Where do vegetables come from? A connection between gardens and the food we eat.

This week’s lesson was on gardens.  Through my literature review I learned that when children grow vegetables themselves and help harvest the vegetables they are more willing to try new foods.  We have a garden in our back yard that we plant tons of vegetables in each spring.  My children love digging the holes and planting, watering, and they especially like harvesting the vegetables.  Usually the vegetables don’t make it into the house because they have eaten them right in the garden. 

Since it is winter and we can’t garden, we discussed what types of foods come from a garden and which foods come from animals.  I set out different foods on our kitchen table and the kids sorted them into each category.  Even my two year old held up chicken and said, “Animal!” She understood the types of foods.  This lead to our discussion about what we grow in our garden and there are farmers who grow food on their farms.  We chose tomatoes for an example.  We grow tomatoes in our garden and farmers also grow tomatoes.  I asked them what can be made from tomatoes and they responded with spaghetti sauce, salsa, and ketchup.  I asked, “How do you think you make ketchup?”  My son responded, “You need tomatoes.”  I asked where tomatoes come from and they told me the garden.  “How do they grow? What do they need?” W and M responded with water, dirt, sun, and seeds.  Then they explained the steps of making ketchup.  “You need tomatoes, you pick those and then you cut them up, cook them, put them in a blender and put all that juice in a jar for ketchup.”  

 I had them draw pictures of the process, since our reading discussed drawing.  I thought maybe it would help them express their ideas. 





My son's drawing of tomato picking with a ladder.

 

L's drawing - she colored the whole paper front & back.



 

M's drawing of each step: the tomato, the hands picking the tomatoes, blender, and a jar of ketchup.



After that we made meatloaf which was perfect after our discussion of animals and plants.  They identified each ingredient and told me where it came from.  Included in the recipe was ketchup so they of course were telling me what ketchup was made of and how to make it.  They were so excited and thought it was amazing. 

As a teacher I know it’s best to give the children multiple ways to express themselves so they have the opportunity to understand and communicate in their best way.  I was glad I asked questions and had them draw pictures.  My son is very chatty and a thinker.  So the question part was perfect for him.  My daughters answered questions as well and were able to express their thoughts.  But when they drew pictures I became interested in observing behaviors.  My daughters love to color and draw.  My three year old drew a detailed picture of each step in making ketchup.  My two year old scribbled; however, she used all the space.  My five year old son, he drew a tomato and then a ladder and became more interested in drawing the ladder and talking about how to carefully pick the tomatoes so they don’t mush.  If the children were assessed only on drawing pictures then it would be thought my son didn’t know the process.  Therefore, I was glad I asked questions so he had the opportunity to answer verbally and express his thoughts.  He was way more detailed verbally.