Unit: Nutrition/Science/Plants, Seventh Grade
Title of Lesson: Edible Plants and Flowers
Standard: Health Education Middle School
Expectation 1: Students will demonstrate ways in which they can
enhance and maintain their health and well-being.
-Establishing and maintaining healthy eating practices.
7.5.F Students know the structures and processes by which
flowering plants generate pollen, ovules, seeds, and fruit.
Objective: Students will review their knowledge of flowering plants. Students
will be able to identify the edible structures of plants as well as the
nutritional values of the selected structures of the plant they will
Edible Plants and Flowers worksheet and overhead
What parts of the plant do we eat? worksheet and overhead
Vitamins and Minerals worksheet and overhead
Edible Plants worksheet
Taste test items: Jicama, Carrots, Red Onion, Spinach, Celery,
Broccoli, Peas, and Tomatoes.
Handwipes, napkins, gloves, plates, placemats, small plastic bags
(to serve food individually) or large plastic bags (to serve food in
Optional: Healthy vegetable dip recipe, ingredients and bowls to
1. Introduction: (10 minutes)
Introduce the lesson by asking students what they already know about
plants and what parts of the plant we eat. Ask the students what they
know about nutrition, the MyPyramid and recommendations for
physical activity. Discuss the importance of eating breakfast. Pass
out the worksheet packet.
2. Activity: (40 minutes)
Place the Edible Plants and Flowers overhead on the projector
covering up the answers. As a class have students
guess/answer the fill in the blanks, uncover the correct
answers and have students complete their worksheet. Call on
students to read aloud information from the “What parts of the
plant do we eat?” worksheet. Ask students to guess answers
to the blank portion (examples). Complete the worksheet as a
class. Use the “Classification of vegetables” overhead as a
visual. As a class, discuss the FYI portion of the worksheet.
Introduce the “Vitamins and Minerals” worksheet. Have
students complete the “Sources” section. During this time the
teacher will need to prepare for the food tasting activity. If the
students finish early, they may work on the word search.
3. Concluding Activity: (15 minutes)
Pass out the hand wipes, napkins, placemats and vegetable
bags* (good idea to enlist a student volunteer who is finished
with his/her worksheet). As a class, taste test each item,
referring back to the “What parts of the plant do we eat?”
worksheet discussing what the class is tasting and its
*The teacher can decide if he/she wants to use small plastic
bags filled with one of each taste test item to serve students
individually, or use large plastic bags each containing one
taste test item and the students taste test “family style”. Using
the large plastic bags would require a student server to serve
each taste test item to his/her group, plates and plastic gloves
for the server.
Review the “Sources” section of the “Vitamins and Minerals”
Assessment: Collect student worksheet and assess answers. Assess the
students’ understanding of plants and the nutritional value their
edible parts provide to our bodies by reviewing their worksheets
and evaluating the class discussions. Evaluate the lesson by
using the student participation survey.