K-12 Teaching and Learning From the UNC School of Education

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Learning outcomes

Students will:

  • identify the names of commonly known fruits and vegetables.
  • classify the foods by the categories fruits and vegetables.
  • state which fruits and vegetables grow on a tree, on a vine, or in the ground.
  • describe each fruit and vegetable by its physical attributes.

Teacher planning

Time required

45 minutes


  • Picture cards of fruits and vegetables
  • Teacher-made fruit and vegetable game board (Super Duper Company has a pre-made fruit and vegetable game board in its Say and Do Vocabulary Games)
  • Play plastic fruits and vegetables marked with red and green stickers
  • Coloring sheets of a variety of fruits and vegetables
  • Mural paper
  • Magazines/picture books
  • Scissors, glue, tape
  • Real fruits and vegetables
  • One red box labeled fruits and one green box labeled vegetables


Brainstorm the names of fruits and vegetables with the class and write these names on the board.


  1. Present to the students a variety of actual or pictured fruits and vegetables.
  2. Ask the class the name of each food, discuss the physical attributes of each (color, shape, texture, taste, etc.), and discuss how each food grows (on a tree, on a vine, and in the ground).
  3. Next, divide the class into centers to learn more about fruits and vegetables.

Center one

In a small group of four to five students, the students will use a teacher-made game board with pictured items of fruits and vegetables. With adult supervision the students will spin a spinner and move the appropriate places on the game board. When each child lands on a specific fruit or vegetable, the student must name the item, tell how it grows, and name at least one physical attribute. If they can correctly name the items above they remain on their square, if not they go back one space. Play continues until someone reaches the end of the game at the “City Market.”

Center two

The teacher attaches a long piece of mural paper to a wall. A large tree, a vine, and a garden scene are already pictured (drawn by teacher) on the paper. Students will select one to two fruits and vegetables, color the fruit its natural color and then select where it should grow. The student will attach his or her food to the tree, vine, or garden scene. After the entire class has been through this center, the class will discuss which foods are appropriately placed and which are not. Corrections will be made and mural displayed for future reference.

Center three

Students will be divided into several pairs. Each group will be given a red box marked fruits and a green box marked vegetables. Each pair of students will be given pre-marked play plastic fruits and vegetables. The fruit will have a small red dot or sticker on it and the vegetables will have a small green dot or sticker. Students will place the foods into the correct boxes. After the children place all foods into the two boxes then they go back and look at the dots on each fruit and vegetable and self-correct if they made any errors.

Center four

The teacher will have samples of many different fruits and vegetables. Each child will be encouraged to taste each and discuss with an adult (teacher, assistant, volunteer etc.) how each item tastes (sour, sweet), smells, looks like, its texture (soft, hard, crunchy), etc.


Determine if the students can:

  • identify at least eighty percent of the fruits and vegetables discussed.
  • classify the fruits and vegetables into the appropriate category.
  • describe the foods presented with at least two physical attributes.

  • Common Core State Standards
    • Mathematics (2010)
      • Kindergarten

        • Measurement & Data
          • K.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1

    • North Carolina Essential Standards
      • Healthful Living (2010)
        • K.NPA.1 Understand MyPyramid as a tool for selecting nutritious foods. K.NPA.1.1 Classify foods by groups in MyPyramid K.NPA.1.2 Recall foods and beverages beneficial to teeth and bones K.NPA.1.3 Recall activities for fitness and recreation during out of school...

      • Science (2010)
        • K.P.2 Understand how objects are described based on their physical properties and how they are used. K.P.2.1 Classify objects by observable physical properties (including size, color, shape, texture, weight and flexibility). K.P.2.2 Compare the observable...

North Carolina curriculum alignment

Healthful Living Education (2006)


  • Goal 4: The learner will apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance.
    • Objective 4.04: Associate common foods with their origins.

Mathematics (2004)


  • Goal 5: Algebra - The learner will model simple patterns and sort objects.
    • Objective 5.01: Sort and classify objects by one attribute.

Science (2005)


  • Goal 3: The learner will make observations and build an understanding of the properties of common objects.
    • Objective 3.03: Describe how objects look, feel, smell, taste, and sound using their own senses.
    • Objective 3.04: Observe that objects can be described and sorted by their properties.
    • Objective 3.05: Identify some common objects and organisms that are considered to be natural resources in our world.