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Primary Subject Area: Social Studies |
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Grade Level: 1 - 2
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Overview:
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The students will identify fruits and vegetables and the places where they are grown. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 1 class period (50 minutes) |
Content Standards:
- Geography: Physical and Cultural Systems
Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
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Benchmarks:
- G-1A-E2
locating and interpreting geographic features and places on maps and globes; (1,2,3,4)- G-1C-E4
identifying and comparing the cultural characteristics of different regions and people; (1,2,3,4)
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Grade-Level Expectations (GLEs):
- Grade 1
4.
Locate places on the school campus and describe their relative location
(G-1A-E2)
11.
Identify and compare basic elements of culture (e.g., food, music, celebrations)
(G-1C-E4) - Grade 2
3.
Use cardinal directions to locate places on maps and places in the classroom, school, and community
(G-1A-E2)
4.
Identify geographical features in the local region
(G-1A-E2)
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Interdisciplinary Connections:
- Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
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Educational Technology Standards:
- Identify, explain, and effectively use input, output and storage devices of computers and other technologies (e.g., keyboard, mouse, scanner, adaptive devices, monitor, printer floppy disk, hard drive).
( 5, 6 )- Use accurate and developmentally appropriate terminology (e.g., cursor, software, hardware, pull down menu, window, disk drive, hard drive, CD-ROM, laser disc) when referring to technology.
( 6 )- Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools,digital cameras,graphing software) for communication,presentation,and illustration of thoughts, ideas,and stories.
( 1, 3, 4 )- Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.
( 1, 3 )
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Objectives:
The students will: identify where fruits and vegetables are grown in the United States, discuss modes of transportation for delivering foods to the grocery store, determine places where fruits and vegetables are grown by using a United States map,and explain nutritional facts about selected fruits and vegetables. |
Lesson Materials and Resources:
- Large wall map
- Drawing paper
- Transparency of the United States map (optional)
- Fruit Picture Cards found in the reproducible section
- Vegetable Picture Cards found in the reproducible section
- Map of the United States found in the reproducible section
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Technology Tools and Materials:
Hardware:
Computer with Internet access
Software:
KidPix or other paint program
Websites:
•Dole 5-a-Day Reference Center
www.dole5aday.com/ReferenceCenter/R_Home.jsp
•Crop Profiles on the National Information System for the Regional IPM Center
www.ipmcenters.org/cropprofiles/cp_form.cfm
Other:
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Background Information:
Students should have a basic knowledge of how to read a map and should be familiar with the map of the United States. Students should also have a basic understanding of how to use a computer for creating maps and pictures. |
Lesson Procedures:
- Explain that the foods we eat come from all over the country. Cut apart the pictures of foods from the "Vegetable Picture Cards" and the "Fruit Picture Cards." The students will identify the foods pictured.
- Using the two websites, students will watch the teacher locate in which states the foods are often grown. Students will discuss basic nutritional facts about the fruits and vegetables using the 5-a-Day website. Using the 5-a-Day website, the students can read about harvesting and transporting the food items.
- Discuss and identify using the map of the United States how far these places are from where the students live.
- Using a United States map transparency, students will tape the map onto the computer screen and trace the important lines (states, oceans, etc.) using KidPix. (If computers are unavailable, reproduce a map for each student. If not available, the students can work on the wall map.)
- Assign each student a fruit and/or vegetable to draw onto the map at its place of origin. The student will draw the path the fruit or vegetable would travel to be transported to his/her house. Discuss with the students which modes of transportation would be used to take the food to the home.
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Assessment Procedures:
- Student maps with pictures of foods in correct places
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Accommodations/Modifications:
----- written by Division of Nutrition Assistance
Teachers must follow special needs student's Individual Education Plan (IEP) or 504 Modification Plan.
STUDENTS WITH PHYSICAL IMPAIRMENTS
1. Pair with non-disabled student especially when drawing/using computer software
2. Use accessible scissors for cutting picture cards
3. Use fatter/larger crayons or markers when illustrating fruits and vegetables
4. Utilize a paper stabilizer/clipboard for writing/drawing activities
STUDENTS WITH SENSORY IMPAIRMENTS:
VISION
1. Pair with non-disabled student
2. Use a large United States Map
3. Seat student next to presentation/map
4. Use a magnifying glass to assist in locating specific places on the map
5. Use real/plastic fruit for students to touch/feel
HEARING
1. Pair with non-disabled student to insure understanding of directions
2. Teacher should maintain proximity and eye-contact during class discussions
Additional Accommodations/Modifications suggestions found under "Helpful Links-General Classroom Accommodations."
----- written by Amber Gardner
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Reproducible Materials:
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Explorations and Extensions:
- The students will go to a local farm, sugar cane field, dairy, orchard, crawfish farm, etc., to observe the Louisiana food products.
- For one week, students will identify the fruits and vegetables served in the cafeteria. They also will indicate the origins of foods by placing food picture cards on a large map in the cafeteria.
- Students will learn more about the importance of eating at fruits and vegetables by exploring the Dole 5-A-Day site at http://www.dole5aday.com.
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Lesson Development Resources:
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Reflections:
Teachers should be familiar with the origins of fruits and vegetables: for example, apples are grown in Washington, watermelons in Louisiana, and grapes in California. For more information, visit the Dole 5-A-Day site at http://www.dole5aday.com and http://www.aboutproduce.com/produceaz/commodity_search.asp . |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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