Grade 4 Summer Theme = Change!
Have each child create and keep a science journal or science folder to collect their notes, observations, and reflections over the course of the summer!
Week One: June 30-July 3
Topic: Growth and Development
ELA Priority Standards:
R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Math Connections:
4.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm.
Science Connections:
4-LS1-2: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Student product/assessment:
Students will research about an animal and create an informative writing piece about how the animal uses its senses to process information.
Daily Activities to Support Learning:
1. Present the essential question: How do animals use their senses in different ways?
2. Read a chosen Nic Bishop title together as a class (see Literature Connections section below) and model how to pull specific words and phrases from the text to answer the essential question. Take notes together as a class.
3. Following the whole class read/ note taking session, the students will spend time researching and exploring the essential question using an online resource and will take their own notes on a graphic organizer.
4. After viewing and taking notes about the animals found through this web link the student will demonstrate measurements from the facts that were found.
5. Students will then participate in the Tasty Buds Activity lab to explore their own senses.
Literature Connections:
1. What Do You Do With a Tail Like That? by Steve Jenkins
A nose for digging? Ears for seeing? Eyes that squirt blood? Explore the many amazing things animals can do with their ears, eyes, mouths, noses, feet, and tails in this interactive guessing book, beautifully illustrated in cut-paper collage, which was awarded a Caldecott Honor.
2. Animal Books by Nic Bishop: Frogs, Spiders, Snakes, Butterflies and Moths, and Lizards.
3. Students can also view an episode about their chosen animal for the project on PBS Nature.
4. They might also view the Animal Senses Video.
Field Trip: Pineland Farms (Farm Yard Exploration Program)
Materials We Need:
Nic Bishop books
Steve Jenkins
Food items for Tasty Buds activity
Week Two: July 7-11
Topic: Survival
ELA Priority Standards:
R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Math Connections:
Science Connections:
4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Student product/assessment:
Students will create an illustrated description of a honey bee's structure and function.
Daily Activities to Support Learning:
1. Read Hottest, Coldest, Highest, Deepest by Steve Jenkins and discuss the ways that animals adapt to their environments.
2. Watch this video from PBS Nature to introduce kids to honey bees and their behavior. More videos are located here and here. (Last video illuminates the life cycle.)
3. Have students visit the San Diego Zoo website information page and National Geographic information page on bees and take notes about their anatomy, behavior, etc. and then share out their research with the class.
4. Read Buzz...What Honeybees Do by Virginia Wright and The Honey Makers by Gail Gibbons to gather more information.
5. Take a fun activity break with the Bee Dance from Sid the Science Kid. Click here, then on "Songs," then on "The Bee Dance." This is a bit young for rising 4th graders, so put a leadership spin on it by asking them to learn it then teach it to the kindergarteners.
6. Students can identify and color the parts of a honey bee using this worksheet. They can practice identifying the parts using this online game.
7. Conduct a honey bee observation in the school garden.
Literature Connections:
Hottest, Coldest, Highest, Deepest by Steve Jenkins
Describes some of the remarkable places on earth, including the hottest, coldest, windiest, snowiest, highest, and deepest and the animals that call these places home.
Buzz...What Honeybees Do by Virginia Wright
The Honey Makers by Gail Gibbons
Field Trip: York Center for Wildlife (Animal Adaptations Program)
Materials We Need:
Materials We Need to Create:
Graphic organizer for honey bee observation in school garden
Rubric for descriptive writing assessment
Week Three: July 14-18
Topic: Migration
ELA Priority Standards:
R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Math Connections:
Science Connections:
4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Student product/assessment:
Students will create a museum exhibit featuring a healthy habitat for honeybees. They will use researched facts about honeybee anatomy and physiology to inform the creation of their model. They will create and label a map of their exhibit to help visitors navigate its contents. This project will be completed over two weeks.
Daily Activities to Support Learning:
1. Watch this video from PBS Nature to introduce kids to the disappearance of bees.
2. Read The Buzz on Bees by Shelley Rotner and facilitate a class discussion about why bees are disappearing. Ask students to create suggestions about how to reverse this process.
3. Watch The Vanishing of the Bees. Have students take notes on a graphic organizer to show the similarities and differences between commercial and organic beekeeping practices.
4. Use this article on tracking honeybees to introduce students to one way scientists are trying to protect the honeybee population.
5. Invite a local bee keeper to visit your class and speak to students.
6. Conduct a taste test of various honeys, ie from the grocery store, a local farm, etc.
Literature Connections:
The Buzz on Bees by Shelley Rotner
Field Trip: Coastal Maine Botanic Gardens (pollinators program) Teachers are looking into replacing this field trip with a visit to the school by the "Bee Whisperer."
Materials We Need:
The Buzz on Bees by Shelley Rotner
The Vanishing of the Bees (DVD)
Week Four: July 21-25
Topic: Human Impact
ELA Priority Standards:
R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Math Connections:
Science Connections:
4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-LS1-2: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Student product/assessment:
Students will create a museum exhibit featuring a healthy habitat for honeybees. They will use researched facts about honeybee anatomy and physiology to inform the creation of their model. They will create and label a map of their exhibit to help visitors navigate its contents. This project will be completed over two weeks.
Daily Activities to Support Learning:
1. Read What if There Were No Bees?: A Book about the Grassland Ecosystem by Suzanne Slade. Discuss the importance of bees within our environment and the ways our environment supports bees in turn.
2. Complete the Habitats Investigation Activity from the National Wildlife Federation to get kids thinking about how they might construct/create a habitat for honeybees. Remember they are creating a model and not the real thing! They can think about bee boxes, plants, etc.3. Read The Honeybee Man by Lela Nargi. This book gives a wonderful example of how one might raise honeybees in a city environment.
4. Give students time to construct their models.
Literature Connections:
What if There Were No Bees?: A Book about the Grassland Ecosystem by Suzanne Slade
The Honeybee Man by Lela Nargi
Field Trip: Broadturn Farm (this site is a model for sustainable agriculture)
Materials We Need:
What if There Were No Bees?: A Book about the Grassland Ecosystem by Suzanne Slade
The Honeybee Man by Lela Nargi
Week Five: July 28-August 1
Topic: Growth and Development
ELA Priority Standards:
R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Math Connections:
Science Connections:
4-LS1-2: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Student product/assessment:
Students will develop A Guide to Healthy Food in Lewiston. This guide will advise families and community members on where to purchase healthy foods, how to prepare them, and connections to favorite cultural recipes. Each student will develop a part of the guide, ie a store review, shopping list, recipe, etc.
Daily Activities to Support Learning:
1. Read Rah Rah Radishes! and/or Go Go Grapes! by April Pulley Sayre. These books are a fun way to introduce new fruits and veggies! Ask students to identify items that are familiar and unfamiliar to them. Then, do a taste test with some of the items from the books. Ask students to identify items they like and dislike. You can graph the information as a class. You could even have them develop their own chant for their favorites!
2. Use favorites from the taste test activity to have students research a snack recipe they would like to try. The teacher could also select a recipe based on kids' favorites to save time OR (for a leadership variation) kids could be assigned a food and could research a way to make that food kid-friendly...they could then serve their food to a younger grade.
3. Have students complete the Pizza Dissection Lab to explore what junk food does to their brains. You can extend this activity by asking students to develop an alternate recipe for a healthier version of pizza (ie, whole wheat crust, lots of veggies, etc.)
4. Talk about why fruits and vegetables are healthy for the brain and other organs in the body and have students discuss why good nutrition is important. Have them go through grocery store circulars from various stores in Lewiston and identify foods as "GO" (eat it all the time) "SLOW" (eat it sometimes) and "WHOA" (eat it in small amounts). You can create "GO," "SLOW," and "WHOA" posters in your classroom with the kids' food examples.
5. Have students research Juju Harris, a woman in Washington D.C. who used her knowledge of cooking and gardening to create a cookbook that gives families a resource for eating healthy on a tight budget. Students can read this article for an introduction. You can order her cookbook here.
6. Have students develop criteria for evaluating a grocery store (factors might include price, distance from home, availability of certain foods, etc). On your field trip, ask students to identify and take notes about the pros and cons of each store. They will then develop recommendations for shoppers in Lewiston. The idea here is not to place value judgements on any one store but to help kids develop ideas about how to access healthy foods in each location and how to be strategic on their family shopping trip (ie, a store within walking distance might not have fresh veggies but they might have frozen veggies...or a box of plain pasta might be an alternative to frozen pizza or mac and cheese).
Literature Connections:
Rah Rah Radishes!: A Vegetable Chant by April Pulley Sayre
Go Go Grapes!: A Fruit Chant by April Pulley Sayre
Arcadia Mobile Market Seasonal Cookbook
The International Cookbook for Kids by Matthew Locricchio
Recipes from various countries. Could kids create their own recipe book of recipes from their cultures?
Cool World Cooking: Fun and Tasty Recipes for Kids! by Lisa Wagner
This international cookbook has over 50 recipes from 6 different cultures and introduces readers to world geography and authentic, easy-to-make recipes that taste great. Learn about African, French, Italian, Mexican, Middle Eastern, and Japanese and Chinese cooking.
Secret Pizza Party by Adam Rubin
How does Racoon love pizza? Oh, let him count the ways. He loves the gooey cheesy-ness, salty pepperoni-ness, sweet sweet tomato-ness, and of course the crispity crunchity crust. But someone is always chasing poor Raccoon away from his favorite food with a broom! What's a hungry raccoon to do? Plan an elaborate secret pizza party, of course! But shhh! Its a secret! In fact, you should probably just forget I told you. Nope, no secret pizza party happening here. You didn't already tell all your friends, did you? Uh oh...Fans of Jon Klassen and Mo Willems's humor will gobble up this quirky ode to the lengths we will go to for our heart's desire.
Field Trip: Lewiston Food Tour (Hannaford, Save A Lot, downtown market, Halal market, farmers' market, Good Shepherd)
Materials We Need:
Copies of April Pulley Sayre books
Copies of other books if desired
Fruits and veggies for taste test activity
Food items for cooking activity
Frozen pizza for pizza dissection activity
A variety of grocery store circulars
Materials We Need to Create:
-Taste Test Feedback sheet
-Go, Slow, and Whoa posters (on chart paper)
-Grocery Store Scavenger Hunt Map and note sheet (field trip day)
-Criteria for Evaluating a Grocery Store (students will create)
Have each child create and keep a science journal or science folder to collect their notes, observations, and reflections over the course of the summer!
Week One: June 30-July 3
Topic: Growth and Development
ELA Priority Standards:
R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Math Connections:
4.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm.
Science Connections:
4-LS1-2: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Student product/assessment:
Students will research about an animal and create an informative writing piece about how the animal uses its senses to process information.
Daily Activities to Support Learning:
1. Present the essential question: How do animals use their senses in different ways?
2. Read a chosen Nic Bishop title together as a class (see Literature Connections section below) and model how to pull specific words and phrases from the text to answer the essential question. Take notes together as a class.
3. Following the whole class read/ note taking session, the students will spend time researching and exploring the essential question using an online resource and will take their own notes on a graphic organizer.
4. After viewing and taking notes about the animals found through this web link the student will demonstrate measurements from the facts that were found.
5. Students will then participate in the Tasty Buds Activity lab to explore their own senses.
Literature Connections:
1. What Do You Do With a Tail Like That? by Steve Jenkins
A nose for digging? Ears for seeing? Eyes that squirt blood? Explore the many amazing things animals can do with their ears, eyes, mouths, noses, feet, and tails in this interactive guessing book, beautifully illustrated in cut-paper collage, which was awarded a Caldecott Honor.
2. Animal Books by Nic Bishop: Frogs, Spiders, Snakes, Butterflies and Moths, and Lizards.
3. Students can also view an episode about their chosen animal for the project on PBS Nature.
4. They might also view the Animal Senses Video.
Field Trip: Pineland Farms (Farm Yard Exploration Program)
Materials We Need:
Nic Bishop books
Steve Jenkins
Food items for Tasty Buds activity
Week Two: July 7-11
Topic: Survival
ELA Priority Standards:
R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Math Connections:
Science Connections:
4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Student product/assessment:
Students will create an illustrated description of a honey bee's structure and function.
Daily Activities to Support Learning:
1. Read Hottest, Coldest, Highest, Deepest by Steve Jenkins and discuss the ways that animals adapt to their environments.
2. Watch this video from PBS Nature to introduce kids to honey bees and their behavior. More videos are located here and here. (Last video illuminates the life cycle.)
3. Have students visit the San Diego Zoo website information page and National Geographic information page on bees and take notes about their anatomy, behavior, etc. and then share out their research with the class.
4. Read Buzz...What Honeybees Do by Virginia Wright and The Honey Makers by Gail Gibbons to gather more information.
5. Take a fun activity break with the Bee Dance from Sid the Science Kid. Click here, then on "Songs," then on "The Bee Dance." This is a bit young for rising 4th graders, so put a leadership spin on it by asking them to learn it then teach it to the kindergarteners.
6. Students can identify and color the parts of a honey bee using this worksheet. They can practice identifying the parts using this online game.
7. Conduct a honey bee observation in the school garden.
Literature Connections:
Hottest, Coldest, Highest, Deepest by Steve Jenkins
Describes some of the remarkable places on earth, including the hottest, coldest, windiest, snowiest, highest, and deepest and the animals that call these places home.
Buzz...What Honeybees Do by Virginia Wright
The Honey Makers by Gail Gibbons
Field Trip: York Center for Wildlife (Animal Adaptations Program)
Materials We Need:
Materials We Need to Create:
Graphic organizer for honey bee observation in school garden
Rubric for descriptive writing assessment
Week Three: July 14-18
Topic: Migration
ELA Priority Standards:
R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Math Connections:
Science Connections:
4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Student product/assessment:
Students will create a museum exhibit featuring a healthy habitat for honeybees. They will use researched facts about honeybee anatomy and physiology to inform the creation of their model. They will create and label a map of their exhibit to help visitors navigate its contents. This project will be completed over two weeks.
Daily Activities to Support Learning:
1. Watch this video from PBS Nature to introduce kids to the disappearance of bees.
2. Read The Buzz on Bees by Shelley Rotner and facilitate a class discussion about why bees are disappearing. Ask students to create suggestions about how to reverse this process.
3. Watch The Vanishing of the Bees. Have students take notes on a graphic organizer to show the similarities and differences between commercial and organic beekeeping practices.
4. Use this article on tracking honeybees to introduce students to one way scientists are trying to protect the honeybee population.
5. Invite a local bee keeper to visit your class and speak to students.
6. Conduct a taste test of various honeys, ie from the grocery store, a local farm, etc.
Literature Connections:
The Buzz on Bees by Shelley Rotner
Field Trip: Coastal Maine Botanic Gardens (pollinators program) Teachers are looking into replacing this field trip with a visit to the school by the "Bee Whisperer."
Materials We Need:
The Buzz on Bees by Shelley Rotner
The Vanishing of the Bees (DVD)
Week Four: July 21-25
Topic: Human Impact
ELA Priority Standards:
R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Math Connections:
Science Connections:
4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-LS1-2: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Student product/assessment:
Students will create a museum exhibit featuring a healthy habitat for honeybees. They will use researched facts about honeybee anatomy and physiology to inform the creation of their model. They will create and label a map of their exhibit to help visitors navigate its contents. This project will be completed over two weeks.
Daily Activities to Support Learning:
1. Read What if There Were No Bees?: A Book about the Grassland Ecosystem by Suzanne Slade. Discuss the importance of bees within our environment and the ways our environment supports bees in turn.
2. Complete the Habitats Investigation Activity from the National Wildlife Federation to get kids thinking about how they might construct/create a habitat for honeybees. Remember they are creating a model and not the real thing! They can think about bee boxes, plants, etc.3. Read The Honeybee Man by Lela Nargi. This book gives a wonderful example of how one might raise honeybees in a city environment.
4. Give students time to construct their models.
Literature Connections:
What if There Were No Bees?: A Book about the Grassland Ecosystem by Suzanne Slade
The Honeybee Man by Lela Nargi
Field Trip: Broadturn Farm (this site is a model for sustainable agriculture)
Materials We Need:
What if There Were No Bees?: A Book about the Grassland Ecosystem by Suzanne Slade
The Honeybee Man by Lela Nargi
Week Five: July 28-August 1
Topic: Growth and Development
ELA Priority Standards:
R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Math Connections:
Science Connections:
4-LS1-2: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Student product/assessment:
Students will develop A Guide to Healthy Food in Lewiston. This guide will advise families and community members on where to purchase healthy foods, how to prepare them, and connections to favorite cultural recipes. Each student will develop a part of the guide, ie a store review, shopping list, recipe, etc.
Daily Activities to Support Learning:
1. Read Rah Rah Radishes! and/or Go Go Grapes! by April Pulley Sayre. These books are a fun way to introduce new fruits and veggies! Ask students to identify items that are familiar and unfamiliar to them. Then, do a taste test with some of the items from the books. Ask students to identify items they like and dislike. You can graph the information as a class. You could even have them develop their own chant for their favorites!
2. Use favorites from the taste test activity to have students research a snack recipe they would like to try. The teacher could also select a recipe based on kids' favorites to save time OR (for a leadership variation) kids could be assigned a food and could research a way to make that food kid-friendly...they could then serve their food to a younger grade.
3. Have students complete the Pizza Dissection Lab to explore what junk food does to their brains. You can extend this activity by asking students to develop an alternate recipe for a healthier version of pizza (ie, whole wheat crust, lots of veggies, etc.)
4. Talk about why fruits and vegetables are healthy for the brain and other organs in the body and have students discuss why good nutrition is important. Have them go through grocery store circulars from various stores in Lewiston and identify foods as "GO" (eat it all the time) "SLOW" (eat it sometimes) and "WHOA" (eat it in small amounts). You can create "GO," "SLOW," and "WHOA" posters in your classroom with the kids' food examples.
5. Have students research Juju Harris, a woman in Washington D.C. who used her knowledge of cooking and gardening to create a cookbook that gives families a resource for eating healthy on a tight budget. Students can read this article for an introduction. You can order her cookbook here.
6. Have students develop criteria for evaluating a grocery store (factors might include price, distance from home, availability of certain foods, etc). On your field trip, ask students to identify and take notes about the pros and cons of each store. They will then develop recommendations for shoppers in Lewiston. The idea here is not to place value judgements on any one store but to help kids develop ideas about how to access healthy foods in each location and how to be strategic on their family shopping trip (ie, a store within walking distance might not have fresh veggies but they might have frozen veggies...or a box of plain pasta might be an alternative to frozen pizza or mac and cheese).
Literature Connections:
Rah Rah Radishes!: A Vegetable Chant by April Pulley Sayre
Go Go Grapes!: A Fruit Chant by April Pulley Sayre
Arcadia Mobile Market Seasonal Cookbook
The International Cookbook for Kids by Matthew Locricchio
Recipes from various countries. Could kids create their own recipe book of recipes from their cultures?
Cool World Cooking: Fun and Tasty Recipes for Kids! by Lisa Wagner
This international cookbook has over 50 recipes from 6 different cultures and introduces readers to world geography and authentic, easy-to-make recipes that taste great. Learn about African, French, Italian, Mexican, Middle Eastern, and Japanese and Chinese cooking.
Secret Pizza Party by Adam Rubin
How does Racoon love pizza? Oh, let him count the ways. He loves the gooey cheesy-ness, salty pepperoni-ness, sweet sweet tomato-ness, and of course the crispity crunchity crust. But someone is always chasing poor Raccoon away from his favorite food with a broom! What's a hungry raccoon to do? Plan an elaborate secret pizza party, of course! But shhh! Its a secret! In fact, you should probably just forget I told you. Nope, no secret pizza party happening here. You didn't already tell all your friends, did you? Uh oh...Fans of Jon Klassen and Mo Willems's humor will gobble up this quirky ode to the lengths we will go to for our heart's desire.
Field Trip: Lewiston Food Tour (Hannaford, Save A Lot, downtown market, Halal market, farmers' market, Good Shepherd)
Materials We Need:
Copies of April Pulley Sayre books
Copies of other books if desired
Fruits and veggies for taste test activity
Food items for cooking activity
Frozen pizza for pizza dissection activity
A variety of grocery store circulars
Materials We Need to Create:
-Taste Test Feedback sheet
-Go, Slow, and Whoa posters (on chart paper)
-Grocery Store Scavenger Hunt Map and note sheet (field trip day)
-Criteria for Evaluating a Grocery Store (students will create)