Lesson Plans for Watermelons!
  
Authors:

Lisa Krieser
5105 Bedford Ave.
Omaha, NE 68104

Ellen Kohtz
605 South Sixth
Box 391
Albion, NE 68620

Lesson Grade Level:
 6, 7, 8
Standards:
 Social Studies 8.1.9; Social Studies 12.3.17; Lang. Arts Reading 8.1.2; Lang. Arts Writing 8.2.4; Lang. Arts Speaking 8.3.2
Lesson Objectives:
  1. Students will understand the origins and the different uses made of watermelons by pioneer children and children today.
  2. Students will conduct an Internet search for photographs of watermelons by clicking on the "Primary Source" button.
  3. Students will plan a community activity: contact a local watermelon vendor for watermelon information or invite family members to class to participate in a student-led watermelon presentation.
Introduction:
 Present the scenario to the students that their mother has purchased a watermelon from a roadside vendor. Students become curious about why watermelons are grown in Nebraska and decide to see if the Internet will help them discover the answer to the mystery of how watermelons came to Nebraska.
The Task:
 Click here to review "The Task" section of the student activity. Note that this is an Adobe Acrobat document that can be printed and handed out. You will need the Acrobat viewer program, and you'll find a free download here.
Information Sources:
The Process:
  1. Tell students to access the Nebraska Studies Website and click on the 1850-1874 box.
  2. Then tell students to click on the "1855 Free Public Schools" box.
  3. Underneath "Challenges of the Plains" students should click on "What's for Lunch?"
  4. Direct students to read both pages that contain information on what pioneer children ate.
  5. Students should then do a search by typing in watermelon and click on "Primary Source." Students can look at the pictures in detail by clicking on each thumbnail sketch. Tell students to be prepared to discuss what these pictures have in common.
  6. Tell students to click on "Tools" and access the "Photograph Analysis Worksheet." Tell the students to use the worksheet as a basis for analyzing one or more of the photographs.
  7. Indicate to students that they can conduct further watermelon research by accessing the additional Web sites located in the "Information Sources." Tell students to write a letter of inquiry to a local watermelon vendor and/or a local grocery store asking questions about watermelon production and availability in Nebraska. Invite the vendor or grocery store owner to class to conduct a discussion about watermelons, i.e. pounds produced, if they are perishable, location of farm or supplier, etc. Invite other students, family, and friends to listen to your presentations.
  8. Tell students to be prepared to do an oral classroom presentation utilizing the information they have learned about watermelons. Encourage students to invite their family members to the presentation.
Learning Advice:
 Teachers may wish to conduct a small group discussion on the reasons why watermelons are grown in Nebraska and their relationship to pioneers. Teachers may want to view watermelon pictures with the students and teach them how to analyze photographs. A key question to ask is, "Who taught pioneers on the Plains how to grow watermelons?" Have students compare how watermelons were used in pioneer times to how watermelons are used now. Encourage the students to ask their grandparents for "watermelon memories" to share with the class. Point out to the students that other fruits and vegetables appear in some of the photographs, i.e. pumpkins. You could search for additional information on the food timeline source listed in the "Information sources."
Conclusion:
 Students will have learned how watermelons came to Nebraska and why they are important today. They should also have discovered the importance of watermelons to pioneer families. They will have had the opportunity to communicate with a local vendor or grocery store owner about watermelon production and sales.
Evaluation Activity:
  1. Student will list ten new facts about watermelons they did not know before.
  2. Teachers can use the "Photograph Analysis Worksheet" as a guide for evaluating student understanding.
  3. Teachers will evaluate the form and construction of student letters to vendors and grocery store owners.
  4. Students will write a summary paragraph in which they compare and contrast the values placed on watermelons by their culture and by the pioneer culture.

Sample Rubric: teachers may wish to develop their own rubric to meet their individual needs.

  Excellent Satisfactory Needs Improv.
List ten new facts      
Complete Photo Analysis Worksheet      
Student Letter      
Summary Paragraph      
Oral Presentation