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HUNTSVILLE CITY SCHOOL SYSTEM
STRATEGIC PLAN, STRATEGY I
CHALLENGING LOCAL STANDARDS
INFORMATION COLLECTED FORM CLASSROOM TEACHERS
FEBRUARY 2003

IDEAS FOR STUDENT PROJECTS

LANGUAGE ARTS/WRITING
KINDERGARTEN

The student will use a flannel board to sequence a story and use paper, pencil,
and crayons to bring the story alive. The story will be written and illustrated by
the student.

The students make class books all through out the year using math topics, social
studies units, science units and sometimes an extension of books read in class.
(Example: If I had $100 I would…) The child dictates a sentence to the teacher
and then they illustrate the sentence. The child is encouraged to use his
imagination, and to predict in some cases what he thinks might or could happen.
These are sent home during the year for parents to see and read. Approximately
two books are made per month.

Given paper of specific sizes, shapes and colors, the students will trace patterns
to construct a Ladybug. This activity will encompass the following skills: follow
simple oral directions, letter-sound association, listening, respond to questioning,
left to right sequence, cutting, gluing, writing, develop oral language skills,
maintain appropriate attention span, recite short poems, express ideas in
complete sentences, retell facts or story, copy, trace…

The learner will draw self-portraits and dictate (or write) words and sentences
about themselves and their feelings. Throughout the school year, their work will
be compiled into classroom books to share. Upon completion of the school year,
their individual pages will be compiled into a ―personal portfolio‖. Improvement in
the student‘s drawing and writing skills and abilities can be assessed at intervals
throughout the year. Progress can be noted at the end of the school year after
completion of student‘s personal portfolio.

Each student will make his/her own individual set of study cards. These could
include letter cards to be used to identify, match and sequence capital and
lowercase letters. Letter cards could also be used to ―sound out‖, build and read
words, Picture cards could also be added and used to match initial, middle and
final sounds to the letter cards. A set of rhyming cards could be used for practice
in matching rhyming words. High frequency words and color words could also be
included. Matching games, visual memory practice, individual study and writing
practice could be done with the cards. Each set of cards would be color coded
for easy identification and stored in a Ziploc bag. Improvement would be
assessed and communicated to the student and parents throughout the year. By
the end of kindergarten, 90 % accuracy should be achieved for each skill.

Read If You Give a Mouse a Cookie by Laura Numeroff. A cooking experience with
cookies can be utilized to provide listening, following directions, sequencing, tasting and
describing skills practice. The children will compare the dough before it is cooked to the
cookies after they are cooked. After the cookies are baked, put up a chart that shows a
web with a coded circle for each of the senses (hearing-ear, seeing-eye, smelling-nose,
and tasting-mouth, and feeling— hand). Write on the chart the words that the children
express to describe the cookies.

A class story can be written, using words from each of the senses or predictable charts
can be used later as a basis for a class book.

As an extension to this activity, the children can draw a picture of the cookies baking
process which will provide practice in sequencing.

After reading In a People House by Dr. Seuss, a predictable chart will be created. The
teacher will talk about the things the children see in their houses. The children dictate
their sentences as the teacher writes them, as well as the child’s name, on a chart. The
children will “touch read” their own sentence on the chart. The sentence builders are
written on sentence strips and allow the children to focus on sentences, words, letters and
letter-sounds. The sentences on the sentence strips are cut apart, glued on construction
paper, then the children copy the sentences. The sentence is then illustrated by the
students and compiled to form a class book.
Predictable Charts
Carson-Dellosa Publishing

Students will use touch to explore an object hidden inside the “Journal Box”. The teacher
will display the object. Students will discuss the object and web prior knowledge as a
group activity. A teacher directed story will be written using information from the class
web. Students will reflect their understanding by writing a journal about the object.
Writing should reflect phonics skills taught.

Design and make an anatomy apron that shows the name of and position of major organs
of the body.

The class will create their own story (in big book form). By:
A) Compiling a list of ideas for the story (usually precipitated by the teacher)
B) Use “webbing” to define the details of the story.
C) Give assignments to the various students (utilizing individual’s skills)
1.     __________ will write the title (actually rewriting what the teacher has copied for
him—if unable to do so)
2.     __________ will write the author/title.
3.     __________ will draw the picture on page one (teacher may give a simple
drawing she has done if the child is unable to do one by himself)
4.     __________ will write the script on page one, etc…
The result will be a “big book” pieced together by the teacher. It will be laminated and
bound for the whole class to enjoy or the individual child to review.

Read The Very Hungry Caterpillar to the students. Have the students to recall the main
events in order. The students will illustrate each event as a paper plate and draw a face as
an additional paper plate. This will be done at 80 % accuracy.

Following a discussion of February 2nd and Ground Hog Day, the students will pretend
they are groundhogs in hibernation and describe what they might be thinking as February
2nd approaches. The students will role play by representing one groundhog who did see
his shadow and one who did not. The students will construct paper masks of groundhogs.
Other class members will pretend to be animals who wake the groundhogs.

Read the story of Corduroy by Don Freeman. Students will learn about corduroy fabric
and make a bear with a missing button. They will discuss having a friend like Corduroy.
Throughout the bear theme, we discuss what kind of bear Corduroy may be and write
these in our journals. We also write things we may like to do with Corduroy. We can
include friendship, sharing and social skills.

Objective: The learner will be able to identify the letters of the alphabet and the sounds
they make. The learner will be able to write and draw three objects that begin with each
letter to form an alphabet book. First/ second nine weeks—Draw 3 pictures for each
letter. The learner will write the words or dictate them to the teacher to write.
Third/fourth nine weeks--The students will write a simple sentence using one word from
each page, at the bottom of the page.

Students will be asked to pull an object from a bag. The object chosen will be a journal
activity for the day. The student will draw a picture of the object, write the name of the
object, and describe what they think the object is used for and what it does. This is a
great activity for predictable charts, also. A simple sentence can be written about the
object about three times a week. The student will perform this task at 80% accuracy.

Use newspapers and magazines. Cut out some of your favorite pictures. Cut out the
letters that spell these pictures.

Come to school dressed as your favorite author.
Draw a picture/write a sentence about a word that begins with each letter of the alphabet.
Example A= apple. The apple is red.

Make a flip book. Draw a picture for the specified letter and write the word phonetically.
A
B
C
D
        E


The teacher will read the story, Five Little Monkeys. The students will role play the
story. The students will be given five little monkeys to color and cut. They will make a
bed for the monkeys.

Every week after we complete a science experiment, we will write about what we did in
our personal journal. All students will illustrate what they wrote about. The students
who wish to can share what they wrote with the whole class.

Make a book called, I Like Kindergarten. Each child will draw six pictures of different
activities they like to do in kindergarten. The child dictates his thoughts to the teacher
about each page. It makes a cute activity to share at Open House PTA.

The students will bring in an environmental print and make a book. They will write a
story about each page. The writing will be assessed and then edited throughout the year.

Cut and paste upper and lower case letters in the correct sequence.

A story is read to the class. Each student takes a piece of paper with three folds. The
student illustrates the beginning, the middle, and the end of the story.

The students in the class will recreate a play using a fairy tale story. Children could make
props such as puppets if time allows.

Students will each keep a journal in their desks. Every morning, after I do the “morning
message” on the board (includes date and daily activity information), students will write
in their journal. Included will be the date, page number, phonetic writing and illustrating.
The page will be checked daily by the teacher. (I corrected with the child.)

Description: Allow the students to create their story by using a given set of characters,
settings and problems.                             Goal: The student understands the basic
concepts of a story and that a story can be created from anything.
Materials: red, yellow, green construction paper; permanent marker Procedure: First,
cut the construction paper into 3” strips. The red paper is for the characters, the yellow
for the setting and the green for problems found in the story.
Ask the students for character names and put each name on a red strip; do the same for
the settings on yellow strips and problems on green.
Secondly, make three columns on the board headed character, setting and problem. Tape
the appropriate strips under each heading.      Finally, create the story. Ask each student
to point to one strip from the column and recite what each strip says. The student will
then come up with a story from using those three strips.                      Assessment:
After the students recite a story, you can check to see if those elements are used correctly.




                  HUNTSVILLE CITY SCHOOL SYSTEM
                     STRATEGIC PLAN, STRATEGY I
                   CHALLENGING LOCAL STANDARDS
          INFORMATION COLLECTED FORM CLASSROOM TEACHERS
                           FEBRUARY 2003

                           IDEAS FOR STUDENT PROJECTS

                                          MATH
KINDERGARTEN

          After studying patterns, students will produce an ABAB, AABB, or
           ABCABC pattern using dental floss and beads. To assess for
           understanding student‘s necklaces will show 80 % accuracy.

          The child is given a bound book with a spider on the front entitled Little
           Miss Muffet. Each page has the number word and numeral on it. The
           child is to draw that number of spiders on each page using his
           thumbprint in black ink (from an ink pad) for the spider body then
           drawing 8 legs with a pen. This is done in conjunction with a unit in
           Science on spiders. This is also reinforcement for number words.
   Students will compile and illustrate a jelly bean book.

   Students will be given jelly beans in a cup to graph. Students will
    graph by color, estimate how many they have, and write the amount of
    each color.

   A class reading of The M & M‘s Counting Book by Barbara McGrath
    will be presented. Each child will be given individual packets of m & m
    candies. These will be counted, made into sets, sorted and classified,
    graphed, patterned, added or subtracted through teacher guided
    activities. For assessment purposes, the learner will be asked to
    count, sort, graph, add or subtract their candies.

   M & M‘s—when studying the letter/sound M, read the M & M Counting
    Book. Give each child a small cup of m & m‗s and a graph sheet with
    six columns. Each column will have a color word at the bottom. The
    children sort the m & m‘s on the color words and write the number of
    m & m‘s they have for each one and the total amount. Next, give them
    construction paper with six colors. They will glue the circles made to
    look like m & m‘s at the bottom of the page.


   Each student would make his/her own individual set of study cards.
    These could include numeral cards 0 -10 and be used for identification
    and sequencing. They could also be used with manipulatives or
    picture cards to develop number concepts, to compare more and less,
    to practice numeral writing and to match with number word cards.
    Matching games, visual memory practice and individual study could be
    done with the cards. Each set of cards would be color coded for easy
    identification and stored in a Ziploc bag. Improvement would be
    assessed and communicated to the student and parents through the
    year. By the end of kindergarten, 90 % accuracy should be achieved
    for each skill.

   Students will plant wheat seeds in our outdoor garden in August. As
    the wheat grows, children will use number and measuring skills while
    measuring the wheat. First, linking cubes will be used; string and other
    objects will be used later. Language skills will be used—long, longer,
    longest. At the end of the school year, students will measure using a
    ruler.

   1. Count our ten crackers for each student and place them on the
    construction paper.
    2. Tell students how many crackers to eat. (Subtract)
    3. Instruct students to count and tell how many crackers they have
    left.
    4. Ask students how many more crackers they need to equal ten.
    5. Give students additional crackers to equal ten. (Add)
    6. Repeat steps 2 through 4.
    7. Discuss the terms ―add‖ and ―subtract‖ as the students participate
    in the activity.

   The students will write the numerals from 0 – 20 in correct order.
    Reproduce and copy an AB pattern with objects.

   After the numbers 0 -10 have been taught, students will make a
    number book 0 – 10. Each page of the book will have a different
    number on it. It is the student‘s responsibility to identify and glue
    different objects to match that number. After the objects have been
    glued to the page the student will then write the number word to match
    the number on that page. The student should be able to count each
    object on the page, tell the number and the number word. This task
    will be performed at 90 % accuracy.

   The students will create a book of number facts:
    1st nine weeks: Show patterns created through pictures and die cuts
    Draw or glue objects for numbers 0- 20
    2nd nine weeks: Match and glue 5‘s and10‘s to 100.
    3rd nine weeks: Create ordinal numbers using die cuts, crayons and
    glue.
    Create a simple addition section using number sentences, die cuts,
    and drawing to illustrate the equations.
    4th nine weeks: Create a simple subtraction section using number
    sentences, die cuts, and drawing to illustrate the equations.
    Be creative and add 100‘s chart. 80 % accuracy is expected.

   Bring in from home 100 similar objects sorted into 10 groups of 10.
    Count by 10‘s to 100.

   Make a hundreds chart of the 100th day of school. Bring in poster
    board cut in half and have the items put in groups of 10. Groups can
    be counted, a story can be written about the types of items that are
    grouped on the board.

   On the hundredth day of school the class will hook together groups of
    ten rainbow links and estimate how far 100 links will go. Mark the
    individual measurements and then measure. These will be graphed
    and see who guessed the closest to the correct answer.
      Students will study sorting and patterning. The students will be given a
       handful of Captain Crunch cereal. The students will sort cereal by
       shape and color. The students will complete ABAB patterns with
       cereal. Each child will be given a worksheet with incomplete Captain
       Crunch cereal patterns. The students will complete the pattern by
       coloring the remaining spaces. The students will perform sorting and
       patterning tasks with 80 % accuracy.

      Demonstrate the ability to construct a pattern by gluing pattern shape
       cut outs on a paper to make place mats or Indian headbands.

      After reading the book, Shadows, the students will measure their
       shadows in the morning, noon and afternoon in the same location. A
       piece will be cut to the length of the shadows. Upon returning to the
       classroom, the students will measure the ribbons and compare lengths
       with other students. Discuss why all the ribbons were not the same.
       Correctly record the heights using standard units of measure.

      Identify shapes: Use yarn to make different shapes. Heads can be
       made. Glue and decorate eyes, nose, and tongues to make each head
       different.




               HUNTSVILLE CITY SCHOOL SYSTEM
                 STRATEGIC PLAN, STRATEGY I
               CHALLENGING LOCAL STANDARDS
      INFORMATION COLLECTED FORM CLASSROOM TEACHERS
                       FEBRUARY 2003

                IDEAS FOR STUDENT PROJECTS

                           SOCIAL STUDIES
KINDERGARTEN

      Given paper of specific sizes, shapes, and colors, the students will
       construct a mail truck following teacher directed instructions. Skills will
       include career choices, transportation and spatial representation.

      Students will research the post office and the process of mail delivery.
       Students will be instructed on letter writing and addressing an
       envelope. Students will learn their address. Students will write a letter
       to their parents and address it correctly. We will tour the post office
    and mail our letters. In post discussion, students should show an
    understanding of the Postal System and purpose of letter writing.

    Goal: Inform students of the different cultures within their classroom.
    Material: paper, crayons, zip lock bags, tape
    Procedure: Cut each sheet of paper so it will fit in the zip lock bag.
    Then, have each student take home a piece of paper so he/she can
    draw a picture representing their family background with his/her
    parents. If the student had the American Indian culture in their
    background, he/she could draw a teepee and symbols of the American
    Indian community. If the student were from a different country, he/she
    could draw a flag of that country. After all the students have drawn
    their quilt piece, place each piece in a zip lock bag. Finally, you tape
    the bags together in the shape of a quilt.

   Each classroom will exhibit responsibility for the care of the school
    physical environment by adopting a tree and cleaning a designated
    area.

   After a study of Early America, students will practice and perform a
    musical based A First Thanksgiving.

   The students will collect models of things found in the country and
    things found in the city. A model of a city and a country setting may be
    purchased. The students will determine which items belong in the city
    and which belong in the country.

   The children will spend a month making a ME Book. This will consist
    of the following items:
    Self portrait;
    Handprint;
    Picture of house and address;
    Birthday cake and date of birthday;
    Picture of family;
    Pictures describing feelings such as anger, fear, happiness, sadness
    (Many stories are shared on these topics and discussions follow.
    Children dictate their thoughts on these subjects and the teacher writes
    in the pages.)
    Children draw what they want to be when they grow up. (This follows
    reading books and discussing many different job opportunities.)
    The book is bound and sent home.

   Following a unit study conducted at the beginning of a new school year
    of the ―I Care Cat‖ curriculum, the students will discuss and create a
    set of their own classroom rules. The teacher will prepare a ―poster‖
    demonstrating the students‘ chosen list. It will remain visible in the
    classroom all year long. Throughout the year, class books can be
    created focusing on classroom experiences and unit studies (i.e. me,
    feelings, ―Kindergarten‖ family traditions) incorporating these rules.
    Assessments and knowledge of ―I Care‖ rules will be demonstrated in
    the learners‘ personal use of listening manners, responsible acts,
    behavior choices, and teacher prepared observations documented on
    anecdotal records.

   Each student would make their own individual ―All About Me‖ book
    during the year. In this book, students would document through
    pictures and later works their ideas about making responsible choices
    and good ways to deal with their feelings and friends. The book could
    also include examples of safe choices at school on the playground, in
    the hall or classroom. After resource visitors speak, each child could
    add a page on stranger safety, fire safety, dental health, keeping clean
    and using seatbelts. Students could also use their book to share with
    their classmates about trick or treat safety, sign safety, poison
    prevention and nutritious food choices. As the students use their
    pictures to share observations with their classmates, vocabulary
    development should be apparent through out the year.

   The students will prepare a family portrait by coloring or using
    magazine pictures.

   To conclude the discussion of the legend of the groundhog and how it
    relates to weather, a meteorologist will be invited for a presentation to
    explain their responsibility in scientifically predicting the weather. As a
    class, students will listen to the local weather forecast and allow
    students to predict the following day‘s weather and draw a picture to
    represent their prediction.

   The students will dress like community helpers and tell what they do in
    their jobs.

   Make a poster on the various workers and their roles in the community.

   Students will bring in items they use to help them get ready for their
    day. (E.g. toothbrush/paste, soap, spoon, bowl, clothing, etc.) When
    items are shared, students will try to figure out how early settlers may
    have had to do the same task. (E.g. Settlers rarely brushed their teeth
    like we do, they made their own soap, they went through different
    things to get dressed, etc.) Read Sarah Morton‘s Day or Samuel
    Eaton‘s Day to illustrate the differences.

   Paint the U.S. Flag using a stencil. When it is dry, add a blue
    rectangle and draw the stars.
    Students will make a mosaic map of our country. They will identify our
     state with a star.

    After several lessons on Patriotism, the children will each work on one
     page of a class book. The Star-Spangled Banner will show one part of
     the song on each page. The children will illustrate a page with the
     appropriate picture and then label the picture with their own words.
     We will sing the Star-Spangled Banner and look at the book as a class
     when it is completed. As an art project related to this unit, everyone
     will make an American Flag to wave as we sing.

    The students will build a Mayflower out of cardboard and bulletin board
     paper. Let the students wear paper costumes they make (Pilgrim hat
     and collar/ Indian vest and headdress). Have the students reenact the
     story of The First Thanksgiving and tell the life styles of the Indians and
     the Pilgrims. Make a graph depicting ―Would you rather be an Indian
     or a Pilgrim?‖ The students can then write and illustrate the story.

    After several discussions on Pilgrims and how they affected the
     development of the United States, students will help to make our
     ―Housekeeping Center‖ into a Pilgrim House. Clothing in the Center
     will be made of ―pretend‖ animal skins and from plants (such as
     cotton). Eating utensils and cooking gear will be similar to those used
     by the Pilgrims, as well as foods, toys, etc. Students will write in their
     journals regarding the Pilgrim activities.

    The students will give instructions/ draw pictures in sequence of what
     we do every morning to get ready for school.




             HUNTSVILLE CITY SCHOOL SYSTEM
               STRATEGIC PLAN, STRATEGY I
             CHALLENGING LOCAL STANDARDS
    INFORMATION COLLECTED FORM CLASSROOM TEACHERS
                     FEBRUARY 2003

              IDEAS FOR STUDENT PROJECTS

                               SCIENCE
KINDERGARTEN

     The children learn about animals. They learn to classify them in
      groups, wild or tame. They learn about their habitats, jungle, desert,
      zoo or woods, etc. They will make a class alphabet book illustrating an
      animal for each letter. A list is compiled by the students as to what
      facts they would like to find out about certain animals. Encyclopedias
      and other books are borrowed from the library to find these facts and
      put them on charts. Children draw pictures of the animals on the
      charts. Games are played by giving a few facts and letting children
      guess which animal is being described.

     ―Dainty Daisy in the Dirt‖
      Given various papers and patterns, the students will construct a picture
      of a daisy flower.

     Each child will cut pictures of foods from magazines. Pictures will be
      glued to note cards, laminated and compiled for class use. Following a
      study of nutrition and the ―food pyramid‖, and for assessment
      purposes, the learner will classify the food cards into the basic food
      groups on a teacher ready built (poster) food pyramid.

      Each student would make a science journal to document his/her
      scientific observations. During each season the students would go
      outside and document the changes that they observe in the school
      environment including seasonal and weather changes and changes in
      plants and animals. The journal would also be used to record
      observations and sequence during science experiments. As students
      progressed, words could be added by each student to describe his/her
      observations. As students use their pictures to share observations
      with their classmates, vocabulary development should be apparent
      through out the year.

      Description: Different conditions in which plant life can exist. Plant life
       can exist without one of the necessary conditions but eventually it will
       die.
       Goal: Explore reaction to changing conditions.
       Materials:
           Plant seeds
           Light
           Water
           Soil
           Cups
      Procedure: Put soil in each cup and then plant the seeds. Once the
      plants start to grow, place the plants into groups. Group 1 gets to have
      light, water and air. Group 2 gets to have light and air. Group 3 gets to
    have water and air. The students will watch their plants and record
    what happens to each group.

   After a discussion of plants, seeds and what is necessary for plant life,
    students will plant wheat seeds in the outdoor garden. This will take
    place at the start of the school year. During the year, students will
    observe the wheat growing. At the end of the school year, the wheat
    will be harvested and made into wheat. Children will understand and
    observe this process. The book, The Little Red Hen, will be read and
    the story will be acted out. The children will understand the entire
    process of how bread is made as we make bread from our very own
    wheat flour. The bread will be eaten!

   Students will glue pictures of the growth sequence of a pumpkin plant.

   Make a poster of what one would see in the daytime sky.

   Plant a seed and care for it with sun, soil and water. When it starts to
    sprout, measure the growth each week for six weeks.

   Make a farm book. Draw and write about each farm animal, including
    mother and babies. Write a bout the diet of the animal as well as their
    environment (example: pig—mud). Write about the food cycle—we
    eat the animals. Example: pig—ham; cow—hamburger.

   Each student will collect five different kinds of leaves. They will name
    their plants, sort and graph them. The collection will be displayed in
    the hall.

   The student will plant seeds to determine if light is needed to make it
    grow. The student will plant two sets of seeds. He will place one in
    sunlight and the other away from sunlight. A daily log will be kept of
    the amount of water given and the weather.

   Compare and Contrast Leaves
    1. Bring three different leaves
    2. Create a classroom display with the leaves.
    3. Compare and contrast the leaves
       *color
       *shape
       *size
       *length
       *pattern
       *etc.
    4. Look at the leaves under the magnifying glass.
    5. Using a ruler, measure 4 different leaves to compare.
    6. Write and draw about their discoveries and create a class book

   To conclude the lesson Ground Hog Day, the student will participate in
    a shared reading activity from the book Shadows. The teacher will
    demonstrate how the sun‘s rays reflect to produce a shadow. Using
    flashlights, the students will shine light on various objects and observe
    the shapes of the shadows. Independent practice will allow the
    students to identify objects by the shapes of their presented shadows.

   The students will investigate the connection between vibration and
    sound. Using a triangle and a drum, the students will watch the
    instruments as someone plays them and note where the sound
    originates. This should be done with 80% accuracy.

   Each child will be encouraged to package a raw egg in such a way that
    it survives a drop from the fireman‘s ladder. This will be done in
    correlation with the study of eggs.

   Cut out pictures of living and nonliving things.


   Students will explore magnets. Tape a string tied to a paper clip; make
    the clip ―dance‖ with the magnet. Then, push one magnet with the
    opposite pole of another magnet. The students will record what
    happened in their journal.

   Make a graph of things that magnets will and will not pick up.

   Students will be given objects to see if they will sink or float.

   Students use magazines and newspapers to find pictures of animals
    and of places animals live. The students will match the different
    animals with pictures of where they live. Example: rabbit—hole;
    bear—cave; bird—nest; fish—pond; whale—ocean, etc. Each student
    should be able to identify animals‘ homes with 80% accuracy.

   Students will make weather journals for a 2 week period. Each day the
    weather will be recorded. Students will draw pictures and use
    approximate spelling. After the 2 week period is up, the teacher will
    make a simple graph. The students will decide how many days were
    sunny, how many were rainy, and how many were windy, etc. After
    the graph has been charted, students will analyze the graph for results.
    Each student will perform this task with 80% accuracy. Vocabulary
    words will also be included in this assignment.
     Children will study the four food groups and discuss the value of each.
      Students will study the sense of taste. Students will be supplied select
      foods from the four food groups. They will identify the corresponding
      food group and taste test each food. Students will complete two
      graphs. A graph will label foods as sweet, sour, salty or bitter.
      Another graph will separate foods into their appropriate food groups.




ROSALIE LANCASTER

								
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