Whats in your Lunchbox?

Grade 1

from http://www.cfah.org/hbns/2012/fruit-and-vegetable-advertising-linked-to-more-consumption

Nina Gilden
10/09/14

Introductory Information:
Lesson Title: Whats in your Lunchbox?
Grade Level: First
Class Size: 21
Length of Class: 40 Minutes
Lesson Topic or Summary: In this lesson, students will learn about different types of foods. In particular,
they will focus on vegetables and fruits. Using photographs, images and discussion students will explore
what the differences between vegetables and fruits, why they are good for us, their shapes and colors, and
in the process learn about healthy choices. After the teacher has presented the powerpoint and led a group
discussion, students will be asked to draw foods they would like to have in their lunch boxes or paper bags.
Students will be required to include at least one vegetable and one fruit of their choice. Students will then
draw a lunch box or paper bag around the foods.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDING:
Students will understand that:
Artists draw their ideas from personal experiences, imaginations, and the world
around them.

The foods we eat tell stories about us.

We are what we eat.

B. ESSENTIAL QUESTION:

How much can we learn about ourselves from our choices?

What stories can our favorite food tell us?

C. STATE STANDARDS ADDRESSED:
PreK-12 STANDARD 1 Methods, Materials, and Techniques: Students will
demonstrateR knowledge of the methods, materials, and techniques unique to the
visual arts.
PreK-12 STANDARD 3 Observation, Abstraction, Invention, and Expression:
Students will demonstrate their powers of observation, abstraction, invention, and
expression in a variety of media, materials, and techniques.
-PreK-12 CONNECTION STRAND 10: Interdisciplinary Connections: Students will apply
their knowledge of the arts to the study of English language arts, foreign languages, health,
history and social science, mathematics, and science and technology/engineering.
D.

LEARNING OBJECTIVES:

The students will examine different kinds of representations of food (photographs

and illustrations).
The students will create a lunch box of foods that are most important to them.
The students will be able to share their personal lunchbox with the class.
The students will reveal self-knowledge through their creations.

STAGE 2: ASSESSMENT EVIDENCE

A.
PERFORMANCE TASK OR FINAL PRODUCT:
Students lunchbox will be unique to their personal lives. They will use markers or crayons. The final
product will be a drawing of foods students have chosen to include in their lunchbox. Students will
also be asked to draw a fruit and a vegetable in their lunchbox.

B.
CONTINUUM OF ASSESSMENTS:
Performance tasks and teacher assessment tools that will serve as evidence of student learning will
include: Prior to the activity students will show their understanding of what a vegetable and a fruit is
through teacher guided discussion. Once students have begun to work students will be asked to
choose at least one vegetable and one fruit to draw in their lunchbox. The teacher will walk around
the classroom to observe students at work. The teacher will also be available to answer any and all
of students questions.

C. CRITERIA:

-Does their final product demonstrate that the students understood the teacher's instruction:
one vegetable and one fruit?
-Were the vocabulary and examples used by the teacher clear enough and adapted to their
age?
-Did the students show enthusiasm for the assignment?
-Did the students show respect for the teacher and their classmates during the
presentation of the assignment?
-Were they engaged in their task during the whole session?
-Were they able to use the crayons and color markers to communicate their ideas visually?
-Did the final products and the discussion after demonstrate invention and self-expression?
-Did they have fun?!
-Will it create in them a desire to eat more vegetables and fruit?

STAGE 3: LEARNING PLAN

A.

MATERIALS AND EQUIPMENT:

-Markers
-Crayons
-One vegetable
-One fruit
-21 12x18 sheets of white drawing paper

B.

VOCABULARY WITH DEFINITIONS:

Vegetable
A vegetable is a plant that grows from the ground with roots.
Fruit
A fruit usually grows from a tree.

C.

VISUAL IMAGE RESOURCES

-Miscellaneous fruit and vegetable images retrieved from ClipArt.com
-Safferstein, Dayna. 2013. A Curious Harvest. Retrieved from http://
daynasafferstein.com
-Warhol, Andy. 1967. Banana graphic. Velvet Underground & Nico.

D.

E.

TEACHER INSTRUCTION:
-The teacher will ask students what kinds of food they know and like to eat.
-The teacher will write down the students answers on the board.
-The teacher will then show students a powerpoint with first photographs of food.
-The teacher will take out a vegetable (carrot) to introduce the word vegetable and
ask students, Are there any vegetables on the list we created earlier?
-The teacher will put a red circle next to the vegetables students point out.
-The teacher will explain what a vegetable is.
-The teacher will ask students for more examples of vegetables and add them to
the list and add a circle next to any students may have missed before learning the
definition.
-The teacher will take out a fruit (banana) to introduce the word fruit and ask
students, Are there any fruits on the list we created earlier?
-The teacher will put a blue triangle on the fruits students point out.
-The teacher will explain what a fruit is.
-The teacher will ask students for more examples of fruits and add them to
the list and add a triangle next to any students may have missed before learning
the definition.
- The teacher will ask if any students know of any unique fruits or vegetables that their
family in particular might enjoy.
-The teacher will tell students to keep an eye out for fruits and vegetables during
the rest of the powerpoint.
-The teacher goes back to the powerpoint and then shows artists who made
illustrations of foods.
-The teacher will then turn off the powerpoint and share the activity with students.
-The teacher will say, Today we will be choosing what kinds of foods we want to
have in our lunchbox!. The only requirement is you have to include at least one
vegetable and one fruit in your drawing.
-The teacher will show students and example of his/her lunchbox.
-The teacher will hand out proper materials to students.
-The teacher will walk around and check in on students.
-The teacher will repeat the requirement throughout the class period.
-The teacher will wrap up the lesson with a group discussion.
-The teacher will have the students share their lunchbox with the rest of the class.
-The teacher will display the students work outside the classroom.

QUESTIONS TO GENERATE DISCUSSION:

-What is a vegetable?
-What is a fruit?
-What is the difference between a vegetable and a fruit?
-Where do you think they grow?
-Why are vegetables and fruits good for us?

-What can we notice on the surface vegetables and fruits (skin, color, shape, size)
-Do they all look the same?
-Taste the same?
-What colors are they?

F.

G.

LEARNING ACTIVITY:
-After discussion, the teacher will explain the activity for the day.
- Filling a lunchbox with drawings of healthy veggies and fruits using crayons and markers.
-As a class they will move to the tables where materials will be ready for them. Teacher will
draw several examples of the contour of different types of lunch carriers. Children will be
instructed to draw the fruit and vegetables first on the paper. When they are done, they will
then create a contour shape symbolizing the lunch box or bag that the healthy produce will
be carried in.
-Once students have completed the activity they will share with the rest of the class whats in
their personal lunchbox and why they choose the foods they did.

DIFFERENTIATION: The teacher asks if any students know of any unique fruits or vegetables
that their family in particular might enjoy. For children who struggle with making closed
shapes, the teacher will offer tracers of fruit shapes.