Booklet 1

The Basics: 

Introduction and Resource Materials

 

Grow It, Try It, Like It!

Preschool Fun With Fruits and Vegetables
Table of Contents

Introduction

Acknowledgements

Welcome to Grow It, Try It, Like It! ............................................................................................................................... 1

How To Use Grow It, Try It, Like It!................................................................................................................................ 2 

 Map of the Garden at Tasty Acres Farm ................................................................................................................... 6

Teaching Guide ........................................................................................................................................................... 9

Nutrition Education Guide .......................................................................................................................................... 9

Growing Great Tasters: Strategies for Food Tasting............................................................................................17

Garden Art and Crafts.......................................................................................................................................19

Grow Your Own Great Ideas....................................................................................................................................21

Art and Crafts Chart...................................................................................................................................................22

Decorated Garden Bags.............................................................................................................................................27

Garden Bookmarks .....................................................................................................................................................28

Produce Placemats.......................................................................................................................................................29

Garden Scene Note Cards ........................................................................................................................................30

Tasty Acres Mobile.......................................................................................................................................................31

Stamped Wrapping Paper...........................................................................................................................................32

Row Markers.................................................................................................................................................................33

Seed Art..........................................................................................................................................................................34

Painted Pots...................................................................................................................................................................35

Garden Stones..............................................................................................................................................................36

Garden Gloves..............................................................................................................................................................37

Make a Scarecrow........................................................................................................................................................38

Tool Shed Resources............................................................................................................................................40

 Growing at Home Introduction Letter to Parents...............................................................................................42

Hand Washing/Polite Tasting Guides........................................................................................................................43

Make a Mystery Bag.....................................................................................................................................................45

Tips for Using a Mystery Box/Bag............................................................................................................................46

Ten Terrific Ways To Serve..........................................................................................................................................48

A Harvest of Books.....................................................................................................................................................50
Green Thumb Guides..................................................................................................................................................52

Grow a Seedling in a Bag ........................................................................................................................................52

Grow Seedlings Indoors..........................................................................................................................................53

Make a Seed Tape......................................................................................................................................................54

Container Gardens...................................................................................................................................................55

Gardening Outdoors...............................................................................................................................................58

Fruit and Vegetable Drawings .............................................................................................................................61-72

Blackline Masters..........................................................................................................................................................73

MyPlate Coloring Page.................................................................................................................................................83

CD Content 

CD 1. Cool Puppy Pup DVD

a. Cool Puppy Pup’s Picnic

b. Cool Puppy Pup’s Crookneck Squash Lunch Party

c. Cool Puppy Pup’s Spinach Lunch Party

d. Cool Puppy Pup’s Sweet Potato Lunch Party

e. Cool Puppy Pup’s Cantaloupe Lunch Party

f. Cool Puppy Pup’s Peach Lunch Party

g. Cool Puppy Pup’s Strawberry Lunch Party

CD 2. Grow It, Try It, Like It! Supplemental Materials

a. Grow It, Try It, Like It! PDF Version

b. Nutrition and Wellness Tips for Young Children: Provider Handbook for the 

 Child and Adult Care Food Program PDF Version

c. Food and Nutrition Fun for Children 2008

1. Kids in the Kitchen

2. Food Fun

3. Learning About Food and Healthy Eating

4. Reading Fun

5. Food From Around the World 

6. Physical Activity

7. Online Booklists and Web sites

d. Child Care and Nutrition Websites

 

Eat Smart To Play Hard With MyPlate Poster
Introduction

Acknowledgements

Agricultural Marketing Service, USDA American Dietetic Association 

Michelle Warren Katrina Holt 

Food and Nutrition Service, USDA

Rayane AbuSabha Lori French Mara McElmurray

Jan Adams Stanley Garnett Elaine McLaughlin 

Anne Bartholomew Gerry Howell Joan Turetsky

Heidi Bishop Linda Jupin Vicky Urcuyo

Dorothy Caldwell Louise Lapeze Cheryl Wilson

Lorie Conneen Sandra Lefler

Julie Fort Alice Lockett

Special Nutrition Programs Nutritionists from the Mid-Atlantic Regional Office, Midwest 

Regional Office, Mountain Plains Regional Office, Northeast Regional Office, Southeast Regional Office, 

Southwest Regional Office, and the Western Regional Office.

Heartland Child Nutrition, North Dakota 

Shirleen Piela (for Maggie Anderson) 

 

Maryland State Department of Education 

Patricia Freeman 

 

National Food Service Management Institute

Ensley Howell 

Produce for Better Health Foundation, 

5 A Day Program 

Kathy Cobb 

Daria Massimilla 

Dr. Elizabeth Pivonka

 

Produce Marketing Association 

Molly Maguire

 

United Fresh Fruit and Vegetable Association 

Donna Denison 

 

A contract was awarded to Lumina Associates for the purpose of developing recipes for use in both the child 

care facilities and in the Growing at Home materials.

Qualitative testing of selective activities, taste testing of recipes with 3- to 5- year-old children, and the initial review 

of materials by child care teachers, home care providers, and Kindergarten teachers were conducted by a contractor, 

Laura Thomas, MEd, RD, LD, experienced in developing nutrition education materials for children. 

She also added narrative, edited the publication, and developed and/or revised selected recipes and activities. 

Project Manager

Heidi Bishop, Program Analyst, FNS USDA

Jefferson County Child 

Development Council, Alabama

Dot Willingham

National Agriculture Library, USDA

Karen Regan

Lora Wilder

Powhatan County School Board, Virginia

Martha Gilbert

Rainbow Valley Day Care

Homes, Washington

Patricia Gattke (for Carolyn Morrison)

University of Maryland

Dr. Cynthia Tuttle

Dr. Susan Walker
4
1

The Basics: Introduction and Resource Materials

Grow It, Try It, Like It! is a garden-themed nutrition education kit that introduces new 

fruits and vegetables to preschool age children. Grow It, Try It, Like It! was funded by 

the U.S. Department of Agriculture’s (USDA) Team Nutrition. Team Nutrition is an 

initiative of the USDA’s Food and Nutrition Service to support the Child Nutrition 

Programs through training and technical assistance for foodservice, nutrition 

education for children and their caregivers, and school and community support 

for healthy eating and physical activity. The goal of Team Nutrition is to improve 

children’s lifelong eating and physical activity habits through nutrition education 

based on the principles of the Dietary Guidelines for Americans and MyPlate. To learn 

more about Team Nutrition and nutrition in child care go to the Team Nutrition 

Web site at teamnutrition.usda.gov and the Healthy Meals Resource System 

Web site at http://fnic.nal.usda.gov

Because the routine food choices of young children are determined by their families 

and adult care givers, Grow It, Try It, Like It! links activities at child care centers with 

resources for use at home. Children are encouraged to try new fruits and vegetables 

again and again throughout this delightful resource. Children touch, smell, and taste 

new fruits and vegetables. Children also learn that fruits and vegetables are grown 

from plants or trees in the ground. Planting activities help children connect the 

delicious food choices at the table with the different growing conditions and plants 

that produce fruits and vegetables.

The 2010 Dietary Guidelines for Americans list fruits and vegetables as foods to 

encourage for increased consumption as part of a healthy eating plan among the 

general population of the United States. Most Americans, including young children, 

need to eat a more colorful variety of fruits and vegetables (especially dried beans 

and peas, red and orange vegetables and dark green vegetables.) more often. 

Early childhood presents a unique opportunity to influence food acceptance and 

preferences that have the potential to influence health over the lifespan. Introducing 

a variety of fruits and vegetables in positive, engaging activities increases the 

likelihood that young children will taste and eat a wider variety of these healthpromoting foods.

Consumption of vegetables and fruits is associated with reduced risk of many 

chronic diseases. This includes heart disease and some types of cancer. Eating fruits 

and vegetables is also linked to a healthy body weight and is one dietary strategy 

to help reduce rates of obesity. The increased incidence of overweight and obesity 

among Americans, including young children, is a growing national health concern.

Welcome to...Grow It, Try It, Like It!

Preschool Fun with Fruits and Vegetables
2

Grow It, Try It, Like It!

Young children have a natural curiosity about the world around them and a genuine 

desire to learn. The activities in Grow It, Try It, Like It! tap into these characteristics of 

preschool children. The activities are designed with the needs of young children and 

child care providers and centers in mind. The pages are filled with engaging activities 

and easy-to-follow instructions. Central throughout the resource are three main 

concepts:

< Children can have fun while learning about nutrient and fiber-rich foods such as 

fruits and vegetables.

< Fruits and vegetables grow from plants or trees in the ground, are harvested, and 

are taken from the farm or orchard to grocery stores and farmers’ markets.

< Fruits and vegetables can be prepared and eaten in many different and fun ways.

Grow It, Try It, Like It! is more than a resource for introducing fruits and vegetables to 

young children. Grow It, Try It, Like It! provides learning opportunities that contribute 

to each child’s individual growth and development. Carefully crafted activities 

develop the entire child, body and mind, through:

< discussing ideas and developing vocabulary; 

< enjoying physical movement; 

< enhancing fine motor skills; 

< reading children’s literature;

< singing familiar music; 

< viewing an entertaining and educational video; 

< participating in hands-on science activities featuring plants; and

< creating individual art and crafts. 

The learning activities engage children through all of their five senses–sight, touch, 

sound, smell, and taste. While learning about fruits and vegetables, children grow, 

develop, and learn about themselves. The activities help foster both an acceptance 

and enjoyment of new fruits and vegetables and an increase in self-confidence 

which can lead to higher self-esteem. The connections to home provide parents and 

guardians with ideas to further the growth and development of the entire family.

Grow It, Try It, Like It! is a natural addition to any child care program.

How to Use Grow It, Try It, Like It!

Grow It, Try It, Like It! is organized around a garden theme, based at the

imaginary Tasty Acres Farm. The map on pages 6-7 shows the imaginary garden 

at Tasty Acres Farm. Make copies of this map for each child to color as the 

different units are covered. This is a great way to chart progress through the 

six booklets. 
3

The Basics: Introduction and Resource Materials

Grow It, Try It, Like It! consists of seven booklets. Booklet 1 contains the Introduction, 

Teaching Guide, Garden Art and Crafts and Tool Shed Resources, Cool Puppy Pup 

DVD and the Supplemental Materials CD. Booklets 2 through 7 contain the activities 

for the six fruit and vegetable lessons.

Booklet 1 acknowledges those who helped in the kit’s development and provides a description of the kit and Team Nutrition. The introduction also describes 

how to use the kit and how the kit is organized. 

Teaching Guide explains why preschool nutrition education is important and how 

activities in this kit can enhance young children’s overall developmental learning. This 

section identifies children’s physical, emotional, social, and intellectual activities during 

the preschool years, and how these might relate to food and nutrition. It explains 

what to expect of preschoolers and how to plan developmentally appropriate 

learning experiences. The Teaching Guide includes a section on strategies to 

encourage children to enjoy tasting new foods.

Garden Art and Crafts allow you to select an art and craft or two for each unit 

to help reinforce what the children have learned about fruits and vegetables. The 

overview page gives tips for creating successful projects and ideas for harvesting 

fun month after month. The Art and Crafts chart connects the art and crafts to the 

activities in the lessons.

Tool Shed Resources are materials designed to increase the variety of teaching 

opportunities within each lesson. Be sure to spend time reviewing the resources and 

select the ones that will work best for your child care program. 

Introduction Letter to Parents. Sow the seeds of success! Send this letter home 

to families before starting the first unit.

Hand Washing/Polite Tasting Guides. Raise a crop of great hand washers and 

prune back the chances of choosy eaters with these guides. Send a copy home 

with the introduction letter to have families support the early growth of these 

two great habits.

Make a Mystery Box/Bag. Construct a simple mystery box or bag with these 

easy instructions. 

Tips for Using a Mystery Box/Bag. This resource provides tips to make the 

most of the Mystery Box/Bag activity.

Ten Terrific Ways to Serve. This list of 10 ideas for serving each fruit and 

vegetable at meals and snacks makes menu planning a breeze. 

A Harvest of Books. Reap the rewards of reading books about fruits and 

vegetables to children. 
4

Grow It, Try It, Like It!

Green Thumb Guides. Easy-to-follow tips for growing plants practically 

anywhere. Look for these hints sprinkled throughout the unit lesson plan pages 

in addition to the Tool Shed resources. 

Fruit and Vegetable Drawings and Blackline Masters. All the print resources 

necessary to produce fun-filled activities in each fruit and vegetable unit.

MyPlate Coloring Page. Give children a chance to color their very own MyPlate.

CD 1. Cool Puppy Pup DVD This entertaining and informative video features an 

opening segment that features all of the six fruits and vegetables and six additional 

segments, one for each fruit and vegetable at Tasty Acres Farm. Cool Puppy Pup, 

from the Tickle Your Appetite nutrition education resource, returns as host.

CD 2. The CD contains a PDF version of Grow It, Try It, Like It! Eat Smart. Play Hard.TM

Education Materials including activity sheets and Power Panther Songs, and a list 

of Web sites containing information and valuable resources for the child care 

community.

Eat Smart To Play Hard With MyPlate Poster This poster introduces 

healthful food and physical activity choices through MyPlate and the 

food groups.

Booklets 2 through 7 are named for each featured fruit and vegetable - 

Crookneck Squash Row, Spinach Lane, Sweet Potato Hill, Cantaloupe Corner, Peach 

Tree Orchard, and The Strawberry Patch.

What’s Inside is the table of contents at the beginning of each booklet. It provides 

the pages where the lesson activities can be found. 

Planning Chart gives ideas on how to fit all the activities, art, and crafts into a 

week’s worth of fun. If time is limited, trim the activities to fit your schedule. One 

or two choices from Section A, an activity from Section B, the video from Section 

C, and the Section D activities combine nicely for a starter garden experience. The 

Words to Grow that appear throughout the lessons link the Grow It, Try It, Like It!

lesson plans to other areas of the preschool curriculum.

Section A hands-on activities introduce the fruit or vegetable to the children 

through exploration and tasting.

Section B planting activities focus on how the fruit or vegetable grows.
5

The Basics: Introduction and Resource Materials

When To Start the Planting Activities: Timing for Peak Season 

Check with your local nurseries, orchards, and farms to plan field trips to see 

as many of the fruits and vegetables grown at Tasty Acres Farm as possible. 

Generally speaking,

< Strawberries and spinach are spring and early summer crops; 

< Cantaloupe, crookneck squash, and peaches are summer and late 

summer crops; and 

< Sweet potatoes are early fall and fall crops.

Growing all or some of the fruits and vegetables in Grow It, Try It, Like It! 

provides children with fun-filled growing seasons. Check with local garden 

experts to determine the right month to start each plant indoors or for 

when small plant starts are available at nurseries. 

Section C activities feature singing, dancing, reading, and an educational video.

Section D nutrition education activities include an introduction to MyPlate, the 

food groups and a physical activity to try with the children. Tasting opportunities 

reinforce that each fruit or vegetable can be eaten in a variety of ways. 

Section Components:

< Activity Pages are designed to provide easy-to-read sections and are 

sprinkled with helpful tips. Designed to match the developmental abilities 

of most 3- to 5-year-olds, the activities modify easily to meet children’s 

skills and abilities. 

< Objectives are listed at the beginning of each activity for easy reference.

< Materials Needed and What to Do Ahead of Time provide a checklist of 

items needed and helpful hints for organizing time and materials.

< Activity Connections to Snack or Mealtime helps grow great tasters by 

adding more tasting options throughout the day. When food tasting is not 

part of the activity, use these suggestions for snack or mealtime as 

follow-up. 

< The Ten Terrific Ways To Serve resource in the Tool Shed bursts with 

flavorful, easy ways to offer the fruits and vegetables through meals 

and snacks.

< Words To Grow help plant the seeds of a varied vocabulary. Children 

grow many different skills and abilities through these units.

Growing at Home Materials keep parents informed about what their children 

are learning during the day. Each set promotes continued growth at home through 

child/parent centered activities and recipes.
Map of the Garden at Tasty Acres Farm

6

Grow It, Try It, Like It!
7

The Basics: Introduction and Resource Materials
8

Grow It, Try It, Like It!
9

The Basics: Introduction and Resource Materials

Teaching Guide

Nutrition Education Guide: Providing Positive 

Food and Nutrition Experiences for Preschool 

Children Ages 3 to 5

Why a Preschool Nutrition Education Program Is Important

Early Nutrition and Food Experiences Have Lasting Impact

Preschool children have a healthy curiosity about themselves, their growing bodies, 

and the world around them. This curiosity leads to the early development of 

food habits, preferences, and attitudes that will carry them through to adulthood. 

Therefore, it is important to provide a variety of positive food experiences at an 

early age.

Seize this opportunity for learning! Children are fascinated by activities that involve 

them and provide information about their world. Helping them discover where food 

comes from: how it grows; how it looks, tastes, feels, sounds, and smells; and even 

how it changes when prepared, opens their minds to the variety of food choices. 

For instance, letting children help or watch as sweet potatoes are mashed while 

asking “where do sweet potatoes come from?” stimulates their natural curiosity and 

involvement with food.

Helping young children grow and develop new skills is one of the most rewarding 

aspects of working with this age group. Preschool children (ages 3 to 5) are growing 

at an amazing rate–physically, emotionally, intellectually, and socially. Their bodies 

and learning comprehension are continually developing as they begin to formulate 

attitudes, beliefs, and tastes that will last their entire lives.

The process of discovering new foods, learning about where food comes from, 

and preparing food with others provides many valuable learning experiences. 

Incorporating food and food-related activities into nutrition education helps 

preschool children develop a positive relationship with food and nutrition. The early 

nutrition adventures described in this kit can influence children’s lifelong food habits 

and attitudes about food.

Food-Related Activities Enhance Overall Developmental Learning

Children between the ages of 3 and 5 are growing and developing almost every part 

of their person, including small and gross motor skills, ability to learn and understand, 

and self-esteem. Well-planned activities can enhance this process by providing ageappropriate experiences that give children an opportunity to exercise new skills and 

tackle new challenges. 
10

Grow It, Try It, Like It!

The process of 

discovering new foods, 

learning about where 

food comes from, 

and preparing food 

with others provides 

many valuable learning 

experiences. 

Encourage the child to:

Develop small motor skills by helping children:

< Hold and manipulate utensils;

< Pour, stir, and shake;

< Put things in the “right” place; and

< Sort, glue and paste, and do other tasks.

 Learn simple math skills through:

< Measuring;

< Counting; and

< Following steps and sequence activities such as those required in planting seeds 

and caring for plants, playing games with sequential steps, or preparing a 

snack together.

Learn science concepts by:

< Observing that seeds need soil, water, sunlight, and time to grow into plants. 

< Have children observe how a seedling develops and predict how large the plant 

will grow.

Learn food safety habits and cleanliness by:

< Talking to the children about washing their hands for 20 seconds and stress the 

importance of hand washing before eating or working with food; and

< Letting children see foods being washed with water before eating or preparing.

Develop self-esteem and independence by:

< Talking with children about their preferences and the characteristics of a variety 

of foods such as color, shape, texture, taste, etc.

Nutrition Education Activities in Child Care

Nutrition education activities for preschool children should:

< Encourage children to eat a greater variety of foods for better nutrition.

< Encourage children to use all of their senses to explore different foods.

< Help introduce children to the basic sources of foods such as animals and plants.
11

The Basics: Introduction and Resource Materials

Ready To Learn: Planning Developmentally Appropriate Learning Experiences

The activities in this kit are designed to be fun and educational for children ages 

3 to 5 years-old, taking into consideration the sometimes wide span in motor 

and language skills among these ages. The activities are not competitive and are 

achievable so that all children learn and none can fail. In addition, the activities take 

into account a variety of skill levels within the range of abilities of children in this 

age group.

What to expect of preschool children...and how adults can provide appropriate

and positive food and nutrition experiences.

Activities with young children are both a delight and a challenge. These general 

principles will help ensure success:

< Keep ideas simple and use a single concept at a time.

< Provide activities that are concrete and relevant to children’s daily lives and the 

world around them. 

< Plan activities and use age-appropriate language for young children.

Children reach predictable milestones throughout their early development. 

Knowledge of these milestones helps in planning experiences that meet children’s 

needs and stimulate learning in all developmental areas. The table on the following 

page summarizes children’s physical, emotional, social, and intellectual abilities from 3 

to 5 years-old. It explains how these activities might relate to food and nutrition.

Children reach 

predictable milestones 

throughout their 

early development. 

Knowledge of these 

milestones helps in 

planning experiences 

that meet children’s 

needs and stimulate 

learning in all 

developmental areas.
12

Developmental Milestones Three- to Four-Year Olds Four- to Five-Year Olds

Physical Gross Motor Skills and Activities

• Explore freely.• Move from toddling to running smoothly.• Jump, stand on one foot.• Catch ball or bean bag.

• Investigate freely.• Run with greater control.• Jump and hop with more coordination.• Throw ball with greater coordination and distance.

Fine Motor Skills and Activities

• Snip edges of paper with blunt scissors.• Fold paper and manipulate Play Dough.• Scribble with crayons, paint brushes, and markers with some control.• Manipulate puzzle pieces, put pegs in board, and string beads.• Eat with help. Prefer eating finger foods. Drink from cups. (Note: spills are normal.)

• Can cut with blunt scissors.• Manipulate small objects; move cursor into desired place on  computer screen.• Begin to print names, create drawings or collages.• Use smaller and greater number of puzzle pieces.• Eat with less mess and spills. Use fork and spoon. Manipulate packages  and containers.

Self-Awareness • Select activities from limited choices.

• Want to “do it” themselves.• Often able to separate from Mother.

• Initiate own activities.• Use self-help skills (take care of own needs).• Willing to move into new situations.

Relating to Other Children • Engage in solitary as well as parallel play.

• Begin to share and take turns.• Help other children in need.

• Increasingly sociable. Play cooperatively for sustained periods.• Play interactively with increased imagination. Share and cooperate well.• Use compromise to solve conflicts with others.

Play • Explore and experiment with new ways to do things.

• Play is dramatic and solitary; also model grown-up activities (play house,  grocery shopping).

• Use objects more imaginatively.• Interact with peers in imaginative play in and outside the home.• Expand play to world around them. Play for longer periods with 

 greater detail.

Language • Enjoy frequent talking. Speak in 3- to 5-word sentences.

• Understand language (“receptive”) long before speaking (“expressive  language”).• Describe color, shape, and texture of food, if present.• Enjoy listening to stories.• Enjoy hearing others sing. Clap; may sing along.• Imitate adults and other children.

• Ask “how” and ‘why” questions.• Play with language (rhyme, make up verse and song).• Describe color, shape, and texture of food in greater detail.• Speak clearly and express selves to others about experiences, interests,  and needs.• Enjoy singing.• Learn new words easily by imitating.

Learning Skills • Name, identify, and sort objects.

• Learn by doing; need concrete experiences, understand only what they  can see, smell, taste, and touch and other concrete acts.• Discriminate different sounds.• Match like objects.• Understand relationship between written and spoken words.• React to entire stimulus rather than individual parts.

• Develop sequencing and ordering of objects and events.• Also learn by doing. Apply new information to new experiences.• Begin to distinguish letter sounds.• Distinguish greater visual detail.• Have longer attention span.• Can follow more complex directions.

Eating • Hesitate trying new foods.

• Verbalize food preferences.• Eat independently with some help.• Easily distracted in groups.• Eat using mostly fingers. Use spoon; drink from cup. Ask adults for more  helpings of food and drink when desired.

• Begin to experiment with new foods. Take more than they can eat.• Initiate new food selections.• Require less help at the table.• Eat more comfortably in groups. Able to concentrate.• Use fork and spoon. Pour own juice.
13

The Basics: Introduction and Resource Materials

What To Expect of Preschool Children Emotionally

Children ages 3 to 5 are sometimes shy and withdrawn. This is because they are 

still very self-focused. Their ability to do things for themselves results in a desire to 

work independently. It is important to gauge your expectations of these children 

appropriately so that you do not expect more than is realistic. Young children often 

test the limits and will push to see how far they can go. Child care providers should 

set clear limits and firm boundaries.

Children are:

< increasingly self-aware and self-focused;

< easily discouraged; 

< enjoy praise;

< developing self-esteem;

< gaining independence;

< beginning to accept responsibility;

< eager to actively participate in things that interest them;

< proud of individual and group achievements; and

< sometimes unable to express their needs and feelings with words.

What Child Care Providers Can Do:

< Encourage children to complete an activity individually. When children 

are actively involved they are more likely to remain interested and take pride in 

the finished product, and self-esteem is enhanced. The activities described in this 

kit all provide an opportunity for a child to begin and complete a task, gaining a 

sense of accomplishment. When you develop new activities, be sure to build in 

this type of reward and plan so that there is enough time available for children to 

complete the activity.

< Let children take responsibility; divide up small tasks. For 

example, each child might choose a different vegetable to add to a salad or 

contribute a picture to the Eat Smart To Play Hard With MyPlate poster.

< Provide “I made it myself” or “I tried it” stickers or buttons. This 

gives children concrete and public recognition of their achievement.

What To Expect of Preschool Children Physically

Young children are in the process of developing both their gross and fine motor 

skills. Enchanted with their growing abilities, preschoolers test these skills and 

strive to see what they can do that they couldn’t do before. Related to this is an 

excitement about learning about their bodies and becoming aware of different body 

parts and what they can do with them. For instance, as they learn about the different 

parts of their faces, they will be interested in how different features (eyes, nose, 

mouth) help them to eat and enjoy food.

Enchanted with their 

growing abilities, 

preschoolers test 

these skills and strive 

to see what they can 

do that they couldn’t 

do before. 
14

Grow It, Try It, Like It!

Children are:

< testing their rapidly improving physical skills;

< refining and expanding their gross motor skills such as hopping, skipping, 

and jumping;

< continuing to develop their fine motor skills such as drawing, coloring, 

using scissors; and

< becoming more aware of their bodies.

What Child Care Providers Can Do:

< Plan activities that require a range of motor skills. Remember - each 

child has individual qualities! Regardless of age, his/her motor development might 

vary. This is a great opportunity for teamwork. One child might choose pictures 

of fruits and vegetables while another child might be in charge of pasting pictures 

onto a healthy food poster.

< Try these small motor skill-related guidelines:

< For beginners: pouring water, juice, or milk; peeling a banana; mixing foods 

in a bowl; tearing lettuce; watering plants; sorting pictures; putting things in 

containers; coloring, folding, etc.

< As they develop: spreading cream cheese; squeezing an orange for its juice; 

planting seeds; pasting or drawing pictures related to food on paper, etc.

< Plan activities that foster large muscle and gross motor skill 

development. Games that involve physical activity (such as skipping, hopping, 

jumping, or other body movements) done to music are favorites with children 

ages 3 to 5.

What to Expect of Preschool Children Socially

Young children are very accepting of other children, which is helpful in creating 

group activities. Their ability to interact with other children will depend upon the 

amount of experience they have had in groups, how naturally shy they are, and their 

mood on any given day. Younger children will tend to prefer to work independently. 

As they get a bit older they will work more collaboratively with other children.

Children are:

< becoming interested in the similarities and differences between objects;

< becoming interested in the similarities and differences between people;

< developing interactive skills; and

< beginning to work cooperatively in groups.

Young children are 

very accepting of 

other children, which 

is helpful in creating 

group activities. 
15

The Basics: Introduction and Resource Materials

What Child Care Providers Can Do

< Plan activities that encourage children to work together.

Examples include group tasting, creating a salad bar together, and having one child 

choose a picture and another paste it to a Eat Smart To Play Hard With MyPlate 

poster. These all help develop social skills.

< Provide an opportunity for children to care for something. For 

example, when conducting a planting activity with seeds, children will learn about 

how important care and nurturing are for the development of the plant. Once 

the seeds are planted (using small motor skills), explain to children that they will 

need to take care of their growing plants. Explain that watering and caring for a 

plant makes it grow healthy and strong (just as when they themselves eat well 

and are cared for, they grow healthy and strong).

< Allow time for groups of children to talk about foods. Children can 

share experiences while an adult records their findings on a large pad of paper 

to share with their parents or other children. Talk about interesting foods such as 

a pineapple, or explore the inside/outside of a cantaloupe, pumpkin, or coconut.

< If time permits, let children clean up together. Cleaning is an important 

and necessary part of learning about food, and it helps children feel good about 

themselves. This concept is important for all projects, including crafts, planting, and 

food activities.

What To Expect of Preschool Children Intellectually

The most important thing about young children’s capacity to learn is that they learn 

by doing; they must have concrete, hands-on experience to learn. They are simply 

unable to grasp abstract concepts and ideas. Further, it is difficult for them to draw 

inferences and leap from one idea to the next. However, their imaginations are active 

and can be engaged to help provide a learning experience. For example, dramatic 

play and imaginary games are popular and can be used to teach nutrition principles.

The most important 

thing about young 

children’s capacity 

to learn is that they 

learn by doing; they 

must have concrete, 

hands-on experience 

to learn. 
16

Grow It, Try It, Like It!

Children are:

< Best able to learn by doing. They benefit from interactive, hands-on activities. 

Concrete activities help engage their imaginations and also help them to retain 

information.

< Interested in written and spoken language. They are becoming curious about 

letters and words.

< Interested in using “grown-up” things (i.e., real garden tools, utensils) or 

“pretend” grown-up things like child-size shopping carts, pretend money, 

gardening gloves, shopping carts, etc.

< Naturally interested in shapes, textures, smells, tastes, sounds, and colors. They 

like to sort and characterize.

< Increasingly better able to pay attention for longer spans of time as they get 

older. Four- and five-year-olds can stay focused longer than 3-year-olds.

< Becoming intensely involved in activities that capture their imagination, such as 

stories and dramatic play. Educational activities that engage their imagination 

will have more impact on learning and information retention.

What Child Care Providers Can Do:

< Provide opportunities for dramatic play such as play-acting, shopping in 

an imaginary or pretend grocery store, singing and dancing, and other imaginative 

activities.

< Read stories about where food comes from.

< Encourage the emergent reader by using pictures with words of foods 

from all of the food groups; use visual displays with associated words.

< Provide opportunities (as much as possible) to experience real food

so children have concrete experiences of taste, touch, smell, etc.

The chance to taste a 

food many times helps 

young children to 

grow into adventurous 

eaters. 
17

The Basics: Introduction and Resource Materials

Growing Great Tasters: Strategies for Food Tasting

Food tasting is deeply rooted into the activities of this resource. For some activities, 

the food tasting is suggested to occur at snack or mealtime rather than as part of 

the activity. The chance to taste a food many times helps young children to grow into 

adventurous eaters. Trying new foods may lead to better health and nutrition. Use 

the tips below to increase the number of great tasters your child care center creates.

Prepare To Grow. Involve the children and all their senses in exploring the fruit or 

vegetable first by using the Mystery Box/Bag, A Look Inside Tasting activities. Children 

are more likely to try a food they have explored.

Sow Seeds of Success. Teach the children the guidelines for polite food tasting (see 

Tool Shed Resources, page 44). Children will be more willing to try a food if they 

know it is okay to remove something they do not like rather than swallow. Never 

force a child to eat a food. Model how to politely decline to taste a food or use a 

napkin to remove the food from the mouth.

Seed and Re-seed. Plan to offer the food many different times. Studies show some 

children need to be offered a food up to five times before they will taste it. In 

addition, the food may need to be offered more than a dozen times before a child 

will choose to eat it at a meal. Do not give up - some seeds take longer to grow 

than others.

Start in Fertile Ground. Offer new foods first to children willing to try new things. 

Watching a peer eat a food can help the most reluctant eater bud into a food taster.

Be Still, Little Seed. For safety’s sake, have the children eat while seated, not walking 

around. Moving while eating can increase the risk of choking.

Offer Bites, Not Bushels. Offer small tastes of a food at first. A child can be 

overwhelmed by a large portion and may even refuse to try a food, fearing it must 

be finished. Portions need to be small enough for small mouths and large enough 

so a child has to chew the food. It is safer to have a piece that cannot be swallowed 

whole. Be prepared to offer more if a child desires to taste again.

Know the Growing Season. Fresh fruits and vegetables in season usually taste best 

and are less expensive. Produce may be available year round; peak flavor and value 

frequently coincide with the growing season. Frozen or canned foods offer an option 

for fruits and vegetables out of season. These options are also great choices for 

comparing to fresh.

Growing at Home Materials. Encourage parents to make the recipes in the Growing 

at Home activities with their children. When families prepare and eat foods together, 

young children are encouraged to try more foods. Let the parents know how much 

the children enjoyed tasting the food during the day.

Produce may be 

available year round; 

peak flavor and value 

frequently coincide 

with the growing 

season. 
18

Grow It, Try It, Like It!
19

The Basics: Introduction and Resource Materials

Garden Art and Crafts

Garden Art and Crafts add wheelbarrows of fun to the fruit and vegetable units 

of Grow It, Try It, Like It! Young, budding artists enjoy making these produce-focused 

projects. The more time children spend engaged with fruits and vegetables, the more 

they will remember about produce. 

Be sure to check each unit’s Plan for Organizing the Activities section for ways to 

work the art and crafts into the activities you plan. Each art and craft is written 

with a specific fruit or vegetable example. Branch out and get creative! Any fruit 

or vegetable can be used as a theme for a great art or craft project. Connections 

to Garden Art and Crafts are listed on several activities in each unit; look for these 

ideas to expand the art and craft activities into daily lessons.

Little hands and fingers develop strength and fine art skills at different rates. Feel free 

to trim back the activities to match the skills of the children. A helpful adult hand 

may be all that is needed to stem the frustration budding artists can experience as 

they try new tasks. Use the resources in the Tool Shed Resources to create stencils, 

sponges, and other hand tools for children to use. For example, copy images of fruits 

and vegetables onto crack-and-peel paper. Attach the paper to foam sheets, sturdy 

cardboard, or thin plastic. Trim around the edges to create a set of models to trace.

Use the right tool for the job. The activities suggest different types of art supplies 

from crayons to pastel paints. Spend some time at a local art and craft store to 

identify the best tools, especially for young children. Use the varieties that you prefer. 

Keep costs contained. Create a storage bin of supplies (e.g., cardboard, styrofoam 

trays, paper bags, newspapers and magazines, envelopes, outdated stationary) to 

keep costs low. Encourage families to contribute items. 

Little hands and 

fingers develop 

strength and fine 

art skills at different 

rates. Feel free to trim 

back the activities to 

match the skills of the 

children. 
20

Grow It, Try It, Like It!

Garden Art and Crafts are great rainy day activities. Keep a supply of items handy 

for days when the weather changes your outdoor plans. Reinforce what the children 

have learned about fruits and vegetables throughout the year. View segments from 

the Cool Puppy Pup video to refresh memories.

Gifts from the garden are a snap with Garden Art and Crafts. Garden Art and Craft 

Activities are shown in italics. Develop hybrid gifts by combining different projects. 

Below are some examples:

< Put a bag of potting soil and a seed circle (see Make a Seed Tape, the Tool Shed 

Resources, page 54) in a Painted Pot. Add a personalized Row Marker and 

Garden Scene Note Card. Place in a Decorated Garden Bag or wrap in Stamped 

Wrapping Paper.

< Combine a set of Garden Gloves, a Garden Stone, and seed tape or a small plant 

with growing instructions on a Row Marker. Place in a Decorated Garden Bag or 

wrap in Stamped Wrapping Paper.

< Package Produce Placemats and a cookbook compiled from the Growing at 

Home recipes for a kitchen gift. 

Keep a supply of items 

handy for days when 

the weather changes 

your outdoor plans.
21

The Basics: Introduction and Resource Materials

Garden Art: 

Decorated Garden Bags 

Create paper bags with images of 

fruits and vegetables, perfect to 

send a seedling home or carry a 

special snack.

Garden Bookmarks

Mark favorite stories and recipes with 

produce-illustrated bookmarks. 

Produce Placemats

Set a colorful table with placemats 

promoting fruits and vegetables.

Garden Scene Note Cards

Cultivate a desire to write with handmade note cards from the garden.

Tasty Acres Mobile

Set into motion great foods–fruits 

and vegetables!

Stamped Wrapping Paper

Give presents a special look or make 

a bushel basket full for gift giving.

Garden Crafts: 

Row Markers

Perk up any garden spot or container 

with markers to show what is yet 

to grow.

Seed Art

Create an original design with seeds 

and more.

Painted Pots

Decorate clay pots for use in a 

container garden or for gift giving.

Garden Stones

Step into the wonderful world 

of plants with personalized 

garden stones.

Garden Gloves

Create excitement for young green 

thumbs with garden gloves of their 

very own! These gloves make a great 

handmade gift to cherish.

Make a Scarecrow

Celebrate the harvest of learning by 

making a very special garden friend.

Grow Your Own Great Ideas!

Read this bountiful list of Garden Art and Crafts. Let the ideas germinate while you 

plan your lessons from Grow It, Try It, Like It!
22

Grow It, Try It, Like It!

Garden Art or Craft 

Activity Name

Fruit or Vegetable

Activities 

Fruit Activities Vegetable Activities

Art

Decorated

Garden Bag

Cantaloupe 

B2 or B3

See Garden Art and Craft 

Decorated Garden Bag, page 

27, for a creative connection 

to this activity.

Strawberry A3 

Make extra chocolate 

strawberries to send home 

in a Strawberry Decorated 

Garden Bag. See Strawberry 

Growing at Home #1.

Crookneck Squash B2

Send home the crookneck 

squash seeds each child 

planted in a cup in a 

Crookneck SquashDecorated Garden Bag. 

See Garden Art and Crafts, 

page 27.

Art 

Garden Bookmark

Crookneck Squash 

A1 or A2 

See Garden Art and Craft 

Garden Bookmark, page 28, 

for a creative connection to 

this activity.

Cantaloupe 

A1 or A2

Make Cantaloupe-Decorated 

Garden Bookmarks. Glue 

cantaloupe seeds in a design 

on the bookmark. See Garden 

Art and Crafts, page 28.

Spinach A1 or A2

Make Spinach-Decorated 

Garden Bookmarks. Trace 

around a baby spinach leaf 

on a bookmark. Then, hold 

the leaf over the image with a 

piece of plastic wrap and rub 

the plastic over the leaf with 

the round end of wooden 

craft stick. See Garden Art 

and Crafts, page 28.

Art

Produce Placemats

Peach D2 

See Garden Art and Craft 

Produce Placemats, page 29, 

for a creative connection to 

this activity.

Strawberry B3 

Use the Pretend Strawberry 

Plant to decorate a Produce 

Placemat. Have the children 

add drawings of their favorite 

strawberry recipes. Laminate 

and use this placemat to 

review how strawberries 

grow and how we enjoy 

strawberries. See Garden Art 

and Crafts, page 29.

Sweet Potato B3

Use the Pretend Sweet 

Potato Plant to decorate a 

Produce Placemat. Use the 

individual plant option and 

attach the finished plant to 

one side of the placemat. 

Have the children add 

drawings of their favorite 

sweet potato recipes on the 

reverse side of the placemat. 

Laminate and use this 

reversible placemat to review 

how sweet potatoes grow 

and how we enjoy sweet 

potatoes. See Garden Art 

and Crafts, page 29.

Art and Crafts Chart
23

The Basics: Introduction and Resource Materials

Garden Art or Craft 

Activity Name

Fruit or Vegetable

Activities 

Fruit Activities Vegetable Activities

Art 

Garden Scene Note Cards

Spinach B1

See Garden Art and Craft 

Garden Scene Note Cards, 

page 30, for a creative 

connection to this activity.

Cantaloupe B1, 

B2 or B3 

Send a ‘Can I Tell You What I 

Learned Today?’ card featuring 

drawings of cantaloupe to 

parents or grandparents. 

See Garden Art and Crafts, 

page 30.

Crookneck Squash 

B2 or B3 

Create a Crookneck Squash 

notecard to mail to a family 

member living in another 

town. Mail with a few seeds 

and growing instructions. 

See Garden Art and Crafts, 

page 30.

Art 

Tasty Acres Mobile

Strawberry C1 or C2

See Garden Art and Craft 

Tasty Acres Mobile, page 31, 

for a creative connection to 

this activity.

Peach B3, C1 or C2

Get double duty from the 

Make a Pretend Peach Tree 

activity–save the large peach 

to use in the mobile and add 

all the fruits and vegetables 

featured at Tasty Acres Farm. 

See Garden Art and Crafts, 

page 31.

Sweet Potato 

C1 or C2

Create a Sweet Potato 

Mobile; decorate the circles 

of the mobile with drawings 

of how sweet potatoes grow 

and favorite sweet potato 

recipes. See Garden Art and 

Crafts, page 31.

Art 

Stamped 

Wrapping 

Paper

Sweet Potato 

A1 or A2

See Garden Art and Craft 

Stamped Wrapping Paper, 

page 33, for a creative 

connection to this activity.

Peach (pit) A1 or A2

Save the pits from the Peach 

activities and use the pits to 

make Stamped Wrapping 

Paper. For a sparkling change, 

dip the pit in school glue, 

stamp on a Garden Scene 

Note Card, and sprinkle with 

glitter for a uniquely designed 

greeting card. See Garden Art 

and Crafts, page 32.

Spinach A1 or A2

Coat spinach leaves with 

different colors of green 

paint and press the leaves 

to paper. Create interesting 

designs. If desired, press 

leaves on smaller sheets of 

art paper to create a spinach 

art masterpiece to frame and 

display. See Garden Art and 

Crafts, page 32.

Craft 

Row Markers

Cantaloupe B2 or B3

See Garden Art and Craft 

Row Markers, page 33, for 

a creative connection to 

this activity.

Strawberry B2 or B3

Create a Row Marker for 

strawberry plants. See 

Garden Art and Crafts, 

page 33.

Crookneck Squash 

B2 or B3 

Create a Row Marker for 

crookneck squash plants. 

See Garden Art and Crafts, 

page 33.

Craft 

Seed Art

Crookneck Squash B1

See Garden Art and Craft 

Seed Art, page 34, for a 

creative connection to 

this activity.

Peach A1, A2 or B1

Decorate a peach shape with 

yellow, orange, and red seeds. 

Try popcorn and millet for 

yellow dye, pumpkin seeds 

for orange, and use red lentils 

for red. See Garden Art and 

Crafts, page 34.

Sweet Potato B1

Decorate a sweet potato 

shape with seeds. Use small 

white beans to show the eyes 

or buds of the potato. 

See Garden Art and Crafts, 

page 34.
24

Grow It, Try It, Like It!

Garden Art or Craft 

Activity Name

Fruit or Vegetable

Activities

Fruit Activities Vegetable Activities

Craft 

Painted Pots

Peach B1 or B2

See Garden Art and Crafts 

Painted Pots, page 35, for 

a creative connection to 

this activity. Fill the pot with 

peach-scented potpourri for 

a unique gift. 

Strawberry B2

Decorate a strawberry 

jar or large pot and plant 

strawberry starts in your 

custom creation. See Garden 

Art and Crafts, page 35.

Or use current wording on 

A2 to connect this craft to 

the Strawberry Unit.

Spinach B3

Make a seed disc (see Make 

a Seed Tape, Tool Shed 

Resources, page 60) with 

spinach seeds; paint a pot 

with spinach leaves and the 

word spinach; add a bag of 

potting soil, and give as a 

Mother’s or Father’s day gift. 

See Garden Art and Crafts, 

page 35.

Craft

Garden Stones

Spinach B2 or B3

See Garden Art and Crafts 

Garden Stones, page 36, for 

a creative connection to this 

activity.

Peach B3

Make Peach Garden Stones; 

place the stones at the base 

of the Pretend Peach Tree. 

See Garden Art and Crafts, 

page 36.

Sweet Potato A1, A2, 

or B1 

Make a Sweet Potato Garden 

Stone; find stones similar in 

shape to sweet potatoes and 

decorate. See Garden Art

and Crafts, page 36.

Craft 

Gardening Gloves

Strawberry A1 or A2 

See Garden Art and Crafts 

Gardening Gloves, page 37, 

for a creative connection to 

this activity. 

Cantaloupe B2 or B3 

Make Gardening Gloves with 

cantaloupe shapes an easy 

shape for little hands to draw 

and color. See Garden Art 

and Crafts, page 37.

Crookneck Squash 

B2 or B3 

Make Gardening Gloves for 

growing crookneck squash– 

the squash stems and leaves 

are prickly and gloves can 

protect hands. See Garden 

Art and Crafts, page 37.

Craft 

Make a Scarecrow

Sweet Potato 

C1 or C2 

See Garden Art and Crafts 

Make a Scarecrow, page 38, 

for a creative connection to 

this activity.

Cantaloupe 

C1 or C2

Decorate the scarecrow’s 

pants with cantaloupe shapes 

and color with fabric paint. 

See Garden Art and Crafts, 

page 38.

Crookneck Squash 

C1 or C2 

Cut a small crookneck squash 

in half so that the flat, cut 

surface can be dipped in paint 

while holding on to the outer 

portion of the squash. Stamp 

the curvy shape of crookneck 

squash on the clothing of the 

scarecrow in water proof 

paints. See Garden Art and 

Crafts, page 38.
25

The Basics: Introduction and Resource Materials
26

Grow It, Try It, Like It! 
27

The Basics: Introduction and Resource Materials

Decorated Garden Bags

Have the children draw the shape and color of fruits and/or vegetables on paper bags. 

Activity Length: 15 minutes 

The Activity 

This example uses cantaloupe as the featured fruit.

< Seat the children at the table(s) with supplies.

< Show a picture of a cantaloupe to the children. 

< Talk about how a cantaloupe looks different on the outside 

from the inside. 

▶ Review the shape (round) and colors (outside/tan 

with green lines and inside/orange with tan seeds) of 

a cantaloupe.

< Give each child a paper lunch bag and explain that they are 

going to decorate the bag with drawings of cantaloupe. 

< Have the children draw at least one large circle on their 

lunch bag. 

▶ Instruct them to color the circle like a cantaloupe. Some 

children may choose to color the outside of the cantaloupe; 

some may depict the inside. 

▶ Children can also choose to draw and color pieces or 

wedges of cantaloupe. 

< Have the children wash their hands for snack or mealtime.

< While tasting the featured fruit or vegetable at snack or 

mealtime, have the children think of uses for the Decorated 

Garden Bags just created. 

< Some ideas include:

▶ Take it to a farmers’ market, purchase a cantaloupe, and 

carry it home in the bag;

▶ Give to a family member to take a cantaloupe snack to 

work or to a picnic;

▶ Use as a gift bag for a present; and 

▶ Other ideas the children suggest.

Note: Use the sack for the child to take home the cantaloupe 

seed planted in a cup (Activity B2) or part of a cantaloupe seed 

tape (Activity B3).

Materials Needed

< Paper lunch bags– 

preferably white or with a 

panel of plain white paper, 

the size of the flat bag, 

securely attached to the 

front of the bag 

< Markers, crayons, and/or 

colored pencils 

< Drawings of fruits and/or 

vegetables (see Tool Shed 

Resources, pages 61-72)

< Fruit or vegetable to taste 

What To Do 

Ahead of Time

< Organize materials.

< Plan to serve the fruit or 

vegetable in some form at 

snack or mealtime (see Ten 

Terrific Ways..., Tool Shed 

Resources, pages 48-49).
28

Grow It, Try It, Like It! 

Materials Needed

< White posterboard or 

sturdy paper cut into 

3” x 9” strips

< Markers, crayons, pencils, 

and/or colored pencils

< Drawings of a fruit or 

vegetable (see Tool Shed 

Resources, pages 61-72)

< Laminating material for 

each bookmark

What To Do 

Ahead of Time

< Organize materials. 

< Plan to serve the fruit or 

vegetable in some form at 

snack or mealtime (see Ten 

Terrific Ways...,Tool Shed 

Resources, pages 48-49).

Garden Bookmarks

Have the children draw and color fruits or vegetables on bookmarks. 

Activity Length: 15 minutes 

The Activity 

This example uses crookneck squash as the featured vegetable.

< Have each child seated at a table(s). 

< Show a picture of a crookneck squash to the children. 

▶ Talk about how a crookneck squash looks different on the 

outside from the inside. 

▶ Review the shape (curved) and colors (light yellow outside 

and white inside with white seeds) of a crookneck squash. 

< Give each child a paper strip. Ask them to pick up a pencil. 

Show them how to make a curve with their index finger. Show 

them how to turn their wrist to put the curved finger flat 

on their strip of paper (see drawing below to help explain). 

Explain that each child is going to trace around the curve of 

their finger to make the curve of a crookneck squash and then 

lift their hand and draw the letter U or a loop to make the rest 

of the squash.

< Tell the children to:

▶ Color the shape like a crookneck squash. 

▶ Decide to color the outside or inside of 

the crookneck squash. 

▶ Draw more crookneck squash of different 

sizes on the bookmark, if desired. 

< Have each child write their name on the 

back of the bookmarks. Collect and laminate 

the finished bookmarks.

< Have the children wash hands for snack or 

mealtime. 

Activity Connection to Snack or Mealtime

While tasting the fruit or vegetable at snack or mealtime, have the 

children think of uses for the bookmarks they just created. Use the 

opportunity to emphasize the importance of reading. 

< Some ideas include:

▶ Use to mark favorite recipes in a cookbook;

▶ Give to a family member with a book;

▶ Use as a bookmark themselves;

▶ Other ideas the children suggest.
29

The Basics: Introduction and Resource Materials

Produce Placemats

Have the children draw and color fruits or vegetables on 

a placemat.

Activity Length: 15-20 minutes 

The Activity 

This example uses a peach as the featured fruit.

< Have each child seated at a table(s). 

< Show a picture of a peach to the children. 

▶ Talk with the children about how a peach looks different on 

the outside from the inside. 

▶ Review the shape (round) and colors of a peach (outside/

yellow to orange to red, inside/creamy yellow with a little bit 

of red).

< Give each child paper. Explain that they are going to decorate a 

placemat with drawings of a peach or peaches.

< Ask the children to draw at least one large circle on their 

placemat. Instruct the children to color the circle like a peach. 

< Some children may choose to color the outside of the peach; 

some may depict the inside. Children may also choose to draw 

peach slices or a peach tree. 

< Have each child write his/her name on the placemat. 

< Collect the finished placemats and laminate.

< Have the children wash their hands for snack or mealtime.

Activity Connection to Snack or Mealtime

While tasting the fruit or vegetable at snack or mealtime, have the 

children think of uses for the placemats they just created. 

< Some ideas include:

▶ Use it at the center or preschool;

▶ Give it to a family member; 

▶ Use it at home;

▶ Other ideas the children suggest.

Materials Needed

< 11” x 14” white 

posterboard or 

construction-weight paper, 

one per child

< Markers, crayons, and/or 

colored pencils 

< Drawings of fruit or 

vegetables (see Tool Shed 

Resources, pages 61-72)

What To Do 

Ahead of Time

< Organize materials.

< Arrange to laminate the 

finished placemats.

< Plan to serve the fruit or 

vegetable in some form at 

snack or mealtime (see Ten 

Terrific Ways..., Tool Shed 

Resources, pages 48-49).
30

Grow It, Try It, Like It! 

Garden Scene Note Cards

Have the children draw and color fruit or vegetable images on 

note cards.

Activity Length: 15 minutes 

The Activity 

This example uses spinach as the featured vegetable.

< Have each child seated at the table(s) with supplies.

< Show a picture of a spinach leaf to the children. 

▶ Talk with the children about what spinach looks like. 

▶ Review the shape (round at one end, coming to a point) 

and color of spinach (green).

< Have each child take a plain note card. Explain that they are 

going to decorate it with drawings of spinach. 

< Make sure the children know to leave the inside of the card 

blank.

< Ask them to draw one large leaf or more on their card. Instruct 

them to color the leaf like a spinach leaf. 

< After cards are made, help each child write his/her name 

on the line on the slip of paper. Attach the slip to the child’s 

card(s) and envelope(s) with a paperclip.

< When finished, have children wash their hands for snack or 

mealtime. 

Activity Connection to Snack or Mealtime

While tasting the fruit or vegetable at snack or mealtime, have the 

children think of uses for the Note Cards just created. 

< Some ideas include:

▶ Give to a parent to write a favorite recipe on the card;

▶ Give to a family member as a gift;

▶ Use to write a thank-you note or letter; and

▶ Other ideas the children suggest.

Materials Needed

< Plain white note cards/

envelopes 

< Slips of paper printed with 

“This Card Hand Made by”

< Paper clips, one per child

< Markers, crayons, and/or 

colored pencils 

< Drawings of fruit or 

vegetables (see Tool Shed 

Resources, pages 61-72)

What To Do 

Ahead of Time

< Organize materials. 

< Plan to serve the fruit or 

vegetable in some form at 

snack or mealtime (see Ten 

Terrific Ways..., Tool Shed 

Resources, pages 48-49).
31

The Basics: Introduction and Resource Materials

Tasty Acres Mobile

Have the children make a mobile of fruit and vegetable images. 

Variation: Expand this activity to six circles with a drawing 

of each fruit and vegetable featured in this kit drawn on a circle. 

Draw a favorite food made with that fruit or vegetable on the 

reverse side of the circle. Add another length of string cut 16” long 

to each string set.

Activity Length: 15 minutes 

The Activity 

This example uses strawberry as the featured fruit.

< Have each child seated at table(s). 

< Show them a picture of a strawberry. 

▶ Talk with the children about what a strawberry looks like.

▶ Review with the children the shape (heart-like) and color of 

strawberries (red with green leaf cap).

< Give five paper circles with holes prepunched to each child. 

Show them how to position the circle with the hole at the top 

before beginning to draw. 

< Have the children draw pictures of strawberries on their circles 

of paper. 

Option: Have the children draw favorite foods made with 

strawberries on some circles or on the back of the strawberry 

drawings.

< Pass out five pieces of string in varying lengths to each child. 

Help them thread the string through the hole at the top of 

their pictures. Tie the string to the picture securely. Then tie 

the strings with the pictures onto the plastic hangers. Help the 

children balance their mobiles.

< As the mobiles are assembled, talk with the children about how 

strawberries look, feel, and taste.

< Have the children wash their hands for snack or mealtime.

Activity Connection to Snack or Mealtime

While eating the fruit or vegetable at snack or mealtime, talk about 

how the fruit or vegetable grows.

Materials Needed

< Drawings of fruit or 

vegetable (see the Tool 

Shed Resources, pages 

61-72 )

< 4” circles cut from white 

construction or poster 

board-weight paper, five 

per child 

< Plastic hangers, one per child

< Pieces of string cut 6”, 8”, 

10”, 12”, and 14” long, one 

set of each length per child

< Markers, crayons, and/or 

colored pencils

< Scissors

< Hole Punch

What To Do 

Ahead of Time

< Organize the materials. 

< Cut and organize sets of 

string lengths. 

< Cut circles of paper and 

punch hole in each circle 1⁄4 

inch in from an edge.

< Plan to serve the fruit or 

vegetable in some form at 

snack or mealtime (see Ten 

Terrific Ways..., Tool Shed 

Resources, pages 48-49).
32

Grow It, Try It, Like It! 

Stamped Wrapping Paper

The children make stamped wrapping paper with 

vegetable designs. 

Activity Length: 20 minutes 

The Activity 

This example uses sweet potato as the featured vegetable.

< Have each child seated at the table(s) with supplies.

< Give each child a piece of paper. 

< Show the children how to dip a potato piece in the paint. 

< Stamp the painted portion of the potato onto the paper. 

If using spinach leaves, coat leaf in paint and press to paper, 

repeat until desired pattern is created. 

< Repeat stamping with different colors and shapes if desired. 

< Set the papers on a flat surface to dry.

< Have the children wash their hands for snack or mealtime.

Activity Connection to Snack or Mealtime

At snack or mealtime, talk about how vegetables grow.

Materials Needed

< Sweet potatoes or squash 

cut crosswise into halves or 

thirds (not the long way) 

with smooth flat surfaces 

OR

< Large spinach leaves to coat 

with paint

Option: cut a design with a 

sharp knife in one surface or cut 

the pieces into shapes

< Acrylic craft paint (various 

colors)

< Paper plates for paints

< Large sheets of lightcolored paper, at least one 

per child

< Smocks or bibs, if desired 

< Table coverings, if desired

What To Do 

Ahead of Time

< Organize materials.

< Plan to serve the fruit or 

vegetable in some form at 

snack or mealtime (see Ten 

Terrific Ways..., Tool Shed 

Resources, pages 48-49).
33

The Basics: Introduction and Resource Materials

Row Markers

The children draw and color fruits or vegetables on row markers. 

Activity Length: 15 minutes 

The Activity 

This example uses cantaloupe as the featured fruit.

< Seat the children at the table(s).

< Ask the children “What is a garden?” Explain that a garden is 

an area of soil where vegetables and fruits grow. Explain that 

sometimes people grow fruits and vegetables in gardens in 

their yards. Fruits and vegetables also grow on farms in large 

areas of land called fields. 

< Tell the children that row markers are helpful when plants are 

young and little. Row markers help mark what is growing in a 

spot until the plant is big enough to be recognized by its leaves, 

vines, flowers, and other plant parts. Explain that today they will 

make a row marker for a cantaloupe plant.

< Show the children a picture of a cantaloupe. 

▶ Talk with the children about what a cantaloupe looks like.

▶ Review the shape (round) and color of a cantaloupe 

(outside/tan, inside/orange).

< Give each child a piece of paper. Have them draw at least one 

large circle on their piece of paper. They may choose to draw 

more than one circle and wedges. Ask them to color their 

circle like a cantaloupe. They may choose to color whole or cut 

cantaloupe.

< Help the children glue a piece of corrugated cardboard to 

the back center of their cantaloupe picture. When dry, push 

a wooden stick into the center of the piece of corrugated 

cardboard.

< Use strips of the clear packing tape to cover the white paper 

to waterproof the sign. Wrap the tape around the back of the 

sign to waterproof both sides of the paper. The tape will also 

help hold the cardboard and stick in place. 

< Have the children wash their hands for snack or mealtime.

Activity Connection to Snack or Mealtime

While eating cantaloupe at snack or mealtime, talk about what 

cantaloupe plants need to grow. 

Materials Needed

< Drawings of fruit or vegetable 

(see the Tool Shed Resources, 

pages 61-72)

< 2- by 4-inch rectangles of 

corrugated cardboard, one 

per child

< 4- by 6-inch pieces of white 

construction-weight paper or 

posterboard, one per child

< Glue sticks or bottles, one for 

every 2-3 children

< Crayons, colored pencils, and 

markers

< Wooden craft sticks, one 

per child

< Clear packing tape on a 

dispenser or scissors to 

cut tape 

What To Do 

Ahead of Time

< Organize the materials.

< Plan to serve the fruit or 

vegetable in some form at 

snack or mealtime (see Ten 

Terrific Ways..., Tool Shed 

Resources, pages 48-49).
34

Grow It, Try It, Like It! 

Seed Art

The children decorate a fruit or vegetable shape with seeds. 

Activity Length: 15-20 minutes 

The Activity 

This example uses crookneck squash as the featured vegetable.

< Have each child seated at a table(s).

< Show a picture of a crookneck squash to the children and keep 

it on display. 

▶ Talk with them about how a crookneck squash looks.

▶ Review with them the shape (curved neck and oblong 

body) and color of crookneck squash (outside/yellow, inside/

white with white seeds).

< Have the children draw a crookneck squash on their box lid or 

tray. Use the method described in Garden Bookmarks if they 

have trouble drawing crookneck squash freehand.

< Help the children spread white glue with a wooden craft stick 

or paint brush in one section at a time of their picture. 

< Have them press seeds into the glue. 

< Continue to spread glue on a section and press seeds into the 

glue until the entire image is covered with seeds.

< Lay the pictures on a flat surface until the glue has dried.

< Have the children wash their hands for snack or mealtime

Activity Connection to Snack or Mealtime

Talk about how the fruit or vegetable grows while eating it at snack 

or mealtime.

Materials Needed

< Drawings of fruit or 

vegetable (see Tool Shed 

Resources, pages 61-72)

< Dyed or natural squash seeds

< Other seeds (melon, bird, 

fruit, etc.)

< Box lid, piece of cardboard, 

or Styrofoam tray for 

each child 

< Pencil for each child

< White glue and wooden 

craft sticks or paint brushes

< Rice, unpopped corn, dried 

peas and beans (optional)

What To Do 

Ahead of Time

< Organize the materials

Option: Draw large fruit/

vegetable images on trays 

for children. 

< Plan to serve the fruit or 

vegetable in some form at 

snack or mealtime (see Ten 

Terrific Ways..., Tool Shed 

Resources, pages 48-49).
35

The Basics: Introduction and Resource Materials

Painted Pots

The children paint and/or color images of fruits or vegetables on 

clay pots. 

Activity Length: 20-30 minutes 

The Activity 

This example uses peaches as the featured fruit.

< Have each child seated at a table(s).

< Show a picture of a peach to the children and keep it on 

display. 

< Review with the children the shape (round) and color of peach 

(light yellow to orange).

< Give a pot to each child. 

< Using a pencil, help each child draw a peach or peach tree 

design on the pot with a pencil.

Note: Oil pastels are permanent so it is best to draw the image 

with a pencil first. 

< Help the children to use the oil pastels to color their peach or 

peach tree on their pot. 

< Have the children wash their hands for snack or mealtime.

Activity Connection to Snack or Mealtime

While tasting the fruit or vegetable at snack or mealtime, have the 

children think of uses for the pots they just created. 

< Some ideas include:

▶ Use it at the center or preschool for a container garden;

▶ Give it to a family member filled with peach-scented 

potpourri;

▶ Use it at home; or

▶ Other ideas the children suggest.

Materials Needed

< Clean, dry, 6-inch-high 

terra-cotta pots, one for 

each child, or do a large 

pot as a group project for a 

container garden

< Pencils

< Oil pastels (available at art 

supply stores)

< Drawings of fruit or 

vegetable (see the Tool 

Shed Resources, pages 61-72)

< Acrylic paint and brushes, 

optional for painting pots 

ahead of time

< Smocks or large bibs to 

protect the children’s 

clothing, if desired

What To Do 

Ahead of Time

< Organize the materials. 

< Paint the pots with acrylic 

paint for a bright base, if 

desired.

< Arrange for adult 

volunteers to help the 

children paint.

< Plan to serve the fruit or 

vegetable in some form at 

snack or mealtime (see Tool 

Shed Resources, Ten Terrific 

Ways..., pages 48-49).
36

Grow It, Try It, Like It! 

Garden Stones

The children draw and color fruits and vegetables on 

garden stones. 

Activity Length: 20-30 minutes 

The Activity 

This example uses spinach as the featured vegetable.

< Have each child seated at a table(s) or on the ground.

< Ask the children “What is a garden?” If they do not know, explain 

that a garden is an area of soil where vegetables and fruits, like 

spinach grow. Explain that sometimes people grow fruits and 

vegetables in gardens in their yards. Fruits and vegetables also 

grow on farms in large areas of land called fields. 

< Tell the children that garden stones are used to mark the 

place where different kinds of fruits and vegetables are planted 

in a garden. Explain that today they will make a garden stone 

decorated with a spinach leaf.

< Show a picture of spinach to the children and keep it on display. 

▶ Talk with the children about how spinach looks.

▶ Review with the children the shape and color of spinach.

< Give a stone to each child. Ask the children to paint the top 

and sides of their stone with a light colored paint. 

< While the stones dry, help the children wash the brushes. 

Sing Old MacDonald Had a Farm, Spinach Version (Activity 

C2), while brushes are drying.

< Help the children draw a large spinach leaf on the stone. 

< Have them paint their leaf green. If stone is large enough, also 

help them paint their initials on the stone. 

< After the stones dry, spray them with clear shellac to 

waterproof and seal. Paint in a well-ventilated area.

< Allow stones to dry thoroughly. 

< Have the children wash their hands for snack or mealtime.

Activity Connection to Snack or Mealtime

While eating, talk about making the spinach garden stones. Have 

the children think of uses for the garden stones they made. 

< Some ideas include:

▶ Give to parents for home garden;

▶ Use in a potted plant for decoration;

▶ Use for a paper weight on a desk; or

▶ Other ideas the children suggest.

Materials Needed

< Drawings of fruit or 

vegetable (see Tool Shed 

Resources, pages 61-72)

< Smooth, round stones at 

least 4 inches in diameter

< Acrylic paints, light base 

colors and green for leaves

< Paint brushes, one per child

< Paper plates for paint

< Can of spray clear shellac to 

seal and waterproof painted 

stones 

< Puffy paint (optional)–puff 

paints have an interesting 

texture

< Smocks or large bibs for 

each child, if desired

What To Do 

Ahead of Time

< Organize the materials

< Arrange for a wellventilated spray area away 

from the children. 

< Plan to serve the fruit or 

vegetable in some form 

for snack or at mealtime 

(see Tool Shed Resources, 

Ten Terrific Ways..., pages 

48-49).

36 Grow It, Try It, Like It
37

The Basics: Introduction and Resource Materials

Garden Gloves

The children decorate gardening gloves with images of fruits 

or vegetables. 

Activity Length: 15 minutes 

The Activity 

This example uses strawberries as the featured fruit.

< Have each child seated at a table(s) or on the ground 

< Ask the children, “What is a garden?” If they do not know, 

explain that a garden is an area of soil where vegetables and 

fruits are grown. Explain that sometimes people grow fruits and 

vegetables in gardens in their yards. Fruits and vegetables also 

grow on farms in large areas of land called fields.

< Explain that people sometimes wear gloves when gardening to 

keep their hands clean and safe from cuts. 

< Explain that today they will decorate gardening gloves with 

pictures of strawberries.

< Show a picture of strawberries and a strawberry plant to the 

children. 

▶ Talk with the children about how a strawberry looks.

▶ Review with the children the shape (heart-shaped) and 

color (red) of strawberries.

< Give each child a set of solid-colored gardening gloves. Ask 

the children to draw and color a strawberry plant or as many 

strawberries as they wish on their gloves. 

Option: Use sponge shapes to stamp paint on gloves. Talk with 

the children about how strawberries grow while decorating the 

gloves. Let gloves dry.

< Have the children wash their hands for snack or mealtime.

Activity Connection to Snack or Mealtime

At snack or mealtime while eating the fruit or vegetable, talk with 

the children about the gloves they have made. Have the children 

suggest ways to use the gloves. 

< Some ideas include:

▶ Decorations for events like a garden theme party; 

▶ Decorations for a garden related bulletin board; 

▶ Gift to someone who likes to garden.

Materials Needed

< Drawings of fruit or 

vegetables (see Tool Shed 

Resources, pages 61-72)

< A pair of solid-colored 

gardening gloves for each 

child 

< Fabric paints and brushes or 

fabric paint pens 

< Smocks or large bibs

What To Do 

Ahead of Time

< Organize the materials.

< Plan to serve the fruit or 

vegetable in some form at 

snack or mealtime (see Tool 

Shed Resources, Ten Terrific 

Ways..., pages 48-49).

Option: Cut fruit or 

vegetable shapes out of sponges.

Use the sponges to apply fabric 

paint to gloves. 
38

Grow It, Try It, Like It! 

Make a Scarecrow

The children make a scarecrow and talk about how fruits and vegetables grow. 

Activity Length: 30 minutes–this activity 

can be split into two or more sessions.

The Activity

Take the children and supplies outside or into a large space.

< Ask the children “What is a garden?” If they do not know, 

explain that a garden is an area of soil where vegetables and 

fruits grow. For example, sweet potatoes grow in gardens. 

< Tell the children they are going to make a very special garden 

friend, a scarecrow. 

< Explain that birds, rabbits, and squirrels will eat the fruits and 

vegetables in a garden. A scarecrow in a garden ‘scares the 

crows’ or other animals away. The animals think the scarecrow 

is a real person in the garden. They are afraid to come and eat 

the fruits and vegetables. Then the fruits and vegetables can be 

harvested for people to eat. Scarecrows also make a friendly 

decoration for the fall holidays. 

< Make the head from an old t-shirt stuffed with straw, old rags, 

or plastic bags. Rubber-band the head onto the top of the 

cross. Help each child place the clothing item they brought on 

the scarecrow in the appropriate place.

< Place the shirt on the stick and stuff with straw, old rags or 

plastic bags. Use rubber bands to gather sleeves closed so the 

stuffing does not fall out. 

< Place a pair of pants on the stick, tuck the shirt into the pants, 

tie around the waist with a piece of rope, and stuff.

< Do the same with socks and shoes, gloves, and hat. 

< Post the scarecrow in a garden or use as a decoration.

Activity Connection to Snack or Mealtime

At snack or mealtime, talk about how the scarecrow helps fruits 

and vegetables grow by keeping the birds and animals away so 

people can harvest the fruits and vegetables. 

Materials Needed

< Two pieces of light-weight 

wood, approximately 5 feet 

and 3 feet in length 

< Hammer and nails, or heavy 

duty staple gun and staples

< Old clothing such as plain 

t-shirt, long-sleeved shirt, 

pants, socks, shoes, hats, gloves

< Straw, old rags, or plastic 

grocery bags

< Rope, at least 30 inches long

< Large, sturdy rubber bands

Option: Ask each child to 

bring an item of clothing such 

as a t-shirt or long-sleeve shirt, 

pants, socks, shoes, hats, gloves. 

Consider making two scarecrows 

so each child can contribute an 

item. 

What To Do 

Ahead of Time

< Nail or staple the two 

narrow boards together 

in the shape of a cross. 

Choose the longer piece for 

the body and the shorter 

piece for the arms.

< Plan to serve the fruit or 

vegetable in some form at 

snack or mealtime (see Tool 

Shed Resources, Ten Terrific 

Ways..., pages 48-49).
39

The Basics: Introduction and Resource MaterialsThe Basics: Introduction and Resource Materials
40

Grow It, Try It, Like It!

Tool Shed Resources

Every farmer knows producing an abundant crop is easier when the right tools are 

at hand. Dig in and plow through the resources before you organize your teaching 

activities. Sprinkle a few of these tips, tricks, and techniques into the activities and 

watch the fun grow. 

▉Growing at Home Introduction Letter to Parents

Sow the seeds of success! Send this letter home to families before starting the 

first unit.

▉Hand Washing/Polite Tasting Guides

Send a copy home with the introduction letter to have families 

tend the early growth of hand washing and polite tasting, 

two great habits.

▉Make a Mystery Box/Bag

Construct a simple mystery box or bag with these easy-to-follow instructions. The 

mystery box or bag may become a perennial favorite with the children, a resource 

you will want to use time and time again. If so, consider making a durable, washable 

version. 

▉Tips for Using a Mystery Box/Bag 

This resource is ripe with tips to make the most of the Mystery Box/Bag activity. 

▉Ten Terrific Ways To Serve...

Children are more likely to try, taste, and eat new foods when given many 

different chances. Find 10 ways to serve each featured fruit and vegetable at 

meals and as snacks.

Snack Tip: 

Make a mini fruit pizza! Top a 

graham cracker with low-fat or 

fat-free cream cheese or peanut 

butter and layer with slices of 

fresh fruit in season.

Dear Parents and Guardians:

Our series of lessons about Tasty Acres Farms from our Grow It, Try It, Like It! 

lessons has us exploring Cantaloupe Corner. Today your child learned about 

cantaloupe and how this fruit looks, feels, tastes, and smells. He/she learned 

that cantaloupe:

•	Is round;

•	Feels rough on the outside;

•	Is orange, smooth, and juicy on the inside;

•	Has seeds and string-like fibers in its center; and

•	Smells and tastes sweet.

Cantaloupe Melon Kabobs are a delicious, easy way to enjoy cantaloupe; 

the recipe is on the next page. Talk with your child about eating cantaloupe as 

you make this recipe together. Or, make a favorite family recipe with your child 

that includes cantaloupe.

Enclosed with this note is a fun activity, What Do Cantaloupe Look Like? 

Your child will love having fun exploring healthful foods like cantaloupe with you. 

Spend a few minutes together looking at a cantaloupe and touching it; activities 

like this will result in your child being more willing to try new and different foods 

at childcare and at home!

Please call if you have questions about this activity or want more information.

Sincerely,

Childcare Center Director Signature

Cantaloupe Growing at Home #1 

Home Activities From Grow It, Try It, Like It!
41

The Basics: Introduction and Resource Materials

▉A Harvest of Books

Reap the rewards of reading to children. Stories can encourage food-tasting habits, 

prepare for planting activities, and entertain!

▉Green Thumb Guides

The Green Thumb Guides give easy-to-follow tips for growing a garden practically 

anywhere. Seasoned gardeners will find helpful hints, too.

< How to Grow a Seedling in a Bag

< Grow Seedlings Indoors 

< Make a Seed Tape

< Container Gardens 

< Gardening Outdoors 

▉Fruit and Vegetable Drawings

Drawings of the fruits and vegetables from each lesson shown in the field as they 

grow, and ready for purchase in either grocery stores or farmers’ markets.

▉Blackline Masters

Blackline masters of the fruits and vegetables from each lesson to be used in various 

activities and Growing at Home materials.

▉MyPlate Coloring Page

Give children a chance to color their very own MyPlate for Preschoolers.
42

Grow It, Try It, Like It!

Dear Parent(s) or Guardian:

Your child’s class is beginning a grand food tasting and garden adventure and will be 

exploring new fruits and vegetables over the next several weeks or months. The seeds 

of positive food experiences will be planted as we encourage the children to taste and 

enjoy new fruits and vegetables.

The wonderful garden spots at the imaginary Tasty Acres Farm featured in Grow It, 

Try It, Like It! are places your child’s class will visit. The garden path will wind past 

these growing places:

• Cantaloupe Corner

• Crookneck Squash Row

• Peach Tree Orchard

• Spinach Lane

• The Strawberry Patch

• Sweet Potato Hill

The class will experience hands-on activities that include many opportunities to touch 

the featured fruit or vegetable. Your child will learn how each plant grows and produces 

delicious fruits and vegetables. A variety of art, craft, song, video, and new food tasting 

experiences will be sprinkled throughout your child’s day. We will even try our hand at 

planting seeds. This gardening activity is a great way for children to learn about plants 

and how fruits and vegetables are grown.

Attached is a resource on hand washing and polite food tasting that we use at the child 

care center. As we work to cultivate great food tasters, we want to grow good health 

habits for life. Your child will learn to thoroughly wash his/her hands and properly wash 

fruits and vegetables prior to preparing or eating food. Your child will learn polite food 

tasting; polite food tasting skills encourage children to try new foods more often. Please 

reinforce these practices at home. It is exciting to watch the children blossom into 

polite food tasters enjoying many different foods.

During your child’s learning experiences, we will share information and activities with 

you and your family. Look for Growing at Home activity packets for updates on our 

adventures, recipes to try at home, and more!

Please call if you have questions or want more information.

Sincerely,

Child Care Center Director

Growing at Home 

Home Activities From Grow It, Try It, Like It!
43

The Basics: Introduction and Resource Materials

Hand Washing–Be Clean

Young children need to learn to be clean when handling food.

We wash our hands upon arrival at the child care center, immediately before and 

after eating a meal or snack, after using the restroom, after playing on the playground, 

after handling pets, pet cages, or other pet objects, after blowing our nose, whenever 

hands are visibly dirty, and before going home. 

Remind children not to put clean hands in their mouths, noses, or other places. 

Clean hands help keep us from getting germs or soil in our mouths that might make 

us sick.

Practice good hand washing by following these directions. Many adults are surprised 

to learn good hand washing involves at least 20 seconds of sudsy lather time and 

includes under the nails, the back of the hands, and even up the arms.

Hand Washing Directions

< Wet...hands using warm running water. 

< Lather...with soap up to the elbows. 

< Rub...hands together for 20 seconds or about the length of time it 

takes to sing “Happy Birthday” twice. 

< Scrub...backs of hands, wrists, between fingers, and under fingernails.

< Rinse...under warm running water.

< Dry...with paper towels. 

< Turn off...running water with a paper towel, not bare hands.

Hand Washing and Polite Food Tasting Instructions
44

Grow It, Try It, Like It!

Polite Food Tasting–Be Kind

Children are more likely to try a taste of a new food if they don’t have to swallow 

something they dislike. When children taste foods they do not want to swallow:

< Teach them to remove the food politely from their mouth with a napkin; 

< Show them how to discard the napkin quietly in a wastebasket.

Remind your child or children that it is important to be kind to other people when 

tasting food. Do not make faces and say unpleasant things about the food. Acting 

that way can hurt the feelings of the person who prepared the food or of someone 

else who likes the food.

Polite food tasters try new foods. Polite food tasters say, “Yes, thank you” or “No, 

thank you” when offered seconds. They are happy when other people enjoy the 

food. And they are willing to try the food again in the future. Sometimes a food that 

does not taste good today will taste good on another day.
45

The Basics: Introduction and Resource Materials

Make a Mystery Box or Bag

Make a simple mystery box by placing a large cardboard box 18 inches by 12 inches 

or larger on its side. Cut a hole in the side of the box, 4 inches in diameter, large 

enough for a child to slip a hand and arm through without getting stuck, but as small 

as possible. To use the box, place it with the small hole up and turn the open side 

of the box to a wall. Drape a cloth over the large box opening to prevent children 

from looking into the box. If desired, decorate the box.

To make a simple mystery bag, use a large strong paper bag or non-see-through 

plastic bag. After putting the mystery item in the bag, use a rubber band to gather 

the opening of the bag just large enough for a child to slip a hand and arm through 

without getting stuck. A simple drawstring bag may also work.

The Mystery Box or Bag may become so popular with children that a more durable, 

reusable style is desired. Follow the directions below to make a box or bag that can 

be cleaned and used repeatedly.

Durable Mystery Box 

Materials needed:

< Box with a fitted lid or large, non-see-through plastic container 

(e.g., large ice cream tub) with lid

< Tube sock 

< Duct tape, glue gun, or other means of attaching sock to opening

< Scissors

Cut a hole in the lid large enough to easily slip your fisted hand through. This 

opening should be large enough for your hand and a child’s hand to slip together 

into the opening should a child want you to feel inside the box with him/her.

Cut a length of tube sock 8 inches or longer. Pull the cut end of the sock through 

the opening and securely tape or glue the cut edge of the sock around the opening 

of the hole. You should be able to slip your hand through the open end of the tube 

sock, through the lid, and into the box.

Note–make sure the box or container is large enough to hold a crookneck squash 

or cantaloupe or the largest item you will place in it.

Durable Mystery Bag

Materials needed:

< A laundry bag with drawstring or a pillow case

< One 18-inch shoe string

< Fabric markers or appliqués for decoration

If using a pillow case, make two small cuts, 1⁄2 inch in length, on both sides of the 

seam near the stitching of the hemmed opening. Insert the shoe string into the 

pillow case and thread through the hemmed edge until it reaches the other slit. 

Gather the string. Decorate pillow case or bag, if desired.
46

Grow It, Try It, Like It!

Tips for Using the Mystery Box or Bag 

Before you use the Mystery Box/Bag, introduce it to the children. If it has been a 

long time since the Mystery Box/Bag was used, reintroduce it to the children. Offer 

to feel inside the Mystery Box/Bag with children who are hesitant and want your 

assistance. Remind children to keep their ideas and guesses secret until everyone has 

had a turn at the Mystery Box/Bag.

Seat the children in a semicircle on the floor and ask them to remain seated. Take 

the Mystery Box/Bag to a place in the room where the children can see it and you, 

and the child feeling inside the Mystery Box/Bag can speak softly to you without the 

others hearing the comments easily.

Tell the children each one will have a chance to describe to you what they feel in 

the Mystery Box/Bag. Give examples of description words such as sharp, soft, bumpy, 

heavy, light, etc., to help them understand the kind of observations to share with you.
47

The Basics: Introduction and Resource Materials

One at a time, ask each child to come to the Mystery Box/Bag. Have each child 

feel inside the Mystery Box/Bag without looking inside it. If a child seems afraid, feel 

inside the Mystery Box/Bag with the child. 

While at the Mystery Box/Bag, ask each child to describe quietly what he/she feels. 

Encourage words similar to the description words (suggested above and in the 

Words To Grow in each lesson) if the child has a hard time giving a description on 

his or her own. Have each child guess what is inside and whisper his/her guess to 

you. Write their answers on a piece of paper if you wish. 

After everyone takes a turn, take the Mystery Box/Bag to the center of the 

semicircle of children. Remove the fruit or vegetable. Show it to the children. 

Talk about the fruit or vegetable, using the questions in “The Activity” box of the 

A1 activity of each fruit or vegetable lesson.
48

Ten Terrific Ways To Serve...

Cantaloupe

1. Fresh slices or wedges

2. Cantaloupe Wraps–wrap thin slices of low sodium deli sliced ham around cantaloupe wedges

3. Cantaloupe Ice–freeze chilled Cantaloupe Soup in shallow trays for 15-20 minutes 

4. A different shape–make cantaloupe balls using a melon ball kitchen tool

5. Thin slices on a sandwich–tuna, low sodium sliced turkey, or even peanut butter!

6. Bite-size chunks added to green salad for color and a sweet surprise

7. Mixed with other melons or fruits for fruit salad

8. Cantaloupe Kabobs–see Cantaloupe Growing at Home Recipe, Booklet 5, page 31

9. Cantaloupe Soup–see Cantaloupe Growing at Home Recipe, Booklet 5, page 34

10. Cantaloupe Fruit Salad–see Cantaloupe Growing at Home Recipe, Booklet 5, page 37

Crookneck Squash

1. Fresh slices or sticks

2. Cooked and mashed

3. Diced and tossed into green salad

4. Cubed and added to vegetable soup

5. Sliced, battered, and lightly oven-or pan-fried

6. In a stir fry with other vegetables

7. Grilled on a kabob with tomatoes and mushrooms

8. Crookneck Squash Bread Recipe–see Crookneck Squash Growing at Home Recipe, Booklet 2, page 31

9. Crookneck Squash Vegetable Soup Recipe–see Crookneck Squash Growing at Home Recipe, 

Booklet 2, page 34

10. Crookneck Squash Pasta Salad Recipe–see Crookneck Squash Growing at Home Recipe, 

Booklet 2, page 37

Peaches

1. Fresh slices with vanilla low-fat or fat-free yogurt for dipping

2. Frozen slices, semi-thawed–a cool nibble on a hot day

3. Chunks of drained canned peaches packed in water or 100% juice added to hot or 

cold cereals and low-fat or fat-free milk

4. Diced peaches tossed in a vegetable salad for a sweet treat

5. Chilled soup –puree 3 cups canned peaches packed in water or 100% juice 

and 1 cup 100% orange juice, served chilled 

6. Dried peaches or peach nectar

7. Pieces of peaches mixed with other fruits in a salad

8. Peaches Ala Mode Recipe–see Peach Growing at Home Recipe, Booklet 6, page 29

9. Peach Cobbler Recipe– see Peach Growing at Home Recipe, Booklet 6, page 32 

10. Peach Muffins with Oatmeal Topping Recipe–see Peach Growing at Home Recipe, Booklet 6, page 35
49

The Basics: Introduction and Resource Materials

Spinach

1. Fresh leaves with ranch dressing for dip

2. Spinach leaves mixed with other types of lettuce leaves for a greener green salad

3. Fresh spinach leaves in a sandwich, in place of lettuce

4. Chopped and added to vegetable soup

5. Spinach Leaf Rolls–spread a leaf with a dab of low-fat cream cheese or peanut butter and roll 

6. Added to lasagna–thaw and squeeze dry a box of chopped frozen spinach and add with cheese layers

7. Mini pizzas made with English muffin halves, sauce, fresh spinach leaves, and low-fat cheese

8. Dilly Spinach Dip Recipe–see Spinach Growing at Home Recipe, Booklet 3, page 31 

9. Easy Cheesy Spinach Pie Recipe–see Spinach Growing at Home Recipe, Booklet 3, page 34

10. Spinach-Cantaloupe-Strawberry Salad Recipe–see Spinach Growing at Home Recipe, Booklet 3, 

page 37

Strawberries

1. Fresh strawberries

2. Fresh strawberries sliced with low-fat cottage cheese

3. Chilled soup–puree 3 cups strawberries, 1 cup 100% orange juice, and 2 tablespoons sugar

4. Freeze-dried strawberries–see cold cereal section of store for cereal with berries added

5. Sliced and tossed in salads for a sweet treat

6. Slices layered with vanilla or lemon low-fat or fat-free yogurt

7. Mixed with other berries and served over angel food cake cubes

8. Chocolate Strawberries Recipe–see Strawberry Growing at Home Recipe, Booklet 7, page 31

9. Strawberry Sauce Recipe on waffles, pancakes, pudding, low-fat or fat-free yogurt–see Strawberry 

Growing at Home Recipe, Booklet 7, page 34 

10. Strawberry Smoothie Recipe –see Strawberry Growing at Home Recipe, Booklet 7, page 37

Sweet Potatoes

1. Raw slices with ranch dip

2. Cubed and added to vegetable soups

3. Cooked, pureed, and used in quick bread recipes, for example, substituted for bananas in banana bread

4. Roasted slices with apples

5. Cooked, cooled, and cubed in potato salad

6. Shredded raw and added to green salads like carrot shreds

7. Cooked, pureed, and added to a milk-based, creamy soup

8. Mashed Sweet Potatoes Recipe–see Sweet Potato Growing at Home Recipe, Booklet 4, page 31

9. Oven Baked Sweet Potato Planks– see Sweet Potato Growing at Home Recipe, Booklet 4, page, 34

10. Sweet Potato-Oatmeal-Chocolate Chip Bar Cookies Recipe–see Sweet Potato Growing at

 Home Recipe, Booklet 4, page 38
50

Grow It, Try It, Like It!

Children love stories about food, how food grows, and wonderful ways to eat 

food. Below is a partial list of the many children’s books available featuring food. 

New books are published daily. Check the children’s book department in public 

libraries and bookstores frequently for new books featuring fruits and vegetables.

Titles*

A Harvest of Color: Growing a Vegetable Garden

Bitter Bananas (Picture Puffins)

Corn (What’s for Lunch)

Eating the Alphabet Fruits and Vegetables from A to Z

Farmer’s Market

Growing Vegetable Soup

I’m a Seed (Hello Reader! Science, level 1)

Muncha! Muncha! Muncha!

Oliver’s Vegetables (Ventur-Health & the Human Body)

Potatoes (What’s for Lunch)

Pumpkin Circle

Pumpkin Day, Pumpkin Night

Pumpkin Fiesta

Round the Garden

Squash Pie

The Cantaloupe Cat

The First Strawberries: A Cherokee Story (Picture Puffins)

The Grey Lady and the Strawberry Snatcher

The Perilous Pit

The Seasons of Arnold’s Apple Tree

The Surprise Garden

The Ugly Vegetables

* Mention of these materials is not an endorsement by the Department of Agriculture over other 

materials that may be available on this subject.

A Harvest of Books

Grow It, Try It, Like It!
51

The Basics: Introduction and Resource Materials

Author

Melaine Eclare

Isaac Olaleye

Pam Robson

Lois Ehlert

Paul Brett Johnson

Lois Ehlert

Jean Marzollo

Candace Fleming

Vivian French

Claire Llewellyn

George Levenson

Anne F. Rockwell

Caryn Yacowitz

Omri Glaser

Wilson Gage

Jan Yager

Joseph Bruchac

Molly Bang

Orel Protopopescu

Gail Gibbons

Zoe Hall

Grace Lin

Topic

Vegetables

Bananas

Corn

Fruits/Vegetables

Fruits/Vegetables

Vegetables

How Seeds Grow

Vegetables

Vegetables

Potatoes

Pumpkins

Pumpkins

Pumpkins

Vegetables

Squash

Cantaloupe

Strawberries

Strawberries

Peaches

Apples

Vegetables

Vegetables

Ready to grow tip: Read a book about how seeds grow or how plants produce 

food as an introduction to the Section B activities for each fruit and vegetable in 

Grow It, Try It, Like It!

Suggested Books

Books in bold feature fruits and vegetables from the fertile grounds of Tasty Acres 

Farm as featured in Grow It, Try It, Like It!

The Basics: Introduction and Resource Materials
52

Grow It, Try It, Like It!

Green Thumb Guides

n How To Grow a Seedling in a Bag

A Seedling in a Bag is a great visual to help children see what is happening to the 

seed they have planted in the soil.

Materials needed:

< Plastic bag with a zipper-style closure

< Absorbent paper towel, 1-2 sheets

< Stapler

< Dry lima bean seeds, soaked in water overnight

< Masking or strapping tape

< Sunny southern or western exposure window

Wet the paper towel well and place in plastic bag. Place a row of staples across the 

center of the paper towel. Place soaked beans on top of row of staples and seal bag.

Tape the bag with the seed side facing the room to a sunny southern or western 

exposure window.

The staples hold the seeds in place, allowing the roots to grow down and sprouts to 

grow up.

Note: Soaking the lima beans overnight in water helps hydrate the beans and 

speeds the sprouting process. Lima beans will sprout fast, give quick results, and help 

keep the children’s interest. Spinach, squash, and cantaloupe seeds will also produce 

seedlings; sprouting times will vary.
53

The Basics: Introduction and Resource Materials

n Grow Seedlings Indoors

Plants need soil, water, sun, and time to grow. Plants can be grown almost anywhere, 

using containers, soil next to sidewalks, or a traditional garden spot. Below are 

general tips for starting plants indoors from seeds. Check with your local USDA 

Cooperative Extension Service office for more information. To find the office 

nearest you, check this Web site: http://www.nifa.usda.gov/Extension/

Local gardening experts, nurseries, and gardening books are other sources to 

determine planting times specific to the area where you live. 

If you have never gardened before, think of it as an adventure you and the children 

will take together. If your plants thrive, you can celebrate your harvest. If they do not, 

be thankful for all the farmers’ who produce foods to eat. It is sometimes harder 

than it looks!

Starting Plants From Seeds

While seeds planted will sprout any time of year, timing is important if the seedlings 

are for transplanting outdoors. Check the back of the seed packet for directions on 

how deep the seeds should be buried in the soil and the time required from indoor 

planting to transplanting outdoors for your planting zone. Allow time for plants 

to ‘harden’ before planting outdoors. (See Hardening Seedlings for Transplanting 

Outdoors, below.)

Growing Seedlings Indoors

Set the containers on a sunny window sill facing the south or southwest. Seedlings 

grow toward the sun. Rotate the containers every few days so the plants grow 

straight, not lop-sided.

If there is no sunny window, use fluorescent lights or special grow lights kept within 

a few inches of the top of the containers. The lights help the seeds grow into plants 

the same way the warmth and light of the sun helps plants grow outdoors. Seedlings 

grow best with 14 to 16 hours of light per day. 

Check the containers every day to see the seeds’ progress. Expect seedlings to 

appear in about 5 to 10 days.

Once the seeds have sprouted, check every 2 to 3 days to see if the seedlings need 

water. Test the soil moisture by touching it gently with a finger. Water only when the 

top 1⁄2 inch of soil is dry. It is best to water seedlings when the soil feels dry rather 

than on a regular schedule. Use the spray bottle to mist water gently similar to 

rainfall, using a few sprays, depending on how much water dispenses.
54

Grow It, Try It, Like It!

Hardening Seedlings for Transplanting Outdoors

Before the seedlings are planted outside (when climate conditions permit), the 

plants need to be ‘hardened.’ Hardening helps plants adjust to the harsher conditions 

outdoors. Plants are ready to harden once the seedlings have developed a few green 

leaves. Set the containers outside for increasingly longer periods each day. Start with 

a few hours and increase to a full day over the course of a week or so. Be careful 

not to leave the tender seedlings in hot, direct sunlight for too long. Plants hardened 

for about a week are ready to plant outside. After planting, watch local weather 

forecasts and cover the plants if frost is predicted overnight. 

n Make a Seed Tape

Materials Needed:

< Cornstarch

< Stovetop or hot plate

< Appropriate fruit or vegetable seed packet

< Sealable plastic sandwich bag or tooth picks

< Paper towels, inexpensive type that will breakdown in soil easily

< Ruler

< Pen

< Scissors

Prepare the gel ahead of time by dissolving 1 tablespoon of cornstarch in 1 cup 

of cold water. Cook over medium heat, stirring constantly. Once the mixture 

starts to boil and turns into a gel, remove from heat and allow it to cool to room 

temperature.

Take three or four paper towels, fold them at the perforations, and cut them into 

1-inch strips, cutting across the perforations to create long strips. Unfold and lay the 

paper towel strips on a flat surface. 

Refer to the seed packet to note how far apart the seeds should be spaced. Use a 

ruler and pen to make marks on the towel strips at the appropriate spacing. 

Place a few spoonfuls of the gel into a plastic sandwich bag and seal the top. Snip 

off a corner of the gel-filled bag and squeeze a small droplet of gel on each of the 

marked spots. Place a seed on top of each drop of gel. The seeds will be firmly 

attached when the gel dries.

Young children can help mark where to place the seeds on the paper strip and place 

large seeds such as cantaloupe or crookneck squash on gel dots. 

Note: The gel drop is used to ‘glue’ the seed to the strip of paper. Seeds should 

not be completely coated by gel, but rather sit on top of the gel. For very small 

seeds, it may be easier to touch the tip of a toothpick in the gel, pick up a seed with 

the gel, and transfer the gel with seed to the paper strip. 
55

The Basics: Introduction and Resource Materials

Seed tapes can be made for gifts. Store dried seed tapes in sealed envelopes; label 

with seed name and directions for planting. Children can decorate the envelopes 

with drawings of the plants before putting the seed tapes inside the envelopes.

Variation: Make a Seed Circle

Cut a circle of paper towel the diameter of a Painted Pot (see Garden Art and 

Crafts Section, page 35). Glue spinach seeds or herb seeds to the paper towel circle. 

Gift-giving idea: Portion a bag of potting soil and put it in the pot. Lay the seed 

circle on top of the bag of soil and wrap in Stamped Wrapping Paper or place in 

a Decorated Garden Bag (see Garden Art and Crafts Section, pages 32 and 27). 

Attach a Garden Scenes Note Card (see Garden Art and Crafts Section, page 30). 

Copy the back of the seed package for growing instructions, if desired. 

n Container Gardens

Plants need soil, water, sun, and time to grow. Plants can be grown almost anywhere 

using containers. Container gardens are common in cities where space is limited and 

in the country where weeds are plentiful. 

Container gardens do have special needs. Follow these tips to produce the best 

results. Check out the resources listed for more information on container gardening.

Soil and Fertilizer

Use commercial potting soil; it is lightweight. Containers get heavy. Container gardens 

may need more fertilizer. The water draining from the pot washes nutrients out of 

the soil. Check with a local garden or nursery center for more information on using 

fertilizers with container gardens.

Water and Drainage

Container gardens need to drain water. Containers must have a few drain holes for 

water to flow out. Standing water in the bottom of a pot can rot the plant’s roots. 

Use flat stones or ‘pot feet’ (check garden supply stores) to lift a pot off the ground 

for drainage. Or, nestle a pot with drainage inside a solid pot. 

Weather conditions and container size will influence water needs. The soil inside the 

pot can get very hot and ‘cook’ plant roots. This can also happen if the pot is too 

small for the plant. Check with local garden experts for guidelines on watering plants 

in pots.
56

Grow It, Try It, Like It!

Seeds or Plants

Some fruit and vegetable plant varieties thrive in pots. Look for seed packets and 

plant starts, new plants started from seeds, specifically for containers at nurseries. Be 

sure to find out if more than one plant is needed for pollination. 

Match the size of the full-grown plant to the size of the planting container. Every 

fruit and vegetable, in some variety, featured in Grow It, Try It, Like It! can be grown in 

a container, even a dwarf peach tree! Spinach and strawberries will thrive in smaller 

containers or in a bag. Squash, cantaloupe, and sweet potatoes will need more space. 

Check with local experts or resources below for recommended container sizes.

Containers and Container Size 

REMEMBER: All containers need drainage holes. Suitable containers include clay 

pots, empty plastic buckets, cans, and milk cartons. Give an old plastic wading pond 

new life as a miniature garden spot. Fill it with soil or fill it with pots of plants. 

Garden in a Bag 

Look for commercial growbags or make your own. Find a thick plastic bag of potting 

soil (it is important that the bag is sturdy and will not break apart easily). Poke drainage 

holes in the bottom. Plant spinach seeds or strawberry starts in holes in the top. 

Watering a growbag can be the hardest part. During summer heat, water every day. 

A plastic pipe with holes drilled in the sides can be inserted the length of the bag to 

help deliver water evenly.

Sunlight

Container gardens need several hours of sunlight each day. The soil in containers 

can become hot. Long hours of direct sunlight may be too much for plants in 

containers. Check with local garden experts for guidance on sunlight for container 

plants in your area.
57

The Basics: Introduction and Resource Materials

More Resources for Container Gardening

Team Nutrition offers help with gardening. These references are available on the 

Team Nutrition Internet Web site: teamnutrition.usda.gov.

< Grow a Family Garden! from Nibbles for Health, Nutrition Newsletters for Parents of 

Young Children: teamnutrition.usda.gov/Resources/Nibbles/grow_garden.pdf

< Starting a Team Nutrition Garden from Team Nutrition Days...and Beyond 

teamnutrition.usda.gov/Resources/howtokit.html (pages 11-16)

< For more information, check with gardening books or contact local gardening 

experts at nurseries or your local USDA Cooperative Extension Service office. 

On the web, check: www.csrees.usda.gov/extension/index/html 

For more information on successful container gardens, check out these resources 

recommended* in The Gardener’s Reading Guide: The Best Books for Gardeners (Jan 

Dean, ©1993 Facts on File, Inc. New York, NY).

< Beckett, Kenneth; Carr, David; and Stevens, David The Contained Garden: A 

complete illustrated guide to growing plants, flowers, fruits and vegetables outdoors in 

pots (Viking, 1999) Find details on container size, plant selection and more in this 

comprehensive resource. 

< Colburn, Nigel The Container Garden (Little, Brown, 2000) This resource gives tips 

for using containers and combining containers with traditional beds to produce 

fruits, vegetables, and more in containers.

< Cotner, Dr. Sam Container Vegetables: The Easy Way To Garden (Texas Gardener 

Press, 1987) This resource is helpful to use to produce vegetables when space 

is limited.

< Ortho, Gardening in Containers (Ortho, 1998) A detailed resource on a container 

and plant selection, soil, watering, and more.

< Rees, Yvonne, and Palliser, David Container Gardening All Year Round (Trafalgar 

Square, 1991) How to plant fruits, vegetables, flowers, and control pests and 

more in every type of container.

< Skelsey, Alice F. Cucumbers in a Flowerpot (Workman Publishing, 1984) revised 

edition of Farming in a Flowerpot (1975).

< Stewart, Diana The Window Box: Pot, Tub and Basket Book (Hearst books, 1987) 

How to use window boxes for vegetables, fruits, and herbs. Special section 

includes tips for children.

< Sunset Container Gardening (Sunset Books, 1998) A complete guide from a 

gardening authority.

*Mention of these materials is not an endorsement by the Department of 

Agriculture over other materials that may be available on this subject.
58

Grow It, Try It, Like It!

n Gardening Outdoors

Plants need soil, water, sun, and time to grow. Plants can grow in nearly any plot 

of soil with enough sun and water. Plots of soil next to sidewalks, flowerbeds, and 

even shrubs can do double duty as garden spots. If you do not have space, check 

for community garden spots or other nearby locations suitable for garden activities. 

Combine container and traditional gardens, if necessary.

Follow these tips to produce the best results. Check out the resources listed for 

more information on gardens.

Soil and Fertilizer

Prepare the soil for planting by tilling or breaking it up. A large garden spot can 

be prepared with a rotor-tiller. Add fertilizer of some sort - compost, manure, or 

chemical types. Young children need the soil prepared for them. If necessary, dig the 

soil from a spot and replace with potting soil. It’s a quick way to have prepared and 

fertilized soil in for a small plot. Check with local garden experts for guidelines on 

improving soil for gardens.

Water and Drainage

Gardens need a ready supply of water. The soil needs to drain extra water deeper 

into the ground. The soil type will determine how well water drains. 

Weather conditions and garden locations will influence water needs. The soil beside 

asphalt and concrete can be very hot. Check with local garden experts for guidelines 

on watering plants in pots.

Seeds or Plants for Different-Size Spaces and Zones

Some fruit and vegetable plant varieties thrive in small spaces. Look for seed packets, 

plant starts, and new plants started from seeds that produce compact plants at 

nurseries if space is limited. Be sure to find out if more than one plant is needed 

for pollination. To grow sweet potatoes, locate seed stock from stores or mail order 

nurseries. Sweet potatoes from the grocery store will sprout in a jar, but will not 

produce more sweet potatoes.

Match the type of plant to the planting zone where you live. Every fruit and 

vegetable (in some variety) featured in Grow It! Try It! Like It! can be grown 

throughout the United States with the exception of sweet potatoes. These plants 

require warm nights and may not grow in northern climates. Check with local 

experts for plant varieties that thrive in your area. 

Sunlight

Gardens need several hours of sunlight each day. Long hours of direct sunlight may 

be too much for some plants such as spinach and strawberries. Check with local 

garden experts for guidance on sunlight for plants in your area.
59

The Basics: Introduction and Resource Materials

Weeds

Learn to recognize weeds and remove them from garden spots. It is easier if plant 

starts are used. Use grass clippings or mulch to cover the spaces between rows for a 

walk-on weed barrier.

More Resources for Gardening Outdoors 

Team Nutrition offers help with gardening. These references are available on the 

Team Nutrition Internet website: teamnutrition.usda.gov

< Grow a Family Garden! from Nibbles for Health, Nutrition Newsletters for Parents 

of Young Children teamnutrition.usda.gov/Resources/Nibbles/grow_garden.pdf

< Starting a Team Nutrition Garden from Team Nutrition Days...and Beyond

teamnutrition.usda.gov/Resources/howtokit.html (pages 11-16)

< For more information, check with gardening books or contact local gardening 

experts at nurseries or your local USDA Cooperative Extension Service office. 

On the web, check: csrees.usda.gov/extension/index/html 

For more information on gardening with children, check out these resources 

recommended* in The Gardener’s Reading Guide: The Best Books for Gardeners (Jan 

Dean, ©1993 Facts on File, Inc. New York, NY):

< Fell, Derek A Kid’s First Book of Gardening: Growing Plants Indoors and Out 

(Running Press, 1989) 

< Garland, Sarah Peter Rabbit’s Gardening Book (Warne, 1983) 

< Lopez, Ruth K. Gardens for Growing People: A Guide to Garden with Children (1990)

Gardens for Growing People is a business devoted to gardening resources for 

children. Contact them at P.O. Box 630, Point Reyes Station, CA 94956.

< Markmann, Erika Grow It! An Indoor/Outdoor Gardening Guide for Kids (Random 

House, 1991;) 

< Tilgner, Linda Let’s Grow: 72 Gardening Adventures with Children (Garden Way, 

1994) 

< Waters, Marjorie The Victory Garden Kids’ Book: A Beginner’s Guide to Growing 

Vegetables, Fruits and Flowers (Houghton Mifflin, 1994) 

< Sunset Best Kids Garden Book (Sunset Publishing Corporation, 1992) A great 

guide from a gardening authority.

*Mention of these materials is not an endorsement by the Department of 

Agriculture over other materials that may be available on this subject.
60

Grow It, Try It, Like It!

Fruit and Vegetable Drawings
61

The Basics: Introduction and Resource Materials

Crookneck Squash

Crookneck squash growing in garden
62

Grow It, Try It, Like It!

Crookneck Squash

Crookneck squash at farmers’ market
63

The Basics: Introduction and Resource Materials

Spinach

Spinach growing in garden
64

Grow It, Try It, Like It!

Spinach

Spinach in grocery store
65

The Basics: Introduction and Resource Materials

Sweet Potato

Sweet potatoes in ground
66

Grow It, Try It, Like It!

Sweet Potato

Sweet potatoes at farmers’ market
67

The Basics: Introduction and Resource Materials

Cantaloupe

Cantaloupe growing in field
68

Grow It, Try It, Like It!

Cantaloupe

Cantaloupe in grocery store
69

The Basics: Introduction and Resource Materials

Peach

Peaches growing on trees in orchard
70

Grow It, Try It, Like It!

Peach

Peaches in grocery store
71

The Basics: Introduction and Resource Materials

Strawberry 

Strawberries growing in garden
72

Grow It, Try It, Like It!

Strawberry 

Strawberries at farmers’ market
73

The Basics: Introduction and Resource Materials

BLACKLINE MASTERS
74

Grow It, Try It, Like It!

Crookneck Squash
75

The Basics: Introduction and Resource Materials

Spinach
76

Grow It, Try It, Like It!

Sweet Potato
77

The Basics: Introduction and Resource Materials

Cantaloupe
78

Grow It, Try It, Like It!

Peach

2” 

peach

3” 

peach
79

The Basics: Introduction and Resource Materials

4” 

peach

Peach
80

Grow It, Try It, Like It!

Peach Blossoms
81

The Basics: Introduction and Resource Materials

Strawberry
82

Grow It, Try It, Like It!

Strawberry Plant Parts
83

The Basics: Introduction and Resource Materials
84

Grow It, Try It, Like It!

Notes
The U.S. Department of Agriculture (USDA) prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal and, where applicable, political 

beliefs, marital status, familial or parental status, sexual orientation, or if all or part of an individual’s income is derived from any public 

assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the 

Department. (Not all prohibited bases will apply to all programs and/or employment activities.)

If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, 

found online at http://www.ascr.usda.gov/complaint_filing_cust.html, or at any USDA office, or call (866) 632-9992 to request the 

form. You may also write a letter containing all of the information requested in the form. Send your completed complaint form or 

letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, by fax (202) 690-7442 or email at program.intake@usda.gov.

Individuals who are deaf, hard of hearing, or have speech disabilities and wish to file either an EEO or program complaint please contact USDA through the Federal Relay Service at (800) 877-8339 or (800) 845-6136 (in Spanish).

Persons with disabilities who wish to file a program complaint, please see information above on how to contact us by mail directly 

or by email. If you require alternative means of communication for program information (e.g., Braille, large print, audiotape, etc.) 

please contact USDA’s TARGET Center at (202) 720-2600 (voice and TDD).

USDA is an equal opportunity provider and employer.

Revised June 2013

September 2009

FNS-406

United States Department of Agriculture • Food and Nutrition Service 

Find more fun resources at these Web sites:

teamnutrition.usda.gov

choosemyplate.gov