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Fruit Classification Activity
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Description

Are strawberries actually berries?

No. But botanically speaking things like tomatoes and grapes are!

This activity gets students to classify 25+ fruits based on their botanical characteristics.

The categories of fruit include:

  • berries
  • hespiridiums
  • pepos
  • drupes
  • pomes
  • "others" - such as aggregate fruits and multiple fruits

This product includes an informational handout, an activity sheet for students to do the classification, and a PowerPoint and note sheet that can be used to go over the material as a class.

I use these materials when covering fruits and seeds in my botany course, however this resource could be used in any biology course or a culinary class. It could also work well in agriculture courses such as horticulture or plant science.

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Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

Fruit Classification Activity

Sietsma Science
92 Followers
$3.00

Highlights

Grades icon
Grades
6th - 12th, Higher Education
Subjects icon
Subjects
Standards icon
Standards
Teaching Duration
2 days

Description

Are strawberries actually berries?

No. But botanically speaking things like tomatoes and grapes are!

This activity gets students to classify 25+ fruits based on their botanical characteristics.

The categories of fruit include:

  • berries
  • hespiridiums
  • pepos
  • drupes
  • pomes
  • "others" - such as aggregate fruits and multiple fruits

This product includes an informational handout, an activity sheet for students to do the classification, and a PowerPoint and note sheet that can be used to go over the material as a class.

I use these materials when covering fruits and seeds in my botany course, however this resource could be used in any biology course or a culinary class. It could also work well in agriculture courses such as horticulture or plant science.

Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

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Standards

to see state-specific standards (only available in the US).
NGSSMS-LS1-4
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.
NGSSMS-LS4-5
Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.
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