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Class Soup

Lesson 3:

From Unit Philanthropic Behavior

Lesson

Handouts

Academic Standards

Philanthropy Framework

Kindergarten-2nd Grade

Subjects:

Language Arts, Library / Technology, Math, Philanthropy, Science and Social Studies

Key Words/Concepts click to view

ELA:	Stone Soup; Listening; Response to Text/Others
MAT:	Graphs/Charts/Tables
PHIL:	Caring/Sharing; Cooperate; Volunteer
SCI:	Classify; Plants
SOC:	11 genOn; 12 genOn; Goods and Services; Resources

Purpose:

Students will cooperate in a class project by each providing an ingredient.

Duration:

One to Two Thirty-Minute Class Periods

Objectives:

The learner will:

increase listening comprehension and use critical thinking skills.
combine limited resources to provide for everyone.
identify the ways in which students cooperated.
name steps in the process of making soup.

Materials:

Pictures of vegetables.
Hot plate of stove.
Large pot of water.
A variety of vegetables.
Chart paper and markers for graph.
Chicken or beef bouillon/broth
A knife for cutting vegetables, bowls and spoons for eating soup.
Optional but very helpful: a parent volunteer.

Instructional Procedure(s):

Anticipatory Set:

Hold up a can of soup and discuss what may be inside the can. Open it and pour it into a large, clear bowl. Ask students to name the types of vegetables in the soup. Ask whether there is enough soup for all of them. Ask if anyone has ever made vegetable soup before. Have students write down a recipe for how they think vegetable soup is made. Recipes should include ingredients, amounts, temperature, and time.

Show pictures of different types of vegetables. Ask their names and how they grow. Talk about the times of year that we pick the different vegetables.
Ask volunteers to bring in vegetables, which can be chosen from a list of selected vegetables. Send notes home with the children, requesting that the foods be brought to school on the day (or day before) you make the soup. (Have some vegetables on hand if needed.)
Make a class pictograph of the vegetables used in the soup. Have each student contribute a drawing of a vegetable to apply to a large graph on butcher paper. Compare the quantities of each kind of vegetable.
Have the volunteer or parent help children cut the vegetables into bite-sized pieces and put them into the pot after washing.
Take a piece of each vegetable and pass it around for the children to note the texture, appearance, and odors. Ask students to write about and draw their observations.
Add the water and bouillon or broth and cook the soup on the hot plate.
Discuss how the vegetables will change when they are cooked.
Share the soup with the students when it is cooked.
Discuss everyone's contribution, including the parent, and how it helped in the making of the soup.
Explain what a "soup kitchen" is. Discuss the soup kitchen's contribution to the community in a time of need. Discuss how a soup kitchen might be funded Discuss who might volunteer at a soup kitchen.

Assessment:

In assessing student work, check to see that the following was accomplished:

Students are able to identify and describe common vegetables and tell how they grow.
Students will be able to draw three pictures showing the steps involved in making soup. They should include a description of the cooperation involved in the process.
Students will be able to recount how sharing the vegetables that each child brought allowed all of the children to have some of the soup.

Curriculum Connection:

Science: Observe and classify different types of vegetables.

School/Home Connection:

Students will bring in vegetables from home to make a class soup.

Cross-Curriculum Extensions:

The following topics can be added to the lesson: types of farms, farm life, historical connection of the Native Americans, and the communal aspect of farms. Use the book Stone Soup as a literature connection. Discuss how the scarcity of goods was overcome by working together.