How Plants Spice Up Our Lives

Trudy S. Moore                 Scott Joplin Elementary School
6910 S. Oglesby  #1            7931 S. Honore
Chicago IL  60649              Chicago IL  60620
(312) 363-7887                 (312) 535-2547

Objectives:

This lesson is designed for the third grade but can be easily adapted to lower 
or higher grades.  The objectives of this lesson are:
    * Students will be able to label and identify parts of plants.
    * Students will be able to identify spices obtained from plants.
    * Students will be able to determine what part of a plant a spice comes 
from by using taste, touch, smell and sight.

Materials Needed:

Activity I
     Fresh or artificial flowers
     Construction paper in different colors
     Markers/pens/pencils
     Scissors
     Glue

Activity II
     Pencil/Pen
     Copies of puzzle for each student

Activity III
     Small styrofoam cups
     Potting soil
     Popsicle sticks or tongue depressors
     Seedling plants and/or plant seeds
     Rulers
     Newsprint paper for graphs
     Journal

Activity IV
     Small containers with lids preferably to hold a tablespoonful of various 
         spices
     Assorted spices
     Paper
     Pencils/Pens

Activity V
     Pencils/Pens
     Paper
     Food items seasoned with various spices

Presentation:

      Depending on the grade level, teacher will discuss various parts of a 
plant with class and their functions.  For the primary level, I would stick 
basically with the roots, stem/bark, leaves, bud and flower which may produce 
fruit/seeds.  Explain that the roots of the plant hold it firmly in place, 
preventing it from being washed away by the rains or blown away by strong winds. 
The roots are also responsible for drawing nutrients from the soil or water so 
the plant will be able to grow and thrive.  The stem is a conduit that allows 
all the nourishment gathered by the roots to be distributed to other parts of 
the plant.  The bark of a tree operates in much the same way in addition to 
serving as a protective covering.  Buds are the part of the plant that envelope 
the undeveloped flower before it blossoms.  Leaves are the green offshoots of 
the plant that are often dried and ground to make spices.  The seeds are 
produced by the plant flower and can be ground or replanted to grow another 
plant.  Bring an assortment of spices in, processed as well as in plant form, 
for children to examine.  Popular plant spices to bring are: 
   1. garlic      2. cinnamon       3. nutmeg        4. mace      5. thyme
   6. coriander   7. black pepper   8. bay leaves    9. mint     10. dill
  11. vanilla    12. mustard       13. scallion     14. sage     15. fennel
  16. rosemary   17.ginger         18. jalapeno 
  19. red & green peppers          20. cocoa/chocolate     

Strategies:

Activity I
     After dividing children into groups of 3 or 4, give each group a live or 
artificial plant.  They will examine each part of the plant as teacher points 
out the various parts of the plant.  Then students will use scissors to cut out 
leaves, stems, roots, etc. from colorful construction paper and glue pieces on 
news print to make their own plants.  They will use markers to label the 
appropriate parts of each plant. 

Activity II
      Each student will get a puzzle (crossword, word search, fill-in-the-
blanks) generated by teacher to complete during class lesson.  Answers to puzzle 
will include spices and/or plant terminology discussed in class.

Activity III
     Groups of 3 or 4 students will be given styrofoam cups to plant seeds 
and/or seedlings.  The name of the plant will be written on a popsicle stick or 
comparable marker and stuck into the dirt after the plant is potted.  Students 
will keep a record of plant growth by making a graph on newsprint paper and 
writing entries in a daily journal.  Each group of children will calculate the 
growth/projected growth of their plants during allotted period designated by 
instructor.  At end of period, have each group graph the maximum growth of their 
plants and compare data. 

Activity IV
     Students will go around to various stations in classroom which have 
containers holding spices.  Each container is labeled A, B, C... or 1, 2, 
3... and students must try to identify each by touch, sight, smell or taste.  
They will record their answers on a separate sheet.  Students will also identify 
what part of the plant each spice comes from. 

Activity V
     Students will participate in a taste test in class to identify the spices 
contained in a variety of food products which could range from chocolate milk, 
and apple pie to rye bread. 


Performance Assessment:

     Children will be able to identify the parts of the plant, name spices 
obtained from plants and identify which part of the plant the spice comes from 
with an 80 percent accuracy.  For a written test, students will be given a copy 
of a plant on a sheet of paper and will be required to label each part that was 
discussed during the lesson.  Depending on how many spices are presented in 
class, children should be able to identify at least two spices that come from 
each plant section.  Orally, children should be able to tell their favorite 
spice(s) and tell what foods they can be found in.  Assign children to do a one-
page research paper on a spice they are not familiar with.  Have them use the 
library, the grocery story and adults as sources of information.  Include in 
paper where plant grows, what part is made into a spice and what foods contain 
the spice.