PrintOne to Two Thirty-Minute Class Periods
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.
  • a can of vegetable soup
  • 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.
Home Connection 
Students will bring in vegetables from home to make a class soup.

Ross, Tony. Stone Soup. Dial, 1987. ISBN: 0140547088


  1. 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.
  2. 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.
  3. 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.)
  4. 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.
  5. Have the volunteer or parent help children cut the vegetables into bite-sized pieces and put them into the pot after washing.
  6. 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.
  7. Add the water and bouillon or broth and cook the soup on the hot plate.
  8. Discuss how the vegetables will change when they are cooked.
  9. Share the soup with the students when it is cooked.
  10. Discuss everyone's contribution, including the parent, and how it helped in the making of the soup.
  11. 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.
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.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark E.3 Describe a benefit of group cooperation.
    2. Standard PCS 03. Philanthropy and Economics
      1. Benchmark E.13 Describe limited resources and scarcity.
    3. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark E.2 Discuss an issue affecting the common good in the classroom or school and demonstrate respect and courtesy for differing opinions.