| Objectives | Students will be able to: (1) identify fruits and vegetables that come from plants; (2) explain that plants give us food; (3) taste a fruit/vegetable and describe it. |
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| Materials | Real fruits/vegetables (mango, banana, carrot, callaloo), knife for teacher, plates, napkins. |
| Key vocabulary | plant, fruit, vegetable, root, leaf, seed |
| Engage (starter) | (10 min) Show a banana plant picture and a bunch of bananas. “Where do bananas come from? A plant! Many foods come from plants.” |
| Develop (main) | (35 min) 1. Display various produce; children name them. 2. Sort into fruits, vegetables, roots, leaves. 3. Discuss that we eat different parts: root (carrot), leaf (callaloo), fruit (mango), seed (peas). 4. Taste a small piece of each (check allergies). 5. Draw a plant and label which part we eat. |
| Plenary (close) | (10 min) “Plant Food Parade” – children hold up their drawing and say “I eat the ____ of the plant.” |
| Assessment | Drawing labels a plant part correctly; child can name at least two plant foods. |
| Teacher notes | Emphasise local foods; home connection: ask parents to identify plants in their garden. |
| Objectives | Students will be able to: (1) name foods that come from animals (meat, milk, eggs, honey); (2) match food to the animal; (3) draw an animal and its food product. |
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| Materials | Animal and product cards (cow-milk, chicken-egg/meat, goat-milk/meat, fish-fish), pictures. |
| Key vocabulary | animal, meat, milk, egg, honey, fish |
| Engage (starter) | (10 min) Show a glass of milk. “Did this come from a plant? No, from an animal! Let’s find which one.” |
| Develop (main) | (35 min) 1. Show animal cards; children name the animal and guess what food it gives. 2. Match animal to product on the board. 3. Discuss that some animals give meat (goat, chicken, fish), others give milk (cow, goat) or eggs (chicken). 4. Draw a favourite animal and write (or copy) “____ gives us ____.” 5. Classify foods: animal vs plant on a T-chart. |
| Plenary (close) | (10 min) Sing “Old MacDonald” with animals that give food – “And on his farm he had a cow, with a moo-moo here… she gives us milk!” |
| Assessment | Matching correct; drawing and sentence accurate. |
| Teacher notes | Explain that we care for animals that give us food. |
| Objectives | Students will be able to: (1) trace the journey of food from farm to table; (2) role-play a simple food chain; (3) appreciate farmers. |
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| Materials | Large picture cards (farm, truck, market, home), toy vehicles, farmer hat. |
| Key vocabulary | farm, farmer, market, transport, store |
| Engage (starter) | (10 min) Hold up a yam. “How did this yam get to my kitchen? It didn’t just appear! Let’s be detectives.” |
| Develop (main) | (35 min) 1. Tell the story of a yam: farmer plants, harvests, loads truck, goes to market, mother buys, cooks at home. 2. Sequence picture cards as a class on the board. 3. Children arrange their own set of cards in order. 4. Role-play the journey: child is farmer, another is truck driver, another vendor, another buyer. 5. Draw the food journey on a strip of paper (comic strip). |
| Plenary (close) | (10 min) “Thank a Farmer” circle: each child says “Thank you, farmer, for ____.” |
| Assessment | Sequence cards in correct order; comic strip shows at least 3 stages. |
| Teacher notes | If possible, visit a farm or have a farmer parent talk to the class. |
| Objectives | Students will be able to: (1) name the three main food groups (staples, proteins, fruits/vegetables); (2) plan a balanced meal; (3) sort foods into groups. |
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| Materials | Food group chart with pictures, paper plates, food cut-outs from magazines or drawings. |
| Key vocabulary | balanced, staple, protein, fruit, vegetable |
| Engage (starter) | (10 min) Show a plate with only rice. “Is this a healthy meal? What’s missing?” Introduce the idea of a balanced plate. |
| Develop (main) | (35 min) 1. Explain the three groups simply: “Go foods” (staples – rice, yam), “Grow foods” (proteins – chicken, beans), “Glow foods” (fruits & veg). 2. Classify picture cards into groups. 3. On a paper plate, paste or draw a balanced meal with at least one from each group. 4. Share with a partner and check if it’s balanced. 5. Discuss why we need a mix (energy, growth, health). |
| Plenary (close) | (10 min) “Balanced Plate Bingo” – teacher calls a food, children cover if it’s on their plate. |
| Assessment | Plate includes one food from each group; child can name the three groups. |
| Teacher notes | Use local foods so children see themselves. |
| Objectives | Students will be able to: (1) recall needs vs wants; (2) classify foods by source (plant/animal) and group; (3) create a “My Needs” mini-book. |
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| Materials | Mini-book template (folded paper), pictures from the week, glue, crayons. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Quick game: “Need or Want?” – teacher calls items, children jump up for need, crouch for want. |
| Develop (main) | (35 min) 1. Make a mini-book: Page 1 – Needs vs Wants (two pictures). Page 2 – Plant Foods (draw two). Page 3 – Animal Foods (draw two). Page 4 – A Balanced Meal. 2. Write simple captions with help. 3. Share mini-book with a partner and read together. |
| Plenary (close) | (10 min) Author’s chair: three volunteers read their mini-book to the class. |
| Assessment | Mini-book includes all pages with correct content. |
| Teacher notes | Send mini-books home for parent review. |