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Where Does Our Food Come From?

Subject: Literature
Grade Level: 2
Instructional Time: 4, 55 minute sessions
Reference material with examples of processes involved that bring food products to stores. "Milk: From Cow to Carton" by Aliki (Harper Collins, 1992). Paper, crayons or markers

Familiarity with an electronic search catalog
(Note: "From HB" refers to Harcourt Brace's Teacher Resource book)

From HB p.T67 children may think the milk in a carton is no different from the way it comes from the cow. However, even milk is changed before it arrives at the store. Readers will enjoy learning how milk is processed in "Milk: From Cow to Carton" by Aliki. (Harper Collins, 1992). Flow charts show what happens inside the dairy - and inside the cow!

Locate print materials about food products on the electronic catalog .

From HB p.T69 invite children to work individually or with a partner to draw a flow chart showing the processing of the food products. Tell children they may break down the process into more than five steps if they with. Possible end products include peanut butter, pumpkin pie, bread, cherry pie filling, grape jelly, and other canned, frozen, or dried foods.

From HB p.T69 invite two volunteers to improvise a skit about grocery shopping. Following suggestions from the audience, the actors can show steps such as making a list, checking coupons, driving to the store, getting a cart, choosing groceries, paying the cashier, loading the car, driving home, and putting groceries away. When the skit is finished, have children make a flow chart to summarize what they saw. You may wish to repeat this activity with other processes, such as receiving, stocking, selling, bagging, and carrying out groceries in a grocery store.

Computer: Use Kid Pix to create a Help Wanted poster - name of job, what the worker must do, and any qualifications the worker must have. Add some kind of graphic.

From HB p.T68 checklist

MN State Standard: People and Cultures

MPS Media Standards:
4.1a Work cooperatively with a diverse group of students to plan a group presentation...
4.1b Develop a presentation plan that defines equitable roles...
4.1c Select a mode of delivery that suits an intended audience...
4.2b Select presentation techniques appropirate for purpose, space, media and technology used...
4.3c Report , present, or exhibit a multicultural production...
5.2b Generate graphics with a computer graphics program

Author/source/Link: Juanita James, Pillsbury MST