Vegetables Teacher's Page

WebQuest Agricultural Series
by Missouri Farm Bureau and Missouri State University

 

INTRODUCTION
This WebQuest is designed to teach students about where their food comes from and the nutritional importance of vegetables. You may pick and choose activities to fit your classroom and time constraints.

Select vegetable coloring pages that are appropriate for your class.

Create a Word Search puzzle for your students using vegetables that they are likely to be most familiar with.

Journal assignments should follow the guidelines of the classroom teacher.

If you want your students to complete the vegetable garden in a tub activity, you will need to gather the supplies. You may be able to purchase end-of-the-season seeds and supplies cheaply and store for a few months until they are needed.


ONLINE RESOURCES FOR TEACHERS

http://www.mofb.org/WebQuest/EnglishLanguageLearner/ILikeFreshVegetables.aspx

http://urbanext.illinois.edu/firstgarden/planning/school.html

Color Your Plate

My Little Seed House

Vary Your Veggies and Focus on Fruits

Vegetable Twister


PRINT RESOURCES

Eating the Alphabet: Fruits and Vegetables A to Z by Lois Ehlert

Growing Vegetable Soup by Lois Ehlert

The Vegetables We Eat by Gail Gibbons

Tops and Bottoms by Janet Stevens

Farmers Market by Carmen Parks


EVALUATION
Rubric for Vegetable Projects 

Competency 

 10 pts.

5 pts.

 2 pts.

0 pts.

Accurately Identify Vegetables Accurately identifies all vegetables Accurately identifies 3 vegetables Accurately identifies 1 vegetables No Attempt
Depicts Accurate Growing Cycle of a Vegetable Plant Completes all stages of a vegetable plant growing cycle Completes 3 stages of a vegetable plant growing cycle Completes 1 stage of a vegetable plant growing cycle No Attempt


Missouri Grade-Level Expectations


COMMUNICATION ARTS
1. Develop and apply skills and strategies to the reading process

*Develop vocabulary by listening to and discussing unknown words in stories (ST CA 2,3, 1.5)

*Develop and demonstrate, with assistance, post-reading skills after reading or read-alouds to respond to text: (ST CA 2, 3, 1.5, 1.6, 3.5)

a. answer basic comprehension questions

b. question to clarify

*Identify connections, with assistance, between (ST CA2, 3, 7, 1.5, 1.6, 1.9)

a. text to text (text ideas ---similarities and differences in fiction and non-fiction works)

b. text to self (text ideas and own experiences)

c. text to world (text ideas and the world, with assistance)


3. Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (ST CA 3, 1.5, 1.6)

* Use details from text to (ST CA3, 1.5, 1.6, 3.1, 3.4, 3.5, 3.6, 3.7, 3.8)

a. demonstrate comprehension skills previously introduced

b. ask questions to clarify meaning

c. answer questions

d. identify main ideas and provide support

e. retell sequence of events

f. make basic inferences

g. identify problems and solutions

 

WRITING

*Compose well developed text
* Compose text using pictures and words with ideas that relate to a topic, with assistance (ST CA 4, 2.1)
* Compose text using words that are related to the topic, and, with assistance, some words that are specific and accurate (ST CA 4, 2.1)


MATH

*pose questions and gather data about themselves and their surroundings (MA 3 1.2)
*represent one- to-many correspondence data using pictures and bar graphs (MA 3 1.3)


SCIENCE
Characteristics and Interactions of Living Organisms

* Characteristics of Plants and Animals

a. Identify the basic needs of most animals (i.e., air, water, food, shelter)

b. Identify the basic needs of most plants (i.e., air, water, light)

Predict and investigate the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water)

*Characteristics of Plants and Animals

a. Identify and compare the physical structures of a variety of plants (e.g., stem, leaves, flowers, seeds, roots)

b. Identify and compare the physical structures of a variety of animals (e.g., sensory organs, beaks, appendages, body covering) (Do NOT assess terms: sensory organs, appendages)

c. Identify the relationships between the physical structures of plants and the function of those structures (e.g., absorption of water, absorption of light energy, support, reproduction)

Identify the relationships between the physical structures of animals and the function of those structures (e.g., taking in water, support, movement, obtaining food, reproduction)

Identify ways man depends on plants and animals for food, clothing, and shelter


Scientific Inquiry

*All Units

a. Communicate simple procedures and results of investigations and explanations through:

⇛ oral presentations

⇛ drawings and maps

⇛ data tables

⇛ graphs (bar, pictograph)

⇛ writings


National Education Standards


Language Arts Standards

  • Reading for perspective
  • Evaluation Strategies
  • Communication Strategies
  • Applying Knowledge
  • Evaluating Data


Math Standards

  • Data Analysis


Science Standards

  • Science as Inquiry

COMMON CORE STANDARDS
Science: Strand 3, Sec. 1D

Go back to the Vegetables activity page.

This page was developed by your name, reviewed by Lyndon and the late Barbara Irwin and maintained by Missouri Farm Bureau. Please address questions to Diane Olson at Missouri Farm Bureau.