Grand Ideas

I need to eat a variety of foods.

Children like to explore their world.  Part of this exploration involves trying new foods.  Young children need to try new foods so that they will like and eat a variety of foods.  Learning to accept and eat a variety of foods is an important part of the preschoolers' education.

Preschool children are at an ideal age to learn about foods.  Nutrition education should begin with preschoolers because early food experiences lay the groundwork for life-long eating habits.

Teacher Know How

Preschool children are very energetic, imaginative and curious.  Every other sentence seems to begin with the question, "Why?" They like to explore and try new things.  This makes the preschool years an ideal time to begin teaching nutrition.

Preschool nutrition education often focuses on cooking.  There is much more involved in it, however!  Eating and serving meals and the exploration of food are also an important part of nutrition education.

The exploration of food is an essential experience for Head Start children.  Food appeals to all five senses which arouses children's curiosity.  Food experiences give children the opportunity to observe, experiment and discover food characteristics such as size, color and shape.  Meals and snacks served family-style at Head Start centers promote the development of healthful, life-long eating habits by introducing children to new foods and by teaching them appropriate serving sizes.  Mealtime in the Head Start program is an ideal time to discuss nutrition concepts with the children.

To grow and develop fully, preschool children need to eat a variety of foods: There is no single food or group of foods that can meet all of the body's nutrient needs. Children are growing, so it is especially important for them to eat sufficient amounts of a variety of foods. A diet that includes a variety of foods can help insure that nutrient and energy needs are met. Eating a variety of foods means eating foods from each food group every day (fruits and vegetables milk and dairy products; bread and cereal products; and meat, fish, poultry, eggs, dried beans and peas).

The purpose of this unit is to help children explore the basic characteristics of foods, such as the size, color and shape of foods.

Resources

The following resources may be useful in helping children achieve the objectives of this unit. You may have other appropriate materials in your classroom.

Annie's Rainbow (R. Brooks, William Collins and World Publishing, 1975).

My Very First Book Of Colors (E. Carle, Mac Millan Publishing, 1971).

Halistones And Halibut Bones (M. O'Neil, Doubleday and Company, 1961).

Big Ones, Little Ones (T. Hoban, Greenwillow Books, 1976).

Round And Square (J. Martin, Platt and Munk Publications, 1965).

Shapes (M. Schlein, Scott Foresman and Company, 1952).

Objective

Students will identify a variety of foods of different shapes, sizes and colors.
 
 

The story, Food Magic, will give children an opportunity to identify many different foods and develop listening skills.

Materials Needed

Food Magic story on pages 4-3 and 4-4
food and story pictures on pages 4-21--4-24
thumbtacks or tape
flannel board, bulletin board, blackboard or wall
crayons or felt tip markers
scissors
clear contact paper (optional)

Directions

Color and cut out the Food Magic food and story pictures on pages 4-2 1--4-24. Pictures can be covered with clear contact paper to increase durability.

Read the story Food Magic on pages 4-3 and 4-4 to the children. Use the food and story pictures to illustrate the story. Thumbtack or tape each picture to a flannel board, bulletin board, blackboard or wall when indicated in the story.

After reading the story to the children, ask them to answer the following questions:
How did Hermie the Crab feel before he ate many different foods?

(grumpy)

Why do we need to eat many different foods?

(to grow big and strong)

Can you help Hermie the Crab remember the foods he saw?

Name the foods he found.

(tortilla, milk, broccoli, etc.)

What color is each food?

(yellow- banana, corn, cheese, etc.)

Which foods are round?

(tortilla and orange)

Which foods are square?

(waffle and cheese)

Which foods are long?

(corn, broccoll and banana)

The story can be modified in several ways. For example, puppets could be used to dramatize the characters named in the story. Or, additional foods could be added to the story (perhaps foods that are being served to the children for the first time or to introduce a new color or shape). Also, if the children are not yet able to identify a variety of colors or shapes, the story could be adapted to focus on foods of only one specific color or shape (e.g. red foods or round foods). The story characters can be used repeatedly to expand on the childrens' knowledge of colors and shapes.

These books can be used to help children learn more about colors:

Smile, Ralph, Smile (D. Andrews, Sunkist Growers, Inc., California, 1971).

An Apple Is Red (N. Curry, Bowmar Publishing Corporation, New York, 1967).

Food For Thought

To determine if children are able to name a variety of foods, ask each child to name the different foods that Hermie the Crab found. If there is time, discuss the shape, size and color of each food. To describe shape, use words like round, square, flat and long. To describe size, use words like big and small. And, to describe color, use words like white, yellow,
 

This is a story about Hermie the Crab.
 
 
 

Hermie was a grumpy young crab. He lived on the ocean floor under a big rock.
 
 
 

All of his neighbors would come by and try to brighten up his day. "Hello," said the octopus.
 
 
 
 

"Hello," said the starfish.
 
 
 
 

But Hermie only said, "grumpf" and watched them swim past him. He was so grumpy He never had the energy to say, "Good Day" and play with his friends in the bay. But he did want to grow big and strong.

One day Sandy the Turtle swam to Hermie's rock to visit.
 
 
 
 

"Hello Hermie," Sandy said. "Grumpf," Hermie said, "Grumpf, Grumpf, Grumpf." Sandy said, "Hermie, you are too grumpy. You don't say hello to your friends. You don't play with us. What is making you so grumpy?" "I don't know," Hermie sighed. "I am so tired of living here and eating the same foods every day. Maybe that is why I am so grumpy."

Sandy the Turtle said, "Hermie, I have a great idea. Let's go on a treasure hunt and find Food Magic. I think it might make you happier. We will find some foods that will help you grow to be big and strong."

Hermie decided he would go with Sandy. He hoped Sandy could help him stop being so grumpy and find foods that would make him grow big and strong.

Sandy and Hermie left the rock to find Food Magic. Sandy brought a map. Along the way, Sandy found a clue to Food Magic--a tortilla. "Look Hermie," Sandy said, pointing to the tortilla. "This is a tortilla. A tortilla has a light brown color. It has a round shape."
 
 
 

Hermie had never thought of eating a tortilla before. "I wonder how a tortilla tastes?", thought Hermie, and they continued on their way.

"Look over there. I see a glass of milk!" said Sandy. Milk is white.
 
 
 

"That is a Big glass of milk," said Hermie. "I never thought of drinking milk before." Hermie started to get excited. "Now I know two more foods I can eat, a tortilla and milk."

Hermie and Sandy continued looking for clues on the path to Food Magic. Along the way, they saw other foods that Hermie had never eaten.

The next clue they saw was broccoli. It was green. It was also long and looked like a small tree. Hermie was starting to feel happy.
 
 
 
 

Next they saw a round food. It Was an orange. It was as round as a ball
 
 
 
 
 
 

Not far from the orange they saw another clue to Food Magic. "Oh my" said Hermie. "What is that pretty yellow food? It is so long!" "That is an ear of corn," said Sandy. "It is one of my favorite foods!"
 
 
 
 
 
 
 
 

"Isn't there another kind of long, yellow food?" Hermie asked. "I think it is a food that monkeys like to eat. "Oh, yes," said Sandy. "That is a banana. See how long it is? It is yellow, too."
 
 
 
 
 
 

"Are there any square foods?" Hermie asked.

"Oh, yes," said Sandy. "There are waffles. Waffles have a square shape. They are also brown. Cheese often has a square shape, too. It often has a yellow color."
 
 
 
 
 

"There are so many different foods," said Hermie. "If I eat all these foods I may not be grumpy anymore. I will have more energy to work and play and I will grow big and strong."

Hermie was very happy. He couldn't wait to tell his neighbors by the rock about all the new foods he had found. Sandy smiled at Hermie and said, "Now, Hermie, you have found the Food Magic. Now you know that you have to eat many different foods. That is what Food Magic is all about. We must eat different foods like tortillas, milk, broccoli, eggs, oranges, corn, bananas, waffles, and cheese to help us grow big and strong."

Hermie the Crab is not grumpy anymore because now he eats many new foods that help make him grow big and strong!

This card game will enable children to develop sorting and color discrimination skills.

Materials Needed

food pictures or cards on pages 4-25--4-40
heavy paper squares, index cards or
an old deck of cards
glue or tape
crayons or felt tip markers
scissors
clear contact paper (optional)

Directions

A. To Make the Cards

Food pictures can be cut out of magazines, news papers, seed catalogs or grocery store
advertisements. Or, a more colorful deck of cards can be made as follows:

Color and cut out the food pictures on pages 4-25--4-40.

Glue or tape each food picture to one side of the heavy paper squares or to the cards. Trim any excess paper. The back of the card can be left blank or covered with colorful paper.

Cards can be covered with clear contact paper to make them more durable.

B. To Use the Cards

Show the children how to match two cards that have the same food item pictured.

Children can also use the cards to group foods by color or shape.

Food For Thought

To determine if children have learned to match pictures of food items, ask them to find two pictures of an apple or another food item. To determine if they have learned to identify colors and shapes or to sort these foods, ask them to find the pictures foods or round foods.
 

To Know and Learn

This song will enable children to begin to sort foods by color, shape or size.  This activity will also provide children with an opportunity to practice motor skills.

Materials Needed

Sing About the Colors rhyme on page 4-7
food pictures (optional, pictures from other
lessons can be used)
string or tape
paper (optional)

Directions

Give each child a food picture, or have the children draw a food picture, find a food picture in a magazine, seed catalog, newspaper, or grocery store advertisement.

Tape a food picture to each child's shirt.  A "food necklace", could also be made by punching a hole in the picture and threading a string through the hole. The string should be long enough to fit easily over the child's head. Tie the ends of the string together to form a "necklace."

Use the rhyme, see below, to help the children learn to recognize foods by color. Repeat the rhyme several times, changing the colors so that all the children get a chance to "fall down." Children may also want to clap as they say the rhyme. Children can also exchange foods with each other and repeat the activity.

The rhyme can be varied by changing the colors to the size or shape of foods.

Food For Thought

Children can practice identifying the color, shape or size of foods by naming foods of a certain color, shape, or size. For example, ask the children to name a food that is green.

Children will practice identifying and sorting foods from a container. They will also practice counting skills by removing, counting and replacing the food pictures into the container.

Materials Needed

1 large container (for example a jar, fishbowl or a
plastic laundry basket with open sides)
a variety of food items or food picture (pictures
from other lessons can be used)

Directions

Place the food items or pictures into the container. Food pictures from other lessons can be used or food pictures can be cut out of magazines, news papers, seed catalogs or grocery store advertisements. Ask the children to:

Name all the foods that they see.
Name all the red foods that they see.
Name all the yellow foods that they see.
Name all the orange (green, brown, or white) foods that they see.
Name all the round foods that they see.
Name all the square foods that they see.
Name all the long (rectangular or triangular) foods that they see.

Take the foods out of the container. Have the children:

Count all the foods.
Count all the red foods (yellow, orange, brown, green or white) foods.
Count all the round foods (square, long, rectangular or triangular) foods.
Children may want to put the foods back into the container as they name or count the foods.

Food For Thought

To determine if the children are able to identify a variety of foods, ask the children to name foods that were in the container; find the pictures of these foods; describe the shape, color and size of the foods and return the food pictures to the container.
 

This collage will give the children an opportunity to identify their favorite foods and describe them to their friends.

Materials Needed

food pictures (children may draw the food pictures
or cut them out of magazines)
paper
thumbtacks or tape
bulletin board, blackboard or wall
crayons or felt tip markers
scissors

Directions

Place a blank sheet of paper on the wall or bulletin board. The paper should be at the eye level of the children. At the top of the paper write "Our Favorite Foods"

Ask the children to draw or find pictures of their three favorite foods. After they have found or drawn the pictures, ask them to hold up their three favorite foods and name the foods. Also, ask them why they like these foods.

Thumbtack or tape each child's food pictures to the collage. Draw a circle around each child's foods with a crayon and write the child's name in the circle. Ask them to look at the collage and find other children who have the same favorite foods. Have the children name all of the foods.

Favorite Food Collages can also be done on smaller pieces of paper and taken home.

Food For Thought

To determine if children can name a variety of foods, ask the children to name all the foods on the collage.
 

To Know and Learn

By making a food mobile, the children will learn to sort or group foods by color or shape and practice fine motor skills.

Materials Needed

food pictures (food pictures can be drawn or cut out of magazines)
construction paper
coat hangers, dowels, or plastic straws
string or ribbon
hole punch
glue or tape
scissors

Directions

Ask the children to draw or cut out six food pictures from magazines, newspapers, or grocery store advertisements. Children could also be asked to draw or find foods of the same color, shape or size.

After the children have drawn or cut out the food pictures, ask them to glue or tape them to
construction paper. The children can trim any excess construction paper.

Punch a hole at the top of each picture and thread the string or ribbon through the hole. Tie the string to the hanger, dowel, or plastic straw.

Hang the mobiles by a window to let the wind blow the foods.

Food For Thought

To practice identifying a variety of foods, have each child show the class his or her mobile and name each of the six foods.

By making a puppet, the children will express their creativity through art and practice fine motor skills. The puppet show will help them develop language abilities and learn about a wider variety of foods.

Materials Needed

paper
straws or wooden sticks (tongue depressors or popsicle
sticks)
glue or tape
crayons or felt tip markers
scissors

Directions

Have the children draw a food picture with crayons or felt tip markers. The children should draw a face on the food puppet (like the one shown) and give the puppet a name.

Ask the children to cut out the drawings and glue or tape them to a straw or a popsicle stick.

Explain to the children that they are going to give a puppet show. In the show, each child should tell the name he or she gave the puppet and describe the food's color, shape or size. For example, a child might hold up a carrot puppet stick and say "I am Carrie Carrot. I am orange. I am long. I am good to eat. I grow under the ground." Encourage the children to ask each "Fantastic Food Puppet" questions.

A puppet show theater can be created by draping a towel over a table or by using a box. The children can then hide behind the table or box and present their puppets. The children can also bring their puppets to music time and have the puppets "sing."

Children can keep their fantastic Food Puppets in their cubby holdes and bring them to lunch or snacktime when that food is served.

Food For Thought

To determine if the children are able to name a variety of foods, finish the activity by asking the children to name the food their neighbors drew.
 

By drawing foods, the children will review the shape, color, and names of foods. The children can also practice sorting or grouping foods. The paper can be used as gift wrap.

Materials Needed
sheets of brown wrapping paper, newsprint, freezer
paper or brown paper bag
crayons, felt tip markers, or thick paint
scissors
block printers

Directions

Give a sheet of wrapping paper, newsprint, freezer paper, or brown paper bag to each child.

Ask the children to draw many different foods on the paper using crayons, felt tip markers or block printers. (Block printers can be made ahead of time by gluing twine in the shape of a food to a block of wood. Children can use thick paint to print on the paper with the block printer.)

When the drawings are finished, ask each child to show his or her paper to the class and name the different foods that were drawn.

This paper can be used to wrap another project or to take home as a present.

Food For Thought

To determine if the children are able to name a variety of foods, have the children exchange food drawings and name the foods on that paper.
 
 

Children will experience a variety of foods by preparing "Banana Surprises." Children will also begin to develop fine motor, food preparation, and counting skills.

Materials Needed

Banana-Nana Surprise poem on page 4-14
bananas
a variety of toppings: (choose two or three of these
food items that are new to the children)
nuts, raisins, cottage cheese, cherries, shredded
coconut, sunflower seeds, granola, oatmeal,
pineapple sauce, peanut butter, yogurt
knife
cutting board
bowls or paper plates
spoons

Directions

Read the Banana-Nana Surprise poem on page 4-14
to the children.

Ask the children to repeat each line after you. Practice saying the poem with the children until they know it well.

After repeating the poem, ask the children to:  Describe what a banana looks like inside and outside.  Name foods that were eaten with the banana.

Have the children make Banana Surprises. To make these treats:

Give each child a bowl or paper plate and one-half of a banana.

Put the banana in the bowl or on the plate. Ask the children to name the color of the banana peel and the color of the banana itself.

Place the food toppings on a table so the children can easily reach them.

Name each food that the children could add to their bananas.

Let the children select from these foods to make their own Banana Surprises.

After the Banana Surprises are made, ask the children to:

Name the foods used to make Banana Surprises.

Count the number of different foods added to the Banana Surprises.

Name the color of each food added to the Banana Surprises.

Name the shape of each food added to the Banana Surprises.

After the discussion, give the children spoons and let them eat their Banana Surprises.

Food For Thought

To determine if children can identify a variety of foods, ask the children to name as many foods as they can that they could add to a banana to make a "Banana Surprise."
 
 

This game will help children begin to learn number recognition. The children can also learn to sort and group foods according to shape and color.

Materials Needed

Food Domino Cards on pages 4-41--4-77
heavy paper, index cards or cardboard
glue or tape
crayons or felt tip markers
scissors
clear contact paper (optional)

Directions

A. To Make the Food Domino Cards

Color and cut out the Food Domino Cards on pages 4-41--4-77.

Glue or tape each of the Food Domino Cards to one side of the heavy paper, index cards or cardboard. Trim any excess paper or cardboard.

The cards can be covered in clear contact paper to make them more durable.

B. To Use the Food Domino Cards

Show the children how to match the cards that are alike. By matching each end of the dominoes, a long row of cards can be made. The dominoes having the same food on both ends can be used as a crosspiece to change the direction of the dominoes.

Children can also count the foods or identify the color and shape of the foods.

Older children can use the Food Dominoes to actually play the game of dominoes.

Food For Thought

To determine if the children can identify a variety of foods, ask the children to name the food on each food domino card. Children can also practice basic math skills by matching and counting the number of food pictures on each card.
 

By using these puzzles, children will practice reading readiness skills by matching the name of a food with its picture and enhance perceptual skills by completing the puzzles.

Materials Needed

Food Puzzler Cards on pages 4-48--4-52
heavy paper, index cards or cardboard
glue or tape
crayons or felt tip markers
scissors
clear contact paper (optional)

Directions

A. To Make the Cards

Color and cut out the Food Puzzler Cards on pages
4-48--4-52.

Glue or tape each of the Food Puzzler Cards to one side of the heavy paper, index cards or cardboard. Trim any excess paper or cardboard. Cut each card into two pieces along the dotted line.

Each puzzle piece can be covered with clear contact paper to make the puzzle pieces more durable.

B. To Use the Cards

Show the children how to complete the puzzle by matching the puzzle pieces and/or matching a food picture with its name.

Children can also practice naming each food after they have matched the correct puzzle pieces. Older children may want to practice reading the words and/or naming the letters used in each word.

Food For Thought

To determine if children can complete the puzzle, have them find the puzzle piece that matches an apple (or other food). Have them name the food and describe its shape and color.
 

Children will practice fine motor skills, reading readiness and counting skills by preparing Buggy Wheels using a picture recipe.

Materials Needed

Buggy Wheels picture recipe on page 4-53
celery
peanut butter, cottage cheese or yogurt
raisins
carrots
knife
cutting board
toothpicks
paper plates

Directions

Display the Buggy Wheels picture recipe on page 4-53. Review each step with the children until they know them well. Have the children:

• wash the celery and carrots
• slice the carrots to make circles
• insert the toothpicks through the celery and attach the carrot "wheels"
• spread the peanut butter, cottage cheese or yogurt onto the celery
• top with the raisins

Count the number of different foods used to make the Buggy Wheels.

Ask the following questions:

What foods were used to make the Buggy Wheels?
What colors are they?
What shapes are they?
How many different foods were used to make the
Buggy Wheels?

With young preschoolers, it may be preferable to omit the wheels and call this snack "Monkeys in a Canoe."

The following book can be used to reinforce the concept of shape recognition:

Shapes And Things (I. Hoban, MacMillan Publishing Company, New York, 1970).

Food For Thought

To determine if the children can identify a variety of foods, have them name all the foods used to make this snack.
 

Children will have the opportunity to practice fine motor, reading readiness and counting skills by preparing a snack using a picture recipe.

Materials Needed

Fruit Kabob picture recipe on page 4-54
Fruit Fun song, see below
a variety of fruits that are new to the children:
(for example: apple, pear, orange, peach, melon
banana, papaya, kiwi, grapes, nectarine)
knife
cutting board
toothpicks
paper plates or cups

Directions

Display the Fruit Kabob picture recipe on page 4-54. Review each step with the children. Have the children:

• wash and/or peel the fruit
• cut it into chunks
• place the fruit on toothpicks.

What is the name of each fruit used in the Fruit Kabobs?

What is the color of each fruit used in the Fruit Kabobs?

How many different fruits were used to make the Fruit Kabobs?

Children can then eat the fruit kabobs.

Read the Fruit Fun song, see below, after the children have finished eating the Fruit Kabobs. Let them practice saying the poem, then let each child insert a different fruit at the appropriate place in the poem.

Food For Thought

To determine if children can identify a variety of fruits, ask them to name the different fruits used to make the fruit kabobs.
 

Children will practice fine motor skills, reading readiness and counting skills. Children can also experience new foods by making and eating a Smiling Sandwich.

Materials Needed

Smiling Sandwich picture recipe on page 4-55
whole wheat bread
peanut butter or applesauce
raisins, olive slices or slices of hard cooked eggs
cheese cubes
orange sections or pineapple rings
knife
cutting board
paper plates

Directions

Display the picture recipe for Smiling Sandwiches on page 4-55. Review it with the children. Have the children:

• place one slice of bread on a paper plate
• spread peanut butter or applesauce on the bread
• add an orange section or one-half a pineapple ring for a mouth
• add raisins, olive slices or slices of hard cooked eggs
• add a cheese cube for a nose.

What foods were used to make the Smiling Sandwiches?
What colors are they?
What shapes are they?
Are they sweet or tart; hot or cold; smooth or rough?

Ask the children to point to their noses, their mouths, and their eyes: Have them name the foods that were used to represent these facial parts on the Smiling Sandwiches.

Food For Thought

Have the children recite the recipe for Smiling Sandwiches. Ask them to touch their eyes, nose, and mouth to practice identifying parts of the face as they recite the recipe.
 
 

Children will identify and try a variety of foods by preparing and eating Vegetable Soup. They will also practice fine motor, reading readiness and counting skills.

Materials Needed

Vegetable Soup picture recipe on page 4-56
celery
carrots
green peppers
potatoes
tomato juice
stove or hot plate
pot
knife
cutting board
paper cups
spoons

Directions

Begin the lesson by asking the children:

How do you think we make vegetable soup?
What should we put in the soup?
Should we put bananas (oranges, pears, soap, napkins, etc.) in the soup?

Ask the children to name vegetables, pull the vegetables or a picture of the vegetables from a bag and show the class.

Display the picture recipe on page 4-56. Review it with the children and have them:

• wash and cut the vegetables (one cup of each)
• place them in a pot with water and tomato juice
• bring ingredients to a boil and reduce heat
• simmer for 15 minutes

What foods were used to make the Vegetable Soup?

What colors are they?
What shapes are they?
How many different foods were used to make the
Vegetable Soup?
What temperature is the soup (hot or cold)?

Serve the soup in paper cups.

Ask the children if the foods changed after they were cooked. Have them describe the feel of the vegetables before they were cooked (crispy and hard or firm) and after they are cooked (softer). (The lesson, Food Fantasies, on page 5-32 expands on the concept of how food changes when cooked.)

The book, Stone Soup, (A. McGovern, Scholastic Book Services, New York, 1968) can be used with this activity. The story is about making a delicious soup with vegetables and meat.

Food For Thought

Review the Vegetable Soup picture recipe with the children and ask them to name and describe the vegetables used to make the soup.