Agricultural Literacy Curriculum Matrix
Search Lesson Plans & Companion Resources
K - 2
One 90-minute session or three 30-minute sessions
Students will recognize the names of different fruits and vegetables and understand why they are important.
- Fruit and Vegetable Bingo Cards (seven different cards provided)
- Dried beans (optional)
- Fruit and Vegetable Picture Cards
- Fruits and vegetables cut for snacks
- Various fruits and vegetables to include; apple, pear, cantaloupe, green pepper, strawberry, carrot, potato, tomato, pumpkin, corn, onion, radish, orange
- Foods From Farms by Nancy Dickmann
- Restaurant menu, 1 copy per group (copied with permission from local restaurant or printed from website)
- Sentence Strips
Essential Files (maps, charts, pictures, or documents)
vegetable: any edible part of a plant that is not a fruit, such as the root (carrot), tuber (a potato), seed (a pea), stem (asparagus), flower bud (broccoli), or leaf (lettuce); vegetables can be eaten whole or in part, raw, or cooked
fruit: part of a flowering plant that contains the seeds; fruits that we eat are usually fleshy, juicy, and sweet, like strawberries, apples, and pineapple, but some are less sweet, like tomatoes and cucumbers
Did you know? (Ag Facts)
- Fruits and vegetables are nutritious in every form; fresh, frozen, or canned and as a delicious drink as long as the juice is 100% .
- Brussels Sprouts is one of the most nutritious vegetables, but one of the most disliked because of its taste.
- Broccoli contains more protein than steak.
- Watermelons can keep you hydrated.
- Blueberries improve night vision.
Background Agricultural Connections
Interest Approach – Engagement
- After reviewing the vocabulary, discuss the difference between a fruit and vegetable in simple terms. Bring out the following.
- Fruits are often sweet (strawberry)
- Fruits are sometimes sour (lemon)
- Fruits help our bodies heal
- Vegetables aren't usually sweet as fruits
- Vegetables help our bodies grow
- With the students, review the pictures of each fruit or vegetable, making sure to cover the names of each. Use the Fruit and Vegetable Cards included in the Essential Files.
Activity One: "F & V" Bingo
Teacher Tip: Because there are only seven different Bingo Cards, there is the possibility of several winners if students recognize the names of the different fruits and vegetables.
- Distribute copies of the seven different Bingo Cards to students.
- Randomly call out the names of the different fruits and vegetables: apple, grapes, strawberry, orange, pear, carrot, peas, potato, broccoli, corn, bananas, pumpkin, lemon, chili peppers, onion, pineapple, watermelon, avocado, celery, bell pepper, tomatoes, peaches, cherries, eggplant.
- Have students cover the appropriate square with a dried bean or X the square out with a crayon.
- Reward students who successfully call out "Bingo" with a choice of their favorite fruit or vegetable snack.
Activity Two: Food From Farms
- Prepare a basket with as many of the following items as you can find: apple, pear, cantaloupe, green pepper, strawberry, carrot, potato, tomato, pumpkin, corn, onion, radish, and watermelon. You may call on parents or volunteers to help provide these items.
- Call on students to choose an item from the basket and tell why they chose this fruit or vegetable.
- Ask students the following questions; Do you like to eat this type of fruit or vegetable? Is your item a fruit or vegetable? Who grew your fruit or vegetable? Where can you purchase these items? How do you like to best eat your fruit or vegetable; raw, or cooked?
- Read the book Food from Farms written by Nancy Dickmann emphasizing that fruits and vegetables are grown on farms by farmers in the United States. Remind them that various fruits and vegetables can only be grown and harvested during certain times of the year depending upon the climate conditions.
- Have the students place each fruit and vegetable on a table in a random order.
- Next, have the students use the T-chart found in the Essential Files to list each name of the fruit and vegetable on the left side and identify it as a fruit or vegetable on the right side. Review the vocabulary once again to help them classify the item as being a fruit or vegetable.
- Call on a few students to identify each of the examples.
Activity Three: Fruits and Vegetables on the Menu
- Divide students into groups of three and give each group a copy of the restaurant menu.
- Tell the students to find at least five fruits and vegetables listed on the menu.
- Call on groups to share what they found on the menus. Ask the students if their fruit or vegetable was raw or cooked.
- Help students understand that some dishes on the menu were prepared with additional fruits and vegetables such as a hamburger with lettuce, tomato, and onion while served with french fries as a side dish.
- As an exit ticket, have each student write a sentence about their favorite fruit or vegetable on a sentence strip. Check each sentence strip for understanding.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Fruits and vegetables are a part of a healthy diet.
- Most fruits and vegetables are grown on farms. Some fruits and vegetables can also be grown at our homes in a garden or on a tree.
- Fruits and vegetables can be eaten raw or cooked.
- Some fruits and vegetables can be grown locally, others need a more specialized climate found in other locations.
Invite a farmer to your classroom who grows fruits or vegetables, if they can't attend ask if they could Skype for 15 minutes and discuss their farming operation.
Suggested Companion Resources
- Fill MyPlate Game (Activity)
- Eating the Alphabet (Book)
- Growing Vegetable Soup (Book)
- The Fruits We Eat (Book)
- The Vegetable Alphabet Book (Book)
- What is a Fruit? What is a Vegetable? Bulletin Boards (Poster, Map, Infographic)
- Food-A-Pedia (Website)
State Standards for Utah
Grade 1: Health/Nutrition Standard 1Students will develop a sense of self.
Objective 1Describe and practice responsible behaviors for health and safety. Meeting one or more of the following indicators: a) Practice appropriate personal hygiene (e.g., bathe, wash hands, clean clothes). b) Describe the benefits of eating a variety of nutritious foods. c) Describe the benefits of physical activity. d) Describe substances that are helpful and harmful to the body.
Grade 2: Health/Nutrition Standard 1Students will develop a sense of self.
Objective 1Describe and adopt behaviors for health and safety. Meeting one or more of the following indicators: a) Explain the importance of balance in a diet. c) Relate behaviors that can help prevent disease (e.g., hand washing, good nutrition, fitness, universal precautions).
Agricultural Literacy Outcomes
Culture, Society, Economy & Geography
- Identify plants and animals grown or raised locally that are used for food, clothing, shelter, and landscapes (T5.K-2.d)
Food, Health, and Lifestyle
- Identify healthy food options (T3.K-2.a)
- Recognize that agriculture provides our most basic necessities: food, fiber, energy and shelter (T3.K-2.b)
Plants and Animals for Food, Fiber & Energy
- Explain how farmers work with the lifecycle of plants and animals (planting/breeding) to harvest a crop (T2.K-2.a)
- Identify examples of feed/food products eaten by animals and people (T2.K-2.c)
Agriculture and the Environment
- Describe how farmers use land to grow crops and support livestock (T1.K-2.a)
Common Core Connections
Reading: Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently.
CCSS.ELA-LITERACY.CCRA.R.7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Writing: Anchor Standards
CCSS.ELA-LITERACY.CCRA.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
K-LS1: From Molecules to Organisms: Structures and Processes
K-LS1-1Use observations to describe patterns of what plants and animals (including humans) need to survive.