Embedded Files
Objective: Children will understand that gardening is a fun way to be physically active.
Key Concepts: Gardening provides many opportunities to be physically active. Eating a variety of foods, including lots of fruits and vegetables, can help give us some of the energy and nutrients we need to fuel our bodies for physical activity and help them grow strong muscles and bones. Plants also need food so that they grow strong leaves and stems.
Materials Needed
“Head, Shoulders, Knees, and Toes” song lyrics
Unit 9 discussion card
“The Little Gardener” book
“Exercise When We Rhyme” game instructions
Tummy Mindfulness and Experiential Eating protocol
Fruit, vegetables, and napkins for tasting
Tummy dolls
Watering cans
“Seedling Song” lyrics
Measuring tape
“Plant Splash Relay” game instructions
2 Baskets
Small blue balls for each child
Diet or Physical Activity Guideline or Recommendation
Physical Activity Guidelines for Children (CDC):
https://www.cdc.gov/physical-activity-education/guidelines/
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: In order to review the importance of eating a variety of fruits and vegetables to have a well-nourished body, the teacher leads the children in the “Head, Shoulders, Knees, and Toes” song.
Classroom Activity [20 minutes—discussion, game]
Discussion 9a: The teacher reads the “The Little Gardener” to the children to teach them about what is needed to take care for a garden besides water and seeds.
The teacher has the children stand during the reading and encourages them to act out each page as it is read using pretend play.
The teacher reviews the importance of being physically active and reminds the children that gardening is a great way to be physically active.
Game: In order to emphasize fruits and vegetables give us energy for physical activity, the teacher leads the children in a game of “Exercise When We Rhyme” game.
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 the children if the lima bean is getting the nutrients it needs and if there are any weeds that need to be removed to help the lima bean grow.
Game: In order to reinforce how watering plants is a fun way to get physical activity, the children play “Plant Splash Relay.”
Wrap Up/Review [10 minutes—discussion and song]
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)
Discussion 9b: The teacher reviews the concepts of the unit, prompting children when necessary.
The teacher asks the children questions, such as:
“What are some physical activities you can do in the garden?”
“What do the plants in our garden need to grow?”
“What do you need to grow?”
Ask the children questions about the plants growing in the garden (e.g., how they look, are they getting enough nutrients)
Song: The teacher leads the class in the “Seedling Song.”
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