....this is no means an exhaustive list, but a good starting point!
If You Give a Moose a Muffin by Laura Numeroff, illustrated by Felicia Bond
Delbert Ate a Muffin by Shirley D. Holt
If You Give a Mouse a Cookie by Laura Numeroff, illustrated by Felicia Bond
The Best Mouse Cookie by Laura Numeroff, illustrated by Felicia Bond
Let’s Make Cookies by Mary Hill
Mr. Cookie Baker by Monica Wellington
If You Give a Pig a Pancake by Laura Numeroff, illustrated by Felicia Bond
Pancakes, Pancakes! by Eric Carle
Pancakes for Breakfast by Tomie DePaola
Growing Vegetable Soup by Lois Ehlert
Eating the Alphabet: Fruits and Vegetables from A to Z by Lois Ehlert
Hi, Pizza Man! by Virginia Walter and Ponder Goembel
The Little Red Hen (Makes a Pizza) by Philemon Sturges and Amy Walrod
The Princess and the Pizza by Mary Jane Auch and Herm Auch
Pizza Counting by Christina Dobson and Matthew Holmes
Showing posts with label Food curriculum. Show all posts
Showing posts with label Food curriculum. Show all posts
Thursday, November 5, 2009
Food Curriculum, Day Ten
All right! Sadly, today is the last day of my food unit….it’s time to move on to Thanksgiving (of course, there’s a fair amount of cooking involved in the food theme)! Today is likely to be your students’ favorite day of the theme-pizza day! Naturally, you will set your theme at story time by reading Hi, Pizza Man! and singing “Do You Know the Pizza Man” and “I am a Pizza” (if you have it-and believe me-you SHOULD have it!).
Of course, your cooking activity is going to be to make pizza! You could make a large pizza for your whole class to share, but I feel like it’s more of a crowd-pleaser to let everyone make their own pizza. I like English muffins, but if you are feeling especially daring, your could buy some pizza dough at the grocery store, or even make it from scratch (a bread machine is great for doing this without a lot of fuss). Whatever you choose, let the students help you put out the ingredients in paper bowls, then let them build their own pizzas. I find that the most popular toppings are pretty obvious-cheese and pepperoni-but there are always some students that surprise you by eating olives, peppers, or mushrooms. At any rate, provide them so that your students have that option! Also, provide Boardmaker pictures so that they can request whatever they want for their pizza. The best way that I have found to identify each child’s cooking is to cut out a square of waxed or parchment paper in the size of whatever they are making, write each child’s name on a square, and then make sure they put their treat on their square. Perfect!
You could also order a pizza to be delivered-so your students can practice saying, “Hi, pizza man!” of course-but the one year that I tried to do this I spent $10.00 on Pizza Hut pizza only to have my students stare blankly at the pizza man and then have only one student eat the pizza. I mean, I know kids with autism tend to be picky eaters, but I thought everyone liked Pizza Hut pizza!!!! My point is, I wouldn’t spend my money on this unless I was certain the children were going to eat it!
For math today, of course you are going to vote on which food your students have liked best-muffins, chocolate chip cookies, pancakes, vegetable soup, or pizza! I hope that you have enjoyed my favorite EVER theme. I hate that it’s over! I’ll have to think of some more ideas to add to it!
Of course, your cooking activity is going to be to make pizza! You could make a large pizza for your whole class to share, but I feel like it’s more of a crowd-pleaser to let everyone make their own pizza. I like English muffins, but if you are feeling especially daring, your could buy some pizza dough at the grocery store, or even make it from scratch (a bread machine is great for doing this without a lot of fuss). Whatever you choose, let the students help you put out the ingredients in paper bowls, then let them build their own pizzas. I find that the most popular toppings are pretty obvious-cheese and pepperoni-but there are always some students that surprise you by eating olives, peppers, or mushrooms. At any rate, provide them so that your students have that option! Also, provide Boardmaker pictures so that they can request whatever they want for their pizza. The best way that I have found to identify each child’s cooking is to cut out a square of waxed or parchment paper in the size of whatever they are making, write each child’s name on a square, and then make sure they put their treat on their square. Perfect!
You could also order a pizza to be delivered-so your students can practice saying, “Hi, pizza man!” of course-but the one year that I tried to do this I spent $10.00 on Pizza Hut pizza only to have my students stare blankly at the pizza man and then have only one student eat the pizza. I mean, I know kids with autism tend to be picky eaters, but I thought everyone liked Pizza Hut pizza!!!! My point is, I wouldn’t spend my money on this unless I was certain the children were going to eat it!
For math today, of course you are going to vote on which food your students have liked best-muffins, chocolate chip cookies, pancakes, vegetable soup, or pizza! I hope that you have enjoyed my favorite EVER theme. I hate that it’s over! I’ll have to think of some more ideas to add to it!
Wednesday, November 4, 2009
Food Curriculum, Day Nine
Today-like Tuesday-is so much fun that I can hardly contain myself! This is likely to be your students’ favorite theme in your food unit-PIZZA! The book for this theme is Hi, Pizza Man by Virginia Walter and Ponder Goembel. Your students will have a great time imitating the sounds that all of the different animals in the book make! Of course, you will sing “Do You Know the Pizza Man?”-but another song that I always sing with my class (not just during pizza theme!) is “I am a Pizza” from the CD 10 Carrot Diamond by Charlotte Diamond. This song has a corresponding book that your students will also love….it is sure to be the biggest hit in your classroom. You can find this CD at www.N-E-N.com.
The art activity is another VERY cute, fun project. We’ll be making pizzas today! Give your students the thin cardboard circles that they cut out during fine motor time yesterday. Have them request paint using verbalizations, switches, or Boardmaker symbols, then have them paint almost to the edges of their circle using a very thin layer or the red paint. Next, have them glue yellow shredded paper to the circle. They will need quite a bit of glue and not too much shredded paper, or the paper won’t stick! Finally, they get to add their “toppings.” You can provide Boardmaker symbols of all of the “toppings” that you have provided (like I said yesterday, I do white and green slivers of paper for onions and peppers, red circles for pepperonis, and mushroom cutouts). Have the students request their toppings either verbally, using a communication device, or using a picture, them have them glue their toppings onto their pizza! Once dry, you can hang these up and they are sure to attract lots of attention!
A fun fine motor activity to do for the two days that you are talking about pizza is to have a “playdough pizza party.” Provide playdough in lots of colors-red, yellow, green, white, brown-plus rolling pins and round cookie cutters. Have your students use the playdough to make pizza.
For math, have your students vote on which pizza toppings are their favorite! Graph their votes on your classroom graph and talk about which is the most and which is the least popular.
The art activity is another VERY cute, fun project. We’ll be making pizzas today! Give your students the thin cardboard circles that they cut out during fine motor time yesterday. Have them request paint using verbalizations, switches, or Boardmaker symbols, then have them paint almost to the edges of their circle using a very thin layer or the red paint. Next, have them glue yellow shredded paper to the circle. They will need quite a bit of glue and not too much shredded paper, or the paper won’t stick! Finally, they get to add their “toppings.” You can provide Boardmaker symbols of all of the “toppings” that you have provided (like I said yesterday, I do white and green slivers of paper for onions and peppers, red circles for pepperonis, and mushroom cutouts). Have the students request their toppings either verbally, using a communication device, or using a picture, them have them glue their toppings onto their pizza! Once dry, you can hang these up and they are sure to attract lots of attention!
A fun fine motor activity to do for the two days that you are talking about pizza is to have a “playdough pizza party.” Provide playdough in lots of colors-red, yellow, green, white, brown-plus rolling pins and round cookie cutters. Have your students use the playdough to make pizza.
For math, have your students vote on which pizza toppings are their favorite! Graph their votes on your classroom graph and talk about which is the most and which is the least popular.
Tuesday, November 3, 2009
Food Curriculum, Day Eight
Can you guess what today is? That’s right! It’s vegetable soup day! Of course, you will read Growing Vegetable Soup and sing “Do You Know the Veggie Soup Man?” For your cooking activity, pass around whole vegetables-a potato, a carrot, a celery stalk, an onion, a tomato…talk about how they look, feel, etc., have your students name them and describe them. To actually make your soup, you could either chop the veggies in front of the students and have them help you put them in the pot, or you could use bags of frozen vegetables or use canned veggies. I prefer using frozen or canned veggies so that the students do not have a lot of time to just sit and watch you! I think that a Crock-Pot is best for this….put your veggies and water or broth in the pot in the morning, set it on high, and let it cook all morning. You could have it for lunch or for a snack.
For fine motor today, give your students a large circle traced on a sheet of thin cardboard to cut. You will want to use something really sturdy for this….construction paper won’t work for tomorrow’s art activity-pizzas! You will also want to prepare several things ahead of time: shredded yellow paper (cheese), slivers of white and green paper (onions and peppers), mushroom shapes cut from light brown paper, and small red circles (pepperoni). You could have your students use a handheld circle punch (like you would use for scrapbooking) to cut their own pepperonis.
For fine motor today, give your students a large circle traced on a sheet of thin cardboard to cut. You will want to use something really sturdy for this….construction paper won’t work for tomorrow’s art activity-pizzas! You will also want to prepare several things ahead of time: shredded yellow paper (cheese), slivers of white and green paper (onions and peppers), mushroom shapes cut from light brown paper, and small red circles (pepperoni). You could have your students use a handheld circle punch (like you would use for scrapbooking) to cut their own pepperonis.
Monday, November 2, 2009
Food Curriculum, Day Seven (with patterns!)
Oh my goodness. Today’s activity is so cute I can hardly stand it! The next two days are “vegetable soup” days. Your book for today and Wednesday is Growing Vegetable Soup by Lois Ehlert. I always use this book during my food unit and then again in the spring when we talk about gardening and things that grow. Of course, your song is going to be “Do You Know the Vegetable Soup Man” (or Veggie Soup Man, if you would prefer to abbreviate).
For art….if you had your students chop their “veggies” on Monday, hand out the bags of “chopped veggies.” If not, have them cut up the veggies first. Each student will need a soup pot with the inside cut out of it that has been run through the laminator or glued to wax paper to make a clear center. Have the students glue their “chopped veggies” onto the clear center. Once the glue has dried, run the pot through the laminator again. This is a very important step; if you do not do this the veggies will have a tendency to fall off.
For tactile today, make a huge pot of “vegetable soup.” Put water and red food color or bath dye into a clear sensory table to look like a big pot of tomato-ey broth. Put lots of vegetables and some spoons, bowls, and ladles into the table, and encourage the students to pretend that they are making vegetable soup just like in your book!
For fine motor, give each student a sheet of paper with their name written in large letters. Have the students use fruit and veggie stickers to “trace” or cover the outline of their name (Carson-Dellosa makes lots of cute stickers that are widely available at office and school supply stores).
I have provided patterns for the veggies and the soup pot below….
For art….if you had your students chop their “veggies” on Monday, hand out the bags of “chopped veggies.” If not, have them cut up the veggies first. Each student will need a soup pot with the inside cut out of it that has been run through the laminator or glued to wax paper to make a clear center. Have the students glue their “chopped veggies” onto the clear center. Once the glue has dried, run the pot through the laminator again. This is a very important step; if you do not do this the veggies will have a tendency to fall off.
For tactile today, make a huge pot of “vegetable soup.” Put water and red food color or bath dye into a clear sensory table to look like a big pot of tomato-ey broth. Put lots of vegetables and some spoons, bowls, and ladles into the table, and encourage the students to pretend that they are making vegetable soup just like in your book!
For fine motor, give each student a sheet of paper with their name written in large letters. Have the students use fruit and veggie stickers to “trace” or cover the outline of their name (Carson-Dellosa makes lots of cute stickers that are widely available at office and school supply stores).
I have provided patterns for the veggies and the soup pot below….
Sunday, November 1, 2009
Food Curriculum, Day Six
Today will conclude “pancakes” as your theme. Of course, you will read Laura Numeroff’s If You Give a Pig a Pancake as your story time book. Sing “Do You Know the Pancake Man.” (I know the “Do You Know” song is getting old….but kids like routine and repetition, and it is especially beneficial for students with cognitive and language delays).
Naturally, today is pancake cooking day! You can use a mix if you prefer, but I like to make the pancakes from scratch so that the students can see the process from start to finish….how eggs, flour, milk, sugar, and a few other ingredients turn into the flat, pancakey goodness! The best way to cook them is on an electric griddle or in an electric skillet. Whenever I cooked in an electric appliance in my preschool classroom, I always set up a little table in front of the students so that they could see me cooking but they were not close enough to reach out and touch the appliance. Have the students read the recipe off of your recipe poster and mix/measure the ingredients. As long as they are VERY closely supervised, you could let the students come up and help pour the batter onto the griddle-but I would ONLY do this if an adult was available to stand right with the students as they poured. Provide several toppings for students to try…syrup, fruit, jam, whipped cream….the sky’s the limit!
For fine motor today, you will be getting ready for tomorrow’s art activity. This will take a good deal of preparation by you ahead of time. You will be making “soup pots” tomorrow, so your students will be “chopping vegetables.” For each student, you will need to cut a potato, celery stalk, carrot, and tomato out of construction paper. The students will “chop” the veggies with their scissors. Once they have finished, put the chopped veggies in a plastic bag with the student’s name on it to save for tomorrow.
Naturally, today is pancake cooking day! You can use a mix if you prefer, but I like to make the pancakes from scratch so that the students can see the process from start to finish….how eggs, flour, milk, sugar, and a few other ingredients turn into the flat, pancakey goodness! The best way to cook them is on an electric griddle or in an electric skillet. Whenever I cooked in an electric appliance in my preschool classroom, I always set up a little table in front of the students so that they could see me cooking but they were not close enough to reach out and touch the appliance. Have the students read the recipe off of your recipe poster and mix/measure the ingredients. As long as they are VERY closely supervised, you could let the students come up and help pour the batter onto the griddle-but I would ONLY do this if an adult was available to stand right with the students as they poured. Provide several toppings for students to try…syrup, fruit, jam, whipped cream….the sky’s the limit!
For fine motor today, you will be getting ready for tomorrow’s art activity. This will take a good deal of preparation by you ahead of time. You will be making “soup pots” tomorrow, so your students will be “chopping vegetables.” For each student, you will need to cut a potato, celery stalk, carrot, and tomato out of construction paper. The students will “chop” the veggies with their scissors. Once they have finished, put the chopped veggies in a plastic bag with the student’s name on it to save for tomorrow.
Thursday, October 29, 2009
Food Curriculum, Day Five
Today is Friday! Today, read If You Give a Pig a Pancake by Laura Numeroff to your class and change your song to "Do You Know the Pancake Man?"....then make “pancakes” as your art activity.
Use the tan circles and yellow square that you had your students cut out yesterday in fine motor. The students will glue the circles to the paper plate, then glue the yellow square on top to look like butter. Once they have completed this portion, they will pour “syrup” on top of their “pancakes”. To make the syrup, mix brown paint and white glue, then funnel it into squeeze bottles, like the ones you use for ketchup and mustard at a picnic. Have your students squeeze the syrup all over the top of the pancakes. The syrup will dry shiny and look like real syrup!
For fine motor, make a batch of pumpkin playdough. Make a batch of pumpkin playdough, adding pumpkin pie spice to the dry ingredients and orange food coloring to the wet ingredients. Your playdough will, of course, be orange, and it will smell like pumpkin pie. You could also make a batch and add cocoa powder to it to make chocolate playdough. Let your students pound, roll, and cut the playdough (they can even use scissors to cut the playdough) and give them cookie cutters to use as well.
Use the tan circles and yellow square that you had your students cut out yesterday in fine motor. The students will glue the circles to the paper plate, then glue the yellow square on top to look like butter. Once they have completed this portion, they will pour “syrup” on top of their “pancakes”. To make the syrup, mix brown paint and white glue, then funnel it into squeeze bottles, like the ones you use for ketchup and mustard at a picnic. Have your students squeeze the syrup all over the top of the pancakes. The syrup will dry shiny and look like real syrup!
For fine motor, make a batch of pumpkin playdough. Make a batch of pumpkin playdough, adding pumpkin pie spice to the dry ingredients and orange food coloring to the wet ingredients. Your playdough will, of course, be orange, and it will smell like pumpkin pie. You could also make a batch and add cocoa powder to it to make chocolate playdough. Let your students pound, roll, and cut the playdough (they can even use scissors to cut the playdough) and give them cookie cutters to use as well.
Wednesday, October 28, 2009
Food Curriculum, Day Four
Today is chocolate chip cookie day! Of course, you are going to read If You Give a Mouse a Cookie and sing “Do You Know the Cookie Man” during your story time. At art time, you will make chocolate chip cookies! I love to make them from scratch so that the children can see the process from start to finish, and they come together rather quickly. Cooking activities are not only a science activity, but also a math activity, since students get to measure all of the ingredients. Make a poster showing the ingredients, measurements, and steps to the recipe. Let your students request a turn using verbalizations or vocalizations, signs, or PECS. Let them do all of the measuring, mixing, and scooping! One of my favorite adapted classroom tools is a device that holds a measuring cup that can be turned using a switch so that students with physical disabilities can help to measure and pour the ingredients. If you have access to a stand mixer, you could plug this into a PowerLink. A PowerLink allows you to adapt any electronic device so that it can be powered by a switch, and cordless switches are available to allow students to access devices from a distance. You can switch-adapt your stand mixer!
Make a set of “counting cookies” to put into your math center. Cut a large set of small-to-medium circles from tan construction paper or cardstock. Make two sets of “cookies” with “chocolate chips” on them-drawn on or made with brown dot stickers or chocolate chip stickers. Put a specific number on each cookie, from 0-10, and make 2 sets with no chips on them but with the numeral 0-10 on them. Students can match the cookies with the same number of chips, with the same numerals, or match numerals to the cookies with the same number of chips on them.
Today, for fine motor, have your students cut our 2 medium (pancake) sized circles from tan cardstock or construction paper and a small square from yellow cardstock or construction paper. These will be used for pancakes and butter in tomorrow’s art activity.
Make a set of “counting cookies” to put into your math center. Cut a large set of small-to-medium circles from tan construction paper or cardstock. Make two sets of “cookies” with “chocolate chips” on them-drawn on or made with brown dot stickers or chocolate chip stickers. Put a specific number on each cookie, from 0-10, and make 2 sets with no chips on them but with the numeral 0-10 on them. Students can match the cookies with the same number of chips, with the same numerals, or match numerals to the cookies with the same number of chips on them.
Today, for fine motor, have your students cut our 2 medium (pancake) sized circles from tan cardstock or construction paper and a small square from yellow cardstock or construction paper. These will be used for pancakes and butter in tomorrow’s art activity.
Tuesday, October 27, 2009
Food Curriculum, Day Three
Day three starts a new book: If You Give a Mouse a Cookie, also by Laura Numeroff. Her books are so much fun! Read the book at story time, but continue reading Today is Monday by Eric Carle for morning meeting. I was never able to find a great song about cookies, and I always liked to sing songs that were familiar to the students, so I like to change the words of “The Muffin Man” to ask “Do you know the cookie man?”
For today’s art activity, you will make chocolate chip cookies using the paper circles cut out during yesterday’s fine motor activity. You have 2 choices for how to do this activity: (1) use white price dot stickers colored brown….students will peel the stickers off and stick them on their “cookie”; (2) use torn brown paper-glue to the “cookies”. You can have them color the dots or tear the paper today while they are doing art, or you can have them do it the day before as part of their fine motor activity.
For math today, count the “chocolate chips” on each student’s cookie. Write the numbers on the board or on a piece of chart paper and talk about who has the most and who has the least. Line the cookies up in order from greatest to least or vice versa. If you are feeling especially adventurous, you can graph the number of chocolate chips that each student has on his/her cookie.
For today’s art activity, you will make chocolate chip cookies using the paper circles cut out during yesterday’s fine motor activity. You have 2 choices for how to do this activity: (1) use white price dot stickers colored brown….students will peel the stickers off and stick them on their “cookie”; (2) use torn brown paper-glue to the “cookies”. You can have them color the dots or tear the paper today while they are doing art, or you can have them do it the day before as part of their fine motor activity.
For math today, count the “chocolate chips” on each student’s cookie. Write the numbers on the board or on a piece of chart paper and talk about who has the most and who has the least. Line the cookies up in order from greatest to least or vice versa. If you are feeling especially adventurous, you can graph the number of chocolate chips that each student has on his/her cookie.
Food Curriculum, Day Two
Today is your first cooking activity for this theme! Of course, you will still be reading the book If You Give a Moose a Muffin. Make blueberry and strawberry muffins from a mix (you could make more if you want; I just usually do these two). I love to make a poster when I am doing cooking activities showing all of the steps of my recipe in writing as well as in a picture. Boardmaker is great for doing this! Have the students help you read the recipe, dump the muffin mix in the bowl, add the milk, stir, put in the muffin cups, and scoop the batter into the cups. Once the muffins have baked, let each student sample half of each variety of muffin. After the students have sampled their muffins, get out your classroom graph-programmed with the different flavors of muffins, of course-and let each student come up and stick a muffin pattern or a Post-it with his/her name on it in the column of the variety of muffin that he/she liked best.
Just a word about science and cooking activities: don’t forget that cooking is science! There are many different types of changes that take place in food when you mix ingredients together, stir, cut, crack, heat, etc. Have your students predict what they think will happen. Write their predictions on the board or on a sheet of chart paper. After the recipe has been prepared, compare their predictions with the actual result of your cooking activity, then determine if their prediction was correct or not.
For today’s fine motor activity, give each student a large circle drawn on a sheet of tan paper and have them cut it out. Students with physical disabilities can use adapted scissors if needed. These will be used for tomorrow’s art activity. Depending on how you decide to do tomorrow’s art, you could also have your students tear some brown paper or color some white price dots with a brown marker.
Just a word about science and cooking activities: don’t forget that cooking is science! There are many different types of changes that take place in food when you mix ingredients together, stir, cut, crack, heat, etc. Have your students predict what they think will happen. Write their predictions on the board or on a sheet of chart paper. After the recipe has been prepared, compare their predictions with the actual result of your cooking activity, then determine if their prediction was correct or not.
For today’s fine motor activity, give each student a large circle drawn on a sheet of tan paper and have them cut it out. Students with physical disabilities can use adapted scissors if needed. These will be used for tomorrow’s art activity. Depending on how you decide to do tomorrow’s art, you could also have your students tear some brown paper or color some white price dots with a brown marker.
Monday, October 26, 2009
Food Curriculum, Day One
Okay, this theme is absolutely my favorite of all time! You will read lots of books and do lots of fun things during this theme. There are so many cute art activities that go along with my food curriculum, and you and your students will also get to cook lots of yummy things!
For your morning meeting theme set, you will read Today is Monday by Eric Carle for the duration of the theme. Your books for storytime will change every couple of days. We will start the theme off with the If You Give a ______ a _______ books by Laura Numeroff. On Monday and Tuesday, you will read If You Give a Moose a Muffin. For art, provide each student with either a precut muffin shape (if they are not able to cut it themselves) or with a muffin pattern on white cardstock to cut out. Once all of the muffins are cut, give the students a choice between strawberry and blueberry (red or blue paper) using your Boardmaker symbols. Have the students paint their muffin pattern with tan paint (if you do not have any or can’t find any, mix brown and white paint together). Have your students tear the red or blue paper and stick it into the wet tan paint to make “strawberries” or “blueberries.”
For your science activity today, pass around scent jars. Soak cottonballs in something strawberry-scented and blueberry-scented (e.g. strawberry extract, blueberry potpourri oil, etc. ) and put the cotton balls in baby food jars, film canisters, or tiny plastic storage bowls. Talk about which sense you use to smell. You could also talk about how the sense of smell and the sense of taste are connected. Pass around the scent jars and have your students choose which scent they like best (you may need to have them choose as the jar comes around to them). On your board or a sheet of chart paper, make a t-chart with one side showing who likes blueberry and the other side showing who likes strawberry, then list the students on the side of the scent they choose. At the end, have the students help you count how many chose each scent, then talk about which number is larger/smaller.
For your morning meeting theme set, you will read Today is Monday by Eric Carle for the duration of the theme. Your books for storytime will change every couple of days. We will start the theme off with the If You Give a ______ a _______ books by Laura Numeroff. On Monday and Tuesday, you will read If You Give a Moose a Muffin. For art, provide each student with either a precut muffin shape (if they are not able to cut it themselves) or with a muffin pattern on white cardstock to cut out. Once all of the muffins are cut, give the students a choice between strawberry and blueberry (red or blue paper) using your Boardmaker symbols. Have the students paint their muffin pattern with tan paint (if you do not have any or can’t find any, mix brown and white paint together). Have your students tear the red or blue paper and stick it into the wet tan paint to make “strawberries” or “blueberries.”
For your science activity today, pass around scent jars. Soak cottonballs in something strawberry-scented and blueberry-scented (e.g. strawberry extract, blueberry potpourri oil, etc. ) and put the cotton balls in baby food jars, film canisters, or tiny plastic storage bowls. Talk about which sense you use to smell. You could also talk about how the sense of smell and the sense of taste are connected. Pass around the scent jars and have your students choose which scent they like best (you may need to have them choose as the jar comes around to them). On your board or a sheet of chart paper, make a t-chart with one side showing who likes blueberry and the other side showing who likes strawberry, then list the students on the side of the scent they choose. At the end, have the students help you count how many chose each scent, then talk about which number is larger/smaller.