Types and Sources of Food for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 3
Age: 5 years
Duration: 30 minutes
Subject: Basic Science and Technology
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Common objects in the classroom.
Topic: Types and Sources of Food
Subject Matter: FOOD: Types of food, Sources of food.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Mention at least three types of food they eat at home.
• Identify different types of food from a picture chart.
• Identify the two main sources of food (plants and animals).

Affective Domain

• Show appreciation for the different foods available to them.
• Express curiosity about where their food comes from.

Psychomotor Domain

• Point to specific foods and their sources on a picture chart.
• Sort picture cards of food into “plant food” and “animal food” categories.

Social Domain

• Participate actively in class discussions about food.
• Share their ideas about the types of food they like.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Relevant Early Childhood Care and Education resources

Instructional Materials

• Picture charts showing various types of food (e.g., rice, yam, beans, fish, egg, milk, fruits, vegetables).
• Real samples of raw food (e.g., a small yam, a handful of rice, some beans, an orange).
• Picture cards of individual food items and their sources.
• Two labels: “FOOD FROM PLANTS” and “FOOD FROM ANIMALS”.
• A basket or tray for sorting activities.

Rationale for the Lesson

This lesson is important for 5-year-olds as it helps them understand where the food they eat comes from. Knowing the types and sources of food encourages healthy eating habits and builds a basic understanding of the natural world, connecting what they see on their plates to its origin.

Prerequisite/Previous Knowledge

Pupils can name some common foods they eat at home and identify familiar objects in their environment.

Lesson Content/Board Summary

FOOD: Types and Sources of Food

Food is anything we eat to give us energy, help us grow, and keep us healthy. We eat many different types of food every day.

Types of Food

There are many foods we eat. Some common types of food we eat in Nigeria are:

• Rice: We cook and eat rice.
• Beans: We cook and eat beans.
• Yam: We boil or fry yam.
• Garri: We soak garri or make eba.
• Plantain: We fry or boil plantain.
• Fish: We eat fish with rice or soup.
• Egg: We boil or fry eggs.
• Fruits: Like oranges, bananas, apples.
• Vegetables: Like ugu, spinach, carrots.

Sources of Food

All the food we eat comes from two main places:

1. Food from Plants

Many foods come from plants. Plants grow in the soil and give us fruits, vegetables, grains, and roots.

• Examples: Rice, Beans, Yam, Garri, Plantain, Oranges, Bananas, Ugu, Carrots.

We eat different parts of plants like the leaves (ugu), fruits (orange), seeds (beans), and roots (yam).

2. Food from Animals

Some foods come from animals. Animals give us meat, eggs, and milk.

• Examples: Fish, Chicken (meat), Beef (meat), Eggs (from chickens), Milk (from cows or goats).

Key Words

• Food – What we eat to grow and be strong.
• Plant – Where some food like yam, rice, and fruits come from.
• Animal – Where some food like fish, meat, and eggs come from.
• Rice – A type of food from plants.
• Beans – A type of food from plants.
• Fish – A type of food from animals.
• Egg – A type of food from animals.

What the Teacher Should Show or Draw

• Display a large picture chart showing various foods and their sources.
• Show real examples of raw foods like rice, beans, yam, and an orange.
• Point to pictures of fish, eggs, and milk.
• Draw a simple plant and a simple animal (e.g., a hen) on the board and connect them to food examples.

Food Sources Song

Tune: “Twinkle, Twinkle Little Star”

Food, food, yummy food,
Helps us grow and makes us good.
Some from plants, some from ground,
All around, all around.
Food, food, yummy food,
Helps us grow and makes us good.

Actions:

• “Food, food, yummy food” – Rub tummy.
• “Helps us grow and makes us good” – Stretch arms up, then give a thumbs up.
• “Some from plants, some from ground” – Point down to the ground.
• “All around, all around” – Make a circular motion with hands.

How to use the rhyme: Sing the song together as an introduction or reinforcement to the lesson on food sources. Encourage pupils to do the actions.

Watch and Learn About Food Sources

Let’s watch a short video to see more about where our food comes from!

https://www.youtube.com/watch?v=0hW2y9v_c04

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: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils warmly. The teacher asks pupils what they ate for breakfast or lunch. The teacher sings a short food-related greeting song.

Pupils’ Activity: Pupils respond to greetings, mention foods they ate, and sing along with the teacher.

Learning Point: Pupils are engaged and begin thinking about food.

Step 2: Identifying Types of Food

Time: 5 minutes

Teaching Skill: Observation/Naming

Teacher’s Activity: The teacher displays the picture chart of various foods and shows real food samples (e.g., yam, rice, beans, orange). The teacher asks pupils to name the foods they see and mentions other common foods like fish and eggs.

Pupils’ Activity: Pupils point to and name the foods they recognise on the chart and from the real samples. They mention other foods they eat at home.

Learning Point: Pupils recognise and name different types of food.

Step 3: Introducing Sources of Food (Plants)

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that some food comes from plants. The teacher points to plant-based foods on the chart (e.g., yam, rice, beans, fruits, vegetables) and shows the real samples. The teacher explains that these foods grow from the ground or on trees/bushes.

Pupils’ Activity: Pupils listen attentively, point to the plant-based foods, and repeat “Food from plants.”

Learning Point: Pupils understand that plants are a source of food and can identify examples.

Step 4: Introducing Sources of Food (Animals)

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that other foods come from animals. The teacher points to animal-based foods on the chart (e.g., fish, egg, meat, milk) and explains that these come from animals like fish, chickens, or cows. The teacher asks if they have seen these animals.

Pupils’ Activity: Pupils listen, point to the animal-based foods, and repeat “Food from animals.” They may share if they have seen the animals mentioned.

Learning Point: Pupils understand that animals are a source of food and can identify examples.

Step 5: Activity – Sorting Food Sources

Time: 5 minutes

Teaching Skill: Practical Application/Classification

Teacher’s Activity: The teacher distributes picture cards of various foods to small groups of pupils. The teacher places two labelled trays/areas: “FOOD FROM PLANTS” and “FOOD FROM ANIMALS”. The teacher guides pupils to sort their food cards into the correct source category.

Pupils’ Activity: Pupils work in groups to sort their food picture cards, placing them under the correct “FOOD FROM PLANTS” or “FOOD FROM ANIMALS” label.

Learning Point: Pupils practically apply their knowledge of food sources by classifying foods.

Step 6: Reinforcement – Song and Video

Time: 2 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the pupils in singing the “Food Sources Song” again with actions. The teacher then plays the short educational video about food sources.

Pupils’ Activity: Pupils sing the song with actions and watch the video, repeating names of foods and sources as they appear.

Learning Point: Pupils reinforce their learning through song and visual media.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Name one food you like to eat.”
2. “Show me a food that comes from a plant on the chart.”
3. “Show me a food that comes from an animal on the chart.”
4. “What are the two main places our food comes from?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate by pointing to foods on the chart.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarising/Encouraging

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that all the yummy food we eat comes from either plants or animals, and it helps us grow strong and healthy. The teacher encourages them to always eat healthy food.

Pupils’ Activity: Pupils listen and say “Thank you, Teacher.”

Learning Point: Pupils understand the importance of healthy eating and recall the main lesson points.

Lesson Keywords

• Food – What we eat to get energy and grow.
• Plant – A living thing that grows in the ground and gives us food like yam, rice, and fruits.
• Animal – A living creature that gives us food like fish, meat, and eggs.
• Sources – Where something comes from.

Differentiation

• Support: For pupils who are struggling, the teacher can provide fewer food cards for sorting, give more direct prompts, or do hand-over-hand guidance when pointing to foods on the chart. Repetition of key terms and actions will also be helpful.
• Extension: For pupils who quickly grasp the concept, the teacher can ask them to name more examples of food from plants and animals not explicitly covered, or to explain why a certain food comes from a plant or an animal (e.g., “Why is fish from an animal?”).

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials, especially the picture charts and real food samples, are ready and easily accessible. Arrange the classroom to allow for group sorting activities. When introducing food types, use familiar Nigerian examples to make the lesson relatable. Emphasise the two main sources (plants and animals) clearly and repeatedly. Encourage pupils to use their senses (looking, touching the raw food samples) during the lesson. Observe pupils during the sorting activity to gauge their understanding. Praise effort and correct misconceptions gently. The main observable action showing understanding will be pupils correctly identifying foods and their sources, and correctly sorting the picture cards.