By smelling foods that they cannot see, children will learn how they can use their noses to help identify certain foods. Children will also learn to discriminate smells and to begin to build their vocabulary for describing smells.
Materials Needed
a variety of foods (for example: onion, cheese,
peanut butter, hot dog, hard boiled egg, cucumber,
garlic, bread, apple, lemon, lime, orange)
aluminum foil
rubber bands
knife
paper cups
pin
Directions
A. To Make the Smells That Tell Cups
Cut one food item into small pieces. Put the pieces in a paper cup. Repeat for several foods.
Cover each paper cup with a small piece of aluminum foil. The aluminum foil can be held in place with a rubber band. Use a pin to make several small holes in the aluminum foil. The holes will allow the children to smell, but not to see the food.
B. To Use the Smells That Tell Cups
Discuss with the children the way we use our noses to smell. Talk about different things that we can smell, including foods. Ask them to describe familiar food smells. Have the children answer the following questions:
How does food taste when we cannot smell it? (or hold our noses)
Do different foods smell differently?
Do some foods smell better than others?
Have the children sit in a circle. Pass one of the Smells That Tell Cups around the circle and ask the children to describe how it smells. Use words like mild, strong, sweet, and fresh to describe smell. Ask the children to try to name the food that is in the cup.
Have the children taste the food. Ask if smelling the food indicated how the food was going to taste.
Have the children hold their noses and taste the food again. Ask them if the taste of the food changed when they held their noses.
Repeat with several foods.
To involve more children at one time, several cups of the same food can be used during this activity.
Have the children practice identifying foods by their smells when they take walks near a cafeteria or kitchen.
The following books can be used to further explore the sense of smell:
Little Bunny Follows His Nose (K. Howard, Golden Press-Western Publishing, New York, 1971).
Papa's Pizza (S. and J. Serenstain, Random House, New York, 1978).
The Sniff And Tell Riddle Book (R. McKie, Random House, New York, 1978).
Supermarket Magic (J. Kent,, Random House, New York, 1978).
Food For Thought
Based on this activity, each child's skill in identifying foods by smell
can be assessed. Their ability to describe food smells can also be determined.
By comparing raw foods with the cooked or frozen version of the same foods, children will learn that the same food can feel different. The children can also practice fine motor, reading readiness and counting skills by participating in this food preparation activity.
Materials Needed
Mmm Applesauce picture recipe on page 5-32
a variety of foods (for example: grapes, carrots,
broccoli, cauliflower and/or apples)
apples
honey
cinnamon
freezer
stove or hot plate knife
cutting board
pot
bowls
spoons
paper cups
Directions
Talk with the children about the different ways foods can look and feel. Use words like soft, hard, round, smooth, cold and warm to describe feel. Use colors, shapes and sizes to describe how foods look.
Ask the children if they think foods always feel the same. Describe how cooking can change the way foods feel. For example, carrots feel hard when they are raw but they feel soft after they have been cooked.
Demonstrate that foods can feel differently. This can be done by using one of the three activities below: Grapes, Vegetables, or Apples.
A. Grapes
Wash and freeze enough seedless grapes for each child to have a sample. Serve each child one frozen grape and one grape at room temperature. Describe the frozen grape as feeling hard and cold. Describe the other grape as feeling soft, cool and juicy.
B. Vegetables
Have children wash and cut vegetables. Carrots, cauliflower and broccoli work well. Steam or boil half of the vegetables while the children watch. Serve each child a sample of the raw and cooked vegetables. Describe the raw vegetables as feeling cool and firm or hard. Also mention that the raw vegetable makes a crunchy sound when chewed. Then describe the cooked vegetable as feeling soft and warm. Mention that the cooked vegetable is quiet or makes a "ssh-ssh" sound when chewed.
C. Apples
Ask the children what they think will happen to an apple when it is cooked.
Demonstrate how apples feel when they are cooked by making applesauce. Refer to the Mmm Apple sauce picture recipe on page 5-32 for directions. Display the picture recipe and review it with the children until they know it well. Have the children:
Describe the raw apple wedge as feeling cool and firm or hard. Discuss the sound a raw apple wedge makes when chewed. Then describe the applesauce as feeling softer than the apple wedge.
Allow the children to help with food preparation as much as possible. This will help them to feel the foods more carefully.
Food For Thought
To determine if the children can describe how foods look and feel, ask
them to describe the look and feel of the foods served for lunch, breakfast
or a snack.
This dramatic activity will help the children act out how foods feel when we touch them.
Materials Needed
food picture cards (optional, pictures from other lessons can be used)
Directions
Ask the children to think about how foods feel when we touch them.
Pick one food and ask the children to act out how that food feels. For example, children may act out how an apple feels by:
Standing up tall and putting their arms in a circle, moving their mouths
like they were chewing and saying "crunch, crunch, crunch" to demonstrate
the sound an apple makes when it is eaten. Have
the children pretend to cook the apple. The children can slump to the
floor to show that an apple feels soft after it has been cooked.
Have children act out the way several foods feel. Other foods might include carrots, broccoli, or popcorn.
The following books can be used to further examine the sense of touch:
Pat The Bunny (D. Kunhardt, Western Publishing, New Jersey, 1940).
Zoo City (S. Lewis, Greenwillow Books, New York, 1976).
Food For Thought
To determine if the children are able to describe how food feels, name
a food and have children describe or act out how that food feels. Repeat
this for several foods.
Children will classify and describe foods by color and shape by finishing the Food A-Like sentences.
Materials Needed
Food A-Like Sentence Cards on page 5-17
scissors
food pictures (pictures from other lessens can be used)
Directions
Cut out the Food A-Like Sentence Cards found on page 5-17
Talk about the different ways we classify and describe foods using color and shape.
Ask the following questions:
Are all foods the same color?
Name some foods and describe their colors.
Are all foods the same shape?
Name some foods and describe their shapes.
Read the Food A-Like Sentence Cards aloud. Have the children name as many foods as they can for each Food A-Like Sentence Card. Place a picture of each food named on the floor or bulletin board in front of the children;
Food A-Like Sentence Cards can be made to describe other senses such as taste, feel or sound.
Food For Thought
Think of a food and describe it using color and shape. Ask the children to identify the food that you described.
I am thinking of a food...
and the food is red and round.
What food am I thinking of?
Answers include: apple, tomato, red pepper, strawberry, raspberry or
hamburger patty
I am thinking of a food...
and the food is blue and round.
What food am I thinking of?
Answers include: blueberry, plum, grape
I am thinking of a food...
and the food is brown and square.
What food am I thinking of?
Answers include: pumperknickel bread, graham cracker or waffle
I am thinking of a food...
and the food is white and oval.
What food am I thinking of?
Answers include: egg, potato or turnip
I am thinking of a food...
and the food is green and long.
What food am I thinking of?
Answers include: celery, cucumber, zucchini or broccoli
lam thinking of a food...
and the food is yellow and long.
What food am I thinking of?
Answers include: banana, corn, pasta (spaghetti and egg noodles) or
squash
I am thinking of a food...
and the food is green and round.
What food am I thinking of?
Answers include: peas, grapes, lima or green beans
I am thinking of a food...
and the food is orange and long.
What food am I thinking of?
Answers include: sweet potato, yam, or carrot
This food preparation activity will provide children with an opportunity to practice fine motor, reading readiness and counting skills and to classify flavors. Children will also identify and discriminate food ingredients by tasting pudding that has several additional ingredients.
Materials Needed
Instant Vanilla Pudding picture recipe on page 5-33
instant vanilla pudding
mixer or egg beater
milk (cold)
raisins
berries
chocolate chips
food colorings--yellow, blue, green or red
paper cups
spoons
bowls
Directions
A. Color Me Beautiful
Display the Instant Vanilla Pudding picture recipe on page 5-33. Review it with the children until they know it well.
Have the children:
Have the children serve themselves a portion of each color of the Instant Vanilla Pudding. Ask them to answer the following questions:
Will both puddings taste the same?
Will color change the taste of the puddings?
How will the different colored puddings taste?
Have the children taste the puddings. Ask them the following questions:
Did the puddings taste the same?
How did color change the taste of the puddings?
Did color change the look or smell of the puddings?
This activity could also be done with water, vanilla ice cream, yogurt, or cottage cheese.
B. Pudding Seek and Find
Prepare Instant Vanilla Pudding from the picture recipe on page 5-33 (use the quantities indicated on the pudding mix). Instead of coloring the pudding, add 1/4 cup of raisins, 1/4 cup berries and 1/4 cup of chocolate chips to the pudding.
Discuss foods that have other foods in them (for example, ice cream-refer to My Ice Cream Machine picture recipe on page 5-31 or consider fruit and vegetable salad). Note that additional food items create a new tasting food.
Have the children serve and taste the pudding. While the children are eating the pudding, ask them to answer the following questions:
Did they find other foods in the pudding?
How many other foods did they find?
What were the colors of these foods?
What were the tastes of these foods?
How did these foods change the taste of the vanilla pudding?
Food For Thought
Ask the children to describe foods that can be colored differently but
will taste the same. Also, have the children name other foods that can
be added to pudding (for example, coconut, nuts or seeds).
Children will learn to describe a variety of foods by using the senses and by preparing and tasting Macaroni Salad. The activity will also give children the opportunity to practice fine motor, reading readiness, counting and sequencing skills.
Materials Needed
Macaroni Salad picture recipe on page 5-34
Yankee Doodle Went to Town song, see below
cooked elbow macaroni
black olives (optional)
cheese cubes
celery
plain yogurt
tomato wedges
carrot circles
bowl
knife
cutting board
paper cups
spoons
Directions
Display the Macaroni Salad picture recipe on page
5-34.
Review the recipe directions with the children until they know them well. Have the children:
What foods are in the salad?
How many different foods are in the salad?
What are the colors of these foods?
What was the shape of these foods before they were cut into pieces?
What are their shapes now?
How does the salad taste?
What sound does the salad make when chewed?
What sound does each food in the salad make when chewed?
Sing and act out Yankee Doodle Went to Town, see below.
Food For Thought
To determine whether children can describe food using the senses, have
them describe the color, shape, feel, taste, smell and sound of each food
in the Macaroni Salad.
Read the clues on one of the Food Clue Cards and ask the children to name that food. Repeat the clues until the food is identified.
After a food is named, show them the food's picture and ask them the following questions:
What is the color of the food?
What is the shape of the food?
What does the food feel like?
What does the food taste like?
What does the food smell like?
What sound does the food make when it is chewed?
By playing this game, children will practice identifying foods by using their senses.
Materials Needed
Food Clue Cards on pages 5-35--5-38
crayons or felt tip markers
scissors
clear contact paper (optional)
Directions
A. To make the Food Clue Cards:
Color and cut out the Food Clue Cards on pages 5-35--5-38. Cards can be covered with clear contact paper for longer durability.
B. To Use the Food Clue Cards:
Discuss with the children ways that we can enjoy food (sight, smell, sound, taste and feel.)
Explain to the children that you will describe a food and that they are to name the food.
Read the clues on one of the Food Clue Cards and ask the children to name that food. Repeat the clues until the food is identified.
After a food is named, show them the food's picture and ask them the following questions:
What is the color of the food?
What is the shape of the food?
What does the food feel like?
What does the food taste like?
What does the food smell like?
What sound does the food make when it is chewed?
Repeat for all of the foods.
You can make your own Food Clue Cards using regional, ethnic or other favorite foods.
Food For Thought
Children should be able to name the food item after all the clues have
been given. If the children are unable to name the foods, spend more time
discussing how we use our senses to enjoy foods.
By making Cranberry Buzz Drinks, children will begin to learn that foods can be enjoyed using -all the senses. This food preparation activity will also help children to develop and practice fine motor, reading readiness and counting skills.
Materials Needed
Cranberry Buzz Drink picture recipe on page 5-39
Berry Buzz poem, see below
cranberry juice
carbonated water
paper cups
Directions
Read Berry Buzz, see below, to the children. Have them recite each line of the poem until they know it well. Ask them to answer the following questions:
What sound did the berries make in the glass?
What did the berries look like in the glass?
Prepare Cranberry Buzz Drinks. Display the picture recipe on page 5-39 for the children to see. Review the directions until the children know them well. Have the children:
Ask the Children to describe the taste of the drink. Use words like sweet and tart to describe taste.
Ask the children to describe how the drink looks. Use words like red and bubbly to describe the drink.
Food For Thought
Ask the children to describe Cranberry Buzz Drinks using all of their senses.
Children will learn to recognize a variety of food sounds, tastes, feels, looks and smells by preparing and tasting Waldorf Salad. Children can also practice fine motor, reading readiness and counting skills.
Materials Needed
Waldorf Salad picture recipe on page 5-40
celery
apple
grapes
banana
orange
lemon yogurt
bowl
knife
cutting board
papercups
spoons
Directions
Display the Waldorf Salad picture recipe on page 5-40.
Review the recipe with the children until they know it well.
Have the Children:
. wash the celery, apple and grapes
What foods are in this salad?
How many different foods are in this salad? What color are the foods?
What shapes were the foods before and after they were cut?
How do the foods feel?
Have the children serve the salad in paper cups.
Let them taste the salad.
Ask them the following questions:
How does the salad taste?
How does the salad smell?
What sounds do each of the foods make when chewed?
Food For Thought
Have the children use the picture recipe to describe how to make Waldorf
Salad. Also have them describe how each food in the recipe looks, smells,
feels, tastes and sounds when eaten.
To Know and Learn
By singing the Munching Mix song and preparing and tasting Munching Mix, children will experience foods with a variety of tastes, colors, shapes, smells, sounds and textures. Children can also practice fine motor, reading readiness, counting and music skills by preparing the Munching Mix recipe.
Materials Needed
Munching Mix song on page 5-24
Munching Mix picture recipe
on page 5-41
peanuts
peanut butter
popped popcorn
raisins
low sugar, ready-to-eat cereal (for example: Cheerios, Shredded Wheat)
bowl
spoon
paper cups
Directions
Sing the Munching Mix song on page 5-24. Have the children practice each line until they know it well.
Display the Munching Mix picture recipe on page 5-41. Review the directions with the children until they know them well.
Have the children:
Serve the Munching Mix in paper cups. Ask the following questions:
What foods were used to make the Munching Mix?
How many different foods were used to make Munching Mix?
What are the colors of these foods?
What are the shapes of these foods?
Let the children eat the Munching Mix and have them describe the taste and the sound of the Munching Mix when chewed.
Sing the Munching Mix song again.
Food For Thought
Ask children to name the foods in the Munching Mix snack and describe each food using their senses.
