TITLE: Fruits and Vegetables
AUTHOR: Robert D. Willis, Arapahoe Middle School,
Arapahoe, WY
OVERVIEW: Plant reproduction and response helps students
understand the difference between plants with seeds and seedless
plants. In this activity students are surprised to learn that
any of the items commonly called vegetables or nuts are really fruits.
GRADE LEVEL: Appropriate for grades 5 - 8
PURPOSE:The purpose of this activity is to help students understand
that some plants produce fruits and some produce vegetables.
OBJECTIVES: Students will be able to :
1. Define - in their own words a definition for fruits and vegetables
and be able to differentiate between fruits and vegetables.
2. Compare - based on color, size, shape, taste, seeds, and plant
parts, the differences between a fruit and a vegetable.
3. Identify - fifteen to twenty common fruits and vegetables.
RESOURCES/MATERIALS:
A wide variety of both fruits and vegetables obtained from your
local grocer. Quantities should be varied according to class size.
Reference materials to help in classifying the specimens.
The Complete Book of Vegetables, Tjerk Buishand, H.P. Houwing, K
Jansen, - New York; Gallery Books, 1986.
The Complete Book of Fruits, Dick Pijpers, J.G. Constant, K Jansen, -
New York; Gallery Books, 1985.
ACTIVITIES AND PROCEDURES:
1. Begin by having the students write the definitions of each, a fruit
and a vegetable on a sheet of paper. Discuss some of the various
answers students have given.
2. Display a wide variety of fruits and vegetables, as many of each
as possible, around the classroom.
3. Divide the students into groups of 3 or 4 and ask them to list
each item and classify it as either a fruit or a vegetable using the
definitions of each given at the beginning of class.
4. Allow students to sample and taste the different specimens
while classifying them. Depending upon the age of the student
discretion should be used whether to allow students to use knives or
use precut samples.
5. Have students share their lists and give reasons for their choices.
TYING IT ALL TOGETHER:
1. Follow this up by giving feedback to the students by listing all
the specimens in their correct classes.
2. Use this activity to introduce the first unit or lesson for plant
reproduction and response.
3. Return student list with no negative comments.
4. Give a simple identification quiz using some of the specimens in
order to evaluate what the students have learned.
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