growing healthy eating healthy making earth friendly choices

THROUGH THE FOODS WE EAT:
Downloadable Activities for
Healthy Children, Healthy Families
and a Greener Planet
Presented by:
Funded by:
The Ohio Environmental
Education Fund (Ohio EPA)
Families and after-school professionals have enjoyed using the resource guide: Healthy Children, Healthy
Families and a Greener Planet. Our Nurturing Nature partners contributed to these downloadable
activities. They are appropriate for parents and educators to use with children from kindergarten through
5th grade, and they can be adapted for older and younger children. Use and enjoy!
Thank you to our Nurturing Nature partners: Dr. Ruth Wilson, Franklin Park Conservatory and Botanical Gardens, Franklin Soil and
Water Conservation, Slate Run Historical Farm, Stratford Ecological Center
GROWING HEALTHY
EATING HEALTHY
› Garden Fun
› Rise and Shine with Flip Flap Jack
› Garden Exploration
› Butter from Bossy
› Nature’s Gifts
› Nutty & Natural Popcorn
› Fruit Trees in Bloom
› Grinding Wheat
› Planting Thyme
› Are You a Plant Eater?
MAKING EARTH
FRIENDLY CHOICES
› Harvest Thyme
› Don’t Tread on Me!
› Plant Parts and the Food We Eat
› Trash-FREE Lunch
› Dirt Made My Lunch
› How to Pack a Trash-Free Lunch
©2012 Action for Children. All rights reserved.
GROWING HEALTHY
GARDEN FUN
PURPOSE:
Children will have a sensory experience as they explore a
garden. They will learn what a garden is and why people
make them!
ASK THE CHILDREN:
What is a garden?
Who has a garden?
What do you grow in your garden?
There are lots of different types of gardens! Some people grow plants to eat (fruits, vegetable &
herbs), some people grow plants for medicine, some people grow flowers, some people grow
gardens to help the animals (insects, birds, mammals, etc), and some people grow plants to
make their community look prettier. There are lots of different types of gardens and different ways
people use their gardens. We are going to read a story today to learn why one little boy started
growing his garden. Read The Curious Garden, Peter Brown.
AFTER THE STORY INVITE THE CHILDREN TO ASK
QUESTIONS ABOUT THE STORY.
Why did Liam want to start a garden?
How did his garden change his neighborhood?
What was your favorite part about his garden?
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GROWING HEALTHY
GARDEN EXPLORATION
Show the children around the garden for a garden scavenger
hunt. As a group, you will search for soil, sun, clouds, seeds,
flowers, fruit and birds.
EXPLAIN TO THE CHILDREN THAT WE PROBABLY WILL NOT SEE
EVERYTHING ON THE LIST:
Sometimes there are no clouds in the sky.
Sometimes birds come and go.
Sometimes there are no flowers on the plants.
Walk the children through the garden. As you see flowers or herbs invite the children to smell
them. As you find seed pods shake the seed pod shaker you have with you. Give children a
magnifying glass and have them examine the dirt using hand rakes for about a minute or so. Allow
each child a chance to explore in the dirt.
MATERIALS NEEDED:
1.Storybooks
• Jack’s Garden, Henry Cole
• The Curious Garden, Peter Brown
2. Magnifying glasses
3. Wet wipes
4. Seed pod shake
Dried gourds make perfect shakers
or use a plastic egg and place seeds inside.
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GROWING HEALTHY
PURPOSE:
Understand that seeds come from plants and that plants play
an important role in meeting our basic needs.
Background Information: All living things, including humans, rely on the natural world to meet all of our basic needs (food,
water, air, shelter, protection).
MATERIALS NEEDED:
1.
2.
3.
4.
Old knit socks or gloves
Magnifying glasses
Clipboards and pencils
“Nature’s Gifts” survey sheet
STEPS:
1. Go outdoors to a weedy area or to a place where flowers are past the blooming stage. Put an
old knit sock or glove on your hand and then run your hand over the tops of the plants. Look
for any seeds that may cling to the sock or glove. Talk about how seeds first grow on the plants
and then have amazing ways of traveling. Some stick to the fur of animals and some float on
water or through the air. Talk about what would happen if all the seeds from a plant stayed
right next to the plant. (There would not be enough room for all of them to grow.)
2. Talk about different types of seeds we eat for food (sunflower seeds, corn, peas). Also talk
about other foods that come from seeds (watermelons, apples, pears, carrots, etc.).
3. Use a magnifying glass to look closely at the seeds collected on the socks or gloves. Also look
for any bugs or insects on the socks or gloves and on or near the plants. Discuss ideas about
how the plants help meet the basic needs of other living things (e.g., providing food and shelter
for birds, deer, mice, rabbits, etc.).
4. Create a Nature’s Gifts survey sheet. Explore the surrounding area for “nature’s gifts” listed on
the survey sheet.
• something a bird might eat _____
• something that could collect (hold) water for birds or butterflies to drink _____
• something a bird might use to make a nest _____
• something that helps keep people alive _____
• a safe place for a rabbit to hide _____
• something that people use to make things they use at home _____
• a place where a bee might get nectar _____
• something that helps our food to grow _____
• a place that might protect an insect _____
• something you think is beautiful _____
Place checkmarks on the sheet when specific items are found.
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GROWING HEALTHY
FRUIT TREES
IN BLOOM
PURPOSE:
Appreciate the beauty of fruit trees in bloom; Understand that
blossoms on many trees and bushes represent one stage in the
production of fruit
Background Information: Fruits contain seeds. Plants that produce fruits first grow flowers where most seeds begin. As the seed grows
inside the flower, the flower begins to die. The seeds become bigger and a fruit or pod grows around them. This protects the seeds.
MATERIALS NEEDED:
• Apple or pear
• Knife
• Pictures of fruit trees in bloom
(available online at http://images.search.yahoo.com/search/images?_adv_prop=image&fr=ysp&va=fruit+trees+in+bloom)
• Pictures of the National Cherry Blossom festival
(available online at http://www.nationalcherryblossomfestival.org/)
• Large drawing paper (fairly sturdy)
• Tempura paint of several different colors (including red, white, and green)
• Small paper plates for holding and mixing paints
• Small sponge (about ½ inch thick) cut into smaller pieces
• Children’s books about how fruits grow (optional)
• From Blossoms to Fruit by Gail Saunders Smith
• How do Apples Grow by Betsy Maestro
STEPS:
1. Cut open an apple or pear to show the seeds inside. Explain that if you plant these seeds they can become trees that produce more
apples or pears. Enjoy the fruit for a snack but save the seeds.
2. Call attention to a picture of fruit trees in bloom. Explain that, while you can’t see them, seeds are growing inside the blossoms.
Explain that the blossoms are on the trees for only a short while – that the blossoms die while the seeds get bigger and that a fruit
then grows around the seeds.
3. Show a picture of the cherry trees in bloom in Washington, DC. Explain that every year there’s a big cherry blossom festival with
parades, music, and other special activities like flying kites.
4. Make a sponge-paint drawing of fruit trees in bloom. Glue several of the saved fruit seeds to the painting. To sponge paint, simply
dip one end of the sponge in paint and then apply it to your painting. The thicker the paint and the longer you hold the sponge in
the tray, the heavier the print that the sponge will leave on the painting. To get that light, airy quality, try blotting the sponge on a
spare sheet of paper first. (See the following website for an example and for additional sponge-painting ideas:
http://parentusacity.com/activities/453-make-an-impression-with-sponge-painting.html)
5. Optional extension -- Make the following books available: From Blossoms to Fruit by Gail Saunders Smith & How do Apples Grow
by Betsy Maestro
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GROWING HEALTHY
PLANTING
THYME
PURPOSE:
Understand the basics needs of all living things (food, water,
air, reproduction and protection/shelter).
Background Information: Plants have basic needs to survive. The plants in gardens depend on the caretaker for many of
those needs.
MATERIALS NEEDED:
• Apple or pear
• Potting soil or garden
• Plant containers (yogurt containers, ice cream containers, clay pots) make sure holes are in the
bottom for drainage
• Gravel for bottom of containers
• Herb seeds such as parsley, cilantro and star anise
• Bulbs such as garlic or Egyptian onions
• Herb plants such as sage or lavender or basil
• Old sheet or tablecloth
• Watering can
STEPS:
1. Go to garden bed or table that has been covered by sheet/tablecloth. Set out soil, containers and seeds,
bulbs and plants, if you are indoors. Set out seed, bulbs and plants if outdoors. Talk about how plants
start. (Seeds, bulbs, rhizomes, etc…) Discuss size and shape of seeds or seedpods. In nature, how are
seeds dispersed. In a garden, humans plant the seeds and control other variables in the garden. Ask
what else humans control.
2. Discuss soil and what makes soil. Ask how humans control the soil. People add sand to lighten soil,
fertilizer, compost and organic material to change the nutrients in the soil. Look at potting soil versus
garden soil. Place gravel in the bottom of pot and add soil. Gravel helps drain away excess water that
can kill plants.
3. Plant seeds, bulbs and plants in soil. Talk about what plants need to live/survive (food, water, air,
reproduction and protection). Explain simple photosynthesis: Light, water and air make food. Talk about
plant reproduction as simple as plants fruit, the fruit gives seeds and seeds give us plants. Water the
planters or garden. Review water cycle.
4. Keep a journal about your garden including: Date of planting, times watering, germination date (when
the plant first appeared in the soil), measuring height at first, second, third, etc. weeks and harvest date.
Write a discussion of what you will use the plants for after harvest.
5. Read: How the Groundhog’s Garden Grew by Lynne Cherry.
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GROWING HEALTHY
ARE YOU A
PLANT EATER?
PURPOSE:
Children often think of people as the makers and providers
of food. The question “Are you a plant eater?” creates
momentary surprise. Children then begin connecting their
food to the plants of the earth rather than to grocery stores.
Background Information: All food comes from plants and animals.
MATERIALS NEEDED:
Locate area with known edible plants. e.g. your home backyard, school grounds, neighbor’s
garden, farm or wilderness, Or use school lunch menu and bag lunches in classroom.
STEPS:
1. Ask “Are you a plant eater?” and allow discussion by children.
2. Ask children: “Who ate plants for breakfast?” or “Who brought plants for lunch?” As you smell
and taste plant/ or food samples you find, say “Thank you plant.” Have the children guess
what plant part they are eating, e.g., root, stem, leaves, buds, flower, fruit or seed, pollen.
3. Some puzzle questions:
• "How long can you live without plants?" ("Do you think 2 or 3 years?" "Could you live
longer?")
• "How do they help our lives?" (Food, clothing, shelter, air, soil building, purifying water)
• "Besides humans, can you think of other plant eaters?" (Cows, goats, sheep, rabbits, deer)
• "If all plants disappeared, could we live here by eating meat?" (Without plants the animals
would not have anything to eat to provide us with meat)
4. To challenge older children, try “Hey, you’re eating sunshine!” or “You’re eating soil!” Then let
someone fill in the connection. (plants turn sunlight into energy through photosynthesis, when we
eat the plant the energy is transferred to our bodies) (Plants need nutrients and minerals from the
soil to grow, when we eat plants the nutrient and minerals are passed to us which our bodies
need to grow.)
FOLLOW-UP
1. Follow the same procedures with the title: “Are you a meat eater?”
2. Some good questions to ask:
• “Who brought cow (pig, bird, sheep) for lunch today?”
• “Who is wearing cow today?” (shoe leather)
• “If there were no animal other than humans, how differently would we live?”
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GROWING HEALTHY
HARVEST
THYME
PURPOSE:
After plants (crops) grow, they need harvested in order to be
used by people.
Background Information: Humans eat a wide variety of food. Some of the foods eaten by humans are just for flavoring or
medicinal purposes.
MATERIALS NEEDED:
• Butter (the butter churned in class or store-bought butter
• Cream Cheese
• Lemon juice
• Harvested herbs (basil, thyme, oregano, parsley and/or cilantro.
• Spoon
• Two bowls
• 2 butter spreaders
• Crackers or bread
• Napkins/paper towels
STEPS:
1. Go to your garden or pot of herbs and harvest (do not cut more than a third of the way down
on the plant). Have a child strip leaves off the stems. Crush the leaves to release the aroma.
Let the children smell them. Ask how the herbs can be used (Pizza, Mexican foods, chili, etc.).
Discuss the flavoring of foods by herbs and how pioneers and Native Americans once used
some as medicine. Sage once was used as a cure for sore throats and bronchitis. Lavender is
an astringent that is good for stripping away oil on the body or hair. Rosemary is used to treat
dandruff etc. Have each child look at copies of: A Kid’s Herb Book by Lesley Tierra. List some
uses of herbs they found in the book. Read: Smelly Old History Series Reeking Royals or Tudor
Odours by Mary Dobson.
2. Put butter into one bowl and the cream cheese into the other. Add an individual herb to each
one. (Butter is great with basil or oregano. Cream cheese is good with chives or garlic or
basil.) Have children mix the herbs into the base. Serve on crackers or bread. You can try
combining the herbs to make butter or cream cheese spread ex: oregano/basil butter or
garlic and oregano cream cheese). With several children, you can take a poll: who liked the
individual herbs? Who liked the blends? Chart or graph your poll. Ask why they preferred
one to the other.
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GROWING HEALTHY
PLANT PARTS AND
THE FOOD WE EAT
PURPOSE:
Connect foods we eat to the different parts of plants.
Background Information: All of our food comes from the natural world – much of it from plants. We eat different parts of
plants: roots, stem
MATERIALS NEEDED:
• grocery ads and/or other pictures of foods from plants
• scissors
• glue
• large sheets of paper with columns and headings as follows. Adjust the
number of headings for younger children and add a line drawing or picture as
an example.
Roots
Stems
Leaves
Seeds
Bulbs
Flowers
Fruit
STEPS:
1. Cut out pictures of raw food items.
(pre-cut pictures for younger children)
2. Glue the pictures in appropriate columns on the paper.
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GROWING HEALTHY
DIRT MADE
MY LUNCH
PURPOSE:
Understand that soil is a basic need for all life and the basis
for all of the food we eat. Soil Gives Us Food
Background Information: All that we have to eat (and actually many other products as well) comes directly from the soil.
We can trace any food back to its origin in the soil. Our food either grows in the ground or comes from an animal that
feeds on plants that grow in the ground. We owe it all to soil!
Soil is an important natural resource. There are different soil types and textures, however all soils are made from the same
basic ingredients: rocks and minerals, organic material, water and air. The soil types differ because of the size of the
particles. Clay is very, very tiny, thus packs well together and holds water well. Sand has large grains, water goes through
it very quickly, there is not much support for roots to grow in. Silt has a moderate grain size, water flows slowly through
and it has a good support system – it is the best for growing plants. Color is another factor. The darker the color of the soil
the richer it is for growing the plants – this is due to organic matter (humus) in the soil. All foods can be traced back to soil.
MATERIALS NEEDED:
• Apple or pear
• Different soil samples (different textures and colors, if possible)
• Soil links – pictures of foods and all of the steps between that item and the soil
(For example: steak, cow, grass, soil)
• Water
• Little Paint Brushes
• Paper
STEPS:
1. Let the children explore the different soil types that you have. They should rub the soil between their fingers to see if it
feels grainy, like sugar (a sandy soil), mushy like cookie dough (a silty soil) or sticky when it is wet or like powder when it
is dry (clay soil).
2. Discuss with the children the differences in these soils – would one hold water better than others, would one be better for
growing plants than the others, etc.
3. Talk about the importance of soil. Why do we need soil? (Plants grow in the soil and we get food and air from the
plants.)
4. With a group of children, divide them into small groups. Give each group a set of soil links and have them put them
in the correct order. Each group should share their line with the others. Ask if there are any questions about these
connections.
5. Add a little water to each of the soil samples from 1. Give each child paper and have them paint their favorite food
using soil to paint with. You can talk about these different foods and how they are related to the soil.
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EATING HEALTHY
RISE AND SHINE
WITH FLIP FLAP JACK
PURPOSE:
Our bodies are literally made of the food we eat! Explore food choices with
your children by listing some healthy breakfast foods and then create an imaginary
human or creature using a variety of these foods and enjoy them for breakfast or a
snack!
WHY BREAKFAST?
• Breakfast is the most important meal of the day
• Our bodies are like a car. Just like mom and dad put fuel/gas/energy into the car to make it run, our body needs fuel
to work too. We use food to give us energy.
• The food we eat for breakfast will give us energy throughout our day.
• Eating breakfast gives us energy to run, jump and play.
• It also helps us learn better in school.
• If we eating breakfast we will grow tall, strong and stay healthy.
Now that we know why we need to eat breakfast, where do our
breakfast foods come from?
• The foods we eat come from plants and animals that live on farms or in gardens.
• The fruits, vegetables and grains grow in soil and need sunlight and water to grow.
• The animals eat the plants that grow in gardens or fields.
• The fruits, vegetables and meat grown on farms and in gardens are transported to grocery stores, farmers’ markets and
restaurants where we can buy them.
MATERIALS NEEDED:
1. Gingerbread people cut outs; blueberry eyes, apple mouth, strawberry nose, raspberry belly
button, and orange ears.(real food can also be used – pancake body, French toast sticks legs
and arms and fruit for parts).
2. Glue sticks
3. Construction paper or cardboard
STEPS:
1. Discuss the importance of breakfast.
2. Discuss healthy breakfast food choices.
3. Create a Flip Flap Jack character with the kids. Review the body parts as you are creating him.
4. Sing the song of Flip Flap Jack!
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Next ›
EATING HEALTHY
FLIP FLAP JACK SONG
There was a man made of food, made of food, made of food
There was a man made of food
And his name was Flip Flap Jack.
His head was made of a waffle, a waffle, a waffle
His head was made of a waffle,
And his name was Flip Flap Jack.
His eyes were made of blueberries, blueberries, blueberries
His eyes were made of blueberries
And his name was Flip Flap Jack.
And he danced upon the table, the table, the table
He danced upon the table
And his name was Flip Flap Jack.
Repeat the phrasing with ears/oranges, nose/strawberry,
mouth/apple, hair/yogurt, body/pancake, arms/bananas,
legs/melon, feet/French toast, bellybutton/raspberry.
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EATING HEALTHY
BUTTER FROM
BOSSY
PURPOSE:
Understand that livestock (animals) provide humans with all
types of food.
Background Information: People consume food from animals.
MATERIALS NEEDED:
• Cream
• Butter churn or baby food jars
• Bowl
• Water
• Wooden spoon
• Salt
• Waterproof table-covering
• Butter spreader
• Crackers
STEPS:
1. Discuss what foods we eat that are from animals. Eggs, from birds, such as: geese, turkeys,
ducks and chickens. Meat from: poultry, cattle, pigs, fish, shellfish and sheep. Milk products:
cheese, ice cream and butter. Talk about who raises the livestock that we use for food.
2. Bring out cream and butter-churning equipment.
Discuss the two parts of milk:
• milk: watery and what we drink
• cream: the heavy, fatty part that is used to make butter, cheese and sometimes ice cream.
The milk separates into two distinct parts as it sits in its container. The cream is then skimmed off and used. Pour
cream into churn or jars and begin to agitate the cream. Shaking the cream helps bring the fat solids together. The
cream first looks like heavy milk, then whipped cream and then butter. A solid ball of butter appears when churning is
finished. There will be some thin-looking milk in the churn/jar. Pour the milk out. Rinse the butter in a separate bowl
with water. Rinse until clear. Once the water ones clear; pour out water and salt butter.
3. Sample the butter on crackers.
4. Read Milk Comes from a Cow? by Dan Yunk. Discuss further if needed.
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EATING HEALTHY
PURPOSE:
Appreciate the taste of natural foods
Background Information: Popcorn, if always fixed the same, may become a boring snack. Nuts and other natural foods
can be added to popcorn to make it something different. This activity comes from the website www.popcorn.org where
there are additional popcorn recipes and related activities. Involving children in the preparation of healthy snacks makes
them more interested in eating healthy food. .
MATERIALS NEEDED:
• Food processor or blender
• Popcorn popper
• Large mixing bowl
• Ingredients
• 2 tablespoons sunflower seed kernels
• 2 tablespoons almonds, finely ground
• 2 tablespoons walnuts or hazelnuts, finely ground
• 2 tablespoons wheat germ
• 4-6 tablespoons melted margarine or butter
• 1 2/3 cups (6 oz. package) chopped dried fruits and raisins
• 2 1/2 quarts popped popcorn
STEPS:
1. Before beginning this activity, write the list of ingredients on a large sheet of paper. Have all
the ingredients and the measuring utensils displayed.
2. Pairing each of the items listed on the sheet of paper, identify each ingredient and share ideas
about how it grows or where it comes from. (Most nuts grow on trees, wheat comes from stalks
in a field, raisins come from grapes grown on vines, fruits come from trees and bushes; and
margarine or butter comes from milk produced by cows.) Include some discussion about which
ingredients may have been grown locally.
3. Demonstrate how to use the measuring utensils to get the correct amounts.
4. Use the following directions for making “nutty and natural popcorn."
• Pop enough popcorn to make 2 ½ quarts.
• Finely grind sunflower kernels and nuts in a food processor or blender.
• Pour melted margarine or butter over popcorn.
• Sprinkle with ground nuts and wheat germ; toss to mix.
• Stir in dried fruits.
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EATING HEALTHY
PURPOSE:
Appreciate plants as the source of many different foods and
food ingredients
Background Information: People learned to grind wheat seeds into flour so that wheat could be made into bread. A long
time ago, people used rough stones to break the wheat seeds into a powder (flour) that could be baked as bread. Today,
we use flour made from wheat as an ingredient for many different foods.
MATERIALS NEEDED:
• A variety of empty food containers (or pictures of foods) depicting foods with wheat as one of
the ingredients (bread, cereal, pancake mix, cookies, etc.).
• Several stalks of raw wheat (or picture of a stalk of wheat available online at http://images.
search.yahoo.com/search/images?_adv_prop=image&fr=ysp&va=wheat)
• Several cups of wheat seeds (often available at a health food store or bulk food department of
the supermarket)
• Non-breakable dish
• Stone for grinding (about the size of a tennis ball)
• Coffee grinder
• Raw kernels of corn
• Cardboard
STEPS:
1. Call attention to the display of food containers (or pictures of foods). Ask: What’s alike about all these
foods? After some discussion, point out how all these foods have wheat as one of its ingredients.
2. Call attention to a stalk of wheat (or picture of a stalk). Point to the part of the plant containing the wheat
seeds.
3. Explain how people learned to use stones to break the wheat seeds into powder and then used that
powder (flour) to make bread.
4. Place a few seeds of wheat in a non-breakable dish. Use a stone to crush the seeds.
5. Explain that today machines in a factory are used to grind the wheat into flour.
6. Grind some wheat seeds in the coffee grinder.
7. Mix a bit of water with some of the flour to make a paste. Use this paste, some remaining wheat seeds,
and corn kernels to make an edible collage for the birds on a sheet of cardboard
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MAKING EARTH FRIENDLY CHOICES
PURPOSE:
Understand the needs of growing plants and develop
concern for the environment
Background Information: When soil is compacted, it is less able to support plant life. Seeds falling on compacted soil are
at risk for being eaten, drying out, or rotting in a pool of water. Any seedlings that might sprout in compacted soil may not
get the moisture they need, as water on compacted soil tends to “run off” versus “soak in.”
ASK:
Have you ever seen a sign at a park telling you to stay on the path?
Can you think of how staying on the path helps to protect plants and
animals living in the park? (When you stay on the path, you aren’t
stepping on plants and animals; you aren’t destroying places were
some animals live.) Call attention to the fact that staying on the path
also keeps the soil in other places from getting pressed down and
making it hard for plants to live.
Design bumper stickers or posters reminding people to stay on the
path when walking in a park or through a garden. (Have younger
children dictate the message they want to write on their bumper
sticker or poster.)
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MAKING EARTH FRIENDLY
TRASH-FREE
LUNCH
USE REUSABLES
Pack sandwiches and snacks in Tupperware, Rubbermaid, or empty yogurt or other food containers. Use them over and
over again. Check the bottom for the plastic recycling code to be sure you can recycle them
USE RECYCLABLES
Buy materials made from post-consumer recycled products. Remember, materials like aluminum cans, glass bottles, and
some plastics are recyclable. If your child’s school doesn’t have recycling bins, then be sure to ask your child to bring
them home for re-use or recycling. Otherwise they end up as waste. Then recycle them when they eventually crack.
TAKE LEFTOVERS HOME
Even leftovers don’t have to go in the trash. Teach children that they can be added to a compost heap.
BRING CONTAINERS HOME
Your child can be responsible for the “full cycle” of a “zero-waste” lunch. By taking containers home to wash and
reuse, they’ll begin to realize how each of us is responsible for reducing waste. They will also see how materials aren’t
“finished” just because we’re through using them for the moment.
AVOID DISPOSABLES
The average child goes to school 180 days every year. If they’re bringing their lunch to school in a paper or plastic bag,
that’s 180 pieces of trash! Instead of piling up the waste, use a lunch box or fabric bag. There are many canvas or
nylons bags for purchase, or bags can be made using scrap fabric.
AVOID PREPACKAGED SINGLE SERVING CONTAINERS
Parents often buy single serving juice, chips, yogurt, or desserts for a “treat.” But since each “treat” is packaged
individually, it is also a single serving of waste. Instead, you can buy larger amounts of the things you like, and then pack
it in smaller reusable containers
AVOID BUYING NEW PLASTIC FOOD BAGS
If you keep and reuse the plastic produce bags, you may not have to buy new plastic bags at all. Some children carry
their lunch to school in the same bread bag for several months! Just teach them to turn the bags inside out, wipe them
clean with a dishcloth, rinse and leave out to dry. If you have to use new food wrapping, buy unbleached wax paper or
cellulose bags. Cellulose is made from wood pulp and is easier to recycle.
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MAKING EARTH FRIENDLY
HOW TO PACK A
TRASH-FREE LUNCH
1. Use cloth, pillow case, a bandana (bring the ends of the cloth or
bandana together around the lunch and tie them) or a re-usable lunch
box to wrap and carry lunch.
2. Use reusable containers to store your fresh items (sandwich,
vegetables, fruit, etc.)
3 If using a bandana as a lunch box, untie the ends of the bandana;
the bandana then becomes your table cloth. When finished with
lunch, your bandana becomes your napkin – then wrap up leftovers
and carry out.
4. All the food items leftover from lunch can go into a compost pile.
Sort out items from lunch that can be taken to a recycling center
(aluminum cans, glass bottles).
5. Be creative and have fun!
USE
AVOID
Reusable container items
Cereal bags
Cottage cheese containers
Cool whip containers
Large yogurt containers
Tupperware
Lunch pails and bags
Sandwich baggies
Juice boxes
Single-serve products
Lunchables
Small bags of chips
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