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Primary Subject Area: Science |
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Grade Level: 1 - 2
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Overview:
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The students will identify the parts of plants they eat as vegetables. They will discuss the health benefits of eating vegetables. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 2 class periods (50 minutes each) |
Content Standards:
- 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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Benchmarks:
- LS-E-A3
locating and comparing major plant and animal structures and their functions; (1,3)- LS-E-A6
recognizing the food groups necessary to maintain a healthy body. (1,2,4,5)
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Grade-Level Expectations (GLEs):
- Grade 2
28.
Describe structures of plants (e.g., roots, leaves, stems, flowers, seeds)
(LS-E-A3)
29.
Compare differences and similarities among a variety of seed plants
(LS-E-A3)
31.
Identify and discuss the arrangement of the food pyramid
(LS-E-A6)
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Interdisciplinary Connections:
- English/Language Arts : Standard 2
Students write competently for a variety of purposes and audiences. - English/Language Arts : Standard 3
Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting. - Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
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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 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 the parts of plants they eat as vegetables, and list the health benefits of eating vegetables. |
Lesson Materials and Resources:
The Vegetable Garden (big book) or other books such as Eating the Alphabet by Lois Ehlert; You Are What You Eat by Melvin Berger; or The Cows are in the Corn by James Young.
Vegetable pictures |
Technology Tools and Materials:
Hardware:
Computer
Software:
KidPix or Kid Works
Other:
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Background Information:
The students should be familiar with a variety of vegetables and the parts of a plant. |
Lesson Procedures:
- Ask the students to name some healthful foods using a "Think-Pair-Share" activity.
- The students will then discuss from where they think vegetables come.
- Read to the students The Vegetable Garden, or other suggested book and discuss what kind of vegetables the students like to eat. List these vegetables on the board.
- Write the following headings on the board:
Roots-Stems-Leaves-Flowers-Fruits-Seeds.
- Call out the following vegetables and have the students name the plant part (or parts) from which they come:
- Lettuce - (Answer: leaf)
- Broccoli - (Answer: stem and flower)
- Asparagus - (Answer: stem)
- Carrot - (Answer: root)
- Tomato - (Answer: fruit)
- Peas - (Answer: seeds)
- Review with the students the list of favorite vegetables on the board and check the students' knowledge of plant parts.
- Explain the vegetable story writing activity to the students. Each student will write a story that includes his/her favorite vegetable, the part of the plant from where it comes, the health benefits and the reason he/she likes to eat it. Each student also will draw a picture of the vegetable. The students will write their stories using KidPix or Kid Works, or use "Vegetable Picture Cards" reproducible if software is not available.
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Assessment Procedures:
Evaluate each student's vegetable story based upon specifications listed in lesson procedure step 7. |
Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
Teachers must follow special needs student's Individual Education Plan (IEP) or 504 Modification Plan.
Non-readers:
(Below Grade-Level Reader/Writer)
1. Provide picture cards with matching lesson vocabulary for the student to use to complete the writing activity.
2. Allow the non-reader to dictate his story to a fluent reader/writer /scribe and to then copy the story using the word processing program.
3. Accept invented spelling and encourage the student to draw pictures to further develop the written response.
4. Substitute software that includes the use of icons, word prediction and text to speech capabilities (such as Sunbuddy Writer, Write Out Loud, CoWriter, etc.).
5. Provide student with a tape recorder to record his/her journal entry.
Students with Physical Impairments:
1. Partner the physically impaired student with a non-exceptional peer who will function as a scribe for the child that has physical limitations that prevent easy writing.
2. Prior to the lesson, prepare sentence frames for the physically impaired student. The student can complete the sentences by typing one word or by inserting a picture using the stamp tool in the Kid Pix program to write his/her story.
3. A physically impaired student may benefit from a keyboard overlay to control keystrokes, enlarged keyboard, touch screen, switch access, trackball and/or joystick.
4. Lift or slant the keyboard to make it more accessible for the student.
5. Use Filter Keys in the computer accessibility options to adjust the key repeat rate and to ignore repeated keystrokes.
Additional Accommodations/Modifications suggestions found under “Helpful Links- General Classroom Accommodations”.
----- written by Susan McCarstle
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Reproducible Materials:
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Explorations and Extensions:
Stories can be displayed in the cafeteria.
Students can use fruits and vegetables served in the school cafeteria to reinforce their ability to identify the parts of plants they eat and the nutritional benefits of eating them. |
Lesson Development Resources:
This lesson was reviewed and updated by Diane Cole and Millie Naquin for the SLU Excellence in Health and Education Project in June 2003. |
Reflections:
If students are encouraged more vegetables then they are consuming more nutrient dense foods. This practice should improve their health and lower their risk of developing illness and disease. |
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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