Embedded Files
Objective: Children will understand that plants and humans need water and nutrients in order to remain healthy and have energy for physical activity.
Key Concepts: Children need water and the healthy nutrients found in fruits and vegetables just like plants need water and sunshine in order to grow healthy and strong bones and muscles so that they can lead a physically active lifestyle.
Materials Needed
“Plant Splash Relay” game instructions
2 Baskets
Small blue balls for each child
“Follow the Leader” game instructions
Tummy Mindfulness and Experiential Eating protocol
Fruit, vegetables, and napkins for tasting
Tummy dolls
Watering cans
“Seedling Song” lyrics
Measuring tape
“Red Apple, Green Apple” game instructions
Pictures of yellow, green, and red apples
“Head, Shoulders, Knees, and Toes” song lyrics
Unit 10 discussion card
Diet or Physical Activity Guideline or Recommendation
Dietary Guidelines for Americans, 2010 (USDA):https://odphp.health.gov/sites/default/files/2020-01/DietaryGuidelines2010.pdf
Early Childhood Obesity Prevention Policies (IOM): Recommendation 3-1, Recommendation 3-2, Recommendation 3-4, Recommendation 4-2, Recommendation 4-4, Recommendation 4-6 http://bit.ly/2l5K6aD
NAEYC Recommendations Satisfied
Curriculum 2.A.03, Curriculum 2.A.08, Curriculum 2.A.10, Curriculum 2.A.11, Curriculum 2.A.12,
Curriculum 2.B.05, Curriculum 2.C.03, Curriculum 2.C.04, Curriculum 2.D.02, Curriculum 2.D.03,
Curriculum 2.D.07, Curriculum 2.G.02, Curriculum 2.G.06, Curriculum 2.G.08, Curriculum 2.K.01, Health
Standard 5.A.06
Review [10 minutes—game]
Game: In order to reinforce physical activity, the children play “Plant Splash Relay.”
Classroom Activity [10 minutes—game]
Game: In order to emphasize the importance of fruits and vegetables for growth, the teacher leads the students in a game of “Follow the Leader.”
Mindful Eating [15 minutes—tummy mindfulness, experiential eating]
Tummy Mindfulness and Experiential Eating Protocol:
Direct children to wash their hands before their taste testing.
Food should be served to the children with gloved hands.
After washing their hands, the children are presented with fruits and vegetables from the garden (or grocery store if needed) to sample. Images of a body with an empty belly, too full belly, and just right belly are available for the children to compare. The teacher describes the feelings of hunger and fullness to the children to increase their understanding of these concepts . They then discuss how every person eats a different amount of food to get a just right tummy and that it is important to pay attention to your body
Lay out or hang up the Tummy Dolls, images of a body with an empty belly, too full belly, and just right belly
Before sampling the fruits and vegetables, the teacher asks the children if they are too full, just right, or hungry by asking them to point to the appropriate images.
The teacher then calls on a few children and asks them to describe what hunger or fullness feels like. The teacher tells the children to pay attention to if they’re feeling hungry or if they’re feeling full. If they are hungry, the teacher lets the children know that eating more food will give them energy they need for the day. If they are full, then that means their body already has the energy it needs, and they do not need to eat more at that time.
After sampling the fruits and vegetables, the teacher asks the children if they are too full, just right, or hungry (point to the images).
While the children are tasting, encourage positive conversation by making statements and asking questions that prompt the children to identify the color, smell, taste, and texture of the fruit or vegetable they are tasting, the sounds they make when they bite and chew, and what do they feel happening inside their mouths while they are chewing. Avoid statements that are coercive, like “just take a polite taste,” or “everyone has to try it.”
For example:
“What sound was made when you chewed the celery? What do you feel happening inside your mouth while you chew? [That celery was really crunchy and juicy.]”
“How does the tomato taste?”
“What does the bell pepper smell like?”
“What does the cucumber feel like in your hand? [It’s nice and cool.]”
“What color are the strawberries that we are tasting?”
Garden Activity [20 minutes—garden maintenance, song, garden exploration, game]
Garden Maintenance and Song: The teacher leads the children outdoors to water the garden. Once finished, the students set their water cans down. Encourage students to sing the “Seedling Song” while they water.
The teacher measures the lima bean so that we can continue to chart its growth. Ask the children what stage in the lifecycle the lima bean is in.
Garden Exploration: While outside, the children are encouraged to feel the soil and are reminded that it has important nutrients the plants need in order to grow. The children are also encouraged to feel the sunshine on their arms and are reminded that the sun gives the plants important nutrients that it needs in order to grow.
Game: In order to emphasize the importance of eating fruits and vegetables in order to have energy for physical activity, the teacher leads the children in a game of “Red Apple, Green Apple.”
Wrap Up/Review [10 minutes—song, discussion]
Mindfulness Activity: There are three (3) Mindfulness activities available as Bonus Materials; (1) Art Activity, (2) Guided Meditation, and (3) Yoga Activity. You have the option of selecting one of these mindfulness activities to perform along with the Wrap-up and Review of each unit.
* (See Mindfulness Activities for Objectives, Key Learning Concepts, Materials, and Instructions)
Song: The teacher leads the children in the “Head, Shoulders, Knees, and Toes” song.
Discussion 10a: The teacher reviews the concepts of the unit, prompting children when necessary. For example:
“What do plants need to grow healthy and strong?”
“What do you need to grow healthy and strong?”
“Why do you need [water, fruit, vegetables, physical activity]?”
Page updated
Report abuse