Food and Nutrition2013 Curriculum Edition Revised November 2013

IntroductionThe International Preschool Curriculum (IPC) sets high standards for early childhood education and provides teachers with a comprehensive framework for curriculum delivery, suggested activities and Assessment. Each thematic unit is drafted by one or more qualified and experienced curriculum drafters and reviewed by an advisory committee consisting of early childhood academics, consultants and teachers. The IPC offers a support network for teachers to discuss their ideas and obstacles and encourages its members to be at the forefront of the organizations development.

IPC Editorial TeamDr Erika Burton, Ph.D.

Prof. Donna Skinner, Ph.D. Dr Rebecca Reynolds, Ed.D.

Gabriela Brown, M.A.

COPYRIGHT NOTICEThe contents and use of IPC materials is protected by registered trademarks and international intellectual property laws and treaties. Do not disseminate, photocopy, electronically transmit or duplicate any part of IPC materials without express and written consent of the copyright holder. Breach of copyright may result in criminal and civil penalties in a court of the copyright holders choice in accordance with your agreement with the IPC.

The top text summarizes the sub content learning area that is being followed and is intended as a reference guide. The lower text indicates the activitys title.

The IPC recognizes six content learning areas and more than a dozen sub content learning areas. Whenever you see this icon, you are following activities within a specific content learning area. By no means should you teach these content learning areas in chronological order, nor should you necessarily teach all activities within the same content learning area in the same day. Instead, the IPCs editorial team suggests around one activity from each content learning area each day. Wherever possible, try to ensure that elements of language, play, numeracy and motor skills are accounted for each day.

How to Follow and Teach the IPC Curriculum

Assessments are available on IPC School Manager.

Examples of activity suggestions are provided whenever possible.

The activity section provides the teacher with clear instructions on how the activity should be undertaken and supervised. The IPC recommends second or third language instruction and has deliberately designed the activity instructions to be easily adaptable for any language use. These step by step instructions should be read carefully prior to engaging students in the activity. The IPC recommends that teachers plan their daily lesson plans at least one day in advance.

In order to benchmark assessment, the IPC uses learning objectives. The same learning objectives may apply for all age groups. In some circumstances, there are level specific objectives which are designed to reflect a more specific age group. The IPC editorial team takes the view that children develop at varying rates and that developmentally appropriate objectives often have no direct reference to age groups. Generally, the IPC suggests L1, L2 and L3 as levels for children aged 3,4 and 5+ respectively.

The IPC includes a vast array of classroom and individual student materials. Some materials will also have item numbers, to correspond with the materials provided by the IPC.

Materials

Paper Bag Food (see list in teacher prep section)

FNN-C1

1.0

ObjectivesL1 L3-

The student will use descriptive words to identify characteristics of a food item, such as: size, shape and texture.

L1 L3- The student will select the hidden food item from food item flashcards.

L1 L3- The student will taste test and be able to describe taste and smell of food item.

Get a Feel For FoodIdentification

Teacher observation of students ability to use descriptive words to identify shape, feel and taste of food items.

Activity

Teacher Preparation: Prior to this activity and any activity involving food, double check to make sure no student has any allergies to the foods in the activity. The teacher will prepare a feely bag, using a brown paper bag, so that students cannot see the item inside. Use FNN-C1 for fruit and vegetable that work great for this activity. Precut some of the fruits and vegetables for a tasting party to conclude the activity.

1. The teacher will begin the activity by gathering the students around, and asking the class what their opinions are about how different foods feel (e.g., How does a peach feel? An apple?).

2. Next, the teacher will than explain how the activity works.3. One student at a time will reach their hand into the feely bag and feel the item

inside. They should think about what the item could be, but they must keep their answer a secret.

4. When everyone in the class has had a turn, the teacher will select one student to select a card from FNN-C1 with what they think the item in the feely bag is.

5. The teacher will ask the other students to clap if they agree or put their hands in their laps if they dont agree.

6. The teacher will then, ask questions that enable the group to describe the size, shape and feel of the food.

7. The teacher will reveal the food from the bag to confirm its identity. The teacher will have the students close their eyes as he/she places another item in the feely bag. The teacher should repeat until the class identifies all of the foods.

8. To finish off the activity, students will go wash their hands and the teacher will pass out the pre-cut fruit for tasting.

9. As the students taste each food, the teacher should encourage them to describe the color, smell and taste.

Materials

Crayons Pencils Markers Scissors Small cups for tasting Three types of milk (white, chocolate and strawberry)

FNN-S1

1.1

ObjectivesL1 L3- The student will follow simple directions to

complete task.

L1 L3- The student will taste test two items and identify favorite one.

L1 L3- The student will participate in whole class graphing session.

L1 L3- The student will count understanding and recognizing how many in sets of cups.

L1 L3- The student will make comparisons of quantities using words such as: more, less, the same.

Which Milk Do You Like?Graphing

Teacher observation of students participation in whole class graphing, counting and individual coloring of cup cut out.

Activity

Teacher Preparation: Prior to this activity and any activity involving food, double check to make sure no student has any allergies to the foods in the activity. The teacher will prepare 3 types of milk: chocolate, strawberry and regular milk. Enough for each student to have a taste.

1. The teacher will pass out 3 small tasting cups to each of the students.2. Students will taste all 3 milks and identify which is their favorite.3. Student will then move to their work area.4. The teacher will pass FNN-S1 to each of the student, writing their name on top of

the sheet.

5. Using crayons, colored pencils or markers students will color their worksheet according to the color of their favorite milk.

6. Next, the teacher will gather all the students in a circle. 7. One student at a time will come up and hand the teacher their FNN-S1 worksheet.

The teacher will take a piece of tape and tape it to the board, graphing it according to the students choice.

8. Once all students worksheets have been graphed , the teacher will guide the students to count how many students like each flavor and identify most liked flavor in the class.

Materials

Small hula hoops LBRY14 IPC-C20 IPC-C15

1.2

ObjectivesL1 L3- The student will sort food following Food

Pyramid lesson.

L1 L3- The student will describe which food group is most important for a nutritional diet.

Which Food Group?Sorting

Teacher observation of students ability to follow directions, work cooperatively with classmates to perform successfully in order to complete task.

Teacher observation of students ability to recall prior knowledge of Food Pyramids in order to recognize the different categories..

Activity

1. The teacher will begin lesson by reading LBRY14. 2. The teacher will guide the class in a discussion about the book and encouraging

students to recall information previously discussed regarding the Food Pyramid.

3. The students will then be separated into groups of three.4. The teacher will set out small hula hoops with IPC-C20 inside the hoops. 5. The teacher will then pass out an equal number of cards from IPC-C15 to each of

the groups.

6. The students will work in their groups sorting each card of IPC-C15 into rings, with their food groups.

7. Teacher assistance as needed, depending on individual students ability.8. Once all the cards in IPC-C15 have been sorted, the teacher will gather the class

around each ring and look to see how the sorting went. If one item is miss sorted the teacher will ask the class if they agree on the placement of the item, if not where does it belong? Continue going over all the rings.

Materials

FNN-C2 FNN-S2

1.3

ObjectivesL1 L3- The student will use plastic food items to create

different patterns.

L2L1 - The student will describe which food group is most important for a nutritional diet.

L1 L3- The student will use plastic food items to begin to order them into rows.

Lets Make a PatternPatterns

Teacher observation of students ability to follow simple directions and successfully creating own patterns.

Activity

1. The teacher will gather the class around, using FNN-C2 the teacher will demonstrate making a pattern.

2. The teacher should allow students to complete patterns, or to figure out the missing item in the pattern.

3. To extend or challenge depending on each students capacity, the teacher may guide the students to group manipulative and then adding one or taking one away, using the story problem method. This is an excellent activity to begin developing the students simple addition and subtraction skills.

4. Students will return to their work areas, where the teacher will pass out FNN-S2 for students to complete and continue their lesson on patterns.

Materials

Large white paper Markers Measuring tape Scissors FNN-S3

1.4

ObjectivesL1 L3- The student will use non standard units of

measurements.

L1 L3- The student will gather data about themselves to share with classmates..

L1 L3- The student will follow simple directions to complete task.

Lets Measure!Measurement

Teacher observation of students ability to use non standard units of measurement according to teachers simple directions.

Activity

Teacher Preparation: Prior to this activity the teacher will cut out FNN-S3.

1. The teacher will begin lesson by demonstrating the proper way to use a non-standard unit of measurement, using FNN-S3.

2. The teacher will ask a student to volunteer to lay on the floor, as the teacher places FNN-S3 alongside the student to measure how tall the student is.

3. The students will return to their work areas where they will cut out their own FNN-S3.

4. The teacher will group students in teams of three.5. One student will lie on the floor and the other two students will use the non

standard units of measuring. The students will count the non standard units of measurement together for each team member.

6. Each student is to be measured.7. The students will let the teacher know what non standard unit of measurement

was used and the total number for each student.

8. The teacher will guide and facilitate activity by helping as needed.9. Following activity, the students will gather in a circle to discuss measurement

finding about the rest of the class.

Materials

Crayons Green food coloring Markers Paper plates Pencils Plastic spoons Sprinkles Vanilla custard/pudding Vanilla wafer cookies White construction paper LBRY70

2.1

ObjectivesL1 L3- The student will use listening skills as teacher

reads story.

L1 L3-The student will be able to participate using relevant comments post story reading during discussion.

L1 L3- The student will be able to identify ingredients to make special breakfast menu.

Green Eggs!Reading Comprehension

Teacher observation of students ability to listen and participate in story discussion using relevant comments and using appropriate behavior during cooking.

Activity

Teacher Preparation: Prior to this activity and any activity involving food, double check to make sure no student has any allergies to the foods in the activity. The teacher will take the pudding or custard (whatever is easily available) and mix in drops of green food coloring.

1. The teacher will begin lesson by reading LBRY70.2. The teacher will encourage the students to participate in a whole class discussion

about the story just read.

3. Students will return to their work areas, and the teacher will pass out a piece of white construction paper for students to draw and color their favorite part of the story.

4. Once the students have finished coloring, it is time to serve up some green eggs.5. The teacher will set up a table for students to decorate their green eggs with a yolk

(vanilla wafer cookie) and sprinkles.

6. The teacher will scoop out some of the green pudding/custard onto a plate for each of the students.

7. Students will then put on their yolk (cookie), decorate with sprinkles, and grab a spoon.

8. Students will go back to their area and enjoy their green eggs!

Materials

Glue Index cards Scissors White board FNN-S4

2.2

ObjectivesL1 L3- The student will be able to create own food item

object flashcards.

L1 L3-The student will, after naming food object cards, will cover their eyes while one is removed and they will successfully identify food item missing.

L1 L3- The student will follow simple rules to play concentration game.

L1 L3- The student will be able to name most food items on flashcards.

Food Memory Flash!Concentration

Teacher observation of students ability to cut and paste food items to make flashcards. Teacher observation of students ability to concentrate and use memory to successfully play concentration game.

Activity

1. The teacher will pass out the FNN-S4 and 5 index cards to each of the students.2. Students will browse through FNN-S4 and cut a minimum of 5 items out. Students

will than paste their items onto index cards. Allow some time for the glue to dry.

3. Following, the teacher will collect all flashcards to be used during concentration game.

4. The teacher will gather the students in a circle and display three or four of the student made flash cards, on the white-board (so it is easily seen by all students).

5. The teacher will select one student at a time and they will name each of the items on the cards. Teacher assistance as necessary depending on capacity level.

6. The student will then turn around facing the other students. The teacher will remove one flashcard.

7. The student will try to identify the item that was removed. If they cannot remember have the class help them out. Concentration and memory work are best with practice, so have students participate at least once.

Materials

LBRY71

3.0

ObjectivesL1 L3- The student uses appropriate communication

skills when expressing needs, wants and feelings.

L1 L3- The student uses socially appropriate ways to resolve conflict.

L1 L3- The student will follow simple rules to play concentration game.

L1 L3- The student demonstrates ability to communicate in positive ways..

Story TimeCharacter and Emotional Education

Teachers observation of students ability to listen to story and be able to discuss feelings of characters.

Activity

1. The teacher will begin lesson by reading the story book LBRY71.2. The student will be encouraged to discuss the story.3. The teacher will stop at key parts of the book to allow for brief discussions.4. The teacher should focus the students attention to the feelings of characters

in the story.

Materials

IPC-C23 IPC-C24

3.1

ObjectivesL1 L3- The student will participate in games that will

identify feelings within themselves and others.

L1 L3- The student will have a safe place to express emotions in the safety of their classroom.

Feeling MatchEmotional

Teacher observation of students ability to play cooperatively with partner.

Activity

1. Using IPC-C24, students and a partner will turn all the cards upside down and mix them up.

2. Each player turns over two cards and tries to find two that show the same emotion.3. Let all the students have a chance to play the game.4. Once all students have had a turn, the teacher will gather the class for a discussion

about feelings.

5. Using IPC-C23 to prompt the discussion about the different emotions/feelings and when they may feel those particular feelings.

Materials

Open Space

3.2

ObjectivesL1 L3- The student will use prior knowledge to identify

different feelings and emotions.

L1 L3- The student will be able to follow simple step directions in order to play game successfully.

Move With FeelingsCharacter and Emotional Education

Teacher observation of students ability to follow directions and simulate different emotions.

Activity

1. The teacher will take the class to an open area.2. Next, instruct the students to run around feeling happy.3. Next, the teacher will ask the students to walk around feeling sad, or march

around feeling angry.

4. The teacher will allow the students help decide the next movement and the feeling to express.

5. Continue as interest holds.