The Arizona STEM Acceleration Project

STEM in the Garden- Spice Up Your Life!

STEM in the Garden-

Spice Up Your Life!

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A 2nd- 3rd grade STEM lesson

Lisa Moberg

July 14, 2023

Notes for Teachers

• This series of lessons takes place in a classroom once a week, for 4-6 weeks.

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• You can proactively create the Paper Bag journals for your students, or use this as a craft project for your class before the lessons begin.

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• Background information:

Growing Microgreens

How to Plant, Grow, Harvest Cilantro

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• Students will take home coriander seeds, inspiring the young gardeners to continue gardening as a family/ community.

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• This lesson creates an understanding of the significance of using all stages of a plant’s life to create/sustain gardens.

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• Need a good read aloud to review the parts of a plant? Here’s a video of “The Amazing Life Cycle of Plants” and “Plants Can’t Sit Still”

List of Materials:

• cilantro seeds
• shallow rectangular containers that can hold at least 1” depth of soil (can recycle used plastic containers), 1 for each group of 4 students in your classroom
• 1 plastic cup for each group of 4 students in your classroom
• potting soil
• access to direct sunlight (4 hours a day) or grow light
• water
• 1 paper bag journal for each student (requires 3 paper bags, single hole punch, ribbon or yarn) See Directions
• pencils and crayons
• “The Yummy Alphabet Book” by Jerry Pallotta
• rulers
• cooked rice, lime wedges, chopped cilantro, crackers, cheese, and orange wedges for each student (see agenda)
• baggies

2nd Grade Standards

Science:

• 2.L2U1.10 energy from the sun

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Technology:

• K-2.1.b network with others
• K-2.1.c share learning
• K-2.4.c design process
• K-2.4.d perseverance

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Math:

• 2.MD.A.1 measurement
• 2.MD.A.4 compare measurement

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English Language Arts:

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• 2.RL.1 ask/answer questions about details
• 2.RL.2 recount stories- determine message
• 2.W.4 writing appropriate to task/purpose
• 2.SL.1 collaborative conversations
• 2.SL.2 recount read aloud
• 2.SL.4 recount experience
• 2.SL.5 create audio recordings
• 2.SL.6 produce complete sentences

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3rd Grade Standards

Science:

• 3.L1U1.5 internal/external structures
• 3.L1U1.6 plants react to stimuli
• 3.L2U1.8 interdependence of plants

Technology:

• 3-5.1.b network with others
• 3-5.1.c share learning
• 3-5.4.c design process
• 3-5.4.d perseverance

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Math:

• 3.MD.B4 measurement using rulers

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English Language Arts:

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• 3.RL.1 ask/answer questions about details
• 3.RL.2 paraphrase stories- central message
• 3.RL.3 describe characters in story
• 3.W.4 writing appropriate to task/purpose
• 3.SL.1 collaborative discussions
• 3.SL.2 main ideas/details of read aloud
• 3.SL.4 report on a topic
• 3.SL.5 create audio recording
• 3.SL.6 speak in complete sentences

Objectives:

The student will participate in a Think-Pair-Share activity to predict how spices are created.

The student will actively listen to a read aloud “The Yummy Alphabet Book” to participate in a collaborative conversation about the significance/impact of using spices in cooking.

The student will investigate the growth and taste of cilantro by growing cilantro from seed to compare/contrast its function, size, and flavor as a microgreen, herb, and spice.

The student will journal their discoveries about the multi-uses of cilantro by writing and drawing detailed entries.

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Agenda [1 lesson a week for 4-6 weeks]

Week 1

• Think-Pair-Share “Where do spices come from?”
• “The Yummy Alphabet Book” read aloud (A-D)
• Class Discussion about the significance of spices
• Introduce “cilantro”- how it’s used as a microgreen in salads, herb in Mexican cuisine, spice in Indian cuisine
• Students will plant cilantro seeds in microgreen trays and cilantro seeds in their cups (to harvest coriander)
• Students will use Paper Bag Journals to write about the uses of cilantro

Week 2

• “The Yummy Alphabet Book” read aloud (E-H)
• Students observe their microgreens and seedlings in cups
• Students will write observations about both sets of seedlings in their Paper Bag journals, using the 5 senses and measurements
• Introduce the concept of “microgreen” and students will create a picture of a plant superhero to describe how microgreens are Superfoods and have 40 times more nutrients than a regular vegetable

Agenda [1 lesson a week for 4-6 weeks]

Week 3

• “The Yummy Alphabet Book” read aloud (I-L)
• Students observe their microgreens and cilantro plants in cups
• Students will write observations in their Paper Bag journals, using the 5 senses and measurements.
• Students will harvest their microgreens and eat them with crackers, cheese, other vegetables, etc.
• Students will write in their Paper Bag journals about the flavor of microgreens and their reactions to it.

Week 4

• “The Yummy Alphabet Book” read aloud (M-P)
• Students observe cilantro plants in cups
• Students will write observations in their Paper Bag journals, using the 5 senses and measurements.
• Students will use paint brushes to “pollinate” the cilantro flowers that should be emerging
• Students will use a 4-Square graphic organizer in their journals to define/explain “pollination”

Agenda [1 lesson a week for 4-6 weeks]

Week 5

• “The Yummy Alphabet Book” read aloud (Q-U)
• Students observe their cilantro plants and flowers in cups
• Students will write observations in their Paper Bag journals, using the 5 senses and measurements
• Students will be given a cup of cooked rice, wedge of lime, cilantro to mix together to eat.
• Students will write in their Paper Bag journals about the flavor of cilantro and their reactions to it.

Week 6

• “The Yummy Alphabet Book” read aloud (V-Z)
• Students observe their cilantro plants and flowers/ seeds in cups
• Students will write observations in their Paper Bag journals, using the 5 senses and measurements
• Students will harvest the coriander seeds into baggies to take home to use in cooking and/or plant.
• Students will receive a wedge of orange and ground coriander to sprinkle on top to eat.
• Whole Group- brainstorm ways to use coriander with familiar snacks/ meals
• Students will write in their Paper Bag journals about:
• the flavor of coriander and their reactions to it
• how to use coriander with familiar snacks/ meals

Where do spices come from?

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Read Aloud

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Instructions for Week 1

• Whole Group Discussion/ Think-Pair-Share: “Where do spices come from?”
• The teacher will read aloud “The Yummy Alphabet Book,” focusing on (A-D)
• Class Discussion about the significance of spices
• Introduce “cilantro”- how it’s used as a microgreen in salads, herb in Mexican cuisine, spice in Indian cuisine
• Students will plant cilantro seeds in microgreen trays and cilantro seeds in their cups (to harvest coriander)
• Students will use Paper Bag Journals to write about the uses of cilantro

Instructions for Week 2

• The teacher will read aloud “The Yummy Alphabet Book,” focusing on (E-H)
• Students observe their microgreens and seedlings in cups
• Students will write observations about both sets of seedlings in their Paper Bag journals, using the 5 senses and measurements
• Introduce the concept of “microgreen” and students will create a picture of a plant superhero to describe how microgreens are Superfoods and have 40 times more nutrients than a regular vegetable

Instructions for Week 3

• “The Yummy Alphabet Book” read aloud (I-L)
• Students observe their microgreens and cilantro plants in cups
• Students will write observations in their Paper Bag journals, using the 5 senses and measurements.
• Students will harvest their microgreens and eat them with crackers, cheese, other vegetables, etc.
• Students will write in their Paper Bag journals about the flavor of microgreens and their reactions to it.

Instructions for Week 4

• “The Yummy Alphabet Book” read aloud (M-P)
• Students observe cilantro plants in cups
• Students will write observations in their Paper Bag journals, using the 5 senses and measurements.
• Students will use paint brushes to “pollinate” the cilantro flowers that should be emerging
• Students will use a 4-Square graphic organizer in their journals to define/explain “pollination”

Instructions for Week 5

• “The Yummy Alphabet Book” read aloud (Q-U)
• Students observe their cilantro plants and flowers in cups
• Students will write observations in their Paper Bag journals, using the 5 senses and measurements
• Students will be given a cup of cooked rice, wedge of lime, cilantro (from the store) to mix together to eat.
• Students will write in their Paper Bag journals about the flavor of cilantro and their reactions to it.

Instructions for Week 6

• “The Yummy Alphabet Book” read aloud (V-Z)
• Students observe their cilantro plants and their flowers/ seeds (grown in cups)
• Students will write observations in their Paper Bag journals, using the 5 senses and measurements with rulers/ measuring tape
• Students will harvest the coriander seeds into baggies to take home to use in cooking and/or plant.
• Students will receive a wedge of orange and ground coriander to sprinkle on top to eat.
• Whole Group- brainstorm ways to use coriander with familiar snacks/ meals
• Students will write in their Paper Bag journals about:
• the flavor of coriander and their reactions to it
• how to use coriander with familiar snacks/ meals

Assessment

Throughout the read aloud, pause to ask clarifying questions about the text for students to discuss as Think-Pair-Share.

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The Paper Bag Journal can also be used as a formative assessment, determining the understanding of:

• scientific observations
• applying the 5 senses
• measurement concepts

Differentiation

For students who cannot write a lot, they can just draw a picture of their observations

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Students can work as partners while observing cilantro to stimulate academic conversations about scientific observations.

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Remediation

Extension/Enrichment

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Students can document the growth of their cilantro on Flipgrid presentations, using oral/ visual literacy skills to support the Paper Bag journals.

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Students could meet a farmer and/or Master Gardener to discuss their experience with growing cilantro in this specific climate.