The root system? The shoot system? Why are
seeds different in size, shape, color, etc.? How is classification helpful?
Lotus Seeds: Seed Longevity Lesson
(Adopted from “The Growing Classroom” and modified)
Objective: For students to realize that seeds can wait a certain amount of time before they can no
longer germinate, but that some can also be hardy over long periods of time; students will hear a
true story about the tenacity of seeds.
Materials:
Nutrition/Garden Journals
Seed packets 1-3 years old
Potting soil
Seed trays
Watering cans
Review:
What are the 6 parts of a plant? What are examples of foods we eat from each part? What’s
inside of a seed? What is the process called when a seed begins to grow? (Germination)
Lesson/Discussion:
When a plant begins to grow from a seed, the process is called germination. What does a seed
need to germinate? (water, air, proper temperature) Some seeds can wait a very long time until
germinating. On seed packets every year, they have a “sell by date” suggesting you should plant
those seeds during that year. However, sometimes you can plant “old” seeds and they will still
grow! How long do you think a seed can last? (Record predictions on board.)
Activity:
Read the following story:
Once there was a beautiful lake in China. In its waters grew the sacred lotus plant. Each
year, seeds from the lotus flower fell into the water and sank to the muddy bottom. Over many
years, the lake dried up. The lotus seeds, which were very hard and covered with a tough outer
skin, stayed buried in the dry lake bed.
Many years passed. The land that had once been a lake was used for farming. A scientist
came and began to dig in the farmland, for he was interested in its history. He found the lotus
seeds. As an experiment he decided to try to sprout the seeds in his laboratory in Washington,
D.C. He put them in strong acid to dissolve the hard seed coats and then planted them. He saved
a few seeds to test by radiocarbon dating, to find out how old the seeds were.
While the seeds were in the soil, he found out that they were more than 1,000 years old!
After learning that news, he doubted that they would ever germinate. Then one morning in June
1952, a tiny sprout poked through the soil. The 1,000-year-old seeds had sprouted! They grew
into mature lotus plants at the Kenilworth Aquatic Gardens of Washington, D.C.
Of course, not all seeds last that long. The hard coats and the fact that the seeds were
buried so deeply helped these lotus seeds to survive.
Wrap Up:
Describe what you think the scientist did to sprout the seeds. Why did the seeds last so long? Can
you design an experiment to test the germination of seeds?
Activity:
Plant seedlings with 1-year-old seeds, 2-year-old seeds, and 3-year-old seeds. Have the students
water them daily and record in their science journals what they observe.
Once there was a beautiful lake in China. In its waters
grew the sacred lotus plant. Each year, seeds from the
lotus flower fell into the water and sank to the muddy
bottom. Over many years, the lake dried up. The lotus
seeds, which were very hard and covered with a tough
outer skin, stayed buried in the dry lake bed.
Many years passed. The land that had once been a
lake was used for farming. A scientist came and began to
dig in the farmland, for he was interested in its history. He
found the lotus seeds. As an experiment he decided to try
to sprout the seeds in his laboratory in Washington, D.C.
He put them in strong acid to dissolve the hard seed coats
and then planted them. He saved a few seeds to test by
radiocarbon dating, to find out how old the seeds were.
While the seeds were in the soil, he found out that
they were more than 1,000 years old! After learning that
news, he doubted that they would ever germinate. Then
one morning in June 1952, a tiny sprout poked through
the soil. The 1,000-year-old seeds had sprouted! They
grew into mature lotus plants at the Kenilworth Aquatic
Gardens of Washington, D.C.
Of course, not all seeds last that long. The hard coats
and the fact that the seeds were buried so deeply helped
these lotus seeds to survive.
Roots Lesson
(Adopted from “The Growing Classroom” and modified)
Objective: For students to understand root growth, function, and variation; to observe root
growth in a root view box
Materials:
Nutrition/Garden Journals
Dry-erase markers
Plastic buckets
Black/dark colored construction paper
Tape
Seeds to plant (sunflower, marigolds, carrots, radishes, tomatoes, lettuce)
Soil and compost
Labels/popsicle sticks
Review:
What are the 6 parts of a plant? What plant part did we learn about last class? What are the parts
of a seed?
Lesson/Discussion:
What do you think plants look like below the ground? Do different types of plants look different
below ground? Do we eat any parts of plants that grow below ground? Why do you think plants
have roots? (They anchor plants to the ground, absorb water and nutrients, and store nutrients to
feed the plant.)
We are going to construct root view boxes so that we can observe plants as they grow beneath
the soil.
Activity:
To plant root view boxes:
Fill them with soil, plant a variety of seeds in each box, and label them. Plant seeds at the front
of the box against the rigid plastic window so that the seeds can be seen and their roots observed.
Roots grow away from light, so keep the root view window covered when you are not observing
the roots.
Have the students observe and measure the roots weekly and record the growth by drawing
pictures in their journals.
Lesson/Discussion & Wrap Up:
Why do roots grow downwards? Geotropism is the natural ability of plants to direct their roots
downward toward the pull of gravity. Plants germinated in complete darkness and lacking any
environmental cues such as light or wind will send their roots downward.
What would happen to the roots if we turned the root view boxes on their side for a couple of
days? Why? What would happen if a plant grew its roots into the air or sideways along the top of
the soil? How would the roots look on a planet without gravity? Would the plant survive?
Are roots strong? Have you ever seen roots growing through cement? Can you name any other
places where you have seen roots growing through a strong material?
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How to Make a Root View Box:
1. Wrap your bucket with construction paper and tape it
together to create a paper sleeve
a. MAKE SURE IT IS EASY TO REMOVE YOUR PAPER
SLEEVE TO VIEW THE ROOTS!
2. Fill your bucket with soil
3. Make labels for each plant with popsicle sticks
4. Plant a variety of seeds around the bucket, close to the
• sides of the bucket
a. BE SURE TO LEAVE SPACE BETWEEN SEEDS FOR THE
PLANTS TO GROWl
b. ONLY PLANT 4 DIFFERENT PLANTS!
5. Stick your labels behind each seed that it belongs to
6. Water your seedlings
7. Place your bucket on the window sill so it can get some
sunlight and begin to growl
APPENDIX: BLACKLINE MASTERS -- STUDENT LAB SHEETS
Let's Get to the Root of This
(From: Let's Get to the Root of This, page 124)
Plant,
Plant Growth
Above Ground
(cm
Root Growth
Below Ground
(c-m5
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]xVe e k 1
Datm
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Datm
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Dateÿ
Date..
/e ek 5
Date:
[ÿX/eek 6
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. Wrap Up: What would happen to the roots if we turned this box on its side for a couple of days? Why?
Which of tbese roots are edible? Why do different plants have different root systems? What do roots do
for the plant? How might these roots appear if they were growing in sand? Clay? Could we grow plants
in or'her substances such as cotton or Styrofoam? Wiw? What do non-soil substances'lack? What would
happen if a plant grew its roots into the air or sideways along the top of the soil? How would theroots
look on a planet without gravity? Are roots strong? Have yon ever seen roots growing through cement?
Can you name any other places where you have seen roots growing through a strong matoriat?
THEGROWINGCLASSROOM
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Stem Lesson
(Adopted from “The Growing Classroom” and modified)
Objective: Students will understand how water moves to the leaves of a plant through the stem
and is used in photosynthesis.
Materials:
Observation sheet for each student
1 celery stalk with leaves per group
1 clear glass or cup per group
Red food coloring
Water
White daisies
Review:
What are the 6 parts of a plant? What plant part did we learn about last class? What is the
purpose of roots for a plant? (Absorb water and nutrients, anchor plant to ground)
Lesson/Discussion:
Which plant part gets water for the plant? Do other parts need water? Leaves need water to make
food. How do you think the leaves get water?
Activity:
1. Divide the class into groups of four and distribute materials
2. Have each group add water and food coloring to their clear containers
3. Immerse a celery stalk with the bottom cut off in the water in each container
4. Have each group label their container and set it in a visible location
5. Make a drawing or graph of the celery plant. Observe every few hours and record the
height of the colored water in the stalk
6. When the food coloring reaches the leaves, cut the stem and examine it
Lesson/Discussion & Wrap Up:
What did you observe? Why is it important for water to reach the leaves? How did the water get
pulled to the leaves? Can you think of a way you can make water move that is similar to the way
a plant does it? (Sip through a straw)
Further Activity:
Have students make colorful bouquets for the classroom by placing stems of white daisies in
different food colorings mixed with water.
Snack:
Have the students create their own ants on a log:
Celery
Sunflower Seed Butter
Raisins
Plastic knives and plates
Photosynthesis: Leaf Lesson
(Adopted from “The Growing Classroom” and modified)
Objective: Students will be able to identify the different factors involved in plants making food
and will be able to explain the process of photosynthesis through role-play.
Materials:
Material for props:
Markers
Construction paper
Tape
Scissors
Popsicle sticks
[sun, plant, leaf, water (H2O), carbon dioxide (CO2), oxygen (O2), glucose (sugar)]
Review:
What are the 6 parts of a plant? What does a plant need to grow? How does water get to the
leaves of the plant? Why is it important for leaves to get water? (For photosynthesis so the plant
gets food)
Lesson/Discussion:
Where do plants get their food? Where do we get our food? Have you ever seen plants get their
food the way we do? The secret is that plants are able to make their own food. Green plants are
the only living things on earth that can make their own food inside themselves.
Photosynthesis is the process of a plant making its own food. The process requires carbon
dioxide, sunlight, and water. The leaves are where the food is made and where the process of
photosynthesis happens. They soak up sunlight and breathe in carbon dioxide from the air. Then
it takes in water from the ground, starting at the roots. The plant doesn’t need all the oxygen that
is in the carbon dioxide so it releases it back into the air. The plant mixes the sunlight, CO2, and
water to create glucose (sugar), which is food for the plant.
Activity:
Have groups of students create props to explain the process of photosynthesis. They can present
in front of the classroom.
Roles:
Plant/Leaves
Carbon Dioxide
Roots
Oxygen
Sun
Sugar (food)
Water
Narrator
(Human/Animal?)
Wrap Up:
What part of the air do plants use? What do they release back into the air after they are done
making food? Why are plants important to all animals and humans? Are animals and humans
important to plants? What would happen if there were no plants? (Increase in carbons in
atmosphere and therefore more heat (greenhouse effect), leading to rise in global temperature,
sea levels, change in climate and weather, and melting of glaciers.)
pt!o os !! b
Look at the oioture and' fill in the blanks using the words at the bottom of the page.
oxygen
ar is formed during this process
which is food for the plant.
carbon dioxide
Photosynthesis is a process where plants use
from the sun to convert
from the air and
from the soil into
to feed the plant and
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given out in the air.
Copyright 2014-20"ÿ2 Education.corn
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Photosynthesis
Use the word
Photosynthesis is a process where plants create
bank below to
fill in the empty
spaces in the
paragraph to the
right.
WORD BANK
CARBON DIOXIDE
CHLOROPHYLL
GLUCOSE
FOOD
LIGHT
BREATHING
\VATER
their own
using sunlight.
Plant leaves absorb red and blue
into their leaves, reflecting green light. This is why
most plants are green in color. A chemical called
is found inside most plant cells. This
is the substance that absorbs sunlight.
Meanwhile, plants are absorbing
(H20)
through their roots and storing it within their cells.
When the sunlight hits the water molecules, the
water breaks apart into hydrogen and oxygen.
Plants also fake
CCO2) in
through holes in their leaves, called stomata. This is
a plant's way of
. When the carbon
dioxide combines with hydrogen, a type of sugar
called
is formed. This is a plant's food,
and it uses this energy to live and grow. The extra
oxygen molecules are released back into the
atmosphere.
education,eom
Copyright2010-2011 Education.com
www.education.com/worksheets
Parts of a Flower Lesson
(Adopted from “The Growing Classroom” and modified)
Objective: Students will learn the structure and function of flower parts through dissecting and
illustrating a flower.
Materials:
Paper/journals
Crayons/coloring pencils
Tape
Magnifying glasses
Review:
What are the 6 parts of a plant? What plant part did we learn about last class? What is the
purpose of leaves for plants? (Photosynthesis: to make food for the plant.) Can someone explain
the process of photosynthesis?
Discussion:
Every plant has flowers on it, even vegetable plants; that is where the fruit comes out of (ex.
strawberry plants). Every flower is unique, too. However, all flowers are composed of the same
parts. Just like we are all unique, we also have the same parts: eyes, nose, ears, fingers, and so
on. The difference is that different types of flowers have different numbers of these parts; for
example, one type of flower might have four petals while another type has five.
Activity:
1. Divide the class into small groups/pairs
2. Ask each group to carefully collect one flower, preferably one that no other group has
3. Ask them to look carefully at their flowers, then have them draw a colored picture of it
4. Have them take their flower apart gently, draw each part and tape the real part to their
paper
5. Have them label each part with a creative name they come up with or what they think it is
called and the function of each part
Lesson:
Bring the group back together and have the groups share their illustrations and functions. Draw a
flower and label each part with the scientific name and explain each function:
Stamen- male organ for reproduction, composed of anther (produces pollen) and filament (stalk)
Pistil- female organ, composed of stigma, style, and ovary (pollen gets fertilized into seed)
Sepals- photosynthetic
Petals- attract pollinators with various shapes, colors, and scents
Wrap Up:
What is the name of the pollen-bearing, male part of the flower? What is the female part? What
part of the flower swells to become the fruit and seeds? How does pollen get to the pistil? What
would change if there were no more flowers?
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PISTIL
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Flowers and Pollinators Lesson
(Adopted from “The Growing Classroom” and modified)
Objective: Students will learn about different pollinators and their relationship to flowers.
Materials:
Pollinator cards
Review:
What are the 6 parts of a plant? What plant part did we learn about last class? Review the parts of
a flower. What is the purpose of a flower for a plant? (To reproduce through pollination)
Describe the process of pollination.
Discussion/Lesson:
Unlike animals, plants can’t move from place to place to find their mates to reproduce. How then
does the pollen from one flower get to the pistil of another flower? Pollinators! A pollinator is
anything that helps spread pollen. There are all kinds of pollinators: birds, bats, bees, bugs, and
more! Can you think of any others? Even the wind is an important pollinator. Pollinators may
drink nectar from flowers, and some such as honeybees, collect and eat the pollen. Some flowers
use specific odors or colors to attract pollinators. In the process, they spread pollen from each
flower they land on without even trying because as an insect enters the flower, it is dusted with
pollen. When the insect enters the next flower, some of the pollen brushes off onto the stigma.
Once the pollen fertilizes the egg in the flower ovary, the plant will go on to produce fruit and
seeds. We have pollinators to thank for most of our fruits and nuts and many of our vegetables,
too. Scientists estimate that one out of three things we eat is thanks to pollination!
Activity:
Write the list of pollinators and type of flowers on the board.
Divide the class into small groups/pairs; half will be pollinators and half will be flowers.
Have the students mingle and look for their matching pollinator/flower. Remind the class that
there can be more than one pollinator to a flower because different pollinators may like the same
type.
Once everyone has found a match, go outside and have teams work together to find a real flower
their pollinator might like. Can they find any pollinators?
Wrap Up:
During this activity you learned that often several pollinators like the same flower. For example,
bees and butterflies often visit the same type of flower. How would more than one pollinator be
an advantage for the flower? What would happen if there were no pollinators?
APPENDIX: BLACKLINE MASTERS -- LESSON MATERIALS
Pollinator Cards
(From: Flower Power, Part Two, page 230)
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APPENDIX: GLACKLINE MASTERS -2 LESSON MATERIALS
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THE GROWING CLASSROOM
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Where Does My Lunch Come From: Food Origins
(Adopted from “The Growing Classroom” and modified)
Objective: Students will understand the origins of their food, including the processing and
transporting involved in getting the food to their plates; students will also critique an example of
their own school lunch and determine whether or not it is a healthy meal based on their MyPlate
knowledge.
Materials:
School lunch picture and questions
Food system cards
Review:
What are the 6 parts of a plant? What is the purpose of a flower for a plant? (To reproduce
through pollination) Remember, we have pollinators to thank for most of our fruits and nuts and
many of our vegetables, too. Scientists estimate that one out of three things we eat is thanks to
pollination!
Discussion/Lesson:
Show the students the picture of their school lunch. Ask them what plants are in the lunch? What
foods came from animals? Did you ever wonder how this food got to your plate, whether in the
lunchroom or at your home? We have a very complex food system. What do I mean by “food
system?” (The process in which our food is grown, processed, and served.) Our food can travel
thousands of miles to get to us, but in many other countries people eat food that is grown or
raised near where they live. (Local) Many oranges we eat come from Florida, for example. How
does it get to us? (Give students food system cards and have them figure out the process as a
class.) [Farmer/production>truck>processor/packager>truck>storage>truck>
distributer/market>consumer] What kind of fruit is local to us that we could eat instead to save
all this energy and cost? (Roger’s Orchard)
Now let’s examine our lunches and see how each food got to us.
Activity:
Divide students into small groups and assign each group a food item on the lunch plate. Have
them explore the following:
1. Did the food come from a plant or animal? If it was a plant, what part of the plant? If it
was an animal, what animal and is it a healthy protein?
2. In what season was the food probably harvested or butchered? If it was not picked
recently, how was it stored? (dried, canned, bottled, frozen, pickled, bagged, boxed, etc.)
3. What foods were grown in another climate and transported here? (chocolate, bananas,
fish, Florida oranges, etc.) Where was the food from? How far did it travel? HOW did it
travel? (plane, boat, truck, etc.)
Wrap Up:
Have students compare the lunch tray to MyPlate and PowerPlate. Are all food groups
represented? Are they healthy choices from those groups (i.e. healthy proteins, whole grains,
healthy fats, water, low-fat milk, rainbow of fruits and veggies, half the plate fruits and veggies)
Is it a healthy, power lunch?! Remind students that their lunch trays should include healthy
options from every food group!
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ENTER THE WORLD OF KALE SALAD RECIPES!
Main ingredient: KALE! Dinosaur Kale, AKA Lacinato; Curly Kale, Red Russian Kale, Winterbor are
all good.
Start with a FAT – avocado, olive oil, vegetable oil, peanut butter, tahini, sunflower seed butter, almond
butter,
An ACID – citrus juice (lemon, lime, etc), vinegar (red wine, balsamic, rice wine, apple cider, etc),
and SALT – miso and soy sauce are also great salt substitutes
RATIO = 3 cups Kale : 2-3 tbsp FAT : 2-3 tbsp ACID : SALT to taste
And massage away. Massaging can happen with bare, clean hands, or by placing the kale-acid-salt mixture
in a Ziploc bag and massaging from the outside. The more you massage, the more tender it will be. The
dressing should coat the leaves, and the leaves should wilt and turn a more intense green.
When the massaging is done, add the pizzazz! Anything you would add to a regular salad can be added to
a kale salad. Examples include:
Something Sweet: a little bit of honey, agave syrup, orange juice added to your dressing can help balance
flavors
Spices: chili powder, cumin, ground ginger, black pepper, red pepper flakes
Fruits & Vegetables (fresh or dried): Mango, apples, pears, raisins, craisins, coconut, tomatoes, pomegranate
seeds, carrots, jicama, shredded beets, olives
Beans and Seeds: sunflower, pumpkin (pepitas), flax, chia, garbanzos, lentils,
Grains: farro, wheat berries, couscous, brown rice, barley
Herbs: cilantro, parsley, basil, chives, dill, fennel, mint, thyme,
Cheese: feta, parmesan, cotija,
Nuts: almonds, crushed peanuts,
Hot sauce – the gateway condiment
Basic Kale Salad
Kale + Olive Oil + Lemon + Salt, then add shredded carrots and some sunflower seeds.
Spice it up Kale Salad
Kale + Avocado + Lime + Salt, massage in some grated garlic and sprinkled chili powder. For more pizazz
add some jicama and hot sauce
Greek Style Kale Salad
Kale + Olive Oil + Lemon/Red Wine Vinegar blend + Salt + grated garlic, then include marjoram or
oregano in the massage. Add dill, crumbled feta, quartered cherry tomatoes, olives.
Miso Ginger Kale Salad
Kale + Vegetable Oil/Sesame Oil + Rice Wine Vinegar + Miso Paste + grated garlic & ginger; add furikake
seasoning, sesame seeds, thinly sliced radishes and cucumber
Tahini Chickpea Mash-up
Kale + Tahini Paste + Lemon + Salt, massage in grated garlic, a dash of cumin & black pepper. Once kale is
dressed, toss with a can of chickpeas, fresh parsley, chopped chives. More pizazz - add sumac or paprika.
Thai-Style Kale Salad
Kale + Sunflower Seed Butter + Lime/Rice Wine Vinegar + Soy Sauce + grated garlic. This dressing is best
mixed first in a separate jar, then added to kale for massage. Add some chili-garlic paste, chopped thai
basil, cilantro, shelled sunflower seeds, and maybe a shot of fish sauce if you are feeling adventurous!
www.cityblossoms.org
Lola Bloom: Kale Salads