Fruits and Veggies

Overview

Unit: From Farm to Table (Lesson 2 of 15)
Duration: 30 minutes
Class size: 11 preschool students
Curriculum Alignment: New Zealand Curriculum Refresh - Social Sciences, Years 0-2
Theme: Exploring Fruits and Vegetables – understanding where they grow (trees, bushes, ground)

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Learning Objectives

Aligned with the New Zealand Curriculum (Social Sciences for Years 0-2):

• Understand that fruits and vegetables come from plants that grow in different places: on trees, bushes, or in the ground.
• Recognise common fruits and vegetables and identify where they grow.
• Develop key competencies: Thinking, Using language, symbols and texts, and Relating to others by sharing knowledge and observations.
• Foster curiosity about the natural and social world, and encourage exploration based on children’s everyday experiences with food and gardens.

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Competencies and Curriculum Links

• Social Sciences Strand: Understand how places and environments influence people’s lives (NZC Social Sciences, Level 1)
• Key Competencies: Thinking (developing understanding), Using language, symbols and texts (naming and classifying), Relating to others (working collaboratively).
• Values: Respect for the environment and curiosity about natural world processes.

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Lesson Breakdown (30 minutes)

1. Welcome and Introduction (5 minutes)

• Set the scene: Gather children on the mat and introduce the topic by holding up real examples or colourful pictures of fruits and vegetables (e.g., apple, carrot, blueberry).
• Interactive talk: Ask simple prompting questions: “Have you ever eaten an apple? Do you know where it grows?”
• Introduce the three categories: Trees, Bushes, and Ground as places fruits and veggies grow.

Teacher Tip: Use visual aids like large laminated cards or a farm garden backdrop to support understanding, as recommended for early learners in the NZ curriculum.

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2. Story Time & Sorting Activity (10 minutes)

• Read aloud a simple story or poem about a farm or garden (can be a bespoke “From Farm to Table” story focusing on fruits and vegetables).
• After the story, introduce a sorting game:
  • Present mixed fruit and vegetable props or laminated pictures.
  • Children work together in pairs or small groups (support social competency) to sort items by where they grow: on trees, on bushes, or in the ground.
  • Use large sorting mats labelled with these three categories for clear visual support.

Curriculum Link: Hands-on sorting helps with classification and symbol use, supporting Using language, symbols, and texts competency for this age group.

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3. Interactive Garden Walk and Identification (10 minutes)

• Outdoor or indoor simulated garden walk: Bring children to a real garden or a classroom setup with pots/boxes simulating plants.
• Use real or play versions of fruit and vegetable plants:
  • Tree example: apple or feijoa branch or picture
  • Bush example: blueberry bush or raspberry branch
  • Ground example: carrot or potato plants
• Children observe, touch, and identify which plants grow in which place.
• Discuss the difference between the three growing places. Involve the children by asking “Where does this grow?”

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4. Reflection and Sharing (5 minutes)

• Back inside, gather children for circle time.
• Invite them to share one new thing they learned about fruits and vegetables.
• Use a simple question prompt: “Which fruit do you like that grows on a tree? What vegetable grows in the ground?”
• Reinforce vocabulary and concepts with repetition.

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Resources Needed

• Real or plastic fruit and vegetable examples (apple, carrot, blueberry, potato, etc).
• Laminated sorting mats/picture cards for tree, bush, ground.
• Simple storybook or poem about fruits and vegetables from farm to table.
• Visual aids with farm/garden scenes.
• Outdoor garden or indoor plant simulation area.

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Assessment and Feedback

Formative assessment through:

• Observation — Watch children’s participation in sorting and identification tasks, noting vocabulary use and understanding of growing places.
• Listening — Assess responses during reflection for comprehension.
• Feedback — Provide positive reinforcement and correct misconceptions gently (“Great, this carrot grows in the ground!”).

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Differentiation

• For children needing more support: Pair with a buddy, use tactile props, and slow down explanations.
• For advanced learners: Ask deeper questions about why some plants grow in trees and others in the ground, or introduce simple Māori terminology for fruits/vegetables and growing places for cultural awareness.

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Cross-Curricular Links

• Science: Plant growth basics related to fruits and vegetables.
• Language: Vocabulary development including naming, sorting, and describing.
• Health: Connection to healthy eating habits.

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This lesson plan embraces the holistic principles of the New Zealand Curriculum Refresh, focusing on rich hands-on experiences to foster knowledge and competencies in early learners, while embedding cultural and environmental respect relevant for New Zealand contexts .

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If you want me to craft subsequent lessons or provide detailed resources and story suggestions, just ask!