Pollinator Friendly Cooking

This unit is a supplemental extension for the EL Curriculum Grade 2: Module 3 & 4: Pollinators! 

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Standard 1: 2-LS2-2: Plants depend on animals for pollination or to move their seeds around  

Standard 2: D2.Civ.2.K-2: Explain how all people, not just official leaders, play important roles in a community.

Standard 3: SL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 

Standard 4: RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

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Multiple Intelligence Connections

Interpersonal: Students will communicate with partners on a daily basis to discuss the importance of pollinators while also interviewing key community figures that help protect our local bees/wildflowers.

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Intrapersonal: Students will develop introspective as they discover the urgency in protecting bees and other pollinators as it connects to their favorite foods. 

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Naturalistic: Students will take ownership in the planting and spreading of wildflowers to promote more pollinators in the school garden and local areas. 

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Verbal: Students will be able to verbalize and communicate effectively how the protection of pollinators is key to the survival of all living things on Earth. 

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Logical: Students will show logic while preparing dishes using specific tools, collaborating and communicating with others, and relating their learning to the classroom content. 

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Spatial: Students will “see the big picture” and promote activism throughout the school and community: a large garden of wildflowers + pollinators = community growth and happiness. 

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Day 1: Focus: What Pollinators Need= Brightly Colored Things‍

I can recall the role of pollinators in my community. 

I can prepare a dish that models what pollinators are attracted to.

Day 2: Focus: What Pollinators Need= Brightly Colored Things & Fragrant Plants‍

I can explain the role of pollinators in my community. 

I can prepare a dish that models what pollinators are attracted to.

Day 3: Focus: What Pollinators Need= Brightly Colored Things & Fragrant things‍

I can prepare a dish that models what pollinators are attracted to. 

I can explain how the food made supports the idea that pollinators are attracted to bright things.

Day 4: Focus: Without Pollinators there’d be no… Fruits

‍I can explain the importance of pollinators on the world’s FRUIT supply. ‍

I can follow directions making hummingbird cake. .

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Day 5: Focus: Without Pollinators there’d be no… Vegetables‍

I can explain the importance of pollinators on the world’s vegetable supply. ‍

I can practice the 4C’s while contributing to a class dish.

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Day 6: Focus: Without Pollinators there’d be no… Milk/Cheese

(No Alfalfa for Cows = No Food = No Cows = No Milk)

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Day 7: Focus: Without Pollinators there’d be no… Honey

Day 8: Focus: Without Pollinators there’d be no… Chocolate

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Day 9: Focus: Without Pollinators there’d be no… Sugarcane/Molasses

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