Zompping for Food and Planet Standards & Indicators by Zompp

Zompping for Food and Planet Standards & Performance Indicators

The 8 Zomppabus Standards 1. Interdependent Systems 2. Healthy Bodies & Minds 3. Food Appreciation & Nutritional Knowledge 4. Cultural Curiosity 5. Local Responsibility, Global Awareness 6. Engaged Families & Communities 7. Sustainable Planet 8. Creative Discovery

Introduction to Common Core Standards 1. Interdependent Systems

In 2010, state governors and school chiefs in the United States published a set of academic standards and recommendations, the Common Core Standards, in an effort to provide a more consistent level of academic outcomes from the primary grades through high school graduation across states. While not every state has adopted these standards in their entirety, the national effort provides a solid baseline from which to ensure certain skills are developed and mastered. The Education Commission of States has acknowledged that states that have aligned components of their systems with these national standards correlate with improved student achievement and student quality. There are no national standards for the pre-K levels. Children ages 3 and 4 vary considerably from older children, and are just beginning to understand and make sense of the world around them. Early childhood development does not always follow a linear path, making a set of outcomes standards challenging. Nonetheless, the pre-K school age is a time to build the foundational knowledge and skills to prepare children for success as they move into primary school. Zomppabus’s* Standards aligns with the Common Core State Standards for K-2nd grades, references the current national standards from the National Science Teachers Association (NSTA) (as there are no common core standards for science), and commonly adopted pre-K standards. The Zompping for Food and Planet curriculum was developed to support teachers meet developmentally appropriate standards. As with any curriculum, educators should accommodate and adapt to individual children’s learning strengths and needs. Zompping for Food and Planet was developed based on the Zomppabus’s Standards & Performance Indicators. These Standards are aligned with and/or referencess national and commonly adopted standards for pre-K to 2nd grades in the United States, the sources of which include: Common Core State Standards Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) Early Learning Guidelines - Teachers College, Columbia University & University of North Carolina Greensboro Catherine Scott-Little, Sharon Lynn Kaga, Victoria Stebbins Frelow National Association for the Education of Young Children National Institute for Early Education Research Elena Bodrova, Deborah Leong and Rima Shore. Child Outcome Standards in Pre-K Programs: What Are Standards; What is Needed to Make Them Work? March 2004 National Science Education Standards National Science Teachers Association Nevada Pre-Kindergarten Standards Nevada State Board of Education, Nevada State Board for Career and Technical Education, 2010 The New York City Department of Education Prekindergarten Performance Standards *Zomppabus encompasses Zomppa’s educational programs for children.

Pre-K to 2 Standards & Guiding Principles Standards & Indicators 1. Social and emotional development

* develop empathy, trust, self-awareness, cooperation, curiosity, and creativity * understand basic moral precepts * form secure relationships with adults * engage in social relationships with peers and the larger community *

2. Physical well-being and motor development

* build healthy hygienic, eating, and living habits * engage families and communities in making healthier choices * understand the importance of physical exercise * increase knowledge of nutrition and physical development *

3. Positive approach toward learning

* demonstrate variety of ways to solve problems * engage in exploration and ask questions * engage in creative thinking and expression * utilize play and experience to learn * engage communities and schools in learning *

4. Language development

* recognize and learn words in foreign languages * explore language through music * expand vocabulary related to the world, environment, and culinary arts * develop skills to express feelings about art, music, and history *

5. Cognitive and general knowledge

* improve rate of learning and school readiness * demonstrate awareness about the world and different cultures * learn via an interdisciplinary approach * develop prosocial behaviors * engage in responsible global citizenship *

Guiding Principles 1. Children are active learners

* opportunities and environments to observe, develop ideas, and try them out * play encourages learning * experience enhances learning * different learning paces, styles, and strengths *

2. Learning and development occurs within cultural contexts

* learning and growth occurs within cultural contexts * development of language, customs, beliefs are rooted in families and communities *

3. Families need to be engaged

* learning can be extended at home with families and communities * engagement of families and communities promote prosocial behaviors, healthy habits, and long-term change *

4. Children learn in inclusive environments

* inclusive environments helps children to develop empathy, compassion, and acceptance of differences * settings that promote cooperation and curiosity builds trust and acceptance *

5. Culture, language, and diversity are important

* environments that are rich in language and culture enable children to develop a greater understanding about themselves and their world * celebrating diversity honors heritage and communities *

Pre-K to 2 Key to Standards Indicators How these national and commonly-used indicators are aligned with Zomppabus is noted next to the corresponding Zomppabus Performance Indicators.

Cognitive Development: Math & Science E: earth science P: physical science L: life science M: math Language Development & Communication LS: listening S: speaking Social Studies/Social Emotional Development G: geography H: history Ec: economics C: civics SE: social emotional Health & Physical Development PD: physical development He: health Approaches to Learning: Creative Expression VA: visual arts MM: music & movement CT: creative thinking

Zomppabus Standards 1. Interdependent Systems

2. Healthy Bodies & Minds

3. Food Appreciation & Nutritional Knowledge

4. Cultural Curiosity

5. Local Responsibility, Global Awareness

6. Engaged Families & Communities

7. Sustainable Planet

8. Creative Discovery

Zomppabus Performance Indicators 1. Interdependent Systems

The holistic interdependency of food, nutritional, health, cultural, societal, political, biological, environmental, ecological, nutritional, and economic systems. Students will learn the interconnection among these systems and impact on each other. 1.1. Understand how food is at the core of life a. Discuss how food and food choices impact and is impacted by other people, the environment, science, the economy, culture, and health. [E, P, L, M, G, H, Ec, C, SE, PD, He, MM, CT] b. Examine why food is not simply the physical substance that feeds the physical being. [E, P, L, M, G, H, Ec, C, SE, PD, He] 1.2. Connect food with “traditional” academic disciplines a. Explore food and its connection with the fields of Science & Environment, and Culture & Language. [E, P, L, LS, S, G, H, Ec, C, SE, VA, MM] b. Learn about food and its connection with the field of Math & Economy, and Health & Nutrition. [M, PD, He]

2. Healthy Bodies & Minds

The importance of health and wellness extends beyond the physical being, but also the development of the mind. Students will learn healthy habits for healthier bodies and living, as well as gain exposure to exercises of the mind. 2.1 Develop healthier habits for physical well-being a. Learn the habits and rationale for why physical exercise is important. [PD, He] b. Explore healthy habits, such as washing hands and hydration. [He] 2.2. Gain exercises for healthier minds a. Challenge the brain with take-home worksheets and exercises. [SE, VA, MM, CT] b. Gain exposure to and experience in math, linguistic, and geography skills. [M, LS, G, SE]

Zomppabus Performance Indicators 3. Food Appreciation & Nutritional Knowledge

The appreciation for healthy and delicious food can lead to a lifetime of willingness to explore different foods. Greater nutritional knowledge can lead to a lifetime of healthier food choices. Students will gain a greater appreciation for different types of food and information to understand and make nutritional food choices. 3.1. Develop greater appreciation for healthy and delicious food a. Experiment with new and different flavors and expand the palate. [G, H, SE, He] b. Develop culinary skills and healthy ways of preparing and cooking food. [G, H, SE, He, CT] 3.2. Increase knowledge of nutrition and healthy food choices a. Learn about the role and importance of vitamins in a healthy diet. [He] b. Recognize how to read and use food labels and the U.S. government’s nutritional recommendations. [L, He]

4. Cultural Curiosity

The tolerance for and appreciation for other cultures and perspectives stems from awareness and exposure to those who are different. Students will gain greater awareness of other cultures through exposure, stimulating their curiosity about the “Other” and for further learning. 4.1. Increase awareness and curiosity of other cultures a. Explore cultures and countries around the world and of different people. [G, H, C, SE] b. Learn about world geography, art, and music. [G, H, VA, MM, CT] 4.2. Develop greater appreciation and tolerance for multiple perspectives a. Develop rudimentary linguistic skills in other languages. [LS, S, G, H] b. Understand and experience differences in food traditions and choices. [G, H, SE]

Zomppabus Performance Indicators 5. Local Responsibility, Global Awareness

The importance of civic responsible is critical at the local and immediate level, which in turn leads to greater awareness of individual impact on the greater whole. Students will learn how their individual choices and actions can impact their families, communities, and the world for the better. 5.1. Engage in acts of individual and local responsibility a. Demonstrate individual action through activities, such as making recycling bins and planting trees. [E, P, L, C, SE, He] b. Create ways in which personal responsibility can lead to healthier eating and living choices. [C, SE, PD, He] 5.2. Develop awareness of global citizenry a. Understand how local action can have a global impact, such as writing letters to senators. [C, SE] b. Discuss how food choices impact and is impacted by global food producers and farmers. [E, P, G, Ec, C, SE, He]

6. Engaged Families & Communities

The role of the family and community is critical in ensuring that the next generation eats and live healthfully and responsibly. Students will learn how their actions can impact their families’ and communities’ choices and overall health and well-being, as well as how to engage their families and communities. 6.1. Engage families in food choices. a. Increase participation of families in food purchasing decisions. [C, SE, PD, He] b. Develop knowledge of nutrition and culinary skills, such as knife skills, to engage in family cooking time. [LS, S, C, SE, PD, He, CT] 6.2. Explore the role of the community in more mindful living a. Discuss ways in which to involve schools and the community to take collective action for healthy eating. [LS, S, C, SE, PD, He, CT] b. Engage communities to leverage resources for more sustainable living. [E, P, LS, S, G, C, SE, He, CT]

Zomppabus Performance Indicators 7. Sustainable Planet

The planet cannot sustain itself without conscious stewardship. Food choices, mindful living, and global cooperation are essential parts of ensuring a sustainable future. Students will learn how their food and living choices as well as a greater cultural understanding can help care for the planet in a sustainable manner. 7.1. Increase awareness of environmental stewardship a. Explore ways to engage in sustainable ecological practices, such as planting tomato plants. [E, P, L, S, SE, He] b. Learn about the role of land and sea in food and ecological sustainability. [E, P, L, C, SE, He] 7.2. Engage in sustainable eating and living practices a. Embrace healthier habits to choose whole foods grown fairly and safely. [E, G, Ec, C, SE, He] b. Discuss how food choices have an impact on the environmental health of the planet. [E, P, L, G, Ec, C, He]

8. Creative Discovery

The role of play and creativity are essential parts of learning and discovery. Experiential learning and exposure plant the seeds of discovery and future investigation. Students will gain a greater appreciation for discovery through creative experience, hands-on exploration, and learning-based play. 8.1. Encourage greater engagement in learning a. Instill excitement in learning by making learning fun and accessible. [LS, S, SE, VA, MM, CT] b. Encourage participation in learning activities through experiential, hands-on activities. [LS, S, C, SE, PD, VA, MM, CT] 8.2. Develop and honor creativity and play in learning a. Engage multiple learning styles with different approaches, such as art & crafts, science experiments, language through song, and math through calligraphy. [E, P, L, M, LS, S, G, C, SE, PD, VA, MM, CT] b. Celebrate creativity in learning with hands-on experiences with food, health, and sustainability. [E, P, L, Ec, C, SE, He, VA, MM, CT]

Pre-K to 2 Standards: Zomppabus Alignment The following pages outline the alignment between the Zompping for Food and Planet curriculum, the Common Core Standards, and commonly-used pre-K to 2nd grade standards.

Indicators: outcomes demonstrated from participating in workshops.

Example: behaviors and skills children may demonstrate during and after attending workshops.

Supportive Practice: practices and behaviors educator will demonstrate in delivering the curriculum.

Pre-K to 2 Standards: Science Indicator [S]

Observe and ask about their physical world and environment

Example: children may... Question why things happen

Supportive Practice: educator will...

Share observations about science

Provide experiences to explore the natural world

Demonstrate increase interest in earth, physical, and life sciences

Provide opportunities to plant and grow seeds

Use the five senses to explore the world

Recognize parts of plants and different types of plants

Identify plants and learn how plants are sources of food

Plant seeds and observe their growth

Encourage children to share observations and thoughts about the natural world

Learn about the oceans and its animals

Identify fruits, vegetables, grains, herbs, and spices

Identify science behind cooking

Understand the basic need for air, water, and food

Work in small groups to share ideas and learning about science-related activities

Identify sea animals Understand how heat and energy is used in different forms of cooking Recognize the differences between organic and conventional Understand the importance of recycling and sustainability

Provide examples of fruits, vegetables, grains, herbs, and spices Encourage children to discuss the connections among the planet, animals, and plants Introduce children to farming, farmers, and farm animals Provide opportunities for children to learn science behind cooking, including heat and energy Encourage children to discuss what is organic versus conventional foods Provide experiences to engage in sustainable practices, such as recycling and farming

Pre-K to 2 Standards: Math Indicator [M]

Know numbers and develop number sense Recognize shapes, patterns, and basic geometry Sort and group using mathematical knowledge Understand concepts of addition Understand market basics

Example: children may...

Identify and count number symbols Identify and count number symbols 0 to 5 in multiple languages

Supportive Practice: educator will...

Provide opportunities to promote counting

Identify the concepts “more than, less than”

Encourage children to learn numbers and counting in different languages

Count objects

Model counting of objects

Identify, recognize, and analyze shapes

Ask children “how many” and comparison questions

Match items that are similar

Provide objects for demonstrating shapes and for sorting, including food items and art pieces

Repeat and fill in patterns with color Identify use of currency Begin to place values on objects

Provide exercises to color patterns and match objects Show real currency and offer opportunities to sort money Provide opportunities to add and count objects and currency

Pre-K to 2 Standards: Language & Communication Indicator [LS, S]

Identify own name and names of classmates Recognize simple phrases in foreign languages Listen to age-appropriate material that connects them to the world around them Listen to and discuss stories from different cultures Listen and repeat rhyme and rhythm

Example: children may... Play with sounds in words

Recognize letters and symbols Repeat words in a different language Sing repeat words in song or rhyme Show an understanding or interest in stories Ask questions and explore themes within stories Share their own stories or their favorite stories Retell stories through words or pictures Add personal information and build on stories

Supportive Practice: educator will... Encourage children to imitate the beginning sounds of words in foreign languages Provide opportunities for children to play with sounds through rhythm, songs, and music Provide opportunities for children to write symbols and letters in different languages Share stories from different cultures Encourage children to tell and share their own stories Praise children when they speak and share through words Model asking and answering Talk about real-life experiences

Pre-K to 2 Standards: Social/Social Emotional Indicator [G, H, Ec, C, SE]

Be exposed to the history of different places Identify how to read a map Model civically responsible behaviors

Example: children may...

Demonstrate interest in different cultures and places Recognize landmarks in different countries Identify locations on maps

Understand prosocial behaviors

Recognize directions on a compass

Demonstrate trust, self-awareness, cooperation, curiosity, creativity

Understand the importance of working together, compassion, and kindness

Engage in social relationship with peers and the larger community Demonstrate role of consumers, markets, and how goods are exchanged

Adopt good manners Show respect for themselves, others, and the planet Demonstrate ability to initiate and participate

Supportive Practice: educator will... Share images and artifacts about different landmarks and places Provide experiences to read and use maps and globes Demonstrate how to understand directions Model empathy, kindness, caring, respect, teamwork Provide opportunities to solve discuss and understand differences Provide experiences to engage in civically responsible behavior, such as recycling

Demonstrate interest in developing relationships with others

Encourage children to engage in positive friendships with peers in community and greater community

Engage their parents and families in their play and learning activities

Provide opportunities for children and families to engage in activities

Show understanding of market economy

Demonstrate how to greet and speak with manners Create experiences for children to understand the purpose of money, currency, and markets

Pre-K to 2 Standards: Physical Development & Health Indicator [PD, He]

Demonstrate locomotor movement Demonstrate ability to follow basic moments and instructions Engage in moderate physical exercise

Supportive Practice: educaEngage in basic motor skills, such as tor will... Example: children may... running, jumping, hopping

Understand importance of physical exercise Participate in daily physical exercise

Demonstrate personal hygiene

Wash hands

Identify healthy foods

Recognize differences among fruits, vegetables, and grains

Identify cooking safety rules Demonstrate basic nutritional knowledge Identify basic need for water, air, and food Identify how the family influences healthy eating behaviors Describe how the media influences health behaviors

Discuss the differences between healthy and unhealthy snacking Understand that living things need water, air and food

Provide opportunities to be physically active Discuss why physical exercise is important Model healthy hygiene Encourage children to practice personal hygiene Provide opportunities to discuss about healthy foods Demonstrate with real examples of healthy and unhealthy foods

Recognize food labels

Demonstrate and discuss food labels

Recognize USDA nutritional guidelines

Share how the USDA nutritional guidelines is used

Understand why eating the rainbow is important

Discuss the importance of eating the rainbow

Identify whole foods

Demonstrate examples of whole foods

Recognize vitamins and why they are important Engage parents and families in eating choices Make requests to promote personal health Encourage peers to make positive health choices

Discuss how and why vitamins are important Encourage families to participate in healthy eating choices Provide information to prepare children to choose healthy eating choices

Pre-K to 2 Standards: Creative Expressions Indicator [VA, MM, CT]

Use variety of approaches to problem solving Demonstrate persistence to achieving tasks Make variety of sounds with voices Sing and listen to music from different cultures Recognize and follow songs about food Learn difference dances Use dress-up clothes Recognize various art forms

Example: children may... Ask “what if ” questions

Supportive Practice: educator will...

Try new ways to solve problems

Encourage children to ask questions

Stay focused and on task in cooking demonstrations

Provide opportunities for children to experiment

Incorporate different materials in play or learning

Provide experiences for children to prepare and cook food

Sing or repeat songs

Encourage children to participate in song and dance

Enjoy music experiences from different cultures Follow dance steps of dances from different cultures Recognize clothing from different cultures Identify artists Create art using different medium

Provide opportunities for children to dress up and play with clothing from different cultures Demonstrate art from different styles, cultures, and mediums Provide opportunities for children to draw, paint, and create art Encourage children to discuss music and art