ERASMUS KA219 ENERGY FOR LIFE
Number of lessons: 11 Lesson Planning Phase
Number of lessons
1
Motivated by the student’s eating habits during the break we discussed the importance of fruit and vegetables in every day diet.
4
The students studied relevant books, searched for information on the internet, got in touch with fruit and vegetables, made and tasted salads. The students wondered why we should choose fresh fruit and vegetables in our everyday diet and how they are�born� and grown.
4
The students studied the nutrition value of fresh fruit and vegetables and of fresh juice. They also looked for fruit and vegetable seeds which they planted and recorded the changes they observed.
2
In the end they made their conclusions about the interrelationship between fresh fruit and vegetables and life.
A.Approaching the problem/ topic
B. Case study
C. Planning and Developing
D. Final analysis and explanation of the results.
Observation - Comments
A. Approaching the problem
During a break the students presented their snack and then they wondered why we should eat breakfast and if their snack gave them enough energy.
B. CaseStudy ACTIVITIES Activity Watching videos
Resource Material “Froutopia” “The fruit and vegetables parade”
Comments The students wonder what the fruit and vegetables can offer to us.
“The shy tomato”
Photographs of fruit and vegetables from the internet.
Written and authentic material
The students brought real fruit and vegetables to school and photos of fruit they had searched on the internet and in this way they learned their special features (colour, shape, taste, size, texture e.t.c.).
Reading fairy tales
Greek Language: Proverbs
“Food is not only to make us full’ “Once upon a time, there was somersault.” The students create the abc of fruit The students bring proverbs and riddles about fruit and vegetables
Cross-curricular connection with the Greek Language subject Cross-curricular connection with the Greek Language subject and Art class.
The students played a game with fruit and vegetables. Game:“I discover with my senses ( touch and smell) the hidden fruit or vegetable). A student hid in a box a vegetable or fruit and the other student should guess by touching or smelling it with their eyes closed what it was. Pp Mathematics:’ Categorization of fruit and vegetables. Mathematics: At the open market.
The students drew fruit and vegetables and categorised them in four groups according to the season they appear.
Cross-curricular connection with Maths subject and Art class.
The students motivated by the fruit and vegetables they had brought to school, referred to the place they had got them and discussed the difference between the seasonal products and the greenhouse ones, as well as the difference between the fresh products and the frozen ones. Then they played role plays: someone was the producer and seller at the open market and the rest of the students were the customers. The seller counted the
Cross-curricular connection with Maths subject , Environmental Studies and Greek Language subject.
price and the change they had to give and the customer checked if it was right.
Making a fruit salad and fruit juice
The students with their teacher cut the fruit they had brought the previous day and after they had mixed them with the orange juice they made and tasted a fresh fruit salad during the break of that day.The students were troubled by the terms “a lot” and “a little”. The fruit were less in their original form and then they became more. We referred simply to the term “ volume”. They also made use of the terms “half apple, a quarter of a pear etc. In the end we discussed about the nutrition value that a salad like this has on our organism and we wondered why it should be eaten immediately. The students already knew about the vitamins and their loss in relation to the time consuming the fruit.
Cross-curricular connection with Maths and Environmental Studies.
Making a salad
A student’s mother brought seasonal vegetables in class and cut them with the students. Then they added them in the salad bowl after they had discussed about the benefits of each vegetable and fruit (they were also included in the salad). In the end each student according to the vegetable they had cut took the relevant mask that he had already made (they glued the relevant vegetables on the already cut pattern and played the role of that vegetable referring to riddles we had found before. E.g. “ I have a round head and white hair. I am eaten boiled with oil and I end with a flower” (cauliflower) “ I am orange and I am so crunchy. Rabbits love me and they have a good vision. What am I?”(carrot)
Cross-curricular activity with Maths, Greek Language, Environmental studies, Drama class Role play Fine and gross motor skills
Art - Arts Grape- crafts
Art: Depiction of a painting
Motivated by the grape harvest season in our country we talked about grapes and their benefits. The students brought grapes in the classroom and we played games in Maths. With the use of a toothpick they made three dimensional crafts. Some named their creation Atomium like the admirable attraction sight in Brussels. The students also had to find a solution having certain instructions. e.g. I give 4 grapes and four toothpicks. What shape can you make using all the toothpicks?( the answer is a square) How many more toothpicks and grapes do you need in order to make a cube? The students had to figure out that they need 4 more, that is the double for the top and 4 more for the sides. What is the difference between the two shapes?
We met the italian painter Giuseppe Arciboldo or Arciboldi, famous for the creation of fantastic portraits which fully consist of subjects such as fruit , vegetables etc. We studied his painting entitled “Autumn� and tried to depict it. We observed how many kinds of each fruit and vegetable he had drawn.
Game : “Find the hidden fruit or vegetable”.
The children make the abc of fruit
Proverbs and riddles about fruit and vegetables
Categirisation of fruit and vegetables according to the seasons
Fresh apple juice
It contains fruit fibres Τα φρούτα των παιδιών έγιναν μια νόστιμη και δροσερή φρουτοσαλάτα που τη γεύτηκαν αμέσως αντί άλλου κολατσιού εκείνη την ημέρα. The fruit turned into a delicious and cool salad which they tasted immediately instead of another snack on that day.
C. Planning and development. During the break the students argued about the nutritional value of their snack and wondered: â—?
Why we should choose fresh fruit and vegetables in our everyday diet. â—? How are the plants born and grown?
EXPERIMENT 1
Ingredients: Three different kinds of juice with the orange as a basic fruit Plastic knives Manual fruit squeezer Fresh oranges The students noticed four different kinds of juice: 1.Orange juice drink 2.Concentrated orange juice 3. 100% natural orange juice 4. Fresh squeezed orange juice
In the beginning they guessed which juice is the most delicious of the others. Most of the students preferred the orange juice drink and a few the product which had the “100% natural juice� written on its label. Then the students tasted one by one the different kinds of juice and we recorded their observations about the colour and the taste of them. When it was time to make fresh juice, we invited the students to cut and squeeze the fresh oranges. Then they started to wonder which is the healthier juice. The students’ conclusions are presented on the table below as they were recorded during .the tasting test: Fresh squeezed Amita natural juice juice
Life 100% Fruit juice drink natural juice
Very fresh
Fresh juice
Fresh juice
A little fresh
----Orange colour
Orange and yellow colour
Light orange colour
Dark orange colour
Smells like fresh fruit
No smell
Smells like orange
Smells bad
Sugarless
Sweet
Sweet
Very sweet
It must be consumed immediately
It can be kept in a cool and dry place and in the fridge for 3 days (maybe even more)
Kept in fringe Kept i a cool and dry place and in fridge after opening.
No preservatives It contains preservatives
It contains It contains preservatives preservatives
It contains fruit fibres
No fruit fibres It contains fruit fibres
It contains fruit fibres
At first the students were influenced by the colour and the caption of each package. After trying the samples of the different kinds of juice they expressed more by saying that the fruit drink might be sweet but not natural. They presented as natural the juice that included fibres in it. They changed their view as soon as they noticed that there were fibres in other kinds of juice apart from the fresh squeezed juice.
So they concluded that : ‘ 1. The existence of fibres does not prove that it is a natural product. 2. Every product has an attractive package for the consumer. 3. Fresh juice is not preserved for a long time, simply because it alters naturally. 4. All kinds of juice, except for natural juice, are conserved for a lot of days because of the preservatives they include. 5. Only the fresh fruit juice (seasonal fruit if possible) is nourishing for our health.
After the experiment all the students would drink the rest of the juice as it was agreed from the beginning. All the students asked to drink only fresh juice and so it was done. Finally, after three days the teacher presented a glass each juice which was refrigerated. The students after they had tasted the juice, supported their conclusion: Since the fresh juice tasted in a different way and had a different colour while the other kinds of juice stayed unchanged , it was thereby proven that there was only one natural juice which followed the law of nature and that is why it had altered. Therefore, the rest had contained harmful preservatives for our future health.
The children squeeze fresh oranges
The children taste the kinds of juice
The observations of the students after the tasting test of the four kinds of juice
EXPERIMENT 2 Ingredients: Plastic glasses Avocado Toothpicks Water The students experimented with the seeds they searched inside fruit and vegetables in order to be able to watch the growing process of a plant. They cut open apples and avocados and found the seeds.
After that they wondered how this seed could create a new plant. The students had often watched their parents taking care of their plants, watering the plants and placing them in a sunny place and consequently they answered quickly that their seed needed water and sunlight. They chose the avocado seed and thought that they should support it in a glass of water. So each student took 3-4 toothpicks and stuck them around the seed , supported the seed with the toothpicks on a transparent glass and filled the glass with water.
Finally each student put the glass in a sunny place. Sometimes the water level went down and then they suggested filling the glass with water.
The students observed and recorded the changes.
Observation - Recording Worksheet What changes do you observe on your seed? After 2 weeks ……………………………………………………… ……………………………………………………… ………………….... After 4 weeks ……………………………………………………… ……………………………………………………… ……………………. After 6 weeks ……………………………………………………… ……………………………………………………… …………………... After 8 weeks ……………………………………………………… Thus, after a few days they found out the growing of the root, then the growing of the ……………………………………………………… sprout and finally the growing of the leaves. …………………...
Thus, they concluded that fruit and vegetables are living organisms that are born and grown,they make seeds and their seeds give “birth� to new fruit and vegetables again.
D. Assessment Process Final analysis and explanation of the results
After the conduction of the experiments the students reached the following conclusions: ● Fruit and vegetables are rich in vitamins and nourishing ingredients and contribute to physical health. ● Fruit and vegetables, as well as all plants, are living organisms which are born and multiplied. ● Fruit and vegetables are a valuable gift of nature.