Embedded Files
Objective: Children will gain an understanding of hunger and fullness. Children will be able to describe sensations of hunger and fullness.
Key Concepts: Understanding hunger and fullness helps children learn about their bodies so they know when to eat (to avoid hunger) and when not to eat (to avoid overeating). Sometimes, much like children, plants show signs of being under or overwatered. Plants may become dry and wilted if they are not receiving enough water but receiving too much water can also threaten the health of the plant.
Materials Needed
“Awesome Appetites” game instructions
Small pictures of fruits, vegetables, whole grains, low fat dairy
Picture of empty body
Tummy dolls
“Guess which Tummy” game instructions
Pictures of “too full, just right, and hungry” meals
Tummy Mindfulness and Experiential Eating protocol
Fruit, vegetables, and napkins for tasting
Watering cans
“Seedling Song” lyrics
“Slug or Hopper” game instructions
Measuring tape
Unit 7 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
Vegetable Health Benefits and Nutrients (USDA MyPlate):
https://www.myplate.gov/eat-healthy/vegetables
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.F.03, 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: To review concepts of hunger and fullness from the previous unit, the teacher reviews the game called “Awesome Appetites.”
Classroom Activity [20 minutes—game]
Game: For some extra activity, the teacher leads the children in a game called “Guess Which Tummy” that helps them think about hunger and fullness.
Three posters are set up around the playground. One poster has a picture of a tummy that has just enough food in it, one poster has a picture of a tummy that has too much food in it, and one poster has a picture of a tummy that has too little food in it.
The teacher stands in the middle of the playground, shows the children a picture of the “too full” meal, and tells the children,” I ate more than my body needed for breakfast and now I feel too full. What does my tummy look like?”
The children are then instructed to run to the poster that has the too full tummy with too much food in it.
The teacher repeats this exercise using several more phrases, showing the meal pictures.
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.
Garden Exploration: Using real fruits and vegetables, the teacher brings the children around the garden and shows the children the fruits and vegetables that are growing in the garden. 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.
The teacher measures the lima bean so that we can continue to chart its growth. Ask children questions about if the plant looks hungry or thirsty, or if it looks like it is healthy and strong.
Game: In order to review concepts of hunger and fullness, the teacher leads the children in a game of “Slug or Hopper.”
The children stand up and the teacher shows the picture of the “too full” meal and says, “For dinner I had more food than my body needed and now I feel too full to move my body. Do I feel like a slug or a hopper?” The teacher guides the children to give the right answer and then instructs them to move around the room or playground like a slug.
The teacher then gives the children another scenario showing the picture of the “just right” meal, “For snack all my body needed was an apple, two crackers, and some milk. I feel just right and have enough energy to move my body. Do I feel like a slug or a hopper?” Once again, the teacher guides the children to the right answer and then instructs the children to move around the room or playground like a hopper.
The teacher gives the children a final scenario showing the picture of the “too little” meal, “I only had time to drink a glass of milk this morning. I still feel hungry and have little energy.” Do I feel like a slug or a hopper? The teacher guides the children to give the right answer and then instructs them to move around the room or playground like a slug.
The teacher leads the children through a few more scenarios.
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 “Seedling Song.”
Discussion 7a: The teacher asks the children questions to review the concepts of hunger and fullness. For example:
“What happens if you have too much food, how do you feel?”
“What happens if you have too little food, how do you feel?”
“What happens if a plant has too much water
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