Tuna Tease

To Know and Learn

By preparing and eating Tuna Tease the children will practice eating a variety of foods and identifying foods from animals and plants. They will also practice fine motor, reading readiness, counting and sequencing skills.

Materials Needed

Fishy Swims in the Brook poem, see below
Tuna Tease picture recipe on page 6-77
apple
can of tuna (drained)
mayonnaise
knife
cutting board
bowl
paper cups
spoons

Directions

Read Fishy Swims in the Brook, see below, to the children.

Have them repeat each line until they know it well.

Ask them to answer the following questions:

Where did the fish swim?
How was the fish caught?
How was the fish cooked?
Who ate the fish?

After the discussion, prepare Tuna Tease using the picture recipe on page 6-7 7. Display the picture recipe and review the directions with the children until they know them well. Have the children:

• put tuna in a bowl
• wash, peel and chop an apple
• add apple and yogurt
• stir

Have the children serve the Tuna Tease.

Review the picture recipe and ask them to answer the following questions:

What foods are in the Tuna Tease?

Does each food come from an animal or a plant?

Ask the children to describe the color, shape, taste, smell and sound of each food.

Read the poem again and ask what kind of fish the children ate when they made Tuna Tease. Explain that tuna is a fish that has been packed into a can.

Ask the children:

What other kinds of fish can be found in a can? (sardines, salmon and herring) How does your mother buy fish? (fresh, frozen and/or canned)

The following book can be used to further develop the concepts taught in this lesson:

Fish For Supper (M. B. Goffstein, The Dial Press, New York, 1976).

Food For Thought

Name each food found in Tuna Tease and have children stand up if the food is from an animal source or sit down if the food is from a plant.

FISHY SWIMS IN THE BROOK Fishy, fishy in the brook. (pretend swimming) I will catch that fishy with a hook. (point to self) I will fry that fishy in a pan. (pretend cooking with a pan) Then I will eat that fishy, yes I can. Yes I can! (point to self)


Rootie Toot Toot

To Know and Learn

By making Rootie-Toot-Toot Soup, children will practice identifying which vegetables are roots foods. They will also practice fine motor, reading readiness, counting and sequencing skills by pre paring Root Soup.
 

Materials Needed

Rootie-Toot-Toot poem, see below
Vegetable Soup picture recipe on page 4-56
onion
carrot
radish
potato
pot
paper cups
spoons

Directions

Read Rootie-Toot-Toot, see below, to the children.

Review the different parts of a plant that can be eaten.

Ask the children to answer the following question:

What are the names of some root vegetables? (for example, onions, beets, carrots, potatoes, radishes, rutabagas and turnips) What vegetables could we put into our soup if we wanted to use only root vegetables?

Prepare Vegetable Soup using only root vegetables. Display the picture recipe and review the directions with the children until they know them well. Have the children:

• wash the root vegetables
• cut the root vegetables
• place them in a pot with water and tomato juice
• bring to a boil and then reduce heat
• simmer for 15 minutes or until vegetables are tender

Serve the children paper cups filled with the soup.
Ask them the following questions:
Name the root vegetables in the soup?
On what
part of the plant do these vegetables grow?(root)
Where do these vegetables grow? (underground)

Repeat the poem. Describe the color and smell of the vegetables, and how they smell, taste and sound when eaten.

If it is not possible to make the soup, draw a pot on the chalk board and have the children attach pictures of root vegetables that they would put in their soup.

The following books can be used as additional activities for this lesson:

The Great Big Enormous Turnip (A. Tolstoy, Franklin Watts, New York, 1969).

Turnip (J. Domanska, MacMillian, New York, 1966).

Food For Thought

Ask the children to name other root vegetables that they could use to make Root Soup.

ROOTIE TOOT TOOT Rootie-Toot, Rootie-Toot, Let's make root soup. Potatoes we will dice and put in water. Onions and beets we will quarter. Add carrots and a radish or two,


Let Us Make Bread

To Know and Learn

By singing and acting out The Farmer Grows the Wheat and making bread, children will begin to learn about the many community helpers who are involved in food growing, processing and selling.

Materials Needed

The Farmer Grows the Wheat song on page 6-30
Bread picture recipe on page 6-78--6-79
yeast
powdered milk
maple syrup
egg
flour
salt
butter
warm water
cutting board
bowl
baking pan
spoon
towel
oven

Directions

Describe the variety of people who are involved in the making of bread. Talk about the farmer, miller, baker, delivery person and grocery store personnel.

Sing and act out The Farmer Grows the Wheat on page 6-30. After the children know the song well, ask them to answer the following questions:

Does bread grow on trees?
Who helps give us bread to eat?
Who grows the wheat?
Who grinds the wheat into flour?
Who uses the flour and makes the bread?
Who takes the bread to the grocery stores?
Who sells the bread?
Who buys the bread?

Ask the children to help prepare bread. Refer to the picture recipe on pages 6-78--6-79.

• dissolve 1 tbsp. yeast in 1/2 cup warm water
• add 1 tbsp. maple syrup and 1/4 cup powdered milk and let stand 10 minutes
• add 1 egg and 1 cup flour and beat 2 minutes
• add I tsp, salt, 2 tbsp. butter and 3/4 cup flour and knead (whole wheat flour can be used)
• let rise in oiled bowl until double (about 1/2 hour)
• punch down and knead
• shape
• brush with melted butter
• let rise 15 minutes
• bake at 400 degrees for 20 minutes or golden brown
• cool

Let the children eat the bread and answer these questions:

Who made the bread?
Who else helps give us bread to eat?
Who else helps give us food to eat?

Whole wheat flour can also be made by grinding wheat berries in a blender or food processor.

This lesson could also be expanded to help children learn about the variety of breads eaten by different cultures. Several bread recipes from other cultures can be found in Unit 1. Other breads, such as pita bread, Irish soda bread, Navajo fry bread and rice cakes could also be examined.

The following books can be used with this activity:

Pancakes, Pancakes (E. Carle, Knopf, New York, 1970).

Walter The Baker (E. Carle, Knopf, New York, 1972).

The Little Red Hen (P. Galdone, Scholastic Book Service, New York, 1973).

In The Night Kitchen (M. Sendak, Harper and Row, New York, 1970).

Food For Thought

Ask the children to identify the community helpers that help provide us with food.

THE FARMER GROWS THE WHEAT (can Be sung to the tune of The Farmer in the Dell) The farmer grows the wheat. (pretend to dig, plant and cut plants) The farmer grows the wheat. Hi-ho the dairy-oh! The farmer grows the wheat. The miller grinds the flour. (pretend to turn like windmill, grind flour) The miller grinds the flour. Hi-ho the dairy-oh! The miller grinds the flour. The baker makes the dough. (pretend to mix, knead and cook bread) The Baker makes the dough. Hi-ho the dairy-oh! The Baker makes the dough. The truck goes to the store.. (Pretend to drive truck) The truck goes to the store. Hi-ho the dairy-oh! The truck goes to the store. The grocery sells the bread. (pretend to fill the shelves with bread). The grocery sells the bread. Hi-ho the dairy-oh! The grocery sells the bread. The child eats the slice. (pretend to buy and eat the bread) The child eats the slice. Hi-ho the dairy-oh! The child eats the slice. (Adapted from Nutrition in a Changing World: A Curriculum for Preschool, E. Marbach, M. Plass and L. Hsu, The Pennsylvania State University, University Park, Pennsylvania 16802. 1979).  


Eating Corn

To Know and Learn

Children will learn that a farmer grows some of the food that is sold in the grocery store, By singing Eating Corn.

Materials Needed

Eating Corn song, see below

Directions

Sing the song to the children and have them repeat each line until they know it well.

After they have learned the song, ask them the following questions:

Where did the seed fall?
What sound did the seed make when it fell to the ground?
When the seed grew, where did it go?
What is the name of the seed?
Who grew the corn?
When did the farmer pick the corn?
Where did the farmer think the corn should be?
Where did the farmer take the corn?
How did the farmer get to the grocery store?
Where do we buy corn?

The following books can be used to further explore the concepts taught in this lesson:

How A Seed Grows (H. J. Jordan, Crowell, New York, 1960).

The Turnip (J. Domanska, MacMillan, New York, 1969).
Apples (N. Hogrogian, MacMillan, New York, 1972).

Different varieties of corn on the cob, canned corn and frozen corn can be shown to the children. The empty cans and packages can be placed in the housekeeping area of the classroom.

Food For Thought

Ask the children to identify the people who help give us corn to buy in the grocery store.

EATING CORN (can be sung to the theme song of the Beverly Hillbillies) There was a little seed that feel to the ground (point to the ground) Although it fell far it didn't make a sound(put fingers over mouth) (The first thing you know that seed began to grow And up through the dirt came a stalk of corn (stand up from kneeling position as if growing) Eating corn that is . big ears cob of seeds Well the next thing you know the farmer picks the corn (pretend picking corn) The best time to pick is early in the morn' (pretend to be sleeping) Said people's plates is where corn ought to be So he loaded up the truck and drove to the grocery (pretend driving a truck) Store that is... see my corn buy my corn Yum! I love corn!


  Food Experience Chart

To Know and Learn

Children will learn about the many community helpers who help provide food by creating a Food Experience Chart.

Materials Needed

paper
pictures of food and community helpers (can be drawn or cut out of magazines)
glue or tape
crayons or felt tip markers

Directions

Describe the various community helpers who grow, gather or collect, process or sell food. Include persons such as the farmer, miller, baker, butcher, fisherman, delivery person and grocery, restaurant or cafeteria employees.

Have the children create a mural of food-related community helpers that they have met. Pictures
for the mural can be drawn or cut out from magazines or make a diorama with clay models.

Glue or tape the pictures to the Food Experience Chart. The chart can be continually updated as children learn about other community helpers.

Ask the children to name the community helpers and describe how they help provide food. This part of the activity should be repeated several times.

The following learning kit (poster, pictures, record and study guide) can be used to further explore the concepts taught in this lesson:

Urban Panarama (National Dairy Council, 6300 North River Road, Rosemont, Illinois, 1976).

Food For Thought

Have the children name community helpers and how they help make food available.
 

Community Helpers Help Out

To Know and Learn

Children will learn about the many community helpers who help provide food by visiting a grocery store.

Materials Needed

permission slip
transportation
local grocery store

Directions

Plan a trip to a nearby grocery store. In order to be certain that trip will be educational and worth the extra efforts of planning and organization, you will need to do the following:

Contact the grocery store and receive permission to visit.

Obtain permission for the children to go on the trip and arrange for transportation to the site. Invite several parents to come on the field trip. They can help supervise the children and share in the learning process with their child.

Discuss the visit with the children before leaving the school.

Outline the major points of interest which the children should not miss.

Before going to the store, have the children look through magazines, seed catalogs or grocery store advertisements and find a picture of one thing that they might buy in a grocery store. Have them glue this picture to an index card. While at the grocery store, have them determine the person who takes care of the food in that grocery store (for example, meat-butcher, fruits and vegetables produce manager, etc.).

Provide the best educational experience at the grocery store. Point out to the children the variety of food available, the community helpers at the store, and the food buying process.

Return to school and discuss the highlights of the visit.

Ask them to describe:

• foods that were available.
• community helpers present at the grocery store.
• how the food was purchased or prepared.

Prepare an Experience Chart by using a flannel board. List all of the people who staff the store and the foods that they care for.

Trips can also be taken to a farm, dairy farm, butcher, cannery, bakery, cafeteria or restaurant. Ask the community helpers to describe how they help make food available to the children. Or, instead of a field trip, invite community helpers to visit your class room. To make the most out of the visit, clarify your goals for the visit to the speaker and know what the speaker intends to do during class time.

The following books can help children become more aware of community helpers; especially the baker:

Walter The Baker (E. Carle, Knopf, New York, 1972).

The Little Wooden Farmer (A. Salglieser, MacMillan, New York, 1930).

The Fisherman's Day (M. Schlein, A. Whitman and Company, Chicago, 1959).

Let's Go Over To The Bakery (N. Buchheimer, G. E. Putnam and Sons, New York, 1956).

The Farmer And His Cows (L. Floethe, Scribner's, New York, 1957).

Food For Thought

Have the children act out a trip to the grocery store. Have them describe the variety of foods available, presence of community helpers, and the way food is purchased or prepared.
 
 

Who Will Buy

 
 
 

To Know and Learn

Children will be able to identify food-related community helpers and their activities by singing and discussing the song Who Will Buy.

Materials Needed

Who Will Buy song, see below
food picture cards (optional, pictures from other lessons can be used)

Directions

Describe the many food-related community helpers and the activities they perform.
Sing Who Will Buy, see below. Have the children repeat each line until they know it well.

After they have practiced singing the song ask them to answer the following questions:

Who grows oranges?
Where do oranges grow?
Who sells oranges?
Where are oranges sold?
Who buys oranges?
Where do people buy oranges?
Where do we eat oranges?

Additional foods can be inserted into the song, such as pumpkins, apricots, milk, bread or pork chops.

The following books may be useful as the concepts of this lesson are taught:

More Potatoes (M. Selsam, Harper and Row, New York, 1972).

I Want To Be A Store Keeper (C. Green, Children's Press, 1958).

Food For Thought

Ask the children to name as many food-related community helpers as they can remember.
 
 
 

WHO WILL BUY (can be sung to the tune of "Who Will Buy This Beautiful Morning?") Who will grow this beautiful orange? Who will sell the orange to me? Who will buy this wonderful fruit? And put it in my lunch for me?



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