国外教案 Fruits and Vegetables
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Robert D. Willis

　　
An AskERIC Lesson Plan
Author: Robert D. Willis, Arapahoe Middle School, Arapahoe, WY
Date: May 1994
Grade Level(s): 5, 6, 7, 8
Subject(s):
Science/Agriculture
Science/Botany
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.
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.
May 1994
These lesson plans are the result of the work of the teachers who have attended the Columbia Education Center‘s Summer Workshop. CEC is a consortium of teacher from 14 western states dedicated to improving the quality of education in the rural, western, United States, and particularly the quality of math and science Education. CEC uses Big Sky Telegraph as the hub of their telecommunications network that allows the participating teachers to stay in contact with their trainers and peers that they have met at the Workshops.
(Although it is not an English teaching plan,maybe it is useful to English teaching.--Edward)
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