A Mini Unit on Fruits and Vegetables
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A Mini Unit on Fruits and Vegetables







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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.
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A Mini Unit on Fruits and Vegetables

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Slide 1

A Mini Unit on Fruits and Vegetables

E. J. Glatt

Slide 2

Introduction

  • Topic

    • Fruits and vegetables

    • Likes and dislikes

    • Presentation of likes

      and dislikes

Slide 3

The Students

  • Grade 4

  • Rosh Ha’Ayin

  • Bet Sefer Afek

    • Experimental ecology school

  • Mamlachti school

  • Middle class Socioeconomic level

Slide 4

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 answerquestions about food and express their likes and dislikes about food

  • present information about their friends' likes and dislikes of food.

Slide 5

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.

Slide 6

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.

Slide 7

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

Slide 8

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."

Slide 9

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.

Slide 10

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.

Slide 11

Assessment

  • Ask random students to name a fruit.

  • Ask students to quiz each other on foods, whether or not they are fruits and observe.

Slide 12

Reinforcment

  • Fruit worksheet

Slide 13

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.

Slide 14

Summary of other lessons

  • Learning vegetable vocabulary

  • Differentiating between fruits, vegetables, and other foods.

Slide 15

Summary of the other lessons

  • Vegetable vocabulary

  • Likes and dislikes

  • Survey

Slide 16

Summary of other lessons

  • Presentation of survey results

    • Chart

    • Oral presentation

Slide 17

Other songs: Vegetable song

  • "Carrots, peas and broccoli,

  • Vegetables are good for me,

Slide 18

  • Corn and peppers on my plate,

  • Potatoes, onions, it's not too late,

Slide 19

  • "Carrots, peas and broccoli,

  • Vegetables are good for me,

Slide 20

Other songs:

I like chicken, I like liver

Meow Mix,Meow Mix please deliver

Slide 21

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.

Slide 22

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).


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