Fruit and Vegetables

Overview and Benefits

Project Design

Unit Plan Index

Instructional Strategies

The importance of fruit and vegetables

At a Glance

Grade Level: Grade 1

Subjects: Language, Natural Science, Mathematics, Life Orientation, Arts and Culture, Economic and Management Sciences, Technology and Social Sciences

Topics: Fruit and Vegetables, beginning reading and writing, sight reading and starting sounds

Time Needed: 4 weeks -
30-45 minutes per day

Key Learnings: reading and writing, starting sight reading and sounds

Things You Need

Critical outcomes
Work effectively with others
Organise and manage oneself
Collect, analyse, organise and critically evaluate information
Communicate effectively
Demonstrate an understanding of the world as a set of related problems

Specific outcomes
(DOC: 1 page)

Resources:
Computers with Front Page, clip art pictures, access to internet, scanner, books about fruit and vegetables, and other pictures that can be scanned. Publisher, clip art pictures, access to internet, scanner, books about fruit and vegetables, and other pictures that can be scanned.
Overhead projector for presentation, actual fruit and vegetables, poems, instructions and evaluation sheets. Power Point, clip art pictures, Microsoft Office.

Unit Summary
This unit uses language-orientated activities to learn about fruit and vegetables.

Curriculum Framing Questions

	Critical Question: Is food needed on earth?
	Content Questions: 1. What is an easy way to differentiate between fruits and vegetables? 2. Name and identify 5 fruits and 5 vegetables. 3. What is the affect of the vitamins found in fruit and vegetables? 4. Are there any poisonous things that a person might eat without knowing?

Instructional Procedures
Task 1
Give a basic introduction lesson introducing fruit and vegetables and how the lesson will be used to learn letters and words.
Expose learners to the poems; Peter Pumkin Eater and Vintery Mintery and colour in the picture.

Task 2
Learners should plan their presentations, collect pictures, and words they want to use and prepare a Power Point presentation answering the unit question. A sample learner presentation is available. There is a storyboard and basic template available in the learner support bin.

Task 3
Learners should plan their brochure, collect pictures and words they want to use and prepare a brochure using Publisher explaining an item relating to the presentation. There is a learner sample available to view. There is a storyboard and basic template available to guide learners.

Task 4
Learners should plan their web page, collect pictures and words they want to use and prepare a brochure using Front Page. There is a learner sample website available. The website should be based on an aspect relating to the PowerPoint presentation. Learners may use the template of the website in order to guide them. There is a self assessment rubric for learners to use.

Task 5
During the first lesson learners get the opportunity to complete and check their portfolios based on ongoing feedback received as well as the completion of the word matching and labelling activities. During the second lesson, the learner needs to present portfolios to fellow learners and receive final evaluation. Educator to facilitate this process as learners will not have the relevant skills at this age.

Prerequisite Skills
Basic listening, comprehension and understanding and exposure to letters and words Computer usage, Microsoft Word, Power Point, Publisher and Front Page user skills.

ELSEN - Learners with special educational needs
Use Templates available to assist with compiling of portfolios. Learner can request to do less than 5 fruits and 5 vegetables to assist with time constraints. For learners that have not yet had any exposure to ICT exception can be made to produce project in manual form to ensure that learning areas are covered. They must however get a certain amount of exposure through interaction with other ICT learners.

Assessment
Ongoing observation by educator and assessment tools for self evaluation and educator evaluation at end of project. You will evaluate outcomes 1.1.1 and 1.1.2 by observation when handing out the project based on the reaction and feedback from the learners. They will use the project to learn awareness of beginning sounds and need to show this in their presentation so that the teacher can evaluate it.

Learners need to use their basic skills to compile information and even if it is done purely by copy and paste functions (if they cannot write yet) they will start developing through sight learning. They will also be expected to copy words on the 2 worksheets and this will indicate their basic writing skills.

Credits
Hazel Wickham of Woodbridge Primary School as part of the Intel Teach to the Future programme.

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