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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 • • • • • • • • • *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? Page 1 of 1 http://images.fineartamerica.com/images-medium-large/tree-root... 4/20/2016 Page 1 of 1 http://www.wholeo.net/Trips/Travel/NJ/treeRoots_1379crop.jpg 4/20/2016 Page 1 of 1 http://3.bp.blogspot.com/_GAW55yyCVoI/S8vNXbxsVpI/AAA... 4/20/2016 Page 1 of 1 http://www.rodalesorganiclife.com/sites/rodalesorganiclife.com/f... 4/20/2016 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 CIlsservaÿtons ]xVe e k 1 Datm eek 2. Datm 'eek 3 Dateÿ Date.. /e ek 5 Date: [ÿX/eek 6 Date= . 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 Zÿ 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 J8 given out in the air. Copyright 2014-20"ÿ2 Education.corn cÿtÿ by:* ÿotlon.¢om ÿ,w.v.educatÿon.o0rnÿ,'ofksh eels 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? > PISTIL / \ 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) j " Hovÿbe.ÿ HÿtwÿwÿjWrA PelAwa-ÿeÿ ÿWÿe-skÿpeÿ f4ÿwers oÿ vb Poÿ-ÿ ÿbwÿrs that ÿwÿtt IZk¢ roeteÿ, rÿeÿt "olb3rÿtes wkt:te or yellow ÿl.owers ÿ-t sÿAeLL ÿwÿ-t Bÿtterf{ÿ Waÿ¢r P&lÿwÿ¢ÿ brÿJkÿ ÿobr¢d, swÿt-ÿ flowers 390 Poÿÿ sWÿtÿ oÿorlÿss f4nwers 6cowÿ 9rass, ÿCopydght Life Lab Science Program, Inc. (Published by the National Gaidenlng Associatÿn). THE GROWING CLASSROOM APPENDIX: GLACKLINE MASTERS -2 LESSON MATERIALS pOLLINATOR CARDS Lo, rÿ€, swect-svvÿLL- < Swÿtt wkLtÿ or tÿkt @rÿ ftowÿrs tkat kÿ &owÿ. r tkÿ @roÿ wj, wkÿ.tÿ ftowors tÿt aÿ kÿw vÿrÿ tLtttÿ ÿt bloow ÿ-€ FLowers w,ÿ.,dÿ swat Brbkÿ rÿ4 or or ÿetLow Vcr£ÿ Etttÿ sccÿt Wk[te or ÿttow /ÿ-xj .SWe'Ct swÿtt ÿÿ Rÿ4&tsk swÿtt LLÿ ÿ page 391 ,: THE GROWING CLASSROOM ÿbCopy¢lght Life Lab Science Program, Inc. (Published by the National Gardening Associalion) ÿ]ÿ'1 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! Q tPÿ Q ÿ J ÿ \ J cL J Cÿ cJ S s °ÿ ÷ ÿ Lÿ tÿ cÿ J jÿ 7 mmml CLP D .----i ,m..m .--// I+ ÿL ÿ m,,m.m .--.-----3. 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