Vegetables

Week 1

Note: Listening and Speaking section will be in Black and Reading and Writing section will be in Maroon colour.

The class begins with physical exercises and responding to directions given.
The topic /concept will be introduced through rhyme, conversation, questions and answers, fun activities, colouring and reading key words.

Listening and Speaking

Daily: Total Physical response/warm-up exercise (to be done before every session)

Aim: To enable the children to understand the given commands and respond correctly.

Action Time (Commands):

Lift your right leg
Lift your left leg
Lift your right arm
Lift your left arm
Walk two steps forward
Walk two steps backward
Stand straight

Procedure:
The activity proceeds as follows: –

Step 1:

The teacher first gives the commands (Lift your right leg, lift your left leg, lift your right arm, lift your left arm, walk two steps forward, walk two steps backward, stand straight) as he/she demonstrates and the children listen.
Next, the teacher gives the commands and the children perform the actions.

Step 2:

Divide the class into small groups.
Choose one child from these volunteers and ask him/her to conduct the activity (select children who are willing to give the commands).
This student gives the commands and other children listen and do the actions.
This student volunteer returns to his/her position.
Conduct the activity with another student volunteer in the same manner.

Step 3:

The teacher gives the commands and all the children listen and do the actions.

Note to the teacher:

The teacher starts the class by wishing the children ‘good morning’ and ‘good afternoon’ and ensures that they repeat the greetings.
The teacher begins each class with this activity.
The teacher gives clear instructions at the beginning of the class.
Ensure adequate space in the classroom for the children to move to do the activity comfortably.
The teacher can slow down the commands for children who find it difficult to keep pace.

Key skill/knowledge the child will acquire: Students are able to understand and follow the given commands.

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Warm up Exercise (Coming Soon)

ISL Video: Warm up Exercise (Coming Soon)

Refer to the ‘TPR/Warm up exercise’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class

Day 1

Rhyme

Note to the teacher:

The teacher begins the class by revising the previous lesson about the importance of fruits in our daily life. The teacher will, then, explain that in the next few weeks they will learn more about the plant family that gives vegetables. Both vegetables and fruits keep our body healthy and strong.
The teacher can help the children learn the rhyme by showing the poster and reading the rhyme line by line and explaining it. The teacher also plays the audio of the rhyme and recites the rhyme.

Introduction:

The teacher will sit along with the children in semi-circles.
The teacher begins the class by saying, ‘Let us learn to recite the rhyme ‘Veggie wonder’.

Content of the rhyme: Veggie Wonder

In a garden, oh, what a sight,
Veggies grow, green and bright.
Carrots, peas and cabbage too,
Eating them is good for you!
Veggies make you strong and healthy.
They are so crunchy and munchy.
On your plate, make them a part,
Veggies are good for your heart!

Follow-up activity for the Rhyme:
The teacher may show a picture of a Vegetable Market (Bazaar) and ask students to observe and answer the following questions. The teacher is free to use any illustration of a vegetable market of their choice (from various sources such as newspapers, books, magazines, etc):

Have you ever been to a vegetable market? What is it called in your local language?
Possible Answer: Yes, A market/ Santha /Bazaar. (Teacher may accept answers from students in their local language)
Why do people go to a vegetable market?
Possible Answer: To buy/sell vegetables.
Can you name some vegetables that you eat daily?
Possible Answer: Onions, potatoes, chillies, cabbage, cucumber (Teacher may accept answers in their local language)

Note to the teacher:

The children sit in three semi-circles.
The teacher will keep flash cards of the vegetables ready.
The teacher shows the poster of the rhyme.
The teacher shows the flashcards of carrot, peas, cabbage as shown in the rhyme poster and says the names. The children observe and listen keenly.
The teacher recites the rhyme a couple of times, plays the audio and encourages the children to recite it along.

Key skill/knowledge the child will acquire: Children learn to recite the rhyme and identify the names of vegetables given in the rhyme.

Poster of the Rhyme: Veggie Wonder (Coming soon)

Audio of the Rhyme: Veggie Wonder (Coming soon)

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 2

The teacher makes the children learn the rhyme line by line.

Refer to the Poster & Audio of the Rhyme from the given Digital Assets in ‘Vegetables’ Week 1 Day 1.

Day 3

The teacher can continue this process until all the children are able to recite the rhyme confidently.

Refer to the Poster & Audio of the Rhyme from the given Digital Assets in ‘Vegetables’ Week 1 Day 1.

Day 4

Conversation Circle – Know Your Vegetables
(to be done in one/two sessions depending on number of children in the class)

Content:
The teacher will sit along with the students in a circle to conduct the session.

Why should we eat vegetables?
Possible answer: It will make us healthy/strong.
Name any two vegetables you love to eat.
Possible answer: Potato and carrot (varied response).
Which is your favourite vegetable? Why?
Possible answer: Potato. It’s tasty, and yummy (varied response).
Where do we buy vegetables?
Possible answer: We buy vegetables from the market/vegetable vendor (varied response).

Procedure:

Step 1: The teacher introduces the first question by showing a picture of a basket with different vegetables.

Why should we eat vegetables? (It will make us healthy/strong)
Then, the teacher asks the child sitting next to him/her ‘Why should we eat vegetables?’
The child possibly responds, ‘It will make us healthy/strong.’ Then, the teacher will ask the child sitting next to him or her, ‘Why should we eat vegetables?’ and the conversation continues until all the children are asked and they respond.

Step 2. The teacher introduces the next question: Name two vegetables you love to eat.

Potato and carrot
Then, the teacher asks the child sitting next to him/her, “Name any two vegetables you love to eat.”
The child might respond, “Potato and………” (student can give the name of any vegetable they like) Now the teacher will ask the child sitting next to him/her, “Name any two vegetables you love to eat.” and the conversation continues until all the children have been asked and they respond.

Step 3. The teacher introduces the next question: Which is your favourite vegetable? Why?

Possible answer – Potato. It is tasty and yummy.
Then, the teacher asks the child sitting next to him/her, “Which is your favourite vegetable? Why?” The child might say, “Potato. It is tasty and yummy.” (Students can name any vegetable they like) Now the teacher will ask the child sitting next to him or her, “Which is your favourite vegetable? Why?” and the conversation continues until all the children have been asked and they respond.

Step 4. The teacher introduces the next question: Where do we buy vegetables?

Possible answer- We buy vegetables from the market.
Then, the teacher asks the child sitting next to him/her, “Where do we buy vegetables?”
The child responds, “We buy vegetables from the market (can say it in the local language).” Now the teacher will ask the child sitting next to him or her, “Where do we buy vegetables?” and the conversation continues until all the children have been asked and they respond.

Note to the teacher:

The circle time continues till all get a chance to respond.
If a student doesn’t know the answer the teacher can prompt by giving some cues from their day to day life experience.
All students are encouraged to participate and name the vegetables in English.
There should be no chorus answers.
Students can say the names of vegetables in their local language.
Example – Potato is also known as Aloo in Hindi. (But encourage students to learn the names in English)

Key skill/knowledge the child will acquire: Children learn the names of vegetables and the place from where they get them.

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Conversation Circle ‘Know your vegetables’ (Coming soon)

ISL Video: Conversation Circle ‘Know your vegetables’ (Coming soon)

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 5

Main Concept

Content:
The teacher divides the topic of vegetables into three categories- Common, Root and Leaf (making sure the three categories are given two weeks to learn in detail).

Opening:

The teacher discusses what the children eat for breakfast/lunch/dinner.
The teacher explains briefly that they are going to learn the names of different vegetables in the next few days.
The teacher starts showing one vegetable flashcard at a time.

During:
The teacher can discuss the colour, size, shape of the vegetables by showing the flashcards and fresh vegetables.

Note to the teacher:

The teacher keeps the necessary flashcards and fresh required vegetables ready in a basket.
- Common Vegetables- tomato, beans, lady’s finger, brinjal, potato, peas, cucumber, pumpkin, drumstick.
- Root vegetables- carrot, radish, onion, beetroot.
- Leafy vegetables- cabbage, palak/spinach, coriander, cauliflower.
The teacher makes the children come near the table to see and hold the vegetables in their hands. They may also tell the colour of the vegetables.
The teacher may tell the children that some vegetables are grown on the plant above the ground, a few under the ground and a few we eat as leaves (a few samples of readily available plants in the neighbourhood can be used).

Materials required:
Fresh Vegetables, Flashcards of Vegetables

Flashcards: Vegetable names – Coming soon

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Main Concept ‘Vegetables’ – Coming soon

Reading and Writing

Day 1

Vegetable song – Introduce the Keywords (garden, vegetables, grow, you)

In a garden, oh, what a sight,
Vegetables grow, green and bright.
Carrots, peas and cabbage too,
Eating them is good for you.

Procedure:

After the teacher wishes the children ‘good morning’ (children respond back) and the teacher writes the vegetable song on the blackboard,
The teacher then sings the vegetable song (or plays the audio of the vegetable song). The children will repeat the song.
The teacher will read the vegetable song aloud pointing word by word and then the teacher introduces the first keyword using the flashcard.
The teacher reads the word loudly and clearly (example: garden) and the students will repeat the word.
The teacher will underline the keyword on the blackboard and explain the meaning of the word (garden) in the regional language.
Then, the teacher will show the second keyword card (vegetables) and follow the same procedure as above.
Likewise, four keywords are introduced in one session.
These flashcards can be pinned on the class bulletin board for one week.

Key skill/knowledge the child will acquire: Learning to read new words (reading skill).

Flashcards: Keywords – Coming soon

Poster: Vegetable song – Coming soon

Audio: Vegetable song – Coming soon

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Vegetables – Introduce the keywords – Coming soon

ISL Video: Vegetables – Introduce the keywords – Coming soon

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 2

Vegetable Song – Find the Keywords, (garden, vegetables, grow, you)

In a garden, oh, what a sight,
Vegetables grow, green and bright.
Carrots, peas and cabbage too,
Eating them is good for you!

Revise the keywords using the same procedure as the previous day.
Refer to the Vegetable video of Week 1 Day 1

The teacher will show the keyword flashcards, read them and underline the keywords of the vegetable song on the board.
The teacher will keep a basket of chits with these words written on them (garden, vegetables, grow, you).
The teacher will call any one student to come forward, pick up a chit, read the word and then point at that word on the blackboard or the poster.
This process can be repeated until all the students get a chance to pick a word from the basket.
The teacher may assist the student to read the word as and when required.

Key skill the child will acquire: Learning to read new words (reading skill).

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Vegetables – Find the keyword – Coming soon

ISL Video: Vegetables – Find the keyword – Coming soon

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 3

Vegetable Song – Introduce the Keywords (green, good, eating, too)

Following the same process as day 1, the teacher writes the vegetable song on the blackboard (or shows the poster) and reads it aloud pointing word by word.
The teacher introduces the first keyword using the flashcards.
The teacher reads the word loudly and clearly (example, green)) and the students will repeat the word.
The teacher will underline the keyword on the blackboard and explain the meaning of the word (green) in regional language.
Then the teacher will show the second keyword card (good) and follow the same procedure as above.
Likewise, four keywords are introduced in one session.
These flashcards can be pinned on the class bulletin board for one week.

Key skill the child will acquire: New vocabulary. Enhanced reading skill.

Refer to the LTM Video Vegetable Song – Introduce Keywords – RW Week 1 Day 1 for the procedure on how to conduct the activity during the class.

Refer to the Keyword flashcard given in RW Week 1 Day 1

Day 4

Vegetable Song – Find the Keywords (green, good, eating, too)

Following the same process as day 2, the teacher will write the vegetable song on the black board and read it aloud. (or read from the poster).
The teacher will read the vegetable song pointing word by word.
The students will repeat reading.
The teacher will revise the keywords using the flashcards and underline the keywords.
The teacher will keep a basket of chits with these words written on it (green, good, eating, too).
The teacher will call any one student to come forward, pick up a chit, read the word, and then point at that word on the blackboard or the poster.
This process can be repeated until all the students get a chance to pick a word from the basket.
The teacher may assist the student to read the word as and when required.

Refer to the LTM Video Vegetable Song- Introduce Keywords- Week 1 Day 2 for the procedure on how to conduct the activity during the class.

Key skill the child will acquire: New vocabulary. Enhanced reading skill.

Day 5

Dictation – Underline the Keywords (garden, vegetables, grow, you, green, good, eating, too)

The teacher will show the vegetable basket worksheet (with the vegetable song written on it) on the board and all the children will sing it aloud.
The teacher will revise all the keywords using the flashcards.
The teacher will distribute the ‘Vegetable Basket’ worksheet.
The teacher will explain the process that when he/she calls out a word, the students must search the word on their worksheet and underline it.
The teacher demonstrates the process once/twice.
Thereafter the teacher can call out a few more words and the students will underline the word on their own worksheet.
The teacher can move around the class to see if some students need help in finding/underlining the right word.
If any student requires visual cue to identify and underline the word, the teacher may use the word flashcards.
The students will then colour the worksheet beautifully.

Note to the teacher:
The teacher can choose how many and which words to give for dictation.

Worksheets: The Vegetable Basket – Coming soon

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class.

Video: Dictation – Underline the keywords – Coming soon

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Teacher Resource Document

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Source and Attribution of images
All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.