o Unit Topic: Fruits and Vegetables
o Grade Level: K-2
o Unit Objectives: Students will be able to:
· Identify the proper number of fruit and vegetable servings per day using the food pyramid.
· Identify fruit and vegetables as one of our energy sources.
· Verbalize their own eating habits in relation to fruits and vegetables.
· Keep a journal of their eating habits for future reflection.
· Locate hidden fruits and vegetables on hotlink provided below.
· Count the number of peas in each pod.
· Compare the number of peas in each pod.
· Compare the number of peas in each of their pods to the number of peas in the pods of their classmates.
· Graph the number of peas in each of their pods
· Identify various fruits and vegetables
· Compare and contrast fruits and vegetables textures, sizes and colors
· Define sorting
· Demonstrate ability to classify fruits and vegetables based on a specific criteria of their choice (texture, size, color)
· Demonstrate ability to identify fruits by association while playing computer game.
· Identify what plant will grow from a seed
· State that when a seed is planted, it will produce only plants of the same kind
· Draw a picture of a plant based on the seed they picked from the brown bag
· See how fruits and vegetables are harvested and processed on a farm.
· See the environment in which fruits and vegetables grow.
· Write about their experience in their journals upon return from trip.
· Construct a spider web of possible vegetables for vegetable soup
· Recreate a story using felt pieces
· Make vegetable soup
· Participate in creative and enjoyable activities while learning about vegetables
· Identify various fruits and vegetables
· Make salads
· Reflect upon and summarize information learned about fruits and vegetables
· Participate in creative and enjoyable activities while learning about fruits and vegetables
o Day 1:
· Objectives: Students will be able to:
1. Identify the proper number of fruit and vegetable servings per day using the food pyramid.
2. Identify fruit and vegetables as one of our energy sources.
3. Verbalize their own eating habits in relation to fruits and vegetables.
4. Keep a journal of their eating habits for future reflection.
5. Locate hidden fruits and vegetables on hotlink provided below.
· Materials:
1. Food Pyramid Chart
2. Fruit and Vegetable Coloring Worksheet
3. Crayons, Markers, Glue
4. Paper
5. Props – assorted fruits and vegetables
6. Computers with internet access
7. Eating the Alphabet: Fruits and Vegetables from A to Z, by Lois Ehlert. San Diego: Harcourt Brace Jovanovich, 1989.
· Plan:
1. Have students jump up and down for a few minutes. Discuss what gave them the energy to be able to do that.
2. Read the story, Eating the Alphabet : Fruits and Vegetables from A to Z, by Lois Ehlert. San Diego: Harcourt Brace Jovanovich, 1989.
3. Show students a poster of the food pyramid and point out the part that shows fruits and vegetables. Discuss that it is important that everyone get five servings of fruits and vegetables a day. (Share some of the things that vegetables do for you - oranges give you vitamin C to help fight off colds, etc.) Show students props.
4. Have students begin coloring the fruit and vegetable worksheet. Once students have completed the worksheet they can begin decorating their fruit and vegetable student journals.
5. Have students record how many and what types of fruits and vegetables they eat over the next few days in their student journals.
6. Discuss whether they are getting enough fruits and vegetables or not and what they can do to make sure they eat enough fruits and vegetables (i.e. - have an apple for a snack after school, bring carrot sticks for lunch) Remind them to eat a wide variety.
7. Students will play the food guide pyramid game at: DJ's January Spotlight on Nutrition!
8. Assignment: Take permission slips home to be signed and return tomorrow.
o Day 2:
· Objectives: Students will be able to:
1. Count the number of peas in each pod.
2. Compare the number of peas in each pod.
3. Compare the number of peas in each of their pods to the number of peas in the pods of their classmates.
4. Graph the number of peas in each of their pods
· Materials:
1. graph paper
2. brown bags
3. peas in their pod
4. tally sheets
5. pencils
· Plan:
1. Show the children one pea pod and ask them to estimate how many peas it contains
2. Repeat with a second pod until you’ve established the concept that a number of peas in pod varies.
3. Give groups of two children 5 pods and have them record results on tally sheet.
4. Have each group transfer tally results to graph paper.
5. Discuss each groups findings and their graphs in order to aid students in understanding that just like each person is unique, so is each fruit/vegetable.
o Day 3:
· Objectives: Students will be able to:
1. Identify various fruits and vegetables
2. Compare and contrast fruits and vegetables textures, sizes and colors
3. Define sorting
4. Demonstrate ability to classify fruits and vegetables based on a specific criteria of their choice (texture, size, color)
5. Demonstrate ability to identify fruits by association while playing computer game.
· Materials:
1. brown bags
2. assorted fruits and vegetables
3. chart paper
4. markers
5. large bowls for sorting
6. computers with internet access
· Plan:
1. K-W-L Chart based on fruits and vegetables
2. Gather a variety of fruits and vegetables of different sizes, textures, and colors
3. Discuss how the fruits and vegetables are the same and how they are different (have students hold and feel the vegetables for texture)
4. Demonstrate one way the fruits and vegetables could be sorted - discuss what sorting means
5. Have each student sort the fruits and vegetables in some way and explain how they have sorted them
6. Complete (L) on K-W-L Chart
7. Students will play: Play Quiz : Let's Get Fruity!!
o Day 4:
· Objectives: Students will be able to:
1. Identify what plant will grow from a seed
2. State that when a seed is planted, it will produce only plants of the same kind
3. Draw a picture of a plant based on the seed they picked from the brown bag
· Materials:
1. The Big Seed Activity worksheet (one for each child)
2. Variety of seeds (Ex., sunflower, apple, pea, peach, pumpkin, etc.)
3. Props – assorted fruits and vegetables
4. Crayons/Markers
5. Paste/Tape
6. Brown Bags
· Plan:
1. Introduce to students a wide variety of fruits and vegetables (see materials listed above)
2. Cut the fruits, etc. open and exam the insides. Look for seeds.
3. Have students record what they see inside the fruit in their journals.
4. Have students count how many seeds they find. They should record this also.
5. Make sure to share a strawberry, which has its seeds on the outside.
6. Briefly touch on the parts of a plant (roots, stem, leaf, etc.) and how the fruit is the part that has the seeds for new plants.
7. Talk about how the seeds get transported (animals move the fruits and eat them, leaving the seeds or they may blow in the wind, etc.)
8. Have students pick clean seeds they are familiar with from brown bag and draw what they think the seed will become using The Big Seed Activity Worksheet
o Day 5:
· Objectives: Students will be able to:
1. See how fruits and vegetables are harvested and processed on a farm.
2. See the environment in which fruits and vegetables grow.
3. Write about their experience in their journals upon return from trip.
· Materials:
1. Student journals
· Plan:
1. Field Trip to a Produce Farm
2. Guided Tour
3. Upon arrival back at school, students will write about their experiences in their journals.
o Day 6:
· Objectives: Students will be able to:
1. Construct a spider web of possible vegetables for vegetable soup
2. Recreate a story using felt pieces
3. Make vegetable soup
4. Participate in creative and enjoyable activities while learning about vegetables
· Materials:
1. Growing Vegetable Soup, by Lois Ehlert. New York: HBJ, 1987.
2. felt pieces of seeds, watering can, sun, plants, vegetables including corn, peppers, tomatoes, carrots
3. basket
4. large pot
· Plan:
1. With students construct a spider web of possible vegetables for vegetable soup.
2. Read the story, Growing Vegetable Soup by Lois Ehlert. New York: HBJ, 1987.
3. After reading the book, give children flannel board pieces to recreate the story
4. Make vegetable print outs by cutting the vegetables in half and painting one side and then pressing the vegetable to the paper. Cut vegetables in different ways for different shapes.
5. Make vegetable soup out of cut-outs by placing cut-outs in pot.
o Day 7:
· Objectives: Students will be able to:
1. Identify various fruits and vegetables
2. Make salads
3. Reflect upon and summarize information learned about fruits and vegetables
4. Participate in creative and enjoyable activities while learning about fruits and vegetables
· Materials:
1. Assorted fruits and vegetables for salad (lettuce, tomato, cucumber, green pepper, carrots, apples, grapes, oranges, watermelon, cantaloupe, etc.)
2. Large plastic bag
3. Knife
4. Soap and Paper towels
· Plan: Make Lunch and eat it!
Ø Salad in a bag (regular salad)
1. Discuss the kinds of vegetables you are using
2. Discuss how to make salad in a bag (chop up vegetables and tear lettuce, put it in a plastic bag, and shake) and safety precautions (washing hands, how to cut carefully, not to eat until finished, etc.)
3. Make the salad and eat it!
Ø Salad in a bowl (fruit salad)
1. Discuss how to make fruit salad and safety precautions (washing hands, how to cut carefully, not to eat until finished, etc.)
2. Make the salad and eat it!
Make sure to send home the "recipes" with the children.
References
www.libsci.sc.edu/miller/fruitveg.htm
www.dole5aday.com
www.funtrivia.com
www.schoolmenu.com
Eating the Alphabet: Fruits and Vegetables from A to Z, by Lois Ehlert. San Diego: Harcourt Brace Jovanovich, 1989.
Growing Vegetable Soup by Lois Ehlert. New York: HBJ, 1987.
Unit Plan for EDUC 509 – Stephanie Guggenheim, Juan Namnum, Amy Alleborn, and Andrea