Note for teachers using this lesson plan
Before this lesson, gather a variety of real food items (e.g., a piece of yam, rice, bread) and real fruits (e.g., an orange, banana, apple) or clear picture cards of them. The central idea for pupils is to understand that both food and fruits are good for us, but they have different roles and characteristics. Observe if pupils can point to and name examples of both, and state simple reasons why they are important.
Class: Pre-School Level 3
Term: Third Term
Week: 9
Age: 4 years
Duration: 30 minutes
Subject: Health Habits
Curriculum Theme: Health Habits
Previous Lesson: Healthy Eating Habits
Topic: FOOD AND FRUITS
Subject Matter: Differences between food and fruits, examples and importance.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and name different examples of food and fruits.
- State simple differences between food and fruits.
- Recall why it is important to eat food and fruits.
Affective Domain
- Show appreciation for healthy food and fruits.
- Participate actively in discussions about food and fruits.
Psychomotor Domain
- Point to specific food items and fruits when named.
- Sort pictures of food and fruits into correct categories.
Social Domain
- Share ideas with peers about their favourite food and fruits.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
Instructional Materials
- Real food items (e.g., cooked rice, yam, bread)
- Real fruits (e.g., orange, banana, apple, mango)
- Picture cards or charts of various foods and fruits
- Posters showing healthy eating
- A tablet or projector for video playback
Rationale for the Lesson
This lesson helps 4-year-olds understand the basic distinction between general food items and fruits, which are a special type of food. Learning this helps them make healthier choices and appreciate the different benefits each provides for their growth and well-being, connecting directly to their daily meals and snacks.Prerequisite/Previous Knowledge
Pupils can already identify some common food items and fruits they eat at home and school. They also have a basic understanding of what it means to eat healthily.Lesson Content/Board Summary
FOOD AND FRUITS
What is Food?
Food is anything we eat to get energy, grow big and strong, and stay healthy. It helps us play and learn.
- Examples: Rice, yam, beans, bread, eba, soup.
What are Fruits?
Fruits are a special kind of food that usually grows on trees or plants. They are often sweet and juicy, and we can eat them raw. Fruits have many vitamins that keep us healthy and strong.
- Examples: Orange, apple, banana, mango, pineapple, watermelon.
Differences Between Food and Fruits
- Food: Gives us energy to run and play, helps us grow. Many foods need to be cooked before we eat them (like rice, yam).
- Fruits: Keep us healthy and prevent sickness, full of vitamins. Most fruits are eaten raw (without cooking) and are naturally sweet.
Importance of Eating Food and Fruits
- Food: Gives us energy, helps us grow, makes us strong.
- Fruits: Keeps our bodies healthy, helps us fight sickness, makes our skin glow.
Key Words
- Food – What we eat to get strong and have energy.
- Fruits – Sweet, juicy foods that grow on plants and keep us healthy.
- Healthy – Strong and not sick.
- Energy – Power to play and learn.
Healthy Eating Rhyme
Tune: “Twinkle, Twinkle Little Star”
Food and fruits, so good for me,
Help me grow, happy and free.
Rice and yam, make me strong,
Fruits like mango, all day long.
Food and fruits, good to eat,
Keep my body, oh so neat!
Actions: Point to stomach for “good for me,” stretch arms up for “grow,” make muscles for “strong,” pretend to eat for “good to eat,” pat body for “neat.”
Watch and Learn About Healthy Food
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing real examples of food and fruits. Ask pupils to identify them. Explain simply what food is and what fruits are, using the provided examples. Then, guide them to notice the differences: some foods need cooking, fruits are often eaten raw; food gives energy, fruits give vitamins. Emphasize the importance of both for a healthy body.
What to show or demonstrate: Display real food items (e.g., a small plate of rice, a piece of yam) and real fruits (e.g., an orange, banana). Use picture cards to show more examples. Point to each item as you name it and briefly describe its characteristics.
How to use the rhyme/song: Introduce the “Healthy Eating Rhyme” after discussing the importance of food and fruits. Sing it together several times, encouraging pupils to do the actions. This helps reinforce the key message in a fun way.
How to use the video: Introduce the video as a fun way to see many healthy foods. After watching, discuss some of the foods and fruits seen in the video. Ask pupils to name some and recall why they are good for us. This can lead into a discussion about the differences.
What to watch for: Observe if pupils can correctly identify and differentiate between food and fruits when presented with examples. Listen for their simple explanations of why eating them is important.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Manipulation of Objects
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and asks them what they ate for breakfast. The teacher then shows some real food items and fruits, asking pupils to name them.
Pupils’ Activity: Pupils respond to greetings, share what they ate, and name the food items and fruits shown by the teacher.
Learning Point: Pupils recall familiar food items and fruits.
Step 2: Exploring Food
Time: 5 minutes
Teaching Skill: Naming/Description
Teacher’s Activity: The teacher shows various food items (e.g., rice, yam, bread) and explains that these are “food.” The teacher asks pupils what food does for their bodies (e.g., “Food makes us strong!”).
Pupils’ Activity: Pupils look at the food items, repeat their names, and say simple phrases like “Food makes us strong!”
Learning Point: Pupils identify examples of food and understand its basic importance.
Step 3: Exploring Fruits
Time: 5 minutes
Teaching Skill: Naming/Description
Teacher’s Activity: The teacher shows various fruits (e.g., orange, banana, apple) and explains that these are “fruits.” The teacher asks pupils what fruits do for their bodies (e.g., “Fruits keep us healthy!”).
Pupils’ Activity: Pupils look at the fruits, repeat their names, and say simple phrases like “Fruits keep us healthy!”
Learning Point: Pupils identify examples of fruits and understand their basic importance.
Step 4: Differentiating Food and Fruits
Time: 5 minutes
Teaching Skill: Comparison/Classification
Teacher’s Activity: The teacher places a food item next to a fruit. The teacher guides pupils to notice simple differences, e.g., “This yam needs cooking, but this banana we eat raw. Food gives us energy, fruits give us vitamins.” The teacher asks pupils to sort picture cards into “Food” and “Fruits” groups.
Pupils’ Activity: Pupils observe the items, listen to the differences, and help sort the picture cards into two groups.
Learning Point: Pupils begin to understand simple distinctions between food and fruits.
Step 5: Importance of Both
Time: 4 minutes
Teaching Skill: Reinforcement/Discussion
Teacher’s Activity: The teacher leads a short discussion on why both food and fruits are important for a healthy body. The teacher sings the “Healthy Eating Rhyme” with actions.
Pupils’ Activity: Pupils share simple reasons why they eat food and fruits, and sing along with the rhyme, performing the actions.
Learning Point: Pupils reinforce their understanding of the overall importance of a balanced diet.
Step 6: Video and Practice
Time: 4 minutes
Teaching Skill: Visual Learning/Application
Teacher’s Activity: The teacher plays the “Healthy Food Song” video. After the video, the teacher points to various real items or picture cards and asks pupils to say if it’s “food” or “fruit” and why it’s good for them.
Pupils’ Activity: Pupils watch the video, then identify items as “food” or “fruit” and state a simple benefit.
Learning Point: Pupils apply their learning by identifying and describing items from the video and real objects.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Show me a food item.” (Teacher points to a mix of items)
- “Show me a fruit.” (Teacher points to a mix of items)
- “Tell me one thing food does for your body.”
- “Tell me one thing fruits do for your body.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarization
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to eat both food and fruits to stay strong and healthy. The teacher says goodbye.
Pupils’ Activity: Pupils respond to praise and say goodbye.
Learning Point: Pupils consolidate the main message of eating healthy.
Lesson Keywords
- Food – Things we eat like rice, yam, and bread to get energy and grow.
- Fruits – Sweet, juicy things like oranges and bananas that keep us healthy.
- Healthy – Feeling good and strong, not sick.
- Energy – The power our body needs to play and learn.
Differentiation
- Support: For pupils who are struggling, use fewer examples and focus on two very distinct items (e.g., yam and banana). Provide hand-over-hand guidance for sorting picture cards. Use more repetition of key phrases like “Food for energy, fruits for health.”
- Extension: For pupils who grasp the concept quickly, ask them to name additional examples of food and fruits they eat at home. Encourage them to describe the taste or colour of different fruits. Ask them to draw their favourite food and fruit.
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