Kitchen Lesson K7-6 Vegetable Fried Rice Communication Students collaborate to complete four diferent dishes, use their own judgment and compromise with others around opinions of taste when seasoning the beans, pico de gallo Nourishment and roasted squash. Students learn how to make a delicious, quick-to-cook vegetarian meal that can be made with leftovers and study Sustainability how consistent and ample access to food in Song Dynasty China facilitated major scientific and cultural development. A quick-growing variety of rice introduced to China during the Song Dynasty changed Chinese agriculture, allowing farmers to grow a surplus of rice. Having a Academics greater number of rice varieties enables This lesson fulfills History and Social Science Standards for farmers to grow successful crops over a agricultural developments in Song dynasty China; Common larger variety of conditions. Core State Standards for collaborative discussion; integrating information in diferent formats; speaking and listening; language; Health Standards for making healthy Life food choices; safe food handling; and preparing nutritious Skills food. Students learn to cut vegetables into small, uniform pieces, that cutting on the bias increases surface area to speed cooking time, and not to overcrowd the wok because high heat is essential to the flavor of the dish. Kitchen Lesson #6 Grade 7, Spring Rotation K6-7 Vegetable Fried Rice Abstract

Summary In this 7th grade humanities lesson, students make Vegetable Fried Rice and learn about the agricultural innovations in China during the Song Dynasty that led to a surplus of rice and resulted in major cultural, technological, and scientific developments.

Objectives After this lesson, students will be able to: • Describe how technological and agricultural advancements during Song Dynasty China resulted in the ability of Chinese farmers to grow surplus rice • Explain why surplus rice resulted in major cultural, technological, and scientific developments during that time period • Give examples of cultural, technological, and scientific developments that occurred in China during the Song Dynasty

Assessments During this lesson, students will: • Discuss farming practices that resulted in Chinese farmers growing surplus rice • Discuss that rice was the staple crop in China and that having more food resulted in major cultural, technological and scientific developments • Name cultural, technological and scientific developments that occurred in China during the Song Dynasty

Communication is strengthened as students advocate for their own opinion about seasoning and take into account those of others to find a solution that works for everyone. Sustainability is highlighted by learning that a quick-growing variety of rice introduced to China during the Song Dynasty changed Chinese agriculture, allowing farmers to grow a surplus of rice and that having a greater number of rice varieties enabled farmers to grow successful crops over a larger variety of conditions. Nourishment is acquired by making a delicious, quick-to-cook vegetarian meal that can be made with leftovers and studying how consistent and ample access to food in Song Dynasty China facilitated major scientific and cultural development. Life Skills are sharpened as students learn to cut vegetables into small, uniform pieces, that cutting on the bias increases surface area to speed cooking time, and not to overcrowd the wok because high heat is essential to the flavor of the dish.

Academics fulfill History and Social Science Standards for agricultural developments in Song dynasty China; Common Core State Standards for collaborative discussion; integrating information in different formats; speaking and listening; language; Health Standards for making healthy food choices; safe food handling; and preparing nutritious food. See Connections to Academic Standards below for details.

Edible Schoolyard curriculum emphasizes developing community and personal stewardship, along with skills that will help students navigate different situations throughout their lives; selecting correct knives from the ESY Toolbox; and making connections between the diets of historic cultures and the foods we eat today. See Connections to Edible Schoolyard Standards below for details.

This lesson follows the BEETLES Project’s Learning Cycle (Invitation-> Exploration -> Concept Invention -> Application -> Reflection) and uses their Discussion Routines (Think-Pair-Share, Whip-Around). All are highlighted in Green* with an asterisk for easy identification. See the documents BEETLES_Discussion_Routines.pdf and BEETLES_Learning_Cycle.pdf included in Resources below for more information. Games and activities from other sources are also identified in Green, without an asterisk.

Connections to Academic Standards History–Social Science Content Standards for California Public Schools, Grade 7 • 7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages. • 7.3.2 Describe agricultural, technological, and commercial developments during the Tang and Sung periods.

Common Core State Standards, English Language Arts and Literacy, Grade 7 • RH6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. • RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. • SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. • SL.7.1.b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

• SL7.1.c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. • SL.7.1.d Acknowledge new information expressed by others and, when warranted, modify their own views. • SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. • SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 53 for specific expectations.) • L7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences. • L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. • L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. • L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. • L.7.3.a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. • L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Health Education Content Standards for California Public Schools, Grades 7&8, • 1.1.N Describe the short and long-term impact of nutritional choices on health. • 1.4.N Describe how to keep food safe through proper food purchasing, preparation, and storage practices. • 1.8.N Identify ways to prepare food that are consistent with current research-based guidelines for a nutritionally balanced diet. • 7.1.N Make healthy food choices in a variety of settings. • 7.2.N Explain proper food handling safety when preparing meals and snacks.

Connections to Edible Schoolyard Standards Edible Schoolyard 3.0 In the Edible Schoolyard Program • 1.0: Students work with each other and teachers to develop community and personal stewardship, along with skills that will help them navigate different situations throughout their lives.

• 1.1.1 – 1.3.12: This lesson fulfills all Edible Schoolyard Program standards, numbers 1.1.1 through 1.3.12. See The Edible Schoolyard Berkeley Standards for details.

In the Kitchen Classroom, 7th grade • Tools 2.1.3: Select correct knives from the ESY Toolbox. Refine knife skills by using different cuts and sizes while demonstrating knife safety and care. • Concepts 2.3.11: Make connections between the diets of historic cultures and the foods we eat today.

Kitchen Lesson #6 Grade 7, Spring Rotation K7-6 Vegetable Fried Rice Lesson Materials For the Chef Meeting • K7-6 Visual Aid • Vegetable Fried Rice recipe • Ingredients and tools for demonstration

Ingredients • Olive oil • Garlic • Fresh ginger • Seasonal vegetables • Rice • Sesame oil • Eggs • Soy sauce • Salt • Pepper

Tools • Crinkle cutter • Wooden spatulas • Chef knives • Paring knives • Cutting boards • Measuring cups • Measuring spoons • Mixing bowls • Wok

Equipment • Stove

Timeline Overview Total Duration: 90 minutes 1. Invitation* (5 minutes) 2. Concept Invention* (15 minutes) 3. Application* (60 minutes) 4. Reflection* (10 minutes)

Before you Begin • Create the visual aid • Copy the Vegetable Fried Rice recipe to hand out • Cook and chill the rice • Collect all the ingredients and tools, and then distribute them to the tables • Gather supplies for the Chef Meeting

Procedures Welcome 1. Invitation*: (5 minutes) a. Welcome students and introduce the Vegetable Fried Rice recipe.

At the Chef Meeting 2. Concept Invention*: (15 minutes) Students learn about Song Dynasty China. a. Explain that around 2000 years ago, in Song Dynasty China, rice was a staple crop. i. Ask students to define staple crop. b. Describe how time and labor-intensive it was for people at this time to feed themselves, and how droughts or storms could often mean a years’ entire crop might be lost because farmers could only grew one crop per season. c. Explain how advances in technology (the chain pump, the harrow) reduced the manual labor required to grow rice, and how agricultural developments (quick-growing, drought-resistant rice introduced from the Kingdom of

Champa) allowed farmers to produce more crops of rice in a year and to successfully grow rice in a larger variety of conditions. i. Describe how these innovations combined to create a surplus of rice during the Song Dynasty. d. Ask students to define the term surplus. e. Describe how the surplus of rice led to a population increase, along with the emergence of trade, commerce, urbanization, and leisure time. All these things, in turn, led to the advancement of Chinese culture, technology, and science. f. Share some examples of innovations that occurred during the Song Dynasty in China and emphasize that these occurred as a direct result of agricultural advances that allowed Chinese farmers to grow a surplus of rice. i. Paper money ii. The compass iii. Mass production of steel iv. Gunpowder v. Major advancements in understanding magnetism vi. Major advancements in understanding optics vii. Understanding that the sun and moon were round, not flat viii. Ceramics ix. Poetry x. Painting g. Define culture, and facilitate a student brainstorm on the cultural attributes of Berkeley, King Middle School, and students’ friends and families. i. Invite students to share their “personal culture of one” by citing examples of how they spend their free time and money. h. Ask students to wash their hands and join their table group.

At the Table 3. Application* (60 minutes) a. Meet with the table groups to introduce the ingredients, review the recipe and assign jobs. b. Explain that cutting vegetables into small, uniform pieces helps all the pieces cook evenly and makes the finished dish more attractive. c. Demonstrate how to cut vegetables at an angle and explain to students that cutting them this way increase the surface area which decreases cooking time and makes them easier to pick up with chopsticks.

d. Prepare the recipe. a. Set the table; eat; clean up. i. Provide chopsticks for students who want to use them. ii. Facilitate a skill-share between students who know how to use chopsticks and those who don’t.

At the Closing Circle 4. Reflection*: (10 minutes) a. Ask students to name a technological or agricultural advancement that led to the surplus of rice during the Song Dynasty.

Vocabulary Surplus Culture Urbanize

Contributors All lessons at the Edible Schoolyard Berkeley are developed in collaboration with the teachers and staff of the Edible Schoolyard and Martin Luther King Jr. Middle School.

Learning Cycle and Think-Pair-Share discussion routine © The Regents of the University of California. All materials created by BEETLESTM at The Lawrence Hall of Science.

Resources K7-6_Visual_Aid.pdf Vegetable_Fried_Rice_Recipe.pdf BEETLES_Learning_Cycle.pdf (See lesson G6-0)