ESY Curriculum 2017 V1

2 01 6 - 2 0 1 7
Edible education can

transform the schooling
experience for every child
Curriculum Overview
Introduct i on
The Edible For the last 20 years,

Schoolyard the Edible Schoolyard in
Curriculum Berkeley, CA, has been a place
Overview where the children fall in
love with food and learning.
In the kitchen classroom, the teachers cook, the cooks teach, and
teacher and student alike gather around the table to share meals
of their own creation. In the garden, students are the keepers of
the soil and shepherds of the harvest, sowing seeds and tending to
the produce that fills bellies and fuels exploration, imagination, and
learning. Students learn by doing and engage all of their senses.
T he E d ible Schoolyard Project env isi on s garden s and k i tchen s as

interacti ve class rooms for all academic subjects and a free , del icious,
organic , and local lunch for every student.
Inspired by innovative ideas in school reform, creative theories in

child development, and pioneering educational philosophies (from
the approaches of Montessori to Dewey to Reggio Emilia to Maslow,
Piaget, Vygotsky, and Gardner), our model is rooted in inviting the
whole child to engage with the world as a classroom with infinite
potential for discovery and growth. We believe that integrating
an edible education curriculum into all schools can transform the
schooling experience for every child in the United States, and that
doing so would be revolutionary. The Edible Schoolyard Project
envisions gardens and kitchens as interactive classrooms for all
academic subjects and a free, delicious, organic, and local lunch for
every student.
To that end, the goal of this book is to share our theory and practice
of how to transform the schooling experience for every student. At
the heart of our approach is our curriculum; it is our main tool for
E d i b l e S c ho o lya r d Proj ect 2 Curriculum: in t ro d ucti o n

bringing the vision of edible education to life in the 6. Schools and sustainable farms support each
classroom. In this book, we have shared the theory other. A sustainable set of criteria for buying
behind our approach, the strategies and practices school food means investing in the local economy
we use in implementation, and the lessons we teach and community. This reinforces children’s
in our kitchen and garden classrooms. It is our belief understanding of where their food comes from
that any garden or kitchen classroom should reflect and how important it is for human beings to take
the unique needs, resources, and culture of a place. care of the land, for the future of the planet.
It is not our goal to create programs identical to the
7. The cafeteria is the heart of the school. Every day,
Edible Schoolyard in Berkeley—these lessons are
students discover how the ritual of eating together
meant to be instructive, adaptable, and flexible.
at the table expresses the essential values of
nourishment, stewardship, and communication.
What Is an Edible Education? 8. Beauty is a language of care. Beauty
Our principles of edible education lay out the communicates to students that we value them.
transdisciplinary pedagogy of our whole-child—and An environment where careful thought has gone
whole-school—approach to equity and learning in into everything, from the colors on the walls to the
kitchens, gardens, lunchrooms, and classrooms. plates on the tables, communicates to children
the practice of noticing and cultivating beauty in
1. Food is the perfect teacher. Every discipline—
their lives and the world. They feel valued and
math, science, the humanities—comes to life in
understand what it means to give others that gift.
the learning laboratory of a garden or kitchen
classroom. In the lunchroom, teachers and cooks
alike use daily meals to feed students’ minds as
The Edible Schoolyard History
well as their bodies. The US primary and secondary educational system
has been ideologically extolled throughout history,
2. Children learn by doing. The hands-on experience
and admired the world over, for its potential to create
of growing and preparing food teaches students
equal opportunity for all young people. Educational
the value of real work, collaboration, and caretaking.
opportunity is often cited as a cornerstone of this
Social responsibility and stewardship become
country’s democratic strength and resilience.
deeply personal, and students feel empowered.
3. Children learn with all their senses. When At the same time, it has been a persistent challenge
children’s senses are awakened and educated— for our nation to live up to the noble ideals enshrined
and they can taste, smell, touch, hear, see—they in this educational pledge, especially (though not
experience the world around them with new only) in our public schools. We have struggled,
richness and complexity. often valiantly, to make these promises a reality, but
continue to fall too far short of universally achieving
4. Children thrive in nature. When children grow
them. If we are to make true progress, we must face
food, cook, eat together, and return nutrients to
the ways in which the US educational system has
the soil, they come to respect and appreciate their
maintained a stratification of students on the basis of
interconnectedness with the cycles of life.
class, race, and gender.
5. Good food is a right, not a privilege. When public
schools make a free, delicious, organic school From Thomas Jefferson’s 1814 proposal for two
lunch for every student, we not only address the different tracks to educate the “laboring and the
critical social inequities of hunger and obesity, we learned” to the institution of “zero tolerance policies”
truly nourish every child. in the last two decades and the resulting school-
C u rr i c u lu m : i nt rodu cti on 3 Edible S choolya r d Project

to-prison pipeline, our educational system has other “Founding Edible Schoolyards,” in New Orleans;
not only failed to live up to the promises of a just San Francisco; Los Angeles; Greensboro, NC; New
democracy, it has effectively targeted for failure and York City; and Lake Placid, NY—with the goal of
marginalized specific communities and groups. Once demonstrating that edible education is a universal
institutionalized, gross racial and socioeconomic idea, applicable and adaptable to any community,
disparities in education, health, and opportunity have climate, or set of circumstances.
been often viewed as inevitable, greatly bemoaned
The results have been transformational for Edible
but also widely condoned.
Schoolyard Project students and communities.
Twenty years ago, in 1995, Alice Waters created the When schools nourish health and social well-being
Edible Schoolyard Project to address our educational in tandem with academic goals, and when they
system’s failure, in Waters’s words, to “make our extend their mission to include families and the
schools the place of equality.” Waters brought to her wider community, we see that students respond
mission the dual perspective of a trained Montessori and excel across a spectrum of criteria. Moreover,
teacher and fervent political activist—along with an they become leading agents of change: they take
already renowned reputation as a gifted chef and on the challenges of addressing—even repairing—
champion of sustainable agriculture. She grounded inequality in their communities and, in broader terms,
her vision in first principles: that children deserve to understanding the critical relationship between
be nurtured in body and mind, treated with dignity, human beings and the natural world.
and shown that they are valued.
The Edible Schoolyard Project is dedicated to
Waters proposed the creation of a school-based modeling success through daily on-site practice
program, fully integrated with the academic of the pedagogy and through strong advocacy for
curriculum taught in US public schools, that would edible education for all. At the same time, we work to
begin by serving the most basic needs of children, highlight the failures and injustices that prevail in our
their families, and their communities. Her idea was
educational system—recognizing that we ourselves
simple, and profound: awaken children’s senses and
are operating within and are part of that system.
appetites, invite them into a relationship with fresh,
We are committed to continually deepening our
flavorful, healthy foods, and connect their academic
awareness and analysis of our own organizational
studies with the natural world in garden and kitchen
privilege and particular visibility in this field, and to
classrooms. Make every detail important, she added,
reflecting on how we lead and support the capacity
emphasizing respect for the children’s surroundings.
development of others, with an emphasis on humility,
In such environments, they would instinctively
curiosity, openness, and reciprocity.
feel welcome and want to learn—and they would
develop confidence in their abilities and their futures. In the summer of 2009, the Edible Schoolyard
Project held the first Edible Schoolyard Academy,
Waters founded the first Edible Schoolyard at
to train educators in the theory and practice of
the Martin Luther King Jr. Middle School, in her
edible education. The ESY Academy is now the
hometown of Berkeley, CA, in close partnership with
leading professional development and capacity-
the principal and members of the school community.
building program in its field. In 2012, we launched
Over time, she took to calling her vision for all schools
the online Edible Schoolyard Network, to engage,
“edible education.”
unite, and represent edible education programs
Between 2005 and 2010, the Edible Schoolyard around the country and the world. In that first year,
Project identified locations for and co-created six 500 programs joined the free ESY community hub,

which has since grown tenfold, to more than 5,500, Edible Schoolyard Tra ini ngs—In our
galvanizing edible education leaders as a critical summer professional development programs and
force for movement-led change. short courses, we empower other educators to
create and sustain similar programs in their home
Current Program Areas of the communities. Our goal is to help schools develop strong
Edible Schoolyard Project edible education programs rooted in shared values

and standards of practice, responsive to the cultural,
The three main programs of the Edible Schoolyard
institutional, and funding realities of their own particular
Project embody and cultivate our mission: ensuring
contexts. In eight years, we have trained 580 teachers,
an edible education for every child in public school.
administrators, food service staff, nutritionists, and
Ed ible Schoolyard Berkeley —The parents from over 250 schools worldwide, representing
garden, kitchen, and cafeteria at King Middle School more than 780,000 students in 39 US states.
serve as a demonstration site and innovation hub
Edible Schoolyard Ne t work—The
for the edible education curriculum and pedagogy.
ESY Network at edibleschoolyard.org is a thriving
For 20 years, we have worked closely with the
public forum for the edible education movement,
whole school community to connect a one-acre
a community hub where teachers, parents, school
teaching garden and a dedicated kitchen classroom
administrators, cooks, sustainability advocates,
to the science and humanities curricula taught to all
education-oriented nonprofits, community farmers,
students. Evening family classes invite parents and
and others come together to swap ideas, resources,
trusted adults to learn with and from their students.
and inspiration. On the ESY Network site, you can
Across the playground, the larger cafeteria kitchen
find a simple and delicious recipe called Greens over
prepares delicious school meals from scratch for all
Grains and instructions for worm-bin composting.
public school students in Berkeley, using fresh, local,
You can find lesson plans that integrate multiplication
seasonal ingredients. More than 1,500 visitors tour
with gardening or teach the history of the spice trade
the program every year to learn by example. Many of
accompanied by cooking curry. Many lessons are
these visitors return to attend an Academy session
aligned with Common Core and Next Generation
and/or go on to launch a program in their community
Science Standards. All resources are community-
and link it to the ESY Network. ESYB has nine full-time
generated and available for free. Network
staff and one AmeriCorps service member. Three
membership has grown by thousands each year
staff and our AmeriCorps member work in the garden,
since its 2012 launch, suggesting we have tapped
four staff in the kitchen, and two staff in the office.
into a wellspring of energy that will continue to build
Kitchen and garden staff are responsible for planning
momentum. Today, over 5,500 programs belong to
and teaching daily classes, maintaining the kitchen
the Network, from 50 US states and 57 countries,
and garden spaces, managing volunteers, developing
serving more than nine million students.
and documenting curriculum, and running our Family
Nights Out program, our High School Internship
program, and our 8th grade IWE (Independent Work
King Middle School and Edible
Experience) program. In addition to our school-year Schoolyard Program Overview
programming, all ESYB staff collaborate to plan and The Edible Schoolyard kitchen and garden classrooms
facilitate the ESY Academy and ESY Intensive, two are located at King Middle School, one of three public
professional training programs we offer each summer middle school in Berkeley, CA. Some 1,050 students
for educators, service workers, and administrators in in grades 6, 7, and 8 attend King Middle School;
the field of edible education. all of them attend classes at the Edible Schoolyard

each year. Students at King come to the kitchen and
garden as an integral part of their academic school
day. In general, students come to the kitchen with
their humanities classes and to the garden with
their science classes, though occasionally they may
come with math, art, or elective classes as well.
Over the course of three years at King, a student
will have 75 classes in the garden and kitchen
classrooms. Of King’s 1,050 students, 45% qualify
for free or reduced lunch, 13% are enrolled in the
English-language development program, 13% have
special needs, and 35% are White, 21% Black, 21%
Asian,and 15% are mixed race or “other.”
The Edible Schoolyard learning is integrated. The skills, behaviors, and
Curriculum knowledge that students learn while cooking support

their academic learning, while an “aha” moment in
Our curriculum is where our theory of edible
the academic classroom inspires their work in the
education comes to life; the content of our lessons
garden; the propagation work from the greenhouse
and how we teach them comprise our main
gives them the patience and focus they draw on
strategies for implementing our theory of edible
while practicing violin later on, which serves as
education in the classroom. At ESY Berkeley, we
a touchstone for the power of persistent practice
have piloted and tested lessons and best practices
that allows them to master that new knife skill and
for over 20 years. All of our work—and the reasoning
to finally get the quadratic equation after hours of
behind it—is posted online for the Edible Schoolyard
practice problems, and around and around. This
Network community and shared in our ESY Trainings.
curriculum makes intentional academic connections
We have designed our curriculum for middle school
that allow a student’s full learning experience at
students to meet the edible education learning goals
school to become more relevant and engaging, and
outlined in the Edible Education Framework. The
supports their academic achievement by bringing
Edible Education Framework serves as a guide to
academic subjects to life. Even more broadly, this
translate the theory into practice.
curriculum aims to develop curious, engaged learners
An edible education places the child at the center of who demonstrate: a sense of curiosity and dignity;
their learning and uses food to engage all aspects of the ability to work as a team to complete a job well;
the child’s education. Through growing, processing, respect for oneself and others; an appreciation for
cooking, eating, studying, talking, and thinking diversity and an ability to learn from differences; and
about food, students develop skills, knowledge, an understanding of how engaging with the food we
and behaviors that enrich their academic and eat can teach us, crystallize connections between
nonacademic lives, bolster their growth as individuals anyone and anything, and cultivate relationships that
and in relationships, and cultivate meaningful make our families and communities resilient.
engagement with their own health, the health of their
We hope these lessons prove helpful tools to you as
communities, and the health of the planet.
you work to bring your own vision, whatever that
Central to the theory of edible education is that all may be, to life in your community.

Philosophy and Pedagogy for Equity
Equity is both a means and an end in edible education.
Edible education holds unique possibility to address a the walls depict a wide range of cultures and food
number of student needs that are not met or reflected traditions. The rewards of gardening, cooking, and
in traditional curriculum or pedagogical practice. This eating are accessible and inclusive, and we ensure
is particularly important for engaging students who that our lessons and our pedagogy draw upon and
face systemic marginalization or who may be coping promote the range of strengths of all different kinds
with trauma. The ever-present stresses of poverty, of learners: visual and physical, independent and
poor health, hunger, social isolation, discrimination, collaborative, in quiet repetition and in noisy activity.
and violence can obstruct a child’s focus on school,
In addition to making our spaces and lesson plans
making it even harder to thrive in a traditional
inclusive, we believe that a student’s experience is
classroom setting. Edible education connects the
critically important to their ability to learn. When
experience of school to the real, lived experiences of
students feel safe, happy, seen, respected, and
our students.
excited about their work, they engage and learn
A decade of social science research demonstrates much more fully (and the converse is true as well—a
that, overall, garden and kitchen
programs improve a sense of E di ble educat i on connects the ex peri ence of school
belonging at school, nurture to the real , l i ved exper iences of our students.
positive relationships with
teachers and trusted adults,
boost motivation and sense of satisfaction, and student who feels unhappy, insecure, or alienated
improve physical and emotional health. Studies faces many more challenges in successfully
at our flagship program in Berkeley found that reaching learning goals). When planning a lesson
edible education produced significant gains in or developing our curriculum, articulating how we
the development of a cooperative school culture, want students to feel in the space is as important as
increased academic engagement, improved students’ defining our learning objectives or developing lesson
sense of belonging in their school community, and content. This does not mean that discomfort has no
increased consumption of healthy foods. Each of place in our classrooms—we believe that taking risks
these outcomes is crucially important to our work to is a vital part of development, that making mistakes
build a more equitable world. and having the opportunity to get hurt in small ways
are the foundation of keeping us safe later in life. But
In working for equity in the classroom, student
at every step of the way, our approach aims to make
experience is at the center of every decision we
sure that everyone involved—teachers, students,
make. We intentionally design our classroom
and volunteers alike— get the most out of their time
environments to communicate to children of every
together through building a strong classroom culture
background that they belong and that they have
based on collaboration, mutual respect, and equity.
been considered when creating the space—the crops
we plant, the recipes we cook, and the artwork on We find that active culture-building in our classrooms

also serves as an answer to what often is portrayed they share the space with respect. On the other,
as one of teaching’s most vexing challenges: when conflicts arise, which they inevitably will, the
behavior management. In our experience, building practices used to build the culture form a foundation
a strong classroom culture could be compared to of trust and communication that prove invaluable to
practicing preventative medicine as opposed to the conflict’s resolution. Of course, this too becomes
waiting until a health issue has progressed far an approach to equity—when a classroom culture
enough that it requires more drastic measures. On is able to disrupt traditional dynamics that too often
one hand, students who feel safe, happy, seen, identify students of color, especially boys, as having
respected, and engaged tend to reciprocate in “behavioral issues,” everyone in the classroom
kind, treating the people and things with which community benefits.
Practices of Edible Education

The following is an overview of the
foundational practices of our work—the most
important strategies we have identified for
translating our theory of edible education into
a living experience for our students.
Most of these practices are not explicitly represented I have ownership of my body and voice.
in the lesson plans that follow, but are nonetheless I know how I can be successful in this space; the
foundational to every student experience at the people here want me to succeed and will support
Edible Schoolyard Berkeley—whether during a class, me in doing so.
a quick visit after school, or at an evening family
I feel welcomed, cared for, and respected.
engagement class.
I am acknowledged, I am seen, and I belong here.
Building a strong classroom culture is the foundation
I can be myself.
of all our practices. It begins with identifying how
My voice and opinion matter and are respected.
we want our students to feel while they are in our
classrooms. From there, we engage specific practices The space, people, and structures are fair to me.
to meet those goals. I have the ability to grow and develop my skills,
knowledge, and abilities through effort and
How we want our students to feel:
practice.
I can do this.
It is okay not to know.
My presence and contributions matter and are
When I encounter a problem, don’t know
appreciated.
something, or feel unsure, I know how to get the
I feel safe. support I need to figure it out.

How we meet these goals: Model curiosity by asking questions: Invite students
to share stories, thoughts, or perspectives that
1. Invite students to show up as their
matter to them, and listen with curiosity. Support
full selves in the classroom and let
students to do the same. When conflict or friction
them know that their presence and
arises, seek to understand its cause as opposed
contributions are appreciated.
to making assumptions. Asking questions is an
Greet every student at the door as they enter the excellent way to promote students’ self-reflection.
classroom. Have fun with the students—learning should be
Interact with every student one-on-one in each class. pleasurable!
Talk to students with respect and kindness.

2. Support every student to succeed with
Meet students where they are. Help students
clear, consistent expectations, explicit
find space and time to process whatever they
invitations to engage, and numerous
are bringing into the classroom. Support them in
opportunities for success.
practicing self-awareness around this need and the
strategies they can use to address it. Explicitly name and explain your expectations
for student participation, and vary participation
Foster a “culture of yes”: Think twice before
protocols—communication norms vary by culture
answering “no” to a question and see if there is a
and background. Not every student will have
way to accommodate a student’s request.
the same assumptions or comfort level with
Feature crops, recipes, tools, artwork, and other participation protocols often used in classrooms
objects from many cultures in the physical space. (e.g. one voice, calling on raised hands). Explicitly
“Don’t yuck my yum”: Don’t put down or deride naming and explaining your expectations helps
things that other people like. Support students to students to understand how to be successful in the
do the same. space. Varying participation protocols can create
Avoid commenting on students’ eating habits (e.g. access and promote buy-in for all students.
“Wow, you just inhaled that plate!”) and support Interrupt and explicitly name harmful or
students in doing the same. unacceptable behavior. Describe clearly what
you are seeing and why it is not okay. Base your
When a student says they don’t want to try a
observations in firsthand experience and use “I”
food, insist on serving a very small “no thank you”
language to root your observations in a shared
portion so they have the opportunity to try it if they
experience.
change their mind, but do not insist that they try it.
Eliminate barriers to participation by providing
Serve up food with the stated goal of fairness and
gloves, work boots, aprons, kneepads, and ponchos
ask students to help you in achieving that.
to students in garden classes and aprons and latex
Make a positive phone call home to share a
gloves to students in kitchen classes. For students
student’s successes and achievements in class.
anxious about keeping their hands, shoes, or
Appreciate the difference between intent and clothes clean and dry, protective gear gives them
impact: When conflict arises, recognize that the opportunity to participate without having to
frequently the harm caused was not intended, but sacrifice this priority. Similarly, though we ask all
that lack of malice does not mean a harm caused students in the kitchen to wear aprons, if this acts
is not real. Support students to understand the as a deal breaker for any student, we never force
difference. them to.

Celebrate and share the unique strengths of each 3. Model and encourage a belief that
of your students and support students to do the intelligence and abilities can grow
same. Provide opportunities for students to engage through effort.
in collaborative work in a variety of ways (e.g. This “growth mind-set” contrasts with a “fixed
group discussion or brainstorm, or independent mind-set” that frames qualities like intelligence
research with a group report out afterwards). Have and talent as fixed traits that cannot be changed
students reflect on the contributions of each group and that alone guarantee (or hinder) success.
member.
Engage students in challenging material and
Invest in building relationships with your students.
provide them with frequent opportunities to see
Take the time to learn about your students’ needs
and reflect on their own growth by prompting self-
and experiences at home and at school. Individually
reflection and sharing your own observations of
and organizationally, explore the impact of culture,
their growth.
identity, power, and privilege on the schooling
Practice giving specific positive feedback related
experience. Build your skills in multicultural
to what students can control (effort, strategies,
conversation and develop your teaching practices
attitude). E.g. “I really love the focus I’m seeing
to ensure access for all students, especially those
here” instead of “Wow! You did a great job! This
historically underserved by the educational system.
must be so easy for you!” or “It’s OK. Not everyone
Access students’ prior knowledge and experience. is a natural at this. Let’s move on to something
Soliciting students’ existing perceptions of and you’re better at.”
interactions with your program’s content can
Give critical feedback on areas students can control
validate their experiences, teach you more about
based on specific, timely, personal observations.
their lives, and establish common interests and
E.g. “I noticed that during that group discussion
knowledge. Providing opportunities for students to
you had a lot of speaking time and some students
share their opinions and stories sends a message
didn’t speak at all. Did you notice that?” instead of
that your program cares to hear them, which is
“You talk too much and should step back so other
a powerful tool in building student buy-in and
people can get a chance to participate.”
engagement.
Share stories of developing your own skills through
Build academic language through “Structured
persistence, including mistakes and “failed” attempts.
Student Talk Time.” Display questions—along with
frames for possible responses—on clipboards or
4. Teach to the whole child and a range
whiteboards to allow all students to access and
of learning styles.
practice using academic language. Sentence
frames can be easily customized to support Engage the five senses.
a variety of conversations. (“One method of Make space for art and creativity.
conserving water is ____. I believe it is effective
Use interactive and engaging visual aids and
because ____.”)
props, or leverage elements of the garden or
Collaborate with the people at your school who kitchen environments as illustrative and exciting
are already working to support the students facing teaching tools. These visual aids spark curiosity,
the greatest challenges at school (e.g. equity support content delivery, and provide students
team, counselors, English-language development with an opportunity to analyze and interpret visual
teachers, or the special education department). information.

Try putting action before content. Diving into a observational skills.
hands-on exploration of the garden increases Encourage beneficial risk: Allowing students
student buy-in, provides context for future
to engage with adventurous play can increase
discussions, and supports kinesthetic learners.
students’ confidence and willingness to try new
Structure lessons with the “Learning Cycle” things, while also exercising their ability to reliably
(Invitation -> Exploration -> Concept Invention assess risk in their social, emotional, cognitive, and
-> Application -> Reflection) by starting with physical surroundings. We encourage our students
an invitation to engage in more open-ended to step out of their comfort zone academically and
exploration before introducing specific content or socially, and we also give them opportunities to
engaging in “meaning-making.” Once students physically test their boundaries with wheelbarrow
have explored and made meaning of their rides, climbing trees, and using real tools.
experiences, give them an opportunity to apply
Teach students to use real tools. This sends a
what they’ve learned. Finish off the lesson with a
message that the objects in our lives are not
chance to reflect on their learning to help it stick.
always disposable and should be treated with
Reinforce key concepts using multiple media. A care, and that we trust and expect our students
combination of dynamic visual aids, interesting to act as stewards of these communal resources.
written material, group discussions of varying It encourages students to take ownership of the
sizes, and hands-on activities gives students
space and inspires buy-in and focus.
several opportunities to grasp and engage with
the topic at hand.
6. Provide opportunities for students to
If you work collaboratively with other teachers, collaborate, lead, and develop their
explore how your different personalities, interests, voices.
skills, and perspectives can enrich the learning
experiences you’re able to offer your students. Make thinking visible. When making decisions,
share your thought process so that decisions are
5. Encourage students to take ownership seen to be logical and reasoned. Sharing your
of their learning through inquiry, process with students allows them to develop the
exploration, and independence. higher-level thinking skills, such as awareness of

self and others, that we as teachers constantly
Solicit student choice. Use a process that allows employ.
students to choose their gardening or cooking job,
Use discussion routines. Maximize “student talk
or find other ways to incorporate student choice
time” during lessons while helping students to
into lessons. Providing students the opportunity to
develop their academic vocabulary, evidence-
choose establishes mutual trust and builds buy-
based argumentation, and confidence in public
in, and can be a way for students to develop an
speaking by using discussion protocols that
awareness of their own and others’ interests and
students learn and become familiar with. Some of
needs. Make space for exploration and free time
our favorites are:
as ways to investigate questions that arose during
class, and develop students’ ability to remain Walk and Talk: Good for transitioning between
present and direct their own learning experience spaces. Ask students to form two lines and
in times of independence. Outside of free time, discuss, as they walk, a topic with the person
structure open-ended exploration time into your next to them. Upon arriving at the destination,
lessons to engage students’ curiosity and build give each pair the chance to share out.

Think-Pair-Share: This routine gives students help students appreciate the many ways in which
time to silently reflect on a question or prompt, leadership can manifest beyond speaking in front
then discuss with a partner, and finally share out of a group.
to the larger group. This is a great way to involve
Build social-emotional skills through teachable
students who are more timid and avoid raising
moments. As a teacher, recognize moments in
their hands even if they know the answer.
which you can give feedback or guidance to help
Whip-Around: Pose an open-ended question students develop their awareness of self and
to students, give them a moment to consider others, ability to make responsible decisions, and
their responses, and then whip around the circle, communication and relationship skills.
hearing briefly from each student.
Lines of Communication: In this activity, 7. Help students build a toolbox for

students form two lines facing each other. learning by providing them with
Pose a question to the students, who have an opportunities to develop key academic,
opportunity to share their answers with the scientific, and observational practices.
person standing across from them. Direct the
We see the kitchen and garden as dynamic
students in one line to rotate in one direction,
laboratories in which students can develop the
thus providing every student with a new
skills needed for lifelong critical thinking. We’ve
conversation partner.
noticed that providing students with opportunities
Poetic Devices: We often use this protocol
to make careful observations, conduct
during tasting activities, asking students to
investigations, and engage in critical thinking or
share a simile or metaphor to describe the food
discussions not only increases their academic
they’re eating. This activity can be good for any
skills; it also invites them to fall in love with food
of the five senses.
and the natural world.
Engage in project-based learning. Whether it’s
building new tables for your greenhouse, designing Use the “I notice, I wonder, it reminds me of”
an art installation, or developing a cooking lesson routine. This practice, from Berkeley’s Lawrence Hall
for younger students, project-based learning allows of Science BEETLES program, invites students to
students to identify real-world problems and focus on an object from nature and share with a
develop solutions. This type of learning cultivates partner, in alternating succession, what they notice
a tremendous level of ownership by exciting and about the object. Then, when instructed, they switch
motivating students to leverage their agency as to what they wonder, and finally what the object
learners. Students practice communicating their reminds them of. This routine helps students develop
ideas, designing solutions that represent the entire a mind-set of curiosity and provides language tools
group’s vision, and collaborating to develop the to engage with the natural world. It also encourages
skills needed to complete their project. students to relate nature to their own lives and
share more about themselves in the process.
Encourage student leadership. If a student has
already worked on a kitchen or garden skill, Build on lessons over multiple classes/grade levels.
ask them to teach their peers. For routines that By referencing a previous experience in the kitchen
students complete often, like a tasting or opening or garden, students are able to make connections,
circle, invite a student to give the instructions or deepen their understanding, and build on skills.
facilitate the conversation. Encourage a wide range We use our scope and sequence document
of students to practice their leadership skills and to determine how to intentionally sequence

experiences and content over students’ three years five senses? Creating a buzz from the start of class
at King Middle School. will build student buy-in.
Use questions to further students’ thinking and Using food as a hook. In general, students
prioritize the thought process over the final answer. love to cook (and eat!). Consider ways you can
Spark a conversation with open-ended questions intentionally link food to your lesson’s content, so it
that encourage students to synthesize information, is more than just an “add-on.”
draw on their experiences, brainstorm solutions Plan for how students will get to interact in any
to a problem, and develop their own opinions. activity. Oftentimes the best learning builds
Questions encourage students to take ownership community through fun and memorable shared
of their learning process, rather than looking to experiences.
teachers as the source of knowledge. By modeling
Provide learning opportunities unique and
the use of questions in academic conversations and
authentic to your classroom space. If you are
explorations, you can help students develop their
working outdoors, consider whether you could do
own questioning skills.
Ask students to make a

hel p students see that bu ilding skills i n edi ble
prediction/hypothesis. By
education wi ll prepare them for a l i fe ti me of
pausing to invite students
leadership, health, communi t y-bu i ldi ng, and learn i ng!
to think about what might
happen next, we allow
students to practice an the activity you are planning indoors. If so, keep
important scientific skill while encouraging them to brainstorming to find an activity that helps students
develop their own ideas (and become invested in learn content in a way that meets the garden’s
the discussion at hand). needs and leverages the special elements of our
Engage in arguments from evidence. After posing garden space. If you are working in a kitchen, make
interesting questions and problems, help students use of everything the space and tools have to offer.
practice sharing the reasoning behind their Share your own passions, interests, or personal
thoughts. You might collect and analyze data from anecdotes to engage students and inspire them
the kitchen or garden, develop and use a model, to care about lesson content. After sharing about
or draw from a hands-on or lived experience. yourself, ask them to share something about
Encourage students to evaluate a variety of themselves.
opinions using respectful conversation skills.
Connect the activity to students’ lives and highlight
real-world connections. Help students realize the
8. Spark student interest by highlighting
“So what?” by sharing how the content you’re
real-world connections and sharing
learning impacts their lives or shows up in the
your passion.
world at large; link your lessons to current events
Draw students in with a thought-provoking in your community; bring personal stories about
question or a well-chosen visual aid. Consider farming, environmental stewardship, and working
what your students will experience at the very in the food system; help students see that building
beginning of a lesson (even before you speak). skills in edible education will prepare them for a
What are they seeing? Are they invited to explore lifetime of leadership, health, community-building,
or generate questions? How are you engaging their and learning!

Curriculum Development
Even after 20 years, we are always in a
process of reimagining, updating, and
creating anew our curriculum.
Ongoing engagement with our lessons helps us to out. Inevitably, this surfaces new considerations. We
stay energized and excited about what we teach, address what we can right away and record what
and keeps our students’ classroom experiences we can’t address immediately for the following year.
feeling relevant and important. Continuing to revise Many of these considerations are captured in the
our curriculum also engages us in the critically “Teaching Notes” sections of our lesson write-ups.
important, on-going dialogue with our central goal of Overall, we aim to create curriculum as dynamic as
cultivating equity in our classrooms and communities. the content we teach and the spaces we teach in.
As the conversations around equity in society as a Below, we’ve outlined a rough guide to our curriculum
whole evolve, we are always working to reflect that development process. Our goal is to provide you with
in our curriculum. suggestions and tools that you may draw from to use
in your own program, and also to provide context for
Whenever we develop or edit a lesson, it happens
the development of each of the lessons that follow.
in two parts. First we’ll create a draft of the lesson
in its entirety. This may happen all at once, or it may
happen over the course of a longer period of time;
Lesson Development
it may happen from scratch, or through editing an 1. Ident if y and def i ne less on goals
existing lesson; it may be collaborative or combine
The first step when we create new a lesson or edit
independent thinking and group conversation. Once
an existing one is to define the lesson’s overarching
we have a draft, we review it as a teaching team.
goals. These goals may be skill-based (e.g. to
While reviewing, we take a fine-tooth comb to every
develop students’ knife skills, or to help students
aspect of the lesson—the write-up, the teaching
practice working as a team), they may be thematic
materials, activities, food, recipes, etc.—to make
(i.e. to engage students on the intersection of food
sure it reaches our goals for student learning and
choices and environmental issues, or to explore
student experience. We look to see the lesson is
agricultural techniques used by historical civilizations
doing what we want it to do (e.g. help students to
of the Americas), they may be related to how we
better understand the greenhouse effect), and not
work (e.g. to support our upcoming plant sale, or to
inadvertently doing what we don’t want it to do (e.g.
increase buy-in and facilitate collaboration with math
make students feel overwhelmed and powerless
teachers), or they may be a combination of the three.
over the scary impacts of climate change). After this
Some of our lessons develop from one major goal,
review, we circle back to the lesson draft and revise
but most begin with two or three.
it to address any issues identified in the review. This
cycle of revision may happen once or many times. In almost every case, lesson goals arise from where
the lesson is in the overall scope and sequence of
When we feel a lesson is ready to teach, we try it
our students’ experience in the kitchen and garden

classrooms and their academic classrooms. This students to get out of this lesson? What knowledge,
often means collaborating with academic classroom skills, behaviors, or other learning should they
teachers to generate lesson goals that coincide with have leaving your classroom that they didn’t have
or support students’ academic learning on specific when they arrived? Learning objectives should be
topics or themes—we seek their input wherever specific, attainable, measurable, and important.
possible because it helps inform how we can best Just as our overarching goals for a lesson often look
support the overall learning of our students. Every quite different between lessons - while one lesson
lesson also has at least one goal stemming from may be built to facilitate student learning on the
the arc of students’ development of knowledge, scientific process, another may originate with a
skills, and behaviors unique to our kitchen and desire to strengthen collaboration between the art
garden classrooms. For example, whenever we build department and the kitchen classroom - student
or revise a seventh-grade lesson for our kitchen learning objectives vary greatly across our lessons.
classroom, we do so with an eye towards the final Sometimes learning objectives may be developed
seventh-grade lesson of the year: Iron Chef. In the entirely from the lesson goals. Often, however, they
Iron Chef challenge, table groups work together— are refined and made more specific in conjunction
without adult assistance—to plan and prepare a with the next step in our process: choosing the food,
meal based on a set of surprise ingredients. This crop, or activity that the students will engage with.
lesson demands a high level of collaboration and
independence from the students, as well as a 3. Consi der your food, cro p, or
mastery of basic cooking skills and techniques. In acti vi t y
order to prepare students to enjoy and feel successful With the overarching goals and specific learning
with this challenge, we specifically design the objectives defined, our next step is to dive into the
seventh-grade lessons leading up to Iron Chef to food, crop, or activity: What will the students do or
support their development of these skills. This same experience to reach the learning objectives and for
thinking is applied for all of our lessons, both in the the lesson goals to be met?
kitchen and in the garden.
In the kitchen, this means choosing a recipe. Some
In addition to supporting a more cohesive student key considerations when choosing what to cook with
experience, defining these broad lesson goals students are:
is crucial to facilitating successful and efficient
What is in season? Ideally, every recipe we make
collaborative lesson development. They focus our
includes at least one ingredient that comes directly
efforts as we move forward and allow us to be
out of our garden.
flexible in designing the specifics of our collaboration
process—with the lesson goals as touchstones, we How much time do we have? The most exciting,
may delegate much of the lesson design process to delicious recipe is no fun if students feel rushed
just one or two people or choose to craft in group making it. Sometimes, tricks like having boiling
discussion, infinitely more efficient and creative with water ready when students arrive, pre-cooking
everyone on the same page. or partially cooking certain ingredients, or having
students follow a “pay it forward” model where
2. Develo p student learn ing
classes prepare foods to be used or enjoyed by
object i ves
following classes can help buy us more time.
Student learning objectives translate lesson goals Will students like the food? We want everything we
into student experience: What do you want your cook in the kitchen to be delicious. We often choose

foods that many students are already familiar with or taking a poll of which hot sauce the table group
to maximize student buy-in. would prefer to have with the meal.
What foods are important to our students? All What equipment and tools do we have? Which
students should feel welcome, seen, and recipes best meet the constraints or qualities
represented in our space. We cook foods from a of our space? We think about work flow when
variety of cultures, and frequently ask students choosing a recipe or multiple recipes. If we already
what foods they eat at home and which foods are know a lesson includes one dish that will be cooked
important to them. When creating a new lesson, we at the stove, maybe we’ll add a recipe that will be
actively seek input and feedback from students and eaten raw, or one to be cooked in the oven, to best
community members who identify with that food. use our resources and avoid overcrowding any one
What cooking skills do we want students to learn area of the kitchen.
or practice? If our
aim is for students
W hat w ill the students do or experi ence to reach the
to develop their knife
learning object ives and for the lesson goals to be me t ?
skills, just making
pancakes is not the
best choice to serve that goal. Add supremed citrus Will students make the recipe at home? We choose
and thinly sliced candied citrus peels to that lesson, recipes that students can replicate at home
and you may have the ideal food. with basic equipment and tools and affordable,
What themes or topics do we want to explore? If easily sourced ingredients. When we use special
we’re building a lesson around the spread of spices equipment in the kitchen, we suggest alternatives
from India along the Silk Road to support the sixth- (such as using a glass or bottle as a rolling pin), and
grade history curriculum, we’ll choose a recipe that always provide copies of the recipes for students to
includes the specific Indian spices involved in this take home.
historical trade. Will preparing the recipe be fun? We have never
What goals do we have for student behaviors made French onion soup and probably never will,
and habits of work? If we’re aiming to increase because what kid wants to spend a 90-minute
students’ perseverance and focus, we may choose cooking class crying?
a recipe that requires a lot of specific, careful

In the garden, this means determining the garden
knife work like vegetarian sushi, or one that has a
jobs. Some key considerations when choosing garden
narrow margin of error and requires high levels of
jobs are:
attention to technique like a rolled omelette.
How many students will we have? What is the What does the garden need? Just as we have our
adult-to-student ratio? The greater the number of students work with real tools, we always want the
students and the fewer adults, the more important work our students do in the garden to be authentic
it is to choose a recipe that students can be to the true needs of the space. Working on real
successful at relatively independently. gardening jobs allows students to work toward
mastering gardening skills that will continue to
Will there be enough meaningful jobs? We want all
serve them after graduating from our program;
students to be engaged for the full time that they
it teaches students through experience how to
are with us, whether it be preparing the recipe,
identify and recognize the needs of a garden
setting the table, harvesting herbs for our water,
and how to meet those needs; and it develops in

students a sense of self-efficacy and ownership How many students will we have? What is the
over the space, recognizing that their actions are adult-to-student ratio? The greater the number of
directly reflected in the growth and health of the students and the fewer adults, the more important
garden. it is to choose a garden job that students can be
How much time do we have? For many of our successful at relatively independently.
students, learning to appreciate the rewards of the Will it make best use of the space? Whenever we’re
work required to maintain and care for a garden making a new lesson, we always ask ourselves,
is already a major lesson in patience. Whenever “Could this same lesson happen inside?” If the
possible, we try to have students work on jobs answer is “yes,” we know the lesson isn’t there yet.
that can come to some form of conclusion or The most valuable experiential learning happens
culmination in the time we have to work. We try to in the garden when activities are authentic to the
provide opportunities for students to see the results richness and uniqueness the space has to offer.
of their efforts over the short and long term. We also always look to have a variety of tasks that
What gardening skills do we want students to can be completed in different areas of the garden.
learn or practice? Our goal is that every student As much as possible, we aim to distribute working
will graduate from our program with the basic groups throughout the garden to avoid cramping
knowledge and experience required to successfully one area.
grow food. In most lessons, we include some Do the tasks appeal to the diverse interests and
variation of four gardening jobs: propagate, energy levels of our students? In every garden
cultivate, harvest, and compost. Over the course class we try to present a variety of jobs that appeal
of a student’s three years in our program, we to all students. For example, students with a lot
intentionally build opportunities for them to develop of energy will thrive in more physical jobs, while
capacity in these areas. artistic students love a job in which they can spend
What themes or topics do we want to explore? the working period painting colorful signs for the
We collaborate closely with King Middle School’s garden beds.
science teachers and use the Next Generation
Science Standards (NGSS) as an invaluable 4. C rystallize Connecti ons
resource to translate academic ideas or concepts What teaching practices, structures, or strategies
into hands-on garden-based experiences. We truly will we use to crystallize the connections between
believe that anything can successfully be taught in the food, crop, or activity and the specific learning
a garden classroom—collaborating with a diverse objectives? Defining a learning objective and
group of stakeholders can be key in identifying rich choosing a food that relates to that objective doesn’t
connections. necessarily set students up to meet the learning
Can many hands complete the task? We want objective. In this step, we get specific about how the
our students to be meaningfully engaged for the students will relate with the food, crop, or activity
entire work period. If one task won’t be enough in a way that facilitates the learning we want to
but is something we feel strongly that we’d like our happen. This step is especially important because so
students to have the opportunity to do or that the much of the learning that occurs in our classrooms is
garden urgently needs, we’ll often have that group experiential. Being intentional about how we frame
spend half the period completing the task and the and set up student experience in our lessons means
other half preparing a tasting, working on another the difference between, for example, students having
job, or in free exploration time. a great time propagating starts in the greenhouse

and also learning that climate change is causing a One tool we often use to organize the lesson
rise in global temperatures versus students being revision process is the “Curriculum Discussion Tool,”
able to describe how the way a greenhouse traps included below. We initially developed this tool
heat mirrors the role of the ozone layer in regulating as a framework to support us in developing our
global temperatures.
Practices, structures, W hat teach i ng pract i ces, structures, or strategies wi ll

and strategies we often we us e to crystallize the connecti ons be t ween the food,
use to intentionally crop, or acti vit y and the specifi c learning objecti ves ?
make these connections
include:
curriculum for social justice. Explicitly identifying
Chef Meetings/Opening Circles ways that a lesson can work to cultivate social
justice and dismantle oppressive systems (section
Small-group check-ins
III on the Curriculum Discussion Tool) allows us to
Visual aids or other visual materials
better integrate those considerations into our lesson
Written recipes or other procedures development process. Similarly, enumerating the
Breakout activities, labs, or other activity formats variety of ways our classrooms can uniquely support
students’ academic skills allows us to be more
Discussions and structured reflections (large group,
intentional in how our lessons support the academic
small group, facilitated, open, structured student
lives of our students. At its core, the Curriculum
talk, etc.)
Discussion Tool is useful because it holds space for a
Lesson props or materials, such as interactive cards
variety of considerations that we have decided as an
or thought-provoking books
organization to prioritize but don’t always get right
Closing Circles the first time we draft a lesson.
Exit tickets
We don’t expect to hit every consideration on the
tool in any single lesson. In fact, it’s generally much
Lesson Revision
better that we don’t. When reviewing a lesson, we
After we draft a lesson, the next step is to review it. absolutely look to see that our goals for student
Just like our initial draft development process, lesson experience, our practical considerations, and our
draft revision is always collaborative. The specifics learning goals and objectives are met. In terms
of this collaboration vary from lesson to lesson. Most of “Anti-Oppression Curriculum” and “Building
frequently, the main author(s) of a lesson distributes Academic Skills,” on the other hand, it is often much
the draft to a committee of reviewers—generally the
better for a lesson to very robustly hit one or two
other kitchen teachers for a kitchen lesson and other
marks—trying for any more than that tends to clutter
garden teachers for a garden lesson, but sometimes
and dilute a lesson’s impact. Instead, we want our
both, as well as academic classroom teachers, and
curriculum overall, as a collection of lessons, to reflect
sometimes community members with experience or
the priorities listed on the discussion tool.
expertise that relates to the lesson. We make it a
point to seek feedback from as diverse a collection of After individuals have read through a lesson draft and
perspectives as possible because we recognize that filled out the Curriculum Discussion Tool based on
this is one of the surest ways to succeed in always their reading, author(s) and reviewers meet to discuss.
improving at our work and in creating curriculum that And around and around! Lesson development and
is meaningful to all of our students. revision is ongoing, nonlinear, and iterative.

The Edible Schoolyard Curriculum Discussion Tool
L esso n N a m e :
L esso n G o a ls :
S t u d e n t L e a r n i n g O b j ect i v es :
Material and Content for Revi ew
Chef Meeting /Opening Circle (content, language, delivery)

Small-group check-ins
Visual aids or other visual materials (content, language, appearance)
Written recipes or procedures (content, language, appearance)
Activities (What are the students doing? What are the teachers doing?)
Food/crops
Other: __________________________________________________________________
Lesson Review
Does this lesson do what we want it to do? What does this lesson do? Reflect on all lesson materials and
content. Rate considerations in each category below based on how well the lesson does it:
YS Yes (strong)
Y W Yes (weak)
N No
P Potentially! Not yet, but could be developed
Student Experience
____ How might different aspects of student identity impact a student’s experience of this lesson?
Is there anything in this lesson that could alienate, hurt, or cause a student to feel unwelcome on
the basis of any aspect of their identity? Consider race, gender, class, family structure, religion,
ability, sexuality, body type, other, etc.
____ Is FUN

L esson Goals and Learning Object i ves
____ Supports the stated lesson goals
____ Meets the stated student learning objectives
Ant i- Oppression Curriculum
____ Provides opportunities for students to learn about self and identity
____ Explores how identity differently impacts various groups of people
____ Presents opportunities for critical thinking—especially about identity and access to resources
____ Helps to shift assumptions and dominant stories about what is normal
(re: race, gender, class, family structure, religion, ability, sexuality, body type, etc.)
____ Provides opportunities for students to think critically about the narratives told about food and
morality in our culture (e.g. good vs. healthy vs. unhealthy)
____ Provides historical context for present-day inequities
____ Integrates constructive ideas from students or community
____ Incorporates different learning modalities (visuals, body-based learning, etc.)
____ Incorporates visual aids that are representative of different cultures and experiences
____ Provides opportunities to take action on issues that affect students and their communities
____ Provides opportunities for student talk time
Building Academ ic Sk ills
____ Provides opportunities for students to develop their skills as learners
By practicing scientific and inquiry thinking (observation, hypothesis, testing theories,

investigating questions, etc.)
Through integrating information from a variety of sources (firsthand observations, personal

experience, direct instruction, written text, visual aids, existing knowledge, etc.)
Through opportunities for metacognition, self-assessment, and process assessment
____ Provides opportunities to practice systems thinking (drawing connections, recognizing

intersections, cause and effect, thinking on a variety of scales)
By drawing connections between lessons learned in kitchen and garden classrooms and the
larger world
By observing and articulating large-world phenomena/big ideas playing out in kitchen and
garden classroom “laboratories”

____ Provides opportunities for students to develop their discussion skills
By articulating their own ideas in a variety of formats with a variety of participation protocols
Through actively listening to the ideas of others
____ Provides opportunities for students to develop their literacy
Through reading recipes or other process texts
Through language and vocabulary acquisition
____ Provides opportunities for students to develop their identity as a successful student and sense of
self-efficacy around learning
____ Provides students the opportunities to build positive relationships with people who can support
their academic success
____ Integrates information or content that connects to their academic classrooms
____ Connects to NGSS, Common Core, CA State History-Social Studies, or other standards
Practical Considerations
____ Practical in the time given
____ Practical in the space
____ Practical with the number of students and student-to-adult ratio
Comments:

Edible Schoolyard Garden
Infrastructure and Systems
Summary the baby plants can get watered on the weekends
and school holidays when we are not around.
Our garden infrastructure and systems directly inform
how we run our classes. In the Edible Schoolyard
Greenhou se
garden, all of our systems and structures have
been designed and built in collaboration with The greenhouse allows garden teachers and
builders, artists, and students with the intention students to propagate plants for the Edible
of empowering students to operate independently Schoolyard garden, the annual plant sale, and
in the space and creating rich opportunities for donations for other local garden programs. In
exploratory learning. Below, we describe the major the greenhouse area we work with students to
structures in our garden with notes on their design propagate plants by sowing seeds, using cuttings,
and use. We hope that this context will allow you grafting, or making divisions from existing stock.
to understand how our specific infrastructure and

So il Bi ns
systems support our students’ experience and the
curriculum we teach. The intention of this document The soil bins store potting mix ingredients, including
is to enable you to more easily adapt what you find finished sifted compost, sand, a purchased base mix,
useful or interesting to your own garden classroom. and amendments such as peat moss and perlite.
With these ingredients we are able to make custom
Ramada soil mixes that we use in propagation.
The Ramada is the central meeting place for beginning

Compost Row
and ending each garden class. The 20-foot diameter
weblike wooden structure is laced with deciduous We compost garden scraps and food scraps from
kiwis that climb up the sides and canopy over the top, the ESYB kitchen in a row of free-standing compost
proving shade in the summer months and a feeling of piles called Compost Row. The free-standing system
intimacy and enclosure within the larger open space allows students to comfortably stand around the
of the garden. Benches around the circumference compost and turn the piles together as a group.
provide more than 30 seats—enough for all the Students are able to observe the different stages
students, teachers, and volunteers in our typical garden of decomposition from pile to pile. In addition to
class. The circular space allows for group discussions, our free-standing pile system, we also utilize some
demonstrations, tastings, and games. In the Ramada, passive forms of decomposition such as a worm bin
students are held to the same behavioral expectations and a “no-fuss” pile. The no-fuss pile is a cylindrical
as in the classroom (i.e., engagement and focus). wire frame that we fill with raked-up leaves. The
leaves slowly decompose over time without turning.
Irri gation
Worm Bin
We primarily use drip irrigation in our annual beds and
orchards with sprinklers in most of our perennial beds. The worm bins, located behind our outdoor kitchen,
A basic irrigation timer is used in our greenhouse so are wooden bins used for decomposing food scraps.
C u rr i c u lu m : g a rd en 23 Edible S choolya r d Project

We intentionally have worm bins near our outdoor a water-free way for students to clean and put away
kitchen for easy access to composting food scraps. their tools, leaving things ready for the next class.
Here, students learn about the importance of worms
as decomposers and harvest worm castings. Worm Rai nwater Catchment System
castings are incorporated into our soil mixes for The gutters on both sides of the tool shed connect to
propagation. catchment tanks that allow us to capture hundreds
of gallons of unchlorinated water every time it rains.
Ch icken Coop Students learn here about water conservation and
In the Edible Schoolyard program, the presence of recycling. This system was made possible through
chickens and ducks has fostered a nurturing spirit a grant from the Alameda Countywide Clean Water
within the student body and added tremendously Program.
to student buy-in, especially with students who
might not otherwise be as interested in the garden. Wood-Fired Oven
Garden teachers integrate “chicken time” into classes The wood-fired oven—built of stones, bricks, and
as much as possible and students are encouraged mortar—provides a great way to incorporate cooking
to check for eggs before school, during garden and in the garden. We use the oven with students to
kitchen classes, and after school. The capacity of roast potatoes, beets, and carrots, and make pizza.
the chicken coop in the Edible Schoolyard is about The oven is also used for schoolwide events.
30 birds. In addition to providing opportunities for
learning about small-scale animal husbandry, garden Outdoor Kitchen
eggs are often incorporated into kitchen classes, The outdoor kitchen provides a covered space with
and garden teachers encourage students to move sinks in the garden, shielded from the sun and rain.
the chicken tractor—a small mobile coop that is The covered space is large enough for 10-12 students.
used to concentrate beneficial chicken scratching, Adjacent to the outdoor kitchen is our Long Table;
fertilization, and consumption of weeds and insects students use this space to eat together the food that
to garden beds as part of cultivating. is prepared during garden class. Our outdoor kitchen
is near a building that can supply us with electricity,
Tool Shed
which allows us to power our electric burners when
All our garden tools and equipment live in the Tool making hot food. Students built a constructed wetland
Shed. Every tool has a clearly labeled home, and to receive the water from the sinks of the outdoor
tools are stored on hooks or open shelves so that kitchen. We refer to this as our graywater basin. The
they are easily visible. In addition to the tool shed, plants in this wetland absorb and filter the graywater
tools are stored on mobile racks that are wheeled before it goes into the garden. Aside from cooking,
out in front of the tool shed each day, which allows we use the covered space for processing the harvest,
more students access and prevents any congestion preparing the tasting, making flower bouquets,
around choosing tools. Tools in the Tool Shed are afterschool class meet-ups, and any academic
marked with yellow tape while tools from the mobile lessons that require a table.
racks have red tape, allowing students to put them
back where they found them. Students independently Pond
choose and put away garden tools every class. The The pond provides a calming place in the garden for
tool cleaning station is adjacent to the tool shed. students and teachers to enjoy while also adding a
After every garden class, students scrub their tools unique ecosystem to explore. Aquatic plants vegetate
clean in barrels filled with linseed oil and sand. This is the pond and perimeter while a solar-powered
E d i b l e S c ho o lya r d Proj ect 24 Curriculu m: g ard e n

waterfall cascades into small pools that circulate the and the Triangle Orchard, with nine stone fruit
pond’s water. Our ducks love playing and bathing in trees. The fruit from both is harvested and used in
the pond. We stock fish in the pond to eat mosquito the kitchen classroom or garden lessons whenever
larvae. possible. The Hillside Orchard is terraced, maintained
and improved each year by students. It also has
Beeh ive swales—ditches dug along the contour of a slope to
We use our top-bar beehive to teach students about collect rainwater on-site, thereby reducing the need
the importance of pollinators and add to the overall to irrigate the orchards. The swales help prevent
fertility of the garden. The beehive is located on a erosion and usually can store enough rainwater to
secluded hillside in the back of the garden with a the point of saturation, allowing the orchard trees to
student- built fence surrounding it. Local beekeepers be less dependent on irrigation.
help us maintain the hive. We incorporate honey from
the hive (when available) into our Bee Lesson, where Perime ter Fence
students are given the opportunity to taste fresh The perimeter fence is a 6-to-7-foot open-air metal
honeycomb. mesh fence that keeps deer out of the garden
without obstructing lines of sight. By keeping deer
Orchard s out, we are able to protect our crops from their
We have two orchards in the garden: the Hillside nibbling mouths, and keep out any contaminants
Orchard, comprising about 30 fruit and nut trees, they may bring with them.

Tool Shed Contents Optional
Working with tools is an Pitchforks
Hoes
essential aspect of every Sledgehammers
student’s experience at the Pick axes
Edible Schoolyard. Fence post pounder
Students are introduced to tool safety in their classrooms before Sprinklers
they come out to the garden, and then they are given a tool shed Watering wands
orientation during their first garden class. Below is a list of tools Egg baskets
we find essential to run a successful garden program, along with
Compost thermometer
a list of optional tools we find useful to run a large middle school
(or high school to adult) program. Choose the tools from the Greenhouse aprons
optional list that will be best suited to your program. Crowbar
Sunscreen
Essentials in the ESY Tool Shed Pads (for seating on wet days)
Hand-cultivation tools like Basic carpentry/plumbing Ponchos or rain jackets
trowels tools (hammers, pliers, Rubber boots
Rakes (T and fan) wrenches, screwdrivers) Screens (for winnowing
Spaded forks Basic carpentry/plumbing amaranth and other grains)

hardware (nails, screws, Bowls (for seed saving, winnowing)
Shovels (flat, round, snow)
nuts, bolts, tape, staples,
Clippers Wire brushes
replacement fittings, valves,
Loppers heads, etc.) Plastic scrapers
Gloves Wire Linseed oil (to be added to sand for

tool cleaning)
Harvesting baskets and Twine and rope
crates Liquid Fence (deer repellent)
Wooden stakes
Buckets Backpack sprayer (for foliar feeding)
Organic soil amendments
Sturdy wheelbarrows (rockdust, feather meal, kelp Mower
meal, oyster shell) Weed whacker
Broom
Bamboo (for structures, Rototiller
Hoses
trellising, fencing, stakes)
Watering cans Gasoline
Trashcan with lid Ladders (including tripod orchard

ladder for harvesting/pruning fruit
Saws (pruning, bamboo,
trees)
grass, and carpentry)
Large umbrellas with stands

A Typical Garden Class
“Typical” No More
Until 2015, a typical garden class at the Edible Schoolyard followed the same format for all
three grades: Students came to the garden for approximately 90-minute periods about once
a week for three-to-eight-week rotations. In 2015, King adopted a new class schedule for
seventh and eighth graders that changed the typical weekly layout for how often and for how
long we could see these students in the garden. In order to maximize time with students under
the new schedule, we developed an entirely new format for seventh- and eighth-grade garden
curriculum called “Immersion Weeks.” In Immersion Weeks, students come to the garden with
their science class every day for one week. We still use the more traditional format in our
sixth-grade lessons. Below, we first outline a typical garden class with sixth graders, and then
a typical “Immersion Week” format we use with seventh and eighth graders. In both formats,
every garden class integrates a common set of rituals and routines. This allows students to
know both what to expect and what is expected of them every time they come to the garden.
A Typical Sixth-Grade Introduce the closing circle activity so that students

Garden Class are prepared upon returning to circle at the end of
class.
A typical garden class with sixth graders at the Edible
Schoolyard is 86 minutes (1 hour and 26 minutes) Divide into working groups.
and is divided into three main parts: Opening Circle,
2. In the Field (40-60 minutes)
In the Field (work time), and Closing Circle.
After Opening Circle, students break up into
1. Op ening Circle (7-12 minutes)
three or four working groups. Each group has an
average of 6-10 students and one garden teacher.
A typical garden class begins in the Ramada
Occasionally a classroom teacher will also lead
with an Opening Circle. At the Opening Circle, we
a working group. Working groups walk from the
welcome students and frame the garden class.
Ramada to their job site.
Garden teachers rotate the role of facilitating circle.
Lead a small-group check-in: Have each student
Introduce the day’s activity or lesson.
answer a check-in question. Check-in questions
Focus attention to the job board and model team- should be fun, interesting, easy to answer briefly,
teaching. and answerable by all. They may or may not have
From their seat in the circle, each garden teacher anything to do with gardening or the lesson theme.
gives a brief description of the garden job they The goal of a check-in is to hear everyone’s voice.
will be teaching. Describing garden jobs inspires Review the garden job: Break down the steps
student buy-in by allowing students to make an to executing the garden job and have students
informed choice for the garden job that interests identify the necessary tools before going to tool
them the most.

shed. This is an excellent time to introduce specific constructing and deconstructing trellises and
inquiry questions or other frames that help to fences in the garden, mulching pathways,
connect the garden activity to other lesson themes painting signs for crops, etc.)
or content. Visit a lab or breakout session: Many of our lessons
Get the necessary tools and gear from the toolshed: that focus on specific scientific concepts—as
We aim to cultivate a sense of independence and opposed to broader cross-cutting concepts and
ownership with our students over the garden practices that students develop every time they
space. Students are responsible (with support, if visit the garden—include a lab or breakout session
necessary) to identify what tools they need and get that work groups rotate through during the work
them from the tool shed. We rarely have tools set period. One example is the greenhouse lab, in
out for them at the beginning of class. This is also which each working group takes a turn in the
the opportunity for students to grab any gloves, 50-minute work period to visit the greenhouse and
work boots, aprons, knee pads, and ponchos that experience the 10-minute lab. Other times, labs
they wish to use. We make this type of protective like “Biology of Flower” may take the full working
gear available to all students for every lesson to period, in which a class will experience them over
eliminate barriers to participation—we never want the course of three to five weeks with a new group
a student to feel as if they have to sacrifice the of 6 to 10 students engaging in the lab each week
cleanliness or dryness of their shoes or clothes in until every student in the class has experienced it.
order to participate in our class if maintaining these Foraging breaks and exploration time: We
things is a priority for them. love to include impromptu foraging breaks and
Work together on the garden job. Our most free exploration time both during and after our
common garden jobs are: garden job work time whenever time allows. We
Composting (e.g., building a new pile or turning intentionally grow a variety of crops that ripen at
an old one; sifting fresh compost; harvesting different times of year and are easy and delicious
worm castings) to enjoy straight from the plant—some of our

students’ favorites include mulberries, loquats,
Cultivating (e.g., preparing a bed for planting;
raspberries, ground cherries, figs, pineapple
building a new bed; pulling out crops; chopping
guavas, sorrel, sugar snap peas, carrots, and
and turning a cover crop, etc.)
celery. Open-ended exploration in the garden
Harvesting (e.g., harvesting produce to be used sparks student curiosity, inspires student buy-in,
in a kitchen lesson or Family Night Out evening and provides invaluable opportunities for students
class; preparing or cooking a tasting for Closing to practice and develop their observation and
Circle; making flower bouquets for students inquiry skills. During this time we encourage
to bring home or for decorating the kitchen appropriate play such as wheelbarrow rides, with
classroom; harvesting herbs to dry for tea or the understanding that a certain amount of risk in
flowers to dry for an art project, etc.) play is beneficial.
Propagating (e.g., direct sowing in the garden; Clean and put tools away: Just as important as
sowing or upsizing in the greenhouse; knowing which tools to use and how to use them
transplanting from the greenhouse to the are knowing how to properly care for them. From
garden; grafting; working with cuttings; making their first time in the garden, students learn how to
soil mixes for plant starts, etc.) clean shovels and forks off in the buckets of mixed
Caring for garden infrastructure (e.g., sand and linseed oil next to the tool shed.

3. Clo sing Ci rcle ( 1 0 -1 5 m i n ut es ) Garden Immersion Weeks
At the end of the working period, teachers ring a In an Immersion Week, students come to the garden
cowbell to signal to students that it is time to finish every day for a week. Our seventh-grade classes
cleaning up and gather back at the Ramada for the come for two weeks of immersion, one in each
Closing Circle. We use closing circles in the garden semester. Eighth-grade classes come for one week
as a time for students to share with the other in the spring. Classes last 45 minutes to an hour on
working groups what they worked on, reflect on Monday, Tuesday, and Wednesday, and about 90
their learning or experience, and often enjoy some minutes on Thursday and Friday.
fresh food from the garden in a tasting.
Garden Tracks
Tastings: Tastings are the most common closing
circle activity. Whenever we do tastings, one Distinct from our typical sixth-grade lessons in which
working group will spend time during the work students choose from a variety of garden jobs as
time to prepare the tasting. They will harvest a part of Opening Circle, in Immersion Weeks students
seasonal fruit, vegetable, or herb from the garden choose one “track” to follow for the entire week
(some examples are apples, oranges, kiwi, soft even before they come to the garden. Each garden
herbs, turnips, radishes, carrots, sorrel, kale), and teacher designs a track based on their own interests,
then prepare and arrange the food beautifully. In specializations, and the needs of the garden. In
a tasting, the working group that prepared the some cases, all the tracks will follow variations on a
tasting will pass it out to all the students. We single overarching theme that connects to students’
wait until everyone has been served to taste, academic learning. For example, in the first seventh-
encouraging students to use their other senses grade rotation, each track explored some facet of
while they wait to enjoy what they are about to eat. ecosystems. Immersion weeks are also an excellent
After we have all eaten, each student takes a turn opportunity to engage in project-based learning—
to share their name, and, depending on their grade many of our tracks culminate in a tangible goal.
level, either an observation or a simile related to the
tasting. Select ing Tracks
Sixth grade: Students draw on their five senses In the weeks before students are scheduled to
to make an observation about the fruit or come to the garden, garden teachers visit students’
vegetable that they tasted (e.g., “My name is science classrooms to present descriptions of each
______ and my apple tasted sweet”). track option. Students then have the opportunity
to indicate their personal preferences for which
Seventh and eighth grade: Students draw on
track they follow by ranking the options from top to
their five senses to create a simile about the
least favorite. The voting process gives choice and
tasting (e.g., “My name is ______ and my apple
flexibility to the students, which helps to inspire buy-
tasted sweet like honey”).
in and set up the dynamics of the groups for success.
Report Backs: In a Report Back, one or more Below is an example of a voting ballot we used for
representatives from each working group shares one seventh-grade immersion:
a description of their garden job, including any
progress they made during the period and how the
garden job contributes to the garden at large (e.g.,
“We finished cultivating the bed and it is ready to
plant the cilantro starts from the greenhouse”).

Name: _______________ Teacher: _______________ Period:__ 2. In the Field
(M on.-Wed. av erage of 45 minu tes,
After each option below, please circle if it is your 1st,
Th u rs. or Fri. 90 minu tes)
2nd, 3rd, or 4th choice.
After opening circle, students break up into their
(You can only have one 1st choice, one 2nd choice,
track groups. Each group has an average of 6-8
etc.)
students and one garden teacher.
All About Chickens: 1st 2nd 3rd 4th Check-in question and review of the week and the
(with Ms. Rachel) goals.
Climate Change: 1st 2nd 3rd 4th On the first day, a meet-up spot in the garden is
(with Mr. Geoff) identified for the rest of the week.
Gardening & Cooking: 1st 2nd 3rd 4th Each track group works on their goals and projects
(with Mr. Jason) for the week.
Mini-Habitats: 1st 2nd 3rd 4th
(with Ms. Tanya) 3. Closi ng Circle
(Last 20 minu tes of t he fin al day,
Thank you! We will do our best to place you in one of either Thu rsday or Friday )
your top choices. Immersion Weeks culminate in a Closing Circle.

One group prepares a tasting, which tends to be
more substantial and elaborate than the tastings
in our sixth-grade classes—kale pesto on bread,
Immersion in the Garden salad wraps with fava bean puree, and oven-
roasted carrots and beets are some of our favorites.
1. Opening Circle ( 5 -8 m i n ut es )
The tasting serves as the centerpiece of the Closing
Just like our typical sixth-grade garden class, the Circle as groups have the opportunity to reflect
first lesson of the week begins with an Opening and share with one another their experiences and
Circle (thereafter students meet with their track successes from the week.
groups in a designated spot). We use the Opening
The tasting is introduced and served in the
Circle to welcome students and frame the week.
Ramada. Students wait to eat until everyone has
Garden teachers rotate the role of facilitating
been served.
opening circle.
Groups report back after the tasting. Each group
Introduce the week’s immersion tracks. Remind
has the opportunity to share thoughts, stories,
students that they voted for their tracks beforehand
successes, and learning from the week.
and the garden teachers did their best to give
students their first or second choice. We open the floor for appreciations and shout-
outs, if time permits.
Answer questions about how the week will run,
reminding students that they will not meet in their
classroom for the remainder of the week, but will
meet at a designated spot identified by their group
leader.
Divide into track groups.
E d i b l e S c ho o lya r d Proj ect 30 C urriculu m: g ard e n

Edible Schoolyard Garden
Immersion Week
Summary
The Edible Schoolyard Immersion week was The overarching theme helps to connect the
developed in 2015 when King Middle School adopted students’ garden experience to academic
a new seventh- and eighth-grade class schedule, standards.
which changed our typical weekly layout of how In the first rotation for the seventh graders, our
often and for how long we could see students in theme was ecosystems.
the garden. In order to maximize our time with
Examples of the tracks are shown in the Scope and
students, we needed to be flexible, so we piloted a
Sequence take homes and help to illustrate all the
new structure of seeing the students every day for a
standards being covered.
week, rather than once a week over a three-to-eight-
week period. Vot ing Process
The Edible Schoolyard Garden Immersion week We use a voting process to give students choice and
was developed so that each science class from the flexibility. It also helps achieve student buy-in while
seventh and eighth grade could have a full week of setting up the groups for success. Here is an example
daily garden programming. of a voting ballot we used for a seventh-grade

immersion:
The seventh-grade classes receive two weeks of
immersion, one in each semester. Name: _______________ Teacher: _______________ Period:__
The eighth-grade classes receive one week in After each option below, please circle if it is your 1st,
the spring rotation. 2nd, 3rd, or 4th choice.
Prior to their garden week, students are presented (You can only have one 1st choice, one 2nd choice,
with track descriptions in their classroom and are etc.)
asked to rank their choices from most to least
All About Chickens: 1st 2nd 3rd 4th
desire.
(with Ms. Rachel)
The track groups work with an individual garden
Climate Change: 1st 2nd 3rd 4th
teacher for the duration of the immersion week,
(with Mr. Geoff)
creating and achieving their own group goals.
Gardening & Cooking: 1st 2nd 3rd 4th
T rack Des cr iption s (with Mr. Jason)
Each garden teacher creates a track based on their Mini-Habitats: 1st 2nd 3rd 4th
interests and specialization. Tracks also incorporate (with Ms. Tanya)
the needs of the garden for that season.
Thank you! We will do our best to place you in one of
In some cases, tracks have an overarching theme your top choices.
for the week, where each track makes an attempt
to include activities that relate to the theme.

Sample Class Structure for Immersion Week
1. Opening Circle (5-8 minutes) 3. Closi ng Circle
(Last 20 minutes of their final day,
We use the opening circle to welcome the
either Thursday or Friday)
students and frame the class. Garden teachers
For the immersion weeks, our closing circles are
rotate the role of facilitator.
designed as a culminating process. The tasting
Introduce the week’s immersion tracks. Remind is prepared by one of the track groups, and it
students that they voted for their tracks beforehand usually consists of a prepared snack. Some of the
and the garden teachers did their best to give prepared tastings we’ve done are kale pesto on
students their first or second choice. bread and salad wraps with fava bean puree or
Answer questions about how the week will run, beets.
reminding students that they will not meet in their
The tasting is introduced and served in the
classroom for the remainder of the week, but will
Ramada. The same protocol is observed, where
meet at a designated spot identified by their group
students wait to eat until everyone is served.
leader.
Report backs are done after the tasting. Each group
Divide into track groups.
has the opportunity to share about their week.
2. In the Field Appreciations and shout-outs are done, if time

(Mon.-Wed. average of 45 minutes, permits.
Thurs. or Fri. 90 minutes)
After opening circle, students break up into their

track groups. Each group has six to eight students
and one garden teacher.
Check-in question and review of the week and the

goals.
Meet-up spot in the garden is identified for the

week.
Each track group works on their goals and projects

for the week, integrating student buy-in, when
possible.

ROTAT I ON 1
l ess o n
n am e /
L ess o n # ma in fo c u s c losing acti vi t y produce ESY Standard Aca de mic sta n da r ds
o pe n i n g
act iv it y
G6 – 0 Respect in Setting behavior Students ask Edible Schoolyard 1.0 BUSD’s Behavioral Expectations
C u rr i c u lu m : g a rd en
the Garden expectations questions about the In the Program: Be safe
In academic garden Techniques 2.7: Students follow a
Be respectful
classroom set of rituals and routines that help
work go smoothly and develop into Be responsible
lifelong habits Be an ally
G6 – 1 Garden Meet staff, learn White board Edible Schoolyard 1.0 Common Core:
Orientation / routines and questions & In the Program: comprehension and collaboration
Card Hike systems conversation Concepts 3.9: Notice and appreciate grade 6
beauty. We take ownership in
pleasing and awakening our
senses to communicate care
and value, because beauty can
deliver a message of optimism and
expectation without saying a word.
T h e E d i b le S c h ooly a r d g a r d e n cl a ss r oo m
G6 – 2 Garden Work Review “Respect in Tasting Edible Schoolyard 3.0 Common Core:
Garden,” emphasize In the Garden, grade 6: comprehension and collaboration
systems/ tool shed Tools 1.1: Identify, begin to use, and grade 6
orientation care for basic garden tools.
Techniques 2.3: Decomposition
Techniques 2.4: Harvest
Techniques 2.5: Cultivation
Techniques 2.6: Propagation
G6 – 3 Compost Lab Big ideas unit, cycles Tasting Edible Schoolyard 3.0 California State Standards:
of matter, FBI In the Garden, grade 6: Ecology 6.5.b: Students know matter
Techniques 2.3: Observe fungus, is transferred over time from one
bacteria, and invertebrates in organism to others in the food web and
decomposition; between organisms and the physical
environment.
6th Grade Scope and Sequence
33 Edible S choolya r d Project

lesson name/
L ess o n # o pe n i ng mai n fo c us clo si ng activi t y produce ESY Standard Aca de m ic sta n da r d s
acti vi t y
G6-4 Bees Native pollinators, Edible Schoolyard 3.0 MS-LS1-4: Use argument based on
Bee hive exploration In the Garden, grade 6: empirical evidence and scientific
Concepts 3.9: Observe the garden
reasoning to support an explanation
as a habitat for pollinators, for how characteristic animal behaviors
understand the impact for and specialized plant structures
pollination on our food supply, affect the probability of successful
reproduction of animals and plants
E d i b l e S c ho o lya r d Proj ect

develop appropriate responses to
them, and consider the multitude of respectively. Clarification Statement:
habits throughout the garden. probability of plant reproduction could
include transferring pollen or seeds.
MS-LS1-5: Construct a scientific
explanation based on evidence for
how environmental and genetic factors
influence the growth of organisms.
Clarification statement: Examples of
local environmental conditions could
include availability of food, light, space,
and water.
G6 – 5 Greenhouse Energy and heat TBD TBD California State Standards:

Lab Ecology 6.5.a: Students know energy
entering ecosystems as sunlight is

transferred by producers into chemical
energy through photosynthesis and
then from organism to organism
through food webs.
G6 – 6 Apple Cider Seasonality, volume Cider tasting 20 lbs of Edible Schoolyard 1.0 California State Standards:
and displacement apples per In the Program: Number Sense 6.1.1: Write and solve
(as it relates to class Concepts 3.11: Understand one-step linear equations in one
melting polar ice), 220 lbs total seasonality by recognizing and variable
and ratios (with enjoying foods at their peak of
press gears) flavor and ripeness.
3.0 In the Garden, grade 6:
Techniques 2.4: Harvest and
prepare crops with guidance,
recognize the relationship between
the kitchen and the garden, and
learn the seed to table concept.
34 C urriculu m: g ard e n
ROTAT I ON 2
l ess o n
n am e /
L ess o n # ma in fo c u s c losing acti vi t y produce ESY Standard Aca de mic sta n da r ds
o pe n i n g
act iv it y
G6 –7 Welcome Seasonality, garden Identify one thing Edible Schoolyard Common Core:
Back / work that has changed in 1.0 In the Program: Grade 6, Comprehension and
Discussion of the garden – tell your Concepts 3.11: Understand collaboration
Seasonality garden name seasonality by recognizing and
/ Re- enjoying foods at their peak of
Orientation flavor and ripeness.
G6 – 8 Biology of a Structures and Tasting Edible Schoolyard 3.0

Flower / Functions of a In the Garden, grade 7:
Up close look Flower Concepts 3.9: Observe the garden
at pollen and as a habitat for pollinators,
the Honey understand the impact of
Bee pollination on our food supply,
develop appropriate responses to
them, and consider the multitude of
habitats throughout the garden.
G6 – 9 Garden Final celebration Tasting of kale pesto Per class: Edible Schoolyard 3.0 Common Core:
Work/ on baguette and 5 baguettes, In the Garden, grade 6: comprehension and collaboration
Kale Pesto lemonade Students tripled Techniques 2.3: Decomposition grade 6
sit at the long table kitchen
Techniques 2.4: Harvest
for closing circle and lemonade
enjoy eating together recipe, Techniques 2.5: Cultivation
doubled Techniques 2.6: Propagation
kitchen kale
pesto recipe

g a r d e n L esso n # 0 G r a d e 6 , R o tat i o n 1
Respect in the Garden

Summary
In this 6th grade orientation ESY staff bring visual aids and props into the classroom to help
orient students to the behavioral expectations in their upcoming garden classes. We use the
district wide language of the 4B’s (Be Safe, Be Respectful, Be Responsible and Be an Ally)
adapted for the garden setting. It is important that students receive this orientation before they
come out for their first hands-on garden class so they know what is expected of them.
Objectives
After this lesson, students will be able to:
Explain the behavioral expectations in the garden using information on the 4B’s poster
as a guide
Demonstrate an emerging understanding of the Edible Schoolyard routines and rituals
Assessments
During this lesson, students will:
Review the 4B’s poster and share real life examples

Discuss how teamwork, collaboration and open-mindedness can be demonstrated in the
garden.
Materials
Live chicken
Assorted garden tools
Visual aid
Before You Begin

Create the visual aid
Collect and prepare all the materials

Procedures
I n Th e C lassroom
1. Introduce yourself as one of the garden teachers here at school and ask students if
they know the school’s 4B’s. Point out the visual aid, and explain that this is what the
4B’s looks like in the garden.
2. Ask if there is a volunteer that is willing to read the “Be Safe” section of the visual aid
to the group.
Ask if anyone has an example of why we ask students to ask before picking.
Explain that asking before eating garden crops is critical to students’ safety. Just
because it’s called the ‘Edible’ Schoolyard does that mean everything out there is
edible?
Explain that the kitchen classroom needs to have enough food for planned lessons.
All crops taste best when they are ripe and ready to eat.
Point out that seasonal forage crops like raspberries, ground cherries or cherry
tomatoes are exceptions to this rule: these are things that students are allowed to
pick and eat without asking.
3. Ask if there is a volunteer that is willing to read the “Be Respectful” section of the
visual aid to the group. Ask students to volunteer ideas of how they can show
respect to insects, chickens, and each other. Demonstrate the safest way to catch,
hold, and pet a chicken.
4. Ask if there is a volunteer that is willing to read the “Be Responsible” section of the
visual aid to the group. Demonstrate how to use the tools responsibly and safely.
Ask students what some of the possible consequences of using tools incorrectly
or irresponsibly could be. It’s also fun to demonstrate what NOT to do in your
demonstration and ask students to give you feedback. Ex. “What’s wrong with the
way I’m holding this tool?”
5. Ask if there is a volunteer that is willing to read the “Be an Ally” section of the visual
aid to the group. Ask students for suggestions on how they can be an ally in the
garden and clarify as needed.
6. Introduce the ESY values that are especially applicable in the Garden: teamwork,
collaboration and open-mindedness. Ask students how they can demonstrate these
in the garden.
7. Ask students to contribute other ideas that could be included on the Respect in the
Garden poster.
8. Encourage students to look for ways to demonstrate the 4B’s in the garden.
9. Explain that this is our contract together and ask students to sign their name (in the
air) saying we all agree these 4b’s in the garden setting.

Vocabulary
Team work Open mindedness Collaboration
Teaching Notes
We have found that a team of two works best to deliver this brief presentation (approx
20 min). One teacher goes over the poster and the other does the chicken and tool
demonstrations.
It’s really exciting for students to meet you, their garden teacher, in classroom and, of
course, the chicken demonstration is a favorite.
By presenting this in classroom students are now ready for the hands on experience of
their first garden class.
Connections to Standards
Common Core , E n gl is h Lang uage Arts & Literacy, Grade 6
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively)
as well as in words to develop a coherent understanding of a topic or issue.
Californi a State , Englis h Language Arts, Listening a nd Spea king, Grade 6

1.0 Students deliver focused, coherent presentations that convey ideas clearly and relate to the
background and interests of the audience. They evaluate the content of oral communication.
Edible Schoolyard In the Prog ram, T ea mwork a nd Collab oration, Grade 6

6.1 Students fully engage in structured groups to complete teacher determined tasks.
6.2 Students make a positive contribution to their small group.
Edibl e Sch oolya rd In th e Prog ram, Open-mindedness, Gra de 6

6.1 Students practice a willingness to suspend disbelief.
6.2 Students begin to take risks and try something new.
6.3 Students practice being open to sharing in fun.
Contributors
All lessons at the Edible Schoolyard Berkeley are a collaboration between the teachers and staff
of the Edible Schoolyard and Martin Luther King Jr. Middle School.
Resources
Respect_In_The_Garden_Visual_Aid

g a r d e n L esso n # 1 G r a d e 6 , fa ll R o tat i o n
Card Hike
Summary
In this 6th grade introductory lesson, students first encounter the garden as a classroom. They
meet the garden staff, tour the garden, learn the basic systems and routines of the garden
classroom, and are introduced to the Edible Schoolyard culture and expectations for learning in
an outdoor setting. Students work together in small groups to explore the garden, pose questions
and make discoveries.
Objectives
Find their way around the garden

Identify the garden staff and each other by name
Describe the garden, its basic infrastructure and routines
Assessments
Tour the garden by participating in the Card Hike activity

Play the Garden Name Game
Materials
Respect in the Garden Visual Aid
Job Board
Cards and stakes for the Card Hike
Before You Begin

Create and hang the RIG poster in the opening circle location
Create the Job Board
Create and set up the Card Hike

Procedures
Op enin g Circl e
1. Welcome students and introduce the Edible Schoolyard garden program.
2. Explain that the Ramada is part of the garden classroom, where all garden classes
will begin and end with an opening and closing circle.
3. Introduce the garden staff.
4. Remind students about the Respect In the Garden (RIG) Poster and introduce the job
board as a place where students can look to find out what’s happening each day in
garden class.
5. Referencing the “Job Board” by having students call out what the activity of the day
is and briefly explain that today’s activity is essentially a tour of the garden.
6. Finally, introduce the cowbell as the signal to finish activities, clean and put away any
tools and head back to the Ramada for Closing Circle.
7. Divide students into groups and begin.
I n t h e Fie ld
1. Frame the card hike activity by telling students that this card hike will give them the
opportunity to see many of the systems and infrastructures in the garden and orient
them to the space.
2. Begin the Card Hike by leading your group around the garden from card to card.
Explain that they will take turns in the reading of the cards. Two prompts that we
want students to keep in mind while going through the card hike: #1 Ideas for the
garden name game (looking for something garden related that starts with the same
letter of your first name. EX. Mushroom Maiesha.) and #2 a place in the garden that
they would like to return to and explore more in depth after the structured card hike
activity. Each small group starts at various points along the hike, allowing each group
to participate in the activity simultaneously with enough space between.
3. Once the structured card hike is completed, gather students in a circle and lead them
through the name game. Tell students that this is the time to think back on the card
hike and recall the names of plants, animals, or other various aspects of the garden.
This reflection will be helpful in participating in the name game activity. Garden
Name Game. To play, students introduce themselves by their first name followed by a
word associated with the garden that begins with the same letter (Simona Sunshine,
Iseah Iceberg Lettuce, and so on). Have students turn to their neighbor and come up
with a garden name together (Think-Pair-Share), before sharing out to the group.
Go around the circle giving each student the opportunity to share their own garden
name. If someone is stuck and can’t think of a garden name in the moment, ask
students to help out their fellow classmate by taking suggestions, so that the person
giving their name has options to choose from. As students share their garden name,

have everyone repeat the name fostering engagement and helping us all to learn
the names of our classmates. Tell students that when they return to the Ramada,
they will have the opportunity to share their garden name with the entire class, by
participating in the Whip Around activity.
4. Frame the students 10 minutes of self-guided exploration time. Explain that they will
have an opportunity to go anywhere in the garden that they would like to further
explore. Explain that they will need to report back what they discovered, by bringing
one question and one observation back to closing circle.
Closin g Circle
1. Welcome students back to the Ramada and lead them through the Whip Around
activity, where students and garden teachers share their garden names and one of
their observations or questions.
2. Multiple learning styles are used from visual aids, interactive team building games,
listening and speaking, reading and verbal communication. Every student receives a
similar experience.
Vocabulary
Forage
Job Board
Teaching notes
Biodiversity of plants and animals in the garden is emphasized in this activity. The
concept of ecosystems and the caring for the natural world are expressed through
an exploratory process, where students are given the opportunity to learn about the
garden by the reading of a series of cards that leads them throughout the space. Having
opportunities for each student to read is a great way of both increasing student talk time,
use of academic language, focusing on listening, speaking and following directions.
The concept of foraging is introduced and potential crops are identified as crops students
can eat without asking, fostering a sense of ownership with their school and school
garden. With an emphasis on their 5 senses students are encouraged to sample crops
like ground cherries, tomatoes, lemon verbena and mint.
Students are encouraged to explore on their own with one hope that they fall in love with
the space.
RIG poster is reintroduced and behavioral expectations are highlighted.
With the Garden Name activity, students formulate a garden name for themselves and
communicate through a Think -Pair Share activity and Whip Around in the Ramada circle.

RH.6.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts
SL.6.1.c Pose and respond to specific questions with elaboration and detail by making comments
that contribute to the topic, text, or issue under discussion.
SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple perspectives
through reflection and paraphrasing.

G6-1_Lines_of_Communication.pdf
What do you think you know about the
garden?
• I have seen _______________ in the

garden.
• I have heard that the garden has

_______________.
• Something that I think I know about the

garden is _______________.

G6-1_Give_One_Get_One.pdf
During today’s self guided exploration,

I wondered this about the garden:
I observed this in the garden:

_____________________________________
A Typical Garden Class

Summary
A typical garden class at the Edible Schoolyard is divided into three main parts: Opening Circle,
In the Field (work time), and Closing Circle. In the garden, we have integrated rituals and routines
into every garden class so that students know what to expect and what is expected of them
when they arrive to garden class.
Objectives
Interact with the systems of the garden toolshed, use and put away any tools needed for
garden tasks.
Enjoy a seasonal tasting from the garden.
Assessments
Have a deeper understanding of the routines and rituals in garden class.
Practice using factual observations to describe their tastings.
Materials
Job Board
Respect in the Garden board
Word of the Week board
Sentence frame for tasting board
Seating pads

Before You Begin
Put the jobs of the day on the Job Board
Set up the Ramada with
Job Board
Respect in the Garden board
Word of the Week board
Sentence frame for tasting board
Seating pads
Open up and ready the toolshed for class
Procedures
Op enin g Circl e
Students arrive to the garden and gather in the Ramada.
We use the opening circle to welcome students and frame the garden class. Garden
teachers rotate the role of facilitating the circle.
1. Introduce the day’s activity or lesson.
2. Focus attention to the Job Board and exhibit team teaching.
From their seat in the circle, each garden teacher gives a brief description of the
garden job they will be leading that day. The brief description of the garden job
facilitates student buy-in by keeping students informed and allowing them to pick
the garden job that interests them the most.
3. Introduce the closing circle activity so that students are prepared upon returning to
circle.
4. Divide into working groups.
I n t h e Fie ld
After Opening Circle, students break up into working groups. Each group has an average
of 6-10 students and one garden teacher.
1. Check in and review garden job at job site.
Have each student answer a “check-in” question.

Check-in questions should be provocative and fun and may not have anything
to do with gardening.
These questions can relate to the lesson or theme of the day.
Invite a student to choose a “reflection card” for the group. The reflection cards are
tools to help the group reflect on their own behavior during garden class. (Examples
are: Tools, safe use, care, right tool for the right job. People, flexibility and maturity,
inclusivity, respect and kindness.) Ask the student to read the chosen card aloud

to the group. Explain that during garden class today we will focus on this card and
check in with ourselves at the end of class and see how we did. Ex. Did we use our
tools in a safe manner? Did we clean them before we put them away?
Break down the steps to executing the garden job and have students identify the
necessary tools before going to toolshed.
2. Work together on your garden job.
3. Integrate student buy-in by taking short breaks for foraging or stopping 5 minutes
early and providing some self-guided exploration time.
Closin g Circle
We use closing circle in the garden to conclude the garden class with an assessment or
activity.
1. Tastings are the most common closing circle activity:
Each student shares their name and, dependent on grade level, provides either an
observation or a simile based on their tasting. Using a Think-Pair-Share activity,
students share with each other and then volunteers share out to the whole group.
Sixth grade: Students draw on their five senses to make an observation of the fruit
or vegetable that is being tasted.
Example: My name is ______ and my apple was sweet.
Seventh and eighth grade: Students draw on their five senses to create a simile
about the tasting.
Example: My name is ______ and my apple was sweet like honey.
Seasonal tastings are picked from the garden.
Some examples include apples, soft herbs, turnips, radishes, carrots, asparagus,
kiwi, and sorrel.
2. Report Backs
Each working group updates the class on their respective garden job. A
representative of each group:
Describes the garden job
Notes the progression of the garden job
Example: We finished cultivating the bed and it is ready for planting.
Explains how the garden job contributes to the garden at large
Vocabulary
Job Board
Tasting
Report Back

Teaching Notes
As garden teachers, we have established a set of rituals and routines for every garden class so
that students know what to expect. Garden teachers:
Write garden jobs and/or the lesson of the day on the Job Board prior to class and
hang the Job Board in the Ramada for all to see.
Welcome students as they arrive to the Ramada.
Share leadership in facilitating opening and closing circles.
Ask check-in questions in small circle groups that set the tone.
Ring the cowbell to signify clean-up and Closing Circle.
Check in with classroom teachers after every garden class.
Set high and clear expectations with the Respect in the Garden poster.
Eliminate barriers to participation by providing protective gear like boots, gloves,

aprons, kneepads, and ponchos to help everyone feel comfortable and prepared.
Provide diverse garden jobs that appeal to every student. (For example: sign painting
for artsy students, mulching for high-energy students, and propagation for mellow
students.)
Break up the class into small working groups that are spread out in the garden.
Encourage students to pick the garden job that appeals to them most with open-
mindedness.
Maintain a level of flexibility and adaptability based on the needs of the students.
Whenever possible, say “Yes.”
Encourage appropriate play such as wheelbarrow rides.
Reward students with more responsibility and give students an empowering task
when they seem to be off task.
Offer precise praise as much as possible.
Ask for student input whenever possible.

Compost Lab
Summary
In this 6th grade science class, students will begin to understand the process of decomposition
and learn about the organisms responsible for breaking down matter. Students will also begin to
make the connection with finished compost as food for plants in the garden.
Objectives
Explain the different layers in a compost pile (browns, greens, food scraps, manure, water, and air)
Identify the organisms responsible for decomposition, FBI (fungus, bacteria, invertebrates)
Explain the process of decomposition
Explain the importance of compost
Assessments
Discuss and label the necessary components of the compost pile using the Compost Cake
visual aid (browns, greens, food scraps, manure, water, and air)
Discuss the organisms responsible for decomposition (fungus, bacteria, and invertebrates)
Identify and discuss compost at several different stages on Compost Row from food scraps to
fertile soil
Discuss that making compost piles speeds up decomposition, reduces waste, and replenishes soil
Materials
Compost pile or Compost Row (several piles of compost at different stages of decomposition)
Example of compost deconstructed: three small piles of greens, browns, and food scraps
Compost Cake visual aid
Compost Cake ingredient cards with Velcro backing
File folder labeled “Top Secret” with images of the FBI inside
Thermometer
Bucket of sifted finished compost

Before You Begin
Build a compost pile (Compost Row)
Gather materials for your greens layer, browns layer, and food scraps into small piles near
your compost, as examples of compost deconstructed
Insert a thermometer into the hot pile
Create the Compost Cake visual aid
Create the Compost Cake ingredient cards
Create the FBI images and their “Top Secret” folder
Procedures
At the Op ening Circle
1. Welcome students and introduce the Compost Lab by asking students to help us with
this “Mystery of Decomposition.” Ex. “Help us with this mystery. What is going on
with this apple (insert any half-rotten piece of fruit)? It’s not looking so good…”
2. Have students participate in a Think-Pair-Share and discuss what they think is going
on with the apple. Ask for two or three people to share out their thoughts. If possible,
have students build on the ideas of others in the conversation.
3. Explain that students will take a break from their working groups to visit the Compost
Lab. Explain that the garden can be thought of as an outdoor laboratory – a place to
experiment and figure things out together.
4. Go over the garden jobs and divide students into working groups. In your small
group, ask students to share one question they have about decomposition before
participating in the lab.
At the Com post Station

1. Start with an exploration activity. Ask students, “How many things can you find in the
compost pile or in the area that you think are connected to the mystery of the apple
[or to decomposition in general]?”
2. Come back together as a group and have the students do a Think-Pair-Share

discussing how what they found is connected to the decomposition of the apple.
Once they have finished sharing with each other ask several students to share
out with the group what connections they or their partner have made during their
discussion.
3. Show students the Compost Cake visual aid and explain that building a compost pile
is similar to building a layer cake. This layer cake/ compost pile is feeding the FBI.
4. Show students the Compost Cake ingredient cards, and invite them to identify
each one as they are arranged on the visual aid: C is for Carbon (sticks, straw, dry
material “the browns”), N is for Nitrogen (living plant matter like leaves and grasses,

“the greens”), M is for Manure (horse, duck, chicken manure, which are rich in
microorganisms), N is for nitrogen (this time from food scraps).
5. Explain that Decomposers, like all living organisms, have three main needs for
survival; food, water, air. When building our compost piles, we are creating an
environment suitable for the FBI by providing food, water, and air.
6. Open the “Top Secret” file folder and have students identify the FBI while looking at
images of each.
7. Have students review what elements are found in the staged piles of food scraps,
browns and greens. (carbon and nitrogen). Explain that we layer the browns, greens
and food scraps to make our compost piles.
8. Have students gather around the newest hottest compost pile and direct students’
attention to the thermometer in the compost pile. Take guesses from students on how
hot the compost pile gets and why it heats up. Have students read the thermometer
and explain that decomposition is happening fastest when the compost is at the ideal
temperature of 130-160 degrees Fahrenheit.
9. Take guesses for what causes the heat. Draw an analogy between a middle school
dance with a hundred students moving around in one room, and the bacteria in the
compost pile. Individually, we hardly notice our own body heat, but when we are
all together eating, digesting, and moving around, our heat is noticeable and the
room heats up. Explain that the billions of active bacteria give off heat while they
decompose the pile.
10. Show students the progression of the compost piles from start to finish with a walk
down Compost Row. Ask students to make an observation about the difference
between the first and the last pile (looks like soil, no longer hot, can no longer
recognize the parent material, smaller in volume).
11. After showing all the stages of decomposition, gather students around a bucket of
sifted finished compost.
12. Invite students to hold finished compost in their own hands. Explain that the
components of this pile have been decomposed and changed into living soil. Take a
handful of soil and explain that there are billions of bacteria in each handful.
13. Prompt students to think about why we might build compost piles in the garden
when decomposition is occurring all around us all the time. Explain to students that
composting speeds up decomposition, reduces waste, and replenishes soil. Ask
students to now come up with a working definition of decomposition together. Have
a student read aloud the dictionary definition of decomposition and notice how the
two are similar.
At the Closin g Circle

1. Ask students to think about one question they have about compost. Facilitate a Think
Pair Share discussing a question they have about compost. Share out.

Vocabulary
Fungus
Bacteria
Invertebrate
Decomposition
Living Soil
Teaching Notes
Students learn that the process of decomposition helps reduce waste and replenishes
soil by amending the soil with finished compost. The concept of soil fertility is discussed.
Students are given the opportunity to learn that topsoil is alive and is a habitat for many
organisms. Healthy soil translates to healthy plants and healthy plants translates to
healthy humans and animals. The concept of Matter Cycles is used to drive home this
point.
The nuts n bolts skill of how to build a compost pile is valuable for students to know in
our collective effort to maintain the garden space.
Throughout the year when groups are working on composting they can reference the
compost lab to bring meaning to the work.
Californi a State , Sc ienc e , Grade 6
6.5.b Students know matter is transferred over time from one organism to others in the
food web and between organisms and the physical environment.
6.5.e Students know the number and types of organisms an ecosystem can support
depends on the resources available and on abiotic factors, such as quantities of light
and water, a range of temperatures, and soil composition.
Edibl e Sch oolya rd 3.0 In th e Garden Classroom, Grade 6

Techniques 2.3: Identify layers and components of a compost pile; observe fungus, bacteria, and
invertebrates in decomposition; tend compost with guidance.
Contributors

URLs
Read about this lesson in the ESY Berkeley Journal
http://edibleschoolyard.org/esy-berkeley-journal/2011/09/28/viva-compost
Resources
Compost_Lab_Cake_Visual_Aid .pdf
Compost_Lab_FBI_Images.pdf

G6-2_Decomposition_Definition.pdf

Decomposition
The process of breaking down organic

material, such as dead plant or
animal tissue, into smaller molecules
that are available for use by the
organisms of an ecosystem.

G6-2_Closing_Circle_TPS.pdf

1. I am still wondering this

about decomposition:
_______________________
Bees
Summary
In this lesson, students study bees in the garden and the important role of pollinators while
rotating through three stations: Beehive; Catch, Observe, and Release; Honey Tasting.
Objective
Students will be able to:
Feel comfortable around bees in the garden setting.

Explain the benefits of having a hive in the garden.
Assessments
Students will:
Safely catch, observe, and release honeybees and native bees.

Discuss pollination, honey, and education as the benefits to having a hive in the garden.
Materials
H i v e S tat i o n C a tc h , O b se r v e , a n d Rele a se S t a t i o n
Visual aid card: life cycle of the bee Insect nets

Beehive Large jars for observing
Plexiglas box for observation, cloth to cover box, Visual aid cards
and tape to stabilize and keep box closed
T a st i n g S t a t i o n
Table for observation with umbrella
Honeycomb
Pollen
2 contrasting jars of honey for tasting
Smoker, matches, and cotton balls (light and dark)
Bee hat Wooden stir sticks for tasting
Bowl of sunflower seeds and serving spoon
Fun fact cards

Before You Begin
Find areas in the garden where students will be able to observe bees.
If you have a hive, check the health of the hive, pull out a single comb, and place it in the Plexiglas box then
set it up on table at the hive station for observation by students.
Set up stations for catch and release, tasting, and hive.
Procedures
Op enin g Circl e
1. Introduce the lesson and tell students that today they will learn all about bees.
2. Invite students to share something they already know or think they know about bees
by participating in Think-Pair-Share.
3. Ask several students to share out to the whole group.
4. Explain that bees have three major interests: pollen, nectar, reproduction
Note that bees are not out to sting people.
5. Clarify when and why bees sting and review the warning signs before they sting:
Fly away
Buzz louder
Emphasize that stinging is the bee’s last resort
6. Introduce the three stations and describe briefly what will happen in each one:
Hive station: students will learn about the colony and observe the bees at work on
the honeycomb.
Tasting station: students will taste bee-related foods and learn about pollination.
Catch, observe, and release station: students will learn about both honeybees and
native bees, then go out into the garden to safely catch, observe, and release bees.
7. Frame the Closing Circle question: “Why do we have a beehive in the garden?”
I n t h e Fie ld
Bee Hive Station

1. Explain to students that in this station they will first learn about the beehive and the
role of the beekeeper. Then they will safely observe a honeycomb from the hive up
close.
Ask students what type of behavior is best to have when approaching the hive
(calm, relaxed, quiet).
2. Point out the flight path to students, drawing the analogy of a busy doorway, and
explain the importance of keeping the flight path clear.

3. Explain that this is a top bar hive; the technique originated in Kenya and it mimics the
way bees build their hives in nature. Compare it briefly to the Langstroth method of
beekeeping, largely used by commercial beekeepers. Explain the different combs in
each (one uses a foundation and the other starts with just the top bar).
4. Now that students know how to safely be around the hive, explain to students that
the beekeeper has two main priorities:
Maintain the health of the hive by checking for parasites and intruders (other
insects).
Monitor the growth of the hive by checking in on the amount of eggs that the
queen is laying.
5. Explain that when entering the hive, two factors are crucial: protection and
distraction.
Show students the bee hat and explain how the hat protects the face from any
potential bee stings.
Show students the smoker and demonstrate its use while also explaining how
the bees become distracted. The smoke gives bees the illusion of a fire. In order
to survive the flight away from the hive, bees will begin gorging on honey and are
thus distracted from the beekeeper’s entrance.
6. Explain that the beekeeper must work fast to avoid heat escaping from the hive. Bees
are cold-blooded and need the hive to be around 95 degrees Fahrenheit.
7. Show students how the bars line up, and explain how the bees build the honeycomb
on the bar. Show students a honeycomb and pass it around while encouraging
students to smell it.
8. Open the observation window and explain how bees build the honeycomb starting
with the bar closest to the entrance.
9. Have students move to a separate table removed from the hive, where the
observation comb is set up and ready for viewing. Remind students what type of
behavior they should produce (calm, relaxed, quiet), emphasizing respect and no
tapping of the glass window. Give students a chance to quietly listen to the hum
of the bees before the next step. Let students know that there are two sides of the
comb and that they should observe both sides by crouching down to its level. Allow
a couple of minutes for students to observe and take note of what they see and
produce questions. Once the time is up, ask students to raise their hand and take
turns asking questions and making observations. Use the questions and observations
to open up the conversation. If time allows, go over any other observations not
mentioned or prompted by students.
10. Explain that there are three types of honeybees in the colony:
Queen: The queen’s job is to lay eggs (she can lay up to 2,500 a day). The queen
can live three to five years.

Drones: The male bees are called drones. The drones mate with the queen,
typically in flight, and die shortly after. The population of the drones in the hive
is low compared to worker bees. Drones are kicked out of the hive as winter
approaches.
Worker bees: They have the highest population in the hive and perform all of the
following jobs: cleaning the hive, feeding the brood, attending the queen, receiving
nectar and processing it into honey, building more wax comb, guarding bees, and
foraging for nectar, pollen, and propolis.
11. Explain that bees forage by collecting nectar and pollen from many flowers, storing
the nectar in their bodies and storing the pollen in their pollen sacs.
12. Give students an opportunity to observe the pollen in the jar and, if they want, to
taste a little.
13. Explain that bees use the comb to store nectar, lay the eggs, feed the larvae, and
make honey. Beginning with the area of the comb closest to the bar, point out the
following:
Capped honey storage: bees can access the honey by poking a hole
Bee nursery: brood cells for the queen to lay eggs
Cells with nectar in them
Larva and drones
14. Bees transform the nectar into honey by regurgitating the stored nectar and fanning
it with their wings.
15. Bees also collect propolis, sap from the trees that they combine with wax to seal the
hive from intruders.
16. Show students bee pollen and point out the different colors of the pollen.
Explain that different flowers have different-colored pollen and nectar, which
affects the color of the honey.
17. Explain to students how the queen bee is replaced in the hive.
The queen bee can die while mating.
When the queen is injured or old, the bees in the hive will pick 5-7 larvae to feed
royal jelly in order to create the new queen bee.
Multiple hatched larvae can compete to be the next queen.
18. Explain to students that bees communicate within the hive by doing the bee dance.
Dance in figure 8 loops.
Bees can communicate the direction of the nectar source through a defined angle
from their abdomen to the sun.
Bees can communicate the distance of the nectar source through the length of the
dance.

Honey Tasting Station
1. Explain to students that in this station, they will taste foods related to bees.
2. Ask students what their favorite fruit is and explain that without pollinators, those
fruits would not exist.
3. Explain that the bee is an incredibly efficient pollinator but is not the only pollinator
in the environment. Ask students for examples of different pollinators. Briefly explain
pollination and define pollen as the genetic material from the male organ of the
flower. Reference the three main interests of honeybees from the Opening Circle
(nectar, pollen, and reproduction).
4. Taste sunflower seeds and explain that honeybees are the primary pollinators for
sunflower seed production.
5. While students are enjoying the sunflower seeds, pass out honey fun fact cards and
have students read aloud:
An average worker bee makes 1/12 tsp of honey in her lifetime.
To make a 16 oz. jar of honey, honeybees have to travel 112,000 miles and visit
4.5 million flowers.
Honey is antibacterial and contains 80% sugar.
Raw honey also boosts the immune system and soothes burns.
6. Ask students if they know what honey is made of and how and why bees make it.
Explain that worker bees collect nectar (sugar water or glucose). Have students
recall that photosynthesis is the process by which all plants make sugar. Worker
bees store nectar in their bodies and carry it back to the hive, where they then
regurgitate it.
The nectar in the hive becomes concentrated through a process of evaporation

and transforms into honey.
7. Pass out honeycomb tastings to each student.
8. Show students the two different types of honey and ask why they might look and
taste different.
Explain to students that different flowers have different-colored pollen and nectar,
which affects the color and taste of the honey.
Explain how honey can be flower specific.
Catch and Release Station

1. Explain to students that in this station they will learn about honeybees and native
bees, then safely catch, observe, and release bees in the garden.
2. Review the three main interests of bees: nectar, pollen, and reproduction.
3. Explain that only a female bee can sting. The bee’s stinger is in its oviduct, from which
eggs are released. Male bees do not have stingers.

4. Delineate the difference between native bees and honeybees (different colony sizes,
body types; bees native to the Bay Area are actually solitary whereas honeybees are
social). Also observe the bees’ fuzzy bellies and legs, which are ideal for collecting
pollen.
Does the bee have pollen sacs?
Show images of honeybees and native bees.
There are 85 species of bees in Berkeley, 1,600 in California, and between 20,000
and 40,000 in the world.
5. Demonstrate how to catch and release bees while noting the following:
Bees can see the colors purple and blue best, so when looking for bees try plants
with purple and blue flowers.
Bees do not fly downward very well.
6. After catching the bee, look to see whether it is a native bee or honeybee and
whether it is female or male.
7. Explain to students that bees have been around for 130 million years and have co-
evolved with flowers.
Closin g Circle
1. Have students answer the question “Why do we have a beehive in the garden?”
by participating in a Think-Pair-Share activity. When students are done with their
discussion, allow several students to share out to the whole group.
2. Answers include but are not limited to: so we can have honey; to have more
pollinators (i.e. more fruit); an educational tool to teach people about bees.
Vocabulary
Honeycomb
Pollen
Nectar
Drone
Queen bee
Larva
Native bee
Honeybee

Teaching Notes
This lesson came about by seeing the need for people to feel comfortable in the garden
setting. Students would often feel scared and “freak out” when they saw a bee. Through
the power of educating ourselves, we believe that we can often overcome our fears about
insects and learn to coexist, creating a more comfortable experience in the garden.
E di bl e Sch oo lyard 3.0 In the Garden Classroom, Grade 6
Concepts 3.9 Observe the garden as a habitat for pollinators, understand the impact of pollination
on our food supply, develop appropriate responses to them, and consider the
multitude of habitats throughout the garden.
Contributors

G6-12_Flower_Discovery_Key.pdf

G6-13_Honey_Fun_Fact_Cards.pdf
Honey Fun Facts
• An average worker bee makes 1/12 tsp. of honey in her lifetime.
• To make a 16oz. jar of honey, honeybees have to travel 112,000
miles and visit 4.5 million flowers.
• Honey is antibacterial and contains 80% sugar.
• Raw honey also boosts the immune system and soothes burns.
• Archeologists have found honey in the ancient tombs of the
Egyptians.

G6-13_Closing_Circle_TPS.pdf

Why do we have a beehive in
the garden?
72 Curriculu m: g ard e n
Greenhouse Lab
Summary
In this sixth-grade science class, students will begin to understand what the greenhouse effect is
and how it is connected to global warming.
Objectives
Explain the greenhouse effect.

Explain how the greenhouse effect contributes to global warming.
Assessments
Experientially explore how greenhouse gases trap heat in the Earth’s atmosphere.
Materials
Reusable name tags for the students labeled “Heat” and “Greenhouse Gases”
Academic Language Sentence Structure written on whiteboard for Closing Circle/reflection
Before You Begin

Make the reusable name tags mentioned in materials.
Procedures
Welcome students and introduce the Greenhouse Lab. Let students know that they will
be taking a break from their garden jobs today to visit the Greenhouse Lab.
1. Comment on the fact that they are studying Energy and Heat in their classrooms. We
have a greenhouse in our garden – has anyone seen it or know where it exists?
2. We will be doing our Greenhouse Lab at the greenhouse today. Does anyone know
how the greenhouse works?

Has anyone heard of the phenomenon called the “greenhouse effect”?
How is it connected to global warming?
3. Go over garden jobs and mention that in Closing Circle students will be doing a
tasting and a Give One, Get One with two different sentence frames. Have a volunteer
read out loud the sentence structure. Divide students up into small work groups.
I n Green h ouse Area w ith Small Grou p

1. Direct students into the greenhouse itself for two minutes of exploration to experience
the space. Inquire about any observations.
2. Gather the students together just outside the greenhouse and ask if there is a
volunteer willing to explain in their own words what is going on in a greenhouse
effect visual aid.
3. Explain that, as a group, we will act out this process. Assign them “roles” to act
out the greenhouse effect. Have some of the students be “Heat” and others be
“Greenhouse Gases.” (Just be sure that there are more “Heat” students then
“Greenhouse Gases” students.) Hand out name tags and have students put them on.
(Inform “Greenhouse Gases” students that they can choose what kind of gas they are
for the game. The top 5 greenhouse gases are: water vapor, carbon dioxide, methane,
nitrous oxide, and ozone.) Label the far side of the area the “Sun” and the area inside
the greenhouse “Earth.” “Heat” students should stand at the “Sun” end of the space
while just two of the “Greenhouse Gases” students should stand in the middle,
outside the door of the greenhouse. Other “Greenhouse Gases” students can wait and
watch on the sidelines.
4. Remind students that the sun produces heat waves that reach the Earth’s surface.
Ask students to wiggle their arms in a wave motion to represent the oscillation of
heat waves. At this time have the “Heat” students walk from one side of the space to
the other, demonstrating heat traveling from the sun to the Earth.
5. Explain that most heat escapes back into space while gases in the atmosphere trap
some of the heat. These “greenhouse gases” allow the Earth to stay warm and allow
life to flourish. We’re using the word “trap” as that’s one way to scientifically explain
it (have the “Greenhouse Gases” students point to the “Heat” student they wish to
“trap” and say, “Trapped”). To demonstrate this, have the “Heat” students “bounce”
off Earth and travel back to the other side of the space, but this time the “Greenhouse
Gases” students each trap one “Heat” person, keeping them on the “Earth” side
of the space, allowing the others to “escape.” Students need to be aware that the
greenhouse effect is a beneficial, natural process and that without it the Earth would
be too cold to sustain life.
6. Now introduce the idea that things are changing on Earth, and there are now more
greenhouse gases. Have all the remaining “Greenhouse Gases” join the other “Gases”
in the middle of the space. Ask the students to predict what would happen when
more greenhouse gases are added to the atmosphere.

7. Again, have the original group of “Heat” students travel from the “Sun” side to the
“Earth” side of the space. Then ask the “Heat” students to try to travel back to the other
side of the space. The “Greenhouse Gases” students should then each trap one “Heat”
student. Since there are many more “Greenhouse Gases,” more “Heat” will be trapped
on Earth, with very little, if any, “Heat” escaping. This is how global warming happens.
8. Walk and Talk back to your garden job. Students should be partnered for the Walk
and Talk: how do greenhouse gases get into our atmosphere? When you reach your
destination (take the long way if necessary to give students more time to talk), have
a quick circle up to share out what was just talked about on the walk. Facilitate a
discussion on the difference between human vs. natural contributions to greenhouse
gases: human impacts such as fossil fuel combustion, and natural processes such
as changes in incoming solar radiation, volcanic activity, or forest fires (cow farts
is a popular one). The top five greenhouse gases are: water vapor, carbon dioxide,
methane, nitrous oxide, and ozone.
Closin g Circle
1. On a white board have, this sentence structure for students to use as they reflect on
the lab:
“At opening circle I thought _________, and after going through the greenhouse lab
I now think ________.”
Vocabulary
Greenhouse effect Global warming Greenhouse gases
Teaching Notes
We have found this game effective and fun in conveying the concept of the greenhouse
effect. While it is not essential to do it in or near a greenhouse, it sure does make it more
interesting.
We designed the game as something that allows you to participate interactively with the
concept of the greenhouse effect but doesn’t devolve into students grabbing or holding
each other.
N GSS
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global
temperatures of the past century.

Top 5 Greenhouse Gases
water vapor
carbon dioxide
methane
nitrous oxide
ozone

Greenhouse Greenhouse
Gases Gases
Gases Gases
Gases Gases
Gases Gases

Heat Heat
Heat Heat
Heat Heat
Heat Heat

G6-4_Walk_And_Talk.pdf

How do Greenhouse Gases get into our
atmosphere?
G6-4_Give_One_Get_One.pdf
At opening circle I thought _________, and
after going through the greenhouse lab I now
think ________.
I think my garden job of ________ is related

to global warming because it _____________.

Apple Cider
Summary
In this sixth-grade seasonal lesson, students use teamwork to collectively press cider and learn
about apples.
Objectives
Recognize seasonality in apples.

Formulate an observation of the cider.
Understand how to measure volume using displacement.
Assessments
Name the season apples are ripe in.

Describe the finished apple cider using one of their five senses.
Collectively make a hypothesis on the volume of apples and read the measurement after the
displacement activity, in order to find the volume.
Materials
F o r t h e O pe n i n g C i r cle
Visual aid
F o r t h e C i d e r S tat i o n
Apple press and bucket with liter measurements to catch cider

21 lbs. of apples
35 cups
2 pitchers
Trays for serving

Before You Begin
Create the visual aid with apple facts.
Collect all the materials.
Create the apple cider station by setting up the press and bucket to catch cider.
Create the apple gallery by purchasing apples that are unique and that showcase varying
characteristics (5-6 varieties are needed). Create descriptions of the apples you have for the
gallery.
Procedures
(Use the word collaborate in a sentence: “We will collaborate to press cider so that we
can all enjoy a sip at the end.”)
1. Welcome students and introduce the day’s activity.
2. Explain that in celebration of fall, students will learn about apples in Opening Circle,
press cider, and enjoy cider in Closing Circle.
3. Review visual aid.
4. Ask if anyone has heard of displacement and invite students to share what they
know about it. Describe how displacement can be used to measure volume.
5. Ask a student to use the measuring guidelines on the side of the bucket to figure out
how much water is in the bucket.
6. Have students guess how high the water will rise once the apples are placed in the
bucket.
7. Ask a student to put the apples in the bucket of water, instructing students to watch
the level of water as the apples are submerged. Explain that the apples float because
they are less dense than the water. Have a student push the apples down so they are
completely submerged.
8. After all the apples are in the water, have a student read the measurement on the
side of the bucket to figure out how much water was displaced. Remind students that
this number indicates the volume of the apples.
9. Review garden jobs and explain that students will rotate through the cider station in
their working groups.
10. Divide the class into groups for garden jobs. Rotate each group through the apple
cider station during garden work time.

At the Appl e Cider Station
1. Bring students over to the apple cider press station and show them the apple gallery.
Remind students that apples come in many varieties and that we usually see a
few common varieties for sale in our grocery stores. Give students a chance to read
descriptions of the different apples and have them notice the different characteristics
among them.
2. Describe how the apple press operates, emphasizing safety, and move students
through each job (holding the press, putting apples in, cranking the gears, and
catching the cider).
3. After everyone in the first group has had a chance to do each job, return students to
their garden job and bring in the next group. Once all the groups have taken a turn
grinding apples, invite students from the final group to press the apples to collect the
remaining juice. Pour cider into small cups to be served during closing circle.

(Use the word characteristic in a sentence: “Now that you’ve tasted the cider, what are
some characteristics of the cider using your five sense?”)
1. Welcome students back to the closing circle.
2. Introduce the components of the tasting ritual to students.
Wait until everyone is served.
Once everyone is served, taste.
Make an observation of the tasting based on the five senses.
3. Differentiate an opinion from an observation.
4. Have student volunteers serve cider from trays to classmates.
5. Once everyone has been served and has tasted the cider, ask each student to share
their name and an observation.
Vocabulary
Variety
Common Core E n gl is h Lan guage Arts & Literacy, Grade 6
other information in print and digital texts.

I n t h e E di bl e Sch oo lyard Prog ram
3.12 Understand seasonality by recognizing and enjoying foods at their peak of flavor and
ripeness.
In the Garden C lassroom

Students handle post harvest crops appropriately with guidance
2.4 Techniques: Harvest and prepare crops with guidance, recognize the relationship
between the kitchen and garden, and learn the seed to table concept.
Contributors
URLS
http://edibleschoolyard.org/esy-berkeley-journal/2011/10/04/drink-cider-and-live
Resources
Apple_Cider_Visual_Aid.pdf

g a r d e n L esso n # 7 G r a d e 6 , s p r i n g R o tat i o n
Welcome Back Lesson

Summary
In this sixth-grade Edible Schoolyard class, students are welcomed back after the winter break
to start the new semester. They discuss seasonality in depth and review how the 4B’s can be
applied in the garden (Be Safe, Be Respectful, Be Responsible, and Be an Ally).
Objectives
Explain the concept of seasonality.

Explain the behavioral expectations in the garden using information on the 4B’s poster as a
guide.
Demonstrate an emerging understanding of the Edible Schoolyard tools, techniques, and
concepts.
Assessments
Discuss seasonality and look for it in the garden.

Review the 4B’s poster and share real life examples.
Discuss how teamwork, unity, and confidence can be developed in the garden.
Materials
Garden tools necessary for jobs
Before You Begin

Create the Respect in the Garden Visual Aid

Procedures
1. Welcome students to the Ramada and review the Respect in the Garden poster.
2. Introduce the Job Board.
Usually there are four jobs, or four jobs and one lab, or one to three stations for
students to rotate between.
Have each teacher explain further about the job they will be leading.
3. Tell students to note one thing that has changed in the garden to share in Closing
Circle and to remember their garden name from the fall semester.
4. Divide the class into four groups for garden jobs.
I n t h e Fie ld
Class is broken into four groups, each with one garden teacher and six to eight students
who focus on one job.
2. Have each student answer a “check-in” question.
Ask if they notice anything that has changed in the garden since their last day
before winter break.
Remind them to remember their answer, or look for one if they didn’t have one yet,
to share in Closing Circle.
3. Break down the steps for the garden job and have students identify necessary tools
before going to the toolshed.
5. Give students short breaks for chicken time and foraging.

1. Ask students to identify one thing that has changed in the garden and to share their
garden name.
Connections to Academic Standards

Common Core State Standards, Engl ish La nguag e Arts and Literacy, Grade 6
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
SL.6.1.b Follow rules for collegial discussions, set specific goals and deadlines, and
define individual roles as needed.

SL.6.1.c Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under
study.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use appropriate
eye contact, adequate volume, and clear pronunciation.
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for
specific expectations.)
L.6.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use all pronouns, including intensive pronouns (e.g., myself, ourselves) correctly.
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous
antecedents).
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L.6.3.a Vary sentence patterns for meaning, reader/ listener interest, and style.
L.6.3.b Maintain consistency in style and tone.
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Connections to Edible Schoolyard Standards

E di bl e Sch oo lyard 3.0 In the Edible Schoo lyard Pro gram
1.0 Students work with each other and teachers to develop community and personal
stewardship, along with skills that will help them navigate different situations
throughout their lives.
1.1.1 – 1.3.12 This lesson fulfills all Edible Schoolyard Program standards, numbers 1.1.1 through
1.3.12. See The Edible Schoolyard Berkeley Standards for details.

Focusing on:
1.3.11 Understand seasonality by recognizing and enjoying foods at their peak of flavor
and ripeness. Students know that locally sourced foods are good choices because
they provide optimum freshness, support the local economy, and help offset global
warming.
Contributors
All lessons at the Edible Schoolyard Berkeley are developed in collaboration with the teachers
and staff of the Edible Schoolyard and Martin Luther King Jr. Middle School.
Resources
G6-0_Visual_Aid.pdf (See lesson G6-0)
BEETLES_Learning_Cycle.pdf (See lesson G6-0)

Flower Discovery
Summary
In this sixth-grade science lesson, students explore and study flowers like scientists do, learn
about and practice scientific drawing, label the structures and their function, and discuss their
findings, questions, and ideas.
Objectives
Name some of the structures of a flower.
Draw what they see.
Make an inference of the function of flower structures.
Assessments
Describe and name some flower structures.

Explore the flowers in the garden during a Flower Hunt, create a scientific drawing, and label
the parts of a flower using a key.
Materials
Visual aid of the cross-cutting concept Structure and Functions with definition
Hand lenses
Pencils
Clipboards
Blank paper
Biology of a Flower key
Fresh flowers growing in the garden for drawing
Student cross-pollinating questions copy for each garden teacher
Small circle check-in Think-Pair-Share questions copy for each garden teacher

Before You Begin
Copy the Flower Discovery key to put with clipboard and blank paper.
Sharpen pencils.
Ensure there are enough flowering plants in the garden.
Procedures
1. Welcome students and introduce this Flower Discovery lesson as an opportunity for
them to learn how flowering plants reproduce by studying real flowers.
2. We will be doing a guided exploration of flowers in the garden, primarily looking

at their structures and functions. Does anyone know what structure and function
means? Have students share responses and then read out the definition.
3. Divide students into groups.
I n t h e Fie ld
1. Get students excited about exploring by telling them there’s cool stuff all around us!
2. Explain that their focus of study will be flowers in the garden.
We’re going to explore and study flowers kind of like scientists do.
Ask a student to read out loud the structure and function definition.
Practice the definition using a Think-Pair-Share activity, asking students to come

up with an example of a structure and its function with their neighbor (this will be
their partner in the activity). Share out examples.
Introduce sketching and recording information as a scientific tool. Explain that

looking at structures and how they function is something scientists do.
Introduce techniques that are used in scientific illustrations: draw what you see,
detail, labeling, questions, multiple angles.
It’s not about making a pretty picture. It’s about noticing things accurately and
writing them down.
Sometimes a drawing will help show what you noticed; sometimes words will
communicate it better. Use both in your study.
3. Tell pairs they are going to go on a Flower Hunt to explore and find as many types
of flowers as they can. Explain safety for the flowers, and boundaries. Give out hand
lenses.
In pairs, you’ll have five minutes to explore this area and observe as many flowers
as you can. We will not be harvesting the flowers, but rather focus on their
structures.

Your goal during exploration time is to be gentle with these plants and to find as
many different kinds as possible, so you can choose a favorite.
You can grab a clipboard, pencil, and blank paper either now or in five minutes,
after your exploration. You will choose your favorite flower and make a scientific
drawing of it, recording as many observations and questions as you can, like a
scientist would.
4. Facilitate student exploration; circulate and troubleshoot. After five minutes, inform
students it’s time to choose their flowers and begin drawing. Each pair chooses one
flower to focus on.
5. Make sure each student has a clipboard, pencil, and blank paper; each student
records observations through writing and drawing. Give them about 15 minutes to
draw.
6. Assign each student pair to a different group; one will be “Student A,” the other
“Student B.”
7. Circulate to each pair to explain how this “swap” time will work. The “A” students stay
with their flower to share findings. “B” students will circulate among the “A” students,
like a pollinator. The “B’s” are to visit at least two flowers.
8. Let students/scientists know they’ll be discussing their discoveries and questions, not
just lecturing each other on what they found.
This should be a discussion, not a one-way lecture.
Using the sentence prompts “I noticed,” “I wonder,” and “It reminds me of,” “A’s”
and “B’s” will discuss flowers.
9. Begin swap convention with “B” students circulating and instructor participating.
10. After the “B’s” have visited two flowers (approx. 10 minutes), ask students to circle
up for a share out of their discoveries. Do a Think-Pair-Share—what structures or
functions did you notice? Students will be sharing out this information in the Closing
Circle, so give them the opportunity to practice using the sentence structure “I
noticed, I wonder, It reminds me of.”
11. Provide students with a targeted exploration time in which they apply the structure
and function lens to the garden scape, including the chickens! Ask that they be
prepared to share their observations in Closing Circle.

1. Share observations from the day.
Vocabulary
Stamen
Petal
Sepal
Pistil

Californi a State , Sc ienc e , Grade 7
7.5.f Students know the structures and processes by which flowering plants generate
pollen, ovules, seeds, and fruit.
Edibl e Sch oolya rd 3.0 In th e Garden Classroom, Grade 7

Concepts 3.7 Use observation and awareness to explore, investigate and be inquisitive learners in
the garden. The garden classroom provides the opportunity for students to tap into
their inherent curiosity about the natural world, observe patterns and connections
and understand cause and effect.
Concepts 3.9: Observe the garden as a habitat for pollinators, understand the impact of pollination
on our food supply, develop appropriate responses to them, and consider the
multitude of habitats throughout the garden.
Contributors
URLs
http://edibleschoolyard.org/esy-berkeley-journal/2010/04/27/biology-flower
Resources
Flower Discovery Key
Student Cross-Pollinating questions
Small Circle Check-In Pair-N-Share questions

G6-12_Flower_Discovery_Key.pdf

G6-12_Student_Cross-Pollinating.pdf
Person with the flower shares their observations,

questions, and ideas and asks the visiting person:

• “Do you think I have all the structures I could draw on my
scientific drawing? If not, what more could I add?”
• “Did anything about my flower remind you of your flower?”
Visiting person asks clarifying questions to the

person with flowers:
• “Does your flower have________?” (name a structure:
sepals, petals, stamen, pistil)
• “How is it represented in your drawing?”
• “What did you notice about this structure? What do you
think the function is?”
• “What do you wonder about your flower?”
G6-12_Small_Circle_TPS.pdf
What do you notice about the
flowers in the garden?
What are some plant structures

that help them survive here?

Kale Pesto with Lemonade

Abstract
Summary
In this sixth-grade lesson, students experience cooking and eating outdoors. Instead of the usual
Closing Circle in the Ramada, we enjoy fresh food and good conversation as we eat together at
the long table to celebrate the last 6th grade garden class of the year.
Objectives
Read and follow a recipe and understand that some recipes are flexible and some are specific.
Connect the kitchen experience with the garden.
Practice basic knife skills.
Assessments
Successfully make Kale Pesto and Lemonade.
Translate kitchen skills into cooking outdoors.
Maintain the same number of fingers as when they started.
Materials
Job Board
G6-12 Kale Pesto recipe
G6-12 Lemonade recipe

tools I n g r e d i e n ts
F o r t h e K a le P esto S t a t i o n F o r t h e K a le P esto
3 mortars and pestles ½ cup almonds

6 cutting boards 2 cloves garlic
8 butter knives ¼ cup parmesan cheese
6 paring knives ½ cup olive oil
3 chefs’ knives 1 tablespoon lemon juice
Mini juicer or measuring spoons Salt to taste
Cheese grater 5 baguettes
Measuring cup ½ pound kale or 2 bunches
3 large bowls For the Lemonade
3 wooden spoons for mixing 6 cups water

Towels ½ cup sugar or honey
Plates for serving Zest of 2 lemons
F o r t h e L e m o n a d e S tat i o n Juice of 6 lemons
1 pitcher 2 cups ice cubes
1 zester Fresh mint for garnish
1 knife
1 cutting board
2 juicers with two half-sheet
pans to catch spill over
Measuring cup
2 towels
Wooden spoon for stirring
Paper napkins
Cups
Before You Begin

Collect all the materials.
Set up each station .
Set table nearby for eating.
Create the Job Board.
Copy the Kale Pesto Recipe for multiple students (some might want to take a copy home).
Copy the Lemonade Recipe for multiple students (some might want to take a copy home).

Procedures
Teachers invite students to celebrate their last day in the garden as 6th graders.
1. Welcome students and introduce today as their last class in the garden as 6th graders.
2. Explain that you have designed a delicious way to celebrate and reflect on your time
together in garden class over the entire school year.
3. Divide the class into four groups: one Kale Pesto group, one Lemonade group, and
two garden job groups.
I n t h e Fie ld
Garden Work Rotation or O utdoor Cookin g
Students choose to either work in the garden or prepare food to eat at Closing Circle.
1. Two groups of students will participate in garden jobs, one group will make Kale
Pesto, and the other group will make Lemonade.
2. At each of the cooking stations:
Circle the students around the cooking area.
Explain what they will be making and that they will be serving it to the rest of
class at Closing Circle.
Ask for student volunteers to read the recipe out loud.
Allow students to volunteer for the various jobs.
Prepare the dish and have it ready to serve by the end of class.
The Kale Pesto Station will slice the baguettes, spread pesto on each piece, and
place them on serving trays for the end of class.
Be sure to leave some slices of bread plain to accommodate everyone’s tastes.
The Lemonade Station is also responsible for setting the table with napkins and
a cup of lemonade for each student, teacher, and volunteer.

Students celebrate their last garden class as sixth graders as sharing food and
conversation at the table.
1. Have the class sit all together at the long table while select students from the Kale
Pesto group serve the rest of the class.
2. Each student may choose three pieces of bread to start and the rest (if there is any) is
passed out to those who want seconds.
3. Students and staff sit for approximately 10 minutes engaging in conversation,

reflecting on their garden experience, and enjoying the delicious food.
4. When the bell rings, have students bus their cup and napkin to a bus tub at the end
of the table.

RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version
of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or
table).

SL.6.1.b Follow rules for collegial discussions, set specific goals and deadlines, and define
individual roles as needed.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions,
facts, and details to accentuate main ideas or themes; use appropriate eye contact,
adequate volume, and clear pronunciation.
English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on
page 53 for specific expectations.)
antecedents).
L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or
listening.


In th e Kitchen Classroom, 6t h grade

Tools 2.1.3 Identify different knives from the ESY Toolbox and demonstrate basic knife skills,
safety, and care with guidance.
Techniques 2.2.6 Read and follow recipes, and understand that some recipes are flexible and some
are specific.
Techniques 2.2.7 Taste finished dishes and discuss their sensory observations using descriptive
vocabulary.
In th e Garden Classroom, 6t h grade

Techniques 3.2.4 Harvest and prepare crops with guidance, recognize the relationship between the
kitchen and the garden, and learn the seed to table concept.
Contributors
Resources
G6-14_Kale_Pesto_Recipe.pdf
G6-14_Lemonade_Recipe.pdf

g a r d e n L esso n # 1 0 G r a d e 6 , s p r i n g R o tat i o n
History Walk
Summary
In this sixth-grade humanities lesson, students learn about ancient technologies from around the
world by rotating through three stations in the garden: grain grinding, roller sledge, and irrigation.
Objective
Relate the ancient technologies in this lesson to modern technologies.
Assessment
Give an example of a modern-day technology that originated from one of these ancient
technologies.
Materials
F o r t h e Rolle r S le d ge S t a t i o n F o r t h e I r r i g at i o n S tat i o n
Roller Sledge cards Trowels

Grain cards Elevated sandbox at a slight slant
Wooden palette Hose and elbow irrigation fitting
8 wooden poles (8’ long 2’’ diameter) Globe
Nylon rope (15’ long) Wooden blocks
Gardening gloves Spade hoe and rake (for resetting the table)
F o r t h e G r a i n G r i n d i n g S tat i o n
Large bucket (for capturing released water)
Grain cards
Mortar and pestle
Wheat stalks
Bags for threshing
Raw wheat berries
Cooked wheat berries for tasting and serving spoon
Grain grinding bicycle (optional)

Before You Begin
C r e a te t h e Rolle r S le d ge S t a t i o n
Prepare the Roller Sledge cards.

Collect all the materials and place them at the station.
Tie the rope to the palette securely at two corners so that there is a loop about 4-6 feet long
for students to pull the sledge.
C r e a te t h e G r a i n G r i n d i n g S t a t i o n
Prepare the Grain cards.

Cook wheat berries for tasting.
Collect all the materials and arrange them on a table.
C r e a te t h e I r r i g a t i o n S t a t i o n
Collect all the materials and place them at the station.

Make an elevated sandbox at a slight slant.
Connect the hose to the sandbox.
Procedures
Use the word “comparable: in a sentence: “What ancient technologies are comparable to
modern day technologies?”)
1. Welcome students and introduce this history walk, which is about ancient
technologies.
2. Tell students that they will rotate through three stations to learn about different types
of ancient technologies from all over the world.
3. Point out each station and make sure students can see the set-up materials, but don’t
name them or explain what they are.
Investigate connections between ancient and modern technologies and introduce

today’s stations.
Invite students to share the ancient civilizations they have already learned about in
their classroom.
Ask them if they think any of those civilizations will be represented today on the
Ancient Technologies Walk, and what they think they will be doing at each one.
Introduce each station and briefly describe what will happen there.
Roller sledge station: Students will demonstrate using an ancient tool that
makes work more efficient.
Grain grinding station: Students will thresh, winnow, and grind wheat or barley.

Irrigation station: Students will explore the technologies of dams, levees, canals,
and reservoirs using an elevated sand tray with a river running through it.
Ask students to think about modern-day technologies that may have derived from
the ancient technologies they will learn about in the walk.
Divide students into three groups and rotate the groups through each station.
At the Roller Sledge Station

1. Ask students when the Egyptians built the pyramids and prompt them to think about
how we know information about civilizations that lived four to five thousand years
ago.
2. Show students the cards of workers building the pyramids using the roller sledge
technique and invite them to share their observations.
3. Share the facts aloud that are on the back of the Roller Sledge Cards:
The Great Pyramid is outside of Cairo.
It was built with 2.3 million stones.
The average stone weighed 2.5 tons or the equivalent of an SUV.
Some stones weighed as much as 16 tons or the equivalent of two full-grown

elephants.
The great pyramid is 1½ football fields tall and 2½ football fields wide.
It took 10-20 years to build under the Khufu pharaoh.
4. Explain that today’s challenge is to move very heavy “rocks” from one location to
another as a team using the roller sledge.
5. Assign students roles: pullers, wooden pole movers, and rocks (a nonspeaking part).
6. Demonstrate how to safely hold the poles and emphasize safety:
Rocks should always be in a sitting position with hands and feet away from the edge.
Polers should always wait until the pole is completely released before reaching for it.
Ask the students to put on gloves and set up the roller sledge by placing half the
poles parallel on the ground, roughly two feet apart, and placing the pallet on top.
Ask the rocks to get on board and tell the pullers to pull slow and steady, making
sure to give the pole movers enough time to move each pole from the back to the
front as the pallet moves forward. Pole movers will have the remaining poles in
hand at the ready.
Once they have completed a successful test run, ask students if they’re up for the
challenge of putting more weight on the pallet and going up hill. When they accept
the challenge, take all supplies to the bottom of the hill and begin the process
again. Give students the option of switching roles at this time. Remind students
that they are moving hundreds of pounds of weight up hill without motors or
wheels!

Increase the challenge if time permits (up a steeper hill, a longer distance, more
weight, fewer pullers).
When time is up, send students to the Irrigation Station.
At the Irrigation Station

1. Using a globe, ask students to find modern-day Mesopotamia and to describe the
climate and landscape of the region.
2. Prompt students to think about the challenges of living where there are periods of
drought and periods of flooding.
3. Define reservoir, levee, dam, and canal.
4. Compare the landscape in the elevated sandbox to Mesopotamia.
5. Give each student a plot to irrigate in the sandbox.
6. Explain that each student is responsible for creating a system of irrigation that will
move water from the main river to their plot using reservoirs, canals, dams, and
levees.
7. Tell students they need to allow water to flow to communities downstream.
8. Give each student one trowel and one wooden block.
9. Ask them to imagine that they are ancient Sumerians.
10. Re-create a flood scenario with storytelling and water flowing through the hose into
the sandbox.
11. Give the students an opportunity to assess their irrigation system, make
improvements and try again.
12. Then ask students to discuss the improvements they made.
13. When time is up, send students to the Grain Grinding Station.
At the Grain Grinding Station

1. Ask students what a staple crop is, and ask them to give examples from around the
world.
2. Explain that wheat was one of the staple crops in Ancient Egypt.
3. Show students the card with an image of a harvester, and ask them to describe what
they see.
Explain that in the image the person is harvesting and threshing grain.
4. Hold up an example of a wheat stalk and ask if students know how wheat turns into
bread.
5. Tell students that in this station they will process grains in three different ways.
6. Show students the card with an image of someone using the mortar and pestle, and
ask them to describe what they see.

Explain that the person in the image is grinding grain.
7. Explain that today students will be using the mortar and pestle to grind wheat berries
into flour.
8. Invite students to taste the cooked wheat berries.
9. Ask a student to demonstrate using the mortar and pestle, reminding them to be
gentle.
10. Ask a student to demonstrate using the bag method to thresh, and how to use your
breath to winnow.
11. Explain that you will be choosing students two at a time to ride the grain-grinding
bicycle.
12. Divide students into three groups and have them rotate through all three substations
of the Grain Grinding Station.
13. When time is up, send students to the Roller Sledge Station.

1. Lead students in a brainstorm of the discussed technologies from the history walk.
2. Ask students to use the Think-Pair-Share process to reflect on today’s lesson.
Think: Give students an interesting broad question to think or write about briefly.
Pair: Pair students, and ask them to discuss the question(s) with their partner.
Share: Students share their discussion ideas with another pair of students or the
instructor leads a whole group discussion about the topic.
3. Ask students to choose one of the stated technologies, turn to a neighbor, and
connect it to a modern-day technology.
4. Invite students to share what they discussed with their partner with the group.
Vocabulary
Thresh
Winnow
Chaff
Staple crop
Roller sledge
Irrigation
Reservoir
Levee
Dam
Canal

N ext Generation Sc ienc e Standards, Midd le School
Sc ien ce a nd Engineering Practices:
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and
progresses to include constructing explanations and designing solutions supported by
multiple sources of evidence consistent with scientific ideas, principles, and theories.
Construct a scientific explanation based on valid and reliable evidence obtained from
sources (including the students’ own experiments) and the assumption that theories and
laws that describe nature operate today as they did in the past and will continue to do so
in the future. (MS-ESS2-2)
Undertake a design project, engaging in the design cycle, to construct and/or implement a
solution that meets specific design criteria and constraints.
Apply scientific ideas or principles to design an object, system, process or tool.
History–Social Science Content Standa rds for Californi a Public Schools,

Grade 6
6.2 Students analyze the geographic, political, economic, religious, and social structures of
the early civilizations of Mesopotamia, Egypt and Kush.
6.2.1 Locate and describe the major river systems and discuss the physical settings
that supported permanent settlement and early civilization
6.2.2 Trace the development of agricultural techniques that permitted the production of
economic surplus and the emergence of cities as centers of culture and power.
6.2.5 Discuss the main features of Egyptian art and architecture.
Common Core State Standards, Engl ish La nguag e Arts a nd Literacy, Grade 6
RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking
RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version
of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

SL.6.1.b Follow rules for collegial discussions, set specific goals and deadlines, and define

SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions,
facts, and details to accentuate main ideas or themes; use appropriate eye contact,
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays
in presentations to clarify information.
antecedents).
listening.


I n t h e G arden C lassroom
Concepts 3.3.7 Use observation and awareness to explore, investigate and be inquisitive learners
in the garden. The garden classroom provides the opportunity for students to
tap into their inherent curiosity about the natural world, observe patterns and
connections and understand cause and effect.
Concepts 3.3.10 Acknowledge water as a precious resource that is intrinsic to all living organisms,
explore methods of water conservation, and are encouraged to do the same in their
own lives as well.
Contributors
Resources
G6-7_Grain_Cards.pdf
G6-7_ Roller_Sledge_Cards.pdf

G6-7_Sledge_Cards.pdf

1. The Great Pyramid is outside of Cairo.
2. It was built with 2.3 million stones.
3. The average stone weighed 2.5 tons or the

equivalent of an SUV.
4. Some stones weighed as much as 16 tons

or the equivalent of two full grown
elephants.
5. The great pyramid is 1 ½ football fields

tall and 2 ½ football fields wide.
6. It took 10-20 years to build under the

Khufu faro.


g a r d e n L esso n G r a d e 7 , w e e k 4 / 2 / 17
Bergen
Track Pitches
The Art of Cultivating : Wi t h Mr . Jason
During this week, we will focus on a variety of garden activities. Our week will start with
preparing beds for our upcoming spring/summer plantings. We’ll start by cultivating the rainbow
beds, amend them with compost and sow a quick cover crop to occupy them for the next 5-6
weeks. We’ll also have the opportunity to transplant out a new lettuce patch, including cilantro
and radishes. We’ll harvest crops for kitchen classes, and lay down wood chips throughout the
main pathways. Like all the other groups, we will culminate the week by cooking in the wood
fired oven and eating at the picnic table.
Tunnels and Trees : Wi th Farmer Tanya
This week, we will be cultivating the perennial beds around the passion fruit tunnel, by removing
all the grasses, planting new perennial flowers and herbs, and mulching the beds. These
perennial beds often have a tree or two in them, and we can work around, add compost, and
plant companion plants to encourage the trees health and growth.
Depending on the garden needs, we may spend a day doing any last minute plant sale upsizing,
or watering. We also may care for our strawberry patch. We will plant new strawberry plants in
the places where others had died, edging and trimming the beds, adding compost, and mulching
the plants to boost their vitality. Like all the other groups, we will culminate the week by cooking
in the wood fired oven and eating at the picnic table.
Good Fences Make Good Neighbors : With eli
In this track we will be cleaning up around our fences. We will start with the espalier apple fence
line; weeding, composting, and mulching around each tree and repairing any broken or damaged
supports on the fence line. We will also cut back the ivy growing behind the espalier apple fence.
We will then move onto eradicating the booming field of fennel near the fence by the outdoor
oven. Our week will end with the removal of two trees growing near the fence line in the back 40.

Cohen
Track Pitches
Broccoli For The People : Wi t h Mr . Jason
During this week, students will focus on gardening activities. Our week will start with an
overview that will help set goals and will include fun team-building and trust games. With
a strong cohort of students, we will work together to complete various garden tasks that
are needed before the long winter break. Some of the garden tasks that need to happen are
transplanting broccoli in garden beds,harvesting for the kitchen needs,laying down straw and
woodchip mulch, and other tasks TBD. For the food activity, our group will be responsible for
making the snack for the entire class. We will take the time to harvest ingredients from the
garden and make hot tea and popcorn, so we can all sit together and celebrate on the final day!
Plant-a-palooza : Wi th Fa rmer Tanya
We are going to get an early start to propagating for the annual ESY Plant Sale. We will be
scouting our winter garden and digging up some of the plants to make divisions of Irises, Mints,
Lemon Balm, Yarrow, and Comfrey to name a few. We will also learn to make our own potting
soil blend. We will plant seeds in seed trays and take cuttings from many of our perennials,
including lots of types of sage, and even fruit trees. If you like to keep relatively clean and chill
with the plants by the Greenhouse then this job is for you.
Garden Tree Care : Wi th Mr . Geoff
If you like climbing trees with sharp tools then this is the job for you. In this track we will be
pruning the trees of the garden and providing them with general care. There are many ways to
train and prune fruiting trees, and no single method is right for all situations. In this group you
will learn different pruning techniques and find your inner creative self through sculpting the
natural world. Brace yourself for a lot of work and some good ‘ol fashion fun.

Cohen
Track Pitches
The Art of Cultivating : Wi t h Mr . Jason
preparing beds for our upcoming spring/summer plantings. We’ll start by cultivating the rainbow
beds, amend them with compost and sow a quick cover crop to occupy them for the next 5-6
weeks. We’ll also have the opportunity to transplant out a new lettuce patch, including cilantro
and radishes. We’ll harvest crops for kitchen classes, and lay down wood chips throughout the
main pathways. Like all the other groups, we will culminate the week by cooking in the wood
fired oven and eating at the picnic table.
Tunnels and Trees : Wi th Farmer Tanya
This week, we will be cultivating the perennial beds around the passion fruit tunnel, by removing
all the grasses, planting new perennial flowers and herbs, and mulching the beds. These
perennial beds often have a tree or two in them, and we can work around, add compost, and
plant companion plants to encourage the trees health and growth.
Depending on the garden needs, we may spend a day doing any last minute plant sale upsizing,
or watering. We also may care for our strawberry patch. We will plant new strawberry plants in
the plants to boost their vitality. Like all the other groups, we will culminate the week by cooking
in the wood fired oven and eating at the picnic table.
Good Fences Make Good Neighbors : With eli
In this track we will be cleaning up around our fences. We will start with the espalier apple fence
line; weeding, composting, and mulching around each tree and repairing any broken or damaged
supports on the fence line. We will also cut back the ivy growing behind the espalier apple fence.
We will then move onto eradicating the booming field of fennel near the fence by the outdoor
oven. Our week will end with the removal of two trees growing near the fence line in the back 40.

Schoenfeldt
Track Pitches
Sweet Pea Patch : Wi th Mr . Jason
preparing our sweet pea patch for the spring garden. Our hope is to have the sweet pea patch
blooming for the annual Edible Schoolyard Plant Sale! We will work together to lightly cultivate
the gardens beds, transplant the sweet peas, and take down the perimeter fence that encloses
these beds. We may also have the opportunity to plant the first of our Dahlia tubers, take down
old cover crop beds, and lay down straw and woodchip mulch. For the food activity, every group,
including ours will have the opportunity to use the wood fire oven on the last day, harvesting
crops from the garden in order to cook and eat together at the picnic table.
For the Love of Strawberries : Wi t h Fa rmer Tanya
We will start this week by planting all our sunflowers for the Plant Sale into 6-packs. Then we
will be revamping and caring for our strawberry patch. We will plant new strawberry plants in
the plants to boost their vitality. We may also transplant some of the perennial flowers that are
growing nearby to a better spot for them, all for the love of strawberries. Like all the other groups,
we will culminate the week by cooking in the wood fired oven and eating at the picnic table.
Franken-Tree Care : Wi th eli
Calling all mad scientists, poets, and radical thinkers! Frankenstein’s creation was great, but have
you ever heard of a Franken-Tree? In this track we will be piecing together bits and pieces of
fruit trees to make our own edible creature, in a process known as grafting. We will also have an
opportunity to take care of some of the already living Franken-tree’s throughout the garden by
pruning, weeding, and feeding them yummy compost. If you like creating new things and helping
give shape and form to the world around you then this is the track for you.

Name: _________________ Teacher: _______________ Period:____ Name: _________________ Teacher: _______________ Period:____
After each option below, please circle if it is your 1st, 2nd, or 3rd choice. After each option below, please circle if it is your 1st, 2nd, or 3rd choice.
(You can only have one 1st choice, one 2nd choice, etc.) (You can only have one 1st choice, one 2nd choice, etc.)
Franken-Tree Care 1st 2nd 3rd Franken-Tree Care 1st 2nd 3rd
(with Eli) (with Eli)
Sweet Pea Patch 1st 2nd 3rd Sweet Pea Patch 1st 2nd 3rd
(with Mr. Jason) (with Mr. Jason)
For the Love of Strawberries 1st 2nd 3rd For the Love of Strawberries 1st 2nd 3rd
(with Ms. Tanya) (with Ms. Tanya)
Thank you! Thank you!

We will do our best to place you in one of your top choices. We will do our best to place you in one of your top choices.
Name: _________________ Teacher: _______________ Period:____ Name: _________________ Teacher: _______________ Period:____
After each option below, please circle if it is your 1st, 2nd, or 3rd choice. After each option below, please circle if it is your 1st, 2nd, or 3rd choice.
(You can only have one 1st choice, one 2nd choice, etc.) (You can only have one 1st choice, one 2nd choice, etc.)
Franken-Tree Care 1st 2nd 3rd Franken-Tree Care 1st 2nd 3rd
(with Eli) (with Eli)
Sweet Pea Patch 1st 2nd 3rd Sweet Pea Patch 1st 2nd 3rd
(with Mr. Jason) (with Mr. Jason)
For the Love of Strawberries 1st 2nd 3rd For the Love of Strawberries 1st 2nd 3rd
(with Ms. Tanya) (with Ms. Tanya)
Thank you! Thank you!

We will do our best to place you in one of your top choices. We will do our best to place you in one of your top choices.

g a r d e n L esso n # 1 G r a d e 8 , wi n t e r R o tat i o n
Respect in the Garden

Review Abstract
Summary
In this eighth-grade garden class, students review how the 4B’s can be applied in the garden (Be
Safe, Be Respectful, Be Responsible, and Be an Ally) and break into groups to work in the garden
on different tasks. The time students spend working in the garden functions as hands-on learning
to reinforce concepts they’ve studied in the kitchen, garden, and traditional classrooms.
Objectives
Explain the behavioral expectations in the garden using information on the 4B’s poster as a
guide.
Demonstrate an increased ability to work independently using the Edible Schoolyard tools,
techniques, and concepts.
Explain the concepts of compost, harvest, cultivation, and propagation.
Discuss in detail events and phenomena that regularly occur in the garden ecosystem.
Assessments
Review the behavioral expectations in the garden using the 4B’s poster.
Discuss how teamwork, unity, and confidence can be developed in the garden.
Partake in garden work that focuses on compost, harvest, cultivation, or propagation.
Use observation and awareness to explore, investigate and be inquisitive learners in the
garden.
Materials
Garden tools necessary for jobs

Before You Begin
Procedures
1. Welcome students to the Ramada and introduce the Job Board.
Usually there are four jobs, or four jobs and one lab, or one to three stations for
students to rotate between.
2. Have each teacher explain further about the job they will be leading.
3. Introduce the Closing Circle activity so that students are prepared upon returning to
circle.
4. Review the Respect in the Garden poster with students.
I n t h e Fie ld
Garden Work Rotation

Class is broken into four groups, each with one garden teacher and six to eight students
who focus on one job.
2. Have each student answer a check-in question.
Check-in questions should be provocative and fun and may not have anything to
do with gardening.
These questions can relate to the lesson or theme of the day.
3. Break down the steps for the garden job and have students identify necessary tools
before going to the toolshed.
5. Give students short breaks for chicken time and foraging.

1. Lead a fun activity that helps sum up the class. Games and tastings are popular.
For a tasting:
Have a group of students prepare the tasting during their Garden Work Rotation.
Servers pass a tray with the tasting around the Ramada at Closing Circle.
Students each take one piece, and must wait until everyone has been served to
taste.
Encourage them to use their other senses to investigate the food until then.

After tasting, each student shares their name and, in the eighth grade, draw on
their five senses to create a simile about the tasting.
Example: My name is ______ and my apple was sweet like honey.
Vocabulary
Job Board Opening Circle
Ramada Closing Circle

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking

SL.8.1.b Follow rules for collegial discussions and decision-making, track progress toward
specific goals and deadlines, and define individual roles as needed.
SL8.1.c Pose questions that connect the ideas of several speakers and respond to others’
questions and comments with relevant evidence, observations, and ideas.
SL.8.1.d Acknowledge new information expressed by others, and, when warranted,

qualify or justify their own views in light of the evidence presented.
SL8.2 Analyze the purpose of information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,
political) behind its presentation.
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate
L8.1 Demonstrate command of the conventions of standard English grammar and usage
L.7.1.b Form and use verbs in the active and passive voice.
L.7.1.c Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
L.7.1.d Recognize and correct inappropriate shifts in verb voice and mood.*

listening.
L.7.3.a Use verbs in the active and passive voice and in the conditional and subjunctive
mood to achieve particular effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to fact).

In the Garden C lassroom, 8t h grade

Tools 3.1.1 Identify, choose, use, and care for a wide variety of tools and equipment
independently.
Tools 3.1.2 Select, use, and care for scientific measuring tools in the garden, measure precisely
and understand what results mean.
Techniques 3.2.3 Build, tend, and sift a compost pile from start to finish independently, explain
how fungus, bacteria and invertebrates are part of decomposition; identify that
decomposition is occurring all around us all the time.
Techniques 3.2.4 Harvest and prepare crops independently; explain the seed to table concept,
recognize ripeness and seasonality, and identify crops ready for harvest.
Techniques 3.2.5 Explain the purpose of soil cultivation, cultivate a bed independently from start to
finish; explain the purpose and function of crop rotation.
Techniques 3.2.6 Sow seeds and transplant seedlings independently; graft plants and propagate
cuttings more independently; make soil mixes for sowing seeds and upsizing
plants; explain why the greenhouse provides an optimal environment for plant
propagation.
Concepts 3.3.7 Use observation and awareness to explore, investigate and be inquisitive learners
in the garden. The garden classroom provides the opportunity for students to
tap into their inherent curiosity about the natural world, observe patterns and
connections and understand cause and effect.
Concepts 3.3.8 Understand that soil is the lifeblood and fertility of the garden: it is alive, diverse,
and deserving of our care in cultivation and preservation.

Concepts 3.3.9 Recognize the garden as a habitat for pollinators, understand the impact of
pollination on our food supply, develop appropriate responses to them, and consider
the multitude of habitats throughout the garden.
Concepts 3.3.10 Acknowledge water as a precious resource that is intrinsic to all living organisms,
explore methods of water conservation, and are encouraged to do the same in their
own lives as well.
Contributors
Resources
G6-0_RIG_Visual_Aid.pdf
BEETLES_Learning_Cycle.pdf

Garden Lesson G8-1 
RIG Review
Communication
Students divide up into teacher-led
groups to get work done.
Academics
This lesson fulfills Common Core State Standards
for following a multistep procedure; collaborative Sustainability
discussion; analyzing the purpose of information; Rituals and routines of the garden set the
speaking and listening; and language. stage for learning in nature, where
students observe natural processes
occurring in the garden ecosystem
firsthand.
Nourishment
Students sample forage crops and have
a seasonal fruit, vegetable or herb
tasting in Closing Circle.
Life Skills  
Students focus on
listening and
following
directions,
participate in
class routines
and learn what it
takes to grow food.

Soil pH Lab Abstract

Summary
In this eighth-grade science lesson, students test the pH levels of soil from three different sites in
the garden to determine the level of acidity in the garden soil.
Objectives
Use scientific tools to determine whether the soil is acidic, basic, or neutral.
Assessments
Accurately test and record the pH of the soil using a pH strip and probe.
Materials
G8-2 Visual Aid Signs for sample areas
Watering cans Clipboards
Sticks for stirring Pencils
pH strips Soil pH Lab worksheets
pH color key Calculator
Before You Begin

Create the Visual Aid.
Copy the Soil pH Lab worksheet to hand out.
Label the sites and dig holes where samples will be collected.
Collect all the materials, then set them up to make a pH lab.

Procedures
1. Welcome students and introduce the Soil pH Lab.
2. Ask students to explain what pH measures.
3. Explain that pH is relevant to the garden because it indicates nutrient availability.
Tell them that the ideal acidity level for soil is between 6 and 7.
4. Explain that microorganisms, like bacteria, are most prevalent in slightly acidic soil (6-
7) and that microorganisms are responsible for making nutrients available to plants.
5. Explain that students will use pH strips to test the pH of three different areas in the
garden:
An annual bed
A perennial bed
A compost pile
6. Prompt students to think about scientific procedures and why it is necessary to test
three different areas of the garden.
7. Ask students to predict which site will be in the ideal 6-7 window on the pH scale
and why.
8. Divide students into four working groups for garden jobs, and lead one of the groups
to the pH lab for the first rotation.
I n t h e Fie ld

Students think about and discuss scientific procedures, pH, and soil health while they
work in the garden.
1. Each group rotates through the pH Lab as the other groups work in the garden.
2. The first group jumps to “At the pH lab” while the other three groups begin their
garden work.
3. When the first group is done with the pH lab, they return to (or begin) their Garden
Work Rotation and the next group starts the pH Lab.
4. It takes a total of 80 minutes of class time to get all groups through steps 2 and 3.

At the pH Lab
1. Gather students around the pH lab table, and divide the group into three smaller
groups.
Each group should have:

Watering can
Stir stick
Clipboard with a worksheet
pH strips with the color code key
Pencil
2. Each group of 2-3 students will test a sample from the site.
3. Bring students to their test site and demonstrate how to make a soil solution, dip the
pH strip, and how to read the key.
4. Have each group take a reading from the strip, record their data on the worksheet
and return to the station to derive a mean average.
5. Ask students to identify their samples as acidic or basic.
6. Ask students what abiotic factors might alter the pH of the soil (rain, sun,
temperature).
7. Prompt students to think about methods that can be used for maintaining the soil pH
between 6 and 7 (compost, amendments like lime stone and sulfur).
8. Have students reset the pH lab for the next group and return to garden work.

1. Using the whiteboard at the front of the Ramada, collect data from each group.
2. Ask students what they notice about the pH of each site and prompt them to think
about methods that can be used for maintaining the soil pH between 6 and 7
(compost, amendments like lime stone and sulfur).
3. Have students serve a seasonal fruit, vegetable, or herb tasting.
Vocabulary
pH
Basic or alkaline
Acidic
Neutral
Microorganisms

Sc ien ce a nd Engineering Practices:
Planning and Carrying Out Investigations
Planning and carrying out investigations in 6-8 builds on K-5 experiences and
progresses to include investigations that use multiple variables and provide evidence to
support explanations or solutions.
Conduct an investigation to produce data to serve as the basis for evidence that meet
the goals of an investigation.
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a

version of that information expressed visually (e.g., in a flowchart, diagram, model,
graph, or table).

SL.8.1.a Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
SL.8.1.b Pose questions that connect the ideas of several speakers and respond to others’
SL8.1.c Acknowledge new information expressed by others, and, when warranted,

SL8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal
L.8.1.d Recognize and correct inappropriate shifts in verb voice and mood.
listening.



Contributors
Resources
G8-2_Visual_Aid.pdf
G8-2_Soil_pH_Worksheet.pdf

Soil pH
Communication
Students work together in small teams to collect and analyze data and make suggestions for raising
or decreasing soil pH in areas of the garden, if necessary.
Sustainability
Microorganisms and soil pH are interconnected, an ideal pH will help provide nutrients like
nitrogen or carbon to plants in an ecosystem, and testing is a best practice for farmers and
gardeners as the pH of the soil fluctuates depending on season and abiotic factors.
Nourishment
Microorganisms are responsible for making nutrients available to plants, and a slightly acidic pH
level (between 6-7), is ideal so that the plants provide humans with the best possible nutrition when
we eat them.
Life Skills  
Students work together in small teams to complete research, focus on listening, speaking and
following directions and participate in class routines.
Academics
This lesson fulfills Next Generation Science Standards for planning and
carrying out investigations; Common Core State Standards for
following multistep procedures; integrating quantitative or technical
information; collaborative discussion; speaking and listening;
language; and acquiring words and phrases.

CHNOPS Abstract
Summary
In this eighth-grade science lesson, students review the six essential elements of life and discuss
how they function in the garden.
Objectives
Name the six essential elements of life.

Describe the role of bacteria in converting nonusable forms of the six essential elements into
usable forms.
Give examples of how the six essential elements are obtained by plants in the garden.
Assessments
List carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur as the six elements of life.
Discuss the role of bacteria in converting non-usable forms of the six essential elements into
usable forms.
Connect the essential elements to processes in the garden while playing a game called The
Wind Blows.
Materials
Compost Cake Visual Aid with Velcro-backed ingredient cards, elements, and file folder
Nitrogen Cycle Visual Aid
Example cover crop plant (legume) with nitrogen nodes on roots
The Wind Blows game cards
The Wind Blows element and bacteria signs

Before You Begin
Create the Compost Cake Visual Aid.
Create the Nitrogen Cycle Visual Aid.
Pull out an example of a cover crop with nitrogen nodes on roots.
Create The Wind Blows game cards.
Create The Wind Blows element and bacteria signs.
Procedures
1. Welcome students and explain that we will be talking about CHNOPS in Opening
Circle before working in the garden today.
2. Introduce the six essential elements of life and the acronym CHNOPS.
3. Explain that all living organisms need the essential elements of life to live.
4. Prompt students to think about how, as humans, we get the six essential elements of
life.
Begin with oxygen and hydrogen and explain that we rely on bacteria to convert
the remaining four into usable forms.
5. Show students the compost cake, highlighting the six essential elements in each layer
of the compost pile.
Explain that within the FBI, the bacteria are primarily responsible for breaking
down and converting the elements into a usable form that plants can uptake
through their roots.
6. Show the cover crop and explain that it is an example of bacteria “fixing” nitrogen.
Refer to the nitrogen cycle poster and further clarify the process.
7. Explain that when plants are able to uptake the essential elements of life, we are
then able to intake those elements when we eat plants.
8. Repeat the CHNOPS acronym, and call for choral responses after saying each letter.
9. Tell students that in Closing Circle they will play The Wind Blows game, identifying
the six essential elements of life and the role of bacteria.
11. Encourage students to observe examples of the six essential elements during their
time in the garden.

I n t h e Fie ld

1. Students think about and look for examples of the six essential elements while they
work in the garden.

1. Play The Wind Blows, a game similar to musical chairs:
To start the game a teacher reads a statement.
All students for whom the statement is true stand up and change seats.
The last student standing without a seat reads a follow-up to the statement
and then reads the next statement. In this particular instance of the game, the
statements are about the six essential elements of life.
Vocabulary
Carbon Sulfur
Hydrogen Bacterium
Nitrogen Cover crop
Oxygen Nitrogen fixation
Potassium

Disciplinary Core Ideas:
LS1.C: Organization for Matter and Energy Flow in Organisms
Within individual organisms, food moves through a series of chemical reactions in which it is
broken down and rearranged to form new molecules, to support growth, or to release energy.
Perform an ce Exp ectations:

MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions
forming new molecules that support growth and/or release energy as this matter moves
through an organism. [Clarification Statement: Emphasis is on describing that molecules
are broken apart and put back together and that in this process, energy is released.]
[Assessment Boundary: Assessment does not include details of the chemical reactions
for photosynthesis or respiration.]

SL.8.1.a Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
SL8.1.c Acknowledge new information expressed by others, and, when warranted,

listening.

graph, or table).



Contributors
Resources
G8-3_Compost_Cake_Visual_Aid.pdf
G8-3_Nitrogen_Cycle_Visual_Aid.pdf

CHNOPS
Sustainability

Cover crops are not only grown to occupy garden beds
between plantings and slow down erosion, but also to
fix nitrogen into the soil. Any plant in the legume
family will fix nitrogen. A cover crop is chopped down
Communication after a few months and incorporated into a new
Students identify the 6 essential elements compost pile where the FBI breaks it down.
(CHNOPS), shouting them out in order During this process of decomposition, essential
and playing a game that involves elements will be converted and made available.
reading, listening and following
instructions. Nourishment
Bacteria have a symbiotic relationship with
nitrogen fixing plants like beans and peas, and are
Academics responsible for converting elements into usable
forms that plants can take in. Some of the six essential
This lesson fulfills Next Generation
elements are easily absorbed in our bodies, like oxygen
Science Standards for matter and energy
and hydrogen, however the other elements are usually
flow in organisms; Common Core State
found in non-usable forms, which we can absorb
Standards for collaborative discussion;
only by eating plants
speaking and listening, language;
following multistep procedures; and
integrating quantitative or technical Life Skills  
information. Students focus on
listening, speaking
and following
directions and participate
in class routines.
142 Curriculu m: g ard e n

g a r d e n L esso n # S I G r a d e 8 , s p r i n g R o tat i o n
Spring Intensive Abstract

Summary
In this eighth-grade garden intensive, students come to garden class every day for a week and
focus on a specific track that they choose from a set of four: Three Sisters, Millet for the People,
Plant-a-Palooza, or Sign Waves.
Objectives
After this week of lessons, students will be able to:
Prepare a meal using crops harvested from a garden.

Work successfully as a team and be comfortable getting to know teammates.
Know tools, techniques, and concepts necessary for growing food, herbs, and flowers.
Assessments
During this week of lessons, students will:
Work together to prepare a class meal on the last day of Spring Intensive.
Be part of a team for the whole week.
Care for the Edible Schoolyard Garden.
Materials
G8-SI Track Descriptions
G8-SI Ballots
Materials needed for each track
Before You Begin

Create the Spring Intensive track descriptions (each track is led by a particular teacher).
Create the Spring Intensive ballots.
Copy the track descriptions and ballots for all eighth-grade students.
Plan itineraries for each track (this can be done by the leader of each track).
Collect all the materials needed for each track.
Distribute materials to Track Stations.

Procedures
1. Welcome students and ask a check-in question.
2. Break into groups and send students to their track stations.
I n t h e Fie ld
At t he T rack Stations
Each group leader spends the first part of class covering material necessary for the day’s
work or investigation.
1. Build a Nest With Ms. Rachel
Years ago, there was a giant bird’s nest in the garden where you could sit with
your friends and enjoy the view of the Golden Gate Bridge. In honor of the
Edible Schoolyard’s 20th anniversary, we’re going to bring back this much-loved
structure. We’ll be working together to collect natural building materials and
weave sticks together to build a giant bird’s nest!
2. Flower Power With Farmer Tanya
We will be beautifying the entrance to the Edible Schoolyard, from the Kitchen
along the path to the gate that leads to the Outdoor Kitchen. This area is known
as our Herb Garden. We will select from culinary, tea, and medicinal plants, as well
as a variety of flowers that will complement the area. We will start by weeding
or clearing out any plants we don’t want, plant the ones we do want, then mulch
the areas between the plants so they both stand out as well as conserve water.
Learning this whole cycle is similar to learning landscaping. We may also do some
greenhouse work, as needed.
3. Pole Bean Madness With Mr. Jason
We will cultivate for the dried pole bean patch, using forks, shovels, and pick axes.
Students will use saws to cut bamboo in lengths for the beans to climb up and
sow the bean seeds in ground. Students will also spend a day harvesting and
preparing the tasting for closing circle on the last day.
4. Table Construction With Mr. Geoff
Our team will be responsible for building new tables and workbenches for the
greenhouse plant propagation area in the garden. Jobs will include measuring,
cutting, and hammering together the tables. We will be using the age-old
guideline of measure twice cut once. Leave a legacy here at King. Build a table.

1. Every day, all the groups get together in the Ramada to share highlights of their work
in the garden.
2. Some days there is a tasting, a game, or some other special activity.

Contributors

Edible Schoolyard Kitchen Floor Plan
C u rr i c u lu m : k i tch en
Kitchen Program – Systems and Planning
Take Home 1 of 3
Intensive 2016

Edible Schoolyard Kitchen Equipment,
Infrastructure, and Systems
Our kitchen infrastructure and systems directly
inform how we run our classes.
In the Edible Schoolyard kitchen, our space has been Three Grou ps, T hree Tables,
specifically designed to enable students to operate Three Cooking Station s
independently and create rich opportunities for The most fundamental design feature of our kitchen
exploratory learning. Every choice—from the number space is that it is set up to support three small
and size of our tables, the location of cooking tools groups cooking relatively independently from one
and equipment, to the layout of our toolboxes—has another. In the center of the room are three main
been made with the intention of creating intuitive, tables, each of which seats up to about 15 people. At
user-friendly systems. Below, we describe our key the start of each class, everyone meets around the
kitchen equipment and systems, and discuss the center table for the Chef Meeting, and then students
role each element plays in a typical kitchen class. break into their small groups, one group at each
At the end, we include inventories of the tools and table. Tables are labeled by color (red, green, and
equipment we use in our kitchen classroom for blue), and each has a toolbox and small compost
reference. We hope that this context will allow you bin, also labeled with colored tape that matches the
to understand how our specific infrastructure and table color. Each toolbox contains basic knives and
systems support the curriculum we teach and enable measuring devices, and each cooking station has a
you to more easily adapt what you find useful or sink, two electric burners, basic pots and pans, and
interesting in the lessons that follow to your own cleaning supplies (for a comprehensive list of toolbox
kitchen classroom. and cooking stations tools and items, see “Kitchen
Station Inventory”). The drawers and cabinets of the
A Typical Kitchen Class: cooking station bear signs and other visual cues that
An Infrastructure and remind students what goes where. Students in the
Systems View table groups are responsible for the care of all tools
and equipment in their toolbox and at their cooking
C ubb i es station.
The first thing students do when they enter the
kitchen classroom for a kitchen lesson is to put Toolboxes
their backpacks and any other stuff (including their We emphasize the use of real tools in the kitchen.
phones) in a cubby. This reduces clutter and keeps Professional tools instill a feeling of responsibility
the space safe by limiting potential distractions, in students as well as an expectation of serious
reducing the possibility of unwanted materials or effort. Our toolboxes contain all the tools students
germs entering the food, and eliminating the tripping most commonly used in class, including chef knives
hazard of stray backpacks and sweatshirts. and paring knives (for a comprehensive list, see
E d i b l e S c ho o lya r d Proj ect 162 Curriculu m: ki tc h e n

“Toolbox Inventory”). The toolboxes and tools are found that table decorating is consistently a favorite
all labeled with colored tape that matches the table job among our students, and often can engage
color, helping students to easily return tools to the students who are otherwise less interested in the
correct place after use. Toolboxes are open and have cooking jobs. The Altar, boasting a range of beautiful
a clearly defined place for every tool. This allows seasonal harvest items, is an excellent physical
students to easily and safely take knives out of the reminder of the kitchen’s link to the garden. It is also
toolbox and replace them when they’re done. Before a place in the kitchen where students can find a
every class, we wet two small towels and place them large variety of physical touchstones that represent a
on the toolboxes—students use these towels to wipe diversity of cultures.
down their knives after using them as opposed to
washing them in the sink. This means that during Bu ssing Table and Dish Stat ion
class, knives never leave the tables, a key to keeping Cleanup is an integral part of every kitchen class.
the space safe while the students use sharp knives. At their table groups, students practice “clean as
you go” to wash the dishes and tools they use to
Spi ce Table prepare the meal. After eating, all three groups bring
We keep our spices, vinegars, and sauces on the their plates, cups, and utensils to the Bussing Table.
Spice Tables. Putting these ingredients in a single, At the Bussing Table students scrape any leftover
visible place with counter space allows students from food from their plates into a small compost bin,
all three groups to easily experiment with different pour leftover water in their glasses into a graywater
flavors, keeps ingredients accessible by all three bucket, and place their plate, cup, and utensils in
groups, and prevents the main working tables from three corresponding bus tubs. Cleanup is a rotating
becoming overcrowded with jars, bottles, and cutting responsibility. One table group washes all the dishes
boards. Below the spice table are containers for from the Bussing Table in our commercial dishwasher
students to take leftover food to go. at the Dish Station. The other two groups clear the
tables, sweep their areas, and finish any cleanup still
Dish C up board, Dish Tower , remaining from cooking.
and Me tro Shelf
Dishes for setting the table and eating are stored in Recipe Files
the Dish Cupboard; the Dish Tower stores platters The recipe files hanging on the wall by our door
and various serving bowls; and the Metro Shelf contain a rotating supply of paper copies of the
stores larger stockpots, mixing bowls, and a variety recipes we’re preparing in the kitchen. We label the
of cooking tools like spatulas, tongs, ladles, and recipes clearly, and remind students at the end of
sieves. All three are open-face and clearly labeled to every class that the recipes are available for them to
show the correct place for the tools and utensils that grab and take home at any time. Placing them right
belong there. next to the door makes them easily accessible for
students on their way out.
Altar
Each time students set the table to eat they have the Equ ipment
opportunity to decorate their table with bouquets, We have the following equipment in our kitchen
items harvested from the garden, and other beautiful classroom:
or interesting objects that the kitchen has collected Electric burners—six total; two at each of our three
over the years. We keep all of the items for table cooking stations
decorating on a side table called the Altar. We’ve
C u rr i c u lu m : k i tch en 163 Edible S choolya r d Project

Oven—freestanding convection oven Refrigerator—three-door commercial-size
Electric griddle—34” x 18” cooking surface refrigerator
Convection burners—kept in storage; used for Commercial dishwasher
lessons in which we need extra burners Washer and dryer—regular front-loading
Kitchen Station Inventory

This comprehensive list of items found in our toolboxes Cooking Station Countertop
and at our cooking stations is intended as a helpful
3 cutting boards for onions and garlic (blue plastic)
reference to contextualize the cooking activities that
10 cutting boards for everything else (white plastic)
follow in our lessons, as well as a guide to the items
we rely on most heavily to run our programs. A 1 box grater
student graduating from our program can expect to 1 soap dispenser
have used every item or tool on this list at least once,
1 sponge
if not every time they come to the kitchen.
1 stainless steel scrubber
Toolbox 1 sink
6 chef knives 2 electric burners
2 bread knives 1 drain catch
10 paring knives 1 set of various utensils (spatulas, whisks,

wooden spoons, and metal spoons)
3 crinkle cutters
4 hot pads
3 bench scrapers
1 paper towel dispenser
1 plastic measuring beaker
2 cotton dishtowels
2 sets measuring spoons
1 set dry measuring cups (¼ cup – 1 cup) Cooking Station Cupboard

8 vegetable peelers 1 cast-iron skillet
1 garlic peeler 1 cast-iron Dutch oven
1 microplane 1 cast-iron griddle
1 wooden reamer 1 stockpot
1 pepper mill 1 collapsible steamer
1 saucepan
1 salad spinner
2 tablecloths

A Typical Edible Schoolyard
Kitchen Class
Overview Circle. The kitchen classroom has rituals and routines
for every kitchen class, so the students know what
A typical kitchen class at the Edible Schoolyard
to expect and what is expected of them. Below, we
Berkeley is between 86 and 105 minutes. Students
outline the flow of a typical kitchen class, including
come to the kitchen eight to ten times each year as
the rituals and routines associated with each section.
an integral part of their school day, generally with
Following that, we briefly discuss some of the logical
their humanities classes and occasionally with their
and philosophical underpinnings of why we organize
science, foreign language, or other elective classes.
our classes the way we do. Our hope is that in
Kitchen classes tend to see between 25 and 32
discussing both what we do and why we do it, you
students at a time, and are always taught by three
will be able to adapt our kitchen class structure to the
Edible Schoolyard Chef Teachers, each leading a
needs of your own program.
group of eight to ten students at one of the ESY
Kitchen Classroom’s three cooking stations.
Entering the Kitchen
Staffing ( 1-2 minu tes )
Students line up outside the kitchen classroom and

In addition to the Chef Teachers, one or two Edible
wait for a kitchen teacher to greet them. Students
Schoolyard community volunteers often participate
spit out their gum, come into the kitchen in an orderly
in kitchen classes, engaging the students in
fashion, put their backpacks away in the cubbies, put
conversation during class and helping to set up
on an apron, and gather at the middle table for the
before and clean up after. The academic classroom
Chef Meeting. As opposed to having students stream
teachers are also always present while their classes
in as they arrive, we let everyone in at once and
visit the kitchen, and their levels of engagement with
students follow the same series of steps each time,
the students during kitchen class time vary—some
setting the tone for a calmer, more focused kitchen
take it as an opportunity to engage more deeply or
class.
one-on-one with their students while cooking and
eating together, while others take the opportunity
to work on grading or other responsibilities. The At the Chef Meeting
student-to-adult ratio in any given kitchen class may ( 5-15 minu tes )
range anywhere from four to ten students for every In the Chef Meeting we introduce and frame our
adult, depending on the size of the class, the number lesson for the day, deliver content to all students
of community volunteers, and whether or not the before breaking into smaller groups to cook and
classroom teacher is actively participating. eat, and facilitate class discussions. Chef Meetings
vary greatly in content, framing, and duration
Typical Class Flow depending on the lesson’s learning objectives; some
take the form of an interactive lecture, others of a
A typical kitchen class is divided into three main
demonstration, story, or skit; some are facilitated as a
parts: the Chef Meeting, At the Table, and the Closing

group activity or discussion; and most utilize a variety great opportunity to hear everyone’s voice at the
of modes to deliver content in the most engaging table and be reminded of students’ names.
and interesting way we can think of. In general, most
Chef Meetings will explain why we have chosen the 2. Rev iew the rec ipe(s) and i ntroduce
recipe we are preparing and make academic links to kni fe skills and cooking me thods
the students’ classroom curriculum. Chef teachers (2-10 minu tes)
rotate the role of facilitating the Chef Meeting, and Depending on the students’ skill level, this may
often different Chef Teachers will add a personalized involve a detailed step-by-step demonstration
spin to their version of a lesson’s Chef Meeting or may simply be a quick verbal summary of the
to keep it interesting, engaging, and relatable. recipes students will be preparing that day. This is
We keep internal Chef Meeting notes for each when we introduce any new cooking techniques
lesson to maintain institutional memory and track (cutting an onion, mincing garlic, etc.); demonstrate
modifications or improvements from year to year. The or describe how students will prepare each
“At the Chef Meeting” section in each of the following ingredient on the platter and have students identify
lessons is this year’s version of each lesson’s Chef the right tools for the jobs; and break down the
Meeting. In cases where different Chef Teachers had steps of the recipe(s), note especially important
notably different versions of the Chef Meeting for the steps, and explain the cooking jobs.
same lesson, we’ll often include both versions.
3. Facilitate the div ision of cooking
At the Table jobs (2-5 minu tes)
( 60 - 9 0 m i n u t es ) Dividing cooking jobs can set the tone for the
After the Chef Meeting, students wash their hands remainder of the class so we always try to make
and break up into three cooking groups. Generally, sure that students feel heard and respected
the classroom teacher divides the students into three through the process. Our goal is for the students
groups before arriving to their first kitchen class, and to perceive the process as fair and match every
students remain in the same groups for the duration student to a job that they are excited to do. This
of their kitchen rotation. Each group has an average provides buy-in and engagement throughout class.
of 10 students, one ESY Chef Teacher, and one to For some lessons, we divide the work based on
two community volunteers. In their small groups, ingredients, and for others by recipe. Generally, for
Chef Teachers will: younger students we give individual ingredients
as jobs and for older students we denote entire
1. Lead a small-group check- in recipes as job groups and have them independently
( 5 m i n u t es ) organize specific jobs within the recipes. Our
Have each student answer a check-in question favorite methods for dividing work (from most
(e.g., If you could teach one subject in school, which teacher-driven to most student-driven) are:
would it be? What is your favorite way to eat Top Two: After introducing the jobs for the day,
noodles or pasta?). This can be a fun or provocative go in a circle and have each student name their
question that may or may not be food-related but top two choices. Write down their preferences
will allow the teachers to get to know the students and try to match each student to one of their top
and vice versa. Check-in questions should be easy two picks.
and quick to answer, answerable by all (don’t rely
Raising Hands: Good for lessons when there
on some specialized knowledge or experience), and
are only a few types of jobs available. Introduce
interesting to hear multiple answers to. This is a

the jobs and ask students to raise their hands 5. Eat (10 minu tes)
to show which ones they’re interested in. If the The table group begins to eat only once every
groups are appropriately proportioned, proceed member of the group has been served.
with the work. If not, ask for a volunteer to
This is a chance to talk about ideas related to the
switch groups.
lesson, the recipe, or whatever interests the group.
Students Decide: During Iron Chef and in Generally we try to balance time spent discussing
our eighth-grade Independence Series, we lesson content with casual conversation.
ask our students to divide up the work and
Since table groups sit down to eat as the food
jobs amongst themselves. This is a high-
is ready, different groups may eat at slightly
level collaboration skill that we scaffold by
staggered times.
making our processes visible in their sixth- and
seventh-grade kitchen classes. In this method, 6. Cleanup (10 minu tes)
the teacher introduces the recipe and invites

When they are finished eating, each student
students to read the recipe and discuss how to
busses their own plate, cup, and silverware to the
divide the work.
dish station.
4. Cook and se t the table ( 4 0 -6 0 m i nu tes) One table group works at the dishwasher to wash
the plates, cups, and silverware for the entire class.
Students read the recipe together before breaking
The other two table groups finish cleaning their
up into their cooking jobs.
table and cooking station, as well as the table and
While cooking, students practice our “clean as you cooking station for the group at the dishwasher.
go” routine. We expect students to clean up after Cleanup jobs include: cleaning and organizing
finishing a cooking job before they move on to the the toolboxes, taking out the compost, sweeping,
next task. cleaning and organizing the cooking station, and
Students taste as they cook and adjust the helping to set up for the next class.
seasoning along the way.
When the students have finished preparing the Closing Circle ( 5 minu tes )
ingredients and the food is still cooking, students Closing Circle provides an opportunity for us to hear
clean and set the table. We typically use a plate, what our students took away from kitchen class. We
silverware, cups, and napkins, and students are generally ask them to rate the food on a scale of 1 to 5
also encouraged to create a unique centerpiece using their fingers to indicate how delicious they found
using flowers from the garden and other interesting the meal. Depending on how much time remains, we’ll
items they find around the kitchen. also often pose a question to the group to prompt
further reflection on the lesson content (e.g., If you
Unless we are demonstrating a new cooking
were living at the time of the Silk Road, where would
method or helping a student to learn or improve
you want to live and why?), facilitate students in
a technique, teachers’ hands almost never touch
imagining how to apply the skills they practiced in the
the food. We aim to have the students cook as
lesson in their own lives (e.g., If you were to prepare
independently as possible from their first time
this recipe at home, what ingredient would you
in the kitchen. We’ll often encourage any adults
add?), or to get information on whether the learning
in the space to hold on to a cup of tea or water
objectives we have identified have been reached
throughout class, just to serve as a reminder
to leave the cooking and cleaning work to the by the lesson as it has just been delivered (e.g., Can
students. anyone tell me who or what the “three sisters” are?).

ROTAT I ON 1 - FALL
L ess o n # R ec ipe M ai n Fo c us F rom the Garden ESY Standard Aca de mic Con n ect i o n
K6 – 1 Kitchen Orientation & Meet staff, learn Peppers Edible Schoolyard Common Core:
(85-90 Min) Food Memories with a routines and systems Cucumbers 2.0 In the Kitchen, Grade 6: ELA and Literacy:
garden snack Tools 1.1 Identify basic tools at the
Apples LS.6.4. Determine or clarify the meaning
ESY Cooking Station and use and of unknown and multiple-meaning
Carrots care for them with guidance. words.
Turnips Tools 1.2 Identify measuring and
LS.6.6. Acquire and use accurately

Pineapple Guavas follow instructions to use and care grade-appropriate general academic
for them. and domain-specific words and
Tools 1.3 Identify different knives phrases; gather vocabulary knowledge
from the ESY Toolbox and when considering a word or phrase
demonstrate basic knife skills, important to comprehension or
safety, and care. expression.
K6 – 2 Greens over Grains Knife safety and skills, Swiss Chard Edible Schoolyard Common Core:
T h e E d i b le S c h ooly a r d Be r keley
(85-90 Min) connect the kitchen to Kale 2.0 In the Kitchen, Grade 6: ELA and Literacy:
the garden Tools 1.3: Identify different
Bok Choy RST.6-8.3. Follow precisely a multistep
knives from the ESY Toolbox and procedure when carrying out
Collards demonstrate basic knife skills, experiments, taking measurements, or
Garlic safety, and care with guidance. performing technical tasks.
Amaranth Techniques 2.4: Identify ingredients
Millet by name and discuss them using

descriptive words in conversation
Quinoa
Techniques 2.5: Use basic
techniques as instructed, and refer
to them by name in conversation
6 t h G r a d e K i tc h e n S c o p e a n d S e q u e n c e
168 Curriculu m: ki tc h e n
K6 – 3 Pan de los Muertos Complete a precise Amaranth Edible Schoolyard Common Core:
(85-90 Min) recipe, measure Eggs 2.0 In the Kitchen, Grade 6: ELA and Literacy:
accurately, reflect on Tools 1.2 Identify measuring tools
RI.6.7. Integrate information presented
and share emotional from the ESY Toolbox and follow
connections to food in different media or formats (e.g.,
instructions to use and care for visually, quantitatively) as well as
them. in words to develop a coherent
Techniques 2.5 Use basic understanding of a topic or issue.
techniques as instructed, and refer RST.6.3. Follow precisely a multistep
to them by name in conversation. procedure when carrying out
experiments, taking measurements, or
performing technical tasks.
RH.6.4. Determine the meaning of
words and phrases as they are used
in a text, including vocabulary specific
to domains related to history/social
studies.
K6 – 4 Autumn Harvest Soup Vegetable Stock & Potatoes Edible Schoolyard Common Core:
(85-90 Min) Soup, complete a Greens 2.0 In the Kitchen, Grade 6: ELA and Literacy:
flexible recipe Tools 1.3 Identify different knives
Celery RI.6.7. Integrate information presented
from the ESY Toolbox and in different media or formats (e.g.,
Winter Squash demonstrate basic knife skills, visually, quantitatively) as well as
Onions safety, and care. in words to develop a coherent
Garlic Techniques 2.6 Read and follow understanding of a topic or issue.
Broccoli recipes, and understand that some
recipes are flexible and some are
Herbs specific.
Techniques 2.7 Taste finished
dishes and discuss their sensory
observations using descriptive
vocabulary.

ROTAT I ON 2 - sp r ing
K6 – 5 Frittata Knife skills, safety, and Beets Edible Schoolyard Common Core:
(85-90 Min) kitchen systems Broccoli 2.0 In the Kitchen, Grade 6: ELA and Literacy:
Techniques 2.6 Read and follow the
Carrots RST 6-8.3. Follow precisely a multistep
recipe, and understand that some procedure when carrying out
Collard greens recipes are flexible and some are experiments, taking measurements, or
Chard specific performing technical tasks.

Fennel Techniques 2.7 Taste ingredients
RST 6-8.10. By the end of grade 8, read
Green onions and discuss sensory observations and comprehend science/technical texts
using descriptive vocabulary in the grades 6-8 text complexity band
Kale
Concepts 3.8 Approach lessons independently and proficiently.
Herbs with intention by thinking
through how the recipe relates
to the kitchen, garden, and wider
environment as a whole
K6 – 6 Steamed Dumplings The Silk Road: China Greens Edible Schoolyard California State:
(85-90 Min) Goods, ideas, and Green garlic 2.0 In the Kitchen, Grade 6: HistorySocial Science:
foods that originated Cilantro Concepts 3.11 Make connections
6.6.2 Explain the geographic features
in China and were between the diets of historic of China
traded along the Silk cultures and foods we eat today.
6.6.7 Cite the significance of the trans-
Road
Eurasian “silk roads”
Common Core:
ELA and Literacy:
SL.6.1: Engage effectively in a range of
collaborative discussions
RI.6.7: Integrate information presented
in different media or formats (e.g.,
visually, quantitatively) as well as
in words to develop a coherent
understanding of a topic or issue.
K6 – 7 Vegetable Curry The Silk Road: India Cabbage Edible Schoolyard 2.0 In the California State:
(85-90 Min) Goods, ideas, and Cauliflower Kitchen, Grade 6: History–Social Science:
foods that originated Coriander Concepts 3.11 Make connections
in India and were between the diets of historic Eurasian “silk roads”
traded along the Silk Cilantro cultures and foods we eat today.
6.6.8 Describe the diffusion of Buddhism
Greens
Road
northward to China during the Han
Seasonal Vegetables Dynasty.
Common Core:
ELA and Literacy:
SL.6.1: Engage effectively in a range of
K6 – 8 Homemade, Hand- The Silk Road: Rome Eggs Edible Schoolyard 2.0 In the California State:
(85-90 Min) rolled Pasta & Goods, ideas, and Lemons Kitchen, Grade 6: History–Social Science:
Gremolatta foods that originated Concepts 3.11 Make connections
Garlic 6.6.7: Cite the significance of the trans-
in Rome and were between the diets of historic Eurasian “silk roads”
traded along the Silk Parsley cultures and foods we eat today.
6.7.2: Describe the government of the
Road
Roman Republic and its significance
6.7.8: Discuss the legacies of Roman
art and architecture, technology and
science, literature, language, and law.
Common Core:
ELA and Literacy:
SL.6.1 Engage effectively in a range of

K6 – 9 Rice Pudding Silk Road: Trading for Eggs Edible Schoolyard 2.0 In the California State:
(85-90 Min) Rice Pudding Citrus Kitchen, Grade 6: History-Social Science:
Culmination of Silk Concepts 3.11 Make connections
Road between the diets of historic Eurasian “silk roads”
cultures and foods we eat today.
6.7.8 Discuss the legacies of Roman
art and architecture, technology and
science, literature, language, and law.

Common Core:
ELA and Literacy:

k i tc h e n L esso n # 1 G r a d e 6 , Fa ll R o tat i o n
Kitchen Orientation
Summary
This lesson introduces sixth-grade students to the kitchen classroom. Students meet staff,
explore the kitchen, learn the basic rules and systems, and practice setting the table to eat a
garden snack. Students mark the transition from the garden to the kitchen by harvesting herbs to
make herbal tea that they drink with their snack. While eating, they share a food memory.
Objectives
Name and locate the basic tools and equipment in the kitchen.
Practice implementing basic kitchen routines.
Use descriptive language and sensory details to describe a food memory.
Assessments
Accurately identify the basic tools and equipment in the kitchen.
Set the table, compost food scraps, and correctly utilize the bussing system.
Share a personal food memory using descriptive language and sensory details.
Materials
F o r t h e O pe n i n g T ools Equipment
Visual aid Toolbox Cups Stove (or electric

Question cards Heavy-bottomed pot Plates kettle, for heating
(for heating water for water for tea)
I n g r e d i e n ts
Napkins
tea on the stove)
Seasonal fruits Forks Befo r e Y o u Beg i n
Teapot Create the visual aid

or vegetables Knives
Tea cups Prepare a seasonal
Tea herbs
Tablecloth garden snack
Water pitchers Heat water for tea

Procedures
Welcome and Introduction
1. Welcome students, and divide them into three table groups. Table groups are color-
coded: green, red, and blue.
2. Introduce kitchen staff, volunteers, and all facilitators of the lesson. Have a student
volunteer from each group choose a question from the question cards to ask each staff
member as they introduce themselves.
3. Describe what students can expect in the kitchen – cooking and eating together.
4. Emphasize the students’ transition from the garden to the kitchen, and invite them to
share examples of plants they saw growing in the garden throughout the fall. Explain
that they’ll get to see how the kitchen and garden interact. We’ll be eating produce
that comes from the garden, which means we’ll be eating “sesonally.”
5. Discuss the behavior expectations in the kitchen. Emphasize that the 4B’s for how to
be in the kitchen are the same as in the garden and their academic classrooms.
Tabl e Grou p O rientation

1. Break into table groups, and lead a small-group check-in. Explicitly name the rules
and expectations for the group check-in: listen actively to speaker, do not interrupt or
comment on people’s answers, move quickly from one speaker to the next. (What is
your comfort food?)
2. Go on a walking tour of important kitchen features and systems: recycling and

compost row, dish tower and tortilla press cabinet, dish cabinet, the altar, spice table,
metro shelf, oven, fridge, bussing station and graywater system, and dishwasher.
While on the tour, prompt students to reflect on whether each system is a “kitchen-
only” system (i.e., laundry, dishes) or a “kitchen-garden” system (i.e., compost,
graywater).
3. Bring students outside to the herb garden. Have every student pick two leaves to
bring inside, wash, and add to a teapot for herbal tea.
4. Return to table groups and give students time to explore their cooking stations and
toolboxes. While at the cooking stations, challenge students to find one tool or item
that everyone recognizes, and one tool or item that no one in the group is familiar
with. While exploring the toolboxes, ask students to report on their findings using the
“I notice, I wonder, It reminds me of” sentence frame. Introduce the reflection cards.
5. Quiz the group after exploration time to help them recall the names, uses, and
locations of basic tools, ingredients, and equipment.
6. Explain to students that they are responsible for cleaning and maintaining the tables,
the toolboxes, and the cooking stations.

Practi cing Kitchen Rituals
1. Describe to students the items needed to set the table (tablecloth, centerpiece, tea
cups, napkins, water, and cups). While students are setting the table, fill the teapot
with boiling water and allow the tea to steep.
2. Eat.
3. While eating, encourage students to share a food memory, or use the question cards
to engage the full group in shared conversation.
4. Flicker lights. Explain this is a way we get everyone’s attention. Announce that now it
is time to transition into bussing dishes.
5. Have students familiarize themselves with the kitchen systems by composting,

bussing dishes, and refilling water pitchers.

1. Invite students to share their food memories.
2. Invite students to share something they still wonder about the kitchen.
3. Answer any remaining questions.
Teaching Notes
Introducing the teachers: We use the question cards to introduce ourselves to the students
because it models showing up in a genuine way. We find students are often quite
captivated by teachers’ responses to challenging questions.
The 4B’s: We introduce the 4B’s with short skits. First we demonstrate what not to do and ask
students to give a thumbs-up or thumbs-down—are we following the 4B’s? We call on
students with raised hands to give corrections, and then do the demonstration again with
correct behavior or practices.
Be concise: Avoid “lose interest” point. Labels are things students need to know the names of.
Collaboration with academic teachers: Academic teachers complete the food memory activity
with their students before their first kitchen lesson so that students are prepared to share
a memory at the table.
Sharing food memories: Sharing a food memory can be a vulnerable experience for some
students. Throughout this lesson, and especially while students are sharing their food
memories, teachers are mindful and explicit in facilitating a respectful, safe environment
for all students to engage with the group.

Vocabulary
Seasonal Altar Griddle
Organic Metro shelf Dish tower
Cubbies Fridge Spice table
Dish cupboard Bussing station
Californi a State , Englis h–Lang uag e Arts, Gra de 6
2.1.a. Establish and develop a plot and setting and present a point of view that is appropriate
to the stories.
Common Core La ng uage Sta ndards, Grade 6:

LS.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 6 reading and content, choosing flexibly from a range of strategies.
LS.6. Acquire and use accurately grade-appropriate general academic and domain-specific
Edible Sch oolya rd 2.0 In the K itchen, Grade 6

Tools 1.1 Identify basic tools at the ESY Cooking Station and use and care for them with guidance.
Tools 1.2 Identify measuring tools from the ESY Toolbox and follow instructions to use and care for
them.
Tools 1.3 Identify different knives from the ESY Toolbox and demonstrate basic knife skills, safety,
and care.
Contributors
Resources
Food Memory Worksheet
Kitchen Orientation Visual Aid
Kitchen Floorplan

The Edible Schoolyard
Food Memory Activity

K6-1_Question_Cards.pdf
Sample Question Card Questions
What is the scariest thing about becoming an adult?
What is something you want to learn that they don’t teach you in school?
If you could change anything about yourself, what would it be?
Why do you think people give up on their dreams?
If you could be famous, what would you be famous for?
If you could live anywhere, where would you live?
If you could bring back one person from the dead, who would it be?
What is the first step toward ending racism?
Why do you think we need to go to school?
What is your most important goal right now?
What is one lesson that you had to learn the hard way and what did you learn?
What is the worst crime against humanity?
What are your three best and worst qualities?
What is your most prized possession and why?
What do you like most about yourself?

If you could teach any class, what would it be?
If you could have any talent, what would it be?
When do you feel the most protected?

Do you believe a person is defined by what he or she does for a living?
What is your greatest fear about having children?
What is one of your most beautiful childhood memories?
What makes you angry and how can you change that?
How do you think others view you and why?
What is a piece of wisdom that you would pass on to your kids about being your age?
What question would you like to be asked?
What is your biggest accomplishment and why?
What is something you wish you could change about your life?
What is your greatest fear?
If you could change one law, what would it be?
What are three traits you look for in a friend?
If you could visit any time period, which would you choose?
Would you rather have a job with average pay that you love or a job with great pay that you hate?
What language would you like to speak fluently?
If you could supersize one of your senses, which one would it be?
(taste, sight, touch, hearing, smell)
What makes you happy?
If you could make any dish in the world, what would you make?
Do you consider yourself an optimist or a pessimist?
Who is someone that you admire and why?
Would you rather live in the city or in the country?
What is an essential life skill you need in order to live on your own?
What is a misconception that people have about you?
Where is your favorite place to read?
What historical person do you admire and why?
If you could rename the Golden Gate Bridge, what would you call it?
Would you rather explore the deep sea or outer space?
What do you do when you are talking with friends and someone makes an offensive
(i.e. racist, sexist, homophobic) comment?
Which is more powerful: love or hate?
What is one goal you want to achieve in the next year?

What does loyalty mean to you?
If your life had a soundtrack, what would be theme song and why?
If you could travel anywhere in the world, where would you go and why?

If you won I Million dollars and could use it for anything but yourself, how would you use it?
Does climate change concern you? Why or why not?
What is one thing you wish adults understood better about young people and why?
What is one thing you wish you understood better about adults and why?
If you could meet one historic figure, living or dead, who would it be and why?
If you had 5 minutes to meet with the US President, what would you say?
If you were stranded on an island and could only bring 3 things what would you bring and why?
What is one thing people don’t know about you that you wish they knew?
Who is your favorite character in a book and why?
Do you think people under 18 should be allowed to vote? Why?
Greens over Grains

Summary
In this sixth-grade humanities lesson, students complete the seed-to-table cycle by preparing
sautéed greens and serving them over grains that were grown in the Edible Schoolyard garden.
Students learn and practice basic knife skills and safety.
Objectives
Identify a variety of greens by name.
Practice basic knife skills while demonstrating proper knife safety and care.
Follow a written recipe to prepare a basic dish.
Assessments
Identify a variety of greens by name.
Mince or slice ingredients while demonstrating proper knife technique, safety, and care.
D
istinguish between the “Ingredients” and “Directions” sections of the Sautéed Greens recipe
and follow the recipe’s written instructions to prepare the greens.
Materials
F o r t h e C h ef Meet i n g I n g r e d i e n ts F o r t h e S a u t é e d G r ee n s
Sautéed Greens recipe Assorted grains (such as Assorted greens (such as dinosaur kale,
Ingredients and tools millet, quinoa, and/or barley) bok choy, rainbow chard, and collards)
for demonstration Olive oil
Visual aid Ginger
Garlic
Soy sauce
Toasted sesame oil
Rice vinegar (optional)

T ools Equipment
Cast-iron skillet Stove

Garlic peeler Befo r e Y o u Beg i n
Wooden spoon Collect all the tools and ingredients, and then distribute them to the tables.
Chef’s knives Gather supplies for the Chef Meeting.
Paring knives Create the visual aid.
Cutting boards Copy the Sautéed Greens recipe to hand out.
Measuring cups Copy the Millet & Quinoa recipe to hand out.
Measuring spoons Cook the grains (millet, quinoa, and/or barley).
Procedures
At the Chef M ee ting
1. Welcome students to the kitchen. Review the 4B’s: Be Safe, Be Responsible, Be
Respectful, and Be an Ally. Emphasize that today, as the students’ first time cooking
in the kitchen, they will have the opportunity to practice these 4B’s.
2. Introduce the lesson for the day: Greens over Grains. This is a chance for students to
prepare food from the garden while learning basic knife skills, safety, and care.
3. Ask students if there are any foods on the board that they recognize growing in the
garden.
4. Ask students to identify the greens by name. Emphasize that they may use the visual
aid as a resource. Hold up the greens one by one. Ask students to raise their hands
quietly when they know what a green is called, and all call out the name on the count
of three. For some greens, have students yell as loudly as they can, for others have
them whisper, or ask them to identify the greens in happy, tired, confused, or other
kinds of emotive voices.
5. Show students a copy of the Sautéed Greens recipe. Explain that they have just
identified most of the ingredients they’ll be using, and that these recipes will give
them all the information they need about what to do with those ingredients—at
the top of the recipe is a list of ingredients and amounts, and the bottom has the
directions, or what to do with the ingredients. Emphasize that the 4B’s will be
especially important for the students to successfully prepare the meal because our
goal as teachers is to have them work as independently as possible. The recipe and
their group mates will be their most valuable resources.
6. Ask students to wash their hands and go to their table groups.

At the Table
1. Break into table groups, and lead a small-group check-in. (What is a food that you
would like to learn how to cook?)
2. Demonstrate how to mince the garlic and prepare the greens as part of a knife skills
and safety demonstration (see “Knife Skills and Safety Demonstration” resource).
3. Assign cooking jobs.
4. Prepare the recipe and set the table.
5. Eat.
6. Clean up.

1. Ask students to rate the meal on a scale of 1 to 5. If there is time, ask students to
name one new skill or fact that they learned in the class today.
Teaching Notes
Identifying the greens: We like to vary how we ask for the students to respond when they
are identifying the greens by name in the Chef Meeting. Mixing high- and low-volume
responses helps to modulate the energy and prepare them to be attentive listeners during
the knife skills and safety demonstration. Introducing the greens this way is fun, and
generates ownership and excitement around the food.
Visual aid: Clearly labeled visual aids that identify the ingredients in this lesson are key in
creating access for all of our students. Different students enter the kitchen with varying
experiences with cooking and the ingredients we use in this lesson. We want all of our
students to be able to participate fully from the beginning, and we never want a student
to feel inadequate or unwelcome for not already knowing something that one of their
peers does. When we ask students to identify the greens during the Chef Meeting, we
explicitly refer to the visual aid as a “resource” and ask students to “do their research”
before we ask for them to call out the name. We wait to ask for them to call out the name
until all hands are in the air. Asking students to call out as a group instead of calling on
individual raised hands is an equity strategy because it provides access for students who
reach the answer more slowly than their peers.
Bok choy and cultural imperialism: We have noticed that some of our students respond to the
name “bok choy” by mocking it with caricatured chicken-like clucking noises or saying
the name with a stereotypical Asian immigrant accent. We have noticed a similar
pattern in recipes that use hoisin sauce, which some students will jokingly refer to as
“poison sauce.” Though such reactions are meant jokingly and almost always represent
no intentional malice or ill-will on the part of the student, we still recognize them as
manifestations of the xenophobia and racism in American culture that labels anything
outside of mainstream, dominant white culture as “other.” We address these moments

as they occur, often by naming what we see, asking a question that prompts the student
to reflect more critically on their response, or prompting the student to consider their
response from another’s point of view (“It sounds to me like you’re making fun of the
name of this ingredient. Is that what you mean to be doing when you say that/make
that noise?”; “What makes you say that/make that noise? Do you think you would make
similar jokes about X ingredient that you’re familiar with?”; “How do you think you would
feel if I made fun of X ingredient that is important to you?”). We also address these
reactions preemptively in our Chef Meetings. We explain to students that they may be
encountering ingredients and foods that they are unfamiliar with in the kitchen, and that
sometimes lack of familiarity can lead to impulses to mock or make fun of something.
We encourage them to notice these impulses when they arise and make the choice to
lean into that discomfort instead of pushing it away—ask a question because there will
almost undoubtedly be someone at the table who is quite familiar with the food.
Recipe reading: We explicitly introduce the format for reading the Sautéed Greens recipe, noting
that many recipes will have a similar format—a list of ingredients with their amounts
at the top and directions at bottom. We emphasize that you must read the directions to
know what to do with the ingredients.
Knife skills and safety demonstration: This is the first time our sixth-grade students work
with knives in the kitchen space so we start the lesson with a knife skills and safety
demonstration. As part of the demonstration, we recognize that some students might
have experience with knives at home, but that the guidelines around knives in this space
are different because there are different concerns and constraints with so many people
working at once. This helps to draw the attention of students who may otherwise feel
that the guidelines are irrelevant to them. For a more detailed description of our knife
demonstration, see “Knife Skills and Safety Demonstration” resource.
Help and consent: Because this is the first time cooking with these students, we pay special
attention to noting the skills and levels of experience with cooking our students are
bringing to the table. We moderate group dynamics so that every student feels welcome,
accomplished, and a sense of ownership over the space regardless of cooking skills. For
experienced students wanting to showcase those skills by helping their less-experienced
peers, we often prompt them to ask their peers if they want or need support before they
jump in to “helping” them.
Team-building and cleaning: As the first time cooking in the space, this is also the time to
establish team ownership of tasks including cleaning.
Academic connections: This lesson is an excellent opportunity to review the seed-to-table

cycle or the Paleolithic domestication of grains (6th Grade California State History-
Social Science Content Standard 1.3). In years past, we have included both of these
themes in our Chef Meeting. We decided not to this year in order to cut down on the
direct instruction that happens at the beginning of class to make sure we have all of the
students’ fresh attention for the knife safety and skills demonstration, and to give plenty
of time to cooking and eating.

Double-sided recipes: We like to copy the Millet & Quinoa recipe on the back of the Sautéed
Greens recipe so that that students can easily take both recipes home.
Vocabulary
Sauté Chop
Mince Fibrous
Slice Whole grain
Californi a Common Core English Languag e Arts Standards, Science &
Tech nical Subjects
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking
Edibl e Sch oolyard 2.0 In th e Kitchen, Gra de 6

Tools 1.3 Identify different knives from the ESY Toolbox and demonstrate basic knife skills,
safety, and care with guidance.
Techniques 2.4 Identify ingredients by name, and discuss them using descriptive words in
conversation
Concepts 3.8 Approach lessons with intention by thinking through how the recipe relates to the
kitchen, garden, and wider environment as a whole.
Contributors
URLS
http://edibleschoolyard.org/esy-berkeley/journal
Resources
Greens over Grains Visual Aid
Sautéed Greens Recipe

Pan de los Muertos

Summary
In this sixth-grade humanities lesson, students prepare Pan de los Muertos to honor people or
animals in their lives who have passed. They learn about the holiday of Día de los Muertos, and
practice measuring precisely.
Objectives
Identify measuring tools from the ESY Toolbox.
Demonstrate precise measurement when following a recipe.
D
iscuss the traditional view of death in Día de los Muertos and articulate the role of food in
honoring loved ones in the holiday.
Assessments
Select the correct measuring tool for each ingredient in the Pan de los Muertos recipe.
Practice precise measurement to follow the Pan de los Muertos recipe to completion.
S
hape a piece of bread dough into a shape that honors someone in their life who has passed
and write a remembrance to place on the Día de los Muertos altar that celebrates that person’s
or creature’s life.
Materials
F o r t h e C h ef Meet i n g I n g r e d i e n ts
F o r t h e P a n d e los M u e r tos
Pan de los Muertos recipe
Flour Orange zest (optional)
Ingredients and tools for demonstration
Amaranth flour Eggs
Visual aid
Baking powder Milk
Sugar Vegetable oil
Salt

F o r t h e T opp i n gs Equipment
Assorted seasonal fruit, such as apples, Stove

pears, and persimmons Oven
Assorted dried fruit, such as dried apricots,
F o r t h e Alt a r
cranberries, raisins, and dates
Table
Assorted seeds, such as pepitas (pumpkin
Tablecloth
seeds), sunflower seeds, and sesame seeds
Construction paper
Cinnamon
Colored pencils
Sugar
Graphite pencils or pens
T ools
Befo r e Y o u Beg i n
Sheet pan
Collect all the tools and ingredients and distribute
Parchment paper
them to the tables.
Mixing bowls
Prepare the cinnamon-sugar topping.
Wooden spoons
Gather supplies for the Chef Meeting.
Measuring beaker
Create the visual aid.
Measuring cups
Copy the Pan de los Muertos recipe to hand out.
Measuring spoons
Set up a Day of the Dead altar.
Zester
Cut up construction paper for the remembrances and
place on the altar with colored pencils for writing.
Procedures
1. Welcome students back to the kitchen and introduce the lesson for the day: today we
are going to celebrate Día de los Muertos by making Pan de los Muertos. Who knows
the name for this holiday in English? Day of the Dead. Can anyone tell us a little bit
about this holiday? What does it celebrate? How do people celebrate it?
2. Day of the Dead is a holiday that remembers and honors the lives of loved ones who
have died. The modern holiday combines 3000-year old Aztec traditions of honoring
the “Lady of the Dead” with a full month of festivities with the Catholic observance
of All Saints Day and All Souls Day. It takes place on November 1 and 2 and is
celebrated throughout Latin America and places around the world with a Latino
population.
3. There are many ways to participate in the Day of the Dead. In Mexico and other
parts of Latin America, families visit the graves of their loved ones. They clean and
decorate the graves, tell endearing and humorous stories, share memories, and
prepare and eat their loved one’s favorite foods. It is not considered a sad day, but a

day to awaken the dead from their eternal sleep and honor their memories. Families
will often create altars or ofrendas where they place food, flowers, candles, photos,
and mementos. A traditional offering for the altar is Pan de los Muertos, or Bread of
the Dead. That is what we’re making today.
4. Can anyone think of another holiday that falls around that time of year, maybe near
the end of October, that deals with the theme of death? Halloween. Halloween and
Día de los Muertos share the theme of death, but actually have completely different
origins. Halloween originated with Celtic pagan rituals in Northern Europe. There
are holidays all around the world that happen at this time of year that deal with the
theme of death.
5. Why do you think these two holidays might happen around this time of year? They
mark the turning of the season—the transition from the fall harvest to the colder,
darker winter months. They both began as ways for human societies to honor death
as a part of the human experience.
6. In the cultural tradition of Mexico, and much of Latin America, Day of the Dead
celebrates death as a part of the human experience, not a time of grieving and
sadness. In fact, tradition holds that to be sad would offend the dead, so Day of the
Dead festivities honor them with laughter and joy.
7. Today we will be celebrating Day of the Dead by making Bread of the Dead. You
will be making the dough and then dividing it among your table-mates. Each of us
will make a piece of bread to honor someone who has died. Once you decide who
you would like to remember and honor, you will form your dough into a shape that
represents them in some way. Maybe your Grandma loved to fish and you make
your bread into a fish shape; maybe you had a beloved hamster who slept in a sock
and you shape your bread into a sock to represent them. You may choose to honor
someone you knew personally or someone from history whom you admire but never
met. What is important about this lesson is that you choose someone who means
something to you. Traditionally Bread of the Dead is baked and placed on the altar.
Today we will be eating the bread we make and placing a written remembrance on
our altar. You may choose to share your remembrance or keep it private.
8. In this lesson, we’ll be engaging with food as something that nourishes not just our
physical health but our emotional and spiritual health as well. The ritual of making
food offerings to the spirits of those who have passed for Day of the Dead recognizes
that food is deeply emotional, and can strengthen our connections to people who
have passed, as well as the communities we surround ourselves with. Today as we
bake, reflect on a food that that nourishes more than just your body.
9. Ask students to wash their hands and join their table group.
At the Table
1. Small-group check-in: What is your favorite baked good?
2. Meet with the table groups to review the recipe, check in, and assign jobs.

3. Review measuring tools (measuring beaker, measuring cups, and measuring spoons)
and the different measuring increments (i.e., 1 tablespoon, 1 teaspoon, ½ teaspoon).
Explain how to measure precisely.
5. While the bread is baking, invite students to write a remembrance and place it on the
altar.
6. Eat. While the students are eating, invite them to share whom they made the bread
for, what shape they chose, and why.
7. Clean up.

1. Ask students to rate the food on a scale of 1 to 5. Ask students to rate the experience
on a scale of 1 to 5.
Teaching Notes
Allergies: we double-checked before every class that we knew of all the students with allergies
or eating restrictions that would prevent them from enjoying the recipe as written.
We created alternate recipes for those students to cook and eat. For vegan bread, we
substituted 2 tablespoons applesauce for 2 eggs and an equal amount non-dairy milk for
dairy milk. For gluten-free bread we substituted 1:1 gluten-free flour mix for wheat flour
(amaranth flour is gluten-free).
Creating space for grief: some of our students came into this lesson in various stages of grief,
and every student had different norms, levels of comfort, and strategies for engaging
with the theme of death. We communicated with teachers and counseling staff before
each lesson to be aware of students who might need extra support. We never forced a
student to share more than they wanted to (we were explicit with the “opt-out” option
during all group discussions) and held ourselves and our students to rigorous standards
of respect (sometimes using the language of “risk and respect” to honor that sharing
something important or intimate can feel like a risk and should be met with equivalent
respect). We recognize that even with our best intentions, this lesson still was not
altogether enjoyable or easy for some of our students freshly dealing with grief. This
remains an area of growth for us.
Planning for success: we asked students to start thinking about who they were going to shape
their bread for as they were washing their hands. If students had a specific idea about
who they were shaping their bread for, we found the activity was far more successful,
focused, and meaningful.
Personal anecdotes: at the small group, either before dividing into jobs or just before handing
out dough, teachers shared a personal anecdote about who we were making our bread
for. We didn’t necessarily go into the details of how the person died, but focused instead
on remembering and honoring the person’s life and our memories of them. We found

that these stories were helpful to students to hear, both in choosing who they would
make their bread for and how they would shape it, and also for setting the tone for them
to engage thoughtfully with the lesson. Often these stories prompted very thoughtful
discussion around death, grief, and mourning, and sometimes were met with reciprocal
shares from students who felt safe to be more vulnerable after the teacher created space
for that.
Toppings and mix-ins: we found that the toppings and mix-ins were crucial for the students to
have enough work. Class runs much more smoothly when students are occupied with
enough cooking jobs. We also found that having a variety of toppings inspires artistry
and care with the activity. Mixing the nuts and fruit into the dough while shaping can be
fun and make bread more delicious.
Kneading: we found that class ran the most smoothly when the teacher partially or fully kneaded
the dough. Especially at the beginning, the dough will be sticky, so having a teacher
knead was necessary for time’s sake. This was a good time to explain how kneading
builds structure in the dough by organizing the gluten to yield bread with a springier
texture. Students often noticed how much smoother it became.
Cleaning with flour: clean the dough out of the bowl and off hands with flour. This saves dough
and saves the drain from getting clogged.
Cinnamon sugar: we found that having the teacher sprinkle cinnamon sugar on the bread right
before baking helped to avoid a sugar-frenzy.
Measuring games: anticipating some down time while the students were waiting for the
bread to bake, we developed a few measuring games for students to practice precise
measurement. At one station we put a quart-size yogurt container filled with water, a
measuring beaker, and some measuring spoons in a bus tub. On a note card, we asked
them to figure out how many cups were in a quart, and how many tablespoons were
in a quart. At a second station, we put a bowl of flour, a cup measure, and a baking
scale in a bus tub. On a note card, we asked students to see what the heaviest cup of
flour they could make was, and what the lightest cup of flour they could make was. At
a third station, we put a bowl of salt, an empty bowl, some measuring spoons, and a
¼-cup measure in a bus tub. On a note card, we asked how many teaspoons were in a
tablespoon, how many tablespoons were in a ¼ cup, and how many teaspoons were
in a ¼ cup. At a final station, we filled a large clear container with dried rice and asked
students to estimate how many cups were in the container, promising a prize at the end
of the lesson rotation to the student with a closest estimate.
Vocabulary
Altar
Knead
Ofrenda
Ritual

Common Core: E LA a nd Literacy:
RI.6.7: Integrate information presented in different media or formats
Common Core: Reading Standa rds for Literacy in Science a nd Technical

Subjects 6-12:
RST.6.3. Follow precisely a multistep procedure when carrying out experiments, taking
Common Core: Reading Standards for Literacy in History and Social Studies
6-12:
RH.6.4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
Edible Sch oolya rd 2.0 In the K itchen, Grade 6

Tools 1.2 Identify measuring tools from the ESY Toolbox and follow instructions to use and
care for them.
Techniques 2.5 Use basic techniques as instructed, and refer to them by name in conversation.
Contributors
URLs
http://edibleschoolyard.org/esy-berkeley-journal/2009/11/13/knife-skills
Resources
Pan de Los Muertos Visual Aid
Pan de Los Muertos Recipe

Autumn Harvest Soup

Summary
In this sixth-grade humanities lesson, students prepare a soup with vegetables harvested from
the fall garden while they practice knife skills and learn the basics of making stock.
Objectives
Understand how to make vegetable stock.
Demonstrate basic knife skills and care.
Read and follow a recipe to make Autumn Harvest Soup.
Taste the soup and adjust seasoning.
Assessments
P
repare the vegetables for the Autumn Harvest Soup, and sort the remaining parts for the
stockpot or the compost.
Choose the proper tool for the job.
Follow the recipe to completion.
Taste and season the soup.
Materials
F o r t h e C h ef Meet i n g I n g r e d i e n ts F o r t h e A u t u m n H a r v est S o u p
Autumn Harvest Soup recipe Olive oil Winter squash Chard

Ingredients and tools for Leeks Assorted greens Tomatoes
demonstration Carrots Tomatoes Salt
Visual aid Celery Thyme Pepper
Garlic Parsley
Pumpkin Vegetable stock

T ools Equipment
2 stockpots Stove
Strainer Befo r e Y o u Beg i n
Garlic peeler Collect all the tools and ingredients, and then distribute
Wooden spoon them to the tables.
Ladle Gather supplies for the Chef Meeting.
Chef knives Create the visual aid.
Paring knives Copy the Autumn Harvest Soup recipe to hand out.
Cutting boards Prepare the vegetable stock (for the first class).
Measuring beaker Warm vegetable stock on the griddle.
Measuring cups
Measuring spoons
Procedures
1. Welcome students and introduce the Autumn Harvest Soup recipe. Explain that
Autumn Harvest Soup is a seasonal recipe and that the largest harvest of the year is
in the fall.
2. Invite students to name vegetables that are in season based on what they’ve seen
growing in the garden or the produce they see available at the store. Introduce the
vegetables we will be using in the Autumn Harvest Soup.
3. Describe the difference between a recipe that needs to be followed precisely and a
recipe that is flexible, like Autumn Harvest Soup. A flexible recipe can be adjusted
with what is in the garden or on hand.
4. Explain that for the Autumn Harvest Soup recipe, although the specifics are flexible,
we’ll be making the soup by following a specific set of steps that helps to build the
best flavor. First, we’ll cook our aromatics, including onions, garlic, and herbs. This
infuses the cooking oil with flavor and brings lots of flavor to the finished dish. Then
we’ll add the vegetables and cook them partially, so that they are all coated with the
flavored oil. Then we’ll add the stock and simmer to finish cooking the vegetables and
allow the flavors to combine.
5. Introduce the term “vegetable stock.” Explain that cold water heated slowly over low
heat extracts flavor from the vegetables. Ask students to use the visual aid to identify
which parts of the vegetables will be used for the soup, the stock, or put into the
compost.
6. Ask students to wash their hands and divide into their table groups.

At the Table
1. Break into table groups, and lead a small-group check-in. (What is your favorite kind
of soup?)
2. Refer to Greens over Grains to review that different vegetables and various parts of
the same vegetable can cook at different rates. Divide vegetables into two categories,
based on how long they take to cook. Explain that students will be using this concept
to decide what size they cut the vegetables and what order they add them to the soup.
3. Review the recipe, and demonstrate how to cut different vegetables.
4. Assign jobs.
5. Prepare the recipe.
6. Ask students to taste the soup and adjust the seasoning. Demonstrate how to taste
hygienically.
7. Set the table; eat; clean up.

1. Ask students to use their hands to rate the soup on a scale of 1 to 5. If there is time,
ask students to share what their favorite vegetable in the soup was, or how they
would adjust the recipe if they were to make it at home.
Teaching Notes
The aromatics: This is an excellent lesson to introduce students to the concept of building flavor
by starting any dish by cooking a basic mix of finely chopped vegetables, herbs, or spices
in oil. It can be fun to compare the different ingredients commonly used in a variety of
cuisines: mirepoix in France (carrots, celery, onions), soffrito or battuto in Italy (carrots,
celery, onions, and often herbs or pancetta), suppengrun in Germany (carrots, celery root,
leeks), the “holy trinity” of Cajun cooking (onion, celery, green bell pepper), and minced
garlic, ginger, green onions, and spices in various Asian cuisines. Ask students to share if
there are any basic ingredients that are frequently used in their kitchens at home.
Stock: We find that although it is a very simple job, students really enjoy making stock during this
lesson. Encourage them to smell the stock and ask if they can identify what ingredients
are in it based on the smell.
Jobs: We like to divide students into jobs by having them choose to work on aromatics, crunchy,
or leafy vegetables. Because understanding these three basic categories is one of the
main objectives in this lesson, we find that identifying which group they want to work
with helps them to retain a better understanding of the different categories.
Knife skills and flavor: In addition to reflecting on how the density and size of a vegetable may
affect its cooking rate, we also invite students to try cutting their vegetables in a couple
different shapes and tasting them—does the shape of a vegetable affect its flavor? This
type of exploration often gives students the confidence to make their own judgment calls
E d i b l e S c ho o lya r d Proj ect 202 C urriculu m: ki tc h e n

about what size and shape they want to cut their vegetable. Student ownership of the
recipe and cooking process is our goal.
Right tool for the job: This is only the second lesson in which our students use knives, so we
focus on supporting every student to understand how to choose the right tool for the job.
Knife techniques: Depending on the skill level of a group, we’ll often review basic knife
techniques (dicing, slicing, mincing) before breaking up into jobs.
Collaborative process: We like to emphasize with students that making the soup will be a
group process (“We’re all working on parts of a recipe. You may not see the whole thing
through”). This is a helpful reminder for some students to make sure everyone gets a
chance at the stove and everyone takes a turn at the sink.
Tasting hygienically: This lesson is an excellent opportunity to demonstrate to students how

to taste hygienically, by putting some of the soup from a serving spoon onto their own
personal tasting spoon, as opposed to dipping their tasting spoon into the soup pot.
Tasting and group decision-making: This is a chance to practice group decision-making

around how to season the soup before eating it. We like to gather the whole group
around the stove with tasting spoons and have the teacher serve small tasting portions
onto personal spoons with a serving spoons. Everyone tastes, and then holds up their
fingers, 1 to 5, to indicate how much salt they want to add. Do this for a couple rounds.
Emphasize that you can always add salt or spice, but you can’t take it out.
Hot sauce diversity: We made multiple hot sauces available to our students during this lesson
(Crystal, Tapatío, Cholula, Sriracha). Students often identified very strongly with one
or two hot sauces and were very happy to see their own hot sauce because it was an
opportunity for them to see their culture represented in the space.
Vocabulary
Vegetable stock
Harvest
Dice
Ladle
Common Core , E n gl is h Lang uage Arts, Gra de 6
Edibl e Sch oolya rd 2.0 In the K itchen, Grade 6

Tools 1.3 Identify different knives from the ESY Toolbox and demonstrate basic knife skills, safety,
and care.

Techniques 2.6 Read and follow recipes, and understand that some recipes are flexible and some
are specific.
Techniques 2.7 Taste finished dishes and discuss their sensory observations using descriptive
vocabulary.
Contributors
Resources
Autumn Harvest Soup Visual Aid
Autumn Harvest Soup Recipe

k i tc h e n L esso n # 5 G r a d e 6 , s p r i n g R o tat i o n
Frittata
Summary
In this sixth-grade humanities lesson, students make frittata They practice their knife skills and
safety, and practice using kitchen systems.
Objectives
R
ead and follow a basic recipe, and understand that some recipes are flexible and some are specific.
Practice basic knife skills while demonstrating proper knife safety and care.
D
escribe and apply the concept of cooking rate when preparing a dish with a variety of
ingredients.
Assessments
Use a written recipe as a guideline to prepare and season a frittata to taste.
R
eview basic knife skills and safety guidelines, and slice, dice, chop, and mince a variety of
vegetables and herbs for the frittata.
Decide what order to add the frittata ingredients to the skillet based on their cooking rates.
Materials
F o r t h e C h ef Meet i n g I n g r e d i e n ts T ools
Frittata recipe Olive oil Cast-iron skillet Chef’s knives
Ingredients and tools Eggs Wooden spoons Paring knives

for demonstration Water Mixing bowls Cutting boards
Visual aid Cheese Whisks Measuring cups
Mix of seasonal vegetables Graters Measuring spoons
Assorted fresh herbs
Salt
Pepper

Equipment Befo r e Y o u Beg i n
Stove Collect all the ingredients and tools and distribute them to the tables.
Oven Gather supplies for the Chef Meeting.
Gather supplies for the Closing.
Copy the frittata recipes to hand out.
Steam potatoes (if using in frittata).
Procedures
1. Welcome students back to the kitchen and introduce the recipe for the day: frittata.
2. Remind students that the 4B’s (Be Respectful, Be Responsible, Be Safe, Be an Ally)
still apply in the kitchen classroom.
3. Review basic knife skills and safety with a demonstration: Go through the process of
chopping a carrot (or other vegetable), intentionally making mistakes as you go. Stop
frequently to ask for students’ thumbs up or down depending on whether they think
your actions are safe or not. If not, ask them to give you tips about how to make them
safer. Review using a cutting board, using a claw grip to protect your fingers, wiping
the blade of the knife with a bench scraper and not your fingers, wiping the knife
down with a damp cloth at the table, and how to carry a knife safely if you have to
walk somewhere with it.
4. Explain that a frittata is a baked omelette that contains lots of vegetables and
cheese, similar to a quiche without crust. Explain that to make the frittata students
will first prep all the vegetables on the platter by cutting them into small pieces, grate
the cheese, and whisk the eggs. Then they will sauté the vegetables on the stove
until they are mostly cooked, pour in the eggs, and cook them almost like scrambled
eggs until they are half done. They will finish cooking the frittata in the oven, which
allows the eggs to stay light and fluffy. We’ll be eating the frittata in slices, like a pie.
5. Ask students if there are any more questions.
6. Ask students to wash their hands and join their table groups.
At the Table
1. Small-group check-in: What is your favorite way to eat eggs? What is one of your
favorite breakfast foods?
2. Introduce the jobs and demonstrate how to prepare the ingredients on the platter.
Review how to mince.
3. Explain that we’ll be cutting the vegetables into fairly small pieces so that we get a

little bit in each bite of the frittata. Review the concept of cooking rates, explaining
that we’ll be adding the garlic and onion to the pan first to build flavor, the crunchy
vegetables next so they have time to cook, and the leafy vegetables last.
4. Divide students into cooking jobs.
6. Eat.
7. Clean up.

1. Ask students to use their fingers to rate the food on a scale of 1 to 5. If there is time,
ask students to brainstorm different ingredients they would add to the frittata if they
were to cook it at home.
Teaching Notes
Eggs: The recipe calls for 8 to 20 eggs. When making this recipe with a class, we always use 8
eggs because it cooks a little bit faster.
What’s a frittata? For students who are unfamiliar with frittatas, we describe them as a baked
omelette, or like a quiche without crust.
Cheese inside and on top: We encourage students to put some of the cheese in the egg mixture
and reserve some to sprinkle on top before putting the frittata in the oven.
Cracking an egg: We like to demonstrate how to crack an egg while the students are working.
Most students know how, but for the few who are unfamiliar with the skill, it can feel
embarrassing and vulnerable to admit that to their groupmates.
Raw egg: Show students how to work next to the compost bucket while cracking the eggs so
they don’t drip raw egg everywhere.
Eggs and cheese: Some students can be hesitant about the combination at first, but even those
who profess to hate eggs and cheese together tend to love the frittata.
Cooking rates: The recipe says to add the vegetables and herbs at the same time, but this is a
good lesson to prompt students to recall the idea of cooking rates and add them to the
pan at different times (aromatics, then crunchy, then leafy).
opportunity for them to see their culture represented in the space.
Onions: We used spring onion instead of bulb onion for this lesson because it is less irritating to
the eyes. When cooking frittatas with seventh and eighth graders, we generally use bulb
onions, but for sixth graders, spring onions are a better choice in our experience.

Allergies: For students who are allergic to dairy, we reserve all the cheese to sprinkle on top and
leave a piece of the frittata cheese-free. For students who are allergic to eggs, we always
provide an alternative such as fruit, cheese, or toast.
Browning: This lesson is a good opportunity to show students how a little bit of browning on the
bottom of the pan can add a lot of flavor.
Herbs: We use a variety of herbs in this lesson so that students can taste them and choose
which to include in their frittata. Encourage students to use all their senses when
choosing the herbs.
Fairness: Sometimes students become anxious when we start cutting the frittata for serving. We
find it helps to name that you’re trying to slice the frittata as evenly as you can and that it
is very difficult to make it perfect, so please be understanding of that.
Testing for doneness: You know the frittata is done when the egg looks solid and doesn’t shake
when you shake the pan.
Return and review: This is the first time back in the kitchen for the sixth graders after the fall
rotation. We chose this recipe specifically for this lesson because it is an excellent
opportunity to review knife skills, safety, and kitchen systems.
Board to pan technique: We show students how to add vegetables from their cutting boards to
the pan so that their boards don’t flip and vegetables don’t fall on the floor or counter.
Cleaning practice: Because this is the first time the sixth graders are in the kitchen after their
fall rotation, we like to review standards of cleanliness and hygiene. We make it more
fun and increase student engagement by having them rate the cleanliness of the cooking
station and toolboxes after cooking using their fingers. We use the scale of 1 to 4,
because it mirrors the grading system they use in their academic classes and we find that
doing so increases their buy-in and sense of importance around the assessment. After
they rate the cleanliness, we talk a little bit about what we see that has been cleaned
well and what could be improved.
Frittata for everyone: This year we made frittatas with the seventh and eighth graders as
well as the sixth graders. With seventh and eighth graders, we made the lesson more
challenging by adding salads.
Vocabulary
Sauté
Grate
Whisk
Cast-iron skillet
Cooking rate

Californi a State Common Core , Rea ding Sta nda rds for Literacy in Sc ience
and Techni cal Subj ects
RST 6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking
RST 6-8.10. By the end of grade 8, read and comprehend science/technical texts in the grades
6-8 text complexity band independently and proficiently.
Edibl e Sch oolya rd 2.0 In the K itchen, Grade 6:

Techniques 2.6 Read and follow the recipe, and understand that some recipes are flexible and some
are specific
Techniques 2.7 Taste ingredients and discuss sensory observations using descriptive vocabulary
Concepts 3.8 Approach lessons with intention by thinking through how the recipe relates to the
kitchen, garden, and wider environment as a whole
Contributors

The Silk Road:

Chinese Steamed Dumplings
Summary
In this sixth-grade humanities lesson, students prepare Steamed Dumplings as they study the
exchange of ideas, goods, and foods between China and other regions during the Han dynasty.
This is the first of four Silk Road lessons.
Objectives
Cite examples of China’s contributions to the Silk Road.
Identify geographic features that isolated China before the Han Dynasty.
Explain why certain items were valuable for trade along the Silk Road.
Assessments
Name ideas, goods, and foods from China that were traded along the Silk Road
Name a geographic features that isolated China before the Han Dynasty
Materials
F o r t h e S te a m e d D u m pl i n gs
Steamed Dumplings recipe
Extra-firm tofu Sesame oil
Dipping Sauce recipe
Carrots Salt
Piece of silk
Napa or Savoy cabbage Fresh ginger
Ingredients and tools
for demonstration Scallions Garlic (optional)
Visual aid Cilantro Pepper

Soy sauce Small wonton wrappers
Hoisin sauce

F o r t h e D i pp i n g S a u ce T ools Equipment
Soy sauce Wok Paring knives Stove

Black vinegar Bamboo steamers Measuring spoons
Sesame oil Mixing bowl Measuring cups
Sambal oelek (chili sauce) Grater Small plates
Cutting boards Small bowls
Vegetable peeler Teaspoons
Chef’s knives
P r ep a r a t i o n Befo r e Y o u Beg i n
Collect all the tools and ingredients, and then distribute them to the tables.
Copy the Steamed Dumplings recipe to hand out.
Copy the Dipping Sauce recipe to hand out.
Press the tofu to remove excess moisture.
Procedures
1. Today we are starting a four-lesson series in which we’ll be talking about the Silk
Road. Could someone help us out—what do I mean when I say the “Silk Road”? What
do you know about the Silk Road already?
2. The Silk Road was an ancient trading route that stretched 4,000 miles, all the way
from China to Rome. It started more than 2,000 years ago, and lasted for almost
1,000 years. It existed in a time before trains, planes, cars, phones, computers, and
email, so the goods, religions, ideas, and food traded along the Silk Road were all
carried by foot or animal. Over the next four lessons, we’ll be traveling along the Silk
Road—from China, to northern India, to Rome—and cooking foods that originated
in each of those regions. Today I’m going to tell you a story about how the Silk Road
started in China. Part of this story is also how the dumpling made it to China—
because believe it or not, the dumpling was not always. The beginning of our story
takes us back 2,000 years ago, to around 150 BC in Imperial China.
3. Tell the story of how the Silk Road began in China. This story involves three groups
of people—the Chinese, Xiongnu, and Yuezhi—and begins more than 2,000 years
ago, in 198 BC. Back at this time, the Chinese Empire was geographically isolated by
the Pacific Ocean to the east, the Himalayan, Kunlun, and Karakoram mountains to
the west, and the Taklimakan and Gobi deserts to the northwest. The Chinese only
had extensive contact with one group: the Xiongnu (now known as the Huns). The

Chinese and Xiongnu had territorial conflicts in modern-day northern China. In 198
BC, Chinese Emperor Gaozu gave his daughter to the Xiongnu and began to pay an
annual gift in gold and silk to make a treaty. But the treaty wasn’t honored and the
attacks on the northern border continued. The Chinese launched an attack on the
Xiongnu but lost miserably. In 138 BC, Emperor Wudi sent Zhang Qian and an envoy
of 100 men to try to make an alliance with the Yuezhi people. They got captured
by the Xiongnu and were held for 10 years, but eventually escaped and made it to
northern India, where they found the Yuezhi. The Yuezhi (now the Kushan) refused to
ally with the Chinese against the Xiongnu. They were not interested in revenge and
had become trading people. They wanted to maintain peace. On their way back to
China, Zhang Qian and his men saw “heavenly horses” native to Central Asia. They
wanted to obtain these horses because they believed that these huge horses would
strengthen their army so that they could face the Xiongnu.
4. Prompt students to reference the visual aid: What were some items the Chinese might
have traded for these horses? What made silk especially valuable as a trading item? (It
was lightweight, packable, couldn’t break, and only the Chinese knew how to make it.)
5. They exchanged a variety of goods for the horses (silk was the most valuable and
sought-after), built up their army, and eventually secured their northern border,
ensuring safe passage along the Gansu Corridor for continued trade—this was the
beginning of the Silk Road.
6. Dumplings were originally a food developed by the Xiongnu and other nomadic
people of Central Asia. Their importance in Chinese culture is evidence of the cultural
exchanges that occurred even between peoples at war. Today we are making a
Chinese version of the dumpling, with tofu, vegetables, soy sauce, and hoisin sauce.
7. Next lesson we’ll be continuing this story, moving west to northern India, and looking
at the history of the Silk Road there.
8. Are there any questions?
9. Wash your hands and split up into your table groups.
At the Table
1. Small-group check-in: What is your favorite food to eat that is wrapped, or that has
an inside and an outside (e.g., dumplings, empanadas, ravioli, enchiladas, pork buns)?
2. Explain that class will happen in two parts: First we’ll prepare the dumpling filling,
then we’ll come back together to clear the table and wrap the dumplings.
3. Introduce the filling jobs and emphasize that all the ingredients should be cut, grated,
or minced into very small pieces.
5. Prepare the filling, wrap the dumplings, and set the table.
6. Eat.
7. Clean up.

1. Ask students to use their fingers to rate the recipe on a scale of 1 to 5. If there is time,
ask students what item from China they would be most excited to trade for on the
Silk Road.
Teaching Notes
Narrative-style Chef Meeting: We treat this Chef Meeting like a story. We find that presenting
the information in a narrative style engages the students deeply in Silk Road history and
sets them up well to be curious about “what comes next” for their next three lessons. It
differs from most of our other Chef Meetings in that there is a greater amount of teacher
talk time and we don’t emphasize direct student participation as much. Dramatic,
engaging storytelling is very important to make this lesson a success—but when it is, it
often has the students on the edges of their seats in rapt attention the way only a good
story can.
Two-part lesson: We teach the cooking portion of this lesson in two parts. First, all the students
work on preparing the filling. Then we clear off the table, demonstrate how to wrap a
dumpling, and everyone wraps the dumplings together. When we’re introducing the jobs,
we explain that the first part of the lesson (making the filling) should happen fairly quickly
so that we have enough time to wrap, cook, and eat the dumplings.
Shredding the cabbage: We like to shred the cabbage ahead of time for our students. We have
found that it is difficult for them to shred it finely enough to cook fully in the short time it
takes the dumplings to cook.
Flexible recipe: The filling in this recipe is quite flexible. Add more vegetables if you need more
work or eliminate some if you need less. We often add one or two cloves of garlic
because it’s a delicious addition and students love to practice mincing.
Dumpling skins: We buy our dumpling skins premade (often found in the freezer section or next
to the tofu). We like to get a combination of square and round skins because students like
to experiment with both shapes. If you make the skins from scratch, note that the dough
needs to rest 30 minutes to two hours, or in the fridge overnight. Rolling the skins thin
enough for steaming can be challenging.
Ginger: The ginger should be prepared in very small pieces. If mincing, show students how to peel
the ginger with a spoon. If using a microplane grater, there’s no need to peel before grating.
Tasting the Dipping Sauce: Some of our students discovered that when they were tasting the
Dipping Sauce, the sesame oil coated their fingers or spoons so that it was all they could
taste. All the flavors will be present when served with the dumplings.
Seasoning the filling: We put the soy sauce, hoisin sauce, sesame oil, salt, and pepper on a
separate table (the Spice Table in our Kitchen Classroom) so that students can have
convenient access to measure all these ingredients. We highlight these ingredients on a
copy of the recipe and hang it above the Spice Table so students can be independent.

Setting the table up to wrap the dumplings: We have three groups of 8 to 12 students in our
kitchen classes. Each group has its own table. To set up the tables for wrapping the
dumplings, each table gets: two or three bowls of prepared filling with 8 to 12 spoons
distributed evenly between the filling bowls; three small bowls filled with an inch of so
of water; a pile of spinach at each end of the table; a steamer basket at each end of the
table. Setting the table up this way means everyone can reach what they need to wrap
dumplings.
Steaming with spinach: We layer the bottom of the bamboo steamers with spinach before
putting in the raw dumplings to prevent sticking and tears.
Who has made dumplings before? When we demonstrate how to wrap a dumpling, we
always ask this question in order to acknowledge the experience and expertise many
of our students bring to this lesson. Dumplings are a culturally significant food for many
students, and many are able to share cultural variations on the recipe that we use. We
explicitly name that there are a million ways to make a dumpling and that the way we
are doing it in class is just one.
Dumpling overfill: This is essentially the only pitfall. Don’t put too much filling in or the dumpling
won’t close!
Cornstarch: The cornstarch coating on the store-bought dumpling skins keeps the skins separate
when dry, but makes them stick when wet. Our students often find this paradox amusing.
Creative dumpling wrapping: Emphasize that there is no one way to wrap a dumpling.
Encourage students to investigate how many ways they can find to wrap theirs, and
encourage them to learn from one another.
Collective dumpling wealth: We make sure to explicitly state that students will not necessarily
be eating the dumplings that they personally wrap.
Extra filling: Serve any filling you don’t use as a raw side to the cooked dumplings.
Cooking the dumplings: Dumplings can be boiled, pan-fried, or steamed. If steaming, you can
use any kind of steamer (bamboo or metal). We use bamboo steamers. In order to cook
the dumplings evenly we rotate the trays from top to bottom while cooking.
Extra dumplings and skins: Dumplings and dumpling skins freeze really well.
Chili oil: We eat our dumplings with Dipping Sauce made by the students and chili oil that
we make ahead of time (find a recipe here: http://thewoksoflife.com/2014/08/sichuan-
chicken-chili-oil-sauce-kou-shui-ji/).
Eating with chopsticks: Not everyone at the table will know how to use chopsticks. Sometimes
this causes anxiety or embarrassment. Sometimes it leads students to deride or mock
chopsticks as eating utensils. Preempt this by encouraging students who know how to
use chopsticks to teach students who don’t.
Etiquette and norms around chopsticks use: Invite students to share the etiquette or norms
they have or know of around chopsticks.
Chopstick challenge: If you have extra time, it can be fun to put a variety of small items (beans,
leaves, and other trinkets) on a plate and time how quickly students can move all the
items from one plate to another.

Chopstick drumming: We always ask students not to drum with chopsticks because it is loud
and can feel disrespectful for those for whom chopsticks are a standard eating utensil.
Dessert dumpling challenge: A fun challenge for conversation at the table is to prompt students
to imagine delicious dessert dumpling recipes.
Meat dumplings: Replace pork for tofu and knead the pork with some salt first.
Vocabulary
Silk Road Cultural exchange
Geographically isolated Dumpling
Gansu Corridor Steamer
Xiongnu Wok
Californi a State , History–S ocial Science , Gra de 6
6.6.2 Explain the geographic features of China that made governance and the spread of ideas
and goods difficult and served to isolate the country from the rest of the world.
6.6.7 Cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dynasty
and Roman Empire and their locations.
Common Core , En glish Lang uage Arts a nd Literacy, Grade 6

teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
Edibl e Sch oolyard In the K itchen, Too ls, Gra de 6

6.1 Identify and name basic tools and equipment.
Edible Sch oolya rd In th e K itch en, T erms and T echniques, Grade 6

6.1 Use basic cooking terms and techniques.
Contributors

The Silk Road:

Indian Vegetable Curry
Summary
In this sixth-grade humanities lesson, students prepare Vegetable Curry as they study the ideas,
goods, and foods that India shared with other regions along the Silk Road. This is the second of
four Silk Road lessons.
Objectives
Cite examples of India’s contributions to the Silk Road.
Describe how religions in general, and Buddhism in particular, spread along the Silk Road.
Identify ingredients and practice tasting the results of the recipe.
Assessments
Name ideas, goods, and foods from India that were traded along the Silk Road.
I dentify Buddhism as a religion that spread from India to China along the Silk Road and describe
how the local culture and geography of each place impacted the depictions of Buddha.
M
easure, toast, grind, and combine spices for the Vegetable Curry and taste and season the
dish according to their preferences.
Materials
F o r t h e C h ef Meet i n g I n g r e d i e n ts F o r t h e C u r r y S p i ce M i x
Vegetable Curry recipe Basmati rice Coriander seeds Cumin seeds

Curry Spice Mix recipe Cardamom pods Chili flakes
Ingredients and tools Mustard seeds Ground turmeric
for demonstration Black peppercorns
Visual aid

F o r t h e Veget a b le C u r r y T ools Equipment
Vegetable oil Cast-iron skillet Stove

Onions Heavy-bottomed pot Befo r e Y o u Beg i n
Garlic Vegetable peeler Collect all the tools and ingredients

Ginger Mortar and pestle and distribute them to the tables.
Curry Spice Mix Wooden spoon Gather supplies for the Chef Meeting.
Curry leaves (optional) Chef’s knives Create the visual aid.
Carrots Paring knives Copy the Curry Spice Mix recipe to
Cauliflower Cutting boards hand out.
Potatoes Measuring beaker Copy the Vegetable Curry recipe to

hand out.
Kohlrabi or other seasonal Measuring cups
vegetables (optional) Cook the rice.
Measuring spoons
Garbanzo beans Cook the garbanzo beans.
Coconut milk
Cilantro (optional)
Salt
Procedures
1. Welcome students and introduce the lesson for the day: making vegetable curry
and learning about India’s contributions to the Silk Road. We will be traveling to
the city of Kashgar, an oasis town on the western edge of the Taklimakan Desert.
Though Kashgar isn’t technically in India, it was a central meeting place for the three
main regions of the Silk Road: China, India, and Rome. Many of the items that were
traded from India along the Silk Road passed through Kashgar, including a variety of
religions that spread along the Silk Road.
2. During the time of the Silk Road, Kashgar was one of if not the greatest market city
in the world. Imagine arriving from a months-long journey through deserts, over
mountains, and across treacherous terrain to a city bustling with activity. At its peak,
caravans of more than a thousand camels or yaks arrived each day carrying silk,
spices, gold, gemstones, and people from every part of the world. There was not a
greater mixing pot of people and cultures than Kashgar. Walking through the streets,
you would see goods from all over the world and hear more languages spoken than
any other place on Earth at the time.
3. Prompt students to imagine they are walking through a Kashgar market. Ask them to
recall goods traded from China along the Silk Road. What are some of the things they
might see being traded from China? What about from India? Encourage students to
use the visual aid to do some “research.”

4. Explain that with such a diverse mix of people, much more than goods were traded—
new ideas also proliferated along the Silk Road. Ask students to use the visual aid to
give an example of a big idea that came from India: Buddhism.
5. Explain that many religions spread along the Silk Road (including Zoroastrianism,
Manichaeism, Buddhism, and, later, Christianity and Islam). This was partly because
of the diversity of people who traveled the road. At a time when most people lived
their entire lives within the same small village or town, people with new ideas were
often drawn to Silk Road trade routes or cities like Kashgar where they were less
likely to face persecution for being different.
6. The Silk Road also offered an ideal place for missionaries to make a living. Travelers
along the often-treacherous routes (the land just outside Kashgar towards China was
known as the “Trail of Bones” because so many travelers lost their lives there) were
well known to take out “insurance” against whatever misfortune might befall them
by donating to whatever religious person or group they might encounter. Buddhists
especially proliferated along the Silk Road, where the fact that they were willing to
live isolated and simple lives allowed them to be happy living with less. They set up
temples and way houses where many travelers stayed the night in return for a small
payment, and often left with a new religion.
7. As religions spread, they often changed according to the unique cultures of the
people that practiced them. This is reflected in the difference in appearance between
the Indian and Chinese buddhas. What differences do you notice between these two
buddha depictions?
8. The Indian buddha represents Siddhartha, the rich young prince who renounced his
birthright as ruler to travel throughout India on the search for enlightenment. On his
journey, he almost starved to death before encountering “the middle road,” a way of
living that involved neither deprivation or excess. The Chinese buddha is one of many
Chinese buddha depictions, and likely is modeled after an overweight friendly zen
monk or healer that traveled the Chinese countryside in 950 AD helping people.
9. Today we are making vegetable curry. This food is another example of something
that spread throughout Asia during this time but was greatly influenced by the local
cultures of the places that adopted it. There are different types of curry all over Asia
that use different combinations of spices. Today we are making a version of curry
representative of one that might be made in southern India, with coconut, mustard
seeds, and curry leaves.
At the Table
1. Small-group check-in: What item would you want to trade for from India?
2. Review the recipe and explain that just like with the Autumn Harvest Soup lesson,
today we’ll be using the concept of cooking rates to decide what order our ingredients
get added to the curry as we cook. We’ll start with the “aromatics” or “flavor base”—in

this case our masala paste—then add the crunchy vegetables, and then the leafy ones.

ask students to brainstorm foods that are found in many places in the world but vary
according to local culture or ingredients.
Teaching Notes
“Spiced” vs. “Spicy”: When they learn we’re cooking with spices, some students are nervous
that the curry will be too spicy for them. We’re careful to make the distinction between a
dish that is highly “spiced” and one that is “spicy.” This is not a spicy curry.
Masala paste: The ground-up blend of curry powder, garlic, and ginger is called “masala paste”
and serves as the flavor base for this recipe. Preparing the ingredients this way is fun
(students love to use the mortar and pestle) and helps to intensify the curry flavor. If
you’re in a rush or don’t have a mortar and pestle, you may mince the garlic and ginger
and skip grinding them together with the dry spices—just add them all to the pot when
you would the masala paste.
Curry leaves: Curry leaves are the aromatic leaves of the curry tree, native to subtropical areas of
India and South Asia. They are optional in this recipe, but highly recommended if you can
find them. They freeze well and may be used directly out of the freezer as if they are fresh.
Kohlrabi: We used kohlrabi when we taught this lesson and students loved it! They were very
excited to try a novel vegetable. We often described it as like a cross between an apple
and a broccoli stem, which tended to promote buy-in.
Paying it forward: Each class uses curry powder made by previous classes to prepare their curry
and makes a batch of fresh curry powder for the following class in this lesson. We do this
because it helps to streamline the process time-wise. We always share this information
at the beginning of class so that students are prepared to part with the curry powder that
they personally grind.
Curry powder: We make our own curry powder from scratch because it is fun (students love
using the mortar and pestle to grind the spices) and results in a more vibrant flavor. This
recipe is also delicious with store-bought curry powder. We tell our students this because
many of them may not have access to a wide variety of spices at home.
Toasting the spices: Toast the spices just until the mustard seeds begin to pop and the cumin
seeds begin to get darker. Be careful not to toast too long to avoid an acrid, or burnt, taste.
Grinding the spices: It is easier to grind the whole spices to a fine powder if you wait until after the
wholes spices are fully ground to add the turmeric and chile flakes to the mortar and pestle.

Making extra curry powder: Our curry powder recipe makes more than enough for students to
take the extra home in small envelopes. We like to do this because many students may
not have access to a wide variety of spices at home.
Other uses for curry powder: This curry powder is delicious on popcorn, roasted nuts and seeds,
or roasted vegetables.
Preventing burning: This curry tastes best when the masala paste has been thoroughly fried
in oil. That makes this lesson an excellent opportunity to show students how to deglaze
the pan with water to scrape up bits of flavor that get stuck to the bottom and prevent
burning.
“No thank you” portions: Some of our students were hesitant about trying this recipe because it
was unfamiliar to them and highly flavored. We always serve them very small “no thank
you” portions so that they have the opportunity to take a small taste if they want to.
Almost without fail, every student that tried a small taste came back for a full serving.
Vocabulary
Curry
Buddhism
Masala
Toast (spices)
Bloom (spices)
Common Core , En glish Lang uage Arts a nd Literacy, Grade 6

Edibl e Sch oolyard In the K itchen, Too ls, Gra de 6

6.1 Identify and name basic tools and equipment.
Edible Sch oolya rd In th e K itch en, T erms and T echniques, Grade 6

6.1 Use basic cooking terms and techniques.

Contributors
URL
Read about this lesson in the ESY Berkeley Journal.
http://edibleschoolyard.org/esy-berkeley-journal/2010/03/13/vegetable-curry
Resources
Silk_Road_2_Vegetable_Curry_Visual_Aid
Vegetable_Curry_Recipe
Curry_Spice_Mix_Recipe

K6-7_Visual_Aid.pdf

The Silk Road:

Roman Homemade Hand-
Rolled Pasta with Gremolata
Summary
In this sixth-grade humanities lesson, students prepare fresh pasta with gremolata as they study
the exchange of ideas, goods, and foods between Rome and other regions along the Silk Road.
This is the third of four Silk Road lessons.
Objectives
Cite examples of Rome’s contributions to the Silk Road.
Make connections between the diets of historic cultures and foods we eat today.
Understand how cooking process impacts the resulting product.
Assessments
Answer questions about the spread of Roman ideas, goods, and food along the Silk Road.
L
earn that noodles and pasta were important foods in ancient Rome and China, and will
describe their favorite way to eat noodles or pasta.
C
arefully follow a precise process to make handmade noodles from scratch, and compare the
taste and consistency of the handmade noodles with store-bought pasta.
Materials
F o r t h e C h ef Meet i n g
Homemade Hand-Rolled Pasta recipe

Gremolata recipe
Visual aid

I n g r e d i e n ts
F o r t h e Ho m e m a d e H a n d - Rolle d P a st a F o r t h e G r e m ol a t a
Pasta flour Italian parsley

Salt Garlic
Eggs Lemon
Olive oil
T ools Equipment
Stockpot Bench scraper Stove

Mixing bowl Chef’s knives Befo r e Y o u Beg i n
Zester Paring knives Collect all the tools and ingredients, and
Grater Cutting boards then distribute them to the tables.
Crinkle cutter Measuring cups Gather supplies for the Chef Meeting.
Spider strainer Measuring spoons Create the visual aid.
Pasta crimper Forks Copy the Homemade Hand-Rolled Pasta
Rolling pins recipe to hand out.
Copy the Gremolata recipe to hand out.
Prepare pasta dough (if possible, use
dough made in an earlier class).
Procedures
1. Welcome students and introduce Rome as the final stop on their Silk Road journey.
Today we’re going to learn how silk made it to Rome and almost made the Roman
Empire go broke.
2. Remind students of the long trip through China and India, and ask for examples of
important goods, ideas, and foods from each region that were traded on the Silk
Road. Have students recall the foods they prepared in class when studying those
regions.
3. Explain that Rome was one of the most powerful empires in the history of the
Western world. It began in Italy and expanded to include most of Europe, North
Africa, Egypt, and Syria over a period of 500 years. The Roman Empire became part
of the Silk Road 200 years after China. And the Romans were absolutely crazy
about silk.
4. Our story begins after the treaty between the Chinese and Xiongnu in 198 BC in
which Emperor Gaozu gave his daughter to the Xiongnu and began to pay an annual

gift in gold and silk. Silk gradually made its way to Rome. The Xiongnu traded it to
the Yuezhi, who traded it with the Parthians, who traded it with the Romans. The
Romans were crazy for silk—it was a status symbol and everyone had to have it,
even just a small patch to pin to their clothes. But after being traded by so many
people, it was very expensive and it became a drain on the Empire.
5. Prompt students to use the visual aid: What were some of the goods traded by the
Romans for silk?
6. The Romans started spending so much gold on silk that by 14 CE Emperor Tiberius
actually introduced a ban on silk to try and rein in Roman spending. The Romans
wanted to make silk themselves, but the Chinese carefully guarded the secret of how
to make silk because it was a source of great wealth for their empire.
7. Buddhism was not the only religion to spread along the Silk Road; Christianity also
came by way of missionaries from the Roman Empire (and Islam from the Middle
East, though not until later). In 552 CE, two Assyrian Christian monks visited China,
learned the secret of silk, and smuggled out silkworms and mulberry seeds in their
walking sticks (Assyria was at this time a province of the Roman Empire). The
Romans could then make their own silk, though it was never of the same quality as
that made by the Chinese.
8. Today we are making Homemade Hand-Rolled Pasta with Gremolata. Noodles, like
silk, originated in China and came to Italy by way of the Silk Road where they became
very popular. Today we are making an Italian version of the Chinese-originated dish.
9. Review the recipes and demonstrate how to make the dough directly on the table or
in a mixing bowl.
At the Table
1. Small-group check-in: What is your favorite way to eat noodles or pasta?
2. Review the recipes.
3. Divide into three working groups: The first group of students rolls, cuts, and cooks the
pasta using previously prepared pasta dough. The second group of students prepares
pasta dough for the following class. The third group of students grates cheese and
prepares the gremolata.

challenge students to refer to the foods depicted on the China, India, and Rome visual
aids to brainstorm dishes they eat today that may have been traded along the Silk
Road.

Teaching Notes
Boiling the water: Don’t forget to set pots on to boil early so that the water can be at a rolling
boil as soon as the pasta is ready to be cooked.
Dough: We made four batches of dough with each class of about 30 students (each of the three
table groups made one batch, and we made a sample batch as part of the Chef Meeting
at the beginning of class).
Pay it forward: This dough needs at least 20 minutes to rest and can rest overnight in the fridge
(it rolls best when warm, so it is best to give it at least 15 minutes to warm up at room
temperature if you keep it in the fridge). We use the pay-it-forward model by having each
class make dough for the following class. We made four batches of dough before the first
class in the rotation.
Flour: Every table should have its own container of flour to minimize mess and make more flour
easily accessible to keep the dough from getting too sticky.
Science of pasta dough: We found that explaining the “why” behind the dough-making process
helped our students to make more successful pasta. You let the dough rest so that it’s
not too tough and won’t crack when you try to roll it out. The dough only has to rest 20
minutes, and beyond that, more resting doesn’t considerably change the consistency.
You mix the wet and dry ingredients together relatively slowly as opposed to dumping
them all in a bowl at the same time in order to avoid big clumps and get the smoothest
possible dough, but you don’t have to mix so slowly that it’s a grain of flour at a time.
Kneading: We reference the Pan de los Muertos lesson that the sixth graders did in the fall to
remind them of kneading technique. We explain that you don’t want the dough sticky,
but you want to add as little flour as you can get away with to keep it from getting sticky.
Your goal with kneading is to produce a smooth texture, so you don’t want to tear the
dough (you want to organize the proteins in the flour into a neat structure, which tearing
disrupts. This highly organized protein structure is what yields the best texture for pasta).
Rolling the dough: The dough should be rolled very thin. This is most easily done if the recipe is
portioned into at least four or more pieces as opposed to being rolled as one large piece.
Pass-it-on rolling technique: We generally break students into three groups to complete this
recipe: making dough, rolling dough, and making gremolata. The dough makers and
gremolata makers will likely finish in time to also have a turn to roll out and cut dough.
Have students who rolled the first few pieces of dough teach the students who start
later. Tell the first rollers that this will happen so they can practice perfecting their
technique and plan how they’ll teach their classmates.
Cutting the pasta: We cut our pasta with roller cutters, bench scrapers, or a knife on the cutting
board. With roller cutters, it’s important to press firmly and roll one way in order to get the
cleanest cut. In terms of shape, there are a million ways to cut pasta and every single one
is delicious. A favorite of our students is making bowties, by cutting out rectangles and
then crimping the middles.

Zesting: We like to challenge students to try to keep the lemon the same shape, just turn it from
yellow to white by removing just the zest and not the bitter pith.
Putting it all together: There are many ways to assemble the gremolata, cheese, olive oil, salt,
and pasta for the final dish. We found the gremolata tastes best if you massage the
parsley, lemon zest, and garlic with salt, then toss it with oiled pasta, then put cheese
on top. Students also love to just throw little bits of each component into the bowl as the
pasta comes out of the pot and assemble the dish little by little.
Dietary restrictions: We always keep gluten-free and vegan versions of the recipe on hand for
students who may need them.
Vocabulary
Cultural influence
Kneading
Gluten
Zesting
Status symbol
Contributors
Resources
K6-8_Visual_Aid.pdf
Homemade_Hand_Rolled_Pasta_Recipe.pdf
Gremolata_Recipe.pdf

The Silk Road:

Trading for Rice Pudding
Summary
In this sixth-grade humanities lesson, students trade between three tables that represent China,
India, and Rome to obtain all the ingredients needed to prepare Rice Pudding. This is the fourth
and final Silk Road lesson.
Objectives
Cite the contributions of China, India, and Rome to the Silk Road.
Describe the significance of trade along the Silk Road on how we eat today.
Explain the magnitude of cultural exchange that occurred as a result of trade along the Silk Road.
Assessments
Name ideas, goods, and foods from China, India, and Rome that were traded along the Silk Road.
Trade goods and foods they have for goods and foods they need to prepare rice pudding.
T
rade goods and foods silently, using visual cues and other forms of silent communication to
make the necessary trades.
Materials
Rice Pudding recipe Rice Raisins

Ingredients and tools for demonstration Milk Butter
Visual aid Cinnamon Vanilla extract
Trading Values sheet Cardamom pods Oranges
China worksheet Sugar Dried apricots
India worksheet Salt Lemon
Rome worksheet Eggs Mangos

T ools Befo r e Y o u Beg i n
Cast-iron Dutch oven Collect all the tools and ingredients, and then distribute them to the tables.
Zester Gather supplies for the Chef Meeting.
Wooden spoon Create the visual aid.
Chef’s knives Copy the Rice Pudding recipe to hand out.
Paring knives Copy the Trading Values sheet, one for each table.
Cutting boards Copy the China worksheet, once for the corresponding table.
Measuring cups Copy the India worksheet, once for the corresponding table.
Measuring spoons Copy the Rome worksheet, once for the corresponding table.
Equipment
Prepare the rice.
Stove Conceal ingredients and tools and with a tablecloth.
Procedures
1. Meet the students outside and instruct them to wash their hands and go directly to
their tables when they enter the kitchen.
2. Welcome students to the kitchen for the culminating lesson of their Silk Road journey.
Inform the students that today each table will represent China, India, or Rome.
Explain that on each table, under the tablecloth, is a set of goods and foods that
is unique to each region. Explain that today’s recipe uses ingredients from all three
regions of study along the Silk Road: China, India, and Rome. The recipe is a secret
that will be revealed at the end of the trading.
3. Invite students at each table to state their region, and make educated guesses about
items that might be under the tablecloth using the visual aid provided.
4. Explain that each table has a worksheet that provides a list of the goods and
foods needed to prepare the secret recipe, and also a Trading Values sheet, which
replicates information found on the visual aid.
5. Explain that students will work in pairs, and are responsible for trading their region’s
items in two places: once in each of the other regions.
6. Tell students that once all groups have all the necessary ingredients, there will be
a final trade: information for information. Students will explain the item they were
trading and what their item was worth in the other regions. In return, the teachers
will give them the secret recipe.
7. Tell students that as a final challenge, the trading period will be silent. That means
no one may speak, not even to individuals within their own group. This is because on
the Silk Road, many traders did not share a common language, making other forms of
communication crucial.

At the Table
1. Assign a scribe to use their region’s worksheet to keep track of the trades as they are
completed.
2. Unveil the ingredients and assign each pair of students an item to trade.
3. Have students use the worksheet to determine what goods and foods from their
region they need for the recipe, so they know what remains for trade.
4. Have students visit the other regions (tables) to make their trades. As students are
trading, have the scribe keep track of the goods and foods that are coming to the table.
5. Once all the trading is complete, have each pair of students relay what good or food
they traded and what it was worth in the other two regions.
6. Tell students that the secret recipe they will be preparing is rice pudding, and give
them the recipe so they can begin to cook.
7. Go over the recipe steps and assign jobs.

ask students to share whether, based purely on the foods native to each region, they
would have preferred to live in China, India, or Rome during the time of the Silk Road.
Teaching Notes
Small-group Chef Meetings: We do the chef meeting at our small groups for this lesson instead
of gathering around the middle table. This helps to focus students’ energy (which tends
to be high upon entering and seeing the concealed items on each table) and generally
results in students having a better understanding of the trading process, which can feel
complicated to some when it is explained to the full class.
Synchronizing timing: Doing small-group chef meetings instead of one large meeting together
can make it difficult to coordinate timing across groups. It is important that the trading
begins all at the same time, so the three table teachers signal to one another that their
groups are ready to trade by standing up. When all three teachers are standing, one
signals the beginning of the silent trading period by hitting a gong—the clue to students
that it is time for silence.
Silent trading period: We have our students trade in silence because it helps to keep the energy
more focused during this very exciting activity. It also is a fun challenge for students to
find new forms of communication to make the necessary trades.
Dietary restrictions: Keep alternatives on hand for vegan or lactose-intolerant students. Coconut
milk and oil work as excellent substitutes for dairy milk and butter in this recipe.

Rice: We use 5 cups of jasmine rice to make three batches of rice pudding in classes of about 30
students. We always set the rice cooker on well ahead of time so that the rice is ready
before the trading period.
Cardamom: Smashing the cardamom pod to slightly open it helps to release its flavor.
Raisins: The recipe calls for adding the recipes into the pudding, but we always facilitate a group
decision about whether to add the raisins or keep them as an optional topping because
some students have a strong dislike of raisins.
Citrus: We teach students how to supreme the orange (and lemons) by cutting off the skin and
then cutting out segments, resulting in citrus slices without pith.
Mango: The mango is often a very popular topping. Cut it up small so that everyone can have
some.
Fair share: When we sit down to eat, we always explicitly name that because we are sharing
toppings as a group and everyone will be serving their own, it is important to take only
enough of each so that everyone who wants some can have some.
When is it done? Students often wonder if you can you overcook rice pudding, or how to tell
when the pudding is done. We explain that you can’t overcook rice pudding because
deciding when it is done is based on personal preferences around texture and thickness.
The longer it cooks, the thicker it will be.
Stirring: Stirring the rice pudding helps it to develop a creamy texture by releasing the starch
from the rice, like risotto.
Leftover rice: We always point out to our students that this recipe is an excellent use for leftover
rice. Many are very excited to hear this because they often have leftover rice at home.
Sending spices home: We try to keep a few extra spices on hand for students to take home if
they want to make the rice pudding.
Vocabulary
Barter
Exchange rate
Scribe
Californi a State , History-So cial Science , Gra de 6
6.7.8 Discuss the legacies of Roman art and architecture, technology and science, literature,
language, and law.

Contributors
Resources
Rice_Pudding_Recipe.pdf
Silk_Road_4_Visual_Aid.pdf
Silk_Road_4_China_Worksheet.pdf
Silk_Road_4_India_Worksheet.pdf
Silk_Road_4_Rome_Worksheet.pdf

C H I N A

WHAT WE HAVE:
WHAT WE NEED to begin:
12 cups Rice
______ 4 cups Rice
3 Oranges
______ 4 cups Milk
3 Cast Iron Pots ______ 2/3 cup Sugar
18 Dried Apricots ______ 2 Eggs
______ 1/2 cup Raisins
6 Lemons
______ 6 Dried Apricots
______ 4 Cardamom Pods

______ 1 teaspoon Cinnamon

______ 1 Orange
______ 2 Lemons
______ 2 Mangos
______ 1 teaspoon Vanilla Extract
______ 2 tablespoons Butter
______ 1 Cast Iron Pot
______ Glassware
(12 cups, 2 water pitchers)


INDIA

WHAT WE HAVE:
WHAT WE NEED to begin:
Vanilla Extract
Cinnamon ______ 4 cups Rice

______ 4 cups Milk
12 Cardamom Pods
______ 2/3 cup Sugar
6 Mangos ______ 2 Eggs
2 cups Sugar ______ 1/2 cup Raisins
______ 1 Orange
______ 2 Lemons
______ 2 Mangos
______ Glassware


R O M E

WHAT WE HAVE: WHAT WE NEED to begin:

1 1/2 cups Raisins
______ 4 cups Rice
4 cups Milk
______ 4 cups Milk
6 Eggs ______ 2/3 cup Sugar
6 tablespoons Butter ______ 2 Eggs
______ 1/2 cup Raisins
Glassware

______ 1 Orange
______ 2 Lemons
______ 2 Mangos

______ Glassware

ROTAT I ON 1 - fall
K7 – 1 Fried Rice Historical ixed seasonal

M Edible Schoolyard 2.0 California State:
(90-110 Min) developments in vegetables In the Kitchen, Grade 7: History-Social Science
Chinese agricultural Broccoli Tools 1.3: Select correct knives from
7.3.2: Describe agricultural,
technology, and the ESY Toolbox. Refine knife skills
their impacts on Carrots technological, and commercial
by using different cuts and sizes developments during the Tang and
rice production and Cilantro while demonstrating knife safety
Chinese culture Sung periods.
Garlic and care.
Greens Concepts 3.11 Make connections
Leeks between the diets of historic

cultures and the foods we eat
today
K7 – 2 Middle Eastern Meze The influence of the Carrots Edible Schoolyard 2.0 California State:
(90-110 Min) Platter (hummus, pita, four climatic regions of Mint In the Kitchen, Grade 7: History-Social Science
cruditee, and dates) the Arabian Peninsula Tools 1.3: Select correct knives from
on regional agriculture Parsley 7.2.1 Identify the physical features
the ESY Toolbox. Refine knife skills and describe the climate of the
and diet Lemons by using different cuts and sizes Arabian Peninsula, its relationship to
while demonstrating knife safety surrounding bodies of land and water,
and care. and nomadic and sedentary ways of
Techniques 2.4: Understand the life.
versatility of ingredients, and
realize that certain ingredients are
available in particular seasons.
K7 – 3 Ghanaian Black Eyed The global movement Onions Edible Schoolyard 2.0 California State:
(50 Min) Peas of food during and Greens In the Kitchen, Grade 7: History-Social Science
as a result of the Concepts 3.11 Make connections
Columbian Exchange Carrots 7.11.2 Discuss the exchanges of plants,
between the diets of historic animals, technology, culture, and ideas
Potatoes cultures and the foods we eat among Europe, Africa, Asia and the
Cilantro today Americas in the fifteenth and sixteenth
centuries and major economic and
social effects on each continent.

K7 – 4 Three Sisters Tacos Comparison of ancient Beans Edible Schoolyard 2.0 California State:
(80-90 Min) (corn tortillas, beans, Mesoamerican and Cilantro In the Kitchen, Grade 7: History-Social Sciences
roasted squash, modern agricultural Tools 1.1: Use and care for tools
cabbage slaw) techniques Onions 7.7.1 Study the locations, landforms,
and equipment at the ESY Cooking and climates of Mexico, Central
Garlic Station, and begin to choose the America, and South America and their
Winter squash right tool for each job. effects on Mayan, Aztec, and Incan
Concepts 3.11: Make historical economies, trade, and development on
connections between the diets of urban societies.

different cultures historically and 7.7.5 Describe the Meso-American
the foods we eat today. achievements in astronomy
and mathematics, including the
development of the calendar and the
Meso-American knowledge of seasonal
changes to the civilizations’ agricultural
systems.
K7 – 5 Tortilla Scramble Coordinating the Cilantro Edible Schoolyard 2.0 Common Core:
(80-100 Min) timing of two recipes Eggs In the Kitchen, Grade 7: ELA and Literacy:
Techniques 2.7: Refine tasting skills
Onions SL.7.1. Engage effectively in a range of
and adjust seasoning, compare collaborative discussions (one-on-one,
Potatoes and contrast different recipes in in groups, and teacher-led) with diverse
conversation using more advanced partners on grade 7 topics, texts, and
descriptive vocabulary. issues, building on others’ ideas and
Concepts 3.9: Collaborate to expressing their own clearly.
identify, choose, and complete jobs RI.7.7 Integrate information presented in
to execute recipes, and explain different media or formats (e.g., visually,
each individual contribution to the quantitatively) as well as in words to
end result. develop a coherent understanding of a
topic or issue.
RST.6-8.3. Follow precisely a multistep
procedure when carrying out
performing technical tasks.
252 C urriculu m: ki tc h e n
K7 – 6 Udon Noodle Soup Coordinating the Broccoli Edible Schoolyard 2.0 Common Core:
(80-100 min) timing of a variety of Carrots In the Kitchen, Grade 7: ELA and Literacy:
recipes Tools 1.3 Select correct knives from
Cilantro RH.6-8.7. Integrate visual information
the ESY Toolbox. Refine knife skills with other information in print and
Eggs by using different cuts and sizes digital texts.
Green onions while demonstrating knife safety
RST.6-8.3. Follow precisely a multistep
Leeks and care.
Sugar snap peas Techniques 2.4 Understand the
versatility of ingredients, and performing technical tasks.
realize that certain ingredients are
Techniques 2.7 Refine tasting skills
and adjust seasoning, compare
and contrast different recipes in
conversation using more advanced
descriptive vocabulary.
K7 – 7 Maki Sushi Knife skills, cutting ix of seasonal

M Edible Schoolyard 2.0 Common Core:
(80-100 Min) techniques and food vegetables (radishes, In the Kitchen, Grade 7: ELA and Literacy:
presentation carrots, leeks, herbs) Tools 1.3: Select correct knives from
RH6-8.7 Integrate visual information
the ESY Toolbox. Refine knife skills (e.g., in charts, graphs, photographs,
by using different cuts and sizes videos, or maps) with other information
while demonstrating knife safety in print and digital texts.
and care.
RST.6-8.3 Follow precisely a multistep
Techniques 2.4: Understand the
versatility of ingredients, and experiments, taking measurements, or
realize that certain ingredients are performing technical tasks.
Techniques 2.7: Refine tasting skills
collaborative discussions (one-on-one,
and adjust seasoning, compare in groups, and teacher-led) with diverse
and contrast different recipes in partners on grade 7 topics, texts, and
conversation using more advanced issues, building on others’ ideas and
descriptive vocabulary. expressing their own clearly.

K7 – 8 Sauté, Roast, Steam Cooking techniques Carrots Edible Schoolyard 2.0 Common Core:
(80-100 Min) and group decision- Herbs In the Kitchen, Grade 7: ELA and Literacy:
making Tools 1.3: Select correct knives from
Lemons RST.6-8.7. Integrate quantitative or
the ESY Toolbox. Refine knife skills technical information expressed in
Onions by using different cuts and sizes words in a text with a version of that
while demonstrating knife safety information expressed visually (e.g., in
and care. a flowchart, diagram, model, graph, or
Techniques 2.4: Understand the table)

versatility of ingredients, and SL.7.1.b. Follow rules for collegial
realize that certain ingredients are discussions, track progress toward
available in particular seasons. specific goals and deadlines, and define
Techniques 2.7: Refine tasting skills individual roles as needed.
and adjust seasoning, compare SL.7.1.c. Pose questions that elicit
and contrast different recipes in elaboration and respond to others’
conversation using more advanced questions and comments with relevant
descriptive vocabulary. observations and ideas that bring the
discussion back on topic as needed.

SL.7.1.d. Acknowledge new information
expressed by others and, when
warranted, modify their own views.
K7 – 9 Iron Chef Assessment Seasonal vegetables Edible Schoolyard 2.0 Common Core:
(80-100 Min) Teamwork and Herbs In the Kitchen, Grade 7: ELA and Literacy:
collaboration, kitchen Eggs Assessment: ALL SL.7.1.b. Follow rules for collegial
skills and systems discussions, track progress toward
specific goals and deadlines, and define
SL.7.1.c. Pose questions that elicit
elaboration and respond to others’
questions and comments with relevant
observations and ideas that bring the
discussion back on topic as needed.
expressed by others and, when
warranted, modify their own views.
Vegetable Fried Rice

Summary
In this seventh-grade humanities lesson, students make Vegetable Fried Rice and learn about
the agricultural innovations during the Song Dynasty in China that led to a surplus of rice and
resulted in major cultural, technological, and scientific developments.
Objectives
Describe how technological and agricultural advancements during the Song Dynasty in China
resulted in the ability of Chinese farmers to grow surplus rice.
Explain why the ability of Song Dynasty farmers to grow surplus rice resulted in major cultural,
technological, and scientific developments during that time period.
Give examples of cultural, technological, and scientific developments that occurred in China
during the Song Dynasty.
Explain the connection between time, money, and cultural development.
Give examples of components of their own cultures.
Cut vegetables at an angle.
Assessments
Describe how technological and agricultural advancements during the Song Dynasty in China
resulted in the ability of Chinese farmers to grow surplus rice.
Explain that rice was the staple crop in Song Dynasty China, and describe why the ability
of Song Dynasty farmers to grow surplus rice resulted in major cultural, technological, and
scientific developments during that time period.
Name cultural, technological, and scientific developments that occurred in China during the
Song Dynasty.
Describe how they spend their time and money, and how those choices impact their “personal
culture of one.”
Reflect on attributes that define the cultures of Berkeley, King Middle School, their families and
friends, and their “personal cultures of one.”
Cut vegetables at an angle.

Materials
F o r t h e C h ef Meet i n g T ools Befo r e Y o u Beg i n
Vegetable Fried Rice recipe Crinkle cutter Collect all the ingredients and tools, and
Ingredients and tools for Wooden spatulas then distribute them to the tables.
demonstration Chef’s knives Gather supplies for the Chef Meeting.
Visual aid Paring knives Create the visual aid.
I n g r e d i e n ts Cutting boards Copy the Vegetable Fried Rice recipe to

hand out.
Olive oil Measuring cups
Cook and cool the rice.
Garlic Measuring spoons
Fresh ginger Mixing bowls
Seasonal vegetables Wok
Rice Equipment
Sesame oil Stove

Eggs
Soy sauce
Salt
Pepper
Procedures
Version #1 (if students have not seen the f lipped classroom video)
1. Welcome students and introduce the recipe for the day: Vegetable Fried Rice. People
cook different styles of fried rice all around the world. Today we’re going to cook a
version based on the traditional southern Chinese style, and we’ll be looking back at a
time in history when rice became China’s staple crop.
2. Believe it or not, until around 2,000 years ago, most people in China ate wheat or
millet for every meal. But starting with the Song Dynasty, rice became a staple crop.
3. Ask students to define “staple crop.”
4. Describe how time- and labor-intensive it was for people at this time to feed
themselves, and how droughts or storms could often mean a year’s entire crop might
be lost because farmers could only grow one crop per season.
5. Explain how advances in technology (the chain pump, the harrow) reduced the
manual labor required to grow rice, and how agricultural developments (quick-
growing, drought-resistant rice introduced from the Kingdom of Champa, or
modern-day Vietnam) allowed farmers to produce more crops of rice in a year

and to successfully grow rice in a wider variety of conditions. Describe how these
innovations combined to create a surplus of rice during the Song Dynasty.
6. Ask students to define the term “surplus.” Encourage students to “do some research”
by referring the visual aid. Wait until every hand in the class is raised to call on
someone.
7. Describe how the surplus of rice led to a population increase, along with the
emergence of trade, commerce, urbanization, and leisure time. All these things, in
turn, led to the advancement of Chinese culture, technology, and science.
8. Share some examples of the innovations that occurred during the Song Dynasty in
China, including paper money, the compass, mass production of steel, gunpowder,
and major advancements in understanding magnetism, optics, and that the sun and
moon were round, not flat. Describe how the ceramics, poetry, and paintings from the
Song Dynasty are still some of the most admired artistic artifacts in the world today.
9. Emphasize that all of these innovations occurred as a direct result of agricultural

advances that allowed Chinese farmers to grow a surplus of rice.
10. We’ve been talking about culture, but that can be a big concept. What is culture?
Facilitate students in generating a list of components/aspects of culture. This may
include things like music, greetings, clothes, food, religion, etc.
11. Transition from the list of components of culture to a share out by naming that
aspects of Song Dynasty culture are still present in our culture today. One example of
a cultural element from Song Dynasty China that is still widely present today is that
most Chinese people started eating rice and drinking tea instead of eating wheat and
millet and drinking wine during the Song Dynasty—these traditions persist today and
form the foundation of what most of us know and recognize as traditional Chinese
cuisine. Another example is that the Song Dynasty was the first society in world
history to institutionalize a “merit bureaucracy,” or “civil service,” in which government
officials were selected for their moral qualities and performance on the civil service
exam, not for their wealth or social status. This concept—that the state was
responsible for ensuring people’s welfare through moral, judicious, and just rule—was
one of the founding ideas of American society. Even though almost one thousand
years have passed since the time of the Song Dynasty, the agricultural developments
in China during this time that allowed farmers to grow surplus rice were a big deal!
Developments and ideas that are still very important in our lives today originated all
the way back then.
12. Our culture today is a big collage of aspects and influences of many other cultures.
Ask for students to share elements of their own cultures based on the categories on
the class-generated list. Thank students for their input.

V ersion #2 (if students have seen the flipped classroom video)
1. Welcome students and introduce the recipe for the day: Vegetable Fried Rice. People
cook different styles of fried rice all around the world. Today we’re going to cook a
version based on the traditional southern Chinese style, and we’ll be looking back at a
time in history when rice became China’s staple crop.
2. Think-Pair-Share: Before coming here, you all saw a video about some agricultural
and cultural developments that occurred during the Song Dynasty in China—if you’ll
recall, rice was at the center of that story. Take a moment to think back on what
you remember from the video. Use the visual aid for reference. (Give students 10-20
seconds of silent reflection). Now turn to a neighbor and take about two minutes to
recall as much as you can from the video. See how much detail you can use to explain
the historical processes represented on the poster.
3. Facilitate a full-class summary of the historical content from the video: With a raised
hand, who can share one or two points from their conversation with their neighbor?
4. We’ve been talking about culture, but that can be a big concept. What is culture?
Facilitate students in generating a list of components/aspects of culture. This may
include things like music, greetings, clothes, food, religion, etc.
5. Transition from the list of components of culture to a share out by naming that
aspects of Song Dynasty culture are still present in our culture today. One example of
a cultural element from Song Dynasty China that is still widely present today is that
most Chinese people started eating rice and drinking tea instead of eating wheat
and millet and drinking wine during the Song Dynasty—these traditions persist
today and form the foundation of what most of us know and recognize as traditional
Chinese cuisine. Another example is that the Song Dynasty was the first society
in world history to institutionalize a “merit bureaucracy,” or “civil service,” in which
government officials were selected for their moral qualities and performance on the
civil service exam, not for their wealth or social status. This concept—that the state
was responsible for people’s welfare through moral, judicious, and just rule—was
one of the founding ideas of American society. Even though almost one thousand
years have passed since the time of the Song Dynasty, the agricultural developments
in China during this time that allowed farmers to grow surplus rice were a big deal!
Developments and ideas that are still very important in our lives today originated all
the way back then.
6. Our culture today is a big collage of aspects and influences of many other cultures.
Ask for students to share elements of their own cultures based on the categories on
the class-generated list. Thank students for their input.

At the Table
1. Small-group check-in: What is your favorite way to eat rice?
2. Demonstrate how to cut vegetables at an angle and explain to students that we are
cutting at an angle to make the vegetables easier to pick up with chopsticks, and
also to increase the surface area and decrease cook time. Explain that short, fast
cook time over high heat is characteristic of the stir-fry method that we’ll be using to
prepare the rice.
4. Prepare the recipe and set the table. Provide chopsticks for students who want to use
them, and facilitate a skill share between students who know how to use chopsticks
and those who don’t.
5. Eat. While eating, have students share aspects of culture they identify with. If they
need prompting, have them refer to the class-generated list of components of culture.
6. Clean up.

1. Ask students to rate the food on a scale of 1 to 5.
2. If there is time, ask students to share one aspect of a culture they identify with.
Teaching Notes
Think-Pair-Share as an equity strategy: If students have seen the flipped classroom video
before class, we like to do a “think-pair-share” as a way to review the video content. The
“think”—giving students a few moments of quiet reflection with the visual aid before they
articulate concepts they remember from the video—allows students who take longer
to verbalize their thoughts to participate more fully in the “share” portion of the activity.
The visual aid offers an excellent access point for students who have a harder time
internalizing information from just hearing it. The “pair” portion creates space for every
voice to be heard in a context that can be less intimidating than in front of a whole class.
The “share” portion gleans the collective wisdom from the room and establishes that
all knowledge is shared, placing value on every student’s contribution to the collective
understanding of video content.
Knife safety reminder: This was the first lesson back in the kitchen for our seventh graders. As
such, we included a brief reminder of knife technique and safety when demonstrating
cutting on a bias at the small tables.
Cooking in two batches: Cooking the fried rice on high heat yields a vastly more delicious flavor
and superior texture. In order to ensure even cooking and prevent burning, we cook
our fried rice in two batches, reserving half the ingredients for each round of cooking.
We divide our groups into two cooking teams. While the first cooking team cooks, the
second cooking team finishes collecting ingredients, cleans up the table, and begins to

set the table. While the second cook team cooks, the first cook team finishes setting the
table and washes the last few dishes. One huge benefit of this two-team system is that
every student has the opportunity to work on the recipe from start to finish. We also
often appoint one student from the first cook team to stay by the stove as a guide to the
second cook team. In this case, we give them explicit instructions to help by explaining,
not by doing.
Eating with chopsticks: Many of our students were not familiar with eating with chopsticks. If a
student in the group was skilled with chopsticks, we often had them teach other students
how to use them. If not, we offered a brief chopstick tutorial at the table just before
eating or while the second cook group was finishing the second batch of rice. If we had
down time at any point during the class, chopstick challenges, in which students were
challenged to move uncooked grains of rice and other objects between bowls, were a big hit.
Cultural context for chopsticks: We ate our fried rice off plates. Some students became
frustrated at how difficult it was to pick the last bits of rice up with chopsticks, which
sometimes prompted them to deride chopsticks as an illogical and difficult eating utensil.
We shared with them that eating rice with chopsticks is typically done out of a rice bowl
that is brought up to your mouth.
Vocabulary
Staple crop
Surplus
Culture
Urbanize
Common Core
RI.7.2. Determine two or more central ideas in a text and analyze their development over the
course of the text; provide an objective summary of the text.
SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
SL.1.a. Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue
to probe and reflect on ideas under discussion.
SL.2. Analyze the main ideas and supporting details presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic,
text, or issue under study.

RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies.
RH.6-8.7. Integrate visual information with other information in print and digital texts.
Californi a State , History a nd Social Sc ience , Gra de 7

7.3.2 Describe agricultural, technological, and commercial developments during the Tang
and Sung periods.
Edible Schoolyard 2.0 In th e Kitchen, Gra de 7

Tools 1.3 Select correct knives from the ESY Toolbox. Refine knife skills by using different cuts
and seizes while demonstrating knife safety and care.
Concepts 3.11 Make connections between the diets of historic cultures and the foods we eat today
Contributors
Resources
Vegetable Fried Rice Recipe
Vegetable Fried Rice Visual Aid

Middle Eastern Meze Platter

Summary
In this seventh-grade humanities lesson, students prepare a Middle Eastern meze platter using
ingredients that represent the four major climatic regions of the Arabian Peninsula. They learn
that the geographic location of the Arabian Peninsula has made it a center of trade throughout
world history, and that this in turn has shaped the region’s cuisine and made the meze platter an
iconic dish throughout the region.
Objectives
Identify the four climatic regions of the Arabian Peninsula and the crops native to each region.
Understand how the climate of each region influenced the lifestyles and diets of people native to that region.
Refine knife skills and practice different cuts and sizes.
Assessments
Answer questions about the climatic regions and foods of the Arabian Peninsula.
Describe the four climatic regions of the Arabian Peninsula and discuss their effects lifestyles and diets of
people native to each region.
Cut vegetables into a variety of sizes and shapes based on how they will be eaten (either for dipping in
hummus and yogurt sauce or eating in a pita pocket), and arrange the cut vegetables on a platter with
attention to presentation.
Materials
F o r t h e C h ef Meet i n g I n g r e d i e n ts F o r t h e P i ta
Pita recipe Seasonal vegetables All-purpose flour Salt

Hummus recipe for crudités Whole wheat flour Olive oil
Yogurt Sauce recipe Dates Yeast Eggs
Recipe ingredients and tools Pomegranate Sugar
for demonstration
Meze platter visual aid

For the Hummus F o r t h e Y og u r t S a u ce
Garbanzo beans Salt Yogurt

Garlic Pepper Radish, carrot, or cucumber
Tahini Olive oil Garlic
Lemons Assorted spices to taste, such Mint
Flat-leaf parsley as cumin, paprika, and sumac Salt
Assorted herbs to taste, such as parsley,
cilantro, and chives
T ools Equipment
Mixing bowls Blender or food processor

Reamer or juicer Oven
Grater Befo r e Y o u Beg i n
Garlic peeler Collect all the tools and ingredients and distribute them to the tables.
Mortar and pestle Gather supplies for the Chef Meeting.
Wooden spoons Create the visual aid.
Chef’s knives Copy the Pita recipe to hand out.
Paring knives Copy the Hummus recipe to hand out.
Cutting boards Copy the Yogurt Sauce recipe to hand out.
Measuring beaker Cook the garbanzo beans.
Measuring cups Make a batch of pita dough. Allow to rise 30 minutes to 3 hours at room
Measuring spoons temperature, or overnight in the refrigerator.
Procedures
Version #1 (if students have not seen the f lipped classroom video)
Welcome students and introduce them to the lesson of the day: a Middle Eastern meze
platter. The meze platter is a perfect example of how secrets of world history can be
unlocked simply by studying the food we eat.
1. First, let’s take a moment to recall the previous lesson because today’s story
is directly connected to our story from last week. Ask for student volunteers to
summarize a few key points from the lesson: During the Song Dynasty, Chinese
scientists, engineers, and farmers developed new technology to grow rice more
efficiently, which resulted in a surplus, which led to population growth, urbanization,
and a burgeoning of cultural, scientific, and technological development.
2. Trade is the invisible force behind all of this. Last week we talked about all the

incredible innovations that occurred in China during this time. This growth and
innovation were a direct result of people having a more secure food source, and they
were also entirely dependent on China’s ability to trade and sell the surplus rice and
new goods it had with other societies. This takes us to the Arabian Peninsula.
3. Ask students to recall the Silk Road lesson series from sixth grade, when they made
dumplings, curry, pasta, and rice pudding. Explain that today we’ll be moving west
along the Silk Road to the Arabian Peninsula in the Middle East. Explain that the
Arabian Peninsula was the center of trade—for knowledge, ideas, technology, goods,
and food—between the civilizations of Europe, Africa, and Asia for thousands of years.
4. This bring us back to our recipe for the day: a Middle Eastern meze platter. Ask for a
student volunteer to describe what a meze platter is (a variety of small snacks eaten
together as a meal). Meze platters originated in the Middle East, and today are
enjoyed all over the world, especially throughout the Mediterranean region. Typical
components of a meze platter include vegetable salads, grilled meats, dips like hummus
and baba ganoush, cheeses and yogurts, olives, pickles, and flat breads like pita.
5. Meze platters are symbolic of the importance of trade in Middle Eastern history.
Every area has a unique meze platter based on its traditional dishes and ingredients
of the region, and mezes change seasonally. They are a dish made specifically for
socializing, and the story goes that they began thousands of years ago as a way for
people to gather around the table with traders or travelers from out of town, to share
some of the local culinary specialties and enjoy small bites of whatever the visitor
had brought from far away. This mixing of local and foreign food is typical of Middle
Eastern cuisine: As a cuisine that developed at the crossroads of civilization, almost
every Middle Eastern dish is a mix of ingredients and techniques from near and far.
6. Today we’ll be making a meze platter with pita, hummus, yogurt sauce, and raw
vegetables. In keeping with the tradition of meze, we’ll be using seasonal vegetables
from our garden, as well as ingredients from farther away. Our meze represents
ingredients from all four climatic regions of the Arabian Peninsula.
7. Ask students to identify the four climatic regions of the Arabian Peninsula: desert,
oases, coastal plains, and mountains. Review how climate and geography influence
lifestyle and impact diet. Factors such as temperature, precipitation, and soil type
determine what you are able to grow to eat, what materials are available to build
your house with, etc.
8. Identify ingredients representative of each region of the Arabian Peninsula.

Incorporate information from the notes:
Date Palm (Oases): Regarded as the “tree of life.” Part of the tree was used: the
fruit was eaten, the sap was drunk, palm wood was used to build houses, the
leaves were used for roofs, the fibers were woven into rope, hollowed-out trunks
were used as irrigation pipes, and date pits fed to camels.
Wheat (Coastal Plains): Originated in the Middle East and was first domesticated
by the Mesopotamians.

Pomegranate (Mountains): From Persia; are an important symbol in many
religions and culture, often as a symbol of fertility; believed to be the “tree of
knowledge”; the modern-day word for hand grenade originates from the French
word for pomegranate, grenade.
Yogurt (Desert): The nomadic peoples of the desert relied on their herds of goat
and sheep for everything from food to shelter.
Garbanzos: Originated in southern Turkey but very important in India, Pakistan,

Latin America, and Europe; also known as chickpea, Indian pea, ceci bean, Bengal
gram.
9. The meze we’re making today is an Edible Schoolyard–Arabian Peninsula fusion meze.
While we’re cooking, take a moment to reflect on what dishes you might include if
you were to make a meze platter that represented your own home and culture.
Version #2 (if students have seen the flipped classroom video)

1. Welcome students and introduce them to the lesson of the day: a Middle Eastern
meze platter. We’re going to prepare a variety of dishes for our meze platter and take
a closer look at how the unique geography and history of the Arabian Peninsula have
turned the meze platter into an iconic dish throughout the Mediterranean.
2. First, let’s take a moment to recall the previous lesson because today’s story
is directly connected to our story from last week. Ask for student volunteers to
summarize a few key points from the lesson: During the Song Dynasty, Chinese
scientists, engineers, and farmers developed new technology to grow rice more
efficiently, which resulted in a surplus, which led to population growth, urbanization,
and a burgeoning of cultural, scientific, and technological development.
3. Trade is the invisible force behind all this. Last week we talked about all the incredible
innovations that occurred during China during this time. This growth and innovation
were a direct result of people having a more secure food source, and they were also
entirely dependent on China’s ability to trade and sell the surplus rice and new goods
it had with other societies. This takes us to the Arabian Peninsula.
4. Ask students to recall the Silk Road lesson series from sixth grade, when they made
dumplings, curry, pasta, and rice pudding. Explain that today we’ll be moving west
along the Silk Road to the Arabian Peninsula in the Middle East. Explain that the
Arabian Peninsula was the center of trade—for knowledge, ideas, technology, goods,
and food—between the civilizations of Europe, Africa, and Asia for thousands of years.
5. This bring us back to our recipe for the day: a Middle Eastern meze platter. Ask for a
student volunteer to describe what a meze platter is (a variety of small snacks eaten
together as a meal). Meze platters originated in the Middle East, and today are
enjoyed all over the world, especially throughout the Mediterranean region. Typical
components of a meze platter include vegetable salads, grilled meats, dips like hummus
and baba ganoush, cheeses and yogurts, olives, pickles, and flat breads like pita.

6. Meze platters are symbolic of the importance of trade in Middle Eastern history.
Every area has a unique meze platter based on its traditional dishes and ingredients
of the region, and mezes change seasonally. They are a dish made specifically for
socializing, and the story goes that they began thousands of years ago as a way for
people to gather around the table with traders or travelers from out of town, to share
some of the local culinary specialties and enjoy small bites of whatever the visitor
had brought from far away. This mixing of local and foreign food is typical of Middle
Eastern cuisine. As a cuisine that developed at the crossroads of civilization, almost
every Middle Eastern dish is a mix of ingredients and techniques from near and far.
7. Today we’ll be making a meze platter with pita, hummus, yogurt sauce, and raw
vegetables. In keeping with the tradition of meze, we’ll be using seasonal vegetables
from our garden, as well as ingredients from farther away. Our meze represents
ingredients from all four climatic regions of the Arabian Peninsula.
8. Think-Pair-Share: Before coming here, you all saw a video about the four climatic
regions of the Arabian Peninsula. Take a moment to think back on what you
remember from the video. Use the visual aid for reference. (Give students 10-20
seconds of silent reflection.) Now turn to a neighbor and take about two minutes
to recall as much as you can from the video. See how much detail you can use to
describe the four climatic regions represented on the poster, and see if you can
identify which region each of our recipes represents.
9. Facilitate a full-class summary of the content from the video: With a raised hand,
who can share one or two points from their conversation with their neighbor? Ask
students to identify which climatic region each component of the meze represents.
At the Table
1. Meet with the table groups and review the recipes. Emphasize that both the hummus
and yogurt sauce are “flexible recipes,” which means that adjusting the written
recipes according to taste is an important part of preparing both dishes.
2. Demonstrate how to cut vegetables into a crudité and emphasize that attention to
detail and presentation are key in preparing today’s platter.
3. Assign cooking jobs.
4. Prepare the recipes and set the table.
5. Eat.
6. Clean up.

ask students to share what foods they would include if they were to prepare a meze
platter that represented where they come from.

Teaching Notes
Making the pita: It is very difficult to go wrong with this recipe, but it yields the best results if you
proof the yeast and knead the dough thoroughly. To proof the yeast, mix it with warm
water and sugar as your first step, and allow the yeast-sugar mixture to sit while you mix
the other ingredients in a separate bowl—then mix the two bowls together. Allow at least
5 to 10 minutes or more to knead, and be careful not to tear the dough. Pressing the pita
relatively thin for baking (about ¼ of an inch) will help it rise to a pocket (the high heat of
the oven also makes a key difference here in whether it pockets or not—ideally, the oven
is so hot that the outside cooks quickly, trapping steam from the inside as it cooks, and
causing the bread to puff). If you have time, 5 or 10 minutes of rest time after kneading
before shaping can help.
Selling the yogurt sauce: Making a connection between ranch dressing and yogurt sauce can
often increase student buy-in.
Making the hummus: Hummus can be one of the most popular recipes we make, but can also
be one of the least, depending on whether or not the cooks add enough salt, acid, and
fat. Students are always very excited to create something really delicious that compares
to what they get at the store, so we often provide a fair amount of support in helping
students to analyze what they’re tasting, and to keep working on the recipe until it is
“delicious” and not just “okay.” A good prompt here is: “That’s pretty good. Do you think
it could be better?” To smooth or thin the hummus while maximizing flavor, try adding
bean-cooking water instead of plain water.
Create a virtual meze platter: This can be a fun conversation to have around the table while
eating. For example, “I’m having a meze platter party at my house. I’m bringing tamales
because they’re important to my culture. What are you bringing?” Prompt each student to
take a turn sharing something important to their home or culture to create a table group
meze. Once it’s been made, see if there is anyone who can remember what every person
is bringing.
Selling the dates: Students tend to love the dates once they try them, but can be hesitant to try
one at first. We call dates “nature’s candy” or “the sweetest thing you can get off a tree,”
and that usually drums up any enthusiasm that may be lacking.
Vocabulary
Crudités
Arabian Peninsula
Desert
Oasis
Coastal plains
Mountains

Common Core
SL.1.a. Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue
to probe and reflect on ideas under discussion.
SL.2. Analyze the main ideas and supporting details presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic,
text, or issue under study.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.

7.2.1 Identify the physical features and describe the climate of the Arabian Peninsula, its
relationship to surrounding bodies of land and water, and nomadic and sedentary
ways of life.
Edible Schoolyard 2.0 In th e Kitchen, 7th g rade

Tools 1.3: Select correct knives from the ESY Toolbox. Refine knife skills by using different cuts
and sizes while demonstrating knife safety and care.
Concepts 3.11: Make connections between the diets of historic cultures and foods we eat today.
Contributors
Resources
Arabian Peninsula Visual Aid
Pita Bread Recipe
Hummus Recipe

Black-Eyed Pea Stew

and the Columbian Exchange
Summary
In this seventh-grade humanities lesson, students prepare a Black-Eyed Pea Stew and examine
the exchange of foods between Eurasia, Africa, and the Americas during the Columbian
Exchange.
Objectives
Discuss the major economic and social effects of the Columbian Exchange on Eurasia, Africa, and the
Americas.
Describe how the exchange of food crops during and after the Columbian Exchange impact the foods we eat
today.
Assessments
Discuss the exchanges of plants, animals, technology, culture, and ideas between Eurasia, Africa, and the
Americas during the Columbian Exchange.
Realize that different plants and animals originate in different regions of the world.
Materials
F o r t h e C h ef Meet i n g I n g r e d i e n ts O pt i o n a l I n g r e d i e n ts
Black-Eyed Pea Stew Spiced butter or butter Coconut milk Potatoes

recipe Red onion Turmeric Yams
Ingredients and tools Tomatoes Black-eyed peas Collard greens
for demonstration
Chili flakes Water Kale
Visual aid
Garlic Salt Chard
Ginger Cilantro Carrots
Berbere or chili powder Scallions

T ools Equipment
Heavy-bottomed pot Stove

Mixing bowls Befo r e Y o u Beg i n
Wooden spoon Create the visual aid.

Chef’s knives Copy the Black-Eyed Pea Stew recipe to hand out.
Paring knives Copy the Spiced Butter recipe to hand out.
Cutting boards Copy the Berbere recipe to hand out.
Measuring beaker and/or measuring cups Cook the black-eyed peas.
Measuring spoons Prepare the Spiced Butter.
Ladle Prepare the Berbere.
Can opener Gather supplies for the Chef Meeting.
Collect all the tools and ingredients, and then distribute
them to the tables.
Procedures
1. Welcome students back to the kitchen and introduce the recipe for the day: Black-
Eyed Pea Stew. The main ingredient in Black-Eyed Pea Stew is black-eyed peas,
small white beans with a black spot that looks little bit like an eye. These beans
are one of the oldest foods in the world, eaten as a staple crop in Ethiopia and
throughout Africa for almost 6,000 years. But the recipe we’re making today would
not have been possible to make until about 500 years ago. Today we’re going to talk
about the Columbian Exchange, a major historical event that fundamentally changed
how people all over the world ate and part of the reason that we can make this
recipe today.
2. Let’s start by taking a look at the visual aid. This map shows different foods and
where they originated. Until about 500 years ago, all of these foods were almost
exclusively found in the places where you see them on the map, so lots of the foods
we know and love today did not exist. So for example, there were no such thing as
garlic fries. Ask students: Why not? Because potatoes are from South America and
garlic is from the Middle East. And there was no such thing as pasta with tomato
sauce, hot chocolate, or BLTs. Ask students: Where did the ingredients for those
originate?
3. There were some foods that originated in Asia that maybe you could find in Europe,
or that originated in Europe that could potentially be found in the Middle East for
example, but there were absolutely no foods from the Americas in Europe, Asia,
or Africa, and vice versa. Why was this? What happened 500 years ago that may
have changed this? Does the year 1492 ring a bell for anyone? In 1492, Christopher

Columbus sailed from Spain to the Americas and made the first European contact in
the Americas.
4. But let’s take a step back, because our story really starts all the way back at the
time of the Silk Road. Who remembers one of the major foods that traders from
India traded on the Silk Road? Spices. People in Europe loved spices. They had an
insatiable appetite for them, so much so that the Romans even mined gold just to
pay for spices. Spices were very expensive. Why? There was a relatively small supply
relative to the demand, and all spices traded from India went through the Middle
East, from trader to trader. Every trader took a cut of the profits from the sales, and so
by the time they made it all the way to Europe, they were very expensive.
5. European royalty were determined to find a better, cheaper way to get spices. They
came up with a brilliant idea: They couldn’t get the spices by going east, but maybe
they could find a new passage to India by sailing west and have a cheaper supply of
spices without the middlemen. So the Spanish monarch, Isabella, sent the explorer
Christopher Columbus out to find a new route to India. They had absolutely no idea
that the entire continents of North and South America were right in the middle of their
planned route.
6. Christopher Columbus sailed west across the Atlantic Ocean and in 1492 landed in
the Americas. He was convinced he had found India. He didn’t find any of the spices
Queen Isabella was looking for, but he did encounter many new foods, plants, and
animals he was completely unfamiliar with, and he met some of the native people
of the Americas. He came back three more times, and the Spaniards sent other
explorers as well, to investigate this land that was novel and unfamiliar to them. As
they began to meet and make contact with more native people, they began to admire
the beautiful gold and gemstone jewelry that some of the local rulers wore, and heard
stories of rich empires farther inland.
7. The Spanish empire sent more ships and the conquistadors sought to enrich
themselves and their crowns, and convert the locals to Christianity by any means
necessary. European explorers began to conquest and colonize the Americas, leading
to the fall of the Aztec, Inca, and many other civilizations. As they did so, they took
over native agricultural and mining enterprises and sent foods, gold, and other
precious metals and gems back to Europe.
8. Europeans sending goods and resources from the Americas back to Europe was part
of what we now call the Columbian Exchange—the exchange of plants, animals,
technology, culture, ideas, diseases, and people between the Americas, Europe,
Africa, and Asia from 1492 to the mid-1600s.
9. But Europeans didn’t just bring things back from the Americas to Europe—they
also brought things with them that they introduced to the Americas. Perhaps the
most influential item traded as part of the Columbian Exchange was disease. Out
of everything exchanged during the Columbian Exchange, the diseases brought
from Europe to the Americas made by far the greatest impact on human history.
Europeans brought diseases like smallpox, chicken pox, measles, and the flu. Today

these diseases are generally no big deal, but back then, the native peoples of the
Americas had no immunity, so they caused widespread death. Diseases traveled
quickly throughout North, Central, and South America, much faster than the European
explorers themselves, because they were carried and passed between Native
Americans. It’s estimated that within the first 100 to 150 years after 1492, between
85% and 95% of the native populations died. That’s like if 9 out of every 10 of you
suddenly got mysteriously ill and died from a disease that no one had ever seen and
no one knew how to cure.
10. The European rulers became limited in their productivity because of the devastating
impact of their diseases and genocide. There were very few native people left to
work on the farms and in the mines that supplied them with the riches and foods the
crowns desired, especially sugar and tobacco. Wanting to further enrich their nations,
European rulers looked to find a new source of labor. What do you think happened
next? Where do you think they turned?
11. Europeans began to enslave people from Africa to work on American plantations.
This was how the Columbian Exchange led to the Atlantic slave trade. This remains a
major part of our country’s history and present-day reality.
12. And this brings us back to our recipe. Who can see where black-eyed peas came
from? West Africa. The West Africans who were enslaved and brought to the
Americas were not able to bring very much with them when they came. But they
knew that if there was one small thing they could bring that would remind them of
home and give them hope for survival and resilience in an uncertain future, it was
seeds.
13. Have you all heard of cornrows? Small, tight braids in your hair. The name comes
from the practice of enslaved Africans hiding seeds of corn and other crops in their
hair on the journey across the Atlantic. When they made it to their destination, they
could unbraid their hair and plant the seeds to feed themselves. Black-eyed peas
were one of the foods that traveled to the Americas this way.
14. In addition to black-eyed peas, our recipe today will use ingredients from all over the
world, including tomatoes from the Americas, coconut milk from East Asia, spices
from India, and garlic from the Middle East, just to name a few. As we cook and
eat today, take a moment to reflect on the stories and memories that exist behind
everything we eat.
At the Table
1. Meet with the table groups to review the recipe and assign jobs.
3. Eat.
4. Clean up.

1. Ask students to use their fingers to rate the food on a scale of 1 to 5.
2. If there is time, have students use the visual aid to identify foods that they eat that
incorporate ingredients from three or more continents.
Teaching Notes
Different students will have very different responses to, relationships with, and
background knowledge about this topic that may be related to their identity.
Silk Road: We refer to the Silk Road at the beginning of the Chef Meeting in this lesson as
a way to connect back to the four-lesson Silk Road series students did in sixth grade.
This is a very foolproof recipe. We always add potatoes, carrots, and greens. Any
vegetable that you would like to add is fine.
This is a richly flavored, highly seasoned dish that may be surprising for some kids and
familiar and comforting for others.
Black-eyed peas prepared in the dish Hoppin’ John is a dish traditionally eaten on New
Year’s, especially in African-American communities in the South.
Berbere is a spice mix that contains many different spices. It is hard for students to obtain
at home. Make extra spice blend and send some home with students.
You can substitute butter for spiced butter and the dish is delicious.
Common Core , E LA-Literacy
RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
Californi a State , History–So cial Science , Gra de 7

7.11.2 Discuss the exchanges of plants, animals, technology, culture, and ideas among
Europe, Africa, Asia and the Americas in the fifteenth and sixteenth centuries and
major economic and social effects on each continent.
Edibl e Sch oolyard 2.0 In th e Kitchen

Concepts 3.11 Make connections between the diets of historic cultures and the foods we eat today

Contributors
URLS
Read about this lesson in the ESY Berkeley Journal.
http://edibleschoolyard.org/esy-berkeley-journal/2012/01/10/celebrating-new-year-black-eyed-
peas
Resources
Columbian Exchange Visual Aid
Black-Eyed Pea Stew Recipe
Spiced Butter Recipe
Berbere Recipe
Ghanaian Black-Eyed Peas, Berbere, and Spiced Butter recipes are adapted from Marcus
Samuelsson’s The Soul of a New Cuisine.

Three Sisters Tacos

Summary
In this seventh-grade humanities lesson, students make corn tortillas, beans, roasted squash,
and cabbage slaw. They learn about the different agricultural techniques utilized by the Maya,
Aztec, and Inca civilizations, including companion-planting corn, beans, and squash.
Objectives
Explain the agricultural techniques used by the Maya, Aztec and Inca civilizations.
Understand how the geographic locations, landforms, and climates of Mexico, Central America, and South
America affected the food and farming of the Maya, Aztec, and Inca civilizations.
Make connections between the diets of historic cultures and foods we eat today.
Assessments
Identify the agricultural techniques used by the Maya, Aztecs, and Incas by name, and use the visual aid to
explain the meaning of each term.
Explain what can be deduced about the geography and terrain of each civilization based on the agricultural
techniques they used.
Recognize how foods that originated in the Americas are prepared and eaten in modern times.
Materials
F o r t h e O pe n i n g C i r cle
Cabbage Slaw recipe

Visual aid

I n g r e d i e n ts T ools
F o r t h e T o r t i ll a s
Queso fresco
Mixing bowl
F o r t h e T o r t i ll a s
Tortilla press
Masa (made from masa harina or ground fresh
(with plastic sheet to prevent sticking)
nixtamalized corn)
Offset spatula
Water
F o r t h e Be a n s
Salt
Heavy-bottomed pot
F o r t h e Be a n s
Wooden spoon
Cooked beans
F o r t h e C a b b a ge S l a w
Variety of spices (such as ancho chile powder,
New Mexico chile powder, paprika, ground Mixing bowl
cumin, ground coriander) Reamer
Salt Chef’s knives
F o r t h e C a b b a ge S l a w Paring knives
Purple cabbage Cutting boards
Green or Savoy cabbage Measuring spoons
Scallions F o r t h e Ro a ste d S q u a s h
Cilantro Sheet pan

Jalapeños Parchment paper
Lime Mixing bowl
Salt Oven mitts
F o r t h e Ro a ste d S q u a s h Equipment
Assorted winter squash Stove

Olive oil Oven
Salt and pepper Electric griddle
Collect all the tools and ingredients, and distribute them to the tables.
Create the Roasting instructions.
Copy the Cabbage Slaw recipe to hand out.
Soak and cook the beans.
Prepare the tortilla dough.
Preheat the oven.
Preheat the griddle.

Procedures
1. Welcome students and introduce the recipe for the day: Three Sisters Tacos. Today
we’ll also be looking back in time at three of the major civilizations of the Americas—
the Maya, Aztec, and Inca.
2. The Maya, Aztec, and Inca civilizations were not the only major ancient American
civilizations, but they were three very important, powerful, and influential civilizations
of their times. Often when one thinks of power it is easy to think only of brute
strength. And each of these civilizations did indeed conquer other civilizations
and have armies. But what really allowed them to be so powerful was they were
masterful at growing food—they were excellent farmers.
3. In fact, about 70% of the foods we eat today originated in the Americas, many of
them first domesticated and cultivated by the Aztec, Inca, or Maya people. Today
we’re going to learn about some of the agricultural techniques they used.
4. Ask students if there is anyone who knows about the three sisters. Give students a
clue that the three sisters are not people, but three types of foods.
5. The three sisters are beans, corn, and squash. They are called the three sisters
because they grow together and support each other. Prompt students to think of
the corn they have seen growing in the garden. How does a corn plant look? It is
tall. How does a bean plant grow? It grows as a vine. When corn and beans grow
together, what do you think happens? The corn supports the bean by giving it a place
to climb, and the bean fixes nitrogen in the soil, enriching it for the corn and squash.
What does a squash plant look like? It has large leaves and covers a lot of ground.
Why would that help the corn and beans? It shades out weeds, keeps nibbling
creatures away, and prevents moisture in the soil from evaporating. This is how the
three sisters support one another.
6. Companion planting the three sisters was one agricultural technique that people all
over the Americas used.
7. Prompt students to reference the poster to identify an agricultural technique that

both the Maya and the Inca used: terraces. Ask students to use the poster to define
“terrace” and explain the benefits of terracing. Ask students: What does the fact that
both the Maya and Inca used terracing to grow food tell you about the places they
lived? They lived and farmed on mountainous terrain.
8. Prompt students to reference the poster to identify an agricultural technique that both
the Maya and Aztec used: canals. Ask students to use the poster to define “canal”
and explain the benefits of building canals. Ask students: What does the fact that
both the Maya and Aztec built canals tell you about the places they lived? They were
both marshy, so they used canals to drain the places that were too wet, bring water
to places that were too dry, and extend the amount of land suitable for agriculture.

9. Ask students to identify the one agricultural technique that appears on the poster
that hasn’t yet been discussed: chinampas. Ask students to use the poster to define
“chinampas” and describe how chinampas might have been made. Chinampas were
made by driving posts into the bottom of the lake and attaching tightly woven nets in
between the posts, then filling the underwater enclosures with rocks, sediment, and
soil. Tell students that the beds formed on top of the chinampas were so fertile that
Aztec farmers could grow up to seven crops per year in a single bed! This means that
just a few weeks after planting a seed, a crop would be ready for harvest. Compare
this to the two or three crops that grow per year in the ESY garden for perspective.
The Aztec capital, Tenochtitlan, was built in the middle of Lake Texcoco. Modern-day
Mexico City was built directly on top of the Aztec capital, and ancient chinampas can
still be found today around Mexico City.
10. Today as we make our Three Sisters Tacos, reflect on the fact that if it weren’t for
the farming expertise of these three civilizations, many of the foods we eat and love
today might not exist, including the three sisters.
11. Break into table groups.
At the Table
1. Small-group check-in: Which of the three sisters is your favorite to eat? Which of the
three sisters do you eat most often? What is your favorite kind of flatbread (tortillas,
pancakes, pita, lavash, etc.)?
2. Review the recipes and assign cooking jobs.
3. Prepare the recipes and set the table.
4. Eat.
5. Clean up.

1. Ask students to rate the food using their fingers on a scale of 1 to 5. If there is time,
ask students to share ideas of ingredients they might add to their tacos if they were
to prepare them at home.
Vocabulary
Companion planting
Terraces
Canals
Irrigation
Chinampas
Reamer

Teaching Notes
Visual aid: We find that this Chef Meeting is most successful and engages the widest variety of
students when we really prompt the students to use the visual aid.
“Wait, where’s the meat?”: The language of “slaw” and “taco” can evoke specific expectations
for students that don’t match the recipes we use in this lesson. We like to acknowledge
that directly when it comes up and flip it to a positive: “Isn’t it kind of cool? You can make
a taco with anything! Can you think of anything you couldn’t put in a taco? If you were
going to make a dessert taco, what would you put in it?”
“Floating gardens”: It can be a common misconception that Aztec chinampas were floating.
They were in fact human-made islands built up in bodies of water, so they were
connected to the lake or river bottom and not just floating on top of the water.
Peeling the squash: Winter squash can be very difficult to peel. Depending on the skill level of
the students, we may pre-peel the squash, or we may demonstrate how to use a paring
knife to peel. With the paring knife, we emphasize how gently sawing, not just pushing
straight down, works the best.
Smelling the squash: Students often really enjoy smelling the winter squash and notice that
the odor is similar to watermelon or cucumbers. If you use a variety of squash, this
comparison can be really fun.
Cutting the squash: Cutting the winter squash is a good opportunity to show students how
to use their body weight to cut tough vegetables. Depending on how hard the specific
squash we’re using for a lesson is, sometimes we pre-cut the squash in slices so students
need only to dice it.
Cutting for even cooking: Making roasted squash is a good opportunity for students to practice
cutting squash pieces into consistent sizes so that they cook at the same rate. We often
tell our students that one trick is to make the initial slices the same width.
Seasoning the squash: When seasoning the squash to roast, we tell our students to use enough
oil so that every piece of squash is shiny all over, but there’s no oil pooling at the bottom
of the bowl. We encourage them to taste for salt.
Scallions vs. red onions: Either scallions or red onions may be used in the cabbage slaw. We
generally prefer to use scallions because they are easier on the students’ eyes.
Salting the cabbage: Slicing the cabbage as thinly as possible and salting it early yield the most
delicious results. Salt helps to draw excess water out of the cabbage, making it softer and
allowing it to more fully take on the flavor of the dressing.
Cilantro stems: We like to chop both the stems and the leaves to add to the slaw. We find the
stems have a really delicious sweet flavor.
“Winter salsa”: Calling the cabbage salad a “slaw” can evoke specific expectations for students
(i.e., sweet mayonnaise dressing). We took to likening the cabbage slaw to a “winter
salsa,” explaining that if it were summer, we’d be making a salsa with tomatoes (pico de
gallo), but because tomatoes weren’t in season we were using cabbage instead. This

approach tended to drum up a lot of enthusiasm for the slaw and encouraged a number
of students who had previously been skeptical to try it.
Bean and masa amounts: We used 4 cups of cooked beans and made masa from about 3½
cups of masa harina for each group of 10-12 people (about 4 cups dried beans and 10½
cups masa harina for a class of 30).
Seasoning the beans: Make sure students heat the beans as they season them. The spices will
taste different as they warm and as they have time to simmer. Encourage students to
taste the spices while the beans are heating before they decide which ones and how
much of each spice they want to add.
Spicy ingredients: Both the beans and slaw have the option of going spicy in this lesson. We find
this is a good opportunity for groups to practice coming to a consensus about seasoning.
We often remind them that you can always add spice but not take it away, and that
those in charge of making the beans or slaw have the responsibility of cooking for the
whole group.
Designating tortilla masters: Making the tortillas is often a very popular job. We like to give
everyone a chance to make a couple, and find that this is an ideal opportunity to have
students who have already made a few teach those who are just starting out.
Tortilla pressing tips: We use wooden tortilla presses and line each side of the press with a
piece of plastic to prevent the masa from sticking to the wood. We always show students
how to gently peel the plastic off of the pressed tortillas instead of the other way around
to keep the raw tortillas from ripping.
Cooking the tortillas: Patience is key in getting the best product here. Wait for the middle of the
tortilla to steam and for the edges to curl up before attempting to flip. Flip too early, and
you risk ending up with tortilla scramble. We keep the tortillas wrapped in tea towel after
taking them off the griddle, which keeps them warm and moist.
Hot sauces: We always have a variety of hot sauces available. Different students identify with
different hot sauces, and we find students are excited to see their culture represented in
the space. It can be a great conversation starter to ask students which hot sauce is their
favorite, or whether they like to eat different kinds with different foods.

Common Core

7.7.1 Study the locations, landforms, and climates of Mexico, Central America, and
South America and their effects on Mayan, Aztec, and Incan economies, trade, and
development on urban societies.
7.7.5 Describe the Meso-American achievements in astronomy and mathematics, including

the development of the calendar and the Meso-American knowledge of seasonal
changes to the civilizations’ agricultural systems.
Edibl e Sch oolyard In the K itchen Classroom, Gra de 7
Contributors

Tortilla Scramble
with Roasted Potatoes
Summary
In this seventh-grade humanities lesson, students prepare a Tortilla Scramble with Roasted
Potatoes and are introduced to the Reflection Cards as a means of identifying and practicing the
kitchen skills utilized in their culminating lesson: the Iron Chef Challenge.
Objectives
Utilize Reflection Cards to promote self-reflection on team and individual performance.

Communicate effectively to coordinate a variety of tasks.
Practice reading and following a recipe.
Assessments
Focus on the People, Kitchen Classroom, and Clean as You Go Reflection Cards and practice maintaining a
clean cooking station through collaborative and individual work.
Communicate clearly to complete two dishes requiring different timing.
Follow and complete Tortilla Scramble recipe.
Materials
Tortilla Scramble recipe

Reflection Cards
Wash, Cut, Season, Roast visual aid (chalkboard)

I n g r e d i e n ts fo r T ools Equipment
t h e T o r t i ll a S c r a m b le
Cast-iron Dutch oven Stove
Butter
Sheet pan Oven
Onion
Parchment paper Befo r e Y o u Beg i n
Red bell pepper
Mixing bowls Collect all the tools and ingredients,
Green bell pepper
Grater and then distribute them to the tables.
Corn tortilla
Crinkle cutter Gather supplies for the Chef Meeting.
Eggs
Wooden spoon Create the Roasted Vegetable visual
Monterey Jack cheese
Offset spatula aid on the chalkboard.
Salt
Whisk Copy the Tortilla Scramble recipe to
Pepper hand out.
Chef’s knives
I n g r e d i e n ts fo r
Paring knives
t h e Ro a ste d P ot a toes
Cutting boards
Potatoes
Measuring cup
Olive oil
Measuring spoons
Salt
Oven mitts
Pepper
Procedures
1. Welcome students back to the kitchen and introduce the lesson: Tortilla Scramble and
Roasted Potatoes. Explain that their spring rotation consists of five lessons, with the
fifth and final lesson being the Iron Chef Challenge.
2. Introduce the Reflection Cards as categories from the Iron Chef ballot and explain
that the kitchen staff has prepared a series of lessons and matched each one with a
few of the Reflection Cards to help students practice specific skills.
3. Identify People, Kitchen Classroom, and Clean as You Go as the cards/skills matched
with this lesson.
4. Define the People category as focusing on teamwork and collaboration and give
examples such as: Was the group inclusive when sharing ideas and making
decisions? Did you listen when others were talking?
5. Tell the story of an Iron Chef team that had the most delicious, beautifully presented
food but lost points because they did not work collaboratively and harmoniously.
6. Introduce the Kitchen Classroom Reflection Card and have students do a quick review
of kitchen systems.
7. Introduce the Clean as You Go Reflection Card and explain that they will be practicing

this skill by working as a group to clean and organize their cooking stations before
inviting their teacher to come and assess their results.
8. Introduce the Tortilla Scramble recipe, review the method for roasting vegetables, and
point out that these two recipes have different cooking times, requiring students to
coordinate with each other to ensure that the dishes are ready at the same time.
At the Table
1. Small-group check-in: What is your favorite way to prepare eggs?
2. Meet with the table groups to introduce the ingredients, review the recipe, and assign
jobs.
4. Eat.
5. Clean up.

1. Ask students to rate the food using their fingers on a scale of 1 to 5. If there is time,
ask them to share a specific example of how they practiced a skill from one of the
Reflection Cards paired with the lesson.
Vocabulary
Dutch Oven
Sauté
Teaching Notes
Adding jobs - Preparation of optional toppings can provide additional jobs. Ideas for toppings
are: cilantro, scallions, lime, jalapeños, and sour cream.
Corn tortillas - we liked the 100% corn tortillas better than ones with both corn and wheat flour.
The wheat-corn mix tended to become too sweet when cooked.
Tortilla mush - sauteing the vegetables and tortilla strips over high heat, waiting until the
vegetables are quite cooked to add the tortillas, and stirring sparingly all help to keep the
tortilla strips from getting mushy.
Hot sauces - we always have a variety of hot sauces available. Different students identify with
different hot sauces, and providing an array of hot sauces acknowledges students’
personal preferences and cultures. It can be a great conversation starter to ask students
which hot sauce is their favorite, or whether they like to eat different kinds with different
foods.

Cooking techniques - this lesson incorporates roasting and sautéing. We use this specific
language as much as possible (as opposed to “cooking”) to help students learn to
recognize and differentiate between cooking methods.
Potatoes - we used 2¼ pounds of potatoes per group (about 10 people) for this lesson.
Timing - this is a great lesson for students to think about cooking rates and practice
communicating with one another to coordinate timing between dishes. To make sure both
eggs and potatoes are hot when they get to the table, help students plan to wait until
the potatoes are mostly cooked to start scrambling the eggs. It is fine to saute the onions,
peppers and tortillas before-hand and turn off the heat if you need to wait. Just make
sure to heat the pan again before adding the eggs.
High heat - this recipe came out best for us when we started sauteing on high heat.
Popular food - Students really loved the scramble and the potatoes, and were impressed by how
similar the roasted potatoes were to french fries.
Connecting to home - Asking about how students cook eggs at home was a great conversation
starter that got students excited to share what they cook at home.
Previous experiences - Students often wanted to do the scrambled eggs their way instead of
following the tortilla scramble recipe. Asking them how they cook them and affirming
that their methods sounds good too could often help them come to terms with cooking it
differently in class.
SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building
on others’ ideas and expressing their own clearly.
RI.6.7 Integrate information presented in different media or formats (e.g., visually,

quantitatively) as well as in words to develop a coherent understanding of a topic or
issue.
Edible Schoolyard In the K itchen Classroom, Gra de 7

Techniques 2.7: Refine tasting skills and adjust seasoning, compare and contrast different recipes in
conversation using more advanced descriptive vocabulary.
Concepts 3.9: Collaborate to identify, choose, and complete jobs to execute recipes, and explain
each individual contribution to the end result.

Contributors

Udon Noodle Soup

Summary
In this seventh-grade humanities lesson, students make the broth and a variety of toppings for
udon noodle soup. They learn how to make a simple stock from scratch, practice their knife skills,
and coordinate timing as a group to complete a variety of recipes at the same time.
Objectives
Understand that simmering ingredients in boiling water infuses the water with flavor, and apply that
knowledge to make a variety of stocks, broths, and teas.
Demonstrate safety and precision in a variety of basic knife skills.
Use their knowledge of the timing required to prepare a range of recipes to coordinate as a group in preparing
the recipes to be eaten at the same time.
Assessments
Make a simple vegetable stock by simmering chopped vegetables, shiitake mushrooms, and kombu seaweed,
and seasoning with soy sauce and mirin.
Julienne carrots and thinly slice sugar snap peas as toppings for their udon bowls.
Coordinate as a group to prepare a number of components for their udon noodle bowls, timing them all to be
ready to eat at the same time.
Materials
F o r t h e C h ef Meet i n g F o r t h e T a b le
Udon Noodle Soup recipe Tools and ingredients for

Marinated Tofu recipe demonstration
Soft-boiled Egg recipe

Visual aid

I n g r e d i e n ts T ools
Udon noodles Heavy-bottomed pot

Eggs Stockpot
Water Sheet pan
F o r t h e U d o n B r ot h
Parchment paper
Water Mixing bowl(s)
Carrots Strainer
Napa cabbage Vegetable peeler
Leek Spider strainer
Scallions Bench scraper
Garlic Wooden spoon
Ginger Ladle
Shiitake mushrooms Chef’s knives
Kombu Paring knives
Soy sauce Cutting boards
Mirin Measuring beaker

Measuring cups
F o r t h e M a r i n a te d T of u
Measuring spoons
Tofu
Forks
Scallions
Oven mitts
Soy Sauce
Equipment
Sesame oil
Rice vinegar Stove
Sriracha (or hot sauce of choice) Oven
Toasted sesame seeds Befo r e Y o u Beg i n
F o r t h e Ro a ste d B r occol i
Collect all the tools and ingredients, and then distribute them to
the tables.
Oil
Salt
Pepper
Copy the Udon Noodle Soup recipe to hand out.
Broccoli
Copy the Marinated Tofu recipe to hand out.
F o r t h e T opp i n gs
Copy the Soft-boiled eggs recipe to hand out.
Carrots
Prepare three recipes of Marinated Tofu (preferably at least
Radishes 12 hours before the first class in the rotation to allow time to
Snap peas marinate).
Scallions Toast sesame seeds to be used in the Marinated Tofu.

Procedures
1. Welcome students back to the kitchen for the second class of their spring rotation.
Introduce the recipe for the day: Udon Noodle Soup.
2. Explain that udon noodle soup is a dish traditionally eaten in Japan, but also very
popular in many places around the world in areas where people from Japan have
immigrated at some point and introduced the food. Just like ramen, another example
of a Japanese noodle soup, there are many kinds of udon eaten with a variety of
broths and toppings that vary by region and season. What distinguishes udon as
udon is the noodle.
3. Udon noodles are thick wheat noodles that originated in Japan. But even though
udon and other noodle soups like ramen are now very popular in Japan, the Japanese
have not always made noodles. Ask students to recall the Silk Road lesson series
from sixth grade: Do you remember where noodles originated?
4. Noodles originated in China as early as 25 AD. About 800 years later, in the ninth
century, they first came to Japan. There are many udon origin stories, but the most
common one is that in the ninth century, a Japanese monk named Kukai traveled to
China to study Buddhism. In the monasteries where he studied in northern China,
one of the main foods was noodles. He thought noodles were delicious, and so when
he went back to Japan, he brought back information on how to make thick wheat
noodles. Over time, what we know today as udon slowly evolved.
5. Traditionally, toppings were based on the season because when people first started
eating udon mostly they were farmers and the only foods they had access to were
the ones they grew or foraged for. We will also be using seasonal vegetables for our
toppings. Right now it is spring. Ask students to think of vegetables that are currently
in season.
6. Right now broccoli is in season, so today we are going to roast broccoli as a topping.
Ask students to recall from the previous lesson in which they made roasted potatoes
the four steps for roasting vegetables: wash, cut, season and cook.
7. Our other toppings today will include sliced carrots, scallions, and mushrooms, as well
as soft-boiled eggs. Ask students to explain the difference between a soft-boiled and a
hard-boiled egg. Soft-boiled are similar to hard-boiled eggs, but with a runnier yolk.
8. Tell students they will hear more about the recipes and jobs in their table groups.
At the Table
1. Check-in question: What is your favorite kind of soup?
2. Explain recipes and cooking jobs in greater detail: Everyone will start by preparing
the udon broth. To make the broth we will simmer chopped vegetables, including

the dried mushrooms and kombu, in water. This extracts their flavor. After making
the broth, there are three job groups: Roasted Broccoli, Marinated Tofu, and Toppings.
Remind students again the four steps for roasting: wash, chop, season with oil and salt,
and bake. Explain that the Marinated Tofu recipe is a pay-it-forward model because
the longer the tofu marinates, the more flavor it absorbs. Demonstrate how to slice
scallions and sugar snap peas thinly on a bias and how to julienne a carrot. We will
cook soft-boiled eggs and noodles towards the end when we are almost ready to eat.
3. Divide students into job groups.
4. Cook, clean up, and eat.

2. If there is time, ask students to share what toppings they would add to their noodle
soup if they were to make it at home.
Vocabulary
Broth Marinate
Julienne Kombu
Teaching Notes
Student-created lesson: This lesson was created by five eighth-grade students who worked
with us for the 2016-17 school year as IWEs (Independent Work Experience). Designing
the lesson from start to finish—including brainstorming and deciding on the recipe
and lesson focus, recipe testing, researching and developing the Chef Meeting and
Small Group meetings, creating the lesson materials, and teaching the lesson in the
classroom—was one of the major projects they worked on during the year.
Cooking jobs: During the small-group check-in, students chose between three jobs: marinated
tofu, roasted broccoli, or toppings. Whichever students finished their job first moved on to
work on eggs and noodles.
Knife skills: This is a great lesson for students to practice focus and precision with their knife
skills. Add or modify any toppings to teach any knife skills.
Cooking techniques: Because this lesson is one of the four leading up to our Iron Chef challenge,
in which seventh grade students plan and prepare a meal independent from adult help,
we make sure to highlight the transferable cooking techniques they’re using. We point
out that this is a second way of preparing eggs (after the scramble they created in the
previous lesson), and the second time they’ve roasted a vegetable (after the potatoes
from the previous lesson).

Making the broth: We had all students in each group start by working on the broth. Starting
ingredients simmering early allowed it time to develop a full flavor. This also simplified
the workflow of the lesson because every student could move on from the broth to their
designated job.
Mirin: Mirin is a cooking wine often used in Japanese cuisine. It contains a small amount of
alcohol that cooks out while the broth simmers. We chose to use Eden brand because
it doesn’t list alcohol content on the outside of the bottle, and also doesn’t contain any
additives that many other brands have.
Salty soy sauce: Encourage students not to add salt to the broth while it cooks because they’ll
add soy sauce later in the cooking process.
Kombu and mushrooms: The kombu and mushrooms both add a savory meaty flavor to the
broth. While the mushrooms are excellent cooked for as long as possible, the kombu
should be added at the end and simmered gently. Take care not to boil the kombu too
long or hard because it may leave a fishy flavor in the broth. The mushrooms can be
reserved after the broth has finished cooking and sliced to be used as udon toppings.
Flavorless veggies: Our students were often consternated at first to see the vegetables used
to make the broth going in the compost because to them it seemed very wasteful. They
were delighted to taste them, though, and discover that they had lost their flavor, which
was now in the broth.
Soft-boiled eggs: Not every student wanted a soft-boiled egg so we often had one student take
“egg orders.” Sometimes if very few students ordered an egg, we would cook a few extra.
Though students could initially be skeptical of soft-boiled eggs, they tended to love them
in the udon broth. The soft yolks add a delicious richness.
Straining the broth: This felt scary for some students. We intentionally taught them how to pour
away from themselves to avoid being burned by steam, and sometimes did it ourselves
depending on how comfortable the students were with it.
Pay-it-forward tofu: We used a pay-it-forward model for the marinated tofu where each class
made tofu for the following class and ate tofu prepared for them by the previous class.
This gave the tofu time to marinate and become very flavorful.
Marinating: Have students taste the tofu before and after they season it to see how tofu absorbs
flavor. Have them also compare the flavor of the marinated tofu they make, and the
marinated tofu made by the previous class to see how flavor soaks in over time. If they
want to, they can season the already-marinated tofu with a little more of the same
ingredients to layer and intensify the flavors.
Medium to firm tofu: We used medium or firm tofu for this recipe (not soft or extra-firm).
Tofu literacy: We were surprised how many students were baffled by how to open a package of
tofu. We started explicitly teaching this to each tofu group, showing them how to open it
at the sink and drain the liquid before taking out the tofu.
Tofu sauce: Try pouring some of the marinated tofu sauce into your broth. It’s delicious!

Toasted sesame seeds: We toasted sesame seeds in advance because it was one job too many
for our 90-minute classes.
Timing and stove space: We used two burners to complete all the components of this meal. On
one burner we made the broth. On the other burner we boiled a large pot of water and
first boiled the eggs, then cooked the noodles in the same water. If you do this, make sure
to cook the eggs early (about 20 minutes before sitting down to eat) to make sure you
have enough time to get the water back to boiling and cook the noodles after the eggs
are done.
Bringing it home: This recipe is very popular with students, and we always make sure to point
out how easy it is to make at home. Students can make their own broth, or use any
premade broth, dried noodles, and any toppings they like.
Table etiquette: We point out that this style of food originated in a place with different etiquette
and norms around eating. Encourage students to hold the bowl close to their mouths while
they eat to minimize dripping and to drink from the bowl like a cup to enjoy all the broth.
Awareness of self and others: This lesson is a great opportunity for students to practice
awareness of self and others while eating. We had students serve themselves, but
pointed out that they should be aware of how much food they take so that everyone gets
a fair share.
Popular recipe: Our students loved this food. It was one of our most Instagrammed recipes.
Common Core , E n gl is h Lang uage Arts a nd Literacy, Grade 7
Edibl e Sch oolyard 2.0 In th e Kitchen, Gra de 7

Tools 1.3 Select correct knives from the ESY Toolbox. Refine knife skills by using different cuts
and sizes while demonstrating knife safety and care.
Techniques 2.4 Understand the versatility of ingredients, and realize that certain ingredients are
Techniques 2.7 Refine tasting skills and adjust seasoning, compare and contrast different recipes in
Contributors

Maki Sushi
Summary
In this seventh-grade humanities lesson, students make maki sushi and focus closely on their
knife skills and on displaying their food artfully. This is the third in the five-lesson series leading
up to Iron Chef, the culminating challenge of the seventh-grade kitchen experience.
Objectives
Cut vegetables into a variety of sizes and shapes depending on their intended use.
Focus closely on their work, striving to improve with each iteration.
Prepare aesthetically pleasing presentations of food.
Assessments
Cut carrots and cucumbers in a julienne for use in maki sushi.

Apply the principle of kodawari to their work and make incremental improvements to their knife skills.
Practice laying out their ingredients with a focus on beauty.
Materials
F o r t h e C h ef Meet i n g I n g r e d i e n ts fo r t h e M a k i S u s h i
Visual aid Carrots Rice

A cherished well-crafted Cucumber Rice vinegar
object or tool, in this case a knife Radish Sugar
Daikon radish Salt
Green onions Wasabi
Avocado Soy sauce
Eggs Gari (pickled ginger)
Nori

T ools Equipment
Saucepan Stove
Vegetable peeler Griddle or large cast-iron pan
Crinkle cutter Befo r e Y o u Beg i n
Offset spatula Collect all the ingredients and tools, and distribute them to the tables.
Cutting boards Copy the Maki Sushi recipe to hand out.
Measuring spoons
Large mixing bowls
Whisks
Procedures
1. Today we are going to make Maki Sushi. I know some of you may be wondering how
we can make sushi without using any fish or shellfish. We are going to make some
delicious vegetable and egg sushi.
2. Egg sushi or tamago (yaki) is one of the most important types of sushi. It is a rolled
or folded omelette that is then sliced and served in sushi. It is traditionally used as a
test of a sushi chef’s ability. If a sushi enthusiast goes to a new sushi restaurant, they
might order one order of the tamago to see how the chef prepares it. If it is good, they
will stay for a whole meal; if not, they would pay and leave to find another place to eat.
3. Today’s areas of focus are beauty and focus. We are going to dive into focus through
looking at the Japanese principle of kodawari. Kodawari is the relentless and
uncompromising pursuit of perfection, complete devotion to a mastering a craft. To
practice kodawari is to have complete focus on your work. One example of a person
who exemplifies kodawari that I have benefited from personally is the bladesmith
Shosui Takeda of Takeda Hamono. Takeda Hamono is a family blacksmithing
business started in 1920. Shosui started working in the shop learning the craft from
his grandfather and father at age 12 but didn’t commit to it full-time until he was
28. That was in 1985. He has been building upon his father’s and grandfather’s
knowledge and striving to make the best possible knives for the last 30 years.
Here is one of his knives. (Show knife and take one or two questions.) I absolutely
love my knife and think it is perfect. It cuts wonderfully and I love the experience of
sharpening it. It is forged from Aogami super steel, which is incredibly tough. This
makes it harder to forge, but it also means that I can sharpen it to a very fine edge
that will stay razor sharp for a very long time. I think its Kurouchi finish is gorgeous
and the handle feels wonderful. It is a beautiful and exceptional tool. Despite all this,

Takeda-san is not yet completely satisfied with his knives. Listen to what Shosui has
to say about his work.
“A true craftsman chooses the method which creates the best knife for the user.
Even if this process means more work to make and sell the knife, this is the path
I will always choose. My goal is to pursue the best quality no matter what...
Even after twenty-six years of knife making, I still don’t know what the perfect
knife is and all I can do is my absolute best every time. I still haven’t produced a
knife that I’m one hundred percent happy with.”
— Shosui Takeda, quoted on

http://blog.chuboknives.com/2014/07/30/beautiful-presentation/
4. This practice of kodawari can be applied to any activity, craft, hobby, or type of work.
Today I am asking you to try to practice kodawari in your work today as we prepare
Maki Sushi. I don’t expect you to master the skills we are going to practice today, but
I think you may be surprised at how much you can improve if you focus closely on
your work. In your small group, your teacher will demonstrate how to cut on an angle
and how to julienne vegetables. Some of you may have tried this before in the udon
lesson. If you are doing it again, work to improve upon your technique.. You are doing
this for yourself, not to impress others. You are doing this because you can get better
by focusing.
5. When you are done cutting or preparing your ingredient, take time to lay it out in a
beautiful way so that our food can be the centerpiece of our table today. Your care
and focus will come through in the food that you prepare. When you are eating, look
for this care and focus in things that others have prepared.
6. See if any students have questions about sushi, kodawari, the knife, or Mr. Takeda.
At the Table
1. Small-group check-in: What is something you do where you get very focused? This
could be a sport, a hobby, reading, or school work.
2. Introduce jobs for the day in more detail. Demonstrate how to julienne and cut on a bias.
3. Split up into cooking jobs.
4. Cook.
5. Eat. Circle back to the students’ answers to the check-in question and learn more
about their pursuits in which they find great focus.
6. Clean up.
At the Closin g
1. Ask students to rate the food using their fingers from 1 to 5.
2. If there’s time, reflect on discussion from the small table groups. Encourage students
to continue reflecting on the idea of kodawari.

Teaching Notes
Cherished object: Bringing in a physical object for chef meeting really grabs students’ attention.
Kodawari: Introducing the specific concept of kodawari in the chef meeting for this lesson was
new this year. We were captured by the sense of pride in work and attention to detail it
seemed to inspire in many students.
Julienning: Some students were intimidated by the precision required for a julienne cut. When
introducing it, we often shared that this was a technique that would be difficult to get
at first—they shouldn’t expect to be successful the first time they try it. However, if they
continue to work on it over the course of the class period, they will improve very rapidly
and may be surprised by the mastery they’ll be able to develop by the end of class.
Raw food: We liked to remind students to prioritize hygiene in this lesson by frequently washing
their hands because we would all be eating the food raw.
Varying cuts: Encourage students to try multiple cutting techniques in this lesson, including
dicing, slicing, julienning, grating, and chopping or mincing.
Nori: Share with students that nori is dried seaweed. Some students with sushi-making
experience were disappointed at first to find out that we weren’t rolling long sushi rolls
and instead cutting nori sheets into quarters. We explained that this way you can add
more toppings and try multiple different combinations.
Egg techniques: This was the third consecutive lesson in which our students cooked eggs using
a different technique (the first was tortilla scramble and the second was soft-boiled egg
for udon noodle soup). Asking students which egg-cooking technique was their favorite,
and also whether they have special ways of making eggs at home, can make for good
conversation at the table.
Cooking the eggs: We cooked the rolled omelette on a griddle at about 375F. It could also be
made in a heated pan on medium.
Vinegar smell: Many students were shocked by the smell of the vinegar heating up for the rice
dressing. We warned students that it would have a pungent smell, but assured them that
this was the typical way to make a sushi rice dressing.
Bringing it home: Asking students if they practice kodawari in any activities in their daily life can
be a great conversation.
Food as the centerpiece: When setting the table, we encouraged students to think about
presentation and to lay the sushi fillings out beautifully. Many students were very excited
to do this.
Pacing: Encourage students to think about quantities for everyone’s fourth rolls when taking rice
and toppings for the first.

Vocabulary
Kodawari
Tamago
Julienne
RH6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with

Contributors

Sauté, Roast, Steam

Summary
In this seventh-grade humanities lesson, students review and practice three cooking methods
that they have used in previous kitchen lessons. Students work together to make decisions as
to how they will utilize different methods to cook different ingredients. This is the fourth in the
five-lesson series leading up to Iron Chef, the culminating challenge of the seventh-grade kitchen
experience.
Objectives
Draw upon their knowledge of multiple cooking techniques to prepare fresh vegetables
without following a recipe.
Work collaboratively and inclusively to make group decisions.
Cook without relying on the support or guidance of an adult.
Assessments
Sauté, roast, and steam vegetables following simple technique guidelines instead of detailed recipes.
Decide how to cook each of their vegetables while practicing positive group behaviors and habits.
Prepare their meal independently of their cooking teacher.
Materials
Visual aid outlining cooking methods Sweet potatoes Mayonnaise

Ranch Dressing recipe Green beans Buttermilk
Cooking Methods reference sheet Asparagus Oil
Cauliflower or carrots Salt
Garlic Pepper
Thyme

T ools Equipment Befo r e Y o u Beg i n
Small stockpot Oven Collect all the ingredients and tools, and distribute them
Steamer basket Stovetop to the tables.
Roasting pan Copy the Sauté, Roast, Steam methods sheet to hand out.
Skillet Copy the Ranch Dressing recipe to hand out.
Procedures
1. Today’s lesson is built around giving you practice for Iron Chef. During Iron Chef, you
are going to be cooking without recipes and without adult support. You are also going
to be making group decisions about what to prepare and who is going to work on
each task. Today you will practice those skills in our Sauté, Roast, Steam lesson.
2. You are going to prepare some of the cauliflower using each of these three cooking
methods so that you can compare how each method impacts flavor and texture. You
will decide how to prepare each of the other vegetables as a group.
3. Can anyone explain what it means to “sauté” something? To sauté means to cook
something in a pan with a little oil over medium-high heat, typically with some onion
or garlic and salt, pepper, or other spices or seasonings.
4. What dishes use sautéing that you cook at home? That we have cooked here?
5. Based on your experience eating sautéed dishes, how would you describe how
sautéing impacts flavor?
6. What does it mean to “roast” something? Roasting is a way of cooking food in a dry,
hot (400F+) oven. Generally ingredients are covered with a little oil, salt, and other
seasonings before going into the oven.
7. What vegetables have we roasted here? How would you describe how roasting
impacts flavor? Texture?
8. Steaming or boiling is a quick cooking method that highlights the existing flavor of
vegetable without changing it much. It’s especially good for delicately flavored or
textured vegetables.
9. What vegetables have you had steamed or boiled before?
10. Emphasize that boiling or steaming should be a quick process. Remind the students
how tasteless the vegetables were after boiling for 20 minutes to make stock in a
previous class.
11. We are also going to make homemade ranch dressing that you can eat with your
vegetables if you choose.

12. Other things to keep in mind:
13. Maximize use of the food. Minimize waste.
14. Show how to use a peeler most efficiently.
15. Even cuts ensure even cooking.
16. Care for your tools!
At the Table
1. Small-group check-in: How are you doing today?
2. Explain that in a few minutes the students will be taking the lead and making a group
decision of how to prepare the meal. To prepare them for that process, you are going
to share some teamwork and collaboration skills.
3. We noticed that teamwork and collaboration are often talked about, but not often
defined. The kitchen teachers sat down and decided that the most important aspects
for Iron Chef that the judges should watch for are the following:
Group is inclusive.
All members contribute.
Group members listen to each other.
Group members are respectful of one another.
4. It is easy to think about how not to follow those ideals and what negative, destructive
behaviors look like. It’s obvious that we don’t want to be exclusive by pushing
people outside the group, shutting down specific people when they try to contribute,
interrupting, or fighting.
5. However, an absence of destructive behavior and interactions is not the same as

having lots of positive behaviors and interactions. Instead of just cutting out bad
behaviors, we want to build and practice positive interactions and habits.
6. What is a thing you can do in a group setting to make the group more inclusive? Say
someone is sitting removed from the table while everyone else is huddled in closely?
Allow students to answer these questions if they can. If not, offer answers such as:
Invite that person to join the group.
Ask that person or people if there is something blocking them from
participating.
7. What can you do if you notice that you or another group member is talking most of
the time and that another person hasn’t spoke at all?
Ask for their opinion on something.
Structure a pause to allow them time to jump in.
8. How can you be a better listener? What practices have you learned or heard of for
being a better listener?
Give eye contact to the speaker.

Nod along or use other nonverbal clues to show that you are following.
Paraphrase what the speaker said to demonstrate understanding.
9. How can we show our respect for one another?

Give affirmations and compliments to one another to recognize contributions.
Express gratitude to others and the group.
10. It is key to do this sincerely to create as strong of a group as we can.

Have you ever experienced how a bad apology hurts worse than no apology at
all? The same thing can happen with feigned inclusion and respect. If you can’t do
it sincerely, then it might be better to not do anything.
11. Think about this and practice this today! This is not just for kitchen. This is for life.
13. Cook.
14. Eat. A good topic for conversation during this lesson is group dynamics and reviewing
their group decision-making process.
15. Clean up.
At the Closin g
to continue reflecting on their group decision-making process.
Vocabulary
Sauté
Roast
Steam
Inclusivity
Paraphrase
Teaching Notes
Iron Chef prep: We developed this lesson as the final seventh-grade lesson before Iron Chef,
the culminating challenge of the seventh grade year in the kitchen. In Iron Chef, students
plan, prepare, and serve a meal using surprise ingredients, no recipes, and no adult help.
We found that this lesson was a great practice run for Iron Chef because it clearly lays
out three cooking methods that students report feeling more confident improvising with
after the lesson, and also provides them with the opportunity to practice making group
decisions and cooking without recipes.

Referencing previous cooking lessons: We have found that one way to encourage
independence and confidence with the cooking methods for this lesson is to prompt
students to recall previous dishes they made in the kitchen and connect each dish with
the corresponding cooking method. Once students have the memory of how they made
something, they feel much more equipped to repeat the process with little to no guidance.
Scaffolding the experience: Our goal with this lesson is for groups to work independently from
adult help, but different groups require different kinds of support to make this lesson
successful. The role of the teacher here is to carefully observe each individual group and
provide support where needed, encouraging independence and team collaboration as
much as possible.
Group dynamics: Though we step back from the cooking process in this lesson, we make sure to
be intentional about stepping in when group dynamics aren’t working. One technique we
often use here is simply to name what we’re seeing. (E.g., when all the female students
are working on cleaning up and the male students have sat down and are waiting for the
meal to begin: “I’m seeing that who is cleaning and who isn’t is falling along gender lines.
Let’s change that.”)
Time management: This is an excellent lesson to help students communicate with one another
to coordinate the timing of all their dishes. We introduce this as a central part of the
lesson and tell students that this serves as excellent practice for Iron Chef.
Steamer basket: Many of our students were unfamiliar with using steamer baskets, so we
started introducing it as part of the Chef Meeting.
Vegetable prep and cooking time: This lesson is a great time to remind students that the size
and shape of each vegetable will affect the cooking time and outcome. Encourage them
to consider this when choosing how to cut their vegetables.
Tasting and seasoning: Encourage students to taste and season as they go to get a sense for
how each cooking method impacts flavor and texture. We often tell students that when
roasting, you generally season before cooking; when sautéing, you generally season
while cooking; and when steaming, you generally season after cooking.
Reflecting on team dynamics: After the cooking period in this lesson, we always facilitate group
reflection and discussion at the table about how the team worked together and made
decisions. Encourage students to reflect on what went well and what didn’t go as well as
it could. What could they do differently as a group to improve on their teamwork for Iron
Chef?
Asparagus: Show students how to cut the dry, tough bottoms off the asparagus. Make sure they
know the tops of the spears are edible—we were surprised how many of our students
threw both the tops and bottoms in the compost at first.
Ranch: This recipe ended up being a big hit with our students despite initial skepticism on the
part of many.
No right or wrong answers: Deciding how to cook the vegetables can sometimes feel a
little overwhelming. Assure students that there is no right or wrong way to cook the
vegetables.

Pride in independence: Students really feel a sense of pride when they complete a cooking class
largely without teacher assistance.
Growth through failure: Conversely, when groups don’t succeed they often jump to critical self-
reflection and learn much more quickly than if told by a teacher. This happened frequently
with clean-up and having lots of dishes left over. Providing space for some failure can be
an incredibly effective teaching technique.
SL.7.1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines,
and define individual roles as needed.
SL.7.1.c. Pose questions that elicit elaboration and respond to others’ questions and comments
with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1.d. Acknowledge new information expressed by others and, when warranted, modify their
own views.
Edible Sch oolya rd 2.0 In the K itchen, 7th g rade

2.1.3 Select correct knives from the ESY Toolbox. Refine knife skills by using different cuts and
sizes while demonstrating knife safety and care.
2.2.4 Understand the versatility of ingredients, and realize that certain ingredients are
2.2.5 Execute an increasing variety of techniques, begin to choose the correct technique for
each job, and discuss reasons to use different techniques.
2.2.6 Read and follow recipes with increasing skill, begin to recognize when alterations or
adjustments are possible, and improvise recipes when ingredients are provided.
2.2.7 Refine tasting skills and adjust seasoning, compare and contrast different recipes in
Contributors

Iron Chef
Summary
In this seventh-grade creative assessment, students work in groups to plan and prepare a meal
using a surprise set of ingredients without adult help. Guest judges from the school and local food
community observe and evaluate their work, provide feedback to each team, and award honors
in various categories.
Objectives
Work independently from adult help and collaboratively with peers to plan and prepare a meal.
Progress into the eighth grade with mastery of the tools, techniques, and concepts introduced
in the seventh grade.
Reflect on their personal level of mastery of the skills and techniques taught in the kitchen
classroom and on their own strengths and learning edges.
Assessments
Work with their team, without adult help, to plan and prepare a meal.
Demonstrate mastery of the sixth- and seventh-grade Edible Schoolyard kitchen standards
for tools, techniques, and concepts.
Apply their knowledge of skills and techniques and assess their contributions to the team,
including their strengths and learning edges.
Materials I n g r e d i e n ts T ools Equipment
Visual aid A mix of ingredients All tools in the toolbox Blender or

Iron Chef rules that students have and cooking stations immersion blender
used throughout the that students have Stove
Iron Chef ballot
seventh-grade lessons used throughout the
Oven
seventh-grade lessons


Print out the Iron Chef rules.
Prepare the Iron Chef ballot.
Recruit judges and review the Iron Chef ballot.
Collect all the ingredients and distribute them to the tables.
Cover the ingredients with a tablecloth so they are hidden.
Set up the Wild Card table with common pantry ingredients
(butter, eggs, yogurt, potatoes, bread, soy sauce, milk, tortillas, rice, cheese, etc.).
Procedures
1. Meet the students outside the kitchen classroom and inform them that instead of
meeting around the middle table for the Chef Meeting, students will wash their hands
and go straight to their table.
2. Welcome students to the grand finale of their seventh-grade experience in the

kitchen—the Iron Chef competition!
3. Share the Iron Chef rules and answer questions from students.
4. Introduce the three judges and explain the scoring system. Each judge will observe
all three tables and award them a score out of 10 for each ballot category: group
brainstorming and menu planning, safety, hygiene, clean as you go, mastery of
kitchen terminology, mastery of kitchen skills and techniques, presentation, taste, and
cooperation. Stress that out of all the categories, the majority of points will be awarded
for group brainstorming and menu planning, cooperation, presentation, and taste.
5. Explain that after the food is prepared and the table is set, judges will visit each table
one at a time, and that the students will eat when the third and final judge visits their
group. The judges may ask any manner of questions about the food, so groups should
be prepared to talk about the food they make, as well as the process of making it.
6. Judges will tally up the scores while the class busses their dishes. Students will clean
all the tools and materials they use for cooking. Teachers will be washing the dishes.
7. At the end of the competition, winners in the individual categories of presentation,

taste, and cooperation will be announced along with an overall winner.
8. Answer students’ questions.
9. Tell students they have 45 minutes remaining; unveil the ingredients and begin.
At the Table
1. Students work with their table groups to brainstorm menu options. Judges observe
and take notes.

2. Students divide cooking jobs, collect their chosen wild card items, and prepare their
dish(es). Students are expected to clean as they go.
3. Every 10 minutes, call out the remaining time.
4. When the time is up, have judges rotate through the tables to taste the food.
Students introduce, explain, and list the ingredients of each dish to all the judges.
5. Students serve themselves and eat with the last judge to visit their group.
6. Students bus their dishes and finish cleaning while the judges tally their scores.
Students return to their table to hear the results.

1. Students remain with their teams while the judges announce the winners in the
categories of taste, cooperation, and presentation, as well as the overall winner.
Vocabulary
Challenge
Assessment
Teaching Notes
Creative Assessment - This lesson is a great way for us as teachers to reflect on how we’re
doing. By stepping back and allowing students to work entirely independently, we are
able to observe what they know, what skills they have mastery over, how they work
together, and in which areas students have not met our learning objectives. These
observations are invaluable to informing our development as teachers.
Lost Skills - Over the years, a few of the skills we have noticed students are missing when we
get to Iron Chef are: how to turn the stove on, remembering to preheat the oven, how
to turn the oven on and set the temperature, knowing where the pots and pans are,
knowing where to find extra paper napkins, remembering to use oil or another fat when
sautéing, knowing that oil or fat will burn if left in a heated pan too long without any
other foods, and a mastery of hygienic tasting technique. When we notice patterns of
deficit emerge, we are able to intentionally structure those skills into our lessons the
following year. Many of the skills that we find lacking are things that we often do for our
students and forget to explain to them what we are doing and why.
Iron Chef Ramp-up - This year we developed all four lessons in the 7th grade spring rotation
(Tortilla Scramble, Udon Noodle Soup, Maki Sushi, Sauté Roast Steam) with Iron Chef in
mind. Specifically, we wanted to support our students in working together well as a team
(with a focus on inclusivity, self-awareness as strategies for effective collaboration), and
being able to work independently with a variety of cooking techniques. We were very
pleased with how this specific lead-up to Iron Chef resulted in teams that operated very

capably and collaborated at high levels. We especially noticed how useful the Sauté,
Roast, Steam lesson was in helping students gain mastery and confidence with a variety
of cooking techniques and effective group decision-making.
Ham it Up! - The Iron Chef lesson is modeled off of cooking shows on TV. We always ham up the
introduction like a TV show, which students tend to find very amusing.
Visual Aid - We found that including representations of all the recipes students had cooked
throughout the year seemed helpful for jogging students’ memories of recipes and
techniques they had practiced. We also put up a simple visual aid of cooking techniques
to help students remember their options for cooking vegetables.
Reflection Cards - This year we created large versions of the Reflection Card decks from
our toolboxes to hang as decorations in the Kitchen classroom. We structured the
lessons leading up to Iron Chef to provide opportunities for groups to practice the skills
associated with each card, and spent time during each lesson explicitly reflecting on how
that practice had gone. These cards became the categories in which Iron Chef teams
were evaluated by the guest judges. We liked how this worked because students were
already familiar with what they were being evaluated in and were able to refer to the
large versions hanging in the room as reminders.
Flexible Scoring - This year we didn’t impose a pre-decided structure for how the scoring of
Iron Chef would go. Sometimes we awarded each group a ‘win’ in a different category;
sometimes we awarded an overall winner; sometimes we included honorable mentions;
and other times judges simply provided specific feedback to each group. We liked how
this kind of flexibility allowed the scoring and feedback to be judge- and class-specific,
resulting in what felt like more meaningful and satisfying learning experiences for our
students.
Students with Aides- Though the lesson is a chance for students to operate independently from
adult help, students with aides continue to work with their aides in this lesson so that
they are able to participate fully.
Garden - We give students free access to the garden to harvest flowers and other herbs
throughout the cooking period.
Judges - We like to have all three judges float for the full class as opposed to staying with specific
groups. This helps to adjust for discrepancies in judging style and scoring, and also creates
a very enjoyable experience for the judges and students. Judges are always very excited
to see all three groups, and the students are excited to get a variety of feedback.
Judges and Community-Building - We invite adults from within the school and in the broader
community, especially food professionals, to be judges. It is very exciting for students to
showcase their skills and share their meals with a variety of adults, and we find Iron Chef
is a great opportunity to bring people from the community into our program. Judges tend
to have a really enjoyable time and are blown away by how capable middle schoolers
can be in the kitchen. Over the years, judges from Iron Chef have become many of our
most staunch and devoted supporters.

Dietary Restrictions - we always check with our guest judges beforehand about any dietary
restrictions or allergies they have. This way we can make sure that all the judges can
enjoy the food our students make.
Scaffolding the experience - the goal of this lesson is for every student to engage in a fun,
meaningful challenge. We vary the expectations and the support we provide to different
groups in order to faciliitate this.
Timing - We aim to have groups finish cooking about a half hour before the end of class. This
allows for a leisurely pace while judges rotate between groups trying their food and gives
them time to tally scores and give awards and feedback at the end.
Performance Anxiety - This idea of this lesson can feel stressful for some students. Each year
we work on figuring out ways to be sensitive to that while maintaining the level of
excitement and competition that many of our students find so fun. Generally, it is not hard
to see who feels stressed when they walk in for class. Check in with them and reassure
them that the competition isn’t the important part. In our experience, even students
who feel anxious before the lesson begins have a really enjoyable time once it starts.
Adequate preparation (both in cooking skills and collaboration skills) is very important for
this challenge feeling enjoyable to students.
SL.7.1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines,
and define individual roles as needed.
SL.7.1.c. Pose questions that elicit elaboration and respond to others’ questions and comments
with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1.d. Acknowledge new information expressed by others and, when warranted, modify their
own views.
Edibl e Sch oolyard 2.0 In th e Kitchen, 6th g rade

2.1.1 Identify basic tools at the ESY Cooking Station and use and care for them with guidance.
2.1.2 Identify measuring tools from the ESY Toolbox and follow instructions to use and care for
them.
2.1.3 Identify different knives from the ESY Toolbox and demonstrate basic knife skills, safety,
and care with guidance.
2.2.4 Identify ingredients by name, and discuss them using descriptive words in conversation.
2.2.5 Use basic techniques as instructed, and refer to them by name in conversation.
2.2.6 Read and follow recipes, and understand that some recipes are flexible and some are
specific.
2.2.7 Taste finished dishes and discuss their sensory observations using descriptive vocabulary.

E di bl e Sch oo lyard 2.0 In th e Kitchen, 7th g rade
2.1.1 Use and care for tools and equipment at the ESY Cooking Station, and begin to choose
the right tool for each.
2.1.2 Begin to select correct measuring tools from the ESY Toolbox and recognize the need for
precision in measuring.
2.1.3 Select correct knives from the ESY Toolbox. Refine knife skills by using different cuts and
sizes while demonstrating knife safety and care.
2.2.4 Understand the versatility of ingredients, and realize that certain ingredients are
2.2.5 Execute an increasing variety of techniques, begin to choose the correct technique for
each job, and discuss reasons to use different techniques.
2.2.6 Read and follow recipes with increasing skill, begin to recognize when alterations or
adjustments are possible, and improvise recipes when ingredients are provided.
2.2.7 Refine tasting skills and adjust seasoning, compare and contrast different recipes in
Edibl e Sch oolya rd In th e K itch en, Concepts, 6-8t h gra de

2.3.8 Approach lessons with intention by thinking through how the recipe relates to the kitchen,
garden, and wider environment as a whole.
2.3.9 Collaborate to identify, choose, and complete jobs to execute recipes, and explain the
importance of each individual contribution to the end result.
2.3.10 Fully engage their senses and use descriptive vocabulary to discuss sophisticated
observations, situations, events, moods, and other subjects including and beyond food.
2.3.11 Make connections between the diets of different cultures throughout history and foods
we eat today.
Contributors
Resources
Iron Chef Visual Aid
Iron Chef Rules
Iron Chef Ballot

Rules for the Iron Chef Competition
1. Each table is competing against the other two tables and will have 45 minutes
to plan and execute their menu.
2. Every table has identical secret ingredients, plus unlimited access to the spice
table, onions, garlic, and olive oil.
3. A portion of all ingredients on the platter must be used.
4. Explain that from the Wild Card Table, each group can use one starch (e.g.
bread OR potatoes) and a choice of two other ingredients (e.g. soy sauce and
milk).
5. Adults will not be available for any advice, ideas, direction, or reminders.
6. Teachers will announce the time remaining throughout the period.
7. When the time is up, cooking stations should be clean and the tables must be
set. Tables should include three place settings for the judges.

ROTAT I ON 1 - fall
L ess o n # Rec ipe Ma in Fo c u s From the Garden ESY Standard Aca de mic Con n ect io n
K8 – 1 Spaghetti with Independence Basil ESY Standards Common Core (CCSS.ELA)

(85-105 Min) Pesto, Ricotta Series: Garlic 2.0 In the Kitchen, Grade 8: SL.8.1. Engage effectively in a range of
Cheese, and Quick Practicing teamwork 2.1.1. Choose the right tool for collaborative discussions (one-on-one, in
Tomato Sauce Tomatoes
and collaboration each job at the ESY Cooking groups, and teacher-led) with diverse partners
with a focus on Station, anticipate steps of the on grade 8 topics, texts, and issues, building on
group decision- recipe, and take initiative to cook others’ ideas and expressing their own clearly.
making independently. SL.8.1. b. Follow rules for collegial discussions
2.2.6. Read and follow recipes, and decision-making, track progress toward
customize recipes when alterations specific goals and deadlines, and define
and adjustments are possible, and individual roles as needed.
improvise recipes after choosing L.8.4.a. Use context (e.g., the overall meaning of
seasonal ingredients. a sentence or paragraph; a word’s position or
2.2.7. Demonstrate mastery of function in a sentence) as a clue to the meaning
tasting and seasoning skills based of a word or phrase.
on sensory observations, identify
RST.8.3. Follow precisely a multistep procedure

and recreate flavors from different when carrying out experiments, taking
countries and cultures covered in measurements, or performing technical tasks.
previous lessons.

K8 – 2 Spring Rolls Independence Basil ESY Standards Common Core (CCSS.ELA)

(85-105 Min) Series: Cilantro 2.0 In the Kitchen, Grade 8: SL.8.1. Engage effectively in a range of
Practicing Cucumbers 2.1.1. Choose the right tool for collaborative discussions (one-on-one, in
experimentation and each job at the ESY Cooking groups, and teacher-led) with diverse partners
improvisation with Mint Station, anticipate steps of the on grade 8 topics, texts, and issues, building on
flexible recipes Summer squash recipe, and take initiative to cook others’ ideas and expressing their own clearly.
Zucchini independently. SL.8.1.b. Follow rules for collegial discussions
2.1.3. Demonstrate mastery of and decision-making, track progress toward

knife skills, safety and care using specific goals and deadlines, and define
knives from the ESY Toolbox. individual roles as needed.
2.2.4. Demonstrate a working L.8.4.a. Use context (e.g., the overall meaning of
knowledge of ingredients, a sentence or paragraph; a word’s position or
understand and explain function in a sentence) as a clue to the meaning
seasonality, and identify which of a word or phrase.
ingredients are grown in particular RST.8.3. Follow precisely a multistep procedure
seasons. when carrying out experiments, taking
2.2.6. Read and follow recipes, measurements, or performing technical tasks.

customize recipes when alterations
and adjustments are possible, and
improvise recipes after choosing
seasonal ingredients.
2.2.7. Demonstrate mastery of
tasting and seasoning skills based
on sensory observations, identify
and recreate flavors from different
countries and cultures covered in
previous lessons.
K8 – 3 Eggs, Potatoes, Independence Eggs ESY Standards 2.0 Common Core (CCSS.ELA)
(85-105 Min) Homemade Ketchup Series: Potatoes In the Kitchen, Grade 8: SL.8.1. Engage effectively in a range of
and Herbal Tea Practicing teamwork 2.1.1. Choose the right tool for collaborative discussions (one-on-one, in
Onions
and collaboration each job at the ESY Cooking groups, and teacher-led) with diverse partners
with a focus on Garlic Station, anticipate steps of the on grade 8 topics, texts, and issues, building on
group timing and Assorted herbs recipe, and take initiative to cook others’ ideas and expressing their own clearly.
coordination Tea herbs independently. SL.8.1.b. Follow rules for collegial discussions
2.1.3. Demonstrate mastery of and decision-making, track progress toward
knife skills, safety and care using specific goals and deadlines, and define
knives from the ESY Toolbox. individual roles as needed.
2.2.4. Demonstrate a working L.8.4.a. Use context (e.g., the overall meaning of
knowledge of ingredients, a sentence or paragraph; a word’s position or
understand and explain function in a sentence) as a clue to the meaning
seasonality, and identify which of a word or phrase.
ingredients are grown in particular RST.8.3. Follow precisely a multistep procedure
seasons. when carrying out experiments, taking
2.2.5. Demonstrate mastery of a measurements, or performing technical tasks.

wide variety of cooking techniques,
reliably choose the right technique
for each job, and compare and
contrast technique differences in
conversation.
2.2.6. Read and follow recipes,
customize recipes when alterations
and adjustments are possible, and
improvise recipes after choosing

K8 – 4-9 — Debate Plate: — ESY Standards 1.0 Common Core:

(45-90 Min) Introduction to Food In the Edible Schoolyard ELD & Literacy
System Issues Program:
RSI.8.2. 2. Determine a central idea of a text
in the academic Tools 1.1. Engage in structured
and analyze its development over the course of
classroom groups to complete tasks and the text, including its relationship to supporting
practice teamwork.

ideas; provide an objective summary of the
Tools 1.2. Make positive text.
contributions to small group SL.8.1. Engage effectively in a range of
discussions. collaborative discussions (one-on-one, in
Tools 1.3. Communicate relevant groups, and teacher-led) with diverse partners
questions to classmates; build on grade 8 topics, texts, and issues, building on
language and listening skills others’ ideas and expressing their own clearly.
by practicing self-control, self- SL.8.4 Present claims and findings (e.g.,
awareness, and noticing our argument, narrative, response to literature
impact on others. presentations), emphasizing salient points

in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-
chosen details; use appropriate eye contact,
K8 – 4 Red Lentil Stew with Debate Plate: Carrots ESY Standards 2.0 Common Core:
(105 Min) Spiced Cabbage Health and Cabbage In the Kitchen, Grade 8: ELD & Literacy
Slaw Nutrition 2.1.1. Choose the right tool for
Cilantro 2.3.9. Collaborate to identify, choose, and
Reflecting each job at the ESY Cooking complete jobs…
on personal Station, anticipate steps of the
SL.8.1. Engage effectively in a range of
relationships to food recipe, and take initiative to cook
and exploring the independently. collaborative discussions (one-on-one, in
themes of health groups, and teacher-led) with diverse partners
2.1.2. Select measuring tools
and balance in on grade 8 topics, texts, and issues, building on
from the ESY Toolbox to others’ ideas and expressing their own clearly.
relationship to food measure precisely and convert
measurements.
expressed by others, and, when warranted,
2.3.8. Approach lessons with
qualify or justify their own views in light of the
intention by thinking through how evidence presented.
the recipe relates to the kitchen,
SL.8.4. Present claims and findings (e.g.,
garden, and wider environment as
a whole. argument, narrative, response to literature
presentations), emphasizing salient points

adequate volume, and clear pronunciation. CA
RST 6-8.3. Follow precisely a multistep
procedure when carrying out experiments,
taking measurements, or performing technical
tasks.
RST 6-8.10. By the end of grade 8, read and
comprehend science/technical texts in the
grades 6-8 text complexity band independently
and proficiently.

K8 – 5 Frittata with Salad Debate Plate: ix of seasonal

M ESY Standards 2.0 Common Core:
(105 min) Environment vegetables In the Kitchen, Grade 8: ELD & Literacy
The relationship Lettuce 2.1.1. Choose the right tool for
between food Herbs each job at the ESY Cooking collaborative discussions (one-on-one, in
choices and the Station, anticipate steps of the groups, and teacher-led) with diverse partners
environment; food Eggs recipe, and take initiative to cook on grade 8 topics, texts, and issues, building on
waste and water independently. others’ ideas and expressing their own clearly.
use 2.2.6. Read and follow recipes,
SL.8.1.b. Follow rules for collegial discussions

customize recipes when alterations and decision-making, track progress toward
and adjustments are possible, and specific goals and deadlines, and define
improvise recipes after choosing individual roles as needed.
2.2.7. Demonstrate mastery of
expressed by others, and, when warranted,
tasting and seasoning skills based qualify or justify their own views in light of the
on sensory observations, identify evidence presented.
and recreate flavors from different
SL.8.4. Present claims and findings (e.g.,
countries and cultures covered in
previous lessons. argument, narrative, response to literature

intention by thinking through how evidence, sound valid reasoning, and well-
the recipe relates to the kitchen, chosen details; use appropriate eye contact,
garden, and wider environment as adequate volume, and clear pronunciation. CA
a whole.
2.3.9. Collaborate to identify,
choose, and complete jobs to taking measurements, or performing technical
execute recipes, and explain each tasks.
individual contribution to the end
RST 6-8.7. Integrate quantitative or technical
result.
information expressed in words in a text with a
version of that information expressed visually
(e.g., in a flowchart, diagram, model, graph, or
table).
K8 – 6 — Debate Plate: — ESY Standards 2.0 Common Core:

(85 min) Justice and Labor In the Kitchen, Grade 8: ELD & Literacy
in the academic 1.1 Engage in structured groups
RSI.8.2. 2. Determine a central idea of a text
classroom to complete tasks and practice and analyze its development over the course of
Introduction to teamwork. the text, including its relationship to supporting
justice and labor 1.2 Make positive contributions to ideas; provide an objective summary of the
issues in the food small group discussions. text.
system; 1.3 Communicate relevant SL.8.1. Engage effectively in a range of
questions to classmates; build collaborative discussions (one-on-one, in
language and listening skills groups, and teacher-led) with diverse partners
by practicing self-control, self- on grade 8 topics, texts, and issues, building on
awareness, and noticing our others’ ideas and expressing their own clearly.
impact on others. SL.8.1.a. Come to discussions prepared, having
read or researched material under study;
explicitly draw on that preparation by referring
to evidence on the topic, text, or issue to probe
and reflect on ideas under discussion.

and decision-making, track progress toward
specific goals and deadlines, and define
SL.8.4 Present claims and findings (e.g.,
argument, narrative, response to literature
SL.8.5. Integrate multimedia and visual displays
into presentations to clarify information,
strengthen claims and evidence, and add
interest
table).

K8 – 7 Broccoli Debate Plate: Broccoli ESY Standards 2.0 Common Core:

(90 min) Mac’n’cheese with Justice and Labor Garlic In the Kitchen, Grade 8: ELD & Literacy
Lemonade Tracking consumer 2.1.1. Choose the right tool for
Lemons SL.8.1. Engage effectively in a range of
dollars in the food each job at the ESY Cooking collaborative discussions (one-on-one, in
system, exploring Rosemary Station, anticipate steps of the groups, and teacher-led) with diverse partners
the impacts of recipe, and take initiative to cook on grade 8 topics, texts, and issues, building on
our food choices independently. others’ ideas and expressing their own clearly.
on other people, 2.3.8. Approach lessons with
SL.8.1.a. Come to discussions prepared, having

and debating the intention by thinking through how
concept of consumer read or researched material under study;
the recipe relates to the kitchen, explicitly draw on that preparation by referring
responsibility garden, and wider environment as to evidence on the topic, text, or issue to probe
a whole. and reflect on ideas under discussion.
2.3.9. Collaborate to identify,
choose, and complete jobs to and decision-making, track progress toward
execute recipes, and explain each specific goals and deadlines, and define
individual contribution to the end individual roles as needed.
result.

argument, narrative, response to literature
RSH 6-8.2. Determine the central ideas or
information of a primary or secondary source;
provide an accurate summary of the source
distinct from prior knowledge or opinions.
taking measurements, or performing technical
tasks.
table).
K8 – 8 Vegetarian Chili Debate Plate: Carrots ESY Standards 2.0 Common Core:
(90 min) with Cornbread Cost and Access Cilantro In the Kitchen, Grade 8: ELD & Literacy
Food access as a Eggs 2.1.1. Choose the right tool for
social justice issue each job at the ESY Cooking collaborative discussions (one-on-one, in
and considering Garlic Station, anticipate steps of the groups, and teacher-led) with diverse partners
Green onions
how issues of recipe, and take initiative to cook on grade 8 topics, texts, and issues, building on
health, environment, independently. others’ ideas and expressing their own clearly.
and labor interact 2.1.2. Select measuring tools
and are affected by from the ESY Toolbox to
our food choices and decision-making, track progress toward
measure precisely and convert specific goals and deadlines, and define
measurements. individual roles as needed.
intention by thinking through how argument, narrative, response to literature
the recipe relates to the kitchen, presentations), emphasizing salient points
garden, and wider environment as in a focused, coherent manner with relevant
a whole. evidence, sound valid reasoning, and well-
2.3.9. Collaborate to identify, chosen details; use appropriate eye contact,

choose, and complete jobs to adequate volume, and clear pronunciation.
execute recipes, and explain each RST 6-8.3. Follow precisely a multistep
individual contribution to the end procedure when carrying out experiments,
result. taking measurements, or performing technical
tasks.

k i tc h e n L esso n # 1 G r a d e 8 , fa ll R o tat i o n
Independence Series Lesson 1:
Spaghetti with Pesto,

Ricotta Cheese, and a
Quick Tomato Sauce
Summary
In this eighth-grade humanities lesson, students prepare spaghetti with pesto, ricotta
cheese, and a quick tomato sauce. Students discuss the theme of seasonality, and build their
independence in the kitchen by working as a team to identify and divide cooking jobs and
coordinate timing as they cook.
Objectives
Identify cooking jobs necessary to complete a recipe by referring to a written recipe or verbal description of
the cooking process.
Work as a group to distribute cooking jobs between all group members so that every group member is
satisfied with their assigned task.
Carry out individual cooking tasks with an understanding of how those tasks fit into the larger group goal:
creating the meal. Specifically, students will be able to time the completion of their cooking tasks in relation to
the timing of other groups.
Assessments
Work with their table groups to identify the cooking jobs necessary to complete the meal by referring to the
written recipe and verbal description of the cooking process given by the teacher.
Break up jobs between themselves independent from adult help. Teachers will prompt for awareness of
self and others, and a more inclusive group process if every group member is not initially satisfied with their
assigned task.
Coordinate across recipes to complete each component of the meal at the optimal time.

Materials
F o r t h e C h ef Meet i n g I n g r e d i e n ts F o r t h e P esto For the
R i cott a C h eese
Fresh Tomato Topping r Spaghetti Garlic
Whole milk
ecipe Fresh basil
F o r t h e F r es h
Heavy cream
Pesto recipe T o m a to T opp i n g
Salt
Fresh tomatoes Lemon juice or
Ricotta Cheese recipe Pepitas
white vinegar
Ingredients and tools Fresh basil (pumpkin seeds)
Salt
for demonstration Olive oil Parmesan cheese
Visual aid Salt Olive oil
Pepper
T ools
F o r t h e S p a g h ett i F o r t h e P esto F o r t h e R i cott a C h eese
Heavy-bottomed pot Cast-iron skillet (optional, to toast Heavy-bottomed pot

Colander the pepitas on the stovetop) Sieve
Mixing bowl Sheet pan (optional, to toast the Cheese cloth or kitchen
pepitas in the oven) towel (for straining the
Tongs (for serving)
Mortar and pestle curds from the whey)
F o r t h e F r es h T o m a to
T opp i n g Chef’s knives Wooden spoon
Cast-iron skillet Paring knives Measuring cups
Wooden spoon Cutting boards Measuring spoons
Chef’s knives Measuring cups Equipment
Paring knives Measuring spoons Stove

Cutting boards Oven (optional, to toast
Measuring spoons the pepitas in the oven)
(optional—for the olive oil)
Collect all the tools and ingredients and distribute them to the tables.
Copy the Fresh Tomato Topping recipe to hand out.
Copy the Pesto recipe to hand out.
Copy the Ricotta Cheese recipe to hand out.

Procedures
1. Welcome students back to the kitchen. Explain that this is the first of three kitchen
lessons they’ll have this fall. These three lessons will focus on the themes of
seasonality and independence in the kitchen.
2. Describe how, over the course of these three lessons, as teachers we’ll be looking
for the students to develop even more independence over the cooking process. This
means that not only will we expect them to be doing all the physical work of cooking
and cleaning, but we’ll also be looking for them to do more of the mental work.
3. Ask students: What do you think I mean when I say we want you to do more of the
“mental work” in the kitchen?
That means figuring out what jobs need to be done, dividing up work within their
groups, and coordinating with one another to make sure everything gets done in
a timely way.
4. Increased independence in the cooking process will also require more sophisticated
collaboration skills. Explain that as teachers, we pay a lot of attention to how the
process of splitting up jobs feels, and always aim for fairness—we want every group
member to feel seen, heard, and excited to be part of the group. Encourage students
to pay attention to group dynamics as they work with one another—is everyone’s
voice being heard? Does everyone in the group seem content with the group process?
If not, encourage students who may be talking a lot to step up their listening, and
seek to include the voices of those who aren’t being heard.
5. Ask if there are any students who love cheese. Explain that today we’ll be making
a very simple, very delicious fresh cheese called ricotta. In addition, we’ll be making
spaghetti, and a fresh tomato sauce and basil pesto. Explain that fresh tomato sauce
and pesto are highly seasonal recipes that make use of the late summer harvest.
6. Ask students to wash their hands and break into their table groups.
At the Table
1. Small-group check-in: If you could have an unlimited supply of one fruit or vegetable
growing in a garden near you, what would it be? What is your favorite way to eat
pasta or noodles?
2. Explain that today students will separate themselves by recipe and be responsible
for dividing up jobs within their recipe groups. Note that because there are three
recipes that require the stovetop at some point and only two burners, they may have
to coordinate timing between groups to make sure all the food gets cooked. Also note
that the pasta shouldn’t get cooked until later on in class, so that it doesn’t end up
getting cold before eating. Emphasize that all the information students need about
how to prepare the dishes appears on the recipes—both the ingredients and the
directions—so reading the recipe closely, and communicating between groups, will be
key to successfully preparing the meal.

3. Turn it over to the students to break into groups by recipe.
4. Prepare the recipes. Offer support where needed.
5. Set the table and eat. While eating, debrief with the group on how the team worked
together. Brainstorm other possible toppings for spaghetti or other foods they could
eat with pesto, ricotta, and tomato sauce.
6. Clean up.

1. Students rate the food on a scale of 1 to 5.
2. If there is time, have students share other foods they could make with pesto, ricotta,
and tomato sauce. Alternately, have students share a secret talent that they have.
Teaching Notes
Teamwork and independence in the kitchen: This was the first lesson back in the kitchen for our
eighth-grade students after the summer. As such, our main goals in this lesson were to
reorient them to the space, reemphasize the importance of teamwork and collaboration in
kitchen class, and start setting them up to work with less direct support from the teacher
in all of their coming lessons.
Dividing up the jobs: In general, we took a very hands-off approach to this process, allowing
students to negotiate among themselves how they divided the work—often, just when it
reached the point that we’d be tempted to intervene to make sure that everyone’s voice
and needs were being heard, the students would self-regulate and bring in quieter voices
or adopt a more consensus-based way of decision-making. If it seemed as if some voices
were overly dominant or there were students whose needs and preferences were being
overlooked entirely, we tended to intervene with a specific reminder to exercise self and
group awareness (“Have we heard from everyone in the group about their preference for
a job?”).
Timing: This is an excellent lesson to prompt students to think about the timing of the meal,
especially because pasta is something many of them will be familiar with cooking.
Making the pesto: The students making pesto will often need prompting to realize that making
pesto in small batches instead of all at once will yield a more even texture. If they do
make the pesto in small batches, you can also remind them that exact proportions of
each ingredient are not necessary in each batch because it will all be mixed together in
the end.
Making the tomato sauce: Because our main goals in this lesson were building independence
and teamwork, we offered the students the option of cooking the tomato sauce or
keeping it raw.
Making the ricotta cheese: The students were very excited going into this lesson about the
prospect of making cheese. The first few times we taught this lesson, a number of our

students didn’t enjoy the texture and consistency of the ricotta cheese. We found that
modeling enthusiasm and interest in the transformation of milk to curds and whey with
the addition of the acid, and explaining the chemistry behind the change, encouraged
our students to show the same curiosity and made the ricotta more popular. Making sure
to add enough salt was also crucial to making a delicious cheese that would be popular
with the students.
Cooking the pasta: Pasta should be cooked about 20 minutes before the group eats. Too early,
and it will get cold and soggy.
Straining pasta: This job can be difficult and feel scary to some students. Offer to assist or
support if necessary.
Vocabulary
Seasonality Ricotta
Acid Sieve
Curd Whey
Curdle
Californi a Common Core State Standards Engl ish La ng uag e Arts and
Literacy in History/S ocial Studies, Science a nd Technical Su bjects (CCSS.E LA)
Sp eakin g and Listening Standards
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
SL.8.1.b. Follow rules for collegial discussions and decision-making, track progress toward specific
goals and deadlines, and define individual roles as needed.
Lan guage Standards

L.8.4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
Readin g Standards for Literacy in Scientific and T echnical Su bj ects

Contributors

Spring Rolls
Summary
In this eighth-grade humanities lesson, students make fresh spring rolls and create their
own dipping sauces. Students practice their knife skills while preparing a variety of seasonal
vegetables for the spring roll filling; they hone their tasting skills and practice collaboration by
working in small teams to create their own dipping sauce recipes; and they build independence
and teamwork by tracking and managing the group’s timing throughout class.
Objectives
Identify and perform a variety of cutting techniques for a variety of vegetables.

Create and adjust a recipe according to taste.
Prepare a meal as a group while managing their time without adult help.
Assessments
Prepare a variety of vegetables as spring roll fillings using a variety of cutting techniques that they identify
without direct instruction.
Create their own dipping sauce recipes from a variety of optional ingredients according to taste.
Manage their own timing in collectively preparing the meal.
Materials
Spring Roll recipe F o r t h e S p r i n g Rolls
Ingredients and tools Rice paper wrappers Assorted vegetables Vermicelli noodles
for demonstration Mint (carrots, bell peppers, or mung bean
cucumbers, zucchini, noodles
Visual aid Basil
summer squash, radish, Hoisin sauce
Cilantro
fennel, cabbage, lettuce,
bean sprouts, scallions, etc.)

F o r t h e D i pp i n g S a u ces
Soy sauce Hoisin sauce

Rice vinegar Sriracha
Black vinegar Sambal (garlic and chile sauce)
Sesame oil Ginger
Tahini Garlic
Plum sauce Limes
Black bean sauce Lemons
T ools
F o r t h e S p r i n g Rolls F o r t h e D i pp i n g S a u ces
Mixing bowls Chef’s knives

Chef’s knives Paring knives
Paring knives Cutting boards
Cutting boards Measuring spoons
Measuring spoons Small bowls
Baking dish (or other wide container with Spoons or coffee stirrers (for tasting)
deep enough walls to hold warm water for Dropper bottles (for tasting the liquid
soaking the rice paper wrappers) ingredients)
Collect all the tools and ingredients and distribute them to the tables.
Copy the Spring Roll recipe to hand out.
Set up a station for making the dipping sauces (see Teaching Notes).
Procedures
1. Welcome students back to the kitchen. Explain that today we’ll continue to focus on
the independence and seasonality in the kitchen through making fresh spring rolls
and dipping sauces to accompany them.
2. Introduce some of the ingredients we’ll be using to make the spring rolls, noting
that all the vegetables we’ll be using are currently in season. Have students guess
what the rice paper wrappers and vermicelli or mung bean noodles are made out of.
Demonstrate how both turn soft when soaked in warm water.
3. Introduce the sauce table setup and explain that the focus of this station is to practice
honing your tasting skills to create a delicious dipping sauce for the spring rolls. This

will require a close attention to the flavor of each ingredient and discretion about
which ones to include and in what proportions to balance the overall flavor of the
sauce. Because they’ll be working in small groups, note that this job will also require
a high level of collaboration and potentially involve compromise. Demonstrate how to
taste the sauce ingredients in a hygienic way.
4. As a final challenge to the students, each group will be in charge of managing their
own time during this lesson. This means that the teacher will not be telling the group
that it is time to clean up or reminding them to set the table. Instead, the group will be
responsible for tracking time themselves, and managing the tasks so that everything
gets done in time to eat.
At the Table
1. Small-group check-in: What is your favorite kind of roll or wrap? If you could teach
any skill or class, what would it be?
2. Explain that today students will separate themselves into two groups—one to
prepare the fillings for the spring rolls, and one to prepare our dipping sauces. Within
those groups, students will distribute work among themselves. As a table we’ll make
two dipping sauces, and every person will have a chance to roll two spring rolls with
their fillings of choice.
3. The workflow for the day will be to first prepare the vegetables and dipping sauces,
then clean off the table and set up all the ingredients to assemble the rolls. We’ll
assemble the rolls, then clean off the table again, set it, and eat. After, we’ll clean up.
4. Explain that today, to add a further layer of independence, the group will be
responsible for managing their own time. Help them come up with a timeline, working
backwards from when the class ends to figure out when they’ll have to start cleaning
up, when they’ll have to be ready to eat, and when they’ll have to have finished
preparing all the vegetables.
5. Turn it over to the students to break into groups by recipe. Once the groups are
decided, have a student from each group volunteer to act as timekeeper.
7. Set the table and eat. While eating, have the sauce group share what ingredients
went into their sauces. Brainstorm other foods that might taste good with the sauces,
other sauces that might be good with the spring rolls, or other ingredients that would
be good in the spring rolls.
8. At the table, the group could also discuss: What skills do you think you learn
at school? What skills don’t you learn at school? What skills do you learn in the
kitchen in addition to cooking? What skills do you think you need to live and work
independently? Is there an area in your life that you feel very independent in?
9. Clean up.

2. If there is time, have students share other ingredients they could add to spring
rolls. Alternately, have students share a skill they think they need to live and work
independently.
Teaching Notes
The dipping sauce station: Because our focus with this lesson was on building independence
in the kitchen, we elected not to provide a sauce recipe. Instead, we took this as an
opportunity for students to practice their tasting skills and creativity. In order to create
enough physical space for multiple groups to be working with the variety of sauce
ingredients, we pulled out a separate table to set up the sauce ingredients on. In addition
to the ingredients, we put two cutting boards with knives, a microplane (grater/zester),
and a damp towel for wiping down the knives next to the garlic, ginger, lemons, and
limes. This allowed students to prepare these ingredients at the table without having
to take the ingredients elsewhere in the room or walk through the room carrying sharp
knives. Finally, in order to encourage students to taste ingredients as they went in a
hygienic way, we put all the liquid ingredients into small dropper bottles (soy sauce, rice
vinegar, black vinegar, sesame oil), and provided coffee stirrers as tasting sticks for the
thicker ingredients (plum sauce, hoisin sauce, sriracha, sambal, tahini, and bean sauce).
Assembling the spring rolls: Depending on the skill level of the group, you may either want to
demonstrate how to assemble a spring roll before having the students roll their own, or
have a student demonstrate based on the recipe instructions. Generally, some form of
demonstration makes the rolling process much smoother and the rolls themselves much
more successful. The most common pitfall that we observed in spring roll assembly was
in soaking the rice paper wrappers too long—if the wrappers get too soggy, then they
rip very easily. Also encourage students to use moderation in adding ingredients so they
don’t end up with a roll that is overfull.
Purple noodles: Our students were delighted to discover that adding sliced purple cabbage to
the noodles turned them purple.
Spring roll variations: Many students will be excited and thinking about imperial rolls, egg rolls,
or other deep-fried types of roll. Note that the process of making those is similar except
for using a wheat-based wrapper and frying before eating.
Leftover fillings: Most classes had a fair amount of fillings left over after students had made their
rolls. We mixed these leftovers in a single bowl with a simple dressing and enjoyed as a
side salad with our rolls.
Sprouting mung beans: Although we didn’t sprout mung beans for this lesson, it would be an
excellent opportunity to do so with students. Students should start the sprouting process
at least four days before they plan to make the rolls.

Vocabulary
Black bean sauce
Black vinegar
Hoisin sauce
Tahini

b. Follow rules for collegial discussions and decision-making, track progress toward specific
Language Standards
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or

RST.8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the
text distinct from prior knowledge or opinions.
Contributors

Eggs and Potatoes with

Homemade Ketchup and
Herb Tea
Summary
In this eighth-grade humanities lesson, students make potatoes, eggs, herb tea, and homemade
ketchup. Students build their independence in the kitchen by deciding as a group how they will
cook their potatoes, identifying and dividing cooking jobs among the group, and coordinating
group timing to prepare the meal. In this lesson, every student has the opportunity to cook an egg
for themselves.
Objectives
Work as a group to identify a decision-making process and make a decision that impacts the group according
to that process.
Work as a group to coordinate the preparation of multiple recipes with a specific deadline in mind.
Cook an egg independently.
Assessments
Work as a group to identify a process for deciding how they will cook their potatoes, and use that process to
make the decision.
Identify a target time to be eating the meal, and coordinate the preparation of the potatoes, ketchup, tea, and
eggs in order to reach that target time.
Cook an egg for themselves according to their own tastes.

Materials
F o r t h e E ggs F o r t h e Ho m e m a d e F o r S e a so n i n g For the

Potatoes recipe
K etc h u p t h e Ho m e m a d e P ot a toes
Homemade Ketchup Eggs K etc h u p
Tomato paste Potatoes
recipe Butter or oil Garlic
Brown sugar Onions
Ingredients and tools Salt Assorted herbs
Ground Bell pepper
for demonstration Pepper Assorted
mustard seed Garlic
hot sauce
Salt Vegetable oil
Lemons
Cinnamon Salt
Limes
Ground clove Pepper
Ground allspice
For the Tea
Cayenne pepper
Water
Water
Assorted
White wine vinegar fresh
tea herbs
T ools
F o r t h e E ggs F o r t h e P ot a toes For the Tea

( Ho m e F r i es )
Nonstick pans Large stockpot
Mixing bowls
Heatproof spatula or wooden spoon (for heating water)
Chef’s knives
Small mixing bowls (for preparing scrambled eggs) Ladle
Paring knives
Small whisks or forks (for preparing scrambled eggs) Teapots
Cutting boards Teacups
F o r t h e Ho m e m a d e K etc h u p
Offset spatulas
Mixing bowls
Measuring spoons
Chef’s knives (for preparing optional additions,
Garlic peeler
i.e., fresh herbs, garlic)
F o r t h e P ot a toes
Paring knives (for preparing optional additions,
( O v e n F r i es )
Mixing bowls
Cutting boards (for preparing optional additions,
Chef’s knives
Paring knives
Measuring spoons
Cutting boards
Can opener (if using canned tomato paste)
Wooden spoon
Spoons (for mixing)
Offset spatula
Measuring spoons
Garlic peeler
Oven mitts

Equipment Befo r e Y o u Beg i n
Stove Parboil the potatoes.

Oven Prepare a batch of ketchup and allow to sit
Electric griddle overnight for the first class to use.
Hot pad (for heating water for tea) Heat water for tea.
Procedures
1. Welcome students back to the kitchen. Explain that this is the last of their three
lessons in the kitchen this fall. Today we’ll be making breakfast: eggs, potatoes,
ketchup, and tea.
2. The past two lessons have focused on the themes of independence and seasonality
in the kitchen. This final lesson involves an even higher level of independence and
group autonomy in the kitchen. Greater independence demands even more advanced
collaboration skills, and entails greater responsibility.
3. Today students will decide as a group how they will cook their potatoes. In order
to make this decision, encourage students to rigorously engage with their group
dynamics—challenge them to make the decision in a way that allows everyone in
the group to feel seen and heard. In dividing up work, challenge the groups to aim
for fairness. Explain that if over the previous two lessons certain students took more
vocal roles in facilitating group decision-making, the highest form of leadership is
to recognize when listening more and talking less will allow everyone in the group
to contribute. “Step up, step up” is a saying that recognizes that for people who find
it comfortable to be quiet and listen in a group, becoming more vocal is a way of
stepping up into leadership, and that for people who find it comfortable to be more
vocal, increasing their listening is a way to step up their leadership skills.
4. Explain that in addition to making decisions as a group, groups will coordinate their
timing to prepare multiple recipes. They will be given time to plan when we break into
our small table groups.
5. Finally, everyone will cook an egg for themselves.
6. Demonstrate how to make a scrambled egg and a fried egg. Specifically explain that
you must add oil or butter to the pan before cooking an egg; demonstrate and explain
how to crack an egg; explain that mixing in salt before adding a scrambled egg to the
pan improves flavor and texture; and that if you are using a nonstick pan, you must
use wood or plastic utensils to avoid scratching the pan.

At the Table
1. Small-group check-in: What is your favorite breakfast food? What is your favorite
way to eat potatoes?
2. Introduce the recipes for today: potatoes, homemade ketchup, herb tea, and eggs.
The group gets to decide whether they prepare their potatoes on the griddle as
homefries, in the oven as oven fries, or a combination of the two. They also have
the option to make mashed potatoes without a recipe if they want to. Because the
ketchup recipe needs to sit overnight in order for the flavors develop, they will be
preparing ketchup for the following day’s classes and personalizing ketchup the
previous day’s classes prepared. There is no recipe for the herb tea—the group gets
to decide what herbs they harvest and include in the tea.
3. Explain that today the group will also be coordinating timing to prepare all the food in
time to eat. Recommend that they consider waiting until the end of class to cook the
eggs because cold eggs are not very delicious. Recommend that they allot about 15
minutes total for each student to cook their own egg. Facilitate the group in working
backwards to identify target times for different stages of the meal preparation—start
with cleanup and work backwards through mealtime, cooking the eggs, setting the
table, etc. Have the group assign at least one timekeeper.
4. Turn it over to the small group to identify and divide cooking jobs.
6. Set the table and eat. While eating, debrief with the group how the team worked
together.
7. Clean up.

2. If there is time, have students share something they learned from the first three
lessons of their eighth-grade rotation.
Teaching Notes
Timing: This lesson required every one of the 85 minutes we had to teach it. Instead of meeting
around the middle table for the Chef Meeting as we normally do, we had students go
straight to their table groups in order to streamline and buy some time.
“Step up, step up”: We observed that overtly naming in the Chef Meeting that the increased
level of independence in the lesson required an increased level of responsibility allowed
our students to collaborate much more successfully. We found that encouraging students
to recognize listening as a form of leadership and pay attention to whose voices were
being heard meant that group power dynamics were less likely to fall along lines of larger
social power dynamics (i.e., the white boys in the group being the most vocal). Setting

up more intentional structures for students to collaborate in a way that disrupts current
social power dynamics remains a major area of inquiry for us.
Egg demonstration: The first couple of times we taught this lesson, we didn’t demonstrate how
to cook an egg in the Chef Meeting. Instead, we demonstrated how to cook an egg just
in small groups during the cooking time (or had a student demonstrate). We found that
including an egg demonstration in the Chef Meeting helped to streamline the lesson
because students more reliably retained key points (preheating the pan, adding fat to the
pan before the eggs), and showed students how quickly an egg could cook (which also
dramatically cut down on the number of rubbery, overcooked eggs).
Cracking an egg: Students had a much higher success rate cooking their eggs after we started
overtly demonstrating how to crack an egg in the Chef Meeting (both on the table and
pulling the shells apart).
Vulnerability and fear of failure: We observed that not knowing how to cook an egg could
make some students feel vulnerable or embarrassed. For others, cooking their own egg
represented a large responsibility that made them nervous. Often, students expressed
this hesitation by saying that they didn’t want an egg or that they didn’t like eggs. Most
times, offering the student direct support in cooking their egg and explaining they didn’t
have to eat it if they didn’t want to changed their minds and made them eager to try
cooking an egg. In addition we found that the Chef Meeting egg-cooking demo helped
to allay many students’ fears. We also often identified one or two students who had
experience cooking eggs and asked them to go first so others could observe.
Pride in mastery: Students who had experience cooking eggs were often very proud to
showcase their skills. Challenging these students to explain their steps while other
students observed was often a fulfilling experience for them and a good way for less
experienced egg cookers to gain confidence.
Nonstick pans: We used nonstick pans to cook the eggs for ease of turnaround and greater
success rate. We also found that flipping an egg in the nonstick pan could be a fun and
thrilling group moment.
Setting up the egg stations: We preset pans, oil, butter, salt, pepper, eggs, compost bucket for
egg shells, spatulas, bowl, and fork for scrambled eggs at each cooking station.
Potatoes: Parboiling the potatoes makes the home fries cook more quickly. Encouraging students
to let the potatoes sit on the griddle undisturbed, only stirring occasionally, allows the
potatoes to brown and gives students a good opportunity to clean up.
Ketchup: It was more fun and delicious to use herbs, garlic, vinegars, and hot sauces to
customize the ketchup than it was to use dry spices.
opportunity for them to see their culture represented in space


b. Follow rules for collegial discussions and decision-making, track progress toward specific
Language Standards
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or

RST.8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the
text distinct from prior knowledge or opinions.
Contributors

k i tc h e n L esso n # 4 - 9 G r a d e 8 , s p r i n g R o tat i o n
Debate Plate: Preview
In the Academic Classroom

Summary
In this 8th grade humanities lesson, students read and discuss an article about the Mandela
Foods Cooperative (MFC), a small community-run grocery store in West Oakland. Using MFC
as a case study, students analyze and discuss the intersections of health, environment, labor,
economic inequality, and food access. This is the first lesson in the Debate Plate lesson series, a
five-lesson series that focuses on factors and considerations that influence personal food choices
and the impacts of those choices.
Objectives
Understand and define a variety of basic vocabulary to do with the theme of food choices and food justice
Articulate the concept of food choice and give examples of different considerations someone might have
when choosing what food to buy or where to shop
Discuss and give examples of ways in which issues of health, economic status, and food access intersect
Assessments
Read an article that uses specialized food system vocabulary, refer to a glossary to define words they are
unfamiliar with, and use this new vocabulary to answer discussion questions on topics raised by the article
Discuss reasons that consumers might choose to shop at the Mandela Foods Cooperative
Debate whether providing healthy food incentives to residents of low-income neighborhoods that excludes
certain “unhealthy” foods is fair or not
Materials
Printed copies of “Commentary: West Oakland foods cooperative defies odds, serves people”
Printed copies of “Mandela Foods Cooperative Discussion Questions/Glossary”
Board or printed copies with exit ticket questions:
To me, the motto “food plus people equals power” means…
The author argues that the Mandela Foods Cooperative impacts West Oakland in a variety

of ways beyond just providing food for people to buy. Think about the store or market
where the majority of the food you eat is bought. What are some of the impacts you think
this store might have on its neighborhood?
The Mandela Foods Cooperative is located in an area with very few other places to buy
groceries. Think about the area where you live - how many places to buy groceries are
located within walking-distance from your home?
Make copies of “Commentary…” to hand out.

Make copies of Discussion Questions and Glossary to hand out
Write on the board or make copies of exit ticket questions.
Procedures
1. Welcome students to the classroom. Explain that next week, they’ll begin a week-
long unit called “Debate Plate” that examines factors and considerations that
influence personal food choices and the impacts of those choices. Today is a preview
day for the conversations they’ll be having in greater depth next week.
2. Hand-out copies of the article. Point out that the title of the article labels it as a
“commentary”. Ask students to define “commentary” and elaborate on what that tells
them about the information presented in the article. This is an opinion-piece written
by an individual with a specific point of view and a purpose in sharing that point of
view with an audience.
3. Hand-out copies of the discussion questions and glossary. Have students read the
article - independently, in small groups, or as a class. Point out to students that they
can use the glossary as a resource while reading the article.
4. After students have read the article, use the discussion questions to facilitate a class
discussion, either as a full class or in small groups.
5. If you have time, choose one of the following prompts for students to complete as an
exit ticket:
To me, the motto “food plus people equals power” means…
The author argues that the Mandela Foods Cooperative impacts West Oakland
in a variety of ways beyond just providing food for people to buy. Think about the
store or market where the majority of the food you eat is bought. What are some
of the impacts you think this store might have on its neighborhood?
The Mandela Foods Cooperative is located in an area with very few other places
to buy groceries. Think about the area where you live - how many places to buy
groceries are located within walking-distance from your home?
6. Thank students for their participation in the class, and tell them that they’ll continue
to dig into connections between food, health, environment, and justice when they go
to the kitchen next week.

Vocabulary
Commentary Entrepreneur Purchasing-incentive
Big Box Full-service grocery Recession
Community-owned Gentrification Retail-test
Conversely Incarcerated Revenue
Cooperative Locally-sourced Soul Food
Credit Union Marginalized Stable income
Common Core: R eading Standards for Informational T ext, Grade 8
RSI.8.2. 2. Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
Cal iforni a State Common Core , Sp eaking a nd Listening Sta ndards, Grade 8
SL.8.4 Present claims and findings (e.g., argument, narrative, response to literature
presentations), emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
Edibl e Sch oolyard 1.0 In the Edible Schoo lyard Pro gram:
Tools 1.1. Engage in structured groups to complete tasks and practice teamwork.
Tools 1.2. Make positive contributions to small group discussions.
Tools 1.3. Communicate relevant questions to classmates; build language and listening skills by
practicing self-control, self-awareness, and noticing our impact on others.
Contributors

Commentary: West Oakland foods
cooperative defies odds, serves people
Mandela Foods Cooperative employee Bryan Daniels holds some local Oakland product sold at the
Oakland grocery store near the West Oakland BART station. Mandela MarketPlace, which launched the
locally sourced, community-based food cooperative in 2009, is planning to open a new grocery store,
food hall and retail concept in a 2,141-square-foot, ground-floor retail space in Ashland Place, an
affordable housing development next to the REACH Ashland Youth Center. The retail space is now under
construction and is set to open in late summer 2017. (Paul Kuroda/Bay Area News Group)
By DANA HARVEY |
PUBLISHED: January 24, 2017 at 12:48 pm | UPDATED: January 24, 2017 at 1:40 pm
Ten years ago, residents and organizers in West Oakland began negotiations with affordable
housing developer Bridge Housing to secure a 10,000 square-foot retail space to house a
community-owned and operated grocery store.
Mandela Foods Cooperative, was designed and is owned and operated by community members.
Despite widespread neighborhood support of the cooperative, during the final hours of
negotiations, Bridge Housing decided to lease the space on the historic 7th Street to big box
retailer 99 Cents Only; leaving a much smaller retail space for the community-supported
business.
Mandela Foods Cooperative is the only full-service grocery store in West Oakland, and it serves
a much larger purpose than just being a place to shop for healthy fruits and vegetables.
MFC provides jobs, boosts the local economy by creating business ownership opportunities for
residents and creates a place for new local entrepreneurs to retail-test their products.

Despite opening during a deep nationwide recession, in 2009, workers and owners saw sales
grow by 20-30 percent each year and by 2015, MFC was turning a profit. Not only has Mandela
Foods Cooperative created a space for healthy food options, it also proves that residents can
come together to successfully create, open, operate and own successful businesses.
MFC serves the community — the new residents and long-timers — while also honoring a
historic West Oakland culture in the midst of rapid gentrification.
Conversely, the big-box retailer that originally beat Mandela Foods Cooperative out of the large
space on the corner of 7th Street has now chosen to leave the neighborhood.
Ten years ago, many saw Mandela Foods Cooperative as the store that was a risk, and saw 99
Cents Only Store as the sure thing. Now, 99 Cents Only is pulling out — and Mandela Foods
Cooperative is looking to expand.
Mandela Foods Cooperative has generated more than $6 million in revenue that it has pumped
into the local community and economy. MFC serves as a job-training center and provides local
youth, formerly incarcerated individuals, and other residents with jobs and stable incomes.
Through its purchases of locally sourced goods and produce, Mandela Foods Cooperative has
created more than $200,000 in new income for marginalized farmers and has helped more
than 42 businesses secure retail space for locally produced products.
Zella’s Soulful Kitchen, located in Mandela Foods, launched a café-style restaurant that features
freshly-prepared soul food, continuing a West Oakland tradition of sharing family recipes with
neighbors.
Finally, Mandela Foods Cooperative has contributed more than $45,000 in property taxes to
Alameda County.
Today, Mandela Foods Cooperative continues to serve the local community. The store’s
commitment to community is visible — the store showcases local talent, authors and businesses;
provides healthy food purchase incentives to residents of Mandela Gateway and families using
food stamps; and serves as a center for health education, local culture and fresh, affordable
healthy foods. Additionally, Mandela Foods Cooperative has banked with the community-
initiated Community Trust Credit Union since MFC began operation in 2009.
Now, with the 99 Cents Only store leaving, Mandela Foods Cooperative can confidently expand
into a larger storefront — increasing its benefit to community culture, community economy and
community health. With so much done in a small space, what these business owners can
accomplish in a larger space can only be imagined
Dana Harvey is the executive director of Mandela MarketPlace. For more information, call 510-
433-0993 or visit www.mandelamarketplace.org.

Harvey, Dana. “Commentary: West Oakland foods cooperative defies odds, serves people.” East Bay
Times. 24 January 2017, http://www.eastbaytimes.com/2017/01/24/commentary-west-
oakland-foods-cooperative-defies-odds-serves-people/. Accessed 26 January 2017.

Mandela Foods Cooperative (MFC) Discussion Questions
1. What are five ways that the author argues Mandela Foods Cooperative benefits West Oakland?
2. The article says that “Ten years ago, many saw Mandela Foods Cooperative as the store that
was a risk, and saw 99 Cents Only Store as a sure thing.” Why do you think this was?
a. What do you think their arguments for the 99 Cents Only Store were?
b. What do you think their concerns about Mandela Foods were?
c. Do you think the arguments against MFC are still relevant?
4. Mandela Foods Cooperative has been successful in turning a profit since it opened. Why do you
think people choose to shop there? Do you think everyone shops there for the same reasons?
5. “Through its purchases of locally sourced goods and produce, Mandela Foods Cooperative has
created more than $200,000 in new income for marginalized farmers and has helped more
than 42 businesses secure retail space for locally produced products.” What does this mean?
Can you give an example? How do you think this is happening? What impacts does it have?
6. In the article, the author says that Mandela Foods Cooperative provides “healthy food purchase
incentives to residents of Mandela Gateway and families using food stamps.” The purchase
incentives she mentions are:
50% off all fresh and frozen produce and bulk nuts and fruits for those who qualify
for food stamps (50% discount does not apply for foods containing added sugar,
salt, or oil)
15% off groceries for Mandela Gateway residents
10% discounts for items bought in bulk
a. Why would a marketplace offer this type of program? What is their goal?
b. Why do you think they exclude foods containing sugar, salt, and oil from the 50%
discount? Do you think this is fair?
3. MFC also partners with other stores in the area, specifically corner stores and liquor stores, by
delivering fresh produce to them that they can sell. Why would they partner with other stores in
the neighborhood? Wouldn’t they see them as competition?
4. The motto of Mandela Foods Cooperative is “Food plus people equals power.” What does this
mean?

Glossary of Terms
Big Box (adj.) A big-box store is a large store, usually the displacement of poor communities by rich
part of a chain, that sells vast quantities of a outsiders. The effects of gentrification are
large variety of things at relatively low prices (ex. complex and contradictory, and its real impact
Walmart, Target etc.). varies. Source: P.B.S.
Community-owned (adj.) A business owned by the Incarcerated (adj.) In jail or prison.

employees. Some use collaborative structures in Locally-sourced (adj.) Food that is locally produced,
which employees make decisions about how to not moved long distances to market. A common
run the business. definition of “local” food is food grown within 100
Conversely (adv.) A word used to introduce a miles of where it is bought or consumed. Adapted
statement or idea that reverses or says the from Wikipedia
opposite of what has just been said. Marginalized (adj.) Socially excluded or denied
Cooperative (n.) A farm, business, or organization that power within a group, community or society.
is owned, controlled, and run collaboratively by Marginalized groups are denied access to or
a group of people, with profits or losses shared involvement in mainstream economic, political,
among them. cultural and social activities. Marginalization tends
to be directed at groups who are seen to differ
Credit Union (n.) Like a bank, but instead of being
from perceived norms. Adapted from Reference.com
owned by a large investor, a credit union is owned
by the people that use its services. This means Purchasing-incentive (n.) Used to encourage
that it is not run for profit, and if you have a consumers to buy a specific product by offering
savings account, checking account, or take out a an extra benefit to those that do (ex. Customers
loan from a credit union, you have a say in how that buy two or more apples get a free cookie as
the credit union gets run. well).
Entrepreneur (n.) A person who organizes, operates Recession (n.) A period of temporary economic
and runs a business. decline, often accompanied by increased
unemployment.
Full-service grocery (n.) Full-service grocery stores
sell items from at least six of the following Retail-test (v.) Test out a new product by making it
categories: fresh fruits and vegetables, fresh available to consumers and seeing how popular
and uncooked meats, poultry and seafood, it is.
dairy products, canned foods, frozen foods, Revenue (n.) The total dollar amount of sales made by
dry groceries and baked goods, non-alcoholic a business.
beverages. Source: D.C. Alcoholic Beverage
Soul Food (n.) African American cuisine developed
Regulation Administration
primarily by African-American communities in
Gentrification (n.) A general term for the arrival of
the American South from the time of slavery until
wealthier people in an existing urban district, a
modern-day.
related increase in rents and property values, and
Stable income (n.) Someone has a stable income if
changes in the district’s character and culture.
they get paid the same amount of money on a
The term is often used negatively, suggesting
consistent basis.

Debate Plate: Health & Nutrition
Spiced Red Lentil Stew and

Indian-Spiced Cabbage Slaw
Summary
In this eighth-grade humanities lesson, students make Red Lentil Stew and Spiced Cabbage
Slaw, and reflect on how their own understandings of health and nutrition impact their
relationship to food and food choices. This is the first in the Debate Plate lesson series, a five-
lesson series that focuses on factors and considerations that influence personal food choices and
the impacts of those choices.
Objectives
Describe food choices as complicated and multilayered.

Explain some of the considerations that determine their own food choices.
Feel empowered to begin articulating their own visions and practices of health in regards to
food and eating.
Assessments
Generate a list of possible considerations for making food choices.

Reflect on what factors most influence their own food choices.
Recall what they have heard about health and nutrition, hear a teacher’s perspective on
health and nutrition, and reflect on how this information impacts their own understandings of
health and relationships to food and eating.
Materials
Poster paper and pens, or board and sticky notes Spiced Cabbage Slaw recipe
Example bowl of dried lentils “Debate Plate” visual aid
Red Lentil Stew recipe

I n g r e d i e n ts fo r t h e I n g r e d i e n ts fo r t h e T ools Equipment
Re d L e n t i l S tew S p i ce d C a b b a ge S l a w
Cast-iron skillet Stove
Red lentils Purple and green
Heavy-bottomed pot
Butter cabbage
Saucepan
Yellow onions Carrots
Mixing bowl
Carrots Red onions
Salad bowl
Fresh ginger Limes
Reamer
Ground cumin Thai chilies
Grater
Ground coriander Cilantro
Vegetable peeler
Paprika Whole cumin seeds
Mortar and pestle
Turmeric Mustard seeds
(for grinding spices if
Bay leaves Salt not already ground)
Whole cloves Pepper Wooden spoons
Cinnamon sticks Chef’s knives
Cardamom pods Paring knives
Potatoes Cutting boards
Honey Measuring cups
Salt Measuring spoons
Asafoetida
Collect all the ingredients and tools, and distribute them to the tables.
Put up the poster paper to take notes during Chef Meeting.
Copy the Red Lentil Stew and Spiced Cabbage Slaw recipes to hand out.
Soak the red lentils (if concerned with having enough time to cook).
Procedures
1. Welcome students back to the kitchen. Explain that this is the first of five lessons
they’ll have in the kitchen this spring, culminating in a pizza lesson at the end of
the year. This week they’ll be embarking upon a lesson series called “Debate Plate,”
which examines the factors behind what we choose to eat and the impacts of those
choices. They have already started the discussion in their classrooms by reading the
article about the Mandela Foods Cooperative in West Oakland. We’ll continue to talk
about the themes raised in the article, and build on them over the next week. They’ll

come into the kitchen four times, and spend Wednesday in the classroom doing a
Debate Plate activity.
2. All week, we’ll be thinking and talking about our relationships to food, engaging
critically with the messages we hear about food and the way the food system
currently works, and asking you to build self-awareness about your own food
choices—the reasons behind them and their impacts. The series is called Debate
Plate because each day we’ll be asking you to construct arguments and defend
your opinions on all kinds of questions related to food. There are no right or wrong
answers for any of what we’ll be talking about, and we’ll definitely raise more
questions than we can answer, so we invite you to dig in without hesitation.
3. Ask for two volunteers to act as scribes. Lead a student brainstorm: What do you
take into consideration when deciding what to eat or not to eat? What influences
your food choices? Put ideas up on the board—leave the board up over the course of
the week to add to as new ideas arise. If students are hesitant to add ideas, name a
few of your considerations to get the process going.
4. You can already see from this list that food choices are complicated and there are
many potential factors involved. There is no such thing as “correct” or “right.” We
have selected four potential considerations to focus on this week: Health & Nutrition,
Environment, Justice & Labor, and Cost & Access. Today we’ll be looking at Health &
Nutrition.
5. Student poll: Who has had some form of nutrition education before? This may have
been in school, at home, or by way of information that you’ve seen, heard, or read.
6. Think-Pair-Share: Turn to a neighbor, and in 30 seconds try to list as many things as

you can that you have heard about food, nutrition, and health. You may or may not
agree with these things. Walk around the room and observe and listen as students talk.
7. There is a lot of information out there! Many of the things you’ve heard probably
seem contradictory. I’m not going to add to that information. Instead, today I want
to share a little of my perspective—how I’ve come to navigate thinking about my
health when I make food choices. I’m not sharing because I want you to think the
way I do or because I think that my way of defining health is correct. My hope is that
hearing my perspective may be useful as you continue to develop your own personal
understanding of health.
8. Share a personal anecdote that illustrates an approach to health and nutrition that
prioritizes long-term balance and emotional well-being as opposed to making every
individual food choice “perfect.”
Nick: I’m going to start by telling you that I love the Nacho Cheese Chalupa from
Taco Bell. For me, there is absolutely nothing like the gooey, chewy, cheesy, crispy
phenomenon that is the Taco Bell Chalupa with nacho cheese. And many of you
are looking at me right now like, “You can’t say that! You’re a Chef Teacher at the
Edible Schoolyard! You can’t like Taco Bell!” And I’m telling you I can, and I do. I
love Taco Bell.

I also don’t eat there every day. As you saw with this list we made, there are
many different considerations that may go into choosing what to eat. For me,
Taco Bell is absolutely delicious so it definitely hits my “taste” standards. It’s also
quick and easy to get, convenient, and cheap. It doesn’t hit my standards for
environmental impact, animal welfare, or how it impacts people who work in the
food system, and it’s definitely not top of my list for health and nutrition.
But I try not to worry about having every single food choice I make hit every
consideration—that’s just too much. Instead, I try to think about balancing my
considerations over the long term. Overall, health and nutrition is important to me,
so I wouldn’t eat Taco Bell for every meal. But I also wouldn’t want to never eat a
food that brings me so much joy taste-wise simply because it doesn’t fulfill all of
my standards. I think about long-term balance, not short-term perfection.
9. Break down “healthy”/“unhealthy” and “healthy”/“delicious” binaries: When I’m

making food choices, I also don’t like to label a food “healthy” or “unhealthy.” If I do
this, I inevitably feel shame or guilt when I eat a food that I’ve labeled “unhealthy.”
I don’t want this in my relationship to food. Nor do I believe that “healthy” food and
“delicious” food are polar opposites. I think there’s a ton of food that is both healthy
and delicious, and I try to spend most of my time eating in that zone. Overall, I want
the food I eat to bring health to my body, and I also want to feel happy and good
while I’m eating—to cultivate a healthy relationship to food.
10. Introduce recipes for the day: Red Lentil Stew and a Spiced Cabbage Slaw. When I
was walking around the room, I heard a lot of people talking about “this food is bad
for you” or “that food will make you sick,” and not as many people sharing information
they’d heard about foods being good for you or health-giving. I think this is very
representative of the dominant food culture in the US. We have a lot of negative
framing around food that focuses on limiting how much we eat things that we think
will do us harm. We chose to make two recipes from Indian cuisine today because
there is a radically different approach to food in Ayurveda, a traditional medicine
practice from the Indian subcontinent. Ayurvedic thought around nutrition sees foods
as health-giving in different ways, and as nourishing not just our bodies, but also
our minds and spirits. We aren’t going to go in-depth into that as we are no experts.
Rather we wanted to prepare this food today as an introduction into that positively
framed relationship to food, health, and nutrition.
At the Table
1. Small group check-in: What is a comfort food for you?
2. Introduce jobs for the day in more detail. Explain how flavors in the spices we’re using
(coriander, cumin, etc.) are largely fat-soluble, which is why we’ll be frying them in oil
to release the flavors for both the lentil stew and the slaw.
3. Students split up into jobs.

4. Prepare recipes, clean up, eat. At the table, ask students to debate whether or
not the government should regulate what kind of foods may be served for school
lunch based on health and nutrition guidelines. If so, how should those health and
nutrition guidelines be decided and who should create them? Should they be national
guidelines or vary locally?
At the Closin g
1. Ask students to rate the food using their fingers on a scale of 1 to 5.
2. If there is time, ask students to share thoughts from their small table group
discussions.
Teaching Notes
We deliberated on changing the name of this lesson from “Health and Nutrition”
to “Relationship to Food and Food Choices” to more accurately reflect the content.
Ultimately we decided to keep the name “Health and Nutrition” to highlight that having a
healthy relationship to food is part of health and nutrition.
The principal goal of this lesson and series is to encourage students to engage in
reflective, critical thought about their food considerations. We are not trying to change
their considerations in any way except to encourage them to do mental work, which
may result in their own changes. We are actively seeking to avoid shaming any existing
considerations or choices.
In building this lesson we were looking to build a counter-narrative to a common

narrative in nutrition education: that there are “bad foods” that will degrade and destroy
your health and that they need to be avoided entirely.
We first wanted to build a lesson with positive framing that acknowledges the
tremendous joy that many students derive from eating as a valid input to making
food choices
We wanted to alleviate guilt and shame and share a vision of a healthy
relationship to food as opposed to a narrow focus on healthy foods.
A major part of the desire to do this rose from seeing our students shamed in
other nutrition lessons that vilified foods that they frequently consume.
We saw this as counterproductive to building a relationship with the

students, which we see as essential to being able to teach them and effect
change in their lives.
This happened most often to students of color and students from low-income
households.
Our check-in question for this lesson was, “What is your comfort food?” This is to
reiterate that happiness, pleasure, and emotional well-being are part of health and
wellness.

At the start of the lesson we acknowledge that these recipes are less forgiving than
many things that we cook and that they must follow instructions carefully because the
techniques matter. We frame this as advancement and trust in their cooking ability.
We introduced sequence thinking and asked the students to ask themselves questions
such as: “What needs to cook first? Should I cut that first?”
Measuring and combining the lentils and water before class starts allows the lentils to
soak for 20 minutes or so, which speeds up the cook time.
We found that working closely with students on toasting and blooming spices was
important to get the most delicious coleslaw and stew. If the cumin and mustard don’t
get toasted enough, the slaw has very little flavor.
We found that putting a copy of the recipe next to the spices with the spices highlighted
made it significantly easier for students to navigate that part of the recipe.
The coleslaw recipe uses the word “shredded” to describe how to prepare the carrots
and cabbage. We were surprised to see many students confused about what to do with
that instruction. We guided them to using knives, peelers, and graters based on how they
wanted the texture to be for their coleslaw.
Asafoetida is a good addition to the lentil stew if you have it or can get it easily. That
said, it is not essential. The stew is delicious without it as well.
We asked students to try the sliced onion before and after it had sat with the salt and
lime so that they could observe the difference in flavor and texture.
If time allowed we would describe how some flavors are water-soluble while others are
fat-soluble and that cooking in fat and then in something aqueous can extract the most
flavor.
Students were often skeptical of the concept, the recipe, and the food itself while they
were cooking. We responded by asking them to have faith in us as teachers, cooks, and
eaters and to trust in that we always make delicious foods. Almost all the students really
enjoyed the meal, and many were vocal about being surprised by how much they liked it.
The coleslaw and lentil stew make a great pair of dishes as they have very different
dominant flavors. We encourage the students to try them together in the same bite and
to try them in alternating bites and discuss how they like it better and if they think they
support each other.
At the table we often talked about school lunch and the nutrition guidelines for school
lunches. We asked students if they thought they were a good idea or not and what
effects they have.
If time allowed, we used the food consideration cards after finishing cleanup.
Ask a student to make a map or chart of their food considerations from most important
and most frequently thought about to least important or rarely thought about.
Ask students if they were surprised by anything in their map or if the process helped
them learn about their considerations.

Ask students if they think that their considerations will change over time. Anything
specific?
Do they have any cards or considerations that they would like to be in a different place?
Would an aspirational map look different?
We asked students if we should make and include a body image card in the deck to
generate conversation around how they think about food and their physical appearance.
This typically yielded a rich conversation with most students agreeing that we should
include that consideration.
Vocabulary
Lens
Lentils
Slaw
Medicinal
Bloom (spices in oil)
Considerations
Factors
Prioritize
Binary
Contradictory
Californi a State Common Core , Gra de 8
SL.8.1.d. Acknowledge new information expressed by others, and, when warranted, qualify or
justify their own views in light of the evidence presented.
SL.8.4. Present claims and findings (e.g., argument, narrative, response to literature
RST 6-8.10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8
text complexity band independently and proficiently.

ESY Standards, Grade 8
2.1.1. Choose the right tool for each job at the ESY Cooking Station, anticipate steps of the
recipe, and take initiative to cook independently.
2.1.2. Select measuring tools from the ESY Toolbox to measure precisely and convert
measurements.
2.3.8. Approach lessons with intention by thinking through how the recipe relates to the
2.3.9. Collaborate to identify, choose, and complete jobs to execute recipes, and explain each
individual contribution to the end result.
Contributors

Debate Plate: Environment
Frittata and Salad

Summary
In this eighth-grade humanities lesson, students make frittata and salad with their choice of
salad dressing, and discuss the relationship between food choices and the environment with a
specific focus on water use and food waste. This is the second in the Debate Plate lesson series,
a five-lesson series that focuses on factors and considerations that influence personal food
choices and the impacts of those choices.
Objectives
Give examples of how food choices impact the environment.

Describe the environmental impact of food waste, and explain how reducing food waste
reduces environmental impact.
Explain how being informed and self-aware about the environmental impacts of your food
choices allows you to exercise agency around the environmental impact of what you eat.
Assessments
Brainstorm inputs that go into making food available for consumption.

Match each ingredient in the frittata with the amount of water that was used to produce it and
discuss their reactions to how much water goes into one frittata.
Reflect on whether learning about the water that goes into a frittata has changed how they
think about their own food choices.
Materials
F o r t h e C h ef Meet i n g F o r t h e C los i n g
“Debate Plate” visual aid Salad Dressing recipe Yogurt container lids or
“How Much Water Made My Frittata?” Citrus Dressing recipe other common disposable
visual aid objects
Sesame Soy Dressing recipe
Frittata recipe Mustard Miso Dressing recipe

I n g r e d i e n ts fo r I n g r e d i e n ts fo r T ools
t h e F r i tt a t a t h e S a l a d D r ess i n g B a r
Cast-iron skillet
Olive oil Olive oil
Wooden spoons
Eggs Toasted sesame oil
Mixing bowls
Cheese Variety of vinegars,
Whisks
Mix of seasonal including rice vinegar
Graters
vegetables Assorted citrus, including
Chef’s knives
Assorted fresh herbs orange and lemon
Paring knives
Salt Assorted fresh herbs
Cutting boards
Pepper Garlic
Measuring cups
Shallot
I n g r e d i e n ts fo r
Measuring spoons
the Salad Ginger
Arugula White or yellow miso Equipment
Apples Mustard Stove

Carrots Sesame seeds Oven
Purple cabbage Honey
Pumpkin seeds or Salt
sunflower seeds Pepper
Collect all the ingredients and tools, and distribute them to the tables.
Gather supplies for the Closing.
Copy the Frittata and Salad Dressing recipes to hand out.
Steam potatoes (if using in frittata).
Procedures
1. Welcome students back to their second day of Debate Plate in the kitchen. Remind
students of the overarching questions of the week: What factors influence what we
eat, and what are the impacts of those choices? Prompt students to remember the
previous day’s lesson: making red lentil stew and Indian-spiced cabbage slaw and
talking about health and nutrition as a lens for thinking about food choices. Introduce
the topic of the day: the relationship between what we eat and the environment.
2. Share a personal anecdote about how you learned to care about the relationship
between your food choices and the environment:

3. Molly: When my grandma was my age, she lived with an exotic animal importer. This
meant she shared her flat with not only two humans, but an orangutan, a mangabee,
a Great Dane, and an ever-rotating cast of small mammals, reptiles, and amphibians.
She has great stories about having unsuspecting friends over for dinner only to find
monkeys playing on their dinner dishes. Fast-forward 40 years to when I was born.
Growing up, I spent every Friday evening at my grandma’s house. She’s a great cook,
and one of her specialities was what she called “funny suppers.” Given her great
sense of humor around meals, you’d expect these funny suppers to be really fun, but
the truth is, I hated them! Funny suppers were just another name for a dinner where
she’d gone and opened the fridge, and pulled out all the odds and ends, leftovers,
everything that needed to be eaten before it went bad, and stuck it on the dinner
table. Some of it was pretty tame, but some of those funny suppers could get pretty
out there with all kinds of weird foods and wild combinations. As a kid, I hated them.
But as I’ve gotten older, I’ve actually grown to have a special place in my heart for
funny suppers, and even find myself making them sometimes. Many of you probably
know someone who hates to waste food—this is the place that funny suppers came
from for my grandma. She has a deep appreciation of everything food represents,
and she has taught me to feel the same: The food on your plate is more than just
food, it also represents all the inputs that went into making to food available to you.
4. Prompt students to brainstorm the inputs that go into producing and processing the
food we eat (water, land, nutrients in the soil, human time and labor, fuel for the farm
equipment and transportation, electricity for processing and refrigeration, materials
for packaging etc.).
5. Today we’re going to focus on water. We did some research to find out how much
water it takes to produce the ingredients that go into our frittata. Introduce the visual
aid—this is just the water used to grow the ingredients, it doesn’t represent any of
the water used in processing or cooking. Ask for student volunteers to guess which
amount of water corresponds to which ingredient (see “Visual Aid” in the Teaching
Notes below for more on how we do this). Once the ingredients have all been matched
with a water amount, reveal the total water used to grow the ingredients for one frittata.
6. Food takes a lot of water to grow! Especially animal products. This does not mean
that growing and eating food is a waste of water—it simply means that growing food
is very water-intensive and educating oneself about the inputs that go into making
your food give you greater agency around the environmental impacts of your food
choices. For example, now consider the statistic that 40% of food in the US goes to
waste. Given what you know now, imagine how much water that represents when
you think that when one single egg goes bad, or breaks accidentally, that’s the same
as wasting three showers’ worth of water. Being aware of this allows you to be more
mindful of food waste. When you reduce waste, you reduce environmental impact.
This type of research could be done for any of the inputs we named earlier.
7. When you take into consideration everything that goes into making the food we eat
available to us, food starts to seem a whole lot more precious. Every bite is a small

miracle. If this resonates at all with you, take a moment to think about this as you eat
today.
At the Table
1. Small-group check-in: What is your favorite way to eat eggs?
2. Introduce jobs for the day in more detail.
4. Cook.
5. Eat. A few good topics for conversation while eating could be:
6. Who do you know that absolutely will not waste food? Why is it important to them
not to waste food? What are some strategies they have for not wasting food?
7. What are ways that you or people you know repurpose things that may otherwise be
wasted?
8. What kind of environmental education have you had before? How has it made you
feel? Do you think environmental education is important? How do you think these
topics are best taught?
9. Clean up.
At the Closin g
to continue reflecting on the idea of waste, and see how much they can notice before
Thursday, when we’ll be meeting back in the kitchen.
3. If there’s considerable extra time, play the “Repurpose Brainstorm Game” by putting a
plastic yogurt-container lid on each table, and have small groups brainstorm as many
ways they can think of to repurpose the lid. Write these ideas down, and afterwards
have groups share out.
Teaching Notes
Teaching to empower: Our goal in every lesson of this Debate Plate lesson series is to support
our students’ development as critical, informed, and self-reflective eaters. We want
to inspire in them a sense of empowerment around the potential impacts of their food
choices. We make every effort to avoid framing our discussions in ways that could shame
or overwhelm them. We want to recognize and honor the areas in which our students
have agency over their food choices, as well as the areas they don’t have agency or don’t
have agency yet.

Stories: We find that starting with a personal anecdote that connects the environment and food
works well as a hook for the Chef Meeting. It grabs students’ attention and also sets up
the nonjudgmental, nondogmatic tone that we aim for in our treatment of the subject.
Visual aid: All the components of the visual aid are drawings that we laminated and attached
to the poster with a piece of tape on the back. We interact with the visual aid in the Chef
Meeting almost like a game show. When students arrive, the image of the frittata is in
the center with the ingredients in a circle around it. The different water amounts are
jumbled up and attached to the sides of the visual aid. During the Chef Meeting, we ask
for students to match the ingredients to their corresponding water amounts. We always
start by prompting students to consider the two largest water amounts and ask which
two ingredients they think they correspond to and why (cheese and eggs). This helps them
to understand that animal products are more water-intensive to produce than vegetable
products. From there, sometimes we prompt more guessing, and sometimes we just match
the amounts for them. Sometimes we’ll also start the lesson with a couple matched to give
them some reference points. At the end, we reveal the total amount of water in one frittata
and hold up the cast-iron skillet we’ll be using to cook it in so they can get a sense of the
size. We find that having an interactive board is a great way to garner student interest,
and makes a lasting impression on students. One of the major takeaways at the end of
the week for many students is how much water it takes to grow food.
What’s a frittata? For students who are unfamiliar with frittatas, we describe them as a baked
omelette, or like a quiche without crust.
Eggs: The Frittata recipe calls for 8 to 20 eggs. When making this recipe with a class, we always
use eight eggs because that way it cooks a little bit faster.
Cheese inside and on top: We encourage students to put some of the cheese in the egg mixture
and reserve some to sprinkle on top before putting the frittata in the oven.
Cracking an egg: We like to demonstrate how to crack an egg while the students are working.
Most students know how, but for the few who are unfamiliar with the skill, it can feel
embarrassing and vulnerable to admit that to their group-mates.
Raw egg: Show students how to work next to the compost bucket while cracking the eggs so
they don’t drip raw egg everywhere.
Eggs and cheese: Some students can be hesitant about the combination at first, but even those
who profess to hate eggs and cheese together tend to love the frittata.
Cooking rates: The recipe says to add the vegetables and herbs at the same time, but this is a
good lesson to prompt students to recall the idea of cooking rates and add them to the
pan at different times (aromatics, then crunchy, then leafy).
Hot sauce and culture: We made multiple hot sauces available to our students during this
lesson (Crystal, Tapatío, Cholula, Sriracha). Students often identified very strongly with
one or two hot sauces and were very happy to see their own hot sauce because it was
an opportunity for them to see their culture represented in the space.
Onions: We used bulb onion for this lesson, but when making frittata with sixth graders we often
use spring onions instead because it is less irritating to the eyes.

Salad dressing: Because there are so many options for dressing, this is an excellent opportunity
to encourage students to really use their senses as their guide. We like to show students
how to put a little bit of vinegar on their palm to taste so that they can compare the
flavors of different vinegars. We also show them how to use a piece of lettuce to dip into
the dressing as they work so they can get a better sense of how the dressing will taste
on the salad without creating more dirty dishes.
Toasted seeds: Toasted pepitas or sunflower seeds are super popular to snack on and include in
salad
Allergies: For students who are allergic to dairy, we reserve all the cheese to sprinkle on top and
leave a piece of the frittata cheese-free. For students who are allergic to eggs, we always
provide an alternative such as fruit, cheese, or toast.
Browning: This lesson is a good opportunity to show students how a little bit of browning on the
bottom of the pan can add a lot of flavor.
Herbs: We use a variety of herbs in this lesson so that students can taste them and choose
which to include in their frittata. Encourage students to use all their senses when
choosing the herbs.
Fairness: Sometimes students become anxious when we start cutting the frittata for serving. We
find it helps to name that you’re trying to slice the frittata as evenly as you can and that it
is very difficult to make it perfect, so please be understanding of that.
Testing for doneness: You know the frittata is done when the egg looks solid and doesn’t shake
when you shake the pan.
Frittata for everyone: This year we made frittatas with the sixth and eighth graders. With the
sixth graders, we made the lesson more simple by cooking just the frittata without the
salad.
Table discussion: We’ve found the best conversations around this topic happen when we ask
about people students know who have specific practices or habits around waste. Almost
every student will have a story about at least one person in their life who hates to waste
something—whether it is food, water, clothes, or other things.
Vocabulary
Environmental impact
Sustainable
Food waste
Greenhouse gas
Emissions
Resource

Californi a State Common Core , Speaking and Listening Sta ndards, Grade 8
SL.8.1.b. Follow rules for collegial discussions and decision-making, track progress toward
SL.8.1.d. Acknowledge new information expressed by others, and, when warranted, qualify or
SL.8.4. Present claims and findings (e.g., argument, narrative, response to literature
a nd Techni cal Subjects
RST 6-8.7. Integrate quantitative or technical information expressed in words in a text with a
graph, or table).
ESY Standards, Grade 8

2.2.6. Read and follow recipes, customize recipes when alterations and adjustments are
possible, and improvise recipes after choosing seasonal ingredients.
2.2.7. Demonstrate mastery of tasting and seasoning skills based on sensory observations,
identify and recreate flavors from different countries and cultures covered in previous
lessons.
Contributors

Debate Plate: Justice and Labor
In the Academic Classroom

Summary
In this eighth-grade humanities lesson, students watch a short video about the 2010 fight by
the Coalition of Immokalee workers for a penny more per pound of tomatoes picked, and read an
article that describes where consumer food dollars go in the food system. Students make posters
that synthesize the information, and discuss the roles consumers, government officials, and
food system workers play in working for a more just food system. This is the third in the Debate
Plate lesson series, a five-lesson series that focuses on factors and considerations that influence
personal food choices and the impacts of those choices.
Objectives
Understand that their food choices as consumers impact other people within the food system.
Discuss the relative proportion of the money they spend on food that goes to each player in
the food system, and compare how these proportions vary depending on the characteristics of
the food system.
Begin to form opinions and build arguments around the theme of justice/injustice in the food
system, and consumer responsibility in regards to food choices.
Assessments
Connect consumer choices to farmworkers’ lives by reflecting on the impact paying one penny
more per pound for tomatoes would have on the Immokalee Workers’ pay after watching a
video by the Coalition of Immokalee Workers (CIW).
Create posters summarizing the steps involved and wealth distribution breakdown for an
average U.S. food product from farm to plate after reading an excerpt from “Where Does Your
Grocery Money Go?”
Discuss their thoughts, reactions, and opinions in regards to the CIW video and “Where Does
Your Grocery Money Go?” article.

Materials
Supporting information handout (food system graphic and food system quote)
Poster paper and art supplies
Laptop, projector, and speakers to play Immokalee workers video
Procedures
1. Welcome students to the classroom. “This week we’ve been talking about factors and
considerations that influence food choices. Today we’ll be diving more into some of
the impacts of those food choices on other people by talking about labor and justice
issues in the food system.”
2. When I say “labor,” what does that mean to you? Define “labor.”
3. So when we’re talking about labor in relation to the food we eat, what, or who, do
you think we could be talking about? To put it another way, who are some of the
people who work on getting food from the farm to your plate? Tell students this is just
a preliminary list that you’ll add onto as the class goes on.
4. And what about “justice”? What does justice look like or mean? What does injustice
look like or mean? Define “justice” and “injustice.”
5. Today in looking at labor and justice in the food system, we’ll be focusing mostly
on the work that farmers and farmworkers do and the compensation they receive
for that work. Clarify that “farmers” usually refer to the people who run the farms,
and they may or may not actually work in the fields, and “farmworkers” are paid by
the farmers to do manual labor on the farm—anything from planting to fertilizing,
spraying pesticides if the farm is not organic, and harvesting.
6. In 2011, a group of farmworkers in Immokalee, Florida, launched a Campaign for

Fair Food to fight for higher wages. If you have ever eaten a tomato in the winter, it
probably came from Florida, and possibly was picked by one of these workers.
7. Watch Immokalee workers video (https://www.youtube.com/watch?v=VURs-rsi_KQ).
8. Hopefully that gives you a sense of the type of work farmworkers do, and the
conditions workers face on the job. In that video, the workers were asking for just one
penny more per pound that they picked. Now we’re going to jump into some specifics
on where the money that you spend at the grocery store goes.
9. Introduction to supporting information handout:
In the industrial food chain, “for every dollar we spend on food, only about 16
cents goes to the farmer. The other 84 cents goes to the chain that brings the food
from farm to plate: the diesel and truck and driver that move the food from farm
to processing plant or warehouse; the mill or the factory where food is processed,
or the cost of storing it until it is sold. They also pay for the people who sell it
wholesale or to grocers, the restaurant cooks who prepare it for us when we eat
out, the satellite and databases to track shipments, and the workers, forklifts,

warehouse and refrigeration at the grocery store. For example, in 2008, shoppers
paid about 67 cents for every pound of onions they bought, with about 13 cents
going to the farm (19% of what shoppers paid). The workers who picked the
onions got between 1 and 2 percent, or just about one penny per pound.”
In a less-industrialized food cycle with fewer people and processes between the
grower and consumer, a much larger proportion of your food dollars – even up to
100% - goes directly to the farmer and farmworkers.
Source: McMillan, Tracie. “Where Does Your Grocery Money Go? Mostly Not
to the Farmers.” Eatocracy. CNN Online. August 8, 2012. http://eatocracy.cnn.
com/2012/08/08/where-does-your-grocery-money-go-mostly-not-to-the-farmer/
comment-page-1/
10. Choose one of the following activities (or do both, time permitting):
Make-a-poster activity:
Students make posters summarizing what they think is the most important or
interesting information for people to know about labor and justice in the food
system based on the video and article.
If there is time, students share the posters with the whole class or in small
groups.
Discussion: Teacher leads discussion based on any of the following questions:
Should consumers be responsible for knowing about their food in terms of

justice around production and labor practices?
Should consumers be responsible for buying food from responsible sources?

Paying more for food?
Is it the government’s responsibility for making laws around fair pay?
What might barriers to making “responsible” consumer choices be?
What would be a deal-breaker for you around supporting a company or

product?
What is the responsibility of the consumer in terms of being informed about

their food?
Are there any things you have learned about food that affect how you make
food choices?
Are there areas you feel are more or less important to be informed?
Are there disagreements in your family about food choices?
Are there any things that you would change about how you eat or the food
available to you, but are not able to?
Have you experienced not being in control of the decisions that affect your
conscience as a consumer?
Do you have a conscience as a consumer?

What are the areas that you do feel empowered to make choices around what
you consume?
11. Thank students for their participation in the class, and tell them that they’ll continue
to explore the theme of labor and justice when they return to the Kitchen.
Vocabulary
Justice
Labor
Farmer
Farmworker
Consumer
Wealth distribution
Industrial food chain
Grower
Distributor
Common Core: R eading Standards for Informational T ext, Grade 8
RSI.8.2. 2. Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
Cal iforni a State Common Core , Sp eaking a nd Listening Sta ndards, Grade 8
SL.8.1.a. Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe
and reflect on ideas under discussion.
SL.8.5. Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.

Common Core: R eading Standards for Technical Text, Gra de 8
graph, or table).
Edible Sch oolya rd 1.0 In th e Edible Schoo lyard Pro gra m:

Tools 1.1. Engage in structured groups to complete tasks and practice teamwork.
Tools 1.2. Make positive contributions to small group discussions.
Tools 1.3. Communicate relevant questions to classmates; build language and listening skills by
practicing self-control, self-awareness, and noticing our impact on others.
Contributors
Resources
Immokalee workers video: https://www.youtube.com/watch?v=VURs-rsi_KQ
McMillan, Tracie. “Where does your grocery money go? Mostly not to the farmers.” Eatocracy.
CNN Online. August 8, 2012. http://eatocracy.cnn.com/2012/08/08/where-does-your-grocery-
money-go-mostly-not-to-the-farmer/comment-page-1/

books articles blog press kit news media
Where does your grocery money go? Mostly not to the

farmers
By Tracie McMillan
CNN.com eatocracy • Aug. 8, 2012

A few months ago, a small farmer in the Northeast approached me at a conference, intense and red-faced.
How could I say that Americans shouldn’t pay more for their food?
She sold lettuce and beets to well-heeled women, their ears dangling gold and fingers sporting diamonds.
Yet many of them balked at the prospect of paying an extra dollar per pound. To grow her food without
extensive chemicals, and to sell her wares at market, she needed to fetch a higher price. Surely, couldn’t
these women pay more?
Well, yes, I conceded, those women could probably afford to pay more. That doesn’t mean we have to.
Because it’s not the farmers who get most of the money we spend on food. It’s everyone who’s standing
past the farm gate.
When we buy food, we think we are paying the farmer. This is true in a very basic economic sense: some
portion of what we spend at the store does trickle back down to the hands that worked the land.
Understandably, we think that if food costs more, it must be because the farmer is getting more for it.
There might be good reasons for prices to rise – the worst drought in a half-century, for instance — or
there might be profiteering reasons for it — padding a supermarket’s bottom line. But the base assumption is
that when we pay more, the farmer makes more.
join mailing list
The problem is, that is almost entirely untrue.
email address
The breakdown
For every dollar we spend on food, only about 16 cents goes to the farmer. The other 84 cents go towards
what economists call “marketing,” which refers not to commercials and advertising, but the entire chain that
ensures food makes it from farm to plate.
from twitter
Those 84 cents pay for the diesel and truck and driver to move the food from farm to processing plant or
warehouse; the mill or the factory where food is processed, or the cost of storing it until it is sold. They also 6 Ways Food Is Immigrat
pay for the people who sell it wholesale or to grocers, the restaurant cooks who prepare it for us when we Success Story https://t.c
eat out, the satellite and databases to track shipments, and the workers, forklifts, warehouse and via @NatGeo thx @Coli
refrigeration at the grocery store.
@RNAeatsbugs ah, i'm
Take, for instance, the humble onion. In 2008, shoppers paid about 67 cents for every pound of onions they old that anyone under 40
bought, with about 13 cents going to the farm, meaning that the farm got 19 percent of what shoppers paid. 20something to me. fixin
(The workers who picked the onions got between 1 and 2 percent, or just about one penny per pound.) in reply to RNAeatsbug
Across all vegetables, the average share paid to farmers is more like 25 percent; fresh fruits pay an @RNAeatsbugs aw, ma
average of 30 percent to the farmer. All the rest of it went to distribution, logistics, overhead – everything wrong? how old are you?
that it takes to get food from farm to plate. reporting for sure. 03-Jun
RNAeatsbugs
Distributing wealth
Chefs Make A Tasty Cas
Today, nearly all our meals arrive in our neighborhoods via supermarkets (or supercenters, the term for https://t.co/UWl5yHSRa
operations like Walmart and Target that also sell groceries). Those two kinds of stores sell about 80 percent cc2: @entosense @che
of our food. Walmart, the biggest supermarket in the country, sells roughly one-quarter of the food bought in @Bugsolutely 03-June
the U.S., making it the largest grocer in our history (and that of the world).
Follow @tmmcmillan
But by selling food, supermarkets have also become a de facto infrastructure for distributing it — a fact not
lost on Walmart executives.
Categories
“The misconception is that we’re in the retail business,” Jay Fitzsimmons, a senior vice president and
treasurer for Walmart, told investors in 2003. But in reality, “We’re in the distribution business.” Appearances
Bringing distribution in-house is a big part of why Walmart now ranks as America’s largest grocer. When the Articles
mega-retailer expanded into food in the late 1980s, it set off a wave of consolidation within the supermarket
Blog
industry as competitors scrambled to match prices. To stay in the game, most had to follow Walmart’s
example and bring distribution in-house, a feat that only mega-sized companies could readily afford. Books
The little guy takes a hit Impact
Local mom-and-pop grocers went out of business, and struggling chains merged or got bought by bigger Interviews and Profiles
ones; giant chains correspondingly gained market share. By 1998, 49 of the 50 largest supermarkets in the
country handled their own distribution — and saved from 25 to 60 percent on operations as a result. Media

When little grocers went out of business, so did small and mid-size farmers. The new crop of bigger food News
retail outlets needed bigger quantities of food — more than a single, smaller grower could provide. Some
farmers (including MacArthur “Genius Grant” recipient Will Allen) abandoned supermarkets altogether and Past Events
found other ways to sell their goods – usually direct marketing like farmer’s markets and community Reviews
supported agriculture clubs.
Uncategorized
But many simply went out of business; the number of mid-sized farmers dropped by about 13 percent from
1997 and 2007 — and their share of sales dropped by 39 percent. Meanwhile, the number of big farmers Updates
inched up by 7 percent, but their market share skyrocketed, and they went from selling us half our food to
nearly three-quarters of it. Video
The important thing here is to look at why they’ve been so successful: they built, and therefore shrank the
cost of, distribution networks.
Closing the gap

That’s actually part of what the red-faced farmer from the conference was talking about. She was selling at a
farmer’s market in part because there is a dearth of infrastructure available to move food between small-to-
midsized farms and plate. Infrastructure is one of the biggest and most expensive obstacles to expanding
local agriculture.
And this is where it gets interesting: maybe the key to feeding America well, and from its own farms, is not to
send everyone to the farmers market. Maybe it’s not joining CSAs. Maybe it’s coming up with a way to
reduce the distribution costs for modest American farmers and grocers. Because if we can find some wiggle
room in the 70 to 85 percent of the purchase price that goes to that, chances are there would be room to
send a little more back to the farm.
And what that means — sorry for the wonkery here, but it has to be said — is coming up with an affordable
infrastructure for modest American farmers and grocers so they have a fighting chance when competing
against the giants.
How to keep the money down on the farm

As individual shoppers, making that happen can be tough. The easiest thing to do is prove that there’s a
market for good, locally grown food in your community at an affordable price. This helps to prove to people
in power — supermarket executives, government bureaucrats with budget lines — that it’s a worthwhile
investment.
Patronizing farmers markets is one option; in-season produce tends to be affordable, in part because the
middle-man has been removed from the equation. (One caveat: “affordable” is a loose term. During a lean
and writerly year in Detroit I took a notepad with me to the farmer’s market for a week, jotted down prices,
and compared them at a local market, so I knew when I was getting a good price and when I needed to
make do with supermarket fare.)
Asking your local grocer where and how they get their produce — and suggesting that you’d like to see
more from local growers — never hurts. (As a former supercenter produce worker, though, I cannot
guarantee that it will help, either.)
The problem is that making good food easy and affordable is a challenge that won’t be solved by your
shopping cart alone. There are some promising, larger efforts already underway: the emerging farm-to-
cafeteria movement is a stealth infrastructure project, connecting small and midsize farmers with stable,
institutional purchasers who can give them more economic stability than farmer’s markets. And some of the
nation’s most lauded farmers markets are already part of a USDA project called Food Hubs, an interesting
mix of public and private funding designed to link American farmers with retail and wholesale buyers and
eaters.
Showing public support for those programs, helping them to succeed, and calling for better ones are the only
way we’re likely to reach a better balance in that farm-marketing split — moving it, ideally, so that it lands a
bit more on the farm, where it belongs.
tagged in: agriculture & farming, CNN.com, food systems, labor
books articles blog press kit news media ©2013 Tracie McMillan
privacy

Where Does Your Grocery Money Go?
1. What is the “intense and red-faced” farmer’s argument for why Americans should pay more for
their food?
2. How does the author respond to that argument?
3. Jay Fitzsimmons, a senior vice president and treasurer for Walmart, is quoted in this article as
saying Walmart is not “in the retail business...We’re in the distribution business.” What does he
mean by that?
4. Over the last 50 years, more and more big chains have gotten into the “distribution business”
like Walmart. How has this impacted small grocers and small and mid-size farmers?
5. What does the author argue would be necessary to better support small and mid-size farmers?
6. Where does your grocery money go? Use the information in this article to make a poster that
illustrates an answer to this question.

Debate Plate: Justice and Labor
Broccoli Macaroni and Cheese

and Lemondade
Summary
In this eighth-grade humanities lesson, students make broccoli macaroni and cheese and
lemonade, and compare the proportion of consumer dollars that go to different players in
the food system for from-scratch and boxed macaroni and cheese options. Students analyze
and discuss the differences between mac and cheese options, and debate the role consumer
responsibility should play in food choices. This is the fourth in the Debate Plate lesson series, a
five-lesson series that focuses on factors and considerations that influence personal food choices
and the impacts of those choices.
Objectives
Describe a range of jobs that people have within the food system.
Explain how the more highly processed a food is, the smaller a proportion of the cost of the
food will go to the farmer.
Explain how multiple factors interact to inform any given food choice, and that there is no such
thing as a “good,” “bad,” “right,” or “wrong” food choice.
Assessments
Brainstorm jobs held by people working in the food system.

Explain why the farmers involved in producing ingredients for from-scratch macaroni
and cheese receive so much more money proportional to cost than farmers that produce
ingredients for boxed macaroni and cheese.
Identify from-scratch, Kraft, or Annie’s mac and cheese as the best choice in a variety of
hypothetical situations.

Materials
F o r t h e C h ef ’ s Meet i n g F o r t h e Act i v i ty
“Debate Plate” visual aid Food choice consideration

Variety of mac and cheese products “lens” cards
Mac and Cheese recipe

Lemonade Recipe
I n g r e d i e n ts fo r t h e I n g r e d i e n ts fo r T ools Equipment
M a c a r o n i a n d C h eese the Lemonade
Heavy-bottomed Stove
Pasta Lemons stockpot Oven
Day-old crusty bread Sugar or honey Saucepan
Broccoli Water Wooden spatulas
Garlic Ice cubes (optional)
Chef’s knives
Rosemary Mint (optional) Paring knives
Olive oil Cutting boards
Cheese (cheddar or jack) Measuring cups
Milk Measuring spoons
Butter Mixing bowls
Flour Garlic peeler
Salt Whisk
Pepper Baking dish
Pitcher
Procedures
1. Welcome students back to the kitchen. Remind students of the overarching questions
of the week: What factors influence what we eat, and what are the impacts of those
choices? Prompt students to recall the themes they have covered so far: Health &
Nutrition, Environment, and, yesterday in the classroom, Labor & Justice. Explain that
today we will be continuing their discussions from the previous day on Labor & Justice
and making macaroni and cheese and lemonade.
2. Define labor and justice as a lens for thinking about food choices: How do our food
choices impact other people? This is a big topic. Estimates say that 20 million people
in the US work in the food system. Our food choices have real impacts on the lives of
these people.
3. Who are these people? What do they do? Ask students to brainstorm a few of the
jobs people have within the food system (farmer, farmworker, meat packer, grocery

store worker, food scientist, corporation executive, truck driver, restaurant cook,
packaging designer, etc.).
4. Today we are going to focus on farmers. Specifically, we are going to compare how
your choice between three different kinds of macaroni and cheese impacts the
farmers involved in producing the ingredients for them. Who are the farmers involved
in making macaroni and cheese? Wheat farmers and dairy farmers.
5. We did some research to find out where your money goes when you buy these three
different kinds of macaroni and cheese. Specifically, we wanted to know, for each of
these choices, how much of what you spend ends up going to the farmer? Introduce
and explain how to read the visual aid (all the numbers still covered).
6. Start on the left with Kraft. Ask for students to make predictions about how much
money will go to the dairy and wheat farmers involved in making cheese and pasta
for Kraft. Reveal the amounts for Kraft. Ask students to respond to what they see:
Does this seem like a lot or a little? Clarify that these numbers do not represent profit
for the farmers. This is what farmers are paid for their raw products. What costs must
the farmer cover with this money?
7. Ask for students to make predictions for Annie’s. Do they think farmers will receive
more or less than they do for Kraft? Why? Reveal numbers for Annie’s. Ask for
students to explain the similarities in farmer pay between Annie’s and Kraft, and to
explain the higher cost of the Annie’s product. Where does that money go? Is this
what they expected to see?
8. Ask for students to make predictions for the from-scratch mac and cheese. Reveal
the amounts. Ask for students to explain the significantly higher amount received
by the dairy farmer and the equal amount received by the wheat farmer. Explain
that processing milk into cheese happens in-house at the creamery that we buy our
cheese from. This means that the farmer keeps everything that doesn’t go to the
grocery store where we bought the cheese. Ask students whether this means that
the from-scratch farmer makes a larger profit than the Annie’s or Kraft farmers. Not
necessarily—the from-scratch farmer has much higher overhead costs processing
milk to cheese as opposed to just producing milk.
9. Ask for students to reflect on what they have just learned, and consider the fact that
the average annual salary for managers at dairy processing plants is about $125,000
(about $50 an hour) while the average annual salary for dairy farmworkers is about
$25,000 (about $11 an hour), one-fifth of what managers make. Ask students to
consider that choosing between these macaroni and cheese options is about more
than who gets how much money—it is also about what kind of food system you
choose to support.
10. Ask students: If you are looking to support farmers, what’s the best choice? From-
scratch. What about if you are looking for the most budget-conscious option? Kraft.
What if convenience is your top priority? Kraft or Annie’s. And what if protein content
is important to you? From-scratch.

11. There is no objective “best choice.” We’ve seen today how different choices impact
farmers differently and help to support different kinds of food systems that treat
the people in them differently. If labor and justice is your main consideration, being
informed about how the people who make your food are treated will be important as
you make your choices. Ultimately, every time you eat, the best choice will vary based
on your priorities. In this case, just like on Monday and Tuesday, more information
empowers you to make choices that align with your priorities in any given moment.
At the Table
1. Small-group check-in: What is your favorite way to eat pasta or noodles? What is
your favorite kind of cheese?
2. Introduce jobs for the day in more detail. Describe how making a roux is a versatile
cooking technique that can be used to thicken many kinds of sauces and stews and
serves as the basis for many foods, such as hollandaise and gumbo.
3. Have students choose cooking jobs.
4. Cook.
5. Eat. While eating, potential discussion topics include:

Is this a recipe you would make at home? Does knowing about the “justice and
labor audit” of the different kinds of macaroni and cheeses impact which one you
would choose to make? Why or why not?
Do consumers have a responsibility to be informed about the food they eat?
Why or why not? Should it be the consumer’s responsibility to do research to
inform themselves or should producers be held responsible for educating their
consumers?
At the Closin g
2. If there’s time, reflect on discussions from the small table groups.
Teaching Notes
Macaroni and cheese: Students are very excited to make this familiar food. They may also be
skeptical that a from-scratch version can be delicious as well.
Labor and “justice”: We wanted this lesson to get to the theme of justice, but we don’t feel that
we made it there with this version, which focuses mostly on labor. We are excited to
bring the theme of justice more explicitly to the front of this lesson next year.
Support students to do the thinking work: We found the Chef Meeting to be highly successful
when we really encouraged students to explain what they were observing and
interpreting from the visual aid. The visual aid supports them well to reach a variety of
important and interesting conclusions.

Cardboard boxes: Having the actual mac and cheese boxes as examples for the Chef Meeting
helps to generate enthusiasm and interest among students. We always make a point to
let students know that they’re empty because we ate them already. This reinforces the
tone of nonjudgment/non-food shaming we aim to create in our classroom.
Food shaming: The goal of this lesson was to provide information that would empower students
to feel a greater sense of agency around their food choices. We explicitly sought to avoid
food shaming students at any time.
Cheese sauce: By simplifying the cheese sauce recipe instead of making a traditional roux, we
make it more failproof. Experiment with different flavors by trying this recipe with any
cheese that melts well.
Grating cheese: Sometimes students have a hard time using the grater. Show them that
applying pressure into the grater gives you better product and makes the process more
efficient. It can also be helpful to remind them that they don’t have to grate into a cup
measure—grate onto a plate and then measure.
Dietary restrictions: We always have gluten-free noodles on hand, as well as vegan cheese,
so that every student can enjoy the meal. If for any reason we don’t have appropriate
substitutes, we’ll offer a piece of fruit.
Broccoli: Many students are skeptical of this variation from tradition. Sometimes we point out
that it’s simply another vessel for cheese sauce, or suggest that it get cut in larger pieces
so if they really don’t like it they can eat around it. Despite any initial trepidation, we find
that generally students really like it.
Brainstorming other uses for cheese sauce: This can be a fun way to generate enthusiasm and
creativity.
Bread crusts: The bread crusts leftover after preparing the bread crumb topping are excellent for
dipping in the cheese sauce. Students also get very excited about enjoying them with a
simple olive oil and salt dip.
Lemonade: The first time we taught this lesson, we just made mac and cheese and often classes
would finish early and have a little too much idle time. We found that the lemonade recipe
added the perfect number of jobs and that students were very excited to make it.
Simple syrup: We like to show students how to make a simple syrup for the lemonade so the
sugar doesn’t collect at the bottom of the pitcher.
Hot sauces: We always have a variety of hot sauces available. Different students identify with
different hot sauces, and we find students are excited to see their culture represented in
the space. It can be a great conversation starter to ask students which hot sauce is their
favorite, or whether they like to eat different kinds with different foods.
Highlighting recipe sections: This mac and cheese recipe contains a number of moving parts.
We like to highlight either the cheese sauce, the macaroni and broccoli, or bread crumb
topping section on each recipe we print out. This helps students identify which specific
steps they are responsible for, and enables them to work more independently.

Salting water: Share with students what a difference to flavor it makes to salt the water before
cooking the macaroni and broccoli.
Cooking the broccoli: Add the broccoli into the pasta when it is a few minutes from being done
as opposed to cooking it separately to save time.
Talking mac and cheese: Asking students about how they like to eat their macaroni and cheese
can be a great conversation starter. Many students will have experience eating or making
this food. If you were to make this at home, what would you add or take away?
Vocabulary
Producer
Processor
Consumer
Distributor
Labor
Californi a State Common Core , Speaking and Listening Sta ndards, Grade 8
SL.8.1.a. Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
Cal iforni a State Common Core , R ea ding Sta nda rds for Literacy in History/
Soc ial Studi es 6-12
RSH 6-8.2. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
a nd Techni cal Subjects

graph, or table).
ESY Standards, Grade 8:

Contributors

Food Priority Card Questions
1. Texture – the texture of a food

2. Interpersonal relationships – when you make decisions about what to eat based
on the desires, needs, recommendations or preferences of others
3. Habit – what you’re used to eating (or not eating) – your familiarity or routines
with a food
4. Taste – how a food tastes
5. Availability – how readily available a food is to you – how easy or difficult it is for
you to get a hold of a certain food
6. Cost – how cheap or expensive a food is
7. Environment – how the food or the processes involved in making it available to
you impacts the environment
8. Ease or convenience – how easy and convenient it is to access or prepare a food,
or the time and labor required to do so
9. Culture or identity – what a food represents to you, or its connection to your
culture or identity
10. Animal Welfare – how a food or the processes involved in making it available to
you impacts animals
11. Justice & Labor – the wages, working conditions and rights of the people
involved in growing, processing, distributing or preparing a food
12. Past experience – the memories or nostalgia you associate with a food or eating
experience
13. Health & Nutrition – how a food impacts your health
14. Appearance – how a food looks
15. Smell – how a food smells
16. Sound – the sound a food makes while you’re preparing or eating it (example: the
crunch of biting a carrot or squeak of chewing certain cheeses)
17. Weather – how the weather impacts what you eat
18. Season – how the time of year impacts what you eat
19. Time of Day – how the time of day impacts what you eat
20. Mood – how your mood impacts what you want to eat

Debate Plate: Cost and Access
Chili and Cornbread

Summary
In this eighth-grade humanities lesson, students make Vegetarian Chili and Cornbread and
discuss how cost and access impact food choices. Students debate whether access to food
that is good for you, good for the environment, and good for other people is currently a right, a
privilege, or a responsibility, and whether it should be. This is the fifth in the Debate Plate lesson
series, a five-lesson series that focuses on factors and considerations that influence personal
food choices and the impacts of those choices.
Objectives
Explain and give examples of how food access may be restricted.

Construct and defend an argument on the question of whether access to healthy, sustainably
produced, and socially just food is a right, a privilege, or a responsibility and whether it
should be.
List and describe a wide variety of considerations they have when deciding what to eat,
discuss the factors that influence how they prioritize those considerations, and discuss with
examples the role nutritional, environmental, and justice concerns play in their food decisions
and whether those roles have changed over the course of the Debate Plate lesson series.
Assessments
Brainstorm forms of food access.

Debate the questions of whether accessing healthy, sustainable, and socially just food is a
right, a privilege, or a responsibility and whether it should be.
List and describe a wide variety of considerations they have when deciding what to eat,
discuss the factors that influence how they prioritize those considerations, and discuss with
examples the role nutritional, environmental, and justice concerns play in their food decisions
and whether those roles have changed over the course of the Debate Plate lesson series.

Materials
F o r t h e C h ef ’ s Meet i n g F o r t h e C los i n g
“Debate Plate” visual aid Small pieces of paper and pencils for exit ticket:
Chili and cornbread recipes What was a main takeaway for you this week?
F o r t h e Act i v i ty
What is something you learned this week that surprised you?
Food choice consideration What is a question you still have about something you learned this week?
“lens” cards What is something you learned this week that made a personal impact
on you?
I n g r e d i e n ts fo r I n g r e d i e n ts fo r T ools Equipment
t h e Veget a r i a n C h i l i the Cornbread
Heavy-bottomed Stove
Assorted cooked beans Flour stainless steel pot Oven
(black, kidney, chili, red) Cornmeal Cast-iron skillet
Olive oil Baking powder Small saucepan
Onions Baking soda Wooden spatulas
Garlic Salt Chef’s knives
Carrots Eggs Paring knives
Bell pepper Butter Cutting boards
Crushed tomatoes Buttermilk Measuring cups
(canned or fresh)
Honey Measuring spoons
Ground cumin
Mixing bowls
Chile powder
Graters
Dried oregano
Peelers
Tomato paste
Reamers
Bulgur
Mortar and pestles
Salt
(for grinding spices if
not already ground)
Procedures
1. Welcome students back to the kitchen. Review overarching questions of the Debate
Plate unit: What factors influence your food choices? What impacts do those choices
have on your body? On the environment? On other people? Introduce the theme of the
day: Cost & Access.
2. Explain that cost and access are slightly different from the other considerations we’ve
discussed so far in Debate Plate because while they sometimes might be elective

considerations—maybe you really love a good deal, so you choose to buy Kraft
instead of Annie’s mac and cheese—other times they are non-elective considerations,
meaning you don’t have a choice—you’d really like to buy Annie’s mac and cheese
because reducing your environmental impact is important to you and Annie’s uses
organic pasta, but that extra $1.25 is more than you can afford, so you must buy
Kraft instead. In this case the cost of food has impacted the choice you made, but it’s
not by your personal choice.
3. Explain that access is related to cost, but can also be much broader. Ask students:
What are different forms of access? What kinds of things might get in the way of me
being able to choose certain foods? Generate a list of different forms of (in)access,
such as:
Geographic access: Do you have any grocery stores close to you? What food is
available at those grocery stores? How difficult is it to transport food from your
source to your home?
Cost access: Can you afford a food?
Knowledge access: Do you know where to get food or how to grow it? Do you
know how to prepare the food you want to eat? Do you know how to prepare the
ingredients available to you?
Equipment and tools access: Do you have a place, equipment, and tools to prepare
food? Do you know how to use the equipment and tools you have available? Do the
equipment and tools you have work?
Cultural access: Is culturally relevant food available to you? Do you know where to
find food that is culturally relevant to you?
Transportation access: Do you have a way to transport yourself and your

food between the place you get it and your home? Can you afford to pay for
transportation?
Health/allergy access: Is food that is good for your health available to you?
4. Explain that once you start considering issues of food access and looking at who
has access to food, who doesn’t, and why, this raises some very large conversations
around justice. These questions are where we’ve been heading all week. They
integrate all the topics we’ve looked at in Debate Plate so far.
5. Think-Pair-Share: Do you think that access to food that is good for you, good for
the environment, and good for other people is currently a right, a privilege, or a
responsibility? Explain that this question asks for some higher-level thinking, and that
there are no objectively right answers. Give students some time to reflect quietly to
themselves, and then turn to a neighbor to discuss. Finally, bring everyone into a full-
class discussion.
6. Ask students to discuss whether they think that food that is good for you, good
for the environment, and good for other people should be a right, a privilege, or a
responsibility.

7. Thank students for their participation in the discussion. Emphasize that these
questions have many answers and that answering them fully may be an ongoing
process over the course of a long time. Encourage students to keep digging into
these questions because as they have seen over the course of Debate Plate, our food
choices have major impacts and connect to almost every aspect of our world. Over
the course of a lifetime, becoming informed about the impacts your food choices have
and choosing to be intentional about what you eat can create real, important impact.
Learning about your food gives you real power to change the world.
At the Table
1. Small-group check-in: If you could only eat one food for a year, what would you want
to eat?
2. Introduce jobs for the day in more detail. Describe how chili can really be made with
anything you have on hand. Just like with the spiced red lentils and Indian-spiced
coleslaw, we’ll be cooking the chile powder in oil at the very beginning along with
onion and garlic to help the depth of the flavor infuse the whole dish.
4. Cook.
5. Eat. While eating, potential questions to discuss:
Has there ever been a time when you have wanted to cook something from the
ESY kitchen at home but have been unable to do so? What are some barriers that
you encountered? These are all forms of access.
What are your top considerations when choosing what to eat? Why?
Has anything you learned this week stuck out to you, made an impact on you, or
changed how you think about your own food choices?
6. Clean up.
At the Closin g
1. Ask students to rate the food using their fingers on a scale of 1 to 5.
2. Exit ticket (students choose one question to respond to and write it on a sticky note at
any time during class and given to the Kitchen Teacher. It won’t be public and can be
anonymous):
What was a main takeaway for you this week?
What is something you learned this week that surprised you?
What is a question you still have about something you learned this week?
What is something you learned this week that made a personal impact on you?

Teaching Notes
As we talk about cost in this lessons, we wanted to share how much we had spent on
our meal. We calculated the total cost for one batch of cornbread at $3.05, or $0.31 per
serving. The cost for one batch of vegetarian chili was $9.10, or $0.91 per serving. This
brought our total cost for the meal to $12.15 per group, or $1.21 per serving. We share
that this is just inside our target of $1.25 per student per class.
Build in lots of structured pause time for students to reflect on big questions. Many
students will feel more confident raising their hands to volunteer to speak after they have
had time to process. Name that there are no specific right answers to these big questions.
Define “access” early in the Chef Meeting so that vocabulary is not a barrier to
participation. Access is being able to get something.
Help students brainstorm access and barriers to access by asking them, “What have
you wanted to cook from the ESY kitchen and not been able to?” This helps to ground the
discussion in their experience.
The discussions in the Chef Meeting can surface differences in students’ financial
relationships to food. Balance hands-off and more involved facilitation to name and
explain when students make statements that are offensive or short-sighted—be ready to
disrupt oppressive assumptions and statements.
We introduce the terms “food desert” and “food swamp” in this lesson and acknowledge
that both terms are controversial because they can cast low-income communities in a
negative light.
Beans: The chili is especially delicious when prepared with a variety of beans. We
used black, pinto, and kidney. If cooking beans from scratch, cook in different pots to
accommodate for their different cooking rates.
Crispy cornbread crust: Heat the skillet before adding the cornbread batter to the skillet
to have a crispy crust.
The cornbread recipe involves using the stove to melt the butter and heat the skillet.
Many students were confused and thought that the cornbread would finish cooking on
the stove as well. Share that when a recipe says to “bake” that means putting it in the
oven.
Encourage the students to just barely mix the cornbread ingredients. Share that over-
mixing creates a tough cornbread while just mixing a little bit will result in a tender
texture. Explain that it is fine to have a rough-looking batter.
If students leave a lot of dough in the bowl after transferring to the skillet, introduce the
rubber spatula as a great tool for getting every last bit.
Different kinds of cornbread: Students will be accustomed to a variety of cornbreads. This

can be a fun conversation to have. Ask them to talk about the cornbread they are used to
and name the differences in sweetness, consistency, amount of corn vs. wheat flour, and
the color and grind of corn.

Serving with butter and honey: If you don’t wish to serve the cornbread with butter and
honey, you can spread some over the top so that every piece has a little bit.
Show students how to use a utensil as a cake tester to test if the cornbread is cooked all
the way through. If it comes out covered in dough, then it is not finished.
Encourage the team working on the cornbread to split into dry and wet ingredient groups
to organize and expedite their process.
Advise the students working on the wet ingredients to consider what would happen if
they were to mix the hot melted butter with the eggs directly. Encourage them to mix the
hot butter with the buttermilk first or to let the butter cool before mixing it in.
Call attention to the fact that after cooking the dry spices in the pot, some will stick and
begin to burn unless you quickly add in some liquid. Share that browning is good but
burning will leave an acrid taste. The recipe uses the canned tomatoes as that liquid
which quickly releases the spices and cools down the pan. Name this as similar to
deglazing.
Highlight that cooking the spices in oil before adding the tomatoes is similar to making
the coleslaw dressing on Monday and builds the flavor of the spices.
We found that a combination of chile powder gave us the best flavor. We used equal
parts of ancho and New Mexico chile powders.
Many students are skeptical that a vegetarian chili can be delicious but love it once they
try it.
Soak bulgur in hot water before adding it to the chili to speed up the cooking time. The
bulgur adds the familiar texture of ground beef to the chili. It also adds protein and makes
the chili more filling.
Groups can choose the consistency of their chili by adding bean or tomato liquid or not.
Note that it is easy to add more liquid and thin it out but hard to make it thicker.
Encourage the whole group to work together on the final seasoning so that everyone will
be happy with the level of salt when it is served.
Vocabulary
Access
Consumer
Consumer responsibility
Food justice

Edible Schoolyard Kitchen Standards, Grade 8

2.1.2. Select measuring tools from the ESY Toolbox to measure precisely and convert
measurements.
Contributors

K8-8_Exit_Tickets.pdf
1. What was a main takeaway for you this week?
2. What is something you learned this week that surprised you?
3. What is a question you still have about something you learned this week?
4. What is something you learned this week that made a personal impact on you?

Pizza Celebration
In this final eighth-grader lesson, students celebrate their completion of the program by making
wood-fired pizza and lemonade in the ESY garden.
Objectives
Make lemonade, pizza sauce, and pizza dough from scratch.

Form dough and build a pizza with sauce, cheese, and toppings.
Discuss their experiences of baking pizza in a wood-fired oven and eating it in the ESY garden
with their teachers and classmates.
Assessments
Make pizza sauce, pizza dough, lemonade, and prep pizza toppings.
Form their dough and build a pizza with sauce, cheese, and toppings.
Watch their pizza bake in the wood-fired oven and eat it in the ESY garden with their teachers
and classmates.
Materials For the Pizza Building F o r t h e E at i n g S tat i o n

S tat i o n
Pizza Sauce recipe Cups
2 tables
Pizza Dough recipe Napkins
2 rags
Lemonade recipe Dirty dishes basin
2 tablecloths
F o r t h e W oo d - F i r e d O v e n
Compost basin
6 wooden pizza peels
Oven peels F o r t h e G r a i n G r i n d i n g S tat i o n
2 flour bowls
Wire brush Grain grinding bike
toppings
2 damp towels 3 mortars and pestles
For the Pizza Building
F o r t h e H a n d wa s h i n g S t a t i o n S i d e T a b le 3 mixing bowls
S tat i o n
Table cloth Wheat berries
Bucket of warm soapy water Canvas bags for threshing
Cleaning rag
Bucket of warm rinsing water Whole, dried wheat bushels for
Really big butcher block
2 towels threshing
Pizza cutter
Wooden winnowing bowls
Trays

I n g r e d i e n ts fo r I n g r e d i e n ts fo r t h e I n g r e d i e n ts fo r t h e
t h e P i z z a Do u g h T opp i n gs P i z z a B u i l d i n g S tat i o n
Pizza flour An assortment of herbs, Pizza sauce

Wheat flour green garlic, and spring Grated cheese
onions
Yeast Toppings
Chard, kale, and spinach
Salt I n g r e d i e n ts fo r t h e
Olives Lemonade
Sugar
Olive oil Lemons
Olive oil
Fresh garden ingredients Sugar or honey
Water
T ools fo r t h e Do u g h S t a t i o n T ools fo r t h e T opp i n gs S t a t i o n
1 large metal mixing bowl Chef’s knives

1 plastic 4-cup measuring cup Cast-iron skillet
2 sets measuring spoons Cutting boards
1 plastic measuring beaker Strainers
3 bench scrapers Equipment
1 metal one cup measure Wood-fired Oven or Oven

1 small metal whisk
2-3 half sheet pans
Plastic wrap
1 plastic dough scraper
1 wooden spoon
Collect all materials and build a fire in the wood-fired oven (it takes about 90 minutes to fully
warm the ESY oven).
Make the Pizza Sauce.
Make Pizza Dough for the first class.
Collect all materials and set up the Pizza Building Station and Pizza Building Station Side Table.
Collect all materials and set up the Eating Station.
Collect all materials and set up the Dough Station.
Collect all materials and set up the Grain Grinding Station.
Collect all materials and set up the Lemonade Station.
Collect all materials and set up the Toppings Station.

Procedures
1. Use the word “celebrate” in a sentence: “We are excited to celebrate the culmination
of your three years in the Edible Schoolyard Program today!”
2. Welcome students and explain that today they will work together to celebrate their
last day in the Edible Schoolyard with pizza and lemonade.
3. Explain that today’s four working groups are all devoted to tasks to prepare for eating
pizza, and that working groups will rotate through the Pizza Building Station where,
in teams of two, students will have the opportunity to form their pizza dough and
build it with sauce, cheese and toppings.
4. Go over today’s jobs and divide students into four working groups, one group for each
job. Today’s jobs are:
Dough: Students “pay it forward” by making dough in the kitchen classroom for later
classes.
Grain grinding: Students use a variety of methods to grind wheat to use in the pizza
dough.
Lemonade: Students make lemonade at the outdoor kitchen and keep the Eating
Station supplied with it.
Toppings: Students harvest crops from the garden, wash them, and prep them for
use at the Pizza Building Station.
I n t h e Fie ld
Pizza Work Rotation: Each group rotates through the Pizza Building Station as the other
groups work in the kitchen classroom, outdoor kitchen and garden.
1. The Dough group starts at the Pizza Building Station, where in groups of two they
will assemble a pizza.
2. When the first group finishes baking their pizzas, they may sit down at the Eating
Station to eat.
3. When the bell rings, the next group proceeds to the Hand Washing Station and then
to the Pizza Building Station.
4. It will take a total of 80 minutes to rotate all groups through the Pizza Building
Station and Pizza Eating Station.
5. After each group’s Pizza Work Rotation is complete, students may relax in the garden
or visit the chickens.
At the Pizza Building Station

Make and Eat Pizza
1. Demonstrate how to pull the dough on a pizza peel and add toppings, making sure
to emphasize using enough flour to ensure adequate “scootch” (the dough’s ability to

move independent of the peel, so that it will slide off into the oven).
2. Give a ball of dough to each team of two students and have them assemble their
pizza.
3. Bake each pizza in the wood-fired oven.
4. When pizzas are done, students proceed to the Eating Station, eat their pizza, and
drink lemonade.

1. Thank students for helping make the pizza celebration a success.
2. Ask students to participate in one final Whip Around and share their favorite
experience in the garden over their three years at King Middle School.

SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher- led) with diverse partners on grade 8 topics, texts, and issues, building
on others’ ideas and expressing their own clearly.
SL8.1.c Acknowledge new information expressed by others, and, when warranted, qualify or
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details; use
appropriate eye contact, adequate volume, and clear pronunciation.
listening.
L.8.6 Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary knowledge when considering a word
or phrase important to comprehension or expression.

RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies. RI.6.7 Integrate
information presented in different media or formats (e.g., visually, quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.

graph, or table).
Health Edu cation Content Standa rds for Cal ifornia Publ ic Schools,
Gra des 7&8
1.4.N Describe how to keep food safe through proper food purchasing, preparation, and
storage practices.
1.8.N Identify ways to prepare food that are consistent with current research-based
guidelines for a nutritionally balanced diet.
4.1.N Demonstrate the ability to use effective skills to model healthy decision making and
prevent overconsumption of foods and beverages.
7.1.N Make healthy food choices in a variety of settings.
7.2.N Explain proper food handling safety when preparing meals and snacks.
Conne ctions to Edible Schoo lya rd Standards

Edible Schoolyard 3.0
In the Edible Schoolyard Program
In the Kitchen C lassroom, 8t h grade

Tools 2.1.1 Choose the right tool for each job at the ESY Cooking Station, anticipate steps of the
Tools 2.1.2 Select measuring tools from the ESY Toolbox to measure precisely and convert
measurements.
Tools 2.1.3 Demonstrate mastery of knife skills, safety and care using knives from the ESY
Toolbox.
Concepts 2.3.8 Approach lessons with intention by thinking through how the recipe relates to the
Concepts 2.3.9 Collaborate to identify, choose, and complete jobs to execute recipes, and explain
each individual contribution to the end result.

Contributors
Resources
Pizza_Sauce_Recipe.pdf
Pizza_Dough_Recipe.pdf
Lemonade_Recipe.pdf


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2 01 6 - 2 0 1 7

Edible education can

The Edible For the last 20 years,

T he E d ible Schoolyard Project env isi on s garden s and k i tchen s as

Inspired by innovative ideas in school reform, creative theories in

E d i b l e S c ho o lya r d Proj ect 2 Curriculum: in t ro d ucti o n

C u rr i c u lu m : i nt rodu cti on 3 Edible S choolya r d Project

E d i b l e S c ho o lya r d Proj ect 4 Curriculum: in t ro d ucti o n

Edible Schoolyard Project edible education programs rooted in shared values

C u rr i c u lu m : i nt rodu cti on 5 Edible S choolya r d Project

The Edible Schoolyard learning is integrated. The skills, behaviors, and

Curriculum knowledge that students learn while cooking support

E d i b l e S c ho o lya r d Proj ect 6 Curriculum: in t ro d ucti o n

C u rr i c u lu m : i nt rodu cti on 7 Edible S choolya r d Project

Practices of Edible Education

E d i b l e S c ho o lya r d Proj ect 8 Curriculum: in t ro d ucti o n

Talk to students with respect and kindness.

C u rr i c u lu m : i nt rodu cti on 9 Edible S choolya r d Project

E d i b l e S c ho o lya r d Proj ect 10 Curriculum: in t ro d ucti o n

exploration, and independence. higher-level thinking skills, such as awareness of

C u rr i c u lu m : i nt rodu cti on 11 Edible S choolya r d Project

Lines of Communication: In this activity, 7. Help students build a toolbox for

E d i b l e S c ho o lya r d Proj ect 12 Curriculum: in t ro d ucti o n

Ask students to make a

C u rr i c u lu m : i nt rodu cti on 13 Edible S choolya r d Project

E d i b l e S c ho o lya r d Proj ect 14 Curriculum: in t ro d ucti o n

C u rr i c u lu m : i nt rodu cti on 15 Edible S choolya r d Project

What cooking skills do we want students to learn area of the kitchen.

includes the specific Indian spices involved in this take home.

historical trade. Will preparing the recipe be fun? We have never

students’ perseverance and focus, we may choose cooking class crying?

a recipe that requires a lot of specific, careful

E d i b l e S c ho o lya r d Proj ect 16 Curriculum: in t ro d ucti o n

C u rr i c u lu m : i nt rodu cti on 17 Edible S choolya r d Project

Practices, structures, W hat teach i ng pract i ces, structures, or strategies wi ll

E d i b l e S c ho o lya r d Proj ect 18 Curriculum: in t ro d ucti o n

Material and Content for Revi ew

Chef Meeting /Opening Circle (content, language, delivery)

____ Is FUN

C u rr i c u lu m : i nt rodu cti on 19 Edible S choolya r d Project

____ Supports the stated lesson goals

____ Meets the stated student learning objectives

Ant i- Oppression Curriculum

____ Explores how identity differently impacts various groups of people

____ Provides historical context for present-day inequities

____ Integrates constructive ideas from students or community

____ Incorporates different learning modalities (visuals, body-based learning, etc.)

____ Provides opportunities for student talk time

Building Academ ic Sk ills

____ Provides opportunities for students to develop their skills as learners

By practicing scientific and inquiry thinking (observation, hypothesis, testing theories,

Through integrating information from a variety of sources (firsthand observations, personal

Through opportunities for metacognition, self-assessment, and process assessment

____ Provides opportunities to practice systems thinking (drawing connections, recognizing

E d i b l e S c ho o lya r d Proj ect 20 Curriculum: in t ro d ucti o n

Through actively listening to the ideas of others

____ Provides opportunities for students to develop their literacy

Through reading recipes or other process texts

Through language and vocabulary acquisition

____ Integrates information or content that connects to their academic classrooms

____ Is FUN

____ Supports the stated lesson goals

____ Meets the stated student learning objectives

____ Explores how identity differently impacts various groups of people

____ Provides historical context for present-day inequities

____ Integrates constructive ideas from students or community

____ Incorporates different learning modalities (visuals, body-based learning, etc.)

____ Provides opportunities for student talk time

____ Provides opportunities for students to develop their skills as learners

____ Provides opportunities to practice systems thinking (drawing connections, recognizing

____ Provides opportunities for students to develop their literacy

____ Integrates information or content that connects to their academic classrooms

____ Practical in the space

____ Practical with the number of students and student-to-adult ratio

6.2 Students make a positive contribution to their small group.

6.2 Students begin to take risks and try something new.

6.3 Students practice being open to sharing in fun.