Transcript PreK-2nd PowerPoint - Florida Agriculture in the Classroom

• Give you helpful hints on how to present Gardening For
Nutrition lessons.
• Discuss the lessons as a group and share ideas of how you
would present the lesson.
• 2016 Focus:
• K-2 am:
• What We Eat, Part 1
• My Garden, MyPlate
K-2 pm:
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Poetry of Agriculture
Salad Rap
How Much Sugar?
Make and Takes
Description: Students will sort fruits and
vegetables by examining plants into the parts of
the plant eaten as food, identify a serving size
and locate whereon MyPlate the food belongs.
Objectives: The students will:
1. Identify the parts of a plant.
2. Sort fruits and vegetables by plant part.
3. Sort images of produce into botanically
correct fruits and vegetables.
4. Place sorted fruits and vegetables into
MyPlate
5. Describe and provide a general explanation
of the nutrients provided by fruits and
vegetables.
View pages 54 and 55 as pre/post test examples.
Fruit: If it has a seed it is, botanically the fruit of a plant. So,
grains are plant fruits, tomatoes, cucumbers, squash and pumpkin
are all plant fruits.
Vegetables are the vegetative part of a plant and the
reproductive part of the plant before they bloom and set fruit
and seeds. (PG 50-51)
Simply put:
If it is a seed or has a seed, it is a fruit.
If it is the leaf, stem, flower or root of a plant, it is a vegetable .
Strawberry
Tomatoes
The fruit is actually the
seed on the outside of the
strawberry. The sweet,
juicy portion that we eat
strawberries for is actually
a vegetative holder of the
seeds and not truly a fruit.
Pg.51
In 1883, the Supreme Court ruled that
tomatoes should be considered a vegetable
for tax purposes. Even after a court battle
and regardless of science tomatoes are still
legally determined to be vegetables. Tax
is still paid today on imported tomatoes.
Pg 144
• Roots: take in water and
nutrients.
• Stem: helps transport those
nutrients and water up to the
leaves and flowers.
• Leaves: Take in sunlight and air
to produce food.
• Flower: Develops into the fruit
of the plant.
Would it make a difference if Bear knew more about the food
plants in the garden? Why?
Is it a fruit or a vegetable?
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Label Plant Part
Using Fruit/Vegetable T-Chart
Add which part of plant it is.
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Carrot: root
Broccoli: flower
Lettuce: leaf
Cinnamon: stem
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Inside/Outside Circle
Write name of
fruit/vegetable on sticky
note.
Form two circles facing each
other so everyone has a
partner.
Partner’s ID food and plant
part.
Rotate circle and repeat.
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MyPlate Poster
Post its
MyPlate handouts
Magazines
• What did you eat for
breakfast?
• Where does it fit on MyPlate?
• In groups of 3 look through magazines for food items to go into
each of the 5 categories.
• Cut the food item out.
• Glue it to your MyPlate diagram.
• Start with a review from the day before
• Visit garden and make a list of foods grown in garden, come
back to classroom and place the items on MyPlate
• Before (what you ate) and after (what you should eat) MyPlate
Before
After
While reading:
• Write down each food the Very Hungry Caterpillar eats.
• Put it in the correct spot on the classroom MyPlate diagram.
After reading:
We do:
• Discuss with partner: Were all the foods placed correctly? What
do you notice about the caterpillars food?
You do:
• Review your individual MyPlate (breakfast foods). What can
you add/change to make it healthier?
We do:
• Group/Partner discussion: Any similarities between your meal
and the Very Hungry Caterpillars meal?
Just kidding, this isn’t
What it looks like, but
We are using beads!
Write one descriptive word for each Fruit/Veggie and
place inside appropriate bag.
Juicy
Description:
Students create a rap song/chant and dance promoting the components
of their favorite salad, and use chant as a device to remember that
plants do not eat and only plants produce food.
Objectives: Students will:
1. Learn a rap song as a device to remember that plants do not eat,
they produce food.
2. Identify rhyming words to complete rap template.
3. Identify sensory words by experiencing the garden and use those
words to complete a rap.
4. Share rap songs with other students.
Teacher
Students
Plants don’t eat!
Plants don’t eat!
Plants don’t need to eat!
Plants don’t need to eat!
Plants make their own food.
Plants make their own food.
We can’t do it.
We can’t do it.
We need plants.
We need plants.
Plants make their own food.
Plants make their own food.
And food for us, too!
And food for us, too!
Plants don’t eat!
Plants don’t eat!
Plants make their own food.
Plants make their own food.
And food for us, too!
And food for us, too!
Write down…
• 3 different colors
• 2 different smells
• 1 touch
• … that you would experience in a garden.
The _______ (color) garden was so pretty.
All of the ______ (smell) vegetables could feed a
city.
The _________ (touch) lettuce was so crisp.
It’s no wonder junk food won’t be missed.
________ (color) and _______ (smell) veggies are
great ingredients,
For a ________ (color) salad, but that’s no secret.
Using all the descriptive words in your
chosen fruit/veggie bag make a rhyme,
song, chant, or rap.
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Our garden needs rain,
it’s dry outside. (Sun motion with arms encircling heads)
The sun is shining,
our plants are fried! (Silent scream motion)
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Please come rain,
we need you so.
The pitter patter,
little drops you know. (Finger drum lightly on desks or tables)
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It sprinkles lightly,
let’s hear it fall.
The soil is ready,
to have it all.
(Fingers drum more loudly)
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It’s raining steady,
heavier now. (Palms lightly hitting tables or desks.)
I hear thunder
Oh gee! Oh wow! (Drop a heavy book or make a crashing sound)
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We’re in for a downpour,
that’s not so good. (Stomping feet)
Our plants can’t take it,
They’re in the mud.
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It is passing over. (Palms lightly hitting tables or desks.)
The rain is flowing. (Fingers drum loudly)
I’m glad we see,
that water is slowing. (Finger drum lightly on desks or tables)
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The storm is passing,
the clouds will thin.
I think I see,
sun peeking in. (Cease drumming and take a peek upward)
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The sun is shining, ((Sun motion with arms encircling heads)
our plants are fine.
I’m proud to say,
this garden is mine! (Stand with arms stretched widely upward as far as they can reach)