Meaning of Food, Examples and Why We Eat for Pre-School Level 1

Class: Pre-School Level 1
Term: First Term
Week: 9
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identifying different parts of the body.
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 at least three common food items when shown pictures or real objects.
• State in simple terms what food is.
• Recall one reason why we eat food (e.g., to grow).

Affective Domain

• Show interest in learning about different foods.
• Appreciate the importance of eating healthy food.

Psychomotor Domain

• Point to specific food items on a chart or when named by the teacher.
• Mime the action of eating.

Social Domain

• Participate actively in class discussions by repeating names of food.
• Share their ideas about foods they like to eat.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1
• Relevant Early Childhood Care and Education resources

Instructional Materials

• Charts displaying various food items (e.g., rice, beans, bread, egg, orange, yam, fish)
• Real food items (e.g., a banana, an orange, a slice of bread – ensure safety and hygiene) or realistic toy food items
• Picture cards of different foods
• MP4 player or tablet for video playback

Rationale for the Lesson

This lesson is important for 2-year-olds because it introduces them to the fundamental concept of food, which is essential for their growth and health. Understanding what food is and why we eat it helps children develop healthy habits and make connections between what they consume and their well-being in their daily lives.

Prerequisite/Previous Knowledge

Pupils are familiar with eating different things at home and can identify some common objects around them.

Lesson Content/Board Summary

FOOD: Meaning, Examples and Why We Eat

What is Food?

Food is what we eat to grow big and strong!

It gives us energy to play and learn.

Examples of Food

• Rice
• Beans
• Spaghetti
• Bread
• Egg
• Orange
• Yam
• Fish

(Show pictures and real items as you name them)

Why Do We Eat Food?

• To grow tall!
• To be strong!
• To have energy to play!
• To stay healthy and not get sick!

Times We Eat

• Morning (Breakfast)
• Afternoon (Lunch)
• Evening (Dinner)

Food Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Food, food, food, we love to eat,
Makes us strong from head to feet.
Rice and beans and bread so nice,
Eat our food to grow so fast!
Food, food, food, we love to eat,
Makes us strong from head to feet.

Actions:

• “Food, food, food, we love to eat” – Pat tummy.
• “Makes us strong from head to feet” – Flex arm muscles, then point to head and feet.
• “Rice and beans and bread so nice” – Point to pictures of these foods or mime eating them.
• “Eat our food to grow so fast!” – Stretch arms up high.

Watch and Learn About Healthy Food

https://www.youtube.com/watch?v=0k_2R7j9d8k

Key Words

• Food – What we eat.
• Eat – To put food in our mouth and swallow.
• Grow – To get bigger.
• Strong – Having power and energy.

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: Engaging/Greeting

Teacher’s Activity: The teacher greets the pupils with a cheerful song and asks them what they ate for breakfast. The teacher then shows a real fruit (e.g., an orange) and asks, “What is this? What do we do with it?”

Pupils’ Activity: Pupils respond to greetings, mention what they ate, and identify the fruit, saying “eat.”

Learning Point: Pupils are engaged and introduced to the concept of food.

Step 2: Meaning of Food

Time: 4 minutes

Teaching Skill: Explaining/Simplifying

Teacher’s Activity: The teacher explains in simple terms, “Food is what we eat to grow big and strong! It gives us energy to play.” The teacher demonstrates stretching tall and flexing muscles.

Pupils’ Activity: Pupils listen, repeat “Food makes us strong,” and imitate the teacher’s actions (stretching, flexing muscles).

Learning Point: Pupils understand the basic meaning of food and its benefit.

Step 3: Examples of Food

Time: 6 minutes

Teaching Skill: Naming/Identifying

Teacher’s Activity: The teacher shows charts and real/toy food items (rice, beans, bread, egg, orange, yam, fish). The teacher names each item clearly and asks pupils to repeat the name and point to it.

Pupils’ Activity: Pupils look at the pictures/items, repeat the names of the foods, and point to them as called out by the teacher.

Learning Point: Pupils can identify and name various common food items.

Step 4: Why We Eat Food

Time: 4 minutes

Teaching Skill: Explaining/Connecting

Teacher’s Activity: The teacher asks, “Why do we eat food?” and guides pupils to say, “To grow tall! To be strong! To have energy to play!” The teacher uses actions for each reason.

Pupils’ Activity: Pupils listen, repeat the reasons, and perform the actions (stretch up, flex muscles, mime running).

Learning Point: Pupils understand the importance of eating food for growth and energy.

Step 5: Food Rhyme Reinforcement

Time: 4 minutes

Teaching Skill: Singing/Movement

Teacher’s Activity: The teacher introduces the “Food Rhyme” and sings it with actions. The teacher encourages pupils to join in after the first repetition.

Pupils’ Activity: Pupils listen, watch the actions, and then sing along with the teacher, performing the actions.

Learning Point: Pupils reinforce learning about food through song and movement.

Step 6: Video Reinforcement

Time: 3 minutes

Teaching Skill: Visual Learning/Discussion

Teacher’s Activity: The teacher plays the short educational video about healthy food. After the video, the teacher asks pupils to name one food they saw or one thing they learned about eating.

Pupils’ Activity: Pupils watch the video attentively and respond to the teacher’s questions by pointing or naming a food.

Learning Point: Pupils consolidate their understanding of food through a visual aid.

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.

1. “What is this?” (Teacher shows a picture of bread).
2. “Point to the orange on the chart.”
3. “Why do we eat food?” (Guide for “to grow strong”).
4. “Show me how you eat.” (Mime eating).

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarizing/Closing

Teacher’s Activity: The teacher summarizes that food is important for us to grow big, strong, and healthy. The teacher leads a “Goodbye” song.

Pupils’ Activity: Pupils listen to the summary and sing the goodbye song.

Learning Point: Pupils understand the overall message of the lesson.

Lesson Keywords

• Food – What we eat to live and grow.
• Eat – To put food into our mouth and swallow.
• Grow – To get bigger and taller.
• Strong – Having power and energy in our body.

Differentiation

• Support: For pupils who are struggling, the teacher will use larger, more distinct pictures, provide more one-on-one repetition of food names, and use hand-over-hand guidance to help them point to items. Focus on identifying just two very familiar food items.
• Extension: For pupils who grasp the concepts quickly, the teacher can ask them to name additional foods not shown on the chart, or ask them to identify foods they eat for breakfast, lunch, or dinner.