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Instructional Goals Content:
1. Kindergarten students will learn what fruits are
2. Kindergarten students will learn about the nutritional benefit of eating fruit.
Information Skills
1. Students will consider potential topics.
2. Students will narrow the topic to be explored.
3. Students will present their results.
Learning Objectives Content:
1. Kindergarten students will present one nutritional benefit for their favorite fruit.
Information Skills:
1. Kindergarten students will select which fruit they want to draw.
2. Kindergarten students will individually present their drawing and nutritional information to Zuzu.
Motivational Goals:
1. Generate interest in researching fruits (e.g.,introducing
the kindergarteners to Zuzu from Zupiter (hand puppet), modeling enthusiasm, etc.
2. Promote value/relevance (students need to help ZuZu).
3. Build confidence in students' abilities (e.g., positive feedback)
- Puppet (Zuzu)
- Blank drawing paper
- Crayons
- a short book on fruit, such as: Ehlert, Lois. Eating the Alphabet: Fruits and Vegetables from A to Z. Harcourt, Inc., 1996.- Reference information on nutritional benefits for different kinds of fruit. This website explains the benefits of vitamins and minerals in kid-friendly terms, and provides examples of fruits that contain those vitamins/minerals. (http://kidshealth.org/kid/stay_healthy/food/vitamin.html ) - Job aid (pictures of fruit with names)
Introduction:
1. Immediately generate interest for students by introducing the kindergarteners to Zuzu from Zupiter (hand puppet).
2. Have Zuzu explain why he is visiting the kindergarten class. Zuzu:
a. Does not feel well and his doctor told him that he needs to introduce fruit into his diet
b. Wants to feel better but does not know what fruit is
c. Asks the children if they will help him learn about fruit
3. Have Zuzu ask the children if they can help him learn about fruit. This action will stimulate student interest and student participation for activities described below.
4. Show your own enthusiasm for having the students help Zuzu feel better and state that you are confident that this class of students can provide Zuzu with the information he needs.
Body:
1. To re-enforce the students' recognition and knowledge of what fruits are and to build confidence that the can help Zuzu, read a short book on fruits. (Reading also helps to promotes literacy and a joy of reading.)
2. After reading the story, maintain interest in the subject of fruit by having the kindergarteners draw their favorite fruit using paper and crayons. Before they begin, explain to them that they will present the pictures of their favorite fruit to Zuzu at the end of class. To promote confidence and satisfaction, tell the students that their pictures will help Zuzu remember what some fruit look like so he can eat them to get well. This independent activity supports the need for achievement.
3. While the students are drawing, approach each student individually and have them tell you what fruit they are drawing. Provide each student with encouragement and support as you view their drawing. Tell the student one health benefit that their favorite fruit provides (e.g., eating oranges can help you not catch colds). If more than one student has the same fruit, provide each student with a unique nutritional benefit. Tell the students that they will need to remember the one reason why eating their favorite fruit is good for them because as they share their pictures with Zuzu they will need to also tell Zuzu why that fruit is good to eat.
4. Bring Zuzu back and draw the students' attention by announcing that the students are very excited about presenting their drawings and sharing their knowledge about some favorite fruits with Zuzu.
5. Based on your observations of what fruits the students were drawing, randomly name a favorite fruit and ask those that have that fruit to stand next to Zuzu, facing the class. Have all the children repeat the name of the fruit together and then allow each student to individually present his/her drawing to Zuzu as well as the reason why that fruit is good to eat.
6. To help build confidence and promote satisfaction in the childrens' work effort, allow time for Zuzu to thank each student after his/her presentation.
7. Continue randomly naming fruits. Knowing that some fruits may be more popular among than others, alternate frequently so that students who present alone to Zuzu do not feel left out. Provide support and encouragement as necessary.
8. Have Zuzu thank the children for the pictures and the information about fruit. He is excited about eating fruit and getting healthy.
Conclusion:
1. Promote satisfaction in the students' accomplishments by leading everyone in applause for their work in helping Zuzu.
2. Motivate continuing learning by distributing the job aid that provides pictures of fruit and the spelling of each fruit name by following these steps:
a. Say the name as you point to the fruit; have the students repeat the name.
b. Ask the students what letter the fruit starts with. Say the letter and have them repeat the letter.
c. Pointing to the picture of the fruit, have the students complete the sentence [Fruit name] starts with the letter [letter].
d. Continue down the list of fruits, repeating steps a through c, as time allows.
e. If time allows, go through the list of fruit again, this time asking the students why that fruit is good to eat. This exercise re-enforces what they learned earlier.
3. This particular activity may need approvals from the students' parents or the school nurse to make sure no fruit allergies exist amongst the students: Reward the students after the lesson by having a variety of fruits cut up into small pieces so the students have a chance to try some new kinds fruit they may have just learned about.
