All About Food – Stone Soup

By Claudia Novak

Introduction

This thematic unit is oriented towards first and second graders.  The activities can be completed in both Language Arts and Science.  Some activities can also be completed during Work Board.  This unit will be done later in the year SO that students will already have a working knowledge of the Internet (Going to Internet Explorer, clicking on Favorites, use of the Back Button and clicking on hyperlinks).  They will have also used WiggleWorks (Read Aloud Story, Word Lists and Magnetic Board) and Creative Writer (Clip Art, text and printing ). 

 

State and District Standards

Reading

State Standards.  Life Science.  3d.  Explain how the human body remains healthy and fights-off disease, i.e. the immune system, the influence of diet, food and exercise, the influence of microorganisms (bacteria, viruses, protista)
State Standards.  English Language Arts. 
Reading.  1.  Determine the pronunciation and meaning of words by using phonics (matching letters and combinations of letters with sounds), semantics (language sense and meaning), syntactic (sentence structure), graphics, pictures, and context as well as knowledge of roots, prefixes, and suffixes Identify a specific purpose for their reading such as learning, locating information, or employment.  Reread to confirm their initial understanding of a text and to extend their initial impressions developing a more complete understanding and interpretation of the text.  Recognize that their knowledge and experiences affect their understanding of materials they read.
District Standard (Life Science) 01 Living Things
District Standard (Reading)

Writing

State Standards.  Life Science.  Standard 3d.  Explain how the human body remains healthy and fights-off disease, i.e. the immune system, the influence of diet, food and exercise, the influence of microorganisms (bacteria, viruses, protista)
State Standards.  English Language Arts.  Writing.  Standard 2.  Understand that different purposes require different formats and styles of writing.  Prepare a written draft to frame and try out ideas.  Recognize that a draft composition may need to be revised for organization, content, accuracy, and clarity.  Understand that a draft composition may need additional information such as supporting details and topic development.  Demonstrate an understanding that editing written works for the conventions of standard English, sentence structure (grammar), and wording helps improve communication.  Recognize that the presentation of written works, including legible handwriting and properly-formatted, computer-generated texts, is necessary for effective communication.  Edit writing for spelling, punctuation, grammar, usage, and capitalization.  Employ available print and computer resources to assist with editing.
State Standards.  English Language Arts.  Standard 6: Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing to communicate effectively Communicate information and knowledge logically by using organizers such as webs (diagrams consisting of circles and connecting lines) and tree diagrams (hierarchical arrangements such as organizational chart).  Use the tools of information technology to enhance written and spoken messages.
District Standard.  (Life Science) 01 Living Things
District Standard.
 (Language Arts) 01 Writing

Word Knowledge

State Standards.  English Language Arts.  Standard 5: Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas. Employ simple organizational structures such as sequence patters; alphabetical order and guide words; lists, tables, and charts; problem and solution patterns; beginning, middle, and end; and who, what, when, and where.

Unit 1 Reading

 

Objective: 

            Science:  To make student aware of how food affects the human body.

            Language Arts:  Reading, listening and viewing.

            Technology:  Use of the mouse, clicking on icons, and navigating WiggleWorks software. 

 

Materials:

Two or three classroom computers, WiggleWorks software, a printed copy of each of the three WiggleWork’s books for each student (Pizza by Saturnino Romay, Tortillas by Margarita Gonzalez-Jensen and Vegetable Soup by Ann Morris), copies of Stone Soup by Marcia Brown, copies of Stone Soup by Tony Ross, a collection of at least ten books (multiple levels of reading) on the ‘food’ theme, copies of the Food Story Pyramid, pencils and crayons.

 

 

Duration: 5 to 15 days (running concurrent with other Units)

 

Procedures:

Teacher will start with reading aloud the story Stone Soup by Tony Ross.  After the reading, the teacher and students will discuss the story.  The teacher will explain that students are going to be reading stories all about food during their ‘free/guided’ reading time (20 daily minutes).  Students will be instructed to fill out at least one Food Story Pyramid sheet during the week.

 

At the end of the week (or unit), teacher will read aloud Stone Soup by Marcia Brown. Teacher should have a discussion about how this book actually ‘tells’ the same story BUT from a different point of view.  Other books from the collection of ‘food’ books could be read aloud daily depending on classroom style. 

 

Students will be scheduled for at least three 15 minute sessions during the week on WiggleWorks. This could be done during Workboard or another time depending on classroom management style.  After completing reading each of the three books on WiggleWorks, student will be given copy of the book that could be colored in and taken home to be read.  

 

Assessment:

Teacher will be able to use management section of WiggleWorks to find out time on task of each of the assigned WiggleWorks books. 

Teacher will receive one completed Food Story Pyramid from each student on books available from the leveled ‘free/guided’ reading books.

 

Graphic Organizer:  See Next Page

 

 



 

Student Name:  _____________________________

 

A Food Story Pyramid

 

1._____________________
            2.
_______________    ______________
      3._____________  _____________  ____________
4. ___________  _____________ _____________  ________________

 

1.  Name of the book.

2.  Author’s first name and last name.

3.  Three descriptive color words from the book

4.  Four food words from the book.

 


 

Unit 2 Writing

 

Objective: 

            Language Arts:  Writing

            Technology:  Using Creative Writer and using Clip Art

 

Materials:

Two or three classroom computers, Creative Writer, copies of “My Five Favorite Foods Web”, one Food store advertisements from newspaper per student, paper plates, scissors, paste and pencils.

 

Duration: 5 to 15 days (running concurrent with other projects)

 

Procedures:

During the Language Arts session of the day, students will be given a paper plate and food advertisements section from the newspaper.  Students will be asked to cut out their ‘favorite foods’ from the advertisement pages and paste it on the paper plate.

During the Language Arts session (or multiple sessions) of the day, the “My Five Favorite Foods Web” will be introduced to students.  Student will be asked to write a descriptive sentence on each of their five favorite foods. 

Students will then go to Creative Writer and select a ‘food’ picture from clip art that best suits ONE of their five favorite foods.  They will then copy their descriptive sentence from the “My Favorite Foods Web” to Creative writer.  Students will print out their work. 

 

Assessment:

            Completed “foods” paper plate.

            Completed “My Five Favorite Foods Web”.

            Picture in Creative Word document ‘reflects’ what student has written about.


 

Graphic Organizer:  My Five Foods Story Web

 

Student Name:___________________________

 

Write a sentence about each of your five favorite foods.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Unit 3 Word Knowledge

 

Objective: 

            Science:  To make students aware of the Food Pyramid and Food Groups.

            Language Arts:  Acquisition of new vocabulary words.

Technology:  Mouse skills, going to Internet Explorer, clicking on Favorites, use of the Back Button and clicking on hyperlinks, using WiggleWork’s word lists and Magnetic Board.

 

Materials:

Two or three classroom computers, Internet access to web site http://nan.nashua.edu/novakc/food.htm, large screen monitor for group instruction, a copy of Word logs for each student, dictionaries, WiggleWorks software, and five additional teacher selected words for each of the three stories that will be used and added to the Word lists.  These words should also be added to the Word Wall if used. 

 

Duration: 10 to 15 days (running concurrent with other projects)

 

Procedures:

In conjunction with above mentioned Reading Unit utilizing WiggleWorks, students should be given additional weekly (10 to fifteen minutes) time to take words from the teacher created Word lists and create two ‘new words’ from these words lists per story using Magnetic Board. Students can do this by adding letters OR rearranging letters.

During Language Arts or Science times, teacher will utilize large screen monitor (or projection device), to show students the “All About Foods” website.  Students will have worked with other Internet resources during the school year, so this will not be a lesson on how to use the Internet but rather reinforcing skills that they already have.  Students will be asked to ‘explore’ the websites and note in their “Food Word Log” ten new words that they do not know.  The definitions of words can be completed using the Internet, dictionaries or teacher/paraprofessional assistance available in the classroom.  A final ‘brainstorming’ session will be held where students can add their words to the word wall. 

Assessment:

Management piece of WiggleWorks will let teacher see if students created the two necessary words on Magnetic Board. 

Completed Word Log.


Student Name:__________________________

 

 


My Food Word Log

 

My Word

The Meaning

1.

 

 

 

2.

 

 

3.

 

 

4.

 

 

5.

 

 

6.

 

 

7.

 

 

8.

 

 

9.

 

 

10.

 

 

 


Final Summary

I have used ‘parts and pieces’ of these units in classrooms already.  The Wiggle Works ‘pieces’ have been very successful along with the piece utilizing Creative Writer.  I have just not used them with this particular Food Unit. Yours, Claudia Novak, Title One Teacher/Trainer, Nashua School District, novakc@nashua.edu

PS: Please make sure that you either print out or put Word in the “Print Layout’ mode of you will miss my poor artistic endeavors on the “My Five Foods Story Web”.  I was trying to be ‘clever’ and drew my web which I realized after the fact, DIDN’T show up if you are in Normal mode of Microsoft Word.