Fruits/Vegetables and our Body (Week Two)
Activity 1
I will begin my lesson by presenting students with the container full of fruits and vegetables that were presented earlier in the unit. Each student will have a recording sheet and for each fruit or vegetable, they will be making predictions and recording on their sheets. The recording sheets will have four pictures depicting sweet, salty, hot and undecided. They will revisit their prediction sheets after the food tasting session (See Activity 2 below) and they will record their final response.
Activity 2
Another lesson will begin with a reading of “Eating the Alphabet: Fruits and Vegetables From A to Z” by Lois Ehlert. I will tie this reading to the book, “Farms Feed the World” by Lee Sullivan Hill and stress the importance that these fruits and vegetables will not exist if it were not for the farmers that we read about. After reading and naming each of the fruits and vegetables, I will present the class with several of the less common fruits and vegetables such as asparagus, grapefruit, avocado, jicama, Brussel sprouts, figs, kiwi and eggplant. While presenting each, I will also explain how each one helps our body stay healthy and if possible, present a visual (for example I will present the asparagus and explain, “Asparagus is a vegetable. We eat the stalk and the tip. It makes our food look more interesting with its unusual shape. Asparagus is a good source of a vitamin called folate, which is important for healthy blood.” Then I will show a picture of blood and place the visual of “blood” beside the asparagus.) I will then have the students sample a piece of asparagus. I will continue in this manner with each of the remaining fruits and vegetables. After sampling, the students will have a chance to create a puzzle in which each fruit or vegetable will match with a part of the body (blood, eye, skin, hair, etc..)
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