Final INEP Curriculum

Transcription

Integrated Nutrition Education
Program for Preschools
Curriculum Notebook
Aligned with Head Start Performance Standards
Integrated Nutrition
Education Program
for Preschools
Lesson Notebook 2012-2013
Partnerships with:
University of Colorado Denver
Stanley British Primary School
Denver Great Kid’s Head Start
Funded by:
USDA Supplemental Nutrition Assistance Program – Education (SNAP-Ed)
Colorado Health Foundation
Other Support: Colorado Department of Public Health and Environment, Rocky Mountain
Prevention Research Center, Children’s Hospital Foundation (Jamba Juice), COPAN 5 A
Day Coalition, Western Dairy Council
Sponsor: Department of Pediatrics, Section of Nutrition, University of Colorado Denver Anschutz Medical Campus, 13001 East 17th Place, Aurora, CO 80045
Curriculum Developers:
Julie Atwood, MNM
Diane Brogden, MS
Darcy Owen, MS, RD
Cathy Romaniello, MPH, RD
Kazumi Yoshimura, BS
Tracy Binol, DTR
Max Young, BS
Heather Owen, BS
Charlotte Farewell, MPH
Acknowledgements:
Michael Hambidge, ScD, MD
Garry Auld, PhD, RD
Jennifer Anderson, PhD, RD
Carolyn Hambidge
Leo Lesh
Colorado State University
Colorado State University
Stanley British Primary School
Denver Public Schools
Program Contacts:
Julie Atwood
INEP Program Manager
Charlotte Farewell
Nutrition Coordinator
Mailing Address:
UCD-AMC, Mail Stop C225-INEP
13001 E 17th Place, BLDG 500
Aurora, CO 80045
Office: (303) 724-4457
Email: Julie.Atwood@ucdenver.edu
UCD-AMC, Mail Stop B119-INEP
13001 E 17th Place, BLDG 500
Aurora, CO 80045
(303) 724-7314
Charlotte.Farewell@ucdenver.edu
This project has been partially funded by USDA SNAP-Ed, through the University of Colorado, School of
Medicine, Department of Pediatrics, and the Colorado Health Foundation through the Culture of Wellness in
Preschools project. This material may be copied and utilized for non-profit educational purposes so long as
they are distributed in their entirety without modification, with credit given to the Integrated Nutrition Education
Program, University of Colorado, School of Medicine, Department of Pediatrics, the USDA SNAP-Ed program,
the Colorado Health Foundation, and the Culture of Wellness in Preschools project.
Education Program
for Preschools
Welcome to the Integrated Nutrition Education Program for Preschools! INEP for Preschools is
funded by USDA SNAP-ED and the Colorado Health Foundation and is a creative, fun, and
experiential way for kids to learn about healthy eating and incorporate healthy habits into their
daily lives. The lessons involve food preparation and tasting while reinforcing Head Start Child
Development and Early Learning Framework which is the Head Start Approach to School
Readiness Standards in a variety of disciplines. INEP for Preschools also offers nutrition
education to the entire family through healthy recipes and newsletters. The goals of this
program are to increase fruit and vegetable consumption, children’s willingness to try new
foods and overall healthy eating in preschool- aged children.
INEP for Preschools as easy as 1,2,3
1- INEP was adapted to align with Head Start Standards in order to ensure the lessons are
easily integrated into the existing teaching requirements. The lessons were also piloted
in various Head Start classrooms to allow for feedback, suggestions, and additional
edits.
2- All recipes, food products, and materials needed for each lesson are delivered to the
classroom 12 to 15 times per year, depending on the specific site and schedule of
lessons.
3- INEP allows for teachers to provide a fun, hands-on, learning opportunity for preschool
children to experience new foods. This type of experiential learning allows children to
explore and interact with their world and is a strategy that has been shown to promote
healthy eating.
Common Questions and Answers about INEP for Preschools
What if I cannot do the lesson the day it is delivered? The food and lesson materials will be
delivered in the beginning of the week (Monday/Tuesday) which will give teachers the freedom
and flexibility to do the lesson at a convenient time in the second half of the week (WednesdayFriday).
How long does each lesson take? Each lesson should take about 30-45 minutes to teach,
depending on the teacher. Teachers should allow an additional 15 - 30 minutes to prep for
each lesson.
Why don't you deliver all the food cut up and ready to use? The food is delivered uncut
because studies have shown that children need to be exposed to new food 8-12 times in order
to become comfortable with it. Having children cut the food, even if they choose not to
consume it, increases their exposure and their likelihood of eventually trying the new food.
What if a child doesn’t want to try the food? The “No Thank You Rule” should be enforced
at all times which means that if a child does not want to try a food they must simply say “No
Thank You”. Teachers should never force a child to try a new food as this makes it less likely
the child will taste the food in the future.
What if a child has a food allergy? Your HS health staff will have a physician statement
regarding food allergy.
Education Program
for Preschools
Why Nutrition and Physical Activity Are Important Health Issues for
Children
Diet and Disease
•
Unhealthy diet and inactivity together account for at least 400,000 deaths in the
U.S. each year; only tobacco use contributes to more deaths.
•
Diet is a known risk factor for the three leading causes of death - heart disease,
cancer, and stroke - as well as for diabetes, hypertension, and osteoporosis.
•
Dietary factors account for 30% of all preventable cancers.
•
Health habits, including eating behaviors, begin in early childhood and track into
adulthood.
Obesity and Overweight
x
Since the 1970s, the prevalence of overweight among children has more than
doubled for preschoolers aged 2-5.
x
More than ½ of obese preschool children will still be obese at age 25.
x
1/7 of low income, preschool-aged children nationwide are obese
x
Obesity affects children in all 50 states, boys and girls, all socioeconomic
groups and all ethnic backgrounds.
Diet and Academic Performance
•
Skipping breakfast can adversely affect children’s performance in academic and
problem solving situations.
•
Student attentiveness has been shown to significantly improve with a combination
of a nutritious diet and exercise during the school day.
•
Poor nutritional status and hunger interfere with cognitive function and are
associated with lower academic achievement. Iron deficiency is linked to
shortened attention span, irritability, fatigue and difficulty with concentration.
Eating Behaviors of U.S. Children
•
Children and adolescents eat, on the average, only 3.5 servings of fruits and
vegetables per day, with fried potatoes accounting for a large proportion of the
vegetables eaten. Less than one in five children eat the minimum of at least five
servings of fruits and vegetables each day.
Education Program
for Preschools
Health Objectives
The goal of the program is to create a whole new generation of healthy children! Life-long
healthy behaviors will ultimately help prevent chronic adult diseases, such as heart disease,
diabetes, certain types of cancer, and obesity. The primary health objectives of the lessons
are:
•
Students will wash their hands before preparing and eating food.
•
Students will learn food preparation skills and develop fine motor skills.
•
Students will increase their willingness to try a variety of new foods through multiple
exposures.
•
Students will eat a variety of fruits and vegetables each day.
•
Students will learn that they need to be physically active each day to be healthy.
Teachers’ Tips to Promote Better Student Health Behaviors
•
Be a role model and be enthusiastic about the food the children are making. Taste it
and let the children know you like to try new foods.
•
Give students the opportunity to examine their own health behaviors. For example, if
the lesson is learning about the heart, ask the children to think about what they do at
recess. “Do you exercise your heart during recess?” “What game could you play
with your friends during recess to keep your heart healthy?”
•
Send the parent letter with the recipes home so that parents can see what their
children are learning and can support healthy behaviors at home.
•
Make healthy eating FUN! Reinforce the adventure in tasting new foods.
Education Program
for Preschools
Overview of a Lesson
Nutrition Question of the Day:
Every lesson has a nutrition question associated with it which teachers can use to
emphasize the theme of the lesson and improve understanding.
Nutrition Objectives:
This section defines what the students will learn and do as the result of the lesson.
Materials and Ingredients:
A large covered kitchen bin of non-disposable food preparation materials and utensils
is provided to every Head Start site and is kept in a safe place at the school for the year. The
“In Kitchen Bin” column in each lesson lists items that should be pulled from this kitchen bin
for use in preparing the lesson. The “In Paper Goods Bin” column lists paper products that
can be pulled from the paper good bin needed for the lesson. Paper goods bins will be stored
at the site and will be refilled as needed. Under “Copies/Supplies”, sheets are listed that the
teacher will copy ahead of time, or pull from standard school supplies. The “Food” column
lists perishable items, foods and books needed for the lesson that will be delivered in the
beginning of the week prior to the scheduled lesson.
Note: Contact us if something is missing from your bin; we will be glad to replace it.
Set-up:
This section explains the lesson set-up and how to prepare for the lesson. Note that
some lessons may require up to an additional fifteen to thirty minutes to make copies, read
through the lesson, pre-wash produce, set-up a demonstration table, etc. Based on your
class, determine the best use for the lesson and which extension ideas to use. Set-up is
easier if you schedule the lesson after a teacher planning time, lunch, break, or play time.
Lesson Introduction:
The introduction reiterates the nutrition question of the day and should allow time for
the students to come up with their own answers. After you have supported the students’
answers tell students the written answer in the lesson and explain the activities of the lesson.
The purpose of the introduction is to: 1) give you the opportunity to assess students’
background knowledge; 2) relay facts about the content of the lesson; 3) explain what the
students will be doing and/or learning; 4) give food preparation directions; and 5) explain
what behaviors students will be expected to do as a result of the lesson.
Lesson Process:
The process describes the lesson, step-by-step. You may adapt these steps to best
meet your classroom needs.
Songs to Sing:
This section contains multiple songs to sing during the lesson and throughout the
week that support the theme of the lesson. You may choose if and when to teach these
songs to best meet your classroom needs.
Education Program
for Preschools
Extension Ideas:
This section provides opportunities to incorporate additional components into the
lesson from a variety of Head Start disciplines (art, math, etc.). Additional extension
materials are included at the end of every lesson (images, worksheets, etc.). You may
utilize and adapt these ideas to best meet your classroom needs.
Reinforcing Standards:
The lessons are linked to the appropriate Head Start performance standards.
Examples are given to show how the standards can be applied to the lessons.
Nutrition Know-How:
This section provides you with background nutrition information related to the
lesson. Fun facts about specific fruits and vegetables and nutritional benefits are
included.
Reproducible Lesson Form:
This form will be provided in a separate binder for you to save in your records. It
gives a brief summary and overview of the lesson activities and outlines the Head Start
standards that were reinforced in this lesson with the corresponding learning objectives.
You may also photocopy this form if additional copies are needed.
Family Letter/Recipe:
Every lesson will have a letter that should be sent home to the families which
briefly explains the INEP for Preschools lesson and provides a copy of the specific recipe.
This letter will allow the parents to replicate the recipe at home and provide more
opportunities for the child to experience new and unfamiliar foods. The letter and recipe
will be provided in both English and Spanish.
Education Program
for Preschools
Basic Preparation and Eating Guidelines
Preparation
•
Always have the students wash their hands with warm water and soap.
•
Wipe the tables using the provided sanitation wipes for a clean work surface prior to
the lesson.
•
Use plastic food preparation gloves when making food that will be shared to
decrease the spread of communicable disease.
•
Wash fruits and vegetables ahead of time.
•
Involve all students in listening and responding to the book and cutting fruits and
vegetables/preparing the meal. When working together, students learn self-control
and problem solving.
•
When setting up work stations for small groups, place common materials in the
center of the table in paper boats, and designate each students “work place” with
their plates. Insure students do not use teacher chef knife or paring knife, as
these are for teachers use only.
•
When cutting vegetables, make sure that students know how to use the plastic
knives (use the plastic-coated plates as a cutting board and “saw” the pieces rather
than pushing the knife down onto them); Plastic knives can cut, so children need
to be careful when using them.
•
Clean-up can be fast and painless with student help. Review rules for clean-up with
each lesson.
Eating
•
No child should be forced to taste something they do not want to try. Tell
students it is all right if they do not like a food but they must always practice
politeness by saying “No thank you”, or “I don’t care to taste it”. Always stress the
value of trying new things and having an open mind.
•
All students should be given the opportunity to eat.
•
Offer very small tastes initially (1-2 tablespoons). Make seconds available to
students upon request.
•
Small firm foods can be a choking concern. Always observe children while
eating and cut foods in smaller pieces for children who may have choking
concerns.
Education Program
for Preschools
Classroom Food Safety Guidelines
Refrigeration - Keep Cold Foods Cold
x
Leave foods refrigerated until preparation time.
x
Thaw frozen foods in the refrigerator overnight.
Classroom Preparation
x
Always wash your hands before food preparation with soap and warm water –
teachers and students.
x
Always work on a clean and sanitized surface – tables, desks and countertops.
x
Wash all raw fruits and vegetables before food preparation.
x
Use clean cutting boards, bowls and utensils.
x
Please do not let children use sharp knives.
x
concerns.
Clean Up
x
Dispose of waste appropriately in provided trash bags.
x
Wash cutting boards, bowls and utensils after each use with soap and water before
returning to the bin.
Storage
x
Store all kitchen supplies out of reach of children in the sealed kitchen bin.
Education Program
for Preschools
Classroom Support
Classroom support provides everything you need for the lessons, except copies of
worksheets, recipes to send home and occasional items that are commonly found in the
classroom, such as crayons, glue, art paper, etc.
Materials
Kitchen Bin: A large covered bin containing food preparation materials and utensils is
available for every Head Start site. You are responsible for washing the used items and
returning them to the bin for the next lesson. Items like salt, spices, dish soap are to be
shared and are provided for INEP lessons only.
Knife Box: A separate container will be provided along with each kitchen bin with utensils
intended for Teacher Use Only such as chef knife and vegetable peelers. Please keep this
covered and inaccessible to students.
Paper Goods Bin: Frequently needed paper good items will be provided at the beginning of
the year to each teacher. Please save for INEP lessons only and let us know if you run low
on any of the materials.
Milk Crate: Most of the lessons include a fiction or non-fiction book. Books will be delivered at
the beginning of the lesson week to a crate located where the non-perishable food is stored.
Please use and return the books to the crate when you have completed the lesson because
these will be picked up when the materials for the next lesson are delivered.
Delivery of Food and Materials
Food: Food is delivered on your school’s designated delivery day which will be assigned at
the beginning of the year. In most cases, food will be delivered on a Monday or Tuesday. It is
best to do your lesson within 2-3 days after delivery to assure fresh-tasting produce.
Perishable food will be stored in the designated spot in the refrigerator in a plastic bag with
your name. Non-perishable food will be stored in a designated place, also bagged with your
name. The amount of food delivered to you is based on your classroom size; please let us
know if your student count changes by more than 4-5 students. The recipes are designed to
provide tastes, not full servings.
Delivery Schedule: We recommend that you not schedule your lesson the same day as
delivery because food may be delivered at any time of day. Schedule the lesson at your
convenience for any day and time following your delivery day.
Delivery Notes: We will send an email corresponding to each lesson that describes what will
be delivered that week. We will also send out emails if any changes in delivery or lessons
occur. If communication via email is not your preference please let us know.
Education Program
for Preschools
Lesson Evaluation
There will be a short evaluation form after every lesson which will ask 5-6 questions and give
you an opportunity to provide us with ongoing feedback. These will be picked up when the
next lesson is delivered. Teacher input helps us to improve the program. At year-end, you
will be asked to complete a 5-minute survey so we can learn how you think the program has
benefited your children.
Lesson Grid as a Delivery Guide
Each lesson in your notebook has a grid that tells you what will be delivered for the week.
Note the example below. The Kitchen Bins, with basic cooking materials and utensils, will
be stored at the Head Start site for the school year. The Paper Goods Bin will be stored by
the non-perishable items and will contain special utensils, plates, serving bowls (paper
boats) etc. that are necessary for the lessons. In the food column, a list of all foods
delivered, both perishable and non-perishable, is provided as well as the specific book for
the lesson. Perishable items will be in a plastic bag labeled in the refrigerator and nonperishable goods along with the book will be in the designated area determined prior to the
delivery. The Copies/Supplies column lists things that the teacher will copy ahead of time, or
pull from standard school supplies.
Materials and Ingredients
Bins
In Kitchen Bin
large bowl for salad
measuring cup
mixing spoon
can opener
In Paper Goods Bin
small paper plates*
plastic forks*
napkins*
*One per student
Copies/Supplies
worksheet(s) copies*
recipe copies*
Books/Food/Materials
1-10 oz. bag prewashed spinach
2-12 oz. cans
mandarin oranges
(sweet)
½ cup salted peanuts
(salty)
¼ cup balsamic
vinaigrette (sour)
We want to hear your questions or concerns. Please call your INEP Facilitator; Charlotte
Farewell, or Julie Atwood, Program Manager, (303) 724-4457, or e-mail us at
INEP@ucdenver.edu.
Education Program
for Preschools
Head Start Child Development and Early Learning Framework
The Integrated Nutrition Education Program lessons are designed to reinforce Head Start
Child Development and Early Learning Framework. At the beginning of each lesson, we
have identified ways the lesson reinforces domains of learning and development in the Child
Outcomes Framework and the learning objectives associated with each. The Framework
guides curriculum, implementation and assessment to plan teaching and learning
experiences that aligns to school readiness goals are reinforced by INEP lessons. These
are summarized here for your easy reference.
HEAD START STANDARDS REINFORCED
∆Physical Development and Health
►Physical Health Status/Health Knowledge and Practice/Fine Motor Skills
∆Language Development/Literacy Knowledge and Skills
►Receptive Language/Expressive Language
►Book Appreciation
∆Approaches to Learning
∆Creative Arts Expression
►Initiative and Curiosity/Persistence and Attentiveness/Cooperation
►Creative Movement and Dance/Drama
∆Social and Emotional Development
►Social Relationships/Self-Concept and Self-Efficacy/Self-Regulation/Emotional
and Behavioral Health
∆Science Knowledge and Skills
► Conceptual Knowledge of the Natural and Physical World
∆Social Studies Knowledge and Skills
►History and Events
∆ Math Knowledge and Skills
► Number Concepts and Quantities/Number Relationships and
Operations/Measurement and Comparison
INSERT TAB
In this lesson students will discuss the importance of hand washing, read a
book about germs and practice thorough hand washing. They will eat a
snack of seasonal fruit.
NUTRITION QUESTION OF THE DAY

What happens when we wash our hands?
NUTRITION OBJECTIVES


Students will learn proper hand washing techniques, such as using soap and warm
water, and scrubbing for at least 20 seconds.
Students will learn common facts about germs and when to wash their hands
MATERIALS AND INGREDIENTS
Bins
In Kitchen Bin
- Cutting board
(teacher only)
- Chef knife
(teacher only)
- Soap (for hand
washing)
-
Copies/Supplies
Copies of family letter:
“Happy Birthday
Germs” song sheet
copies*
-
-
Book: “Germs Are Not for
Sharing” by Elizabeth
Verdick
Seasonal fruit
In Paper Goods Bin
- Spoons/forks*,
if appropriate
- Small paper plates*,
if appropriate
- Napkins*
- Serving containers
(paper boats)
*One per student
SET-UP
Copies:
 Make copies of the family letter (one for each student).
Food Preparation:
 Wash seasonal fruit for snack. Cut and divide the fruit into an appropriate number
of pieces for the class.
 Use serving containers for the fruit. Students will serve themselves.
Other Preparation:
 Have soap and paper towels ready for hand washing.
 Have the book “Germs Are Not for Sharing” ready to read to the class.
INTRODUCTION WITH STUDENTS


Ask and discuss the Nutrition Question of the Day with students.
Important: Give time to allow students to come up with their own answers to the
question. Support student’s answers.
 What happens when we wash our hands?
 Answer: Washing hands with soap and water will do the trick. Get rid of icky
germs that can make you sick.



Read the book “Germs Are Not for Sharing” to students.
Discuss the different parts of the book with students. What do germs do? When
should we wash our hands? Can we see germs?
Tell students that they will learn how to wash their hands and get rid of most germs.
LESSON PROCESS






Demonstrate how to wash your hands by acting out each of the motions (pretend to
turn on the water, get soap, etc.). As you demonstrate the hand-washing process,
sing together the “Happy Birthday Germs” song.
Next, have the students go through all the motions with you and have them sing the
germs song. Don’t forget to act out the rinsing and drying part.
Send small groups of students to the sink to wash their hands. Have them spend
enough time to do a thorough job of hand washing.
When students are done with hand washing pass out the snack.
Let’s Eat, Let’s Talk While students eat ask them what happens when they
wash their hands. Answer: Washing hands with soap and water will do the trick.
Get rid of icky germs that can make you sick.
Send a copy of the parent letter home with each student.
SONGS TO SING
Happy birthday to you
Happy Birthday to you
Happy Birthday dear Germs
It’s the last one for you
EXTENSION IDEAS
Literacy: Make copies of the “When Should You Wash Your Hands” worksheet
pictures. Have students draw a web on a piece of paper, or have web already made.
Ask students to glue pictures of when you should wash your hands on the web.
Art: Give students a bowl with bubble mix in it and a straw with a hole near the top to
prevent them from sucking the soap up. Have the students blow into the straw while
it is in the bowl creating bubbles. Put a drop of food coloring on the top of the
bubbles and quickly press a piece of paper on the top of the bubbles to create
bubble prints.
Dramatic Play: Put empty bottles of soap and towels in dramatic play area. Hang up
a copy of the germs song near the sink.
REINFORCING STANDARDS
Physical Development and Health
Language Development/Literacy
Knowledge and Skills
Approaches to Learning/Creative Arts
Expression
Social and Emotional Development
Science Knowledge and Skills
 Physical Health Status/Health
Knowledge and Practice/Fine Motor
Skills
 Receptive Language/Expressive
Language
 Book Appreciation
 Initiative and Curiosity/Persistence
and Attentiveness/Cooperation
 Music
 Social Relationships/Self-Concept
and Self-efficacy/Self Regulation/
Emotional and Behavioral Health
 Conceptual Knowledge of the
Natural and Physical World
NUTRITION KNOW-HOW




It is important for students to learn about germs (bacteria and
viruses), the environment in which they live and grow, and how
germs can affect our health.
Germs are part of nature and of our lives. They are invisible and
they are everywhere! Many kinds of germs are helpful, such as
soil bacteria, which make compost. However, there are other
harmful germs (bacteria and viruses) that cause a variety of
illnesses. The spread of germs (bacteria and viruses) is
preventable through simple public health precautions, such as
covering the mouth when coughing, or washing hands after
exposure to contaminated objects.
Using soap for hand washing is the best way to get rid of germs.
Hand washing before any cooking or food preparation is always
required and particularly important to teach in nutrition classes.
Contagious diseases can be limited by establishing good hand
washing habits and wearing disposable gloves when handling
food.
http://kidshealth.org/kid/talk/qa/germs.html
REPRODUCIBLE LESSON FORM
Photocopy this form and save for your records
LESSON SUMMARY

Lesson Name: Germs Are Not for Sharing

Date lesson conducted: ___________________

Lesson conducted by _____________________
SUMMARY OF NUTRITION ACTIVITES
 Students will practice thorough hand washing.
 Students will listen to a book called “Germs Are Not for Sharing” and be exposed
to information about germs.
 Students will eat a fruit snack.
HEAD START STANDARDS REINFORCED/LEARNING OBJECTIVES
Head Start Standards Reinforced
Skills
Language
Expression
 Music
and Self-Efficacy/Self
Regulation/Emotional and Behavioral
Health
 Conceptual Knowledge of the Natural
and Physical World
Learning Objectives
Students will:
 Practice thorough hand washing.
 Taste fruit and understand that fruit
is part of a healthy diet.
Students will:
 Listen and respond to the book
"Germs Are Not For Sharing”
Students will:
 Learn how to wash their hands
thoroughly
 Participate in “Happy Birthday
Germs” song
Students will:
 Follow directions, interact with other
students, and practice self-control
while washing their hands
Students will:
 Discuss information about germs
and thorough hand washing
Dear Family:
Please help me sing this song while I wash my hands. If I wash
while I sing the whole song, my hands will be clean!
“Happy birthday to you,
Happy Birthday to you,
Happy Birthday dear Germs.
It’s the last one for you.”
Washing your hands helps keep
you healthy and feeling good!
Estimada Familia:
Por favor ayúdenme a cantar esta canción mientras me lavo las manos.
¡Si me lavo las manos mientras canto toda la canción, mis manos
estarán limpias!
“
Feliz Cumpleaños a tí,
Feliz Cumpleaños a tí,
Feliz Cumpleaños, Querida Bacteria
(querido microbio).
Éste es el último para tí.”
¡Al
lavarte las manos te mantienes saludable y te
sientes bien!
When Should You Wash Your Hands?
After
Before
After
After
¿Cuando te debes lavar las manos
Después
Antes
Después
Después
INSERT TAB
In this lesson the students will discuss when they like to eat vegetables. They will read a
book about manners and have a discussion about good manners. They will make and eat a
vegetable salad while practicing good manners.
 When do you like to eat vegetables?


Students will make and eat a vegetable salad.
Students will learn that any time is a great time to eat vegetables and that vegetable are good
for their bodies.
Bins
In Kitchen Bin
- Can opener
- Cutting board
(teacher only)
- Chef knife
(teacher only)
In Paper Goods Bin
- Plastic spoons*
- Napkins
- Plastic knives*
(serving boats)
Copies/Supplies
- Parent
letter/recipe
copies*
-
Book: “How Do Dinosaurs Eat Their Food?”
by Jane Yolen
2 limes
1 red bell pepper
2 yellow squash
2 zucchini
1 (15 oz) can corn
1 (15 oz) can black beans
Whole wheat tortillas
Hot sauce
Plastic Coated Paper Plates*
*One per student
SET-UP
Copies:
 Parent letter/recipe (one for each student).
Food Preparation:
 Open can of corn and drain. Open can of beans, rinse and drain.
Put into serving containers.
 Wash red peppers, yellow squash and zucchini. Cut red bell pepper, yellow squash
and zucchini into long thin strips and put into serving containers.
 Students will use plastic knives for cutting vegetables into small pieces.
 Wash limes and slice into wedges (enough for each student).
Put into serving containers
Other Preparation:
 Have book, “How Do Dinosaurs Eat Their Food?” by Jane Yolen ready to read to the class.


Important: Give time to allow students to come up with their own answers to the question.
Support students’ answers.
 When do you like to eat vegetables?
 Answer: I can eat them here or there. I can eat vegetables anywhere. Breakfast,
lunch and dinner too. These are all great times to eat a few.




When we eat vegetables we should use good table manners.
Read the book "How Do Dinosaurs Eat Their Food?" to the class.
Discuss practicing good table manners.
Tell students that today they get to practice good table manners while eating vegetables
together!
PROCESS









Have students wash their hands with soap and warm water.
When students sit down to eat, review what good table manners are.
Remind them to say "please pass" and "thank you" and "no thank you" if they do not
want to try something. Also remind them to wait until everyone has been served to begin
eating.
Pass out plastic knives and plastic coated paper plates (one per student).
Have students serve themselves the red pepper, yellow squash and zucchini strips first,
and then start cutting these into small pieces (1-2 pieces).
After the students have finished cutting, pass out the beans, corn, lime and tortillas. Have
the students serve themselves using good manners.
Show students how to squeeze the lime on top of the vegetables.
Important: Encourage, but do not force students to try all of the vegetables. Remind
them to use the “no thank you” rule. Join each of the tables for a short while to help model
good table manners.
Let’s Eat, Let’s Talk. While students eat, ask them when they like to eat vegetables.
Answer: I can eat them here or there. I can eat vegetables anywhere. Breakfast,
lunch and dinner too. These are all great times to eat a few.
Have the students take their parent letter/recipe home to share with their families.
SONGS TO SING
Manners Song
(Tune: If You’re Happy and You Know It)
When my classmates pass the vegetables,
I say thank you.
When my teachers pass the vegetables,
I say thank you.
It makes us happy and we know it
And our smiles will really show it
We all say please and thank you
When we eat.
Good Manners
(Tune: Did You Ever See a Lassie?)
When you talk to people
You should have good manners
You should be polite.
When they say "Thank You"
Then you say "You're welcome"
You should be polite.
EXTENSION IDEAS



Literacy: Review rhyming words in the book.
Dramatic Play: Have children practice manners while pretending to eat
(hang/display picture of foods/recipe). Put a tablecloth on the table. Add dishes,
cloth napkins, and silverware.
Gross Motor: Set up an obstacle course and have the children practice good
manners while going through it.
 Physical Health Status/Health Knowledge
and Practice/Fine Motor Skills
Language Development/ Literacy
Language
Approaches to Learning
 Initiative and Curiosity/Persistence and
Attentiveness/Cooperation
Social and Emotional Development  Social Relationships/Self-Concept and
Self-efficacy/Self-Regulation/Emotional
NUTRITION KNOW-HOW






Squash belong to the Cucurbitaceae family, which also includes melons,
cucumbers, pumpkins, and gourds. Squash plants are easy to grow because they
have large seeds and germinate easily. Their mild and refreshing flavor and
satisfying texture can be used in many different dishes such as in soup, casseroles,
salads, stir-fry, pancakes, breads, and cakes.
Like corn and beans, squash is a North American food. Native Americans in dry
climates (northern Mexico and southwest Untied States) grew and ate this vegetable
for five thousand years. George Washington and Thomas Jefferson were
enthusiastic squash growers.
Squash are divided into two groups, summer squash and winter squash. Summer
squash have soft thin skins and light-colored flesh and are young and tender. Winter
squash are harvested in a mature stage so they have hard shells and darker-colored
flesh. They can be stored for months.
Summer squash in the United States include, zucchini (green and golden), yellow
squash (crookneck and straightneck), patty pan (also called scallop), and chayote
(chy-o-tay, rhymes with coyote). Zucchini, an American squash that goes by an
Italian name, was taken to Italy during the 1600’s and became very popular there
before it was later reintroduced to North America. Chayote is best known in the
South and Southwest. Unlike other summer squashes, it has a large central seed
and a fairly thick, deeply ridged skin, which needs to be peeled before cooking.
Summer squash contains more than 95% water and offer some vitamin C and
folacin. Because of the high water content, they are very low in calories (around 20
calories per cup of raw squash). Squash blossoms are also very low in calories and
a good source of beta-carotene, vitamin C, and potassium.
Sweet corn is a good source of carbohydrates and is high in fiber. Black beans are
legumes that have been shown to improve the health of the digestive tract,
particularly the colon. They also contain vitamin B and are high in fiber and protein.
A fun fact about black beans is that Brazil grows more black beans than any other
country in the world. Black beans have been given an exclusive place on the
Brazilian Food Pyramid due to the health benefits of this vegetable!
LESSON SUMMARY
•
Lesson Name: Manners
•
•
Lesson conducted by: _____________________
•
Students will make and eat a “Manners Vegetable Salad”.
•
Students will recognize that any time is a great time to eat vegetables and that vegetables
are good for their bodies.
Skills
Language
and Self-efficacy/SelfRegulation/Emotional and
Behavioral Health
Learning Objectives
Students will:
 Recognize that any time is a great time to
eat vegetables and that vegetables are
good for their bodies.
 Make and eat a “Manners Vegetable
Salad”.
Students will:
 Listen, respond to, and discuss the fiction
book "How Do Dinosaurs Eat Their Food?”
Students will:
 Cooperate with each other while eating
family style
Students will:
students, and practice self-control while
making and eating their “Manners
Vegetable Salad”.
 Practice good manners while eating
together family style.
Dear Family,
Today your child learned that any time is a great time to eat vegetables! They
learned this fun rhyme too.
I can eat them here or there.
I can eat vegetables anywhere.
Breakfast, lunch and dinner too.
These are all great times to eat a few.
They ate this vegetable salad and practiced good table manners. Make this
healthy recipe at home and practice eating vegetables together!
Ingredients:
Yield: 6-8 servings
1 can of corn, drained (15 oz.)
1 can black beans, drained and rinsed (15 oz.)
1 red pepper
2 zucchini
2 yellow squash
2 limes, juiced
Hot sauce, to taste
Directions:
1.
2.
3.
4.
6.
Cut vegetables into small pieces.
Put the cut-up vegetables in a large bowl and add corn and beans.
Add lime juice and hot sauce.
Mix well and serve.
Eat and enjoy!
Eat vegetables with your friends and family every day!
Querida familia:
¡Hoy su hijo se aprendió que cualquier momento es un buen momento para comer
verduras! Ellos también aprendieron esta rima divertida.
Puedo comer aquí o allá.
Puedo comer verduras en cualquier lugar.
Desayuno, almuerzo y la cena también.
Estos son momentos ideales para comer muy bien.
Ellos comieron esta ensalada de verduras y practicaron los buenos modales en la mesa.
¡Prepare esta receta saludable en el hogar y practique comiendo vegetales juntos en
familia!
Ingredientes:
Porciones: 6-8
1 lata de maíz (15 oz)
1 lata de frijoles negros (15 oz)
1 pimiento rojo
2 calabacin
2 calabaza amarilla
2 limones
Salsa picante
Instrucciones:
1.
2.
3.
4.
5.
6.
7.
Abrir y escurrir las latas de maíz y de frijoles negros.
Enjuagar los frijoles negros.
Abrir la lata de chiles verdes.
Cortar los tomates en pedazos pequeños.
Añadir las verduras en un tazón.
Exprimir los limones encima.
¡Comer y disfrutar con tortilla chips!
¡Coman verduras todos los días!
INSERT TAB
In this lesson the class will have a discussion about the health benefits of pumpkins,
read the book about pumpkins and make and eat a pumpkin pie snack.
•
Why are pumpkins great to eat?
• Students will make and eat a pumpkin pie snack.
• Students will learn about pumpkins and recognize that they are healthy to eat.
Bins
In Kitchen Bin
- Can opener
-
Copies/Supplies
Family letter/recipe
copies*
-
In Paper Goods Bin
- Plastic spoons*
- Napkins*
(paper boats)
-
Book “Pumpkin Circle” by
George Levenson
2 cans (30 oz) pumpkin pie
filling
2 containers (32 oz.) vanilla
low-fat yogurt
1 box graham crackers
12 oz bowls*
*One per student
SET-UP
Copies:
• Make copies of the Family letter/Pumpkin Pie Snack recipe (one for each student).
Food Preparation:
• Open cans of pumpkin pie filling.
• Use serving containers for the pumpkin pie filling and yogurt.
• Have bowl of pumpkin, graham crackers, yogurt, bowls, and spoons ready so
students can serve themselves the snack family style.
Other Preparation:
• Have the book “Pumpkin Circle” ready to read to the class.
•
•
Ask and discuss the Nutrition Question of the Day with the students.
9 Why are pumpkins great to eat?
9 Answer: Pumpkins are a healthy food for a growing me!!
•
•
•
Ask students to tell you what they know about pumpkins. Start the discussion by
asking some of the following questions.
• Where have you seen pumpkins?
• What do pumpkins look like (colors, shapes, and sizes)?
• What‘s inside the pumpkin?
Read “Pumpkin Circle” with the students.
Tell them they are going to make and eat a delicious pumpkin snack
LESSON PROCESS
•
•
•
Have students eat their snacks family style. Have them use the graham crackers
for dipping into the snack.
Let’s Eat, Let’s Talk. While students are eating ask them why pumpkins are
great to eat? Answer: Pumpkins and their seeds are a healthy food for a
growing me!!
SONGS TO SING
Ring Around the Pumpkin
Tune: "Ring around the Rosie” (Put a pumpkin or a picture of a pumpkin on the floor.)
Ring around the pumpkin,
a patch full of pumpkins,
pick them pick them,
they all fall down.
Hop around the pumpkin,
they all fall down.
Tiptoe around the pumpkin,
they all fall down.
March around the pumpkin
they all fall down.
Jump around the pumpkin,
they all fall down.
.
EXTENSION IDEAS
Science: Make copies of the "Life of the Pumpkin” worksheets. Talk about the different
pictures in the pumpkin life cycle and have them color them. Cut out the pictures (or have
the students cut them) and have them mix them up and then put them back in order.
Math: Make copies of the “Pumpkin Math Worksheet”. Give the students small
manipulatives and ask them to pretend they are pumpkin seeds. Ask them how many
“seeds” they have all together. Count by ones and then two. Put equal piles of seeds in
circles.
Make copies of the pumpkins worksheet. Have the students color them and then sort them
(by size, color, shape).
Go on a walk and look for plants that might have seeds.
Art: Fold a coffee filter into fourths. Dip a corner in diluted food coloring (red, orange
yellow). Keep folding and dipping the coffee filter. Unfold it and let it dry. Put it on a piece
of paper and add a stem or glitter).
¾ Physical Health Status/Health Knowledge
¾ Receptive Language/Expressive
Language
¾ Book Appreciation
¾ Initiative and Curiosity/Persistence and
¾ Social Relationships/Self-Concept and
Self-Efficacy/Self-Regulation/Emotional
¾ Conceptual Knowledge of the Natural
and Physical World
NUTRITION KNOW-HOW

Pumpkins are members of the winter squashes. There are many
varieties of winter squash and they are all harvested at a mature
stage with hard shells. If they are uncut and stored in a cool, dry
place, they should keep for months. This is the main reason why
winter squash, such as pumpkins, were one of the staple foods
for Native Americans and the colonial settlers. Native Americans
cooked whole pumpkins in the ashes of fire and ate them with
maple syrup. At first the settlers ate pumpkins the same way, but
later added milk, eggs, and molasses to make a European-style
pie filling.
Most of the pumpkins that are commercially grown in the United
States (about 99%) are used for Jack-o’-Lanterns at Halloween
time. Most of them are too stringy and too large to eat. A smaller
and sweeter variety called the sugar pumpkins is available for
cooking. Many people prefer canned pumpkin, which is as
nutritious and tasty as fresh pumpkin and relatively inexpensive.
Pumpkins come in a variety of colors including orange, yellow,
green, white, red, and gray and all types are filled with hundreds
of small pumpkins seeds. These seeds are a great source of
protein, minerals, vitamins, and omega-3 fatty acids.
Pumpkins are healthy to eat because they add fiber to the diet
and are a good source of beta-carotene, which may protect you
from cancer. In addition, these vegetables contain huge numbers
of antioxidants including Vitamin A, Vitamin C, and Vitamin E.
They are recommended in cholesterol controlling and weight
reduction programs.
LESSON SUMMARY
•
Lesson Name: Pumpkin Circle
•
•
• Students will learn about pumpkins and recognize that they are healthy to eat.
• Students will make and eat a pumpkin pie snack.
¾ Physical Health Status/Health
Skills
Language
¾ Initiative and Curiosity/Persistence
¾ Social Relationships/Self-Concept
and Self-Efficacy/SelfRegulation/Emotional and
Behavioral Health
¾ Conceptual Knowledge of the
Learning Objectives
Students will:
• Taste pumpkin and recognize that
pumpkins are part of a healthy diet.
• Make a pumpkin pie snack.
Students will:
• Listen, respond to, and discuss the
book "Pumpkin Circle” by George
Levenson.
Students will:
• Make their own snack
Students will:
• Follow directions, interact with
other students and practice selfcontrol while making their snack
Students will:
• Have a discussion about the parts
of a pumpkin.
Dear Family,
Today your child learned why pumpkins are a great food to eat.
“Pumpkins and their seeds are a healthy food for a growing me!!”
Try this recipe at home today for a delicious snack!!
Ingredients:
Yield: 10-15
1 can pumpkin pie filling (30 oz)
1 container low fat vanilla yogurt (32oz)
Graham crackers
Directions:
1. Put 3 spoons of pumpkin pie filling into a small bowl.
2. Next, put in 3 spoons of yogurt.
3. Crumble graham crackers on top.
4. Eat and enjoy!
Pumpkin and pumpkins seeds are a great food for a
growing me!
Querida familia:
Hoy su hijo aprendió por qué las calabazas son un gran alimento para
comer. "¡Las calabazas y sus semillas son un alimento saludable para
mi que estoy en crecimiento!" ¡Pruebe esta receta en casa hoy para
comer un bocadillo delicioso!
Ingredientes:
Porciones: 10-15
1 lata de puré de calabaza (30 onzas)
1 tubito de yogur de vainilla baja en grasa (32 onzas)
Las galletas de Graham
Instrucciones:
1.
Poner el relleno de puré de calabaza en un tazón.
2.
Agregar tres cucharadas de yogur al tazón.
3.
Esparza las galletas encima.
4.
¡Comer y disfrutar!
¡Coman verduras en la cafetería y en la casa todos los días!
The Life of a Pumpkin
Pumpkin Math
.....
INSERT TAB
In this lesson students will have a discussion about the importance of eating
vegetables. They will read a book and talk about families. Students will make and eat
a couscous salad.
 Why do you like to eat vegetables?


Students help prepare a vegetable dish and eat it family style.
Students will learn that eating vegetables helps them stay healthy and grow strong.
Bins
In Kitchen Bin
- Cutting board
(teacher only)
- Chef knife
(teacher only)
- Large bowl with lid
or cover
- Measuring cups
- Measuring spoons
- Mixing spoon
- Oil
Copies/Supplies
- Parent letter/
recipe copies*
- 2 cups hot tap
water
-
Book: “Families” by Ann Morris
2 cucumbers
3 tomatoes
2 pkg. chicken flavored couscous 5-7 oz.
Plastic coated paper plates*
In Paper Goods Bin
- Plastic knives*
- Plastic spoons*
- Napkins*
(paper boats)
*One per student
SET-UP
Copies:
 Make copies of family letter/recipe (one per student).
Food Preparation:
 Wash and cut cucumbers and tomatoes into pieces and put into serving containers.
 Students will use plastic coated paper plates and plastic knives to cut the
vegetables.
.


Have large bowl with lid or cover (for couscous), measuring cups, measuring spoons,
mixing spoon, boxes of couscous, and oil ready for making couscous.
Important: Couscous uses boiling water but for this lesson hot tap water will work fine.
 Have the students serve themselves family style when eating the couscous. The
students will serve themselves couscous and mix it with the vegetables they cut up.
Other Preparation:
 Have the book “Families” ready to read to the class.

question. Support the students answers.
 Why do you like to eat vegetables?
 Answer: Eating vegetables helps us stay healthy and grow strong.




Ask students what they do when they eat together as a family.
o What do you talk about when you are eating together?
o Who cooks the meal?
o What vegetables do you like to eat with your family?
Tell students that sharing meals together is a great thing to do every day.
Read the book “Families”. Talk about the different families in the book.
Tell students that today they will make a special healthy snack with vegetables and eat
together family-style.
LESSON PROCESS








Have students wash hands with soap and warm water.
Make the couscous in front of the class by pouring couscous and seasoning packet into
large bowl. Add hot tap water, oil, mix and cover. Let the couscous sit until you are
ready to add the vegetables.
Pass out plastic knives and plastic coated paper plates.
Have students serve themselves the tomato and cucumber first and start cutting these
into small pieces (1-2 pieces).
Explain that they will eat “family style” today, which means sitting around their table,
passing the food around and serving themselves. Remind them to say “please” and
“thank-you”, using good table manners.
Have students serve themselves some of the couscous and then mix it with the
vegetables they have cut up on their plate. Couscous should be served at room
temperature or cold.
Let’s Eat, Let’s Talk. While students eat, ask students why we eat vegetables.
Answer: Eating vegetables helps us stay healthy and grow strong.
Have the students take their parent letter/recipe home to share with their families.
SONGS TO SING
When We Eat Together
(Tune: Here We Go Around the Mulberry Bush)
(Pantomime the actions)
This is the way we pass the plate,
Pass the plate, pass the plate,
This is the way we pass the plate,
When we eat together.
And this is the way we use our fork,
Use our fork, use our fork,
This is the way we use our fork,
And this is the way we pour our milk
Pour our milk, pour our milk
This is the way we pour our milk,
This is the way we clear our plate,
Clear our plate, clear our plate,
This is the way we clear our plate,
(You can make up your own verses)
(www.preschooleducation.com/slunch.shtml)
EXTENSION IDEAS
 Literacy: Have the students draw a picture of themselves and their family
enjoying a meal together. Have the students dictate to a teacher what is
happening in their picture.
 Dramatic Play: Have the students set the table and eat a meal with their family.
 Math: The hands pattern: Together we made a couscous salad. How many
hands made the salad? Have one child stand up. Ask how many hands one
child has? Two? Three? The teacher can record the pattern.
Children



Hands
2
4
6
Social Studies Knowledge and
Skills
 Receptive Language/Expressive Language
 Social Relationships/Self-Concept and
Self-Efficacy/Self-Regulation/Emotional and
Behavioral Health
 Family and Community
NUTRITION KNOW-HOW





Family meals offer an opportunity to share conversations, discuss daily events and
common values, and appreciate favorite recipes and customs. It is also an
opportunity for parents and children to model healthy eating habits. Research has
shown that children who share at least one meal a day with their families eat
healthier and are less likely to use drugs and alcohol when they reach adolescence.
Eating a variety of foods helps children stay healthy and grow strong. Different
foods offer different unique nutritional value, thus variety is important.
Couscous is a traditional Middle Eastern food. It cooks in a quick five minutes and
combines beautifully with other ingredients to make a delicious side dish. Couscous
contains carbohydrates, vitamin A, iron and niacin. It is part of the grain group of
MyPlate from which we should have 3-6 servings of grains (half of which should be
whole grains).
Tomatoes are a very healthy vegetable containing potassium, vitamin C, fiber and
vitamin A. They may help reduce the risk of certain cancers.
Cucumbers belong to the vegetable group of MyPlate from which we should eat 2 to
5 servings every day. Cucumbers have very high levels of magnesium, potassium,
and Vitamin C, and very few calories. These vegetables also have diuretic
properties due to their high water and potassium content, which helps in controlling
weight gain and high blood pressure.
http://www.sciencedaily.com/releases/2004/11/041116232104.htm
http://nutritiondata.self.com/facts/cereal-grains-and-pasta/5699/2
http://www.nutrition-and-you.com/cucumber.html
LESSON SUMMARY
•
Lesson Name: Manners
•
•
Lesson conducted by: _____________________
 Learn that eating a variety of foods will help keep their growing bodies healthy.
 Children discuss the importance of eating healthy vegetables.
Knowledge and Practice/Fine
Motor Skills
Language
Behavioral Health
Social Studies Knowledge and Skills
 Family and Community
Learning Objectives
Students will:
 Learn that eating a variety of foods will
help keep their growing bodies healthy
 Develop fine motor skills while cutting
vegetables and mixing couscous.
Students will:
 Listen and respond to the book "Families
by Ann Morris.
Students will:
 Ask questions and discuss families.
 Make and eat Couscous Salad
Students will:
listening to the book, cutting vegetables,
and eating family style
Students will:
 Discuss different types of families.
Dear Family,
Today our class made and ate a healthy couscous salad. They learned
that eating vegetables together as a family is very good for their
growing bodies. Make this couscous salad at home and eat it together
as a family!
Ingredients:
Yield: 6-8 servings
2 large cucumbers
3 tomatoes
2 boxes chicken flavored couscous (5 – 7 oz boxes)
Water (follow the directions on the couscous box)
Oil (follow the directions on the couscous box)
Directions:
1. Put couscous and seasoning packets in a bowl.
2. Add hot tap water and oil to bowl.
3. Cover the bowl.
4. Wash the tomatoes and cucumbers and cut into small bite-size pieces.
5. Add them to the couscous and mix well.
6 Eat and enjoy!
Eat a variety of healthy foods together as a family!
Querida familia:
Hoy nuestra clase hizo y se comió una ensalada de cuscús saludable. Se enteraron de
que comer vegetales juntos como una familia es muy bueno para sus cuerpos en
crecimiento. Hacer esta ensalada de cuscús en casa y comer juntos como una familia!
Ingredientes:
Porciones: 6-8
2 pepinos grandes
3 tomates
2 cajas de couscous con sabor a pollo (cajas de 5 a 7 onzas)
Agua (seguir las instrucciones indicadas en la caja de couscous)
Aceite (seguir las instrucciones indicadas en la caja de couscous)
Instrucciones:
1.
2.
3.
4.
5.
6.
Poner el couscous y los paquetes de condimentos en un tazón.
Agregar agua caliente y el aceite al tazón.
Cubrir el tazón.
Lavar los tomates y los pepinos y cortarlos en pedazos pequeños.
Añadirlos al couscous y mezclar bien.
¡Coman comidas saludables juntos en familia!
INSERT TAB
In this lesson students will have a discussion about healthy teeth and they will
read a book about teeth. They will make a mouth out of a paper plate and practice
proper brushing techniques while singing a song. They will eat crunchy
vegetables that help get rid of sugar bugs that cause cavities.
 Why are crunchy fruits and vegetables good for our teeth?


Students will practice brushing their teeth to help them learn how to take good
care of their teeth.
Students will learn that crunchy fruits and vegetables are beneficial to their teeth.
Bins
In Kitchen Bin
- Cutting board
(teacher only)
- Chef knife
(teacher only)
Copies/Supplies
- Family letter
copies*
- Scissors*
-
Book: “Brush Your Teeth
Please” by Reader’s Digest
1 bag baby carrots
1 bag snap peas
2 yellow peppers
Toothbrushes*
In Paper Goods Bin
- Small paper
plates*
- Napkins*
- Serving
containers (paper
boats)
*One per student
SET-UP
Copies:
 Make copies of family letter (one for each student).
Food Preparation:
 Wash peppers and cut into pieces for each student.
 Put vegetables in serving containers for students to pass and serve themselves.
Other Preparation:
 Have book " Brush Your Teeth Please” ready to read.
 Make a paper plate mouth ahead of time so that you have an example to show
the children.


Important: Give time to allow students to come up with their own answers
to the question. Support student’s answers.
 Why are crunchy fruits and vegetables good for our teeth?
 Answer: Crunchy fruits and vegetables can help get rid of “sugar bugs” on
our teeth!!






Ask students what they know about keeping their teeth clean and healthy.
Discuss foods that are good and bad for our teeth.
Crunchy fruits and vegetables are good for our teeth. Apples, carrots and
broccoli can help get rid of "sugar bugs" on our teeth when we don't have a
toothbrush.
Sugary foods (candy, soda, ice cream, etc.) are not good for our teeth. They
can hurt our teeth by helping to cause cavities. Always remember to brush after
eating these kinds of foods.
Read “Brush Your Teeth Please”.
Tell students that today they are going to learn how to brush the right way. They
are also going to eat crunchy vegetables that are good for their teeth.
LESSON PROCESS

Sing "This Is the Way We Brush Our Teeth" with the students while pretending to
brush your teeth with fingers outside of your mouth.
.
This Is the Way We Brush Our Teeth
(To the tune of "Here We Go 'Round The Mulberry Bush")
This is the way we brush our teeth,
Brush our teeth, Brush our teeth,
So early in the morning.
Brush them up and brush them down,
In little circles or round and round.
Don't brush them from side to side,
Those Sugar Bugs will surely hide.
Brush our teeth, Brush our teeth,
Don't forget to brush your tongue,
Brush your tongue, Brush your tongue,
It's important too!







Tell students that they are going to make paper plate mouths so they
can practice brushing correctly.
Model making your own paper plate mouth in front of the class.
 Fold a small paper plate in half.
 Open it back up so there is a crease across the middle.
 Fold the top half down toward the crease and the bottom half up toward
the crease. (The ridges on the paper plate will represent the upper and
lower teeth.) Draw a red tongue behind the bottom teeth on the plate.
Have students make their own paper mouths.
Show students how to brush the teeth of the paper plate mouth, up and down
and in little circles using toothbrushes still in wrappers or fingers. Sing the song
as they practice. Important: Have students also brush their paper plate mouth
tongues. Tongues also carry bacteria.
Have students pass and serve themselves baby carrots, snap peas, and
yellow peppers.
Let’s Eat, Let’s Talk. While students are eating ask why crunchy fruits
and vegetables are good for our teeth. Answer: Crunchy fruits and
vegetables can help get rid of “sugar bugs” on our teeth!!
Send family letter/recipe along with toothbrushes home with students.
SONGS TO SING
See “This is the Way We Brush Our Teeth” worksheet.
Crunchy Veggies
(Tune: I’m a Little Teapot”)
I’m a little veggie
Crunch Crunch Munch
Carrots and Celery
I love them a bunch
They keep my teeth healthy
Yes they do!
They make me feel good yes they do!
EXTENSION IDEAS
Fine Motor: Make copies of the Healthy Teeth Worksheet. Have students cut out
pictures and glue on to paper (You could cut the paper to look like a mouth/lips). Talk
about how crunchy fruits and vegetables are good for your teeth.
Art: Cut construction paper into toothbrush shape. Set out glitter, crayons, markers
(any other supplies that you think would work). Have students create their own
toothbrush.
Cut out strips of paper to look like teeth. Use scissors to cut between teeth. Have the
students dip dental floss in paint and practice flossing between teeth.
Sensory: Put shaving cream on the table with tooth brushes. Have students pretend
to brush teeth (Remind them not to put the shaving cream in their mouths).
Approaches to Learning/Creative
Arts Expression
Social and Emotional
Development
Motor Skills
Language
 Initiative and
Curiosity/Persistence and
 Music
Regulation/Emotional and
Behavioral Health
NUTRITION KNOW-HOW







Every time we eat, bacteria feast on the food remaining in our mouths. As the bacteria grow and
multiply, our teeth are eventually covered with a clear, sticky film called plaque. Plaque is a
combination of bits of food, bacteria, and other substances. It forms mainly between the teeth
and where the gums and teeth meet. Plaque continues to build up if you do not clean your teeth
regularly. When plaque is left for a few days or more on your teeth, it hardens and becomes
tartar, which is more difficult to remove. Tartar can damage your gums.
Bacteria also produce acid as a by-product of this food breakdown. This acid then sticks to the
plaque on our teeth. The higher the sugar content of the food and drink, the more acid that
forms. The acid slowly eats through the tooth enamel which is called tooth decay.
The primary method of fighting tooth decay is brushing our teeth. Brushing scrubs away the
sticky plaque that builds up on the teeth. Fluoride in toothpaste and water makes the enamel on
our teeth stronger, which helps to protect our teeth. Adults and children should brush at least
two times a day, in the morning and evening. Research shows that bacteria usually cannot
make enough acid to damage teeth that are brushed at least once every 24 hours.
The most effective method of tooth brushing is up and down and around in circles. Brush the
top teeth downward from the gums and the bottom teeth upward from the gums. All surfaces of
the teeth must be brushed, in addition to the gums and the tongue.
The texture of a food greatly affects the likelihood that bacteria will stick to the enamel. Crunchy,
non-sticky foods, such as apples and carrots are the best for maintaining healthy teeth. Many
foods have adverse effects on dental health, such as sweet foods such as cookies and candies.
Flossing once a day to remove food and plaque from between the teeth is recommended. This
should be done with the assistance of an adult for younger children.
Visiting the dentist twice a year is a very important part of keeping teeth healthy. Dentist visits
should start when kids are one year old.
http://kidshealth.org/teen/your_body/take_care/teeth.html
LESSON SUMMARY
 Lesson Name: Healthy Teeth


 Students will learn the correct way to brush their teeth to prevent tooth decay.
 Students will make a model of the mouth and practice correct brushing techniques.
 Students will eat crunchy vegetables that will help get rid of “sugar bugs”.
Skills
Language
Expression
 Music
Behavioral Health
Learning Objectives
Students will:
 Taste crunchy vegetables and
understand that they are part of a
healthy diet.
 Make a model of the mouth and
practice the proper way to brush
their teeth.
Students will:
"Brush Your Teeth Please”
Students will:
 Make a model of the mouth and
sing “This is the Way We Brush Our
Teeth” while practicing the correct
brushing technique.
Students will:
while brushing their teeth and
singing “This is the Way We Brush
Our Teeth”.
Students will:
 Have a discussion about healthy
teeth
Dear Family,
Today your child learned why crunchy fruits and vegetables
are good for their teeth. Crunchy fruits and vegetables can help get
rid of “sugar bugs” on our teeth!! They also practiced the correct
way to brush their teeth. Sing this song with your child while they
brush their teeth!!
This is the Way We Brush Our Teeth
(To the tune of "Here We Go 'Round The Mulberry Bush")
Brush our teeth,
Brush our teeth,
Brush them up and brush them down,
In little circles or round and round.
Don't brush them from side to side,
Those Sugar Bugs will surely hide.
Brush our teeth,
Brush our teeth,
Brush your tongue,
It's important too!
Querida familia:
Hoy su hijo aprendió por qué las frutas y vegetales crujientes son
buenos para los dientes. ¡Frutas y verduras crujientes pueden ayudar a
deshacerse de los "gérmenes" en los dientes! Ellos también practicaron
la forma correcta de cepillarse los dientes.
¡Cante esta canción con su hijo mientras se cepilla los dientes!
Esta es la forma de cepillarnos los dientes
(Entonando la canción "Here We Go 'Round The Mulberry Bush")
Esta es la forma de cepillarnos los dientes,
Cepillarnos los dientes,
Bien temprano en la mañana.
Cepíllalos hacia arriba y cepíllalos hacia abajo,
En pequeños círculos o alrededor, alrededor.
No los cepilles de lado a lado,
Esos animalitos del azúcar se pueden esconder.
Bien temprano en la mañana.
No te olvides de cepillarte la lengua,
Cepillate la lengua,
Cepillate la lengua,
No te olvides de cepillarte la lengua,
¡Es importante también!
Healthy Teeth
INSERT TAB
In this lesson students will discuss why it is important to eat fruit. They will read an
alphabet book about fruits and vegetables. They will taste 4 different fruits and they
will make a bar graph demonstrating their favorites.
•
What do you like about your favorite fruits?
•
•
Students will taste a variety of fruits and the class will make a bar graph about their
favorite fruits.
Students will learn that eating fruit every day will help them stay healthy and grow
strong.
Bins
In Teacher Bin
- Cutting board
(teacher only)
- Chef knife
(teacher only)
- Can opener
In Paper Goods Bin
- Plastic forks*
- Napkins*
(paper boats)
*One per student
-
Copies/Supplies
Chart paper
Crayons, markers, stickers
(for filling in graph)
Scissors
-
Book: Eating the Alphabet
by Lois Ehlert
5 oranges
2 cans (20 oz.) pineapple
chunks
2 cans (15 oz.) sliced pears
Seedless grapes 1-2 lb.
SET-UP
Copies:
• Make copies of family letter/songs (one for each student). Make copies of enlarged
fruits worksheet (for bar graph).
Food Preparation:
• Open cans of pineapple and pears and drain.
• Wash grapes and cut in half.
• Small firm foods can be a choking concern. Always observe children while
eating and cut foods into smaller pieces for children who may have choking
concerns.
• Peel oranges and divide into sections.
• Put fruit into separate serving containers. Students will serve themselves some of
each fruit.
Other Preparation:
• Use chart paper to make a graph (see example graph activity sheet at the end of
the lesson). Have crayons, markers, or sticky notes ready for students to use to
fill in the class graph.
•
•
9 What do you like about your favorite fruits?
9 Answer: Fruit is good for us, delicious and helps us grow.
•
•
Tell students that today they are going to taste four different delicious fruits and
decide which their favorite is.
Read “Eating the Alphabet" and discuss the different fruits and vegetables in the
book.
LESSON PROCESS
•
•
•
•
•
Show students how to taste each fruit and think about how it tastes.
Demonstrate this for the students. Have students watch as you take a taste of
one of the fruits and describe it as you eat it. For example, as you taste some
pineapple, "It is yellow, it is juicy, it is tart, it is delicious and I want more!"
Have students taste the four fruits.
After they have tasted each fruit show students the class graph. Ask them to
come up a few at a time and put a mark or a sticky note above their favorite fruit
on the graph.
Let’s Eat, Let’s Talk. What do you like about your favorite fruits? Answer:
They are good for us, delicious and help us grow.
SONGS TO SING
I Love Fruit
(Tune: 'Three Blind Mice')
I love fruit. I love fruit.
Oranges, pineapples, pears, and grapes.
There are lots of fruit that I like to eat.
My favorite fruits. My favorite fruits.
I love all kinds of different fruit.
They keep me healthy every day.
Finger play
Bananas are my favorite fruit (make fist as if holding banana)
I eat one every day (hold up one finger)
I always take one with me (act as if putting one in pocket)
When I go out to play (wave goodbye)
It gives me lots of energy (make muscle)
To jump around and run (move arms as if running)
Bananas are my favorite fruit (rub tummy)
To me they're so much fun! (point to self and smile)
(Hhttp://childfun.com/index.php/activity-themes/food/221-fruit-activitytheme.html?start=4H)
EXTENSION IDEAS
• Math: Have students color and sort play fruit by shape/color.
• Literacy and Art: Have each student draw a picture of their favorite fruit and
dictate comments to the teacher. Laminate them and make pictures into a class
book.
• Fine Motor: Lacing Cards: Cut fruit shapes, laminate and punch holes around for
a lacing card.
Math Knowledge and Skills
Skills
Language
¾ Initiative and Curiosity/Persistence and
¾ Social Relationships/Self-Concept and
Self-Efficacy/SelfRegulation/Emotional and Behavioral
Health
¾ Number Concepts and
Quantities/Number Relationships and
Operations/ Measurement and
Comparison
NUTRITION KNOW-HOW

Most children like fruit. Fruit is nutritious and delicious. It is a healthy
addition to any meal as well as an excellent snack food or dessert due to its
sweet taste and refreshing juiciness. Fruit supplies energy in the form of
carbohydrates, vitamins, fiber, and some minerals. It is also low in calories
due to the high water content and little or no fat content.
The main contribution fruit makes to our diet is vitamins, especially vitamin C
and beta-carotene. Vitamin C helps protect against immune system
deficiencies, heart disease, prenatal health problems, and eye disease and
exists in high levels in citrus fruits. Beta-carotene helps prevent eye
problems and skin disorders and protects our bodies against toxins, colds,
the flu, and infections. Apricots and grapefruits are examples of fruits that
contain high levels of beta-carotene.
Certain fruits provide some minerals, for example: potassium in bananas,
pears and oranges; iron in berries and dried fruits; and small amounts of
calcium and magnesium in pineapple, plums, and raspberries. Fruit also
contributes soluble and insoluble fiber which is important for maintaining a
healthy weight.
Since fruit is packed with nutrients, eating a variety of fruits helps ensure you
are getting adequate amounts of vitamins, minerals and fiber. Due to the
large amounts of vitamins, minerals, micro-nutrients, and antioxidants in
fruit, eating a variety of these foods helps the body prevent or at least
prolong natural changes of aging by protecting and rejuvenating cells,
tissues, and organs in the human body. Research also shows a high intake
of fruits and vegetables can help prevent chronic diseases such as some
cancers, stroke and heart disease.
It is recommended to eat at least 2-3 servings of fruit per day and a variety
of fruits is encouraged.
Hhttp://www.nutrition-and-you.com/fruit-nutrition.html
Hhttp://www.nlm.nih.gov/medlineplus/calcium.html
LESSON SUMMARY
•
Lesson Name: Graphing Favorite Fruits
•
•
• Students will discuss the importance of eating fruit.
• Students will listen to a story about different types of fruits and vegetables.
• Students will taste different fruits and make a class graph of their favorites.
Skills
Language
¾ Initiative and Curiosity/Persistence
Learning Objectives
Students will:
• Recognize that eating fruit will help
keep their growing bodies healthy.
• Taste fruit and understand that it is
part of a healthy diet
Students will:
• Listen, respond to, and discuss the
book "Eating the Alphabet” by Lois
Ehlert
Students will:
• Ask questions and discuss their
favorite fruits.
• Taste fruit and make a graph about
class favorites
Students will:
¾ Social Relationships/Self-Concept
• Follow directions, interact with other
while listening and discussing the
Health
book and tasting fruit.
Students will:
¾ Number Concepts and
• Construct a class graph based on
Quantities/Number Relationships and
data collected about their favorite
Operations/Measurement and
fruit.
Comparison
Dear Family,
Today your child tasted four different delicious fruits and
discovered everyone’s favorites. They learned that eating their
favorite fruits will help them stay healthy and grow strong. They
tasted oranges, pineapple, pears and grapes. Use all of these
healthy fruits to make a healthy fruit salad for your family!
Sing these songs about healthy fruits with your child!
I Love Fruit
(Tune: 'Three Blind Mice')
I love fruit. I love fruit. .
Oranges pineapples pears and grapes.
There are lots of fruit that I like to eat.
I love all kinds of different fruit.
Finger play
Bananas are my favorite fruit (make fist as if holding banana)
I eat one every day (hold up one finger)
I always take one with me (act as if putting one in pocket)
When I go out to play (wave goodbye)
It gives me lots of energy (make muscle)
To jump around and run (move arms as if running)
Bananas are my favorite fruit (rub tummy)
To me they're so much fun! (point to self and smile)
(Hhttp://childfun.com/index.php/activity-themes/food/221-fruit-activitytheme.html?start=4
Querida familia:
Hoy su hijo probó cuatro frutas diferentes y deliciosas y descubrió las
frutas favoritas de todos sus compañeros. Ellos aprendieron que
comiendo sus frutas favoritas les ayudará a mantenerse saludable y
crecer fuertes. Ellos probaron naranjas, piñas, peras y uvas. ¡Utilice
todas estas frutas saludables para hacer una ensalada de frutas
saludable para su familia!
¡Cante estas canciones acerca de las frutas saludables con su hijo!
Me gusta la fruta
(Melodía: "Tres ratones ciegos")
Me encanta la fruta. Me encanta la fruta.
Las naranjas, piñas, peras y las uvas.
Hay un montón de fruta que me gusta comer.
Me encanta la fruta. Me encanta la fruta.
Mis frutas favoritas. Mis frutas favoritas.
Me encanta todo tipo de frutas diferentes.
Me mantienen saludable todos los días.
Mis frutas favoritas. Mis frutas favoritas.
Juego del dedo
Los plátanos son mi fruta favorita (hacer el puño, como si sostuvieras un
plátano)
Me como uno todos los días (levante un dedo)
Siempre llevo uno conmigo (actuar como si poner una en el bolsillo) Cuando
voy a jugar (saluda/ di adiós con la mano)
Me da mucha energía (hacer músculo)
Para saltar y correr (mueve los brazos como si estuvieras corriendo)
Los plátanos son mi fruta favorita (frota tu barriga)
Para mí son tan divertidos! (apuntarse a tí mismo y haz una sonrisa)
Hhttp://childfun.com/index.php/activity-themes/food/221-fruit-activitytheme.html?start=4
(Teacher Only; Copy, Color and Post on Chart Paper)
Graphing Our Favorite Fruits
(Teacher Only, Sample Graph)
10
9
8
7
6
5
4
3
2
1
oranges
pineapple
pears
grapes
INSERT TAB
In this lesson students will discuss why they like to eat vegetables, read an alphabet
book about fruits/vegetables, taste 4 different vegetables and make a “Favorite
Vegetables” bar graph.

What do you like about your favorite vegetables?


Students will taste a variety of vegetables.
Students will learn that eating vegetables every day will help them stay healthy and
grow strong.
Bins
In Teacher Bin
- Cutting board
(teacher only)
- Chef knife
(teacher only)
-
Copies/Supplies
Chart paper
Crayons, markers, stickers
(for filling in graph)
-
Book: Eating the Alphabet
by Lois Ehlert
1 bunch of radishes
2 broccoli crowns
1 bag (16 oz.) snap peas
2 red bell peppers
In Paper Goods Bin
- Small paper
plates*
- Napkins
(paper boats)*
*One per student
SET-UP
Copies:
 Make copies of family letter (one for each student). Make a copy of the large
vegetable pictures for the class bar graph.
Food Preparation:
 Wash radishes, broccoli and red peppers.
 Cut them into pieces (one of each per student).
 Use serving containers for each of the 4 vegetables. Students will serve themselves
one of each vegetable.
Other Preparation:
 Use chart paper and vegetable pictures to make a bar graph (see example graph at
the end of the lesson). Have crayons, markers, or stickers ready for students to use
to fill in the class graph.


 What do you like about your favorite vegetables?
 Answer: Vegetables are good for us, delicious and help us grow.


Tell students that today they are going to taste four different delicious vegetables
and decide which their favorite is.
Read “Eating the Alphabet” and discuss the different fruits and vegetables in the
book.
LESSON PROCESS






Show students how to taste each vegetable and think about how it tastes. Have
students watch as you take a taste of one of the vegetables and describe it as
you eat it. For example, as you taste some snap peas, “It is green, it is crunchy,
it is sweet, it is delicious and I want more!”
Have students taste the four vegetables.
After they have tasted each vegetable show students the class graph. Ask them
to come up a few at a time and put a mark or sticky note above their favorite
vegetable.
Discuss with students what the graph tells them about their favorite vegetables.
Let’s Eat, Let’s Talk. What do you like about your favorite vegetables?
Answer: They are good for us, delicious and help us grow.
SONGS TO SING
I Love Vegetables
(Tune: Three Blind Mice)
I love vegetables. I love vegetables.
Radishes, broccoli, snap peas and peppers.
There are lots of vegetables I like to eat.
My favorite vegetables. My favorite vegetables.
I love all kinds of different vegetables.
EXTENSION IDEAS






Math: Have students sort vegetables by shape/color.
Literacy: Have students draw a picture of their favorite vegetable and dictate
comments to the teacher. Laminate them and make pictures into a class book.
Science: Put dirt into the water table and turn it into a mini garden. Put plastic
vegetables in dirt and give them watering cans. After a few days plant some seeds
in the water table vegetable garden.
Science: Put some lima bean seeds in a plastic bag with a paper towel for sprouting.
Tape bag to a window.
Science: Put a piece of celery in a cup with food coloring. Talk about what happens.
Dramatic Play: Turn dramatic play area into a garden center.
Language
Self-Efficacy/Self Regulation/Emotional
 Number Concepts and Quantities/Number
Relationships and
Operations/Measurement and
Comparison
NUTRITION KNOW-HOW






Our bodies need to eat vegetables every day to help us stay
healthy. Eating vegetables increases the likelihood of getting
adequate amounts of vitamin C, beta-carotene and fiber, in
addition to other valuable vitamins, minerals, and phytochemicals.
Increasing your vegetable intake can also lower fat consumption
since vegetables are naturally low in fat, and can displace high fat
foods and snacks in the diet.
Broccoli has very high levels of Vitamin C, Vitamin A, and calcium.
This can be especially important for people who do not consume
dairy products because calcium is important for building stronger
bones and helping to control high blood pressure.
Radishes are very helpful in detoxifying the body and help to
soothe the digestive system through eliminating constipation. The
leaves of radishes are also very good to eat as they contain more
protein, Vitamin C, and calcium than their roots.
Snap peas are loaded with vitamins and have especially high
levels of Vitamin K. This vitamin is very important for healthy bones
because it helps to body use calcium correctly.
All of these vegetables can help reduce the risk of cancer, heart
disease, and other chronic diseases.
Children are sometimes resistant to eating vegetables. Telling
children about all of the different ways that they can eat vegetables
and exposing them to a variety will increase children’s acceptance
of vegetables. Children like to eat raw vegetables with dip,
vegetables in soups, vegetables on sandwiches and hamburgers,
and vegetables on pizza.
http://www.nutrition-and-you.com/vegetable-nutrition.html
http://www.whfoods.com/genpage.php?tname=foodspice&dbid=9
http://www.nutrition-and-you.com/radish.html
LESSON SUMMARY

Lesson Name: Graphing Your Favorite Vegetables


 Students will discuss the importance of eating vegetables.
 Students will listen to a story about different types of fruits and vegetables.
 Students will taste different vegetables and make a class graph of their favorites.
Skills
Language
Behavioral Health
 Number Concepts and
Quantities/Number Relationships
and Operations/Measurement and
Comparison
Learning Objectives
Students will:
 Learn that eating vegetables will
help keep their growing bodies
healthy
 Taste vegetables and understand
that it is part of a healthy diet
Students will:
 Listen, respond to, and discuss the
book "Eating the Alphabet” by Lois
Ehlert
Students will:
 Ask questions and discuss their
favorite vegetables
 Taste vegetables and make a graph
about class favorites
Students will:
book and tasting vegetables
Students will:
 Construct a class graph based on
data collected about their favorite
fruit
Dear Family,
Today your child tasted four different delicious vegetables and
discovered everyone’s favorites. They learned that eating their
favorite vegetables will help them stay healthy and grow strong.
They tasted broccoli, radishes, snap peas and red bell peppers. Use
all of these vegetables and make a healthy snack for your family!
Sing this song about healthy vegetables with your child!
I Love Vegetables
(Tune: Three Blind Mice)
Radishes, broccoli, snap peas and peppers.
There are lots of vegetables I like to eat.
I love all kinds of different vegetables.
Querida familia:
Hoy su hijo probó cuatro verduras deliciosas y diferentes y
descubrió las verduras favoritas de todos sus compañeros. Ellos
aprendieron que comiendo sus vegetales o verduras favoritas les
ayuda a mantenerse saludables y crecer fuertes. Ellos probaron
brócoli, rábanos, guisantes y pimientos rojos. ¡Utilice todas estas
verduras y prepare una merienda saludable para su familia!
¡Cante esta canción de las verduras saludables con su hijo!
Me encantan las verduras
(Melodía: Tres ratones ciegos)
Me encantan las verduras. Me encantan las verduras.
Rábanos, brócoli, guisantes y pimientos.
Hay un montón de verduras que me gusta comer.
Me encantan las verduras. Me encantan las verduras.
Mis verduras favoritas. Mis verduras favoritas.
Me encanta todo tipo de verduras diferentes.
Me mantienen saludable todos los días.
Mis verduras favoritas. Mis verduras favoritas.
(Teacher Only; Copy, Color and Post on Chart Paper)
Graphing Our Favorite Vegetables
(Teacher Only, Sample Graph)
10
9
8
7
6
5
4
3
2
1
Broccoli
Snap Peas
Radishes
Green Peppers
INSERT TAB
In this lesson students will talk about a rainbow of fresh fruits and vegetables.
They will read the book “I can eat a Rainbow" by Annabel Karmel.

How can you make a rainbow on your plate?


Students will learn about eating a rainbow of healthy foods.
Students will make and eat a “Rainbow Salad”.
Bins
In Kitchen Bin
- Cutting board
(teacher only)
- Chef knife
(teacher only)
In Paper Goods Bin
- Plastic forks*
- Plastic knives*
- Napkins*
(paper boats)
-
Copies/Supplies
copies*
-
Book: “I can eat a Rainbow"
by Annabel Karmel.
1 bag baby spinach (small)
1 red pepper
1 yellow squash
1 bag shredded carrots (small)
1 bag red/purple grapes (1lb.)
1 small container blueberries
Low-fat Italian salad dressing
*One per student
SET-UP
Copies:
 Make copies of family letter/“Rainbow Salad” recipe (one for each student).
Food-prep:
 Wash red pepper and yellow squash. Cut and put into serving containers for
students to serve themselves for cutting.
 Wash blueberries.
 Wash grapes and cut in half.
 Put spinach, shredded carrots, blueberries and grapes into serving containers for
students to serve themselves after they have cut the pepper and squash.
 Make a plate for demonstration. Arrange all of the food into a rainbow.
 Have salad dressing ready to serve.
 Students will use plastic knives and plastic coated paper plates for cutting.
Other-prep:
 Have the book “I can eat a Rainbow" by Annabel Karmel ready to read to class.


Important: Allow students enough time to come up with their own answers to the
question. Support student‟s answers.
 How can you make a rainbow on your plate?
 Answer: Fruits and vegetables come in many colors. Eating lots of different
colors is good for your body. Use all the colorful fruit and vegetables you have
today, to make your “Rainbow Salad”.





Talk about all the colors of fruits and vegetables that students can name.
Read the book “I can eat a Rainbow" by Annabel Karmel to the class. Help
students name the fruits and vegetables and colors in the book.
Tell students that today they are going to make and eat a “Rainbow Salad”.
Show and name the different colored foods that will go in their “Rainbow Salad”.
Show students the demonstration plate with the fruits and vegetables arranged in
a rainbow.
LESSON PROCESS







Students will use plastic knives and plastic coated paper plates for cutting
vegetables.
Pass out serving containers with red pepper and yellow squash and have students
cut them into small pieces.
Have students serves themselves shredded carrots, spinach, blueberries, and
grapes and make a rainbow.
Help students sprinkle salad dressing on their salads.
Let’s Eat, Let’s Talk. While students are eating ask them how they can make
a rainbow on their plate? Answer: Eat a rainbow of foods and it will show,
as they help your body continue to grow! Fruits and vegetables come in
many colors. Eating lots of different colors is good for your body.
Have students take home their family letter/recipes to share with their families.
SONGS TO SING
Old MacDonald Went to the Farmer’s Market (Tune: Old MacDonald had a farm)
Old MacDonald went to the farmers market EiEiO
And at this market he sold some veggies EiEiO
With a veggie veggie here and a veggie veggie there
Here a veggie there a veggie everywhere a veggie veggie
Old MacDonald went to the farmer‟s market EiEiO
(repeat with all of the veggies and fruit in the sale)
Tune “To Market to Market to Buy a Fat Pig”
To market to market to buy a rainbow.
Eat them up eat them up and ask for some more
To market to market to eat some veggies
Eat them up eat them up and ask for some more
To market to market to buy some more fruit
Eat them up eat them up my they are good!
Finger play (This little piggy)
This little veggie went to the market
This little veggie stayed home
This little veggie made a salad
This little veggie had none
This little veggie went crunch crunch crunch
All the way home.
(repeat and replace veggie with all of the foods from the salad)
EXTENSION IDEAS
Dramatic Play: Turn the dramatic play area into a grocery store where students can
buy and sell fruits and vegetables.
Literacy/Fine Motor: Make copies of the rainbow salad worksheet. Have students
cut out and color pictures of healthy food and glue on to a rainbow.
Fine Motor: Make different colored play dough and have students make their own
rainbow salad out of play dough.
Art: Make paper-mache vegetables and fruit like the ones in the book )
“I can eat a Rainbow" by Annabel Karmel.
Language
NUTRITION KNOW-HOW







One bunch of spinach contains 30% of the recommended daily value of fiber which helps
your body burn fat. Spinach has very high levels of protein and Vitamin K, which improves
the strength of your bones and enhances your brain functions. This leafy green vegetable
also contains huge amounts of Vitamin A (600% of your daily value). Vitamin A helps keep
your skin healthy and moist.
It is important to eat a „rainbow‟ of fruits and vegetables because health benefits vary by
color.
fruits and vegetables are colored by natural plant pigments including lycopenes.
Lycopene is found in tomatoes, watermelon and grapefruit and may help reduce several
types of cancer including prostate cancer.
/
fruits and vegetables are usually colored by natural plant pigments
called carotenoids. These pigments are found in sweet potatoes, pumpkins and carrots
and are converted to Vitamin A, which helps maintain healthy mucus membranes and
eyes. Carotenoids are also very good for your heart and can help reduce your risk for heart
disease and cancer.
fruits and vegetables are colored by a natural plant pigment called “chlorophyll”
and many members of this group (spinach, green peppers, celery) contain lutein. Lutein
works to keep your eyes healthy and helps reduce the risks of cataracts. In addition, leafy
greens are excellent sources of folate which helps to reduce the risk of birth defects.
/
fruits and vegetables are colored by natural plant pigments called
anthocyanins which act as powerful antioxidants to protect cells from damage. They may
help reduce the risk of cancer, stroke, and heart disease and some studies have shown
that eating more blueberries is linked with improved memory function and healthy aging.
fruits and vegetables (bananas, potatoes) are colored by anthoxanthins which
contain health promoting chemicals and help lower cholesterol and blood pressure. Many
white fruits and vegetables are also great sources of potassium.
LESSON SUMMARY
 Lesson Name: Eating a Rainbow


 Students will discuss how eating a rainbow of foods can help their bodies grow.
 Students will make and eat their own “Rainbow Salad”.
Skills
Learning Objectives
Students will:
 Taste a rainbow of healthy fruits
and vegetables and recognize that
they are part of a healthy diet.
 cut up and assemble their own
“Rainbow Salad”.
Students will:
 Listen to, respond to, and discuss
the book “I can eat a Rainbow" by
Annabel Karmel
Language
Students will:
 Make and eat their own “Rainbow
Salad”.
Students will:
Self-Efficacy/Selfstudents, and practice self-control
while listening to and discussing the
Health
book and making their “Rainbow
Salad”.
Dear Family,
Today your child talked about how to make a rainbow on their plate.
Fruits and vegetables come in many colors. Eating lots of different
colors is good for your body. They learned that if they eat a rainbow
of foods it will show, as it helps their body continue to grow! Make
and eat this delicious salad at home with your family and enjoy
“eating a rainbow”!
Ingredients:
1 bag spinach
Yield: 8-10 serving
1 bunch red/purple grapes
1 red pepper
1 yellow squash
1 bag shredded carrots
1 container blueberries
1 bottle low-fat Italian salad dressing
Directions:
1.
Wash and cut up colorful vegetables/fruit.
2.
Arrange different colors on plate to look like a rainbow.
3.
Add salad dressing to taste.
4.
Eat and enjoy!
Choose a variety of colorful fruit and vegetables for
better health!
Querida familia:
Hoy su hijo habló de cómo hacer un arco iris en el plato. Las
frutas y los vegetales vienen en muchos colores. Comer
porciones de diversos colores es bueno para su cuerpo. Ellos
aprendieron que si come un arco iris de alimentos verán que
ayuda a que su cuerpo siga creciendo! Prepare y coma esta
deliciosa ensalada en casa con su familia y disfrute
"comiendo un arco iris!"
Ingredientes:
1 bolsa de espinaca
Porciones: 8-10
1 racimo de uvas rojas o rosadas
1 pimiento o chile morrón
1 calabacita amarilla
1 bolsa de zanahorias ralladas
1 envase de arándanos
1 botella de aderezo de ensaladas bajo en grasas
Instrucciones:
1. Lavar y cortar los vegetales y las frutas coloridas.
2. Arreglas los diferentes colores en el plato para que
parezcan un arco iris.
3. Agregar aderezo de ensaladas a gusto.
4. ¡A comer y disfrutar!
Escoja una variedad de frutas y vegetales coloridos
para tener una salud mejor!
INSERT TAB
In this lesson students will learn that there are many different ways to make pizza,
read a book about fruit, and make and eat a fruit pizza.

How can pizza be a surprise?


Students will make and eat a fruit pizza.
Students will learn that eating fruit gives them energy.
Bins
In Kitchen Bin
- Can opener
In Paper Goods Bin
- Plastic spoons for
serving
- Plastic knife*
- Napkins*
- Paper plates*
(paper boats)
*One per student
Copies/Supplies
- Family letter/recipe
copies*
-
Book “I like Fruit”
by Lorena Siminovich
6 Clementine oranges (seasonal)
1 bag (16 oz) frozen blueberries
(thawed)
2 tubs (8 oz.) whipped cream
cheese
2 cans (20 oz.) pineapple tidbits
Whole Wheat English muffins (1/2
per student)
SET-UP
Copies:
 Make copies of family letter/recipe (one for each student)
Food Preparation:
Note: Thaw frozen blueberries over night in the refrigerator prior to lesson.
 Small firm foods can be a choking concern. Always observe children while
concerns.
 Open canned pineapple and drain. Open bag of thawed frozen blueberries. Peel
oranges and break into sections.
 Note: Save one Clementine orange to show to students.
 Use serving containers for each of the pizza ingredients.
Other Preparation:

Have the book “I like Fruit” by Lorena Siminovich ready to read to the students.


 How can pizza be a surprise?
 Answer: Make a fruit pizza for a surprise. Fruit on pizza can energize!!


Ask students if they have ever eaten fruit on a pizza. Tell them there are many
different ways to make pizza and today they are going to make a special kind of
pizza, an English muffin fruit pizza.
Read “I like Fruit” by Lorena Siminovich.
LESSON PROCESS






Show the students the different ingredients. Model how to make pizza.
Have students make their own fruit pizzas.
Let’s Eat, Let’s Talk. While students are eating ask students how fruit pizza
can be a surprise.
Answer: Make a fruit pizza for a surprise. Fruit on pizza can energize!!
Have the students take home the family letter/recipe.
SONGS TO SING
Have you Ever Seen a Pizza with Fruit on It?
(Tune: Have you Ever Seen a Lassie?)
Have you ever seen a pizza with fruit on it with fruit on it?
Have you ever seen a pizza with fruit on it?
Well my pizza has fruit on it yes my pizza has fruit on it.
Think oranges and blueberries and pineapple too.
Have you ever seen a pizza with fruit on it with fruit on it?
Have you ever seen a pizza with fruit on it?
Patty Cake Pizza
(Tune:Patty Cake Patty Cake Baker’s Man)
Patty cake patty cake pizza pan.
Bake me a pizza as fast as you can.
Roll it, pat it and top it with some fruit. (Roll our dough, pat tummy, top with fruit)
Put in your mouth and chew chew chew. (Put it in mouth and chew)
EXTENSION IDEAS
Fine Motor: Pass out Pizza Toppings worksheet picture. Have students color fruit, cut
them out and glue on to Fruit Pizza Worksheet.
Literacy: Share the “Pizza Tongue Twisters” with the class.
Math: Make a pizza (pie) graph about your class. Use hair color, eye color, height.
Pizza Puzzle: Make a fruit pizza on a piece of cardboard. Cut it up and make it a puzzle
for the students to put back together.
Skills
Language
and Self-Efficacy/SelfRegulation/Emotional and Behavioral
Health
NUTRITION KNOW-HOW





Eating a variety of vegetables and fruits helps children stay healthy and
grow strong.
Each vegetable and each fruit is unique in what it has to offer nutritionally,
thus variety is important. Adding vegetables and fruits to pizza is one way
to increase the nutritional value of this popular food item. Adding fruits
and vegetables also decreases the amount of cheese on pizza making it
lower in calories.
Students build up their confidence when they are given the opportunity to
prepare food. They also acquire a better understanding of ingredients that
go into food.
Clementines have huge amounts of Vitamin C, which is a vitamin with
many health benefits. Vitamin C is necessary for growth and repair of
tissues in every part of your body and is needed for repairing and
maintaining bones and teeth. It is especially important to consume large
amounts of Vitamin C if you are a cigarette smoker, because tobacco
lowers the amount of this vitamin in your body.
Pineapple and Blueberries also contain high levels of Vitamin C, as well
as dietary fiber and manganese. Fiber helps to keep your heart healthy
and your cholesterol down, and manganese helps convert fats into
energy. A cup of blueberries contains only 80 calories and has a very high
number of important antioxidants which work to prevent cancer, heart
disease, and age related conditions such as Alzheimers.
http://nutrition.about.com/od/healthyfood1/a/berries.htm
http://www.webmd.com/food-recipes/features/blueberries-nutritious-thingscome-in-small-packages_
LESSON SUMMARY

Lesson Name: Fruit Pizza




Students will discuss how eating fruit will give them energy
Students will make and eat a fruit pizza on an English muffin.
Skills
Language
Behavioral Health
Learning Objectives
Students will:
 Make and eat a fruit pizza on an
English muffin.
 Eat fruit and recognize that eating
fruit helps their body feel good.
Students will:
 Listen to, respond to, and discuss
the book “I like Fruit” by Lorena
Siminovich
Students will:
 Make and eat a fruit pizza
Students will:
students and practice self-control
while making their fruit pizza.
Dear Family,
Today your child learned that there are many different ways to
make pizza. Fill your pizza with a surprise. Fruit on pizza can
energize!! Make and eat this delicious fruit pizza snack with your
family!
Ingredients:
Yield: 6 servings
3 English muffins cut in half
Whipped cream cheese (8 ounces)
1/2 can pineapple tidbits (20 ounces)
2 Clementine oranges (seasonal)
1/4 bag frozen blueberries (16 ounces)
Directions:
1. Thaw bag of frozen blueberries.
2. Peel Clementine orange and divide into sections.
3. Open and drain can of pineapple.
4. Slice English muffins in half for pizza crust.
5. Spread about 1 tablespoonful of whipped cream cheese onto half an
English muffin.
6. Add fruit ingredients according to your taste.
7. Eat and enjoy!
8. If you like this, try using other fruits of your choice and invent your own
fruit pizza recipe!
Querida familia:
Hoy su hijo aprendió que hay muchas maneras diferentes de preparar
pizza. Llene la pizza con sorpresas. ¡Agregue fruta a la pizza, ellas le dan
energía! ¡Prepare y coma este delicioso bocado de pizza de frutas con su
familia!
Ingredientes:
Porciones: 6
3 Panecillos Ingleses (English Muffins) cortados por la mitad
8 oz. de queso crema batido
1/2 lata de 20 onzas. de bocaditos de piña
2 Mandarina clementina (de temporada)
1/4 bolsa de 16 oz. de arándanos congelados
Instrucciones:
1.
Descongelar la bolsa de arándanos.
2.
Pelar la naranja y dividir en secciones
3.
Abrir y escurrir la lata de piña.
4.
Cortar los panecillos a la mitad para la corteza de la pizza.
5.
Esparcir cerca de una cucharada de queso crema en cada mitad de
panecillo.
6.
Añadir la fruta a gusto.
7.
8.
¡También se pueden utilizar otras frutas par inventar una receta
propia!
¡Coman pizza con frutas poder alcanzar la meta de
comer frutas todos los días!
¡Las pizzas de fruta son un bocadillo o postre
saludable y delicioso!
Pizza Tongue Twisters
See how many tricky tongue twisters you can tackle!
Penny puts pineapples on her pizza with pizzazz.
Peter Piper picks plenty of pickles for his party pizza.
Pepe's purple pizzas pop up perfectly.
Patty pops popcorn on a pineapple pizza.
Please put hot peppers, sweet peppers, and chili
peppers on my perfect pepper pizza.
Say this three times as fast as you can:
Pears, peaches, plums on pizza
Fruit Pizza
Pizza de panecillo y frutas
Pizza Toppings
Pineapple
Blueberries
Clementines
coberturas de pizza
Coberturas de Pizza
Piña
Arándanos
Clementina (mandarina)
INSERT TAB
In this lesson students will talk about the many different ways to eat vegetables and
how eating vegetables is good for their bodies. They will read a book about a tortilla
factory. They will make “Fresh Salsa” and eat it with corn tortillas.

What are some different ways to eat vegetables?


Students will make and eat a fresh vegetable salsa that is served with corn tortillas.
Students will learn that eating vegetables is good for their bodies and that there are
many different ways to eat vegetables.
Bins
In Kitchen Bin
- Cutting board
(teacher only)
- Chef knife
(teacher only)
- Can opener
In Paper Goods Bin
- Plastic knives*
- Plastic forks*
- Napkins*
(paper boats)
*One per student
-
Copies/Supplies
copies*
-
Book: “The Tortilla Factory”
by Gary Paulsen
2 limes (juice)
4 tomatoes
2 green bell peppers
1 bag (12 oz.) frozen mango
White corn tortillas
(1/2 per student
15 oz. corn
Hot sauce
SET-UP
Copies:
Food Preparation:
Note: Thaw frozen mangos for one to two hours prior to the lesson.
Wash tomatoes and green bell pepper.
 Cut tomatoes and bell peppers into enough sections for students to cut into smaller
pieces. (For example, 1/4 a tomato and 1/8 a bell pepper (cut into long thin strips)
per student.)
 Cut the limes to squeeze on salsa.
 Put vegetables in serving containers for each student to serve themselves.
 Have hot sauce ready to add.



vegetables into small pieces.
Cut the corn tortillas into small triangles. Note: Corn tortillas taste best when warm.
If possible warm in a microwave right before serving.
After the students cut their vegetables (except the corn) pass out the forks, have
them mix up their salsa, squeeze the lime over the salsa, and add hot sauce to
taste. Eat with tortillas
Other Preparation:
 Have the book “The Tortilla Factory” ready to read to the class.


 What are some different ways to eat vegetables?
 Answer: Examples: We can eat vegetables in sandwiches, in a salad, in salsa,
or in a burrito!




It is good for our bodies to try eating vegetables in different ways.
Read and discuss the book "The Tortilla Factory".
Tell students today they are going to make a fresh vegetable salsa to eat with corn
tortillas. This is a different way to eat vegetables.
Tell the students that the fresh salsa they will make today is full of healthy and
delicious vegetables and that it is good to eat vegetables every day.
LESSON PROCESS








Pass out plastic coated plates and knives.
Have the students cut the tomatoes, green bell pepper and mangoes into small pieces.
Have students pass the corn and serve themselves.
Add hot sauce and juice of lime to taste.
Serve the salsa with the corn tortillas.
Let’s Eat, Let’s Talk. What are some different ways to eat vegetables?
Answer: Examples: We can eat vegetables in sandwiches, in a salad, in salsa, or in
a burrito!
Pass out family letter/recipe for students to take home and share with their families.
Encourage students to make the salsa to eat with tortillas at home with the help of
their family.
SONGS TO SING
I’m a Little Tomato
(Tune: I’m a Little Teapot))
I’m a tasty tomato.
red and round.
I am so sweet.
and yummy to eat.
Cut me up in salsa
Eat me in a sandwich
I am so sweet
And yummy to eat.
Vegetable Colors
There are many colored vegetablesThey are good for you.
Tomatoes are red, I'll l eat a few,
Corn is yellow, I'll eat that too.
(Repeat and add different veggies)
(www.preschoolexpress.com/music)
EXTENSION IDEAS
Sensory: Make “tortilla” play dough and have the students pretend to make corn tortillas.
Literacy: Have students draw pictures of salsa ingredients and dictate/create a salsa
recipe to the teacher. Laminate and display.
Language
 Conceptual Knowledge of the Natural and
Physical World
NUTRITION KNOW-HOW




Corn is a good source of carbohydrates and fiber. It also provides vitamin C,
folate, magnesium, phosphorus, and thiamin. Yellow corn also offers some
vitamin A, which helps with vision, maintains healthy mucus membranes and
skin, and promotes bone health.
Tomatoes grow in all seasons and are native to Central America. They were first
cultivated by the Aztecs centuries before the Spanish explorers introduced it to
the rest of the world and are part of the same family as chili peppers, potatoes,
and eggplant. Tomatoes are an excellent source of antioxidants, dietary fiber,
Vitamin, A, C, and K. The antioxidants present in tomatoes have been found to
protect against cancers including colon, prostate, breast, endometrial, lung, and
pancreatic tumors. Doctors and Nutritionists recommend tomatoes to help
reduce cholesterol and aid in weight loss programs.
The most common Bell Pepper is green but these vegetables can be red,
yellow, purple, brown and even black. Bell Peppers have very high levels of
dietary fiber, Vitamin C, Vitamin A, and Vitamin B6. This makes them good
vegetables for weight loss because high levels of dietary fiber make the body
work harder to digest food, thus burning more calories. Additionally, the vitamins
and minerals in bell peppers can help the body to fight against heart disease,
diabetes, and high cholesterol.
Mangos come from tropical trees originally cultivated in India. Fresh mango is a
very rich source of potassium which is an important component of cell and body
fluids that helps controlling heart rate and blood pressure. Mangos contain more
than 20 vitamins and minerals.
LESSON SUMMARY

Lesson Name: Tortilla Factory


 Children will discuss the importance of eating vegetables every day and how salsa
is delicious and good for them.
 Children will listen to a story about the life cycle of corn and how to make tortillas.
 Children will make and eat a fresh vegetable salsa with corn tortillas.
Motor Skills
Language
 Initiative and
Curiosity/Persistence
Behavioral Health
Learning Objectives
Students will:
 Learn that eating a variety of foods will
help keep their growing bodies healthy.
 Develop fine motor skills while cutting
and mixing vegetables.
Students will:
"The Tortilla Factory” by Gary Paulsen.
Students will:
 Ask questions and discuss how eating
vegetables is good for their bodies.
 Make and eat a fresh salsa snack.
Students will:
listening to the book, cutting vegetables,
and eating family style.
Students will:
 Listen to the story “The Tortilla Factory”,
which describes the process of making
corn tortillas.
Dear Family,
Today your student made and ate fresh vegetable salsa with corn
tortillas. They learned that there are many different ways to eat
vegetables. We can eat vegetables in sandwiches, in a salad, in salsa,
and in a burrito! Make and eat this fresh salsa with your family!!
Ingredients:
4-5 large fresh tomatoes
Yield: 6-8 servings
1-2 bell peppers
1 mango
1 can corn, drained (15 ounce)
2 limes, juiced
Corn tortillas
Add to taste: Hot sauce
Directions:
1.
Finely cut up all vegetables and put in bowl.
2.
Open and drain corn, add to bowl.
3.
Add lime juice and add hot sauce to taste.
4.
Eat with warm corn tortillas.
Fresh salsa with tortillas is delicious and nutritious!
Querida familia:
Hoy el estudiante hizo y comió salsa de vegetales frescos con tortillas de
maíz. Ellos aprendieron que hay muchas maneras diferentes de comer
verduras. ¡Podemos comer vegetales en los sándwiches, en una ensalada,
en salsa, y en un burrito! ¡Prepare y coma esta salsa fresca con su familia!
Ingredientes:
4-5 tomates frescos
Porciones: 6-8
1-2 pimientos (chile morrón)
1/4 cebolla roja, picada en trozos chicos
1-15 oz lata de maíz, escurrida (drenada)
Jugo de 2 limones
Tortillas de maíz
Condimentos para añadir al gusto:
Salsa picante
Cilantro
Sal
Pimienta
Instrucciones:
1.
Cortar las verduras en trocitos y poner en una cazuela con la cebolla.
2.
Añadir el maíz a la cazuela.
3.
Añadir el jugo de limón y las especias a gusto.
4.
Servir con tortillas de maíz.
Disfruten la salsa fresca con tortillas de maíz!
INSERT TAB
In this lesson the class will have a discussion about the importance of eating fruit
and drinking milk. They will listen to the book “Kiss the Cow”. Students will make
and eat a “Fruity Milkshake” snack.
 Why is it fun to mix fruit and milk to make a fruity milkshake?


Students will recognize that eating fruits will help keep their bodies healthy and that
drinking milk helps contribute to healthy bones and teeth.
Students will make and eat a fruity milkshake made with fruit and milk.
Bins
In Kitchen Bin
- Large mixing bowl
- Measuring spoon
(1 tablespoon)
- Cutting board
(teacher only)
- Chef knife
(teacher only)
-
Copies/Supplies
copies*
Scissors
-
Book: “Kiss the Cow”
by Phyllis Root
1 gallon 1% low fat or skim milk
6 bananas
2 bags(16 oz) frozen
sweetened sliced strawberries
10 oz cups*
zipper sandwich bags*
In Paper Goods Bin
- Plastic spoons*
- Napkins*
*One per student
SET-UP
Copies:
 Make copies of family letter/recipe (one for each student).
Food Preparation: Important:
Note: Thaw frozen strawberries for one to two hours prior to the lesson.
 Put strawberries in a zipper sandwich bag for each student. Have one extra bag for
demonstration.
 Cut bananas into thirds with skin on and have them ready to pass out.
 Have milk ready to pour into cups.
 Use spoons and napkins when serving the "Milkshakes".
Other Preparation:
 Have book "Kiss the Cow" by Phyllis Root ready to read.






 What do you think will happen when we mix fruit and milk to make a fruity
milkshake?
 Answer: Fruit and milk are so delicious, mix them together and it’s delightfully
nutritious.
How can you eat fruit and milk at breakfast? (a glass of milk, milk in cereal, fruit on
pancakes, an apple with cinnamon, etc.).
Milk is good for your bones and teeth.
Read the book "Kiss the Cow" to the students.
Tell the class that today they are going to learn a different and fun way to drink milk!
LESSON PROCESS




Model how to make the fruity milkshake:
 peel a piece of banana and put it in a bag with the strawberries
 mash the fruit up in the bag with your hands
 cut a small part of a corner of the bag with scissors
 squeeze the fruit into a cup of milk and stir with a spoon
 take a sip of your milkshake and tell the students that it is delicious!
Have students make their own fruity milkshakes.
Let’s Eat, Let’s Talk. What do you think will happen when we mix fruit and
milk to make a fruity milkshake? Answer: Fruit and milk are so delicious, mix
them together and it’s delightfully nutritious.
Remind students to take their family letter/recipes home so they can share their
Fruity Milkshakes with their families.
SONGS TO SING
Banana Boat Song (Day o)
Shake Your Sillies Out
Day-o, Day-ay-ay-o
Daylight come and me wan' go home
Day, me say day, me say day, me say day
Me say day, me say day-ay-ay-o
We're gonna shake, shake, shake our sillies out
Shake, shake, shake our sillies out
Shake, shake, shake our sillies out
And wiggle our waggles away
We're gonna clap, clap, clap out clappys out
Clap, clap, clap out clappys out
Clap, clap, clap out clappys out
We're gonna squish, squish squish our bananas
out
squish, squish squish our bananas out
squish, squish squish our bananas out
We're gonna squish, squish squish our
strawberries out
squish, squish squish our strawberries out
squish, squish squish our strawberries out
We're gonna drink, drink, drink our shakies up
drink, drink, drink our shakies up
drink, drink, drink our shakies up
Work all night on a drink a' rum
Stack banana till the mornin' come
Come, Mister tally man, tally me banana
It's six foot, seven foot, eight foot BUNCH!
Six foot, seven foot, eight foot BUNCH!
Day, me say day-ay-ay-o
Day, me say day, me say day, me say day...
A beautiful bunch a' ripe banana
Hide the deadly black tarantula
It's six foot, seven foot, eight foot BUNCH!
Six foot, seven foot, eight foot BUNCH!
Day, me say day-ay-ay-o
Day, me say day, me say day, me say day...
Day-o, day-ay-ay-o
Day, me say day, me say day, me say day
Me say day, me say day-ay-ay-o
EXTENSION IDEAS



Literacy: Make copies of the “Fruity Milkshake” worksheet. Have the students draw
a picture of their own “Fruity Milkshake”. Ask them to add other kinds of fruit and ask
them to think about what it might taste like. Encourage them to try one at home!
Art: Have the students paint a fruity milkshake. Use coffee filters for them to paint
on. Have Qtips to paint with. Use food coloring with a bit of water or water colors for
fruit. Yellow paint for bananas and red for strawberries. Add other “fruit” colors too!
Have the students “mix” their own shake.
Art: Read “It Looked Like Spilt Milk”. Put cotton balls, glue and paper out for the
students to make their own milk pictures.
Skills
Language
 Conceptual Knowledge of the Natural
and Physical World
NUTRITION KNOW-HOW
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Good nutrition is important for good health and can help protect against many
diseases now and later in life. One important nutrient lacking in the diet of many
children is calcium. It is used in building bone mass and also helps to reduce the
risk of bone fracture due to osteoporosis, a condition where bones become fragile
and can break easily. Research shows that most children eat only half the
recommended 3 cups of dairy each day.
Calcium needs are high during the childhood and teen years, when bones are
growing rapidly and calcium must be added into bones to make them strong. As
adults, we lose calcium. The more calcium that is in the bones, the less likely it is
that bones will become fragile and fracture easily.
"Switch to fat-free or low-fat milk" is the key consumer message for the
Dairy Group of MyPlate. Low-fat and fat-free milk and dairy products are
excellent sources of calcium.
In addition to milk products, there are other foods that can contribute calcium to
the diet, such as dark green, leafy vegetables, broccoli, soybeans, some nuts and
beans, canned sardines and salmon, orange juice with calcium added, and other
calcium-fortified foods.
Children respond positively to fun experiences surrounding food. Often a child
resists eating nutritious food, but when that same food is presented in a fun, nonthreatening manner, the child eats without complaint. Some children do not enjoy
drinking plain milk, but to them the idea of making a milkshake is quite appealing.
Strawberries are members of the Rose family and they are the most popular berry
fruit in the world. They have very high levels of antioxidants which protect your
heart, increase good cholesterol, lower your blood pressure and protect against
cancer. One serving of strawberries, or eight strawberries, provides more Vitamin
C than one whole orange.
Bananas contain natural sugars that give you an instant boost of sustained and
substantial energy. Bananas are also very high in potassium which helps to lower
blood pressure and reduce the risk of stroke. This fruit has also been shown to
help in reducing depression because of the high levels of tryptophan which helps
the body to produce serotonin.
http://www.ncbi.nlm.nih.gov/pubmed/18035145
http://www.nlm.nih.gov/medlineplus/calcium.html
http://www.webmd.com/diet/features/nutritional-benefits-of-the-strawberry
LESSON SUMMARY

Lesson Name: Fruity Milkshake




Students will discuss that eating fruit and drinking milk will help keep their bodies
healthy and that drinking milk helps contribute to healthy bones and teeth
Students will make and taste a delicious and healthy fruity milkshake.
Skills
Language
Behavioral Health
Learning Objectives
Students will:
 Recognize that fruit and milk will help
keep their bodies healthy and that
drinking milk helps contribute to
healthy bones and teeth
 Make their own fruity milkshake.
Students will:
 Listen to, respond to, and discuss the
book "Kiss the Cow” by Phyllis Root
Students will:
 Make their own fruity milkshake
Students will:
while making their fruity milkshake
Students will:
 Listen to a fictional story about a
dairy cow
Dear Family,
Today your child learned that eating fruit helps will make them feel
good and drinking milk helps make their bones and teeth strong. They
also made and ate a delicious “Fruity Milkshake” (with low fat or skim
milk). Discover how much fun it is to make and eat this delicious drink
together!!
Ingredients:
Yield: 1 serving
1/4 banana
2 tablespoons frozen strawberries
1 cup low fat milk
Directions:
1. Peel the banana.
2. Place the banana and strawberries in a zipper sandwich bag and close the
bag.
3. Mash the banana and strawberries with your hands.
4. Cut a corner off the bottom of the bag.
5. Squeeze the fruit into the cup of milk and stir it with a spoon.
6. Drink and enjoy!
Fruit and milk are so delicious, mix them together and
it’s so nutritious!
Querida familia:
Hoy su hijo aprendió que comer fruta los ayuda a sentirse bien y
beber leche ayuda a que sus huesos y dientes crezcan fuertes.
También prepararon y comieron un "Batido con sabor a fruta"
delicioso (con bajo contenido de grasa o leche descremada).
¡Descubra lo divertido que es preparar y comer esta deliciosa bebida
juntos!
Ingredientes:
Porciones: 1
1/4 plátano
2 cucharadas de fresas congeladas
1 taza de leche de 1%
Instrucciones:
1. Pelar el plátano.
2. Poner el plátano y las fresas en una bolsa zipper y cerrar la bolsa.
3. Aplastar el plátano y las fresas con las manos.
4. Cortar una esquina de la bolsa, la parte de abajo.
5. Agregar la fruta a una taza de leche y mezclar con una cuchara.
6. ¡Beber y disfrutar!
¡Coman y beban productos lácteos todos los días!
Fruity Milkshake
INSERT TAB
In this lesson students will have a discussion about the importance of eating colorful
vegetables. They will read a book about bugs and they will make and eat a
“Vegetable Bug” out of colorful vegetables.

Why do we eat colorful vegetables?


Students will taste different colorful vegetables and make and eat a “Vegetable Bug”.
Students will recognize it is important to eat colorful vegetables. Putting colorful
vegetables on their plates will help them feel great and stay healthy.
Bins
In Kitchen Bin
- Cutting board
(teacher only)
- Chef knife
(teacher only)
- Can opener
In Paper Goods Bin
- Plastic knives*
- Plastic forks*
- Napkins*
- Serving container
(paper boats)*
*One per student
-
Copies/Supplies
Family letter/recipe copies
-
Book “I Love Bugs” by
Emma Dodd
5 cucumbers
1 bag (10 oz.) shredded
carrots
Baby spinach (pre-washed)
2 pints cherry or grape
tomatoes
1 can (4 oz.) chopped olives
Ranch dressing
SET-UP
Copies:
Food Preparation:
 Wash cucumbers and tomatoes.
 Cut the cucumbers lengthwise first then cut each half into halves or thirds so they lay
flat on the plate (one for each student).
 Put the cucumbers into a serving container and use serving boats for carrots,
spinach, tomatoes and olives.
 Demonstrate how to make a vegetable bug.
 cucumber - body
 tomato - head
 shredded carrots - legs and antennae
 spinach leaves - wings
 olives - eyes and spots

Have plastic knives, serving boats and plastic coated paper plates ready to pass
out. Students will collect their vegetables in their serving boat and then transfer
them to their plates as they create their bugs.
 Have salad dressing, napkins and forks ready to pass out to students when they
are ready to eat their creations.
Other Preparation: Have book "I Love Bugs", ready to read to students.


 Why do we eat colorful vegetables?
 Answer: Eating the colorful vegetables on my plate, helps my body feel
really great!





Everyone needs vegetables, even bugs!
Read the book “I Love Bugs” to the class.
Discuss the different bugs in the story.
Today we are going to make and eat our own vegetable bug.
Show and name with students the different vegetables they are going to use to
make their bugs.
LESSON PROCESS
 Have students wash their hands with soap and warm water
 Demonstrate how to make a vegetable bug.
 cucumber - body
 tomato - head
 shredded carrots - legs and antennae
 spinach leaves - wings
 olives - eyes and spots
 Have students collect their vegetables in a serving boat. Give them a plate and
plastic knife for creating their bug.
 As students finish, pass out salad dressing and forks and have students eat.
concerns.
 Let’s Eat, Let’s Talk. Why do we eat colorful vegetables? Answer: Eating
the colorful vegetables on my plate helps my body feel really great!!
 Pass out parent letter/recipes for students to take home and share with their
families.
SONGS TO SING
Itsy Bitsy Spider
(Put a piece of rubber rain gutter in the water table and place a plastic spider (or other
bugs) in it. Use a child sized pitcher, and have the children pour the water through,
washing the spider (or other bugs) out while singing "Itsy Bitsy Spider")
Bug Parts
(Tune: Head & Shoulders)
Head and thorax, abdomen, abdomen,
Head and thorax, abdomen, abdomen,
Eyes and mouth
Antennae too,
Six legs and that’s an
Insect for you.
(www.perpetualpreschool.com/preschool_themes/bugs/bug_songs.htm)
EXTENSION IDEAS
 Science: Make copies of My Vegetable Bug worksheets. Have the students draw
their vegetable bug.
 Point to picture on Bug Diagram worksheet and sing “Bug Parts” song
 Art: Use white paper and stamp pads. Show the students how to make fingerprints
on the paper, using only one finger at a time. When finished, decorate with a black
pen. Make the fingerprints into bugs.
 Cooking/Nutrition: Make and eat other vegetable or fruit bugs.
Skills
Language
Behavioral Health
NUTRITION KNOW-HOW
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Colors are all around us and they brighten our day and enrich our
lives. The vibrant colors of fruits and vegetables enhance the
eating experience. As children are learning to experience and
explore new fruits and vegetables, the attractive colors can be
appealing to their senses. Colorful fruits and vegetables also
deliver potent nutrients and antioxidants to our bodies.
Eating fruits and vegetables every day increases the likelihood of
getting adequate amounts of vitamin C, beta-carotene and fiber, in
addition to other valuable vitamins, minerals, and phytochemicals.
Phytochemicals are non-nutrient plant compounds pronounced
"fight-o-chemicals” and they fight to protect your health. These
compounds are responsible for color and smell of fruits and
vegetables such as the deep purple/blue of blueberries and the
strong scent of garlic.
Cucumbers are one of the oldest cultivated crops and are believed
to have originated from the northern plains of India. They are one
of the lowest calorie vegetables due to the high water content and
a very good source of potassium. Potassium is a heart friendly
electrolyte which helps to reduce blood pressure and heart rates by
countering the effects of sodium.
Carrots are available year round but are best in the summer and
fall. They can range in size from 2 inches to 3 feet and come in a
variety of colors including orange, white, yellow, red, and purple!
Carrots, along with pumpkins and spinach, have the highest
content of beta-carotene compared to any other vegetable. Betacarotene is an important antioxidant that is very good for the health
of your heart.
The red color of cherry tomatoes is produced by lycopene which
has been shown to protect the heart, lower blood pressure, and
protect bones. Cherry tomatoes are delicious to eat alone as a
snack, in a salad, or in pasta!
LESSON SUMMARY
 Lesson Name: Vegetable Bug


 Students will discuss the importance of eating lots of colorful of vegetables.
 Students will make and eat a vegetable bug salad.
Skills
Language
Creative Arts Expression
 Initiative and Curiosity/ Persistence
Behavioral Health
Learning Objectives
Students will:
 Taste different vegetables in the
Vegetable Bug Salad and recognize
the importance of eating colorful
vegetables
Students will:
 Listen, respond to, and discuss the
book “I Love Bugs” by Emma Dodd
Students will:
 Make and eat a “Vegetable Bug”.
Students will:
while making their “Vegetable Bug”.
Students will:
 Read about different insects in the
garden
Dear Family,
Today your child learned that eating lots of colorful vegetables
will help them stay healthy. They also made and ate a “Vegetable
Bug Salad” filled with colorful vegetables. Enjoy making and eating
this fun salad as a family!
Ingredients:
1 cucumber
Yield: 4 bugs
1/2 cup shredded carrots
Spinach leaves
4 grape tomatoes
1 tablespoon chopped olives
Salad dressing
Directions:
1. Wash the vegetables.
2. Cut cucumber lengthwise then across to make 4 pieces.
3. Create a bug using the cucumber as the bug’s body.
4. Use the carrots for legs and antennae.
5. Use spinach leaves for wings.
6. Use tomatoes for head and olives for eyes and wing spots.
7. Eat your bug with salad dressing.
Eat lots of colorful vegetables!
Querida familia:
Hoy su hijo aprendió que comer muchas verduras coloridas le ayudará
a mantenerse saludable. Ellos también prepararon y comieron una
"Ensalada de Insecto de Verduras " lleno de vegetales de colores.
¡Disfrute preparando y comiendo esta ensalada para divertirse en
familia!
Ingredientes:
1 pepino
Porciones: 4
1/2 taza de zanahorias rayadas
8 hojas de espinacas
4 tomates “uva”
1 cucharada de aceitunas cortadas
Salsa para ensalada
Instrucciones:
1.
Lavar las verduras.
2.
Cortar el pepino a lo largo y luego a lo ancho para tener 4 pedazos.
3.
Crear un insecto usando el pepino como el cuerpo del insecto.
4.
Usar la zanahoria para las piernas y las antenas.
5.
Usar las hojas de las espinacas como las alas.
6.
Usar los tomates para la cabeza y las aceitunas para los ojos y los
puntos de las alas.
7.
Comer el insecto con la salsa para ensalada.
¡Coman verduras todos los días!
My Vegetable Bug
Mi Insecto de Verduras
Bug Diagram (Teacher Only)
wings
abdomen
thorax
head
legs
eyes
antennae
Insects have 6 legs.
The thorax is the middle part of the bug.
The abdomen is the back side of the bug.
Insects use their antennae to feel things around them.
Diagrama del Insecto (Sólo para los
maestros)
alas
abdomen
tórax
patas
cabeza
ojos
antena
Los insectos tienen 6 patas.
El tórax está en la parte del medio del insecto.
El abdomen se encuentra en la parte de atrás del insecto.
Los insectos usan sus antenas para sentir (palpar) las cosas que están
alrededor de ellos.
INSERT TAB
In this lesson the students will discuss the five senses and how they can use their
senses when they eat fruit. They will read and discuss a book about the five senses.
They will use their senses to taste a grape.

How can you describe your favorite fruits?
 Students will use their five senses to make and eat a fruit salad
 Students will learn that eating fruit every day will help keep them healthy.
Bins
In Kitchen Bin
- Chef knife
(teacher only)
- Cutting board
(teacher only)
- Apple wedger
-
Copies/Supplies
copies*
-
Book: "My Five Senses"
by Aliki
4 apples
4 oranges
1 bunch of grapes (1-2 lb.)
4 kiwi fruit
In Paper Goods Bin
- Plastic knives*
- Plastic forks*
- Napkins*
(paper boats)
*One per student
SET-UP
Copies:
 Make copies of the family letter/five sense fruit salad recipe (one for each student).
Food Preparation:
 Wash apples, grapes, oranges and kiwis.
 Cut grapes in half. Have grapes ready to pass out to each student.
concerns.
 Cut kiwi in half and scoop out fruit.
 Put apple, orange and kiwi in serving containers for each student to serve
themselves.
 Students will use plastic knives and plastic coated paper plates for cutting fruit
into small pieces.
 Have plastic forks and napkins ready to pass out for eating the salad.
Other Preparation:
 Have the book, "My Five Senses" ready to read to the class.


What are the five senses? (sight, hearing, smell, taste and touch)

 How can you describe your favorite fruit?
 Answer: You can see, hear, smell, taste and touch fruit while you are eating it
and eating fruit every day is important for your health.
 Read book, "My Five Senses" by Aliki.
 Tell students that one way we take care of our body is by eating fruit every day.
Tell students that today we are going to explore grapes with our five senses, and then we
will make a delicious Five Sense Fruit Salad.
LESSON PROCESS







Pass out napkins and one grape to each student. Ask students not to eat their
grapes.
concerns.
Ask students:
 What does your grape look like? (green, round, pretty)
 What does your grape feel like? (soft, wet, smooth)
 What does your grape smell like? (good, sweet)
 What does your grape sound like when you take a bite? (loud, soft)
 What does your grape tastes like? (sweet, delicious)
Pass out the fruit, plastic coated paper plates and knives. Have students serve
themselves and cut up fruit.
Let’s Eat, Let’s Talk. While students are eating ask them to describe their
favorite fruits. Answer: You can see, hear, smell, taste and touch fruit while
you are eating it and eating fruit every day is important for your health.
Have students take their family letter/recipe home.
SONGS TO SING
Sing a Song of Senses
(Tune: Twinkle Twinkle Little Star)
I taste my food with my tongue
with my tongue
with my tongue
I taste my food with my tongue
All day long.
I hear sounds with my ears
with my ears
with my ears.
I hear sounds with my ears
All day long.
I see the world with my eyes
with my eyes
with my eyes
I see the world with my eyes
All day long
zI smell my food with my nose.
with my nose.
with my nose.
I smell my food with my nose
All day long
I touch.the world with my hands
with my hands
with my hands.
I touch. The world with my hands
All day long
Action Rhyme: Five Little Senses
Five little senses are what I need,
To use when things are near.
I use my eyes to look and see.
I use my ears to hear.
I use my nose to smell things.
I use my hands to touch.
I use my mouth to taste
The things I love to eat so much.
Five little senses standing in a row,
To see, hear, smell, touch and taste
The things I need to know.
(http://rhymes.yakaberry.com/5senses.html)
EXTENSION IDEAS
 Literacy: Make copies of Five Senses worksheet. Have students draw pictures
of what they see, hear, smell, and touch when they bite into a grape. Make
multiple copies and repeat the activity with each of the fruits in the fruit salad. Or,
turn the activity sheet into a sensory poem and display them on the wall.
 Make copies of the Our Five Senses worksheet. Have the students draw a picture
of the fruit salad.
 Sensory: Put different fruits and vegetables in a paper bag. Have students use
sense of touch to guess the foods.
 Place about 10 common objects on a tray. Show each one to the class; hide the
tray and remove one object. See if the students can remember which object is
missing.
 Music: Make a shoebox guitar to strum. The different rubber bands widths make
some sounds higher and some sounds lower.
 Art: Place paper over a piece of sandpaper. Let children color. Discuss texture.
Let children paint at easel with blindfold on. Tie a bell on the paint brush.
Skills
Language Book Appreciation
Behavioral Health
NUTRITION KNOW-HOW
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
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
Although we primarily eat for nutritional reasons, it is also an enjoyable
experience. Our five senses work together to allow us to enjoy our meals.
Many people rush through their meals and forget to spend time relishing
the information their five senses send to the brain about the food they are
eating.
Most children like fruit. Fruit is nutritious and delicious. It is a healthy
addition to any meal as well as an excellent snack food or dessert due to
its sweet taste and refreshing juiciness. Fruit supplies energy in the form
of carbohydrates, vitamins, fiber, and some minerals. It is also low in
calories due to the high water content and little or no fat content.
The main contribution fruit makes to our diet is vitamins, especially vitamin
C and beta-carotene. Certain fruits provide some minerals, for example:
potassium in bananas, pears and oranges; iron in berries and dried fruits;
and small amounts of calcium and magnesium in kiwis and oranges. Fruit
also contributes soluble and insoluble fiber.
Since fruit is packed with nutrients, eating a variety of fruits helps ensure
you are getting adequate amounts of vitamins, minerals and fiber.
Research also shows a high intake of fruits and vegetables can help
prevent diseases such as some cancers and heart disease.
Apples come in a variety of colors (red, yellow, and green) and each kind
not only tastes different but has different health benefits. Green apples,
such as granny smith apples are sweet and tangy. Red apples, including
red delicious, are bright red in color and very sweet. Golden delicious
apples are yellow and a bit milder tasting. Lastly, Fuji and Pink Lady
apples are even milder and have a pinkish skin. All kinds of apples have
high levels of antioxidants and Vitamins C and K.
Grapes have been proven to aid in relieving constipation, indigestion,
fatigue, and kidney disorders to name a few. Grapes can be used as
home remedies for helping with asthma and migraine headaches. These
fruits increase the moisture content in your lungs which has shown to
decrease the effects of asthma.
http://www.fruithealthbenefits.com/
http://www.nutrition-and-you.com/fruit-nutrition.html
http://www.nutrition-and-you.com/grapes.html
LESSON SUMMARY

Lesson Name: My Five Senses




Children discuss the importance of eating fruit every day and how it is good for
their growing bodies.
Children use their five senses while making and eating their Five Senses Fruit
Salad.
Skills
Language
Behavioral Health
Learning Objectives
Students will:
 Learn that eating fruit will help keep
their growing bodies healthy
 Develop fine motor skills while
cutting fruit
Students will:
 Listen and respond to the book "My
Five Senses” by Aliki
Students will:
 Ask questions and discuss the five
senses
 Make and eat a fruit salad
Students will:
book and cutting fruit.
Students will:
 Understand that we use our five
senses to explore the world.
Dear Family,
Today your child used their five senses to make and eat a “Five
Senses Fruit Salad”. They also learned that eating fruit every day is
important for their growing bodies. Use your five senses to make
and eat this healthy and delicious salad!
Ingredients:
Yield: 10 servings
4 apples
4 kiwi fruit
4 oranges
1 bunch of grapes
Directions:
1. Wash, core and cut the apples into small pieces.
2. Peel and cut the oranges into small pieces.
3. Wash and cut the grapes in half.
4. Cut the kiwi fruit in half, scoop out the green middle with a spoon and
cut it into small pieces.
5. Put all the fruit into a bowl and mix it up.
6. Eat and enjoy!
Use your five senses to enjoy eating fruit every day!
Querida familia:
Hoy su hijo uso sus cinco sentidos para preparar y comer una Ensalada
de Frutas Cinco Sentidos. También descubrieron que comer fruta todos
los días es importante para sus cuerpos en crecimiento. ¡Use sus cinco
sentidos para hacer y comer esta ensalada saludable y deliciosa!
Ingredientes:
4 manzanas
4 kiwis
4 naranjas
1 racimo de uvas
Instrucciones:
1. Lavar y pelar la manzana, y cortarla en pequeños trocitos.
2. Pelar la naranja y cortarla en trozos pequeños.
3. Lavar y cortar las uvas en mitades.
4. Cortar el kiwi por la mitad, sacar con una cuchara la parte verde del medio,
y cortar en trocitos.
5. Colocar toda la fruta en un tazón y mezclar.
6. ¡Comer y disfrutar!
¡Usen los cinco sentidos para disfrutar al comer las frutas
todos los días!
My Five Senses
Name:
I can see
I can touch
I can smell
I can taste
I can hear
Date:
Nuestros Cinco Sentidos
Nombre: ____________________ Fecha: __________
La Vista
¿Cómo se ve la fruta?
El Tacto
¿Cómo se siente
la fruta?
El Olfato
¿A qué huele la fruta?
El Saborear
¿A qué sabe la fruta?
El Oído
¿Qué oyes al morder
la fruta?
Our Five Senses Word Salad
I can make a fruit salad!
Nuestros Cinco Sentidos
¡Yo puedo hacer una ensalada de frutas!
INSERT TAB
In this lesson students will have a discussion about apples and they will participate in
a play. After the play they will make and eat a healthy “Apple Tuna Salad”.
 Why are apples great to eat?


Students will learn that apples will help their bodies be healthy and feel good.
Student will learn how to make a healthy snack with apples.
Bins
In Kitchen Bin
- Cutting board
(teacher only)
- Chef knife
(teacher only)
- Apple wedger
- Can opener
- Measuring cup
In Paper Goods Bin
- Napkins*
- Plastic knives
- Forks
(paper boats)
*One per student
-
-
Copies/Supplies
Copy of the play “The
Little Red House”
(included in lesson,
teacher only)*
Copy of The Star in the
Apple diagram
(optional)
-
3 red apples
2 cans tuna (12 oz)
2 celery stalks
½ cup low fat plain yogurt
Whole wheat crackers
SET-UP
Copies:
 Make copies of the family letter/recipe (one for each student).
 Make one copy of the short play “The Little Red House”.
 Make copies of the characters (dog, cow, cat, horse, dog, old woman, and tree).
Food Preparation: Important: Save one whole apple to use in the play.
 Cut the apple in the middle and horizontally (not through the stem) to see the
star inside.
 Wash and cut the rest of the apples into thin wedges. Put into serving containers.
Students will cut apple wedges into small pieces.
 Wash and cut up celery into long thin strips and put into serving containers. Students
will cut celery strips into small pieces.




Wash and cut up celery into long thin strips and put into serving containers. Students
will cut celery strips into small pieces.
Open cans of tuna and drain. Stir low fat yogurt and tuna together. Put into serving
containers.
Put whole wheat crackers into serving containers.
vegetables into small pieces.
Other Preparation:
 Read the short play of “The Star in the Apple” ahead of time so that you are familiar
with the play and how the horizontally cut apple has a star inside.
 Place pictures of the different characters around the room.
 Be ready to act out the play like “We’re Going on a Bear Hunt”. The play can be
shortened (take out a character). Adapt it to fit your classroom needs.


 How do you like to eat apples?
 Answer: Apples are so good for me! Will you come and eat some apples with
me? Apples are delicious and sweet. Apples are great to eat!!


Tell students that they are going to participate in a short play that is like “We're Going
on a Bear Hunt” but instead of hunting for a bear they will be hunting for a very special
house.
After the play they will make and eat a healthy “Apple Tuna Salad”.
LESSON PROCESS
 Explain the play to students.
 The play is about a little boy who is searching for a very special house.
 During the journey, the little boy meets different friends.
 He meets Mr. Dog, Ms. Cat, Mrs. Horse, Mr. Cow, and a little old woman.
Point out the characters that are placed around the room.
 Read the play to the class until you come to the part where the little boy and his
friends meet the little old woman. Important: Do not read the end of the play to the
students as it tells the answer to the riddle.
 Practice saying the lines that are repeated more than once. (“Have you seen a little
red house with no doors, no windows and a star inside?”)
 Start the hunt for the little house visiting each of the characters pictures around the
room and reciting the lines "Have you seen a little red house....." together. Tip: As
you get to each animal character have the students act like that animal. For example,
when you get to Mr. Dog have students bark and wag their tails.







After meeting with the little old lady, show the students the horizontally half-cut
apple to see the star inside.
Pass out plastic coated paper plates and knives to students. Pass out apples
and celery and have the students serve themselves a small amount (1-2 pieces).
Have students cut up apples and celery into small pieces.
Pass out serving containers with tuna/low fat yogurt and whole wheat crackers
and have students serve themselves a small amount. Have them mix the
apples, celery and the tuna together.
Let’s Eat, Let’s Talk. How do you like to eat apples? Answer: Apples,
apples are so good for me! Will you come and eat some apples with me?
Apples are delicious and sweet. Apples are great to eat!!
Have students take home the family letter/recipe.
SONGS TO SING
A little Apple Seed
(Sung to tune of Itsy, Bitsy Spider)
Once a little apple seed was planted in the ground
Down came the raindrops falling all around.
Out came the big sun, bright as bright could be
And that little apple seed grew to be an apple tree.
(http://everythingpreschool.com/themes/apples/songs.htm)
Apple Action Rhyme
Come and pick some apples with me (Point to self)
We’ll pick them from an apple tree (point up to the tree)
Five for you and five for me. (Put up 5 then 10 fingers)
Ten red apples in a tree (Point up to the tree)
I know they are soooooo good for me. (Rub stomach).
One, two, three, four, five, (Put up fingers and count)
Six, seven, eight, nine, ten.
EXTENSION IDEAS
Math: Put some apples in a basket. Have a puppet ask the students to estimate the
number of apples in the basket. Count the apples together. Ask how many apples would
be left if you take away one/or take away four/or add two, or…….
Art: Cut out some red and green apple shapes (you could add more colors). Have the
students create and repeat a pattern. Glue the pattern on a piece of paper. You could also
make an apple hat by gluing the apple pattern on a strip of paper and stapling the ends
together.
Math: Before you begin the lesson ask the students to estimate how many seeds are in the
apple. Write the predictions on a piece of chart paper. After you cut the apple count the
actual number of seeds.
Art: Apple Mosaic Pictures-Have students tear different shades of red tissue paper or
construction paper into small pieces. Glue (add glitter to glue) onto small paper plates or
construction paper cut into the shape of an apple. Have green construction paper (cut in
leaf shape), and a brown rectangle piece of construction paper for the stem.
Art/Fine Motor: Make copies of the apple tree worksheet. Give the students red or green
stamp pads. Show the students how to put their fingerprints on the tree and make a tree
full of apples.
Language
 Creative Movement and Dance/Drama
Self-Efficacy/Self- Regulation/Emotional
 Conceptual Knowledge of the Natural and
Physical World
NUTRITION KNOW-HOW




Apples have been a part of the human diet for a long time. They are
believed to have originated in southwestern Asia, near the Caspian
and Black Sea. The ancient Greeks and Romans were already growing
and grafting apples two thousand years ago. When Rome expanded its
empire, it spread the technique of grafting across Europe, including
England. By the Middle Ages, apples were grown throughout Europe.
Apples are a member of the rose family. Pears, peaches, plums, and
cherries are in the same family. Apples and pears are called pomes.
They have seeds in the core. An apple has a firm and crispy flesh and
a core (a hard center). The core has five seed chambers and usually
there are two seeds in each chamber.
Celery provides an excellent source of Vitamin C and fiber. This
vegetable has special compounds called Coumarin compounds which
have been shown to lower blood pressure and possibly help to prevent
against migraine headaches. Celery also helps to improve
detoxification which can aid in preventing cancer and lowering
cholesterol.
Tuna fish is very high in protein and contains omega-3 fatty acids that
maintain tissue such as your nervous system and helps to prevent
against heart disease. Studies have shown that consuming tuna and
other fatty fish twice a week will benefit your heart health.
http://www.whfoods.com/genpage.php?dbid=15&tname=foodspice
http://www.everynutrient.com/healthbenefitsofcelery.html
LESSON SUMMARY

Lesson Name: A Star in the Apple


 Students will discuss different ways to eat apples.
 Students will make and eat an “Apple Tuna Salad”.
Motor Skills
Language
 Initiative and Curiosity/
Persistence and
 Creative Movement and
Dance/Drama
Behavioral Health
Learning Objectives
Students will:
 Taste apples and understand that they are
part of a healthy diet.
 Cut apples and make an “Apple Tuna
Salad”.
Students will:
 Listen, respond to, and act out the play
"The Little Red House”
Students will:
 Make their own snack.
 Act out the play “The Little Red House”
Students will:
students and practice self-control while
making their snack.
 Interact with other students and practice
self-control while acting out the play “The
Little Red House”.
Students will:
 Have a discussion about the parts of an
apple
Dear Family,
Today your child talked about the different ways they like to eat
apples. They also made a delicious and crunchy “Apple Tuna Salad”.
Make and eat this salad together!
Ingredients:
2-3 apples
2 cans tuna fish packed in water (6 ounce)
2 celery stalks
1/2 cup low fat yogurt
Whole wheat crackers
Directions:
1.
Cut up apple and celery into small bite-size pieces.
2.
Put them in the bowl.
3.
Open and drain tuna. Add drained tuna to the bowl.
4.
Add yogurt and mix.
5.
Make a sandwich with whole wheat crackers or crumble the
crackers into the bowl.
6.
It’s ready to eat!
Querida familia:
Hoy su hijo habló sobre las diferentes maneras que les gusta comer
manzanas. También hicieron un delicioso y crujiente "Ensalada de
atún de Apple". Hacer y comer esta ensalada juntos!
Ingredientes:
2-3 manzanas
2 latas de atún envasados en agua (6 oz.)
2 tallos de apio
1/2 taza de yogur bajo en grasas
Galletitas de harina integral o grano entero
Instrucciones:
1. Cortar la manzana y el apio en pequeños trozos tamaño bocado.
2. Póngalos en el cuenco.
3. Abra y drene el atún. Añadir el atún escurrido con la taza.
4. Añadir el yogur y mezclar.
5. Hacer un sándwich con galletas de trigo integral o se desmoronan las
galletas en el plato.
6. Está listo para comer!
The Little Red House
(Teacher only)
Once upon a time there was a little boy who couldn’t
find
anything to play with.
-He was tired of all of his toys and asked his mother if she could help him find something
to play with.
-She thought and thought and finally said,
“Why, I know what you can do. You can go outside and look for a little red house with no
doors, no windows, but has a star inside.”
-He thought that sounded like fun and easy to find, so outside he went.
-He looked and looked, but there was no such house to be found so the little boy set off
for a journey in search of the house.
-At first, the little boy met a dog and he asked,
“Mr. Dog, have you seen a little red house with no doors, no windows, but has a star
inside?”
-The dog said,
“Ruff, ruff, No I haven’t.”
-The little boy asked the dog if he would like to come along to find the house and the dog
said,
“Of course.”
-So off they went together to find the house.
-Soon they met a cat and they asked,
“Ms. Cat, have you seen a little red house with no doors, no windows, but has a star
inside?”
-The cat said,
“Meow, No, I haven’t.”
-The little boy and the dog asked the cat if she would like to
come along to find the house and the cat said,
“Of course.”
-Then they met a cow grazing along the road and they asked,
“Mr. Cow, have you seen a little red house with no doors, no windows, but has a star
inside?”
-The cow said,
“Moooo, No, I haven’t.”
-The little boy and his friends asked the cow if he would like to come along to find the
house. The cow said,
“Of course.”
-At last they met a little old woman and they asked her,
“Little old woman, have you seen a little red house
with no doors, no windows, but has a star inside?”
-She answered,
“Why yes, come along with me and I will find it for you.”
-The little woman led them to a hill.
-Only an apple tree grew on the hill.
-The old woman said,
“That is where the house is, little boy.”
-The little boy and his friends looked and looked but couldn’t see a little house.
-The old woman picked an apple and asked them,
“Isn’t this apple red? It has no doors and no windows. I wonder if it has a star inside.”
-She cut the apple across in half and showed them the star in the apple!
La Casita Roja
Sólo para profesores
-Había una vez un niño que no encontraba con qué jugar.
-Estaba cansado de todos sus juguetes y le pregunto a su mamá si ella lo podía ayudar a
encontrar algo con qué jugar.
-Ella pensó y pensó hasta que finalmente le dijo. “Yo sé lo que puedes hacer. Por qué no
vas afuera y buscas una casita roja, sin puertas, sin ventanas, y que tiene una estrella en
el medio.”
- Él pensó que eso iba a ser muy divertido y fácil de encontrar, así que salió a buscarla.
- Él buscó y buscó, pero no encontró una casita como esa, entonces el niño se preparó
para un viaje en busca de la casita.
-Al comienzo, el niño se encontró con un perro y le preguntó. “Sr. perro, ¿ha visto una
casita roja sin puertas, sin ventanas, pero que tiene una estrella en el medio?”
-El perro dijo,
“No, no la he visto.”
-El niño preguntó al perro si le gustaría acompañarlo a buscar la casa y el perro le dijo,
“Por supuesto.”
-Entonces los dos se fueron a buscar la casa.
-Ahí mismo ellos se encontraron con una gata y le preguntaron,
“Srta. Gata, ¿ha visto una casita roja sin puertas, ventanas, y que tiene una estrella en el
medio?”
-La gata dijo,
-El niño y el perro le preguntaron a la gata si le gustaría acompañarlos a buscar la casita y
la gata les dijo,
“Por supuesto.”
-Entonces todos se fueron juntos a buscar la casita.
-Después de eso se encontraron con un caballo y le preguntaron,
“Sra. Yegua, ¿ha visto a una casita roja sin puertas, sin ventanas, pero que tiene una
estrella adentro?”
-La yegua dijo,
-El niño y sus amigos preguntaron al caballo si le gustaría acompañarlos a buscar la casita
y el caballo dijo,
“Por supuesto,”
-Entonces todos se fueron a buscar la casita.
-Ahí nomás se encontraron con un toro en el camino y le preguntaron,
Sr. Toro, ¿ha visto a una casita roja sin puertas, sin ventanas, pero que tiene una estrella
adentro?”
-El toro dijo,
-El niño y sus amigos preguntaron al toro si le gustaría acompañarlos a buscar la casita y el
toro dijo,
“Por supuesto.”
- Entonces todos se fueron a buscar la casita.
-Finalmente se encontraron con una ancianita y le preguntaron,
“Ancianita, ¿has visto a una casita roja sin puertas, sin ventanas, pero que tiene una
estrella adentro?”
-Ella contesto,
“Si, por qué, ven conmigo y la voy a encontrar por tí.”
-La ancianita los llevó a un pequeño monte.
-Sólo un árbol de manzanas crece en el monte.
-La ancianita dijo,
“Ahí está la casita, niño.”
-El niño y sus amigos miraron y miraron pero no podían ver la casita.
-La ancianita agarró una manzana y les preguntó,
“¿No es esta manzana roja? No tiene puertas o ventanas. Me pregunto si tiene una estrella
adentro.”
-iElla cortó la manzana por la mitad y les mostró la estrella en la manzana!
Mr. Cow
Sr. Torro
Mr. Dog
Sr. Perro
Ms. Cat
Sra. Gata
Mrs. Horse
Sra. Yegua
Old Woman
La Ancianita
Apple Tree
Arbol de Manzana
INSERT TAB
In this lesson students will talk about friendship, make and eat a friendship
fruit parfait and read a book about fruit

Why is fun to eat fruit with our friends?


Students will make and eat a friendship fruit parfait.
Students will learn that eating fruit will help their body feel good every day.
Bins
In Teacher Bin
- Can opener
- Chef knife
In Paper Goods Bin
- Plastic spoons*
- Napkins*
(paper boats)
Copies/Supplies
- Family letter/recipe copies*
-
Book “I like Fruit”
by Lorena Siminovich
1 (32 oz) low fat vanilla yogurt
1 bag (16 oz) frozen
cherries (thawed)
1 (15 oz) can diced
pineapple
1 bag (16 oz) frozen
Blueberries (thawed)
10 oz clear plastic cups
*One per student
SET-UP
Copies:
 Make copies of family letter/recipe (one for each student).
Food Preparation:
Note: Thaw frozen blueberries and frozen cherries over night in refrigerator
prior to lesson.
 Small firm foods can be a choking concern. Always observe children
while eating and cut foods in smaller pieces for children who may have
choking concerns.
 Open yogurt and stir.
 Open can of pineapple. Drain.
 Use serving containers for each of the 3 fruits. Students will serve themselves
a little of each fruit.


question. Support each answer.
 Why is it fun to eat fruit with our friends?
 Answer: Share some fruit, it is fun to eat. It gives us energy and tastes so
sweet.




Ask students to name some fruits they like to eat.
Tell student that today they are going to make a healthy friendship fruit parfait and
eat it with their friends.
When good friends eat together they say “please” and “thank you” and listen to what
their friends are saying.
Read “I like Fruit” by Lorena Siminovich
LESSON PROCESS





Pass out fruit and yogurt. Go over the different types of fruit.
Pass out 10 oz plastic cups and have students serve themselves and make their
parfait (“parfait” means perfect in French).
Let’s Eat, Let’s Talk. While students enjoy their “Friendship Fruit Parfait” ask
them why it is fun to eat fruit with their friends. Answer: Share some fruit it is
good to eat. It gives us energy and tastes so sweet!
Have students take home the family letter/recipe.
SONGS TO SING
If It’s Your Birthday and You Know it
(Tune: If you’re happy and you Know it)
If you like to eat fruit with your friends clap your hands
If you like to eat fruit and you know it
Then your face will surely show it
(Continue with: stomp your feet then shout hoorah)
EXTENSION IDEAS
Art: Paper-Doll Friendship chain. Give students a paper doll to decorate. Use yarn for
hair, material scraps/wallpaper scraps for clothes, wiggly glue-on eyes, crayons for faces
etc. Attach them all together and display.
Math: Play 'Friends Memory'.
and names of classmates.
Match identical photos of classmates or by match photos
Math: 'Number Walk'. Have students stand on a numeral that is on the floor around a
circle. Students walk, hop, etc. around the circle while the music is playing. When the music
stops, the teacher calls out a numeral and all students point and call out the name of their
friend who is standing on that numeral. ('Number Walk' is adapted from Math in Motion by
Franco and Dauler, Creative Teaching Press: 2000.).
Math: Set pairs of students together with a mirror. Have them look carefully at one another
and talk about how they are alike. After a short time, come together as a class and share
what they found to be the same. Show students a large cut out of a child and label the parts
that are the same for all of the friends in our class
Health: Although it is good to share, discuss with children items that should never be
shared because it is not healthy. Show a variety of objects (toothbrush, ball, hat, fork,
crayon, cup, glue, comb, toy, straw, etc.) and ask students to help you sort the items by
whether they would or would not be healthy to share. (from Learning and Caring About
Ourselves by Gayle Bittinger, Warren Publishing House: 1992)
Language
NUTRITION KNOW-HOW




Most children like fruit. Fruit is nutritious and delicious. It is a
healthy addition to any meal as well as an excellent snack food
or dessert due to its sweet taste and refreshing juiciness. Fruit
supplies energy in the form of carbohydrates, plus vitamins,
fiber, and some minerals. It is also low in calories due to the
high water content and little or no fat content.
The main contribution fruit makes to our diet is vitamins,
especially vitamin C and beta-carotene. Certain fruits provide
some minerals, for example: potassium in bananas, pears and
oranges; iron in berries and dried fruits; and small amounts of
calcium and magnesium. Fruit also contributes soluble and
insoluble fiber.
Since fruit is packed with nutrients, eating a variety of fruits
helps ensure you are getting adequate amounts of vitamins,
minerals and fiber. Research also shows a high intake of fruits
and vegetables can help prevent diseases such as some
cancers and heart disease.
Berries are low in calories, high in fiber, and have some of the
highest levels of anti-oxidants compared to all other fruits.
These antioxidants help protect your body from aging, cancers,
degenerative diseases, and infections. Additionally, berries
have been shown to help lower blood sugar levels and control
blood glucose levels in type 2 diabetes conditions.
http://www.nutrition-and-you.com/fruit-nutrition.html
http://nutrition.about.com/od/healthyfood1/a/berries.htm
LESSON SUMMARY

Lesson Name: Friendship Fruit Parfait





Students will discuss how eating fruit every day will help their body feel good.
Students will make and eat a fruit parfait.
Skills
Language
Behavioral Health
Learning Objectives
Students will:
 Eat fruit and recognize that eating
fruit helps their body feel good.
 Practice fine motor skills when they
make a fruit parfait
Students will:
 Listen to, respond to, and discuss the
book “I like Fruit”.
Students will:
 Make their fruit parfait.
Students will:
while making their fruit parfait.
 Develop friendship with peers.
Dear Family,
Today your student made and ate a “Friendship Fruit Parfait”.
They learned that eating fruit gives them energy and tastes so sweet!
Make and eat this delicious fruit parfait with your family!!
Ingredients:
Yield: 6-8 servings
1 container vanilla low-fat yogurt (32 oz.)
1 bag frozen cherries (thawed) (16 oz.)
1 can pineapple (diced) (15 oz.)
1 bag frozen blueberries (thawed) (16 oz.)
Directions:
1.
Open and drain can of pineapple.
2.
Spoon yogurt into the bottom of a clear plastic cup or glass.
3.
Spoon cherries on top of yogurt.
4.
Spoon more yogurts on top of cherries.
5.
Spoon pineapple on top of yogurt.
6.
Spoon yogurt on top of pineapple.
7.
Spoon blueberries on top of yogurt.
8.
Continue to layer fruit and yogurt.
9.
Eat and enjoy!
Share some fruit it is good to eat. It gives us energy
and tastes so sweet!
Querida familia:
Hoy los estudiantes prepararon y comieron un "Parfait de Frutas
Amistad" ¡Ellos aprendieron que comer fruta les da energía y la fruta
tiene un sabor tan dulce! ¡Prepare y coma este parfait delicioso de
frutas con su familia!
Ingredientes:
Porciones: 6-8
1 envase de yogur de vainilla bajo en grasas (32 oz.)
1 bolsa de cerezas congeladas (descongeladas) (16 oz.)
1 lata de piña (en trocitos) (15 oz.)
1 bolsa de arándanos congelados (descongelados) (16 oz.)
Instrucciones:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Abrir y escurrir la lata de piña.
Colocar una cucharada de yogur en un vaso o taza
transparente.
Agregar una cucharada de cerezas sobre el yogur.
Agregar más yogur sobre las cerezas.
Agregar piña sobre el yogur.
Agregar más yogur sobre la pina.
Agregar arándanos sobre el yogur.
Continuar formando capas de fruta y yogur.
¡A comer y disfrutar!
¡Comparte un poco de fruta, es bueno cuando hay
compañía!
¡Tiene un sabor tan dulce y están llenas de energía!