Content prepared by Erica Moyers for American Culinary Federation Education Foundation’s Chef & Child program. Content can be adapted, but proper credit should be given.

Table of Contents

I. Grades K-2 Page Numbers A. Reading 3 B. Writing 4 C. Math 5 D. Science 6 E. Art/Music/Drama Activities 7 F. Helpful Hints 8

II. Grades 3-5 A. Reading 9-10 B. Writing 11 C. Math 3-5 12 D. Science 13 E. History 14 F. Helpful Hints 15

III. Grades 6-8 A. Literature 16 B. Writing 17 C. Math 6-8 18 D. Science 19 E. Social Studies 20 F. Helpful Hints 21

IV. Fun Activities 22 V. Recipes 23-29 VI. References 30-31 VII. Appendix (graphic organizers/worksheets) 31-43

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K-2 Reading Common Core Standards: CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Objective: Students will understand characters, so that when given a book, paper, and pencil, they will list all characters and provide two pieces of information from the text and illustrations to describe each character. Materials:

• Sophie’s Squash • Pencil • Paper

Summary:

• Ask questions to gauge prior knowledge, such as what is squash, what do you do with squash, and what does it look like.

• Draw a squash on the board for a visual, and ask students to predict what Sophie might do with the squash.

• Read story, stopping periodically to ask leveled questions. Remember to include some higher order questions, such as explaining why Sophie spends so much time with her squash.

• Ask students to tell you some traits that the characters have, such as pretty, smart, creative, etc. • Students list the characters in the story, and describe each character in three words. • Suggestion: Link to writing – Ask students to create their own character for a story, giving them a name,

traits, and what they look like. Accommodations:

• ESOL: Have pictures of major vocabulary prepared. Speak slowly and clearly. Research keywords in students’ native language. Allow students extra time to finish.

o Suggestion: Allow ESOL student to teach their classmates’ how to say squash in their native language.

• ESE: Allow extra time to finish. Provide prompting and suggestions when necessary.

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K-2 Writing Common Core Standards: CCSS.ELA-Literacy.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Objective: Students will evaluate uses of squash, so that when given selected books and computer information, students will fill out the super squash worksheet. Materials:

• Collections of books and computer articles on winter squash, such as butternut squash or fairytale pumpkins

• Paper • Pencil

• Super Squash Worksheet (appendix) • Squash examples to touch and explore

Summary:

• Have different types of squash on a table. Allow students to touch and explore the different types of squash.

• Students discuss what they observed, including how they felt, colors, how they were alike, and how they were different.

• Introduce their project. As groups, you will look through books and articles that your teacher has provided. You will find all the different ways that squash is used and decide which ones fit in which category.

o Teachers: This may take a little searching. There are websites that talk about pumpkin painting and carving, squash bowling, recipes, decorating using squash, etc.

o Discuss what each category means. Feel free to add or take away categories depending on your classroom.

• Students work within the groups to explore and answer questions. Remind them to explain why they chose this activity for this category.

• Extension: Have students create Super Squash poster, drawing pictures of each activity and labeling it under the correct category.

Accommodations:

• ESOL: Add translated titles on worksheet. Pair with students who are patient. Give them extra time. Allow them to draw if they are uncomfortable writing. Provide leveled books and articles that include lots of pictures.

• ESE: Give them extra time. Pair with students who are helpful and patient. Provide leveled books and articles.

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K-2 Math Common Core Standards: CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens. CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). CCSS.Math.Content.2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Objective: Students will understand basic addition, so that when given a particular number, they will skip count starting with that number to twenty, (e.g. if they are given a 2, they would count 2,4,6,8,10,12,14,16,18,20). Materials:

• How Many Seeds in a Pumpkin

Summary: • Have students skip count by tens to one hundred. Ask students how they know what number comes next

and what they are doing (adding 10) when they do this. This is called skip-counting. Is it quicker counting by ones or tens?

• Show book cover. What do you think this book will be about? Prompt: I brought up skip-counting, any ideas why?

• Read story, asking leveled questions periodically. • Which pumpkin had the most seeds, and how did they count those seeds? • We’re going to practice our skip counting. • Pair students to practice counting by 2, 3, 4, etc. up to 20. Move around each group making small

challenges to check how much work they need on this. • Students come back together as group. Discuss why we might skip-count instead of counting normally. • Final challenge: Count by 5s to 100.

Accommodations:

• ESOL: Have cards prepared that show the numbers written out and by numeral with pictures to reinforce math vocabulary. Give extra time.

• ESE: Limit numbers. For example, instead of counting by 2s to 20, have them skip count to 10 and then later from 10 to 20. Allow them to use number charts of some sort in your room or counters if necessary. Allow for extra time. Sometimes, allowing them to think through it makes all the difference in the world.

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K-2 Science • Common Core Standards:

CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text. CCSS.ELA-Literacy.RI.2.8 Describe how reasons support specific points the author makes in a text.

Objective: Students will understand how seeds go from the garden to becoming pumpkin pie, so that when given Seed, Sprout, Pumpkin, Pie, students will identify the supporting details for a topic. Materials:

• Seed, Sprout, Pumpkin, Pie

Summary:

• Access prior knowledge. Think, Pair, Share - When do you see pumpkins? What can you do with pumpkins? What do they taste like? Where do they come from?

• Introduce some vocabulary that might be confusing. • Introduce supporting details. Provide an example from a premade paragraph. Have them

identify what the paragraph is about. How do they know that? What information does it provide to help understand “main topic” better? These are called the supporting details.

• We’re going to talk about the supporting details while we read this story. • Begin reading story, asking leveled comprehension questions and having students pick out the

details. For second grade, have students describe how these reasons and details support the specific points.

• Wrap up by discussing the main points during the book, asking students to give some supporting details as you go.

Accommodations:

• ESOL: Wait time is crucial. Informational texts have newer, more difficult vocabulary. Provide them time to process and formulate answers. Have lots of vibrant pictures and speak clearly, repeating important vocabulary to make it more familiar.

• ESE: Wait time is still crucial for the same reasons. Ask low-level questions to build confidence before asking the questions that are higher order thinking questions.

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K-2 Art/Music/Drama Activities Art

• Pumpkin/Squash painting: Paint a pumpkin any way. You can make a human face or be creative and make animal faces.

• Pumpkin/Squash carving: This activity will take more supervision, but students will love it.

Music

• Squash and a Squeeze o Read book, which includes a song. It’s a silly song but it could be a great brain break after

they’ve learned the song. • Write a song as a class about holidays that include winter squashes of some type, most commonly

Thanksgiving and Halloween.

Drama

• Cinderella: The Cinderella pumpkin is called that because of the pumpkin carriage. Have students create a short scene about some part of Cinderella. They can use music, costumes, actors, puppets. Let them get creative and have fun with this.

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Helpful Hints

Included are several hints that should encourage students to eat healthy foods (peas), both in classroom or at home.

• Be an example. Let students see you eating healthy foods, such as peas, and they may mimic your eating habits.

• Send home a newsletter/note encouraging parents to be positive examples and use peas in their home menus. Involve parents in a lesson if possible.

• Create an incentive system. Some possible systems are: Special Squash club – (adjust name for your classroom) - Students who

have tried the squash become part of this club that gets a special reward. (Student seat swap, 5 extra minutes of computer time, or special pencil.)

o Possible second reward – parent signed slip stating that student ate peas (in some form) at home.

Any who tries the squash receives a Pea sticker that says, “I tried squash today.”

Drawing – any time you have seen or have proof that someone ate squash, place their name in a box. At the end of the week, draw 3 names for a lunch bunch crew. (Eat with teacher; eat in classroom with short movie; etc.)

• Invite visitors, such as chefs or gardeners to speak with the class and possibly complete an activity with them.

• Use a felt board or another strategy to help students create their own menu.

• Send sample menus and recipes home in a packet to help parents. • Inform cafeteria of the ingredient of the month to involve the entire school

in the experience. • Host a harvest festival, featuring different types of squash in the meals.

Other ideas will be included in the fun activities page. • Create a “Three Sisters” garden with students.

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3-5 Reading LESSON ONE: The first reading lesson is centered on deductive reasoning and critical thinking skills. You will need extra set-up time for this lesson, but students will love it and it will allow them to think through a problem.

Common Core Standards: CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Objective: Students will analyze the meanings of phrases, so that when given subsequent clues, they will uncover the location of the missing squash. Materials:

• Albert's Halloween: The Case of the Stolen Pumpkins

• Squash • Clue Cards

• Extra space (may be an activity to do outside)

• Detective Journals and badges

Preparation: • Hide squash. • Create clues specific to your classroom/school. • Pre-choose student groups putting lower level

students with higher level.

• Make clues difficult (grade appropriate) and interesting (some examples will be in appendix).

• Place labeled tickets in each of your hiding spots. They have to bring it to you to get the next clue. This allows for differentiated clues for ESOL and ESE students.

Summary: • Hook: Have Detective Journals and Badge laying on table for them to be curious about throughout the

day. • Ask students about what detectives do? Do they work alone or in pairs? Why do they work in pairs? • We’re going to learn about a “detective” named Albert. He’s looking for stolen pumpkins. • Read story, asking leveled questions. Have students identify any pumpkins they might find throughout

the book. • In middle of answering a question (for dramatic effect), “Oh no, we were going to have spaghetti squash

tonight. I bought the squash before class and laid it on the back table, but it’s gone. I need to hire a private detective to find it. Is there any around? All of you? Well, whichever partner finds it first will receive a reward. You have to be careful though, those clues may be too tricky for you.”

• Pair students and send them to search. Students must record the clue, answer, and how they knew that was the answer in their detective journals.

• Reward “winner” with extra computer time (or other reward). • Discuss the clues, analyzes the phrases and what they mean. How did you know that you’d found the

right thing? How do you know these are my squash? Ask as many higher order questions as possible, scaffold when necessary. Accommodations:

• ESOL: I would suggest partnering with someone who communicates well/clearly. Allow them to have some kind of translation device on hand (dictionary, hand-held translator). Include pictures for their differentiated clue cards.

• ESE: Have differentiated clue cards. Choose parent carefully.

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LESSON TWO: This lesson is more closely related to reading skills.

Common Core Standards: CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Objective: Students will apply the theme of a story, so that when given a story, a worksheet, and a pencil, student will write a paragraph, telling about a real life experience where they did or should have done what the theme of the story is asking them to do. Materials:

• A Pipkin of Pepper (for the Pumpkin Soup) • Worksheet (appendix) • Pencil

Summary: • What is the theme of a story? How do you know what it is when you are reading? What

information can distract you from the theme? • Read A Pipkin of Pepper (for the Pumpkin Soup). Have students summarize the story. What

lesson could we learn from this story? • Students complete worksheet at desk independently. • Have some students share their experience. How does this pertain to the theme of the story? • Share an experience you might have had. • EXTENSION: This book is very simple and straightforward. Other stories might not be so clear.

Once you believe they understand the concept, move on to more complex stories.

Accommodations:

• ESOL: Depending on level, allow student to draw experience, draw and label, or write a sentence. If student is not comfortable sharing, do not make them. Provide plenty of time and be available for one on one attention.

• ESE: Provide plenty of time and be around to help one on one. If student is not comfortable sharing, do not force them.

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3-5 Writing Common Core Standards: CCSS.ELA-Literacy.W.3.2b Develop the topic with facts, definitions, and details. CCSS.ELA-Literacy.W.4.1b Provide reasons that are supported by facts and details. CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons that are supported by facts and details.

Objective: The student will apply informational writing skills, so that when given a topic, research resources, paper, and pencil, they will write a logical reason for the prompt, supported by at last three facts, and three details. Materials:

• Prompt –provided in summary • Pencil • Paper

• Research resources (library, computer lab) • Rubric

Summary:

• Present a “Cinderella Pumpkin”. Tell the class that this is a “Cinderella Pumpkin”. • Think, pair, share question: Why do you think this is called a Cinderella pumpkin? Prompt if necessary,

tell students to think about things that Cinderella’s fairy godmother gave her. • Prepare students to write an informational essay. Review steps of the writing process. • Allow time in the computer lab, as well as the library to research prompt.

o Write an informational essay about Cinderella pumpkins. Talk about their name, where to find them, and several ways to eat them. Focus on providing facts, and then going into more detail.

• Students should go through each step of the writing process with teacher guidance, as appropriate. • Suggestion: For a student who has excelled, publish informational essay in newsletters for parents as a

reminder of the ingredient of the month.

Accommodations:

• ESOL: Make the essay appropriate for their level of proficiency. For example, if you have a student who is preproduction level, they will not be able to write this essay. So, TPR, pointing, or underlining information may be the only way for them to show you that they understand the material. Allow extra time. Work with student one-on-one.

• ESE: Allow extra time. Work with student one-on one.

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3-5 Math Common Core Standards: CCSS.Math.Content.3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

CCSS.Math.Content.4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. CCSS.Math.Content.5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem.

Objective: Students will apply mathematical principles, so that when given a 10 ingredient recipe, students will solve the word problem, correctly answering 8 of 10. Materials:

• Grade appropriate word problems and ingredient list (appendix)

• Paper • Pencil

Summary: • Raise your hand if you think you will use math in the real world. Give me some ways you might

use math every day. • Today we are going to work through a common way. • Hand out ingredient lists (grade appropriate). Ingredient lists are made up so that they are

appropriate for the students to complete the math problems. They are almost absurd for actual cooking purposes.

• Display word problem. Remind students to use word problem strategy (CUBES – Circle key numbers, underline questions, box math action words, evaluate which steps should be taken, and finally solve and check). This should be a review of how to work through this mathematical operation, but they may need a refresher course.

• Give student time to work through the problem. • Once you have collected, work through it as a class, clarifying anything students are confused

about.

Accommodations:

• ESOL: It may be more appropriate to use liters or grams if necessary. Allow for extra time and work with student one-on-one.

• ESE: Allow for extra time. Work one-on-one with student.

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3-5 Science Note: Since Common Core has not developed a Science and History Specific set of standards yet, they suggest to literacy standards. These standards are being used loosely for this lesson, but classifying objects by characteristics is an important basis for Science work and understanding.

Common Core Standards: CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Objective: Students will classify types of winter squash by color, texture, and shape, so that when given squash and information on different types of winter squash, students will put at least four of five in the correct category. Materials:

• as many types of winter squash as possible and correlating pictures (4 or 5)

• poster boards • markers • informational pages on each type of winter

squash brought into classroom

• Journal (appendix) • Pencil • glue

Summary:

• Hook: Mystery Table/Box – What is under this blanket? (Different types of winter squash) • Access prior knowledge: What are some things that we classify or put into groups? (animals,

parts of body, etc) Why do we do this? How do scientists put things into groups? What criteria do they use?

• Day/Lesson/Part 1: Today, you are going to be the scientists. Separate students into groups of 2 or 3. Have each make a poster board using the informational pages, including the name of their groups’ winter squash, color, texture, and shape.

• Have groups share and then choose somewhere in the room to place it (students will be using these as quick guides for classification so stress what needs to be on there.)

• Day/Lesson/Part 2: Uncover winter squashes and spread them out with pictures nearby. Have groups examine them and decide what category they should be classified under (some are very similar and could have two that work the same for that category).

• Students choose picture of the squash and glue it into journal. Students record observations in journal and use this to determine what type of winter squash they have.

• Once collected, go over which type of winter squash goes under which category. • Note: Here are two excellent website for identifying winter squash types:

http://whatscookingamerica.net/squash.htm and http://www.allaboutpumpkins.com/varieties.html

Accommodations:

• ESOL: Allow extra time. Choose group carefully. • ESE: Allow extra time.

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3-5 Social Studies Common Core Standards: CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Objective:

(a) Students will understand Native American oral traditions, so that when given the talking stick, students will discuss Native American oral traditions, particularly “The Three Sisters Legend.”

(b) Students will understand The Three Sisters legend, so that when given a pencil and a worksheet, students will accurately answer the questions.

Materials: • The Three Sisters Legend –

http://thefoodproject.org/blog/2010/06/04/legend-three-sisters

• Worksheet (appendix) • Pencil

• Paper Fireplace • Talking stick

Summary: • Place the fake fireplace on your carpet and have students sit around it. • Ask students what they know about Native Americans? What do they know about Iroquois? • Explain “talking stick” rules. Only the person who holds the talking stick is allowed to speak.

Raise hand to signal that you want it to be passed to you. • Discuss oral traditions, how legends are passed from generation to generation. Let students

lead discussion and remind them that at one time books and computers did not exist. How did they pass stories along then?

• Read “The Three Sisters Legend.” Stop periodically for leveled questioning. • Discuss story, focusing on the “sister spirits” and their jobs. Explain that Native Americans built

gardens using these principles that we still build today. • Students complete work at desks. • EXTENSION: Work with students to create a garden, using these principals, just as the Native

Americans once did.

Accommodations: • ESOL: Create picture cards for the legend (corn, bean, squash, moon, sun, etc.) Allow students

wait time during discussion and extra time for worksheet. Work with student one-on-one. • ESE: Allow students wait time during discussion and extra time for worksheet. Work with

student one-on-one.

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Helpful Hints

• Be an example. Let students see you eating healthy foods, such as peas, and they may mimic your eating habits.

• Send home a newsletter/note encouraging parents to be positive examples and use peas in their home menus. Involve parents in a lesson if possible.

• Create an incentive system. Some possible systems are: Special Squash club – (adjust name for your classroom) - Students who

have tried the squash become part of this club that gets a special reward. (Student seat swap, 5 extra minutes of computer time, or special pencil.)

o Possible second reward – parent signed slip stating that student ate peas (in some form) at home.

Drawing – any time you have seen or have proof that someone ate squash, place their name in a box. At the end of the week, draw 3 names for a lunch bunch crew. (Eat with teacher; eat in classroom with short movie; etc.)

• Invite visitors, such as chefs or gardeners to speak with the class and possibly complete an activity with them.

• Use a felt board or another strategy to help students create their own menu.

• Send sample menus and recipes home in a packet to help parents. • Inform cafeteria of the ingredient of the month to involve the entire school

in the experience. • Host a harvest festival, featuring different types of squash in the meals.

Other ideas will be included in the fun activities page. • Create a “Three Sisters” garden with your students.

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6-8 Literature Common Core Standards: CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Objective: Students will analyze a video, so that when given the cartoon commercial, students will determine the central ideas, providing three supporting reasons, using a graphic organizer. Materials:

• Graphic organizer (appendix) • YouTube Commercial (A Coach for Cinderella) (http://www.youtube.com/watch?v=LIBZEJe6sv0) • Pencil

Summary: • Access prior knowledge by reviewing central idea/theme. Provide examples for them to

analyze. • Discuss how the theme can be disguised in a text. • We are going to watch a short video. Pay careful attention to what the cartoonist was trying to

communicate to its audience. • Show cartoon commercial. • Ask leveled questions, including what is the theme? (Cars will make you happy by taking you

where you want to go.) Do you recognize the logo at the end? Which car company is it? • Students complete graphic organizer (group or individual) • Wrap up by asking leveled questions. • Suggestion: If you plan to use this lesson plan and the writing lesson plan, it would be better to

begin with the writing to lead into this lesson.

Accommodations:

• ESOL: Allow them to re-view video. Provide them with vocabulary list with definition and pictures. Give a longer wait time.

• ESE: Allow them to re-view video. Give longer wait time.

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6-8 Writing Common Core Standards: CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Objective: Students will apply writing skills, so that when given a small pumpkin, paper, and pencil, students will write an expository essay showing the steps it would take to make that pumpkin into a coach/car. Materials:

• Small pumpkins • Paper

• pencil

Summary: • Present small pumpkin to class. Today, you are the fairy godmothers/godfathers, just like in

Cinderella. • Put students in groups of three or four. Allow them to brainstorm several minutes. • They should figure out what they think is the best way to turn this small pumpkin into a

coach/car. (e.g. taking the insides out of the pumpkin, giving wheels, carving doors, etc.) • Once students have had ample time to brainstorm together, separate them. Each student will

write a step-by-step expository essay describing their plans to create this coach/car. • After finished, provide tools and materials from each essay as well as small pumpkins. • EXTENSION: Students use their plan to test if they were right. Can they make a small pumpkin

roll like a matchbox car? • Suggestion: Follow this up with the literature lesson provided.

Accommodations:

• ESOL: Differentiate writing rubrics, so that these students can complete the writing to their level of efficiency. If necessary, discuss the idea of the pumpkin coach in Cinderella (it’s possible they won’t know the story). Allow extra time. Work with them one-on-one.

• ESE: Allow extra time. Work with them one-on-one.

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6-8 Math Common Core Standards: CCSS.Math.Content.6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. CCSS.Math.Content.7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. CCSS.Math.Content.8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

Objective:

(a) 6th - Students will understand questions related to statistics, so that when given 5 questions, students will correctly determine which are related to statistics with an 80% accuracy rate.

(b) 7th – Students will understand random sampling tendencies, so that when given five 5 sample sets, students will correctly determine which samples provide us with valid inferences about a population, with an 80% accuracy rate.

(c) 8th- Students will analyze scatter plots, so that when given two data sets, students will construct the scatter plot and describe patterns and outliers in that data set.

Materials: • Grocery Store Squash Madness Worksheets (appendix) • Pencils • Scratch paper (8th)

Summary: 6th grade:

• Discuss data sets. How do we know when we are being asked for a statistic? What factors will be present to determine whether one is or not.

• Create examples and non-examples. Work students through them, clarifying information. • Students complete worksheets. • Review answers after collecting.

7th grade: • Discuss samples and ways to determine whether they are statistically valid. Discuss sample size relevant

to population size. When can we start to make generalizations about a population? • Provide examples and non-examples. Work students through them, clarifying information. • Students complete worksheets. • Review answers after collecting.

8th grade: • Review how to read and construct scatter plots. Discuss different trends and patterns. • Work through examples and non-examples, clarifying confusing information. • Students complete worksheets. • Review answers after collecting.

Accommodations: • ESOL: Allow extra time. Work with the students one-on-one. • ESE: Allow extra time. Work with students one-on-one.

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6-8 Science Common Core Standards: CCSS.ELA-Literacy.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).

Objective: Students will analyze information provided in a Three Sisters garden article, so that when given the article, pencil, and some paper, the student will develop a model of the garden that accurately expresses what is needed for this type of garden. Materials:

• Three Sisters Garden article (http://faq.gardenweb.com/faq/lists/teach/2003045238014436.html)

• Pencil

• Paper

Summary: • Discuss the origin of the “Three Sisters” legend and how it applies to gardening. • Students read the Three Sister Garden article. • Students use information in article to make a model of the garden. • Collect models and discuss, asking leveled questions. • EXTENSION: Create a Three Sister Garden at your school.

Accommodations:

• ESOL: Create vocabulary cards with main words, definitions, and pictures. Allow to work with someone. Allow extra time. Work one-on-one with student.

• ESE: Allow to work with someone. Allow extra time. Work with student one-on-one.

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6-8 History Common Core Standards: CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Objective: Students will analyze charts, so that when given a worksheet, pencil, nutritional chart, and YouTube clips, students will integrate the information into a short essay. Materials:

• Nutritional Chart (http://www.whfoods.com/genpage.php?tname=nutrientprofile&dbid=134)

• YouTube video (stop after 0:35 , re-start video at 20:11)

(http://www.youtube.com/watch?v=MU7NKHe4ca8)

• Worksheet • Pencil

Summary: • Discuss different types of winter squash and different terms of nutrition (carbohydrates, fatty

acids, etc.). • Talk about nutrition fact charts. • Watch YouTube clips (about 1 minute long). Since it is so short, you can play it multiple times if

necessary. • Hand out copies of nutritional chart. • Have students write a short essay integrating information from the graph in what they learned

in the short video. • Collect papers and go over the nutritional chart, making connections to the short clip.

Accommodations:

• ESOL: Allow students to see clip multiple times. Provide picture cards for difficult words with definitions. Allow extra time and work with students one-on-one.

• ESE: Allow students to see clip multiple times. Allow extra time and work with students one-on-one.

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Helpful Hints

Included are several hints that should encourage students to eat healthy foods (peas), both in classroom or at home.

• Be an example. Let students see you eating healthy foods, such as peas, and they may mimic your eating habits.

• Send home a newsletter/note encouraging parents to be positive examples and use peas in their home menus. Involve parents in a lesson if possible.

• Create an incentive system. • Invite visitors, such as chefs or gardeners to speak with the class and

possibly complete an activity with them. • Use a felt board or another strategy to help students create their own

menu. • Send sample menus and recipes home in a packet to help parents. • Inform cafeteria of the ingredient of the month to involve the entire school

in the experience. • Host a harvest festival, featuring different types of squash in the meals.

Other ideas will be included in the fun activities page. • Create a “Three Sisters” Garden.

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Fun Activities

Pumpkin Patch Field Trip – Take students to pumpkin patch. Allow them to

look through the different pumpkins, using classification strategies. This could be used as a way to teach classification. If you also have the harvest festival, this would be a way to get students involved in the harvest festival. Ask students to choose pumpkins and other types of squash to make the centerpieces.

Harvest Festival – Cook recipes utilizing the many types of winter squash.

Students can help with some of the cooking or decorations with supervision. Create centers/stations with activities such as pumpkin painting, fall leaf collages, taste test (spaghetti squash vs. spaghetti noodles), etc. Create puzzle activity/coloring sheets for students to use while waiting for food, encouraging parents, chefs, or volunteers to use as placemats.

Pumpkin Painting/Carving – Carving pumpkins within groups would be an

interesting way to allow students to express themselves and prepare the insides of the pumpkin for other foods.

Three Sisters Garden – Create a garden using the principals of the “Three

Sisters”: corn, beans, and squash. Information can be found in books or with a quick internet search. They are fairly easy to find and several are found in lesson plans within this packet.

Squash: The Sport – Culturally, Americans typically play football, but

students can branch out into sports from other countries, such as squash. The rules and kid-friendly versions of the game are all over the web. This would also be an excellent center for the Harvest Festival.

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Recipes

Sweet Roasted Acorn Squash Flowers

A year ago, my kids couldn't have even told you what an acorn squash looked like! I can't believe we haven't been eating them every fall. Acorn squash is easy to cook, and so delicious! The only difficult part about it is cutting it! In fact, I couldn't cut this one at all. I had to get my husband to do it. But- AFTER the cutting, the rest is a breeze. One good reason to include Acorn Squash, as well as other winter squashes in your families’ diet is winter squash has, “Starch-like components in winter squash have antioxidant, anti-inflammatory, as well as anti-diabetic and insulin-regulating properties". (source) What are you waiting for? They are ready to harvest, and priced to sell right now!

First of all, if you are unfamiliar, an Acorn Squash looks like this:

Once you have your squash, turn it on its side and cut cross-ways, so you get the flower shaped slices.

Then, scrape the seeds out from the inside of each slice, and arrange on parchment paper on a baking sheet:

Drizzle the top with olive oil, sprinkle with salt and Parmesan cheese. Then bake at 425 degrees for 30 minutes.

When your squash is tender, it's easy to eat with a fork. The flesh separates from the skin super easy.

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Don't let this fall pass without letting your kids try this delicious dish!

Spaghetti Squash with Italian Meat Sauce

Recipe Type: Squash, Tomatoes, Diet Yields: 2 servings Prep time: 20 min Cook time: 40 min

Ingredients:

1 medium-size Spaghetti Squash 1 medium onion, diced 2 to 3 cloves garlic, minced 8 ounce lean ground beef (hamburger)* 1 (14.5-ounce) can crushed or diced tomatoes 1/4 cup red wine 1 cup water 1 teaspoon dried oregano 1 teaspoon dried rosemary 1/4 teaspoon dried red pepper flakes Coarse salt and freshly-ground black pepper to taste

Preparation:

Preheat oven to 375 degrees F.

How to Prepare and Bake Spaghetti Squash:

Cut the Spaghetti Squash in half lengthwise. Scoop out the seeds and discard (unless you are making toasted squash seeds). Place the squash halves (cut-side down) in a shallow baking dish or pan and add approximately 1/4-inch of water around the squash.

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Whole Spaghetti Squash Spaghetti Squash cut into halves

Spaghetti Squash with seeds removed Spaghetti Squash ready to bake

Bake approximately 40 to 45 minutes or until a paring knife pierces easily through the skin with little resistance. Baking time depends on the size of your squash. Remove from oven and let the squash halves cool for 10 to 15 minutes or until you can handle them.

Using a fork, gently scrape the tines or the fork around the inside edge of the Spaghetti Squash to shred the pulp into strands. Place the strands (spaghetti-like ribbons) in a bowl. If the squash seems difficult to scrape, just return to the oven and bake and additional 10 minutes.

Scraping the inside of the cooked Spaghetti

Squash Spaghetti Squash Noodles

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To Make Italian Meat Sauce: In a large frying pan over medium-high heat, add the onion, garlic, and ground beef, cooking and stirring until the meat is browned and the onions are softened. Add the tomatoes, red wine, water, oregano, rosemary, pepper flakes, salt, and pepper. Let simmer approximately 30 minutes, stirring occasionally, until the liquid has reduced to your liking.

Remove from heat and serve over the prepared Spaghetti Squash noodles.

Makes 4 servings.

Spaghetti Squash with Italian Meat Sauce - Nutritional Information

I cannot guarantee the accuracy of the below information. All information is intended for your general knowledge only and is not a substitute for medical advice or treatment for specific medical conditions. You should seek prompt medical care for any specific health issues and consult your physician before starting a new fitness regimen.

Item Amount Fat Grams Carbohydrates

Grams Calories

Spaghetti Squash 1 medium 0 20 165

Onion 1 medium 0 10 44

Garlic cloves 3 cloves 0 3 12

Ground Beef (hamburger), raw 8 ounces 38.4 0 528

Tomatoes 1 (14.5 ounce) can 0 21 87.5

Wine, red 1/4 cup 0 .8 45.5

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Oregano, dried 1 teaspoon .3 3 6

Rosemary, dried 1 teaspoon .5 2.2 22

Recipe Totals 39.2 60 910

Recipe makes 2 large servings.

Each Serving Totals - 19.6 Fat Grams, 30 Carbohydrate grams, 455 Calories

Butternut Squash Pizza with Bacon and Onions Recipe

Recipe Type: Pizza, Pizza Dough, Squash, Onions Yields: 2 (14-inch) pizzas or 1 (24-inch) pizza Prep time: 20 min Cook time: 25 min

Ingredients:

Parmesan Thin Crust Pizza Dough (see recipe below) Butternut Squash Topping Sauce (see recipe below) 3 tablespoons butter 1 to 2 large sweet onions, thinly sliced into rings 1/2 cup crumbled feta cheese or goat cheese 2 to 3 slices crisp-cooked lean bacon, crumbled

Preparation:

Prepare Parmesan Thin Crust Pizza Dough according to recipe below.

Prepare Butternut Squash Topping Sauce according to recipe below.

When ready to assemble, preheat the oven and pizza stone or tiles to 450 degrees F.

In a large frying pan over low heat, melt butter. Add the onion rings and slowly sauté, stirring occasionally, until they are soft and just beginning to color, approximately 20 to 25 minutes. Remove from heat and set aside.

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Spread the prepared Butternut Squash Topping Sauce mixture evenly over the surface of the pre-cooked pizza dough. Scatter the sautéed sliced onions evenly over the topping. Scatter crumbled feta or goat cheese over the top. Scatter the crumbled bacon over the top of the feta or goat cheese.

Bake the pizza in the center of the oven until the crust is golden brown, the topping mixture is set, approximately 15 to 20 minutes.

Remove your pizza from the oven and allow to cool for 5 minutes before transferring to a serving pan. This cooling down step allows the crust to stay crisp and the topping to set. Once cool, cut your pizza into slice and serve.

Makes 2 (14-inch) pizzas or 1 (24-inch) pizza.

Parmesan Thin Crust Pizza Dough:

2/3 cup warm water (110 degrees F.) 1 tablespoon extra-virgin olive oil 1/4 teaspoon salt 1/2 cup freshly-grated parmesan cheese 2 cups bread flour 2 teaspoons instant active dry yeast

* The amount of Parmesan cheese used will indicated how much water will need to be added. I always seem to add more Parmesan cheese than the 1/2 cup water called for in the recipe. Because of this, I always need to add the extra 1/2 cup water. If you think you need to add additional water, add warm water, a tablespoon at a time).

Add all the ingredients in the bread pan of your Bread Machine. Process according to manufacturer's instructions for a dough setting. It should form a nice elastic ball. If you think the dough is too moist, add additional flour (a tablespoon at a time). The same is true if the dough is looking dry and gnarly. Add warm water (a tablespoon at a time).

Page 29 of 42

When dough cycle has finished, remove dough from pan and place into a lightly oiled bowl. Cover the bowl tightly with plastic wrap and let the dough do a slow rise for 24 hours in the refrigerator before using. Do not skip this step.

When ready to use, remove from refrigerator and allow the dough to come to room temperature, approximately 1 to 2 hours.

Meanwhile preheat the oven and Pizza Stone or tiles to 450 degrees F.

Turn the dough out onto a large surface and dust the pizza dough with flour. Pick up the dough and, keeping both hands together, grasp it lightly at the top of the edge. Letting gravity do the work, start rotating the dough as though you are turning the steering wheel of a car and don’t stop until you’ve gone all the way around. This will stretch the dough without the risk of thinning out the center too much. Roll and stretch the dough out very thin to form a 24-inch or larger circle.

Place the dough on the prepared Pizza Peel. The dough should be docked. Thin pizza crusts usually need to be well docked to help control blistering and bubble formation during baking. This just means to prick it all over the middle part (not the edges) so that it doesn't inflate. Either use a Dough Docker or use a fork to prick the dough thoroughly.

Pre-cook the pizza crust for approximately 4 minutes before adding any toppings. After pre-cooking, remove the partially baked crust from the oven and pop any large air pockets with a fork. Let crust cool before topping (this will produce a crispy and chewy crust).

Butternut Squash Topping Sauce:

2/3 cup Butternut Squash Puree* 1/3 cup ricotta cheese or large curd cottage cheese 1/3 cup Crème fraîche or sour cream 1 large egg Coarse salt Coarsely-ground black pepper 1/4 to 1/2 teaspoon ground nutmeg

* To Make Butternut Squash Puree: Cut butternut squash in half lengthwise and remove seeds. Place squash, cut side down, in a shallow pan on aluminum foil or Silpat-lined baking sheet. Bake at 350 degrees F. until squash is soft, approximately 45 to 60 minutes (depending on the size of your squash). Remove from oven and let cool. When cool, scoop out the cooked flesh/pulp (discarding the shell), place the pulp in a food processor and process until smooth. Measure out the amount you need for this recipe, and reserve any remaining pulp (either in the refrigerator or freeze) for other uses. NOTE: This Butternut Squash Puree may be substituted in any recipe that calls for pumpkin puree. I usually cook up a couple of butternut squash at a time and refrigerate or freeze the puree.

In a medium-size bowl, beat together the Butternut Squash Puree, ricotta cheese or cottage cheese, creme fraiche or sour cream, egg, salt, pepper, and nutmeg; set aside until ready to use.

Page 30 of 42

References All About Pumpkins. (n.d.). All About Pumpkins. Retrieved September 12, 2013, from

www.allaboutpumpkins.com/varieties.html Butternut Squash Pizza with Bacon and Onions, How To Make Butternut Squash Pizza, Pizza

Dough Video, Thin Crust Pizza Dough Recipe, Bread Machine Recipe, Bread Recipe, Pizza Recipe. (n.d.). What's Cooking America. Retrieved September 15, 2013, from http://whatscookingamerica.net/Bread/ButternutSquashPizza.htm

Cooper, H. (2005). A Pipkin of Pepper. New York: Farrar Staus Giroux. Donaldson, J., & Scheffler, A. (1993). A Squash and a Squeeze. New York: M.K. McElderry Books Esbaum, J. (2009). Seed, Sprout, Pumpkin, Pie. Washington, D.C.: National Geographic. Fairytale pumpkin squash recipes: fit for Cinderella - National gourmet food | Examiner.com.

(n.d.). Welcome to Examiner.com | Examiner.com. Retrieved September 15, 2013, from http://www.examiner.com/article/fairytale-pumpkin-squash-recipes-fit-for-cinderella

GoodEatsComplete. (n.d.). Good Eats S05E10 Squash Court - YouTube. YouTube. Retrieved

September 15, 2013, from http://www.youtube.com/watch?v=MU7NKHe4ca8 McNamara, M., & Karas, G. B. (2007). How Many Seeds in a Pumpkin?. New York: Schwartz &

Wade Books. Miller, P. Z., & Wilsdorf, A. (2013). Sophie's Squash. New York: Schwartz & Wade Books. Spaghetti Squash with Italian Meat Sauce, Gluten Free Recipe, How To Cook Spaghetti Squash,

Spaghetti Squash Recipes, Low Calorie Recipe, Low Fat Recipe, Diet Recipe. (n.d.). What's Cooking America. Retrieved September 15, 2013, from

http://whatscookingamerica.net/Vegetables/SpaghettiSquash-Italian.htm Squash Varieties. (n.d.). What's Cooking America. Retrieved September 15, 2013, from

whatscookingamerica.net/squash.htm Sweet Roasted Acorn Squash Flowers | Healthy Ideas for Kids. (n.d.). Super Healthy Kids.

Retrieved September 15, 2013, from http://www.superhealthykids.com/blog-posts/sweet-roasted-acorn-squash-flowers.php

Page 31 of 42

The Legend of The Three Sisters | The Food Project. (n.d.). The Food Project. Retrieved September 15, 2013, from http://thefoodproject.org/blog/2010/06/04/legend-three-sisters

Three Sisters Garden - . (n.d.). GardenWeb - The Internet's Garden Community. Retrieved

September 15, 2013, from http://faq.gardenweb.com/faq/lists/teach/2003045238014436.html

Tryon, L. (1998). Albert's Halloween: The Case of the Stolen Pumpkins. New York: Atheneum

Books for Young Readers. USAutoIndustry. (n.d.). A Coach For Cinderella (1936) - YouTube. YouTube. Retrieved

September 15, 2013, from http://www.youtube.com/watch?v=LIBZEJe6sv0 Winter Squash. (n.d.). Whole Foods. Retrieved September 13, 2013, from

www.whfoods.com/genpage.php?tname=nutrientprofile&dbid=134

Page 32 of 42

Appendices 1. Super Squash Worksheet 33

2. Detective Badges 34

3. Detective Journal 35

4. Detective Clue Examples 36

5. Theme/Central Idea Worksheet 37

6. Cinderella Pumpkin Essay Rubric 38

7. 3rd-5th Grade Word Problems 39

8. The Three Sisters Legend Questions 40

9. Graphic Organizer Example 41

10. Grocery Store Madness Worksheets (Math 6th, 7th, & 8th) 42-43

Page 33 of 42

SUPER SQUASH

Name: _______________________________ Date: _____________

Category Activity Name Why I chose this activity for this category…

Most Creative

Most Fun

Most Messy

Hardest

Used More Often

Page 34 of 42

Individual Private Detective Badges

Junior Private

Detective Badge Number 1

Junior Private

Detective Badge Number 2

Junior Private

Detective Badge Number 3

Page 35 of 42

CASE OF THE MISSING SQUASH Detective Journal Detective Name: ___________________________ Partner Name: _________________________________ Clue What it Means… Where is it?

REPORT: Where did you find the squash? _______________________________________________________________ How did you know to look there? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Clue Card Examples (including ESOL, and ESE)

Page 36 of 42

The bookworms have taken over,

sitting all over the center, flipping

pages and placing a bookmark where

they stop. Hurry, before they get into

the squash!

The worms have taken over, sitting all over the

center and thumbing through the pages,

marking where they stop. Hurry, before they get

into the squash! Answer: Library

(bookworms, bookmark)

The bookworms have taken over, sitting over the center, flipping

pages and placing a bookmark

where they stop. Hurry, we don’t want the worms

in the squash!

Page 37 of 42

Name: _______________________________________ Date: _______________________ DIRECTIONS: Answer all questions in complete sentence. For you paragraph, you need at least five sentences. Use the back if needed.

1. In one sentence, tell me what happens during the story. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What is the theme of the story? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What information told you what the theme of this story is? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Finish this paragraph. Use your own experiences or make one up. Remember the theme of the story and how to write a paragraph. I wish I would have read this story before now, because…. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 38 of 42

Cinderella Pumpkin Student Name: ________________________________________

CATEGORY 4 3 2 1

Organization Information is very

organized with well-

constructed paragraphs

and subheadings.

Information is organized

with well-constructed

paragraphs.

Information is

organized, but

paragraphs are not

well-constructed.

The information

appears to be

disorganized.

Amount of

Information

All topics are addressed

and all questions

answered with at least 3

facts and 3 details.

All topics are addressed

and most questions

answered with at least 3

facts and 3 details.

All topics are

addressed, and most

questions answered

with less than 3 facts

and 3 details.

One or more topics

were not addressed.

Mechanics No grammatical, spelling

or punctuation errors.

Almost no grammatical,

spelling or punctuation

errors

A few grammatical

spelling or punctuation

errors.

Many grammatical,

spelling, or

punctuation errors.

Diagrams &

Illustrations

Diagrams and

illustrations are neat,

accurate and add to the

reader\'s understanding

of the topic.

Diagrams and

illustrations are accurate

and add to the reader\'s

understanding of the

topic.

Diagrams and

illustrations are neat

and accurate and

sometimes add to the

reader\'s understanding

of the topic.

Diagrams and

illustrations are not

accurate OR do not

add to the reader\'s

understanding of the

topic.

Page 39 of 42

3rd and 4th grade word problem

Tonight, I’m having a party with twelve people. I decided to make spaghetti squash with meat sauce for everyone, but my recipe is only for 5 servings. I have to change the ingredients so everyone will be able to eat. How much of each ingredient do I need? 4th grade - Will there be any leftovers? Estimate how much of each ingredient will be left over? Spaghetti Squash with Meat Sauce 1 pound meat 2 spaghetti squashes 4 teaspoons onion powder 6 teaspoons of garlic powder 3 bell peppers 8 pinches of salt 12 pinches of pepper 5 cans of tomato sauce 7 tablespoons of dried oregano 10 carrot sticks

5th grade word problem

Tonight I’m having a party with 10 people. I decided to make spaghetti squash with meat sauce, but my recipe is only for five servings. I need to add more ingredients so everyone can eat. How much would to each ingredient to double the ingredients. I have to add to double the ingredients? How much of each ingredient would I have to use in my new recipe? (Remember: You may have to reduce the fractions.) Spaghetti Squash with Meat Sauce 1 ½ pounds of meat ¾ spaghetti squash 2/5 tablespoon onion powder 2/3 tablespoon of garlic powder 1 ¼ bell peppers 1/10 teaspoon salt 1/8 teaspoon pepper 7/9 cans tomato sauce 1/3 tablespoon of dried oregano 5/6 bag of matchstick carrots

Page 40 of 42

Name: ____________________________________________________ Date: _______________ The Three Sisters Legend

1. Why did the spirit children stop allowing their human cousins to eat them? a. They were afraid of them. b. They thought their human cousins were going to eat everything. c. They needed to help them eat. d. They dreamed of taking the human cousins’ land.

2. Why did the spirit children become unhappy? a. They had no room to play. b. They had nothing to eat. c. They wanted to be eaten. d. They wanted to spend more time with their human cousins.

3. Why were the human cousins unhappy?

a. They saw the children spirits in their house. b. They wanted to run away from the scary spirits. c. They were tired of running around with the children spirits. d. They were hungry.

4. What are the three sisters?

________________________________________________________________________

5. What are the jobs of each of the three sisters?

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

Page 41 of 42

Reason 1

Reason 2

Reason 3

• Support • Support • Support

• Support • Support • Support

• Support • Support • Support

Graphic Organizer Example

What is the theme (central idea) of this cartoon?

Page 42 of 42

Grocery Store Squash Madness

Name: ________________________________________ Date: ________________________________

Directions: Write S in the blank if the question is related to statistics. Write Q in the blank if the question is not related to statistics.

1. __________ How many small pumpkins did you buy at the grocery store?

2. __________ Are most pumpkins yellow in the store yellow?

3. __________ Are there usually bruises on more spaghetti squashes or the butternut squash?

4. __________ How much does the fairy tale pumpkin squash weigh?

5. __________ Which type of squash typically weighs the most?

Grocery Store Squash Madness

Name: ________________________________________ Date: ________________________________

Directions: Write Valid in the blank if the sample is valid. Write I in the blank if the sample is invalid.

1. __________ At the grocery store, I bought two butternut squashes and they were both bruised. All butternut squashes must be bruised.

2. __________ The pumpkin bin had 200 fairy tale pumpkins that were orange. All or most fairy tale pumpkins must be orange.

3. __________ A buttercup squash that I bought was fresh from the garden. All buttercup squash at that store must be fresh from the garden.

4. __________ I weight 16 of the 25 spaghetti squash in the store and they weighed just over a pound each. The spaghetti squash in the store must weigh around a pound each.

5. __________ Suzie had to throw out 27 of the 32 Cinderella pumpkins away because people complained they were spoiled. She should have thrown them all away.

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Grocery Store Squash Madness

Name: ________________________________________ Date: ________________________________

Directions: Draw a scatter plot from the given data sets in two different colors.

Number of children who like a particular type of squash

Town Butternut Squash Buttercup Squash

Green Cove Springs 12 47 Orange Park 32 37 Jacksonville 53 45 Palatka 24 7 St. Augustine 42 41 Fruit Cove 43 34 Mandarin 44 26 Middleburg 37 37 Scatter Plot: 55 50 45 40 35 30 25 20 15 10 5 0

What patterns do you find in the data? __________________________________________________________________________________________________________________________________________________________________________ What could explain these patterns? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________