Fruit Fanatic!

Fruit Fanatic!

Activity (1) What’s Your Favorite Fruit?

Read aloud I Eat Fruit by Hannah Tofts. The teacher will bring in a variety of different fresh fruits such as grapes, oranges, apples, bananas, strawberries, etc. The teacher will hold a discussion to provide students with background information about the fruits that are available. Students will then illustrate their favorite fruit examined. They will then graph the classrooms favorite fruit using their illustrations, by placing their drawings on the white board in the proper order. The teacher may follow up with questions such as: which was the classes favorite? Which was the classes least favorite? How many students liked apples, oranges, etc?

Standards:
State Goal 1: Read with understanding and fluency.
B.Apply reading strategies to improve understanding and fluency.
1B.1d Read age appropriate material aloud with fluency and accuracy.

State Goal 10: collect, organize and analyze data using statistical methods: predict results; and interpret uncertainty using concepts of probability.
A.Organize, describe and make predictions from existing data
10.A.1b Organize and display data using pictures, tallies, tables, charts, or bar graphs.

Resources: I Eat Fruit by Hannah Tofts, IMC 3-D HEAL 262, http://www.amazon.com/

Activity (2) Fruit Jeopardy!

Read aloud Eating the Alphabet, Fruits and Vegetables from A to Z by Lois Ehlert. Teacher will discuss the importance of eating fruits and vegetables with an emphasis on fruits. Students will talk about the different colors, shapes, sizes and textures of some of the fruit mentioned within the book. The discussion will prepare students for fruit jeopardy! Jeopardy will assess students’ knowledge by providing descriptions and riddles of various fruits for students’ to solve.

Standards:

State Goal 1: Read with understanding and fluency.
B.Apply reading strategies to improve understanding and fluency.
1B.1d Read age appropriate material aloud with fluency and accuracy.

State Goal 22: Understand principles of health promotion and the prevention and treatment of illness and injury.
B.Describe and explain the factors that influence health among individuals, groups and communities.
22.B.1 Encourage and support others in making positive health choices (e.g., eating practices, cleanliness, and safety practices. Resources: Food Jeopardy

Resources: http://www.aces.edu/dept/family/nep/documents/Fruit_Jeopardy.pdf, The Alphabet, Fruits and Vegetables from A to Z by Lois Ehlert, http://www.amazon.com/

Activity (3) Fruit Smoothie


After learning about different fruits and how important they are for the body, students will discuss ways to make fruit fun to eat. The teacher will then read aloud Oliver’s Fruit Salad by Vivian French to assist students with other creative ways to prepare fruit. Students will then put together their very own strawberry and banana fruit smoothie using the recipe following this link http://www.kids-cooking-activities.com/simple-smoothie-recipes.html . They will be placed into groups of three to four and will be required to use appropriate measurements listed within the chosen recipe.

Standards:
State Goal 1: Read with understanding and fluency.
B.Apply reading strategies to improve understanding and fluency.
1B.1d Read age appropriate material aloud with fluency and accuracy.

State Goal 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.
B. Estimate measurements and determine acceptable levels of accuracy.
7.B.1a Given a problem, describe possible methods for estimating a given measure.

Resources: http://www.kids-cooking-activities.com/simple-smoothie-recipes.html, http://www.amazon.com/

Fruits

Activity 1 (of 3)- Food Pyramid

IL State Standard:
3.C. 2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative and persuasive writing.
Materials Needed:
My Food Pyramid by DK publishing, NutrFruit Heroes (IMC 3-D HEAL 250, 251), and real fruit
examples (including, but not limited to kiwi, mango, pear, blueberry, cherry)

Instruction:
Begin the activity by handing out a worksheet with various pictures of fruits where the students have to identify as many as they can. Have them turn it over when they are done. When students are finished then read pages 4-5 and 10-11 in the book My Food Pyramid by DK publishing. Have the students turn their papers back over again and then introduce the various fruits by using the NutraFruit Heroes to help. When this is complete discuss why they were able to recognize some fruits and why they did not recognize others.


Activity 2 ( of 3)- Nutra Fruit Heroes - Nutrients

IL State Standards:
5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs).
5.C.2b Prepare and deliver oral presentations based on inquiry or research.
4.B.2a Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format.

Materials needed:
NutraFruit Heroes (IMC 3-D HEAL 250, 251), computer access or books that will provide the information students need to look for.

Instruction: Divide students into four groups. Give each group one of the four NutraFruit Heroes. Students will have to research the nutrients that are found in each fruit and why our bodies need those nutrients. They will then need to create a presentation for the rest of the class using the NutraFruit hero and giving the information they found. They must include in their presentation the nutrients found in the fruit, why our bodies need the nutrients, and what might happen or could happen if our bodies do not get these nutrients.

Activity 3 ( of 3)- Fruit Salad

IL State Standards:
7.B.2a Determine and communicate possible methods for estimating a given measure, selecting proper units in both customary and metric units.
Materials needed:
Oliver's Fruit Salad by Vivian French, fresh pineapple, frozen raspberries, vanilla yogurt, bananas, chopped dates, and toasted almonds, also will need measuring utensils.

Instruction: Begin by discussing some of the various fruits or dishes that have fruits in them students have eaten before. Also discuss why or why not they eat many different kinds of fruits. Then read the book Oliver's Fruit Salad by Vivian French. After reading the book, discuss why they think Oliver wanted his mother to buy all of the different fruits, but would not eat them after she bought them. Have students get into groups of 4 after the discussion and have them make the Fruity Breakfast Parfait. The recipe will make 4- 6 oz. servings, so multiply ingredients as needed. The recipe calls for 2 cups of chopped fresh pineapple, 1 cup frozen raspberries thawed, 1 cups lowfat yogurt, 1 firm medium banana peeled and sliced, 1/3 cup of chopped dates, and 1/4 cup of sliced toasted almonds. In 6 oz. cups layer the pineapple, raspberries, yogurt, banana, and dates. Then sprinkle the top with almonds. Students can then sample their Fruity Breakfast Parfait.

Exploring Food with Anansi

Prior to these center activities, the teacher will have already read the book, Anansi and the Moss Covered Rock, retold by Eric A. Kimmel, to the students using Story Aid 260 (IMC, 3D Story Aid 260). The teacher will have also introduced the foods using real props.

Activity 1 (of 3): Science Center - Close Examination

Illinois Early Learning Standards

11.B.ECa: Use scientific tools such as thermometers, balance scales and magnifying glasses for investigation.

12.C.EC: Make comparisons among objects that have been observed.

Items Needed

Anansi and the Moss Covered Rock, digital microscope, (digital cameras or magnifying glasses could be used in the absence of digital microscope), computer, foods from book (watermelon, coconut, pineapple, bananas, yams, cantelope, and apricot), T-Chart made on large chart paper, and markers

Activity

1. Students will use the digital microscope to examine the skins of the foods in Anansi and the Moss Covered Rock. Teachers should consider asking the following questions to prompt both lower and higher order thinking as needed during this part of the activity: How could you hold the digital microscope to get an even better picture of what you are examining? What do you see? How would you describe that?
2. Students will create a book using the pictures they take with the digital microscope. Teachers should consider asking the following questions to prompt both lower and higher order thinking as needed during this part of the activity: What is that? What else could you imagine that it might be? What words would you use to describe what you see?
3. During closing circle, students will be encouraged to compare and contrast what they see in the pictures using a t chart of same and different. Teachers should consider asking the following questions to prompt both lower and higher order thinking as needed during this part of the activity: How are these items alike? How are they different? As more prompting is needed, the teacher may ask more specific questions, such as: Which ones are smooth? Which ones are bumpy? How would you describe the one in this picture? How is it different from the one in this picture? The teacher may also want to have the real objects present for those students who need to feel the objects again rather than just see the picture.

Activity 2 (of 3): Math Center - Weighing Food

Illinois Early Learning Standards

5.C.EC: Communicate information with others.
7.B.EC: Show understanding of and use comparative words.
10.A.ECa: Represent data using concrete objects, pictures, and graphs.
10.A.ECb: Gather data about themselves and their surroundings.
11.A.ECb: Collect describe and record information.
11.B.ECa: Use scientific tools such as thermometers, balance scales and magnifying glasses for investigation.
12.C.EC: Make comparisons among objects that have been observed.



Items Needed

Anansi and the Moss Covered Rock, foods from the book (watermelon, coconut, pineapple, banana, yam, cantelope, and apricot), balance (CMC, 3-D, SCIE, 480), chart paper, and markers


Activity

1. During circle time, students will predict which of the foods they think will weight the least and which of the foods they think will weigh the most. The teacher will record their predictions.
2. In the math center, students will use a balance to determine which of the foods weighs the least and which of the foods weighs the most.
3. Students will place the items in order from lightest to heaviest.
4. During closing circle time, the teacher will lead in a discussion about the activity and lead students to check their predictions.

Activity 3 (of 3): Cooking Center - Making Fruit Salad


Illinois Early Learning Standard

22.A.EC Participate in simple practices that promote healthy living and prevent illness.


Items Needed

Plastic or butter knives for each child, cutting boards, recipe for fruit salad, ingredients for fruit salad, measuring spoons, large bowl, mixing spoon


Activity

1. In the cooking center, students will prepare fruit salad with the assistance of an adult. The teacher may choose to use the following questions to promote higher level thinking and conversation throughout the activity: What does the recipe say we will include in our fruit salad? This fruit is big. What should we do to it to prepare it for our fruit salad? How many pieces have you cut your banana into? Have you ever made fruit salad? How does this smell? Does it remind you of anything? Do you think you will want to eat it? If you were making this at home, what else might you put in the fruit salad?
2. As an optional follow up activity, students may move to the computer and design their own fruit salad on Mia Mango's Recipe Inventor. Recipes may be printed and sent home. The teacher may also use the printed recipes to chart and facilitate a discussion about which fruits were chosen the most and the least.