Veggie+Group+Planning+Sheet

=Study Group Planning Sheet=

**Essential Questions**
What are the differences between fruits, vegetables, and grains? How do you measure for cooking? What are the parts of a grain? How do grains grow? What are some different grains? Where do they come from? How do grains turn into flour? How do you cook with grains? How do people use grains around the world? What are the seeds of grains like? What are some local fall fruits and vegetables and how are they the same and different? What can you cook with them? What are the seeds of squash like? What are the steps in making apple cider? What are the seeds of apples like?
 * GRAINS (wheat and oats)**
 * VEGETABLES (squash?)**
 * FRUITS (apples)**

**Excursions / Visiting Experts**
cider press / making cider look at some winter rye or other grains growing (Boston Nature Center?) grocery store / farmer’s market to buy seasonal produce?

**Vocabulary**
grain, fruit, vegetable, produce, crop, harvest, straw, hay, wheat, oats, squash, seed, cider press, grind, knead, yeast, flour, pulp, stalk,

cider press / making cider; sorting fruits, vegetables, and grains; cutting open fruits, vegetables, and grains and sketching them; cooking (apple cider, bread, pumpkin or squash dish, swiss chard); reading books; re-telling / sequencing our cooking; grinding wheat into flour Work from past years (life cycles, pages of previous class books, sketching examples) Drafting, revising, editing farm book pages Feedback and critique of illustrations and text for farmbook pages Family Presentation Study group participation; Farm book page (vocabulary used and concepts included independently); Post family presentation interviews (one-on-one)
 * Multiple Intelligences:** //re-visiting the content in many ways// //(ie. dramatic play; models; painting; sketching; collage; building; music; drawing; photography; book-making//)
 * Multiple Intelligences:** //re-visiting the content in many ways// //(ie. dramatic play; models; painting; sketching; collage; building; music; drawing; photography; book-making//)
 * Multiple Intelligences:** //re-visiting the content in many ways// //(ie. dramatic play; models; painting; sketching; collage; building; music; drawing; photography; book-making//)
 * Models:** //how will students know where they need to arrive?//
 * Models:** //how will students know where they need to arrive?//
 * Models:** //how will students know where they need to arrive?//
 * Writing / Critique**
 * Writing / Critique**
 * Writing / Critique**
 * Public Presentation**
 * Public Presentation**
 * Public Presentation**
 * Assessment**
 * Assessment**
 * Assessment**