Transcript A Mini Unit in Fruits and Vegetables

A Mini Unit on
Fruits and
Vegetables
E. J. Glatt
Introduction
• Topic
– Fruits and vegetables
– Likes and dislikes
– Presentation of likes
and dislikes
The Students
• Grade 4
• Rosh Ha’Ayin
• Bet Sefer Afek
– Experimental
ecology school
• Mamlachti school
• Middle class
Socioeconomic
level
Purpose of the Unit
By the end of the mini-unit, students will be
able to:
• Name and identify at least 5 different
types of fruits and 5 different types of
vegetables
• ask and answer questions about food and
express their likes and dislikes about food
• present information about their friends'
likes and dislikes of food.
Standards/Benchmarks
• Domain: Social Interaction:
foundation level
• Students interact and convey
simple messages. Students
interact using basic vocabulary
and comprehensible, but not
necessarily accurate, syntax.
Benchmarks:
– Ask and answer simple
questions about familiar topics
and everyday situations such
as family, school, personal
interests.
– express feelings, likes and
dislikes.
Standards/Benchmarks
Domain: Presentation:
foundations level
• Students present
information about personal
topics, orally and in writing,
using basic organizational
skills.
• Pupils use basic vocabulary
and simple syntax.
Benchmarks:
• 1. Design a means for
collecting information such
as a questionnaire, and list
the results.
Lesson 1: The Fruit
Objective:
– Students will be able to identify and name 5 types
of fruit.
Time: 30 minutes
Materials:
– Flash cards of different kinds of fruit
– “Food Cards,” cue-cards or pieces of paper with the
names of different fruit on them. On the reverse side
should be a picture of the food or the Hebrew
translation on the back. One for every student. At
least 9 or 10 should have the names of fruit on
them.
– fruit worksheet
– pencils and paper for each student
Procedure
Motivator: Sing and explain the song
"Apples, peaches" (in the tune of "Tell me
when your birthday comes")
"Apples, peaches, pears and plums,
oranges, bananas, here we come.
Grapefruits, mangos and a guava,
Raspberries, blueberries and papaya."
Procedure
• Show the student flashcards of various fruit.
• Say, for example, “an apple is a fruit, an orange
is a fruit.”
• Have students repeat after you.
• Hand out the “food cards.”
• Students now go around the classroom, and
must find and list in their notebooks the names
of five fruit with their Hebrew translations and/or
pictures.
Anticipated Problems and
Solutions
• 30 Students walking around a cramped
room can be a problem.
• The students must first be told that they
must only walk quietly.
• Have a cue for the students to stop
moving and listen.
Assessment
• Ask random students to name a fruit.
• Ask students to quiz each other on foods,
whether or not they are fruits and observe.
Reinforcment
• Fruit worksheet
Reflection of lesson 1
• It was slightly difficult to
control the students moving
around the room.
• Students also yelled across
the room telling their friends
who had the fruit cards.
• Most, however, were more
familiar with the vocabulary at
the end of the lesson.
• Next time, I disallowed any
talking higher than a whisper.
Summary of other lessons
• Learning vegetable
vocabulary
• Differentiating
between fruits,
vegetables, and
other foods.
Summary of the other lessons
• Vegetable vocabulary
• Likes and dislikes
• Survey
Summary of other lessons
Presentation of survey results •
Chart –
Oral presentation –
Other songs: Vegetable song
• "Carrots, peas and broccoli,
• Vegetables are good for me,
• Corn and peppers on my plate,
• Potatoes, onions, it's not too late,
• "Carrots, peas and broccoli,
• Vegetables are good for me,
Other songs:
I like chicken, I like liver
Meow Mix,Meow Mix please deliver
General Reflection
• I thought that the project was a good way to introducing
the children to expressing their feelings and their own
likes and dislikes as well as the likes and dislikes of
others.
• The presentation portion was less than a smashing
success ( despite a small listening task)……
• but the children enjoyed the songs and the vocabulary of
many of the students was greatly increased by the end
of the unit.
• I also found that the confidence level, in terms of
speaking in English, was increased for some of
the students.
General Reflection
I think, while it does not seem that this project involved a
large amount of risk-taking, I thought that a substitute
teacher getting the students away from their textbooks
was risk-taking enough (the teacher I replaced
temporarily only used the textbooks in the large classes
in Rosh Ha’Ayin).