Embedded Files
Lima Bean Science Experiment Instructions
Unit 1
Materials Needed
Seed
Moist paper towel
Clear plastic bag
Heavy tape
Instructions
In order to further emphasize this concept, the teacher leads the children in planting a lima bean seed in front of the class.
The lima bean seed is planted in a clear plastic bag with a very moist paper towel and taped to a window that gets sun. This allows the class to observe what happens to the seed and seedling over time, modeling the processes that are occurring outside in the garden.
Over the next 12 sessions, the teacher measures and charts the lima bean’s growth using a ruler (taking the measurements might be too complicated for the children, so they can watch the teacher measure the plant).
Note that the teacher should periodically check the paper towel to make sure that it stays moist. If it starts to dry out, sprinkle some more water on the towel so that it will continue to provide water for the seed germination.
Tummy Mindfulness and Experiential Eating Protocol
Sessions 1-11
Instructions
Direct children to wash their hands before their taste testing.
Food should be served to the children with gloved hands.
After washing their hands, the children are presented with fruits and vegetables from the garden (or grocery store if needed) to sample. Images of a body with an empty belly, too full belly, and just right belly are available for the children to compare. The teacher describes the feelings of hunger and fullness to the children to increase their understanding of these concepts . They then discuss how every person eats a different amount of food to get a just right tummy and that it is important to pay attention to your body
Lay out or hang up the Tummy Dolls, images of a body with an empty belly, too full belly, and just right belly
Before sampling the fruits and vegetables, the teacher asks the children if they are too full, just right, or hungry by asking them to point to the appropriate images.
The teacher then calls on a few children and asks them to describe what hunger or fullness feels like. The teacher tells the children to pay attention to if they’re feeling hungry or if they’re feeling full. If they are hungry, the teacher lets the children know that eating more food will give them energy they need for the day. If they are full, then that means their body already has the energy it needs, and they do not need to eat more at that time.
After sampling the fruits and vegetables, the teacher asks the children if they are too full, just right, or hungry (point to the images).
While the children are tasting, encourage positive conversation by making statements and asking questions that prompt the children to identify the color, smell, taste, and texture of the fruit or vegetable they are tasting, the sounds they make when they bite and chew, and what do they feel happening inside their mouths while they are chewing. Avoid statements that are coercive, like “just take a polite taste,” or “everyone has to try it.”
For example:
“What sound was made when you chewed the celery? What do you feel happening inside your mouth while you chew? [That celery was really crunchy and juicy.]”
“How does the tomato taste?”
“What does the bell pepper smell like?”
“What does the cucumber feel like in your hand? [It’s nice and cool.]”
“What color are the strawberries that we are tasting?”
Discussion
Unit 1
Discussions
Discussion 1a: The teacher leads the children in an interactive discussion on how fruits and vegetables grow and teach the children about the plant life cycle:
All fruit and vegetables start as a seed: “Everyone crouch down low into a little ball”
Then they turn into sprouts: “Everyone stands up just a little bit” (Squatting position)
Then they become seedlings: “Stand up just a little bit more and raise your arms halfway”
Then they become plants: “Stand up all the way with your arms raised”
Water and sunshine helps them grow: “Stand up on your tippy-toes with your arms stretching to the sky”
And then they bear fruit: “Ball up your fists to represent the fruit”
Discussion 1b: The teacher reminds the children that just as we sang, the garden needs water and sunshine to grow.
Discussion 1c: The teacher emphasizes the importance of eating fruits and vegetables in order to grow, and ends the conversation by asking the children where fruits and vegetables come from. The teacher prompts the children to answer that fruits and vegetables come from seeds.
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