A mini unit on fruits and vegetables
Download
1 / 22

A Mini Unit on Fruits and Vegetables - PowerPoint PPT Presentation


  • 301 Views
  • Updated On :

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.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'A Mini Unit on Fruits and Vegetables' - alva


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Introduction l.jpg
Introduction

  • Topic

    • Fruits and vegetables

    • Likes and dislikes

    • Presentation of likes

      and dislikes


The students l.jpg
The Students

  • Grade 4

  • Rosh Ha’Ayin

  • Bet Sefer Afek

    • Experimental ecology school

  • Mamlachti school

  • Middle class Socioeconomic level


Purpose of the unit l.jpg
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.


Standards benchmarks l.jpg
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 benchmarks6 l.jpg
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 l.jpg
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 l.jpg
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."


Procedure9 l.jpg
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 l.jpg
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 l.jpg
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 l.jpg
Reinforcment

  • Fruit worksheet


Reflection of lesson 1 l.jpg
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 l.jpg
Summary of other lessons

  • Learning vegetable vocabulary

  • Differentiating between fruits, vegetables, and other foods.


Summary of the other lessons l.jpg
Summary of the other lessons

  • Vegetable vocabulary

  • Likes and dislikes

  • Survey


Summary of other lessons16 l.jpg
Summary of other lessons

  • Presentation of survey results

    • Chart

    • Oral presentation


Other songs vegetable song l.jpg
Other songs: Vegetable song

  • "Carrots, peas and broccoli,

  • Vegetables are good for me,


Slide18 l.jpg


Slide19 l.jpg


Other songs l.jpg
Other songs:

I like chicken, I like liver

Meow Mix,Meow Mix please deliver


General reflection l.jpg
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 reflection22 l.jpg
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).


ad