TITLE:  Salad Party

AUTHOR:  Beckianne Kilkenny, Cornelius Elem., OR

GRADE LEVEL/SUBJECT:  3-4; science, health

OVERVIEW:  This is a great activity to help students realize
how important plants are in our diets and in our world.  It
improves classifying skills, increases knowledge of plant
parts, provides a cooperative learning experience, and takes
the place of an "all sugar treats" party.  It also involves
home and parents in our studies.

PURPOSE:  The purpose of this activity is to provide a
positive experience with "vegies" while practicing basic
skills of observation, classification, and cooperation.  It
also provides a model for healthy eating.

OBJECTIVES:
  1.  Students will recognize which part of a plant a
      specific vegetable comes from.
  2.  Students will be able to sort and classify vegetable
      according to various characteristics.
  3.  Students will investigate vegetables which are new to
      them and classify each according to established
      guidelines.
  4.  Students will create a super salad and share in its
      consumption.

RESOURCES/MATERIALS:  plant parts poster, ziploc baggies
(all sizes), marking pen, peelers, knives (dull for kids),
serving containers, serving utensils (preferable tongs),
plates, forks, salt, pepper, herb vinegar
Extensions materials:  tempera paint, butcher paper, potting
soil, cups, "Earth Tunes" cassette tape by Mary Miche

ACTIVITIES AND PROCEDURES:
1.   Several days prior to the party the students are given
     the task in their learning groups to choose one group
     member to bring each type of vegetable.  Each student
     in the group must bring a different plant part.
     Students may choose a vegetable that is a flower (such
     as broccoli, cauliflower, or artichoke), a fruit
     (tomato, cucumber, peppers, zucchini, peas, etc.), a
     leaf (lettuce, cabbage, spinach, greens), a stem
     (celery, asparagus, chives, or sprouts), or a root or
     bulb (carrot, onion, garlic, jicama, radish, etc.).
     Remind the "fruit" bringers that their contributions
     should be vegetables that are the fruit of the plant so
     bananas, peaches, etc. are not appropriate.  I also
     encourage them not to spend over one dollar.
2.   The day before the party everyone brings their
     vegetables.  Each student's contribution is put in a
     ziploc baggie with their name on it.
3.   We start classifying by first having everyone who
     brought a bulb or a root bring it to the table in the
     front of the room.  We discuss characteristics of a
     root or bulb, determine if all items truly fit this
     category, and divide them into sub-categories putting
     the roots in one group and the bulbs in another.  On
     the board behind the classifying table is a large
     diagram of a plant with its parts labeled.  Setting
     aside the roots and bulbs we do the same activity with
     each plant section proceeding upward to stems, leaves,
     flowers, and fruits.
4.   Next I ask the students to develop a different way to
     classify the vegetables.  The consult as a group and
     decide what new characteristic will be used as a basis
     for grouping the "vegies".  Groups then share their
     system of classification with the class and demonstrate
     by regrouping the vegetables.  They might chose to
     classify by size, color, shape, weight, taste, texture,
     peeled or unpeeled, whatever they wish, but they must
     agree within their group on the basic rule of their
     classification system.
5.   The I give each group an unfamiliar "vegie" and ask
     them to determine which plant part it is.  I have used
     artichokes, jicama, mushrooms (not quite fair, but
     interesting to discuss!) celeriac, bok choy, raddicio,
     sugar peas, leeks, tomatillos, basil, olives, and
     dandelion greens.
6.   The day of the party we take over the cafeteria right
     after morning recess.  I have four parents come to help
     with salad preparation.  Each parent works with one
     plant part and the students who brought those e.g.
     stems (celery, asparagus, chives, and sprouts).  I work
     with the other group.  We prepare all the vegetables,
     i.e. peel and slice and put them in separate serving
     dishes with a serving utensil (tongs work best) and set
     it up like a great salad bar.  Only parent helpers use
     sharp knives to slice and die!  We don't use dressing
     by have salt, pepper, and herbal vinegars available.
     Everyone eats!  What a treat!

ADDITIONAL ACTIVITIES:
  1.  Use leftovers and ends to do vegetable prints with
      tempera on butcher paper.
  2.  Learn the song "Dirt Made My Lunch" by Steve Van Zandt
      (available on cassette Earthy Tunes by Mary Miche)
  3.  Use all peelings and organic waste to feed the worm
      farm!
  4.  Save seeds from the fruits and plant them!

TYING IT ALL TOGETHER:
1.   Homework - Following the party students have an
     assignment to check out their own kitchen and find five
     foods not used at the party but which are plants.  They
     list the foods and identify which part of the plant it
     came from.
2.   The day after the party we write thank you notes to the
     parent helpers.  Each note must contain some statement
     of one thing each student in the group learned that was
     new to them.
3.   Evaluation - Using grocery food ads from the newspaper,
     students cut and paste ten plant foods and identify
     plant part.  This works well when done in teams of two.