1. Service Learning Project<br />Pretty Food Swag Nutrition Awareness Project<br />Lesson Plan<br />Day# 3Mystery ActivityStandard(s)-S3CS1: Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. -S3CS4b: Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world.-ELA3W1d: Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers). -ELA3W1f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. Why is this lesson important?-Many of the students have voiced that they do not like fruits and/or vegetables. We hope to use this activity to expose our students to different types of foods that they may never have been exposed to before. By doing this we hope to show them that there is a wide variety of good food out there and encourage them to discovery them on there own. Essential Questions- What new/unique foods are out there?-What do they feel, taste, smell, and look like?Daily Learning Outcomes-TSW be able to describe unknown objects and then use this information to make predictions. -TSW understand that there are many different types of fruits and vegetables.-TSW expand their descriptive vocabulary.Assessment tied to learning outcomes-The assessment section of this activity will be included in the description sheet the students will use to “discovery” the new foods. We will analyze how the students used the descriptions they out down in guessing the foods in the box. It is not necessary that the students guess the foods correctly, only that there is an obvious correlations between what they observed and their guesses. ElementsProcedures/ActivitiesResourcesTimeIntroduction-We will start this lesson by asking students to think of fruits and vegetables that they like. We will then introduce the “Mystery Food” activity and break students into five groups. We will emphasize the rules that no student is allowed to pull the food out of the boxes, look into the boxes, or intentionally squish the food. -White board5 minGame Set-up-We will give each of the five groups a single mystery box that contains one mystery food and a description sheet. One group member will be with each group making sure that all rules are followed and that each student has a chance to discover the food. -5 Mystery Boxes- 5 Mystery Foods-Descrip-tion Sheets5 minActivity-Each group has 10 minutes with one mystery box. The students will take turns feeling the food and writing down their own descriptions. After the ten minutes, groups will switch to one more mystery box and repeat the steps above. -5 Mystery Boxes-5 Mystery Foods-Descrip-tion Sheets20 minClosure-Students will share with the class their descriptions and their guesses as to what each food is. We will then reveal the mystery foods and give the students a chance to taste each food, if they wish. -Descrip-tion sheets-Mystery Food tasting portions5 minReflection-After participating in the mystery food activity, the students will have a chance to tell us what they have liked and disliked about the foods and the project as a whole. -Descrip-tion Sheets5 min<br />