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Art
Grade: Elementary
Subject: Art

#3522. sometimes and all the time foods

Art, level: Elementary
Posted Thu Jul 14 20:52:52 PDT 2005 by K Guntrip (kguntrip@utas.edu.au).
University of Tasmania, Tasmania
Materials Required: Template, coloured pencils, greyleads.
Activity Time: 10-20 minutes.
Concepts Taught: Healthy Living

Grade: Kindergarten

Group size: 4 -- 6 students

Duration: 15 mins. (Depending on the student)

Resources: A variety of fresh fruit

Prior knowledge: This lesson will be undertaken during a unit of work on healthy lifestyles. Before commencing this activity the students will have an understanding that fruits are edible and what some basic fruit are called. They will have tasted some fruit and know that fruit is a healthy food.

Objectives: By the end of this lesson the students will be able to recognise a wide variety of fruit and have a greater understanding as to the importance of fruit in their diet and that some fruits skin are edible and others are not.

Essential Connections: Social Responsibility -- Understanding the past and creating preferred futures. Learning marker -- "Draws on prior knowledge when making links to present experience."

Department of Education, Tasmania. (2004). Essential Connections: A guide to young Children's learning. Hobart: Printing Authority of Tasmania.

Activity outline: This activity would be explained to the students as a whole class but conducted during small group sessions. Small groups of students will be shown the fruits and then have a teacher led discussion where the following questions will be included.

Questions: This lesson will use Blooms taxonomy questions to guide the students through. They will include knowledge, comprehension, application and evaluation questions.
1. Why should we eat fruit every day? (Comprehension)
2. What colours are they? (Knowledge)
3. What is the name of this fruit? (Knowledge)
4. Have you ever eaten this fruit? (Knowledge)
5. Describe what it was like to eat using words such as soft, crunchy and sour etc. (Application)
6. Did you like it? (Evaluation)
7. What did/didn't you like about it? (Evaluation)
8. Which of these fruits would you eat the skins of? (Application)

Follow up: This lesson would be followed up with a lesson in which the students make their own fruit salad using the different fruits and eating the final product.

Assessment strategy: Student responses may be recorded.

I chose to use the Blooms taxonomy method of questioning for this lesson because it is suitable to be used with Kinder age students and could be integrated effectively into the lesson. The students will be able to understand the questions as they are not too deep but at the same time are very thought provoking. As there are many different levels to this form of questioning they can be matched to the capabilities of the students. They can be kept at a basic level or extended for the upper level students who need to be challenged in order to stay interested. The questions may be pitched in such a way that they make students think more deeply about the information. This questioning technique may also be used by teachers to find out what prior knowledge the students have on the topic.

By using this form of questioning throughout the lesson it enables the lesson objectives to be met successfully. The students will gain a deeper understanding of the importance of fruit in their diet and learn about some new fruits they may not have been familiar with and the fact that some fruits have edible skins where others do not.