FRUIT AND VEGETABLE PRINTS - health.state.mn.us ART INSIDE/OUTSIDE FRUIT AND VEGETABLE PRINTS...

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ART INSIDE/OUTSIDE

FRUIT AND VEGETABLE PRINTS

Materials:

A variety of fruits and vegetables sliced such as:

Apples

Carrots

Celery

Mushrooms

Potatoes

Red peppers

Large pieces of construction paper

Paint

Paintbrushes

Paint shirts

Preparation:

Slice fruits and vegetables

Directions:

Encourage the children to make a variety of fruit and vegetable prints. Be

sure the help to help the children to identify which fruits and vegetables

they are using. Talk about the differences and similarities of how the fruits

and vegetables look.

Variation for older preschoolers:

Make a line on the paper to show where the ground is so children can

print vegetables that grow below the ground below the line. Discuss this

with the children as they work.

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ART INSIDE/OUTSIDE

FRUIT AND VEGETABLE STILL LIFE

Materials:

Bowls or baskets

Fresh fruits and vegetables

Paint shirts

Paintbrushes

Paints

Paper

Preparation:

1. Place the fresh fruits and vegetables in bowls or baskets.

2. Place paints and paper at the art table or easel.

Directions:

Suggest that the children paint a picture of fruits and vegetables.

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ART INSIDE/OUTSIDE

FRUIT FLIPS

*Note: While the apple seeds are optional, you can save apples seeds

from a previous snack to use for this activity. You’ll need about 5 seeds

per child.

Materials:

Apple

Apple seeds (5 per child - optional)

Construction paper

Glue or scotch tape

Knife

Markers

Scissors

Stapler

Optional:

Give children apples as a snack and save the seeds for this project.

Preparation:

1. Create an apple stencil for the children to use to trace.

2. Create a stencil of the white insides also.

Directions:

Talk about what an apple looks like on the inside by cutting an apple

open to show the class. Talk about different colors of apples. Then, ask

the children to choose any color paper to trace an apple and the apple

insides on. The children can cut them out and glue them together.

Encourage the children to either glue apple seeds to the inside of the

apple or to make their own. When the glue is dry, each child can make

another apple shape. Staple the second apple over the open apple.

The children flip the top sheet to show the inside of their apple.

4

BLOCKS INSIDE/OUTSIDE

FARM

Materials:

Farm animals

Farmer figure or puppet

Gardening tools

Plastic fruits and vegetables

Plastic plants

Sheets of paper or cardboard

Trucks and tractors

Directions:

Enhance the block area by adding farm props for the children to use.

Variation:

Use paper or cardboard spread over or between blocks to show what

plants grow above and below the ground.

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BLOCKS INSIDE/OUTSIDE

DELIVERING FRUITS AND VEGETABLES

Materials:

Trucks

Wagons

Plastic fruits and vegetables

Or

Cans and empty packages of fruits and vegetables

Directions:

Talk with children about how foods get from the farm to their table.

Suggest that children make roads out of blocks to play out delivery of

foods from farm to grocery store to home.

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DRAMATIC PLAY INSIDE/OUTSIDE

FARM

Materials:

Bushels or baskets

Farm Animals

Hoes

Overalls

Pails

Plastic fruits and vegetable

Plastic plants

Seeds

Shovels

Toy tractors and trucks

Watering Cans

Wheelbarrows

Preparation:

Place the farm items in the dramatic play area.

Directions:

The children may choose to dress up like a farmer. The children can plant

seeds, pick the fruits and vegetables and take care of the animals.

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LANGUAGE INSIDE/OUTSIDE

WHERE DOES IT GROW?

WHAT DO WE EAT?

Materials:

Book: Growing Colors by Bruce McMillan

Directions:

1. Share the book Growing Colors with the class.

2. Then go through the book again and ask the children to identify where

the parts of the plant that we eat grow – above ground, below

ground, on the ground, high in a tree, on a bush, etc.

Variation:

Go through the book asking children to identify what parts of the plant we

eat – roots, fruit, seeds, leaves, flowers.

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TOPS AND BOTTOMS STORY

Materials:

Tops and Bottoms storytelling cards (page 9)

Tops and Bottoms book, by Janet Stevens

Preparation:

Copy, color and cut out the storytelling picture cards.

Directions:

Re-read the Tops and Bottoms book using the cards to help illustrate the

story. Leave books and cards out so children can re-tell the story.

Variations:

1. Make flannel board pieces or use tape loops for Tops and Bottoms

story and retell the story with the children. See patterns on next

page.

2. Use props such as a bear and rabbit figure, gardening tools and fruit

and vegetable models to retell the story.

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EXAMINE FRUITS AND VEGETABLES

Materials:

Knife

Fresh fruits and vegetables such as:

Banana

Carrot

Grape

Kiwi

Onion

Orange

Potato

Sweet potato

Tomato

Directions:

Ask the children to sit around a table or in a circle. Place the fruits and

vegetables in the center. Ask questions about the food items using

describing words, for example:

Which foods are round?

Which foods have skins that are smooth?

Which foods are bumpy on the outside?

Which foods are orange?

Which foods are soft on the inside?

Variation:

Cut fruits and vegetables open, so children can see and describe what

they look like inside.

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PRE AND POST-READING DISCUSSION IDEAS

Tops and Bottoms, by Janet Stevens

Supplies:

Book: Tops and Bottoms, by Janet Stevens

Suggested props: garden tools, plastic or real fruits and vegetables, bear,

rabbit

Directions:

1. Ask children to sit in a circle.

2. Pre Reading Questions:

a. Show children the cover of the book. Tell them the title.

b. Ask: What do you think this book is going to be about?

c. Ask: Do you think that all plants grow above the ground?

3. Read the story to the children.

4. Post Reading Questions:

a. Ask: How did the rabbit trick the bear?

b. Ask: Which vegetables grow on top of the ground? Which

ones grow below the ground?

5. Post Reading Activity:

Retell the story using the props.

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The Gigantic Turnip, by Aleksei Tolstoy

Supplies:

Book: The Gigantic Turnip, by Aleksei Tolstoy

Root vegetables such as potatoes, carrots, onions, turnips, or radishes

Directions:





c. Ask: How do turnips grow; above the ground or below the

ground?



a. Ask: Why did the farmer need help to pull the turnip out of the

ground?

b. Ask: Can you think of any other vegetables that grow below

the ground like turnips?


Hide root vegetables in the sensory table.

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Growing Colors, by Bruce McMillan

Supplies:

Book: Growing Colors, by Bruce McMillan

Plastic or real fruits and vegetables

Directions:





c. Ask: What are some of the colors of fruits and vegetables?



a. Ask: Look through the pictures again. Identify the fruits and

vegetables in the book. Do all the fruits and vegetables grow

the same way? How do they grow?

b. Ask: Which of these foods do you like to eat? Which ones

would you like to try?


Sort plastic fruits and vegetables by color.

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MANIPULATIVES INSIDE/OUTSIDE

SLICEABLE FRUIT MODELS

Materials:

Plastic sliceable fruit models

Or

Real fruit and vegetables (such as apricot, kiwi, pear, apple, papaya,

melon, squash, tomato, cucumber)

Directions:

Introduce the children to the new fruit models or the real fruits and

vegetables and discuss the different seed patterns found in each food.

Then place the fruits and vegetables in the dramatic play or

manipulations area and encourage the children to use them.

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MANIPULATIVES INSIDE/OUTSIDE

FRUIT AND VEGETABLE MATCHING

Materials:

Fruit and vegetable models

Or

Fresh fruits and vegetables

Or

Pictures of fruits and vegetables

Plant images (pages 16-18)

Directions:

Encourage the children to match the fruits or vegetables with the images

of the tree, plant or vine. The children can play the matching game in

pairs or small groups. Discuss whether the fruit or vegetable grows above

or below the ground.

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LARGE MOTOR INSIDE/OUTSIDE

LANA the IGUANA SAYS….

This game is based on Simon Says.

Directions:

During group time, invite the children to stand up and spread out so they

are not too close to each other. Choose one child to be the leader. The

leader will call out instructions and act them out beginning with, “Lana

the Iguana Says.” Children should act out the instructions unless the

leader does not say “Lana the Iguana Says.” Even if they do the action,

remind them that they should only do the action if “Lana Says”, then

continue to play the game.

Suggested instructions are:

Lana the Iguana says:

Dig up the potatoes

Pick the oranges

Pick the tomatoes

Cut the broccoli

Pick the apples

Dig up the onions

Pick the ears of corn

Reach for the bananas

Pick the strawberries

Water the carrots

Plant the peas

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MATH AND SCIENCE INSIDE/OUTSIDE

Protective Skins

Materials:

Knife

Fruits and vegetables that have skins such as:

Apples

Kiwi

Oranges

Potatoes

Sweet potatoes

Cucumbers

Directions:

1. Show the children the fruits and vegetables.

2. Ask which of the fruits and vegetables have skins that you can eat and

which ones do not.

3. Ask the children why the fruits and vegetables have skins? Explain that

the skins protect the inside fruit or vegetable, just like our skin protects

us.

Experiment:

Explain that the skins on fruits and vegetables protect them from getting

rotten and growing mold. Make some cuts in the fruits and vegetables

that have skins. Place these and some uncut fruits and vegetables in a

warm, moist place. Check them every day to see which ones are

growing mold. Explain that the mold is growing where the skin was cut

and not protecting the food.

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POTATO SPROUTS

Materials:

Jar (with mouth big enough for the potato to fit into without falling

through to the bottom of the jar)

Markers

Potato or Organic sweet potato (conventional don’t sprout)

Tagboard

Toothpicks

Water

Preparation:

Choose a sweet potato that has small purplish buds on the top or a

potato that is starting to sprout.

Directions:

1. Fill the jar with water up to about one inch from the top.

2. Set the potato in the jar so that at least one third of it is in the water. If

the potato is too thin hold it in place by poking toothpicks into the

potato to rest on the top of the jar.

3. Place the jar where it will get light, but not direct sun.

4. Ask each child to guess what will happen. Record their guesses on a

chart.

5. Add fresh, lukewarm water every other day.

6. Observe the roots that grow at the bottom or leaves that grow on the

top.

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COLORED CELERY

Materials:

Celery

Chart

Food coloring

Glass

Knife (teacher use only)

Markers

Water

Directions:

1. Show the children a stalk of celery.

2. Ask them to describe it to you.

3. Explain to the children that celery is a plant and, like people, plants

need water to live.

4. Allow the children to watch as you cut the bottom of the stalk to

expose a new edge.

5. Ask for volunteers to help you fill one glass with water and red food

coloring.

6. Put the celery in the glass with red colored water.

7. Ask the children to guess what will happen. Write down their answers

to review later.

8. The next day you will have a bright red colored piece of celery. Ask

the children to describe what they think happened and why the celery

changed color.

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OBSERVING ROOT GROWTH

Materials:

Brown paper

Narrow clear plastic container

Potting soil

Scissors

Seeds (radish, green onion, lettuce)

Tape

Water

Directions:

1. Ask the children to help fill the container with potting soil.

2. Then, plant the seeds in the soil and water the seeds.

3. Cover the sides of the container with brown paper so the plant roots

will not get light.

4. Observe the roots of the plants on a daily basis by taking off the brown

paper.

5. Cover the roots with the paper again after the observations.

Variation:

Ask the children to draw or describe what they see as the roots grow and

change.

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MUSIC AND MOVEMENT INSIDE/OUTSIDE

I’M A LITTLE KIWI

Sung to the tune of “I’m a Little Teapot”

I’m a little kiwi,

Small and round,

On the outside my color is brown.

When you cut me open look and see—

I’m green and juicy as I can be!!!

Optional:

Before singing this song, show students a kiwi and cut it open so they can

see the inside.

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MUSIC AND MOVEMENT INSIDE/OUTSIDE

JUMP DOWN TURN AROUND

Sung to the tune of “Jump Down, Turn Around Pick a Bale of Cotton”

Directions:

Do the actions with the words.

Jump down, turn around

Dig up the potatoes,

Jump down, turn around,

Dig ‘em up with me


Dig up the potatoes,


They’re tasty as can be!

Additional verses:

Reach up for the oranges…

Bend to pick the strawberries…

Reach up for the apples…

Dig up the carrots…

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SENSORY INSIDE/OUTSIDE

VEGETABLE FIND

Materials:

Gardening tools

Root or tuber vegetables (potatoes, sweet potatoes, onions, carrots,

beets, rutabagas, turnips, or parsnips)

Sand, potting soil, or rice

Sensory table

Shovels

Preparation:

1. Partially fill the sensory table with sand, potting soil, or rice.

2. Bury a variety of vegetables in the sensory table.

Directions:

Encourage the children to dig up the vegetables with gardening tools.

Variation:

Bury real root or tuber vegetables in the sand, for example potatoes,

sweet potatoes, onions, carrots, beets, rutabagas, turnips or parsnips.

FRUIT AND VEGETABLE PRINTS - health.state.mn.us ART INSIDE/OUTSIDE FRUIT AND VEGETABLE PRINTS...

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