About Tilbury HouseEditorial Guidelines
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Healthy Foods from Healthy Soils
Elizabeth Patten and Kathy Lyons |
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CHILDREN'S BOOKS:Always My BrotherNewBear-ly ThereNew Remember Me: Tomah Joseph's Gift to Franklin RooseveltNew Amadi's Snowman Carpet Boy's Gift, The Everybody's Somebody's Lunch Gift for Gita, A Give a Goat Goat Lady, The Healthy Foods from Healthy Soils Just for Elephants Keep Your Ear on the Ball Life Under Ice Lights for Gita Lucy's Family Tree Mushroom Man, The Muskrat Will Be Swimming Opening Day Our Friendship Rules Playing War Project Puffin Roses for Gita Saving Birds Say Something Sea Soup: Phytoplankton Sea Soup: Zooplankton Shelterwood Shy Mama's Halloween Spirit That Moves Us, The (Vol. I) Spirit That Moves Us, The (Vol. II) Spirit That Moves Us, The (Vol. III) Stone Wall Secrets Talking Walls Talking Walls: the Stories Continue Thanks to the Animals Travels with Tarra Under the Night Sky Very Best Bed, The Welcoming Babies When the Bees Fly Home Who Belongs Here? |
Healthy Foods from Healthy Soils invites you and your students to discover where food comes from, how our bodies use food, and what happens to food waste. You’ll participate in the ecological cycle of food production > compost formation > recycling back to the soil, while helping children understand how their food choices affect not only their own health, but farmers, the environment, and your local community. ![]() ![]() Teachers, whether they live in a city or a farming community, will find this book a wonderful tool to help "ground" children as they learn about their power to make healthier food choices. Educators will also enjoy the inclusion of strategies to introduce a puppet to classrooms. Patten and Lyons have had such success using their puppet Annelida, the Healthy Foods From Healthy Soils "spokesworm," that they have integrated her into the book. Healthy Foods From Healthy Soils will help inspire classroom conversations about: What "locally grown" means to students Eating and exercise habits Recycling opportunities Soil quality and worm composting Gardening techniques Farming heritage The connections between food and culture Puppetry and creative arts Resources: National Science Teachers Association: This is a helpful link for science teachers. They have published Hands On Soil Investigations which introduces students to soil. http://www.nsta.org Center for Science in the Public Interest: Non profit health advocacy group. Easy to understand nutrition information, Nutrition Action Healthletter, books, teaching aids. http://www.cspinet.org/ Natural Resources Conservation Service (NCRS): Formerly known as the Soil Conservation Resource Service, NRCS is a federal agency under USDA that helps people conserve, improve and sustain natural resources and the environment. http://www.nrcs.usda.gov/ Just Food: A non-profit organization that works to link and peruse economic environmental and social justice through food systems. http://www.justfood.org Activity What’s For Lunch? Travel the Internet to learn about lunch around the globe Recommended Grades 3-6 Social Studies, Geography, Language Arts Objectives: Food preparation and the customs surrounding meals vary greatly. Learn about different practices in other countries and compare them to what we consider "normal." Background: Did you know that the average French student has a minimum of one and sometimes two hours to eat lunch? In the Middle East, daily breaks are commonly at least that long. Many American schools usually do not have an extended mid-day break devoted to meals. In this anthropological investigation, students assess differences and similarities between their school lunches and those of students in other regions by comparing types of foods, amount of time provided for lunch, and particular customs. If possible, connect with other students via the Internet or email. Electronic correspondence permits a potentially rich exchange of stories about customs, rituals and cultures. What is needed: Contact information for potential teacher correspondents; email or postal pen pals or web sites. How to do it: Begin by having students describe typical school lunches where they live. Then designate three states or countries where they might have a pen pal or a classroom contact (in areas that are likely to have different cuisine). Divide class into thirds. Each group contacts its "pen pals" and introduces this project: "Doing Lunch" Comparisons to learn about another school’s food lunch period and contrast with your school. Students may ask about the following elements: what does their "lunch" meal consist of? How much time are they given to eat? Where does eating take place? Is there music during lunchtime? What are the seating arrangements? How many students purchase lunch vs. bring their own? Next: Using responses received, compare their lunches with those of the other regions/cultures, within their own group. Each group makes a chart so the three can be compared side-by-side. Finally: Present results to class members. Classroom Conversations Discuss the differences and similarities with students. What would they like about the other approaches and how does this comparison change their own perspective? Want to do more? Create placemats that illustrate a lunch scene in another region or culture. Have students survey their parents, neighbors or relatives about their lunch breaks as children or as adults at work. Encourage students to look for demographic patterns in lunch traditions. What are the similarities and differences between rural and urban populations? Or between Northerners and Southerners? Or between countries? Research how was lunch eaten 100 or 200 years ago compared with today. Action: Do students have enough time to eat lunch? If not, is it a school or system-wide issue? What might change the lunch timetable? If they seek more time for lunch, have students draft a letter to their school principal/superintendent/school board.
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