An AskERIC Lesson Plan
Author: Robert D.Willis, Arapahoe Middle School, Arapahoe, WY
Date: May 1994
Grade Level(s): 5, 6, 7, 8
Subject(s):
- Science/Agriculture
- Science/Botany
Overview
Plant reproduction and responsehelps students understand the difference between plants with seeds and seedlessplants. In this activity students are surprised to learn that any of the itemscommonly called vegetables or nuts are really fruits.
Purpose:
The purpose of this activity is tohelp students understand that some plants produce fruits and some producevegetables.
Objectives: Students will be able to :
1. Define - intheir own words a definition for fruits and vegetables and be able todifferentiate between fruits and vegetables.
2. Compare -based on color, size, shape, taste, seeds, and plant parts, the differencesbetween a fruit and a vegetable.
3. Identify -fifteen to twenty common fruits and vegetables.
Resources/Materials:
A wide variety of both fruits andvegetables obtained from your local grocer. Quantities should be variedaccording to class size.
Reference materials to help inclassifying the specimens.
The Complete Book of Vegetables,Tjerk Buishand, H.P. Houwing, K Jansen, - New York; Gallery Books, 1986.
The Complete Book of Fruits, DickPijpers, J.G. Constant, K Jansen, - New York; Gallery Books, 1985.
Activities and Procedures:
1. Begin byhaving the students write the definitions of each, a fruit and a vegetable on asheet of paper. Discuss some of the various answers students have given.
2. Display a widevariety of fruits and vegetables, as many of each as possible, around theclassroom.
3. Divide thestudents into groups of 3 or 4 and ask them to list each item and classify itas either a fruit or a vegetable using the definitions of each given at thebeginning of class.
4. Allow studentsto sample and taste the different specimens while classifying them. Dependingupon the age of the student discretion should be used whether to allow studentsto use knives or use precut samples.
5. Have studentsshare their lists and give reasons for their choices.
Tying it All Together
1. Follow this upby giving feedback to the students by listing all the specimens in theircorrect classes.
2. Use thisactivity to introduce the first unit or lesson for plant reproduction andresponse.
3. Return studentlist with no negative comments.
4. Give a simpleidentification quiz using some of the specimens in order to evaluate what thestudents have learned.
May 1994
These lesson plans are the result of the work of theteachers who have attended the Columbia Education Center‘s Summer Workshop. CECis a consortium of teacher from 14 western states dedicated to improving thequality of education in the rural, western, United States, and particularly thequality of math and science Education. CEC uses Big Sky Telegraph as the hub oftheir telecommunications network that allows the participating teachers to stayin contact with their trainers and peers that they have met at the Workshops.
(Although it is not an English teaching plan,maybe it is useful to English teaching.--Edward)