Unit 2 Instructions

Objective:  Children will understand the relationship of physical activity and eating fruits and vegetables to their growth and development. 

Key Concepts:  Just as plants need water and sunshine to grow healthfully (big, strong and capable of producing fruits or vegetables), children need to do physical activity and eat fruits and vegetables in order to grow and be energetic. Physical activity and eating fruits and vegetables are essential to human growth and development.

Materials Needed

• “Seedling Song” lyrics

• Unit 2 discussion card

• “Plant Race” game instructions 

• Tummy Mindfulness and Experiential Eating protocol

• Fruit, vegetables, and napkins for tasting

• Tummy dolls

• Watering cans

• “Energy Foods” game instructions

• Large pictures of high energy foods

• Large pictures of low energy foods

• Measuring tape

Physical Activity or Nutrition Guideline or Recommendation

Dietary Guidelines for Americans, 2020-2025 (USDA): https://www.dietaryguidelines.gov/sites/default/files/2021-03/Dietary_Guidelines_for_Americans-2020-2025.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 

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 [5 minutes—song]

• Song:  Review the “Seedling Song” with the children in order to review their understanding of the life cycle of a seedling. 

Classroom Activity [15 minutes—discussion, game]

• Discussion 2a:  The teacher leads the children into today’s unit by asking the children what seeds need in order to grow big and strong. The teacher leads the children to identify water and sunlight as important nutrients to the health and growth of a seed. 

•  Game:  To reinforce what is needed to plant a plant, we will play “Plant Race.”  

  • • For this game, we need a larger space for the children to stand in a circle and run around.

    • They are assigned to pretend play as the sun, water, soil, or a seed.

    • The teacher stands in the middle of the circle with her hands out at her sides and palms facing upward. The teacher calls out two of the four categories (sun, water, soil, or seed). For example, she calls out “SUN and SEED race!” 

    • All of the children who are named the sun and seed leave their place in the circle, run around the outside of the circle, and when they arrive at their spot again they run through to high five the teacher’s hand. 

    • The teacher calls out the remaining categories, two at a time, having the children follow the same instructions.

    • If desired, the teacher may call out all four categories as a rousing ending before moving on to the next activity.

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 watering cans down. Encourage students to sing the “Seedling Song” while they water.

•  Garden Exploration:  Using real fruits and vegetables, the teacher brings the children around the garden and shows them the fruits and vegetables that are growing. Children are encouraged to identify the fruit or vegetable, its color, its shape, how it feels (i.e. smooth, fuzzy, etc.), what stage of the life cycle, what it needs to grow, and whether it is ready for harvesting.

• Game: The teacher tells the children that nutrients and physical activity are important for their health and growth. To reinforce the nutrients needed for growth, we are going to play “Energy Foods."

• The teacher shows the children pictures of various foods

• With each picture, the teacher asks the children if the item on the picture will help them grow and have energy.

• If the picture is of something that will help the children grow and have energy, the children are invited to do a goofy dance, run in place, or hop. This high energy movement reflects the energy that these foods give our body!

• If the picture is of something not beneficial to them, children will walk slowly in place or not move. This low energy movement shows us that these foods give low or no energy to our bodies. 

Wrap Up/Review [5 minutes—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)  

• The teacher measures the lima bean so that we can continue to chart its growth.

• Discussion 2b: In order to further review concepts covered in this unit, the teacher gathers the children around the lima bean that was planted in the last unit. The teacher can ask the children questions about what stage of the lifecycle the lima bean is in, what it needs to grow (soil, water, sunshine), and relate it to what the children need to grow (water, physical activity, fruits, and vegetables.