Note for teachers using this lesson plan
Before the lesson, gather real examples of common Nigerian foods (e.g., a small handful of rice, beans, a slice of bread, a boiled egg, an orange or banana) and pictures of these foods being eaten at different meal times. The central idea is for pupils to recognise familiar foods and understand that we eat at specific times to get energy. Successful learning will be observed when pupils can point to foods, name them, and identify morning, afternoon, and evening meal times.
Class: Pre-School Level 1
Term: First Term
Week: 10
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Understanding simple daily routines.
Topic: FOOD
Subject Matter: FOOD; Definition of food; Examples of foods e.g. rice, beans, spaghetti, bread, egg, orange, etc.; Why do we eat food?; Times that we eat: morning, afternoon, evening.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify familiar food items when shown.
- Name at least three examples of food.
- State that we eat food to get energy and grow.
- Name the three main meal times: morning, afternoon, and evening.
Affective Domain
- Show interest in learning about different foods.
- Participate in naming foods and meal times.
Psychomotor Domain
- Point to specific foods when asked.
- Mime eating actions for different foods.
Social Domain
- Share their experiences of what they ate at different meal times.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Real food examples: cooked rice, beans, a slice of bread, a boiled egg, an orange, a banana.
- Picture cards of various foods (e.g., yam, plantain, spaghetti, fish, meat).
- Pictures showing children eating breakfast, lunch, and dinner.
- Small plates and spoons (for demonstration).
- Charts displaying different foods and meal times.
Rationale for the Lesson
This lesson is important for 2-year-olds as it introduces them to the basic concept of food, its importance for growth and energy, and the routine of meal times. Understanding these concepts helps children develop healthy eating habits and a sense of daily structure, connecting learning to their everyday experiences at home and school.Prerequisite/Previous Knowledge
Pupils have a basic awareness of their daily routines, such as waking up, playing, and sleeping. They also have some familiarity with common objects around them.Lesson Content/Board Summary
FOOD: Meal Times and Everyday Examples
What is Food?
Food is what we eat to grow big and strong. Food gives us energy to play, run, talk, and learn!
Examples of Foods:
- Rice
- Beans
- Spaghetti
- Bread
- Egg
- Orange
- Yam
- Plantain
- Fish
Why Do We Eat Food?
- To get energy (power to play!)
- To grow big and strong
- To stay healthy
Times We Eat (Meal Times):
- Morning: We eat breakfast. (Show picture of morning meal.)
- Afternoon: We eat lunch. (Show picture of afternoon meal.)
- Evening: We eat dinner. (Show picture of evening meal.)
Key Words
- Food – What we eat.
- Eat – To put food in our mouth and swallow.
- Morning – The start of the day.
- Afternoon – The middle of the day.
- Evening – The end of the day.
Our Food Song
Tune: “Twinkle, Twinkle Little Star”
Food, food, food, we love to eat,
Makes us strong from head to feet.
Rice and beans and bread so good,
Thank you, thank you, for our food.
Morning, afternoon, evening too,
Food for me and food for you!
Actions:
- “Food, food, food, we love to eat” – Rub tummy.
- “Makes us strong from head to feet” – Point to head, then feet, then flex arm muscles.
- “Rice and beans and bread so good” – Point to different food pictures/objects.
- “Thank you, thank you, for our food” – Put hands together as if praying.
- “Morning, afternoon, evening too” – Point forward for morning, to side for afternoon, back for evening.
- “Food for me and food for you!” – Point to self, then to classmates.
Watch and Learn About Food
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing real food items and asking pupils to name them. Explain simply that food makes us strong. Use pictures to illustrate morning, afternoon, and evening meals, linking them to “breakfast,” “lunch,” and “dinner” as appropriate. Repeat key words and concepts often.
What to show or demonstrate: Display the real food examples and picture cards. Point to each food and say its name clearly. Show pictures of children eating at different times of the day. Demonstrate actions for getting energy (e.g., running in place, flexing muscles).
How to use the rhyme/song: Sing “Our Food Song” together multiple times, encouraging pupils to join in with the actions. Use it as a transition or a reinforcement activity. Emphasize the words “food,” “strong,” and the meal times.
How to use the video: Introduce the video as a fun way to see more foods and learn why we eat. Play the video once or twice. After watching, ask simple questions like “What foods did you see?” or “Why do we eat food?” Encourage pupils to point to foods they recognise from the video.
What to watch for: Observe if pupils can point to specific foods when named and if they can mimic eating actions. Watch for their engagement during the song and video. Correct pronunciation gently and encourage participation from all children.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Manipulation of Objects.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a simple “Good Morning” song. The teacher then asks pupils if they feel strong today and how they got their energy.
Pupils’ Activity: Pupils respond to greetings and sing along. They might point to themselves or say “yes.”
Learning Point: Pupils are settled and ready to learn, connecting feeling strong to food.
Step 2: Introducing Food Examples
Time: 5 minutes
Teaching Skill: Observation/Naming
Teacher’s Activity: The teacher displays real food items (rice, beans, bread, egg, orange) and picture cards. The teacher picks up each item, names it clearly, and asks pupils to repeat the name. “This is rice. Say ‘rice’!”
Pupils’ Activity: Pupils look at the foods, listen to the names, and try to repeat after the teacher. They point to the foods as the teacher names them.
Learning Point: Pupils begin to identify and name common food items.
Step 3: Why We Eat Food
Time: 4 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains in simple terms, “We eat food to get energy! Food makes us strong so we can play, run, and learn.” The teacher demonstrates running in place and flexing arm muscles. “Food helps us grow big!”
Pupils’ Activity: Pupils listen and watch the teacher’s actions. They may try to mimic running or flexing their little muscles.
Learning Point: Pupils understand that food provides energy and helps them grow.
Step 4: Introducing Meal Times
Time: 5 minutes
Teaching Skill: Association/Picture Talk
Teacher’s Activity: The teacher shows pictures of children eating at morning (breakfast), afternoon (lunch), and evening (dinner). “In the morning, we eat breakfast. In the afternoon, we eat lunch. In the evening, we eat dinner.” The teacher asks, “What did you eat this morning?”
Pupils’ Activity: Pupils look at the pictures and listen. They might point to the pictures. Some may try to mention what they ate for breakfast.
Learning Point: Pupils learn about the three main meal times and associate them with daily routines.
Step 5: Reinforcing with Rhyme/Song
Time: 4 minutes
Teaching Skill: Repetition/Singing
Teacher’s Activity: The teacher leads the pupils in singing “Our Food Song” from the Board Summary. The teacher encourages pupils to perform the actions as they sing.
Pupils’ Activity: Pupils sing along with the teacher and do the actions for the song.
Learning Point: Pupils reinforce their understanding of foods and meal times through a fun song and actions.
Step 6: Video and Discussion
Time: 5 minutes
Teaching Skill: Visual Learning/Discussion
Teacher’s Activity: The teacher introduces the video about healthy foods and plays it for the pupils. After the video, the teacher asks simple questions like, “What foods did you see in the video?” or “Did you see children eating?”
Pupils’ Activity: Pupils watch the video. They respond to questions by pointing to foods they recognise or making simple sounds/words.
Learning Point: Pupils reinforce food recognition and the concept of eating for health through visual media.
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.
- “Point to the bread.” (Teacher holds up bread or picture.)
- “What is this food?” (Teacher points to the egg.)
- “When do we eat breakfast? Morning, afternoon, or evening?”
- “Why do we eat food?” (Teacher prompts with actions like running.)
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate by pointing, naming, or making simple sounds.
Learning Point: Pupils demonstrate understanding of the lesson by identifying foods, naming meal times, and recalling why we eat.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Recap/Encouragement
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to eat their food to grow big and strong. “Remember to eat your food, morning, afternoon, and evening!”
Pupils’ Activity: Pupils listen and may clap or cheer.
Learning Point: Pupils are encouraged to practise healthy eating habits.
Lesson Keywords
- Food – What we eat to grow.
- Eat – To put food in our mouth.
- Morning – The first part of the day.
- Afternoon – The middle part of the day.
- Evening – The last part of the day.
Differentiation
- Support: For pupils who struggle, provide more one-on-one repetition of food names and meal times. Use hand-over-hand guidance to help them point to the correct items. Focus on just two main meal times (morning and evening) initially.
- Extension: For pupils who grasp the concepts quickly, ask them to name another food they like to eat. Encourage them to mime eating different foods. Ask them to point to the picture of what they ate for dinner last night.
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