Teacher Primary Pack 1
The Food Pyramid Poster
INSTRUCTIONS for Onion Prints 1. 2. 3. 4.
Key Vocabulary fats, oils, sweets; meat, poultry, fish, eggs, dry beans, nuts; fruits; bread, rice, cereal grains, pasta; vegetables; milk, yogurt, cheese; pyramid; servings
Cut an onion in half. Use ink pads or colour paints on a plate. Press the cut part of the onion into the ink or paint. Stamp a decorative design with the onion on a piece of paper. You can make a card, paper to write letters on, or a picture frame.
Extended Vocabulary apple, asparagus, banana, beans, beets, cabbage, candy, carrots, cereal, chicken, chocolate, corn, grapes, green beans, kiwi, lemonade, lettuce, melon, onion, orange, parsnips, peach, peas, peppers, pineapple, popcorn, potatoes, potato chips, pudding, squash, tea, tomatoes, water, watermelon
Present the Poster 1. Hold up the poster just for a moment and then ask what the poster is about. When the children answer that it’s about food, display the poster on the board or wall. Say, “Yes, the poster is about food.” 2. Point to the pictures of food items surrounding the pyramid. Encourage the children to name as many as they can. At this point, if your students are younger, you may limit the activity to a simple listenand-repeat sequence as you point to some of the items.
If your students are older, you may want to write the names of more of the food items on the board and have the children copy them in their notebooks after they say them. In any case, do not overload the children with all of the vocabulary at one time. You can return to the poster another time to continue with more vocabulary.
3. Say, “Look at the middle of the poster.” Point to the pyramid. Ask, “Is this more like a triangle or a square?” When students answer triangle, say “Yes, it’s a kind of triangle with sides. It’s called a pyramid.” 4. As you point to the pyramid, say “This is a food pyramid. It shows the different food groups. It tells us how much of certain foods to eat to stay healthy. We can use the food pyramid to help us eat right.” 5. Point to the base of the pyramid and say, “This big part shows us that we can eat more of these foods here. We can eat six to eleven servings of these foods a day.” Ask students to name the kinds of foods in that section of the pyramid: bread, rice, cereal grains, pasta.
Ask a few students if they like those foods and if they eat a lot of them.
6. Follow a similar procedure for the middle sections of the pyramid, and finally, for the top section. Make sure students understand that we can eat only a little of the foods in the smallest part of the pyramid every day.
Present the Poster Activities 1. At the bottom of the poster are two activities. The first is a fun art project in which children cut an onion in half, place the halves on an ink pad, and then stamp the onion on paper to create a design. You may want students to try this at home and bring their work to your next class to share. 2. For the second activity, invite the children to look at the picture of the picnic. You may want to review with them the names of all the foods and drink they see.
Tell the children that a little duck is hiding in the picture. Group students into pairs and have them look for the duck. You may want to set a time limit. When pairs find the duck, they should quietly raise their hands. Answer: The duck is behind the thermos in the lower left corner.
Finally, have the pairs of students list sweet foods and salty foods in the picture.
Additional Activities 1. Chant. Divide the students into two groups. Each group plays the part of the child or the mother. The students performing the character of the child can shake their heads no and make faces as they refuse to try the food. The students performing the part of the mother can put their hands on their hips or shake a finger at the child as they tell them to try the food. Mama, No! (Group 1)
Mama, mama—this is wrong. Don’t make me sit here all night long.
(Group 2)
Now don’t be a baby—try it. It’s mushroom stew—you’ll love it.
(Group 1)
Mama, mama—this is wrong. Don’t make me do this all night long.
(Group 2)
Now open wide—just taste. Black rice and squid —no time to waste.
(Group 1)
Mama, mama—this is wrong. Don’t make me try stuff all night long.
(Group 2)
Now don’t be silly—eat it. Beef and kidney pie—you’ll like it.
2. Role play. Encourage students to act out shopping for food in the grocery store or to act out ordering and eating food in a restaurant. Simple props will enliven the activity.
Worksheets Make copies of both sides of the worksheet for individual students. In the first activity, students do a word search for food vocabulary. If your students don’t know all the words, explain what they are, and then simply show them where they are to circle them. In the second activity, students identify differences in two very similar grocery store scenes. They can color the scenes if they wish.
Display and Review Display the poster in an easy-to-see location in your classroom. Refer to the poster from time to time for quick vocabulary review.
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Teacher Primary Pack 1 T h e F ood P y r a m i d
Worksheet #1 Find the Differences Find and colour. Then talk about the differences.
There’s a piece of pie in Picture 1.
Picture 1
Picture 2
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There are cookies in Picture 2.
Teacher Primary Pack 1 T h e F ood P y r a m i d
Worksheet #2 Crossword Puzzle Find the food words. Use the pictures as clues. Circle.
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Write about you. 1. What do you eat for breakfast?
I eat
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2. What do you eat for lunch?
I eat
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3. What do you eat for dinner?
I eat
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