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Primary Subject Area: Mathematics |
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Grade Level: K
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Overview:
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The students will sort fruits and vegetables by size, color, shape and other attributes. 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:
- Geometry
In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings. - Data analysis, Probability, and Discrete Math
In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions. - Patterns, Relations, and Functions
In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.
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Benchmarks:
- G-1-E
determining the relationships among shapes; (1,3,4,5)- G-2-E
identifying, describing, comparing, constructing, and classifying two-dimensional and three-dimensional geometric shapes using a variety of materials; (1,2,3,4)- D-1-E
collecting, organizing, and describing data based on real-life situations; (1,2,3,4)- P-3-E
recognizing the use of patterns, relations, and functions in other strands and in real-life situations. (2,3,4,5)
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Grade-Level Expectations (GLEs):
- Grade K
17.
Compare, contrast, and sort objects or shapes according to two attributes (e.g., shape and size, shape and color, thickness and color)
(G-2-E)
23.
Collect and organize data in a simple bar graph using pictures or objects
(D-1-E) (D-2-E)
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Interdisciplinary Connections:
- Science : Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities. - Science : Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
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Educational Technology Standards:
- 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 resources to assist in problem-solving, self-directed learning, and extended learning activities.
( 2, 4 )
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Objectives:
The students will interpret the data in the graphs; organize and describe fruits and vegetables according to size, shape and color; utilize senses (sight, smell, hearing, and touch); identify varieties of fruits and vegetables. |
Lesson Materials and Resources:
"Food Fun-O-Rama" video - from Tickle Your Appetite Curriculum
At least three fruits and vegetables in a color group: for example, red, green, and white
Knife
Cutting board
Paper bags |
Technology Tools and Materials:
Hardware:
computer, TV/VCR
Software:
Graph Club software
Websites:
•Dole 5-A-Day
www.dole5aday.com
Other:
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Background Information:
Students should know that fruits and vegetables are grown on different types of plants. They should know that fruits and vegetables have different tastes, smells, colors, sizes and shapes. |
Lesson Procedures:
- Ask students to identify the fruits and vegetables on display and then to sort the foods according to whether they are fruits or vegetables.
- The students will sort the fruits and vegetables by color, shape and size. (Three from each color category is a good number.) Fruits and vegetables will vary with the season but the following may be used as a guide:
RED: apples, strawberries, tomatoes, red peppers, radishes
GREEN: spinach, broccoli, watermelon, celery, green pears
WHITE: potatoes, jicama, mushrooms, turnips, cauliflower
Explain that some foods are one color on the outside and another color on the inside. Cut open several of the fruits and vegetables, such as watermelons or radishes, to demonstrate the change and variety within a single food.
- After students have seen the video Food Fun-O-Rama, tell them that they are going to play their own Food Fun-O-Rama game using the fruits and vegetables. Students will guess which food is in the bag. Students can feel the shape of the food, determine its size, and use their senses such as touch and smell to identify the food. Verbal clues can be given if necessary. Ask them whether they remember the names of the foods because some may be unfamiliar to them.
- Review with the students how they use their eyes, ears, fingers and nose to learn more about foods. Explain what voting is; tell them that each of their opinions or votes is very special. Ask them to use only their eyes, noses, or fingers to rate the foods on the sensory element the teacher chooses (i.e., brightest, smoothest, best smell). Students may raise their hands to say which food they think should win in contests such as:
Red foods: Students could vote on "the brightest red" among the red produce.
Green foods: Students may vote on which among the green produce they think will make the loudest sound when eaten.
- Using Graph Club, the students will compile the results from the sorting and voting exercises. (Graph paper can also be used if there is no computer software that can be used to enter the data and graph it.)
- Print out and display the graphs in either the classroom or the cafeteria.
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Assessment Procedures:
Teacher created checklist to assess student’s ability to sort fruits and vegetables. |
Accommodations/Modifications:
Before doing this lesson, teachers should check about food allergies to be sure that students do not have adverse health reactions during this lesson.
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
Teachers must follow special needs student's Individual Educational Plan (IEP) or 504 Modification Plan.
STUDENTS WITH SENSORY IMPAIRMENTS
VISION
Activities 1,2, and 4;
1.Seat the visually impaired student directly in front of displayed fruits and vegetable.
2. Allow the student to feel the vegetables.
Activity 3;
1. When viewing Food Fun-O-Rama, use a large screened TV.
Activity 5
1. Use large printed/illustrated materials.
2. Use windows accessibility options to change font size, text/background colors, and use the text magnifier (bar and page).
3. Use large screened TV.
4. If the activity is done on graph paper, use enlarged paper with dark, black lines. Texture can be added with glue and sand, if needed. Assign a peer buddy to assist with completion of the activity. Allow additional time to complete the activity.
HEARING
During activities 1,2,4
1. Abbreviate verbal instructions. Speak clearly. Repeat/restate directions/instruction. Ask student to retell the target information to verify comprehension.
2. Use amplification, FM system, and/or auditory trainer to assist the child in hearing auditorily presented information.
3. Provide preferential seating/ maintain eye contact during presentation of auditory information (seat the student away from doors, windows, air conditioners, overheads, etc).
4. Teacher should maintain proximity and eye-contact during class discussions.
When viewing Food Fun-O-Rama;
1. Have interpreter sign the verbal information as the video is presented.
2. Place the microphone for the FM system or auditory trainer near the audio output of the television.
STUDENTS WITH ATTENTION/BEHAVIOR CONCERNS
During activities 1,2, and 4;
1. Use FM system (Phonic Ear, Phonak) to assist in maintaining the students auditory attention.
3. Use predetermined signal to redirect attention.
5. To control seated behavior use a weighted lap pad/stuffed toy or sensory seat cushion (consult occupational therapist) to assist student in maintaining seated position during instruction.
When viewing the video Food-Fun-O-Rama;
1. Seat the student between compliant children. Ignore inappropriate behavior and praise and reinforce appropriate behaviors.
2. Allow the student alternate seating such as allowing the student to sit in a bean bag chair or on a therapy ball.
Additional Accommodations/Modifications suggestions found under "Helpful Links- General Classroom Accommodations."
----- written by Patricia Freeman
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Explorations and Extensions:
Provide students the opportunity to taste the "winning" foods. For sanitation reasons, wash the fruits and vegetables that were touched in the lesson, or have enough extra food on hand for every child to have a taste. Let students be as interactive as possible.
A food puppet can serve as host for this game or cut out a picture and attach it to a stick to make a stick puppet, which also can serve as a pointer for showing students the item that is currently being discussed.
The students will visit a fruit stand.
The students will visit the Dole 5-A-Day Web site to meet the fruit and vegetable characters (Amber Orange, Barney Broccoli).
The students will identify the fruits and vegetables being served in the cafeteria each day for a week. They will discuss how these foods keep them healthy and able to learn. |
Lesson Development Resources:
Tickle Your Appetite Curriculum, USDA. It can be ordered from the National Food Service Management Institute (1-800-321-3054). Also read about it at www.fns.usda.gov/tn/Resources/tickle.html
http://www.dole5aday.com (Dole 5-A-Day)
Graph Club is a computer software program that can be used to enter data and graph it. Other types of comparable software can be used such as Excel. If these are not available, use graph paper. |
Reflections:
Encouraging students to eat fruits and vegetables can help them to stay healthy so that they are able to attend school regularly and become more academically successful. |
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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Best Practices
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