The IncrThe IncrThe IncrThe Increeee----Edible School ProgramEdible School ProgramEdible School ProgramEdible School Program

Ontario Ontario Ontario Ontario Grades 2 to 4 (Grades 2 to 4 (Grades 2 to 4 (Grades 2 to 4 (Quebec Quebec Quebec Quebec Cycles 1 andCycles 1 andCycles 1 andCycles 1 and 2) 2) 2) 2)

During this full-day program focused pizza and food groups, students will use games and hands-on activities to explore the origins of pizza ingredients. They will visit animals in the barns to discover the animal products used to make pizza. Next, they will learn more about the plant ingredients for pizza, and get to transform wheat into dough. To top it all off, students will prepare and eat a delicious pizza snack!

ContentsContentsContentsContents

An enriching programAn enriching programAn enriching programAn enriching program

Target grade levels Duration Program dates Learning objectives Learning methods Curriculum links (Ontario and Quebec) Fees, payment and group size

Classroom or home aClassroom or home aClassroom or home aClassroom or home activitiesctivitiesctivitiesctivities

Science and Science and Science and Science and ttttechnologyechnologyechnologyechnology By-Products Treasure Hunt Plants and Us Hydroponic Garden A Leafy Experiment Fungi Experiment Food Chain at the Museum

MathematicsMathematicsMathematicsMathematics Pizza Sales Pizza Poll

Health andHealth andHealth andHealth and physical education physical education physical education physical education Food Groups Grocery Store

Arts Arts Arts Arts Veggie Stamps Grain Mosaics

LanguageLanguageLanguageLanguage Pizza Scramble

GeGeGeGeneralneralneralneral Cheese Making

THE INCRETHE INCRETHE INCRETHE INCRE----EDIBLE SCHOOL PROGRAMEDIBLE SCHOOL PROGRAMEDIBLE SCHOOL PROGRAMEDIBLE SCHOOL PROGRAM FOR TEACHERSFOR TEACHERSFOR TEACHERSFOR TEACHERS

ANANANAN ENRICHING PROGRAMENRICHING PROGRAMENRICHING PROGRAMENRICHING PROGRAM

Target grade levelTarget grade levelTarget grade levelTarget grade levelssss This program targets Grades 2 to 4 in Ontario and Cycles 1 and 2 in Quebec.

DurationDurationDurationDuration Three hours (90 minutes before lunch and 90 minutes after lunch)

Program datesProgram datesProgram datesProgram dates This program is offered from September to the end of April.

Learning objectivesLearning objectivesLearning objectivesLearning objectives

• discover where food comes from

• understand some of the processes required to transform agricultural products into food

• learn about the life cycle of farm animals and their role in the food chain

• discover the products and by-products obtained from animals

• study the needs and life cycles of plants

Learning methodsLearning methodsLearning methodsLearning methods

• visiting the barns and meeting farm animals

• playing games about farm animals, their life cycle and their role in the food chain

• watching a milking demonstration, with the help of a fibreglass cow

• transforming wheat into flour

• examining various methods used to grow plants

• preparing a pizza snack • playing a pizza game

AN ENAN ENAN ENAN ENRICHING PROGRAM RICHING PROGRAM RICHING PROGRAM RICHING PROGRAM ⋅⋅⋅⋅ PAGE 2 PAGE 2 PAGE 2 PAGE 2

Curriculum Curriculum Curriculum Curriculum llllinksinksinksinks

ONTARIOONTARIOONTARIOONTARIO

Grade 2Grade 2Grade 2Grade 2 Science and Science and Science and Science and TTTTechnologyechnologyechnologyechnology

Understanding Life Systems — Growth and Changes in Animals Health aHealth aHealth aHealth and nd nd nd PPPPhysical hysical hysical hysical EEEEducationducationducationducation

Healthy Living

Grade 3Grade 3Grade 3Grade 3 Science and Science and Science and Science and TTTTechnologyechnologyechnologyechnology Understanding Life Systems — Growth and Changes in Plants Health and Health and Health and Health and PPPPhysical hysical hysical hysical EEEEducationducationducationducation

Healthy Living

Grade 4Grade 4Grade 4Grade 4 Science and Science and Science and Science and TTTTechnologyechnologyechnologyechnology

Understanding Life Systems — Habitats and Communities Health and Health and Health and Health and PPPPhysical hysical hysical hysical EEEEducationducationducationducation

Healthy Living

QUEBECQUEBECQUEBECQUEBEC

Cycle 1 PrimaryCycle 1 PrimaryCycle 1 PrimaryCycle 1 Primary Mathematics, Mathematics, Mathematics, Mathematics, SSSScience and cience and cience and cience and TTTTecececechnologyhnologyhnologyhnology Science and Technology

CompetencyCompetencyCompetencyCompetency To explore the world of science and technology

Cycle 2 PrimaryCycle 2 PrimaryCycle 2 PrimaryCycle 2 Primary Mathematics, Mathematics, Mathematics, Mathematics, sssscience and cience and cience and cience and ttttechnologyechnologyechnologyechnology Science and technology

Competency 2Competency 2Competency 2Competency 2 To make the most of scientific and technological tools, objects and procedures Competency 3Competency 3Competency 3Competency 3 To communicate in the languages used in science and technology

Fees, payment, and group sizeFees, payment, and group sizeFees, payment, and group sizeFees, payment, and group size For fees, please visit the School Programs section at agriculture.technomuses.ca or call 613-991-3053 or 1- 866-442-4416. Payment may be made in advance or on arrival, by cash, debit card, cheque (made payable to the Canada Agriculture and Food Museum), or by credit card (VISA or MasterCard). Maximum group size for this program is 25 students. There are cancellation fees — please consult the Important Information section for more details.

If you have any questions, please do not hesitate to call 613If you have any questions, please do not hesitate to call 613If you have any questions, please do not hesitate to call 613If you have any questions, please do not hesitate to call 613----991991991991----3053. 3053. 3053. 3053.

Looking forward to Looking forward to Looking forward to Looking forward to seeing you at the seeing you at the seeing you at the seeing you at the Museum!Museum!Museum!Museum!

THE INCRETHE INCRETHE INCRETHE INCRE----EDIBLE SCHOOL PROGRAMEDIBLE SCHOOL PROGRAMEDIBLE SCHOOL PROGRAMEDIBLE SCHOOL PROGRAM FOR TEACHERSFOR TEACHERSFOR TEACHERSFOR TEACHERS

Science and Science and Science and Science and TTTTechnologyechnologyechnologyechnology

BYBYBYBY----PRODUCTS TREASURE HUNTPRODUCTS TREASURE HUNTPRODUCTS TREASURE HUNTPRODUCTS TREASURE HUNT

Even though they are raised by humans to produce food, farm animals also supply us with a wide range of products that we use every day. In this activity, students will realize that their dependence on farm animals goes beyond food and that, all day long and without knowing it, they use by-products derived from animal husbandry.

ByByByBy----product: a secondary product resulting fromproduct: a secondary product resulting fromproduct: a secondary product resulting fromproduct: a secondary product resulting from the production of the production of the production of the production of a primary produca primary produca primary produca primary product t t t

IIIInstructionsnstructionsnstructionsnstructions 1. Ask your students why humans raise farm animals. Explain that we use more than the meat,

milk and eggs produced on the farm: every part of an animal is recycled and used to make another product. BBBByyyy----pppproductsroductsroductsroducts of animal husbandry are all the products other than those for which the animal was raised. For example, on a farm where poultry is raised for eggs, the eggs are the product, while the poultry meat and feathers are by-products.

Ask several questions about animal by-products and allow your students to reflect on the how many of these by-products there are in their everyday lives. You can use the Appendix, “Farm Animal By-Products”, as a guide. Inform the students about the important role that animals play in medical research and in the development of vaccines, cosmetics, accessories and hygiene products. More than 350 pharmaceutical products are based on animal by-products.

2. Hide a few animal items made from animal by-product objects in the classroom (for example, toothpaste, leather gloves). See the Appendix for more examples.

3. Have the students work in pairs to find items made from farm animal by-products in the classroom and on their classmates.

4. Set a time limit. When the time is up, compare answers.

5. As a reward, the class could have a snack that contains an animal by-product, such as gummy bears, marshmallows, or vegetables and dip (the gelatin found in candy and dips is an animal by-product).

THE INCRETHE INCRETHE INCRETHE INCRE----EDLE SCHOOL PROGRAMEDLE SCHOOL PROGRAMEDLE SCHOOL PROGRAMEDLE SCHOOL PROGRAM FOFOFOFOR TEACHERSR TEACHERSR TEACHERSR TEACHERS

Science and Science and Science and Science and TTTTechnologyechnologyechnologyechnology

BYBYBYBY----PRODUCTS PRODUCTS PRODUCTS PRODUCTS TREASURE HUNTTREASURE HUNTTREASURE HUNTTREASURE HUNT (A(A(A(Answers)nswers)nswers)nswers)

Farm animals provide us with meat, milk, fibre and much more. Match the by-product

with the animal it comes from. Some items may come from more than one animal.

Marshmallows

Lipstick

Hairbrush

Gelatin (Jello)

Bovine

(Cows)

Leather Glove

Swine

(Pigs)

Leather Belt

Artificial Skin

Hot Dog Sausage

Lipstick has fatty acids and fats in it. Some hairbrushes use boar hair. Gelatin, found in the

bones of animals, is used for marshmallows. Cattle hide is thick and suitable for making leather

belts, while pork hide is thinner and softer and thus more suitable for making leather gloves.

Collagen is used in the production of artificial skin for the treatment of severe burns.

Name: ____________________ Date: ________________

BYBYBYBY----PRODUCTS PRODUCTS PRODUCTS PRODUCTS TREASURE HUNTTREASURE HUNTTREASURE HUNTTREASURE HUNT

Farm animals provide us with meat, milk, fibre and much more. Match the by-product

with the animal it comes from. Some items may come from more than one animal.

Marshmallows

Lipstick

Hairbrush

Gelatin (Jello)

Bovine

(Cows)

Leather Glove

Swine

(Pigs)

Leather Belt

Artificial Skin

Hot Dog Sausage

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Science and Science and Science and Science and TTTTechnologyechnologyechnologyechnology

PLANTS AND USPLANTS AND USPLANTS AND USPLANTS AND US ((((AnswersAnswersAnswersAnswers))))

Plants provide us with food, shelter, clothing, medicine and much more. The following

products all come from plants that were grown on farms. Under each one, write:

1. The name of the plant the product was made from.

2. If the product is used for food, shelter, clothing, medicine or another use.

3. The part of the plant used to make the product (root, stem, leaf, flower, bark,

seed, fruit or another part).

Tomato Juice

Tomato

Food

Fruits

Linen

Flax

Clothing

Stems

Echinacea Pills

Purple Coneflower

or Echinacea

Medicine

Roots

Chips

Potato

Food

Roots (Tubers)

Cinnamon

Cinnamon Tree

Food

Bark

Bread

Wheat

Food

Seeds

Tofu

Soy Bean

Food

Seeds

Cauliflower Head

Cauliflower

Food

Flower

Christmas Tree

Fir

Decoration

Stem, Branches

and Leaves

Carrot Sticks

Carrot

Food

Root

Green Salad

Lettuce

Food

Leaves

Cotton Shirt

Cotton

Clothing

Fibre around the

Seeds

Name: ______________________ Date _________________

PLANTS AND USPLANTS AND USPLANTS AND USPLANTS AND US

Plants provide us with food, shelter, clothing, medicine and much more. The following

products all come from plants that were grown on farms. Under each one, write:

1. The name of the plant the product was made from.

2. If the product is used for food, shelter, clothing, medicine or another use.

3. The part of the plant used to make the product (root, stem, leaf, flower, bark,

seed, fruit or another part).

Tomato Juice

Linen

Echinacea Pills

Chips

Cinnamon

Bread

Tofu

Cauliflower Head

Christmas Tree

Carrot Sticks

Green Salad

Cotton Shirt

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HYDROPONIC GARDENHYDROPONIC GARDENHYDROPONIC GARDENHYDROPONIC GARDEN Soil is important to plants. It provides them with support and contains water, nutrients and minerals needed for healthy growth. Did you know that there are ways to grow plants without soil? “Hydroponics” means that by using a hydroponic system, you can make water do the job of delivering nutrients to the plants.

PurposePurposePurposePurpose To demonstrate that water can deliver the nutrients essential to plants.

MaterialsMaterialsMaterialsMaterials

• 1 clean two-litre plastic pop bottle (with label removed)

• Masking tape

• Felt or cotton strip (an old clean rag will work) approximately 25 cm long and 2.5 cm wide

• ½ cup styrofoam packing “peanuts”

• Water-soluble plant fertilizer (anything from a commercial powdered fertilizer such as “Miracle-Gro” to a hydroponic liquid fertilizer)

• Water

• Plant seeds (Large seeds such as beans and peas are easier for the students to observe; smaller seeds such as radish and lettuce seeds will germinate more quickly.)

InstruInstruInstruInstructionsctionsctionsctions 1. Cut top off bottle approximately 10 cm down.

HYDROPONIC GARDEN HYDROPONIC GARDEN HYDROPONIC GARDEN HYDROPONIC GARDEN ⋅⋅⋅⋅ PAGE 2 PAGE 2 PAGE 2 PAGE 2

2. Flip the top upside down and place into the bottom so that it fits snugly. Tape into place. 3. Soak the fabric strip (the “wick”) and then thread it down through the inverted bottle neck, with

a section remaining at the top.

4. Combine the fertilizer with water, following the instructions on the package for the correct

amount. Remember that it is better to have too little fertilizer than too much. Pour the water and fertilizer solution through the bottle neck until the bottom section is almost full (approximately 2 or 3 cups will do).

5. In the wet wick above the bottle neck, nestle the seeds. 6. Fill the upper portion of the bottle with the styrofoam “peanuts”.

7. Place the bottle in a sunny place and wait. Be sure the wick does not dry out before the seeds

have germinated.

HYDROPONIC GARDEN HYDROPONIC GARDEN HYDROPONIC GARDEN HYDROPONIC GARDEN ⋅⋅⋅⋅ PAGE 3 PAGE 3 PAGE 3 PAGE 3

The styrofoam “peanuts” provide a structure for the roots to grow in, but do not provide any nutrients. The plant absorbs the water and nutrients essential to its survival from the bottom section through the wick.

Record KeepingRecord KeepingRecord KeepingRecord Keeping 1. Students must keep a daily log of their activities and observations. Each day, distribute a

copy of the “Experiment Log” activity sheet to students.

2. Students can create their own experiments by having several hydroponic bottles with different temperatures, light levels, and fertilizers.

HYDROPONIC GARDENHYDROPONIC GARDENHYDROPONIC GARDENHYDROPONIC GARDEN EXPERIMENT LOGEXPERIMENT LOGEXPERIMENT LOGEXPERIMENT LOG

Name: _______________________ Date: ____________________

Time: ____________________

How I cared for my plant:

Observations:

Plant height:

Light level:

(Is it sunny outside? Cloudy?)

Water level:

Other observations:

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Science and Science and Science and Science and TeTeTeTechnologychnologychnologychnology

LEAFY EXPERIMENTLEAFY EXPERIMENTLEAFY EXPERIMENTLEAFY EXPERIMENT

Plants need four different things to grow: sunlight, soil, air, and water. In this experiment, students will observe the effect of sunlight on plants.

PurposePurposePurposePurpose To study the effect light has on the development and growth of plants. To understand that leaves play a vital role in photosynthesis.

InstructionsInstructionsInstructionsInstructions 1. Take three plants of the same age and kind (beans started in a container on the windowsill

work well). Try to ensure that they have roughly the same number of leaves.

2. Label the first plant “control”. This plant will be the one that tells you how the plants would normally have grown.

3. Label the second plant “50%”, and then pluck off 50% (half) of the leaves.

4. Label the third plant “100%”, and then pluck off all the leaves, leaving the bare stalk and any flowers.

5. Discuss with your students the role of plants in the food chain. Explain that plants are producers. They belong to the first link of the food chain because they produce their own food. Ask the class to explain how plants make their own food. Review with them what occurs during photosynthesis.

During photosynthesis, leaves capture the sun's energy (solar energy) and carbon dioxide from the air. Plants use the solar energy to transform water (which they absorb through their roots) and carbon dioxide into glucose (a kind of sugar), while releasing oxygen into the air.

Explain to the students that this is how plants make their food, a sugar called glucose. Plants use this food to build their different parts such as leaves, roots, flowers and tubers. These plant parts are then used as food by other organisms. Without plants to transform solar energy into chemical energy (sugar), there would be no food for us and other consumer and decomposer organisms.

6. Have students fill out the hypothesis chart and predict what will happen to the three plants.

7. Keep all three plants together in a sunny place so that they all get the same amount of light.

LEAFY EXPERIMENT LEAFY EXPERIMENT LEAFY EXPERIMENT LEAFY EXPERIMENT ⋅⋅⋅⋅ PAGE 2 PAGE 2 PAGE 2 PAGE 2

8. Give the three plants same amount of water (it is best to keep the soil moist but not wet).

9. Keep records of what happens. Which plant is growing the best and fastest? Has anything happened to the body of the plants? If you have a digital camera, you can take pictures of the three plants from the same vantage point every day, keeping track of the passage of time by writing the date on a nearby chalkboard or piece of paper. You should see a difference among the three plants in two weeks.

10. Have students compare what they thought would happen to what actually happened.

11. Have students discuss why the control plant did better than the two other ones.

Name: _____________________ Date: _______________

LEAFY EXPERIMENT LEAFY EXPERIMENT LEAFY EXPERIMENT LEAFY EXPERIMENT

Hypothesis

A hypothesis is an answer to a question. Since we do not know what the

actual answer will be, we make a guess and predict the answer. We

answer the question as best we can with the knowledge we have at the

time. We then conduct research or an experiment to check whether

our hypothesis is correct.

Predict the results of the experiment on the effect of removing the

leaves of a plant. Answer the following questions.

Question 1:

What will happen to a plant if I don’t remove any of its leaves?

Hypothesis:

I think _______________________________________________

_____________________________________________________

_____________________________________________________

______________________________________________ because

_____________________________________________________

_____________________________________________________

___________________________________________________ .

LEAFY EXPERIMENTLEAFY EXPERIMENTLEAFY EXPERIMENTLEAFY EXPERIMENT HYPOTHESIS HYPOTHESIS HYPOTHESIS HYPOTHESIS ⋅⋅⋅⋅ PAGE 2 PAGE 2 PAGE 2 PAGE 2

Question 2:

What will happen to a plant if I remove half (50%) of its leaves?

Hypothesis:

I think _______________________________________________

_____________________________________________________

______________________________________________ because

_____________________________________________________

____________________________________________________ .

Question 3:

What will happen to a plant if I remove all (100%) of its leaves?

Hypothesis:

I think _______________________________________________

_____________________________________________________

______________________________________________ because

_____________________________________________________

___________________________________________________ .

Name: _______________________ Date: _______________

LEAFY EXPERIMENT LEAFY EXPERIMENT LEAFY EXPERIMENT LEAFY EXPERIMENT

Observation Chart

Date Control Plant

Observations

50%

(Half of Leaves)

Observations

100%

(No Leaves)

Observations

Name: _______________________ Date: _______________

LEAFY EXPERIMENT LEAFY EXPERIMENT LEAFY EXPERIMENT LEAFY EXPERIMENT

Experiment Results

Were the hypotheses correct?

____________________________________________________.

Why? ________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

______________________________________.

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FUNGI EXPERIMENT FUNGI EXPERIMENT FUNGI EXPERIMENT FUNGI EXPERIMENT

Mushrooms are neither animals (like chickens, dogs, elephants, and humans), nor plants (like tomatoes, lettuce, trees, and grass). They are a whole different kind of life-form called fungifungifungifungi. While some fungi are delicious mushrooms, most should not be eaten by people. There are microscopic fungi spores in the air all the time, but it is only when they find some dead material that they can grow.

A spore is a reproductive structure similar to a seed. It can survive for extended periods of time in unfavourable conditions. Compared to a seed, it has little stored food resources.

Mushrooms, yeasts and moulds belong to the fungi kingdom.

PurposePurposePurposePurpose To demonstrate that there are fungi spores in the air.

MaterialsMaterialsMaterialsMaterials

• Empty clean glass jar with a lid

• Food samples (Vegetables, fruits, bread, crackers or cheese work well; do not use meat.)

• Water

InstructionsInstructionsInstructionsInstructions Place several samples of different foods in the jar. Do not use meat.

1. Sprinkle a few teaspoons of water into the jar so that everything is moist.

2. Close the lid tightly. Leave it in a place where it won’t be disturbed, and is out of direct sunlight.

3. Make and record observations for two weeks. What colour were the fungi that grew? How many different kinds of fungi were there? How did the food change as the fungi grew?

4. Afterwards, have an adult dispose of the materials and clean the jars thoroughly with bleach.

FUNGI EXPERIMENTFUNGI EXPERIMENTFUNGI EXPERIMENTFUNGI EXPERIMENT ⋅⋅⋅⋅ PAGE 2 PAGE 2 PAGE 2 PAGE 2

Other Other Other Other aaaactivictivictivictivitiestiestiesties Discuss the role of mushrooms in the food chain with your students. Ask them to create their own food chain that includes mushrooms.

Mushrooms (and all other fungi) are decomposers. Decomposers form the last link of the food chain. They break down organic material (both organisms’ waste and dead organisms) produced by all classes of organisms and return to the soil the minerals that plants need to survive.

*Remember never *Remember never *Remember never *Remember never to to to to eat a mushroom found in nature eat a mushroom found in nature eat a mushroom found in nature eat a mushroom found in nature ((((andandandand certainly certainly certainly certainly not the fungi that grow not the fungi that grow not the fungi that grow not the fungi that grow in thin thin thin the jars)!*e jars)!*e jars)!*e jars)!*

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FOOD CHAIN AT THE FOOD CHAIN AT THE FOOD CHAIN AT THE FOOD CHAIN AT THE MUSEUMMUSEUMMUSEUMMUSEUM (Answers)

Cut out the images of the organisms found at the Canada Agriculture

Museum and glue them in the right places. Write the names of the

organisms above the images. Below each image, state whether the

organism is a producer, consumer or decomposer.

Name: ___________________ Date: _________________

FOOD CHAIN AT THE FOOD CHAIN AT THE FOOD CHAIN AT THE FOOD CHAIN AT THE MMMMUSEUMUSEUMUSEUMUSEUM

Cut out the images of the organisms found at the Canada Agriculture

Museum and glue them in the right places. Write the names of the

organisms above the images. Below each image, state whether the

organism is a producer, consumer or decomposer.

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MathematicsMathematicsMathematicsMathematics

PIZZA SALESPIZZA SALESPIZZA SALESPIZZA SALES (Answers)

Check out these advertisements for pizza!

1. Which restaurant is the cheapest? Mr. Big-Head’s Pizza 2. Which restaurant is the most expensive? Pepperoni Pete’s

3. Which two restaurants have the same price per pizza? Wicked Wendy’s Parlour and Speedy Pizza

*Each pizza is exactly the same size.*

Wicked Wendy’s Pizza

Parlour

6 pizzas for $30

Cost per pizza: $5

Frankie’s Fabulous

Pizza

8 pizzas for $48

Cost per pizza: $6

Jennie’s Juicy Pizza

House

3 pizzas for $21

Cost per pizza: $7

Pizza Adventures!

11 pizzas for $121

Cost per pizza: $11

Happy Slice PizzaHappy Slice PizzaHappy Slice PizzaHappy Slice Pizza

10 pizzas for $80

Cost per pizza: $8

Mr. Big-Head’s Pizza

7 pizzas for $28

Cost per pizza: $4

Speedy PizzaSpeedy PizzaSpeedy PizzaSpeedy Pizza

4 pizzas for $20

Cost per pizza: $5

Pepperoni Pete’s

4 pizzas for $48

Cost per pizza: $12

Three Friends PizzaThree Friends PizzaThree Friends PizzaThree Friends Pizza

9 pizzas for $90

Cost per pizza: $10

Name: __________________________ Date: ________________

PIZZA SALESPIZZA SALESPIZZA SALESPIZZA SALES Check out these advertisements for pizza!

1. Which restaurant is the cheapest? ______________________________

2. Which restaurant is the most expensive? __________________________

3. Which two restaurants have the same price per pizza? ________________

_________________________________________________________

*Each pizza is exactly the same size.*

Wicked Wendy’s Pizza

Parlour

6 pizzas for $30

Cost per pizza:

Frankie’s Fabulous

Pizza

8 pizzas for $48

Cost per pizza:

Jennie’s Juicy Pizza

House

3 pizzas for $21

Cost per pizza:

Pizza Adventures!

11 pizzas for $121

Cost per pizza:

Happy Slice PizzaHappy Slice PizzaHappy Slice PizzaHappy Slice Pizza

10 pizzas for $80

Cost per pizza:

Mr. Big-Head’s Pizza

7 pizzas for $28

Cost per pizza:

SpeedySpeedySpeedySpeedy Pizza Pizza Pizza Pizza

4 pizzas for $20

Cost per pizza:

Pepperoni Pete’s

4 pizzas for $48

Cost per pizza:

Three Friends PizzaThree Friends PizzaThree Friends PizzaThree Friends Pizza

9 pizzas for $90

Cost per pizza:

Name: __________________________ Date: ________________

PIZZA POLLPIZZA POLLPIZZA POLLPIZZA POLL

Imagine you are going to start your very own pizza parlour. To be successful, you

must be sure you are supplying the kinds of pizza that people want to eat. You need

to take a poll. To “take a poll” is to ask people questions.

How to take a poll

1. You can ask any person only once.

2. Ask people what their favourite kind of pizza is. If they have two or three

favourite kinds of pizza, ask them to choose just one favourite.

3. Make a checkmark or mark a line in the appropriate box.

4. Ask at least 20 different people. The more people you ask, the more valuable

your information will be.

5. On the poll sheet, write down six common kinds of pizza you can think of. In

the last row, write “Other”, so that you can keep track of any other kinds of

pizza.

Create a chart or graph

Present your information as either a bar graph, a pie chart (or should we say, a

“pizza pie” chart), or a pictograph.

Bar Graph

0

2

4

6

8

10

12

14

16

Pepperoni Cheese Vegetarian Hawaiian BBQ

Chicken

Other

Favourite pizzas

PIZZA POLLPIZZA POLLPIZZA POLLPIZZA POLL ⋅⋅⋅⋅ PAGE 2 PAGE 2 PAGE 2 PAGE 2

Pie Chart

Pepperoni

Cheese

Vegetarian

Hawaiian

BBQ Chicken

Other

Pictograph

Favorite Kind of Pizza

Pepperoni

Cheese

Vegetarian

Hawaiian

Other

Name: _______________________ Date: ______________

PPPPIZZA POLLIZZA POLLIZZA POLLIZZA POLL

Kind of Pizza Number of Votes

Others

Draw chart or graph here:

Name: ________________________ Date: ______________

FOOD GROUPSFOOD GROUPSFOOD GROUPSFOOD GROUPS

Write the name of each pizza ingredient in its proper food group.

Meat and

Alternatives

Milk and

Alternatives

Vegetables and

Fruit

Grain Products

Mozzarella Cheese Pepperoni Bacon Anchovies

Mushrooms Onions Pizza crust Ham

Tomato paste Meatballs Cheddar Cheese

BBQ Chicken Peppers Pineapple Sausage

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GROCERY STOREGROCERY STOREGROCERY STOREGROCERY STORE During their visit to the Canada Agriculture Museum, students will learn first-hand where their food comes from. In this activity, students will use newspaper ads and flyers to construct a healthy meal.

InsInsInsInstructionstructionstructionstructions 1. Ask students to bring in grocery flyers from home. It might be a good idea to build up a supply of

grocery flyers before the beginning of this activity.

2. Have the students cut out images of food and glue the images onto a piece of construction paper.

3. Ask each student to present images to the class and have the class decide what foods come from what food groups.

Other Other Other Other aaaactivitiesctivitiesctivitiesctivities 1. With older students, ask them to select foods from each of the food groups: meat and

alternatives, milk and alternatives, vegetables and fruit, and grain products.

2. As an alternate activity, have the students select food items to create healthy balanced meals, such as breakfast, lunch, and supper.

*You can download and print a copy of the “Canada Food Health Guide” from http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index_e.html.*

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ArtArtArtArtssss

VEGGIE STAMPSVEGGIE STAMPSVEGGIE STAMPSVEGGIE STAMPS

Create your own pizza artwork while observing the interesting structures and shapes in everyday vegetables.

MaterialsMaterialsMaterialsMaterials

• Light coloured construction paper or brown craft paper

• A variety of colours of paint (Acrylic paint works best.)

• A selection of firm vegetables that do not lose their shape when sliced (such as mushrooms, peppers, onions, broccoli, and cherry tomatoes)

• Paint brushes

• Newspaper or protective paper for the table (during painting)

InstructionsInstructionsInstructionsInstructions 1. Lay newspaper over work area.

2. Either pre-cut or have the students cut a large circular pizza “crust” from the construction paper or craft paper (30 cm diameter works well) .

3. Slice the vegetables.

4. Students take a sliced vegetable and carefully paint a thin layer of paint onto its surface. Avoid big “globs” of paint, which will distort the stamp.

5. Have the students practice on the newspaper or scrap paper a few times.

6. Stamp the circular “crust” two or three times with several different vegetables, painted different colours, to create an artistic “pizza”.

*Experiment with different vegetables (many kinds of fruit will also work, to create a “dessert” pizza).

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GRAIN MOSAICGRAIN MOSAICGRAIN MOSAICGRAIN MOSAIC

Using different kinds of seeds, students can make beautiful mosaics. Seeds glued to a dark

background can make very striking designs.

InstructionsInstructionsInstructionsInstructions 1. Find a source of different grains. Bulk food stores often carry grains, as do feed mills, garden

centres, and hardware stores. Birdseed mixes can be an inexpensive source.

2. Sketch the outline of a plant and have students spread white craft glue onto the paper, one section at a time, sprinkling the grains over the area. Alternately, gather some examples of classical mosaics and have the students reproduce some of the designs in them, or have the students make their own abstract designs.

Name: ________________________ Date: _______________

PIZZA SCRAMBLEPIZZA SCRAMBLEPIZZA SCRAMBLEPIZZA SCRAMBLE

Unscramble these pizza-related words. They are all ingredients you can put

in a pizza!

h e s e c e

o u g d h

o m a t o t e c u a s

h r o m u o s s m

e p s p e r p

n i o n o s

c o n b a

o n e r p p e p i

e l n p a e p i p

t a m e a l l b s

__ __ __ __ __ __

__ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __

__ __ __ __ __ __

__ __ __ __ __

__ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __

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General ActivitiesGeneral ActivitiesGeneral ActivitiesGeneral Activities

CHEESE MAKINGCHEESE MAKINGCHEESE MAKINGCHEESE MAKING People have been making and enjoying cheese for thousands of years. While there are many ways of making different kinds of cheeses, this experiment will allow you to create a quick cheese right before your eyes!

MaterialsMaterialsMaterialsMaterials

• 4 cups (1 litre) 3.25% milk

• Clear medium-sized saucepan

• 2 tablespoons (30 ml) lemon juice

• Long-handled wooden spoon

• Cheesecloth

• Sieve or colander

• Measuring cup and spoons

• Hotplate or stovetop

InstructionsInstructionsInstructionsInstructions 1. Pour the milk into the saucepan.

2. Bring the milk to a boil on medium-high heat. Watch for bubbles, which mean that the milk is starting to boil.

3. Once the milk boils, remove the pan from the burner and mix in the lemon juice using the wooden spoon until you see solid curds separating from the liquid whey. Let the curds and whey cool for a few minutes.

4. Meanwhile, line a colander with cheesecloth and place the colander over a bowl. Pour the milk into the colander. The curds should collect in the cheesecloth.

5. Tie the four corners of the cheesecloth together into a knot and hang to drain for an hour or two.

6. Time to eat! Spread your cheese on crackers and enjoy.

The curds are the milk protein (casein) and solids clumped together. The whey is what is left over. You will notice that the cheese has an extremely mild flavor, because of the absence of bacteria and mould (two factors that create the many different kinds of cheese). The lemon juice is an acid, which increases the acidity of the milk, thus causing the casein to bind together.

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FARM ANIMAL BYFARM ANIMAL BYFARM ANIMAL BYFARM ANIMAL BY----PRODUCTSPRODUCTSPRODUCTSPRODUCTS

ffffatty atty atty atty acidacidacidacid chain made of carbons, hydrogen and oxygen that makes fat

gelatingelatingelatingelatin jelly produced when the skin and bones of animals are boiled; collagen is the main component of gelatin; gelatin is clear and colourless, and has a structure similar to glue

gggglycerinlycerinlycerinlycerin clear, colourless liquid that is a by-product of manufacturing soap; when animal or vegetable fats – which naturally contain glycerin – come in contact with lye, a chemical reaction produces soap; glycerin is the resulting by-product of soap making

llllanolinanolinanolinanolin greasy yellowish substance secreted by sheep’ s skin, which lubricates the wool

rrrrennetennetennetennet coagulating enzyme that comes from the stomach (abomasum) of young ruminants

Did you know that 45% of an animal that is raised for food is actually used to produce other things!

USES OF USES OF USES OF USES OF FARMFARMFARMFARM ANIMAL BY ANIMAL BY ANIMAL BY ANIMAL BY----PRODUCTSPRODUCTSPRODUCTSPRODUCTS Please note that these are only some of the many products derived from animals.

bbbbones and hoofsones and hoofsones and hoofsones and hoofs buttons, piano keys, porcelain

ccccollagenollagenollagenollagen human skin grafts

ddddownownownown clothes, bedding, pillows, fishing tackle and arrows

eeeegg whitesgg whitesgg whitesgg whites ceramics and varnish

ffffatty acidsatty acidsatty acidsatty acids plastics, rubber, lubricants, fluids, brake fluid, antifreeze, tires, lubricant and softener for fibres and fabrics, lubricant and plasticiser used in paper manufacturing

APPENDIX: FARM ANIMAL BYAPPENDIX: FARM ANIMAL BYAPPENDIX: FARM ANIMAL BYAPPENDIX: FARM ANIMAL BY----PRODUCTS PRODUCTS PRODUCTS PRODUCTS ⋅⋅⋅⋅ PAGE 2 PAGE 2 PAGE 2 PAGE 2

gelatingelatingelatingelatin canned meat, Jell-O, candies (gummy bears), stabilizer, thickener and texturizing agent for foods (such as ice cream, mayonnaise, yogurt, cream cheese, jam, light foods and frozen foods), clarifying agent for liquids (such as fruit juice, vinegar, wine and beer), medication capsules, crayons, glue, photographic film and paper, matches, sandpaper and high-gloss paper

gggglycerin (glycerol)lycerin (glycerol)lycerin (glycerol)lycerin (glycerol) lipstick and other cosmetics, soap, toothpaste, mouthwash, moisturizers, skin products, cough syrups, food (as a sweetener, for moisture retention and as a solvent), video tape, photographic and x-ray film, car polishing products, plastics, cellophane and antifreeze fluids

hhhhairairairair paint brushes

hhhheareareareart valvet valvet valvet valve for heart transplants

iiiintestinesntestinesntestinesntestines strings for musical instruments, medical sutures

llllanolinanolinanolinanolin soap, shaving cream, make-up, skin cream and lotion

lllleathereathereathereather furniture, clothing, purses, footballs, baseball gloves and balls

mmmmanure, blood, bones and feathersanure, blood, bones and feathersanure, blood, bones and feathersanure, blood, bones and feathers fertilizer

ppppurified bone powderurified bone powderurified bone powderurified bone powder sugar refiner

rrrrawhide (skin)awhide (skin)awhide (skin)awhide (skin) glue

rrrrennetennetennetennet cheese

ssssuetuetuetuet latex gloves, bird food, soap, candles, biodiesel fuel, lubricant in steel manufacturing.

wwwwoolooloolool (a by-product in Canada because sheep are raised for meat) clothes, blankets and felt